CALOHEE framework proposal for Civic, Social and Cultural Engagement

Abstract

The current article was adapted from the CALOHEE Working Paper of the Tuning Academy, to which the author has contributed. The original document is available at www.calohee.eu. There are a number of policy documents that suggest a broad range of items that can be included in Higher Education (HE) in order to incorporate and give substance to the issue of 'civic, social and cultural engagement' within HE programmes. To make these items applicable in the context of the project CALOHEE (Comparing Achievements of Learning Outcomes in Higher Education in Europe) these were compiled and analysed. Taking current developments as described in this paper as a basis, four dimensions have been identified, which together should make up the CALOHEE project framework of general descriptors for 'civic, social and cultural engagement'. These four descriptors are perceived as the minimum to be covered in HE programmes. As in the case of the domain / subject area frameworks each dimension includes a knowledge descriptor, a skills descriptor and a (wider) competence descriptor. This general framework can also be turned into an Assessment Framework by breaking down the general descriptors into sub-descriptors. These subdescriptors should allow for variation in how they are actually incorporated into and included in a degree programme. The relevance of each sub-descriptor will differ from academic field to academic field as well as between individual degree programmes. It might also be required to accommodate these per academic field to do justice to the (role of the) discipline in society. The four dimensions that have been identified in the CALOHEE framework model and which it is proposed should be included in the category / parameter of 'civic, social and cultural engagement' are: 1. Societies and Cultures: Interculturalism; 2. Processes of information and communication; 3. Processes of governance and decision-making; 4. Ethics, norms, values and professional standards. Together, they cover most of the items included in the European key competences framework, the Australian Government 'Civics & Citizenship Education Professional Learning Package', and other frameworks for civic competencies and engagement as well as a number of documents related to ethics and professional standards. Reflection on these documents has resulted in a framework which is open for further revision. The framework is presented as a stand-alone and could as such be added to any subject area conceptual framework as four additional (general) dimensions.