A Short History of László Dienes Secondary Grammar School
We started grammar school education with 5 study groups in 1966. The technical and grammar school education went on simultaneously until the academic year of 1971/72, then, between September 1971 and 1995 we offered only technical secondary education. Pure grammar school education has been going on continuously since September 1995.
In our grammar school, education is based on the general curriculum. In September 2005, we started a preparatory class specialized in English and German languages, thus we joined the five years secondary education programme. These students learn English and German languages in 14 lessons a week in the ninth class. Besides the teachers of English and German, native consultants ensure the success of developing communication skills. The students have four Informatics lessons a week, and in the remaining lessons we provide them skill-developing education in general subjects.
Classes working within the scope of the general curriculum can learn two foreign languages (the first language in 4, the second one in 3 lessons a week). English, German and Latin languages are available.
Informatics is thaught in a greater number of lessons (4 lessons a week). Our students learn this subject for four years, which guarantees their adequate preparation for the international ECDL exam.
Our students can benefit by a language laboratory that meets the claims of up-to day language learning, and computer rooms ensure modern equipment and conditions to study Informatics. We also provide special classrooms for several general subjects.
11th- and 12th-form students are offered optional lessons, and preparatory lessons for the advanced- and ordinary-level scool-leaving exams as well.
Encouraging health- and environment-conscious behaviour is a part of primary importance in our Pedagogical Programme. A great number of our leisure programmes and most of the projects and competitions we announce are conductive to achieve these educational purposes.
Extra-curricular and free time activities are organized by the Students Board with the assistance of the educational deputy headmaster. The results of the special interest and study circles enhance the reputation of our school. A large number of students take part in editing Pepita, our school paper and in making the programmes of our school radio. Gifted students can join the drawing circle and be engaged in glass painting.
Our sports club (DSE) is responsible for organizing and running free time sports activities. Ballgames, especially floorball, are extremely popular. We participated in six national competitions in floorball during the past six years. Two of our students reached the finals in the National Students Olympic Games. Our sports teams regularly enter the volleyball, football and basketball championships in our town. Each class can go ice-skating once a year in winter. It is a delightful experience for the students.
Night-time Internet cafe is available a couple of times during the school year which attracts a lot of interested teachers and students as well.
Various ceremonies, exhibitions, Dienes Gallery, and our students dance performances on the school-leaving ceremonies are considered unique. They are long-established traditions and constitute an essential part of the present and future of our school.
A Short History of Technical Education
Our School was established in 1966. In the first years we had both secondary grammar and technical school classes. Secondary technical education of nursing started in two classes in 1968.
At present, we provide regular, evening and correspondence courses within the framework of technical education. We run only those heath care and/or social care professional educational programmes that era issued in the national training specification (OKJ). The professional training for nursing lasts for three years. During this period students learn professional subjects, social sciences and skill-developing subjects. The block-based training system was replaced by a modular scheme in September 2006.
Practical training is carried out in hospital departments, ambulance stations and public health institutions. Our school is responsible for providing the place for practical training for all of our students. Training programmes close with a trade exam and the students receive an OKJ certificate that proves their advanced-level qualification in nursing.
Training courses in infant and child nursery last for three, and ambulance training for two years. All training courses end with a trade exam and the candidates receive an OKJ certificate. On demand, we can launch any kinds of training courses issued in the national training specification (OKJ) in extra-educational system form.
In the spring of 2004, we established relations with Jyväskylan Ammattiopisto school in Jyväskyla, Finland. The Finnish colleagues spent some days in our town, Debrecen. They had the opportunity to get acquainted with the town and the educational work in our school. In October 2004, a delegation of our school payed a visit to Finland, when the two schools entered into an agreement about a student exchange programme. The agreement opened the door for our students to do some of their professional practice in Finland. The student exchange programme has been going on successfully for two years. The third Finnish group is about to arrive soon. The visits proved to be a great experience for students and teachers as well. Besides broading their professional knowledge, they were afforded the chance of developing their foreign language skills. We hope that the number of the studens participating in this programme will increase in the future as they realize the advantages and opportunities it provides for them.
László Dienes Grammar School and Technical School for Nursing prepares the students to meet standards in all fields of nursing, health and social care, and it ensures them to acquire a high level of general education. The professional training programmes that are available for all students who gained the school-leaving certificate were introduced in accordance with the principles of the Council of Europe and the expertises of the national professional institutions.
Our main resources are our highly and diversely qualified teachers who guarantee the high quality of general secondary, heath care and social education in our school.
Our secondary school students gain a school-leaving certificate that meets the standards of our age and means passport to further studies as we prepared and adjusted our curriculum to stand all demands and challenges of modern times. We provide opportunities for our students to take part in remedial tutorials, and to develop and cultivate their talent as well.
Our professional training, based on the school/leaving examination, guarantees that our students take possession of the professional knowledge that complies with the most exact requirements in Europe and makes them able to profit by their knowledge in all fields of health care. Educational work is supported by well/equipped, modern technical classrooms and highly qualified teachers.
LEONARDO - 2009
Having finished their studies our students are going to work in the field of health care, primarily, in nursing care.
To prepare the students for actual employment (to require the neccessary work experience and to enhance their chances of employment), our school finds it necessary to help the students getting to know new foreign professional techniques and methods and improving their knowledge of English.
We applied for this students1 mobility programme because the foreign work experience of our students has an inspiring and encouraging effect on all of our students in each grade. The professional experience and the new methods they acquired can be effectively integrated into our professional practice.
Our school provided four optional extra-curricular English lessons per week for the nursing students (additionally to the compulsory lessons) who were interested in. The students who attended these lessons enjoyed priority in the enrollment of this foreign practice programme.
During the foreign professional practice, our students were involved in home care, institutional care and elderly people's care. We would have preferred our students to participate in hospital care, but our partner institutions were able to provide them the aforementioned practice placements.
However, most of the planned practice activities could be carried out among these conditions as well. They worked together with the nurses of the receiving institutions, and in the final weeks, most of the students could work alone.
They got to know the Danish and Dutch protocols and procedures in elderly people’s care which they could compare and contrast with the Hungarian professional methods.
They performed basic nursing activities using and practising the professional knowledge they had acquired before in Hungary.
They could also practise how to establish relationships and contacts in a foreign language which attributed to the development of their communicational skills and professional language knowledge in English.
According to the feedback from their teachers of English, their professional English competences have improved significantly.
All the students who participated in the programme study nursing care at our school. The OKJ (national registration of vocational training) number of this education programme is 54 72301 1000.
According to the laws no impaired students can participate in nursing education, therefore, no impaired students could be involved in the programme.
However, 4 disadvantaged students could take part in the foreign practice (we had planned only 2 students); one of them received a job offer from the receiving foreign institution.
We applied with the Danish Social- and Health Care Schools Region South institution as a partner institution.
The students in the first turn (from 02nd - 29th May, 2010) could perform their professional practice at Danish institutions in Odense and Vejle with the help of Danish mentors.Their names are Tímea Cseppentő, Nikoletta Greskó, Mariann Kondás, Vivien Morvai and Barbara Szabó.
The second turn of our students were travelled to the Dutch Regional Opleidingen Centrum West-Brabant school in Breda. They are Beáta Czeglédi, Bernadett Baji, Zsuzsa Czövek, Péter Domján, Eszter Fekete, Szabina Kelemen and Márta Kovács This practice period took place from 25th February to 27th March, 2011.
Adaption of both groups of students was helped by an attending teacher during the first week. The students worked on the five weekdays, for 6-8 hours each day.
On the first day, they got to know the receiving institution and the local nursing protocol and practice. They learned their working schedule, and got acquinted with the practice place and their foreign mentors and attending teachers.
On the second day the students went to their workplaces and took up work. The Hungarian attending teachers visited all the practice institutions and places, and gave advice to the students whenever they found necessary. Every receiving institution organized joint programmes with our students. These programmes involved informal dinners, discussions, playing ice-hockey and introduction of schools to each other.
Accommodation was arranged in a way which facilitated that our students could get to know the host countries and cultures: our students were not isolated but they were accommodated at host families or in dormitories.
During the preparatory lessons in informatics in Hungary the students had planned in advance what sights they would visit and what freetime activities they would be able to be engaged in. They visited most of the sights, they went round the city they lived and worked and the neighbouring areas discovering the places of interest.
With the help of the project we have achieved multiple purposes.
The participants got acquinted with nursing and caring activities and protocols of foreign countries, and, at the same time, they got insight into the culture and everyday life of the host country.
They have improved both their professional and communicational skills. They will be able to utilize their foreign experience during their forthcoming practice in Hungary.
Living in a foreign environment contributed to the development of their adaptive skills, management of conflicts, self-evaluation, confidence and knowledge of informatics. Relying on the participating students' experience, other students have become more encouraged to take part in the students' mobility programmes in the future.
The good relationship with the receiving institution gives scope for forming new contacts with other foreign institutions in the hope of establishing new practice places.
Both receiving schools sent some students to us (into Debrecen) to perform foreign professional practice. We provided help in the arrangement and coordination of these practice placements, which expectedly, opened horizon for a fruitful cooperation in the future.
We have achieved the aim of the project, our students foreign professional practice was successfully carried out. Our students and teachers as well as the members of the project team have gained a lot of experience, which they can utilize in the forthcoming projects and in their everyday lives.
This succesful project and the realization of the project aims are the result of the joint work of the project team which consisted of our teachers. The project manager was Judit Mányi, who arranged travelling and taking insurances, and coordinated the project activities. The preparatory professional education course was led by Pappné Gyöngyösi Éva, who attended our students into Denmark. Enikő Kiss performed the English correspondence, she was the coordinator of the preparatory English courses and she attended our students to the Netherlands. English correspondence with the Danish partner was carried out by Potyókné Makónyi Erika. Szatmáriné Varga Erika was responsible for the financial tasks.