intercultural dialogue

INTERCULTURAL DIALOGUE

The European Archipelago of Humanistic Thematic NetworksFourth Plenary Conference

‘In Praise of Diversity: Structuring Intercultural Dialogue’

”A COMPETENCE-BASED APPROACH TO INTERCULTURAL DIALOGUE”

Robert WagenaarJoint Co-ordinator Tuning Projects

University of Groningen

Brussels, 12 – 13 June 2008


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

Tuning methodology is of global significance: more than 55 countries involved

1. 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



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



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


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


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

Used in job descriptions

Becoming competent !

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]


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]


Third cycle Learning outcomes:

Different pathways180 -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 ........

THE CONCEPT OF THREE CYCLES

Allows diversity


Learning outcomes and competences in study programmes

Degree profile (Doctorate)

Third cycle learning outcomes defined in terms of generic and subject specific competences

Degree profile 2nd cycle (MA)

Second cycle learning outcomes defined in terms of generic and subject specific competences

Degree profile 1st cycle (BA)

First cycle learning outcomes defined in terms of generic and subject specific competences

1st cycle

2nd

cycle

3rd

cycle


60 ECTS

60 ECTS

FIRST CYCLE PROGRAMME

COURSE UNIT

60 ECTS

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

Tuning model



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


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


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 !

Areas & university depart. & Countries

9 AREAS

Total number of respondents 7087: 1948 Graduates 879 Employers 2041 Academics Students 2219

27 COUNTRIES

Are these competences seen as being important by stakeholders?Outcomes of the Tuning survey 2008


Methodology and Results

Cluster sampling:University 1

Respondents

University 2

Respondents

University 3

Respondents

University 100

Respondents

University 101

Respondents

...

...

Procedure of sample selection

- Academics- Employers- Students- Graduates

RESPONDENTS

FINAL SAMPLE


Competence Graduates Students Employers AcademicsAbility for abstract thinking, analysis and synthesisAbility to apply knowledge in practical situationsAbility to identify, pose and resolve problemsAbility to communicate both orally and through the written word in native languageCapacity to learn and stay up-to-date with learningKnowledge and understanding of the subject area and understanding of the professionAbility to search for, process and analyse information from a variety of sourcesAbility to work autonomouslyCapacity to generate new ideas (creativity)Ability to be critical and self-criticalAbility to make reasoned decisionsDetermination and perseverance in the tasks given and responsibilities takenAbility to evaluate and maintain the quality of work producedAbility to communicate in a second languageAbility to undertake research at an appropriate levelSkills in the use of information and communications technologiesAbility to plan and manage timeAbility to adapt to and act in new situationsAbility to work in a teamAbility to work in an international contextInterpersonal and interaction skillsAbility to act on the basis of ethical reasoningAbility to design and manage projectsAbility to motivate people and move toward common goalsAbility to communicate with non-experts of one’s fieldAppreciation of and respect for diversity and multiculturalityAbility to act with social responsibility and civic awarenessSpirit of enterprise, ability to take initiativeAbility to show awareness of equal opportunities and gender issuesCommitment to the conservation of the environmentCommitment to safety

AGREE

AGREE

DISAGREE

Importance



Students


.. Appreciation and respect for diversity and multiculturality ..STUDENTS


Graduates


.. Appreciation of and respect for diversity and multiculturality ..

GRADUATES


Graduates

INTERCULTURAL DIALOGUE INTERCULTURAL DIALOGUE

Employers


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: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

Examples of a generic competence: Teamwork

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:1. Actively cooperates in the planning of

group work, the distribution of tasks, and deadlines

2. Efficiently manages meetings3. Suggests ambitious and well defined

goals for the group4. 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


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


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

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


First level descriptor:Understanding cultural and social diversity as a human phenomenon and interacting respectfully with different persons

Indicators:1. Accepting diversity as part of the human

condition2. Relating to people without distinction of

social and cultural background3. Utilising relations with different persons for

own development4. Not discriminating people for reasons of

social or cultural difference5. Seeing coexistence as the product of

interactions between people who are different

Examples of generic competences: Interculturality

Third level descriptor: Showing conviction that awareness of cultural diversity, an essential ingredient of human coexistence, generates social cohesion and inclusion

Indicators: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 way5. Facilitating relational contexts that will

include persons who are different


Diversity and Interculturality

Appropriate teaching, learning and assessment strategies:

• problem-solving sessions

• case studies

• project work

• simulations

• role play

• field work


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.

International negotiations as part of a course on International Organizations

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/


http://tuning.unideusto.org/tuningeu

http://www.bolognakg.net/

http://www.iori.hse.ru/tuning/


Thank you for your attention !

intercultural dialogue

Documents

period of learning

competences approachresponds

universitieswhy tuning

learner centred teaching

competence diversity

longer period

lifelong learning society

competencebased approach