European Certificate of Excellence for Multilingual and European / International Skills: What We Are Talking About. High school guidelines

The European Certificate of Excellence for Multilingual and European / International Skills is a European Certificate of Excellence for students in Italian schools. It is issued after verification by an evaluation and validation committee appointed by MIUR. The certificate is issued at the same time as the diploma, which constitutes a qualification for admission to the university.

It certifies (the example of the Autonomous Province of Trento is truly amazing and very current and very useful) the candidate’s ability to interact in an international context in two or more languages ​​beyond the mother tongue and confirms that the candidate has acquired special skills that will enable him to perfect their education in a European / international context. It therefore adds value to the higher education diploma, guarantees the transparency and comparability of the skills acquired in the school pathways of different countries, and meets the need for international certification in support of multilingualism and student mobility.

There is no certification, transparent and internationally recognized, that certifies special language skills

Today – as evidenced by the brilliant “Guidelines” prepared by the “Lorenzo Guetti” Institute of Tione di Trento governed with great competence and excellent managerial and organizational qualities by Dr. Alessandro Fabris – there is still no certification, transparent and recognized at an international level, which clearly and exhaustively certifies the special language skills and European / international skills acquired in the school. In the many European high school diplomas, the special feature of bilingual teaching is e.g. not yet unambiguously clear to those employed in academia or in the professional sector. At present, transparency in documentation and international recognition is offered instead of diplomas awarded at the end of high school and by certifications issued by private bodies outside the school. The strong interest in these external certifications emphasizes that high school diplomas issued by schools must be accompanied by documents attesting to their students’ multilingual skills and European / international skills.

Why do some higher education institutions choose a language certification?

What guarantees colleges some language certification:

  • offers future candidates who wish to improve an incentive to achieve excellent results in both linguistic and intercultural competences and witnesses of social engagement;
  • facilitates access to foreign universities or to the world of work at international level;
  • offers an opportunity to be exempted from the language examination for admission to some international universities;
  • provides primary and higher education institutions with a profile in line with international standards that facilitates enrollment in their courses;
  • it can integrate diplomas obtained under bilateral agreements with an additional score; for example, EsaBac graduates (diploma with dual validity, who particularly qualify both for the high professional profile offered in education and for the role it offers in the relationship between Italy and France) can also demonstrate further important international skills;
  • offers the opportunity to stand out from schools that have activated a multilingual education system, bilingual courses (CLIL / EMILE), international projects, exchange and twinning programs, giving them an incentive to ensure the continuity of their educational offerings;
  • calls in particular on school development, teacher training in the form of multilingualism, communication skills, bilingualism, internationalization, active citizenship, as requested by the Council of Europe and the European Commission;
  • supports international cooperation between schools and central administrations, mobility and integration of students, teachers and language assistants;
  • makes schools more “attractive” at international level thanks to the expansion of the language offer through teaching in non-linguistic disciplines (DNL) in a foreign language and the European / international orientation. This is particularly relevant in areas of strong political and economic activity;
    facilitates, in the context of the mastery of the national language, the integration of children of employees of foreign companies and children of immigrant families, ensuring them international recognition at the end of their secondary education.

The documents to which schools must refer

To orientate oneself in the evaluation of European / international competencies – as stated in the ingenious document prepared by the “Lorenzo Guetti” Institute in Tione di Trento – schools and students can refer to the following documents:

  • European Language Portfolio (ELP)
  • Autobiography on intercultural encounters (AIE)
  • Reference Framework for Pluralistic Approaches to Languages ​​and Civilizations (CARAP) • Common Framework for European Competences (CEF)

Knowledge and skills

The student – as stated in the ingenious document prepared by the “Lorenzo Guetti” Institute in Tione di Trento led by Rector Dr. Alessandro Fabris – must acquire the following knowledge and skills:

  • become a European citizen with relevant knowledge of Europe and the world and be able to act accordingly: understand the structure and functions of European and international institutions (EU, Council of Europe, UN, NATO, etc. in relation to each other and at national level) / regional level); receive and process information from various foreign media on supranational and international topics; formulate a personal opinion on crucial European and international issues (such as the Constitution, globalization, etc.) and their implications for citizens;
  • be able to communicate effectively and cope with everyday situations in a European / international context: be aware of the rules and responsibilities of students attending a partner school abroad and in the local community; use different communication styles in one communication language in different intercultural contexts and adapt to other ways of communicating during a stay abroad;
  • be able to cooperate constructively with their peers from other countries on a common thematic task or project: recognize problems that cannot be solved at national level; analyze a given problem in different countries in its European and global dimension; perform and evaluate assignments with students from other countries during face-to-face meetings (abroad or via skype or video conference); solve any problems that may arise in collaboration with students and teachers from other countries.

16.07.2022- Certilingua Guidelines Edition

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