Context
The Greece – Exploring Institutional Change project (2018) was initiated by QLS (Quality in Language Services), a long-established network of independent language schools committed to maintaining high standards in English language education. While QLS schools operate autonomously, they share a rigorous quality framework encompassing teacher development, curriculum design, and assessment. In 2018, QLS sought an innovative approach to curriculum renewal that would reinvigorate teaching practices, better engage young learners, and strengthen the network’s competitive positioning within the Greek ELT market.
Implementation
TELT conducted a five-day scoping visit across a representative sample of QLS schools, combining classroom observations with in-depth stakeholder consultations. This diagnostic phase enabled a comprehensive understanding of current practices, challenges, and opportunities across the network. Based on these insights, TELT developed a detailed theory of change and a full project proposal, which was iteratively refined through further dialogue with QLS. The final proposal outlined a strategic framework for curriculum renewal, focusing on three core areas: materials development, teacher development, and syllabus enhancement, with teacher involvement positioned as a central driver of sustainable change.
Impact
The project provided QLS with a clear, research-informed roadmap for institutional and curriculum transformation. By emphasising teacher engagement and ownership, the proposal laid the groundwork for meaningful, sustainable change across the network. The recommendations supported QLS in aligning its quality framework with innovative pedagogical approaches, enhancing both teaching effectiveness and learner experience. Ultimately, the project strengthened QLS’s capacity to evolve as a collaborative, high-quality language education network, better equipped to meet the demands of a competitive and changing educational landscape