erasmus experience as a tool for an intercultural dialogue Internationalization and New Skills
description
Transcript of erasmus experience as a tool for an intercultural dialogue Internationalization and New Skills
ERASMUS EXPERIENCE AS A TOOL FOR AN INTERCULTURAL DIALOGUE
INTERNATIONALIZATION AND NEW SKILLS
18° SEMINARIO INTERNAZIONALE ERASMUS EUROMIR
INTERCULTURALITÀ TRA UNIVERSALISMO E PARTICOLARISMO
PROSPETTIVE INTERDISCIPLINARINAPOLI 28 FEBBRAIO – 3 MARZO 2011
ROSSELLA PAINODOTTORATO DI RICERCA IN PEDAGOGIA E SOCIOLOGIA INTERCULTURALE
UNIVERSITÀ DEGLI STUDI DI MESSINA
INTERNATIONALIZATION
GLOBALIZATION
MUTUAL INTERDEPENDENCETRANSNATIONAL MOBILITYINTERCULTURAL DIALOGUEMULTICULTURAL COMMUNITIES
WHICH EDUCATION FOR THE 21ST CENTURY?
Both in Europe and in America the concept of “key Skill”, linked to working orbit, was set out back in ‘70s.
Also in Europe, connected to unification process, they have thought about strategic bond between:
1. INDIVIDUAL EMPLOYMENT2. LIFELONG LEARNING3. SUSTAINABLE, HARMONIC AND
ECONOMIC DEVELOPMENT
INTERNATIONALIZATION AND EDUCATION IN EUROPE
•Need to recognize skills in different european countries without race, sex, colour, language, nationality discrimination, by reliable procedures and criterion, through agreements (Learning Agreement), furnishing an adequate information and allowing to appeal in case of refusal
LISBON DECLARATIO
N (1997; ITALY 2002)
•Started university reform in Europe and Ects System (European Credit Trasfert System)
BOLOGNA DECLARATIO
N (1999)
•Focused on lifelong learning as the basic aim to build new EuropeCOPENAGHE
N DECLARATIO
N (2002)
Besides in reading, maths and sciences, wider skills are important to learning success, that is TRANSVERSAL SKILLS, as the motivation to learning, attitudes and every student’s competence to individualize his own educational path.
EUROPEAN COMMISSION
In the glossary enclosed with Commission communication “Realizing a Lifelong Learning European space” in 2001 it’s reported the definition of skill meant as:
1. MEANT AS THE ABILITY TO USE EXPERIENCES
2. KNOWLEDGE AND QUALIFICATIONS EFFICIENTLY
THE EUROPEAN HIGHER EDUCATION AREA (EHEA)
WARNING ABOUT KEY SKILL FOR LIFELONG LEARNING
Approved on 18 th December 2006, it denotes key skill
development as
one of 5 objective
s recognize
d to “strength
en systems
effectiveness and quality”
Key skills, that everybody need for personal development and realization, active citizenship, social inclusion and employment, have been defined in this way:
Communication in the mother tongue;Communication in foreign languages;
Math skill and basic skills in science and technology;Digital skill;
Learning to learnIntercultural, civic and social skills;
Resourcefulness and entrepreneurship;Consciousness and cultural expression.
CONCEPTS OF SKILL
ATTITUDE
SKILLS•Performances of “standard attitude”
activated through the repetitiveness of work or school practice
TASK SKILL
S•Potential of employable resources in
different fields (being able to apply knowledge, skills, attitudes)
EXPERT AND
GENERATIVE SKILLS
•knowledge modification through complex mental operations including decisions about aims and means, creating innovations.
IMPLICATIONS ON TEACHING PROCESSES
ATTITUDES SKILLS
• Training to
insure a correct cognitive behavior
TASK SKILLS
• Training to be able to handle variances with one’s own knowledge/skills
EXPERT AND GENERATIVE
SKILLS
• Cultivation (to be able to cope with complicated situations, identifying setting and providing with alternative solutions
PROSPECTS FOR 2020
KNOWLEDGE
ECONOMYINNOVATI
ON
A SMART GROWTH
BASED ON THE
RECOGNITION/CERTIFICATION
LEARNT
ATTESTED
Therefore we need
skills to be:
RECOGNIZED
SKILLS ACQUISITION
OCCURS THROUGH DIFFERENT
WAYS ACCORDING
TO A FORMATIVE
PATH:
FORMAL: when school learning or
university/professional training path is
proved with a qualification
released by an external and institutional corporation
NOT FORMAL: when learning path occurs along not traditional ways, through job or training activity with
other subjects, and at the very end an
external not institutional subject releases a document about done activity
and contingent acquired skills
INFORMAL: when learning path is
realized autonomously and
for which not certified skills by
any external subject are acquired
LEUVEN – LA
NEUVE (BELGIUM) 2009
TEACHERS AND
STUDENTS
MOBILITY
LIFE-LONG
TRAINING
LIFE-LONG
LEARNING
COOPERATIVE
LEARNING
TOWARD THE 20% MOBILITY BY THE YEAR 2020?
The Conference hold in Leuven Ministers from 47 European countries established the priorities for the European Higher Education Area until 2020:
“Mobility encourages linguistic pluralism, thus underpinning the multilingual tradition of the European Higher Education Area and it increases cooperation and competition between higher education institutions. Therefore, mobility shall be the hallmark of the European Higher Education Area. We call upon each country to increase mobility, to ensure its high quality and to diversify its types and scope. In 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period”.
Communiqué adopted by the Ministers
MOBILITY AND DIRECT
EXPERIENCE AS LEARNING:
THE CONTEXT AS ORGANIZER AND MOTIVATIONAL
MATRIX IN PERSONAL TRAINING PROCESSES
PAST EXPERIENCES AS PREFERENTIAL
CHANNEL TO LANGUAGE LEARNING
DAILY FAMILY SHARING AS MEDIUM OF SYMPATHY
NEED OF MEDIATION TO
START INTERCULTURAL PROCESSES OF RESPECT AND
SHARING
WHAT ARE THE MAIN OBJECTIVES AND
BENEFITS OF STUDENTS’ MOBILITY?
THE MAIN
OBJECTIVES OF
STUDENTS
MOBILITY
To help students to
adapt to the
requirements of the EU-wide labour market
To enable students to develop specific
skill including language skills and to improve
understanding of the economic and social culture of
the country concerned in the
context of acquiring work
experience
To promote cooperation
between higher
education institutions
and enterprises
To contribute to the development of a pool of well-qualified, open-
minded and internationally experienced
young people as future
professionals
BENEFITS
PROMOTION OF EUROPEAN
INTEGRATION AND SHARING OF THE
EUROPEAN CULTURAL VALUES
EUROPEAN IDENTITY AND
CONSCIOUSNESS, INSIGHT ON
EUROPEAN ISSUES
COSTRUCTION OF AN
‘INTERNATIONAL LIFE WORLD’
DEALING WITH THE ‘DO -IT – YOURSELF’
IMPROVE YOUR LANGUAGE SKILLS OR OTHER SKILLS (THE INDIVIDUAL
NEEDS TO SUCCEED IN AN
INTEGRATED MARKET)
FUTURE PROPENSITY
TO BE GEOGRAPHICAL
LY MOBILE
REVENUE BENEFITS FOR THE HOSTING COUNTRIES
THE EUROPEAN MOBILITY PROGRAMMESThe European Commission promotes a
wide range of mobility programmes which enable students at higher education institutions to spend a period of study, (i.e. Erasmus programme), or a placement period abroad, (i.e. Leonardo), in another country. Thanks to these programmes over the past 15 years hundreds of thousands of university students have had a ‘mobility experience’. However, even though the Bologna Process (1999) has certainly pushed positively student mobility, much remains to be done to increase the percentage of mobile students.
LIFELONG LEARNIN
G PROGRA
MME (LLP)
COMENIUS
ERASMUS
LEONARDO DA VINCI
GRUNDTVIG
TRASVERSAL
PROGRAMME
JEAN MONNET
FOR EUROPEA
N INTEGRATI
ON
ERASMUS
AIM: to create a ‘European Higher Education Area’
and foster innovation
throughout Europe
HOW IT WORKS: Higher education institutions must have an Erasmus
University Charter
WHO CAN BENEFIT: all students studying
in a participating country and enrolled in at least the second
year in their home institution. At least the sending or the receiving country
must be an EU Member State.
WHO CAN APPLY: The student must
either be a national of a country
participating or a national of other
countries enrolled in regular courses in
institutions of higher education in a
participating country
LENGTH: Periods abroad – both for studies and for placements –
can last from 3 to 12 months each
PARTICIPATING COUNTRIES: EU States members,
Iceland, Liechtenstein ,
Norway and Turkey
EXTRA: Erasmus Intensive Course
Language. Students with
special needs may apply for a specific
ERASMUS grant
OTHER MOBILITY PROGRAMMES
ERASMUS
MUNDUS
MARIE CURIE
TEMPUS
INTERCULTURE
A CONCRETE AND EFFICIENT PROPOSAL TO:
Increase in
autonomy and
responsibility
Trial the wealth of willingnes
s to diversity
Overcome prejudices
Learn foreign
languages
Devise intercultur
al skill, now
indispensable for
living in multicultu
ral societies
LEARN ESSENTIAL SKILLS TO NOURISH
INTERCULTURAL DIALOGUE NECESSARY TO CHANGE THE WORLD
INTERCULTURE AS A
PROPOSAL AIMED
TOWARDS …
THANK YOU FOR YOUR ATTENTION…