Transcript EC Pers en Communicatie

INTERCULTURAL DIALOGUE
The European Archipelago of Humanistic Thematic Networks
Fourth Plenary Conference
‘In Praise of Diversity: Structuring Intercultural Dialogue’
”A COMPETENCE-BASED APPROACH TO
INTERCULTURAL DIALOGUE”
Robert Wagenaar
Joint Co-ordinator Tuning Projects
University of Groningen
Brussels, 12 – 13 June 2008
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Content presentation
1. Tuning introduced
2. Concept of Competences
3. Levels and descriptors
4. Tuning generic competences: importance and achievement
5. Example of the Competence ‘teamwork’
6. Example of the Competence ‘diversity and interculturality’
7. Approaches for teaching, learning and assessing generic
competences
1. INTERCULTURAL DIALOGUE
Tuning methodology is of global significance: more than 55 countries involved
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Tuning educational structures in Europe and beyond: Why and How?
TUNING INITIATIVE
A PROJECT BY AND FOR UNIVERSITIES
WHY TUNING ? (1)
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Promoting transparency and comparability in Higher Education
Focus on employability and citizenship
Focus on professional and academic profiles
Europe wide introduction of Learning Outcomes and Competences
approach
Responds to growing demands of a lifelong learning society which
requires more flexibility and differentiation
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TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES
WHY TUNING? (2)
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Distinction between generic and subject specific competences
Change of paradigm: from staff centred to learner centred teaching,
learning and assessment (input to output based)
Introduction of a common language
Raising awareness of the importance of quality in process and
delivery
Tuning has identified key issues, has developed a consistent
approach on the basis of synthesizing theories and methodologies for
purpose
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TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES
WHY TUNING? (2)
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Distinction between generic and subject specific competences
Distinction between
Change of paradigm: from staff centred to learner centred teaching,
generic
andtosubject
learning and assessment
(input
output based)
specific
competences
Introduction of a common
language
Raising awareness of the importance of quality in process and
delivery
Tuning has identified key issues, has developed a consistent
approach on the basis of synthesizing theories and methodologies for
purpose
2. INTERCULTURAL DIALOGUE
Why use the concept of competences?
• The aim of a period of learning is to make the learner (more)
competent (in a various number of fields)
• Competences are build-up during a longer period and
learned and taught in succeeding modules or course units
• Language of competences is understood by all stakeholders
Problem:
• Many definitions are used for the concept of competences
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Why use concept of competences?
Becoming competent !
• Aim of a period of learning is to make the learner (more)
competent (in a various number of fields)
• Competences are build-up during a longer period and
learned and taught in succeeding modules or course units
• Language of competences is understood by all stakeholders
Problem:
Used in job descriptions
• Many definitions are used for the concept of competences
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What is a competence according to Tuning?
Tuning definition of competences
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Competences represent a dynamic combination of
knowledge, understanding, skills and abilities.
Fostering competences is the object of an educational
programmes.
Competences are formed in various course units and
assessed at different stages.
[competences are obtained by the student]
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What is a learning outcome according to Tuning?
Level of competence is expressed in terms of Learning
outcomes (required or expected achievement):
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Statements of what a learner is expected to know, understand
and be able to demonstrate after completion of learning.
They can refer to a single course unit or module or else to a
period of studies, for example, a first, a second or third cycle
programme.
Learning outcomes specify the requirements for award of
credit.
[learning outcomes are formulated by academic staff]
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THE CONCEPT OF THREE CYCLES
Third cycle
Learning outcomes:
Different pathways
180 -240 ECTS credits (3-4 years)
Second cycle
learning outcomes:
Different pathways:
(60) 90 – 120 ECTS credits
First cycle
learning outcomes:
Different pathways:
180 – 240 ECTS credits
There are different ways that lead to Rome ........
Allows
diversity
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Learning outcomes and competences in study programmes
3rd
cycle
Degree profile (Doctorate)
Third cycle learning outcomes defined in terms
of generic and subject specific competences
Degree profile 2nd cycle (MA)
2nd
cycle
Second cycle learning outcomes defined in terms of
generic and subject specific competences
Degree profile 1st cycle (BA)
1st
cycle
First cycle learning outcomes defined in terms of
generic and subject specific competences
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Tuning model
Degree programme according to
the Tuning methodology:
FIRST CYCLE PROGRAMME
60 ECTS
• Programme based on profile, sets of
competences to be obtained, desired
learning outcomes to be achieved,
ECTS credits to be awarded
• Programme design is team work,
based on consultation, discussion,
cooperation
60 ECTS
• Learning outcomes / competences
to be developed are the basis for
credit allocation
60 ECTS
COURSE UNIT
Top-down
• Teaching, learning and assessment
approaches respect credit allocation:
feasibility is key factor
3. INTERCULTURAL DIALOGUE
In degree programmes different types of levels are distinguished:
• Degree programme levels (Bologna cycles)
• Intermediate levels (basic, intermediate, advanced, specialized)
For the cycle levels (general) descriptors have been developed:
• QF for EHEA (Dublin Descriptors)
• EQF for LLL
The concept of competences is based on levels of development and
achievement, which can be expressed in a learning outcome or a
descriptor
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Tuning has identified 31 generic competences
Most relevant for ‘Intercultural Dialogue’ are:
• Appreciation of and respect for diversity and multiculturality
• Ability to communicate in a second language
• Ability to be critical and self-critical
• Ability to work in a team
• Interpersonal and interaction skills
• Ability to work in an international context
• Ability to act with social responsibility and civic awareness
• Ability to show awareness of equal opportunities and gender issues
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Tuning has identified 31 generic competences
Most relevant for ‘Intercultural Dialogue’ are:
• Appreciation of and respect for diversity and multiculturality
• Ability to communicate in a second language
• Ability to be critical and self-critical
• Ability to work in a team
8 out of 31 !
• Interpersonal and interaction skills
• Ability to work in an international context
• Ability to act with social responsibility and civic awareness
• Ability to show awareness of equal opportunities and gender issues
4. INTERCULTURAL DIALOGUE
Are these competences seen as being important by stakeholders?
Outcomes of the Tuning survey 2008
Areas & university depart. & Countries
 9 AREAS
 27 COUNTRIES
Total number of respondents 7087:
 1948 Graduates
 879 Employers
 2041 Academics
 Students 2219
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Methodology and Results
Procedure of sample selection
- Academics
- Employers
- Students
- Graduates
RESPONDENTS
Cluster sampling:
University 1
University 2
University 3
...
Respondents
Respondents
Respondents
...
University 100 University 101
Respondents
FINAL SAMPLE
Respondents
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Importance
Competence
Ability for abstract thinking, analysis and synthesis
Ability to apply knowledge in practical situations
Ability to identify, pose and resolve problems
Ability to communicate both orally and through the written word in native language
Capacity to learn and stay up-to-date with learning
Knowledge and understanding of the subject area and understanding of the profession
Ability to search for, process and analyse information from a variety of sources
Ability to work autonomously
Capacity to generate new ideas (creativity)
Ability to be critical and self-critical
Ability to make reasoned decisions
Determination and perseverance in the tasks given and responsibilities taken
Ability to evaluate and maintain the quality of work produced
Ability to communicate in a second language
Ability to undertake research at an appropriate level
Skills in the use of information and communications technologies
Ability to plan and manage time
Ability to adapt to and act in new situations
Ability to work in a team
Ability to work in an international context
Interpersonal and interaction skills
Ability to act on the basis of ethical reasoning
Ability to design and manage projects
Ability to motivate people and move toward common goals
Ability to communicate with non-experts of one’s field
Appreciation of and respect for diversity and multiculturality
Ability to act with social responsibility and civic awareness
Spirit of enterprise, ability to take initiative
Ability to show awareness of equal opportunities and gender issues
Commitment to the conservation of the environment
Commitment to safety
Graduates Students Employers Academics
AGREE
DISAGREE
AGREE
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Students
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STUDENTS .. Appreciation and respect for diversity and multiculturality ..
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Graduates
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GRADUATES .. Appreciation of and respect for diversity and multiculturality ..
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Graduates
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Employers
5. INTERCULTURAL DIALOGUE
Examples of a generic competence: Teamwork
First level descriptor:
Actively participate and collaborate in
team tasks, and encourages trust,
friendliness, and focus on the
common goal through the attitude
they convey
Indicators:
Third level descriptor:
Is capable of running work groups,
guaranteeing the integration of all
group members, and their focus on
an excellent level of work achieved
1. Complete group task that have been
assigned to them within the required time
frame
2. Actively participates in team meetings,
sharing information, knowledge and
experience
3. Cooperates in the definition , organisation,
and distribution of group tasks
4. Aims at achieving agreements and
common objectives, and is committed to
them
5. Takes into account the point of view of
others and gives constructive feedback
1. Actively cooperates in the planning of
group work, the distribution of tasks,
and deadlines
2. Efficiently manages meetings
3. Suggests ambitious and well defined
goals for the group
4. Facilitates the positive management of
differences, disagreements, and
conflicts that arise within the team
5. Encourages all team members to
commit themselves tot the management
and running of the group
Indicators:
6. INTERCULTURAL DIALOGUE
COMPETENCE: DIVERSITY AND INTERCULTURALITY
Description
Diversity identifies the cultural differences and inequalities at work in
today’s societies the world over.
Interculturality refers to communication and interaction between different
social groups and cultures.
Three levels of proficiency:
1.
Understanding cultural and social diversity as a human
phenomenon
and interacting respectfully with different
persons
2.
Accepting and understanding cultural and/or social traits as
structural,
voluntary and reasonable aspects of humanity
3.
Showing conviction that awareness of cultural diversity, an
essential
ingredient of human coexistence, generates
social cohesion and
inclusion
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COMPETENCE: DIVERSITY AND INTERCULTURALITY
Enable to see cultural differences
and inequalities as a product of
Description
social behaviour
Diversity identifies the cultural differences and inequalities at work in
Be able to reason the causes of
today’s societies the world over.
cultural
and/or social
differences
Interculturality refers to communication
and interaction
between
different
and inequalities among human
social groups and cultures.
beings
Three levels of proficiency:
Be able to practice intercultural
1.
Understanding cultural and social diversity as a human
coexistence
phenomenon
and interacting respectfully with different
persons
2.
Accepting and understanding cultural and/or social traits as
structural,
voluntary and reasonable aspects of humanity
3.
Showing conviction that awareness of cultural diversity, an
essential
ingredient of human coexistence, generates
social cohesion and
inclusion
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Examples of generic competences: Interculturality
First level descriptor:
Understanding cultural and social
diversity as a human phenomenon
and interacting respectfully with
different persons
Indicators:
Third level descriptor:
Showing conviction that awareness
of cultural diversity, an essential
ingredient of human coexistence,
generates social cohesion and
inclusion
Indicators:
1. Accepting diversity as part of the human
condition
2. Relating to people without distinction of
social and cultural background
3. Utilising relations with different persons for
own development
4. Not discriminating people for reasons of
social or cultural difference
5. Seeing coexistence as the product of
interactions between people who are
different
1. Understanding that human coexistence
supports social and/or cultural
integration
2. Understanding that own social and
cultural context is part of transcultural
relations
3. Seeking ways of generating
transcultural relations.
4. Utilising relativism in a tempered way
5. Facilitating relational contexts that will
include persons who are different
7. INTERCULTURAL DIALOGUE
Diversity and Interculturality
Appropriate teaching, learning and assessment strategies:
• problem-solving sessions
• case studies
• project work
• simulations
• role play
• field work
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Diversity and Interculturality
International negotiations as part of a
course on International Organizations
Appropriate teaching, learning and assessment strategies:
• problem-solving sessions
• case studies
• project work
• simulations
• role play
• field work
Can be studied as a separate topic or
as an integrated part of a course unit
in which also other (generic and
subject specific) competences are
practiced and developed.
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Web sites:
Tuning Europe:
http://tuning.unideusto.org/tuningeu
www.rug.nl/let/tuningeu
Tuning América Latina:
http://tuning.unideusto.org/tuningal/
Tuning Kyrgyz Republic:
http://www.bolognakg.net/
Tuning Russia:
http://www.iori.hse.ru/tuning/
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Thank you for your attention !