1. 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

2. Content presentation INTERCULTURAL DIALOGUE 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. 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

5. 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

6. 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

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. 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]

10. 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]

11. INTERCULTURAL DIALOGUE
THE CONCEPT OF THREE CYCLES
Third cycle
Learning outcomes:
Different pathways
ECTS credits (3-4 years)
Second cycle
learning outcomes:
Different pathways:
(60) 90 – 120 ECTS credits
First cycle
180 – 240 ECTS credits
There are different ways that lead to Rome
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. 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
60 ECTS
FIRST CYCLE PROGRAMME
COURSE UNIT
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. 8 out of 31 ! 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. ... FINAL SAMPLE Methodology and Results Cluster sampling:
INTERCULTURAL DIALOGUE
Methodology and Results
Procedure of sample selection
- Academics
- Employers
- Students
- Graduates
RESPONDENTS
Cluster sampling:
...
University 1
Respondents
University 2
Respondents
University 3
Respondents
University 100
Respondents
University 101
Respondents
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. Examples of a generic competence: Teamwork
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. Examples of generic competences: Interculturality
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. Web sites: INTERCULTURAL DIALOGUE
Tuning Europe:
Tuning América Latina:
Tuning Kyrgyz Republic:
Tuning Russia:

35. INTERCULTURAL DIALOGUE
Thank you for your attention !