This conceptual and operational framework, published by UNESCO in 2013, defines intercultural competences as the skills required to interact
What is UNESCO Intercultural Competence Framework?
This conceptual and operational framework, published by UNESCO in 2013, defines intercultural competences as the skills required to interact equitably and meaningfully with those who are culturally different. The document introduces ‘Cultural Literacy’ as a new type of essential competence, on a par with reading and writing, for navigating a globalised world. The core of the framework is visualised through the “Tree of Intercultural Competences”, where culture and communication are the roots; cultural diversity, human rights and intercultural dialogue form the trunk; and operational actions (teaching, promoting, supporting) are the branches. The ultimate aim is to foster “coexistence” and peace through mutual understanding, respect for human rights and the ability to step outside one’s own cultural logic in order to listen to and discover the “other”.
How does this tool relate to Cultural literacy and diversity awareness?
The tool posits that cultural literacy is the fundamental means by which people can understand cultures in all their creative diversity and move beyond the ‘clash of ignorances’. It provides a shared vocabulary and a roadmap for individuals and societies to learn to ‘live together’, by integrating knowledge (savoirs), interpretative skills and open-minded attitudes.
＋ Strengths
- * Holistic Framework: Integrates cognitive, ethical and functional dimensions, linking culture with universal human rights.
- * Clear Visualisation: The use of the ‘Competency Tree’ makes it easier to understand how complex concepts such as resilience, reflexivity and fluidity are interrelated.
- * Action-Oriented Approach: It not only defines terms but also proposes an operational plan with specific steps for educational and political institutions.
- * Universality and Diversity: It recognises the need for intercultural citizenship that respects the multiple and changing identities of each individual.
－ Considerations
- * Complexity of implementation: As a global framework, it can be difficult to adapt to very specific local contexts without additional resources.
- * Risk of good intentions without results: The document warns that even well-intentioned policies can fail if they ignore the complex and multifaceted nature of identity (as illustrated by the example of the programme for the Roma in Croatia).
- * Need for Specialised Training: It requires educators and mediators to possess a high level of prior expertise in order to convey these values effectively.