CULTURAL COMPETENCE SELF-ASSESSMENT

During this Erasmus+ course we used a cultural competence self-assessment test to somehow measure the impact this project has had on the cultural competence of our students. The cultural competence test was divided into awareness, knowledge and skill.

In Finland we did one test at the start of the project and one test at the end of the project, at our dissemination event.  Nine students went on mobilities, but the whole school participated when the mobility was held in Finland.  Even so, the results from the second test is not totally reliablie as the students were tired and ready to go home when they were supposed to complete the test. They rushed it. Some never handed it back in.

Anyhow, the test shows us that students who are interested in participating in Erasmus+ projects score high in the self-assesment already before they have participated in activities. The test showed that for most of them the cultural competence improved even further after the Erasmus+ activities. There were a few who had high scores from the start and scored the same after the activities. This indicates to us that we have improved the cultural competence of the students who participated in the project. 

When it comes to those who only participated during the week in Hanko, their score was averagely lower. Interestingly some students improved their cultural competence score without participating in travel. 

Conclusions to be drawn from this: 

On the whole our project improved the cultural competence of those who participated in exchanges and hosted foreign students. It did not improve significantly, as they scored high even before the project. 

If we want to improve the cultural competence on a larger scale and create more tolerance among our students, we need to reach the ones who are NOT interested in the projects. This is not an easy task, but in Finland, we involved the entire school in our international week of CICE and there was a clear change in attitude among students who previously had shown no interest in these kinds of projects. The following year there was a clear increase in the number of students signing up for Erasmus+. Therefore it is important to involve more than just the ones who volunteer. Involving the whole school, or if you are a big school a whole year in the activities taking place in your own school will naturally increase interest in international cooperation among students. Involving entire groups also free teachers from lessons they would have had and they can focus on the mobility.

We used this cultural competence self-assessment checklist by AVMA: 

Cultural Competence Self-Assessment 

CULTURAL COMPETENCE IN THE CURRICULUM

For cultural competence to become important to students it needs to be a recognized skill in the school curriculum. How can we make these activities a part of the curriculum?

Finland:

In Hangö Gymnasium our Erasmus+ activity has one project week reserved per year during this week we work on international cooperation, global thinking and wellness. This week everyone in the whole school has a different schedule and work in a project format. This does not mean that the work is not recognized. 

It is stipulated in our curriculum that the students are to gain global and cultural competence, it is number 6 of our emphasized competences. When a student can show that s/he has worked for 20 hours or more on internatinal projects, s/he will gain 1-2 studypoints and gain a course, which will be on his/her final report card. 

Quotes from the participant evaluation form: 

What have you learned about the different cultures you didn’t know before? 

• I have learned curiosities about the culture such ways of expressing oneself, gestures, history, the way of being was also different…

• Italians are very funny and drive like crazy, Finns are not all closed-minded as the myth says since in general they are all very friendly and fun, all the countries that participate in the activity have certain similarities that are noticeable .

• I have learned that each culture bridge its own unique customs,traditions and perspectives,enriching our understanding of the world.

• I learned about different school systems and different habits in terms of lifestyle.

• I learned not to have prejudices and stereotypes towards other cultures.

• Finnish people have a different lifestyle and different habits; nevertheless I found that we are actually really similar to each other

• Differente habits and life styles, I changed my mind about the stereotypes

• Immersing myself in new cultures and languages allowed me to discover hidden facets of myself. Whether it’s uncovering new passions,skills or gaining fresh perspectives,each experience has contributed to my personal growth. Thanks to this project, I’ve come to better understand myself and the world around me.

• I discovered that I can speak English better than I expected and I also learned that I am very sunny. :)

• I learned that I have to put myself out of my comfort zone without being scared of the judgment of others

• I learned how to arrange myself in different situations, how to be more responsible and to be less shy while I speak English