The question addressed in this paper asks what is to be learned with respect to the issue of gender ratio when pedagogical and political philosophical analyses apply principles of equity

Hungarian educational policy took a  sharp turn in 2010, after the change of regime. The study analyses how pupil/parent preferences and enrolment chances have changed since 2000 in secondary education. The core of the study are KIFIR databases. Their task is to conduct secondary admission processes and to register applications. We have also used the data of the national com- petence survey to investigate the relationships between social background and student performance. While the strong government policy prefers vocational training, students and parents tend to turn away from it. However, the chances to enter secondary school have decreased, thus reducing the chances to enter higher education.

Low socioeconomic status (SES) is often seen as a risk factor for lower academic achievement, so this study explains how teacher support and equity are related to higher student engagement and achievement in low SES school contexts. Based on the results, student behavioural engagement is related to their achievement. The results of the multiple regression analysis show that teacher support and equity predict student emotional engagement statistically significantly, while behavioural engagement predicts only equity. No significant teacher support and equity prognostic values were found for student achievements. The study’s results encourage further research and the search for answers to the question of what kind of teacher behaviour creates a favourable learning environment for all students in low SES context schools.

Impact of Constitutional Principles and Values on the Private Law Principle of Equity

The purpose of this article is to establish an answer to the question whether, and if so, how, the private law value system, in particular the private law principle of equity, is influenced by constitutional values and principles. In conclusion, it is established that constitutional norms, reflecting the constitutional axiological order, should be taken into account when interpreting the function of the civil law principle of equity.

This research explores enhancing equity and inclusion in teacher training through integrating social justice education into microteaching. Using a quantitative approach, prospective teachers were divided into experimental and control groups to compare outcomes. Results show significant improvements in equity and inclusiveness among trainees who received social justice education. Teacher training models and readiness also impact this integration. Integrating social justice education in microteaching is deemed practical for fostering inclusive teaching practices, emphasizing the need for its widespread integration in training curricula. Additionally, attention to teacher readiness is crucial for effective implementation. This study contributes significantly to advancing inclusive teaching practices.