The Teacher of the Gypsy Church Community (Q3899146): Difference between revisions
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Provide students with multiple disadvantaged backgrounds and learning problems belonging to our parish in Hedikz with a learning environment that reduces early school leaving. Thus, they have a better chance of reaching the school graduation or gaining a profession. It is also important to increase their chances on the labour market. The project will be launched with 30 Roma students with multiple disadvantages from 3 to 8th grade and 11-12nd grade students. We plan that at least 50 % of graduates will successfully enrol in secondary schools or high-quality vocational schools. The contribution of the school program to the development of the target group: The planned programme of the school is the application of learning organisational procedures that support learning and respond to individual learning needs (developing activities in the framework of individual and small group mentoring systems, defined according to the individual development of the student). We use an alternative non-formal, informal form of learning that is not present in our settlement (learning is a methodological activity, teaching learning, small-group development of pupils with diagnosed learning disorders, organisation of drama-pedagogical sessions, art pedagogy sessions, self-knowledge skills, personality developmental formations. In addition, providing guidance for leisure activities and involving family members in the programmes). 7 teachers and mentors participate in the professional implementation, one teacher has mentoring 4 and 5 children (30 pupils). We have 20 hours of professional activity per week: — 4 Hungarian — 4 maths — 2 foreign languages — 3 dramas, acting — 2 arts (music, dance) — 1 IT (basic IT knowledge) — 2 crafts, fine arts — 1 developer games (interactive games developing thoughts — 1 spiritual leadership). Project justification, quantifiable results: Lack of additional school-related services/social work, career counseling, better day care, specialisations, support for talented children/. The above generates that Roma students’ further education indicators are unfavourable. Those who have been admitted to secondary school drop out early or go to vocational schools that do not provide them with marketable training. The backlog that started in the lower part of the secondary school and worsened during the upper section, therefore the school dropout and, as a result, the impossibility of further education, had so far been occasional in the parish through volunteers. Missing and requested service for recreation programs: youth club, sports club, artisanal circle, weekend programs, summer camps. The involvement of families/parents would also improve the foundations of church and secular community initiatives in the settlement as well as reduce school aggression, absenteeism and facilitate conflict resolution. As a result of the project, we look forward to reducing the absence of 30 participants from school by 50 %, while 30 % will have better learning outcomes. Students’ self-esteem is evolving. 50 % of the graduates will enter a secondary secondary school for graduation. Description of direct and indirect beneficiaries: The direct target groups of the school program are students with multiple disadvantaged backgrounds, mainly Roma-aged students from 3 to 8th and 11-12nd grades. 70 % receive regular child protection benefits, at least 60 % are disadvantaged and all of them are of Roma origin. 30 students. The secondary (Indirect target group) of the programme is the families of the pupils, based on an interview. Tertiary (indirect target group): participants of the institutions of the public education system to whom the results of the programme are presented in various fora, combined parental meetings, director’s meeting, school child protection officer, class teacher meetings and interviews. Planned development goals: Preparation Professional implementation of the project — Involvement of learners — Personal development activities promoting individual learning — Building a life course directly helping further education — Activities related to compensation for social disadvantages — Developing skills outside school hours (organisation of residential programs once a year for 5 days 4 nights summer camp, leisure activities, artistic activities, traditional activities, organisation of an excursion 2 times a year, Open programs involving parents 4 times a year (1 sports day, 1 advent family day, 1 carnival day, 1 family day for family), once a day catering for children involved (teacher) — Acquisition of equipment — Networking capacity development — Project management activity — Information public (English) | |||||||||||||||
| Property / summary: Provide students with multiple disadvantaged backgrounds and learning problems belonging to our parish in Hedikz with a learning environment that reduces early school leaving. Thus, they have a better chance of reaching the school graduation or gaining a profession. It is also important to increase their chances on the labour market. The project will be launched with 30 Roma students with multiple disadvantages from 3 to 8th grade and 11-12nd grade students. We plan that at least 50 % of graduates will successfully enrol in secondary schools or high-quality vocational schools. The contribution of the school program to the development of the target group: The planned programme of the school is the application of learning organisational procedures that support learning and respond to individual learning needs (developing activities in the framework of individual and small group mentoring systems, defined according to the individual development of the student). We use an alternative non-formal, informal form of learning that is not present in our settlement (learning is a methodological activity, teaching learning, small-group development of pupils with diagnosed learning disorders, organisation of drama-pedagogical sessions, art pedagogy sessions, self-knowledge skills, personality developmental formations. In addition, providing guidance for leisure activities and involving family members in the programmes). 7 teachers and mentors participate in the professional implementation, one teacher has mentoring 4 and 5 children (30 pupils). We have 20 hours of professional activity per week: — 4 Hungarian — 4 maths — 2 foreign languages — 3 dramas, acting — 2 arts (music, dance) — 1 IT (basic IT knowledge) — 2 crafts, fine arts — 1 developer games (interactive games developing thoughts — 1 spiritual leadership). Project justification, quantifiable results: Lack of additional school-related services/social work, career counseling, better day care, specialisations, support for talented children/. The above generates that Roma students’ further education indicators are unfavourable. Those who have been admitted to secondary school drop out early or go to vocational schools that do not provide them with marketable training. The backlog that started in the lower part of the secondary school and worsened during the upper section, therefore the school dropout and, as a result, the impossibility of further education, had so far been occasional in the parish through volunteers. Missing and requested service for recreation programs: youth club, sports club, artisanal circle, weekend programs, summer camps. The involvement of families/parents would also improve the foundations of church and secular community initiatives in the settlement as well as reduce school aggression, absenteeism and facilitate conflict resolution. As a result of the project, we look forward to reducing the absence of 30 participants from school by 50 %, while 30 % will have better learning outcomes. Students’ self-esteem is evolving. 50 % of the graduates will enter a secondary secondary school for graduation. Description of direct and indirect beneficiaries: The direct target groups of the school program are students with multiple disadvantaged backgrounds, mainly Roma-aged students from 3 to 8th and 11-12nd grades. 70 % receive regular child protection benefits, at least 60 % are disadvantaged and all of them are of Roma origin. 30 students. The secondary (Indirect target group) of the programme is the families of the pupils, based on an interview. Tertiary (indirect target group): participants of the institutions of the public education system to whom the results of the programme are presented in various fora, combined parental meetings, director’s meeting, school child protection officer, class teacher meetings and interviews. Planned development goals: Preparation Professional implementation of the project — Involvement of learners — Personal development activities promoting individual learning — Building a life course directly helping further education — Activities related to compensation for social disadvantages — Developing skills outside school hours (organisation of residential programs once a year for 5 days 4 nights summer camp, leisure activities, artistic activities, traditional activities, organisation of an excursion 2 times a year, Open programs involving parents 4 times a year (1 sports day, 1 advent family day, 1 carnival day, 1 family day for family), once a day catering for children involved (teacher) — Acquisition of equipment — Networking capacity development — Project management activity — Information public (English) / rank | |||||||||||||||
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| Property / summary: Provide students with multiple disadvantaged backgrounds and learning problems belonging to our parish in Hedikz with a learning environment that reduces early school leaving. Thus, they have a better chance of reaching the school graduation or gaining a profession. It is also important to increase their chances on the labour market. The project will be launched with 30 Roma students with multiple disadvantages from 3 to 8th grade and 11-12nd grade students. We plan that at least 50 % of graduates will successfully enrol in secondary schools or high-quality vocational schools. The contribution of the school program to the development of the target group: The planned programme of the school is the application of learning organisational procedures that support learning and respond to individual learning needs (developing activities in the framework of individual and small group mentoring systems, defined according to the individual development of the student). We use an alternative non-formal, informal form of learning that is not present in our settlement (learning is a methodological activity, teaching learning, small-group development of pupils with diagnosed learning disorders, organisation of drama-pedagogical sessions, art pedagogy sessions, self-knowledge skills, personality developmental formations. In addition, providing guidance for leisure activities and involving family members in the programmes). 7 teachers and mentors participate in the professional implementation, one teacher has mentoring 4 and 5 children (30 pupils). We have 20 hours of professional activity per week: — 4 Hungarian — 4 maths — 2 foreign languages — 3 dramas, acting — 2 arts (music, dance) — 1 IT (basic IT knowledge) — 2 crafts, fine arts — 1 developer games (interactive games developing thoughts — 1 spiritual leadership). Project justification, quantifiable results: Lack of additional school-related services/social work, career counseling, better day care, specialisations, support for talented children/. The above generates that Roma students’ further education indicators are unfavourable. Those who have been admitted to secondary school drop out early or go to vocational schools that do not provide them with marketable training. The backlog that started in the lower part of the secondary school and worsened during the upper section, therefore the school dropout and, as a result, the impossibility of further education, had so far been occasional in the parish through volunteers. Missing and requested service for recreation programs: youth club, sports club, artisanal circle, weekend programs, summer camps. The involvement of families/parents would also improve the foundations of church and secular community initiatives in the settlement as well as reduce school aggression, absenteeism and facilitate conflict resolution. As a result of the project, we look forward to reducing the absence of 30 participants from school by 50 %, while 30 % will have better learning outcomes. Students’ self-esteem is evolving. 50 % of the graduates will enter a secondary secondary school for graduation. Description of direct and indirect beneficiaries: The direct target groups of the school program are students with multiple disadvantaged backgrounds, mainly Roma-aged students from 3 to 8th and 11-12nd grades. 70 % receive regular child protection benefits, at least 60 % are disadvantaged and all of them are of Roma origin. 30 students. The secondary (Indirect target group) of the programme is the families of the pupils, based on an interview. Tertiary (indirect target group): participants of the institutions of the public education system to whom the results of the programme are presented in various fora, combined parental meetings, director’s meeting, school child protection officer, class teacher meetings and interviews. Planned development goals: Preparation Professional implementation of the project — Involvement of learners — Personal development activities promoting individual learning — Building a life course directly helping further education — Activities related to compensation for social disadvantages — Developing skills outside school hours (organisation of residential programs once a year for 5 days 4 nights summer camp, leisure activities, artistic activities, traditional activities, organisation of an excursion 2 times a year, Open programs involving parents 4 times a year (1 sports day, 1 advent family day, 1 carnival day, 1 family day for family), once a day catering for children involved (teacher) — Acquisition of equipment — Networking capacity development — Project management activity — Information public (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 12:45, 8 February 2022
Project Q3899146 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | The Teacher of the Gypsy Church Community |
Project Q3899146 in Hungary |
Statements
29,655,356 forint
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34,888,654.118 forint
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85.0 percent
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1 November 2016
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31 December 2018
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Nyíregyházi Egyházmegye
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A hodászi egyházközségünkhöz tartozó halmozottan hátrányos helyzetű és tanulási problémákkal küzdő tanulók számára olyan tanulási környezetet biztosítani, mely az iskolai lemorzsolódást csökkenti. Így nagyobb eséllyel juthatnak el az érettségiig, illetve szakmaszerzéshez. Fontos cél a munkaerő-piaci esélyeik növelése is. A projektet 30 fő roma, halmozottan hátrányos helyzetű 3-8. osztályos, és 11-12. évfolyamos tanulóval indítjuk. Tervezzük, hogy a végzős tanodások legalább 50%-a sikeres felvételt nyer érettségit adó, illetve minőségi szakképzést nyújtó iskolákba. A tanoda program hozzájárulása a célcsoport fejlődéséhez: A tanoda tervezett programja a tanulást támogató, az egyéni tanulási igényekre reagáló tanulás szervezési eljárások alkalmazása (egyéni és kiscsoportos mentori rendszer keretében végzett fejlesztő tevékenység a diák egyéni fejlettsége alapján meghatározva). Olyan alternatív nem formális, informális tanulási formát alkalmazunk, mely a településünkön nincs jelen (tanulás módszertani foglalkozás, a tanulás tanítása, diagnosztizáltan tanulási zavarokkal küzdő tanulók kiscsoportos fejlesztése, drámapedagógiai foglalkozások szervezése, művészetpedagógiai foglalkozások, önismereti készség, személyiség fejlesztő fogalakozások szervezése. Továbbá szabadidős tevékenységek pályaorientáció kialakítása, s a családtagok bevonása a programokba). 7 pedagógus, egyben mentor vesz részt a szakmai megvalósításban , egy pedagógusra 4, illetve 5 gyerek mentorálása jut (30 tanuló). Heti 20 óra szakfoglalkozást tartunk: - 4 magyar - 4 matematika - 2 idegen nyelv - 3 dráma, színjátszás - 2 művészet (zene, tánc) - 1 informatika (alapfokú informatikai ismeretek) - 2 kézműves, képzőművészet - 1 fejlesztő játékok (gondolkodást fejlesztő interaktív játékok - 1 lelki vezetés. Projekt indokoltsága , számszerűsíthető eredmények: Hiányoznak az iskolához kapcsolódó plusz szolgáltatások /szociális munka, pályaválasztási tanácsadás, jobb napközi, szakkörök, tehetséges gyerekek támogatása/. A fentiek generálják azt, hogy a roma diákok továbbtanulási mutatói kedvezőtlenek. Aki felvételt nyert középiskolába, hamar lemorzsolódik, vagy olyan szakképző iskolába kerülnek, melyek nem nyújtanak piacképes képzést számukra. Már az alsó tagozatban elkezdődő, s a felső tagozat során súlyosbodó lemaradás, emiatt az iskolából való kimaradás, ennek következtében a lehetetlenné váló továbbtanulás kiküszöbölésére tanoda típusú foglalkozás eddig önkéntesek révén, alkalomszerűen folyt az egyházközségben. Hiányzó, és igényelt szolgáltatás a szabadidős programok: ifjúsági klub, sportolási lehetőség, kézműves szakkör, hétvégi programok, nyári táborok. A családok /szülők/ bevonása a település egyházi és világi közösségi kezdeményezések alapjait is jobbítaná, valamint csökkentené az iskolai agressziót, a hiányzások számát, megkönnyítené a konfliktuskezelést. A projekt eredményeként várjuk, hogy a 30 résztvevő tanuló iskolából való hiányzása 50%-al csökken, 30% -nak jobb lesz a tanulmányi eredménye. A tanulók önértékelése fejlődik. A végzős tanodások 50%-a fog érettségit adó szakközépiskolába bejutni. A közvetlen és közvetett haszonélvezők bemutatása: A tanoda program közvetlen célcsoportjai a halmozottan hátrányos helyzetű, elsősorban roma származású 3-8. és 11-12. évfolyamos tanulók. 70 % rendszeres gyermekvédelmi kedvezményben részesül, legalább 60%-a hátrányos helyzetű és valamennyi roma származású, össz. 30 tanuló. A program másodlagos (Közvetett célcsoportja) a tanulók családja, igényfelmérés interjú alapján. Harmadlagos (közvetett célcsoport): a közoktatási rendszer intézményeinek azon szereplői , akik felé a program eredményeit különböző fórumokon, összevont szülői értekezleteken, igazgatói megbeszélésen, iskolai gyermekvédelmi felelőssel, osztályfőnökökkel megbeszélések és interjúk készítése. Tervezett fejlesztési célok : Előkészítés Projekt szakmai megvalósítása - Tanulók bevonása - Egyéni tanulást elősegítő személyiségfejlesztő tevékenységek - Életpálya építés a továbbtanulást közvetlenül segítő tevékenységek - Szociális hátrányok kompenzálásával kapcsolatos tevékenységek - Képességfejlesztő iskolaidőn kívül (bentlakásos programok szervezése évente egy alkalommal 5 napos 4 éjszakás nyári tábor, szabadidős tevékenységek, művészeti tevékenységek, hagyományőrző foglalkozások, kirándulás szervezése évente 2 alkalom, Nyitott programok szülők bevonásával évente 4 alkalommal (1 sportnap, 1 adventi családi nap, 1 farsang nap, 1 családi főzőnap), bevont gyermekek napi egyszeri étkeztetése (uzsonna)) - Eszközök beszerzése - Hálózatosodás kapacitásfejlesztés - Projekt menedzsment tevékenység - Tájékoztatás nyilvánosság (Hungarian)
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Provide students with multiple disadvantaged backgrounds and learning problems belonging to our parish in Hedikz with a learning environment that reduces early school leaving. Thus, they have a better chance of reaching the school graduation or gaining a profession. It is also important to increase their chances on the labour market. The project will be launched with 30 Roma students with multiple disadvantages from 3 to 8th grade and 11-12nd grade students. We plan that at least 50 % of graduates will successfully enrol in secondary schools or high-quality vocational schools. The contribution of the school program to the development of the target group: The planned programme of the school is the application of learning organisational procedures that support learning and respond to individual learning needs (developing activities in the framework of individual and small group mentoring systems, defined according to the individual development of the student). We use an alternative non-formal, informal form of learning that is not present in our settlement (learning is a methodological activity, teaching learning, small-group development of pupils with diagnosed learning disorders, organisation of drama-pedagogical sessions, art pedagogy sessions, self-knowledge skills, personality developmental formations. In addition, providing guidance for leisure activities and involving family members in the programmes). 7 teachers and mentors participate in the professional implementation, one teacher has mentoring 4 and 5 children (30 pupils). We have 20 hours of professional activity per week: — 4 Hungarian — 4 maths — 2 foreign languages — 3 dramas, acting — 2 arts (music, dance) — 1 IT (basic IT knowledge) — 2 crafts, fine arts — 1 developer games (interactive games developing thoughts — 1 spiritual leadership). Project justification, quantifiable results: Lack of additional school-related services/social work, career counseling, better day care, specialisations, support for talented children/. The above generates that Roma students’ further education indicators are unfavourable. Those who have been admitted to secondary school drop out early or go to vocational schools that do not provide them with marketable training. The backlog that started in the lower part of the secondary school and worsened during the upper section, therefore the school dropout and, as a result, the impossibility of further education, had so far been occasional in the parish through volunteers. Missing and requested service for recreation programs: youth club, sports club, artisanal circle, weekend programs, summer camps. The involvement of families/parents would also improve the foundations of church and secular community initiatives in the settlement as well as reduce school aggression, absenteeism and facilitate conflict resolution. As a result of the project, we look forward to reducing the absence of 30 participants from school by 50 %, while 30 % will have better learning outcomes. Students’ self-esteem is evolving. 50 % of the graduates will enter a secondary secondary school for graduation. Description of direct and indirect beneficiaries: The direct target groups of the school program are students with multiple disadvantaged backgrounds, mainly Roma-aged students from 3 to 8th and 11-12nd grades. 70 % receive regular child protection benefits, at least 60 % are disadvantaged and all of them are of Roma origin. 30 students. The secondary (Indirect target group) of the programme is the families of the pupils, based on an interview. Tertiary (indirect target group): participants of the institutions of the public education system to whom the results of the programme are presented in various fora, combined parental meetings, director’s meeting, school child protection officer, class teacher meetings and interviews. Planned development goals: Preparation Professional implementation of the project — Involvement of learners — Personal development activities promoting individual learning — Building a life course directly helping further education — Activities related to compensation for social disadvantages — Developing skills outside school hours (organisation of residential programs once a year for 5 days 4 nights summer camp, leisure activities, artistic activities, traditional activities, organisation of an excursion 2 times a year, Open programs involving parents 4 times a year (1 sports day, 1 advent family day, 1 carnival day, 1 family day for family), once a day catering for children involved (teacher) — Acquisition of equipment — Networking capacity development — Project management activity — Information public (English)
8 February 2022
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Hodász, Szabolcs-Szatmár-Bereg
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Identifiers
EFOP-3.3.1-15-2015-01067
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