Demands for Intercultural Communicative Competence in Working Life

Abstract

Experiences of co-operation in higher education between Sweden and Estonia within the framework of European Tempus projects form the basis for a discussion about the need for intercultural communicative competence in working life. Higher education reform in transitional countries is highlighted as part of the efforts to integrate the European education systems into a European higher education area (EHEA). The centralized and indifferent Estonian educational system, typical of the Soviet time, has been restructured, modernized, and democratized, with international co-operation projects playing an important role. The European Tempus Programme offered exchange projects aiming at the introduction of new courses or curriculum revision, university management reforms, as well as links between university as a hub for competence and learning, and public and private organizations. Meanwhile, Estonia has become a full member of the EU (2004), whereas the Tempus Programme continues integrating European countries on the waiting list. Further, 28 neighbouring countries of the Western Balkans, Eastern Europe, Central Asia, North Africa, and the Middle East now have a chance to exchange experiences with academics, experts, and students from 27 EU countries within Tempus projects. Undoubtedly, the extended relations increase the demands for intercultural communicative competence in multi-cultural relations, particularly in working life, where some obstacles are analysed.