Together, as a brother, with the Taktakenese School_x000D_ (Q3897832): Difference between revisions
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The Petőfi Sándor Primary School of Taktakenez and its maintainer, the Serencs School Center, apply for the implementation of the Inter-school Educational Program in both the A-component and the B-component. During the selection of twin schools, we considered it important to choose a twin school partner from two different countries, thus contributing to the widest possible range of visions of our students and to get to know as many ethnic groups as possible, thereby creating as many acquaintances and friendships as possible. In the framework of the A-component, we would cooperate with the Elementary School of Mezőgecse (Ukraine, 90251 Mezőgecse, Hajnal utca 42), and in the framework of the B-component we would establish a sister-school relationship with Kökényesdi Elementary School (Romania, 447152 Kökényesd, Fő utca 47.) we hope to be profitable in every respect. For choosing these two schools: The Ukrainian sister school, like us, imposes realistic requirements on pupils, maintains that it is very important that the talents are recognised in time, that pupils spend their free time usefully and that it is important to have a daily sporting experience. The management and staff of the Romanian sister school share similar strategic principles in education, such as creativity, openness, helpfulness, differentiated and integrated educational methods, adaptability, empathy, social sensitivity, support for those in need, acceptance of assistance and high tolerance. Our school uses all the opportunities for applying to develop itself. Among other things, we participated in the TÁMOP 3.1.4.B-13/1-0001 tender, where we developed a complex development program of “miracle world” for the development of the institution, the primary goal of which is to lay the foundation for voice and literary reading, mathematical basics, to love reading, to develop the technique of learning. Our goal was to provide students with knowledge during action, to deepen the need for reading and thus to develop basic competences, thus achieving better results in national competency measurements. Since the beginning of 2003, we have been operating an integrated pedagogical system in our school. Following the introduction of a pedagogical system of training for integration, we can report on the following results: • The institution has a long-term capacity to receive and co-educate children from different backgrounds and different levels of development in different fields. • Multicultural content is integrated into the local curriculum. • The institution develops a dialogue with all parents. • There is an evaluation system based on teacher cooperation in the institution. Further tenders for the development of the school: — ROP 2.3.1-2004-09-0012/31 school extension — ÉMOP 4.3.1/B-09-2010-0012 Public education development infrastructure development in Taktaken — TIOP-1.2.5.- 12/1 Development of infrastructure — TIOP 1.1.1-07/1-2008/0678 — TIOP 1.1.1-12/1-2012-0001 Our school is an underperforming school based on competency measurements, and since in many cases pupils do not receive enough parental support, we try to prepare our talented students for competitions with the help of our educators, and to catch up with those with learning difficulties. Target group of the proposal: — Pupils in grades 5 to 8 of the school, among whom the proportion of pupils benefiting from a regular child protection allowance exceeds 40 %. — Educators involved in the programme; — Families of pupils involved in the programme; — Educators and pupils of educational institutions that have established a twinning relationship within the framework of the programme. The composition is well reflected by the fact that, for example, 3 out of 20 students in the 8th grade have BTMN, 1 SNI, 17 HHH students, 2 HH students, and 19 of this class have child protection discounts. Number of pupils to be included in the programme: 50 persons Rate of regular child protection benefits: 60 %, i.e. 30 students with Disadvantage and multiple disadvantaged backgrounds: 20 people Primary competences to be developed include competences in their mother tongue (comprehension, vocabulary, drafting), social competences (knowledge, adaptive skills, volunteering), initiative and entrepreneurship skills, logical skills (numbers in practice, real thinking, use of money) and understanding and developing a healthy lifestyle. The twin school partnership would strengthen the goals set in the most human way, along the values listed in the application, during experience-based programs. We believe that despite the poor conditions our pupils live in, the new sister school application will allow them to walk an unprecedented path through which we can accompany them in their awareness and advocacy, developing their skills. (English) | |||||||||||||||
| Property / summary: The Petőfi Sándor Primary School of Taktakenez and its maintainer, the Serencs School Center, apply for the implementation of the Inter-school Educational Program in both the A-component and the B-component. During the selection of twin schools, we considered it important to choose a twin school partner from two different countries, thus contributing to the widest possible range of visions of our students and to get to know as many ethnic groups as possible, thereby creating as many acquaintances and friendships as possible. In the framework of the A-component, we would cooperate with the Elementary School of Mezőgecse (Ukraine, 90251 Mezőgecse, Hajnal utca 42), and in the framework of the B-component we would establish a sister-school relationship with Kökényesdi Elementary School (Romania, 447152 Kökényesd, Fő utca 47.) we hope to be profitable in every respect. For choosing these two schools: The Ukrainian sister school, like us, imposes realistic requirements on pupils, maintains that it is very important that the talents are recognised in time, that pupils spend their free time usefully and that it is important to have a daily sporting experience. The management and staff of the Romanian sister school share similar strategic principles in education, such as creativity, openness, helpfulness, differentiated and integrated educational methods, adaptability, empathy, social sensitivity, support for those in need, acceptance of assistance and high tolerance. Our school uses all the opportunities for applying to develop itself. Among other things, we participated in the TÁMOP 3.1.4.B-13/1-0001 tender, where we developed a complex development program of “miracle world” for the development of the institution, the primary goal of which is to lay the foundation for voice and literary reading, mathematical basics, to love reading, to develop the technique of learning. Our goal was to provide students with knowledge during action, to deepen the need for reading and thus to develop basic competences, thus achieving better results in national competency measurements. Since the beginning of 2003, we have been operating an integrated pedagogical system in our school. Following the introduction of a pedagogical system of training for integration, we can report on the following results: • The institution has a long-term capacity to receive and co-educate children from different backgrounds and different levels of development in different fields. • Multicultural content is integrated into the local curriculum. • The institution develops a dialogue with all parents. • There is an evaluation system based on teacher cooperation in the institution. Further tenders for the development of the school: — ROP 2.3.1-2004-09-0012/31 school extension — ÉMOP 4.3.1/B-09-2010-0012 Public education development infrastructure development in Taktaken — TIOP-1.2.5.- 12/1 Development of infrastructure — TIOP 1.1.1-07/1-2008/0678 — TIOP 1.1.1-12/1-2012-0001 Our school is an underperforming school based on competency measurements, and since in many cases pupils do not receive enough parental support, we try to prepare our talented students for competitions with the help of our educators, and to catch up with those with learning difficulties. Target group of the proposal: — Pupils in grades 5 to 8 of the school, among whom the proportion of pupils benefiting from a regular child protection allowance exceeds 40 %. — Educators involved in the programme; — Families of pupils involved in the programme; — Educators and pupils of educational institutions that have established a twinning relationship within the framework of the programme. The composition is well reflected by the fact that, for example, 3 out of 20 students in the 8th grade have BTMN, 1 SNI, 17 HHH students, 2 HH students, and 19 of this class have child protection discounts. Number of pupils to be included in the programme: 50 persons Rate of regular child protection benefits: 60 %, i.e. 30 students with Disadvantage and multiple disadvantaged backgrounds: 20 people Primary competences to be developed include competences in their mother tongue (comprehension, vocabulary, drafting), social competences (knowledge, adaptive skills, volunteering), initiative and entrepreneurship skills, logical skills (numbers in practice, real thinking, use of money) and understanding and developing a healthy lifestyle. The twin school partnership would strengthen the goals set in the most human way, along the values listed in the application, during experience-based programs. We believe that despite the poor conditions our pupils live in, the new sister school application will allow them to walk an unprecedented path through which we can accompany them in their awareness and advocacy, developing their skills. (English) / rank | |||||||||||||||
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| Property / summary: The Petőfi Sándor Primary School of Taktakenez and its maintainer, the Serencs School Center, apply for the implementation of the Inter-school Educational Program in both the A-component and the B-component. During the selection of twin schools, we considered it important to choose a twin school partner from two different countries, thus contributing to the widest possible range of visions of our students and to get to know as many ethnic groups as possible, thereby creating as many acquaintances and friendships as possible. In the framework of the A-component, we would cooperate with the Elementary School of Mezőgecse (Ukraine, 90251 Mezőgecse, Hajnal utca 42), and in the framework of the B-component we would establish a sister-school relationship with Kökényesdi Elementary School (Romania, 447152 Kökényesd, Fő utca 47.) we hope to be profitable in every respect. For choosing these two schools: The Ukrainian sister school, like us, imposes realistic requirements on pupils, maintains that it is very important that the talents are recognised in time, that pupils spend their free time usefully and that it is important to have a daily sporting experience. The management and staff of the Romanian sister school share similar strategic principles in education, such as creativity, openness, helpfulness, differentiated and integrated educational methods, adaptability, empathy, social sensitivity, support for those in need, acceptance of assistance and high tolerance. Our school uses all the opportunities for applying to develop itself. Among other things, we participated in the TÁMOP 3.1.4.B-13/1-0001 tender, where we developed a complex development program of “miracle world” for the development of the institution, the primary goal of which is to lay the foundation for voice and literary reading, mathematical basics, to love reading, to develop the technique of learning. Our goal was to provide students with knowledge during action, to deepen the need for reading and thus to develop basic competences, thus achieving better results in national competency measurements. Since the beginning of 2003, we have been operating an integrated pedagogical system in our school. Following the introduction of a pedagogical system of training for integration, we can report on the following results: • The institution has a long-term capacity to receive and co-educate children from different backgrounds and different levels of development in different fields. • Multicultural content is integrated into the local curriculum. • The institution develops a dialogue with all parents. • There is an evaluation system based on teacher cooperation in the institution. Further tenders for the development of the school: — ROP 2.3.1-2004-09-0012/31 school extension — ÉMOP 4.3.1/B-09-2010-0012 Public education development infrastructure development in Taktaken — TIOP-1.2.5.- 12/1 Development of infrastructure — TIOP 1.1.1-07/1-2008/0678 — TIOP 1.1.1-12/1-2012-0001 Our school is an underperforming school based on competency measurements, and since in many cases pupils do not receive enough parental support, we try to prepare our talented students for competitions with the help of our educators, and to catch up with those with learning difficulties. Target group of the proposal: — Pupils in grades 5 to 8 of the school, among whom the proportion of pupils benefiting from a regular child protection allowance exceeds 40 %. — Educators involved in the programme; — Families of pupils involved in the programme; — Educators and pupils of educational institutions that have established a twinning relationship within the framework of the programme. The composition is well reflected by the fact that, for example, 3 out of 20 students in the 8th grade have BTMN, 1 SNI, 17 HHH students, 2 HH students, and 19 of this class have child protection discounts. Number of pupils to be included in the programme: 50 persons Rate of regular child protection benefits: 60 %, i.e. 30 students with Disadvantage and multiple disadvantaged backgrounds: 20 people Primary competences to be developed include competences in their mother tongue (comprehension, vocabulary, drafting), social competences (knowledge, adaptive skills, volunteering), initiative and entrepreneurship skills, logical skills (numbers in practice, real thinking, use of money) and understanding and developing a healthy lifestyle. The twin school partnership would strengthen the goals set in the most human way, along the values listed in the application, during experience-based programs. We believe that despite the poor conditions our pupils live in, the new sister school application will allow them to walk an unprecedented path through which we can accompany them in their awareness and advocacy, developing their skills. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:10, 8 February 2022
Project Q3897832 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Together, as a brother, with the Taktakenese School_x000D_ |
Project Q3897832 in Hungary |
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19,998,724 forint
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23,527,910.588 forint
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85.0 percent
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1 February 2018
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31 January 2020
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Szerencsi Tankerületi Központ
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A Taktakenézi Petőfi Sándor Általános Iskola és fenntartója, a Szerencsi Tankerületi Központ két testvériskolai kapcsolat kiépítésével mind az A-komponensben, mind pedig a B-komponensben pályázik az Együtt, testvérként - iskolaközi szemléletformáló program megvalósítására. A testvériskolák kiválasztása során fontosnak tartottuk, hogy két különböző országból válasszunk testvériskolai partnert, ezzel is hozzájárulva ahhoz, hogy diákjaink látóköre minél szélesebb körű legyen és minél több népcsoportot ismerjenek meg, ezáltal minél több ismeretséget, barátságot alakítsanak ki. Az A-komponens keretében az Mezőgecsei Általános Iskolával (Ukrajna, 90251 Mezőgecse, Hajnal utca 42.) működnénk együtt, a B-komponens keretében pedig a Kökényesdi Általános Iskolával (Románia, 447152 Kökényesd, Fő utca 47.) alakítanánk reményeink szerint minden tekintetben jövedelmező testvériskolai kapcsolatot. Amiért erre a két iskolára esett a választásunk: Az ukrajnai testvériskola hozzánk hasonlóan reális követelményeket támaszt a tanulókkal szemben, vallja, hogy nagyon fontos, hogy a tehetségek idejében felismerhetőek legyenek, a tanulók hasznosan töltsék el a szabadidejüket és, hogy fontos a mindennapi sportolási lehetőség. A romániai testvériskola vezetősége és alkalmazottai hasonló stratégiai elveket vallanak az oktatásban, úgy mint a kreativitás, nyitottság, segítőkészség, szükség szerinti differenciált és integrált oktatási módszer, alkalmazkodóképesség, empátia, szociális érzékenység, rászorulók támogatása, a segítség elfogadása és nagyfokú tolerancia. Iskolánk minden kínálkozó pályázati lehetőséget kihasznál annak érekében, hogy fejlessze önmagát. Többek között részt vettünk a TÁMOP 3.1.4.B-13/1-0001 azonosító számú pályázatban, ahol az intézmény fejlesztése céljából „CSODAVILÁG” komplex fejlesztő programját dolgoztuk ki, melynek elsődleges célja, hogy megalapozza a hangos- és szövegértő olvasást, a matematikai alapokat, megszerettesse az olvasást, kialakítsa a tanulás technikáját. Célunk volt, hogy cselekvés közben nyújtsunk ismereteket a tanulóknak, elmélyítsük az igényt az olvasásra és így fejlesszük az alapkompetenciákat, s ezáltal az országos kompetenciaméréseken jobb eredményt érjenek el tanulóink. A kezdetektől, azaz 2003-tól Integrált Pedagógiai Rendszert működtetünk iskolánkban. Az integrációs felkészítés pedagógiai rendszerének bevezetését követően a következő eredményekről tudunk számot adni: • Az intézmény tartósan képes a különböző háttérrel és különböző területeken eltérő fejlettséggel rendelkező gyerekek fogadására, és együttnevelésére. • Multikulturális tartalmak beépülnek a helyi tantervbe. • Az intézmény párbeszédet alakít ki minden szülővel. • Az intézményben létezik tanári együttműködésre épülő értékelési rendszer. További pályázatok, melyek az iskola fejlődését szolgálták: - ROP 2.3.1.- 2004-09- 0012/31 Iskolabővítés - ÉMOP 4.3.1/B-09- 2010-0012 Közoktatás Infrastruktúra fejlesztése Taktakenézen - TIOP-1.2.5.- 12/1 Infrastruktúra fejlesztése - TIOP 1.1.1 -07/1- 2008/0678 - TIOP 1.1.1 -12/1- 2012-0001 Iskolánk a kompetenciamérések alapján alulteljesítő iskola, s mivel sok esetben a tanulók nem kapnak, nem tudnak kapni elég szülői támogatást, ezért igyekszünk mi, pedagógusaink segítségével versenyekre felkészíteni, eljuttatni tehetséges diákjainkat és felzárkóztatni a tanulási nehézségekkel küzdőket. A pályázat célcsoportja: - Az iskola 5-8. évfolyamán tanulók, akik körében a bevont diákok esetében a rendszeres gyermekvédelmi kedvezményben részesülő tanulók aránya meghaladja a 40%-ot. - A programba bevont pedagógusok; - A programba bevont tanulók családjai; - A program keretében a testvériskolai kapcsolatot kialakító oktatási intézmények pedagógusai és tanulói. Az összetételt jól tükrözi, hogy pl. a 8. évfolyam 20 tanulójából 3 fő BTMN, 1 fő SNI, 17 fő HHH, 2 fő HH tanuló, illetve ebből az évfolyamból 19 tanuló rendelkezik gyermekvédelmi kedvezménnyel. A programba bevonni tervezett tanulók száma: 50 fő Rendszeres gyermekvédelmi kedvezményben részesülők aránya: 60 %, azaz 30 fő Hátrányos és halmozottan hátrányos helyzetű tanuló: 20 fő Elsődlegesen fejlesztendő kompetenciák körébe soroljuk az anyanyelvi kompetenciákat (értés-értetés, szókincs, fogalmazás), a szociális kompetenciákat (emberismeret, alkalmazkodó készség, önkéntesség), a kezdeményezőképességet és a vállalkozási készséget, a logikai készséget (számok a gyakorlatban, reál gondolkodásmód, pénz használata), valamint az egészséges életmód megismerését és igényének kialakítását. A testvériskolai partnerség a kitűzött célokat a lehető legemberibb módon, a pályázatban is felsorolt értékek mentén, élmény alapú programok közben erősítené. Hiszünk abban, hogy annak ellenére, amilyen szegény körülmények között élnek tanulóink, az új testvériskolai pályázat révén eddig nem tapasztalt utat járhatnak be, amin végigkísérve segíthetjük az érdekfelismerésben és az érdekérvényesítésben őket, fejlesztve készségeiket. (Hungarian)
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The Petőfi Sándor Primary School of Taktakenez and its maintainer, the Serencs School Center, apply for the implementation of the Inter-school Educational Program in both the A-component and the B-component. During the selection of twin schools, we considered it important to choose a twin school partner from two different countries, thus contributing to the widest possible range of visions of our students and to get to know as many ethnic groups as possible, thereby creating as many acquaintances and friendships as possible. In the framework of the A-component, we would cooperate with the Elementary School of Mezőgecse (Ukraine, 90251 Mezőgecse, Hajnal utca 42), and in the framework of the B-component we would establish a sister-school relationship with Kökényesdi Elementary School (Romania, 447152 Kökényesd, Fő utca 47.) we hope to be profitable in every respect. For choosing these two schools: The Ukrainian sister school, like us, imposes realistic requirements on pupils, maintains that it is very important that the talents are recognised in time, that pupils spend their free time usefully and that it is important to have a daily sporting experience. The management and staff of the Romanian sister school share similar strategic principles in education, such as creativity, openness, helpfulness, differentiated and integrated educational methods, adaptability, empathy, social sensitivity, support for those in need, acceptance of assistance and high tolerance. Our school uses all the opportunities for applying to develop itself. Among other things, we participated in the TÁMOP 3.1.4.B-13/1-0001 tender, where we developed a complex development program of “miracle world” for the development of the institution, the primary goal of which is to lay the foundation for voice and literary reading, mathematical basics, to love reading, to develop the technique of learning. Our goal was to provide students with knowledge during action, to deepen the need for reading and thus to develop basic competences, thus achieving better results in national competency measurements. Since the beginning of 2003, we have been operating an integrated pedagogical system in our school. Following the introduction of a pedagogical system of training for integration, we can report on the following results: • The institution has a long-term capacity to receive and co-educate children from different backgrounds and different levels of development in different fields. • Multicultural content is integrated into the local curriculum. • The institution develops a dialogue with all parents. • There is an evaluation system based on teacher cooperation in the institution. Further tenders for the development of the school: — ROP 2.3.1-2004-09-0012/31 school extension — ÉMOP 4.3.1/B-09-2010-0012 Public education development infrastructure development in Taktaken — TIOP-1.2.5.- 12/1 Development of infrastructure — TIOP 1.1.1-07/1-2008/0678 — TIOP 1.1.1-12/1-2012-0001 Our school is an underperforming school based on competency measurements, and since in many cases pupils do not receive enough parental support, we try to prepare our talented students for competitions with the help of our educators, and to catch up with those with learning difficulties. Target group of the proposal: — Pupils in grades 5 to 8 of the school, among whom the proportion of pupils benefiting from a regular child protection allowance exceeds 40 %. — Educators involved in the programme; — Families of pupils involved in the programme; — Educators and pupils of educational institutions that have established a twinning relationship within the framework of the programme. The composition is well reflected by the fact that, for example, 3 out of 20 students in the 8th grade have BTMN, 1 SNI, 17 HHH students, 2 HH students, and 19 of this class have child protection discounts. Number of pupils to be included in the programme: 50 persons Rate of regular child protection benefits: 60 %, i.e. 30 students with Disadvantage and multiple disadvantaged backgrounds: 20 people Primary competences to be developed include competences in their mother tongue (comprehension, vocabulary, drafting), social competences (knowledge, adaptive skills, volunteering), initiative and entrepreneurship skills, logical skills (numbers in practice, real thinking, use of money) and understanding and developing a healthy lifestyle. The twin school partnership would strengthen the goals set in the most human way, along the values listed in the application, during experience-based programs. We believe that despite the poor conditions our pupils live in, the new sister school application will allow them to walk an unprecedented path through which we can accompany them in their awareness and advocacy, developing their skills. (English)
8 February 2022
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Taktakenéz, Borsod-Abaúj-Zemplén
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Identifiers
EFOP-3.1.8-17-2017-00048
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