could do better - paul haywood
TRANSCRIPT
“Ponderous Processes, Participation, Practice, Partnership, Production”
‘COULD DO BETTER’
TAKING THE “P”
“We publicly declare that education divorced from life and politics is lies and hypocrisy”
(V. I. Lenin, 1918).
What may have started as a reasonably straightforward missionframed by the language and the political tenets of wideningparticipation and advancing social mobility has becomeincreasingly vexed by the more essential goals of equality andUniversal rights of access affecting civil and civic participation.
A growing constituency joining debates around the nature,structure and value of affordable and accessible education arefocussing on a shift to an open, shared and mutually enactedlearning area; an area that might address issues of ownership,recognise the assets of individual learners, respond positively toexperience and wisdom, evolve through the active engagementof peer learners, and shift the emphasis of control andgovernance to the learning community.
We suggest … moving from a model of society regulated by the state/market pairing (where progress is equated with GDP growth) to a model of a caring and co-responsible society (where progress is equated with the well-being of all).
Council of Europe, 2011
Community Activism
Practice Environments
EducationResources
Life-WideLearning
SOCIAL VALUE
TOTAL ENGAGEMENT
However remote, it is possible that changes to UK Higher Education, prompted by fiscal settlements at a level of national government, were motivated by budgetary considerations in the face of improving social inclusion (the government had to disinvest because it was doing so well at democratising educational access!); the transfer of dept liability from state to individual was a reaction to spiraling costs from mass educational engagement. However, the quality of that engagement and the reliability or relevance of the educational offer for each individual are far from certain. An honest assessment would suggest that the fault lines remain focused on indicators of difference relating to socio-economic and socio-cultural latitudinal rifts (we don’t have a fair society; we have one riddled with class barriers). The nature or prosumer function of Higher Education has not necessarily transformed to accommodate its newest participatory audience (let alone those who cannot participate), precisely because widened participation was never intended to mean full participation. We are at a key moment for public provision in Higher Education worldwide and legitimate attempts to model fair or widened access are in severe crisis, but, we must be clear and open, none of this should come as a surprise to any of us.
The UK has, by now, made a radical shift away from a publicly financed higher education system but that very system is still in its relative infancy. It was initially triggered at the end of the First World War by a University sector, a much smaller sector than exists today, bankrupted by a stagnant economy and zero growth rates. From that initial point of government subsidy where the elite universities were effectively under-written by public finance, emerged the appearance of a welfare offer (publicly subsidised higher education) that was quickly adopted as the norm but has never actually succeeded in enforcing democratic access. Universities have always been and still are, elite institutions. The granting of charter by the Holy Roman Emperor to the University of Bologna in 1158 was no act of altruism. The creation of ‘communities of masters and scholars’ (universitas magistrorum et scholarium), was intended to strengthen principles of civic and institutional law and enshrine medieval Christian authority and rule. So what has changed, only that the contractual arrangements between state, capital, communities of scholars, and general society have become more complex. Whilst the employability agenda has seeped into all corners of our experience in public education it may safely be assumed that this is mere substitute for the principles of civic and institutional law framed by the pandects of the 6th century Roman Emperor that formed the basis of the original Alma Mater Studiorum (we now do employability and instrumentalism instead of Christian authority and rule). It does not really matter what pretext is given to the prevailing contract that frames education or to the stratification and delineation that separates groups of institutions and sets of qualifications. Formal education is, in and of itself, a system of control predicated on the deficit of the learner and, presumably, the future utility of the citizen as subject. There would seem to be an effective predictability in the relative success of different types of learners. Either, this is a necessary equation that helps to preserve the hegemonic class and the concept of an elite or radical changes to the process of education are required as a matter of urgency.
Salford has a population of 233,600. 27% have no formal qualifications.
Rises to 38% in LSO Areas.no significant change in 10 years.
39% of population is economically inactive.
Politicians aren’t working
Unemployment is falling (even in Salford)JSA claimants: Feb 2013 = 8,510JSA claimants: Feb 2014 = 6,263
Of those 2,347; 68% entered paid work (1,596)Of these 75% persisted for 6 months (1,197)Of these 55% are long term jobs (658)Average earnings: £13,800.
1961 – Factories Act
2011/12: The Secretary of State for Justice claimed £119,973 in expenses.=40 times the average income for an individual forced to join the ‘Work Programme’.
2011/12: Home Secretary recorded - £107,219 in parliamentary expenses.=Equivalent to the average cost of the bedroom tax on 129 households.
The Tory Party spent £16,682,874 on the 2010 election campaign;
enough to fund 616,884 food parcels.
The Minister for Communities and Local Government, Eric Pickles, reported £120,620 in expenses for 2011/12; the equivalent of 3,046 local authority wheelie bins.
Cultural budget per person: £4.90 (£69 in London)
Cuts in local authority funding since 2010: 40%?
2013 Minimum Wage: 18% below the living wage and falling.
Instruction
Demonstration
Lectures
Tutorials
Workshops
Assessment & Feedback
Teaching
Learning Objectives
Institutional Learning
Practice Environment
Collaboration
Group projects
Seminars
Students Social
Research engagement
GroupReview
Peer led&InternalEvents
Student Led Thematic Networks
Independent Enquiry
Practice
Workplace
‘Live’ projects
Community engagement
Employer engagement
Placements
CreativePresence
Alumni engagement
Inter-institutional collaborations
VisitingSpeakers
Volunteering
Shared Experiential Learning
Inter- Disciplinary Collaborations
‘Live’ Showcasing
Play
Experimentation
Informal Volunteering
INDEPENDENT& Life-Wide Learning
Cultural participation
Reading
Allied interests
Social Networking
IndustryEvents
FORMAL EDUCATIONAL ENGAGEMENTS
SIMUATED LIVE BRIEF
EXTERNAL LIVE BRIEF
PART-TIME WORK
EXTERNAL PLACEMENT
CASE STUDIES
THEORY LECTURES
COURSE WORK
RESEARCH BRIEF
STUDENT SOCIAL
INDEPENDENT STUDY
AMBASSADOR ROLE MENTOR
ROLE
PUBLIC ENGAGEMEN
TWORK-BASED
LEARNING
NEGOTIATED PROJECT
RESEARCH ASSISTANCE
ALUMNI NETWORKS
GRADUATE EXPERIENCE
PRACTICE RESEARCH
VOLUNTEERPROJECTS
COMMUNITY ENGAGEMENT
GRADUATE ENTERPRISE
COMMUNITY ACTIVISM
EMPLOYED/ WORKING
SELF- EMPLOYED
COMMUNITY LEADERSHIP COMMUNITY
MENTOR
CITIZEN LED INNOVATION
S
LIFE
-CO
URS
E LE
ARN
ING
TH
ROU
GH
EXP
ERIE
NCE
LEARNER MOTIVES
Access Employability Career Boost Well-Being Independence
EMPLOYER LEDEngaging with qualifications based learning.
Enhancing both the role and flexibility within organisation.
Accelerated progression or routes to leadership.
Enhanced career satisfaction & ‘life-wide’ skills.
Routes to leadership.
WORKLESSDeveloping routes into training.
Access to experience or relevant volunteering.
Step-up or step-into experience at an equivalent or higher level.
Health benefits & motivation.
Personal choice & responsibility.
INDEPENDENT(Self-employedor career shift)
Personalised and bespoke development.
Business development & diversification.
Unique capacity and professionalism or service.
Motivation and future proofing.
Growing capacity and unique advantage.
3rd / 4th Age(retired)
Engagement with relevant level skills & personal development.
Volunteering or civic role capacity building
Enhancing impact from volunteering or personal goals.
Health benefits and active citizenship.
Initiating fresh enterprise or activities.
As a researcher, I'm a fraud.As an activist, I'm deluded.As an artist, I'm quite poor. I don't know anything.
I don't do anything. I don't make anything.
As such, I suffer from chronic anxiety and uncertainty; what might be otherwise termed, subjectivity and creativity.
Collaborative Learning Action Network (CLAN)
A process of citizen managed knowledgeexchange; nurturing wisdom, co-creation,
invention, and potential.
Common ownership of education practices through Total Engagement.
Differentiated behaviours.Understanding the whole; lateral thinking.Freedom to make mistakes and take risks.
Team construction and co-operation.Deciding to decide through practice.
Non-linear outcomes.Learning through doing.
CO-OPERATIVE LEARNING (adults) NETWORKS (CLaN) and FLEXIBLE AND INTERACTIVE REAL-WORLD (FAIR) learning recognition tools. Values and Principles
ARCHITECTURE
Transferrable Learning Currency (Digital
Badges) ARCHITECTURE
Framework for Leadership and Access.
ARCHITECTURE
Digital classroom and platform.
ARCHITECTURE
Collective ownership and shared governance.
FOUNDATIONS AND ARCHITECTURE FOR FORMING LEARNING
COMMUNITIES
FOUNDATION
Establishing sources of learning and
discovery.
FOUNDATION
Embracing mutuality and devolving values.
FOUNDATION
Ensuring responsible educational
practices.
FOUNDATION
Promoting the principle of co-creation
and participation.
CO-OPERATIVE COLLEGE TRUST WORKERS' EDUCATIONAL ASSOCIATION TUC UNION LEARN
THE UNIVERSITY OF SALFORD
MIDDLESEX UNIVERSITY
UNIVERSIDAD DE VALLADOLID LA LIGUE DE L’ENSEIGNEMENT
FIDEAS, FUNDACION IDEAS
FIC, FAGLICHT INTERNATIONALT CENTER SOLIDAR FOUNDATION
+ INFORMAL COMMUNITY NETWORKS
CURIOSITY& THEORY
SKILLS &COMPETENCIES APPLICATION
INITIATIVE &
COLLABORATIVE LEARNING ACTION NETWORKS: PORTFOLIO STRUCTURE
VOCATIONAL PERSONAL
AWARENESS
APTITUDE
ATTITUDE
SELF ENGAGEMENT SOCIAL IDENTITY DIALOGUE / PRAXIS
EXPERTISECREATIVITYWISDOM
MENTORFEEDBACK
SELF- ASSESSMENT
PEER TESTIMONY
EDUCATOR ASSESSMENT
EMPLOYER RECOMMENDATION
ASSOCIATE FEEDBACK
Informal MeasuresPersonal Networks
Formal MeasuresProfessional Networks
THEORY
CURIOSITY
LIFE-WIDE COMPETENCIES
SPECIALIST SKILLSAPPLICATION
INITIATIVE
Capturing the Learner’s Identity
FOCUS ON THE ‘FULLNESS’ OF THE LEARNER (NOT COMPLETENESS)
RECONCILE ASSETS DEVELOP CONVIVIALITY (RESILIENCE)
HARNESS EXPERIENCE ENABLE LEARNING (LIFELONG)
CO-CONSTRUCTION OF ENHANCED MINFULNESS.
INDEPENDENT INNOVATION / REVELATION.
- Pro-active engagement (obviously)
- Goal orientated (?)
- Optimistic (always)
- Reflective (?)
Garrison and Gardner (2012)
Framework / Portfolio
APTITUDE + AWARENESS + ATTITUDE = ASPIRATION
BALANCING:
WISDOM CREATVITYEXPERTISE
GAINED FROM EXPERIENCE AND FLEXIBLE LEARNING
R.O.L.E. Modules
Recognition of Learning from Experience:
• ROLE: Creative Portfolio• ROLE: Collaborative Practices• ROLE: Research Portfolio• ROLE: Technical Practices
CREATIVE PORTFOLIO: refers to those aspects of the learner’s historyand experience that offer insight into theircreative nature, personality and qualities. Thesemaybe activities, actions or practices that areself-orientated or they may be co-constructed,engaging groups and communities.
COLLABORATIVE PRACTICES cover process or production activities throughwhich the individual has contributed to a teamendeavour or a shared purpose. Contributionsmay be; behavioural, organisational, practical, orintellectual; they would normally supportcollective or convivial effort.
RESEARCH PRACTICESare those that come from; active enquiry, or theinterrogation of knowledge, or empirical testing.It may relate to study through literature, orinvestigation, or survey processes or practicalexperiment. The activities would normallyaccrue to offer insight beyond the obvious.
TECHNICAL PORTFOLIO means a collection of evidence from completedtasks or procedures that demonstrate dexterity,competence or skill in the handling of material,equipment, or media. Achievements wouldnormally build on a foundation of safe andcompliant practices that will be evident in theportfolio.
CURIOSITY
SPECIALIST SKILLS
CREATIVITY
WISDOM
EXPERTISE
A W A R E N E S S
A P T I T U D EA T T
I T
U D
E LIFE-WIDE
COMPETENCIESINITIATIVE
APPLICATION
THEORY
enterprise or creative endeavour leading to meaningful engagement or change processes,
problem solving and processes of logic, or fresh invention or expression.
CURIOSITY
FOUNDATIONAccessing sources of
contemporary knowledge and thought.
FOUNDATIONSeeking fresh research
and responsible innovations in practice.
FOUNDATIONIdentifying and
connecting with other relevant interests.
FOUNDATIONDeveloping fresh perspectives and
contributing discourse.
ARCHITECTUREQuestionning practice
and knowledge; developing enquiry.
ARCHITECTURESharing and exchanging
critical thought and points of interest.
ARCHITECTURESetting personal goals for
new experiences or structured research.
ARCHITECTUREDisseminating insight, actions or challenges; devolving wisdom.
Current practice, new thinking and contemporary belief relevant to an
area of practice or interest.
INITIATIVE
FOUNDATIONAwareness and capture
of ideas or examples relating to current and
new practice.
FOUNDATIONDeveloping personal
challenge and accepting responsibility for actions
of positive value.
FOUNDATIONSelf-directed and self-initiated processes or influential behaviour
with impact.
FOUNDATIONExperience of positively motivating or directing others or enabling their
agency.
ARCHITECTUREAdapting practice, habit
or processes to accommodate change or
new wisdom.ARCHITECTURE
Set personal goals toextend personal
capabilities and to meet the needs of others.
ARCHITECTUREDesign challenge or
developmental benefits that affect others or the
self within a team.
ARCHITECTUREIndependent or co-
produced invention that responds to specific
contexts beyond the self.
Technique, technological engagement, artistry, material handling or specific experience of systems and mediated processes relevant
to task.
SPECIALIST SKILLS
FOUNDATIONAccessing established
and relevant techniques, tools and processes.
FOUNDATIONRegular experience and correct use of systems,
materials and tools.
FOUNDATIONDesign, planning and
implementation of systems, techniques or
processes.
FOUNDATIONSharing experience, exchanging practice,
demonstrating skills, seeking expertise.
ARCHITECTUREAccessing relevant
opportunities for skills enhancement and
improvement.
ARCHITECTUREEffective reflection and
analysis of performance to affect continuing
improvement.
ARCHITECTUREActive research and
investigation In pursuit of improvement and
innovation.
ARCHITECTUREEngaging with co-
constructed and co-produced learning and
skills exchange.
Learning through doing in the appropriate or specialist field. Putting learning into practice;
practice contributing to learning.
APPLICATION
FOUNDATIONParticipation and engagement with
activities that produce experience.
FOUNDATIONAppreciation of a
personal a role offering value to a task, action or set of goals involving a
wider team.
FOUNDATIONRepeated experience and
confidence in the successful execution of
tasks that rely on knowledge or skill.
FOUNDATIONInstructing others
through demonstration or sharing of experience from effective wisdom.
ARCHITECTURESourcing ideas and
solutions to improving practice and
performance.ARCHITECTURE
Self-assessment of developmental needs
based on review of performance and
reflection.
ARCHITECTUREChallenge setting using
varied sources of knowledge and
experience to plan future activity.
ARCHITECTUREDesigning or co-
producing practitioner exchange or instruction
for wider dissemination.
Knowledge / understanding underpinning practice and research in relevant areas of
interest or personal development.
THEORY
FOUNDATIONInformed by sources of relevant and credible
knowledge from various sources.
FOUNDATIONInterpretation of
knowledge applied to practice or abstract
thought.
FOUNDATIONAppreciation of wider
contextual frameworks for knowledge and
synergies with logic.
FOUNDATIONSharing and exchange of knowledge, interpreted wisdom or compelling
evidence from practice.
ARCHITECTURESearch for and identify knowledge resources
and theoretical research relevant to need.
ARCHITECTUREApply learning from
knowledge enquiry and analysis to practice or
other rational outputs.
ARCHITECTUREDevelop relational links between theories and
sources of knowledge to affect fresh insight.
ARCHITECTUREProduce or co-construct
knowledge resources that have an application
or value to others.
SOURCE TEST EMBED TEACH
Transferrable skills; emotional intelligence, social and civil competencies, inter-relational practices
and communication, ethical considerations, personal responsibility.
COMPETENCIES
FOUNDATIONIdentify and
acknowledge detailed competencies and their
potential value.
FOUNDATIONAppreciation and
recognition or responsible and safe conduct,
procedures or ethical considerations.
FOUNDATIONAppreciation and control
over successful inter-relational or communicant
procedures.FOUNDATION
Sharing insight and practice with others;
exchanging values and attitude from positive
outcomes.
ARCHITECTURESource or adopt
strategies for improving competencies in practice.
ARCHITECTUREAdopt or adapt
processes to affect improvements or effect performance in team or
individual contexts.
ARCHITECTUREReview and plan the
development of personal competencies.
ARCHITECTUREReview, plan or affect the
development needs of others for rational
purposes.
ACCESS LEARN ACT PAY-ON
DIRECT ASSESSMENT
• ATTAINMENT – Evidence or description of an event, procedure or the making of a product that delivered learning gain.
• ACHIEVEMENT – Evidence or description of an experience (event, procedure or product outcome) that has personal significance.
• ANALYSIS – Evidence or description a discovery or finding has personal or professional relevance beyond your prior experience.
DIRECT ASSESSMENT
• REFLECTION – Evidence or description of changes that have been made to the learner’s practice, thinking or behaviour.
• CONTEXT – Evidence or description of personal experience with situated, located or conceptual relevance to specific external factors.
• INSIGHT – Evidence or description of personal conclusions, observations, or material outcomes, with contextual relevance, that can be transferred to others.
DIRECT ASSESSMENT
• KNOWLDEGE - Identification, description and plans for next stage developments or learning goals building from a prior experience.
• DESIGN – Review or presentation of a specific and individually relevant body of knowledge or skill applied to a wider context or environment.
• LEADERSHIP – Presentation or evidence of wisdom and individually significant experience that may be understood or acted on by others.
Discussion Points
Access Platform – design / produce of open integrated technologies
Learning Capture Tools – design and publication of open resources
Learning to Learn Platform – review and adapt EPALE and other systems
Look and Feel – Communication Design.
Credit Value – scalability (learning volume).
Quantitative Interactivity – deepening evidence.
Assessment Community – user interactivity.
Peer to peer case examples & guided support (discussion board).
Portfolio Store – evidence base (structure) and personal archive.
Content Area – curriculum shell and classification.
Benchmark standards – stages or levels.
APEL Environment – transcript submission process.