Initiatives to strengthen further education at the Szigeti-Gyula János Health Grammar School of PTE (Q3897506): Difference between revisions
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During the project, the applicant seeks to reach and involve disadvantaged and multiple disadvantaged pupils in the implementation of its activities in order to increase the proportion of disadvantaged people with secondary education. Early school leaving of young people in disadvantaged situations, lower delivery and negative attitudes to school education will result in young people becoming difficult to find in the world of work, or if the pupil tries to take up a job at a later stage without a qualification, it is almost impossible. Unfortunately, a typical problem for today’s young people is early school leaving, early school leaving, early school leaving, which means that they are left without a qualification, without which it is not possible to obtain a stable job that ensures a calm life. They are launching a process of irresponsible attitude to school education that affects their later lives, not to mention that they will not be able to set an example for their unborn children. It is also a problem that teachers working in educational institutions do not have enough time to develop contacts with children’s parents to a degree that can really help the child’s development. It is therefore of utmost importance to reach and involve the parents of the involved pupils in the implementation of the project. Unfortunately, in most cases, school leaving without education or their early completion/leaving are due to the inadequate family situation. For this reason, a total of 6 programmes are implemented with the involvement of parents, during which our aim is to encourage parents to participate actively, to show them how important it is in the life of their child to continue learning, what opportunities in life, if we continue to learn, we want to be able to inspire their children. For the students involved, a community-building activity is carried out, with the aim of forming the young people participating in the project, as well as facilitating networking, and organising study competitions for them in the subjects in which young people participate in the subject development. 2-2 times per academic year we offer the opportunity to participate in the open day of higher education institutions, visit a nearby university, the University of Pécs, where students can gain direct experience of the courses taking place at the university, about student life, they can participate in a laboratory visit, they can listen to educational lectures and briefings. 2-2 times a school year as a program to help students’ community building, we also carry out an excursion to 6 locations. During the excursions, the goal is not only community building, but also the acquisition of new knowledge, as we see the sights and sights as well. 6 theatre visits are open to young people, we would like to have experiences for disadvantaged students, and the project element offers a great opportunity to spend time with each other and thus develop the community they have created. The project involves mentors who will mentor students at least 1.5 hours a week. In addition, input competence and ability measurement, as well as the acquisition of different tools, are implemented, which is necessary for the development of the subject and strengthens the skills of the learners. The development of foreign language subjects is also realised in three groups with the help of teachers developing 1 to 1 hour a week. For 25 main target group members, 5 other subjects will also be subject development, 108 hours per subject, also 1 hour per week. The reworking of the pedagogical programme is carried out by professional implementers, and mentors visit the student’s place of residence at least 3 times per school year, so that the cooperation with the parents can be realised in the most effective form. In the course of the project, we intend to provide a solution to the inability of public education to compensate for the disadvantage by revising the pedagogical programme and by the presence of mentors to ensure that the students involved receive personal support, so that the development can be realised in response to individual needs, thereby reducing drop-outs for disadvantaged pupils. We want to help improve the cooperation between parents and the school, thus involving parents and family visits. We wish to compensate for social disadvantages, therefore our excursions and theatre visits will be realised. In addition to fulfilling the indicators, the minimum expected result of the project is to implement a project that is recognised and successful at regional level. (English) | |||||||||||||||
| Property / summary: During the project, the applicant seeks to reach and involve disadvantaged and multiple disadvantaged pupils in the implementation of its activities in order to increase the proportion of disadvantaged people with secondary education. Early school leaving of young people in disadvantaged situations, lower delivery and negative attitudes to school education will result in young people becoming difficult to find in the world of work, or if the pupil tries to take up a job at a later stage without a qualification, it is almost impossible. Unfortunately, a typical problem for today’s young people is early school leaving, early school leaving, early school leaving, which means that they are left without a qualification, without which it is not possible to obtain a stable job that ensures a calm life. They are launching a process of irresponsible attitude to school education that affects their later lives, not to mention that they will not be able to set an example for their unborn children. It is also a problem that teachers working in educational institutions do not have enough time to develop contacts with children’s parents to a degree that can really help the child’s development. It is therefore of utmost importance to reach and involve the parents of the involved pupils in the implementation of the project. Unfortunately, in most cases, school leaving without education or their early completion/leaving are due to the inadequate family situation. For this reason, a total of 6 programmes are implemented with the involvement of parents, during which our aim is to encourage parents to participate actively, to show them how important it is in the life of their child to continue learning, what opportunities in life, if we continue to learn, we want to be able to inspire their children. For the students involved, a community-building activity is carried out, with the aim of forming the young people participating in the project, as well as facilitating networking, and organising study competitions for them in the subjects in which young people participate in the subject development. 2-2 times per academic year we offer the opportunity to participate in the open day of higher education institutions, visit a nearby university, the University of Pécs, where students can gain direct experience of the courses taking place at the university, about student life, they can participate in a laboratory visit, they can listen to educational lectures and briefings. 2-2 times a school year as a program to help students’ community building, we also carry out an excursion to 6 locations. During the excursions, the goal is not only community building, but also the acquisition of new knowledge, as we see the sights and sights as well. 6 theatre visits are open to young people, we would like to have experiences for disadvantaged students, and the project element offers a great opportunity to spend time with each other and thus develop the community they have created. The project involves mentors who will mentor students at least 1.5 hours a week. In addition, input competence and ability measurement, as well as the acquisition of different tools, are implemented, which is necessary for the development of the subject and strengthens the skills of the learners. The development of foreign language subjects is also realised in three groups with the help of teachers developing 1 to 1 hour a week. For 25 main target group members, 5 other subjects will also be subject development, 108 hours per subject, also 1 hour per week. The reworking of the pedagogical programme is carried out by professional implementers, and mentors visit the student’s place of residence at least 3 times per school year, so that the cooperation with the parents can be realised in the most effective form. In the course of the project, we intend to provide a solution to the inability of public education to compensate for the disadvantage by revising the pedagogical programme and by the presence of mentors to ensure that the students involved receive personal support, so that the development can be realised in response to individual needs, thereby reducing drop-outs for disadvantaged pupils. We want to help improve the cooperation between parents and the school, thus involving parents and family visits. We wish to compensate for social disadvantages, therefore our excursions and theatre visits will be realised. In addition to fulfilling the indicators, the minimum expected result of the project is to implement a project that is recognised and successful at regional level. (English) / rank | |||||||||||||||
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| Property / summary: During the project, the applicant seeks to reach and involve disadvantaged and multiple disadvantaged pupils in the implementation of its activities in order to increase the proportion of disadvantaged people with secondary education. Early school leaving of young people in disadvantaged situations, lower delivery and negative attitudes to school education will result in young people becoming difficult to find in the world of work, or if the pupil tries to take up a job at a later stage without a qualification, it is almost impossible. Unfortunately, a typical problem for today’s young people is early school leaving, early school leaving, early school leaving, which means that they are left without a qualification, without which it is not possible to obtain a stable job that ensures a calm life. They are launching a process of irresponsible attitude to school education that affects their later lives, not to mention that they will not be able to set an example for their unborn children. It is also a problem that teachers working in educational institutions do not have enough time to develop contacts with children’s parents to a degree that can really help the child’s development. It is therefore of utmost importance to reach and involve the parents of the involved pupils in the implementation of the project. Unfortunately, in most cases, school leaving without education or their early completion/leaving are due to the inadequate family situation. For this reason, a total of 6 programmes are implemented with the involvement of parents, during which our aim is to encourage parents to participate actively, to show them how important it is in the life of their child to continue learning, what opportunities in life, if we continue to learn, we want to be able to inspire their children. For the students involved, a community-building activity is carried out, with the aim of forming the young people participating in the project, as well as facilitating networking, and organising study competitions for them in the subjects in which young people participate in the subject development. 2-2 times per academic year we offer the opportunity to participate in the open day of higher education institutions, visit a nearby university, the University of Pécs, where students can gain direct experience of the courses taking place at the university, about student life, they can participate in a laboratory visit, they can listen to educational lectures and briefings. 2-2 times a school year as a program to help students’ community building, we also carry out an excursion to 6 locations. During the excursions, the goal is not only community building, but also the acquisition of new knowledge, as we see the sights and sights as well. 6 theatre visits are open to young people, we would like to have experiences for disadvantaged students, and the project element offers a great opportunity to spend time with each other and thus develop the community they have created. The project involves mentors who will mentor students at least 1.5 hours a week. In addition, input competence and ability measurement, as well as the acquisition of different tools, are implemented, which is necessary for the development of the subject and strengthens the skills of the learners. The development of foreign language subjects is also realised in three groups with the help of teachers developing 1 to 1 hour a week. For 25 main target group members, 5 other subjects will also be subject development, 108 hours per subject, also 1 hour per week. The reworking of the pedagogical programme is carried out by professional implementers, and mentors visit the student’s place of residence at least 3 times per school year, so that the cooperation with the parents can be realised in the most effective form. In the course of the project, we intend to provide a solution to the inability of public education to compensate for the disadvantage by revising the pedagogical programme and by the presence of mentors to ensure that the students involved receive personal support, so that the development can be realised in response to individual needs, thereby reducing drop-outs for disadvantaged pupils. We want to help improve the cooperation between parents and the school, thus involving parents and family visits. We wish to compensate for social disadvantages, therefore our excursions and theatre visits will be realised. In addition to fulfilling the indicators, the minimum expected result of the project is to implement a project that is recognised and successful at regional level. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:05, 8 February 2022
Project Q3897506 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Initiatives to strengthen further education at the Szigeti-Gyula János Health Grammar School of PTE |
Project Q3897506 in Hungary |
Statements
27,131,760 forint
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31,919,717.647 forint
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85.0 percent
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1 February 2018
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30 June 2020
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Pécsi Tudományegyetem
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A projekt során a pályázó hátrányos, illetve halmozottan hátrányos helyzetű tanulókat kíván elérni és bevonni tevékenységeinek megvalósításába annak érdekében, hogy növelje a hátrányos helyzetűek arányát a középfokú végzettséggel rendelkezők körében. A hátrányos helyzetben élő fiatalok iskolai lemorzsolódása, az elvárt színvonal alatti teljesítés, valamint a negatív hozzáállás az iskolai tanulmányokhoz mind azt eredményezik a jövőben, hogy a fiatalok nehézkesen helyezkednek el a munka világában, illetve abban az esetben, ha a tanuló végzettség nélkül igyekszik betölteni a későbbiekben egy munkakört, az szinte lehetetlen. Jellemző probléma sajnos a mai fiatalokra az iskolából való kimaradás, az iskolai tanulmányok idő előtti befejezése, a megkezdett tanulmányok korai félbehagyása, ez pedig azt eredményezi, hogy végzettség nélkül maradnak, ami nélkül a nyugodt életet biztosító stabil munkahely megszerzése sem lehetséges. Olyan folyamatot indítanak el az iskolai tanulmányokhoz való felelőtlen hozzáállással, amely kihat későbbi életükre is, arról nem is beszélve, hogy születendő gyermekeik számára sem lesznek képesek követendő példát mutatni. Szintén problémát okoz, hogy az oktatási intézményekben dolgozó pedagógusoknak munkájuk elvégzése mellett nem jut arra elegendő idejük, hogy a gyermekek szüleivel is olyan mértékű kapcsolattartást legyenek képesek kialakítani, amely valóban képes segíteni a gyermek fejlődését. Éppen ezért kiemelkedően fontos jelen projekt során is a bevont tanulók szüleit is elérni és bevonni a projekt megvalósításába. Hiszen sajnos a legtöbb esetben a végzettség nélküli iskolaelhagyás, illetve idő előtti befejezésének/elhagyásának hátterében a nem megfelelő családi helyzet áll. Ebből kifolyólag összesen 6 alkalommal kerül megvalósításra program a szülők bevonásával, mely során célunk, hogy a szülőket aktív részvételre ösztönözzük, be kívánjuk nekik mutatni, hogy milyen fontos gyermekük életében a továbbtanulás megléte, milyen lehetőségek adódnak az életben, ha továbbtanulunk, el szeretnénk érni, hogy ösztönzőleg legyenek képesek hatni gyermekeikre. A bevont tanulók számára pedig közösségépítő tevékenység valósul meg, célja a projektben résztvevő fiatalok közösségformálása, valamint a kapcsolatépítés elősegítése, tanulmányi versenyeket szervezünk számukra azon tantárgyakból, amelyeken a tantárgyi fejlesztés keretében részt vesznek a fiatalok. Tanévenként 2-2 alkalommal lehetőséget biztosítunk felsőoktatási intézmények nyílt napján való részvételre, egy közeli egyetemre látogatunk el, a Pécsi Tudományegyetemre, ahol a diákok közvetlen tapasztalatot szerezhetnek az egyetemen folyó képzésekről, a hallgatói életről, laborlátogatáson vehetnek részt, ismeretterjesztő előadásokat, tájékoztatókat hallgathatnak meg. Tanévenként 2-2 alkalommal tanulói közösség építést segítő programként kirándulást is megvalósítunk összesen 6 helyszínre, a kirándulások során nem csak a közösségépítés a cél, hanem az új ismeretek megszerzése is, hiszen megtekintjük a látnivalókat, nevezetességeket is. 6 alkalommal színházlátogatáson is részt vehetnek a fiatalok, szeretnénk, hogy élményeket szerezzenek a hátrányos helyzetű diákok, továbbá a projektelem remek lehetőséget kínál ismét arra, hogy időt töltsenek egymással a bevont célcsoporttagok és ezáltal fejlődjön az általuk létrehozott közösség. A projekt során mentorok vesznek részt a megvalósításban, akik heti minimum 1,5 órában a diákok mentorálását végzik majd. Továbbá megvalósul bemeneti kompetencia és képességmérés is, illetve a különböző eszközök beszerzése is megtörténik, ami a tantárgyi fejlesztéshez szükséges és a tanulók készségeit erősítik. Idegen nyelvi tantárgyi fejlesztés is megvalósul három csoportban heti 1-1 órában fejlesztő tanárok közreműködésével. 25 fő célcsoporttag számára, 5 egyéb tantárgynál szintén megvalósul a tantárgyi fejlesztés, tantárgyanként összesen 108 órában, szintén heti 1-1 órában. Szakmai megvalósítók által valósul meg a pedagógiai program átdolgozása, illetve a mentorok tanévenként legalább 3 alkalommal látogatást tesznek a tanuló lakhelyén, hogy az együttműködés a szülőkkel minél hatékonyabb formában valósulhasson meg. A projekt során tehát megoldást kívánunk nyújtani a köznevelés hátránykompenzáló képességének hiányára a pedagógiai program átdolgozásával, mentorok jelenlétével kívánjuk biztosítani, hogy a bevont diákok személyes támogatást kapjanak, hogy egyéni igényekre reagálva valósuljon meg a fejlesztés, minek hatására csökken a lemorzsolódás a hátrányos helyzetű tanulóknál. Segítséget kívánunk nyújtani abban, hogy javítsuk a szülők és az iskola együttműködését, emiatt bevonásra kerülnek a szülők, családlátogatások valósulnak meg. Szociális hátrányokat kívánunk kompenzálni, ennek okán megvalósításra kerülnek kirándulásaink és színházlátogatásaink. A projekttől minimálisan elvárt eredmény az indikátorok teljesítésén felül az, hogy egy térségi szinten elismert és sikeres projektet valósítsunk meg. (Hungarian)
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During the project, the applicant seeks to reach and involve disadvantaged and multiple disadvantaged pupils in the implementation of its activities in order to increase the proportion of disadvantaged people with secondary education. Early school leaving of young people in disadvantaged situations, lower delivery and negative attitudes to school education will result in young people becoming difficult to find in the world of work, or if the pupil tries to take up a job at a later stage without a qualification, it is almost impossible. Unfortunately, a typical problem for today’s young people is early school leaving, early school leaving, early school leaving, which means that they are left without a qualification, without which it is not possible to obtain a stable job that ensures a calm life. They are launching a process of irresponsible attitude to school education that affects their later lives, not to mention that they will not be able to set an example for their unborn children. It is also a problem that teachers working in educational institutions do not have enough time to develop contacts with children’s parents to a degree that can really help the child’s development. It is therefore of utmost importance to reach and involve the parents of the involved pupils in the implementation of the project. Unfortunately, in most cases, school leaving without education or their early completion/leaving are due to the inadequate family situation. For this reason, a total of 6 programmes are implemented with the involvement of parents, during which our aim is to encourage parents to participate actively, to show them how important it is in the life of their child to continue learning, what opportunities in life, if we continue to learn, we want to be able to inspire their children. For the students involved, a community-building activity is carried out, with the aim of forming the young people participating in the project, as well as facilitating networking, and organising study competitions for them in the subjects in which young people participate in the subject development. 2-2 times per academic year we offer the opportunity to participate in the open day of higher education institutions, visit a nearby university, the University of Pécs, where students can gain direct experience of the courses taking place at the university, about student life, they can participate in a laboratory visit, they can listen to educational lectures and briefings. 2-2 times a school year as a program to help students’ community building, we also carry out an excursion to 6 locations. During the excursions, the goal is not only community building, but also the acquisition of new knowledge, as we see the sights and sights as well. 6 theatre visits are open to young people, we would like to have experiences for disadvantaged students, and the project element offers a great opportunity to spend time with each other and thus develop the community they have created. The project involves mentors who will mentor students at least 1.5 hours a week. In addition, input competence and ability measurement, as well as the acquisition of different tools, are implemented, which is necessary for the development of the subject and strengthens the skills of the learners. The development of foreign language subjects is also realised in three groups with the help of teachers developing 1 to 1 hour a week. For 25 main target group members, 5 other subjects will also be subject development, 108 hours per subject, also 1 hour per week. The reworking of the pedagogical programme is carried out by professional implementers, and mentors visit the student’s place of residence at least 3 times per school year, so that the cooperation with the parents can be realised in the most effective form. In the course of the project, we intend to provide a solution to the inability of public education to compensate for the disadvantage by revising the pedagogical programme and by the presence of mentors to ensure that the students involved receive personal support, so that the development can be realised in response to individual needs, thereby reducing drop-outs for disadvantaged pupils. We want to help improve the cooperation between parents and the school, thus involving parents and family visits. We wish to compensate for social disadvantages, therefore our excursions and theatre visits will be realised. In addition to fulfilling the indicators, the minimum expected result of the project is to implement a project that is recognised and successful at regional level. (English)
8 February 2022
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Kaposvár, Somogy
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Identifiers
EFOP-3.1.10-17-2017-00035
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