The Children’s University as Learning Broker: Towards a child centred approach through validating the learning, not the learner. Pete Jones Director, Shropshire.

The Children’s University as Learning Broker: Towards a child centred approach through validating the learning, not the

learner.

Pete JonesDirector, Shropshire CU Ltd

[email protected]

Plenary Paper

Truth or Dare? Dilemmas in science communication with childrenSiS Catalyst & EUCU.NET Joint Conference in Łódź/Poland, 23rd -26th

October

Outline

Preamble & ContextLearning BrokeragesCU Trust FrameworkCase StudiesSome Thoughts

A quick note- this presentation is really a thought piece and as such will probably raise more questions than it answers.

Preamble & Context

• What are Universities for?

The University

Blue Sky Research

Knowledge Hubs

Workforce Development

Repositories of knowledge

Validators of knowledge

Engines of economic

growth

Community Regeneration

Applied Research

Add your own here….

Social mobility Teaching institutions

Training Institutions

Possible influencers on how a University sees itself:

Is an Institution:Selecting /RecruitingElite/InclusiveResearch/ TeachingLocal/National/ Global

What Influences an institution:FundingLocationHistoryStaffNation & Culture

What is a University for depends on who you ask?Students Senior ManagementFaculty StaffOutreach StaffResearch CouncilsNational GovernmentLocal GovernmentLocal PopulationLocal schools

‘The traditional model of an elite liberal higher education system based on a hierarchical classroom knowledge transfer is beginning to be replaced by a mass system which is increasingly based on a combination of knowledge and competence based approaches in a diverse variety’ of learning sites. (Jones, 2007)

In the UK-Funding regime changes, credit transfer, work based learning, fast track degrees, recognition of prior learning, diverse entry and progression pathways, part time, MOOCS, etc..

‘There is a move toward a more structured approach toward an emphasis on ‘learning to learn’…competency in learning is becoming a more explicit tenant of higher education, with demands for more quantitative measures of its outcomes’

(Jones 2007)

We need to be mindful that children’s universities do not raise aspirations to a kind of university that may no longer exist when they come of age.

An old definition of a University was of a community of learning maybe we are returning to this?

Learning Brokerages

What is a learning brokerage?

• In essence it is a mediation between learners and providers seeking to negotiate and inform.

• Models of learning brokerage vary and there is no clear use or understanding of the term.

• However to broker effectively Thomas et al (2004) identify six stages a brokerage must excel at to effectively broker learning

Understanding the current situation

Gaining entry and building trust

Raising interest in learning Identifying right learning opportunities

Promoting learning success

Addressing organisational issues

(I suggest that the stages be viewed as cyclical and most of us do this sort of thing anyway!)

CU Trust Framework (English)A Social Franchise Model

Memberships fees charged to organisations to operate branded Local Children’s Universities

Local delivery of national framework

Organisations sign up to:

Adopting a National quality assurance framework for out of school/ off curricula learning activities

Processes and procedures assessed through QiSS (a recognised UK quality assurance framework)

Adopting a National award structure

The use of various branded items for which the CU Trust is the sole provider

PostersPassports to Learning

Undertake Graduation ceremonies at HEIs

A Question of BalanceLocalism-CentralisationInternal quality assurance- external quality assuranceEvaluation- ResearchToo much funding- Too little funding Child centred- Organisation centred Community led- Policy drivenOutcome led learning- Process led learning

Case Studies

Stoke Children’s University A CU within CU Trust Framework.Run as part of Staffordshire University’s widening participation outreach activityAdopted Learning Brokerage model at the outset.Operating in areas of High Indices of Multiple Depravation Validator of learning and hub of network

Challenges

• Synonymous with only one HEI• Located within Recruitment & Marketing• May benefit from but is also vulnerable to

changes within wider HEI Mission• May benefit from but is also vulnerable to

government funding & policy direction• Institutionally led with no independent

mission

Shropshire CUA CU within CU Trust Framework.Small independent charityAdopted Learning Brokerage model at the outset.Operates across sparsely populated rural area, market towns and new town developments.Strong community and child led ethosValidator of learning and hub of network

Challenges

Building a ReputationBuilding A Resource baseHow Independent Not located within HEI- (however, works with several local universities)Localism

Some Thoughts

How can we place Children at the Centre of learning?

• We need to review and acknowledge our supply led models!

• We need to take the UN Declaration on the Rights of the Child seriously and listen and act!

• We need to develop mechanisms to hear every child’s voice- not just the articulate, the local or the empowered

• We need to develop mechanisms to enable children to choose the learning they engage with

We need to move away from deficit led models in which we blame the child for not engaging with the learning- maybe it is time to look at the learning:• Let us look closely at the ethos and culture• Let us shift away from just compliance and

outcome based learning and look at learning as a process

• Let us look at positive engagement at least as much as we look at attainment

• Let us put the child’s experience at the centre of evaluation and research

• Let us make sure that this influences the learning experience

We can place the children’s voices at the centre of what we doWe can acknowledge the noise that sometimes drowns out these voicesWe can ensure that all our partners our listening to the voices and acting upon themWe can ‘validate’ different learning at different sites, with different providers ensuring that there is an offer of a positive learning experience.

We can ‘validate’ the learning not only to enthuse the learners, but also to embed a culture of self-directed and lifelong learning.

Positive learning experiences are essential first steps and for some may lead to more structured learning programmes- so why not assess the experience as opposed to the child (as they get assessed enough

And what will it look like?Whatever you want it to look like!

ReferencesJones, P. (2007) Recognizing and valuing ‘other’ learning: A new role for Accreditation of Prior Learning? In Jones, P. et al (edit) Transformation, Progression and Hope: whatever happened to lifelong learning. FACE London.