About the Project

Joint European Project TEMPUS IV/VI 

Initial and Further Education and Training for Educationalists and Managers in Education in the field of Diversity”


Substantiations, aims and tasks

 The main feature of this objective is:

On the one hand, holistic, consecutive, further and higher education (including PhD level) in the field of Diversity. On the other hand, focusing on Diversity in terms of intersectionality.

Pedagogues in general educational institutions and education managers need an intersectional perspective in terms of Capability approach, as they do not exclusively deal only with certain sections of Diversity, but are confronted by groups and organisations 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 a demand arises for pedagogues who can competently and holistically deal with these differences.

 Part C

Specific Aims

  • Transnational networks and international direction of higher and further education proposals in diversity pedagogy and diversity management, combined to create the Best Practice in educational institutions.
  • Modernising the curricula for Bachelor level degrees with a pedagogic profile through modularising themed clusters in Diversity
  • Development of the curriculum for Masters level “Education Management in heterogeneous organisations”
  • Development of modules for advanced training in Diversity pedagogy and management
  • International Tandem supervision of PhD papers in Diversity
  • Setting up networks in local education landscapes to include marginal groups
  • Creating an inclusive milieu in Universities

 The project will cover both the regional priority of education for eastern neighbouring countries, and the national priority of teacher-training and education science for the Russian Federation.

 The priority of education will be covered for 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 will also be covered at all partner universities, by developing curricula in education science for BA, MA and further education. Modules will also be developed for PhDs in education science.

 Reasons for the Project

 The aim of this project is the qualification of pedagogues and education managers in a consecutive higher and further education system, for the constructive handling of diversity in educational institutions and organisations. Target Groups in education are BA and MA students in such subjects as teaching, pedagogy and social pedagogy as well as PhD students. In further education they are teachers, education managers, agency representatives (commune, town, social security, migration services etc.). Beneficiaries of these measures are children and adolescents with special needs, their parents, University, heterogeneous organisations/ corporations, social agencies and migrant services, communal agencies.

 Diversity and plurality are current world-wide, explosive, political and economic topics (s. UNESCO World conference 1994; UNO General assembly 2006; the EU’s Adoption of the UN-convention 2010 etc.). Internal migration, international migration, demanding intellectual resources (Human capital), equalisation of socio-cultural problems, don’t just have political, economic, social and cultural meaning, but are also 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, pedagogy and education policy are called for to bring the field of Diversity to the centre of their aims. Acknowledging the diversity of the 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 possibly 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 pedagogy is becoming a higher 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 Mill.). The majority of working migrants don’t have any further education qualifications (incomplete schooling: 24%; University Education only 5%).  This means that parents cannot help their children because, as a rule, they also cannot speak the native language fluently, if at all (52% can speak it very badly, 14% can’t at all). The immigrants’ 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 multiconfessional milieu is in no way a matter of course; it needs pedagogic leadership and direction. Failed integration can lead to social unrest/ conflict etc.

In the 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 skilled pedagogues are extensively lacking. In Belarus, there are clues in the info leaflets of the education ministry (Minsk 2012) that hint at the necessity to strengthen the focus on diversity in the education sector.

 Pedagogues in general educational institutions and education managers need an intersectional perspective in terms of Capability approach, as they don’t exclusively deal only with certain sections of Diversity, but are confronted by groups and organisations 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 pedagogues 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, become able to control and steer integration processes in heterogeneous organisations and develop a pluralistic organisation-culture.  Qualification of leadership in the field of diversity management also gains meaning.

 Until now, there is no unified qualification system for pedagogues and education managers in the field of Diversity in terms of intersectionality in Russia, Ukraine and Belarus. The education proposals are separated; overlap is partially impossible or at least not fluid. In most educational institutions in these countries, there has as yet been no model of an inclusive institution that is in accordance with the International Index for Inclusion. Network structures between institutions and regional and communal social organisations also only exist in fragments.

 To lift these deficits, there is the urgent need to establish a consecutive higher and further education system for teachers, social pedagogues and education managers to be trained in order to competently handle diversity in terms of lifelong learning. This complex, holistic education construct is necessary to ensure a systematic qualification of pedagogues.

Network-like structures of schools, universities, social agencies, migration agencies, heterogeneous organisations must be built and an inclusive milieu must be created within these institutions as an exemplary model for a pluralistic and tolerant society.


Project Content und Method

In answer to the challenges mentioned in E.1, there stands the modernisation and development of curricula for the Three-Cycle-System and further training in the field of Diversity with the aim to prepare students and participants to be able to constructively deal with heterogeneous groups, and effectively lead directing processes in heterogeneous organisations.

A network of universities, further education institutions, a school, a children’s home and a corporation will be created on an international level which will work together with further institutions such as migration services, social agencies etc. Leading forces (strategic planning and leadership), scientists (Market analysis, curriculum development, teaching), colleagues and administration (administrative support) as well as students and doctors will all be working on network building.

The network’s infrastructure will be built in differentiated sections (1 year). At those partner universities that aren’t involved in Tempus projects, new competence centres for diversity pedagogy and management will be set up. At those partner universities with Tempus experience, the existing competence systems (159371-TEMPUS-DE-TEMPUS-JPCR) will be restructured to accommodate the aims of the project and play an advisory role for all partner universities who are new to Tempus programs. This will create innovative centres which can make acquired knowledge available to all universities of the partner country. The centres’ function: advising and qualifying university staff and regional education managers in Diversity; specialist and technical language qualifications for didactic configuration of bilingual proposals; training for multipliers in the partner country regions; advice for the construction of individual education plans in higher and further education; carrying out studies on the requirements for children and adolescents, market analysis, IT courses, interactive online seminars in the network, creating a collaborative learning environment. Per partner university, 30 academics will be trained in IT and 20 proffessors will be trained in languages.

An IuK Portal will be created as, among other things, a digital basis for the education of a learning community.

The network universities will become an institutional model of a pluralistic and heterogeneous society, in which inclusive cultures are created, inclusive structures established, and inclusive practices developed. The relevant project results will be presented by the co-ordinators in the senate and student committee in every project year. In these, the creation of an inclusive milieu will be enthusiastically encouraged.

 Connected education landscapes will be established on a local and regional level (1st year), in which strategic development plans for inclusion, on the basis of data acquisition of the special requirement for the children and adolescents in the education landscapes, will be developed. Studies concerning the labour market’s needs for competent pedagogues and education managers in Diversity, will be carried out and education standards will be analysed. On the basis of these analysis and the data acquisition of the specific needs of education managers regarding the further education, competence catalogues in Diversity pedagogy and management will be established to underpin the competence and output-oriented curriculum development in the project.

The competence centres for Diversity pedagogy and management as well as the establishement of networks and connections between universities and their social partners in the educational landscape are structural innovations.

 In the following sections, modules will be outlined and their credit worth estimated, bearing in mind that these will be revised and concreted during the course of the project, especially regarding carried out inspections, analysis and studies. 

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

Developments: Introductory module (4 C) to inclusion as a pedagogic vision (also available as E-L) with 3 part-modules in migration, social disadvantages, gender, giftedness; three base modules (6 C), which cover sociological, pedagogic and psychological aspects of Diversity; a pool of building blocks in supporting diagnostic (10 C); Work experience (6 C), which provides for the individual and long term attendance to students/ people with special needs.

 The curriculum for Masters Level (4 Sem.) prepares students for leadership as education manager in heterogeneous organisations. The students gain the ability to lead directing processes and to create an inclusive milieu in educational institutions and corporations.

We will take certain parts out of the project 159371-TEMPUS-DE-TEMPUS-JPCR, and adapt them to focus on diversity: Educational unit about models of education management (53 C) and on advising aspects in education management (6 C).

We will newly develop (1st/ 2nd year): Module on foundations of diversity management (10 C), which, among other things will have bilingual elements and organisational culture of a heterogeneous institution (39 C) (including MA-dissertation 30 C); Choice modules: IT in Diversity pedagogy and management, Index for Inclusion, Diversity Management internationally compared, Corporations as heterogeneous organisations etc.; Research Work Experience (44 C). The implementing of which will follow in the 3rd year.

 In the partner universities, 500 BA students will apply in the field of diversity competence and 80 MA students will complete the MA course outlined in the project. A combined MA double-graduation-program is being developed by partner universities and EU universities.

 In the 3rd cycle, “Promotion studies”, we will take certain parts out of the project 159371-TEMPUS-DE-TEMPUS-JPCR 3: Modules (14 C) in research methods, academic language competence and scientific theory. Newly developed modules (3rd year) include 2 Modules (8 C) on international pedagogic research in the field of diversity as well as the foundations and interdisciplinary approaches to Diversity-Studies. International advisor tandems will individually supervise PhD students.

 On the basis of carried out studies, further education proposals will be developed (2nd/ 3rd year) which the participants can arrange themselves through a modular system (Certificate 7 C; 252 hrs, Participant confirmation 3 C; 108 hrs). Those people already working in jobs that are confronted with heterogeneity can 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 C), Base choice modules (1 C each) and participant oriented self-reflexive, communicative and practice oriented training programs (1C each) as well as case analysis from one’s own practice (1 C). Specifically for the proposal of education manager, choice modules (3 C) and core choice modules (3 C) are removed from the masters program to be developed. The parts of the curriculum must be seen as a design that will be revised, made more precise and eventually concreted according to changes.

About 1200 people at all partner universities will participate in the further education proposals over the course of the project. Implementing will commence in the 3rd year.

The university didactic formation of teaching proposals is distinguished by the researching 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 will be 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 milieu at universities, competence centres will be set up as a model for the universities in the region (training of multipliers in competence centres) with special tools and software for students with special needs.

 During the project we will employ a set of strategies and methods for quality and project control. The evaluation is directed by success indicators and is based on methods of developmental research. To be carried out: university internal audits and monitoring of the process; peer-review measures to check the quality of curricula, IuK portal and website; Tumpus internal coaching especially concerning questions of management, distribution and sustainability. The co-ordinators are responsible for the execution and documents. Evaluation results will be discussed at all co-ordination meetings and further trainings. External and internal consultants (from partner universities and experts from EU) will be consulted (as and when needed through video conferencing and mail) for improvement suggestions and to check the results as a correction mechanism. The summative evaluation will be provided by EU-partner experts (3rd year).

 The project leadership lies in Hildesheim and is supported by a director and has representation. Hildesheim is responsible for the administration of finances as a contract beneficiary. The strings of networks come together in Hildesheim; it composes the intermediate and final report and communicates with the EU commision. The project manager (Novgorod) carries out the co-ordination of teamwork in the partner universities and advises module developers and textbook authors. He will be supported by an assistant. The IuK manager (Novgorod) will arrange the construction and maintenance of the technical infrastructure of the project at all partner universities, of the IuK portal and the website. He will advise the partner universities regarding the E-L Program. Project leader and manager together will lead the co-ordination meetings (bipolar management).

 Every network university is represented by a co-ordinator. They will be supported at their partner university by the leader of the competence centre.

A co-ordination board will be established which will make the final decisions (regarding finance, breaking of EU regulations etc.). To this belongs: project leader, project manager, 18 co-ordinators, 3 non-university contacts. It will be meeting for its first co-ordination meeting 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 will be planned, specific themes will be discussed, measures of distribution and sustainability will be reflected on and evalustion reports will be discussed, among other things.

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

The co-ordinator from each partner university will visit a national TEMPUS conference every year.


What stands at the centre of this project is the modernisation and development of curricula for the cross-linked higher and further education proposal and PhD studies in Diversity, with the aim of preparing students and participants for constructively handling heterogeneous groups of children and adolescents, as well as effectively leading control processes in heterogeneous organisations.

An international network of Universities and their social partners will be created. In local education landscapes, networks will be developed to include marginal groups.

In participating regions, empirical studies will be carried out for an analysis of the labour market’s needs to establish competence catalogues. On the basis of these “catalogues”, curricula for BA level degrees with a pedagogic profile will be modernised through the development of modularised, themed clusters. The curriculum for MA level degrees in education management in heterogeneous organisations, as well as training in diversity pedagogy and management for the further education proposals will be developed, and an international team of supervisors for PhD students will be organised.

A competence centre for Diversity pedagogy and Diversity management will be 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 will become an institutional model of a pluralistic and heterogeneous society in which inclusive cultures are created, inclusive structures are established and inclusive practices are developed.

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

Последнее изменение: Пятница, 24 Апрель 2015, 14:31