CLOCK is a Collective Learning Open Curriculum Kit that enables practitioners to being formally qualified. It is based on non-formal approaches to learning and operates at peer level between professionals of the same sector within the Creative and Cultural Industries. It had been set up by Denise Stanley-Chard after 13 years of research, tests, validations with educational partners and professional bodies interested in offering a core curriculum for the CCIs internationally.
CLOCK framework is flexible enough to include any sector within the CCIs and the process of skills recognition and certification defines the route to raise the awareness of the skills developed plus an understanding about which are the key elements of our professional behaviour and choices (in terms of leadership for instance).
CLOCK is based on this community of Peer Reviewers and Mentors which guarantees the most updated view in the industry, innovation as responses to new challenges and stakeholders relevant to the specific sector in a specific local/national context. For instance, in this period of COVID-19 our approach in training had no changes at all apart from meeting online rather than in our office as usually with international learners (such as Australian ones) because it is practice-based.
The main difficulties encountered are about the non-formal approach we adopt in CLOCK. There is still a high level of resistance in considering non-formal education as valid and efficient.However, the formal way of teaching does not sufficiently consider the specific needs of the CCIs, the skills needed in the job market, the new challenges for entrepreneurs and the learning styles of learners.
The benefits for learners engaged in CLOCK, as they share, are related to the collaborative environment where Peer Learning is at the basis of the progress, development and recognition of the skills. There is an ecology of learning at the basis of the approach and we are used to saying that “CLOCK is a mirror where learners can finally see who they are, the skills they have, the principles behind they choices and developments” thanks to the Peer Reviewer and Mentor that facilitate this process. Learners recognise themselves and feel recognised by their peers professionally ending being empowered and grounded in their values, mission, aims and objective within their creative practice and enterprise in a collective environment.