Together, as a brother-in-school awareness-raising program at the Szent Anna Catholic Elementary School of Hangonyi (Q3898100): Difference between revisions
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Since 2012, there are 3 higher education institutions, two independent colleges and 48 public education institutions. This means more in number, since kindergartens and some primary schools are in the form of nurseries and member schools. Their schools include primary schools, high schools, primary art education institutions, vocational secondary schools, vocational schools, and colleges in secondary schools. Of course, the number of Catholic schools is much higher, as the religious orders outside the jurisdiction of the diocese also operate educational and educational institutions. With this, the Great Diocese became a major player in the field of education in the region. The institution concerned by the development is the Saint Anna Catholic Primary School and the Pál Gönczy Catholic Elementary School. The Szent Anna Catholic Primary School belongs to the district of Ózdi, whose number of pupils is 138, the number of students receiving a regular child protection allowance is 125, i.e. 90.58 % of the number of pupils. The Gönczy Pál Catholic Primary School belongs to Gyöngyös district, its number of students is 196, and there are 32 people who receive regular child protection benefits, i.e. 16.33 % of the number of pupils. The aim of the project was to reduce school leaving without education, to increase the educational level of pupils in difficult social conditions and to ensure access to quality education, education and training. In order to eliminate the exclusion of Roma children in difficult social conditions, it is essential to develop education and education to support co-education and to eliminate social separation. In the course of the school-to-school awareness-raising and twinning programmes, children living in difficult social conditions, typically Roma children, have the opportunity to develop friendly relationships with pupils living under different social conditions, thereby reducing prejudices, strengthening acceptance towards each other, contributing to behaviour that helps further education, reducing school drop-outs and developing social responsibility. Joint interactions contribute to reducing the prejudice of the students involved.The aim is to increase the range of educational and educational programmes of public education institutions between pupils living in difficult social conditions and students who are not affected by the problem, as well as their teachers. The professional content and duration of the project. 01.09.2017-31.08.2019 (24 months). Self-eligible activities to be carried out on a mandatory basis: 1.Language classes in excess of the mandatory number of hours, in the afternoon programme, min. once a week, in a time frame. Mandatory for all involved pupils. 2.Developing programme activities in the field of cooperation and developing two themes (the importance of a healthy lifestyle and safe use of the Internet) by pupils and educators. 3.Organisation and holding of posterior sessions in order to process the selected topic areas. (min. once a week, lesson time frame). The aim is to increase the knowledge base of pupils. 4. Supporting the development of subjects beyond the mandatory number of classes in relation to thematic areas; training sessions of the subject development in the afternoon programme (min. once a week, in a time frame). 5.Organisation of extracurricular or full-day learning, cultural and leisure programmes, participation in cultural events (separately, without the twin school). During the academic year, the implementation of a minimum of 10 programmes, possibly different programmes, is mandatory. 6.Making contacts between the institutions and establishing a framework for cooperationDeveloping and strengthening active and continuous inter-institutional relations in the chosen area of cooperation, in order to: — Establishment and operation of a common website accessible to people with disabilities (to document joint work). — The organisation of face-to-face meetings between the pupils and educators of the two institutions (at least 6 times, of which at least 1 to 1 visit each other, contributing to the mutual understanding of schools and their pedagogical programmes). — Holding a series of lectures: a series of lectures shall consist of at least three parts and shall be drawn up in accordance with the thematic areas chosen. One student attends at least two lectures. — Organising and organising a summer residential programme for the students involved in the chosen theme areas. Technical results: Students involved in the project: 50 people. Number of twin school programs. 6 pcs. Providing language learning in excess of the mandatory number of hours. min. 1 pcs per week. Subject development related to mandatory activities: min. 1 pcs per week. Extra-curricular full-day foglalkozások:1alkalom. (English) | |||||||||||||||
| Property / summary: Since 2012, there are 3 higher education institutions, two independent colleges and 48 public education institutions. This means more in number, since kindergartens and some primary schools are in the form of nurseries and member schools. Their schools include primary schools, high schools, primary art education institutions, vocational secondary schools, vocational schools, and colleges in secondary schools. Of course, the number of Catholic schools is much higher, as the religious orders outside the jurisdiction of the diocese also operate educational and educational institutions. With this, the Great Diocese became a major player in the field of education in the region. The institution concerned by the development is the Saint Anna Catholic Primary School and the Pál Gönczy Catholic Elementary School. The Szent Anna Catholic Primary School belongs to the district of Ózdi, whose number of pupils is 138, the number of students receiving a regular child protection allowance is 125, i.e. 90.58 % of the number of pupils. The Gönczy Pál Catholic Primary School belongs to Gyöngyös district, its number of students is 196, and there are 32 people who receive regular child protection benefits, i.e. 16.33 % of the number of pupils. The aim of the project was to reduce school leaving without education, to increase the educational level of pupils in difficult social conditions and to ensure access to quality education, education and training. In order to eliminate the exclusion of Roma children in difficult social conditions, it is essential to develop education and education to support co-education and to eliminate social separation. In the course of the school-to-school awareness-raising and twinning programmes, children living in difficult social conditions, typically Roma children, have the opportunity to develop friendly relationships with pupils living under different social conditions, thereby reducing prejudices, strengthening acceptance towards each other, contributing to behaviour that helps further education, reducing school drop-outs and developing social responsibility. Joint interactions contribute to reducing the prejudice of the students involved.The aim is to increase the range of educational and educational programmes of public education institutions between pupils living in difficult social conditions and students who are not affected by the problem, as well as their teachers. The professional content and duration of the project. 01.09.2017-31.08.2019 (24 months). Self-eligible activities to be carried out on a mandatory basis: 1.Language classes in excess of the mandatory number of hours, in the afternoon programme, min. once a week, in a time frame. Mandatory for all involved pupils. 2.Developing programme activities in the field of cooperation and developing two themes (the importance of a healthy lifestyle and safe use of the Internet) by pupils and educators. 3.Organisation and holding of posterior sessions in order to process the selected topic areas. (min. once a week, lesson time frame). The aim is to increase the knowledge base of pupils. 4. Supporting the development of subjects beyond the mandatory number of classes in relation to thematic areas; training sessions of the subject development in the afternoon programme (min. once a week, in a time frame). 5.Organisation of extracurricular or full-day learning, cultural and leisure programmes, participation in cultural events (separately, without the twin school). During the academic year, the implementation of a minimum of 10 programmes, possibly different programmes, is mandatory. 6.Making contacts between the institutions and establishing a framework for cooperationDeveloping and strengthening active and continuous inter-institutional relations in the chosen area of cooperation, in order to: — Establishment and operation of a common website accessible to people with disabilities (to document joint work). — The organisation of face-to-face meetings between the pupils and educators of the two institutions (at least 6 times, of which at least 1 to 1 visit each other, contributing to the mutual understanding of schools and their pedagogical programmes). — Holding a series of lectures: a series of lectures shall consist of at least three parts and shall be drawn up in accordance with the thematic areas chosen. One student attends at least two lectures. — Organising and organising a summer residential programme for the students involved in the chosen theme areas. Technical results: Students involved in the project: 50 people. Number of twin school programs. 6 pcs. Providing language learning in excess of the mandatory number of hours. min. 1 pcs per week. Subject development related to mandatory activities: min. 1 pcs per week. Extra-curricular full-day foglalkozások:1alkalom. (English) / rank | |||||||||||||||
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| Property / summary: Since 2012, there are 3 higher education institutions, two independent colleges and 48 public education institutions. This means more in number, since kindergartens and some primary schools are in the form of nurseries and member schools. Their schools include primary schools, high schools, primary art education institutions, vocational secondary schools, vocational schools, and colleges in secondary schools. Of course, the number of Catholic schools is much higher, as the religious orders outside the jurisdiction of the diocese also operate educational and educational institutions. With this, the Great Diocese became a major player in the field of education in the region. The institution concerned by the development is the Saint Anna Catholic Primary School and the Pál Gönczy Catholic Elementary School. The Szent Anna Catholic Primary School belongs to the district of Ózdi, whose number of pupils is 138, the number of students receiving a regular child protection allowance is 125, i.e. 90.58 % of the number of pupils. The Gönczy Pál Catholic Primary School belongs to Gyöngyös district, its number of students is 196, and there are 32 people who receive regular child protection benefits, i.e. 16.33 % of the number of pupils. The aim of the project was to reduce school leaving without education, to increase the educational level of pupils in difficult social conditions and to ensure access to quality education, education and training. In order to eliminate the exclusion of Roma children in difficult social conditions, it is essential to develop education and education to support co-education and to eliminate social separation. In the course of the school-to-school awareness-raising and twinning programmes, children living in difficult social conditions, typically Roma children, have the opportunity to develop friendly relationships with pupils living under different social conditions, thereby reducing prejudices, strengthening acceptance towards each other, contributing to behaviour that helps further education, reducing school drop-outs and developing social responsibility. Joint interactions contribute to reducing the prejudice of the students involved.The aim is to increase the range of educational and educational programmes of public education institutions between pupils living in difficult social conditions and students who are not affected by the problem, as well as their teachers. The professional content and duration of the project. 01.09.2017-31.08.2019 (24 months). Self-eligible activities to be carried out on a mandatory basis: 1.Language classes in excess of the mandatory number of hours, in the afternoon programme, min. once a week, in a time frame. Mandatory for all involved pupils. 2.Developing programme activities in the field of cooperation and developing two themes (the importance of a healthy lifestyle and safe use of the Internet) by pupils and educators. 3.Organisation and holding of posterior sessions in order to process the selected topic areas. (min. once a week, lesson time frame). The aim is to increase the knowledge base of pupils. 4. Supporting the development of subjects beyond the mandatory number of classes in relation to thematic areas; training sessions of the subject development in the afternoon programme (min. once a week, in a time frame). 5.Organisation of extracurricular or full-day learning, cultural and leisure programmes, participation in cultural events (separately, without the twin school). During the academic year, the implementation of a minimum of 10 programmes, possibly different programmes, is mandatory. 6.Making contacts between the institutions and establishing a framework for cooperationDeveloping and strengthening active and continuous inter-institutional relations in the chosen area of cooperation, in order to: — Establishment and operation of a common website accessible to people with disabilities (to document joint work). — The organisation of face-to-face meetings between the pupils and educators of the two institutions (at least 6 times, of which at least 1 to 1 visit each other, contributing to the mutual understanding of schools and their pedagogical programmes). — Holding a series of lectures: a series of lectures shall consist of at least three parts and shall be drawn up in accordance with the thematic areas chosen. One student attends at least two lectures. — Organising and organising a summer residential programme for the students involved in the chosen theme areas. Technical results: Students involved in the project: 50 people. Number of twin school programs. 6 pcs. Providing language learning in excess of the mandatory number of hours. min. 1 pcs per week. Subject development related to mandatory activities: min. 1 pcs per week. Extra-curricular full-day foglalkozások:1alkalom. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:12, 8 February 2022
Project Q3898100 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Together, as a brother-in-school awareness-raising program at the Szent Anna Catholic Elementary School of Hangonyi |
Project Q3898100 in Hungary |
Statements
19,927,272 forint
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23,443,849.412 forint
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85.0 percent
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1 February 2018
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31 January 2020
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Egri Főegyházmegye
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Az Egri Főegyházmegye fenntartásában 2012 óta 3 felsőoktatási intézmény, két önálló kollégium és 48 közoktatási intézmény működik. Ez számszerűleg többet is jelent, hiszen az óvodák és egyes általános iskolák tagóvodák és tagiskolák formájában működnek. Iskoláik között általános iskolák, gimnáziumok, alapfokú művészetoktatási intézmények, szakközépiskolák, szakiskolák vannak, a középfokon általában kollégiumok is tartoznak az intézményekhez. Természetesen, a katolikus iskolák száma ennél is jóval nagyobb, hiszen az egyházmegye joghatósága alá nem tartozó szerzetesrendek is működtetnek oktatási, nevelési intézményeket. Ezzel a Főegyházmegye meghatározó szereplőjévé vált a térség oktatásügyének. A fejlesztéssel érintett intézmény a Szent Anna Katolikus Általános Iskola és a Gönczy Pál Katolikus Általános Iskola. Az Szent Anna Katolikus Általános Iskola az Ózdi Járásba tartozik, amelynek a tanulói létszáma 138 fő, rendszeres gyermekvédelmi kedvezményben részesülők száma 125 fő, azaz a tanulói létszám 90,58 %-a. A Gönczy Pál Katolikus Általános Iskola a Gyöngyösi Járásba tartozik, tanulói létszáma 196 fő, rendszeres gyermekvédelmi kedvezményben részesülők száma 32 fő, azaz a tanulói létszám 16,33 %-a. A projekt a végzettség nélküli iskolaelhagyás csökkentését, a nehéz szociális körülmények között élő tanulók végzettségi szintjének növelését, valamint a minőségi oktatáshoz, neveléshez és képzéshez való hozzáférés biztosítását tűzte ki célul. A nehéz szociális körülmények között elő, köztük roma gyermekek kirekesztődésének megszüntetése érdekében alapvetően szükséges az együttnevelést támogató, a társadalmi különállást feloldó oktatás, nevelés kialakítása. A megvalósításra kerülő iskolaközi szemléletformáló, testvériskolai programok során a nehéz szociális körülmények között élő, jellemzően roma gyermekek számára lehetőség nyílik eltérő szociális körülmények között élő tanulókkal baráti kapcsolatok kialakítására, ezáltal csökkenthetők az előítéletek, erősíthető az egymás iránti elfogadás, hozzájárul a továbbtanulást segítő, iskolai lemorzsolódást csökkentő magatartáshoz, a társadalmi felelősségvállalás kialakításához. A közös interakciók hozzájárulnak a bevont tanulók előítéletességének csökkentéséhez.Cél a nehéz szociális körülmények között élő tanulók és a problémában nem érintett tanulók, valamint az őket oktató pedagógusok között köznevelési intézmények nevelési, oktatási programkínálatának bővítése, aktív szabadidő eltöltésének támogatása, tanulók tantárgyi ismereteinek valamint nyelvi készségeinek fejlesztése. A projekt szakmai tartalma, időtartama. 2017.09.01-2019.08.31 (24 hónap). Kötelezően megvalósítandó önállóan támogatható tevékenységek: 1.A kötelező óraszámon felüli nyelvi órák, délutáni program keretében, min. heti egy alkalommal, tanórányi időkeretben. Minden bevont tanuló számára kötelező. 2.A tanulók és a pedagógusok által a partneriskolák megismertetése bemutatása együttműködési területhez kapcsolódó, programtevékenységek kidolgozása + két téma kidolgozása (egészséges életmód fontossága és biztonságos internethasználat). 3.Délutáni foglalkozások szervezése, megtartása a választott tématerületek feldolgozása érdekében. (min. heti egyszer, tanórányi időkeretben). Cél a tanulók ismeretanyagának bővítése. 4. A kötelező óraszámon felüli tantárgyi fejlesztés támogatása tématerületekhez kapcsolódóan; a tantárgyi fejlesztés foglalkozásait délutáni program (min. heti egyszer, tanórányi időkeretben). 5.Tanórán kívüli vagy egész napos iskolán kívüli tanulmányi, kulturális és szabadidős programok szervezése, kulturális rendezvényeken való részvétel biztosítása (önállóan, a testvériskola nélkül is megvalósítható). A tanév során minimum 10, lehetőség szerint különböző program megvalósítása kötelező. 6.Az intézmények közti kapcsolatfelvétel, az együttműködés kereteinek kialakítása Aktív és folyamatos intézményközi kapcsolat kialakítása és megerősítése a választott együttműködési területen, ennek érdekében: - Közös, fogyatékkal élők számára akadálymentes internetes oldal létrehozása, üzemeltetése (közös munka dokumentálására). - A két intézmény tanulói és pedagógusai közötti személyes találkozók lebonyolítása (min. 6 alkalommal, ebből min. 1-1 alkalommal egymás látogatása, hozzájárulva az iskolák és azok pedagógiai programjainak kölcsönös megismeréséhez. - Előadássorozat megtartása: egy előadássorozat legalább három részből áll, a választott tématerületeknek megfelelően kerülnek kidolgozásra. Egy tanuló két előadáson minimum részt vesz. - A választott tématerületekhez kapcsolódóan nyári bentlakásos program megszervezése és lebonyolítása a bevont tanulók számára. Műszaki szakmai eredmények: A projektbe bevont tanulók: 50 fő. Testvériskolai programok száma. 6 db. A kötelező óraszámon felüli nyelvtanulás biztosítása. min. heti 1 db. Tantárgyi fejlesztés a kötelezően megvalósítandó tevékenységekhez kapcsolódóan: min. heti 1 db. Tanórán kívüli egész napos foglalkozások:1alkalom. (Hungarian)
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Since 2012, there are 3 higher education institutions, two independent colleges and 48 public education institutions. This means more in number, since kindergartens and some primary schools are in the form of nurseries and member schools. Their schools include primary schools, high schools, primary art education institutions, vocational secondary schools, vocational schools, and colleges in secondary schools. Of course, the number of Catholic schools is much higher, as the religious orders outside the jurisdiction of the diocese also operate educational and educational institutions. With this, the Great Diocese became a major player in the field of education in the region. The institution concerned by the development is the Saint Anna Catholic Primary School and the Pál Gönczy Catholic Elementary School. The Szent Anna Catholic Primary School belongs to the district of Ózdi, whose number of pupils is 138, the number of students receiving a regular child protection allowance is 125, i.e. 90.58 % of the number of pupils. The Gönczy Pál Catholic Primary School belongs to Gyöngyös district, its number of students is 196, and there are 32 people who receive regular child protection benefits, i.e. 16.33 % of the number of pupils. The aim of the project was to reduce school leaving without education, to increase the educational level of pupils in difficult social conditions and to ensure access to quality education, education and training. In order to eliminate the exclusion of Roma children in difficult social conditions, it is essential to develop education and education to support co-education and to eliminate social separation. In the course of the school-to-school awareness-raising and twinning programmes, children living in difficult social conditions, typically Roma children, have the opportunity to develop friendly relationships with pupils living under different social conditions, thereby reducing prejudices, strengthening acceptance towards each other, contributing to behaviour that helps further education, reducing school drop-outs and developing social responsibility. Joint interactions contribute to reducing the prejudice of the students involved.The aim is to increase the range of educational and educational programmes of public education institutions between pupils living in difficult social conditions and students who are not affected by the problem, as well as their teachers. The professional content and duration of the project. 01.09.2017-31.08.2019 (24 months). Self-eligible activities to be carried out on a mandatory basis: 1.Language classes in excess of the mandatory number of hours, in the afternoon programme, min. once a week, in a time frame. Mandatory for all involved pupils. 2.Developing programme activities in the field of cooperation and developing two themes (the importance of a healthy lifestyle and safe use of the Internet) by pupils and educators. 3.Organisation and holding of posterior sessions in order to process the selected topic areas. (min. once a week, lesson time frame). The aim is to increase the knowledge base of pupils. 4. Supporting the development of subjects beyond the mandatory number of classes in relation to thematic areas; training sessions of the subject development in the afternoon programme (min. once a week, in a time frame). 5.Organisation of extracurricular or full-day learning, cultural and leisure programmes, participation in cultural events (separately, without the twin school). During the academic year, the implementation of a minimum of 10 programmes, possibly different programmes, is mandatory. 6.Making contacts between the institutions and establishing a framework for cooperationDeveloping and strengthening active and continuous inter-institutional relations in the chosen area of cooperation, in order to: — Establishment and operation of a common website accessible to people with disabilities (to document joint work). — The organisation of face-to-face meetings between the pupils and educators of the two institutions (at least 6 times, of which at least 1 to 1 visit each other, contributing to the mutual understanding of schools and their pedagogical programmes). — Holding a series of lectures: a series of lectures shall consist of at least three parts and shall be drawn up in accordance with the thematic areas chosen. One student attends at least two lectures. — Organising and organising a summer residential programme for the students involved in the chosen theme areas. Technical results: Students involved in the project: 50 people. Number of twin school programs. 6 pcs. Providing language learning in excess of the mandatory number of hours. min. 1 pcs per week. Subject development related to mandatory activities: min. 1 pcs per week. Extra-curricular full-day foglalkozások:1alkalom. (English)
8 February 2022
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Hangony, Borsod-Abaúj-Zemplén
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Identifiers
EFOP-3.1.8-17-2017-00178
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