INTERCULTURAL DIALOGUE

1. 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 GroningenBrussels, 12 – 13 June 2008

2. 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

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

4. 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 Competencesapproach Responds to growing demands of a lifelong learning society which requires more flexibility and differentiation INTERCULTURAL DIALOGUE

5. TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES WHY TUNING? (2) Distinction between genericand 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 INTERCULTURAL DIALOGUE

6. TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES WHY TUNING? (2) Distinction between genericand 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 INTERCULTURAL DIALOGUE Distinction between generic and subject specific competences

7. 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

8. 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

9. 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] INTERCULTURAL DIALOGUE

10. 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] INTERCULTURAL DIALOGUE

11. 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 ........ INTERCULTURAL DIALOGUE THE CONCEPT OF THREE CYCLES Allows diversity

12. 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

13. FIRST CYCLE PROGRAMME 60 ECTS 60 ECTS 60 ECTS COURSE UNIT INTERCULTURAL DIALOGUE 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

14. 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

15. 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

16. 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 !

17. 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

18. Methodology and Results RESPONDENTS ... University 1 University 2 University 3 University 100 University 101 Respondents Respondents Respondents Respondents Respondents ... INTERCULTURAL DIALOGUE Procedure of sample selection - Academics - Employers - Students - Graduates Cluster sampling: FINAL SAMPLE

19. INTERCULTURAL DIALOGUE Importance AGREE DISAGREE AGREE

20. INTERCULTURAL DIALOGUE

21. INTERCULTURAL DIALOGUE Students

22. INTERCULTURAL DIALOGUE STUDENTS .. Appreciation and respect for diversity and multiculturality ..

23. INTERCULTURAL DIALOGUE Graduates

24. INTERCULTURAL DIALOGUE GRADUATES .. Appreciation of and respect for diversity and multiculturality ..

25. INTERCULTURAL DIALOGUE Graduates

26. INTERCULTURAL DIALOGUE INTERCULTURAL DIALOGUE Employers

27. 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

28. 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: • 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

29. 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: • 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

30. 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

31. 7. INTERCULTURAL DIALOGUE • Diversity and Interculturality • Appropriate teaching, learning and assessment strategies: • problem-solving sessions • case studies • project work • simulations • role play • field work

32. INTERCULTURAL DIALOGUE 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.

33. INTERCULTURAL DIALOGUE

34. INTERCULTURAL DIALOGUE 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/

35. INTERCULTURAL DIALOGUE Thank you for your attention !