Parent-Suli program at the Institutes of the Eger School (Q3897579): Difference between revisions
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The Eger School District Centre shall submit an application for the project, with the participation of the following institutions, teachers, pupils and parents: — Mikszáth Kálmán Primary School of Forest Teleek: 8 teachers, 16 pupils, 32 relatives — Sütő András Primary School Tiszanána: 5 educators, 10 pupils, 20 relatives — Hevesi József Primary School and Primary School of Arts: 11 teachers, 22 pupils, 44 relatives — Mezőtárkány — Egerfarmos Primary School: 8 teachers, 16 pupils, 32 relatives — Egercsehi Zrínyi Ilona Primary School: 8 educators, 16 pupils, 32 relatives We planned 36 months to complete the application, during which the following activities will be carried out: — Development of an intervention methodology to reduce early school leaving — Preparation of individual development plans for 80 pupils, recruitment of participants per institution according to the methodology set out in the professional plan. Performing input measurements, mentoring — establishing a mentored relationship. Assessment of progress every three months. Development of competences based on an individual development plan, in particular: comprehension and comprehension, linguistic accuracy, mathematical and logical ability, digital competence. — Implementation of activities to stimulate and strengthen learning motivation: in addition to mentoring sessions, there is a study trip in 1 institution, quizzes on different topics in all 5 institutions. — The development of basic competences for learning is carried out in the framework of mentoring and individual development sessions. — Within the development of basic competences for constructive life: small group workshops in 2 institutions, sports competition in 2 institutions, theatre visit in 1 institution, factory visits in 1 institution, drama circle in 1 institution, care of a spice garden in 1 institution. 3 institutions are also planning to introduce the Arizona programme. — Self-knowledge with pedagogical methods: workshops in 4 institutions, theatre visits in 3 institutions, drama activities in 1 institution, environmental awareness excursion in 1 institution. — In relation to the provision of mental health assistance: drug prevention workshops in 3 institutions, conflict management workshops in 1 institution, health care workshop in 1 institution. — The skills and techniques of self-learning are developed and developed in the framework of mentoring sessions. — On the development of digital competence: in each of the 5 institutions, there are different durations of IT specialists. — Use of differentiated learning content and tools tailored to individual needs and preparedness in mentoring sessions. — The local content and methodology of the school-family cooperation will be developed at project level. The methodology developed is integrated into the pedagogical programmes of all institutions. — Creation of local needs-based guides and methodological tools for awareness-raising at project level. Within the Parent-Suli programmes, for the close relatives of the involved pupils: — Within the framework of support for learning: There are workshops in 3 institutions, one learning organisation forum and training. Mentors make family visits at regular intervals. They want to organise a Family Day in 4 institutions, 1 family tea party. — Development of the basic competences of relatives: In 4 institutions there are workshops supporting the development of digital competence, and in 1 institution there is a family quiz with the name “Family of Knowledge”. — Health awareness, disease prevention: Organisation of a health day in 5 institutions, a series of lectures for family life in 2 institutions, a forum for health promotion in 1 institution. — The return to or entry to education is facilitated by workshops to show the types of school in 3 institutions, 1 career-guidance workshop in the institution and 1 forum presenting positive examples in one institution. — Programme efficiency measurement will be carried out with the involvement of the relevant Educational Education Centre. — During the project, the School District Centre intends to conclude a cooperation agreement with the Eszterházy Károly University to ensure the placement of socio-educational students. — The 40 educators involved in the project will attend 30 hours of training, expected in 3 tours, external locations. — The institutions involved intend to establish networking mechanisms with the winners of other related EFOP projects close to the territory. — Each of the optional activities will establish a wide-ranging cooperation mechanism with civil society organisations, local health institutions and national minority authorities. Each of the institutions is planning to renew the developer’s equipment pool or to acquire new equipment. (English) | |||||||||||||||
| Property / summary: The Eger School District Centre shall submit an application for the project, with the participation of the following institutions, teachers, pupils and parents: — Mikszáth Kálmán Primary School of Forest Teleek: 8 teachers, 16 pupils, 32 relatives — Sütő András Primary School Tiszanána: 5 educators, 10 pupils, 20 relatives — Hevesi József Primary School and Primary School of Arts: 11 teachers, 22 pupils, 44 relatives — Mezőtárkány — Egerfarmos Primary School: 8 teachers, 16 pupils, 32 relatives — Egercsehi Zrínyi Ilona Primary School: 8 educators, 16 pupils, 32 relatives We planned 36 months to complete the application, during which the following activities will be carried out: — Development of an intervention methodology to reduce early school leaving — Preparation of individual development plans for 80 pupils, recruitment of participants per institution according to the methodology set out in the professional plan. Performing input measurements, mentoring — establishing a mentored relationship. Assessment of progress every three months. Development of competences based on an individual development plan, in particular: comprehension and comprehension, linguistic accuracy, mathematical and logical ability, digital competence. — Implementation of activities to stimulate and strengthen learning motivation: in addition to mentoring sessions, there is a study trip in 1 institution, quizzes on different topics in all 5 institutions. — The development of basic competences for learning is carried out in the framework of mentoring and individual development sessions. — Within the development of basic competences for constructive life: small group workshops in 2 institutions, sports competition in 2 institutions, theatre visit in 1 institution, factory visits in 1 institution, drama circle in 1 institution, care of a spice garden in 1 institution. 3 institutions are also planning to introduce the Arizona programme. — Self-knowledge with pedagogical methods: workshops in 4 institutions, theatre visits in 3 institutions, drama activities in 1 institution, environmental awareness excursion in 1 institution. — In relation to the provision of mental health assistance: drug prevention workshops in 3 institutions, conflict management workshops in 1 institution, health care workshop in 1 institution. — The skills and techniques of self-learning are developed and developed in the framework of mentoring sessions. — On the development of digital competence: in each of the 5 institutions, there are different durations of IT specialists. — Use of differentiated learning content and tools tailored to individual needs and preparedness in mentoring sessions. — The local content and methodology of the school-family cooperation will be developed at project level. The methodology developed is integrated into the pedagogical programmes of all institutions. — Creation of local needs-based guides and methodological tools for awareness-raising at project level. Within the Parent-Suli programmes, for the close relatives of the involved pupils: — Within the framework of support for learning: There are workshops in 3 institutions, one learning organisation forum and training. Mentors make family visits at regular intervals. They want to organise a Family Day in 4 institutions, 1 family tea party. — Development of the basic competences of relatives: In 4 institutions there are workshops supporting the development of digital competence, and in 1 institution there is a family quiz with the name “Family of Knowledge”. — Health awareness, disease prevention: Organisation of a health day in 5 institutions, a series of lectures for family life in 2 institutions, a forum for health promotion in 1 institution. — The return to or entry to education is facilitated by workshops to show the types of school in 3 institutions, 1 career-guidance workshop in the institution and 1 forum presenting positive examples in one institution. — Programme efficiency measurement will be carried out with the involvement of the relevant Educational Education Centre. — During the project, the School District Centre intends to conclude a cooperation agreement with the Eszterházy Károly University to ensure the placement of socio-educational students. — The 40 educators involved in the project will attend 30 hours of training, expected in 3 tours, external locations. — The institutions involved intend to establish networking mechanisms with the winners of other related EFOP projects close to the territory. — Each of the optional activities will establish a wide-ranging cooperation mechanism with civil society organisations, local health institutions and national minority authorities. Each of the institutions is planning to renew the developer’s equipment pool or to acquire new equipment. (English) / rank | |||||||||||||||
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| Property / summary: The Eger School District Centre shall submit an application for the project, with the participation of the following institutions, teachers, pupils and parents: — Mikszáth Kálmán Primary School of Forest Teleek: 8 teachers, 16 pupils, 32 relatives — Sütő András Primary School Tiszanána: 5 educators, 10 pupils, 20 relatives — Hevesi József Primary School and Primary School of Arts: 11 teachers, 22 pupils, 44 relatives — Mezőtárkány — Egerfarmos Primary School: 8 teachers, 16 pupils, 32 relatives — Egercsehi Zrínyi Ilona Primary School: 8 educators, 16 pupils, 32 relatives We planned 36 months to complete the application, during which the following activities will be carried out: — Development of an intervention methodology to reduce early school leaving — Preparation of individual development plans for 80 pupils, recruitment of participants per institution according to the methodology set out in the professional plan. Performing input measurements, mentoring — establishing a mentored relationship. Assessment of progress every three months. Development of competences based on an individual development plan, in particular: comprehension and comprehension, linguistic accuracy, mathematical and logical ability, digital competence. — Implementation of activities to stimulate and strengthen learning motivation: in addition to mentoring sessions, there is a study trip in 1 institution, quizzes on different topics in all 5 institutions. — The development of basic competences for learning is carried out in the framework of mentoring and individual development sessions. — Within the development of basic competences for constructive life: small group workshops in 2 institutions, sports competition in 2 institutions, theatre visit in 1 institution, factory visits in 1 institution, drama circle in 1 institution, care of a spice garden in 1 institution. 3 institutions are also planning to introduce the Arizona programme. — Self-knowledge with pedagogical methods: workshops in 4 institutions, theatre visits in 3 institutions, drama activities in 1 institution, environmental awareness excursion in 1 institution. — In relation to the provision of mental health assistance: drug prevention workshops in 3 institutions, conflict management workshops in 1 institution, health care workshop in 1 institution. — The skills and techniques of self-learning are developed and developed in the framework of mentoring sessions. — On the development of digital competence: in each of the 5 institutions, there are different durations of IT specialists. — Use of differentiated learning content and tools tailored to individual needs and preparedness in mentoring sessions. — The local content and methodology of the school-family cooperation will be developed at project level. The methodology developed is integrated into the pedagogical programmes of all institutions. — Creation of local needs-based guides and methodological tools for awareness-raising at project level. Within the Parent-Suli programmes, for the close relatives of the involved pupils: — Within the framework of support for learning: There are workshops in 3 institutions, one learning organisation forum and training. Mentors make family visits at regular intervals. They want to organise a Family Day in 4 institutions, 1 family tea party. — Development of the basic competences of relatives: In 4 institutions there are workshops supporting the development of digital competence, and in 1 institution there is a family quiz with the name “Family of Knowledge”. — Health awareness, disease prevention: Organisation of a health day in 5 institutions, a series of lectures for family life in 2 institutions, a forum for health promotion in 1 institution. — The return to or entry to education is facilitated by workshops to show the types of school in 3 institutions, 1 career-guidance workshop in the institution and 1 forum presenting positive examples in one institution. — Programme efficiency measurement will be carried out with the involvement of the relevant Educational Education Centre. — During the project, the School District Centre intends to conclude a cooperation agreement with the Eszterházy Károly University to ensure the placement of socio-educational students. — The 40 educators involved in the project will attend 30 hours of training, expected in 3 tours, external locations. — The institutions involved intend to establish networking mechanisms with the winners of other related EFOP projects close to the territory. — Each of the optional activities will establish a wide-ranging cooperation mechanism with civil society organisations, local health institutions and national minority authorities. Each of the institutions is planning to renew the developer’s equipment pool or to acquire new equipment. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:06, 8 February 2022
Project Q3897579 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Parent-Suli program at the Institutes of the Eger School |
Project Q3897579 in Hungary |
Statements
79,797,803 forint
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256,632.138 Euro
0.0027336256 Euro
10 December 2021
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93,879,768.235 forint
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85.0 percent
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1 January 2018
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31 March 2021
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Egri Tankerületi Központ
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A pályázati konstrukcióra az Egri Tankerületi Központ ad be pályázatot, az alábbi intézmények, pedagógus, tanulói és szülői létszám bevonásával: - Erdőteleki Mikszáth Kálmán Általános Iskola: 8 fő pedagógus, 16 fő tanuló, 32 fő hozzátartozó - Sütő András Általános Iskola Tiszanána: 5 fő pedagógus, 10 fő tanuló, 20 fő hozzátartozó - Hevesi József Általános Iskola és Alapfokú Művészetoktatási Intézmény: 11 fő pedagógus, 22 fő tanuló, 44 fő hozzátartozó - Mezőtárkány – Egerfarmosi Általános Iskola: 8 fő pedagógus, 16 fő tanuló, 32 fő hozzátartozó - Egercsehi Zrínyi Ilona Általános Iskola: 8 fő pedagógus, 16 fő tanuló, 32 fő hozzátartozó A pályázat megvalósítására 36 hónapot terveztünk, melynek során az alábbi tevékenységek valósulnak meg: - Korai iskolaelhagyás csökkentését célzó intervenciós módszertan kidolgozása - Egyéni fejlesztési tervek elkészítése 80 fő tanulóra, intézményenként a résztvevők toborzása a szakmai tervben meghatározott módszertan szerint. Bemeneti mérések elvégzése, mentor – mentorált kapcsolat kialakítása. Előrehaladás értékelése háromhavonta. Egyéni fejlesztési terv alapján kompetenciák fejlesztése, kiemelten: szövegértés és szövegalkotás képessége, nyelvhelyesség, matematikai és logikai képesség, digitális kompetencia. - Tanulási motivációt felkeltő, erősítő tevékenységek megvalósítása: a mentori foglalkozások mellett megvalósul 1 intézményben tanulmányi kirándulás, vetélkedők különböző témákban mind az 5 intézményben. - Tanuláshoz szükséges alapkompetenciák fejlesztése a mentori, egyéni fejlesztési foglalkozások keretében valósul meg. - Konstruktív életvezetéshez szükséges alapkompetenciák fejlesztésén belül: kiscsoportos műhelyfoglalkozás 2 intézményben, sportverseny 2 intézményben, színházlátogatás 1 intézményben, üzemlátogatások 1 intézményben, dráma szakkör 1 intézményben, fűszerkert gondozása 1 intézményben. 3 intézmény is tervezi bevezetni az Arizona-programot. - Önismeret pedagógiai módszerekkel történő fejlesztése kapcsán: műhelyfoglalkozás 4 intézményben, színházlátogatás 3 intézményben, drámafoglalkozás 1 intézményben, környezetismereti kirándulás 1 intézményben. - Mentálhigiénés segítség nyújtása kapcsán: drogprevenciós műhelyfoglalkozás 3 intézményben, konfliktuskezelő műhelyfoglalkozás 1 intézményben, egészségvédelem műhelyfoglalkozás 1 intézményben. - Az önálló tanulás készségének, technikáinak kialakítása, fejlesztése a mentori foglalkozások keretében történik. - Digitális kompetencia fejlesztése kapcsán: mind az 5 intézményben különböző időtartamú informatikai szakkör valósul meg. - Egyéni igényekhez és felkészültséghez igazított differenciált tanulási tartalmak és eszközök alkalmazása a mentori foglalkozások keretében. - Az iskola – család együttműködés helyi tartalmának és módszertanának kidolgozása projektszinten történik meg. A kidolgozott módszertan beépül minden intézmény pedagógiai programjába. - Szemléletformáláshoz szükséges, helyi igényeken alapuló segédletek, módszertani eszköztárak létrehozása projektszinten. A Szülő-Suli programokon belül a bevont tanulók közeli hozzátartozóinak részére: - Tanulás tanulásának támogatása keretén belül: 3 intézményben műhelyfoglalkozás, 1 intézményben tanulásszervezési fórum, illetve tréning valósul meg. A mentorok rendszeres időközönként tesznek családlátogatásokat. 4 intézményben Családi Napot, 1 intézményben családi teadélutánt kívánnak szervezni. - Hozzátartozók alapkompetenciáinak fejlesztése: 4 intézményben digitális kompetencia fejlesztését támogató műhelyfoglalkozás, 1 intézményben „Tudós família” névvel családi vetélkedő valósul meg. - Egészségtudatosság, betegségek megelőzése kapcsán: Egészségnap szervezése 5 intézményben, családi életre nevelés előadás-sorozat 2 intézményben, egészségmegőrzést segítő fórum 1 intézményben. - Az oktatásba való visszatérést vagy belépést 3 intézményben iskolatípusok bemutatását szolgáló műhelyfoglalkozás, 1 intézményben pályaorientációs műhelyfoglalkozás, 1 intézményben pedig pozitív példákat bemutató fórum segíti. - Az illetékes Pedagógiai Oktatási Központ bevonásával programhatékonyság-mérés valósul meg. - A Tankerületi Központ a projekt ideje alatt együttműködési megállapodást kíván kötni az Eszterházy Károly Egyetemmel szociálpedagógia szakos hallgatók gyakornoki helyének biztosítására. - A projektbe bevont 40 fő pedagógus 30 órás képzésen vesz részt, várhatóan 3 turnusban, kihelyezett helyszínen. - A bevont intézmények az EFOP más, kapcsolódó projektjeinek területileg közeli nyerteseivel hálózatos együttműködési mechanizmusokat kívánnak kialakítani. - A választható tevékenységek közül minden intézmény szerteágazó együttműködési mechanizmust fog kialakítani civil szervezetekkel, az egészségügy helyi intézményeivel, valamint a nemzetiségi önkormányzatokkal. Az intézmények mindegyike tervezi a fejlesztő eszközparkjának megújítását vagy új eszközök beszerzését. (Hungarian)
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The Eger School District Centre shall submit an application for the project, with the participation of the following institutions, teachers, pupils and parents: — Mikszáth Kálmán Primary School of Forest Teleek: 8 teachers, 16 pupils, 32 relatives — Sütő András Primary School Tiszanána: 5 educators, 10 pupils, 20 relatives — Hevesi József Primary School and Primary School of Arts: 11 teachers, 22 pupils, 44 relatives — Mezőtárkány — Egerfarmos Primary School: 8 teachers, 16 pupils, 32 relatives — Egercsehi Zrínyi Ilona Primary School: 8 educators, 16 pupils, 32 relatives We planned 36 months to complete the application, during which the following activities will be carried out: — Development of an intervention methodology to reduce early school leaving — Preparation of individual development plans for 80 pupils, recruitment of participants per institution according to the methodology set out in the professional plan. Performing input measurements, mentoring — establishing a mentored relationship. Assessment of progress every three months. Development of competences based on an individual development plan, in particular: comprehension and comprehension, linguistic accuracy, mathematical and logical ability, digital competence. — Implementation of activities to stimulate and strengthen learning motivation: in addition to mentoring sessions, there is a study trip in 1 institution, quizzes on different topics in all 5 institutions. — The development of basic competences for learning is carried out in the framework of mentoring and individual development sessions. — Within the development of basic competences for constructive life: small group workshops in 2 institutions, sports competition in 2 institutions, theatre visit in 1 institution, factory visits in 1 institution, drama circle in 1 institution, care of a spice garden in 1 institution. 3 institutions are also planning to introduce the Arizona programme. — Self-knowledge with pedagogical methods: workshops in 4 institutions, theatre visits in 3 institutions, drama activities in 1 institution, environmental awareness excursion in 1 institution. — In relation to the provision of mental health assistance: drug prevention workshops in 3 institutions, conflict management workshops in 1 institution, health care workshop in 1 institution. — The skills and techniques of self-learning are developed and developed in the framework of mentoring sessions. — On the development of digital competence: in each of the 5 institutions, there are different durations of IT specialists. — Use of differentiated learning content and tools tailored to individual needs and preparedness in mentoring sessions. — The local content and methodology of the school-family cooperation will be developed at project level. The methodology developed is integrated into the pedagogical programmes of all institutions. — Creation of local needs-based guides and methodological tools for awareness-raising at project level. Within the Parent-Suli programmes, for the close relatives of the involved pupils: — Within the framework of support for learning: There are workshops in 3 institutions, one learning organisation forum and training. Mentors make family visits at regular intervals. They want to organise a Family Day in 4 institutions, 1 family tea party. — Development of the basic competences of relatives: In 4 institutions there are workshops supporting the development of digital competence, and in 1 institution there is a family quiz with the name “Family of Knowledge”. — Health awareness, disease prevention: Organisation of a health day in 5 institutions, a series of lectures for family life in 2 institutions, a forum for health promotion in 1 institution. — The return to or entry to education is facilitated by workshops to show the types of school in 3 institutions, 1 career-guidance workshop in the institution and 1 forum presenting positive examples in one institution. — Programme efficiency measurement will be carried out with the involvement of the relevant Educational Education Centre. — During the project, the School District Centre intends to conclude a cooperation agreement with the Eszterházy Károly University to ensure the placement of socio-educational students. — The 40 educators involved in the project will attend 30 hours of training, expected in 3 tours, external locations. — The institutions involved intend to establish networking mechanisms with the winners of other related EFOP projects close to the territory. — Each of the optional activities will establish a wide-ranging cooperation mechanism with civil society organisations, local health institutions and national minority authorities. Each of the institutions is planning to renew the developer’s equipment pool or to acquire new equipment. (English)
8 February 2022
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Erdőtelek, Heves
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Identifiers
EFOP-3.11.1-17-2017-00028
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