Upgrade with Learner-centred Approach (ULCA)

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Details

Project name‍

Upgrade with Learner-centred Approach

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The acronym of the project

ULCA

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Project Number

2020-1-SK01-KA203-078306

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Project duration:

September 2020 – December 2022

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Funded:

Slovak Academic Association for International Cooperation (SAAIC)

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Programme:

Erasmus+, KA2

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Project partners:

HARMONY ACADEMY s.r.o., Slovakia, MYKOLO ROMERIO UNIVERSITETAS, Lithuania, Centar za inovacii i digitalna edukacija DIG-ED, North Macedonia, Opshtinsko osnovno uchilishte STRASHO PINDJUR Negotino, North Macedonia, Osnovna sola Dobje, Slovenia, Primary School Ružomberok, Slovakia, BIEDRIBA EUROFORTIS, Latvia, Vilniaus Prano Masioto pradine mokykla, Lithuania

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Project coordinator:

CATHOLIC UNIVERSITY IN RUZOMBERK, Slovakia

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Project outputs:

• Teacher development competence framework in the Pupil's Needs Approach
• Guidelines for primary schools for the implementation of the Pupil-Centred Approach
• Study programmes "Approach focused on pupil's needs"
• Study programme "Self-development of learn&lead teacher"
• Lifelong learning programme for educators "Pupil-centred approach"
• Lifelong Learning Programme for Educators "Self-Development of Learn&Lead Teacher"

Budget:

‍EUR 349 061

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Overview

Project Foundations

The ULCA project was based on three key pillars that shaped its innovative approach to transforming education:

1. Learner-Centred Approach (LCA) by Gabriela Lojová: This pedagogical model prioritized active, participatory learning, emphasizing relevant content, cognitive and emotional growth, and creating positive learning environments where students were active participants.

2. Learn&Lead Innovation by Jana Chynoradská: This framework empowered teachers with skills in self-management, leadership, and professional development, fostering adaptability and resilience within educational teams and school communities.

3. EFQM Excellence Model, guided by Vanda Novoksonová and Adela Vitkovská: The European Foundation for Quality Management (EFQM) model underpinned the project’s focus on institutional excellence, supporting continuous improvement and high standards in educational management.

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Key Features

• Project Goals and Objectives ULCA addressed crucial needs in the educational landscape, which often emphasized memorization over active learning. The project shifted the focus to a learner-centred approach, fostering active engagement from students and teachers alike. The core objectives were to:
  • Enhance the quality of university-level education by incorporating learner-centred approaches and updating curricula.
  • Establish model primary and secondary schools implementing LCA and the EFQM model, setting new benchmarks for educational excellence.
  • Develop teachers’ self-management skills through the Learn&Lead framework, empowering them as leaders in the classroom and beyond.
  Structure and Participants The project engaged 326 direct participants in various training activities and conferences, with over 500 LCA self-assessments completed by teachers in partner countries. The partnership included two universities, several primary and secondary schools, a private teacher-training centre, a teachers' association, and an NGO. Through this collaboration, ULCA impacted 120 pre-service teachers studying the new curricula, 30 in-service teachers from beyond the consortium, and other education professionals participating in lifelong learning programs. Key Activities ULCA encompassed a series of structured activities, which created impactful educational resources and frameworks:
  • Development of Tools: Created a competency framework, self-assessment tools for teachers, and guidelines for school principals and university administrators.
  • Curriculum Development: Introduced new study subjects focused on learner-centred methodologies, Learn & Lead leadership and self-management at Bachelor, Master, and Life-Long Learning levels.
  • Training Programs: Organized short-term staff training events in Slovakia and Lithuania, covering LCA model implementation, EFQM excellence standards, and Learn&Lead skills.
  • Conferences: Hosted two international conferences (in Lithuania and Slovakia) to showcase findings, engage educators, and disseminate best practices.
  Methodology The project employed a mixed-methods approach, combining data collection, analysis, desk research, and focus group discussions to develop teaching tools and curricula. This framework ensured a seamless progression from individual teacher tools to institutional changes in curricula, leading to improved pedagogical practices across the consortium. Results and Impact ULCA achieved a two-tiered impact:
  1. Institutional and System-Level Impact: Enhanced teaching and management practices within participating schools and universities, supported by the EFQM model and Learn&Lead approach.
  2. Individual Impact on Educators and Students: Empowered teachers and administrators were equipped with new competencies for fostering supportive, engaging, learner-centred environments. Pre-service teachers gained real-world experience with these methods in model schools.
  Long-Term Benefits and Dissemination The project’s long-term benefits included newly accredited study subjects in English, Slovak, and Lithuanian, spanning Bachelor, Master, and Life-Long Learning programs. To extend its impact, ULCA’s outcomes were shared through a dedicated website, social media, newsletters, and international conferences, reaching educators, university faculty, and the wider public. The Upgrade with Learner-Centred Approach (ULCA) project pioneered a shift in educational practices, fostering an engaged, active learning culture that empowered students and educators alike. Grounded in learner-centred principles, innovative self-management frameworks, and a commitment to excellence, ULCA set a model for future educational transformations across Europe.