NEEDS ANALYSIS Austria

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NEEDS ANALYSIS Austria Powered By Docstoc
					                    Funded by European Commission – DG Education and Culture
                 Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001




                                  MUTUAL
                               Needs Analysis
Workphase: 100/ WP105
Name of partner-organisation:                                                      Country: Austria
Volkshilfe – Kinderdrehscheibe

Adress: Brandhofgasse 13, A-8010 Graz

Person responsible for data:                      Position of person in organisation:
Regina Egger                                      Project Manager
Date: 17th of February 2005




Needs analysis                           designed by                                                  1
                             Funded by European Commission – DG Education and Culture
                          Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001



1. Identification and recognition of formal(1), non formal(2) and
informal(3) learning experiences
4.        Recognition of formal1, non-formal2 and informal3 learning experiences:
1.1       Do formal learning experiences (diplomas, certificates etc.) in the field of child care,
          which have been acquired outside your region or country, get recognised in your
          region/country?
          yes - please describe the procedure and who or which organisation is in charge of it:

          Generally the Austrian ministry for education is in charge of nostrification of certificates and
          diplomas. Both the exams and the number of hours of training are compared to the national
          standards. After that the ministry judges if the concerning formal learning experiences are
          sufficient to meet the Austrian standard or if certain subjects or exams have to be added. If
          there are additional exams (“Nostrifikationsreifeprüfung”) they will have to be taken at one of
          the 9 regional school-authorities.

          There is a list of people who are in charge of nostrification-questions in the ministry of
          education that can be found on the internet:

          Link: http://www.bmbwk.gv.at/schulen/service/nostrifikationen.xml

          Trainees in childcaring courses in Styria (Ausbildung zur KinderbetreuerIn/Tagesmutter/-vater in der
          Steiermark): Each organisation, which is offering the training, takes into account the trainees’ formal
          learning experiences in the field of childcare.
          Procedure: The training organisation sends the certificates and diplomas to the regional government
          (Fachabteilung 6b) who then assesses the learning experiences and suggests which modules of the
          childcare-training can be omitted.

           no
1.2       Do non-formal and informal learning experiences in the field of child care get
          recognised in your region/country?
           yes - please describe in a few sentences the procedure and who is in charge of it:

          no
1.3 Does your organisation have experience with the identification and recognition of formal
    learning experiences in the field of child care?
           yes - please describe in a few sentences the procedure and who is in charge of it:
           no
1.4       Does your organisation have experience with the identification and recognition of
          non-formal and informal learning experiences in the field of child care?
           yes - please describe in a few sentences the procedure and who is in charge of it:
           no

1
  „Formal learning” in this context is defined as learning that occurs within an organised and structured context
  (formal education, in-company training), and that is designed as learning. It may lead to a formal recognition
  (diploma, certificate). Formal learning is intentional from the learner’s point of view.
2
   „Non-formal learning” in this context is defined as learning embedded in planned activities that are not
  explicitly designated as learning, but which contain an important learning element. Non-formal learning is
  intentional from the learner’s point of view.
3
  „Informal learning” in this context is defined as learning resulting from daily life activities related to work,
  family, or leisure. It is often referred to as experiential learning and can to a certain degree be understood as
  accidental learning. It is not structured in terms of learning objectives, learning time and/or learning support.
  Typically it does not lead to certification. Informal learning may be intentional but in most cases, it is non-
  intentional.
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                             Funded by European Commission – DG Education and Culture
                          Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001




her information and comments:
1.5       If you want to bring in some other points-of-view and information, which were not
          considered in this form, or if you want to add comments to your answers, please be so
          kind to take opportunity now:

Naturally both employers and training organisations ask for non-formal and informal learning experiences when
they interview their future employees or trainees. There is, however, no formal procedure and it depends very
much on the particular organisation how they weigh former learning experiences.
At the bfi-Steiermark the trainees’ social and communicative competences are assessed during the training and
additional courses are offered to trainees to improve their skills.




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                              Funded by European Commission – DG Education and Culture
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2. Training for intercultural work


2.1 Is there a special training for intercultural work in your country ( not only as regards
childcare!)?
          yes
          no
2.2 If yes, please explain further! (If possible hours of training, contents, name of the
organisation etc.)

I was able to identify several trainings for intercultural work here in Austria, many of them are financed through
European projects (Socrates, Leonardo, Equal etc.), some have just started, others have already been developed
for over ten years and more.
I have tried to list the most interesting ones and describe the organisations that are carrying out the training:
      University level: Both the University in Linz and also the University of Applied Sciences in Krems are
     offering courses for Intercultural Learning.
      The table below shows details of the training in Krems: INTERCULTURAL COMPETENCIES:

Certificate: Master of Arts


Duration:        4 semesters, parallel to employment


Dates:           Start: November 2004


ECTS-Points (European Credit Transfer System): 120


In the future more firms and individuals will face the challenge of adapting to intercultural working conditions
within smaller time frames. Communication and social competencies with members of other cultures will often
have a decisive impact on business, political, humanitarian and cultural goals.


The new global conditions require convincing personal solutions more than ever before, because there are no
universally valid behavioral patterns that explain the wide range of adaptation processes.


The goal of the Master´s program is to train participants to become experts in handling international and
intercultural challenges. Participants will learn the necessary facts, tools and strategies to work with other
cultures. Through intercultural, interdisciplinary and creative thinking, they will acquire the skills for realizing their
own personal and career goals in the key areas of business, administration and non-profit work.


The components of the Master´s program are:
- acquisition of knowledge based on current and relevant cultural theories
- development of individual abilities in cultural adaptation as well as
- learning management methods and theories of intercultural cooperation in areas relevant to the respective
professional work.
Link: www.donau-uni.ac.at




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                             Funded by European Commission – DG Education and Culture
                          Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001
         Interkulturelles Zentrum, Bacherplatz 10, 1050 Wien:
          The Interkulturelles Zentrum is an independent non-profit association directed by an honorary
          Managing Committee of experts and a full-time management.
          They promote the development of relations between people of different cultural origin and train people
          to carry out practical intercultural work. Since more than 15 years they have been supporting cross-
          border co-operation between schools, international youth work, as well as intercultural education and
          diversity management in Austria.
          With their educational and development projects, “Interkulturelles Zentrum” wish to make a
          contribution and provide impulses for possible measures and action strategies on the community level,
          since communities are responsible for essential sectors of integration work. “Interkulturelles Zentrum”
          was given the World Aware Award for Global Education 2000 by the European Council.
          At present they are offering courses on “culture”, “dealing with conflicts”, “working with young
          people” etc. Link: www.iz.or.at


         Regional governments of Austria:
          Several regional governments offer courses for intercultural work such as those in Salzburg, Styria
          (Steiermark) and Lower Austria (Niederösterreich), many of them in cooperation with „Interkulturelles
          Zentrum“. The governments in Lower Austria, Tyrol, Upper Austria and Vorarlberg are at the moment
          working on studies for diversity management in order to create mission statements for their political
          work.
          There is a course in Salzburg for childcareres; it has 6 modules (each module is 16 hours) and costs €
          200 per person. The aim of the course is to render caregivers skills to handle children’s groups with
          diverse ethnic backgrounds, but also to be capable of educating Austrian children to respect cultural
          diversity.

MODULE 1            MODULE 2            MODULE 3            MODULE 4           MODULE 5           MODULE 6
Intercultural       Diverse Cultures    Language            Attitudes towards Didactics in        Working with
Education           and Religious                           other Cultures    Intercultural       Parents
                    Beliefs                                                   Learning
Introduction and    Various religious   Importance of       Tolerance,         Learning           Best-practice
basisc              beliefs,            the mother-         raising            material, verbal   examples for
                    celebrations and    tongue, language    awareness for      and non-verbal     successful
                    rites etc.          learning            values, rules in   communication      cummunication
                                                            other cultures     etc.               with parents
                                                                                                  from migrant
                                                                                                  families




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          At present a course for childcarers and people responsible for childcare issues in
          municipal and other public authorities in Styria is offered in cooperation with the “Interkulturelles
          Zentrum” by the regional government. (Regina Egger, Ines Mirković and Heidi-Irene Bäck
          from the Austrian MUTUAL project-group are attending this training.) There are four modules each
          lasting 2 days (1 module is 16 hours of training). The course does not cost anything for the trainees,
          there is funding from the regional government.
          The main aims of the course are promotion of intercultural pedagogy in childcare-services, rendering
          basic knowledge on migration, language learning etc., learning about intercultural education in theory
          and practice, enlarging the personal, social and professional competencies of the trainees etc.


MODULE 1                     MODULE 2                   MODULE 3                         MODULE 4
Migration                    Language                   Working with Parents             Intercultural Learning

         Where does my              Basic                      How parents can                Respect for other
          family come                 knowledge                   contribute to the               cultures
          from?                       about language              work in childcare              Methodological
         Stories of                  learning                    services?                       knowledge
          migrants/Situa-            Didactic                   Dialogue with                  conflicts and
          tion of                     knowledge for               parents: an                     sources of
          migrants in                 multilingualism             important basis for             misunderstanding
          Graz                       Importance of               a successful                   Developing
         Migration and               mother-tongue               intercultural                   incultural
          Integration                verbal and non-             dialogue                        competencies
          policy in                   verbal                     Traditional                    How to
          Austria after               communication               celebrations in                 integrate/include
          1945                       the power of                childcare-services              children/parents
         Social-cultural             language/speec             Bias, prejudices and            with diverse ethnic
          backgrounds of              h-lessness                  racism                          backgrounds
          migrants in                Supporting the             Communication
          Austria                     use of the                  platforms
         Definitions of              mother-tongue
          culture,                   Dialogue: an
          cultural                    educational
          changes,                    principle
          changes in
          society etc.




          There are several projects in Lower Austria (Niederösterreich) organized by the regional government
          in cooperation with the “Interkulturelles Zentrum” and supported by various European programmes
          (Socrates, Equal etc.).
          They are specially designed for childcare and community work.
          The first course was carried out already in 1998/99 and specially designed for multicultural caregivers
          in childcare-services. It was a vocational training in 12 Modules (1 module lasting 36 hours) during 2
          years. (similar content as the modules above). The course-contents were developed together with the
          caregivers; so they had a chance to get a tailor-made training as regards their needs in the actual work
          with the children.
          At the moment the government in Lower Austria is offering a course for pedagogical staff in childcare-
          services, but also training for administrative personnel on community and regional government level.
          Moreover, in Lower Austria there is a project which supports certain childcare-services to function
          as centres for the intercultural dialogues in a certain region.

2.3 Do you know about best-practice-projects in your country as regards intercultural work?
        yes
        no



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                          Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001
2.4 If yes, please describe further:

I’d like to mention the most important projects here in Styria: ISOP, ZEBRA, DANAIDA and OMEGA. These
projects will also be relevant in building up a network for MUTUAL and designing the actual training pilot.

ISOP: An independent non-profit organisation working interculturally for the inclusion of migrants in Styria.
They have projects in schools (day care centres), also offering elementary education for school drop-outs,
projects for illiterates etc. One of the projects is especially designed for migrant workers (Arbeitsassistenz)
offering support for migrant workers.
Link: www.isop.at

ZEBRA: Another independent non-profit organisation offering

         Information and advice on legal issues (applications for political asylum and appeals, residency
          applications, etc.)
         Assistance in the search for work, contact with companies
         Assistance, in searching for work, in groups
         Assistance with written and oral translations
         Assistance in the contacts with authorities
         Information about schools and educational programmes
         Assistance with search for housing and accommodation
         Assistance for persons in deportation-custody

Current projects:

         Connecting people: Finding Austrian “tutors” for young asylum seekers
         Mixed couples: offering support and advice for bicultural couples
         Migrant Fathers: offering training for migrant fathers in the subjects “Austrian school system”,
          “Parents’ Rights and Obligations’ in Austria” etc.
         MIDAS: 14 migrants were trained to be “intercultural coaches” in a 56-hours-course. the project was
          financed trough European funding (Equal) and carried out also in Salzburg and Carinthia (Kärnten)

Link: www.zebra.or.at


DANAIDA: A project especially designed to help migrant women in Graz. They organize German-courses,
courses for illiterates, elementary training for women etc.
Link: www.danaida.at




OMEGA: OMEGA is a non-governmental, politically independent and non-profit organization with activities in
the following areas:

Care for Refugees

     o    Psychological and medical counseling and treatment as well as Psychotherapy

     o    Rehabilitation and integration projects for children and young people

     o    Rehabilitation and integration projects for women
          - Portobella:
          Buffet and catering service
          Cleaning pool

     o    Health and Safety at Work


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     o    Marienambulanz: Medical treatment: especially for people without insurance or those homeless, was
          established. The target group for the Marienambulance also includes the many migrants who do not
          have a legal status in Austria. The program offers an easy and un-bureaucratic way of medical treatment
          to these people.

Link: www.omega-graz.at




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3. Child care


3.1 Is there an overall curriculum for childcare services in your country?

          yes
          no
3.2 If yes, please explain further! (please state your sources)



3.3 What are the main targets for childcare services in your country?

In general, childcare services for under-three-year-olds are not so well established in Austria than those for the 3-
6 year-olds. (kindergarten)
A large part of the Austrian society is still of the opinion that under-three-year-olds are best cared for by their
mothers and that mothers should be given the chance to stay with their children. The government therefore
introduced the so-called “Kindergeld” (financial assistence for parents) in 2002. Parents receive about € 440,--
until the child is 30 months old. If the second parent stays with the child for another 6 months, he/she will get the
“Kindergeld” until the child is 36 months old. It is however possible to get the “Kindergeld” also when you are
working as long as your annual income does not exeed 14.600 €.
At present the political discussion is extremely towards a stronger focus on preschool education: Austria had
quite poor ratings in the last PISA-studies and therefore politicians at the moment discuss programmes to raise
specially the linguistic competencies of preschool children.
In addition, the government plans to introduce German language learning courses for children with a foreign
background one year before they start school.
In Styria the “Steiermärkisches Kinderbetreuungsgesetz” of 2000 regulates the main targets of childcare services
as follows:
     o childminders and creches: these are to create a positive setting for the children according to their age
     o kindergarten: they should create a positive setting for children according to their age and moreover to
          meet the demands of each child according to his/her family background. Kindergarten has to prepare
          children for school without actually using school-training- methods, but by employing reliable
          educational theory.
     o after-school-care: is to offer children the chance to do their homework and also to provide them with
          opportunities of social learning.

There is a strong support for preschool education and the introduction of curricula at the moment both in the
department for childcare in the Styrian government and also in the various associations of kindergarten-teachers.

Link: http://www.verwaltung.steiermark.at/cms/ziel/197647/DE/




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Weekly planning
3.4 Please try to contact a childcare service typical for your town/region which includes children from
various ethnical backgrounds and follow the questions below to illustrate a normal week in the service:


Name of placement:      Number of children in        Number of children in      Age of children in the
Städtischer             the placement: 25            the group you              placement/age of
Kindergarten                                         observed:                  children in the group
Josef Huber Gasse                                    25                         you observed:
                                                                                3-6 years

                                                     Number of staff per      Number of children
                                                     group: 2                 whose mother-tongue
                                                                              differs from that of
                                                                              host-country:
                                                                              19
                                                     Date(s) of observation: February 7th to 11th

Name of head of the childcare-service: Anneliese Strasser




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3.4.1 Weekly planning: Can you get information about one particular week’s planning?
          yes
          no
3.4.2 If yes, please explain further following the guideline below:


Weekday          Targets                     Activities in            Indoor/outdoor   Material                  Games etc.
                                             general                  activities
Monday           Presenting something,      Organisation of a mock    indoor           various clothes, bags,   role-play: imitate
                 exercise combined with     fashion-show                               jewellery, microphones, catwalk etc.
                 music, aesthetic education                                            cameras etc. (these were
                                                                                       taken to the
                                                                                       kindergarten or made by
                                                                                       the children during the
                                                                                       last few weeks)
                 Supporting of language      Telling the fairy-tale   indoor           Showing special
                 learning, learning new      “Des Kaisers neue                         materials (cloth),
                 words, learn to             Kleider” (The King’s                      pictures of beautiful
                 understand the point of a   new clothes” by                           dresses etc.
                 story                       H.C.Andersen)
                 Concentrating on things,    Packing a suitcase       indoor           suitcase, clothes         role-play: pretending to
                 sticking to rules,                                                                              go on a journey 8-10
                 memorzing things                                                                                children pack a suitcase
                                                                                                                 and have to momorize
                                                                                                                 what they have packed.
                 Enabling to see tiny        Playing a board game     indoor           Beautiful pictures of     Board game
                 differences, to be                                                    snow-flakes               “Schneeflockenlotto”
                 astonished                                                                                      (snowflake-lotto) is
                                                                                                                 being played in a small
                                                                                                                 group or alone
                 Experimenting, to read      Traces in the snow       outdoor          shoes, water, snow etc.   children make traces in
                 traces, signs in the snow                                                                       the snow, others guess:
                                                                                                                 who made this trace,
                                                                                                                 what was it made of…?




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Weekday          Targets                       Activities in             Indoor/outdoor   Material                     Games etc.
                                               general                   activities
Tuesday          Learning how to lay a         Preparing a colourful     indoor           food, serviettes, dishes,
                 table, aesthetic education,   buffet for carneval                        decoration, table-cloths
                 learning about the                                                       etc.
                 preparation of food
                 Language learning,            Kasperltheater (Theatre   indoor           puppets, stage etc.          theatrical play
                 paying attention,             with puppets)
                 concentrating, amusing
                 onesself, using one’s
                 sense of humour
                 to play different roles       Dressing up               indoor           make-up, various
                                                                                          clothes, mirrors
                 Having fun, competetion,      Various games             indoor           Balloons, spoons,            Sesseltanz (“chair-
                 exercise, developing                                                     chairs, balls, cloths etc.   dance”), rope-jumping,
                 team-spirit                                                                                           children play with
                                                                                                                       balloons in pairs etc.
                 Musical eduacation            Singing and dancing       indoor           guitar, rhythmical
                                                                                          instruments etc.
                 Exercise, having fun          playing in the snow,      outdoor          bob sleighs                  races, competetion
                 outdoor                       bob-racing




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Weekday          Targets                  Activities in              Indoor/outdoor   Material                  Games etc.
                                          general                    activities
Wednesday        Information, language-   How to make paper?         indoor           various papers
                 learning: new words      Giving information to
                                          the children
                 Creativity, trying new   We make paper!             indoor           old newspapers, glue
                 things, experimenting                                                water etc.
                 Getting skillful         Games of skill             indoor           ropes, clubs              throughing clubs “Es
                                                                                                                fliegt” (“something is
                                                                                                                flying”) etc.
                 Language training        Children’s book “Der       indoor           children’s book, paper,
                                          Papiervogel” (the paper-                    colours, easel etc.
                                          bird)
                 Exercise                 “Sackerlrutschen” =        outdoor          Big plastic-bags          racing, having fun
                                          Sliding on plastic bags
                                          in the snow




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Weekday          Targets                     Activities in                 Indoor/outdoor   Material             Games etc.
                                             general                       activities
Thursday         Visiting a museum (the      Exhibition “Papier la         indoor/outdoor   objects of the
                 children’s museum in        Papp” (how to make                             exhibition, paper-
                 Graz), information,         paper); workshop                               mache, tools etc.
                 creativity etc.             “paper-making”
                                             Then exercise in the
                                             museum’s park
                 Getting skillful            Handicrafts: paper-           indoor           origami-paper
                                             folding
                 Learning new words,         reflecting the visit to the   indoor
                 talking about experiences   Kindermuseum
                                             (Children’s museum)
                 Exercise, having fun        Playing in the snow,          outdoor          bob-sleighs
                                             bob-sleigh racing




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Weekday          Targets                    Activities in             Indoor/outdoor   Material                  Games etc.
                                            general                   activities
Friday           New words, information,    Writing with various      indoor           pencil-crayon
                 getting skillful           materials (see the                         chalk-felt-tip pen
                                            difference), using stamps                  pen-feathers,
                                            etc.
                 Trying out new material    Making a rubber-stamp     indoor           wooden cubes, stamps,
                                                                                       glue, rubber, scissors,
                                                                                       colours etc.
                 Having fun, partner        Exercise with paper and   indoor           paper, balls
                 games                      balls
                 Anti-bias education,       Story: The Geggies        indoor           Storybook and two         Children play the story
                 learning about conflicts                                              “Geggies-puppets”         in a special “little-
                 and friendship                                                                                  world”-area in the
                                                                                                                 kindergarten
                 musical education, anti-   learning to sing a new    indoor           guitar, sond “Im Land     Children play the song
                 bias education             song                                       der Blaukarierten
                 Exercise                   Going for a walk in the   outdoor          nature
                                            nearby park

Please, focus on multicultural aspects of the above mentioned categories in the interview.




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Team interaction
3.4.3 Who decides on the planning in the childcare service?
        group leader
        team
        others, please explain:


3.4.4 Is there a fixed time for interaction/communication in the team?
          yes, please explain further:
          no

About 20-30min every day at lunchtime; 1 hour/once a week for the kindergartenteachers; 2-3hours once a
month for all staff.

Interaction with parents
3.4.5 Is there a fixed time for the interaction/communication with parents?
          yes, please explain further:
          no
Everyday between 7 and 8 a.m. and 12.00 and 1 p.m.; or if wanted, arranged meetings.

3.4.6 Is the weekly planning and other activities in the childcare service communicated to all
parents?
          yes, please explain further (oral/written form/which language is used? etc.):
          no
In written form, on a board in the hall (activities, targets, topics etc.). There are translations for parents speaking
Bosnian/Croatian/Serbian.

Multi-cultural aspects
3.4.7 Is there material for the children only from one ethnic background?
          yes
          no, please explain further:
Information material is translated.

3.4.8 Is there material for the parents only from one ethnic background?
          yes
          no, please explain further:
Information material is presented in many of the parents languages, not only in one. It is however, easier to
provide Bosnian/Serbian/Croatin sonce one of the caregivers speaks these languages.




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3.4.8 Are the parents encouraged to bring in elements of their ethnic backgrounds
          yes, please explain further (on which occasions?):
Books, cassettes, photos etc.
All parents are encouraged to bring in as much material as possible from their backgrounds.
          no

3.4.9. Are there specific multicultural targets of the centre?
         yes, please explain further (on which occasions?):
         no
Support of dialogue between cultures, we do not look on the deficits that minority-groups have but we think that
we can make use of the diversity. We want parents to become aware of the importance of the mother-tongue, we
also want to support the dialogue between the parents. We want to support bicultural competencies.

3.4.10 Are there specific multicultural activities in the centre?
We have an intercultural caregiver; we support the diversity of languages, children can speak their
mothertongues in the childcare-placement. We use bilingual children’s books, cassettes, music etc. For the snack
parents bring food from their culture, we celebrate certain festivities together that are celebrated also in the
children’s families.

3.4.11 At national level: Are there specific publications, programmmes, modules, training
materials that focus on multicultural aspects of childcare in your country?
See point 2.




Needs analysis                                   designed by                                                   17
                            Funded by European Commission – DG Education and Culture
                         Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001



4. Competencies for multicultural work


Which competencies are considered important for working in childcare in a multicultural
context? Below you find a categorisation based on the different relationships of caregivers.
Competencies can also be listed under ‘General’.

Please, indicate first which competencies are considered important by stakeholders in your
country or region (= A below)? Indicate then which competencies you consider important (= B
below).

A.        COMPETENCIES IDENTIFIED BY NATIONAL/REGIONAL STAKEHOLDERS (‘OTHERS’)

The following data is based on two focus-group-meetings:
                                  th
   1. Meeting on February 16 with pedagogical staff of childcare-services and representatives of
         the municipal authorities in Graz.
                                  th
   2. Meeting on February 17 with multicultural childcare-workers in Graz.


Caregiver

Has to have
     sufficient knowledge of the national language
     a genuine interest to function as an intermediary between various cultures
     self-confidence: being rooted in her/his own culture, but open to other cultures
     flexibility: managing change with her/himself and others



Caregiver – children

Has to have
     a genuine interest in the work with children
     empathy: awareness of others’ feelings and concerns
     social skills: an ability in inducing desirable responses in others




Needs analysis                                    designed by                                      18
                           Funded by European Commission – DG Education and Culture
                        Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001


Caregiver – parents

Has to have
     empathy: awareness of others’ feelings and concerns
     social skills: a readiness in inducing desirable responses in others
     a genuine interest in learning about other cultures
     help building realistic expectations: e.g. as regards language learning of migrant children


Caregiver – other caregivers, colleagues

Has to have
     an interest to work in a team
     communicative skills: expressing his/her needs, wants, opinions without offending the sensitiveness of
         the others
     a willingness to communicate his/her knowledge about other cultures and also intercultural methods to
         his/her colleagues


Caregiver – wider community



GENERAL




Needs analysis                                   designed by                                               19
                            Funded by European Commission – DG Education and Culture
                         Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001
B.        COMPETENCIES IDENTIFIED BY YOU

These are identified by me in addition to those mentioned in point A!

Caregiver

Has to have
     an ability to apply information creatively to specific tasks or problems
     an ability to examine his/her own biases and behaviours to avoid stereotypical actions and responses
     an interest in self-managed learning: actively and regularly creating and taking new opportunities of
         learning
     ability to manage his/her own internal states, impulses, resources (self-regulation)


Caregiver – children

Has to have
     the ability to accept others’ opinions in a non-biased way
     an interest in every child and find out how to work best with him/her
     the ability to listen to the children, to hear both the “loud and the quiet” children
     the ability to be spontaneous, skills of improvization


Caregiver – parents

Has to have
     a basic knowledge on the theories of language learning in order to communicate to the parents the
         importance of speaking the mother tongue
     communicative skills:listen with objectivity and clarify messages, give and receive feedback
     an interest in establishing relationships with and learn more about people of other ethnic, religious or
         cultural backgrounds




Needs analysis                                    designed by                                                    20
                            Funded by European Commission – DG Education and Culture
                         Leonardo da Vinci Programme – MUTUAL Project AT/04/C/F/TH-82001


Caregiver – other caregivers, colleagues

Has to have
     an interest in learning about various intercultural strategies and communicate this knowledge to his/her
         colleagues
     the ability to adapt various material to the individual needs of staff and children in the childcare-service
     the ability to coummunicate to the colleagues that each child can be an opportunity to become a better
         caregiver and to learn new approaches in childcare, communication, pedagogy etc.


Caregiver – wider community

Has to have
     an interest and an ability to critically evaluate situations and identify problems and then try to find help
         and information from others
     an interest and an ability to find and gather information from various sources
     an interest in networking with other services in the community if the parents or children or the staff in
         the childcare services need help or information
     a knowledge about services for migrants and parents/children in general to be able to pass on in cases of
         difficulties



GENERAL

Has to have
     the ability to make children/parents/staff aware of their own biases
     an awareness of the influences of cultural dynamics in interaction with others
     the ability to develop and adapt approaches to problems that take into account cultural differences
     an understanding of the importance of a culturally diverse workforce in childcare and its dynamics




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