The Competent Learningprocess Erasmus Project

Project Title

The Competent Learningprocess

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Inclusion – equity; Early School Leaving / combating failure in education; Pedagogy and didactics

Project Summary

The project is a cooperation including ECEC and primary school educational institutes. The institutes cooperate in order to develop mutual pedagogical teaching methods striving to a pedagogical continuity from ECEC to primary education. The methods developed are benefitting the inclusion of all children and supporting them to attain ownership in their education. In the end the project strives to benefit active lifelong learning and preventing early school leaving.
The Competent Learning Process

The project aims to develop more child centered pedagogy where children are seen as makers of their education. Contribute to use of diverse learning environments as well as increasing the level of physical activity in the education.

The project is a schools only project and it involves 8 different schools from Bulgaria, Denmark, Finland, Greece, Hungary, Italy, Latvia and Turkey. Finland is coordinating the project. The participating educational institutes are within the fields of ECEC and primary school education. Partner schools have different levels of experience from trans-national cooperation. Some of the partners have participated in a wide range of different projects and for some of the schools this project will be the first European partnership. When partners where selected the focus was to include educational institutions providing education for children from 1 to 10/11 years of age as well as having partners from diverse educational cultures in order to be able to share the different excellences and knowhow from each country.

The nature of the project is to develop engaging pedagogical processes that include all children to have an active role and participate in the school work. The emphasis is on observing and listening to the needs and interest of the children and being able to organize learning environments so that the children can use their full potential. As the plan calls for emphasis to be placed on strengthening the role of physical activity in education also following aspects are relevant in assessing the theme work:
1. Spending less time in a sitting position during daily routines.
2. Engaging in more physical activity in educational activities
3. Making physical activity a central part of the promotion of health and wellbeing

The main focus for assessment will therefore be on the development of the teachers’ ability to see and recognize the children and allow the children have active influence the methods used. Focus on HOW instead of “what”. The best way of monitoring developmental processes is to document the educational activities and discussion and then evaluate the process by reflections and discussions. The project will be carried out in themes, multidisciplinary learning modules. Each theme will be planned during the transna-tional meeting so that all the partner schools have a joint understanding of the tasks and responsibilities during the time of work. The project will be carried out in themes, multidisciplinary learning modules. The partners will come together for transnational project meetings after each theme to present and discuss the work done in partner schools, to evaluate and to plan following themes and tasks.

Children will benefit from the more stable educational systems and strategies that can be used within the different levels of education. Children have knowledge of what is expected and can use their energy to develop and strengthen competences instead of trying to adjust to various educational cultures and strat-egies. In time a feeling of belonging to the school environment will be generated witch will prevent early school leaving. More permanent structures will promote parents involvement i education. Challenges associated with the growing diversity, inequalities and social exclusion in society, and with the recent increase in migration are making demands on schools and call for collaboration and developing shared working methods.

In the end of the project the teachers will have strengthened their skills in seeing the children and recognizing their interests and needs. During project the partners have developed to more child centered and active learning and the use of different learning environments will be natural. This will impact the children’s wellbeing when they feel more comfortable and included in the school environment. The project will help teachers to foster understanding and tolerance in their schools and communities. The teachers will also develop as pedagogues, learn good practices: the most effective way to professional development is observation, reflection and feedback. Furthermore the cooperation between different school forms from ECEC to primary school will help the partner schools to develop same kind of cooperation in their own region to benefit the pedagogical continuance.

EU Grant (Eur)

Funding of the project from EU: 144882,96 Eur

Project Coordinator

Östra svenska dagvårdsenheten & Country: FI

Project Partners

• Otec Paisii High School
• ISTITUTO COMPRENSIVO L. PIRANDELLO
• Rujienas pilsetas speciala pirmsskolas izglitibas iestade ” Varpina”
• 2 Oloimero Dimotiko Sxoleio Vartholomiou
• TACIRLER EGITIM VAKFI ILKOKULU
• Thorning Skole
• Szegedi Pitypang Evangélikus Óvoda