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 INTERDEPENDENCE

TRANSNATIONAL MOBILITY

INTERCULTURAL DIALOGUE

MULTICULTURAL 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 DECLARATION (1997; ITALY

2002)

•Started university reform in Europe and Ects System (European Credit Trasfert System)

BOLOGNA DECLARATION

(1999)

•Focused on lifelong learning as the basic aim to build new Europe

COPENAGHEN DECLARATION

(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 objectives recognize

d to “strengthen 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 SKILLS

•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

ECONOMY

INNOVATION

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 PROGRAMMES

The 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 LEARNING

PROGRAMME (LLP)

COMENIUS

ERASMUS

LEONARDO DA VINCI

GRUNDTVIG

TRASVERSAL PROGRAMME

JEAN MONNET FOR

EUROPEAN INTEGRATION

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 MARI

E CURI

E

TEMPUS

INTERCULTURE

A CONCRETE AND EFFICIENT PROPOSAL TO:

Increase in autonomy

and responsibili

ty

Trial the wealth of

willingness to diversity

Overcome prejudices

Learn foreign

languages

Devise intercultur

al skill, now

indispensable for

living in multicultural societies

LEARN ESSENTIAL SKILLS TO NOURISH

INTERCULTURAL DIALOGUE NECESSARY TO CHANGE THE WORLD

INTERCULTURE AS A PROPOSAL AIMED

TOWARDS …

THANK YOU FOR YOUR ATTENTION…