The conference was opened by Levente Kovács Örs, the project coordinator, with welcoming remarks by Gábor Herbert, president of NOE, Dr. Veronika Varga-Bajusz, state secretary for higher education, vocational and adult education, and youth, and Radek Waszkiewicz, president of ELFAC. They all emphasized that strengthening a family-friendly approach in higher education is not only in the interest of society, but also a long-term investment.

Örs Levente Kovács presented the results of the project, explaining in detail how the research revealed the obstacles faced by students with families. The challenges faced by students raising children were discussed, as well as solutions that could help them in their studies.

During an international roundtable discussion, Raul Sanchez, Secretary General of the European Network of Family-Friendly Cities, Irina Granzulea, President of the Romanian Association of Large Families, and Kristóf Dallman, Secretary of the PPKE Student Service Center, on behalf of HÖOK, shared their experiences and discussed the future of inclusive higher education. The details of the research and the best practices developed were presented by research leader Bálint Duráczky.

The research results of the two-year project were also published separately in the form of a study volume. The volume entitled “Between Diploma and Cradle – Students Raising Children in Higher Education” was presented to the participants by researchers from Károli Gáspár Reformed University. The program concluded with reports from partner institutions.

The professional day was accompanied by a good atmosphere, openness, and active dialogue. The closing conference confirmed that family-friendly higher education is not only necessary but also feasible. The results of the project can contribute in the long term to a more flexible and inclusive environment for both students and teachers.

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REMINDER

Project: “Supporting inclusive learning environments – strategies for supporting students with children and families in higher education” (2023-1-HU01-KA220-HED-000156058)

International partner meeting – II. Ferenc Rákóczi Hungarian College of Transcarpathia

6-7 October 2025

Berehove

MONDAY, OCTOBER 6, 2025

The program will begin on October 6, 2025, following arrival in the early afternoon, at the II. Ferenc Rákóczi Hungarian College of Transcarpathia.

• PROJECT PRESENTATION EVENT – Representatives of the partner organizations will present the project to a large audience of interested students in five presentations at a project presentation event organized by the Ferenc Kölcsey College of the University.

Following the project presentation event, the participants reviewed the progress of the project and its current and upcoming tasks at a project meeting.

• PROJECT MANAGER’S REPORT – In his presentation, project coordinator ÖRS LEVENTE KOVÁCS briefly provided information on the current status of the project and future tasks and events. He mentioned the completed Toolkit document as a milestone, which is the end result of the research activity carried out within the framework of the project and one of the most important objectives of the project. Within the framework of the project, in connection with the completed document and the research program coming to a close, the partnership is paying special attention to involving external stakeholder institutions and channeling their opinions and comments, focusing on the applicability and adaptability of the strategies summarized in the Toolkit document.

Örs Kovács will then present the planned program for the closing conference in Budapest on January 30, 2026. The partners are expected to submit ideas and suggestions related to the first working document, with a deadline for submissions set for October 27, 2025.

The one-day conference will begin with a protocol-style session attended by domestic and foreign guests. A significant part of the conference presentations will showcase the implementation of the project. The planned roundtable discussion will be attended by representatives of European organizations representing family organizations and large family organizations, as well as representatives of organizations representing students from European higher education institutions.

In connection with the closing conference, it will be announced that this event is already part of a series of communication and dissemination activities (planned between December 1, 2025, and January 30, 2026) aimed at promoting the results of the project and providing the most effective information possible about the implementation of the project and the results achieved.

• COMMENTS FROM PARTNER ORGANIZATIONS RELATED TO THE PROJECT

Following the research manager’s presentation, representatives of the partner organizations made their comments. The comments and suggestions mainly relate to the application of the Toolkit document

and the communication of results. The participants agreed that the toolkit, which can be considered the final result of the project, will be sent to several external stakeholder institutions for review. In addition to anticipating the closure of the project, professional and administrative issues related to professional and financial reports will also be reviewed.

7 OCTOBER 2025

The participants of the partner meeting took part in a guided tour of the II. Rákóczi Ferenc Carpathian Hungarian College – which will become a university on October 1, 2025 – building complex. This was followed by a meeting with the university management.

• WELCOME ADDRESS BY THE RECTOR – In his welcome address, Rector István Csernicskó briefly presented the history of the II. Ferenc Rákóczi Hungarian College of Transcarpathia, the courses offered by the university, and the past and present cooperation programs implemented with the university’s participation.
• Following the university programs, participants took part in an organized sightseeing tour, during which they were introduced to the architectural heritage and cultural history of Beregszász.

Prepared by: Örs Levente Kovács

Program Coordinator

Budapest, October 10, 2025

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REMINDER

Project: “Supporting inclusive learning environments – strategies for supporting students with children and families in higher education” (2023-1-HU01-KA220-HED-000156058)

International partner meeting – Sapientia Hungarian University of Transylvania

May 27-29, 2025

Faculty of Marosvásárhely, Marosvásárhely

MAY 27, 2025, TUESDAY

The program began in the late afternoon of May 27, 2025, in downtown Târgu Mureș. After a joint dinner, participants listened to information about the programs and events of the following professional day, as well as a brief presentation on the history and situation of the host institution.

MAY 28, 2025, WEDNESDAY

The participants of the partner meeting took part in an organized campus tour of the Marosvásárhely campus of Sapientia Hungarian University of Transylvania.

• WELCOME ADDRESS BY THE DEAN – In his welcome address, Dr. JÓZSEF DOMOKOS, Dean, briefly presented the history of Sapientia Hungarian University of Transylvania, the courses offered by the university, and the previous and current Erasmus programs implemented with the university’s participation.

After visiting the campus of the Marosvásárhely faculty, the participants reviewed the progress of the project and its current and upcoming tasks during a project meeting after lunch.

• PROJECT MANAGER’S REPORT – In his presentation, project coordinator ÖRS LEVENTE KOVÁCS briefly reviewed the research activities that are one of the central elements of the program, emphasizing that the institutional testing phase of the previously completed toolkit is nearing completion. During the predominantly qualitative data collection process, student opinions and feedback from teachers and institutions were and are being channelled to the partner institutions with a deadline of the end of May 2025. Selected teachers (7 at Károli Gáspár University and 5 at the other partner institutions) are keeping test logs of the testing activities. These documents will be used to compile a set of recommendations, which will be compiled and finalized in a broad interpretative context, applying the perspective of students with families, in a toolkit document that is considered one of the main objectives of the project. Following the testing period, interviews with teachers will be conducted, and the experiences and results of the test logs will be used in this research phase.

Representatives of the partner organizations were informed about the evaluation of the interim report submitted in the spring of 2025 and the nature and content of the problems that arose. Following the review phase and evaluation, the project manager initiated the process of co-financing the second part of the project. Once the funding has been disbursed, the coordinating organization will immediately take steps to transfer the project funding to the partner organizations.

• Discussions related to the forthcoming study volume also took place during the project meeting, during which the partner organizations reviewed and updated the schedule and implementation of the planned tasks.
• COMMENTS FROM PARTNER ORGANIZATIONS RELATED TO THE RESEARCH PROGRAM

Following the information provided by the research leaders, the representatives of the partner organizations made their comments. The comments and suggestions mainly concerned the practical application of the toolkit elements, related ideas, proposals, and experiences related to this, and a separate item was the organization of the partner meeting in Beregszász in the fall of 2025 and the scheduling of tasks related to the dissemination and communication work package in the last six months of the project.

• After the project meeting, participants took part in an organized sightseeing program, during which they were introduced to the built heritage and cultural history of Târgu Mureș.

The program ended with a joint dinner.

Prepared by: Örs Levente Kovács

Program Coordinator

Budapest, June 1, 2025

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REMINDER

Project: “Supporting inclusive learning environments – strategies for supporting students with children and families in higher education” (2023-1-HU01-KA220-HED-000156058)

International partner meeting – János Selye University, 12-13 November 2024.

Reformed Theological Faculty, Komárom

TUESDAY, 12 NOVEMBER 2024

The program began at noon on November 12, 2024, in Komárom’s main square. After a joint lunch, participants took part in a sightseeing tour of the Komárom Fortress, followed by a visit to the central building of Selye János University in the city center.

• WELCOME SPEECH BY THE HEAD OF THE PROGRAM – In his welcome speech, Dean Dr. ALFRÉD SOMOGYI briefly presented the history of Selye János University, the courses offered within the framework of the university, and the previous and current Erasmus programs implemented with the university’s participation..
• RESEARCH MANAGER’S REPORT – In his presentation, Research Manager BÁLINT DURÁCZKY briefly reviewed the research activities that are central to the program and emphasized that, despite some delays compared to the original schedule, the research activities that began in February-March 2024 are now proceeding according to the original schedule. As a result of the focus group research activities, the toolkit document was completed by September 2024, with a deadline for comments of November 15, 2024. The document was prepared on the basis of information gathered during focus group interviews with higher education students who are parents and are raising children, with the aim of developing a toolkit for the implementation of the program. The document was developed based on information gathered during focus group interviews with higher education students who are parents, with the aim of helping institutions, and especially educators, to understand and effectively support students who are parents, and thus contribute to the creation of more flexible and inclusive higher education environments.

As the next element of the program, he highlighted the testing period for the completed toolkit: student opinions and feedback from teachers and institutions will be collected through qualitative data collection at partner institutions between November 18, 2024, and April 15, 2025, over a period of 15 weeks. The selected teachers (7 at Károli Gáspár University and 5 at the other partner institutions) will keep test logs of the testing activities. These documents will be used to compile a set of recommendations, which will be compiled in a broad interpretative context, applying the perspective of students with families.

Following the testing period, interviews with the teachers will be conducted, and the experiences and results of the test logs will be used in this research phase.

• COMMENTS FROM PARTNER ORGANIZATIONS RELATED TO THE RESEARCH PROGRAM

Following the research leader’s presentation, representatives of partner organizations provided their comments. The comments and suggestions mainly concerned the practical application of the toolkit elements and the discussion of related ideas, suggestions, and experiences.

ALFRÉD SOMOGYI asked about the selection criteria for the instructors designated during the testing phase, while ÉVA SZTÁRAYNÉ KÉZDY (Károli Gáspár Reformed University) emphasized the need for a formal set of rules for administration, stressing that a fundamental problem that has emerged in research to date is that the target group under study does not appear in any form in the current higher education databases. In her opinion, data collection activities could be used to record family status as part of the enrollment process.

In connection with this, RITA HEGEDÜS (Selye János University) expressed her opinion that any such regulation would entail amendments to the study and examination regulations.

In response to the comments, BÁLINT DURÁCZKY informed those interested that the test group would be selected from the widest possible range of teachers, from both full-time and part-time departments. With regard to the more precise identification of the target group, the possibility of a voluntary declaration among the participants was raised, taking into account that institutional regulatory activities would not necessarily solve the existing problem. He added to his previous information that, during the week of November 18, 2024, as part of the next program element, institutional data requests will also be made in addition to the toolkit, and researchers expect to receive the requested data by February 28, 2024.

• COORDINATION OF JOINT AND INDIVIDUAL PUBLICATIONS RELATED TO RESEARCH RESULTS

As the last item on the agenda for the first day of the study trip, representatives of the partner organizations reviewed and discussed issues related to joint and individual publications associated with the project.

WEDNESDAY, NOVEMBER 13, 2024

• ADMINISTRATIVE FINANCIAL INFORMATION – COORDINATOR BRIEFING AND COORDINATION

On November 13, 2024, starting at 9:30 a.m., representatives of the coordinating organization and partner organizations reviewed issues arising during financial administration, with a focus on accountability and reporting, as well as communication and dissemination obligations. As part of the consultation, ÖRS LEVENTE KOVÁCS gave a short presentation on the latest developments and updates to the program website, and the document upload and chat services were also reviewed.

During the financial and administrative consultation, representatives of the partner organizations (SOMOGYI ALFRÉD/ Selye János University in Komárom, SZILÁGYI LÁSZLÓ/ II. Rákóczi Ferenc Hungarian College of Transcarpathia in Beregszász, ÁGNES SÁNTHA/ Sapientia Hungarian University of Transylvania in Târgu Mureș, and, via online connection, the representative of Károli Gáspár Reformed University) briefly summarized the current situation of financial administration, and personal consultations were also held with the financial manager of the coordinating organization, EMŐKE SZALLER.

Prepared by: Örs Levente Kovács

Program Coordinator

Budapest, November 22, 2024

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COOPERATION TOOLKIT
During the focus group interviews, we reviewed the period from course registration to the end of the exam period with the students in order to gain a clear picture of which stage of the semester causes particular difficulties in balancing child-rearing and academic challenges. The focus group interviews were processed by the end of September, and the working material can be read here by those interested.

The document was developed based on information collected during focus group interviews with higher education students who are raising children. This toolkit helps the institution, and especially educators, to understand and effectively support students who are raising children, as well as to create a more flexible and inclusive educational environment for them.

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On June 12-13, 2024, Budapest, the Károli Gáspár Reformed University organized the first study trip of the project “Supporting inclusive learning environments – strategies for supporting students with children and families in higher education” (2023-1-HU01-KA220-HED-000156058). During the international meeting, representatives of the higher education institutions participating in the program and the coordinating organization reviewed the current status of the program, discussed and shared experiences gained during previous activities, and coordinated and harmonized tasks and events for the near future.

REMINDER

the project “Supporting inclusive learning environments – strategies for supporting students with children and families in higher education” (2023-1-HU01-KA220-HED-000156058)

International Partner Meeting – Károli Gáspár University of the Reformed Church, June 12-13, 2024.

Faculty of Theology, Kálmán Tóth Hall – 1092 Budapest, Ráday u. 28.

• WELCOME ADDRESS BY THE DIRECTOR – Dr. Gábor Szalai, International Director, read out the welcome address by Prof. Dr. László Trócsányi, Rector, in which the Rector highlighted the international activities of Károli Gáspár University of the Reformed Church within the framework of the Erasmus+ and Makovecz Programs, and emphasized that, in line with family protection considerations, the university treats the target group of the current Erasmus+ program, namely students with families and children, as a group of strategic importance. Due to its strategic importance, the Rector announced the main program element of the afternoon meeting, the panel discussion, which took place with great institutional interest and the presence of a large number of middle and senior managers of the university.
• INTRODUCTIONS – First, Kinga Joó, presidential advisor, gave a brief presentation on the work of the coordinating organization, the National Association of Large Families, highlighting the organization’s activities in the international and higher education fields to date. She emphasized that with more than 85,000 members, more than 250 communities, and approximately 1,500 volunteers, the organization’s priority is to monitor and support the higher education studies of young people from large families who are starting families and raising children. In view of this, NOE considers the implementation of the current Erasmus+ program to be of strategic importance, particularly in light of the unfavorable European demographic trends and reproduction rates experienced in recent decades.

As a second introductory panel, participants watched two introductory videos produced by Károli Gáspár Reformed University, learning about the family accommodations of the theological faculty, the experiences and opinions of the students living there, and the additional infrastructure developments that specifically help students with families to succeed at university (playroom, diaper changing room).

Representing the II. Rákóczi Ferenc Carpathian Hungarian College, project manager Kornélia László Híres presented the college and its students. Participants watched an introductory video made by the college’s students, which highlighted the institution’s family-friendly events and infrastructure developments that promote barrier-free transportation. In her introduction, the project manager emphasized the beneficial and constructive impact of the Erasmus+ program, which is being implemented in cooperation with the college. As a result of this program, in addition to joining and participating in the program, the college has also begun to set up a baby-mother room within the institution.

Representing Sapientia Hungarian University of Transylvania, project manager Ágnes Sántha presented the university’s institutions and the measures and practices that help students with families and children to succeed (family rooms within the dormitories, individual timetables). In addition to participation in the Erasmus+ program, the project manager also highlighted the institution’s involvement in the Makovecz Program.

On behalf of Selye János University, Rita Hegedüs presented the institutional structure to the participants, within which students can pursue higher education studies in Hungarian at three faculties (Teacher Training, Economics and Information Technology, Reformed Theology).

• PROJECT PROFESSIONAL PRESENTATION

Research concept and summary of activities to date – Bálint Duráczky, research leader, NOE

Bálint Duráczky briefly summarized the focus group research concept and presented the planned schedule and progress of the research activities to the participants using a Gantt chart. The focus group research planned for the first phase has been completed, and the next task is to process and compare the data received by the end of August 2024.

In the context of the cooperation, he emphasized the importance of validating the planned toolkit by partner institutions through on-site evaluations, followed by the importance of the proposal exercise related to the toolkit testing due in the second phase of the work, with a particular focus on institutional regulations.

FOCUS GROUP EXPERIENCES – PART I

Following the brief summary, researchers from partner organizations gave presentations on their focus group experiences. Éva Sztárayné Kézdy reported on the announcement of the focus groups at Károli Gáspár Reformed University and the recruitment process, stating that 25 people had applied for the survey, 14 of whom were suitable according to the criteria set by NOE. From this number, two groups of six people each were formed. In terms of experiences, she emphasized subject- and faculty-specific experiences, and highlighted the problems of professional internships.

Kornélia László Híres reported on the difficulties of recruitment at the II. Rákóczi Ferenc Hungarian College of Transcarpathia. A major problem for them was that they had no data on the marital status of the students. They managed to organize two groups of five people each, primarily by contacting them via email. The focus groups proved to be effective, and they were able to summarize the “challenges” faced by students with families and children with valuable results.

• PANEL DISCUSSION

After lunch, there was a prayer service, followed by an afternoon panel discussion at 3 p.m. on the inclusive environment for students raising children in higher education, with Éva Sztárayné Kézdy (Károli Gáspár Reformed University), Enikő Bíró (Sapientia Hungarian University of Transylvania), Kornélia László Híres (II. Rákóczi Ferenc Hungarian College of Transcarpathia), Alfréd Somogyi (Selye János University), Marcell Budai (National Conference of Student Governments), moderated by Örs Levente Kovács (National Association of Large Families), with the following panels: study system, infrastructure conditions, social and student community perception, possibilities for implementing a positive approach, and possible practices.

On the topic of the study system, Éva Sztárayné Kézdy mentioned the exam and course registration system as a possible area for simplification and practice, and individual study plans were also raised as an optional simplification technique. Kornélia László Híres informed the participants about the current practice in Transcarpathia, saying that a system of free class attendance had been introduced in Transcarpathia under certain conditions, alongside a functioning classroom system and uploaded teaching materials.

Enikő Bíró, referring to the handling of special situations requested by students with families, said that in the case of the study system, there is a strong expectation for the introduction of targeted, institutionalized measures. According to her, the classroom system is also in use in Transylvania.

Alfréd Somogyi shared his experiences with the study system at Selye János University and said that, unfortunately, there is no legal basis for individual study plans in Slovakia, which are currently the responsibility of the dean at the university. According to his information, online education is currently possible in Slovakia if justified/necessary.

Marcell Budai mentioned the lack of central regulation as the most important shortcoming and problem affecting targeted changes to the study system.

On the subject of infrastructure conditions, in addition to the existing (Károli University, children’s room/diaper changing room) and under construction (Beregszász, baby-mother room) service facilities, the panel discussion participants also attached great importance to infrastructure development practices that focus on students with “special needs” and families.

Enikő Bíró pointed out that there is a great need in Transylvania for the “spousal” dormitories mentioned by Alfréd Somogyi, which operate at the dormitory of Selye János University and also exist at the dormitory of the Faculty of Theology at Károli Gáspár Reformed University.

On the issue of social perception, Éva Sztárayné Kézdy highlighted the importance of effectively surveying and identifying the target group and the need for systemic measures, touching on the issue of institutional support.

Kornélia László Híres referred to the fundamentally conservative, family-centered community as a definite family-friendly environment in the case of social perception in Transcarpathia.

Enikő Bíró distinguished between the university centers in Târgu Mureș and Sfântu Gheorghe in terms of positive perception, emphasizing that while in Târgu Mureș, students with families students with children is generally positive, this trend is not as evident in Sepsiszentgyörgy.

According to Alfréd Somogyi, the university in Komárom is viewed very positively by the target group mentioned above, and the teachers have a very good opinion of the performance and attitude of students with families.

FOCUS GROUP EXPERIENCES – PART II

Emese Emőke Tóth-Batizán shared her experiences at Sapientia University, saying that the group affected by the issue of having children is a hidden population that consciously separates its private life and family from its higher education activities, keeping in mind the discretion of the private sphere. However, the focus group research also revealed that the existence of a special curriculum, predictability in terms of the semester and exam periods, and a family-friendly approach are also important considerations for this group.

Rita Hegedüs informed those present about the activities of the focus groups formed within the framework of Selye János University, stating that the survey was conducted with two relatively homogeneous groups of four people each and mentioned as a general phenomenon within this group that the students surveyed tend to start their higher education studies after having children and are much less likely to have children during their higher education studies.

• ADMINISTRATIVE AND FINANCIAL INFORMATION – COORDINATOR BRIEFING AND COORDINATION

On June 13, 2024, starting at 9:00 a.m., representatives of the coordinating organization and partner organizations reviewed issues arising in financial administration, with a focus on accountability and reporting and dissemination obligations. As part of the consultation, Örs Levente Kovács gave a short presentation on the financial information material from the latest webinar held by the Tempus grant manager.

Following the financial consultation, participants were given a tour of one of the most important central buildings of Károli Gáspár Reformed University, the Károlyi-Csekonics Palace.

Prepared by: Levente Örs Kovács

Program Coordinator

Budapest, June 24, 2024

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ON OCTOBER 14, 2024, THE PROJECT “Supporting Inclusive Learning Environments – Strategies for Supporting Students with Children in Higher Education” (2023-1-HU01 -KA220-HED-000156058) took place on October 14, 2024, during which the organizations reviewed current tasks and events and discussed issues and problems arising during the implementation of the program.

• Program coordinator Örs Levente Kovács (National Association of Large Families) warmly welcomed the participants of the online meeting. He briefly outlined the topics and program plan for the meeting, then provided information about the upcoming professional study trip to Komárom, which will take place on November 12-13, 2024.

• Bálint Duráczky, research program manager at the National Association of Large Families, provided information about the “toolkit” working document completed in the second half of September and about current activities and tasks.

He mentioned the establishment of teaching working groups as a future task, whose primary task would be to test and evaluate the completed toolkit. In this context, he emphasized the importance of more effective identification of students with families, as well as the importance of informal networks and the “global” openness of teachers necessary for testing the toolkit. “global” openness necessary for testing the toolkit – as he explained, for effective teaching testing, it is essential that the target persons form their observations and examine and analyze the situation based on their many years of experience.

Regarding the deadlines planned for the program, he indicated that the final toolkit would be completed by October 31, 2024: the document will be finalized on November 19, 2024, following a two-week feedback and review period.

The Cooperation Toolkit can then be handed over to the 5-5 university lecturers selected by the partner institutions, who will use it for 4 months to gain experience and form opinions.

• Kornélia László Híres /II. Rákóczi Ferenc Carpathian Hungarian College/ raised questions regarding the planned teaching working groups. She primarily wanted to know how the planned interviews would be organized and who would conduct them.

• In his response, Bálint Duráczky explained that the instructors will keep track of events in a written log, and that interviews with the instructors involved are planned to be conducted centrally in the spring of next year.

• The representative of Károli Gáspár Reformed University asked about the planned length of the toolkit in connection with the review, to which Bálint Duráczky replied that they were expecting reviews of up to 30 pages.

• The representative of Károli Gáspár Reformed University indicated that researchers would be assigned tasks for which payment would be expected after the second installment. He wanted to know if there was any practice regarding what exchange rate to use for settlements between partners in such cases. In the partnership agreement, the costs incurred are settled at the monthly exchange rate determined and published by the EC in the month in which the amount is credited to the coordinator’s account, and they would like to determine how much they will be able to pay the researchers in HUF for the task.

• Emőke Szaller (National Association of Large Families) indicated in her response that the coordinating organization would seek the official position of the grant administrator on the matter.

• In response to a question from the representative of Károli Gáspár Reformed University regarding the deadlines for the upcoming institutional data requests, Bálint Duráczky informed the participants that the deadline for submitting the data is February 28, 2025.

• Participants plan to discuss and decide on the details of planned publications related to their research activities at a face-to-face meeting in November. In this regard, Ágnes Sántha (Sapientia Hungarian University of Transylvania) has already indicated that they are not considering individual publications, but that the partner institution is interested in the possibility of joint publications. Kornélia László Híres emphasized the importance of publication in scientific journals.

• The representative of Károli Gáspár Reformed University made a suggestion and proposal regarding the deadline for teacher evaluation and testing mentioned by Bálint Duráczky on April 30, 2025. As mentioned, in view of the Easter holidays (April 20, 2025), it would be advisable to bring forward the planned date, and personal consultations could also take place during the professional study trip to Transylvania to be held between April 14 and 16, 2025.

• In response to a question from László Szilágyi (II. Rákóczi Ferenc Carpathian Hungarian College), Emőke Szaller indicated that the indicative financial accounting data sheet compiled by the Support Manager was not yet available.

Compiled by:

Örs Levente Kovács

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During focus group interviews with students, we reviewed the period from the start of the course to the end of the exam period to get a clear picture of the specific difficulties of reconciling child-rearing and academic challenges at which point in the semester. The focus group interviews are scheduled to be processed in September according to the research schedule.

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