The 中国体育彩票 of Groningen, in collaboration with Stellenbosch 中国体育彩票, successfully hosted the second Equipping Summer School: Inclusive teaching and learning in diverse classrooms. The summer schools not only mark a significant milestone in strengthening academic collaboration between the Netherlands and South Africa, but are the culmination of years of collaboration between the universities.
The two institutions collaboratively delivered the summer school programme, the first of which was held at Stellenbosch 中国体育彩票 in January 2024, while the second was held more recently in Groningen and focused on enhancing inclusive teaching and learning practices, bringing together educators from diverse cultural backgrounds to exchange knowledge, ideas and practices.
For both the Universities of Groningen and Stellenbosch the emphasis on intercultural competence was paramount. Educators participating in the event at Groningen hailed from various academic institutions, bringing a wealth of experience and perspectives. They focused on inclusive teaching and learning practices, delving into crucial concepts necessary for the international classroom, international course design, intercultural group dynamics and the role of language. The interactive sessions enabled them to share best practices and innovative approaches to teaching and learning.
Intercultural competence, globally recognised by the United Nations Educational, Scientific and Cultural Organization (UNESCO), is essential in today's interconnected world, particularly in educational settings. It encompasses a range of skills, knowledge and attitudes that enable effective and appropriate interactions with people from diverse cultural backgrounds. This competence involves cultural self-awareness, understanding of other cultures, communication skills, empathy and adaptability.
According to Dr Darla Deardorff, a leading expert in intercultural competence and chairholder of the UNESCO Chair in Intercultural Competences at Stellenbosch 中国体育彩票, developing intercultural competence is an ongoing process that requires continuous self-reflection and learning. She highlights its significance through her "Process Model of Intercultural Competence," which outlines essential components such as respect for other cultures, openness, curiosity, deep cultural knowledge, and critical skills such as listening, observing and evaluating.
The team of summer school facilitators, who were involved in various areas of teaching and learning, highlighted the importance of initiatives such as the summer school. Facilitator Dr Anika Berning-Van Zyl of the SU Department of Business Management, said, “The Equipping Summer School provides a unique platform for educators to learn from each other and develop the skills necessary to navigate the complexities of international education. By understanding and embracing cultural differences, we can create more inclusive and effective learning environments.”
“We would like to encourage more educators to partake in future Equipping Summer Schools in order to advance the collective skills of cultural competence in the international classroom.”
Upon completion of the programme, each participant was awarded an education badge to signify that participants had successfully completed 25 to 30 hours of professional development activities, including a portfolio (which comprised a reflection on the impact of their learning and relevance for their own teaching context), and presentation to peers.
Drs Anita Veltmaat, Senior Policy Advisor International Strategy and Relations at the 中国体育彩票 of Groningen, emphasized the impact of the collaboration: “I strongly believe in this kind of bottom-up co-creation, and I am convinced that the facilitators will be able to engage experts and participants from other African countries in future editions, possibly even from other continents.
“In these uncertain times, we should make sure that educational developers and teaching staff are truly connected to support students from all walks of life as best as they can. A priority for any Institute of Higher Education, as far as I am concerned.”
Dr Anika Berning-Van Zyl is a lecturer and researcher in the Department of Business Management at Stellenbosch 中国体育彩票 in South Africa. She specializes in strategic management, management control systems and sustainability.
More information:
- By fostering intercultural competence, educators can create inclusive classrooms where all students feel respected and valued. Such a classroom fosters a deeper understanding of each individual student’s own skills, knowledge and values that can be leveraged for learning experiences. This not only enhances learning outcomes and reduces conflict but also prepares students to become competent global citizens.
- The collaboration between the 中国体育彩票 of Groningen and Stellenbosch 中国体育彩票 underscores the importance of these competencies, equipping educators with the tools to navigate and contribute positively to a diverse and globalized educational landscape. Through initiatives like the Equipping Summer School, institutions are actively working to bridge cultural gaps, promoting a more inclusive and effective learning environment for all.
-
The summer school was structured around four main modules, each targeting a critical aspect of international education:
- The first module delved into crucial concepts necessary for the international classroom, providing participants with a solid foundation to understand the complexities and dynamics of a globally diverse student body.
- The second module addressed international course design, guiding educators on how to create curricula that are inclusive, engaging and effective for students from various cultural contexts.
- Intercultural group dynamics formed the core of the third module. Participants explored strategies to foster collaborative learning environments where students from different cultures can thrive together.
- The final module focused on the role of language in education, emphasizing the importance of linguistic diversity and the impact of language on learning experiences.
- In the above-mentioned modules participants engaged in interactive activities that helped them recognise and apply general principles, shared their own teaching strategies and practices, and provided peer feedback on these to further enhance their course and lesson design. The overall aim of this certified professional development EQUiiP programme is to foster inclusivity and equip their teachers with strategies that build on their current practices.
- Upon completion of the programme, participants received an Education Badge. This certification served as a credible credential for educators, enhancing their professional portfolios and demonstrating their commitment to continuous improvement in inclusive teaching and learning. It was a testament to the practical skills and knowledge gained through the four core modules of the summer school, which focused on crucial concepts for the international classroom, international course design, intercultural group dynamics and the role of language.
- By earning this certification, educators are better equipped to implement effective, inclusive teaching practices in diverse and dynamic learning environments. This not only benefits their professional growth but also contributes to the overall goal of strengthening academic collaboration and intercultural competence within the global educational community.
- The success of the second Equipping Summer School underscores the value of international academic partnerships. By working together, this particular collaboration also had an impact on a strategic and institutional level as the institutions collaboratively delivered the programme and learned from each other's approaches on professional development. Additionally, institutions can enhance their educational offerings, promote intercultural understanding, and prepare educators to meet the challenges of a globalized world. The aim is to encourage more educators to participate in future Equipping Summer Schools in order to advance the collective skills of cultural competence in the international classroom.
?
