Development of educational institutions of Szeged-Csanádi Diocese through the introduction of digital pedagogical methodologies (Q3898354): Difference between revisions
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Szeged-Csanádi Diocese, the third largest diocese in Hungary, comprises the 10 851 km² ecclesiastical administrative area (the whole area of Békés and Csongrád County, part of Jász-Nagykun-Szolnok county) belonging to the Archbishop’s province of Kalocsa-Kecskemét. Among the numerous institutions of the Diocese, the following implements digital pedagogical methodological and asset development in brackets with statistical data: (1) Gyula Roman Catholic Secondary School/481/(2) Grand Chamber High School/78/(3) Savio Szent Domonkos Catholic Primary School and Nursery, Békéscsaba/170/(4) Gál Ferenc College Szarvas Practitioner Primary School and Practitioner School, Bölcsőde/185/. The EU Integrated Guidelines, which provide the framework for the implementation of the EU’s Europe 2020 strategy for jobs and smart, sustainable and inclusive growth, underline that improving the quality of education and promoting high-quality education for all learners is essential for Europe’s knowledge-based growth. Developing the creativity that underpins innovation, revitalising scientific interest, especially in science and mathematics, and retaining it, adding knowledge and skills to school is an objective at European level. The Europe 2020 priorities and frameworks are suitable for finding professional solutions to the specific problems and challenges of Hungarian public education. In Hungary’s Digital Education Strategy and the National Information Communication Strategy 2014-2020, the action lines for public education institutions have been identified on the basis of similar principles, with which our planned project is fully in line. The Szeged-Csanád Diocese, as the maintainer of many institutions of the entire educational and educational spectrum from crèche to college, is aware that the children of the 21st century face different challenges during their training “career” than their predecessors that abrasive the schoolrooms a few decades earlier. An accelerated, globalising and digitising world requires young people, who are both very open and receptive, to acquire new competences. As an active actor of faith, the representative of the Catholic Church, of course, we imagine the transfer of these competences and the promotion of the acquisition of these competences in such a way that they do not dominate the way of existence, do not pervert the fundamental moral principles, but rather as a complementary tool to help young people successfully navigate and assert themselves in life. Knowing the views of the leaders and educators of our institutions, we believe that digital competence development and quality improvement of digital education are rightly included and prioritised in the pedagogical programmes of individual schools and in the everyday life of education. Digital literacy has now become a basic requirement, and its competitive, modern education has also created opportunities in the South Great Plain region with many disadvantaged regions. The complex pedagogical development activity that requires new knowledge and approach, the usage-oriented presentation of modern tools and applications, and the promotion of joint creative work in the online space require efforts from our teachers, but the teachers and teachers involved will be happy to move forward. As part of our project, the schools involved will implement and integrate the identified digital pedagogical methodologies into the pedagogical programmes at a complex institutional level, the acquisition of the necessary support tools, the establishment of a culture of evaluation of digital work, and the further training of the teachers concerned. The professional content of the project is based on internationally proven, tested and tested methodologies and tools proposed by Hungarian professional organisations, with special regard to the areas of mathematical, verbal, digital and natural science, problem-solving and creative skills of students. During the period of introduction and application, special attention will be paid to SNI and BTM students with disabilities, to meet their specific needs. Using the nominations started in the first paragraph, we show which digital pedagogical packages are being introduced by each institution and the planned number of teachers and pupils to be involved is indicated in brackets. (1) Gyula: GEOMATECH Mathematics are middle. /4, 60/; LEGO robot/3, 60/; GEOMATECH is a middle school in natural science. /4, 60/. (2) Grand Chamberlain: LEGO StoryStarter undergrade/2, 40/; Lego WeDo’s bottom member. /2, 40/; GEOMATECH is a top member of mathematics. /4, 40/. (3) Békéscsaba: LEGO StoryStarter bottom member. /3, 72/; LEGO StoryStarter top member. /3, 92/; Chess Palace bottom member. /3, 66/. (4) Deer: GEOMATECH Mathematics bottom member. /4, 30/; GEOMATECH is a top member of mathematics. /4, 30/; GEOMATECH is a senior member of natural sciences. /4, 30/. (English) | |||||||||||||||
| Property / summary: Szeged-Csanádi Diocese, the third largest diocese in Hungary, comprises the 10 851 km² ecclesiastical administrative area (the whole area of Békés and Csongrád County, part of Jász-Nagykun-Szolnok county) belonging to the Archbishop’s province of Kalocsa-Kecskemét. Among the numerous institutions of the Diocese, the following implements digital pedagogical methodological and asset development in brackets with statistical data: (1) Gyula Roman Catholic Secondary School/481/(2) Grand Chamber High School/78/(3) Savio Szent Domonkos Catholic Primary School and Nursery, Békéscsaba/170/(4) Gál Ferenc College Szarvas Practitioner Primary School and Practitioner School, Bölcsőde/185/. The EU Integrated Guidelines, which provide the framework for the implementation of the EU’s Europe 2020 strategy for jobs and smart, sustainable and inclusive growth, underline that improving the quality of education and promoting high-quality education for all learners is essential for Europe’s knowledge-based growth. Developing the creativity that underpins innovation, revitalising scientific interest, especially in science and mathematics, and retaining it, adding knowledge and skills to school is an objective at European level. The Europe 2020 priorities and frameworks are suitable for finding professional solutions to the specific problems and challenges of Hungarian public education. In Hungary’s Digital Education Strategy and the National Information Communication Strategy 2014-2020, the action lines for public education institutions have been identified on the basis of similar principles, with which our planned project is fully in line. The Szeged-Csanád Diocese, as the maintainer of many institutions of the entire educational and educational spectrum from crèche to college, is aware that the children of the 21st century face different challenges during their training “career” than their predecessors that abrasive the schoolrooms a few decades earlier. An accelerated, globalising and digitising world requires young people, who are both very open and receptive, to acquire new competences. As an active actor of faith, the representative of the Catholic Church, of course, we imagine the transfer of these competences and the promotion of the acquisition of these competences in such a way that they do not dominate the way of existence, do not pervert the fundamental moral principles, but rather as a complementary tool to help young people successfully navigate and assert themselves in life. Knowing the views of the leaders and educators of our institutions, we believe that digital competence development and quality improvement of digital education are rightly included and prioritised in the pedagogical programmes of individual schools and in the everyday life of education. Digital literacy has now become a basic requirement, and its competitive, modern education has also created opportunities in the South Great Plain region with many disadvantaged regions. The complex pedagogical development activity that requires new knowledge and approach, the usage-oriented presentation of modern tools and applications, and the promotion of joint creative work in the online space require efforts from our teachers, but the teachers and teachers involved will be happy to move forward. As part of our project, the schools involved will implement and integrate the identified digital pedagogical methodologies into the pedagogical programmes at a complex institutional level, the acquisition of the necessary support tools, the establishment of a culture of evaluation of digital work, and the further training of the teachers concerned. The professional content of the project is based on internationally proven, tested and tested methodologies and tools proposed by Hungarian professional organisations, with special regard to the areas of mathematical, verbal, digital and natural science, problem-solving and creative skills of students. During the period of introduction and application, special attention will be paid to SNI and BTM students with disabilities, to meet their specific needs. Using the nominations started in the first paragraph, we show which digital pedagogical packages are being introduced by each institution and the planned number of teachers and pupils to be involved is indicated in brackets. (1) Gyula: GEOMATECH Mathematics are middle. /4, 60/; LEGO robot/3, 60/; GEOMATECH is a middle school in natural science. /4, 60/. (2) Grand Chamberlain: LEGO StoryStarter undergrade/2, 40/; Lego WeDo’s bottom member. /2, 40/; GEOMATECH is a top member of mathematics. /4, 40/. (3) Békéscsaba: LEGO StoryStarter bottom member. /3, 72/; LEGO StoryStarter top member. /3, 92/; Chess Palace bottom member. /3, 66/. (4) Deer: GEOMATECH Mathematics bottom member. /4, 30/; GEOMATECH is a top member of mathematics. /4, 30/; GEOMATECH is a senior member of natural sciences. /4, 30/. (English) / rank | |||||||||||||||
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| Property / summary: Szeged-Csanádi Diocese, the third largest diocese in Hungary, comprises the 10 851 km² ecclesiastical administrative area (the whole area of Békés and Csongrád County, part of Jász-Nagykun-Szolnok county) belonging to the Archbishop’s province of Kalocsa-Kecskemét. Among the numerous institutions of the Diocese, the following implements digital pedagogical methodological and asset development in brackets with statistical data: (1) Gyula Roman Catholic Secondary School/481/(2) Grand Chamber High School/78/(3) Savio Szent Domonkos Catholic Primary School and Nursery, Békéscsaba/170/(4) Gál Ferenc College Szarvas Practitioner Primary School and Practitioner School, Bölcsőde/185/. The EU Integrated Guidelines, which provide the framework for the implementation of the EU’s Europe 2020 strategy for jobs and smart, sustainable and inclusive growth, underline that improving the quality of education and promoting high-quality education for all learners is essential for Europe’s knowledge-based growth. Developing the creativity that underpins innovation, revitalising scientific interest, especially in science and mathematics, and retaining it, adding knowledge and skills to school is an objective at European level. The Europe 2020 priorities and frameworks are suitable for finding professional solutions to the specific problems and challenges of Hungarian public education. In Hungary’s Digital Education Strategy and the National Information Communication Strategy 2014-2020, the action lines for public education institutions have been identified on the basis of similar principles, with which our planned project is fully in line. The Szeged-Csanád Diocese, as the maintainer of many institutions of the entire educational and educational spectrum from crèche to college, is aware that the children of the 21st century face different challenges during their training “career” than their predecessors that abrasive the schoolrooms a few decades earlier. An accelerated, globalising and digitising world requires young people, who are both very open and receptive, to acquire new competences. As an active actor of faith, the representative of the Catholic Church, of course, we imagine the transfer of these competences and the promotion of the acquisition of these competences in such a way that they do not dominate the way of existence, do not pervert the fundamental moral principles, but rather as a complementary tool to help young people successfully navigate and assert themselves in life. Knowing the views of the leaders and educators of our institutions, we believe that digital competence development and quality improvement of digital education are rightly included and prioritised in the pedagogical programmes of individual schools and in the everyday life of education. Digital literacy has now become a basic requirement, and its competitive, modern education has also created opportunities in the South Great Plain region with many disadvantaged regions. The complex pedagogical development activity that requires new knowledge and approach, the usage-oriented presentation of modern tools and applications, and the promotion of joint creative work in the online space require efforts from our teachers, but the teachers and teachers involved will be happy to move forward. As part of our project, the schools involved will implement and integrate the identified digital pedagogical methodologies into the pedagogical programmes at a complex institutional level, the acquisition of the necessary support tools, the establishment of a culture of evaluation of digital work, and the further training of the teachers concerned. The professional content of the project is based on internationally proven, tested and tested methodologies and tools proposed by Hungarian professional organisations, with special regard to the areas of mathematical, verbal, digital and natural science, problem-solving and creative skills of students. During the period of introduction and application, special attention will be paid to SNI and BTM students with disabilities, to meet their specific needs. Using the nominations started in the first paragraph, we show which digital pedagogical packages are being introduced by each institution and the planned number of teachers and pupils to be involved is indicated in brackets. (1) Gyula: GEOMATECH Mathematics are middle. /4, 60/; LEGO robot/3, 60/; GEOMATECH is a middle school in natural science. /4, 60/. (2) Grand Chamberlain: LEGO StoryStarter undergrade/2, 40/; Lego WeDo’s bottom member. /2, 40/; GEOMATECH is a top member of mathematics. /4, 40/. (3) Békéscsaba: LEGO StoryStarter bottom member. /3, 72/; LEGO StoryStarter top member. /3, 92/; Chess Palace bottom member. /3, 66/. (4) Deer: GEOMATECH Mathematics bottom member. /4, 30/; GEOMATECH is a top member of mathematics. /4, 30/; GEOMATECH is a senior member of natural sciences. /4, 30/. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:08, 8 February 2022
Project Q3898354 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Development of educational institutions of Szeged-Csanádi Diocese through the introduction of digital pedagogical methodologies |
Project Q3898354 in Hungary |
Statements
85,000,000 forint
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100,000,000.0 forint
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85.0 percent
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1 March 2018
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28 February 2022
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Szeged-Csanádi Egyházmegye
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A Szeged-Csanádi Egyházmegye, Magyarország harmadik legnagyobb területi kiterjedésű egyházmegyéje, a Kalocsa-Kecskeméti érseki tartományhoz tartozó 10 851 km2 nagyságú egyházi közigazgatási területet (Békés és Csongrád megye teljes területét, Jász-Nagykun-Szolnok megye egy részét) foglalja magában. Az Egyházmegye számos intézménye közül jelen projekt során a következők digitális pedagógiai módszertani- és eszközfejlesztését valósítja meg, zárójelben a KIR statisztikai adatokkal: (1) Gyulai Római Katolikus Gimnázium /481/ (2) Nagykamarási Általános Iskola /78/ (3) Savio Szent Domonkos Katolikus Általános Iskola és Óvoda, Békéscsaba /170/ (4) Gál Ferenc Főiskola Szarvasi Gyakorló Általános Iskola és Gyakorlóóvoda, Bölcsőde /185/. Az EU foglalkoztatást, valamint intelligens, fenntartható és inkluzív növekedést célzó Európa 2020 stratégiájának végrehajtási keretét adó uniós integrált iránymutatások hangsúlyozzák, hogy az oktatás színvonalának növelése, illetve annak elősegítése, hogy minden tanuló magas színvonalú nevelés-oktatásban részesüljön, elengedhetetlen feltétele Európa tudásalapú növekedésének. Az innováció alapját képező kreativitás fejlesztése, a tudományos – elsősorban természettudományos – és matematikai érdeklődés felébresztése, és megtartása, ismeretekkel és készségekkel történő bővítése az iskolában európai szintű célkitűzés. Az Európa 2020 prioritásai és keretei alkalmasak arra, hogy a magyar köznevelés sajátos problémáira és kihívásaira szakszerű megoldások születhessenek. Magyarország Digitális Oktatási Stratégiájában és a 2014–2020 közötti időszakra vonatkozó Nemzeti Infokommunikációs Stratégiában hasonló elvek alapján lettek kijelölve a közoktatási intézményekre vonatkozó cselekvési irányok, amelyekkel tervezett projektünk teljes mértékű összhangban van. A Szeged-Csanádi Egyházmegye, mint a bölcsődétől a főiskoláig terjedő teljes oktatás-nevelési spektrum számos intézményének fenntartója tisztában van azzal, hogy a 21. század gyermekei más kihívásokkal néznek szembe képzési „karrierjük” során, mint az akár egy-két évtizeddel korábban az iskolapadokat koptató elődeik. A felgyorsult, globalizálódó és digitalizálódó világ evidens módon újabb kompetenciákat követel meg a fiataloktól, akik erre jellemző módon igen nyitottak és fogékonyak is. A hitélet aktív szereplőjeként, a Katolikus Egyház képviselőjeként természetesen ezen kompetenciák átadását, elsajátításának elősegítését olyan formában képzeljük el, hogy azok ne uralják a létmódot, ne sorvasszák el az alapvető erkölcsi elveket, hanem egyfajta kiegészítő eszközrendszerként segítsék a fiatalok sikeres eligazodását és érvényesülését az életben. Intézményeink vezetőinek és pedagógusainak álláspontját ismerve hisszük, hogy a digitális kompetenciafejlesztés, a digitális oktatás színvonalának minőségi javítása joggal kap helyet és prioritást az egyes iskolák pedagógiai programjaiban, az oktatás mindennapjaiban. A digitális írástudás mára alapkövetelménnyé lett, annak versenyképes, korszerű oktatása egyben esélyteremtő hatású a sok hátrányos helyzetű térséget felölelő dél-alföldi régióban. Az új tudásanyagot és megközelítést igénylő komplex pedagógiai fejlesztő tevékenység, a modern eszközök és alkalmazások használat-orientált megjelenítése, az online térben végzett közös alkotómunka ösztönzése pedagógusaink részéről is erőfeszítéseket igényel, de a bevont tanítók és tanárok örömmel lépnek a továbbfejlődés útjára. Projektünk keretében a bevont iskolákban megtörténik a megjelölt digitális pedagógiai módszertanok komplex, intézményi szintű bevezetése és integrálása a pedagógiai programokba, az ehhez szükséges támogató eszközök beszerzése, a digitális munka értékelési kultúrájának meghonosítása, továbbá az érintett pedagógusok továbbképzése. A projekt szakmai tartalmát nemzetközileg bevált, kipróbált, bevizsgált, hazai szakmai szervezetek által is javasolt módszertanokra és eszközrendszerekre építjük, különös tekintettel a tanulók matematikai, szövegértési, digitális és természettudományos, valamint problémamegoldó és kreatív kompetenciáinak fejlesztési területeire. A bevezetés, majd az alkalmazás időszakában kiemelt figyelmet fordítunk a fogyatékossággal élő, SNI és BTM tanulókra, esetleges speciális igényeik kielégítésére. Az első bekezdésben megkezdett jelöléseket alkalmazva bemutatjuk, hogy az egyes intézmények mely digitális pedagógiai csomagokat vezetik be, zárójelben pedig a bevonandó pedagógusok és tanulók tervezett számát tüntetjük fel. (1) Gyula: GEOMATECH matematika középisk. /4, 60/; LEGO robot /3, 60/; GEOMATECH természettudomány középisk. /4, 60/. (2) Nagykamarás: LEGO StoryStarter alsó tagozat /2, 40/; LEGO WeDo alsó tag. /2, 40/; GEOMATECH matematika felső tag. /4, 40/. (3) Békéscsaba: LEGO StoryStarter alsó tag. /3, 72/; LEGO StoryStarter felső tag. /3, 92/; Sakkpalota alsó tag. /3, 66/. (4) Szarvas: GEOMATECH matematika alsó tag. /4, 30/; GEOMATECH matematika felső tag. /4, 30/; GEOMATECH természettudomány felső tag. /4, 30/. (Hungarian)
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Szeged-Csanádi Diocese, the third largest diocese in Hungary, comprises the 10 851 km² ecclesiastical administrative area (the whole area of Békés and Csongrád County, part of Jász-Nagykun-Szolnok county) belonging to the Archbishop’s province of Kalocsa-Kecskemét. Among the numerous institutions of the Diocese, the following implements digital pedagogical methodological and asset development in brackets with statistical data: (1) Gyula Roman Catholic Secondary School/481/(2) Grand Chamber High School/78/(3) Savio Szent Domonkos Catholic Primary School and Nursery, Békéscsaba/170/(4) Gál Ferenc College Szarvas Practitioner Primary School and Practitioner School, Bölcsőde/185/. The EU Integrated Guidelines, which provide the framework for the implementation of the EU’s Europe 2020 strategy for jobs and smart, sustainable and inclusive growth, underline that improving the quality of education and promoting high-quality education for all learners is essential for Europe’s knowledge-based growth. Developing the creativity that underpins innovation, revitalising scientific interest, especially in science and mathematics, and retaining it, adding knowledge and skills to school is an objective at European level. The Europe 2020 priorities and frameworks are suitable for finding professional solutions to the specific problems and challenges of Hungarian public education. In Hungary’s Digital Education Strategy and the National Information Communication Strategy 2014-2020, the action lines for public education institutions have been identified on the basis of similar principles, with which our planned project is fully in line. The Szeged-Csanád Diocese, as the maintainer of many institutions of the entire educational and educational spectrum from crèche to college, is aware that the children of the 21st century face different challenges during their training “career” than their predecessors that abrasive the schoolrooms a few decades earlier. An accelerated, globalising and digitising world requires young people, who are both very open and receptive, to acquire new competences. As an active actor of faith, the representative of the Catholic Church, of course, we imagine the transfer of these competences and the promotion of the acquisition of these competences in such a way that they do not dominate the way of existence, do not pervert the fundamental moral principles, but rather as a complementary tool to help young people successfully navigate and assert themselves in life. Knowing the views of the leaders and educators of our institutions, we believe that digital competence development and quality improvement of digital education are rightly included and prioritised in the pedagogical programmes of individual schools and in the everyday life of education. Digital literacy has now become a basic requirement, and its competitive, modern education has also created opportunities in the South Great Plain region with many disadvantaged regions. The complex pedagogical development activity that requires new knowledge and approach, the usage-oriented presentation of modern tools and applications, and the promotion of joint creative work in the online space require efforts from our teachers, but the teachers and teachers involved will be happy to move forward. As part of our project, the schools involved will implement and integrate the identified digital pedagogical methodologies into the pedagogical programmes at a complex institutional level, the acquisition of the necessary support tools, the establishment of a culture of evaluation of digital work, and the further training of the teachers concerned. The professional content of the project is based on internationally proven, tested and tested methodologies and tools proposed by Hungarian professional organisations, with special regard to the areas of mathematical, verbal, digital and natural science, problem-solving and creative skills of students. During the period of introduction and application, special attention will be paid to SNI and BTM students with disabilities, to meet their specific needs. Using the nominations started in the first paragraph, we show which digital pedagogical packages are being introduced by each institution and the planned number of teachers and pupils to be involved is indicated in brackets. (1) Gyula: GEOMATECH Mathematics are middle. /4, 60/; LEGO robot/3, 60/; GEOMATECH is a middle school in natural science. /4, 60/. (2) Grand Chamberlain: LEGO StoryStarter undergrade/2, 40/; Lego WeDo’s bottom member. /2, 40/; GEOMATECH is a top member of mathematics. /4, 40/. (3) Békéscsaba: LEGO StoryStarter bottom member. /3, 72/; LEGO StoryStarter top member. /3, 92/; Chess Palace bottom member. /3, 66/. (4) Deer: GEOMATECH Mathematics bottom member. /4, 30/; GEOMATECH is a top member of mathematics. /4, 30/; GEOMATECH is a senior member of natural sciences. /4, 30/. (English)
8 February 2022
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Gyula, Békés
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Identifiers
EFOP-3.2.3-17-2017-00064
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