“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).

£5,445 or ± 60% of student fee

64.5 Million.72% = 46.4 M.66.1% = 30.7 M.36.9% = 11.3 M.0.00015% = Yorkshire First

2.3 Million = 5%

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.

“Purposefully Blind”

Hard to Reach

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

STREGTHS BASED APPROACH

AWARENESS – ENGAGEMENT - ACHEIVEMENT

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

PARTICIPATION

INSTRUCTABLE

CHALLENGE

REFLECTION

SHOWCASE

TEACH

}-}-

SOURCE

TEST

EMBED

TEACH

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.

MENTORFEEDBACK

SELF- ASSESSMENT

PEER TESTIMONY

EDUCATOR ASSESSMENT

EMPLOYER RECOMMENDATION

ASSOCIATE FEEDBACK

Informal MeasuresPersonal Networks

Formal MeasuresProfessional Networks