About the Project

Joint European Project TEMPUS IV/VI

“Initial and Further Training for Teachers and Education Managers with Regard to Diversity”

543873-TEMPUS-1-2013-1-DE-TEMPUS-JPCR

Description, aims and objectives

The aim is:

Holistic, consecutive, further and higher education (including PhD level) in the field of diversity combined with focus on diversity in terms of intersectionality.

Teachers in educational institutions and education managers need an intersectional perspective in terms of capability approach, as they deal not only with certain aspects of diversity, but are confronted by groups and organizations that reflect various facets of diversity (physical impairment, speech problems, cultural imprints, social neglect, intellectual giftedness) in different combinations (e.g. physically impaired and intellectual giftedness). Thus, there is a demand for teachers able to deal with these differences competently and holistically.

Part C

Objectives:

  • Transnational networking and internationalizing higher and further education in diversity and diversity management combined with creation of the best practices at educational institutions.
  • Modernizing the curricula for Bachelor degree level with a pedagogic profile through modular thematic clusters in diversity.
  • Developing curriculum for Master degree level “Education Management in Heterogeneous Organizations”.
  • Developing modules for advanced training in diversity pedagogy and management.
  • International Team supervision of PhD thesis in diversity.
  • Setting up networks in local education landscapes to include marginal groups.
  • Creating an inclusive environment in universities.

The project considered both the regional priority of education for neighboring Eastern countries and the national priority of teacher training and education science for the Russian Federation.

The priority of education was addressed by all partner universities through the construction of a consecutive higher and further education system in the field of diversity. The priority of teacher-training and education science was addressed by all partner universities through the development of curricula in education for BA, MA and further education. Modules were also developed for PhD level in education science.

Reasons for the Project

The aim of this project was the training of teachers and education managers in a continuous higher and further education system for the constructive handling of diversity in educational institutions and organizations. Target groups in education were BA and MA students in such majors as teaching, pedagogy and social pedagogy as well as PhD students. In further education, target groups were teachers, education managers, society representatives (community, town, social security, migration services etc.). Beneficiaries were children and adolescents with special needs, their parents, university, heterogeneous organizations/corporations, social agencies and migrant services, community agencies.

Diversity is currently a world-wide, explosive, political and economic topic (s. UNESCO World conference 1994; UN General Assembly 2006; the EU’s Adoption of the UN-convention 2010 etc.). Internal migration, international migration, demanding intellectual resources (human capital), equalization of socio-cultural problems not only have political, economic, social and cultural meaning, but  also present relevant challenges to education policy. Consequently, there is a demand to dismantle the discrimination of all kinds of people on every level to make it possible for all people to have an equal chance for an extensive, fair development. First and foremost, education and education policy are called forth to bring the field of diversity to the center of their aims. Acknowledging the diversity of education sector is essential for society because the consequent cost of missed chances and failed biographies is higher in the long term than investments in a functioning and fair education (compare OECD 2010).

In the higher and further education systems of Russia, Ukraine and Belarus, the topic of human rights-based, inclusive education is becoming a top priority. For example, all three countries pay particular attention to the topic of disability (Government program “Barrier free environment”). In Russia, “intercultural learning” is highly valued because of an influx of migrants (ca. 12 mil.). The majority of working migrants does not get any further education (incomplete schooling 24%; university education only 5%).  It means that parents cannot help their children because, as a rule, they also cannot speak the national language of the country fluently, if at all (52% can speak it very badly, 14% can’t speak at all). The migrants’ religion often makes integrative attempts difficult on both sides (85% of migrants are Muslim) (compare "AiF" /"Arguments und Facts" №43/24-30, Moscow 2012, p.10). A peaceful co-existence in an urban multicultural and multi-confessional environment is in no way a matter of course; it needs pedagogic leadership and direction. Failed integration can lead to social unrest/conflict etc.

In Ukraine, inclusion has become a part of the education program (http://eura.org.ua/wp-content/uploads/2010/01/ERA_VIDRODZHENNYA_Resume_Inclusion_Engl1.pdf), but there is the lack of skilled teachers. In Belarus, there are clues in the information documents of Ministry of Education (Minsk, 2012) that hint at the necessity to strengthen the focus on diversity in the education sector.

Teachers in educational institutions and education managers need an intersectional perspective in terms of capability approach, as they deal not only with certain sections of diversity, but are confronted by groups and organizations that reflect various facets of diversity (physical impairment, speech problems, cultural imprints, social neglect, intellectually gifted people) in different combinations (e.g., physically impaired and intellectually gifted). Thus, a demand arises, for teachers who can competently and holistically deal with these differences by developing tolerance and social engagement, gaining diagnostic competence, adopting differentiated and specific teaching methods, mastering techniques and strategies of social integration, who are able to control and steer integration processes in heterogeneous organizations and develop a pluralistic organization-culture.  Training for leadership in the field of diversity management also gains importance.

 Until now, there is no unified training system for teachers and education managers in the field of diversity in terms of intersectionality in Russia, Ukraine and Belarus. The educational programs are separated; overlap is partially impossible or at least not fluid. In most educational institutions in these countries, so far there was no model of an inclusive institution that is in accordance with the International Index for Inclusion. Networking between institutions and regional/community social organizations is also fragmented.

To eliminate these deficits, there is the urgent need to establish a continuous higher and further education system to train teachers, social pedagogues and education managers in competent handling of diversity in terms of lifelong learning. This complex, holistic education construct is necessary to ensure a systematic professional development of educators.

Networking of schools, universities, social agencies, migration agencies, heterogeneous organizations should be built and an inclusive environment should be created within these institutions as an exemplary model for a pluralistic and tolerant society.

 

Project Content and Method

In answer to the challenges mentioned above, there stands the modernization and development of curricula for the Three-Cycle-System and further training in the field of diversity with the aim of training students and participants to be able to constructively deal with heterogeneous groups, and effectively manage processes in heterogeneous organizations.

A network consisting of several universities, further education institutions, a school, a children’s home and an enterprise was created on an international level; the members worked together with such institutions as migration services, social agencies. Managers (strategic planning and leadership), scientists (market analysis, curriculum development, teaching), colleagues and administration (administrative support) as well as students and doctors were all engaged in network building.

The network infrastructure was built in differentiated sections (1st project year). At those partner universities that were not involved in Tempus projects, new competence centers for diversity education and management were set up. At partner universities with Tempus experience (159371-TEMPUS-DE-TEMPUS-JPCR), the existing competence systems were restructured to accommodate the aims of the project and play an advisory role for all partner universities who were new to Tempus programs. They created innovative centers, which could make acquired knowledge available to all universities of the partner country. The centers’ functions included advising and training university staff and regional education managers in diversity; professional language trainings for didactic configuration of bilingual courses; training for multipliers in the partner country regions; advising on the construction of individual education plans in higher and further education; carrying out studies of the children and adolescents requirements, market analysis, IT courses, interactive online seminars in the network, creating a collaborative learning environment. In each partner university, 30 professors were trained in IT and 20 professors were trained in foreign languages.

An IC Portal was created as, among other things, a digital basis for the education of a learning community.

The network universities became an institutional model of a pluralistic and heterogeneous society, in which inclusive cultures were created, inclusive structures were established, and inclusive practices were developed. The relevant project results were presented by the coordinators at the Academic Council and student committee meetings in every project year. The creation of an inclusive environment was enthusiastically encouraged.

Networking in education landscapes was established on a local and regional level (1st year), strategic development plans for inclusion based on data on the special requirements of children and adolescents in the education landscapes, were developed. Studies concerning the labor market needs for teachers and education managers competent in diversity were carried out and education standards were analyzed. On the basis of data analysis of the specific needs of education managers regarding their further education, competence catalogues in diversity education and management were created to underpin the competence and output-oriented curriculum development in the project.

The competence centers for diversity education and management as well as the establishment of networks and connections between universities and their social partners in the educational landscape were structural innovations.

Further, modules are outlined and their credit worth estimated, one should bear in mind that they were revised and defined during the course of the project, with consideration to carried out inspections, analysis and studies.

For BA in Teaching, Social pedagogy (8 Sem.), thematic, modularized clusters were developed (1st year), and incorporated in core modules. Students gained the ability to plan and enforce differentiated teaching and learning settings in heterogeneous learning groups. Students studying social pedagogy gained the ability to integrate different social marginalized groups into social life.

Developments: Introductory module (4 ECTS) “Inclusion as a Pedagogic Problem” (also available in English) with 3 sub-modules in “Migration”, Pedagogical Aspects of Social Disadvantages”, “Gender Aspects of Heterogeneous Environment”, “Giftedness and Elite Education in Pedagogical and Social Aspects”; three core modules (6 ECTS), which cover sociological, pedagogic and psychological aspects of diversity; a pool of modules in Supporting Diagnostic (10 ECTS); internship (6 ECTS), which provides for the individual and long term attendance to students/people with special needs.

The curriculum for Masters Level (4 Sem.) prepared students for leadership as education managers in heterogeneous organizations. The students gained the ability to lead management processes and to create an inclusive environment in educational institutions and corporations.

Certain parts were borrowed out of the project 159371-TEMPUS-DE-TEMPUS-JPCR, and adapted to focus on diversity: Models of Educational Management (3 ECTS) and on Consulting in Education Management (6 ECTS).

Newly developed (1st/ 2nd year) were the module “Foundations of Diversity Management” (10 ECTS), which, among other things included bilingual elements, and “Organizational Culture of a Heterogeneous Organization” (3 ECTS) (including MA-dissertation 30 ECTS); elective modules “IT in Diversity Education and Management”, “Index of Inclusion as the Tool of Securing Quality”, “Comparative Studies in Diversity Management”, “Enterprise as a Heterogeneous Organization”, etc.; research work internship (44 ECTS). The implementation followed in the 3rd year.

 In the partner universities, 500 BA students received diversity competence and 80 MA students completed the MA course outlined in the project. A combined MA double-degree-program was developed by partner universities and EU universities.

In the 3rd cycle, “PhD Program” certain parts were taken from of the project 159371-TEMPUS-DE-TEMPUS-JPCR: 3 modules (14 ECTS) in “Research Methods” “Academic Language of Educational Management” and “Research in Educational Management”. Newly developed modules (3rd year) included 2 Modules (8 ECTS) on “Research in the Field of Diversity: Comparative Aspect” as well as “Interdisciplinary Approaches to Diversity”. International advisor tandems   individually supervised PhD students.

 On the basis of carried out studies, further education programs were developed (2nd/ 3rd year) which the participants could arrange themselves through a modular system (Certificate 7 ECTS; 252 h, Confirmation of participation 3 ECTS; 108 h). Those people already working in jobs that were confronted with heterogeneity could acquire the skills, according to the aim of the project, to contribute to the long term development towards an inclusive society. The further education proposal consists of an introductory module (2 ECTS), elective modules (1 ECTS each) and participant oriented self-reflexive, communicative and practice oriented training programs (1 ECTS each), as well as case analysis from one’s own practice (1 ECTS). To answer the demand of education managers, elective modules (3 ECTS) and basic modules (3 ECTS) were borrowed from the Master degree program. The parts of the curriculum must be seen as a design that was revised, made more precise and eventually more definite according to demands.

About 1200 people at all partner universities participated in the further education programs over the course of the project. Implementing commenced in the 3rd year.

The university didactic teaching methods was distinguished by research and specifically diversity focused co-operative and practice-oriented learning (based on new constructivist approaches such as, among others, Anchored Instruction- and Cognitive Apprenticeship-approach) with learning methods such as projects, business games in heterogeneous contexts. Traditional methods such as lectures and seminars were supplemented by innovative learning strategies such as E-Learning (E-L), Blended-Learning (Blend.-L), Online-Seminars, methods of interactive content formation (based on Web 2.0 and Ideas of connectivism).

To create an inclusive environment at universities, competence centers were set up as a model for the universities in the region (training of multipliers in competence centers) with special tools and software for students with special needs.

 During the project we employed a set of strategies and methods for quality and project control. The evaluation was directed by success indicators and was based on methods of developmental research. University internal audits and monitoring of the process; peer-review measures to check the quality of curricula, IC portal and website; Tempus internal coaching especially concerning questions of management, distribution and sustainability were conducted. The coordinators were responsible for the implementation and documents. Evaluation results were discussed at all coordination meetings and further trainings. External and internal experts (from partner universities and experts from EU) were consulted (as and when needed through video conferencing and mail) for improvement suggestions and checking the results as a correction mechanism. The summative evaluation was provided by EU-partner experts (3rd year).

 The project leadership was performed by Hildesheim University and was supported by a director and a coordinator. Hildesheim was responsible for the administration of finances as a contract beneficiary. The strings of networks came together in Hildesheim; it composed the intermediate and final report and communicated with the EU Commission. The project manager (Novgorod State University) carried out the coordination of teamwork in the partner universities and advised module developers and textbook authors. He was supported by an assistant. The IC manager (Novgorod) arranged the construction and maintenance of the technical infrastructure of the project at all partner universities, of the IC portal and the website. He advised the partner universities regarding the E-Learning Program. Project leader and manager together led the coordination meetings (bipolar management).

Every network university was represented by a coordinator. They were supported at their partner university by the director of the competence centre.

A coordination board was established which made the final decisions (regarding finance, following EU regulations etc.). It included a project leader, a project manager, 18 coordinators, 3 non-university contacts. The first coordination meeting took place in Hildesheim in the first year, for all members to come to an agreement regarding task distribution, choosing WP leaders, solving questions of finance and mobility, forming workgroups for module development, discussing measures to secure quality. At annual meetings (videoconferences), work procedure was planned, specific themes were discussed, measures of distribution and sustainability were reflected on and evaluation reports were discussed, among other things.

To effectively form a control system, a steering group was elected at the first meeting: one EU representative, a representative from each partner university as well as a project leader and a manager as immediate members (6 people). The group elected a speaker from their ranks and subsequently discussed task distribution at the coordination meeting in Hildesheim: preparing coordination meetings; collecting and, if necessary, regulating differences in opinion, complaints, problems; presenting video meetings of the coordination board, when necessary, through the speaker who was in constant contact with the project leader and manager over Skype or mail.

The coordinator from each partner university visited a national Tempus conference every year.

Summary

At the center of this project was the modernization and development of curricula for the cross-linked higher and further education programs and PhD studies in diversity, with the aim of preparing students for constructively handling heterogeneous groups of children and adolescents, as well as effectively leading control processes in heterogeneous organizations.

An international network of universities and their social partners was created. In local education landscapes, networks were developed to include marginal groups.

In participating regions, empirical studies were carried out for an analysis of the labor market’s needs to make competence catalogues. On the basis of these catalogues, curricula for BA degree level with a pedagogic profile were modernized through the development of modularized, themed clusters. The curriculum for MA degree level in education management in heterogeneous organizations, as well as training in diversity education and management for the further education programs was developed, and an international team of supervisors for PhD students was organized.

A competence center for diversity education and diversity management was installed at every partner university to form a university-didactic curriculum, train university staff in IT, foreign languages and inclusion pedagogy, as well as set up networks in the local education landscape. University became an institutional model of a pluralistic and heterogeneous society in which inclusive cultures were created, inclusive structures were established and inclusive practices were developed.

Measures towards distribution and sustainability were taken to fortify the exemplary character of this higher and further education programs, and secure the national and international exchange of project results. Curricula were evaluated by internal and external experts to contribute to effective quality control.

Sustainability of the projects’ results 2017-2019

 

Result 1:

Title: Establishment and use of competence centers “Diversity pedagogy and Diversity management” or laboratories for “inclusive education” in 13 partner universities (Russia, Ukraine, Belarus)

Description:

For efficient work in the project, competence centers for inclusive education and/or laboratories for inclusion have been set up in a variety of ways in all partner universities. The rooms were furnished by the universities and the equipment is being maintained. After the end of the project the universities have taken care of the staffing as well as the maintenance of the equipment and for the purchase of new equipment.

The establishment of competence centers enabled new teaching and learning methods through the use of new media (interactive teaching forms, e-learning programms, etc.). The acquisition of tools for people with disabilities enabled students with special needs to be admitted to higher education institutions and the equipment has been and still remains a model for regional colleges and other educational institutions.

All competence centers and laboratories have internal and external tasks beyond the project duration.

Internal tasks: a center for international meetings and maintenance of the international network; a center for cooperation in the regional educational area; in-house training (diversity pedagogy and management, university didactics, IT, foreign language training); training to create an inclusive environment at universities; lessons of work with visually impaired and hearing impaired students, as well as interested scientists; training teachers and education managers of the region to work in the framework of inclusive education and diversity management; conducting classes for students, promoting research, such as, for example, examination and theses, as well as doctoral studies; notifications of new publications in literature, thematic exhibitions; further education of pedagogical psychologists, special teachers, speech therapists; conducting experimental studies in the preparation of annual and diploma theses, master's and doctoral theses; preparation of publications and information on sustainable project results; work with literature on “Diversity” (special library), etc.

External tasks: advising regional and local communities on prevention and intervention in dealing with marginalized social groups; parent training; training of multipliers; training of representatives of the migrant services / social services / authorities in diversity, in IT, in languages; conducting interactive online seminars, video conferencing; realization of e-learning, etc.

Users of the centers and laboratories are, for example, lecturers, students, participants in further education events, multipliers, education managers and teachers. Scientists benefit from the offer of English or German language teaching. It increases their ability to participate in international meetings and cooperation in international networks, and enables them to understand theories and approaches of international literature better. The regular training of multipliers makes it possible to disseminate the practical implementation of inclusive requirements in schools and other educational institutions of the respective regions.

Examples:

University in Vitebsk: In the course of the project, new subinstitutes were established at the university but also at other educational institutions such as elementary schools, schools for the gifted, orphanages, nursing homes, homes for the disabled. The institutes are supported by the rector of the university and the cooperation has been contractually stipulated. This is a profitable collaboration for both partners.

The University Center of Competence was recognized at the end of the project by the regional center for inclusive education.

Result 2:

Title: Conducting surveys on the needs of children, adolescents, educators and parents in Russia, Ukraine, Belarus

Description:

In Russia, a total of 16,760 educators, students, parents and education managers were interviewed under the guidance of the St.-Petersburg Academy of In-Service Pedagogical Education, under direction of the National Pedagogical Dragomanov University in Kiev, Ukraine and under direction of the Academy of Postgraduate Education in Minsk, Belarus. The questionnaires were developed with specific countries in mind. The data gained formed the basis for developing needs-based modules and training programs in the further education system. To conduct the survey and to interpret the data gained, a working group was formed at each partner university.

Educators were asked about their self-assessment (social and academic professionalism) and the importance of expertise in inclusive education, as well as the measures they take to be effective in their professional development. Students and parents were selected according to their particular educational needs and forms of teaching as well as their wishes for individual support.

The interviewed teachers and students demanded a higher quality of education, especially in the area of ​​multilingualism, diagnostic skills and theoretical approaches. They complained that they have too little knowledge of the values ​​of the children who come to the country as migrants. Special challenges have arisen because of refugees from war and crisis areas – currently by war traumatized refugees from Eastern Ukraine. In particular, the learning culture of migrant families from Asian countries is foreign to the interviewed educators. Teachers concluded that these children need structured and very accurate instructions and that they must look for ways of helping them preserve their own culture. Solving conflicts with people of the Muslim religion posed particular problems. In general, more than half of the respondents said they needed more skills.

Evaluation of the results served as a scientific basis for creating competency catalogs for developing new curricula in a three-cycle system for undergraduate, graduate and doctoral programs, as well as for further education. The findings also served as the basis for the development of needs-based modules and training programs in the further education system.
The results were presented and discussed at coordination meetings and conferences. A general report was provided to all partner universities.

Name of the attachment for the Result 2:

Data collection – Reports from the research / Study of the specific needs of teachers and educational managers in the field of inclusive education

 

Result 3:

Title: Creating a strategic development plan to build an inclusive educational landscape

Description of the result:

Managers and lecturers were trained in the field of "Building an Inclusive Educational Landscape" at the Universities of Hildesheim (DE) and Novgorod (RU), so that they could use these competences to establish new collaborations with administrations, associations, foundations, etc., which deal with diversity and heterogeneity in society and strive to systematize cooperation.

All partners have detailed strategic development plans to integrate and create an inclusive education landscape, at least until 2020, in line with regional needs and opportunities.

In developing strategic development plans to create an inclusive educational landscape in the city and region, partners work steadily in close contact with the authorities and social institutions of the city and region (cultural, sports, social institutions) and influence those who are in government, conduct discussions partly also about the rules. For example, the development plan created at University of Kiev was taken into account in the integrated city program “Education in Kiev 2016-2018” in the subsection of “Inclusive Education”.

Name of the attachment for the Result 3:

Selected plans for the strategic development of universities in Khmelnitsky, Vitebsk, Novgorod, St. Petersburg, Tyumen.

 

Result 4:

Title: Further education program “Train the Trainer”

Description:

The "Train the Trainer" program was developed at the University of Kiev (UA) and made available to all partner universities in order for them to be able to implement the means and tools developed there for the effective and successful execution of trainings and seminars in the module descriptions. It serves to improve the control of learning and group processes and to increase and optimize the communicative competence in the training area. It is about more safety and structure, in order to prepare and carry out effective trainings, to improve the didactics, to optimize the use of visualization, new training methods, improvement of one's own training behavior and a sovereign handling of disturbances. For development of the program, scientists from the University of Kiev participated in a training event held by the University of Hildesheim (DE). The program was put on the platform and a webinar was conducted at the University of Kiev. The Academy of Postgraduate Education in Minsk reviewed the retransmission of the program.

Name of the attachment for the Result 4:

Further education program “Train the Trainer”

 

Result 5:

Title: Development of curricula in diversity in the three-cycle system

Description:

The main focus of the project was the modernization and development of the curricula for networked education and doctoral studies in the area of ​​diversity with the aim of preparing students and participants in further education events to constructively deal with heterogeneous groups of children and adolescents as well as to effectively steer control processes in heterogeneous organizations.

Curricula have been developed for the bachelor's program, the master's program, the doctoral program and for diversity education. To prepare the competence and output-oriented concept of educating teachers in the field of diversity, competence catalogs were developed on the basis of market analyzes and analyzes of the standards for pedagogical education, and a training seminar was organized at the University of Bremen (DE). The competence catalogs describe basal and specific competencies for each level of training. The catalogs formed the basis for the curriculum development in the TCS and are based on the competence approach in Diversity Pedagogy and Diversity Management (Tuning-Methology). On this basis, curricular structures were developed, which were integrated into the core curricula.

The curricula for the Bachelor level have been modernized. For the Bachelor's degree in pedagogical profile, modularised thematic clusters in diversity were developed. The cluster contains an introductory module in the topic of diversity, three basic modules with three optional sub-modules, a pool of building blocks for funding diagnostics and an ordinance on the internship. The newly developed modules for the subject area „Diversity“ for the Bachelor in the disciplines such as Educational Science has been implemented in the partner universities. The cluster was made available for discussion on the IuK Portal and all network universities.

For the development of a Master's degree program "Educational Management in Heterogeneous Organizations", working groups were formed by scientists who examined the possibilities of creating a joint curriculum for the Master's Level. For this purpose, the necessary contacts in the form of video conferencing and e-mails were used. Examination and Study regulations were put up for discussion on the IuK-platform, syllabuses were analyzed, compared and checked for compatibility. The curriculum for the Masters contains two compulsory modules; one of them is the compulsory elective module, taken and adapted from the 159371-TEMPUS-DE-TEMPUS-JPCR project. Two compulsory modules were newly developed, one of them contains three elective modules. The elective modules were designed as e-learning modules, also a bilingual sub-module was developed.

For the doctoral studies three modules from the project 159371-TEMPUS-DE-TEMPUS-JPCR were taken and two modules were newly developed. For individual support of doctoral students international consultant tandems were formed, which conferred with each other on conferences or using new communication media.

For development of an individual further education path an offer, also as an e-learning course, was developed, which consists of an introductory module, basic choice modules and participant-oriented self-reflective, communicative and practical training programs, as well as case studies from own practice. Specific offer for education managers, elective modules and mandatory elective modules were taken from the master’s program developed in the project and converted into e-learning courses.

E-learning and blended learning programs were developed at all levels in selected sub-modules. In order to prepare the bilingual sub-modules (German / English / Ukrainian / Russian), subject-specific further education courses were organized for university teachers at all partner universities.

Module manuals have been developed for content-related work in the degree programs and further training seminars (561 pages in total). All developed modules were summarized in a systematic and clear way. These books are available to all project participants and interested universities and have been distributed in the country and in the region accordingly. The module manuals were prepared taking into account the new laws and guidelines for dealing with heterogeneity / inclusion that were adopted in the respective countries, and the work results were discussed in workshops and conferences between the Russian, Ukrainian and Belarusian partner universities. The quality of the modules developed was examined by scientists from the EU universities and the implementation of the modules and the Master's program was discussed at the conferences in Bremen (DE), Hildesheim (DE), Rome (IT) and Vienna (AT). Country-specific experience on accreditation and licensing was shared.

Name of the attachment for the Result 5:

Module Handbook for the Bachelor Program

Module Manual for the Master's Program

Module Handbook for Education and Training

Module Handbook for Doctoral Studies

 

Result 6:

Title: Accreditation and licensing of the master program "Educational Management in Heterogeneous Organizations" in 4 Russian, 2 Ukrainian and 2 Belorussian Universities

Description of the result:

The curriculum of the master's program "Educational Management in Heterogeneous Organizations" developed in the project (see detailed description of Result 5) has been implemented at all partner universities, taking into account the country-specific standards and the specific university structures. The program was accredited or licensed in the following way (as of January 2019):

Partner University 

Information

Vologda State University of  (RU)

The master’s degree program licensed and accredited within the framework of the discipline ”pedagogical education”

It existed until 2018 with 5 students last year. New student admissions are planned for 2020.

Tyumen State University (RU)

The master’s degree program "Inclusive Education" implemented in 2016, licensed and accredited in the field of „Education and Science“ funded by the Potanin Foundation / Russia / 2017

Ryazan State University named for S. Yesenin (RU) 

Master program accredited in 2016, still exists to this day, with 18 students, very popular: 3 applicants per 1 free place in 2018

Berdyansk State

Pedagogical University (UA)

The master’s degree program „Management“ with the specialization „Management of educational institutions“, accredited in 2018. 45% of the curriculum are the modules that were developed in the project.

Mozyr State

Pedagogical University (BY)

The master’s degree program accredited in the field of „Education Management“ in 2016, still exists to this day with 27 students

Yaroslav-the-Wise Novgorod State University (RU)

The master’s degree program "Education Management in Heterogeneous Organizations" was implemented in 2015, accredited and licensed in 2016 within the "Pedagogical Education" discipline.
As an independent degree program, it existed until 2018, since 2018 it was integrated into the degree program „Education Management“ (total of 14 students). In 2017, a new master's degree program „Inclusive Education“ was established in the field of „Psychological Education“ (10 students)

Vitebsk State University

named after P. Masherov (BY)

The master’s degree program was accredited in the field of „Education Management“ in 2014, it still exists to this day with 28 students.

Khmelnitsky National

University (UA)

The master’s degree program is licensed and accredited in the field of „Management of Organizations“ specializing in „Management of Educational Organizations“ and „Management of Heterogeneous Organizations“. The modules developed in the project are now offered to students as elective modules.

 

 

Result 7:

Title: Further education for module developers, lecturers and further educators in the areas of module development and teaching at a university; research stays of doctoral students

Description:

Regular education and training in various EU universities in the form of active and interactive seminars and workshops ensured effective work in the field of ​​module development and teaching.

Lecturers were furthered by: workshops and conferences at the EU universities on diversity, including new teaching and learning methods and materials; training seminars on IT (e-learning, webinar, electronic portfolio, new media for students and students with disabilities); courses in the foreign or specialized languages – ​​English or German; further education courses in Germany on the topic of “Diversity”; individual consultations by EU scientists and experts (via e-mail, Skype, at training courses and conferences).

For the development of the modules for partner universities, thematic videoconferences on “Systems of scientific supplementary education in international comparisons" were held. In addition, further training courses on the content and methodical qualifications of the module developers were held at EU partner universities. To develop the concept of training programs on diversity and to master the special methods of moderation of the trainings, a workshop was held at the University of Hildesheim (Germany). At the Universities of Hildesheim and Bremen (Germany), joint working meetings were held to prepare for the master's program. The module developers completed training stays at the EU partner universities, attended the “International Inclusive Education” workshop at the University of Vienna (Austria). Master’s program students attended seminars at several other partner universities, which were held in collaboration with scientists from the EU partner universities.
Regarding e-learning methodology for people with disabilities, a webinar was conducted at the Khmelnitsky University (UA), as well as an in-house training in the field of information technology. In order to develop competences regarding the concept of curriculum for teachers in the field of diversity and for them to master the specific moderation teaching methods, a seminar was held at the University of Hildesheim (Germany).

International conferences at the Universities of Novgorod (Russian Federation), Vienna (Austria), Vitebsk (Republic of Belarus) and Hildesheim (Germany) gathered not only the project participants but also scientists from other universities and countries, and ensured a wide dissemination of the project results. A conference in the University of Kiev (Ukraine) was unfortunately no longer possible for political reasons.

Selected PhD students completed a research stay at the University of Hildesheim (Germany). They took part in language and technical language courses in German or English prior to their stay. At the University of Hildesheim (Germany) they were advised by scientists on their planned doctoral theses (including German and English literature) and they were acquiainted with doctoral programs at the German university.

 

Result 8:

Title: Textbook "Diversity Management in Heterogeneous Organizations" (ISBN 978-5-89896-627-0)

Description:

An international team of authors was formed to create the textbook „Diversity Management in Heterogeneous Organizations“ (print and online). Researchers from the Universities of Khmelnytskyi (Ukraine), Novgorod (Russian Federation) and Hildesheim (Germany) collaborated on working meetings and on the digital communication media.

The textbook deals with different diversity management concepts and models in international comparison. The authors endeavored to adapt concepts for educational institutions designed for global enterprises and to demonstrate their special role for university and school development in the USA, Germany, Russia, Ukraine, South Africa and other countries on the basis of a comparative study. The international team of authors decided to solve the problem of dealing with heterogeneity in organizations at the interface between educational science and education management and answered the following fundamental questions: why is there still a fear of diversity in society and at school? Can this fear be overcome by educational means? Is it possible to manage diversity in society and education systems? If so, what are the conceptual frameworks and diversity management strategies? The answers to these unanswered questions are contained in the meta-theory of the diversity concept in heterogeneous organizations, which is scientifically substantiated in the textbook, without neglecting its practical relevance.

The purpose of the textbook is to raise awareness of the uniqueness of each teacher and student in educational organizations and to provide them with strategies for developing this uniqueness and its potential.

The textbook is available in the collections of leading national libraries. It has been distributed at numerous national and international conferences and seminars. This ensures in the long term that the project results will be disseminated as study programs beyond the network universities.

Name of the attachment for the Result 8:

Lehrbuch: Diversity Management / МЕНЕДЖМЕНТ МНОГООБРАЗИЯ (PDF)

 

Result 9:

Title: Textbook: "Education of Diversity" (ISBN 978-966-289-122-5)

Description:

An international team of authors was formed to create the textbook "Diversity Management in Heterogeneous Organizations" (print and online). Scientists from the Universities of Kiev (Ukraine), Kuban (Russian Federation), Mosyr (Republic of Belarus), Bremen (Germany) and Hildesheim (Germany) collaborated during working meetings and through the digital communication media.

The book deals with the deontological and anthropological foundations of the pedagogy of diversity, pedagogy of tolerance and cooperation with children and adolescents from disadvantaged families, with children and adolescents with deviant behavior, cooperation with gifted children and the culture of heterogeneity in an educational institution.

The textbook is available in the collections of leading national libraries. It has been distributed at numerous national and international conferences and seminars. This ensures in the long term that the project results will be disseminated as study programs beyond the network universities.

The book contains numerous teaching materials that take into account various needs of students and teachers.

Name of the attachment for the Result 9:

Lehrbuch: Pädagogik der Vielfalt / ПЕДАГОГИКА МНОГООБРАЗИЯ. Учебное пособие (PDF)

 

Result 10:

Title: Anthology of the scientific studies of doctoral students and postdoctoral researchers

Description:

The PhD students, who have completed a research stay at the University of Hildesheim (Germany), as well as several postdoctoral researchers, wrote articles on their doctoral or habilitation topic. They were advised by the scientists of the university.

The articles were published by the scientists from the University of Hildesheim in the anthology entitled: „Inklusion im Bildungsbereich. Streiflichter aus Russland, Ukraine und Weißrussland“ zusammenfasst (Sprachen: deutsch und englisch)“.

The 15 articles of the book reflect the discussion of young scientists from Eastern Europe and their perception of the heterogeneous learning worlds. The book is intended to show German and English-speaking readers that the topic of inclusive rights-based pedagogy has increasingly been the focus of attention in Eastern European countries in recent years. It is also proof that the project topic has been taken up by young scientists and contributes to a sustainable dissemination of the project results.

Name of the attachment for the Result 10:

Inklusion im Bildungsbereich. Streiflichter aus Russland, Ukraine und Weißrussland/ Inclusion in Russia, the Ukraine and Belarus. Current Work and Research (ISBN 978-3-487-15507-4)

 

Result 11

Title: "Inclusive Education in Different East and West European Countries"

Description

In an anthology, articles from researchers from all the universities involved in the project and all of the information on inclusion / diversity have been summarized and published in University Link Campus in Rome. The articles deal with various shades oft the meaning of the subject „Inclusion“ and demonstrate the similarities as well as the differences in scientific discussion about dealing with heterogeneity in school, university and society in general.

The book is a testimony to a lively and sustainable discussion of diversity in the discourse between Eastern and Western European countries.

Name of the attachment for the Result 11:

Inclusive Education in Different East and West European Countries (ISBN 978 88 97931 24 9)

 

MONITORING

MONITORING OF THE TEMPUS PROJECT IN RUSSIA

 As part of the final monitoring of TEMPUS projects, an impact monitoring visit of the project “Initial and Further Training for Teachers and Education Managers with Regard to Diversity” took place on December, 4, 2018 at Tyumen State University. It was carried out by the National Erasmus+ Russia, represented by Dr. Anna Muraveva, Deputy Director and Dr. Julia Redina, manager.

During the visit the monitoring team met with Vice Rector Mr. Tolstikov, the Director of the Regional Institute for International Cooperation of Tyumen State University Ms. Telegina, and the Director of the Centre for Inclusive Education Ms. Volosnikova. We would like to thank the members of the project team that were able to be present, for the time they devoted to the discussions and for having provided us with updated information on the progress made towards the achievement of the project objectives. 

This project can be rightly considered an example of best practice. The success is conditioned by a combination of factors, such as apt design, clearly set objectives and ways to achieve them topped by a committed team and excellent cooperation within the project and after it.

A very important role was played by the University Administration, which created the conditions for the working group to operate effectively in the project and later. In recognition of the project’s success, the administration took the decision to establish an Institute for Inclusive Education as a structural unit of the University, which is financed by the University budget.

The impact can be formulated as a transformation of the University into an inclusive university with all ensuing structural, organizational and methodological changes. The Centre for Inclusive Education has a diversified portfolio of programs and courses for different target groups: from diverse target groups with special needs to teachers and trainers for these target groups to volunteers. The core of these programs was developed under the project. 

The in-service teacher training is on-going: over 500 people were trained in 2017-2018. The courses cover a multitude of themes, including “Inclusion and social inequality” and “Migration and Pluralism” (72 hours each).

The latter two courses have been integrated in the Bachelor programs to enlarge the vision and the mindset of students. New courses are developed when a respective need has been spotted. And a Master program has been launched based on the project findings (15 students last year; 22 – this year).

The Centre also employs people with special needs who act as trainers for the people with disabilities identical to their own. These trainers first complete a course of training offered by the Centre and obtain a respective certificate.

Further exploration of the issues relating to inclusive education is continuing, which is reflected in the preparation of doctoral dissertations by 3 members of the project team, by over a dozen publications, including international ones (e.g. Conference proceedings from DTU). One project participant entered London University.

The Centre takes part in all national grant competitions and has won a number of grants in the field of inclusive education that contribute to enhancing its prestige nationally. On the whole, thanks to the project and activities undertaken systemically after its completion, the University has acquired an established reputation nationally as a driver of developing an inclusion culture: 14 agreements with leading RF universities on cooperation in the field of inclusion have been concluded and an effective partnership network has been formed.

The progress of the concept of inclusion in the country has resulted in the decreasing number of special schools (for children with special needs), with mainstreaming having come to the top of the agenda.

Centers for Inclusive Education were opened in two branches of Tyumen University using this Centre as a model. These centers are relevant for training teachers for rural schools of their regions. Thanks to the project and the activities of Centre established as a result of the project, the University has been included in the Federal Program of RF Top Universities. Currently inclusion and diversity are key concepts of the University Development Strategy the new vector of which is – from inclusive education to inclusive culture.

The international contacts established in the project with Dresden Technical University have consolidated, and new ones have emerged with US and Australia. With DTU a bilateral joint degree program has been launched and a joint doctoral program is contemplated. Joint degree doctoral programs are contemplated with partners in Australia and USA.

All news about the activities of the Centre are published on the University web-site in the section for Inclusive Education and on the Institutes’ web-page, as well as VKontakte (social network). Currently – with a participation of the Centre - a virtual space devoted to inclusion is being formed on the national level.

MONITORING OF THE TEMPUS PROJECT IN THE REPUBLIC OF BELARUS

 As part of our on-going monitoring of TEMPUS projects, an impact monitoring visit to your project ‘Training and retraining of teachers and educational managers in the diversity medium’ has taken place on 19 October 2018 at the Academy of Post-Degree Education in Minsk. It was carried out by the National Erasmus+ Office Belarus, represented by Ms Katsiaryna Miniukovich and Ms Volha Siniauskaya.

During the visit the NEO representative met with 5 project team members from the Academy of Post-Degree Education (APE), one project representative from Vitebsk State University (VSTU) and one from Mozyr State Pedagogical University (MSPU). We would like to thank the project representatives for the time they devoted to the discussions and for having provided us with information on the achievement of the project objectives. 

 Overall comments:

 The overall impression was rather positive and the results of the project appear to be sustainable. New special BA courses in the sphere of pedagogics, new post-degree retraining courses for teachers and educational managers, as well as a new master specialty in “Educational management” are implemented in partner educational establishments and enjoy popularity that is confirmed by increased of students enrolment. The syllabi, curricula and standards that were developed have been approved by the Ministry of Education and are accessible to all Belarusian universities involved in teachers and education managers training.

VSTU developed a strategic plan for the development of inclusive education in Vitebsk region for the period 2015-2017 and is currently developing supplements to the development plan for 2016–2020, which includes activities relevant to the project objectives: improving the quality of the educational process on the basis of innovative didactic-methodical approaches; provision of the continuity of the teaching process with the best practices of Belarusian and foreign universities; intensification of scientific and educational research for effective diversity management in the field of educational work.

MSPU experts and representatives of Mozyr District Executive Committee have successfully developed and enacted the Activity Plan for Inclusive education development in South-East of Belarus.

 Regarding dissemination of project results after the end of the project, 17 seminars, workshops and other dissemination events were carried out at VSTU. MSPU organized three exhibitions on “Inclusive education: topical issues, experience, perspective”, “Autism: from the understanding of theoretical fundamentals to cooperation in teaching”, “Masters of Psychology”, and the Scientific-methodological seminar “Continuity of Specialists of the Special Education System and Pedagogical University”.

20 post-degree courses devoted to the inclusive and diverse education have been implemented at APE, and they are very popular among teachers and educational managers. 10 textbooks on inclusive education has been published at APE and distributed among education establishments specialized in pedagogics. All partners publish results of project development and exploitation of its results in the conference proceedings and scientific issues.

 The project promoted the enhancement of the system devoted to development of professional competence of teachers who would train children with special needs in heterogeneous groups. Students of pedagogic specialties got a chance not only to be involved into the philosophy of inclusion but also got acquainted with physiological, psychological and other types of peculiarities of school children with special needs as well as they got a chance to see how to conduct cooperation within the educational environment among the individuals.

The Competence-Based Centres and the Centres for Modern Teaching Technologies that have been set up in the partner institutions allow organizing training and retraining of teachers and educational managers more effectively. Another positive change is the opening of the branches of partner HEIs in secondary schools. During the project 30 branches of VSU departments were created in non-HEI organizations: school for children with special needs, preschool child development centre, institution of social services, etc.

 At Ministerial level, current issues regarding the implementation of the project were discussed during the meeting at the scientific and methodology council and administration meetings. After the project's completion, activities relevant to the project objectives were included in the Belarusian State Program "Education and Youth Policy in 2016-2020".

 It was positively noted that the project cooperated in synergy with the Tempus Project 530417-TEMPUS-1-2012-1-DE-TEMPUS-SMHES “Eastern Partnership in Pedagogical Innovations in Inclusive Education” without duplication of results.

 In view of developing the project results further, in September 2018 Vitebsk State University applied for loan funding from the World Bank to create an open and adaptive educational environment in higher education institutions and Regional Centers to accompany individuals with special needs in higher education. The partner institutions participated in grant competitions and received two further grants (Erasmus+ and a Russian-Belarusian project).

 On the basis of the visit findings, we would like to make the following final recommendations to the consortium: 

  • to continue disseminating best practices of inclusive education in conferences and seminars in Belarus and abroad;
  • to publish the international collective monograph “Pedagogics of Diversity: inclusive approach to management of educational process in the heterogeneous environment” with the results of the project ideas;
  • to reprint the textbook “Methods of consultation of parents of children from heterogeneous groups”.

MONITORING OF THE TEMPUS PROJECT IN UKRAINE

 As part of our final monitoring of TEMPUS projects, a third impact monitoring visit to your project ‘Training and retraining of teachers and educational managers in the diversity medium’ has taken place on 27 September 2018 at Khmelnitsky National University, Ukraine. It was carried out by the National Erasmus+ Ukraine, represented by Ivanna Atamanchuk and Ms Veronika Tkachenko.

        During the visit the monitoring team met with the Vice Rector for International relations and 22 project representatives from Khmelnitsky National University, the first Vice Rector of Berdyansk Pedagogical University, the head of department of Education and Science of the Regional State Administration, a representative from the National Pedagogical Dragomanov University and 3 individual representatives from the schools N°7, N°8 and N°32 in Khmelnytskyi. We would like to thank the members of the project team that were able to be present for the time they devoted to the discussions and for having provided us with updated information on the progress made towards the achievement of the project objectives. 

 The project's outcomes remain highly relevant to the needs of the Ukrainian universities and the defined target groups. It is also in line with the current discourse on heterogeneity and developments and perspectives in inclusive education in the Ukrainian education system. The project has left an impact on university academic staff, students, school teachers, educational manages, representatives of different heterogeneous groups and organizations.

The project results demonstrated their viability and sustainability at multiple levels: individual, professional, institutional, society and in the HE sector. The partner universities in Ukraine continue to actively utilize the curricula, to develop new curricula and design capacities for secondary school teachers and administrators, social psychologists, educational and other types of managers. The project teams stressed the important institutional impact of the APiD project on institutional development of all three Ukrainian project partners.

The project's outcomes help to contribute significantly to the discourse on heterogeneity and inclusiveness in education, to promote recognition of diversity education and incorporated training into pedagogical education and professional training in the partner Ukrainian HEIs at all levels.

The cooperation between the Ukrainian partner universities, with project stakeholders and international partners of the project is ongoing (with the exception of the Russian partners). The sustainability of the project results has been ensured through new international agreements and international project preparation. 

The Ukrainian partner universities continue with the delivery of APiD developed and modernized courses. APiD course material is currently used for the improvement of the study materials of other BA, MA and PhD programmes, as well as for in-service trainings in professional continuing education in the Ukrainian partner universities. The project team representatives informed that the project continues to be supported by the Universities’ leadership and the middle management level in all Ukrainian HEIs.

The developed courses increased the effectiveness and the quality of education, and promote application and admission levels of students with the special needs to Universities. New interactive laboratories and centers created and equipped within the APiD project continue to provide support for the staff and students at their educational processes.

The developed and modernised curricula, which are currently being delivered in all Ukrainian partner universities, had however the following weaknesses:

  • some of the modernized study programmes’ and courses’ profiles and descriptions are not in strict alignment with the Law of Ukraine “On Higher Education”, NGQ, and HE standards;
  • precise correlation between the formulated competences and learning outcomes for the modernized courses and programmes is not ensured to a full extent.

The partner universities equipped centers (laboratories) with special equipment for inclusive education which is used for academic and research purposes.

Based on the NEO-Ukraine team observations, the following recommendations were elaborated for the APiD project partnership:

  • To update information on each Ukrainian partners web-site on the achieved results with relevant links to the materials developed and promote them widely to the target audience and upload the results on the EU Projects results platform: http://ec.europa.eu/programmes/erasmus-plus/projects/ ;
  • To continue with the dissemination of the APiD outcomes and deliverables, sharing of expertise through national and international conferences, workshops, trainings in the sphere of inclusive education in Ukraine;
  • Taking into consideration the high relevance of the APiD project topic to the current inclusive education developments in Ukraine, it is expected to achieve stronger national and HE sector impact through intensification of Universities’ cooperation with the Ministry of Education and Science of Ukraine and active exploitation of available open resources and platforms regarding the heterogeneity and inclusive education expertise obtained within the APiD project;
  • It is highly recommended to use the materials of the National HERE team http://erasmusplus.org.ua/en/erasmus/ka3-support-to-policy-reforms/national-here-team.html and NEO-Ukraine team consultations for alignment of the developed and further modernized curricula on inclusive education with the national HE legal framework based on the Bologna requirements and tools;  
  • To use the outcomes of the Tempus project 530417-2012-DE-SMHES (INOVEST) – "Eastern Partnership in Pedagogical Innovations in Inclusive Education" to ensure the synergy with the APiD project achievements and outcom
Последнее изменение: Понедельник, 11 Февраль 2019, 22:16