Infrastructural development of the Babits Mihály Primary School of Szekszárd (Q3902719): Difference between revisions
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The building of the Babits Mihály Primary School of Szekszárd was handed over in the autumn of 1958, since then the building has only been partially renovated. The building is two floors high, but it has four floors, all four levels are used for educational and educational purposes. A total of 22 class or specialised classrooms and 4 small classrooms on the first and second floors serve as a venue for education. The main activity in school is the eight-year elementary education. This includes, in addition to teaching classes, programmes for the useful use of day-care, catch-up, talent, career support, student self-government, sports and leisure activities. They also organise courses for the development of SNI, BTM students. School performance is steady and constantly increasing, with learning outcomes of the institution’s students higher than 4.25 in recent years. The goal is to catch up with individuals, to care for and develop talents. In measuring mathematical and comprehension competences, the school’s results are better than the national average and above the average of city and county-based schools. The school has also been a language test site for DSD I. (Deutsches Sprachdiplom I.) in recent years. Each year, the students of the English-Informatics classes in the 7th grade pass a basic computer exam with outstanding results. It is important for them to acquire usable knowledge in the field of German, English and IT during the 8 years spent in the institution. Thanks to the successful career guidance activities of the institution, pupils’ further education indicators are favourable. Graduating students predominantly apply to high school. Staff conditions The number of teaching staff is 38 teachers, 6 educators assist in teaching and teaching work. The members of the board shall have the qualifications required by law. A educator with a development teacher’s degree helps to develop pupils with an integration learning behavioural challenge. SNI students are educated and educated in an integrated way. In terms of enrolment, a high number of first classes start each year, which ensures the number of 436 people. The occupancy rate is 90 %. The institution’s applied pedagogical methods In the “a” classes, they teach informatics and English according to the standard curriculum, while in classes “b” the learning of German is ensured according to the minority curriculum of the language instructor. They consider it important to organise programmes that help learners in the afternoon and provide useful leisure time, such as day care, which is organised in all classes of lower classes and at grades 5 and 6 in the upper class. In the 7th and 8th grades, student room care is provided depending on parental needs. In addition to traditional pedagogical methods, the two-teacher model is used in the first and second grades. The number of HH and HHH pupils in each academic year is almost unchanged. The number of pupils with special educational needs who are confused in integration, learning and behaviour is gradually increasing. Teachers provide HH and HHH pupils within the school framework with the necessary occupations to compensate for their disadvantage. BTM students are provided by their own development teachers in individual or small group development sessions, and our SNI students are provided by a special teacher travelling. Physical accessibility does not currently facilitate access to and transport of the building. The need for the infrastructure and the way it is provided The institution essentially requires renovation works. In classrooms and toilets it is appropriate to replace external doors and windows, to fully upgrade the lighting, to replace the floor, to paint-painting and to renovate wall coverings. The classrooms require furniture and blinding curtains to meet the requirements of today’s age. The toilets require replacement of the entire pipe system, the possibility of using hot water, the replacement of toilets and washbasins and the installation of a new separation screen. Refurbishment of the following premises is warranted: 10 classrooms; 3 sewers; 1 medical room; 3-3 girls and boys washbasins and toilets, as well as accessibility of the building. The aim of the school is to create a modern, safe, aesthetic environment. The renewable environment helps students to develop environmentally conscious, health-conscious behaviour. It is of utmost importance that pupils can use suitable premises for health and safety at work. Modern classroom lighting, safe flooring, appropriate furniture, hygienic washbasins and toilets with warm water are essential. In order to meet sustainability, energy efficient operation is essential. Unobstructed access to the building is essential for all those in need. (English) | |||||||||||||||
| Property / summary: The building of the Babits Mihály Primary School of Szekszárd was handed over in the autumn of 1958, since then the building has only been partially renovated. The building is two floors high, but it has four floors, all four levels are used for educational and educational purposes. A total of 22 class or specialised classrooms and 4 small classrooms on the first and second floors serve as a venue for education. The main activity in school is the eight-year elementary education. This includes, in addition to teaching classes, programmes for the useful use of day-care, catch-up, talent, career support, student self-government, sports and leisure activities. They also organise courses for the development of SNI, BTM students. School performance is steady and constantly increasing, with learning outcomes of the institution’s students higher than 4.25 in recent years. The goal is to catch up with individuals, to care for and develop talents. In measuring mathematical and comprehension competences, the school’s results are better than the national average and above the average of city and county-based schools. The school has also been a language test site for DSD I. (Deutsches Sprachdiplom I.) in recent years. Each year, the students of the English-Informatics classes in the 7th grade pass a basic computer exam with outstanding results. It is important for them to acquire usable knowledge in the field of German, English and IT during the 8 years spent in the institution. Thanks to the successful career guidance activities of the institution, pupils’ further education indicators are favourable. Graduating students predominantly apply to high school. Staff conditions The number of teaching staff is 38 teachers, 6 educators assist in teaching and teaching work. The members of the board shall have the qualifications required by law. A educator with a development teacher’s degree helps to develop pupils with an integration learning behavioural challenge. SNI students are educated and educated in an integrated way. In terms of enrolment, a high number of first classes start each year, which ensures the number of 436 people. The occupancy rate is 90 %. The institution’s applied pedagogical methods In the “a” classes, they teach informatics and English according to the standard curriculum, while in classes “b” the learning of German is ensured according to the minority curriculum of the language instructor. They consider it important to organise programmes that help learners in the afternoon and provide useful leisure time, such as day care, which is organised in all classes of lower classes and at grades 5 and 6 in the upper class. In the 7th and 8th grades, student room care is provided depending on parental needs. In addition to traditional pedagogical methods, the two-teacher model is used in the first and second grades. The number of HH and HHH pupils in each academic year is almost unchanged. The number of pupils with special educational needs who are confused in integration, learning and behaviour is gradually increasing. Teachers provide HH and HHH pupils within the school framework with the necessary occupations to compensate for their disadvantage. BTM students are provided by their own development teachers in individual or small group development sessions, and our SNI students are provided by a special teacher travelling. Physical accessibility does not currently facilitate access to and transport of the building. The need for the infrastructure and the way it is provided The institution essentially requires renovation works. In classrooms and toilets it is appropriate to replace external doors and windows, to fully upgrade the lighting, to replace the floor, to paint-painting and to renovate wall coverings. The classrooms require furniture and blinding curtains to meet the requirements of today’s age. The toilets require replacement of the entire pipe system, the possibility of using hot water, the replacement of toilets and washbasins and the installation of a new separation screen. Refurbishment of the following premises is warranted: 10 classrooms; 3 sewers; 1 medical room; 3-3 girls and boys washbasins and toilets, as well as accessibility of the building. The aim of the school is to create a modern, safe, aesthetic environment. The renewable environment helps students to develop environmentally conscious, health-conscious behaviour. It is of utmost importance that pupils can use suitable premises for health and safety at work. Modern classroom lighting, safe flooring, appropriate furniture, hygienic washbasins and toilets with warm water are essential. In order to meet sustainability, energy efficient operation is essential. Unobstructed access to the building is essential for all those in need. (English) / rank | |||||||||||||||
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| Property / summary: The building of the Babits Mihály Primary School of Szekszárd was handed over in the autumn of 1958, since then the building has only been partially renovated. The building is two floors high, but it has four floors, all four levels are used for educational and educational purposes. A total of 22 class or specialised classrooms and 4 small classrooms on the first and second floors serve as a venue for education. The main activity in school is the eight-year elementary education. This includes, in addition to teaching classes, programmes for the useful use of day-care, catch-up, talent, career support, student self-government, sports and leisure activities. They also organise courses for the development of SNI, BTM students. School performance is steady and constantly increasing, with learning outcomes of the institution’s students higher than 4.25 in recent years. The goal is to catch up with individuals, to care for and develop talents. In measuring mathematical and comprehension competences, the school’s results are better than the national average and above the average of city and county-based schools. The school has also been a language test site for DSD I. (Deutsches Sprachdiplom I.) in recent years. Each year, the students of the English-Informatics classes in the 7th grade pass a basic computer exam with outstanding results. It is important for them to acquire usable knowledge in the field of German, English and IT during the 8 years spent in the institution. Thanks to the successful career guidance activities of the institution, pupils’ further education indicators are favourable. Graduating students predominantly apply to high school. Staff conditions The number of teaching staff is 38 teachers, 6 educators assist in teaching and teaching work. The members of the board shall have the qualifications required by law. A educator with a development teacher’s degree helps to develop pupils with an integration learning behavioural challenge. SNI students are educated and educated in an integrated way. In terms of enrolment, a high number of first classes start each year, which ensures the number of 436 people. The occupancy rate is 90 %. The institution’s applied pedagogical methods In the “a” classes, they teach informatics and English according to the standard curriculum, while in classes “b” the learning of German is ensured according to the minority curriculum of the language instructor. They consider it important to organise programmes that help learners in the afternoon and provide useful leisure time, such as day care, which is organised in all classes of lower classes and at grades 5 and 6 in the upper class. In the 7th and 8th grades, student room care is provided depending on parental needs. In addition to traditional pedagogical methods, the two-teacher model is used in the first and second grades. The number of HH and HHH pupils in each academic year is almost unchanged. The number of pupils with special educational needs who are confused in integration, learning and behaviour is gradually increasing. Teachers provide HH and HHH pupils within the school framework with the necessary occupations to compensate for their disadvantage. BTM students are provided by their own development teachers in individual or small group development sessions, and our SNI students are provided by a special teacher travelling. Physical accessibility does not currently facilitate access to and transport of the building. The need for the infrastructure and the way it is provided The institution essentially requires renovation works. In classrooms and toilets it is appropriate to replace external doors and windows, to fully upgrade the lighting, to replace the floor, to paint-painting and to renovate wall coverings. The classrooms require furniture and blinding curtains to meet the requirements of today’s age. The toilets require replacement of the entire pipe system, the possibility of using hot water, the replacement of toilets and washbasins and the installation of a new separation screen. Refurbishment of the following premises is warranted: 10 classrooms; 3 sewers; 1 medical room; 3-3 girls and boys washbasins and toilets, as well as accessibility of the building. The aim of the school is to create a modern, safe, aesthetic environment. The renewable environment helps students to develop environmentally conscious, health-conscious behaviour. It is of utmost importance that pupils can use suitable premises for health and safety at work. Modern classroom lighting, safe flooring, appropriate furniture, hygienic washbasins and toilets with warm water are essential. In order to meet sustainability, energy efficient operation is essential. Unobstructed access to the building is essential for all those in need. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 13:43, 8 February 2022
Project Q3902719 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Infrastructural development of the Babits Mihály Primary School of Szekszárd |
Project Q3902719 in Hungary |
Statements
135,998,801 forint
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160,823,519.465 forint
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84.564292 percent
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1 October 2017
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20 December 2018
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Szekszárdi Tankerületi Központ
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Q3961713 (Deleted Item)
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46°20'54.56"N, 18°42'5.98"E
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Az iskola bemutatása A Szekszárdi Babits Mihály Általános Iskola épülete 1958 őszén került átadásra, azóta az épületben csak állagmegóvás, részleges felújítás történt. Az épület két emelet magas, de négyszintes, mind négy szintet használják nevelési-oktatási célokra. Az első és második emeleten elhelyezkedő összesen 22 osztály- vagy szaktanterem és 4 kiscsoportos foglalkozásra alkalmas terem szolgál az oktatás színteréül. Az iskolába folyó fő tevékenység a 8 évfolyamos általános iskolai nevelés-oktatás. Ennek részét képezik a tanítási órákon túl a napközis-, a felzárkóztató-, a tehetséggondozó-, a pályaválasztást segítő-, a diákönkormányzati-, a sportfoglalkozások és a szabadidő hasznos eltöltését célzó programok. Megszervezik az SNI, BTM-es tanulók fejlesztését szolgáló foglalkozásokat is. Az iskolai teljesítmény egyenletes, és folyamatosan emelkedik, az intézmény tanulóinak tanulmányi eredménye az utóbbi években 4,25-nál magasabb. Cél az egyéni felzárkóztatás, a tehetségek gondozása, fejlesztése. A matematikai és szövegértési kompetenciák mérése terén az iskola eredményei jobbak, mint az országos átlag, és a városi, megyeszékhelyi iskolák átlagát is meghaladja. Az iskola az utóbbi években DSD I. (Deutsches Sprachdiplom I.) nyelvi vizsgahelyszínként is működik. Minden évben a 7. évfolyamon az angol – informatika tagozatos osztályok tanulói sikeres alapszíntű számítástechnikai vizsgát tesznek, kimagasló eredménnyel. Fontos számukra, hogy az intézményben eltöltött 8 év alatt tanulónk használható tudást szerezzenek a német, az angol nyelv és az informatika területén. Az intézmény sikeres pályaorientációs tevékenységének köszönhetően a tanulók továbbtanulási mutatói kedvezőek. A végzős tanulók döntően gimnáziumokba jelentkeznek. Személyi feltételek A tantestület létszáma 38 pedagógus, 6 fő nevelő-oktató munkát segítő. A nevelőtestület tagjai rendelkeznek a törvény által előírt szakképzettséggel. Egy fejlesztő pedagógusi végzettséggel rendelkező pedagógus segíti a beilleszkedési tanulási magatartási nehézséggel küzdő tanulók fejlesztését. Az SNI-s tanulókat integráltan nevelik-oktatják. A beiskolázás tekintetében minden évben magas létszámú első osztályok indulnak, ami biztosítja a 436 fő létszámot. A kihasználtsági mutató 90%. Az intézmény alkalmazott pedagógia módszerei Az „a” osztályokban normál tanterv szerint haladva oktatják az informatikát és az angol nyelvet, a „b” osztályokban biztosítják a német nyelvtanulást a nyelvoktató kisebbségi tanterv szerint. Fontosnak tartják a tanulók, délutáni tanulását segítő, és a szabadidő hasznos eltöltését nyújtó programok, így a napközi megszervezését, amit alsó tagozat minden osztályában, a felsőben pedig 5. és 6. évfolyamokon szerveznek meg. A 7. és 8. évfolyamokon a szülői igények függvényében tanulószobai ellátást biztosítanak. A hagyományos pedagógiai módszereken túl alkalmazzák az első és második évfolyamokon a kéttanítós modellt. Esélyegyenlőségi szempontok érvényesülése Az egyes tanévekben a HH és HHH tanulók száma szinte nem változik. A sajátos nevelési igényű a beilleszkedési, tanulási és magatartási zavaros tanulók száma fokozatosan nő. A HH és HHH tanulóknak a pedagógusok az iskolai kereteken belül biztosítják a hátrányuk kompenzálásához szükséges foglalkozásokat. A BTM-es tanulókat egyéni vagy kis csoportos fejlesztő foglalkozásokon saját fejlesztő pedagógus, az SNI tanulóinkat pedig utazó gyógypedagógus látja el. Fizikai akadálymentesítés jelenleg nem segíti az épületbe való bejutást, valamint ott a közlekedést. Az infrastruktúra szükséglet és biztosításának módja Az intézményben alapvetően felújítási munkálatokra van szükség. A tantermekben és a mosdókban külső belső nyílászárók cseréje, világítás teljes körű korszerűsítése, padlózat cseréje, festés-mázolás, falburkolat felújítása indokolt. A tantermekben a mai kor követelményeinek megfelelő bútorzatra, sötétítőfüggönyökre van szükség. A mosdókban még a teljes csőrendszer cseréjére, meleg víz használat lehetőségének kialakítására, WC-, és mosdókagylók cseréjére és új elválasztó paraván felszerelésére van igény. A következő helyiségek felújítása indokolt: 10 tanterem; 3 szertár; 1 orvosi szoba; 3-3 lány és fiú mosdó és WC, valamint az épület akadálymentesítése. A fejlesztéssel elérni kívánt célok, eredmények Az iskola célja a korszerű, biztonságos, esztétikus környezet megteremtése. A megújuló környezet hozzásegíti a tanulókat a környezettudatos, egészségtudatos magatartás kialakításában. Kiemelten fontos, hogy egészségi és munkabiztonsági szempontból is megfelelő helyiségeket használhassanak a tanulók. Létfontosságú a modern tantermi világítás, a biztonságos padlózat, a megfelelő bútorzat, a higiénikus, meleg vízzel felszerelt mosdók, WC-k. A fenntarthatóságnak való megfelelés érdekében lényeges az energiahatékony működés megvalósulása. Elengedhetetlen az akadálymentes bejutást az épületbe minden rászoruló számára. (Hungarian)
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The building of the Babits Mihály Primary School of Szekszárd was handed over in the autumn of 1958, since then the building has only been partially renovated. The building is two floors high, but it has four floors, all four levels are used for educational and educational purposes. A total of 22 class or specialised classrooms and 4 small classrooms on the first and second floors serve as a venue for education. The main activity in school is the eight-year elementary education. This includes, in addition to teaching classes, programmes for the useful use of day-care, catch-up, talent, career support, student self-government, sports and leisure activities. They also organise courses for the development of SNI, BTM students. School performance is steady and constantly increasing, with learning outcomes of the institution’s students higher than 4.25 in recent years. The goal is to catch up with individuals, to care for and develop talents. In measuring mathematical and comprehension competences, the school’s results are better than the national average and above the average of city and county-based schools. The school has also been a language test site for DSD I. (Deutsches Sprachdiplom I.) in recent years. Each year, the students of the English-Informatics classes in the 7th grade pass a basic computer exam with outstanding results. It is important for them to acquire usable knowledge in the field of German, English and IT during the 8 years spent in the institution. Thanks to the successful career guidance activities of the institution, pupils’ further education indicators are favourable. Graduating students predominantly apply to high school. Staff conditions The number of teaching staff is 38 teachers, 6 educators assist in teaching and teaching work. The members of the board shall have the qualifications required by law. A educator with a development teacher’s degree helps to develop pupils with an integration learning behavioural challenge. SNI students are educated and educated in an integrated way. In terms of enrolment, a high number of first classes start each year, which ensures the number of 436 people. The occupancy rate is 90 %. The institution’s applied pedagogical methods In the “a” classes, they teach informatics and English according to the standard curriculum, while in classes “b” the learning of German is ensured according to the minority curriculum of the language instructor. They consider it important to organise programmes that help learners in the afternoon and provide useful leisure time, such as day care, which is organised in all classes of lower classes and at grades 5 and 6 in the upper class. In the 7th and 8th grades, student room care is provided depending on parental needs. In addition to traditional pedagogical methods, the two-teacher model is used in the first and second grades. The number of HH and HHH pupils in each academic year is almost unchanged. The number of pupils with special educational needs who are confused in integration, learning and behaviour is gradually increasing. Teachers provide HH and HHH pupils within the school framework with the necessary occupations to compensate for their disadvantage. BTM students are provided by their own development teachers in individual or small group development sessions, and our SNI students are provided by a special teacher travelling. Physical accessibility does not currently facilitate access to and transport of the building. The need for the infrastructure and the way it is provided The institution essentially requires renovation works. In classrooms and toilets it is appropriate to replace external doors and windows, to fully upgrade the lighting, to replace the floor, to paint-painting and to renovate wall coverings. The classrooms require furniture and blinding curtains to meet the requirements of today’s age. The toilets require replacement of the entire pipe system, the possibility of using hot water, the replacement of toilets and washbasins and the installation of a new separation screen. Refurbishment of the following premises is warranted: 10 classrooms; 3 sewers; 1 medical room; 3-3 girls and boys washbasins and toilets, as well as accessibility of the building. The aim of the school is to create a modern, safe, aesthetic environment. The renewable environment helps students to develop environmentally conscious, health-conscious behaviour. It is of utmost importance that pupils can use suitable premises for health and safety at work. Modern classroom lighting, safe flooring, appropriate furniture, hygienic washbasins and toilets with warm water are essential. In order to meet sustainability, energy efficient operation is essential. Unobstructed access to the building is essential for all those in need. (English)
8 February 2022
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Szekszárd, Tolna
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Identifiers
EFOP-4.1.3-17-2017-00222
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