PARTICIPANT EVALUATION FORM TO BE ANSWERED AT THE END OF EACH MOBILITY: 

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+ activities has one project week reserved every year. During this week we work on international cooperation, global thinking and wellness. This week everyone in the whole school has a deviating schedule and work in a project format. However, 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 international projects, s/he will gain 1-2 studypoints ie a course, which will be on his/her final report card.  This course, which is a part of the local curriculum is graded with Pass. The aims of the course is that the student has improved their cultural competence, their understanding of other cultural and their ability for cross-cultural communication. In other words, internationl cooperation is an official course in our curriculum.

Portugal:

In Amora the students' participation in the project's activities was integrated into their assessment, since they carried out, for example in the Natural Sciences, subjects ofr SER+ research into the quality of life of populations. Theses tasks were normally graded and taken into account in the subject's assessment. The actions within the project were also included in the students' individual file to emphasise their role in citizenship, and a record was kept, which will accompanu them even when they mover to another school. 

Italy:

In Don Milani, just like in Hangö gymnasium, Erasmus+ activities are awarded academic credits that count towards the students' graduation requirements and they are considered transversal to all subjects. Erasmus+ projects and experiences are included as part of the course content in relevant subjects (the PTOF, that is to say the three-year-plan of the educational offer of our Liceum, includes Erasmus+ as one of the main projects especially in the Language branch but also in the other branches.) Students are encouraged to document their Erasmus+ experiences in portfolios, which are reviewed as part of their academic assessments. Participation in Erasmus+ is noted in official transcripts and students receive certificates upon completion of the program. Erasmus+ activities are included in the school's grading system, contributing to the overall grades in the secondary level of school performance indicators. Erasmus

Erasmus+ activities perfectly align with the learning outcomes and objectives of the school's curriculum and they deeply contribute to enhance the learning process. They encourage

collaboration across different subjects to integrate themes and projects, making the experience a systemic part of the educational experience.  

Spain:

SES Alpuente is an EU Ambassador school, and as such aims at increasing high school students' awareness of European parliamentary democracy, the role of the European Parliament and European values as a part of their curriculum.  This project fits very well as a part of their ambassador program. 

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