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Partner schools

The National Academy of Handball (NEKA) opened its doors in 2013. Over the years, more and more students have joined the institution, and about 140 students have already begun the 2015-16 school year. The athletes typically come to us between the ages of 14 and 16 and study at three educational institutions. The youngest go to Boglár Elementary School, while the older ones are pupils of the local Siófoki Szakképzési Centrum Mathiász János Technikum és Gimnázium (Secondary School and Vocational Secondary School) and the Mátyás Király Gimnázium (King Matthias Secondary School).

The ground principle of NEKA states to educate not only athletes but the whole person. Accordingly, in addition to the work the children do in sports, we also pay great attention to their studies. School teachers, college educators and coaches monitor, and, where appropriate, assist young people in their studies. Teachers and educators prepare their children for the secondary school leaving exam through special sessions and activities. Students who choose advanced physical education at matriculation will also receive help from practitioners and take practical sessions and theoretical classes. Since the establishment of the academy, schools of Balatonboglár and Somogy have achieved excellent results at National Student Olympics Handball Competitions. The backbone of the teams is made up of Academy players. Not only do these successes increase the reputation of the schools, they also give students extra points in their admissions.

More information can be found on the school's websites

Boglári Általános Iskolába és Alapfokú Művészeti Iskola Siófoki Szakképzési Centrum Mathiász János Technikum és Gimnázium Mátyás király gimnázium

Dormitories

The NEKA Residential Village, Building A and Building B, has a boys' and girls' dormitory almost directly on the waterfront, where children are accommodated in double rooms. The time spent here is supervised by a well-educated teaching staff with 24-hour service. In developing the pedagogical plan, we have taken into account social and educational policy expectations, complex personality development, empowerment competencies, lifelong learning needs and practices, continuous education goals, talent development and inclusion. We aimed to create an all-inclusive system of institutions promoting physical, spiritual and intellectual development, in which, besides professionalism, we place great emphasis on moral education. Special attention will be given to the development of our students' individual abilities, which will help them continue their education and lay the foundations for their future lives, as well as preserving the values they bring from their families.

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