Development of informal and non-formal learning opportunities in the educational institutions of the Eger Diocese (Q3900933): Difference between revisions
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The Eger Department of Eger submits an application under EFOP-3.3.7-17 ‘Development of informal and non-formal learning opportunities in public education institutions’, in which it intends to involve the following educational institutions: Szent Imre Catholic Primary School, Lily Nursery School and Uniform Nursery School-Brácsőde Fráter György Catholic Primary School and Primary Art School II. János Pál Catholic Primary School Duration of the project: 2017.09.01-2019.09.01. The target group of this application is the teachers, students and parents of public education institutions (primary schools and high schools). Justification for development: Hungary has a high share of low achievers in basic skills and the socio-economic background of the pupils has a significant impact on their performance. The average student performance in basic skills was below the EU average according to the OECD’s 2012 OECD International Student Performance Survey (PISA) and the share of low performers increased between 2009 and 2012. The rate of school leavers without education is 11.8 %, which should also be reduced according to the EU 2020 Strategy. According to the TIMMS 2015 natural science measurement, the results of Hungarian students stagnated between 2011 and 2015, while it deteriorated between 1996 and 2015 — Hungary is in the middle field for the countries examined. The results of the 2015 PISA measurement in science show a significant decline compared to previous years, and in international comparison, the results of Hungarian students are among the weaker ones. Experience-centered, discoveryal extracurricular education is not realised in many schools in the country and is not available to a significant number of students. Although in- and out-of-school, extracurricular, informal and non-formal learning opportunities are very popular among students, with the exception of Budapest, the offer is extremely poor. The number of informal and non-formal learning opportunities in schools varies widely across the country and is generally low in a large number of schools and in particular in less developed regions. The methods and forms of extracurricular learning have not developed in many places in the institutions, and there are few social spaces that offer experience-oriented learning opportunities. Active participation of students, cooperation between institutions is less common. The conditions required for the extracurricular activities of students, including programmes supporting the strengthening of labour market competences (e.g. development of foreign language, communication and entrepreneurship), problem-solving thinking and creative skills, social responsibility, environmentally conscious behaviour, mental and physical health, conflict management, local community development, community cooperation and innovation are not available in many places. Purpose of development The purpose of the call is to provide access to education and training through the development of informal learning opportunities, to increase the effectiveness and efficiency of public education, to develop comprehensive competence and skills development that enables learners to gain a deeper understanding of themselves, motivations and abilities, to develop and adapt extracurricular programmes to the school education, especially problem-solving thinking, entrepreneurial and creative skills. The specific objective of the scheme is to develop informal and non-formal learning methods and content and the necessary spaces within the school that: — enrich informal and non-formal learning opportunities with content, presentations and quizzes developed in school project work on an ad hoc and permanent basis, whether on a lesson or extracurricular basis, for pupils and their teachers in schools and other institutions; — they provide an adequate, open space and provide tools such as the institution’s innovation work, the completion of school project tasks, the development of students’ creative skills, extracurricular and small group learning, and joint play. Milestones of this call — in order to achieve the above strategic objectives: An increase in the number of public education institutions applying the project method on a regular basis, in terms of the proportion of pupils involved; — who regularly use experience pedagogy methods to develop creative skills and problem-solving thinking through informal learning, e.g. organised joint games, quizzes; — who develop and implement comprehensive, thematic, typically informal and non-formal learning programmes, taking into account their own capabilities and strengths. (English) | |||||||||||||||
| Property / summary: The Eger Department of Eger submits an application under EFOP-3.3.7-17 ‘Development of informal and non-formal learning opportunities in public education institutions’, in which it intends to involve the following educational institutions: Szent Imre Catholic Primary School, Lily Nursery School and Uniform Nursery School-Brácsőde Fráter György Catholic Primary School and Primary Art School II. János Pál Catholic Primary School Duration of the project: 2017.09.01-2019.09.01. The target group of this application is the teachers, students and parents of public education institutions (primary schools and high schools). Justification for development: Hungary has a high share of low achievers in basic skills and the socio-economic background of the pupils has a significant impact on their performance. The average student performance in basic skills was below the EU average according to the OECD’s 2012 OECD International Student Performance Survey (PISA) and the share of low performers increased between 2009 and 2012. The rate of school leavers without education is 11.8 %, which should also be reduced according to the EU 2020 Strategy. According to the TIMMS 2015 natural science measurement, the results of Hungarian students stagnated between 2011 and 2015, while it deteriorated between 1996 and 2015 — Hungary is in the middle field for the countries examined. The results of the 2015 PISA measurement in science show a significant decline compared to previous years, and in international comparison, the results of Hungarian students are among the weaker ones. Experience-centered, discoveryal extracurricular education is not realised in many schools in the country and is not available to a significant number of students. Although in- and out-of-school, extracurricular, informal and non-formal learning opportunities are very popular among students, with the exception of Budapest, the offer is extremely poor. The number of informal and non-formal learning opportunities in schools varies widely across the country and is generally low in a large number of schools and in particular in less developed regions. The methods and forms of extracurricular learning have not developed in many places in the institutions, and there are few social spaces that offer experience-oriented learning opportunities. Active participation of students, cooperation between institutions is less common. The conditions required for the extracurricular activities of students, including programmes supporting the strengthening of labour market competences (e.g. development of foreign language, communication and entrepreneurship), problem-solving thinking and creative skills, social responsibility, environmentally conscious behaviour, mental and physical health, conflict management, local community development, community cooperation and innovation are not available in many places. Purpose of development The purpose of the call is to provide access to education and training through the development of informal learning opportunities, to increase the effectiveness and efficiency of public education, to develop comprehensive competence and skills development that enables learners to gain a deeper understanding of themselves, motivations and abilities, to develop and adapt extracurricular programmes to the school education, especially problem-solving thinking, entrepreneurial and creative skills. The specific objective of the scheme is to develop informal and non-formal learning methods and content and the necessary spaces within the school that: — enrich informal and non-formal learning opportunities with content, presentations and quizzes developed in school project work on an ad hoc and permanent basis, whether on a lesson or extracurricular basis, for pupils and their teachers in schools and other institutions; — they provide an adequate, open space and provide tools such as the institution’s innovation work, the completion of school project tasks, the development of students’ creative skills, extracurricular and small group learning, and joint play. Milestones of this call — in order to achieve the above strategic objectives: An increase in the number of public education institutions applying the project method on a regular basis, in terms of the proportion of pupils involved; — who regularly use experience pedagogy methods to develop creative skills and problem-solving thinking through informal learning, e.g. organised joint games, quizzes; — who develop and implement comprehensive, thematic, typically informal and non-formal learning programmes, taking into account their own capabilities and strengths. (English) / rank | |||||||||||||||
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| Property / summary: The Eger Department of Eger submits an application under EFOP-3.3.7-17 ‘Development of informal and non-formal learning opportunities in public education institutions’, in which it intends to involve the following educational institutions: Szent Imre Catholic Primary School, Lily Nursery School and Uniform Nursery School-Brácsőde Fráter György Catholic Primary School and Primary Art School II. János Pál Catholic Primary School Duration of the project: 2017.09.01-2019.09.01. The target group of this application is the teachers, students and parents of public education institutions (primary schools and high schools). Justification for development: Hungary has a high share of low achievers in basic skills and the socio-economic background of the pupils has a significant impact on their performance. The average student performance in basic skills was below the EU average according to the OECD’s 2012 OECD International Student Performance Survey (PISA) and the share of low performers increased between 2009 and 2012. The rate of school leavers without education is 11.8 %, which should also be reduced according to the EU 2020 Strategy. According to the TIMMS 2015 natural science measurement, the results of Hungarian students stagnated between 2011 and 2015, while it deteriorated between 1996 and 2015 — Hungary is in the middle field for the countries examined. The results of the 2015 PISA measurement in science show a significant decline compared to previous years, and in international comparison, the results of Hungarian students are among the weaker ones. Experience-centered, discoveryal extracurricular education is not realised in many schools in the country and is not available to a significant number of students. Although in- and out-of-school, extracurricular, informal and non-formal learning opportunities are very popular among students, with the exception of Budapest, the offer is extremely poor. The number of informal and non-formal learning opportunities in schools varies widely across the country and is generally low in a large number of schools and in particular in less developed regions. The methods and forms of extracurricular learning have not developed in many places in the institutions, and there are few social spaces that offer experience-oriented learning opportunities. Active participation of students, cooperation between institutions is less common. The conditions required for the extracurricular activities of students, including programmes supporting the strengthening of labour market competences (e.g. development of foreign language, communication and entrepreneurship), problem-solving thinking and creative skills, social responsibility, environmentally conscious behaviour, mental and physical health, conflict management, local community development, community cooperation and innovation are not available in many places. Purpose of development The purpose of the call is to provide access to education and training through the development of informal learning opportunities, to increase the effectiveness and efficiency of public education, to develop comprehensive competence and skills development that enables learners to gain a deeper understanding of themselves, motivations and abilities, to develop and adapt extracurricular programmes to the school education, especially problem-solving thinking, entrepreneurial and creative skills. The specific objective of the scheme is to develop informal and non-formal learning methods and content and the necessary spaces within the school that: — enrich informal and non-formal learning opportunities with content, presentations and quizzes developed in school project work on an ad hoc and permanent basis, whether on a lesson or extracurricular basis, for pupils and their teachers in schools and other institutions; — they provide an adequate, open space and provide tools such as the institution’s innovation work, the completion of school project tasks, the development of students’ creative skills, extracurricular and small group learning, and joint play. Milestones of this call — in order to achieve the above strategic objectives: An increase in the number of public education institutions applying the project method on a regular basis, in terms of the proportion of pupils involved; — who regularly use experience pedagogy methods to develop creative skills and problem-solving thinking through informal learning, e.g. organised joint games, quizzes; — who develop and implement comprehensive, thematic, typically informal and non-formal learning programmes, taking into account their own capabilities and strengths. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:35, 8 February 2022
Project Q3900933 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Development of informal and non-formal learning opportunities in the educational institutions of the Eger Diocese |
Project Q3900933 in Hungary |
Statements
58,806,060 forint
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69,183,600.0 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 pályázatot nyújt be EFOP-3.3.7-17 „Informális és nem formális tanulási lehetőségek kialakítása a köznevelési intézményekben” konstrukció keretében, amelybe az alábbi oktatási intézményeket kívánja bevonni: Szent Imre Katolikus Általános Iskola, Liliom Óvoda és Egységes Óvoda-Bölcsőde Fráter György Katolikus Általános Iskola és Alapfokú Művészeti Iskola II. János Pál Katolikus Általános Iskola A projekt időtartama: 2017.09.01- 2019.09.01. Jelen pályázat célcsoportja a köznevelési intézmények (általános iskolák és gimnáziumok) pedagógusai, diákjai és szüleik. A fejlesztés indokoltsága: Magyarországon jelentős az alapkészségek terén gyengén teljesítők aránya, és a tanulók társadalmi-gazdasági háttere jelentősen befolyásolja a teljesítményüket. A tanulók átlagos teljesítménye az alapkészségek terén az OECD 2012. évi nemzetközi tanulói teljesítménymérése (PISA-felmérés) alapján az uniós átlag alatt volt, és nőtt a gyengén teljesítők aránya 2009 és 2012 között. A végzettség nélküli iskolaelhagyók aránya 11,8 %, mely az EU 2020 Stratégia szerint is csökkentendő. A TIMMS 2015 évi természettudományos mérése alapján a magyar diákok eredménye 2011 és 2015 között stagnált, míg 1996 és 2015 között romlott - a vizsgált országok tekintetében Magyarország a középmezőnyben helyezkedik el. A 2015. évi PISA mérés természettudományos eredményei jelentős visszaesést mutatnak az elmúlt évekhez képest, nemzetközi összehasonlításban a magyar diákok eredménye a gyengébbek közé sorolható. Az élményközpontú, felfedeztető jellegű tanórán kívüli oktatás az ország számos iskolájában nem valósul meg, nem érhető el a diákok jelentős része számára. Bár az iskolán belüli és kívüli, tanórán kívüli, informális és nem formális tanulási lehetőségek a diákok körében nagyon népszerűek, Budapest kivételével a kínálat rendkívül szegényes. Az iskolán belüli informális és nem formális tanulási lehetőségek száma országosan rendkívül eltérő, az iskolák jelentős részében és különösen a kevésbé fejlett régiókban általában csekély. Az intézményekben sok helyütt nem alakultak ki a tanórán kívüli tanulás módszerei és formái, kevés az olyan közösségi tér, amely élményközpontú tanulási lehetőséget kínál. A diákok aktív részvétele, az intézmények együttműködése kevésbé jellemző. A diákok tanórán kívüli tevékenységeihez szükséges feltételek - többek között a munkaerő-piaci kompetenciák erősítését támogató (pl. idegen nyelvi, kommunikációs és vállalkozói készségfejlesztést) a problémamegoldó gondolkodást és a kreatív készségeket, a társadalmi felelősségvállalást, a környezettudatos magatartást, a lelki és fizikai egészséget fejlesztő, konfliktusok kezelését segítő, a helyi közösségfejlesztést, közösségi együttműködést, továbbá innovációt támogató programok – sok helyen nem állnak rendelkezésre. A fejlesztés célja A Felhívás célja az informális tanulási lehetőségek kialakításán keresztül a neveléshez és képzéshez való hozzáférés biztosítása, a köznevelés eredményességének és hatékonyságának növelése, a tanulók számára önmaguk, motivációik, képességeik mélyebb megismerését lehetővé tevő, átfogó kompetencia- és készségfejlesztés érdekében az iskolai oktatást kiegészítő, ahhoz illeszkedő tanórán kívüli programok fejlesztése, kiemelten a problémamegoldó gondolkodás, a vállalkozói és a kreatív készségek fejlesztése. A konstrukció konkrét célja olyan informális és nem formális tanulási –módszerek és tartalmak, illetve az ehhez szükséges terek kialakítása az iskolán belül, amelyek: - eseti és állandó jelleggel, akár tanórai, akár tanórán kívüli keretek között, iskolai projektmunkában fejlesztett tartalmakkal, bemutatókkal, vetélkedőkkel gazdagítják az informális és nem formális tanulási lehetőségeket, az adott iskolában és más intézményekben tanuló diákok és tanáraik számára egyaránt; - megfelelő, nyitott teret biztosítanak és eszközökkel segítik többek között az intézmény innovációs munkáját, az iskolai projektfeladatok elvégzését, a diákok kreatív készségeinek kibontakoztatását, a tanórán kívüli egyén és kiscsoportos tanulást, közös játékot. Jelen felhívás részcéljai - a fenti stratégiai célkitűzések elérése érdekében: Azon köznevelési intézmények számának növelése, - akik a projektmódszert rendszeresen, a részt vevő tanulók arányát tekintve átfogóan alkalmazzák; - akik informális tanulás, pl. szervezett közös játék, vetélkedők keretében rendszeresen alkalmaznak élménypedagógiai módszereket a kreatív készségek és problémamegoldó gondolkodás fejlesztésére; - akik saját adottságaiknak, erősségeiknek figyelembevételével, átfogó, tematikus, jellemzően informális és nem formális tanulási programokat dolgoznak ki és vezetnek be. (Hungarian)
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The Eger Department of Eger submits an application under EFOP-3.3.7-17 ‘Development of informal and non-formal learning opportunities in public education institutions’, in which it intends to involve the following educational institutions: Szent Imre Catholic Primary School, Lily Nursery School and Uniform Nursery School-Brácsőde Fráter György Catholic Primary School and Primary Art School II. János Pál Catholic Primary School Duration of the project: 2017.09.01-2019.09.01. The target group of this application is the teachers, students and parents of public education institutions (primary schools and high schools). Justification for development: Hungary has a high share of low achievers in basic skills and the socio-economic background of the pupils has a significant impact on their performance. The average student performance in basic skills was below the EU average according to the OECD’s 2012 OECD International Student Performance Survey (PISA) and the share of low performers increased between 2009 and 2012. The rate of school leavers without education is 11.8 %, which should also be reduced according to the EU 2020 Strategy. According to the TIMMS 2015 natural science measurement, the results of Hungarian students stagnated between 2011 and 2015, while it deteriorated between 1996 and 2015 — Hungary is in the middle field for the countries examined. The results of the 2015 PISA measurement in science show a significant decline compared to previous years, and in international comparison, the results of Hungarian students are among the weaker ones. Experience-centered, discoveryal extracurricular education is not realised in many schools in the country and is not available to a significant number of students. Although in- and out-of-school, extracurricular, informal and non-formal learning opportunities are very popular among students, with the exception of Budapest, the offer is extremely poor. The number of informal and non-formal learning opportunities in schools varies widely across the country and is generally low in a large number of schools and in particular in less developed regions. The methods and forms of extracurricular learning have not developed in many places in the institutions, and there are few social spaces that offer experience-oriented learning opportunities. Active participation of students, cooperation between institutions is less common. The conditions required for the extracurricular activities of students, including programmes supporting the strengthening of labour market competences (e.g. development of foreign language, communication and entrepreneurship), problem-solving thinking and creative skills, social responsibility, environmentally conscious behaviour, mental and physical health, conflict management, local community development, community cooperation and innovation are not available in many places. Purpose of development The purpose of the call is to provide access to education and training through the development of informal learning opportunities, to increase the effectiveness and efficiency of public education, to develop comprehensive competence and skills development that enables learners to gain a deeper understanding of themselves, motivations and abilities, to develop and adapt extracurricular programmes to the school education, especially problem-solving thinking, entrepreneurial and creative skills. The specific objective of the scheme is to develop informal and non-formal learning methods and content and the necessary spaces within the school that: — enrich informal and non-formal learning opportunities with content, presentations and quizzes developed in school project work on an ad hoc and permanent basis, whether on a lesson or extracurricular basis, for pupils and their teachers in schools and other institutions; — they provide an adequate, open space and provide tools such as the institution’s innovation work, the completion of school project tasks, the development of students’ creative skills, extracurricular and small group learning, and joint play. Milestones of this call — in order to achieve the above strategic objectives: An increase in the number of public education institutions applying the project method on a regular basis, in terms of the proportion of pupils involved; — who regularly use experience pedagogy methods to develop creative skills and problem-solving thinking through informal learning, e.g. organised joint games, quizzes; — who develop and implement comprehensive, thematic, typically informal and non-formal learning programmes, taking into account their own capabilities and strengths. (English)
8 February 2022
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Eger, Heves
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Identifiers
EFOP-3.3.7-17-2017-00014
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