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[dropcaps type=’normal’ font_size=’32’ color=’#303030′ background_color=” border_color=”]T[/dropcaps]ULIP Peer2Peer Learning Ltd was set up in March 2016 by Denise Stanley-Chard, a non-formal education and social inclusion advocate and Manoj Ambasna, the CEO of Collage Arts, a cultural learning charity that has been furthering social inclusion for over 30 years.
TULIP benefits from a knowledge base built from over 30 years of facilitation, action-research and collaboration with employers, freelance practitioners and service providers from 15 countries. This included a series of EU-funded programmes spanning the last 10 years, facilitated by Denise Stanley-Chard on behalf of Collage Arts such as Euro-Aspire, Aspire2Create, the European Cultural Learning Network, Break-in the Desk and Amico (www.collage-arts.org). These EU-funded programmes provided the initial opportunities to identify shared core competences for cultural learning and developing and supporting creative businesses across Europe. These focused on 3 industry-centred perspectives: industry entry or advanced trainee, competent professional level and sector expert level. TULIP has now extended the CLOCK programme to include the shared core competences of digital, technical and customer services roles and other multi-disciplinary practices across Europe.
CLOCK stands for ‘Collective Learning Open Curriculum Kit’. CLOCK consists of a collective approach to learning using a broad or open curriculum which is then interpreted and highly contextualised by an expert practitioner from one or more specific sectors. This is delivered through a mentoring process using a technology-based tool-kit for the validation and recognition of non-formal learning. 50% of the CLOCK programme is concerned with highly transferable people skills and learning skills.
The CLOCK programme uses an ‘Ecology of Learning’ model which is more typical in high context work-based learning or learning within a ‘community of practice’ than in a formal programme with a set curriculum and learners that are perceived to be in a cohort of one common level. CLOCK learners are simultaneously engaged in a common project and are enabled to map their individual contributions at different levels of competence based on their performance against specific benchmarks for sector and transferable skills. They are facilitated to learn from each other and supported by the CLOCK process and tool-kit. CLOCK learners access dynamic and complex professional contexts at the appropriate level for their competences with access to supervision and mentoring support to reflect on further development needs, newly acquired skills and, effectively applied knowledge and skills across a range of different situations.
CLOCK has a technology-based learning platform with a user-friendly, flexible and agile process. It uses an ‘end-point assessment’ strategy which enables candidates to have the freedom to acquire their relevant knowledge and skills in any context so long as these occur within a set time-period to be recognised as ‘current’.
CLOCK candidates at Levels 4-8 are required to show that they have applied their knowledge and skills using industry standard resources within the specified time-period to get qualified at the appropriate level. CLOCK candidates at Levels 0-3 are required to show that they have applied their knowledge and skills using relevant resources within the specified time-period to get qualified at the appropriate level.
All CLOCK Candidates from Levels 1-8 can demonstrate their knowledge and skills in one or more of the following settings: work or self-employment, as part of practice-based activities carried out in formal education, community, leisure or faith-group or as part of a rehabilitation process.
CLOCK was conceived as an international peer review programme that operates at a regional level. In this way it forges an international and interdisciplinary community network that connects regional and international employees, freelancers, volunteers, business owners and managers from different sectors and countries to each other. These connections enable detailed conversations about practice and practice-based learning. These conversations are usually multi-disciplinary, transnational and highlight common shared experience and give awareness of broader or newer perspectives among professionals and pre-professionals. The CLOCK process uncovers emerging skills and reviews professional attitudes, pinpoints structural limitations and sparks potential innovations to meet the challenges of reaching global markets through complex projects and programmes. CLOCK candidates are supported to construct interdisciplinary and internationally relevant knowledge and they will find themselves developing and establishing a sense of community within and across national and sectoral boundaries.
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