Interculturality in the concept of key competencies

In the last few years, there have been a number of discussions about the
basic competencies that every person should have. The results of these discussions
outline complexes of competencies that are considered particularly important,
significant for the realization of man - personal and professional. As far as the
main topic here is related to intercultural competence, the present text will not
review in principle the different sets of competencies that can be read in the
literature on the subject. Concepts from the positions of the content of the concept
of intercultural competence will be presented and commented, as the main goal
will be to outline the parameters of the intercultural competence of the
professionally engaged in pedagogical activity. Although not defined as one of
the eight “gender competences” in the Recommendation of the European
Parliament and of the Council of 18 December 2006 on key competences for
lifelong learning / 20 /, components of the content of intercultural competence can
be identified in several of these “generic competencies”. The "search" for
intercultural competence in their substantive presentation allows us to draw
conclusions about the importance attached to it, which has gained particular
popularity not only politically but also in scientific and theoretical terms.
Recommendation emphasizing the importance of the development of
competencies throughout human life, “not only for personal expression”, but also
for “active engagement with the society in which we live”, in which “there is a
growing concern about social cohesion”. The development of the complex of
these "key competencies" is expected as the member states of the European Union
to "support the development of these competencies for all young people", incl.
within the framework of adult education / 20, p.1 /.
As an argument for the need to define the so-called "Key competences" for
lifelong learning indicate the process of globalization, which poses "new
challenges" to the European Union, the need for each citizen "a wide range of
competencies to adapt flexibly to the rapidly changing and highly interconnected
world." Education "in its dual role, both social and economic" is attributed a "key
role" in terms of "the acquisition by European citizens of the key competences
they need to adapt flexibly to such changes". The "main objectives" in the
development of this framework of competencies are: "identification and definition
of key competencies necessary for personal expression, active citizenship, social
cohesion and fitness to work in a knowledge society"; "Supporting the work of
Member States to ensure that, at the end of primary education and training, young
people have developed key competences to a level that prepares them for adult
life, forming a basis for further learning and working life", whereas “adults are
also able to develop and update their key competencies throughout their lives ”;
"Providing a tool at European level for decision-makers at the educational and
political level, employers and learners to facilitate efforts at national and
European level towards objectives on which there is general agreement";
"Providing a framework for further action at European level in both the Education
and Training 2010 work program and the Community Education and Training
Programs". The eight key competences are defined as "a combination of
knowledge, skills and attitudes relevant to the context".
They are needed by all for "personal fulfillment and development, active
citizenship, social inclusion and work". "All key competencies are considered
equally important because each of them can contribute to a successful life in a
knowledge society." The fact is, however, that "many competencies overlap and
intertwine" (20, p. 3). It should be noted in a critical plan that the content of these
competencies is not very well logically sound. There is a "non-clearing" in
theoretical terms of the content of each of them, sometimes not very appropriate
"overflow" of content from one to another, which will be clearly visible below.
From this point of view, it could be said that for theoretical pedagogy,
commenting, interpreting these competencies from a scientific point of view is a
serious challenge. On the one hand, their knowledge (especially by professional
educators - current and future) is especially necessary as they are already part of
European educational policy. On the other hand, pedagogues should build skills
for standing in a critical position and for understanding the real possibilities for
application of the indicated competencies in the daily pedagogical practice. From
the educational point of view, this could be realized as components of the content
of the indicated competencies. activities. Here we will pay attention specifically
to those competencies that are relevant in terms of content to intercultural
competence. Each of the competencies is presented through a corresponding
definition and description of its content based on the three main concepts -
knowledge, skills, attitudes. The first two competencies are directly related to the
linguistic dimension of diversity, which "suggests" the great importance attached
to it at European level. However, it is interesting to note that only two of the three
main dimensions of linguistic diversity, namely mother tongue and foreign
language, have been singled out as particularly important and significant. Among
the main competencies is the competence to communicate in the official language
of the state (in cases where the mother tongue is different from the official one).
From an intercultural point of view, this can be seen as a serious shortcoming in
the framework of key competences, as far as the official language of a it is the
state that performs an undoubted "unifying" function between its citizens and
allows the implementation of real communication between them / see in more
detail: 16 / (here we mean mainly the countries with one official language).
Mastering the official language cannot be assessed as assimilation when the
citizens of a country whose mother tongue is different from the official language
have the guaranteed right to use their language (orally and in writing). In
particular, the presentation of the two competences in the context of the linguistic
dimension of diversity allows for a better understanding of the meaning and
significance given to them. Competence №1, called “mother tongue
communication”, is defined as the ability to express and interpret concepts,
thoughts, feelings, facts and opinions orally and in writing (listening, speaking,
reading and writing) and for linguistic interaction in an appropriate and creative
way in the full range of social and cultural contexts; in education and training,
work, home and leisure. " "Essential knowledge, skills and attitudes related to this
competence" include: In terms of the knowledge dimension, this competence is
"intrinsically linked to individual cognitive ability and interpretation of the
world". The competence "communication in the mother tongue" requires the
individual to have a vocabulary, to master "functional grammar and functions of
language", to "realize the main types of verbal interaction", to know a series of
literary and non-literary texts, the main features of different styles and registers
of language and variability for language and communication in different contexts
”. Skills in the context of this competence include: "skills to communicate orally
and in writing in a series of communicative situations and to monitor and adapt
one's own communication according to the requirements of the situation", "ability
to distribute and use different types of texts, to search, gathering and processing
information, using help and formulating and expressing oral and written
arguments in a convincing, appropriate context ”. The relationship component
refers to a “positive attitude towards communication in the mother tongue”, which
“includes a predisposition to critical and constructive dialogue, an assessment of
aesthetic qualities and a desire to strive for them, and an interest in interacting
with others. This includes awareness of the impact of language on others and the
need to understand and use language in a positive and socially responsible way. ”
It is noted, however, that: "In the context of European multicultural and
multilingual societies, it is recognized that the mother tongue may not in all cases
be one of the official languages of the Member State and that the ability to
communicate in an official language is pre- condition for ensuring the full
participation of the individual in society. " In such cases, the measures for
"application of the definitions" "are the work of individual Member States in
accordance with their specific needs and circumstances ”/ 20, p. 4 /. From the
point of view of intercultural education, this competence emphasizes the
importance of the linguistic dimension of identity, which can rather be interpreted
in the context of patriotic education aimed at maintaining the respective ethnic
identity (when the ethnic dimension "coincides" with the linguistic one).
Competence 2 "Communication in foreign languages" is aimed at "opening" the
identity to other linguistic manifestations. Its definition definitely raises questions
about its precise differentiation from the first competence: “it broadly shares the
basic dimensions of communication skills in the mother tongue: it is based on the
ability to understand, express and interpret concepts, thoughts, feelings, facts and
opinions orally. , as well as in writing (listening, speaking, reading and writing)
in an appropriate range of social and cultural contexts (in education and training,
work, home and leisure) according to human desires or needs ”. It states that "the
individual level of experience will vary between the four dimensions (listening,
speaking, reading and writing) and between different languages according to the
individual's social and cultural environment, environment, needs and / or
interests". There is also a specific reference to intercultural issues - "it also
requires skills such as mediation and intercultural understanding". Regarding the
knowledge dimension, the components are: "vocabulary and functional grammar
and awareness of the main types of verbal interaction and language registers".
Knowledge of "social conventions and cultural aspects and the variability of
languages" is considered important. Skills are: “ability to understand oral
messages, to initiate, maintain and end conversations and to read, understand and
produce texts that meet the needs of the individual. Individuals must also be able
to use appropriate help and learn languages informally as part of lifelong learning.
” Competence presupposes a "positive attitude", expressed in "assessment of
cultural diversity and interest and curiosity about languages and intercultural
communication" / 20, p. 5 /. From the point of view of intercultural education, this
competence presupposes a basic formation of a positive attitude towards the
"foreign" linguistic identity and desire, readiness for practical mastering of
foreign languages, motivated in one way or another. Here again, however, the
serious question of the official language can be asked - is it actually "foreign" or
"second" to the representatives of minority groups whose mother tongue does not
coincide with the official one. At first glance, the terminology itself does not seem
to matter much about the way in which such language learning is carried out. In
my opinion, however, the terminology is extremely important, because with the
words themselves we are already setting an attitude towards the language, and
through it - towards its speakers, for whom it is also the mother tongue. Hard can
accept the thesis about the Bulgarian language as "foreign" for Bulgarian citizens
whose mother tongue is not Bulgarian. It is one of the languages that are
absolutely necessary for the full realization of the individual in the social life of
the state of which he is a citizen. Therefore, he is not a foreigner and cannot be
interpreted as such. Quite another is the question of the real difficulties in
mastering it, the intellectual "burden" of children with another mother tongue in
learning it, when they have to master in school and "third" language, which is
already foreign (this is not the subject of study here ). Competence, within which
problems related to interculturality are also addressed, is competence №6, called
“Social and civic competences”.
The two competencies "include personal, interpersonal and intercultural
competence and cover all behavioral forms that ensure individuals to participate
in an effective and constructive way in social and working life and especially in
societies where diversity is increasing", incl. "To resolve conflicts when
necessary." In particular, civic competence "ensures individuals to participate
fully in civic life, based on knowledge of social and political concepts and
structures and a commitment to active and democratic participation." In terms of
the knowledge component, social competence is "related to personal and social
well-being, which requires an understanding of how individuals can ensure
optimal physical and mental health ... and knowledge of how a healthy lifestyle
can contribute to this.". This competence presupposes "understanding of codes of
conduct and generally accepted ways in different societies and environments",
"awareness of" basic concepts related to individuals, groups, work organizations,
gender equality and non-discrimination, society and culture ". An important
component of competence is "understanding the multicultural and socio-
economic dimension of European societies and how national cultural identity
interacts with European identity". Skills: "ability to interact constructively in
different environments, show tolerance, express and understand different points
of view, negotiate, ability to build trust and empathy", ability of individuals to
cope with stress and frustration and express them in a constructive way ”,“ to
distinguish between the personal and the professional sphere ”. "Relationships of
cooperation, maintenance and integrity" are referred to as relations. Individuals
are expected to "have an interest in socio-economic development and intercultural
communication and should value diversity and respect others, be prepared to
overcome prejudice and make compromises" / 20, p. 9 /.
From the presented content of the so-called "Social competence" clearly
outlines an intercultural dimension. The intercultural competence itself is
indicated as immanently included in the social one. Unfortunately, however,
intercultural competence is somehow "blurred" within the social, presented in
fragments or poorly logically related to other parts of the text. However, its
presence, especially within the relationship, supports the importance of
intercultural issues within the competencies.
The situation with "civic competence" is similar. Within the framework of
civil competence, the following are identified as basic, essential knowledge:
“knowledge of the concepts of democracy, justice, equality, citizenship and civil
rights”, “how they are expressed in the Charter of Fundamental Rights of the
European Union and international declarations and how they are applied by
various institutions at local, regional, national, European and international level",
" knowledge of current events, as well as major events and trends in national,
European and world history "," awareness of the goals, values and policies of
social and political movements ”,“ knowledge of European integration and EU
structures ”,“ as well as awareness of diversity and cultural identities in Europe ”.
Skills: “ability to engage effectively with others in the public sphere and to
express solidarity and interest in solving problems affecting the local and wider
community. This includes critical and creative reflection and constructive
participation in the community or neighborhood activities, as well as decision-
making at all levels, from local to national and European level, in particular by
voting. Relationships: “Full respect for human rights, including equality as a basis
for democracy, appreciation and understanding of differences between the value
systems of different religious or ethnic groups, lays the foundations for a positive
attitude. This means expressing both a sense of belonging to a locality, a country,
the EU and Europe as a whole and to the world, and a desire to participate in
democratic decision-making at all levels. This also includes demonstrating a sense
of responsibility, as well as showing understanding and respect for shared values,
which are necessary to ensure community cohesion, such as respect for
democratic principles. " Civic competence presupposes "constructive
participation" in "civic activities, support for social diversity and cohesion and
sustainable development and readiness to respect the values and privacy of others"
/ 20, p. 6 /. The last ability that has to do with intercultural issues is competence
№8 - "Cultural awareness and expression". This competence is defined as
"assessing the importance of the creative expression of ideas, experiences and
emotions" within the framework of "music, performing arts, literature and visual
arts".
Knowledge within this competence is indicated: "awareness of the local,
national and European cultural heritage and their place in the world", incl.
"Popular contemporary culture", "understanding of cultural and linguistic
diversity in Europe and the rest of the world, the need to preserve it and the
importance of aesthetic factors in everyday life". Skills within this competence
"relate to evaluation and expression: the evaluation and enjoyment of works of art
and performances, as well as self-expression through a variety of means", based
on "innate abilities". "The cultural expression is essential for the development of
creative abilities that can be transferred to a variety of professional contexts. ”
Relationships: "a solid understanding of one's own culture and a sense of identity
can be the basis for an open attitude and respect for the diversity of cultural
expressions." The "desire to cultivate aesthetic ability through artistic self-
expression and participation in cultural life" is also noted / 20, p.12 /. It can be
seen that in competence №8 the intercultural issues are only “implied”, as far as
the main emphasis is placed on the understanding of culture as art. However, in
the components of knowledge and attitudes there are texts related to the content
of intercultural competence. Competence №8 is rather focused on subjects related
to one or another art. It depends on the teachers teaching such subjects to what
extent and in what way they will implement tasks in the context of intercultural
education, based on the outlines of this competence.
What has been said so far is in fact a model for the "internal" presence of
intercultural competence within complexes of competences that are different in
name from it. This type of model allows the interpretation of intercultural
competence as transversal. The reason for this statement can be found in the
characteristics of transversal competencies, which are "universal", "applicable to
and in different disciplines and activities". To the extent that the “other”, “subject-
specific competencies determined by the cognitive level of the students” / 7, p. 35
/ are more “subject-centered”, the intercultural competence “crosses” the subjects
because it is not related with a specific subject and for this reason it acquires a
"transversal" character. In fact, based on the characteristics of education, the
competencies acquired in the process of its implementation are precisely
transversal in nature, which makes this concept particularly suitable for
description in an educational context. Here the understanding of "competence -
intention as a point of view, as an approach, as a manner, as a style", which "can
and should be formed pedagogically, transmitted through ages and activities",
taking into account the meaning that each subject gives to situations (in which he
acts through his narrow competencies) ”, turns out to be especially adequate to
the meaning of the educational activity. Particularly appropriate in this case is the
quote from B. Ray: "With his transversal competence, man gives meaning to the
situation. As a consequence, transversality is the simultaneity that exists between
many situations because of their common meaning given by the subject. Such
simultaneity is nothing but intention ”/ 7, p. 35 /. Transversal competencies make
it possible "to overcome the fragmentation of knowledge and organize the mass
of information in the real behavior of the individual", which is why they "make
sense not only transferable and universally valid for a variety of cognitive and life
situations, but also metacompetences" / 7, p. 36 /. While in the sets of
competencies presented here the intercultural is present more explicitly or more
indirectly, through the differentiation of a specific competence aimed at the
formation of qualities in the context of intercultural education, the concept of the
expected results from it becomes more clearly visible and outlined. This
competence, called intercultural competence, has been of particular interest over
the last decade.