Learning Collective: Basic and Enhanced Support

Through professional learning communities (PLCs), 45 schools are actively working to build, implement, and sustain their broad basic care and enhanced support systems. This support project, commissioned by Leerpunt, is a unique consortium involving Odisee University of Applied Sciences, Artevelde University of Applied Sciences, VIVES University of Applied Sciences, and 21 school communities and school groups.

Jun '24 / Aug '25

Why?

Every pupil deserves care, and schools aim to foster the maximum development of each learner.
What?

Through professional learning communities, 45 primary and secondary schools are working to build, implement, and sustain their broad basic care and enhanced support systems.
How?

Schools possess a wealth of internal knowledge and information. This project channels that strength into vision and practice through a sustainable framework. How? Each school establishes a professional learning community (PLC): a diverse group of six to twelve colleagues, typically including teachers, a care coordinator or student counsellor, a learning support professional, and a CLB (Pupil Guidance Centre) staff member. Each school starts from its own needs and learning questions within one of three themes: language, STEM, and behaviour & emotion.
Who?

This support project runs during the 2024–2025 academic year, commissioned by Leerpunt, and is a unique consortium between Odisee University of Applied Sciences, Artevelde University of Applied Sciences, VIVES University of Applied Sciences, and 21 school groups and school communities.

In response to Leerpunt’s call to strengthen broad basic care and enhanced support in Flemish schools, Odisee University of Applied Sciences, Artevelde University of Applied Sciences, and VIVES University of Applied Sciences are joining forces. Together with a diverse group of 45 schools, they will work intensively with school teams over the course of one academic year on three key levels:

Knowledge: Expanding the knowledge base on broad basic and enhanced support by deepening practical expertise through current research insights.
Practice: Implementing strengthened broad basic and enhanced support by applying, evaluating, and refining effective differentiation and redicodis measures in the classroom.
Policy: Ensuring sustainability at the level of the school and school community/group by integrating effective interventions into the school’s care policy and student guidance framework.

The project focuses on three thematic areas. Each participating school group or community selects one of these themes to explore in depth over the school year, supported by a process facilitator from the university of applied sciences and an internal facilitator from the school group/community:

Language(s): Effective differentiation and/or redicodis measures in reading, writing, speaking, etc.
STEM: Effective differentiation and/or redicodis measures in mathematics, science, and technology.
Behaviour and Emotion: Prevention and redicodis measures related to socio-emotional learning, executive functions, and managing challenging behaviour.

Learning Collective Through a Professional Learning Community

The strength of a professional learning community (PLC) lies in the assumption that most knowledge is already present within the school. Schools and teachers possess a vast capacity of information. This project transforms that internal knowledge into vision and practice within a sustainable framework. Each school forms a professional learning community, consisting of a diverse group of six to twelve colleagues—teachers complemented by a care coordinator or student counsellor, learning support professional, CLB staff member, pedagogical advisor, etc. Each school starts from its own needs and learning questions within the chosen theme. A process facilitator from Artevelde University of Applied Sciences, VIVES University of Applied Sciences, or Odisee University of Applied Sciences will guide the professional learning community, in collaboration with an internal facilitator from each school group or community.