Infrastructure development at the Igrici Tompa Mihály Primary School and Primary Art School (Q3902883): Difference between revisions
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The project is implemented by the Mezőkövesd School District Centre. The organisation has 24 public education institutions under the professional direction of the organisation. Number of students as of 1 October 2016: 7502 people. Igrici Tompa Mihály Primary School and Primary Art School (3459 Igrici, Kossuth utca 71. Hrs 453). The institution affected by the development is located in the district of Mezőcsáti, which is considered a district of 290/240 to help with a complex program. Under Government Decree (XI.26) (XI.26). The institution is in underdeveloped infrastructural state, the aim of the investment is to provide an enabling environment for the basic tasks of school education, taking into account local needs, by renovating the premises related to everyday physical education, by renovating the educational premises and by replacing furniture. By creating the right infrastructure background, we prevent and reduce school drop-outs, the number of school leavers without qualifications, and we help students to complete their studies effectively. Underprivileged pupils are more likely to drop out of primary school before the end of compulsory education. One of the serious consequences of this will be that their integration into the labour market and their employment without skills will be practically impossible. Young people’s early school leaving is mainly due to their disadvantaged social conditions, and therefore these students deserve greater attention from the educational institution. The direct target group of the project is the students, teachers and technical staff of the institutional circle involved in the development. The number of pupils in the institution is 124, based on the statistics as of 1 October 2016/2017, of which 5 SNI (4.03 %), 6 disadvantaged pupils (4.83 %), 29 cumulatively disadvantaged (23.39 %), 63 people receiving regular child protection benefits (50.8 %). The maximum number of places in the school is 175. In the 2015 and 2016 competency measurements, the 6 and 8th grade students of the institution do not reach the average level compared to national, municipal primary and middle municipal primary schools. Analyses show that the impact of family background and performance is very strongly linked, i.e. the more advantageous a child comes from a family with a wealth, the more likely his or her school performance will be. Disadvantaged pupils belong to a vulnerable group. The 2016 Family Background Index (CSH) of the institution’s pupils is already above the average. Infrastructural development has a positive impact on reducing early school leaving and increasing pupil performance, enhancing the effectiveness of education, inclusive education (education to encourage openness) and the quality of the services it provides, thus ensuring access to quality education and education for the provision of everyday physical education. In the course of the development, the following will be implemented: Self-eligible activity: • Design of small-group employers with sanitary blocks Project technical results, indicators: Number of places of assignment, development, learning facilities and public external and indoor spaces: 3 Number of public education institutions affected by the development: 1 Capacity of supported childcare and education institutions: 124 Further activities of the project: project preparation (Preparation of a professional plan; Technical design documents; Public procurement procedures), project management, marketing activities (final event), information and publicity. (English) | |||||||||||||||
| Property / summary: The project is implemented by the Mezőkövesd School District Centre. The organisation has 24 public education institutions under the professional direction of the organisation. Number of students as of 1 October 2016: 7502 people. Igrici Tompa Mihály Primary School and Primary Art School (3459 Igrici, Kossuth utca 71. Hrs 453). The institution affected by the development is located in the district of Mezőcsáti, which is considered a district of 290/240 to help with a complex program. Under Government Decree (XI.26) (XI.26). The institution is in underdeveloped infrastructural state, the aim of the investment is to provide an enabling environment for the basic tasks of school education, taking into account local needs, by renovating the premises related to everyday physical education, by renovating the educational premises and by replacing furniture. By creating the right infrastructure background, we prevent and reduce school drop-outs, the number of school leavers without qualifications, and we help students to complete their studies effectively. Underprivileged pupils are more likely to drop out of primary school before the end of compulsory education. One of the serious consequences of this will be that their integration into the labour market and their employment without skills will be practically impossible. Young people’s early school leaving is mainly due to their disadvantaged social conditions, and therefore these students deserve greater attention from the educational institution. The direct target group of the project is the students, teachers and technical staff of the institutional circle involved in the development. The number of pupils in the institution is 124, based on the statistics as of 1 October 2016/2017, of which 5 SNI (4.03 %), 6 disadvantaged pupils (4.83 %), 29 cumulatively disadvantaged (23.39 %), 63 people receiving regular child protection benefits (50.8 %). The maximum number of places in the school is 175. In the 2015 and 2016 competency measurements, the 6 and 8th grade students of the institution do not reach the average level compared to national, municipal primary and middle municipal primary schools. Analyses show that the impact of family background and performance is very strongly linked, i.e. the more advantageous a child comes from a family with a wealth, the more likely his or her school performance will be. Disadvantaged pupils belong to a vulnerable group. The 2016 Family Background Index (CSH) of the institution’s pupils is already above the average. Infrastructural development has a positive impact on reducing early school leaving and increasing pupil performance, enhancing the effectiveness of education, inclusive education (education to encourage openness) and the quality of the services it provides, thus ensuring access to quality education and education for the provision of everyday physical education. In the course of the development, the following will be implemented: Self-eligible activity: • Design of small-group employers with sanitary blocks Project technical results, indicators: Number of places of assignment, development, learning facilities and public external and indoor spaces: 3 Number of public education institutions affected by the development: 1 Capacity of supported childcare and education institutions: 124 Further activities of the project: project preparation (Preparation of a professional plan; Technical design documents; Public procurement procedures), project management, marketing activities (final event), information and publicity. (English) / rank | |||||||||||||||
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| Property / summary: The project is implemented by the Mezőkövesd School District Centre. The organisation has 24 public education institutions under the professional direction of the organisation. Number of students as of 1 October 2016: 7502 people. Igrici Tompa Mihály Primary School and Primary Art School (3459 Igrici, Kossuth utca 71. Hrs 453). The institution affected by the development is located in the district of Mezőcsáti, which is considered a district of 290/240 to help with a complex program. Under Government Decree (XI.26) (XI.26). The institution is in underdeveloped infrastructural state, the aim of the investment is to provide an enabling environment for the basic tasks of school education, taking into account local needs, by renovating the premises related to everyday physical education, by renovating the educational premises and by replacing furniture. By creating the right infrastructure background, we prevent and reduce school drop-outs, the number of school leavers without qualifications, and we help students to complete their studies effectively. Underprivileged pupils are more likely to drop out of primary school before the end of compulsory education. One of the serious consequences of this will be that their integration into the labour market and their employment without skills will be practically impossible. Young people’s early school leaving is mainly due to their disadvantaged social conditions, and therefore these students deserve greater attention from the educational institution. The direct target group of the project is the students, teachers and technical staff of the institutional circle involved in the development. The number of pupils in the institution is 124, based on the statistics as of 1 October 2016/2017, of which 5 SNI (4.03 %), 6 disadvantaged pupils (4.83 %), 29 cumulatively disadvantaged (23.39 %), 63 people receiving regular child protection benefits (50.8 %). The maximum number of places in the school is 175. In the 2015 and 2016 competency measurements, the 6 and 8th grade students of the institution do not reach the average level compared to national, municipal primary and middle municipal primary schools. Analyses show that the impact of family background and performance is very strongly linked, i.e. the more advantageous a child comes from a family with a wealth, the more likely his or her school performance will be. Disadvantaged pupils belong to a vulnerable group. The 2016 Family Background Index (CSH) of the institution’s pupils is already above the average. Infrastructural development has a positive impact on reducing early school leaving and increasing pupil performance, enhancing the effectiveness of education, inclusive education (education to encourage openness) and the quality of the services it provides, thus ensuring access to quality education and education for the provision of everyday physical education. In the course of the development, the following will be implemented: Self-eligible activity: • Design of small-group employers with sanitary blocks Project technical results, indicators: Number of places of assignment, development, learning facilities and public external and indoor spaces: 3 Number of public education institutions affected by the development: 1 Capacity of supported childcare and education institutions: 124 Further activities of the project: project preparation (Preparation of a professional plan; Technical design documents; Public procurement procedures), project management, marketing activities (final event), information and publicity. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 13:46, 8 February 2022
Project Q3902883 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Infrastructure development at the Igrici Tompa Mihály Primary School and Primary Art School |
Project Q3902883 in Hungary |
Statements
20,000,000 forint
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23,529,411.765 forint
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84.999985 percent
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1 October 2017
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30 November 2018
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MEZŐKÖVESDI TANKERÜLETI KÖZPONT
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Q3960793 (Deleted Item)
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47°52'22.04"N, 20°52'31.22"E
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A projekt megvalósítója a Mezőkövesdi Tankerületi Központ. A szervezet szakmai irányítása alá 24 köznevelési intézmény tartozik. Tanulói létszám 2016.október 1-i állapot: 7502 fő. A fejlesztéssel érintett szervezet Igrici Tompa Mihály Általános Iskola és Alapfokú Művészeti Iskola (3459 Igrici, Kossuth utca 71. Hrsz 453). A fejlesztéssel érintett intézmény Mezőcsáti járásban található, mely komplex programmal segítendő járásnak minősül a 290/240. (XI.26) Korm. rendelet alapján. Az intézmény elmaradott infrastrukturális állapotú, a beruházással cél, hogy a helyi szükségleteket figyelembe véve az iskolai nevelés-oktatás alapfeladatainak ellátását támogató környezetet biztosítsunk, a mindennapost testneveléshez kapcsolódó helyiségek felújításával, az oktatási helyiségek felújításával, bútorzat cseréjével. A megfelelő infrastrukturális háttér kialakításával megelőzzük és csökkentsük az intézmény tanulói lemorzsolódását, a végzettség nélküli iskolaelhagyók számát, hozzájárulunk ahhoz, hogy a diákok eredményesen befejezzék tanulmányaikat. A hátrányos helyzetű tanulók körében fokozottan jellemző, hogy a tankötelezettségi kor vége előtt kimarad az általános iskolából. Ennek az egyik súlyos következménye az lesz, hogy szakképzettség nélkül a munkaerő-piaci beilleszkedésük, foglalkoztatásuk gyakorlatilag lehetetlenné válik. A fiatalok iskolából történő kimaradása elsősorban hátrányos szociális körülményeikből adódik, ezen diákok tehát fokozott figyelmet érdemelnek az oktatási intézmény részéről. A projekt közvetlen célcsoportja a fejlesztéssel érintett intézményi kör tanulói, pedagógusai, technikai dolgozói. Az intézmény tanulói létszáma 2016/2017 okt. 1-i statisztikai adatok alapján 124 fő, ebből SNI 5 fő (4,03%), hátrányos helyzetű tanuló 6 fő (4,83%), halmozottan hátrányos helyzetű 29 fő (23,39%), rendszeres gyermekvédelmi kedvezményben részesülő 63 fő (50,8%). Az iskola maximális férőhelyszáma 175 fő. 2015 és 2016. évi kompetencia méréseken az intézmény 6 és 8. osztályos diákjai az országos, a községi általános iskolák és a közepes községi általános iskolákhoz viszonyítva nem érik el az átlagos szintet. Elemzések bizonyítják, hogy a családi háttér és a teljesítmény hatása nagyon erősen összefügg, azaz minél előnyösebb vagyoni helyzetű családból származik egy gyermek, annál valószínűbb, hogy iskolai teljesítménye magasabb lesz. A hátrányos helyzetű tanulók veszélyeztetett csoportba tartoznak. Az intézmény tanulóinak 2016. évi családi háttérindexe (CSH) már az átlag felett van. A lemorzsolódás csökkentésére és a tanulói teljesítmény növelésére az infrastrukturális fejlesztés pozitívan hat, fokozza az oktatás eredményességét, az inkluzív oktatást (nyitottságra ösztönző nevelést) és emeli az általa nyújtott szolgáltatások minőségének színvonalát, ezzel biztosítva a minőségi oktatáshoz, neveléshez való hozzáférést a mindennapos testnevelés biztosításához. A fejlesztés során az alábbiak valósulnak meg: Önállóan támogatható tevékenység: • Kiscsoportos foglalkoztatók kialakítása vizesblokkokkal Projekt műszaki szakmai eredményei, indikátorok: A feladatellátási helyek, fejlesztéssel érintett, tanulást segítő, valamint közösségi kül- és beltéri helyiségeinek száma: 3 Fejlesztés által érintett köznevelési intézmények száma: 1 Támogatott gyermekgondozási és oktatási intézmények kapacitása: 124 A projekt további tevékenységei: projekt előkészítés (Szakmai terv készítése; Műszaki tervdokumentumok; Közbeszerzési eljárások), projektmenedzsment, marketing tevékenység (záró rendezvény), tájékoztatás és nyilvánosság biztosítása. (Hungarian)
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The project is implemented by the Mezőkövesd School District Centre. The organisation has 24 public education institutions under the professional direction of the organisation. Number of students as of 1 October 2016: 7502 people. Igrici Tompa Mihály Primary School and Primary Art School (3459 Igrici, Kossuth utca 71. Hrs 453). The institution affected by the development is located in the district of Mezőcsáti, which is considered a district of 290/240 to help with a complex program. Under Government Decree (XI.26) (XI.26). The institution is in underdeveloped infrastructural state, the aim of the investment is to provide an enabling environment for the basic tasks of school education, taking into account local needs, by renovating the premises related to everyday physical education, by renovating the educational premises and by replacing furniture. By creating the right infrastructure background, we prevent and reduce school drop-outs, the number of school leavers without qualifications, and we help students to complete their studies effectively. Underprivileged pupils are more likely to drop out of primary school before the end of compulsory education. One of the serious consequences of this will be that their integration into the labour market and their employment without skills will be practically impossible. Young people’s early school leaving is mainly due to their disadvantaged social conditions, and therefore these students deserve greater attention from the educational institution. The direct target group of the project is the students, teachers and technical staff of the institutional circle involved in the development. The number of pupils in the institution is 124, based on the statistics as of 1 October 2016/2017, of which 5 SNI (4.03 %), 6 disadvantaged pupils (4.83 %), 29 cumulatively disadvantaged (23.39 %), 63 people receiving regular child protection benefits (50.8 %). The maximum number of places in the school is 175. In the 2015 and 2016 competency measurements, the 6 and 8th grade students of the institution do not reach the average level compared to national, municipal primary and middle municipal primary schools. Analyses show that the impact of family background and performance is very strongly linked, i.e. the more advantageous a child comes from a family with a wealth, the more likely his or her school performance will be. Disadvantaged pupils belong to a vulnerable group. The 2016 Family Background Index (CSH) of the institution’s pupils is already above the average. Infrastructural development has a positive impact on reducing early school leaving and increasing pupil performance, enhancing the effectiveness of education, inclusive education (education to encourage openness) and the quality of the services it provides, thus ensuring access to quality education and education for the provision of everyday physical education. In the course of the development, the following will be implemented: Self-eligible activity: • Design of small-group employers with sanitary blocks Project technical results, indicators: Number of places of assignment, development, learning facilities and public external and indoor spaces: 3 Number of public education institutions affected by the development: 1 Capacity of supported childcare and education institutions: 124 Further activities of the project: project preparation (Preparation of a professional plan; Technical design documents; Public procurement procedures), project management, marketing activities (final event), information and publicity. (English)
8 February 2022
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Igrici, Borsod-Abaúj-Zemplén
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Identifiers
EFOP-4.1.3-17-2017-00283
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