EURO-ASPIRE: Setting the Scene

Aspire Nov 2010 SETTING THE SCENE WHERE ARE WE IN THE JOURNEY?

WHAT WE DO • • • • • • • •

Make individuals matter in our community Work in a community of practice Work in different settings (EU, locations,sectors) Work at the margins of education, creative industries and society + interface with mainstream Resist separation of knowledge and skill Promote internal discipline through experience Promote social learning through experience Promote artistic practice through experience

FUZZY LEARNING • Community of artistic practice • Adulthood: achievement, recognition in the context of contribution, social membership • Create a space of community ownership • Encourage positive creative subversion • Blur boundaries between action, learning + being • Engage with individual and collective perspectives • Stimulate curiosity + challenge to status quo

YOUNG PEOPLE • • • • • • • •

Participants in a community of practice Experiencing themselves + others Experiencing the artistic practice+creative process Experiencing the outcomes Safe space to take chances and opportunities Accumulative, accommodative and assimilative Individual, interactive and collaborative Interplay of understanding, handling and meaning of well-being (liberal/general education)

BASIC FRAMEWORK • • • • • • •

Artistic practice (individual in artistic community) Social pedagogy (engage, include, collaborate) Informal learning (self-awareness+ development) In our settings (diverse contexts + individuals) Congruent with values (whole person/family) Our process with our qualifiers and purposes Demonstrate abilities, capabilities, performance, progression + offer opportunity to gain validation • Evidence mechanism for training and appointment

VALIDATION CHOICES • • • • • • • •

Authorised assessors+legitimate judgments Assessor independent instruments Authorising strategy for our experts: Use our experts and document process and content Partner with communities of practice (EU) Dialogue with employers + industry associations Dialogue with formal education Dialogue with social agencies

ASSESSMENT PROCESS • • • •

Video sequences of practice in context/learners Recorded dialogue between assessor and assessed Freedom for assessors to express their practice Provide rich qualitative assessments on relevant dimensions chosen from particular sequences • Evidence the formative aspect by reproduction of the dialogue between assessed and assessor • Broad assessment outcomes + zones of proximal development in the individual’s practice/portfolio • Practice as dynamic within determined range

ASSESSMENT ELEMENTS Artistic Practice

Social Pedagogy

Informal learning

Artistic skills

Building relationships

Richness in planning

Technical skills

Managing inclusion

Ability to evaluate + learn

Situational skills

Engaging people in activities

Variety of roles (front/back/side)

Participation in a community

Interplay with group dynamics+own relationship with group Individual support, mentoring, coaching

EUROPEAN FRAMEWORKS • EQF:Lifelong learning • Overarching (all EU) • • • • • • • •

(Informal, Non-formal Formal) Knowledge, skills, competences 8 qualification levels: degree of: Complexity/depth of knowledge and understanding Necessary support / instruction Integration, independence, creativity required Range + complexity of application /practice Transparency and dynamics of situations

• ERF:Citizenship • • • • • • • • • • •

Tool for training providers Knowledge, skills, attitudes 8 distinct areas: 3 elements Communication mother tongue Communication foreign langs, Maths + Science+Technology Digital competence Learning to learn Social + Civic competence Initiative+entrepreneurship Cultural awareness +expression

BRIDGING STRATEGY? • Part A: Mapping for our sector • Assessment as part of a continuous formative/appointment (license to practice) • Part B:Mapping for equivalence as a pierhead to employment/education • Partnership/bridging strategy

LEARNING ECOLOGY • • • • • • • •

Individual starting points Individual aspiration-horizons, context, Learning history, context, values, (ecology) Person-centred approach Cultural norms Social code Dialogue Non-authoritarian

SOMETHING BIGGER…..

• • • • • • • • •

Being part of a community Developing a sense of shared humanity Using and developing your creativity Visioning Having dialogues: individuals and communities Telling, listening, sharing old and New stories Hearing familiar and strange voices Valuing self and others Making a valued and valuable contribution

LIFELONG LEARNING FOR COMMUNITIES…..

• Community ambition to enable and support its members to create sufficient value to sustain the well-being of all its members • Individual lifelong learning ends!

• Community lifelong learning doesn’t!

• Give and receive value and validity as part of a community in which value does not just solely relate to economic value but to human well-being and cultural, social, environmental, spiritual and creative value.

THE TASK….

• Create and test an observational practice model of assessment using video • Create and test an interpretative framework • Ensure that there is a transfer point to EQF/ERF for cross worker