EC Pers en Communicatie

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INTERCULTURAL DIALOGUE
The European Archipelago of Humanistic Thematic
NetworksFourth Plenary ConferenceIn Praise of
Diversity Structuring Intercultural
DialogueA COMPETENCE-BASED APPROACH TO
INTERCULTURAL DIALOGUE Robert WagenaarJoint
Co-ordinator Tuning Projects University of
GroningenBrussels, 12 13 June 2008
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INTERCULTURAL DIALOGUE

• Content presentation
• Tuning introduced
• Concept of Competences
• Levels and descriptors
• Tuning generic competences importance and
  achievement
• Example of the Competence teamwork
• Example of the Competence diversity and
  interculturality
• Approaches for teaching, learning and assessing
  generic competences

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1. INTERCULTURAL DIALOGUE
Tuning methodology is of global significance
more than 55 countries involved
Austria
Honduras
Panama
Slovenia
Croatia
Paraguay
Macedonia
Malta
Bolivia
Bulgaria
Spain
Brazil
Japan
Norway
Denmark
Czech Rep.
Finland
Sweden
Mexico
France
Poland
Chile
Costa Rica
Uruguay
Switzerland
United Kingdom
Portugal
Greece
Germany
Cuba
The Netherlands
Romania
Serbia
Estonia
Ireland
Georgia
Ukraine
El Salvador
Venezuela
Iceland
Russia
Hungary
Slovakia
Latvia
Turkey
Kosovo
Kyrgystan
Argentine
Belgium
Colombia
Lithuania
Ecuador
Italy
Guatemala
Perú
Nicaragua
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INTERCULTURAL DIALOGUE

• Tuning educational structures in Europe and
  beyond Why and How?
• TUNING INITIATIVE A PROJECT BY AND FOR
  UNIVERSITIES
• WHY TUNING ? (1)
• 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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INTERCULTURAL DIALOGUE

• TUNING INITIATIVE A PROJECT BY AND FOR
  UNIVERSITIES
• WHY TUNING? (2)
• 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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INTERCULTURAL DIALOGUE

• TUNING INITIATIVE A PROJECT BY AND FOR
  UNIVERSITIES
• WHY TUNING? (2)
• 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

Distinction between generic and subject specific
competences
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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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INTERCULTURAL DIALOGUE

• Why use concept of competences?
• 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

Becoming competent !
Used in job descriptions
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INTERCULTURAL DIALOGUE

• What is a competence according to Tuning?
• Tuning definition of competences
• 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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INTERCULTURAL DIALOGUE

• What is a learning outcome according to Tuning?
• Level of competence is expressed in terms of
  Learning outcomes (required or expected
  achievement)
• 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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INTERCULTURAL DIALOGUE
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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INTERCULTURAL DIALOGUE
Learning outcomes and competences in study
programmes
Degree profile (Doctorate)
3rd cycle
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
• 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
• Learning outcomes / competences to be developed
  are the basis for credit allocation
• Teaching, learning and assessment approaches
  respect credit allocation feasibility is key
  factor

Top-down
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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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INTERCULTURAL DIALOGUE

• 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

8 out of 31 !
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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
Cluster sampling
FINAL SAMPLE
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Importance
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
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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
• Complete group task that have been assigned to
  them within the required time frame
• Actively participates in team meetings, sharing
  information, knowledge and experience
• Cooperates in the definition , organisation, and
  distribution of group tasks
• Aims at achieving agreements and common
  objectives, and is committed to them
• Takes into account the point of view of others
  and gives constructive feedback

• 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
• Indicators
• Actively cooperates in the planning of group
  work, the distribution of tasks, and deadlines
• Efficiently manages meetings
• Suggests ambitious and well defined goals for the
  group
• Facilitates the positive management of
  differences, disagreements, and conflicts that
  arise within the team
• Encourages all team members to commit themselves
  tot the management and running of the group

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6. INTERCULTURAL DIALOGUE

• COMPETENCE DIVERSITY AND INTERCULTURALITY
• Description
• Diversity identifies the cultural differences and
  inequalities at work in todays societies the
  world over.
• Interculturality refers to communication and
  interaction between different social groups and
  cultures.
• Three levels of proficiency
• Understanding cultural and social diversity as a
  human phenomenon and interacting respectfully
  with different persons
• Accepting and understanding cultural and/or
  social traits as structural, voluntary and
  reasonable aspects of humanity
• Showing conviction that awareness of cultural
  diversity, an essential ingredient of human
  coexistence, generates social cohesion and
  inclusion

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INTERCULTURAL DIALOGUE

• COMPETENCE DIVERSITY AND INTERCULTURALITY
• Description
• Diversity identifies the cultural differences and
  inequalities at work in todays societies the
  world over.
• Interculturality refers to communication and
  interaction between different social groups and
  cultures.
• Three levels of proficiency
• Understanding cultural and social diversity as a
  human phenomenon and interacting respectfully
  with different persons
• Accepting and understanding cultural and/or
  social traits as structural, voluntary and
  reasonable aspects of humanity
• Showing conviction that awareness of cultural
  diversity, an essential ingredient of human
  coexistence, generates social cohesion and
  inclusion

Enable to see cultural differences and
inequalities as a product of social behaviour
Be able to reason the causes of cultural and/or
social differences and inequalities among human
beings
Be able to practice intercultural coexistence
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INTERCULTURAL DIALOGUE
Examples of generic competences Interculturality

• First level descriptor
• Understanding cultural and social diversity as a
  human phenomenon and interacting respectfully
  with different persons
• Indicators
• Accepting diversity as part of the human
  condition
• Relating to people without distinction of social
  and cultural background
• Utilising relations with different persons for
  own development
• Not discriminating people for reasons of social
  or cultural difference
• Seeing coexistence as the product of interactions
  between people who are different

• Third level descriptor
• Showing conviction that awareness of cultural
  diversity, an essential ingredient of human
  coexistence, generates social cohesion and
  inclusion
• Indicators
• Understanding that human coexistence supports
  social and/or cultural integration
• Understanding that own social and cultural
  context is part of transcultural relations
• Seeking ways of generating transcultural
  relations.
• Utilising relativism in a tempered way
• Facilitating relational contexts that will
  include persons who are different

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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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International negotiations as part of a course on
International Organizations

• Diversity and Interculturality
• 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/tuning
al/ Tuning Kyrgyz Republic http//www.bolognakg.n
et/ Tuning Russia http//www.iori.hse.ru/tuning
/
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Thank you for your attention !