Ady Endre Secondary School, Vocational School and College

  • 4765 Csenger,Honvéd utca 5.
  • 06-44/520-126



In 1961 there was a strong social demand for higher education.  Therefore secondary school education started with the 9th grade and with 49 pupils within the famework of the elemenary school. At that time  László Halász was the headmaster of the school. The school, however, bacame  completely independent  in 1963 with the accomplishment of a new  building consisting of  8 classrooms . The headmaster of the independent school  was László Fábián.

After launching the first class, in the following years the number of classes increased to two and three respectively, due to the rapid increase in the number of students. The secondary school reached the highest  number of students in 1964/65 with 387 attendants. In 1971 the secondary school assumed the name of Ady Endre, the famous Hungarian poet.

Within the first ten years  the number of students  increased permanently, due to which the construction of a new building was necessary. The new building whose construction started in 1972 was completed by 1973. It consisted of 8+2 special classrooms. 

Since the middle of 1970’s the school  introduced practical trainings as well  in order to retain its  students and to contra-balance the draining  effects of the vocational schools. The introduction  of certain practical subjects and later the addition of  practical subjects to complement theoretical subjects  resulted in a gradual switch towards  practice oriented trainings. There was a natural demand of the labour market that students should  leave the school with some sort of vocational knowledge along with the final exam certificate.

With the growth in popularity of the vocational schools and trading schools, the number of students in our secondary school decreased rapidly. That lowest figure being 134 pupils in 1986/87. A decision needed to be taken regarding the future of the institute. Based on the training traditions of the institute (fundamentals of education) in the autumn of 1987  kindergarden-teacher training was launched with 38 students. This decision turned out to be fortunate because this profession was very attractive for girls and opened up further possibility for  graduate students in higher education. This resulted in the increase of the number of graduates and also in the improvement of standards. From more numerous applicants there was a possibility to select the best pupils.  This higher standards resulted in he increase of those graduates who were able to continue their studies in higher education.   Based on our results measured between 1992 and 1996 the school scored  the 14th place among the  mixed-type secondary schools on national level.

We could also benefit from the fact that the local footwear industry  recquired more and more well-trained workers.  The recquirements could not be entirely met by the secondary  vocational school  of Nyírbátor, thus we  launched a special class training skilled workers for the footwear  industry. 

The number of pupils enrolled in schoolyear 1992/1993 was 324. This increase in the number of pupils raised the necessity of enlarging the capacity of the  student hostel. According to this need  the area of the old building was increased by adding an additional storey on the top of the building which went along with the changing of doors and windows and the modernization of  the heating  system. 

In 1997 we organized the first form specialized in English and Information technology.  To meet the requirements of the training computers were installed and the necessary technologies were provided which raised the competitiveness of the school’s infrastructure in the area. The vocational training could also exploit  the possibilities of  information technology.

In 1996 the kindergarten-teacher training was abrogated and parallel with this the professional training in  padagogy was launched. Based on the number of graduates who managed to  continue their studies in  higher education institutions, we may conclude that this kind of pedagogy oriented training proved to be successful. 

In 1998 our  first class specialized in economics started its operation.  As the school did not have any tradition in this field of training, the most difficult task we met was to recruit the  staff specialized in the field of economics. First part-time teachers were hired, later some members of our staff  were retrained. Our hopes linked to this training were satisfied. The specialization in economics  has maintained its popularity through the years among the pupils. 

In accordance with the requirement of the National  Curriculum and the  Education Act we started to organize  vocational trainings requiring general final examination. Depending on the number of the applicants enrolling to year 13 and according to the choices made by them, we  train  teaching assistants, child supervisors, foreign trade assistants, customs administrators. 

Adult education  commenced again in 1998 along with the vocational school training of skilled workers.

The changes which took place brought about the reconstruction and enlargement of the buildings.  A  PHARE CBC project made an overall reconstruction possible in the spring and summer of the year 2000.  The area of the school was enrarged by building in the attic. As a result of this extensive reconstruction the school has 14 classrooms, 3 laboratories for teaching physics, chemistry and biology, 3 computer rooms, one worshop and 3 emergency classrooms.  A new community room was also constructed, which is also used as a dining room.  Due to the  reconstruction carried out we could also house our  library in a decent hall meeting the pofessional requirements. 

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