Strengthening the role of public education in the institutions of the Eger Tank District Centre (Q3897645): Difference between revisions
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The Eger TKK has 10 places of responsibility to strengthen the role of public education in creating an inclusive pedagogical environment for institutions and reducing educational inequalities. In our application we pay special attention to the creation of fair educational conditions for children with special care needs. With the activities undertaken, our aim is to contribute to the development of a well-functioning service system with adequate quality and capacity, which takes into account local and territorial needs, to improve the educational opportunities of children, to strengthen the inclusive approach of the micro and macro social environment of the institutions concerned. The Eger SzalapartiGYGYMI, with 1 task-place, is the 1st goal, Benedek E. Ált. Isk. and Szakisk., with 1 place, the 1st goal, the Heves M. Ped.Szakszolg. With 7 seats, the 2nd milestone and the Mlinkó István EGYMI 1 place apply for the implementation of the 3 rd milestone. Our activities: Professional development of institutions with severe and multiple disabilities In the framework of supporting the professional renewal of institutions, we undertake to develop an institutional good practice, to help create the conditions of application by purchasing tools.In the care of SHF children, we take over 3 good practices from institutions with significant experience and innovation and plan to integrate them into the educational practice of the institution. At specific courses, we would like to extend the competence of our specialists with the latest methods, procedures and therapies.35 professionals participate in further training courses. Taking advantage of the possibilities of horizontal forms of learning, we would like to share our knowledge, experience and knowledge gained through professional thematic workshops, workshops and professional days and to enrich new knowledge in programmes with partner institutions. We also consider it important to participate in professional conferences of national importance. We also plan to provide the necessary tools for providing quality services, in which we would like to acquire information communication and development tools for the specific tools needed for the care of children with severe and multiple disabilities. This is the AAK device package, communication aids, conductive devices to help improve movement, the Snoezelen therapy system. In order to facilitate the social acceptance of SHF children, we would like to implement parent support programs, parent clubs, information days, integrated children’s days at regular intervals. We also design sensitisation programs to support the social acceptance of children and families with disabilities, including school open days, joint leisure programs, organising joint excursions. Improving access to quality pedagogical services and reducing territorial disparities in professional care The 101 people attend courses, accredited and specialised training courses to support the professional renewal of pedagogical activities, and are preparing for the use of special tools. We improve the quality of the pedagogical service by purchasing information communication, diagnostic and development tools, especially in the field of special education counselling, early development, education and care, logopedic care, educational advice,conductive care, medical training in the field of professional tasks. Supporting the advancement of children in need of care, we undertake to compensate for the disadvantages of their special situation through programmes and community events. Professional development of the traveling special education and trainee network The quality development of integrated forms of education in order to promote social and educational inclusion, the professionals (138 people) attend specific courses and further trainings. The national travelling teacher conference planned 2 times can be a replacement and tradition creation.In order to share knowledge, we organise institutional professional days at least 4 times. In order to extend the inclusive pedagogical practice, we consider awareness-raising to be very important, therefore we design information events, trainings and parent support programs. For the provision of quality service we plan the acquisition of development tools to support methodological and therapeutic procedures as a comprehensive professional task at project level in order to build a client-centred network system and to develop a project evaluation system (ensuring the quality of development and implementation) and to operate it. Our communication activities are planned and active at project and institutional levels, not only mandatory, but also continuous professional communication. We undertake the evaluation and impact analysis of the project for the planning of maintenance and further development tasks per task after the professional implementation. (English) | |||||||||||||||
| Property / summary: The Eger TKK has 10 places of responsibility to strengthen the role of public education in creating an inclusive pedagogical environment for institutions and reducing educational inequalities. In our application we pay special attention to the creation of fair educational conditions for children with special care needs. With the activities undertaken, our aim is to contribute to the development of a well-functioning service system with adequate quality and capacity, which takes into account local and territorial needs, to improve the educational opportunities of children, to strengthen the inclusive approach of the micro and macro social environment of the institutions concerned. The Eger SzalapartiGYGYMI, with 1 task-place, is the 1st goal, Benedek E. Ált. Isk. and Szakisk., with 1 place, the 1st goal, the Heves M. Ped.Szakszolg. With 7 seats, the 2nd milestone and the Mlinkó István EGYMI 1 place apply for the implementation of the 3 rd milestone. Our activities: Professional development of institutions with severe and multiple disabilities In the framework of supporting the professional renewal of institutions, we undertake to develop an institutional good practice, to help create the conditions of application by purchasing tools.In the care of SHF children, we take over 3 good practices from institutions with significant experience and innovation and plan to integrate them into the educational practice of the institution. At specific courses, we would like to extend the competence of our specialists with the latest methods, procedures and therapies.35 professionals participate in further training courses. Taking advantage of the possibilities of horizontal forms of learning, we would like to share our knowledge, experience and knowledge gained through professional thematic workshops, workshops and professional days and to enrich new knowledge in programmes with partner institutions. We also consider it important to participate in professional conferences of national importance. We also plan to provide the necessary tools for providing quality services, in which we would like to acquire information communication and development tools for the specific tools needed for the care of children with severe and multiple disabilities. This is the AAK device package, communication aids, conductive devices to help improve movement, the Snoezelen therapy system. In order to facilitate the social acceptance of SHF children, we would like to implement parent support programs, parent clubs, information days, integrated children’s days at regular intervals. We also design sensitisation programs to support the social acceptance of children and families with disabilities, including school open days, joint leisure programs, organising joint excursions. Improving access to quality pedagogical services and reducing territorial disparities in professional care The 101 people attend courses, accredited and specialised training courses to support the professional renewal of pedagogical activities, and are preparing for the use of special tools. We improve the quality of the pedagogical service by purchasing information communication, diagnostic and development tools, especially in the field of special education counselling, early development, education and care, logopedic care, educational advice,conductive care, medical training in the field of professional tasks. Supporting the advancement of children in need of care, we undertake to compensate for the disadvantages of their special situation through programmes and community events. Professional development of the traveling special education and trainee network The quality development of integrated forms of education in order to promote social and educational inclusion, the professionals (138 people) attend specific courses and further trainings. The national travelling teacher conference planned 2 times can be a replacement and tradition creation.In order to share knowledge, we organise institutional professional days at least 4 times. In order to extend the inclusive pedagogical practice, we consider awareness-raising to be very important, therefore we design information events, trainings and parent support programs. For the provision of quality service we plan the acquisition of development tools to support methodological and therapeutic procedures as a comprehensive professional task at project level in order to build a client-centred network system and to develop a project evaluation system (ensuring the quality of development and implementation) and to operate it. Our communication activities are planned and active at project and institutional levels, not only mandatory, but also continuous professional communication. We undertake the evaluation and impact analysis of the project for the planning of maintenance and further development tasks per task after the professional implementation. (English) / rank | |||||||||||||||
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| Property / summary: The Eger TKK has 10 places of responsibility to strengthen the role of public education in creating an inclusive pedagogical environment for institutions and reducing educational inequalities. In our application we pay special attention to the creation of fair educational conditions for children with special care needs. With the activities undertaken, our aim is to contribute to the development of a well-functioning service system with adequate quality and capacity, which takes into account local and territorial needs, to improve the educational opportunities of children, to strengthen the inclusive approach of the micro and macro social environment of the institutions concerned. The Eger SzalapartiGYGYMI, with 1 task-place, is the 1st goal, Benedek E. Ált. Isk. and Szakisk., with 1 place, the 1st goal, the Heves M. Ped.Szakszolg. With 7 seats, the 2nd milestone and the Mlinkó István EGYMI 1 place apply for the implementation of the 3 rd milestone. Our activities: Professional development of institutions with severe and multiple disabilities In the framework of supporting the professional renewal of institutions, we undertake to develop an institutional good practice, to help create the conditions of application by purchasing tools.In the care of SHF children, we take over 3 good practices from institutions with significant experience and innovation and plan to integrate them into the educational practice of the institution. At specific courses, we would like to extend the competence of our specialists with the latest methods, procedures and therapies.35 professionals participate in further training courses. Taking advantage of the possibilities of horizontal forms of learning, we would like to share our knowledge, experience and knowledge gained through professional thematic workshops, workshops and professional days and to enrich new knowledge in programmes with partner institutions. We also consider it important to participate in professional conferences of national importance. We also plan to provide the necessary tools for providing quality services, in which we would like to acquire information communication and development tools for the specific tools needed for the care of children with severe and multiple disabilities. This is the AAK device package, communication aids, conductive devices to help improve movement, the Snoezelen therapy system. In order to facilitate the social acceptance of SHF children, we would like to implement parent support programs, parent clubs, information days, integrated children’s days at regular intervals. We also design sensitisation programs to support the social acceptance of children and families with disabilities, including school open days, joint leisure programs, organising joint excursions. Improving access to quality pedagogical services and reducing territorial disparities in professional care The 101 people attend courses, accredited and specialised training courses to support the professional renewal of pedagogical activities, and are preparing for the use of special tools. We improve the quality of the pedagogical service by purchasing information communication, diagnostic and development tools, especially in the field of special education counselling, early development, education and care, logopedic care, educational advice,conductive care, medical training in the field of professional tasks. Supporting the advancement of children in need of care, we undertake to compensate for the disadvantages of their special situation through programmes and community events. Professional development of the traveling special education and trainee network The quality development of integrated forms of education in order to promote social and educational inclusion, the professionals (138 people) attend specific courses and further trainings. The national travelling teacher conference planned 2 times can be a replacement and tradition creation.In order to share knowledge, we organise institutional professional days at least 4 times. In order to extend the inclusive pedagogical practice, we consider awareness-raising to be very important, therefore we design information events, trainings and parent support programs. For the provision of quality service we plan the acquisition of development tools to support methodological and therapeutic procedures as a comprehensive professional task at project level in order to build a client-centred network system and to develop a project evaluation system (ensuring the quality of development and implementation) and to operate it. Our communication activities are planned and active at project and institutional levels, not only mandatory, but also continuous professional communication. We undertake the evaluation and impact analysis of the project for the planning of maintenance and further development tasks per task after the professional implementation. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:06, 8 February 2022
Project Q3897645 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Strengthening the role of public education in the institutions of the Eger Tank District Centre |
Project Q3897645 in Hungary |
Statements
237,000,000 forint
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762,199.138 Euro
0.0027336256 Euro
10 December 2021
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278,823,529.412 forint
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85.0 percent
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1 July 2018
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28 September 2021
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Egri Tankerületi Központ
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Az Egri TKK 10 feladatellátási hellyel pályázik a köznevelés esélyteremtő szerepének erősítésére az intézmények inkluzív pedagógiai környezetének megteremtésére, az oktatási egyenlőtlenségek csökkentésére.Pályázatunkban kiemelt figyelemmel kezeljük a különleges gondozási szükségletű gyerekek méltányos oktatási feltételeinek a megteremtését. A vállalt tevékenységekkel célunk hozzájárulni a helyi és területi igényeket figyelembe vevő megfelelő minőségű és mértékű kapacitással rendelkező,a gyakorlatban jól működő szolgáltatási rendszer kiépítéséhez, a gyerekek nevelési oktatási esélyeinek javításához,az érintett intézmények mikro és makro társadalmi környezete inkluzív szemléletének erősítéséhez.Az Egri Szalaparti EGYMI, 1 feladatellátási hellyel az 1.részcél, a Benedek E. Ált. Isk. és Szakisk.,1 fel. hellyel szintén az 1. részcél, a Heves M.-i Ped.Szakszolg. 7 fel. hellyel a 2. részcél és a Mlinkó István EGYMI 1 fel. hellyel pályázik a 3. részcél megvalósítására. Vállalt tevékenységeink: A súlyos és halmozottan fogyatékos gyermekeket ellátó intézmények szakmai fejlesztése Az intézmények szakmai megújulásának támogatása keretében vállaljuk egy intézményi jó gyakorlat kidolgozását,az alkalmazás feltételeinek megteremtését eszközbeszerzéssel is segítjük.Az SHF gyerekek ellátásában jelentős tapasztalatokkal és innovációval rendelkező intézményektől 3 jó gyakorlat átvételét,és beépítését tervezzük az intézmény pedagógiai gyakorlatába.Specifikus tanfolyamokon szeretnénk a szakembereink kompetenciát a legkorszerűbb módszerekkel,eljárásokkal és terápiák megtanulásával bővíteni,35 szakember vesz részt továbbképzéseken. A horizontális tanulási formák lehetőségeit kiaknázva szakmai tematikus műhelymunkákon, workshopokon,szakmai napokon szeretnénk tudásainkat,tapasztalatainkat,képzéseken szerzett ismereteinket megosztani ill. a társintézményekkel megvalósuló programokon új ismeretekkel gazdagodni.Fontosnak tartjuk az országos jelentőségű szakmai konferenciákon való részvételt is.A minőségi szolgáltatás nyújtásához szükséges eszközöket is tervezzük biztosítani, melynek keretében infokommunikációs és fejlesztő eszközöket szeretnénk beszerezni a súlyos és halmozottan fogyatékos gyerekek ellátáshoz szükséges specifikus eszközök tekintetében. Ez többek között AAK eszköz csomag, kommunikációt segítő eszközök,mozgásfejlesztést segítő konduktív eszközök a Snoezelen terápia eszközrendszere. Az SHF gyermekek társadalmi elfogadásának elősegítése érdekében szülősegítő programokat, szülőklubokat,tájékoztató napokat,integrált gyermeknapokat szeretnénk rendszeres időközönkét megvalósítani.Tervezünk érzékenyítő programokat is fogyatékossággal élő gyerekek,családok társadalmi elfogadásának támogatására,többek között iskolai nyílt napokkal,közös szabadidős programokkal,közös kirándulások szervezésével. A minőségi pedagógiai szakszolgáltatásokhoz való hozzáférés javítása, a szakszolgálati ellátásban tapasztalható területi egyenlőtlenségek csökkentése A pedagógiai szakszolgálati tevékenységek szakmai megújulásának támogatására 101 fő vesz részt tanfolyamokon,akkreditált és szakirányú továbbképzéseken, ill. készülnek fel speciális eszközök használatára. A pedagógiai szakszolgálati ellátás minőségét infokommunikációs,diagnosztikai és fejlesztő eszközök beszerzésével javítjuk,különösen a gyógypedagógiai tanácsadás,korai fejlesztés,oktatás és gondozás,logopédiai ellátás,nevelési tanácsadás,konduktív ellátás,gyógytestnevelés szakfeladatok területén. Az ellátásra szoruló gyermekek előmenetelének támogatása,speciális helyzetükből fakadó hátrányok kompenzálását is vállaljuk programokkal,közösségi eseményekkel. Az utazó gyógypedagógusi, utazó konduktori hálózat szakmai fejlesztése Az integrált nevelési formák minőségi továbbfejlesztése a társadalmi és oktatási inklúzió elősegítése érdekében a szakemberek(138 fő) specifikus tanfolyamokon,továbbképzéseken vesznek részt.Hiánypótló és hagyományteremtő lehet a 2 alkalommal tervezett országos utazótanári konferencia.Tudásmegosztás céljából intézményi szakmai napokat szervezünk min. 4 alkalommal. A szemléletformálást az inkluzív pedagógiai gyakorlat kiterjesztése érdekében nagyon fontosnak tartjuk,ezért tájékoztató rendezvényeket,tréningeket és szülősegítő programokat tervezünk.A minőségi szolgáltatás nyújtásához korszerű a módszertani és terápiás eljárások támogatását segítő fejlesztő eszközök beszerzését tervezzük Projektszintű átfogó szakmai feladatként tervezzük a kliensközpontú hálózati rendszer kiépítését valamint projektértékelési rendszer kialakítása(a fejlesztés és megvalósítás minőségének biztosítása)és működtetése érdekében. A kommunikációs tevékenységeink projektszinten és intézményi szinteken is tervezetten és aktívan jelennek meg,nem csak a kötelező,hanem a folyamatos szakmai kommunikációt is fontosnak tarjuk. A szakmai megvalósítását követő feladatanként vállaljuk a projekt értékelését,hatáselemzését a fenntartási és további fejlesztési feladatok megtervezéséhez. (Hungarian)
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The Eger TKK has 10 places of responsibility to strengthen the role of public education in creating an inclusive pedagogical environment for institutions and reducing educational inequalities. In our application we pay special attention to the creation of fair educational conditions for children with special care needs. With the activities undertaken, our aim is to contribute to the development of a well-functioning service system with adequate quality and capacity, which takes into account local and territorial needs, to improve the educational opportunities of children, to strengthen the inclusive approach of the micro and macro social environment of the institutions concerned. The Eger SzalapartiGYGYMI, with 1 task-place, is the 1st goal, Benedek E. Ált. Isk. and Szakisk., with 1 place, the 1st goal, the Heves M. Ped.Szakszolg. With 7 seats, the 2nd milestone and the Mlinkó István EGYMI 1 place apply for the implementation of the 3 rd milestone. Our activities: Professional development of institutions with severe and multiple disabilities In the framework of supporting the professional renewal of institutions, we undertake to develop an institutional good practice, to help create the conditions of application by purchasing tools.In the care of SHF children, we take over 3 good practices from institutions with significant experience and innovation and plan to integrate them into the educational practice of the institution. At specific courses, we would like to extend the competence of our specialists with the latest methods, procedures and therapies.35 professionals participate in further training courses. Taking advantage of the possibilities of horizontal forms of learning, we would like to share our knowledge, experience and knowledge gained through professional thematic workshops, workshops and professional days and to enrich new knowledge in programmes with partner institutions. We also consider it important to participate in professional conferences of national importance. We also plan to provide the necessary tools for providing quality services, in which we would like to acquire information communication and development tools for the specific tools needed for the care of children with severe and multiple disabilities. This is the AAK device package, communication aids, conductive devices to help improve movement, the Snoezelen therapy system. In order to facilitate the social acceptance of SHF children, we would like to implement parent support programs, parent clubs, information days, integrated children’s days at regular intervals. We also design sensitisation programs to support the social acceptance of children and families with disabilities, including school open days, joint leisure programs, organising joint excursions. Improving access to quality pedagogical services and reducing territorial disparities in professional care The 101 people attend courses, accredited and specialised training courses to support the professional renewal of pedagogical activities, and are preparing for the use of special tools. We improve the quality of the pedagogical service by purchasing information communication, diagnostic and development tools, especially in the field of special education counselling, early development, education and care, logopedic care, educational advice,conductive care, medical training in the field of professional tasks. Supporting the advancement of children in need of care, we undertake to compensate for the disadvantages of their special situation through programmes and community events. Professional development of the traveling special education and trainee network The quality development of integrated forms of education in order to promote social and educational inclusion, the professionals (138 people) attend specific courses and further trainings. The national travelling teacher conference planned 2 times can be a replacement and tradition creation.In order to share knowledge, we organise institutional professional days at least 4 times. In order to extend the inclusive pedagogical practice, we consider awareness-raising to be very important, therefore we design information events, trainings and parent support programs. For the provision of quality service we plan the acquisition of development tools to support methodological and therapeutic procedures as a comprehensive professional task at project level in order to build a client-centred network system and to develop a project evaluation system (ensuring the quality of development and implementation) and to operate it. Our communication activities are planned and active at project and institutional levels, not only mandatory, but also continuous professional communication. We undertake the evaluation and impact analysis of the project for the planning of maintenance and further development tasks per task after the professional implementation. (English)
8 February 2022
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Eger, Heves
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Identifiers
EFOP-3.1.6-16-2017-00019
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