Course Leader: Naouel Abdellatif Mami
Home Institution: Mohamed Lamine Debaghine, Sétif 2 University, Algeria
Course pre-requisite(s): B2 Level in English/Basic knowledge about approaches to teaching in Higher Education/ Basic knowledge about refugee situation, integration and education
This theme focuses on competency-based learning as a key strategy for an effective integration of refugees in higher education.
The training courses of Module 2 of the CI-RES project are going to be used in this course as a multiplier effects of best practice learning for teacher-researchers and
refugee students. It is therefore a global training plan on a learning model based on acquisition and development of skills, in a context of vocational training for inclusion. At the end of the training, the various participating education actors should be able to:
meaningful learning about human rights ". However, as Henri Bourdreault specifies, in his work on competence-based learning, competence cannot be learned through a simple process of transmission of information in the classroom. It is the result of the subject's reflexivity in the face of a situation in a specific context. Based on this observation, as part of our training focused on the acquisition and development of skills, all participating educational actors, at the end of this training module :
General and specific skills:
at the end of the course the participating teachers should be able to recognize the pedagogical potential, general and specific skills described below to achieve meaningful learning rights, as well as incorporating these skills into their course planning in an integrative approach oriented towards the effective application of the knowledge acquired to make effective integration of refugee students into higher education.
participants should be able to respond effectively to the goals described below:
GENERAL SKILLS
1 Global Citizenship (GC): A set of practical knowledge (concepts, skills and attitudes) that are necessary to interact positively with people of identities, perspectives and cultural backgrounds, as well as to act successfully on issues
of local and global interest. It includes interpersonal skills (e.g. active listening, perspective, mediation or conflict resolution), as well as interpersonal skills (eg. e.g. awareness and control of one's own emotions, feelings or cultural biases, religious or ethnic) and other teamwork skills (e.g. leadership, engagement, sharing of responsibility or willingness to help and collaborate in various contexts of job).
2 Learn to learn (LL): Ability to organize and regulate learning in a way
increasingly efficient and autonomous according to its own objectives, context and needs. This competence enables the acquisition of new knowledge, skills and attitudes, as well as solve problems by applying solutions with dexterity in a variety of contexts, including both personally and professionally, individually or as a group. It is be able to learn with others and cooperate effectively in the performance of joint tasks.
It is also about becoming aware of your own skills and your own limitations, the ability to effectively plan own learning tasks, to manage effectively the necessary resources, techniques, skills and learning strategies.
The course also involves the ability to self-assess and self-regulate performance at cognitive and emotional levels, optimizing the capacities to overcome obstacles and limitations.
It is also about having an intellectual curiosity and an intrinsic motivation to face and overcome difficulties successfully, maintain ethical behavior and a positive attitude towards learning and improvement and for the realization of a more just and more society fair.
3 Digital Competence (DC): Digital competition involves critical use and security of information society technologies for work, leisure and communication. It is based on basic ICT skills: using computers to retrieve, evaluate, store, produce, present and exchange information, and communicate and participate in collaborative networks on the Internet.
4 Communication (C): This skill refers to the use of language as an instrument of oral and written communication, representation, interpretation and understanding of reality, construction and transmission of knowledge and the organization and self-regulation of thought, emotions and behavior. It also includes the ability to express and interpret oral and written concepts, thoughts, feelings, facts and opinions,
as well as communicating appropriately in a wide variety of situations, at least
in a foreign language at the end of basic education.5 Ethics and values orientation (EVO): Ability to respect, recognize and transmit fundamental values in the process of integrating refugees into higher education, such as freedom, equity, equality, solidarity, active respect, dialogue, responsibility, justice and respect for diversity. Assessment of the role of international texts relating to human rights, such as the Universal Declaration, to guide competitive performance and
global governance.
SPECIFIC SKILLS
In order to facilitate the acquisition of the general skills provided for in the present training plan, the expected learning outcomes are specified below as key descriptors:
Global Citizenship (GC):
1.1 Demonstrate knowledge and critical understanding of the world.
1.2 Maintain active listening, perspective-taking and cooperation skills
1.3 Show flexibility and adaptability in our way of acting.
1.4 Mediation and conflict resolution skills.
1.5 Awareness and control of own emotions, feelings or prejudices.
2 Learn to learn (LL)::
2.1 Autonomy in the planning, assessment and management of learning processes.
2.2 Analytical and critical thinking skills.
3 Digital Competence (DC):
3.1 Technological mastery.
3.2 Digital citizenship
4 Communication (C):
4.1 Linguistic, communicative and multilingual skills.
5 Ethics and values orientation (EVO)
5.1 Valuing human dignity and human rights.
5.2 Valuing cultural diversity
5.3 Promote democracy, justice, equity, equality and the rule of law
3.1. Formal and non-formal learning
3.2. Informal apprenticeship
3.2. Informal apprenticeship
5.1. The choice of skills to recognize
5.2. The “soft” or “life” skills
5.3. The skills of the 21st
5.4. The skills of the future
5.5. The role of higher education in promoting student civic engagement activities
conclusions
Lectures will be based on conferences, seminars, work and individual activities and presentation
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(A description of the means of evaluation to be used in the course: The purpose of evaluation is to provide feedback to students on their learning, as well as to permit the instructor to assign a fair grade at the end of the course. Providing explicit information about assignments and grading procedures will clarify expectations and allay student anxiety, while supporting students in pacing their studies, gauging their progress, and achieving learning outcomes. )
Module Assessment
- Group Work: Presentation (weight 30%) [each group member will get the same grade based on the group performance] [Length 500 words in ppt format excluding images]
- Individual Work: Academic Essay (weight 70%) [Length 2500 words]