Together, as a brother — an inter-school awareness-raising program in St. Francis of Diósgyőr and St. Gellért Heves Catholic Elementary Schools (Q3898085): Difference between revisions
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Since 2012, there are 3 higher education institutions, two independent colleges and 48 public education institutions. This means more in number, since kindergartens and some primary schools are in the form of nurseries and member schools. Their schools include primary schools, high schools, primary art education institutions, vocational secondary schools, vocational schools, and colleges in secondary schools. Of course, the number of Catholic schools is much higher, as the religious orders outside the jurisdiction of the diocese also operate educational and educational institutions. With this, the Great Diocese became a major player in the field of education in the region. The institution involved in the development is St. Francis Roman Kat of Diósgyőr. Isk and St. Gellért Kat. Isk. Isk. The Roman Catholic Primary School of St. Francis of Diósgyőr belongs to the district of Miskolc, whose number of pupils is 299, the number of students receiving a regular child protection allowance is 35, i.e. 11.71 % of the number of students. The Szent Gellért Catholic Primary School belongs to the district of Hevesi, its number of pupils is 549, and the number of people receiving regular child protection benefits is 263, i.e. 47.91 % of the number of students. The project aims to reduce school leaving without education, to increase the educational attainment level of pupils living in difficult social conditions and to ensure access to quality education, education and training. In order to eliminate the exclusion of Roma children in difficult social conditions, it is essential to develop education and education to support co-education and to eliminate social separation. In the course of the school-to-school awareness-raising and twinning programmes, children living in difficult social conditions, typically Roma children, have the opportunity to develop friendly relationships with pupils living under different social conditions, thereby reducing prejudices, strengthening acceptance towards each other, contributing to behaviour that helps further education, reducing school drop-outs and developing social responsibility. Joint interactions contribute to reducing the prejudice of the students involved. The aim is to increase the range of educational and educational programmes of public education institutions between pupils living in difficult social conditions and pupils who are not affected by the problem, as well as teachers who teach them, to support active leisure time, to improve students’ subject knowledge and language skills. The professional content and duration of the project. 01.09.2017-31.08.2019 (24 months). Self-eligible activities to be carried out on a mandatory basis: 1. Language classes in excess of the mandatory number of hours, in the afternoon programme, min. once a week, in a time frame. Mandatory for all involved pupils. 2. The presentation by pupils and educators of partner schools in the field of cooperation, development of programme activities + development of two themes (the importance of a healthy lifestyle and safe use of the internet). 3. Organising and holding afternoon sessions in order to process the chosen topic areas. (min. once a week, lesson time frame). The aim is to increase the knowledge base of pupils. 4. Supporting the development of subjects beyond the mandatory number of classes in relation to thematic areas; training sessions of the subject development in the afternoon programme (min. once a week, in a time frame). 5. Organisation of extracurricular or full-day study, cultural and leisure programmes, participation in cultural events (separately, without twinning). During the academic year, the implementation of a minimum of 10 programmes, possibly different programmes, is mandatory. 6. Establish and strengthen an active and continuous inter-institutional relationship in the chosen area of cooperation, to this end:Establish and operate a common website accessible to people with disabilities (to document joint work). Organisation of face-to-face meetings between the pupils and teachers of the two institutions (min. 6, of which 1-1 of these visits, contributing to the mutual understanding of schools and their pedagogical programmes. 1 series of lectures shall be composed of at least 3 parts and shall be drawn up according to the chosen topic areas. A student attends 2 lectures at min. — Organising and organising a summer residential programme for the students involved in the chosen theme areas. Technical results: The pupils involved in the project are 50. (min. 50 persons). The number of the sister school progression is 6 (min. 6). Providing language learning in excess of the mandatory number of hours. min. 1 pcs per week. Subject development related to mandatory activities: min. 1 pcs per week. Extracurriculars all day long. 1 alk. (English) | |||||||||||||||
| Property / summary: Since 2012, there are 3 higher education institutions, two independent colleges and 48 public education institutions. This means more in number, since kindergartens and some primary schools are in the form of nurseries and member schools. Their schools include primary schools, high schools, primary art education institutions, vocational secondary schools, vocational schools, and colleges in secondary schools. Of course, the number of Catholic schools is much higher, as the religious orders outside the jurisdiction of the diocese also operate educational and educational institutions. With this, the Great Diocese became a major player in the field of education in the region. The institution involved in the development is St. Francis Roman Kat of Diósgyőr. Isk and St. Gellért Kat. Isk. Isk. The Roman Catholic Primary School of St. Francis of Diósgyőr belongs to the district of Miskolc, whose number of pupils is 299, the number of students receiving a regular child protection allowance is 35, i.e. 11.71 % of the number of students. The Szent Gellért Catholic Primary School belongs to the district of Hevesi, its number of pupils is 549, and the number of people receiving regular child protection benefits is 263, i.e. 47.91 % of the number of students. The project aims to reduce school leaving without education, to increase the educational attainment level of pupils living in difficult social conditions and to ensure access to quality education, education and training. In order to eliminate the exclusion of Roma children in difficult social conditions, it is essential to develop education and education to support co-education and to eliminate social separation. In the course of the school-to-school awareness-raising and twinning programmes, children living in difficult social conditions, typically Roma children, have the opportunity to develop friendly relationships with pupils living under different social conditions, thereby reducing prejudices, strengthening acceptance towards each other, contributing to behaviour that helps further education, reducing school drop-outs and developing social responsibility. Joint interactions contribute to reducing the prejudice of the students involved. The aim is to increase the range of educational and educational programmes of public education institutions between pupils living in difficult social conditions and pupils who are not affected by the problem, as well as teachers who teach them, to support active leisure time, to improve students’ subject knowledge and language skills. The professional content and duration of the project. 01.09.2017-31.08.2019 (24 months). Self-eligible activities to be carried out on a mandatory basis: 1. Language classes in excess of the mandatory number of hours, in the afternoon programme, min. once a week, in a time frame. Mandatory for all involved pupils. 2. The presentation by pupils and educators of partner schools in the field of cooperation, development of programme activities + development of two themes (the importance of a healthy lifestyle and safe use of the internet). 3. Organising and holding afternoon sessions in order to process the chosen topic areas. (min. once a week, lesson time frame). The aim is to increase the knowledge base of pupils. 4. Supporting the development of subjects beyond the mandatory number of classes in relation to thematic areas; training sessions of the subject development in the afternoon programme (min. once a week, in a time frame). 5. Organisation of extracurricular or full-day study, cultural and leisure programmes, participation in cultural events (separately, without twinning). During the academic year, the implementation of a minimum of 10 programmes, possibly different programmes, is mandatory. 6. Establish and strengthen an active and continuous inter-institutional relationship in the chosen area of cooperation, to this end:Establish and operate a common website accessible to people with disabilities (to document joint work). Organisation of face-to-face meetings between the pupils and teachers of the two institutions (min. 6, of which 1-1 of these visits, contributing to the mutual understanding of schools and their pedagogical programmes. 1 series of lectures shall be composed of at least 3 parts and shall be drawn up according to the chosen topic areas. A student attends 2 lectures at min. — Organising and organising a summer residential programme for the students involved in the chosen theme areas. Technical results: The pupils involved in the project are 50. (min. 50 persons). The number of the sister school progression is 6 (min. 6). Providing language learning in excess of the mandatory number of hours. min. 1 pcs per week. Subject development related to mandatory activities: min. 1 pcs per week. Extracurriculars all day long. 1 alk. (English) / rank | |||||||||||||||
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| Property / summary: Since 2012, there are 3 higher education institutions, two independent colleges and 48 public education institutions. This means more in number, since kindergartens and some primary schools are in the form of nurseries and member schools. Their schools include primary schools, high schools, primary art education institutions, vocational secondary schools, vocational schools, and colleges in secondary schools. Of course, the number of Catholic schools is much higher, as the religious orders outside the jurisdiction of the diocese also operate educational and educational institutions. With this, the Great Diocese became a major player in the field of education in the region. The institution involved in the development is St. Francis Roman Kat of Diósgyőr. Isk and St. Gellért Kat. Isk. Isk. The Roman Catholic Primary School of St. Francis of Diósgyőr belongs to the district of Miskolc, whose number of pupils is 299, the number of students receiving a regular child protection allowance is 35, i.e. 11.71 % of the number of students. The Szent Gellért Catholic Primary School belongs to the district of Hevesi, its number of pupils is 549, and the number of people receiving regular child protection benefits is 263, i.e. 47.91 % of the number of students. The project aims to reduce school leaving without education, to increase the educational attainment level of pupils living in difficult social conditions and to ensure access to quality education, education and training. In order to eliminate the exclusion of Roma children in difficult social conditions, it is essential to develop education and education to support co-education and to eliminate social separation. In the course of the school-to-school awareness-raising and twinning programmes, children living in difficult social conditions, typically Roma children, have the opportunity to develop friendly relationships with pupils living under different social conditions, thereby reducing prejudices, strengthening acceptance towards each other, contributing to behaviour that helps further education, reducing school drop-outs and developing social responsibility. Joint interactions contribute to reducing the prejudice of the students involved. The aim is to increase the range of educational and educational programmes of public education institutions between pupils living in difficult social conditions and pupils who are not affected by the problem, as well as teachers who teach them, to support active leisure time, to improve students’ subject knowledge and language skills. The professional content and duration of the project. 01.09.2017-31.08.2019 (24 months). Self-eligible activities to be carried out on a mandatory basis: 1. Language classes in excess of the mandatory number of hours, in the afternoon programme, min. once a week, in a time frame. Mandatory for all involved pupils. 2. The presentation by pupils and educators of partner schools in the field of cooperation, development of programme activities + development of two themes (the importance of a healthy lifestyle and safe use of the internet). 3. Organising and holding afternoon sessions in order to process the chosen topic areas. (min. once a week, lesson time frame). The aim is to increase the knowledge base of pupils. 4. Supporting the development of subjects beyond the mandatory number of classes in relation to thematic areas; training sessions of the subject development in the afternoon programme (min. once a week, in a time frame). 5. Organisation of extracurricular or full-day study, cultural and leisure programmes, participation in cultural events (separately, without twinning). During the academic year, the implementation of a minimum of 10 programmes, possibly different programmes, is mandatory. 6. Establish and strengthen an active and continuous inter-institutional relationship in the chosen area of cooperation, to this end:Establish and operate a common website accessible to people with disabilities (to document joint work). Organisation of face-to-face meetings between the pupils and teachers of the two institutions (min. 6, of which 1-1 of these visits, contributing to the mutual understanding of schools and their pedagogical programmes. 1 series of lectures shall be composed of at least 3 parts and shall be drawn up according to the chosen topic areas. A student attends 2 lectures at min. — Organising and organising a summer residential programme for the students involved in the chosen theme areas. Technical results: The pupils involved in the project are 50. (min. 50 persons). The number of the sister school progression is 6 (min. 6). Providing language learning in excess of the mandatory number of hours. min. 1 pcs per week. Subject development related to mandatory activities: min. 1 pcs per week. Extracurriculars all day long. 1 alk. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:11, 8 February 2022
Project Q3898085 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Together, as a brother — an inter-school awareness-raising program in St. Francis of Diósgyőr and St. Gellért Heves Catholic Elementary Schools |
Project Q3898085 in Hungary |
Statements
15,000,000 forint
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17,647,058.824 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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Egri Főegyházmegye
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Az Egri Főegyházmegye fenntartásában 2012 óta 3 felsőoktatási intézmény, két önálló kollégium és 48 közoktatási intézmény működik. Ez számszerűleg többet is jelent, hiszen az óvodák és egyes általános iskolák tagóvodák és tagiskolák formájában működnek. Iskoláik között általános iskolák, gimnáziumok, alapfokú művészetoktatási intézmények, szakközépiskolák, szakiskolák vannak, a középfokon általában kollégiumok is tartoznak az intézményekhez. Természetesen, a katolikus iskolák száma ennél is jóval nagyobb, hiszen az egyházmegye joghatósága alá nem tartozó szerzetesrendek is működtetnek oktatási, nevelési intézményeket. Ezzel a Főegyházmegye meghatározó szereplőjévé vált a térség oktatásügyének. A fejlesztéssel érintett intézmény a Diósgyőri Szent Ferenc Római Kat. Ált. Isk. és a Szent Gellért Kat. Ált. Isk. A Diósgyőri Szent Ferenc Római Katolikus Általános Iskola a Miskolci Járásba tartozik, amelynek a tanulói létszáma 299 fő, rendszeres gyermekvédelmi kedvezményben részesülők száma 35 fő, azaz a tanulói létszám 11,71%-a. A Szent Gellért Katolikus Általános Iskola pedig a Hevesi Járásba tartozik, tanulói létszáma 549 fő, rendszeres gyermekvédelmi kedvezményben részesülők száma 263 fő, azaz a tanulói létszám 47,91 %-a. A projekt a végzettség nélküli iskolaelhagyás csökkentését, a nehéz szociális körülmények között élő tanulók végzettségi szintjének növelését, valamint a minőségi oktatáshoz, neveléshez és képzéshez való hozzáférés biztosítását tűzte ki célul. A nehéz szociális körülmények között elő, köztük roma gyermekek kirekesztődésének megszüntetése érdekében alapvetően szükséges az együttnevelést támogató, a társadalmi különállást feloldó oktatás, nevelés kialakítása. A megvalósításra kerülő iskolaközi szemléletformáló, testvériskolai programok során a nehéz szociális körülmények között élő, jellemzően roma gyermekek számára lehetőség nyílik eltérő szociális körülmények között élő tanulókkal baráti kapcsolatok kialakítására, ezáltal csökkenthetők az előítéletek, erősíthető az egymás iránti elfogadás, hozzájárul a továbbtanulást segítő, iskolai lemorzsolódást csökkentő magatartáshoz, a társadalmi felelősségvállalás kialakításához. A közös interakciók hozzájárulnak a bevont tanulók előítéletességének csökkentéséhez. Cél a nehéz szociális körülmények között élő tanulók és a problémában nem érintett tanulók, valamint az őket oktató pedagógusok között köznevelési intézmények nevelési, oktatási programkínálatának bővítése, aktív szabadidő eltöltésének támogatása, tanulók tantárgyi ismereteinek valamint nyelvi készségeinek fejlesztése. A projekt szakmai tartalma, időtartama. 2017.09.01-2019.08.31 (24 hónap). Kötelezően megvalósítandó önállóan támogatható tevékenységek: 1. A kötelező óraszámon felüli nyelvi órák, délutáni program keretében, min. heti egy alkalommal, tanórányi időkeretben. Minden bevont tanuló számára kötelező. 2. A tanulók és a pedagógusok által a partneriskolák megismertetése bemutatása együttműködési területhez kapcsolódó, programtevékenységek kidolgozása + két téma kidolgozása (egészséges életmód fontossága és biztonságos internethasználat). 3. Délutáni foglalkozások szervezése, megtartása a választott tématerületek feldolgozása érdekében. (min. heti egyszer, tanórányi időkeretben). Cél a tanulók ismeretanyagának bővítése. 4. A kötelező óraszámon felüli tantárgyi fejlesztés támogatása tématerületekhez kapcsolódóan; a tantárgyi fejlesztés foglalkozásait délutáni program (min. heti egyszer, tanórányi időkeretben). 5. Tanórán kívüli vagy egész napos iskolán kívüli tanulmányi, kulturális és szabadidős programok szervezése, kulturális rendezvényeken való részvétel biztosítása (önállóan, a testvériskola nélkül is megvalósítható). A tanév során minimum 10, lehetőség szerint különböző program megvalósítása kötelező. 6. Az intézmények közti kapcsolatfelvétel, az együttműködés kereteinek kialakítása Aktív és folyamatos intézményközi kapcsolat kialakítása és megerősítése a választott együttműködési területen, ennek érdekében:Közös, fogyatékkal élők számára akadálymentes internetes oldal létrehozása, üzemeltetése (közös munka dokumentálására). A két intézmény tanulói és pedagógusai közötti személyes találkozók lebonyolítása (min. 6 alkalommal, ebből min. 1-1 alkalommal egymás látogatása, hozzájárulva az iskolák és azok pedagógiai programjainak kölcsönös megismeréséhez.Előadássorozat megtartása: 1 előadássorozat legalább 3 részből áll, a választott tématerületeknek megfelelően kerülnek kidolgozásra. Egy tanuló 2 előadáson min. részt vesz. - A választott tématerületekhez kapcsolódóan nyári bentlakásos program megszervezése és lebonyolítása a bevont tanulók számára. Műszaki szakmai eredmények: A projektbe bevont tanulók 50 fő. (min. 50 fő). Testvériskolai progr. száma 6 db (min. 6 ). A kötelező óraszámon felüli nyelvtanulás biztosítása. min. heti 1 db. Tantárgyi fejlesztés a kötelezően megvalósítandó tevékenységekhez kapcsolódóan: min. heti 1 db. Tanórán kívüli egész napos fogl. 1 alk. (Hungarian)
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Since 2012, there are 3 higher education institutions, two independent colleges and 48 public education institutions. This means more in number, since kindergartens and some primary schools are in the form of nurseries and member schools. Their schools include primary schools, high schools, primary art education institutions, vocational secondary schools, vocational schools, and colleges in secondary schools. Of course, the number of Catholic schools is much higher, as the religious orders outside the jurisdiction of the diocese also operate educational and educational institutions. With this, the Great Diocese became a major player in the field of education in the region. The institution involved in the development is St. Francis Roman Kat of Diósgyőr. Isk and St. Gellért Kat. Isk. Isk. The Roman Catholic Primary School of St. Francis of Diósgyőr belongs to the district of Miskolc, whose number of pupils is 299, the number of students receiving a regular child protection allowance is 35, i.e. 11.71 % of the number of students. The Szent Gellért Catholic Primary School belongs to the district of Hevesi, its number of pupils is 549, and the number of people receiving regular child protection benefits is 263, i.e. 47.91 % of the number of students. The project aims to reduce school leaving without education, to increase the educational attainment level of pupils living in difficult social conditions and to ensure access to quality education, education and training. In order to eliminate the exclusion of Roma children in difficult social conditions, it is essential to develop education and education to support co-education and to eliminate social separation. In the course of the school-to-school awareness-raising and twinning programmes, children living in difficult social conditions, typically Roma children, have the opportunity to develop friendly relationships with pupils living under different social conditions, thereby reducing prejudices, strengthening acceptance towards each other, contributing to behaviour that helps further education, reducing school drop-outs and developing social responsibility. Joint interactions contribute to reducing the prejudice of the students involved. The aim is to increase the range of educational and educational programmes of public education institutions between pupils living in difficult social conditions and pupils who are not affected by the problem, as well as teachers who teach them, to support active leisure time, to improve students’ subject knowledge and language skills. The professional content and duration of the project. 01.09.2017-31.08.2019 (24 months). Self-eligible activities to be carried out on a mandatory basis: 1. Language classes in excess of the mandatory number of hours, in the afternoon programme, min. once a week, in a time frame. Mandatory for all involved pupils. 2. The presentation by pupils and educators of partner schools in the field of cooperation, development of programme activities + development of two themes (the importance of a healthy lifestyle and safe use of the internet). 3. Organising and holding afternoon sessions in order to process the chosen topic areas. (min. once a week, lesson time frame). The aim is to increase the knowledge base of pupils. 4. Supporting the development of subjects beyond the mandatory number of classes in relation to thematic areas; training sessions of the subject development in the afternoon programme (min. once a week, in a time frame). 5. Organisation of extracurricular or full-day study, cultural and leisure programmes, participation in cultural events (separately, without twinning). During the academic year, the implementation of a minimum of 10 programmes, possibly different programmes, is mandatory. 6. Establish and strengthen an active and continuous inter-institutional relationship in the chosen area of cooperation, to this end:Establish and operate a common website accessible to people with disabilities (to document joint work). Organisation of face-to-face meetings between the pupils and teachers of the two institutions (min. 6, of which 1-1 of these visits, contributing to the mutual understanding of schools and their pedagogical programmes. 1 series of lectures shall be composed of at least 3 parts and shall be drawn up according to the chosen topic areas. A student attends 2 lectures at min. — Organising and organising a summer residential programme for the students involved in the chosen theme areas. Technical results: The pupils involved in the project are 50. (min. 50 persons). The number of the sister school progression is 6 (min. 6). Providing language learning in excess of the mandatory number of hours. min. 1 pcs per week. Subject development related to mandatory activities: min. 1 pcs per week. Extracurriculars all day long. 1 alk. (English)
8 February 2022
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Heves, Heves
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Identifiers
EFOP-3.1.8-17-2017-00170
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