Author Archives: Joe Wilson

Open Scotland Declaration – Still Garnering International Recognition #OER⤴

from @ ...........Experimental Blog


It is great that this work coordinated and authored by my co-conspirator and co-founder of Open Scotland , Lorna Campbell of Edinburgh University,  continues to attract global recognition and attention.

I've been responding today,  to the Polish Government. I know too  that the work is currently forming the basis of policies in Morocco and beyond in the middle east as well as being the basis for many other global policy initiatives.

But I had to re-iterate today that the Open Scotland Declaration is a statement of intent to engage Scottish policy makers and institutions to support changes across  our system –but it is not,  as yet, reflected in any  government policy.

I know the Scottish Government is currently reviewing its own plans for the next five years - I hope that story changes soon.

Our progress best summarized here in Lorna's post 

In response to the enquiry around adopting Scotland's policy and giving some examples of open policy and practice in Scotland -  I responded 

  1. http://declaration.openscot.net/  is the Open Scotland Declaration,  it is a statement of ambition and demonstrates an approach towards having national policy in place.
  2. http://openscot.net/     Is the community blog from Open Scotland,  a grass roots organisation to promote greater openness. 
  3. https://oepscotland.org/   Is an example of a national initiative led by the Open University in Scotland  to encourage more open practices, this was funded in part as a  response to Open Scotland.
  4. http://open.ed.ac.uk  Is an institutional response to becoming more open from Edinburgh University and is in part as a direct response to Open Scotland. 
I know other work is underway at Glasgow Caledonian University and we are fortunate through ALT the Association of Learning Technology to have a strong network of innovators across Scotland and we can see the green shoots of open education appearing across the University and to some extent the Galleries , libraries and museums sector . It would be great to be able to say that the Government were endorsing this approach in Scotland and that schools , colleges , and the training sector were coming on board.

    Open Scotland Declaration – Still Garnering International Recognition #OER⤴

    from @ ...........Experimental Blog


    It is great that this work coordinated and authored by my co-conspirator and co-founder of Open Scotland , Lorna Campbell of Edinburgh University,  continues to attract global recognition and attention.

    I've been responding today,  to the Polish Government. I know too  that the work is currently forming the basis of policies in Morocco and beyond in the middle east as well as being the basis for many other global policy initiatives.

    But I had to re-iterate today that the Open Scotland Declaration is a statement of intent to engage Scottish policy makers and institutions to support changes across  our system –but it is not,  as yet, reflected in any  government policy.

    I know the Scottish Government is currently reviewing its own plans for the next five years - I hope that story changes soon.

    Our progress best summarized here in Lorna's post 

    In response to the enquiry around adopting Scotland's policy and giving some examples of open policy and practice in Scotland -  I responded 

    1. http://declaration.openscot.net/  is the Open Scotland Declaration,  it is a statement of ambition and demonstrates an approach towards having national policy in place.
    2. http://openscot.net/     Is the community blog from Open Scotland,  a grass roots organisation to promote greater openness. 
    3. https://oepscotland.org/   Is an example of a national initiative led by the Open University in Scotland  to encourage more open practices, this was funded in part as a  response to Open Scotland.
    4. http://open.ed.ac.uk  Is an institutional response to becoming more open from Edinburgh University and is in part as a direct response to Open Scotland. 
    I know other work is underway at Glasgow Caledonian University and we are fortunate through ALT the Association of Learning Technology to have a strong network of innovators across Scotland and we can see the green shoots of open education appearing across the University and to some extent the Galleries , libraries and museums sector . It would be great to be able to say that the Government were endorsing this approach in Scotland and that schools , colleges , and the training sector were coming on board.

      All England but worth reflecting on Skills Policy/ Politics in England⤴

      from @ ...........Experimental Blog


      Thanks to https://unsplash.com/@heftiba for this image

      Education and Skills is thankfully a devolved issue in Scotland and we have our own levers and our own challenges in making Education and Skills in Scotland reflect the needs of Scottish learners, employers and broader civil society. And thankfully education and training is still viewed in the main as a social good across the political spectrum in Scotland.

      But it is worth having a keek over Hadrian's Wall as large UK employers will have an appetite or at least will question the Scottish institutional response to some of the broader English reforms around Further Education and Vocational Skills Reform.

      Some of these policy commitments could have big implications for Scottish training providers operating in England and for FE Colleges in Scotland trying to hold on to training contracts from English based organisations.

      In amongst all of this there are some good ideas, from both sides of this political divide. Some of these ideas might even creep north of the border but only the good ones,  I hope.

      The summaries of Labour and Conservative Manifesto's as reported by The Federation of UK Awarding Bodies appear below along with links to the full party manifesto.

      Labour Party Manifesto
      • Labour would introduce free, lifelong education in FE colleges, enabling everyone to upskill or retrain at any point in life.
      • Labour would abandon Conservative plans to once again reinvent the wheel by building new Technical Colleges, redirecting the money to increase teacher numbers in the FE sector.
      • To implement Sainsbury’s recommendations, we would correct historic neglect of the FE sector by giving the sector the investment – in teachers and facilities – it deserves to become a world-leading provider of adult and vocational education. 
      • Labour would restore the Education Maintenance Allowance for 16-18 year olds from lower and middle income backgrounds
      • Labour would replace Advanced Learner Loans and upfront course fees with direct funding, making FE courses free at the point of use.
      In relation to apprenticeships, the draft manifesto includes commitment to:
      • Maintain the apprenticeship levy while taking measures to ensure high quality by requiring the Institute for Apprenticeships and Technical Education to report on an annual basis to the Secretary of State on quality outcomes of completed apprenticeships to ensure they deliver skilled workers for employers and real jobs for apprentices at the end of their training 
      • Set a target to double the number of completed apprenticeships at NVQ level 3 by 2022
      • Cover apprentices’ travel costs, which currently run to an average of £24 a week – a quarter of earnings if apprentices are on the minimum wage. 
       
      •  Roll out of T Levels with an average of 900 teaching hours per year and a 3 month work placement. No specific mention of or timescales licences etc.
      • Repeated commitment to create 3 million apprenticeships for young people by 2020.
      • A UCAS-style portal for technical education
      • Commitment to establish skills as a key part of the "modern industrial strategy"
      • £250 million investment in skills by the end of 2020 from the National Productivity Investment Fund
      • Double the Immigration Skills Charge levied on companies employing migrant workers, to £2,000 a year by the end of the parliament.
      • Ensure that the skills and qualifications gained by members of the armed forces are recognised by civilian employers
      • New institutes of technology, backed by leading employers and linked to universities, in every major city in England. They will provide courses at degree level and above, specialising in technical disciplines, such as STEM, whilst also providing higher-level apprenticeships and bespoke courses for employers
      • Employers still "at the centre of these reforms" with Skills Advisory Panels and Local Enterprise Partnerships working at a regional and local level.
      • Discounted bus and train travel for apprentices
      • A new right to request leave for training for all employees.
      • A national retraining scheme - the costs of training will be met by the government, with companies able to gain access to the Apprenticeship Levy to support wage costs during the training period.
      •  A right to lifelong learning in digital skills.
       
       
       
       
       

       







       
       



       
       





       



       

      All England but worth reflecting on Skills Policy/ Politics in England⤴

      from @ ...........Experimental Blog


      Thanks to https://unsplash.com/@heftiba for this image

      Education and Skills is thankfully a devolved issue in Scotland and we have our own levers and our own challenges in making Education and Skills in Scotland reflect the needs of Scottish learners, employers and broader civil society. And thankfully education and training is still viewed in the main as a social good across the political spectrum in Scotland.

      But it is worth having a keek over Hadrian's Wall as large UK employers will have an appetite or at least will question the Scottish institutional response to some of the broader English reforms around Further Education and Vocational Skills Reform.

      Some of these policy commitments could have big implications for Scottish training providers operating in England and for FE Colleges in Scotland trying to hold on to training contracts from English based organisations.

      In amongst all of this there are some good ideas, from both sides of this political divide. Some of these ideas might even creep north of the border but only the good ones,  I hope.

      The summaries of Labour and Conservative Manifesto's as reported by The Federation of UK Awarding Bodies appear below along with links to the full party manifesto.

      Labour Party Manifesto
      • Labour would introduce free, lifelong education in FE colleges, enabling everyone to upskill or retrain at any point in life.
      • Labour would abandon Conservative plans to once again reinvent the wheel by building new Technical Colleges, redirecting the money to increase teacher numbers in the FE sector.
      • To implement Sainsbury’s recommendations, we would correct historic neglect of the FE sector by giving the sector the investment – in teachers and facilities – it deserves to become a world-leading provider of adult and vocational education. 
      • Labour would restore the Education Maintenance Allowance for 16-18 year olds from lower and middle income backgrounds
      • Labour would replace Advanced Learner Loans and upfront course fees with direct funding, making FE courses free at the point of use.
      In relation to apprenticeships, the draft manifesto includes commitment to:
      • Maintain the apprenticeship levy while taking measures to ensure high quality by requiring the Institute for Apprenticeships and Technical Education to report on an annual basis to the Secretary of State on quality outcomes of completed apprenticeships to ensure they deliver skilled workers for employers and real jobs for apprentices at the end of their training 
      • Set a target to double the number of completed apprenticeships at NVQ level 3 by 2022
      • Cover apprentices’ travel costs, which currently run to an average of £24 a week – a quarter of earnings if apprentices are on the minimum wage. 
       
      •  Roll out of T Levels with an average of 900 teaching hours per year and a 3 month work placement. No specific mention of or timescales licences etc.
      • Repeated commitment to create 3 million apprenticeships for young people by 2020.
      • A UCAS-style portal for technical education
      • Commitment to establish skills as a key part of the "modern industrial strategy"
      • £250 million investment in skills by the end of 2020 from the National Productivity Investment Fund
      • Double the Immigration Skills Charge levied on companies employing migrant workers, to £2,000 a year by the end of the parliament.
      • Ensure that the skills and qualifications gained by members of the armed forces are recognised by civilian employers
      • New institutes of technology, backed by leading employers and linked to universities, in every major city in England. They will provide courses at degree level and above, specialising in technical disciplines, such as STEM, whilst also providing higher-level apprenticeships and bespoke courses for employers
      • Employers still "at the centre of these reforms" with Skills Advisory Panels and Local Enterprise Partnerships working at a regional and local level.
      • Discounted bus and train travel for apprentices
      • A new right to request leave for training for all employees.
      • A national retraining scheme - the costs of training will be met by the government, with companies able to gain access to the Apprenticeship Levy to support wage costs during the training period.
      •  A right to lifelong learning in digital skills.
       
       
       
       
       

       







       
       



       
       





       



       

      #oereumt UNESCO Regional Consultations for 2nd World #OER Congress 2017 #openscot #digitaldifference⤴

      from @ ...........Experimental Blog



      Interview with Joe Wilson

      Joe Wilson

      Spotted that the papers and all the sessions from the UNESCO #OER Regional Consultations are now up - if you are interested in this important global dimension of learning really worth having a good dig around.  You can get all the key notes here  and if you don't already know about Video Lectures as a platform worth having a look at that too.

      Here is me caught on one of the coffee breaks on a sunny balcony over looking Valletta harbour.
      Shout out to https://twitter.com/LornaMCampbell whose work I plugged in session but is not mentioned in this edited version.

      Main lessons coming out of sessions

      1. Open Educational Resources is  a subset of Open Practice
      2. That countries need quite clear competency frameworks around digital literacy for learners and for those who work with learners ( teachers , lecturers , trainers , librarians , community education workers , GLAM workers ) which includes an understanding of Creative Commons , open licensing and how to create, publish , find and re-purpose open educational resources and embed this in their practice.
      3. That to move on both digital skills and open educational practice there needs to be some quite clear policy drivers - not sector by sector - but from government. To be really effective this can't be from Education Ministry alone it should be seen in broadest context to get both civil society and industry engaged,  they all have things that they can share openly to support learning. But Education Ministry is a good place to start.
      4. That there does need to be some sort of technical infrastructure a national repository or another suitable  aggregation, tagging , discovery  tool as a means of  finding and tracking openly available learning materials

      Remember too where ever you are in the system you can just share your own learning materials with an appropriate creative commons licence . You don't have to wait for permission to innovate. 

      #oereumt UNESCO Regional Consultations for 2nd World #OER Congress 2017 #openscot #digitaldifference⤴

      from @ ...........Experimental Blog



      Interview with Joe Wilson

      Joe Wilson

      Spotted that the papers and all the sessions from the UNESCO #OER Regional Consultations are now up - if you are interested in this important global dimension of learning really worth having a good dig around.  You can get all the key notes here  and if you don't already know about Video Lectures as a platform worth having a look at that too.

      Here is me caught on one of the coffee breaks on a sunny balcony over looking Valletta harbour.
      Shout out to https://twitter.com/LornaMCampbell whose work I plugged in session but is not mentioned in this edited version.

      Main lessons coming out of sessions

      1. Open Educational Resources is  a subset of Open Practice
      2. That countries need quite clear competency frameworks around digital literacy for learners and for those who work with learners ( teachers , lecturers , trainers , librarians , community education workers , GLAM workers ) which includes an understanding of Creative Commons , open licensing and how to create, publish , find and re-purpose open educational resources and embed this in their practice.
      3. That to move on both digital skills and open educational practice there needs to be some quite clear policy drivers - not sector by sector - but from government. To be really effective this can't be from Education Ministry alone it should be seen in broadest context to get both civil society and industry engaged,  they all have things that they can share openly to support learning. But Education Ministry is a good place to start.
      4. That there does need to be some sort of technical infrastructure a national repository or another suitable  aggregation, tagging , discovery  tool as a means of  finding and tracking openly available learning materials

      Remember too where ever you are in the system you can just share your own learning materials with an appropriate creative commons licence . You don't have to wait for permission to innovate.