„inclusion through education and culture”

„„Inclusion through Education and Culture”Inclusion through Education and Culture”Joint Conference of the Joint Conference of the

The University Network of the European Capitals of Culture The University Network of the European Capitals of Culture and theand the

Compostela Group of UniversitiesCompostela Group of Universities14-15 October 201014-15 October 2010

University of Pécs, HungaryUniversity of Pécs, Hungary

The Impact of Educational Policies andThe Impact of Educational Policies andInternationalized Learning OutcomesInternationalized Learning Outcomes

László I. KomlósiLászló I. KomlósiUniversity of Pécs, HungaryUniversity of Pécs, Hungary

1Internationalized Learning Outcomes

László I. Komlósi UNEECC 14/10/2010

In my talk I intend to draw the outlines of a conceptual In my talk I intend to draw the outlines of a conceptual framework that effectively unifies the inputs of both the framework that effectively unifies the inputs of both the cultural environment and educational environment with cultural environment and educational environment with respect to the respect to the social dimensions of higher educationsocial dimensions of higher education in in what we may call what we may call

integrated social competenceintegrated social competence for Life Long Learning. for Life Long Learning.



More precisely, I would like to call for an analysis of a viable More precisely, I would like to call for an analysis of a viable higher educational system that is higher educational system that is inherently reflective in inherently reflective in its characterits character and, therefore, is able to provide for the and, therefore, is able to provide for the assessment of its impact on social cohesion and the assessment of its impact on social cohesion and the relevance and place of societal values in the social fabric.relevance and place of societal values in the social fabric.

For this purpose , I will argue for an integrated framework that For this purpose , I will argue for an integrated framework that rests on both the rests on both the social contextualization and the cultural social contextualization and the cultural contextualization of the learning outcomescontextualization of the learning outcomes resulting in a resulting in a flexible and adaptive set of competence based social flexible and adaptive set of competence based social skills. skills.



I will also argue that the university of the 21st century does I will also argue that the university of the 21st century does have a central role in the society while surrounded by a have a central role in the society while surrounded by a clearly identifiable group of stakeholders and social clearly identifiable group of stakeholders and social actors.actors.

The university has to figure out and design its The university has to figure out and design its new new statusstatus::

(i) it has to have a (i) it has to have a rere--conceptualized missionconceptualized mission with a vision, with a vision,(ii) it has to function as an (ii) it has to function as an argumentative communityargumentative community to to

generate knowledge and skills under the auspices of generate knowledge and skills under the auspices of wisdom,wisdom,

(iii) it has to seek (iii) it has to seek holistic solutionsholistic solutions to encourage joint action in to encourage joint action in the society to help eradicate poverty, inequality and social the society to help eradicate poverty, inequality and social exclusion. exclusion.



In order to do that I will survey briefly some recent In order to do that I will survey briefly some recent developments in European higher educational policies.developments in European higher educational policies.

I will try to point out that the shaping of the European Higher I will try to point out that the shaping of the European Higher Educational Area - unlike the formation of the European Educational Area - unlike the formation of the European Research Area - has been dominated by a general Research Area - has been dominated by a general philosophy based on two pillars: a fundamental pillar of philosophy based on two pillars: a fundamental pillar of a a non-regulative approachnon-regulative approach in which each member state in which each member state has the freedom to build on local or regional cultural and has the freedom to build on local or regional cultural and educational heritage and another pillar permitting educational heritage and another pillar permitting coordination and harmonization of educational coordination and harmonization of educational achievementsachievements facilitating international mobility. facilitating international mobility.

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Internationalized Learning Outcomes László I. Komlósi UNEECC 14/10/2010

No contradiction was believed to reside in the No contradiction was believed to reside in the liberal liberal approachapproach: :

the acknowledgement of diversity in educational heritage the acknowledgement of diversity in educational heritage was deemed to be a straightforward added value to the was deemed to be a straightforward added value to the EHEA.EHEA.



The The major events major events and and the mainstream of changes and trends of the mainstream of changes and trends of the past 20 years: the past 20 years:

Magna Charta Magna Charta Universitatum 1988Universitatum 1988Sorbonne Joint Declaration 1998Sorbonne Joint Declaration 1998Bologna Declaration 1999Bologna Declaration 1999

policy paperspolicy papers and and communiquéscommuniquésPrague 2001, Berlin 2003, Bergen 2005, London 2007,Prague 2001, Berlin 2003, Bergen 2005, London 2007,Leuven/Louvain-la-Neuve 2009Leuven/Louvain-la-Neuve 2009GreenGreen PaperPaper 2009 - 2009 - Learning Mobility of Young People Learning Mobility of Young People



The The Bologna Process Bologna Process has been unfolding under the ratherhas been unfolding under the ratherparadoxical concept of paradoxical concept of „continuity and permanent change”„continuity and permanent change”..

The Bologna Process itself is a series of adjustments and The Bologna Process itself is a series of adjustments and corrections for improvement triggered by corrections for improvement triggered by system-internal system-internal pressurespressures..

However, the However, the system-external conditionssystem-external conditions have also come into have also come into play.play.



„„The The social dimension of higher educationsocial dimension of higher education presents the most presents the most significant challenge to European cooperation as it is significant challenge to European cooperation as it is perceived, conceived, understood and applied so differently perceived, conceived, understood and applied so differently from one country to another.from one country to another.Very few countries have set specific targets Very few countries have set specific targets to improve the to improve the participation of under-represented groups in higher educationparticipation of under-represented groups in higher education, , and only about half of the Bologna countries systematically and only about half of the Bologna countries systematically monitor their participation.”monitor their participation.”

Androulla VassiliouAndroulla Vassilioucommissioner responsible for Education, Culture, Multilingualism and Youthcommissioner responsible for Education, Culture, Multilingualism and Youth

In: Focus on Higher Education in Europe 2010: The Impact of the Bologna Process. In: Focus on Higher Education in Europe 2010: The Impact of the Bologna Process. Eurydice 2010Eurydice 2010



The The London Communiqué definedLondon Communiqué defined the objective of the social the objective of the social dimension as the 'dimension as the 'societal aspirationsocietal aspiration that that the student body the student body entering, participating in and completing higher education at entering, participating in and completing higher education at all levels should reflect the diversity of our populations'.all levels should reflect the diversity of our populations'.

In order to move towards this objective, countries agreed that In order to move towards this objective, countries agreed that thethe social dimension should be understood as an evolutionary social dimension should be understood as an evolutionary processprocess leading to the objective that requires the leading to the objective that requires the ongoing ongoing commitment andcommitment and effort from all relevant stakeholderseffort from all relevant stakeholders..

On this basis,On this basis, each country pledged to develop its own each country pledged to develop its own strategy and action plan forstrategy and action plan for the social dimension, which would the social dimension, which would initially call for the initially call for the identification ofidentification of possible under-possible under-represented groupsrepresented groups..



How does the issue of the How does the issue of the social dimension of higher social dimension of higher educationeducation fit into the context of either the Bologna fit into the context of either the Bologna Process or the Copenhagen Process?Process or the Copenhagen Process?

Why has it not been an integral part of the Bologna Process or Why has it not been an integral part of the Bologna Process or the Copenhagen Process at all?the Copenhagen Process at all?

Why has it been left out from the guidelines and Why has it been left out from the guidelines and recommendations of the past ten years?recommendations of the past ten years?



The Bologna Process, inaugurated in 1999, has a wide-ranging The Bologna Process, inaugurated in 1999, has a wide-ranging agenda to create a European Higher Education Area that agenda to create a European Higher Education Area that will be more efficient and dynamic internally and more will be more efficient and dynamic internally and more attractive internationally than the fragmented national attractive internationally than the fragmented national systems that preceded it.systems that preceded it.

Three main objectives set out for the Bologna framework : Three main objectives set out for the Bologna framework : (i) international transparency(i) international transparency(ii) international recognition and(ii) international recognition and(iii) international mobility.(iii) international mobility.



The Copenhagen Process was developed from 2002 within the The Copenhagen Process was developed from 2002 within the perspective of lifelong learning, and aims to encourage perspective of lifelong learning, and aims to encourage individuals to make use of the individuals to make use of the wide range of vocational wide range of vocational learning opportunitieslearning opportunities available, for example at school, in available, for example at school, in higher education, at the workplace, or through private higher education, at the workplace, or through private courses. The lifelong learning tools should courses. The lifelong learning tools should enable users to enable users to link and build on learning acquired at various times, and link and build on learning acquired at various times, and in both formal and non-formal contextsin both formal and non-formal contexts. .

It concerns the employment sector (human resource It concerns the employment sector (human resource management) directly by identifying management) directly by identifying occupational occupational competencescompetences and specific behavioral and other attributes and specific behavioral and other attributes required of workers to complete a jobrequired of workers to complete a job..



We have witnessed the introduction of two European We have witnessed the introduction of two European frameworks: the Bologna Framework and the frameworks: the Bologna Framework and the Copenhagen (LLL) Framework that have existed next to Copenhagen (LLL) Framework that have existed next to each other simultaneously for the past decade.each other simultaneously for the past decade.



Pedagogical approaches - in the domain of Pedagogical approaches - in the domain of pedagogic theory and practice some pedagogic theory and practice some reformers advocated the use of reformers advocated the use of learning learning outcomesoutcomes as a device for organizing the as a device for organizing the development of curricula and assessment.development of curricula and assessment.

The Qualifications Framework for the European The Qualifications Framework for the European Higher Education Area (Bologna framework) Higher Education Area (Bologna framework) was adopted in May 2005 at the Bergen was adopted in May 2005 at the Bergen meeting of the ministers for higher education meeting of the ministers for higher education under the Bologna Process.under the Bologna Process.



A major OECD report in 2007 identified A major OECD report in 2007 identified qualifications frameworks as one of the qualifications frameworks as one of the mechanisms whereby qualifications systems mechanisms whereby qualifications systems can better serve can better serve lifelong learninglifelong learning. As national . As national qualifications frameworks spread, the qualifications frameworks spread, the question began to arise, particularly in question began to arise, particularly in Europe, as to how national qualifications Europe, as to how national qualifications systems could be related to each other. This systems could be related to each other. This gave rise to the idea of a gave rise to the idea of a meta-framework meta-framework of qualificationsof qualifications..

TThe qualifications frameworks developed under he qualifications frameworks developed under both the Bologna and Copenhagenboth the Bologna and Copenhagen Processes Processes are policy instruments voluntarily adopted by are policy instruments voluntarily adopted by the political leadership of the countries the political leadership of the countries concerned, rather than having the force of concerned, rather than having the force of treaty or law.treaty or law.



The European Recommendation on the European The European Recommendation on the European Qualifications Framework for Lifelong Learning (EQF-LLL) Qualifications Framework for Lifelong Learning (EQF-LLL) was adopted in April 2008 by joint decision of the European was adopted in April 2008 by joint decision of the European Parliament and Council as an outcome of the European Parliament and Council as an outcome of the European Union’s education and training policy cooperation framework.Union’s education and training policy cooperation framework.

It builds on developments in the Copenhagen Process and the It builds on developments in the Copenhagen Process and the Bologna Process. Bologna Process.



The Bologna Process and the Copenhagen The Bologna Process and the Copenhagen Process had as goals the reform of national Process had as goals the reform of national systems of higher education and vocational systems of higher education and vocational education and training (VET) within Europe. education and training (VET) within Europe. These in turn are linked to the goals of labor These in turn are linked to the goals of labor market development and improved economic market development and improved economic competitiveness, as enshrined, for example, competitiveness, as enshrined, for example, in the Lisbon goals of the European Union. in the Lisbon goals of the European Union. The resultant meta-frameworks are tools to The resultant meta-frameworks are tools to facilitate comparisons of qualifications facilitate comparisons of qualifications between systems, but the intention is also to between systems, but the intention is also to reform those national qualifications systems. reform those national qualifications systems. The introduction of national qualifications The introduction of national qualifications frameworks has become, frameworks has become, de factode facto, the , the principal mechanism for bringing about these principal mechanism for bringing about these reforms. NQFs introduced under these reforms. NQFs introduced under these initiatives are invariably linked to quality initiatives are invariably linked to quality assurance and are based on learning assurance and are based on learning outcomes.outcomes.



The status of national qualifications frameworks The status of national qualifications frameworks varies from country to country, but in most varies from country to country, but in most countries they have statutory or regulatory countries they have statutory or regulatory force. Moreover, some countries now force. Moreover, some countries now incorporate reference to either the Bologna incorporate reference to either the Bologna Framework and/or EQF-LLL into relevant Framework and/or EQF-LLL into relevant national legislation. national legislation.

The political cooperation at a European level is The political cooperation at a European level is being translated into legal changes in the being translated into legal changes in the national systems. national systems.

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The next steps are to be made at the level of The next steps are to be made at the level of relevant relevant national legislation.national legislation.How can universities influence national level How can universities influence national level legal decisions?legal decisions?How can university representation be secured in How can university representation be secured in the negotiations with local politicians?the negotiations with local politicians?Are universities prepared for the negotiation Are universities prepared for the negotiation with proposals of new content, new methods of with proposals of new content, new methods of learning and assessment?learning and assessment?Are universities prepared at this Are universities prepared at this crucial crucial historical momenthistorical moment to speak up and act with to speak up and act with critical solidarity towards their governments in critical solidarity towards their governments in order to secure the long-term status of the order to secure the long-term status of the university:university:to function as an incubator for young adult to function as an incubator for young adult people and provide refinement conditions for people and provide refinement conditions for their graduates.their graduates. Reform – anti-reform pressureReform – anti-reform pressure



MigrationMigrationMobilityMobility

PeregrinationPeregrination

Academic mobilityAcademic mobility

in light of educational processesin light of educational processes

These are universal phenomena to be analyzed from These are universal phenomena to be analyzed from European and global perspectivesEuropean and global perspectives..



Main questions:Main questions:

What is the What is the nature of knowledgenature of knowledge that is useful for humanity? that is useful for humanity?

What What types of educational processestypes of educational processes can be effective today? can be effective today?

What should be the What should be the character of international educational character of international educational experienceexperience??



EducationEducation in its broadest sense is any in its broadest sense is any actact or or experienceexperience that that has a formative effect on the has a formative effect on the mindmind, , charactercharacter or or physical physical

ability ability of an individual. of an individual.

In its technical sense education is the process by which In its technical sense education is the process by which society society as a cultural community deliberately transmitsas a cultural community deliberately transmits its accumulated its accumulated knowledgeknowledge, , skillsskills and and valuesvalues from one generation to another. from one generation to another.



Education Education in opposition to Erudition: in opposition to Erudition: aa life experience life experienceHow How importantimportant is education? Is it still is education? Is it still effectiveeffective on a large on a largescale? In what forms should it be conveyed to the citizens?scale? In what forms should it be conveyed to the citizens?Should it be a Should it be a participatory practiceparticipatory practice? Is Life Long Learning a ? Is Life Long Learning a feasible objective and a realistic undertaking? What feasible objective and a realistic undertaking? What accessaccessconditionsconditions apply? Can it be apply? Can it be financedfinanced on the long run? on the long run?What is the reality of What is the reality of formal educatioinformal educatioin vs vs informal informal

educationeducation??Whar are the possibilities for higher learning and Whar are the possibilities for higher learning and

vocational vocational trainig? How crucial are the trainig? How crucial are the informal levelsinformal levels??Education at the informal level: Education at the informal level: inin museums and museums and

libraries, libraries, viavia the the internet and internet and inin life experience, life experience, intercultural intercultural

experiencesexperiences included. included. Many Many non-traditional education optionsnon-traditional education options are now are now

available which available which continue to evolve.continue to evolve.



A minor but not a trifle detourA minor but not a trifle detour

EducationEducation (1890) - Chittenden Memorial (1890) - Chittenden Memorial WindowWindow

by Louis Comfort Tiffany and Tiffany Studiosby Louis Comfort Tiffany and Tiffany Studios25


EducationEducation is a stained-glass window is a stained-glass window commissioned from Louis Comfort Tiffany's commissioned from Louis Comfort Tiffany's

Tiffany Glass Company during the building of Tiffany Glass Company during the building of Yale University's Chittenden Hall funded by Yale University's Chittenden Hall funded by

Simeon Baldwin Chittenden. Simeon Baldwin Chittenden.

Personifications of Personifications of ArtArt, , ScienceScience, , ReligionReligion and and MusicMusic are represented in the work as angels. are represented in the work as angels.

Other angelic representations of related Other angelic representations of related virtuesvirtues, , valuesvalues and and ideasideas attend them, each identified by attend them, each identified by

words in their halos.words in their halos.26


Can we today aim at an educational process whose results will Can we today aim at an educational process whose results will ultimately yield ultimately yield universal knowledge universal knowledge or or universally applicable universally applicable knowledgeknowledge? How do ? How do skillsskills and and aptitudesaptitudes relate to knowledge? relate to knowledge?

Can we still cherish ideas about Can we still cherish ideas about erudition erudition and and erudite citizenserudite citizens??Is knowledge going to be a possession of a few privileged Is knowledge going to be a possession of a few privileged ones as a private affair based on individual curiosity?ones as a private affair based on individual curiosity?Will knowledge be compartmentalized, fragmented and Will knowledge be compartmentalized, fragmented and scattered? How to avoid the danger of mechanistic knowledge? scattered? How to avoid the danger of mechanistic knowledge? What function will knowledge have in a What function will knowledge have in a knowledge societyknowledge society??Are we not Are we not cheating ourselvescheating ourselves under the pretext of under the pretext of Knowledge and knowledge management?Knowledge and knowledge management? 27


Seats and centers of knowledge Seats and centers of knowledge existed a long time ago in the existed a long time ago in the history of mankind. We have evidence of history of mankind. We have evidence of places of higher places of higher learninglearning in China, India, Egypt, Mezopotamy, Greece, in China, India, Egypt, Mezopotamy, Greece, Central-Asia, etc. etc. even some 5.000 years back. Central-Asia, etc. etc. even some 5.000 years back. There must have been mobility and migration of itinerantThere must have been mobility and migration of itinerantworkers and farm hands, craftsmen, merchants and academicsworkers and farm hands, craftsmen, merchants and academicsall the way through human history.all the way through human history.

We have evidence that the mosques in Damascus, Jerusalem We have evidence that the mosques in Damascus, Jerusalem or Cordoba were built and decorated not only by local or Cordoba were built and decorated not only by local builders, but by Byzantian, Persian, Indian and Egyptian builders, but by Byzantian, Persian, Indian and Egyptian migrants as well.migrants as well. 28


We witness We witness peregrins peregrins studying at European universities in thestudying at European universities in theMiddle-Ages. After the foundation of the first modernMiddle-Ages. After the foundation of the first modernEuropean university in Bologna in 1088, European university in Bologna in 1088, peregrinatio peregrinatio became became a means of obtaining international educational experience. a means of obtaining international educational experience. However, with However, with LatinLatin being the universal language of studies, being the universal language of studies,education was relatively homogeneouseducation was relatively homogeneous across Europe. across Europe.Vernaculars Vernaculars were used locally, thus peregrin students must were used locally, thus peregrin students must have been exposed to local languages as well. The linguistic have been exposed to local languages as well. The linguistic situation slowly changed after situation slowly changed after ReformationReformation, thus Italian,, thus Italian,Spanish, Portuguese, French, Dutch, English, German, Czech, Spanish, Portuguese, French, Dutch, English, German, Czech, Polish, Swedish, Russian became languages of instruction in Polish, Swedish, Russian became languages of instruction in Europe from Coimbra to Dorpat and Bologna to Oxford. Europe from Coimbra to Dorpat and Bologna to Oxford.



World War II World War II is definitely a water-shed in the history of globalis definitely a water-shed in the history of globaleducation. The term education. The term international educationinternational education has acquired a has acquired a completely new meaning. Education has become a completely new meaning. Education has become a commodity both in local and international contexts.commodity both in local and international contexts.

Europe has changed dramatically – a long dream of many has Europe has changed dramatically – a long dream of many has come true: the come true: the European Union European Union is an alliance of European is an alliance of European states and nations to secure peace in Europe.states and nations to secure peace in Europe.However, the EU is also a However, the EU is also a huge bureaucratic organizationhuge bureaucratic organization with with many many hidden agendas. hidden agendas. The The educational market educational market is not exempt is not exempt from complex sets of interests, aspirations and diverse trends .from complex sets of interests, aspirations and diverse trends .

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I have tried to show in my presentation that many aspirations I have tried to show in my presentation that many aspirations and intentions at the level of the EHEA have identified and intentions at the level of the EHEA have identified inevitable and necessary directions to follow.inevitable and necessary directions to follow.

However, short-term, local political interest have dominated However, short-term, local political interest have dominated over long-term academic vision.over long-term academic vision.

The elaboration of national qualification frameworks based on The elaboration of national qualification frameworks based on learning outcomes and integrated social competence offer learning outcomes and integrated social competence offer a unique opportunity to many universities to take their a unique opportunity to many universities to take their own future in their hands: the Bologna proccess can be own future in their hands: the Bologna proccess can be and should be revised critically and wisely by the and should be revised critically and wisely by the universities themselves in the very near future. universities themselves in the very near future.

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Thank you for your attention!Thank you for your attention!



„inclusion through education and culture”

Documents

komlsi uneecc

life long learning

educational environment

educational heritage

social skills

social contextualization

social cohesion

social actors