Short summary

As a result of all these changes, the rate of early school leavers declines continuously: while this rate stood at 10% in the 2013/2014 academic year, in the next (2015/2016) school year it dropped to 5%.

The school tries to improve the efficiency of education, help students in learning and create a bond toward the school through the following activities:

  • Preparations for the school year both for the teaching staff and for students. For teachers, developmental teachers gave a presentation on the classroom involvement of students with learning disabilities. The school attempts to make newly enrolled students committed to the school by way of a 4-week transition programme.
  • Assessing – and providing counselling on – students’ learning habits, reinforcing efficient learning behaviours, supporting effective work schedules and the creation of a daily agenda.
  • As part of the assessment and observation performed during the induction period, various methods – including tests and assignments – are used to assess students’ concentration levels, written and oral self-expression skills, reading skills (reading aloud/silently),memory, thinking and their ability to navigate through the world of information.
  • Teachers of vocational subjects have compiled a collection of mathematical operations that is needed for solving professional calculations – math teachers place a greater emphasis on this exercise than the given profession;
  • Developmental teachers also supplemented their toolkit with trade-specific materials – for instance, they introduced memory cards showing the terms of the trade, welding procedures/signs, etc. Teachers of vocational subjects can also request these materials and use them in their classes.
  • Subjects are distributed in a group breakdown: over and above the given professional breakdown, the subjects of Hungarian language and literature, foreign language and social studies are broken down further.
  • A shorter evaluation period, more opportunity to collect grades.
  • Regular class discussions: the first one is scheduled for October, following the observation period, the second is in December before the end of the semester, the third is in April also before the end of the semester/year to give students an opportunity to improve their grades and help failing students get back on track.
  • Community programmes at school and class level in the form of cooking contests, line competitions, sports competitions.

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Target group of good practice:

School leaders & Teacher educators




Szabó Andrásné head of institution


Baross Gábor Mechanical and Transport Engineering School

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