Admission to the knowledge community, promotion of MTMI degree programs and careers among secondary school students (Q3901138): Difference between revisions
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The aim of the project is to: increasing access to MTMI (biologist, physicist, geography, geologist, mechanical engineer, environmental science, mathematician, software engineer, chemist) at ELTE; improving the level of education of young people from disadvantaged geographical, social and economic situations and facilitating their access to tertiary education in MTMI; increase the application for mathematical, natural science, IT, engineering (MTMI/STEM) majors. The project consists of the following sub-projects by field: • biological sub-project; • physical sub-project; • geographical, geoscience sub-project; • IT sub-project; (complemented by the consortium partner János Neumann Computer Science Society with another highly coordinated IT sub-project) • chemical subproject; • Environmental Sciences sub-project; • mathematical sub-project; • technical (mechanical) sub-project; • science communication sub-project. Education prepares students for the challenges of the future by preparing students for interdisciplinary and problem-oriented, problem-solving thinking and group work. This requires skills development and communication programmes to facilitate access to higher education in secondary schools and even in upper secondary schools. Ever faster technological developments require new educational strategies and new methodologies, changing the student-teacher’s traditional relationships (information transfer teacher, information-incoming student), teachers are becoming more and more consultative, counseling and learning leaders. It is necessary to combine personal encounters with virtual presence. This requires a large number of online learning materials and forms of online talent management. The development of career building skills is also organised on the basis of a process principle, and with methods adapted to age and maturity level, it can be continued and continued from the lower levels of public education (early career guidance) to its highest grade and beyond (life path support guidance). As part of the project, we plan to present life paths and career opportunities that represent an intellectual challenge and inspiration for young people who are susceptible to it, and to pursue support activities that increase the popularity of mathematical, science, IT and technical disciplines in public education, partly online, partly through the organisation of university open days and open events; partly with local trainings and programmes in or in the immediate vicinity of the beneficiary districts. For motivation purposes, we organise professional days per field, where prospective students can get acquainted with the university and work environment, the learning tasks and job opportunities awaiting them. The university promotes a partner school program, which organises a study visit to the university and a longer-term cooperation with secondary schools. In order to promote it, taking advantage of the potential of gamification, organise online (or partly online) competitions. The competitions are open, but we support the participation of students living in the beneficiary districts with the mentoring system set up in the framework of the competition. We build a network of teachers mentoring across all disciplines to recognise talent and support their access to higher education. By promoting MTMI careers, we motivate high school students to choose MTMI degree programs. The on-site training complements the online tools of MTMI orientation, which we intend to do in two different fields. On the one hand, we start specialisations in the vicinity of the students living in the beneficiary districts (mainly in the county for secondary school students and within districts for primary school pupils). We train the teachers and mentors of the region to hold these specialities, and we also prepare online resources, task collections and online experiments for the specialists as well. On the other hand, we organise summer camps and excursions where university professors and students (primarily professors) deal with the students with interesting topics related to MTMI. Professional and methodological training of these students is part of the application. Today’s young people are ‘live’ on Facebook, so it is absolutely necessary to address them on this path. For underprivileged pupils, participation in preparatory programmes and studies away from their place of residence are almost unavailable. The possibility for young people living in the region to participate in a locality close to their place of residence in a talent-providing regional circle can be an opening point for pupils living in less modest or disadvantaged backgrounds. This also contributes to the region’s potential capacity to retain the workforce, which in the long term could lead to an improvement in regional economic indicators. (English) | |||||||||||||||
| Property / summary: The aim of the project is to: increasing access to MTMI (biologist, physicist, geography, geologist, mechanical engineer, environmental science, mathematician, software engineer, chemist) at ELTE; improving the level of education of young people from disadvantaged geographical, social and economic situations and facilitating their access to tertiary education in MTMI; increase the application for mathematical, natural science, IT, engineering (MTMI/STEM) majors. The project consists of the following sub-projects by field: • biological sub-project; • physical sub-project; • geographical, geoscience sub-project; • IT sub-project; (complemented by the consortium partner János Neumann Computer Science Society with another highly coordinated IT sub-project) • chemical subproject; • Environmental Sciences sub-project; • mathematical sub-project; • technical (mechanical) sub-project; • science communication sub-project. Education prepares students for the challenges of the future by preparing students for interdisciplinary and problem-oriented, problem-solving thinking and group work. This requires skills development and communication programmes to facilitate access to higher education in secondary schools and even in upper secondary schools. Ever faster technological developments require new educational strategies and new methodologies, changing the student-teacher’s traditional relationships (information transfer teacher, information-incoming student), teachers are becoming more and more consultative, counseling and learning leaders. It is necessary to combine personal encounters with virtual presence. This requires a large number of online learning materials and forms of online talent management. The development of career building skills is also organised on the basis of a process principle, and with methods adapted to age and maturity level, it can be continued and continued from the lower levels of public education (early career guidance) to its highest grade and beyond (life path support guidance). As part of the project, we plan to present life paths and career opportunities that represent an intellectual challenge and inspiration for young people who are susceptible to it, and to pursue support activities that increase the popularity of mathematical, science, IT and technical disciplines in public education, partly online, partly through the organisation of university open days and open events; partly with local trainings and programmes in or in the immediate vicinity of the beneficiary districts. For motivation purposes, we organise professional days per field, where prospective students can get acquainted with the university and work environment, the learning tasks and job opportunities awaiting them. The university promotes a partner school program, which organises a study visit to the university and a longer-term cooperation with secondary schools. In order to promote it, taking advantage of the potential of gamification, organise online (or partly online) competitions. The competitions are open, but we support the participation of students living in the beneficiary districts with the mentoring system set up in the framework of the competition. We build a network of teachers mentoring across all disciplines to recognise talent and support their access to higher education. By promoting MTMI careers, we motivate high school students to choose MTMI degree programs. The on-site training complements the online tools of MTMI orientation, which we intend to do in two different fields. On the one hand, we start specialisations in the vicinity of the students living in the beneficiary districts (mainly in the county for secondary school students and within districts for primary school pupils). We train the teachers and mentors of the region to hold these specialities, and we also prepare online resources, task collections and online experiments for the specialists as well. On the other hand, we organise summer camps and excursions where university professors and students (primarily professors) deal with the students with interesting topics related to MTMI. Professional and methodological training of these students is part of the application. Today’s young people are ‘live’ on Facebook, so it is absolutely necessary to address them on this path. For underprivileged pupils, participation in preparatory programmes and studies away from their place of residence are almost unavailable. The possibility for young people living in the region to participate in a locality close to their place of residence in a talent-providing regional circle can be an opening point for pupils living in less modest or disadvantaged backgrounds. This also contributes to the region’s potential capacity to retain the workforce, which in the long term could lead to an improvement in regional economic indicators. (English) / rank | |||||||||||||||
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| Property / summary: The aim of the project is to: increasing access to MTMI (biologist, physicist, geography, geologist, mechanical engineer, environmental science, mathematician, software engineer, chemist) at ELTE; improving the level of education of young people from disadvantaged geographical, social and economic situations and facilitating their access to tertiary education in MTMI; increase the application for mathematical, natural science, IT, engineering (MTMI/STEM) majors. The project consists of the following sub-projects by field: • biological sub-project; • physical sub-project; • geographical, geoscience sub-project; • IT sub-project; (complemented by the consortium partner János Neumann Computer Science Society with another highly coordinated IT sub-project) • chemical subproject; • Environmental Sciences sub-project; • mathematical sub-project; • technical (mechanical) sub-project; • science communication sub-project. Education prepares students for the challenges of the future by preparing students for interdisciplinary and problem-oriented, problem-solving thinking and group work. This requires skills development and communication programmes to facilitate access to higher education in secondary schools and even in upper secondary schools. Ever faster technological developments require new educational strategies and new methodologies, changing the student-teacher’s traditional relationships (information transfer teacher, information-incoming student), teachers are becoming more and more consultative, counseling and learning leaders. It is necessary to combine personal encounters with virtual presence. This requires a large number of online learning materials and forms of online talent management. The development of career building skills is also organised on the basis of a process principle, and with methods adapted to age and maturity level, it can be continued and continued from the lower levels of public education (early career guidance) to its highest grade and beyond (life path support guidance). As part of the project, we plan to present life paths and career opportunities that represent an intellectual challenge and inspiration for young people who are susceptible to it, and to pursue support activities that increase the popularity of mathematical, science, IT and technical disciplines in public education, partly online, partly through the organisation of university open days and open events; partly with local trainings and programmes in or in the immediate vicinity of the beneficiary districts. For motivation purposes, we organise professional days per field, where prospective students can get acquainted with the university and work environment, the learning tasks and job opportunities awaiting them. The university promotes a partner school program, which organises a study visit to the university and a longer-term cooperation with secondary schools. In order to promote it, taking advantage of the potential of gamification, organise online (or partly online) competitions. The competitions are open, but we support the participation of students living in the beneficiary districts with the mentoring system set up in the framework of the competition. We build a network of teachers mentoring across all disciplines to recognise talent and support their access to higher education. By promoting MTMI careers, we motivate high school students to choose MTMI degree programs. The on-site training complements the online tools of MTMI orientation, which we intend to do in two different fields. On the one hand, we start specialisations in the vicinity of the students living in the beneficiary districts (mainly in the county for secondary school students and within districts for primary school pupils). We train the teachers and mentors of the region to hold these specialities, and we also prepare online resources, task collections and online experiments for the specialists as well. On the other hand, we organise summer camps and excursions where university professors and students (primarily professors) deal with the students with interesting topics related to MTMI. Professional and methodological training of these students is part of the application. Today’s young people are ‘live’ on Facebook, so it is absolutely necessary to address them on this path. For underprivileged pupils, participation in preparatory programmes and studies away from their place of residence are almost unavailable. The possibility for young people living in the region to participate in a locality close to their place of residence in a talent-providing regional circle can be an opening point for pupils living in less modest or disadvantaged backgrounds. This also contributes to the region’s potential capacity to retain the workforce, which in the long term could lead to an improvement in regional economic indicators. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:36, 8 February 2022
Project Q3901138 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Admission to the knowledge community, promotion of MTMI degree programs and careers among secondary school students |
Project Q3901138 in Hungary |
Statements
441,523,524 forint
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1,206,960.01 Euro
0.0027336256 Euro
10 December 2021
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1,419,952.951 Euro
0.0027336256 Euro
10 December 2021
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519,439,440.0 forint
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85.0 percent
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1 September 2017
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31 October 2021
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EÖTVÖS LORÁND TUDOMÁNYEGYETEM
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A projekt célja: a felsőoktatás MTMI szakjaira (biológus, fizikus, földrajz, geológus, gépész, környezettudomány, matematikus, programtervező informatikus, vegyész) való bekerülés fokozása az ELTE-n; a hátrányos földrajzi, társadalmi, gazdasági helyzetből származó fiatalok képzettségi szintjének javítása, és a felsőfokú végzettséghez történő jutásuk elősegítése MTMI szakokon; a matematikai, természettudományi, informatikai, műszaki (MTMI / STEM) szakokra való jelentkezés fokozása. A projekt az alábbi, szakterületenkénti alprojektekből áll: • biológiai alprojekt; • fizikai alprojekt; • földrajzi, földtudományi alprojekt; • informatikai alprojekt; (amelyet a konzorciumi partner Neumann János Számítógép-tudományi Társaság egy erősen koordinált másik informatikai alprojekttel egészít ki) • kémiai alprojekt; • környezettudományi alprojekt; • matematikai alprojekt; • műszaki (gépész) alprojekt; • tudománykommunikáció alprojekt. Az oktatás a jövő kihívásaira akkor készíti fel a hallgatókat, ha az interdiszciplináris és probléma-orientált, problémamegoldó gondolkodásra és csoportmunkára készíti fel a hallgatókat. Ehhez a felsőoktatásba való bekerülést elősegítő készségfejlesztő és kommunikációs programokra van szükség a középiskolákban, sőt már az általános iskolák felső tagozatán. Az egyre gyorsabb technológiai fejlődés új oktatási stratégiákat, új módszertanokat igényel, megváltoztatva a diák és a tanár hagyományos kapcsolatrendszerét (információ átadó tanár, információ be-fogadó diák), a tanárok egyre inkább konzultációs, tanácsadó, tanulás irányító szerepbe kerülnek. Kombinálni kell a személyes találkozásokat a virtuális jelenléttel. Ehhez nagyszámú online tananyagra, online tehetséggondozási formákra van szükség. Az életpálya építési kompetenciák fejlesztése is folyamatelv alapján szerveződik, és életkorhoz, érettségi szinthez alkalmazkodó módszerekkel már a köznevelés alsó szintjeitől kezdve (korai pályaorientáció) annak legfelső évfolyamáig és azon túl is folytatható és folytatandó (életút támogató pályaorientáció). A projekt keretében elérni tervezzük olyan életutak és szakmai elhelyezkedési lehetőségek bemutatását, melyek intellektuális kihívást és egyben inspirációt jelentenek az arra fogékony fiatalok számára, olyan támogató tevékenységek folytatását, amelyek növelik a matematikai, természettudományos, informatikai, műszaki szakok népszerűségét a köznevelésben részben online módon, részben egyetemi nyílt napok, nyílt rendezvények szervezésével; részben pedig a kedvezményezett járásokban vagy azok közvetlen közelében megvalósuló helyi képzésekkel, programokkal. Motiválási céllal szakterületenkénti szakmai napokat szervezünk, ahol a leendő diákok megismerkedhetnek az egyetemi, illetve munkahelyi környezettel, a rájuk váró tanulási feladatokkal és munkalehetőségekkel. Az egyetem partneriskolai programot hirdet, amelynek keretében iskolák szakmai látogatását szervezi meg az egyetemen, egyben hosszabb távú együttműködést köt középiskolákkal. A népszerűsítés érdekében, kihasználva a gamification-ben rejlő lehetőségeket, online (vagy részben online) versenyeket szervez. A versenyek nyíltak, de a pályázat keretében kiépülő mentorrendszerrel a kedvezményezett járásokban lakó diákok részvételét támogatjuk. Tanári mentorhálózatot építünk ki minden szakterületen, a tehetségek felismerése és felsőoktatásba jutásuk támogatása céljából. Az MTMI életpályák népszerűsítésével motiváljuk a középiskolás diákokat MTMI szakok választására. Az MTMI szakokra orientálás online eszközeit egészíti ki a helyszíni képzés, amit kétféle területen kívánunk végezni. Egyrészt a kedvezményezett járásokban lakó diákok számára elérhető közelségben (középiskolásoknak alapvetően megyén belül, általános iskolásoknak pedig járáson belül) szakköröket indítunk. Ezen szakkörök tartására kiképezzük az adott régió szaktanárait, mentorait, valamint a szakkörökhöz is készítünk online segédanyagokat, feladatgyűjteményeket, online kísérleteket. Másrészt nyári táborokat, kirándulásokat szervezünk, ahol egyetemi oktatók és (elsősorban tanárszakos) egyetemi hallgatók foglalkoznak a diákokkal MTMI szakokhoz kapcsolódó érdekes témákkal. A pályázat része ezen hallgatók szakmai, módszertani képzése is. A mai fiatalok a Facebook-on „élnek”, így mindenképpen szükségessé vált az ezen az úton való megszólításuk is. A hátrányos családi helyzetű tanulók számára az előkészítő programokban való részvétel, illetve a lakhelyüktől távol folytatott tanulmányok szinte elérhetetlenek. Az a lehetőség, hogy a régióban élő fiatal a lakóhelyéhez közel eső településen vegyen részt tehetséggondozó regionális szakkörben kitörési pont lehet a szerényebb életkörülmények között élő, vagy hátrányos helyzetű tanulók számára. Ez egyben pedig hozzájárul a régió potenciális munkaerő megtartó képességéhez is, ami hosszú távon ez a regionális gazdasági mutatók javulásához vezethet. (Hungarian)
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The aim of the project is to: increasing access to MTMI (biologist, physicist, geography, geologist, mechanical engineer, environmental science, mathematician, software engineer, chemist) at ELTE; improving the level of education of young people from disadvantaged geographical, social and economic situations and facilitating their access to tertiary education in MTMI; increase the application for mathematical, natural science, IT, engineering (MTMI/STEM) majors. The project consists of the following sub-projects by field: • biological sub-project; • physical sub-project; • geographical, geoscience sub-project; • IT sub-project; (complemented by the consortium partner János Neumann Computer Science Society with another highly coordinated IT sub-project) • chemical subproject; • Environmental Sciences sub-project; • mathematical sub-project; • technical (mechanical) sub-project; • science communication sub-project. Education prepares students for the challenges of the future by preparing students for interdisciplinary and problem-oriented, problem-solving thinking and group work. This requires skills development and communication programmes to facilitate access to higher education in secondary schools and even in upper secondary schools. Ever faster technological developments require new educational strategies and new methodologies, changing the student-teacher’s traditional relationships (information transfer teacher, information-incoming student), teachers are becoming more and more consultative, counseling and learning leaders. It is necessary to combine personal encounters with virtual presence. This requires a large number of online learning materials and forms of online talent management. The development of career building skills is also organised on the basis of a process principle, and with methods adapted to age and maturity level, it can be continued and continued from the lower levels of public education (early career guidance) to its highest grade and beyond (life path support guidance). As part of the project, we plan to present life paths and career opportunities that represent an intellectual challenge and inspiration for young people who are susceptible to it, and to pursue support activities that increase the popularity of mathematical, science, IT and technical disciplines in public education, partly online, partly through the organisation of university open days and open events; partly with local trainings and programmes in or in the immediate vicinity of the beneficiary districts. For motivation purposes, we organise professional days per field, where prospective students can get acquainted with the university and work environment, the learning tasks and job opportunities awaiting them. The university promotes a partner school program, which organises a study visit to the university and a longer-term cooperation with secondary schools. In order to promote it, taking advantage of the potential of gamification, organise online (or partly online) competitions. The competitions are open, but we support the participation of students living in the beneficiary districts with the mentoring system set up in the framework of the competition. We build a network of teachers mentoring across all disciplines to recognise talent and support their access to higher education. By promoting MTMI careers, we motivate high school students to choose MTMI degree programs. The on-site training complements the online tools of MTMI orientation, which we intend to do in two different fields. On the one hand, we start specialisations in the vicinity of the students living in the beneficiary districts (mainly in the county for secondary school students and within districts for primary school pupils). We train the teachers and mentors of the region to hold these specialities, and we also prepare online resources, task collections and online experiments for the specialists as well. On the other hand, we organise summer camps and excursions where university professors and students (primarily professors) deal with the students with interesting topics related to MTMI. Professional and methodological training of these students is part of the application. Today’s young people are ‘live’ on Facebook, so it is absolutely necessary to address them on this path. For underprivileged pupils, participation in preparatory programmes and studies away from their place of residence are almost unavailable. The possibility for young people living in the region to participate in a locality close to their place of residence in a talent-providing regional circle can be an opening point for pupils living in less modest or disadvantaged backgrounds. This also contributes to the region’s potential capacity to retain the workforce, which in the long term could lead to an improvement in regional economic indicators. (English)
8 February 2022
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Szombathely, Vas
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Identifiers
EFOP-3.4.4-16-2017-00006
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