Csodaszarvas School Community Programme at the 14 schools of Sárvári TKK (Q3900808): Difference between revisions
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The Sárvár School District Centre has already successfully implemented an EFOP-3.3.5 application with a total of 7 schools. The results and experience were particularly positive and showed great openness to the continuation and extension of the programme. In the framework of this application, 14 schools drafted applications for funding. *** Schools have developed each plan, covering all the theme modules published, in accordance with the specifications. In addition to increasing the number of staff, our primary objective was to ensure heterogeneity with the selections: involve schools from all districts concerned; to include both urban and rural institutions; the proportion of children in need should be high. All selected schools are located in the convergence region. *** Prior to the preparation of this application plan, we prepared a comprehensive situation finding which assessed the situation and environment of the 14 schools involved according to the objectives of the Operational Programme. On the basis of the findings identified, we have developed programme proposals to provide support in the most necessary areas. The programmes deal with school life as a whole, i.e. they consider the time spent at school outside the school as a part of education and education, and the planned programmes have been developed in the spirit of this. The overarching objective is to reduce early school leaving and school leaving without education, which is planned to be supported by schools on the basis of regulatory guidance on prevention. *** For the programme planned in 2020, the number of pupils in the residential programme is 189, the number of participants in the day-care programmes is 1116, a total of 1 305 participants. The number of disadvantaged and cumulatively disadvantaged students is 2 (inhabitation programme) and 49 (interday programme). The programmes will be implemented with the work of nearly 200 educators as planned. In addition to providing useful practice, we provide continuous oral feedback, guidance and personal support for 34 major community service students. *** Programmes are planned in accordance with the specifications only in weeks 25-26 of 2021, in a total of 68 groups. Modules involved in implementation: Nomad, adventure; Transport, road traffic, sport, health education; Foreign language; Environmental protection, natural knowledge, consumer awareness; National and cultural identity — Traditional preservation, mother tongue care; Artistic education; Digital world, conscious use of media, digital creation; Life management, family life education, community engagement. *** All these weeks are the scenes of formal and informal learning sessions, providing participants with unnoticed competence development. According to our feedback, the programs are a great help for parents, who can fulfil their duties at work more easily. We pay particular attention to helping disadvantaged children and to involve them as many as possible, as they typically have little development and support opportunities during the summer period. The key mission of the Weeks of Experience is to effectively support the development of mathematical and natural science skills in addition to social coexistence and strengthening social competences. Building on this, the main expected result of the programme is to reduce early school leaving. In the case of our institutions, the added benefit and determining the day-to-day operation is that we can integrate the methodology of formal and informal solutions into the pedagogical programme of the respective schools, as demonstrated by the previous project EFOP-3.3.5-19. *** Each of the programmes developed covers at least 3, on average, 5-6 areas of development: creative problem solving; world orientation; developing cooperation; career and career planning; strengthening social competences; community building, learning as a community experience; developing comprehension; strengthening the level of mathematical knowledge; strengthening the level of knowledge in natural sciences; developing a positive attitude towards natural sciences. *** All schools have drawn up their programme and cost plans, which includes a detailed breakdown of the prices of the planned services, materials, equipment, and the salaries of teachers involved, thus enabling precise and forward-looking implementation for all cost categories. *** In case of a winner, the school district plans to implement the project on its own initiative without an external project management organisation, relying on the competencies of its experienced project manager, financial and professional manager. Our project manager and professional manager led the EFOP-3.3.5-19 application from the beginning until its closing, so their expertise is crucial for the Csodaszarvas Programme as well. (English) | |||||||||||||||
| Property / summary: The Sárvár School District Centre has already successfully implemented an EFOP-3.3.5 application with a total of 7 schools. The results and experience were particularly positive and showed great openness to the continuation and extension of the programme. In the framework of this application, 14 schools drafted applications for funding. *** Schools have developed each plan, covering all the theme modules published, in accordance with the specifications. In addition to increasing the number of staff, our primary objective was to ensure heterogeneity with the selections: involve schools from all districts concerned; to include both urban and rural institutions; the proportion of children in need should be high. All selected schools are located in the convergence region. *** Prior to the preparation of this application plan, we prepared a comprehensive situation finding which assessed the situation and environment of the 14 schools involved according to the objectives of the Operational Programme. On the basis of the findings identified, we have developed programme proposals to provide support in the most necessary areas. The programmes deal with school life as a whole, i.e. they consider the time spent at school outside the school as a part of education and education, and the planned programmes have been developed in the spirit of this. The overarching objective is to reduce early school leaving and school leaving without education, which is planned to be supported by schools on the basis of regulatory guidance on prevention. *** For the programme planned in 2020, the number of pupils in the residential programme is 189, the number of participants in the day-care programmes is 1116, a total of 1 305 participants. The number of disadvantaged and cumulatively disadvantaged students is 2 (inhabitation programme) and 49 (interday programme). The programmes will be implemented with the work of nearly 200 educators as planned. In addition to providing useful practice, we provide continuous oral feedback, guidance and personal support for 34 major community service students. *** Programmes are planned in accordance with the specifications only in weeks 25-26 of 2021, in a total of 68 groups. Modules involved in implementation: Nomad, adventure; Transport, road traffic, sport, health education; Foreign language; Environmental protection, natural knowledge, consumer awareness; National and cultural identity — Traditional preservation, mother tongue care; Artistic education; Digital world, conscious use of media, digital creation; Life management, family life education, community engagement. *** All these weeks are the scenes of formal and informal learning sessions, providing participants with unnoticed competence development. According to our feedback, the programs are a great help for parents, who can fulfil their duties at work more easily. We pay particular attention to helping disadvantaged children and to involve them as many as possible, as they typically have little development and support opportunities during the summer period. The key mission of the Weeks of Experience is to effectively support the development of mathematical and natural science skills in addition to social coexistence and strengthening social competences. Building on this, the main expected result of the programme is to reduce early school leaving. In the case of our institutions, the added benefit and determining the day-to-day operation is that we can integrate the methodology of formal and informal solutions into the pedagogical programme of the respective schools, as demonstrated by the previous project EFOP-3.3.5-19. *** Each of the programmes developed covers at least 3, on average, 5-6 areas of development: creative problem solving; world orientation; developing cooperation; career and career planning; strengthening social competences; community building, learning as a community experience; developing comprehension; strengthening the level of mathematical knowledge; strengthening the level of knowledge in natural sciences; developing a positive attitude towards natural sciences. *** All schools have drawn up their programme and cost plans, which includes a detailed breakdown of the prices of the planned services, materials, equipment, and the salaries of teachers involved, thus enabling precise and forward-looking implementation for all cost categories. *** In case of a winner, the school district plans to implement the project on its own initiative without an external project management organisation, relying on the competencies of its experienced project manager, financial and professional manager. Our project manager and professional manager led the EFOP-3.3.5-19 application from the beginning until its closing, so their expertise is crucial for the Csodaszarvas Programme as well. (English) / rank | |||||||||||||||
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| Property / summary: The Sárvár School District Centre has already successfully implemented an EFOP-3.3.5 application with a total of 7 schools. The results and experience were particularly positive and showed great openness to the continuation and extension of the programme. In the framework of this application, 14 schools drafted applications for funding. *** Schools have developed each plan, covering all the theme modules published, in accordance with the specifications. In addition to increasing the number of staff, our primary objective was to ensure heterogeneity with the selections: involve schools from all districts concerned; to include both urban and rural institutions; the proportion of children in need should be high. All selected schools are located in the convergence region. *** Prior to the preparation of this application plan, we prepared a comprehensive situation finding which assessed the situation and environment of the 14 schools involved according to the objectives of the Operational Programme. On the basis of the findings identified, we have developed programme proposals to provide support in the most necessary areas. The programmes deal with school life as a whole, i.e. they consider the time spent at school outside the school as a part of education and education, and the planned programmes have been developed in the spirit of this. The overarching objective is to reduce early school leaving and school leaving without education, which is planned to be supported by schools on the basis of regulatory guidance on prevention. *** For the programme planned in 2020, the number of pupils in the residential programme is 189, the number of participants in the day-care programmes is 1116, a total of 1 305 participants. The number of disadvantaged and cumulatively disadvantaged students is 2 (inhabitation programme) and 49 (interday programme). The programmes will be implemented with the work of nearly 200 educators as planned. In addition to providing useful practice, we provide continuous oral feedback, guidance and personal support for 34 major community service students. *** Programmes are planned in accordance with the specifications only in weeks 25-26 of 2021, in a total of 68 groups. Modules involved in implementation: Nomad, adventure; Transport, road traffic, sport, health education; Foreign language; Environmental protection, natural knowledge, consumer awareness; National and cultural identity — Traditional preservation, mother tongue care; Artistic education; Digital world, conscious use of media, digital creation; Life management, family life education, community engagement. *** All these weeks are the scenes of formal and informal learning sessions, providing participants with unnoticed competence development. According to our feedback, the programs are a great help for parents, who can fulfil their duties at work more easily. We pay particular attention to helping disadvantaged children and to involve them as many as possible, as they typically have little development and support opportunities during the summer period. The key mission of the Weeks of Experience is to effectively support the development of mathematical and natural science skills in addition to social coexistence and strengthening social competences. Building on this, the main expected result of the programme is to reduce early school leaving. In the case of our institutions, the added benefit and determining the day-to-day operation is that we can integrate the methodology of formal and informal solutions into the pedagogical programme of the respective schools, as demonstrated by the previous project EFOP-3.3.5-19. *** Each of the programmes developed covers at least 3, on average, 5-6 areas of development: creative problem solving; world orientation; developing cooperation; career and career planning; strengthening social competences; community building, learning as a community experience; developing comprehension; strengthening the level of mathematical knowledge; strengthening the level of knowledge in natural sciences; developing a positive attitude towards natural sciences. *** All schools have drawn up their programme and cost plans, which includes a detailed breakdown of the prices of the planned services, materials, equipment, and the salaries of teachers involved, thus enabling precise and forward-looking implementation for all cost categories. *** In case of a winner, the school district plans to implement the project on its own initiative without an external project management organisation, relying on the competencies of its experienced project manager, financial and professional manager. Our project manager and professional manager led the EFOP-3.3.5-19 application from the beginning until its closing, so their expertise is crucial for the Csodaszarvas Programme as well. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 13:51, 8 February 2022
Project Q3900808 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Csodaszarvas School Community Programme at the 14 schools of Sárvári TKK |
Project Q3900808 in Hungary |
Statements
84,896,336 forint
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273,029.173 Euro
0.0027336256 Euro
10 December 2021
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99,878,042.353 forint
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85.0 percent
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1 March 2021
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30 September 2021
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Sárvári Tankerületi Központ
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A Sárvári Tankerületi Központ korábban már sikerrel végrehajtott egy EFOP-3.3.5 pályázatot, összesen 7 iskola részvételével. Az eredmények és a tapasztalatok kiemelkedően pozitívak voltak, emiatt nagy nyitottság mutatkozott a program folytatására és kiterjesztésére. Jelen pályázat keretében 14 iskola fogalmazott meg támogatási kérelmet. *** Az iskolák kidolgozták az egyes terveket, valamennyi meghirdetett témamodult lefedve, az előírásokkal összhangban. A létszám növelésén túl elsődleges célunk volt a heterogenitás biztosítása a kiválasztásokkal: valamennyi érintett járásból legyenek bevont iskolák; városi és falusi intézmények egyaránt szerepeljenek; a rászoruló gyermekek aránya legyen magas. A kiválasztott iskolák kivétel nélkül a konvergencia régióban találhatóak. *** Jelen pályázati terv elkészítése előtt készítettünk egy átfogó helyzetfeltárást, amely az Operatív Program céljai szerint értékelte a 14 bevont iskola helyzetét, környezetét. A feltárt eredmények alapján dolgoztunk ki programjavaslatokat, hogy azok a legszükségesebb területeken nyújtsanak támogatást. A programok az iskolai életet egészében kezelik, azaz a nevelés-oktatás részének tekintik a tanórán kívül az iskolában eltöltött időt, ennek szellemiségében kerültek kidolgozásra a tervezett programok. Átfogó cél az iskolai lemorzsolódás, a végzettség nélküli iskolaelhagyás csökkentése, amelyet a megelőzést célzó szabályozási útmutatók alapján terveznek az iskolák segíteni. *** A 2020-ban tervezett program esetében a bentlakásos programban résztvevő tanulók száma 189 fő, a napközi programokon résztvevőké 1116 fő, összesen 1305 fő. A hátrányos helyzetű és halmozottan hátrányos helyzetű diákok száma 2 fő (bentlakásos program), továbbá 49 fő (napközi program). A programok közel 200 pedagógus munkájával valósulnak meg a tervek szerint. A kivitelezésbe 34 fő közösségi szolgálatos diák bevonása tervezett, számukra a hasznos gyakorlatot adó feladatok biztosításán túl folyamatos szóbeli visszajelzést, útmutatást és személyes támogatást nyújtunk. *** A programok az előírásokkal összhangban kizárólag 2021. év 25-26. hetében tervezettek, összesen 68 csoportban. Megvalósításra bevont modulok: Nomád, kaland; Közlekedés, KRESZ, sport, egészségre nevelés; Idegen nyelv; Környezetvédelem, természetismeret, tudatos fogyasztói magatartás; Nemzeti és kulturális identitás – Hagyományőrzés, anyanyelvápolás; Művészeti nevelés; Digitális világ, tudatos médiahasználat, digitális alkotás; Életvezetés, családi életre nevelés, közösségi szerepvállalás. *** Ezek az élményhetek kivétel nélkül a formális és informális tanulási alkalmak színterei, észrevétlen kompetenciafejlesztést nyújtva a résztvevőknek. Visszajelzéseink alapján a programok komoly segítséget jelentenek a szülőknek, akik így könnyebben tudják ellátni munkahelyi kötelezettségeiket. Kiemelten figyelünk arra, hogy a hátrányos helyzetű gyermekeket segítsük és a lehető legnagyobb számban bevonjuk, mivel számukra a nyári időszakban jellemzően kevés fejlesztési, támogatási lehetőség érhető el. Az élményhetek kiemelt missziója, hogy a társas együttlét, a szociális kompetenciák erősítése mellett a matematikai és természettudományos készségfejlesztést hatékonyan támogassa. Mindezekre építve a program legfőbb várt eredményeként az iskolai lemorzsolódás csökkentésére tekintünk. Intézményeink esetében járulékos és a mindennapi működést meghatározó haszon, hogy a formális és informális megoldások módszertanát be tudjuk építeni az adott iskolák pedagógiai programjába, amint azt a korábbi, EFOP-3.3.5-19 pályázati projekt esete is igazolja. *** A kidolgozott programok mindegyike legalább 3, átlagosan 5-6 fejlesztési területet is érint az alábbiakból: kreatív problémamegoldás; világban való tájékozódás; együttműködés fejlesztése; életpálya és karriertervezés; szociális kompetenciák erősítése; közösségépítés, a tanulás mint közösségi élmény; szövegértés fejlesztése; matematikai tudásszint erősítése; természettudományos tudásszint erősítése; pozitív attitűd kialakítása a természettudományok iránt. *** Valamennyi iskola elkészítette program- és költségtervét, amely részletes bontásban tartalmazza a tervezett szolgáltatások, anyagok, eszközök árát, bevont pedagógusok bérét, ami így az összes költségkategóriát illetően precíz, előrelátó megvalósítást tesz lehetővé. *** Nyertesség esetén a Tankerület külsős projektmenedzsment szervezet nélkül, önerőből tervezi a projektet megvalósítani, tapasztalt, saját alkalmazású projektmenedzserének, pénzügyi és szakmai vezetőjének kompetenciáira támaszkodva. Projektmenedzserünk és szakmai vezetőnk az EFOP-3.3.5-19 pályázatot kezdetektől annak zárásáig vezette, így szaktudásuk meghatározó a Csodaszarvas Program esetében is. (Hungarian)
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The Sárvár School District Centre has already successfully implemented an EFOP-3.3.5 application with a total of 7 schools. The results and experience were particularly positive and showed great openness to the continuation and extension of the programme. In the framework of this application, 14 schools drafted applications for funding. *** Schools have developed each plan, covering all the theme modules published, in accordance with the specifications. In addition to increasing the number of staff, our primary objective was to ensure heterogeneity with the selections: involve schools from all districts concerned; to include both urban and rural institutions; the proportion of children in need should be high. All selected schools are located in the convergence region. *** Prior to the preparation of this application plan, we prepared a comprehensive situation finding which assessed the situation and environment of the 14 schools involved according to the objectives of the Operational Programme. On the basis of the findings identified, we have developed programme proposals to provide support in the most necessary areas. The programmes deal with school life as a whole, i.e. they consider the time spent at school outside the school as a part of education and education, and the planned programmes have been developed in the spirit of this. The overarching objective is to reduce early school leaving and school leaving without education, which is planned to be supported by schools on the basis of regulatory guidance on prevention. *** For the programme planned in 2020, the number of pupils in the residential programme is 189, the number of participants in the day-care programmes is 1116, a total of 1 305 participants. The number of disadvantaged and cumulatively disadvantaged students is 2 (inhabitation programme) and 49 (interday programme). The programmes will be implemented with the work of nearly 200 educators as planned. In addition to providing useful practice, we provide continuous oral feedback, guidance and personal support for 34 major community service students. *** Programmes are planned in accordance with the specifications only in weeks 25-26 of 2021, in a total of 68 groups. Modules involved in implementation: Nomad, adventure; Transport, road traffic, sport, health education; Foreign language; Environmental protection, natural knowledge, consumer awareness; National and cultural identity — Traditional preservation, mother tongue care; Artistic education; Digital world, conscious use of media, digital creation; Life management, family life education, community engagement. *** All these weeks are the scenes of formal and informal learning sessions, providing participants with unnoticed competence development. According to our feedback, the programs are a great help for parents, who can fulfil their duties at work more easily. We pay particular attention to helping disadvantaged children and to involve them as many as possible, as they typically have little development and support opportunities during the summer period. The key mission of the Weeks of Experience is to effectively support the development of mathematical and natural science skills in addition to social coexistence and strengthening social competences. Building on this, the main expected result of the programme is to reduce early school leaving. In the case of our institutions, the added benefit and determining the day-to-day operation is that we can integrate the methodology of formal and informal solutions into the pedagogical programme of the respective schools, as demonstrated by the previous project EFOP-3.3.5-19. *** Each of the programmes developed covers at least 3, on average, 5-6 areas of development: creative problem solving; world orientation; developing cooperation; career and career planning; strengthening social competences; community building, learning as a community experience; developing comprehension; strengthening the level of mathematical knowledge; strengthening the level of knowledge in natural sciences; developing a positive attitude towards natural sciences. *** All schools have drawn up their programme and cost plans, which includes a detailed breakdown of the prices of the planned services, materials, equipment, and the salaries of teachers involved, thus enabling precise and forward-looking implementation for all cost categories. *** In case of a winner, the school district plans to implement the project on its own initiative without an external project management organisation, relying on the competencies of its experienced project manager, financial and professional manager. Our project manager and professional manager led the EFOP-3.3.5-19 application from the beginning until its closing, so their expertise is crucial for the Csodaszarvas Programme as well. (English)
8 February 2022
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Sárvár, Vas
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Identifiers
EFOP-3.3.5-19-2020-00016
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