What is 'self-organised learning'?

As a follow up to the Informal Adult Learning consultation, the Department of Innovation Universities and Skills is looking to develop proposals around:

·          securing a national vision for self-organised learning

·          developing a cross-Government strategy for self organised learning

·          encouraging public provider support for self organised learning.

What do we think about this? Is it necessary? Is self-organised learning also self-funded learning? How does it link to wider issues and who isn't involved? I have replied as follows:

Self Organised learning happens throughout the continuum of Informal Adult Learning. It ranges from the most informal - book groups, etc. through more structured Community Led provision including study circles and provision organised by volunteers and communities engaging teaching experts to work with groups (see Raymond Williams letter to WEA tutors in 1961 Download Raymond Williams an open letter to WEA tutors). It is more than community responsive.

 This is a long tradition in the UK and elsewhere (see everyday-democracy.org)

 How should the government approach this in policy and resource terms?

a)         Recognise and value all self-organised learning activity and facilitate its success and future as simply as possible

b)         See this as part of the government's determination to pass power into the hands of communities and local people; to encourage vibrant local democracy in every part of country and give real control over local decisions and services to a wider pool of citizens (Communities in control: real people, real power)

c)         Concentrate resource priorities on maximising inclusion and the capacity for self-organised learning particularly amongst disadvantaged communities; supporting high quality provision; encouraging democratic methods and objectives

d)         Self organised doesn't have to mean no tutor. In fact, the continuum should include re-engaging Universities in community led activity alongside world class degrees, research and business engagement. This model would promote the value of serious learning in communities and provide good models to encourage young people to progress to their city's university.

Self organised learning across the continuum has a key part to play throughout public service and government policy. It can reconnect communities with government and services, develop civil society, social cohesion, innovate, be highly cost effective. It can maintain the viability of an infrastructure of community venues and spaces.

In valuing this and using any public resource we need a model that allows for difference to develop without excessive regulation. In particular, we should accept that self-organised activity in a democracy is bound to be untidy compared to public service commissioning. Moreover, we should look and celebrate for high standards rather than high cost standardisation.

I think DIUS should have the leading role in coordinating this across government. It reaches right through its agenda from the neighbourhood to the university. It will rely on partnership and bringing many people/voices into the ongoing thinking. It places learning (across the continuum) at the heart of an approach to re-engaging with the public and genuinely devolving decision-making in an educated democracy.