The number of workshops based on practical experience in the domestic classroom and outside the classroom is low compared to that in OECD countries, which contributes to a low level of application of basic competences in international comparisons. This is supported by the results of the PISA surveys (creative problem-solving, world orientation, collaboration, career and career planning, individual and social competences, literacy, mathematical, natural science, etc.), as well as the domestic indicators of international PIRLS and TIMSS competency surveys (weakening reading, mathematical, science performance, negative attitudes to mathematics and science, and sub-average motivation). The European Union’s objectives in the field of education and training include the issue of early school leaving and reducing school leaving without qualifications as a priority; this is a real problem for public education, which is also a task to be solved. Many families face serious difficulties in the placement and supervision of their children during school holidays (15 weeks in total) and they have not been able to spend active, developmental leisure and skills development activities. At present, the public education system cannot provide a suitable solution for students to spend their free time during school breaks. Another problem is that, due to their social situation, disadvantaged and cumulatively disadvantaged pupils are practically unavailable for personality and skills-enhancing activities and programmes during school breaks. In terms of residential and day-care programmes, there are a variety of camps currently available to parents, but thematic camps (sports, language, arts, etc.) are not available to all families due to participation fees. In the framework of the project, free of charge will also open up opportunities for students to participate in thematic programmes, which will not only increase their recreation but also their proficiency in the topics they are interested in. At the same time, residential and day-care programmes are suitable not only for broadening learners’ knowledge, but also for the development of social skills: leaving the usual school framework, yet in a safe environment, students have the opportunity to integrate into a new community, to build new relationships, to engage in networking and cooperation between different age groups in groups. The overall objective of the Sopron School District Centre project is to reduce school leaving without qualifications by implementing thematic non-formal and informal programmes (pilot) in a pilot system, to increase the effectiveness and efficiency of public education, to facilitate access to lifelong learning and to develop basic and key competences through non-formal means. The specific objectives of the project are: — continuous development of the methodological culture of the institutions involved in the development, prioritising pedagogical creativity; in line with the requirements of new curricula-content regulators, — testing content developed in EFOP-3.2.15-VEKOP-17 through the implementation of thematic non-formal and informal programmes in a pilot scheme, — implementing programmes to support the development of native language and behavioural cultures, health education, movement development and environmental education programmes, — developing the digital competences of learners through informal and non-formal programmes to be implemented, — support the further development of tools for the acquisition of learner skills, competences and personal fulfilment, — reduce early school leaving and the number of school drop-outs, and provide the foundation for lifelong learning at school, — support the wider uptake of programmes and methodologies in an open educational and learning environment in non-formal and informal settings, in order to strengthen social cooperation.
