Learning co-operatively: activism, wisdom, and open mutual exchange in an age of austerity

Haywood, Paul (2013) Learning co-operatively: activism, wisdom, and open mutual exchange in an age of austerity. International Conference of Education, Research and Innovation, 6 . pp. 6865-6872. ISSN 2340-1095 [Article]

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Abstract

In the UK context, one of the consequences of the new settlements for Further and Higher Education is that post-16 education is becoming ever more limited and limiting. Specifically older candidates potentially engaging with continued or advanced learning for the first time (or those re-entering education following redundancy, forced career change or educational and career interruption) are largely excluded or dissuaded from opportunities. This is due to a range of factors that include new fee levels, restrictive student funding regimes and the contraction of flexible learning opportunities as a result of pressures on professional educational institutions.

Addressing these needs will require a close partnership between multiple agencies currently affecting educational engagement or delivering qualifications. It will demand a fresh assessment of the role of culture led learning, enterprise learning and citizen inspired knowledge exchange in a relationship with professional educators in both the public and private sector. The Salford Learning Co-operative is a concept currently under investigation via a broad and inclusive collaborative partnership in the Salford City region. It aims to provide an over-arching framework for rhizomatic education and open shell curriculum management and a comprehensive learning progression framework entirely owned by the participant.

A careful design perspective and sensitively structured on-line environment incorporating tools for the personalisation and presentation of learning can cut across different types of provision or endeavour and support the concept of a Learning Co-operative in transformational spaces.

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