Coordination Régionale PACA

Coordination Régionale PACA http://blog.univ-provence.fr/blog/coordination-rgionale-paca petit texte ici Coordination Régionale PACA pcassuto 2013-05-22T20:15:19Z UNESCO Bangkok: Intercultural Dialogue, Educational Forecasting http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2013/05/11/unesco-bangkok-intercultural-dialogue-educational-forecasting <div> <div> <a href="http://www.qsmaple.org/?Mark_Shay_Great_Leads" target="_blank"> </a><a href="http://www.guninetwork.org/" target="_blank"><img src="http://www.guninetwork.org/logo_guni.gif" alt="http://www.guninetwork.org/logo_guni.gif" width="150" height="16" align="left" /></a>UNESCO Bangkok has released all the documents and presentations of 2 events celebrated in November. <a href="http://www.usm.my/" target="_blank"></a> Two events were celebrated in Thailand last November. The first one, <a href="http://www.unescobkk.org/education/news/article/beyond-2015-rethinking-learning-in-a-changing-world/" target="_blank">Beyond 2015 - Rethinking Learning in a Changing World</a> was held from 16 to 28 November  and participants questioned the future of education and learning - with a particular focus on the Asia Pacific Region - and addressed the themes of learning processes and learning outcomes, ICTs applied to learning, and the connection between learning and economic development. The second one, the <a href="http://www.unescobkk.org/education/apeid/" target="_blank">16th UNESCO Asia-Pacific Programme of Educational Innovation for Development (APEID)</a> International Conference was entitled <a href="http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/the-heart-of-education-learning-to-live-together/" target="_blank">The Heart of Education: Learning to Live Together</a> and was held from 21 to 23 November 2012. The conference aimed to promote acceptance of diversity and investigated how it could be achieved through education. Now UNESCO Bangkok has released all the documents and presentations from these two events. For papers and presentations of the Beyond 2015 event follow this <a href="http://www.unescobkk.org/fr/education/educationbeyond2015/beyond-2015-rethinking-learning/allpresentations/" target="_blank">link</a> and for the papers and presentations of the 16th UNESCO APEID Conference follow this other <a href="http://www.unescobkk.org/education/apeid/apeid-international-conference/apeidconf12/papers-and-presentations/" target="_blank">link</a>. <a href="http://www.guninetwork.org/guni.network/institutional-members-news/unesco-bangkok-intercultural-dialogue-educational-forecasting" target="_blank">Read more...</a> </div> </div> Interculturel 2013-05-11T13:22:19Z pcassuto Cultural Diversity, Interculturality and Higher Education http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2013/05/11/cultural-diversity-interculturality-and-higher-education <div> <a href="http://www.qsmaple.org/?Mark_Shay_Great_Leads" target="_blank"> </a><a href="http://www.guninetwork.org/" target="_blank"><img src="http://www.guninetwork.org/logo_guni.gif" alt="http://www.guninetwork.org/logo_guni.gif" width="150" height="16" align="left" /></a>In this interview, Daniel Mato presents the Project “Cultural Diversity, Interculturality and Higher Education" of the International Institute of UNESCO for Higher Education in Latin America and the Caribbean (IESALC), which analyzes the current demands and access conditions of Indigenous and Afro-Descendant students within the different types of Latin American Higher Education Institutions, and assesses their impact, responsibilities and challenges in regards to intercultural education, amongst other issues. What is the “Project on Cultural Diversity, Interculturality, and Higher Education" about? The Project “Cultural Diversity and Interculturality in Higher Education in Latin America” of the <a class="external-link" href="http://www.iesalc.unesco.org.ve/" target="_blank">Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe (IESALC)</a> was created to identify, document and analyze experiences of higher education that are committed to meeting the needs, demands and proposals for higher education among indigenous and Afro-descendant communities in Latin America. The Project thereby seeks to lay the necessary groundwork to inform policy recommendations, generate criteria for the production of statistics and indicators on the field’s development, identify topics of interest for new research projects, and contribute to the development of sustainable collaboration mechanisms between the institutions studied and others with similar interests. The project is not only about limiting the field of work to the experiences of higher education specifically directed to indigenous and Afro-Descendant communities, but to extend the need of intercultural education to all levels and to all population in Latin America, as many of these experiences point out. The idea of intercultural education for all was explicitly endorsed by the <a href="http://www.iesalc.unesco.org.ve/index.php?option=com_content&view=article&id=365&Itemid=423&lang=en" target="_blank">Higher Education Regional Conference (CRES 2008)</a>, celebrated in Cartagena de Indias (Colombia) in July 2008. There, 4,500 experts met to create a platform to enhance the development of higher education in Latin America. This was significant because societies in Latin America are pluricultural, for which higher education must incorporate wisdom and knowledge from indigenous and Afro-Descendant communities. It would be “silly” not to do so. It is also “silly” the fact that conflict resolution modalities of indigenous and Afro-Descendant peoples in the Americas are being studied but not taught. They are only taught in anthropology schools, but not in Law schools. There is a lot of knowledge of indigenous peoples that is of national interest. It is not only about including wisdom and knowledge of these peoples as a sort of favor to them, but also as a favor to all of us. There are two main reasons to include this wisdom and knowledge: mere intelligence (let’s not waste this knowledge), and the fact that we are not ensuring that the established rights by law in constitutions are upheld. <a href="http://www.guninetwork.org/resources/guni.talks/daniel-mato-1" target="_blank">Read more...</a> </div> Diversité Interculturel 2013-05-11T12:15:45Z pcassuto Linguistic and intercultural skills for tomorrow http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2013/05/01/linguistic-and-intercultural-skills-for-tomorrow <a href="http://oecdinsights.org/2013/04/15/beyond-babel-linguistic-and-intercultural-skills-for-tomorrow/" target="_blank"><img src="http://i0.wp.com/oecdinsights.org/wp-content/uploads/2013/04/babel1.jpg?resize=223%2C171" alt="http://i0.wp.com/oecdinsights.org/wp-content/uploads/2013/04/babel1.jpg?resize=223%2C171" width="97" height="74" align="left" /></a>Beyond Babel: Linguistic and intercultural skills for tomorrow Today’s post is written by <a href="http://oecdinsights.org/?s=prigent" target="_blank">Anne-Lise Prigent</a>, the editor in charge of education publications at OECD Publishing. Tonight, the OECD is hosting a conference on how multilingualism can improve communication by enriching thought. “The limits of my language mean the limits of my world”, Wittgenstein said. This limit holds for English, the world’s lingua franca. In 2006, the British Council <a href="http://www.britishcouncil.org/learning-research-englishnext.htm" target="_blank">warned</a> that “monoglot English graduates face a bleak economic future as qualified multilingual youngsters from other countries are proving to have a competitive advantage (…) in global companies”. The world’s economic centre of gravity is shifting, and so is its linguistic landscape, as the OECD’s <a href="http://www.keepeek.com/Digital-Asset-Management/oecd/education/trends-shaping-education-2013_trends_edu-2013-en" target="_blank">Trends Shaping Education</a> points out: “English was long the dominant language of the Internet, but that is changing. There are now over 250 languages represented on the Internet, with English, Chinese, Japanese, Portuguese, and Spanish making up the top five.” Mandarin now is the most <a href="http://www.bbc.co.uk/languages/guide/languages.shtml">widely spoken</a> language in the world, followed by English, Spanish, Hindi, Arabic, Bengali, Russian, Portuguese, Japanese, German and French. The relative number of English native speakers will decrease whereas Spanish, Hindi and Arabic will soar. The number of non-native English speakers will <a href="http://www.education.uci.edu/person/warschauer_m/docs/global.pdf" target="_blank">overtake that of native speakers</a> over the next century. <a href="http://www.euractiv.com/culture/learning-languages-way-crisis-va-news-518306" target="_blank">Androulla Vassiliou</a>, EU Commissioner for Education, Culture, Multilingualism and Youth thinks that languages can help us out of the crisis. She stresses that Europeans need better language skills to answer labour markets’ needs. In 2011, only 42% of European 15-year-olds were competent in their first foreign language, with huge variations between, say, Sweden (82%) and Britain (9%). In a context of increasing global competition, language skills are becoming crucial. <a href="https://www.llas.ac.uk/news/2772" target="_blank">A survey of SMEs</a> found that a significant amount of business is being lost because of inadequate language skills. <a href="http://oecdinsights.org/2013/04/15/beyond-babel-linguistic-and-intercultural-skills-for-tomorrow/" target="_blank">Read more...</a> Compétences Langues Interculturel 2013-05-01T18:30:55Z pcassuto Team Intercultural Dialogue http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2013/01/01/team-intercultural-dialogue <a href="http://www.guninetwork.org/" target="_blank"><img src="http://www.guninetwork.org/guni.toolbox/he-articles/logoPropi.gif" alt="http://www.guninetwork.org/guni.toolbox/he-articles/logoPropi.gif" width="263" height="28" align="left" /></a>In this article Dine Brinkman of the Wageningen University, describes the evolution, tasks and scope of the Team Intercultural Dialogue and explores its relevance and main results. The Team Intercultural Dialogue has been created by the Executive Board of Wageningen UR to advise on intercultural issues and to strengthen the dialogue between the richness of cultures within the Wageningen UR community. Both staff and students participate in the team. Intercultural dialogue is defined as a process that promotes an open and respectful interaction between individuals and groups with different cultural backgrounds. The Team has developed plans to create the conditions for intercultural dialogue and suggest solutions for problems in the event they occur. <a href="http://www.guninetwork.org/resources/he-articles/team-intercultural-dialogue" target="_blank">Read more...</a> Interculturel 2013-01-01T13:43:20Z pcassuto How cultural and communication barriers affect business http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2012/12/23/how-cultural-and-communication-barriers-affect-business <a href="http://www.managementthinking.eiu.com/competing-across-borders.html" target="_blank"><img src="http://www.managementthinking.eiu.com/sites/all/themes/insights/logo.png" alt="Home" title="Home" width="327" height="29" align="left" /></a>Competing across borders: how cultural and communication barriers affect business is an Economist Intelligence Unit report, sponsored by EF Education First. It explores the challenges companies face when they have to operate or compete in increasingly international markets. Specifically, this paper assesses the role that cross-border communication and collaboration play in the success or failure of companies with ambitions that are not hostage to national borders. <a href="http://www.managementthinking.eiu.com/competing-across-borders.html" target="_blank">Read more...</a> Interculturel 2012-12-23T18:12:48Z pcassuto Managing Training Concepts in Multicultural Business Environments http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2012/12/01/managing-training-concepts-in-multicultural-business-environments <a href="http://www.elearningeuropa.info/" target="_blank"><img src="http://www.elearningeuropa.info/sites/default/files/elearning_theme_logo.jpg" alt="Home" width="272" height="33" align="left" /></a>By Kirsti Miettinen, kirsti.miettinen@aalto.fi, Petri Lyytikäinen, petri.lyytikainen@aalto.fi, Tapio Koskinen, tapio.koskinen@aalto.fi, Aalto University Professional Development Aalto PRO. Companies that need training and development services increasingly operate in more than just one country, language and culture. Succeeding in a complex, multinational, customer-tailored training project takes more than a good concept. The concept must be flexible so that changes from country to country do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. The challenge is how to manage the concept. Download the <a href="http://www.elearningeuropa.info/en/download/file/fid/25804" target="_blank">Document</a>. 8. Training Partner Support Meets Multicultural Business Environment Different business cultures and variations in company size from one country to another, as well as different learning and teaching cultures make the roll-out of courses very challenging. Furthermore, the need to deliver each course in the mother tongue of the participants makes it difficult to achieve the economies of scale. The regional training partner has to be able to establish an open and firm relationship and dialogue with the local company management. It is necessary to have both parties communicating and planning the training together in order to understand what country-specific adjustments must be made in the training content. This increases the usefulness of the training. The risk is to make the training too country-specific and thus forget the overall picture i.e. harmonising the project business. Too strong and wilful leadership in local customer organisation can make the implementation of the concept difficult. There is a risk that the training designed is not what they (country managers) think they need most. The training was intended to support the change management of the company. The training was to soften the adaptation of new ways of doing business. Resistance to the change direction can make them doubtful not only of the new concept but also of the training. It is of utmost importance that already before the training starts, the country managers and the local champions (local owners of the concept) are committed to the new concept and procedure. Not only should the lingual translation of the Company’s new concept be ready before training in each country, but also the localisation should be finalized (by company in-house professionals). This cannot be overemphasised because we found lack of localisation being one of our major challenges during roll-outs. The maturity of the business practices and normal cultural aspects in doing business can bring unexpected challenges to the delivery of the project. Issues that are easy to implement in one country can become difficult obstacles in another country. This requires a lot of time and energy from the regional partner and project management, if the difficulties had not been anticipated in time. A good understanding of the local business culture and open-mindedness to face unexpected challenges rising from e.g. resistance or misunderstanding of concepts are of great help when overcoming unexpected challenges. Continuous support for the regional partner from the central project management is a necessity. The best, and perhaps the only way, to ensure the quality of the training adaptation to the local level is to work only with subcontractors (local universities and training organisers) with whom you have had a long experience in collaboration. A long collaboration in training partnership with the customer makes it possible to acquire adequate and honest feedback for the training delivery abroad. Project management and the steering group are able to re-engineer a process control system on the run. In our case, the major project management challenge came from the demanding roll-out schedule. When managing training carried out in 15 countries during 24 months and based on a concept designed and tested during a pilot phase in a couple of countries and re-engineered in every new country, you need to be active in keeping each partner updated on new amendments to the concept and content. It is also essential that your partners are flexible and ready to change their preliminary plans for delivery when the next generation concept is released. Download the <a href="http://www.elearningeuropa.info/en/download/file/fid/25804" target="_blank">Document</a>. Interculturel 2012-12-01T11:57:36Z pcassuto SKILL2E: Online Reflection for Intercultural Competence Gain http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2012/12/01/skill2e-online-reflection-for-intercultural-competence-gain <a href="http://skill2e.fh-salzburg.ac.at/" target="_blank"><img class="imagecache imagecache-content_detail_picture" src="http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/fromfield_31_1.gif" alt="SKILL2E: Online Reflection for Intercultural Competence Gain" title="SKILL2E: Online Reflection for Intercultural Competence Gain" width="150" height="70" align="left" /></a>A Lifelong Learning project that bridges the intercultural competence gap between the university and the enterprise. The project <a href="http://skill2e.fh-salzburg.ac.at/" target="_blank">SKILL2E</a> aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences. Objectives The SKILL2E project has three major objectives: - Equipping graduates with transversal skills required to communicate effectively in today’s and future multi-cultural and multi-disciplinary workplace. - Strengthening communication between universities and enterprises in providing a model for mutual knowledge transfer in the context of intercultural competence. - Involving stakeholders at organisational as well as policy-making levels to ensure the impact of the SKILL2E approach beyond the project's boundaries and lifetime. In order to achieve these goals, the collaboration of universities and enterprises will combine approaches and different findings in the fields of transnational student placements and related intercultural skill acquisition that have so far been isolated. This will be accomplished through a comprehensive training concept with accompanying measures, such as the online communication scenario and cultural mentoring at the enterprise. This action will involve the three relevant interest groups of students, universities and enterprises both actively in the project itself and as the intended beneficiaries. The chosen approach is independent of both sectors and disciplines. The prototypical implementation of the SKILL2E concept in all of the associated universities and enterprises will facilitate the involvement of relevant institutional stakeholders. These stakeholders range from those who are responsible for the university-enterprise cooperation, to those who are responsible for the curriculum design at all faculty levels, in addition to the policy-makers that need to measure the relevance of the university-enterprise cooperation. Furthermore, the SKILL2E cultural mentoring concept will improve the transfer of mutual knowledge, increasing awareness of cultural and social issues in the business world. Lastly, it will help balance a theory-based academic approach with practical workplace implications and employability aspects. Interculturel 2012-12-01T11:49:55Z pcassuto Un parcours « Intelligence Interculturelle » pour le MASNI d’Aix-Marseille Université http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2012/10/25/un-parcours-intelligence-interculturelle-pour-le-masni-d-aix-marseille-universit <a href="http://www.meilleurs-masters.com/actualite-274-un-parcours-intelligence-interculturelle-pour-le-masni-daix-marseille-universite.html" target="_blank"><img src="http://www.meilleures-licences.com/images/commande.jpg" alt="http://www.meilleures-licences.com/images/commande.jpg" width="94" height="119" align="left" /></a>Avec la mise ne place de la nouvelle habilitation ministérielle 2012-2017, le <a href="http://www.meilleurs-masters.com/master-management-interculturel.html?PHPSESSID=16c9b3609fcce56a5199c0b33debb0b0" target="_blank" title="CLASSEMENT DES MEILLEURS MASTERS, MS ET MBA Master Management Interculturel">Master de Négociation Internationale et Interculturelle</a>, <a href="http://www.meilleurs-masters.com/master-management-interculturel/aix-marseille-universite-master-de-negociation-internationale-et-interculturelle.html?PHPSESSID=16c9b3609fcce56a5199c0b33debb0b0" target="_blank" title="Aix-Marseille Université Master de Négociation Internationale et Interculturelle">5e du Classement SMBG des Meilleurs Masters, MS et MBA en Management International</a> ouvre un parcours « intelligence interculturelle ». Dans ce cadre, deux conférences seront organisées: Jeudi 25 octobre 2012 : Intervenants : • Claude COMBE, Chargé de Mission Régional à l’Intelligence Economique DIRECCTE PACA Ministères de Bercy, • Laurence LECERF, DZRI Ministère de l’intérieur, • Benoît TAIEB, DZRI Ministère de l’intérieur. Thèmes des interventions : • La PPIE (Politique Publique d’Intelligence Economique) Aspects historiques et conceptuels, dispositifs interministériels, ministériels régionaux, • La répartition des missions des services (IE offensive et défensive), • Les points de vigilances et de sensibilisation vis-à-vis des entreprises et des labos. Lundi 19 novembre 2012 : Intervenant : • Mathieu Guidère, Professeur des Universités et Directeur de recherches à l'Université de Toulouse 2 (Islamologie et pensée arabe). Thème de l’intervention : • La veille stratégique multilingue : de l'analyse à l'anticipation Cette intervention sera suivie d’une Table Ronde animée par Michel Dolinski du département d'études asiatiques. <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&depth=1&hl=en&langpair=fr%7Cen&rurl=translate.google.com&u=http://sites.univ-provence.fr/masni/&usg=ALkJrhjxdO9pD4xN6oCpQaJ2myY5YUCuWA" target="_blank"><img src="http://www.meilleurs-masters.com//logo_ecole/Logo_AixMarseilleUniv-MASNI_20120308110305.jpg" alt="http://www.meilleurs-masters.com//logo_ecole/Logo_AixMarseilleUniv-MASNI_20120308110305.jpg" width="166" height="148" align="left" /></a> <div> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&depth=1&hl=en&langpair=fr%7Cen&rurl=translate.google.com&u=http://www.meilleurs-masters.com/actualite-274-un-parcours-intelligence-interculturelle-pour-le-masni-daix-marseille-universite.html&usg=ALkJrhjk8evT7ZfTsjDFcY5ofIW-OrSmBg" target="_blank"><img src="http://www.meilleures-licences.com/images/commande.jpg" alt="http://www.meilleures-licences.com/images/commande.jpg" width="94" height="119" align="left" /></a> With the rigging of the new empowerment Ministerial 2012-2017, the <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&depth=1&hl=en&langpair=fr%7Cen&rurl=translate.google.com&u=http://www.meilleurs-masters.com/master-management-interculturel.html%3FPHPSESSID%3D16c9b3609fcce56a5199c0b33debb0b0&usg=ALkJrhisJ5nKnTVXaaNNmjqJB6vEtJnY0A" target="_blank" title="CLASSIFICATION OF BEST MASTERS, AND MS MBA Master Intercultural Management">Master of International and Intercultural Negotiation</a> , <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&depth=1&hl=en&langpair=fr%7Cen&rurl=translate.google.com&u=http://www.meilleurs-masters.com/master-management-interculturel/aix-marseille-universite-master-de-negociation-internationale-et-interculturelle.html%3FPHPSESSID%3D16c9b3609fcce56a5199c0b33debb0b0&usg=ALkJrhhCHL8Shz4L9G7eiF-eKx3jpUpHyw" target="_blank" title="Aix-Marseille University Master of International and Intercultural Negotiation">5th SMBG Ranking of the Best Masters, MS and MBA in International Management</a> opens a path "intercultural understanding". In this context, two conferences will be held: Thursday, October 25, 2012: Speakers: • Claude COMBE, Chargé de Mission in the Regional Intelligence DIRECCTE PACA Ministries Bercy • Laurence LECERF, DZRI Ministry of the Interior, • Benoît TAIEB, DZRI Ministry of the Interior. <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Finterculturel%2F2012%2F10%2F25%2Fun-parcours-intelligence-interculturelle-pour-le-masni-d-aix-marseille-universit&langpair=fr|en" target="_blank">More</a>... </div> Diplômes Intelligence Interculturel 2012-10-25T00:04:42Z pcassuto Multilingualism is a key element in European Integration http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2012/08/16/multilingualism-is-a-key-element-in-european-integration <a href="http://www.eaea.org/news.php?aid=118583&k=-3&%20d=2012-08" target="_blank"><img src="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" alt="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" align="left" /></a>The civil society platform form the promotion of multilingualism held its latest General Assembly in the end of June 2012 in Brussels with a renewed spirit to continue its efforts to promote multilingualism in Europe as one of the key elements to foster European Integration and contributing to the promotion of intercultural dialogue, mutual understanding, cultural diversity, but also mobility, employment and economic growth in Europe.    The meeting was chaired by Uwe Mohr, President of the Platform, and Belen Bernaldo de Quiros, Head of the Unit of Multilingualism at the DG EAC of the European Commission. They both highlighted the strategic developments in multilingualism policy and the Council conclusions on language competences to enhance mobility. The European Commission also presented the results of the latest Eurobarometer 2012 on Europeans and their Languages published a few days before, as well as the results of the European Survey on language competencies. The participants in the meeting, representing 23 organizations working at European level on the promotion of multilingualism in Europe and representing all UE countries, had also the opportunity to debate and dialogue about the future role of the Civil Society Platform in the new political and economic context, and discussed about new objectives and working methods to achieve its goal. During the meeting good practices were presented by the Goethe-Institut in the field of Professional Mobility Language Learning, and by the Instituto Cervantes in the area of Online Language Learning/project AVE (Virtual Spanish Classroom). Miguel Martin, from the European Academy of Yuste Foundation, one of the members of the Platform, launched a debate about how to create an effective structure dialogue within the Platform and with the EU Institutions to raise the importance of multilingualism in the political agenda. In this sense, the Platform will continue to promote multilingualism and policy developments within the European Union in a way that aligns with the new challenges and priorities that the European Commission has outlined for the coming years, especially with regard to the upcoming <a href="http://www.eaea.org/erasmus" target="_blank">Erasmus for All programme</a> that will come into effect in 2014. At the same time it will emphasize and advertise the acquisition of languages for professional growth and mobility for a more dynamic and competitive Europe, and will reveal avenues for stakeholders to collaborate and get involved at the EU policy level for a more effective promotion and development of EU-wide multilingualism policy; In order to achieve its goals the Platform will address the following themes, during the following two years: * Innovative ways and methodologies to promote the acquisition of language competences with a view to achieving the Barcelona objective of "mother tongue plus two" for every citizen. * Extend the work achieved on early language learning to other levels of education with special regard for the vocational education and training (VET) and adult learning fields. * Removal of linguistic barriers to mobility particularly for disadvantaged groups * Consolidation of the collection of data on migrants' linguistic integration and social inclusion; * Exchange information on accessible language learning resources * Explore how to best make full use of the new Erasmus for All programme for education, training, multilingualism and youth 2014-2020 as well as of the European tools for education and training. * Get expert input on partnerships, experimentation and new approaches to language teaching and learning with a view to the upcoming Erasmus for All programme, involving universities, research centres, cultural and language Institutes, the language industry and other interested parties; * Expand opportunities available for social and professional mobility through language acquisition, in line with the Commission's own strategies and goals for growth; * Explore the possibility of exploiting the full potential of the involved parties by putting forward a proposal for a language knowledge alliance. Source: <a href="http://www.goethe.de/ins/be/bru/deindex.htm" target="_blank" rel="ai">Goethe Institut Brussels</a>. Interculturel 2012-08-16T07:52:00Z pcassuto La Fondation Anna Lindh lance son programme de stages http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2012/08/14/la-fondation-anna-lindh-lance-son-programme-de-stages <a href="http://www.euromedalex.org/fr/nouvelles/la-fondation-anna-lindh-lance-son-programme-de-stages" target="_blank"><img src="http://www.euromedalex.org/sites/default/files/euromedalex_logo.png" alt="http://www.euromedalex.org/sites/default/files/euromedalex_logo.png" align="left" /></a>La Fondation Anna Lindh (FAL) a annoncé le lancement de son Programme de stages pour 2012. Ce programme vise à favoriser la connaissance interdisciplinaire ainsi que l'acquisition de savoir-faire pratique, ciblant les jeunes et talentueux étudiants de premier cycle et des cycles supérieurs, désireux d'acquérir une expérience pratique dans un domaine lié à la Fondation par le biais de leur participation pleine et entière au travail quotidien. Le programme de stages, qui comprend des stages à l'Unité de Coordination du Programme et aux Unités de Coordination du Réseau, vise à soutenir la capacité interne des ressources humaines de la FAL avec des étudiants ou des diplômés entre 19 et 32 ans, parlant couramment deux ou plus des langues officielles des pays de l'Union pour la Méditerranée, et qualifiés dans des domaines pertinents pour les interventions stratégiques de la FAL. Les demandes de stages provenant de résidents des 43 pays Euro-Med sont les bienvenues. Toute demande d'un résident en dehors des 43 pays peut être acceptée à condition que son coût ne soit pas couvert par la FAL. L'équilibre régional Nord-Sud dans la sélection des stagiaires fera partie des critères de sélection. - Stage à l'Unité de Coordination du Programme: <a href="http://www.euromedalex.org/sites/default/files/Internship%20-%20PCU%202012.doc" target="_blank">Appel</a> (Anglais) - Stage à l'Unité de Coordination du Programme: <a href="http://www.euromedalex.org/sites/default/files/Internship%20Application%20Form%20-%20PCU.doc" target="_blank">formulaire de demande</a> (Anglais) - Stage à l'Unité de Coordination du Réseau: <a href="http://www.euromedalex.org/sites/default/files/Internship%20-%20NCU%202012.doc" target="_blank">Appel</a> (Anglais) - Stage à l'Unité de Coordination du Réseau: <a href="http://www.euromedalex.org/sites/default/files/Internship%20Application%20Form%20-%20NCU.doc" target="_blank">formulaire de demande</a> (Anglais) La date limite d'envoi des demandes est fixée au mardi 21 Août 2012, 17 h, heure du Caire. Les demandes doivent être envoyées à <a href="mailto:ALFinternship@bibalex.org" target="_blank">ALFinternship@bibalex.org</a>. <div> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&depth=1&hl=en&langpair=fr%7Cen&rurl=translate.google.com&u=http://www.euromedalex.org/fr/nouvelles/la-fondation-anna-lindh-lance-son-programme-de-stages&usg=ALkJrhhRJWFPob3CHjg57K1XpEqgkBCUOg" target="_blank"><img src="http://www.euromedalex.org/sites/default/files/euromedalex_logo.png" alt="http://www.euromedalex.org/sites/default/files/euromedalex_logo.png" align="left" /></a> The Anna Lindh Foundation (ALF) has announced the launch of its 2012 Internship Program. This program aims to foster cross-disciplinary knowledge and the acquisition of practical skills, targeting young and talented undergraduate and graduate, eager to gain practical experience in a field related to the Foundation through their full participation in daily work. The internship program, which includes internships at the Coordination Unit and Program Coordination Units Network, aims to support the internal human resource capacity of the ALF with students or graduates between 19 and 32 years , fluent in two or more official languages of the countries of the Union for the Mediterranean, and skilled in areas relevant to the strategic interventions of the ALF. Internship applications from residents of the 43 Euro-Med countries are welcome. Any request by a resident outside of the 43 countries may be accepted provided that its cost is not covered by the ALF. <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Finterculturel%2F2012%2F08%2F14%2Fla-fondation-anna-lindh-lance-son-programme-de-stages&langpair=fr|en" target="_blank">More</a>... </div> Interculturel 2012-08-14T09:54:20Z pcassuto What intercultural skills do you need as a trainer? http://blog.univ-provence.fr/blog/coordination-rgionale-paca/interculturel/2012/06/30/what-intercultural-skills-do-you-need-as-a-trainer <a href="http://www.eaie.org/blog/intercultural-skills-for-trainers/" target="_blank"><img src="http://www.eaie.org/blog/wp-content/uploads/2012/03/940x250-blogheader3.jpg" alt="http://www.eaie.org/blog/wp-content/uploads/2012/03/940x250-blogheader3.jpg" width="290" height="77" align="left" /></a>By <a href="http://www.eaie.org/home/training/our-trainers.html?biographyId=25658ff7-e766-498c-8026-d7acde7858c0" target="_blank" title="Chantal Barry biography">Chantal Barry</a>, EAIE Trainer. EAIE training courses have many particularities, one of them being that they always take place in an intercultural, multi-lingual environment. This is of course part of what makes them so interesting, and also at times so challenging. After being a trainer in such an environment for almost two decades, I realise that I will never finish learning what needs to be learned in such a context – and thank goodness! For me, one of the extraordinary advantages of being a trainer is that I learn something new about one culture or another every single time I undertake such a course. I suppose that is what makes the experience so rich. Do you also share this feeling? At the recent EAIE ‘Train the Trainers’ event hosted by Maastricht University Campus Brussels, Phil Conroy had a lot of tips about assessment and evaluation and Barbara Boldt had some very helpful ideas about the use of visual aids. Assessment and evaluation One of the areas I see as particularly challenging is evaluating how course participants are doing. People from certain cultures will not hesitate in answering if you ask the question ‘How are you doing?’ or ‘Is that clear to everyone’? but there are cultures where this might be difficult to do. There may also be cultural mixes where one might answer a question in front of people from one’s own culture but feels less comfortable about doing so in front of people from elsewhere for a variety of reasons. Phil Conroy’s ideas on building an assessment plan for international training courses were very interesting. The assessment plan might include exercises which show whether the learning point has been understood or not, one-on-one discussions, monitored group work etc. This is certainly an area that needs careful thought. Do you have other examples of successful evaluation methods? Visual aids Another area of particular interest is the use of visual aids. Again, in the types of classrooms we train in, intercultural means multi-lingual and here, correctly used visual aids play a really strong role. They can be used next to words or expressions that might be difficult to explain or understand. Pictures can be used very effectively to get a whole concept across. Barbara Boldt had a lot to say about this – even when there are no language difficulties, pictures can really help to ensure understanding when exhaustion from a full day’s work in a non-native language sets in. Cultural sensitivity Finally, even though we all pride ourselves on cultural sensitivity (and usually rightly so) there are still times when things can go wrong. Certainly in my case I’ve seen it happen in a classroom situation where a debate has become difficult between participants because of a conflict in value systems or even because history has raised its head… Do you have any examples of such situations and how you dealt with these types of issues? Please post your comments below! Interculturel 2012-06-30T22:27:23Z pcassuto