rounds is for each (Q3101053): Difference between revisions

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(‎Changed an Item: modifying co-finance rate with the percentage)
(‎Created claim: summary (P836): At present, there is an increasing focus on improving the quality of education and education, with an emphasis on preparing pupils for their further development and future employment opportunities. This is why the work of all school staff has become an effort to create an atmosphere and climate in the classroom/school that positively affects the level of knowledge acquisition of our trustees. This applies not only to intact pupils, but also to p...)
Property / summary
 
At present, there is an increasing focus on improving the quality of education and education, with an emphasis on preparing pupils for their further development and future employment opportunities. This is why the work of all school staff has become an effort to create an atmosphere and climate in the classroom/school that positively affects the level of knowledge acquisition of our trustees. This applies not only to intact pupils, but also to pupils with special educational needs (SEC). If the school fails to ensure that the conditions, content, approaches in education and education are adapted for pupils from the SVET or the saturation of the needs arising from their development in a socially disadvantaged environment (CSR), these pupils are at risk of failure or failure. Positive influence on the inclusion of pupils has an impact on the development of their personality, competences, the achievement of an adequate level of education and their integration into society. Assuring the quality and scope of professional care is a prerequisite for the success of the education of pupils with SCE. Therefore, it seems necessary to provide a sufficient number of professional staff involved in education – teachers’ assistants (AUs), pedagogical assistants (PAs), school psychologists (ŠkPsych) and school special pedagogues (ŠŠP). The content of their activities is determined by law. They are instrumental in overcoming barriers in learning, socialisation, promoting the creation of a positive and favourable atmosphere in the classroom/school, respecting the specificities of each individual, accepting special educational needs (English)
Property / summary: At present, there is an increasing focus on improving the quality of education and education, with an emphasis on preparing pupils for their further development and future employment opportunities. This is why the work of all school staff has become an effort to create an atmosphere and climate in the classroom/school that positively affects the level of knowledge acquisition of our trustees. This applies not only to intact pupils, but also to pupils with special educational needs (SEC). If the school fails to ensure that the conditions, content, approaches in education and education are adapted for pupils from the SVET or the saturation of the needs arising from their development in a socially disadvantaged environment (CSR), these pupils are at risk of failure or failure. Positive influence on the inclusion of pupils has an impact on the development of their personality, competences, the achievement of an adequate level of education and their integration into society. Assuring the quality and scope of professional care is a prerequisite for the success of the education of pupils with SCE. Therefore, it seems necessary to provide a sufficient number of professional staff involved in education – teachers’ assistants (AUs), pedagogical assistants (PAs), school psychologists (ŠkPsych) and school special pedagogues (ŠŠP). The content of their activities is determined by law. They are instrumental in overcoming barriers in learning, socialisation, promoting the creation of a positive and favourable atmosphere in the classroom/school, respecting the specificities of each individual, accepting special educational needs (English) / rank
 
Normal rank
Property / summary: At present, there is an increasing focus on improving the quality of education and education, with an emphasis on preparing pupils for their further development and future employment opportunities. This is why the work of all school staff has become an effort to create an atmosphere and climate in the classroom/school that positively affects the level of knowledge acquisition of our trustees. This applies not only to intact pupils, but also to pupils with special educational needs (SEC). If the school fails to ensure that the conditions, content, approaches in education and education are adapted for pupils from the SVET or the saturation of the needs arising from their development in a socially disadvantaged environment (CSR), these pupils are at risk of failure or failure. Positive influence on the inclusion of pupils has an impact on the development of their personality, competences, the achievement of an adequate level of education and their integration into society. Assuring the quality and scope of professional care is a prerequisite for the success of the education of pupils with SCE. Therefore, it seems necessary to provide a sufficient number of professional staff involved in education – teachers’ assistants (AUs), pedagogical assistants (PAs), school psychologists (ŠkPsych) and school special pedagogues (ŠŠP). The content of their activities is determined by law. They are instrumental in overcoming barriers in learning, socialisation, promoting the creation of a positive and favourable atmosphere in the classroom/school, respecting the specificities of each individual, accepting special educational needs (English) / qualifier
 
point in time: 28 September 2021
Timestamp+2021-09-28T00:00:00Z
Timezone+00:00
CalendarGregorian
Precision1 day
Before0
After0

Revision as of 13:56, 28 September 2021

Project Q3101053 in Slovakia
Language Label Description Also known as
English
rounds is for each
Project Q3101053 in Slovakia

    Statements

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    124,465.5 Euro
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    146,430.0 Euro
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    85.0 percent
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    1 February 2018
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    1 January 2021
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    Základná škola, Jilemnického ulica č. 2, Žiar nad Hronom
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    48°35'34.37"N, 18°50'44.48"E
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    V súčasnej dobe sa čoraz väčší dôraz kladie na zvyšovanie kvality výchovy a vzdelávania s dôrazom prípravy žiakov pre ich ďalší rozvoj a budúce pracovné príležitosti. Preto sa súčasťou práce všetkých zamestnancov školy stala snaha vytvárať takú atmosféru a klímu v triede/škole, ktorá pozitívne ovplyvňuje úroveň nadobúdania poznatkov našich zverencov. Týka sa to nielen intaktných žiakov, ale aj žiakov so špeciálnymi výchovno-vzdelávacími potrebami (ŠVVP). Ak škola nedokáže zabezpečiť úpravu podmienok, obsahu, prístupov vo výchove a vzdelávaní pre žiakov zo ŠVVP alebo saturáciu potrieb, ktoré vyplývajú z ich vývinu v sociálne znevýhodnenom prostredí (SZP), hrozí týmto žiakom zlyhanie, neúspech. Pozitívne ovplyvňovanie začlenených žiakov má vplyv na rozvoj ich osobnosti, kompetencií, dosiahnutie primeraného stupňa vzdelania a začlenenia sa do spoločnosti.Predpokladom úspechu vzdelávania žiakov so ŠVVP je zabezpečenie kvality a rozsahu odbornej starostlivosti. Preto sa nám javí ako nevyhnutnosť zaobstarať pre začlenených žiakov dostatočný počet odborných zamestnancov participujúcich na výchove a vzdelávaní – asistentov učiteľa (AU), pedagogických asistentov (PA), či školského psychológa (ŠkPsych) i školského špeciálneho pedagóga (ŠŠP). Obsah ich činnosti určuje zákon. Sú nápomocní pri prekonávaní bariér v učení, socializácii, podporujú vytváranie pozitívnej a priaznivej atmosféry v triede/škole s rešpektovaním osobitostí každého jednotlivca, akceptujúc špeciálne výchovno-vzdelávacie potreby (Slovak)
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    At present, there is an increasing focus on improving the quality of education and education, with an emphasis on preparing pupils for their further development and future employment opportunities. This is why the work of all school staff has become an effort to create an atmosphere and climate in the classroom/school that positively affects the level of knowledge acquisition of our trustees. This applies not only to intact pupils, but also to pupils with special educational needs (SEC). If the school fails to ensure that the conditions, content, approaches in education and education are adapted for pupils from the SVET or the saturation of the needs arising from their development in a socially disadvantaged environment (CSR), these pupils are at risk of failure or failure. Positive influence on the inclusion of pupils has an impact on the development of their personality, competences, the achievement of an adequate level of education and their integration into society. Assuring the quality and scope of professional care is a prerequisite for the success of the education of pupils with SCE. Therefore, it seems necessary to provide a sufficient number of professional staff involved in education – teachers’ assistants (AUs), pedagogical assistants (PAs), school psychologists (ŠkPsych) and school special pedagogues (ŠŠP). The content of their activities is determined by law. They are instrumental in overcoming barriers in learning, socialisation, promoting the creation of a positive and favourable atmosphere in the classroom/school, respecting the specificities of each individual, accepting special educational needs (English)
    28 September 2021
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    Identifiers

    312011I298
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