INTEgrated TRaining system for Trainers in Intercultural Education

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1 INTER-TIE Pilot project Leonardo da Vinci n EL/05/B/PP INTEgrated TRaining system for Trainers in Intercultural Education The intercultural dimension in education and training in Cyprus, Germany, Greece, Finland, France and United Kingdom. This survey has been carried out from December 2005 to January 2006 in the frame of the Leonardo da Vinci pilot project INTER- TIE:(INTEgrated TRaining system for Trainers in Intrercultural Education) promoted by the Labour Institute INE/GSEΕ. (Greece). Its goal was to present a review of the existing knowledge, experiences, legal framework and practices of the intercultural dimension in the training and training of trainers systems of the participating countries. The information has been collected : in Greece by Labour Institute of GSEE Centre of Vocational Training of INE-GSEE EKEPIS- National Accreditation Centre of Continuing Vocational Training in Cyprus by ΙΝΕΚ-PΕΟ - Cyprus Labour Institute in Germany by KERN GmbH- Centre of Competencies for the Development of Regional Networks in Finland by OPEKO - National Centre for Professional Development in Education in France by GIP Auvergne - Vocational Training and Integration in United Kingdom by the Institute of Education - University of London The objectives of the Report, as the first and common product within the INTER-TIE project, were: A) to provide a review of the existing knowledge, experiences, main elements of the legal framework and integration practices of the intercultural dimension into the educational, training and training of trainers systems of the participating countries, B) to attempt a more general critical synthesis and commenting of the input coming from the different national contexts into an overview, which could have some value at a more european level, C) to develop gradually, in these first months of our cooperation, a common language and conceptual framework concerning the intercultural dimension, and D) to collect relevant existing material which can be proved useful for the development and valorisation of the project products. 1

2 The national contributions were produced on the basis of a grid as a common working tool, accompanied by methodological and interpretation guidelines, in order to assure consistency of the results coming from each Country and create at a following stage the possibility of the critical commenting and synthesis of the national reports. Specifically, we have tried to identify, if possible, the following areas, in the participating countries: institutional frameworks that introduce, support and develop the intercultural dimension in continuous vocational training and in the training of CVT trainers institutional frameworks that introduce, support and develop the intercultural dimension in the national education and in teachers training system. practices concerning the integration of the intercultural dimension in the continuous vocational training and/or in the educational system. examples of educational and especially of distance training curricula concerning intercultural education in continuous vocational training and especially in training of trainers. examples of educational and especially of distance training material concerning intercultural education in continuous vocational training and especially in training of trainers. definitions and assessment frameworks of the trainers intercultural competences. In this framework, each partner has gathered existing data on each of the above presented fields, assessed them in the light of the project aims and shared them within the partnership. Although work has been based on common methodological and interpretation and guidelines, each partner has selected and presented the data with flexibility and openness in order to grasp and present the particularities and important dimensions featuring the reality of each country. At first, we present in the following pages a short summary of the result of this survey, with a comparison between the states of development of intercultural education in the participating countries and the main findings of this enquiry. Then, the detailed data are presented in the second part of the document. The data collection grid is added as an annex. 2

3 The intercultural dimension in education and training in Cyprus, Germany, Greece, Finland, France and United Kingdom. Part 1 The main results of the survey A background : immigration histories, immigration policies, immigrants situations Even if Europe becomes more and more a multicultural society, the contexts in the partners countries are rather different. Several partners have presented their national context. For example, in France, immigration is an historical phenomenon for a long time. Successive waves of immigration came, since the 19 th and all along the 20 th century from other European countries, then from north and sub-saharan Africa and of other parts of the world. Nowadays, there are officially around immigrants in France. And several millions of French citizens are sons or daughters of recent immigrants. In other countries, immigration is a more recent phenomenon. Cyprus had traditionally been an exporter of migrants during the last century. However, since 1990, it has become a country receiving migrants. But work permits are granted on an annual basis and with a maximum ceiling of six years in order to exclude the possibility of granting citizenship to migrant workers. Accession to the EU has allegedly made Cyprus an attractive destination for migrants and asylumseekers, but Cyprus often serves as a waiting room for many migrants who have the Northern European countries as their intended destination. Since the 1970s, Greece, a state that traditionally exported immigrants during last century, is gradually becoming a reception country (often on a non organized illegal basis) which after 1989 is facing a massive influx of immigrants. In Finland, the number of foreigners (asylum seekers, refugees, immigrants, returning Finnish emigrants, and other foreigners) is relatively small, and only gradually rising ( in 2004, including foreign EU nationals (such as Swedish and Estonians) in a country whose total number of inhabitants is In the United Kingdom, migration has been a feature since the 8 th century. Refugees, especially political refugees have always been welcome in the UK. Non-white migration from the Commonwealth was encouraged after the second World War to alleviate labour shortages. The buoyant economy, especially in the South-East, longevity and a decline in the numbers of children on average for each couple stimulate migration both legal, like the 300,000 Polish migrants and illegal like those seeking refugee status while being economic migrants. First of all and as a political result of the aggression of the German Fascism in World War II Germany was divided into two parts. Both parts of Germany together became smaller than Germany was before World War II. During the war, Germany lost a serious number of inhabitants among them approx. 3 million soldiers as male inhabitants. On the other hand and as one result of World War II, both parts of Germany had to pick up a large number of expellees. Approx. 2 million people from the lost parts of the Dritte Reich moved to Eastern and Western Germany. 3

4 Concerning immigration and migration, we have to distinguish the development in Eastern Germany (former German Democratic Republic) and Western Germany (Federal Republic of Germany). With the economical development from the 1950s up to the 1970s, both parts of Germany were missing a serious number of especially male workmen. That is why Western Germany became during this period a country of immigration. Most immigrants came from Turkey, Greece, Italy, Portugal and Spain to Western Germany. With a stronger political background immigration especially of Vietnamese people, Cubans and Mozambicans started in the late sixties and early seventies to the GDR. Main purpose was to educate these people to return later to their home countries and support the social and economical development of their home countries. Most of these people returned home after finishing their education in the GDR. Since mid 90s migration can be observed of especially young and well-educated people from eastern to western parts of Germany, in particular to the southwestern parts. Main reasons are more available and often interesting jobs and higher salaries. The educational and training systems. In these countries, there are often notable differences : -between the educational and vocational training systems of the different countries - and also between the initial vocational training system (for pupils and students) and the continuous training system (for adults) inside a same country. Initial educational and vocational training systems Almost everywhere, public authorities play an important role, even if the systems may be more or less centralized. For example, in Germany education is a matter of federal policy and therefore is organized by each federal state and its educational authorities, whereas in France and in Greece the educational system is regulated, systematized and centralized at national level. The educational programmes, as well as the diplomas, are national. The teachers are recruited by national competitive examinations. In the United Kingdom the situation is very different. All education and training institutions are in the market for pupils/students as well for adults trainees. The curriculum and standards are nationally developed while institutions determine how to achieve the standards. In Cyprus, the situation is specific. Even before the partition of the island, each of the ethnoreligious recognised communities, the Greek-Cypriot and Turkish-Cypriot, had their own monoethnic and mono- religion education systems. In Finland, initial vocational education and training is provided in vocational institutions or as apprenticeship training in virtually all fields. The scope of studies is three years (120 credits). The studies include at least half a year of on-the-job learning in workplaces 4

5 Continuous vocational training systems In a general way, the policies vary more or less between two poles: a vocational training regulated by public authorities and a vocational training as a product of the free market. In Greece, the major part of the VET is mainly financed by the EU Structural Funds, while it is centrally planned and organized at national level by public or semi-public institutions The implementation of the vocational training seminars is assigned to a big number of organizations (part of the public, social and private sector (Vocational Training Centres / KEK), but these organizations must be accredited by a National Accreditation Centre (EKEPIS). EKEPIS delivers accreditations to training centres, trainers, to vocational training programmes, and is implementing a trainers training national system. There are deficiencies related to the matching of the training with the labour market s needs, but the Greek vocational training system is still going through a formative phase and there is clearly pointed intention for its normalisation, in terms of establishing a minimum of standards for its operations, what provides the possibility of a more dynamic development and strengthening of its qualities in different directions. In Cyprus, there is a system of Adult Education, but mainly in the form of evening classes after work There is no VET system really organized at national level. Various professions have their own rules as regards of training qualifications In Finland, adult education or training is available at all levels. Vocational adult education and training provides an opportunity to complete upper secondary vocational qualifications as well as to take further and specialist vocational qualifications. In addition, it is also possible to take upper secondary vocational qualifications in the form of competence-based qualifications, which are specifically designed for adults with previous work experience. In France, the continuous vocational training system is a real market. It involves national government, firms, elected local authorities, public or private educational and training establishments and employees organisations and unions. There are a lot of public, semi-public and private training organisations in the continuous training market, which is free. The companies pay the training providers they choose for the continuous training of their own employees. Public authorities pay the training providers they choose for unemployed people and other priority people. Adults have also the possibility to take vocational degrees in the form of their competence-based experiences. The continuous vocational training in Germany is market oriented organised and this seems to be quite similar to the French situation despite the more federal organisation in Germany while in France labour market policy seems to be more a case of a national policy. There are various training providers in Germany sharing this market. They are charged by companies and/or by the governmental labour offices to develop job chances for employees and unemployed people. Especially labour offices are taking care of long term unemployed persons. The labour offices pay the training providers to enhance competencies of for instance long time unemployed, young unemployed or disabled persons, immigrants, refugees etc. to enlarge their chances on the labour market or to prepare them for a return to the labour market. 5

6 In the United Kingdom, initial and continuing vocational training occurs in Colleges of Further Education and on employers premises and often are a combination of both college courses and learning on the job. Continuing education and training providers then carry out their work in a range of settings and with a range of degrees of formality. The training of trainers, teachers, and its intercultural dimension It is obvious that such differences in the national contexts and training systems induce big differences in the trainers training systems: more or less organized by public authorities or more or less free and voluntary. And there are again big differences inside a same country between the training of teachers (teaching pupils and students) and the training of trainers (working in the field of continuous training). The awareness of the importance of intercultural education in these different countries, their development and integration in the training of teachers/trainers is rather connected to the social and historical national backgrounds and contexts than to the number of foreigners or minority communities living in the country. However, national cultural habits and political decisions play also an important role, mainly in the growth (or not) of intercultural education. Intercultural education is an important issue in Finland. As written above, there are not a lot of foreigners in Finland. But there is in this country a high interest in the intercultural dimension in everyday communication, and also in more global issues. Global education is the new term (comprising intercultural communication, multicultural education, international education, human rights education, peace education, etc ). Global education comprises human rights, equality, peace, and media education; education for intercultural understanding; issues relating to development and fair practice and education for sustainable development. The aims of the Ministry of Education funded projects are usually to promote tolerance by cooperation between immigrants and Finnish citizens and to provide Finns with information on other cultures, religions and traditions. Youth programmes aimed at discouraging racist ideas and these actions are considered extremely important. A main goal is to equip pupils with skills in internationalism and to promote sustainable development. The aim of internationalism in education is that each pupil gets along in multicultural society, is tolerant, knows foreign languages in order to be able to take part in student exchanges and in the international labour market. Universities and polytechnics offer many courses or programmes in Intercultural Communication to their students. The courses can be part of the obligatory studies, in which case the courses are short. But also comprehensive programmes are being offered, often as an optional extra study possibility. About training of teachers/trainers in Finland: Many departments of teacher education have mentioned global/international education in their strategies, such as being a teacher means to create culture, to transmit culture and to have facilities for meeting the variety of cultures. Continuing education and training for education professionals (teachers, head teachers, other school staff) is voluntary. 6

7 There is no fixed central system of training the trainers. However, OPEKO, being part of the National Board of Education, is the main organiser of national training of trainers programmes. OPEKO does not, however, have a monopoly for that. Universities offer an abundance of intercultural courses and programmes. The universities are autonomous and that gives them more scope to choose what they teach. Teachers wishing to engage in further or post-grad education have several possibilities for studying intercultural or multicultural topics at universities, from separate courses/programmes to a further MA degree. If they want to study for a doctorate they can choose intercultural communication as their topic. In United Kingdom, a lot of training programmes are proposed to teachers/trainers in the fields of diversity and intercultural education. But intercultural education is not compulsory. In all education and training institutions there are needs/ requests for development in a number of areas including issues of diversity and intercultural education. The needs are met through initial and continuing training. The intercultural dimension is diffused via the initial and continuing professional development of teachers/trainers/lecturers. Also by universities/colleges, the providers of training like businesses, employers and trade unions. Main actors-institutions involved : universities, colleges, training providers, the market, inspection and guidance from the Ofsted inspectors and the Department of Education and Skills (ministry). In Greece, the intercultural dimension is a very recent debate. The monocultural discourse for the national homogeneity has been dominant for a long time. A basic aim of the Greek educational system has been the greatest possible ethnical homogeneity, focusing on a common language, history and religion. During the 1970s to 1980s many Greek citizens who lived abroad returned to Greece. In order to support the education of those pupils, the state created reception classes which were named intercultural schools. But their main aim was the assimilation of the other pupils through the faster and better learning of Greek language. The mother tongue and other main cultural characteristics of the foreign pupils usually were ignored. The same attitude had been adopted by the official education system towards the education of Rom pupils. From the nineties and afterwards, a big number of immigrants from East European, Asian and African countries came to Greece. Although the number of foreign pupils in Greek classes had been growing, the official educational strategies continued to support the assimilation of foreign pupils. In the middle of the 1990s, the necessity of introducing the intercultural dimension in the Greek education system became evident. There are some intercultural schools, but a few number. And a lot of them continue to follow the mainstream curriculum. The intercultural dimension in the Greek vocational training system is taking place, until recently, in an informal and rather not co-ordinated way. The intercultural dimension is mainly absent from any relevant legal text and policy, while possible attempts of implementing this orientation in the framework of specific seminars can be detected, but rather depend on the intentions of the persons involved (trainers, training bodies etc.).there are some fragments of an intercultural dimension in some programmes including mainly vocational training and / or Greek language training. Moreover, projects where the intercultural dimension is either the basic dimension or a secondary dimension are carried out by several NGOs. 7

8 For the training of teachers in Greece, the intercultural dimension is approached when they want to teach in special (intercultural) schools. But it is usually approached only theoretically. Many trainees are interested only in passing the final exams and not in having an intercultural awareness. Nevertheless, an important distant learning programme is achieved by the accreditation centre (EKEPIS) to train the CVT trainers : 250 trainers of trainers have already been trained trainers of trainers will start to be trained soon But the intercultural dimension is only a small part of the curriculum, not enough for the development of intercultural awareness. In Cyprus, there is little intercultural and multicultural element in education and training. There are some more or less pilot programmes rather than a system of intercultural training, although there is increasing pressure on authorities and NGOs to move in this direction. The intercultural dimension within the vocational training activities is currently absent There are mainly Programmes for learning Greek as a foreign language. Cypriot authorities responded to the presence of non-greek speakers at schools by developing a bi-cultural educational program for those schools were a high number of non-greek speaking children appeared. In the training of teachers, in most of the cases intercultural orientation is a short subject of the curriculum, mostly approached in a theoretical way. Most of the teachers (even working with foreigner pupils) do not have any special training in intercultural dimension. There is currently a discussion taking place about developing a Trainers Training Programme on intercultural education at English School in Nicosia, but this is at an embryonic stage. In France also, the goal of education has been for a long time assimilation, and the intercultural dimension is practically absent of the educational system. The intercultural dimension is practically absent of the pedagogical training of teachers, which is mainly oriented towards disciplinary didactics, pedagogical methods (in general). Teachers are trained in state institutions named IUFM. In some IUFM (a few number), a training module about intercultural education may exists. But it is optional. In some universities, it is possible to find training about this topic, but it is not systematic, and always optional. In fact, there is a sector in which teachers may often find a training in the field of intercultural education: when they decide to follow a training courses to teach French as a foreign language. But, examining more attentively the contents and programmes of this intercultural education, one discover that the objective is often to prepare teachers to present and explain the French culture to foreigners Intercultural dimension should be soon systematically introduced in the training programmes related to international trade, for obvious practical reasons In the field of adults continuous training, there is not any central training of trainers system in France. As the continuous training is a free market, each training provider (public or private) recruits its trainers as it wants, according to its own choices and needs. And each training provider plans its training of trainers according to its own choices and needs ( and financial possibilities). If a training provider wants to organize (or to buy) a training in intercultural education for one or several of its trainers, it looks for a specialist or for a training institution which has this competence (very rare). 8

9 In the French continuous training system, there are not obligatory diplomas, degrees or training for the trainers. In fact, the training of trainers is a free market, as the other categories of training. In Germany, there is no institutional framework existing to enhance the intercultural dimension. There are courses for the acclimation of immigrants who need to practice the German language. Therefore courses are developed and specific programmes are in use in Vocational Training Centres (VTC). Moreover it is up to VTC and the client s demands how training will be arranged for ethnic minorities and other groups concerned. Training of trainers is completely determined by the competencies of persons in charge of VTC respectively their clients demands. There is a discussion existing between leading institutions how main issues of these objectives (training of ethnic minorities, train-the-trainers programmes etc.) should be developed but it did not lead yet to an institutional framework or a third party certification. Up to now there is no institutional framework on national level that introduces supports and develops the intercultural dimension into national education and teachers training system. Like in France, there is not any system at all, no certification. Training of trainers in intercultural education is organized by those institutions which are acting on the market. It is a completely private matter of competition. Training practices, curricula, materials concerning intercultural education in continuous vocational training and especially in training of trainers The project partners have collected some examples of practices, curricula and materials supporting intercultural education in the trainers training in this field, presented in the second part of this report. This process has evidenced the variety of approaches, dynamic and stage of development underlying programmes and resources supporting intercultural education in the training of trainers in the participating countries. For most of the countries, training resources in this field are limited, used by a few people (except perhaps in Finland and the United Kingdom) and yet in an experimental stage. Some of them have been achieved in the framework of European projects, and are available in several languages. The present project, based on the positive from these different approaches, needs to valorise their potential and begin to build them into coherent and strategically structured set of curricular plan and resource material. In Greece, the number of intercultural practices, curricula and learning resources is extremely limited as the intercultural dimension is a new dimension both in the Greek educational system and in VET. The practices and curricula and materials are mainly developed in the framework of the educational system and aim to raise the awareness of teachers and parents and bring about the adoption of positive perceptions and attitudes towards the different other. 9

10 In Finland, the new curricula for VET and general education emphasise internationalism in its different aspects, creating hopes for a positive development of continuing education in this field. However, a general guiding line (red thread) seems to be missing in the design of courses/programmes in continuing/in-service education. Training of trainers programmes in the intercultural approach are very few and materials for continuing education- especially distant education - are needed. In this context, the work done by universities in intercultural education gives good background in the development for any new approaches. Not exemplary practices have been highlighted in France, since the intercultural dimension is absent of the French vocational training system and of the training of trainers system. Learning resources for training of trainers in the field of intercultural competences exist mainly in the framework of European projects, their diffusion and dissemination is however scarce. In Germany, curricula used by training centres are basically concentrated more on teaching language skills than on social and cultural skills. Used methodological approaches are not very consistent and can not be clearly comprehended, and the approach regarding the development of intercultural competence differs among institutions and is more content oriented. In the UK there are many courses and especially in the allied fields as equal opportunities and special needs. The materials and curricula cited in the UK are all of considerable use for teachers, communicators and all those involved in vocational education and training. The general approach set out in the materials and curricular, though from different sources, is one which values participation, activities and discussion. 10

11 Each partner has additionally contributed to this report by a short summary of the hot issues in intercultural training and education for each country involved : CYPRUS The Cyprus educational and vocational training system has Colonial roots. Education has been sharply distinguished from Training. All basic compulsory education for up to the age of 15 is under the Ministry of Labour. Concerning the situation in Cyprus, there is no comprehensive system of Vocational Training as such. Various professions have their own rules as regards training qualifications and exams (e.g. Lawyers, engineers, architects etc) and there are odd vocational courses for builders, mechanics etc. The Ministry of Labour and Social Insurance is the responsible department for continuous vocation training courses, in the form of subsidies and grants for specific vocational courses that fit the criteria set by the Human Resources Development Authority (HRDA).The funding is provided by contributions of employers, government funds and EU funding. In 2004 the Ministry of Education contacted a report that proposes sweeping and comprehensive reforms in the distinction between education and training and among other changes, it proposes multicultural education to transform Cyprus into knowledge society. So far there is little intercultural and multicultural element in education and training in Cyprus. There are more or less pilot programmes rather than a system of intercultural training, although there is increasing pressure on authorities and NGOs to move in this direction. In most cases, the training is short term and there is no feedback after training. Labour migration in Cyprus is a relatively recent phenomenon since the policy decision for granting temporary work permits was initiated in the early 1990s. Even thought Migrant workers represent 9.1% of the total population, there is still a lot to be done on the matter of multicultural dimension in the society of Cyprus. 11

12 GREECE Immigration Policy and Monocultural Discourse in Greek Society Since the 70s, Greece, a state traditionally exporting immigrants during last century, is gradually becoming a reception country, receiving, especially after 1989 a massive influx of immigrants. The expansion of their employment is connected with the enlargement of the black labour market, with the infringement of their human and labour rights, as well as with a raise of the racism and xenophobia in the Greek society, while their social and economic exploitation is mainly articulated and constructed through their systematic exclusion from their political rights. The preservation as well the reproduction of their constructed differences will be easily based and associated to the ideological components of the dominant monocultural discourse for the national homogeneity, only with this recent massive coming of immigrants (approximately people amounting to the 10,3% of the country s population 1 ), the national myth of the homogeneity will be slightly distorted and we can notice fragments of official discourse(s) declaring the Greek society as (becoming) multicultural. Continuing Vocational Training System in Greece and the Intercultural Dimension Continuing vocational training in Greece, as a specific site of social policy, is being basically developed in the early 90 s, closely related to the relevant EU policies and to a general effort for the utilisation of economic resources coming from the European Structural Funds. It will be raised as one of the most central social policy institutions, gradually associated to a series of social problems (such as the unemployment and the increasing immigration) emerging as crucial during the decade. In this perspective, the major part of the continuing VET in Greece is mainly financed by the EU Structural Funds, while it is centrally planned and organized at national level by public or semi-public institutions (at central and regional level) and the EU guidelines. The different institutions are responsible for the central planning and organization of VET in Greece (eg detecting the labour market needs and defining the training seminars subjects, putting a general framework for the function of the training centers and the implementation of the training seminars, normalization and accreditation services etc). The implementation of the continuing vocational training seminars is assigned to a big number of organizations (part of the public, social and private sector (Vocational Training Centres / KEK), organizations which are accredited as KEK by the National Accreditation Center (EKEPIS). The absence of relative mechanisms and the structural deficiencies at system level recorded in the previous years and related to the matching of the training with the labour market s needs, and the lack of a strong educational / training tradition focusing on the participants needs etc, have hindered the process of providing a dynamic response, through the relevant policies, to the acute problems of the Greek society such as the fighting of the structural unemployment or the enhancement of the social cohesion. In this framework, when investigating the intercultural dimension within the training activities, we are faced to the rather limited possibilities of the educational act to support a fruitful meeting with the different cultures and to open up to the otherness. The intercultural dimension is a very recent debate in Greece (mainly after 1990), related antithetically to the dominant cultural representation of the homogeneous national self tending to underestimate the external influences and enrichment by the national others. There are a few relevant initial steps in the framework of the educational system, while the introduction of the intercultural dimension in the Greek vocational training system is taking place, until recently, in an informal and rather not coordinated manner. The intercultural dimension is mainly absent from any relevant legal text and policy, while possible attempts of implementing this orientation in the framework of specific seminars can be detected, but rather depend on the intentions of the persons involved (trainers, training body etc.). Especially concerning Training of Trainers, since 2003 in Greece exists a Trainers Training Program which is run by EKEPIS. In this training 250 trainers of trainers have already been trained and more trainers of trainers will start to be trained soon. The program uses the distant learning methodology and is supported by special educational material. In the framework of this project, one unit of the educational material refers to the development of educational techniques for members of minority groups (immigrants, refugees, Rom, Muslim Minority members etc), inserting intercultural dimension only as a very secondary orientation of the educational act. The educational system and the enhancement of the intercultural dimension In Greece, the intercultural dimension has been introduced into the official educational system only the last few years, as one of its main professed goals and concerns has been the greatest possible national homogeneity, focusing on a common language, history and religion. In the Greek educational system, the intercultural dimension, conceived as a need, was for the first time introduced during the 1970s to 1980s, while in the period, we had an influx of Greek repatriated coming back to the homeland. In order to support 1 Source : Greek national Statistic Agency (census 2001) 12

13 the education of those pupils, the state created reception classes, supporting classes and some special schools, which then were named intercultural schools. However, the logic of the relevant educational initiatives was clearly aiming to the assimilation of the returnees through the faster and better learning of the Greek language. The mother tongue and other basic cultural characteristics of the group were usually ignored. The same attitude had been officially adopted towards the education of Rom pupils, leading most of them to stop attending school very soon after their first years of their school participation. From the nineties and afterwards, with the big influx of immigrants from East European, Asian and African countries, many schools, especially in Athens and other big cities, became multicultural. Although the number of pupils coming from various ethnocultural groups has been growing in classes, the official educational strategies continued to support their assimilation, provoking negative effects both in relation to their school performance and to their social behaviour. In the middle of the 1990s, the necessity of introducing the intercultural dimension in the Greek education system became more evident. The first official reference to the intercultural philosophy in the education system is launched with the Law 2413/ 1996, which announces the establishment of Intercultural Schools and of the Institution of Intercultural Education which they function in parallel with the already existent reception and supporting classes. This law is constituting a first base in this direction, but its implementation has a lot of problems and dysfunctions. Furthermore, concerning Teachers training in intercultural education, a significant number of relevant courses are provided mainly by the Ministry of Education & University Departments. These courses take place in the context of In-Service Teacher Training Schools, Teachers Training Programs, Postgraduate Programs in Intercultural Dimension and Teacher Training in the framework of different European programs, and they have different kind of characteristics. Practices, curricula, material As the interculturalism is a very recent social issue both in the Greek educational system and in VET, the number of the developed intercultural practices, curricula and learning resources is extremely limited. Practices The implied practices referring to the integration of the intercultural dimension in Greece are mainly developed in the framework of the educational system aiming to raise the awareness of teachers and parents and not targeting other groups of professionals. Basic objectives of these practices are the critical thinking on stereotyped ideas and attitudes and the development of empathy in the groups that shape the school educational environment. In the case of teacher training another objective is the development of action research in the field of intercultural education. Practices are organized by the Ministry of Education, Universities and groups of teachers and parents. The VET field, on the other hand, lacks considerably on the development of practices on intercultural education that are linked to the sensitization and support of the CVET trainers in introducing an intercultural dimension in their training, are initiated or supported at policy making level and are designed to produce a long term impact in the field. Some practices are experimented in the framework of EU funded projects that generate innovation but it should be provided for their systematization and valorization at mainstream level in the light of expressed needs and policy objectives. Curricula Curricula related to the strengthening of intercultural dimension exist mainly in the framework of the educational system addressing the teachers training. Basic objectives of the curricula are the introduction of the trainees to the philosophy and practice of intercultural dimension and the development of empathy. All the curricula developed are stand alone, and their use is free. Their strongest point is the balanced combination of theoretical and practical approach, specifically the pedagogical method which is based on the experimental approach, the participatory learning and the group training. Moreover, positively is considered the fact that they can be adapted in different model of teacher training. Learning Resources In Greece there are learning resources addressing basically teachers and one of them adults trainers. Their basic objectives are the adoption of positive perceptions and attitudes towards the ethnocultural other, and their learning contents focus on the experimental knowledge in active collaboration with members of different minority groups. The pedagogical method according to the learning resources is experimental learning, group learning and distance learning. The resources exist only in Greek language. Final comments It is concluded that the limited number of actions in the intercultural domain derive principally from the limited awareness of the Greek society in perceiving itself as a multicultural society. The first signs acting at the same time as indicators of an orientation change in this field are briefly depicted in this report and, as already stated involve predominately the educational 13

14 system. On the other hand, Vocational training system in its present state has been recently developed in Greece over the last 15 years, making it difficult therefore to grasp and express the need for the introduction of the intercultural dimension in training through targeted actions. The fact however that VET is still in a formative phase creates a particular dynamic in terms of the intervention possibilities presenting as far as intercultural dimension is concerned, what is also evident by the positive attitude of the stakeholders involved in VET design and implementation in supporting such possibilities. 14

15 GERMANY Description of the situation in Germany with the main issues at stake concerning intercultural education Concerning the situation in Germany one should keep in mind that education is a matter of federal policy. This statement includes school education and vocational education. Concerning a national or federal training system it has to be mentioned that there is no such system existing in Germany. The market for adult training and adult education in general is less regulated. Vocational Education Training (VET) operating on the field of adult training and education are responsible for the development and also the content of their training programmes and their training material. The programmes are oriented by needs and suggestions of the contractor which might be a company, an organisation or private person. As far as the employment agency functions as contractor a framework concerning the aspired outcomes of the training will be set by them. In the case of intercultural adult education there is almost no institutional framework set in Germany. One of the few exceptions concerns language training for immigrants to raise their ability to integrate and to acclimate. This is for instance the case when migrants apply for citizenship. Beside the before mentioned case there is almost no institutional framework for integration of intercultural education in Germany. Because of too less integration of migrants during the last decades and resulting problems, integration and advanced education of aliens is given a growing importance. A discussion is going on to implement an institutional framework or a certification system for trainers and/or training programmes especially concerning cultural relevant issues. The before mentioned educational responsibility of the federal states influences the progress and the outcome of the whole education system. On one hand this makes the whole system more flexible and provides elbowroom also to the education institutions because of shorter ways to legal authorities and therefore less bureaucracy. On the other hand this system produces several approaches and curricula for adult training and adult education which are sometimes not even comparable. This diversity of training approaches and skeleton plans limits the possibilities of trainers on the national labour market. But this diversity would also comprise lots of opportunities if one leading institution would evaluate these different approaches and if this authority would combine them to a best practice policy. This institution could also be responsible for the certification of trainers and therefore to issue trainer licenses. As a conclusion of the before mentioned facts it can be said that there is a general lack of institutional or just common approaches and training content. Even a federal or national certification system for trainers is missing. One first step to develop a federal or national training and education system could be an analysis of the trainers training needs. On this basis authorities can design training programmes for trainers and thereby create a common basis for trainer licenses. 15

16 FINLAND The number of foreigners in Finland is very small, in the country of about 5,3 million inhabitants there are only about foreigners. The number of foreigners is rising only gradually. Because of this situation one would assume there is not much interest to develop intercultural dialogue. However, there is a lot of work done and lively discussion going on about development possibilities of inter- and multicultural issues. The long tradition of foreign language learning makes it natural to appreciate the importance of intercultural dialogue. In the curricula for general and vocational schools there are recommendations for integrating international, multicultural, intercultural themes with other teaching subjects. There is a lack of materials and in-service education possibilities. Polytechnics and universities offer their students many special programmes (voluntary) focusing on intercultural communication skills. These programmes are almost always run in a foreign language, often in English. Materials for the programmes are made by the individual teachers/trainers. All teachers/trainers must have a university education (or polytechnic education for some vocational teachers/trainers). Generally the basic degree programmes for future teachers/trainers do not include courses in inter-/multiculturalism but some special courses can be taken. All university degrees require studies in at least two foreign languages (in addition to Finnish and Swedish). These courses handle job related issues and may include also intercultural elements. In-service or continuous education for teachers and trainers is entirely voluntary. The biggest provider is the National Centre for Professional Development in Education. It arranges also courses/programmes for intercultural communication or multicultural issues or international cooperation. Other providers are universities continuing education centres. The Finnish state budget has annually a largish sum of money dedicated to in-service education of education professionals. The budget specifies different topics, among others multiculturalism and global education. However, not enough in-service education is available for teachers/trainers. There is hardly any education for trainers of trainers. There are relatively few private firms or organisations engaged in offering training and their role is not significant. There is no central system or organisation dedicated to promoting intercultural education. The two main players are the National Board of Education (responsible for matters concerning general and vocational schools/institutes) and the National Centre for Professional Development in Education (part of the National Board of Education Consortium) whose task is to implement national education policies. Hot issues vitally important for the very near future are: * a central institute to promote the teaching of intercultural dialogue and dimension * materials production * national in-service education programmes for teachers and trainers as well as trainers of trainers * a certification system for teachers/trainers and for education programmes 16

17 FRANCE In France, the continuous vocational training system is a market, and public authorities as well as private or public companies act as customers towards the training institutions. The training institutions (public, or private, or associations) are very numerous, and the competition is very strong. There is not any central training of trainers system. Each training provider (public or private) recruits its trainers as it wants, according to its own choices and needs, and organizes its training of trainers according to its own choice and needs ( and financial possibilities).the training of trainers is a free market, as the other categories of training. Contrary to the continuous training system the educational system is very regulated, systematized and centralized. The teachers are recruited and paid by the state, and the educational programmes, as well as the diplomas, are national. In both cases, the intercultural dimension is practically absent in the training of trainers and teachers. Some training institutions may offer training about this topic. But these initiatives and offers are dispersed. And it is the more often optional. There are not specific competences profiles linked with the trainers intercultural skills. Training materials exist (often achieved in the framework of European projects), but they are not well known and they are not much used. All that can seem rather paradoxical, since in France immigration is an historical phenomenon for a long time. There are officially around immigrants in France. And several millions of French citizens are sons or daughters of recent immigrants. But since a long time, the dominant model has been integration, assimilation, and for the greater part it continues. The concept of interculturality is rather recent. In some cases, it is important for trainers to have knowledge about other cultures, and to have intercultural communication skills (in the areas where immigrants are very numerous, or when their trainees are foreigners, or when they teach matters linked with international relations ). The will to favour multiculturalism in the society is not prevalent. 17

18 UNITED KINGDOM The UK does offer a range of expertise and both formal and informal backup for those involved in the intercultural dimensions of education and workplace training. As with other partners, however, there is not enough and it is not sufficiently co-ordinated or required to ensure that there is an even coverage of provision at a range of levels and in a number of different contexts. The key points to note in the UK context is that much work has been done in relation to the education system at all levels. There have been developments over the last two decades which have taken us from strongly argued anti-racist provision to a more nuanced intercultural approach which recognises difference and the need to develop modes of cooperation and understanding in the school, college or workplace. The kinds of examples we cite here need to be set in the context of recognised needs on the part of the employers and the employees. The sensitised provision of training and induction for trainers in matters intercultural has still a considerable road to travel. In the context of equal opportunities, there is evidence that attention is given at the administrative levels to questions of discrimination and to issues of intercultural understanding. There is, however, a need to develop modes of training trainers which allow for the development of communication skills and the avoidance of mechanical responses to intercultural issues. There is, in effect, a need for innovation and empathy which is not always apparent in the kinds of provision we have identified. It is likely that such approaches will have more to offer than direct anti-racist or over zealous attempts at behaviour modification. It is within this context that the material and approaches cited here need to be set. 18

19 The intercultural dimension in education and training in Cyprus, Germany, Greece, Finland, France and United Kingdom. Part 2 Detailed forms In this second part of the report, you can find the partners contributions in full. institutional frameworks that introduces, supports and develops the intercultural dimension in continuous vocational training and in the training of trainers institutional frameworks that introduces, supports and develops the intercultural dimension in the national education and in teachers training system. practices concerning the integration of the intercultural dimension in the continuous vocational training and/or in the educational system. examples of educational and especially of distance training curricula concerning intercultural education in continuous vocational training and especially in training of trainers. examples of educational and especially of distance training material concerning intercultural education in continuous vocational training and especially in training of trainers. definitions and assessment frameworks of the trainers intercultural competencies. general comments annex 1 : data collection grid page 12 page 29 page 42 page 51 page 58 page 73 page 78 page 82 19

20 1. INSTITUTIONAL FRAMEWORK that introduces, supports and develops the INTERCULTURAL DIMENSION in CONTINUOUS VOCATIONAL TRAINING and in the TRAINING OF TRAINERS CYPRUS Contribution of ΙΝΕΚ-PΕΟ-Cyprus Labour Institute Institutional framework of continuous vocational training and intercultural dimension. Background: the Cyprus context, immigration and integration post accession Cyprus is a tiny island, ethnically divided for several decades. Since independence from Britain in 1960, the Republic of Cyprus has had a troubled history. The two main communities of the island, the Greek-Cypriots (78%) and the Turkish-Cypriots (18%) have collided over governance and course of the newly established republic: the Greek-Cypriot nationalist aspiration was to achieve union with Greece (Enosis) and the Turkish-Cypriot was to achieve partition (Taksim). Hence, by there was an inter-communal strife that paralysed the bi-communal consociational Republic. From 1964 the Greek-Cypriots control of the Cyprus Republic, since the Turkish-Cypriot violent reaction to the unilateral attempt by the Greek-Cypriot President, Makarios, to amend the constitution that would take away what Turkish-Cypriot saw as unchangeable against the numerically superior Greek-Cypriots constitutional safeguards. Efforts to resolve the Cyprus problem have so far failed; the latest failure being the UN effort to provide a comprehensive plan (the Annan plan) resolving the problem on the eve of accession to the EU in April Greek-Cypriots overwhelmingly rejected it. Turkish-Cypriots on the other hand overwhelmingly accepted it, leaving the issue in a state of limbo. The southern part of the island experienced a rapid economic growth in the decades that followed the 1974 war. By the 1980s the economy was orientated towards Europe, taking advantage of the cheap labour provided by the Greek-Cypriot displaced persons who were forced to flee the north during the 1974 events. Other regional and international factors also played a role in the miraculous recovery of the Cyprus economy, such as the island s role as a bridge between the Middle East, northern Africa and Europe. After Greece European accession in 1980, Cyprus began to increasingly turn towards the then EEC and subsequently EU, as a means of resolving its political problem. Cyprus had traditionally been an exporter of migrants during last century. However, it has since 1990 becoming a reception country,. Labour migration to Cyprus is a relatively recent phenomenon since the policy decision for granting temporary work permits was initiated in the early 1990s. Migrant workers during the last decade so that the estimated total of about 70,000 represents 9.1% of the total population and 15.6% of the potential working population. The main areas of employment of migrant workers are: domestic workers, service industry (tourism, trade), manufacturing industry, agriculture and construction. A significant proportion of the total number of migrant workers, 6,000-30,000 are said to be undocumented. The policy assumption for the employment of migrant workers formulated in 1990s was that their stay was to be short-term, temporary and restricted to specific sectors; the developments of the past decade changed this scenario. Therefore a number of institutional devises have been designed with these goals in mind have resulted, by default or otherwise, in the following: (a) work permits takes place are granted on the condition that migrant workers be attached to specific employer without the freedom to change jobs unless the original employer gives consent. (b) Work permits are granted on an annual basis and with a maximum ceiling of six years in order to exclude the possibility of granting citizenship to migrant workers, structurally producing and reproducing a framework of precariousness and exclusion. (c) Evidence of non-compliance by employers is abundant, whilst few initiatives have taken place to unionise migrant workers. The process of accession to the EU has allegedly made Cyprus an attractive destination for migrants and asylumseekers and the response of policy-makers was keenly to transform themselves to border-guards of Europe. Cyprus is a prime instance of a southern European country which functions as the entrance hall to the EU, and often serve as a waiting room for many migrants who have the Northern European countries as a destination. 20

21 Education and Vocational Training in Cyprus The system of education derives from colonial times ( ). Moreover, Education, in the broadest sense of the term, has historically been subordinated to Cyprus context, thus it is essentially conditioned by the Cyprus problem. Since independence, there is a communal system of education 1960 for each of the ethno-religious recognised communities, the Greek-Cypriot and Turkish-Cypriot, is mono-ethnic and mono- religion education regulated under the communal chamber of each community. However, the ethnic strife has reduced the Turkish-Cypriot authority to mere enclaves and since the 1974 war the Greek-Cypriots are confined to the south and the Turkish-Cypriots to the northern territories, in a divided island. The Cyprus education and vocational training system also has Colonial roots. Traditionally, Education has been sharply distinguished from Training. All basic compulsory education for up to the age of 15, which is under the Ministry of Labour. After primary/elementary schooling, a six class system, which continues up to age of 12, even though there are common core subjects, there is a branching out between the two main strands on the basis of the content: (a) the Gymnasium and Lyceum [Γυµνάσιο, Λύκειο], which provides more theoretical, scientific, literature and linguistic and (b) the Technical school [Τεχνική Σχολή], which was designed to provide more technically-orientated lessons, for pupils who are willing to prepare for technical vocations from building, plumbing, car mechanics to engineering etc. There is also a system of Adult Education, which an archaic system in the form of evening classes after work, primarily for the so-called drop outs willing to obtain a school certificate. There is no comprehensive system of Vocational Training as such. Various professions have their own rules as regards training qualifications and exams (e.g. Lawyers, engineers, architects etc) and there are odd vocational courses for builders, mechanics etc. All continuous vocation training courses are essentially under the Ministry of Labour and Social Insurance, in the form of subsidies and grants for specific vocational courses that fit the criteria set by the Human Resources Development Authority (HRDA), which is has on its Board a strong tripartite representation. The funding is provided by contributions of employers, government funds and EU funding. The multicultural challenges post accession: the intercultural dimension Particularly with the multicultural challenges have intensified and require a policy response: the increase in labour migration from third countries, labour mobility from the EU and the opening of the check points in 2003, whereby between 5000 to 7000 Turkish-Cypriots cross to the south to work has created a new climate in employment, education, training and the question of integration at large. In 2004 there has been a major Education Ministry Report drafted by 7 experts on Educational Reform that proposes sweeping and comprehensive reforms in the distinction between education and training, a system of participation of all stakeholders in education and training at an institutional level and among other changes, it proposes multicultural education to transform Cyprus into knowledge society. So far there is little intercultural and multicultural element in education and training in Cyprus. What we have is some more or less pilot programmes rather than a system of intercultural training, although there is increasing pressure on authorities and NGOs to move in this direction. Given that the first challenges of multicultural nature appeared in the field of Primary/elementary education, it is here that we find some intercultural elements. The intercultural dimension within the vocational training activities is currently absent from the debates. There are Programs for learning Greek as a foreign language. However, most training programmes, within which the intercultural dimension can be a crucial dimension of the program implementation, in most of the cases intercultural orientation is a short subject of the curriculum, mostly approached in a theoretical way. Weaknesses: The training, in most of the cases, is short term; there is no feedback after the training. Training of trainers in intercultural education. There is currently a discussion taking place about developing a Trainers Training Program on intercultural education at English School in Nicosia, but this is at an embryonic stage. 21

22 GREECE Contribution of the Centre of Vocational Training of INE-GSEE Institutional framework of continuous vocational training and intercultural dimension. Immigration Policy and Monocultural Discourse in Greek Society Since the 70s, Greece, a state traditionally exporting immigrants during last century, is gradually becoming a reception country, mainly because of the labour manpower deficiency, especially in the countryside, which cannot cover the employment demand in all the three economic sectors. In this framework, there is a gradual import of non native workers, on a non organized illegal basis, which after 1989 is transformed into a massive influx of immigrants, creating an acute social exclusion problem for these groups with various social, economic and psychological consequences both for them as well for the Greek society. The expansion of their employment is connected with the enlargement of the black labour market, with the infringement of their human and labour rights, as well as with a raise of the racism and xenophobia in the Greek society. Their social and economic exploitation, the lower rates, their exclusion in specific jobs with low status, even the infringement of their human rights are some the everyday life problems, discriminations which are mainly mediated, especially for the Greek case, through their exclusion from their political rights. Because of the lack of a constructive legal framework, they will remain illegal for the whole decade, while only after 1998 there will be consecutive attempts to legalize a part of them, but still under very restricting conditions and mainly reproducing patterns of inequalities. The preservation as well the reproduction of their constructed differences will be easily based and associated to the ideological components of the dominant monocultural discourse for the national homogeneity: alluding mainly to the romantic version of the nation as a form of social and cultural belonging, the uniqueness of the Greek culture is associated to the national myths of the common origin, the common national character and the continuity of the Greek ethnos. The national Greek identity, the Greek language and the Christian orthodox religion constitute the main axes of this dominant identity and the constructed homogeneity. It is eloquent that despite the existence of different ethnocultural groups in the Greek state (slavophones, roms etc), there is only one officially recognized as the Muslim Minority of Thrace, minority which despite its three different constitutive ethic identities (turkish, pomak, rom), is recognised by the Greek state only by the prefix of the religious difference. Only with this recent massive coming of immigrants (approximately people amounting to the 10,3% of the country s population 2 ), the national myth of the homogeneity will be slightly distorted and we can notice fragments of official discourse declaring the Greek society as (becoming) multicultural. Continuous Vocational Training System in Greece Continuous vocational training in Greece, as a specific site of social policy, is being basically developed in the early 90 s, closely related to the relevant EU policies and to a general effort for the utilisation of economic resources coming from the European Structural Funds. It will be raised as one of the most central social policy institutions, gradually associated to a series of social problems (such as the unemployment and the increasing immigration) emerging as crucial during the decade. In this perspective, the major part of the VET in Greece is mainly financed by the EU Structural Funds, while it is centrally planned and organized at national level by public or semi-public institutions (at central and regional level) and the EU guidelines. The different institutions are responsible for the central planning and organization of VET in Greece (eg detecting the labour market needs and defining the training seminars subjects, putting a general framework for the function of the training centers and the implementation of the training seminars, normalization and accreditation services etc). The implementation of the vocational training seminars is assigned to a big number of organizations (part of the public, social and private sector (Vocational Training Centres / KEK), organizations which are accreditated as KEK by the National Accreditation Center (EKEPIS). The absence of relative mechanisms and the structural deficiencies at system level recorded in the previous years and related to the matching of the training with the labour market s needs, and the lack of a strong educational / training tradition focusing on the participants needs etc, have hindered the process of providing a dynamic response, through the relevant policies, to the acute problems of the Greek society such as the fighting of the structural unemployment or the enhancement of the social cohesion. 2 Source : Greek national Statistic Agency (census 2001) 22

23 However, the VET system is still going through a formative phase and there is clearly pointed intention for its normalisation, in terms of establishing a minimum of standards for its operation, what provides the possibility of a more dynamic development and strengthening of its qualities in different directions. In this framework, the National Accreditation Center for Continuing Vocational Training (EKEPIS) is responsible for the development and implementation of an integrated accreditation scheme, concerning all key players and all the components of CVET in Greece. Main areas of activity of EKEPIS and recent developments: 1. Accreditation of Vocational Training Centres (KEK): EKEPIS has established a new framework, including state of the art set of criteria and transparent accreditation procedures, by means of the / Ministerial Decree Accreditation System of Vocational Training Centers 2. Monitoring and Evaluation of Accredited Training Centres: EKEPIS has already gone through the second phase of implementation of the aforementioned system in 2005, which has been established via the / Ministerial Decree Monitoring and Evaluation System of Accredited Training Centres. All accredited Training Centers (KEK) are legible to the monitoring and assessment process every two years. 3. Establishment of a Trainers' Register: Has been established via the / Ministerial Decree Establishment of CVET Trainers Register. Until 2005, nearly CVET Trainers have been registered. 4. Establishment of Adult Trainers Accreditation System: Following the establishment of CVET Trainers Register, EKEPIS has gone further, introducing and establishing in terms of the / Ministerial Decree the Trainers of Adults Accreditation System, including new criteria and integrated procedures in the field of accreditation of trainers in the field of training of adults. 5. Training of Trainers of Adults via Distance Learning Programme: This is the first action towards the accreditation of Trainers of Adults. A 300 hours distance learning programme is going to be implemented in 2006 and nearly trainers of adults are bound to attend it. 6. Establishment of the Accreditation System for Supporting Services Professionals: An integrated accreditation scheme concerning professionals activated in the field of supporting services (Psychologists, civil workers, pedagogues, e.tc.), which has been established via the / Ministerial Decree. 7. Accreditation of Job Profiles: EKEPIS, has worked closely with the social partners, towards the development of a set of criteria and processes for the accreditation of Job Profiles. In this framework, EKEPIS has developed an integrated accreditation scheme. The main features of this accreditation scheme have been incorporated in the 3369/ Law of the State Systematization of Life long learning and other regulations. Therefore, we are in the process to adapt a specific Ministerial Decree, signed under the Ministries of Education and Employment. 8. Accreditation of Vocational Training Programmes EKEPIS has developed and agreed with the social partners an integrated accreditation scheme for CVET Programmes, by means of / Ministerial Decree Accreditation System of CVET Programmes, Knowledge, skills and competences All the aforementioned Ministerial Decrees and supportive documents are available via the Internet in: The Intercultural Dimension In this framework, when investigating the intercultural dimension within the training activities, we are faced to the rather limited possibilities of the educational act to support a fruitful meeting with the different cultures and to open up to the otherness. The intercultural dimension is a very recent debate in Greece (mainly after 1990), related antithetically to the dominant cultural representation of the homogeneous national self tending to underestimate the external influences and enrichment by the national others. There are a few relevant initial steps in the framework of the 23

24 educational system, while the introduction of the intercultural dimension in the Greek vocational training system is taking place, until recently, in a informal and rather not coordinated manner. The intercultural dimension is mainly absent from any relevant legal text and policy, while possible attempts of implementing this orientation in the framework of specific seminars can be detected, but rather depend on the intentions of the persons involved (trainers, training body etc.). We can however observe fragments of an intercultural dimension in the following operational programs including mainly vocational training and / or Greek language training: Programs Figthing Social Exclusion (especially targeted to the different ethnocultural groups, and mainly implemented before 2002) Programs for learning Greek as a foreign language (especially targeted to the different ethnocultural groups, and implemented as a part of the aforementioned Programs Fighting Social Exclusion before 2002, and implemented as autonomous seminars after 2002) Integrated Interventions (addressing especially the different ethnocultural groups, and implemented after 2002) Programs for the training of intercultural consultants, or consultants addressing the different ethnocultural groups. Briefly reviewing the main deficiencies in the subject: Except the last category of training programmes, within which the intercultural dimension can be a crucial dimension of the program implementation, in most of the cases intercultural orientation is a short subject of the curriculum, mostly approached in a theoretical way. The intercultural orientation is not considered a key-dimension for all the vocational training seminars, in which, since 2002, are supposed to take part both trainees from the majority and the minority groups. The trainers, for the moment, are often not specialized or trained in the intercultural dimension. Moreover, projects where the intercultural dimension is either the basic dimension or a secondary dimension are carried out by Greek, European and international Non Governmental Organizations (NGOs). Some Examples of NGO programs with an intercultural dimension are the followings : VET Project in creative work with immigrants and minority children (Athens Voluntary Work). Trainees come from the majority or from minority groups. VET Project for trainers working with Rom (Save the Children-Hellas Organization) Trainees come from the majority or from Rom population. VET for training in the Human Rights (Greek Branch of Amnesty International) Training is addressed both to majority and minority members, but usually most of the trainees come from the majority. Weak points The training, in most of the cases, is short term. There isn t any feedback after the training. Training of trainers in intercultural education. Trainers Training Program (EKEPIS) 250 trainers of trainers have already been trained trainers of trainers will start to be trained soon Distant learning methodology. Τhe program is supported by special educational material. One of the units of the educational material refers to development of educational techniques for members of minority groups (immigrants, refugees, Rom, Muslim Minority members etc) Weak points The intercultural dimension is only a small part of the curriculum. The study of the above mentioned part of the curriculum is not enough for the development of intercultural awareness. The trainers of the trainers have a lot of experience in the field of adult education, but not in the field of intercultural dimension. 24

25 GERMANY Contribution of KERN GmbH- Centre of Competencies for the Development of Regional Networks Institutional framework of continuous vocational training and intercultural dimension. First we have to realize that in Germany education is a matter of federal policy and therefore is organized by each federal state and its educational authorities. There is no institutional framework existing in Germany to enhance the intercultural dimension except for the acclimation of immigrants who need to practice the German language appropriate. Therefore courses are developed and specific programmes are in use of Vocational Training Centres (VTC). Moreover it is up to VTC and the client s demands how trainings will be arranged for ethnic minorities and other groups concerned. Training of trainers is completely determined by the competencies of persons in charge of VTC respectively their clients demands. There is a discussion existing between leading institutions how main issues of these objectives (training of ethnic minorities, train-the-trainers programmes etc.) should be developed but it did not lead yet to an institutional framework or a third party certification. Training of trainers in intercultural education. There isn t any system at all. What we can say is that there is a process of discussion, what main issues of training systems should/could be. But there is no agreement about this, which could lead to a certificated trainer license. Discussion is running on national level among researchers and practitioners. Training of trainers in intercultural education is organized by those institutions which are acting on the market. It is a completely private matter of competition. Training programmes, actors and target groups : It is both a separate thematic subject and a mainstream feature depending on the target groups addressed and clients demands. As far as employment offices (as contracting authorities) are concerned there do essentials exist which and what kinds of demands have to be met by the VTC as programme essentials depending on the target groups. Integration of intercultural dimension in training programmes moreover is understood differently by each provider of training programmes because of missing agreed essentials (see above) Target groups are all above mentioned groups and others. It always depends on those who are concerned. There is a wide range of target groups running through training programmes. It always depends on to whom they are addressed. One group not mentioned above that runs through training programmes is managers of companies trained for their assignment abroad. Training is more or less reduced to improve lingual abilities and some marginal knowledge of host countries culture and behaviours of business partners. Main actors : labour offices, VTC, companies, public and social welfare, aid organisations, governmental organisations (like alien departments etc.) researchers from Universities working on a conception level. Conclusion All in all an institutional framework for integration of intercultural education in Germany is missing. Only when migrants turn to become German citizens training follows an intercultural job specification due to some legal regulations existing to organise the process of integration on a low qualitative level as mainly lingual abilities are checked and imparted. Labour offices or semi-governmental organisations tender for such courses and curricula. As an intermediate result of our investigations we noticed that the integration degree of intercultural education the way it is promoted at system level is optional to the institution which is involved. There is no joint approach existing agreed upon all main actors in this market. On the other hand it is true that there are some approaches by a few institutions (VTC and research units of Universities) developing a systematic approach when using and/or adapting A world of differences or DIMS and IDI etc. but it did not lead to an accepted institutional system up to now. 25

26 FINLAND Contribution of OPEKO - National Centre for Professional Development in Education Institutional framework of continuous vocational training and intercultural dimension. 1. Multicultural background: Foreigners in Finland The number of foreigners (= asylum seekers, refugees, immigrants, returning Finnish emigrants, and other foreigners) in Finland is relatively small, and only gradually rising. According the statistics of 2004, in 1990 there were foreigners in Finland, in the year 2004 their number was grown to (the total number of inhabitants was ). The citizenship was granted to 1761 foreigners in 1990, in 2004 to Russians, Estonians and Swedes are the clearly largest groups of foreigners, much smaller groups come from Somalia, Iraq, Serbia-Montenegro, Great Britain, Germany, China and so on. Most foreigners live in the biggest cities in the south of Finland. Several measures by public authorities as well as NGOs have been implemented to safeguard and promote diversity, equality and non-discrimination. 2. VET within the framework of Finnish education system The Finnish education system comprises pre-primary education, basic education, general upper secondary education and vocational education and training, as well as higher education at polytechnics and universities. Adult education or training is available at all levels. Pre-school education is intended for six-year-olds, who will start their compulsory education in the following year. Participation in pre-school education is voluntary. Basic education refers to the general education provided for each age group in its entirety. It is intended for children from seven to sixteen years of age, and its completion in comprehensive schools takes nine years. After the comprehensive school, pupils have completed their compulsory education and they may continue either in general upper secondary schools or vocational education and training institutions. General upper secondary education is provided by upper secondary schools for students usually about 16 to 19 years of age. Upper secondary school ends with the completion of the matriculation examination. This yields eligibility for all forms of higher education. Vocational education and training: Initial vocational education and training is provided in vocational institutions or as apprenticeship training in virtually all fields. There are 52 upper secondary vocational qualifications including a total of 113 different study programmes. The scope of studies is three years (120 credits). The studies include at least half a year of on-thejob learning in workplaces. Upper secondary vocational qualifications provide eligibility for further study at polytechnics and universities. In addition, it is also possible to take upper secondary vocational qualifications in the form of competence-based qualifications, which are specifically designed for adults with previous work experience. Specialist and further vocational education qualifications: It is also possible to take further and specialist vocational qualifications. These can only be achieved through competence-based examinations and they are intended for adults, generally for those without a formal education background or those who need certification of their skills acquired in the working life. The examinations are organised and supervised by a national tripartite examination board. Higher education system comprises two parallel sectors: universities and polytechnics. Universities are characterised by scientific research and the highest education based on that. Polytechnics are oriented towards working life and base their operations on the high vocational skill requirements set by it. Polytechnic-level postgraduate degree programmes were trialled during Vocational adult education and training provides an opportunity to complete upper secondary vocational qualifications as well as to take further and specialist vocational qualifications. These can be taken as competence-based qualifications irrespective of the way in which the vocational were acquired, but preparatory training is also available. The 52 different upper secondary vocational qualifications are the same for young people and adults. In 2004, there were 189 and 129 further and specialist qualifications respectively. 26

27 Topical issues in development of VET include: * Bringing education and working life closer together * Improving quality and learning in the workplace * Incorporating vocation al skills demonstrations into upper secondary qualifications * Co-operation between general upper secondary education and vocational education and training * Expanding further study tracks to higher education * Developing practices for recognition of previously acquired competences * Supporting the most vulnerable students, special needs education, reducing drop-out rates and developing participation mechanisms for young people * Improving the performance and quality of vocational education and training * Internationalisation of vocational education and training on the globalizing education, training and labour markets * Improving the appreciation and attractiveness of vocational education and training, in order to bring new competent employees and entrepreneurs into working life. The two national authorities responsible for public education in Finland are the Ministry of Education (main responsibility) and the National Board of Education (about 300 experts), which supports the Ministry in its work, in part through the development of educational objectives, contents and methods, as well as through preparation and adoption of the core curricula and evaluation of learning results. 3. The basis and trends of intercultural dimension in VET The increasingly multicultural environment even in Finland has enhanced interest in the intercultural dimension in everyday communication, and also, on the other hand, increased interest in more global issues. The terminology used varies. Global education is the new term (comprising intercultural communication, multicultural education, international education, human rights education, peace education etc), and offering global education throughout the society seems to be the new challenge. At the beginning of February 06 a comprehensive national plan for global education was given to the Minister of Education. Global education means actions that guide towards individual global responsibility and towards communal global responsibility: the ethics of a world citizen, which in turn are based on fairness and respect of human rights. Global education supports young people s growth into critically thinking and media-critical citizens, who have the knowledge and skills of acting as part of their own community in a globalising world. Global education comprises human rights, equality, peace, and media education; education for intercultural understanding; issues relating to development and fair practice; and education for sustainable development. According to the national committee, among the measures that need to be implemented, priority will be given to strengthening the practical aspects of global education in early education, schools, and other educational institutions, and in teacher education. The latest government programme outlines values that can pave the way for global education. The aims of the Ministry of Education funded projects have been usually to promote tolerance by cooperation between immigrants and Finns and provide Finns with information on other cultures, religions and traditions. Youth programmes aimed at discouraging racist ideas and actions are considered extremely important. Also other Ministries have similar responsibilities, in particular the Ministry of Labour. The National Board of Education has recently developed a new curriculum framework for general education schools and vocational education and training institutions. It includes the values of global citizenship, human rights, multiculturalism and sustainability. It provides a strong basis for growth in the implementation of global education at all levels. There is a strong international dimension to vocational education in Finland. Vocational institutions aim to promote democracy, equality between men and women in all fields of society, general equality in working life and society, and to equip pupils with skills in internationalism and to promote sustainable development. The aim of internationalism in education is that each pupil gets along in multicultural society, is tolerant, knows foreign languages in order to be able to take part in student exchanges and the international labour market. 27

28 Many departments of teacher education have mentioned global/international education in their strategies, such as being a teacher means to create culture, to transmit culture and to have facilities for meeting the variety of cultures. It may be mentioned here that the term teacher is used throughout the education system. All teachers in pre-school, basic, and upper secondary/vocational education are required to have a master s degree and pedagogical training. Polytechnics and Universities offer their students a wide variety of courses and programmes in Intercultural Communication. The first programme was run in 1990, and since then the numbers have multiplied. The term intercultural communication is used first and foremost by the polytechnics and universities. Training of trainers in intercultural education. The national objectives of vocational education and training are decided by the Government as part of its Development plan for education and research. The Ministry of Education is responsible for defining education policy and for regulating, steering, and financing VET. The Finnish National Board of Education is an expert and development body, which is responsible for the development of education objectives, contents and methods in pre-school, basic, general and vocational upper secondary education, and adult education. It supplies development, evaluation and information services regarding education to owners and managers of schools, teachers, policy makers. It also prepares and adopts the core curricula. The NBE disburses millions of euros annually for international education, half of which goes to the vocational schools. The NBE issues the National Core Curricula and the Requirements of Competence-based Qualifications to education providers, determining vocational skills requirements, objectives of competence and core contents of studies. These documents form the basis on which education providers draw up their local curricula. The National Board of Education co-ordinates national projects to develop education, training and teaching, evaluates learning outcomes and anticipates changes in educational needs. Continuing education and training for general education and VET teachers Continuing education and training for education professionals (teachers, head teachers, other school staff) is voluntary. If a teacher in general of vocational education, or at a polytechnic or university, wants to update his/her skills/knowledge, he/she may attend in-service education courses or programmes offered by OPEKO; by University or Polytechnic continuing education centres; by University of Polytechnic departments; or by any other institution public or private - that offers relevant tuition. Continuing/in-service education and training programmes are the responsibility of the National Centre for Professional Development in Education (OPEKO), which belongs to the NBE Consortium. OPEKO is a national in-service/continuing education centre, which concentrates on the continuing education of teachers, head teachers, and trainers and other education experts in general and vocational education. The main task of OPEKO is to implement national education policies. OPEKO works closely with the NBE, especially in the implementing of national in-service education and training programmes. There is no fixed central system of training the trainers. However, OPEKO, being part of the National Board of Education, is the main organiser of national training of trainers programmes. OPEKO does not, however, have a monopoly for that. Training of trainers programmes have not yet been a priority, and so OPEKO has arranged only a few training of trainers programmes for multicultural education expert training. Continuing education and training offered by universities and polytechnics Approximately 100 institutions in Finland can arrange in service education/continuous education. Among them, University continuing education centres are the most active. They arrange continuing education courses for wide audiences on a wide list of topics. Recently, also polytechnics have started to arrange continuous education courses and programmes. Training of trainers programmes are very few in their repertoire. 28

29 Universities and polytechnics offer many courses or programmes in Intercultural Communication to their students. The courses can be part of the obligatory studies, in which case the courses are short. But also comprehensive programmes are being offered, often as an optional extra study possibility. The most comprehensive of them is the MA programme in Intercultural Relations, offered by Jyväskylä University. Research into Intercultural Communication Research into Intercultural Communication has started to emerge in Finland. Some PhD or MA studies have been written, articles in professional journals have been published, and projects have been carried out. One of the most recent is Intercultural Communication in the Workplace (ESR project carried out in the Humanistic Polytechnic). Training programmes, actors and target groups : The intercultural dimension can be integrated at programme level either as a separate subject/unit or as a mainstream feature. They address mainly Finnish teachers/head teachers/trainers working either in general or vocational education institutes, or in higher education. The main course providers are OPEKO, universities and polytechnics, as explained above. And additionally about 90 other much smaller institutions. Conclusion So far the intercultural dimension in the training of trainers programmes has been rather weak. Although a very well known concept at universities, the idea has not really become very popular on other educational levels. One explanation may be that so far the universities have been so far more international than schools, or that there have been relatively few foreigners in Finland. Only in the past ten years or so multicultural classrooms both in general and vocational education has become a reality. There is great competition going about customers to continuous education. This has partly to do with the financing the Ministry of Education/National Board of Education finance only a relatively small portion of continuing education programmes and only those that follow the national education policies. The problem is that the national financing is given annually only to about eight to ten different topics of education, and the dialogue between the Ministry and others concerned about which topics should be financed is difficult. 29

30 FRANCE Contribution of GIP Auvergne Public Interest Group of the academy of Clermont-Ferrand Immigration in France : short history : In France, migration movements from both within and without Europe has been significant since a long time. During the 19 th and the first part of the 20 th century, migrants Both during and after the First World War, France continued to actively recruit foreign workers to help resolve its domestic labour shortage once the war had ended. Polish immigrants were particularly numerous and by 1931 represented half of all the foreign workers in the mining industry. Politics played an important role too with many political exiles entering France from Italy (after Mussolini's accession in 1922) and Spain (both during and after the Civil War of ). There were also smaller numbers of Armenians fleeing Turkish persecution and Russians hostile to the Bolshevik Revolution who began to settle in France in the 1920s. Then, immigration decreased until the mid-1950s when the French government's began to recruit a new immigrant workforce. From 1946 to 1975, France's foreign population doubled (from 1.7 million to 3.4 million) But the nature of immigration changed. The growing levels of prosperity in Europe meant that far fewer Italians, Spaniards, Portuguese etc. were attracted to France. The new immigrants came mainly from France's colonies or former colonies in North and Sub-Saharan Africa. What was often different, about these immigrants was that, by and large, they had come to stay. In time too, their families would come over and settle in France too. What one witnesses from the 1970s onwards has been the increase in women and children from other countries coming over to France to join their husbands or their fathers (family reunification or family settlement). For a long lime, immigration had been seen as an essentially economic matter. Moreover, it was widely assumed that the migrants who arrived in the 1950s and 1960s from North and Sub-Saharan Africa would return home after having earned some money in France and that their residence would be short-term. By the late 1960s this assumption began to be called into question and by the early to mid-1970s, at least in terms of political opinion and public perception, things began to change. In response to perceived increasing numbers of immigrants entering the country, France began to tighten it immigration policy. But, of course, immigration did not stop for all that Family reunification continued, as well as legal immigration (even if there were a lot of restrictions), and illegal immigration increased (of course difficult to quantify). Nowadays, there are officially around immigrants in France. And several millions of French citizens are son of daughters of recent immigrants. 30

31 Institutional framework of continuous vocational training and intercultural dimension. In France, the continuous vocational training system is a real market. It involves national government, firms, elected local authorities, public and private educational and training establishments and employees organisations and unions There are public, semi public and private training organisations The public training organisations are few but their market share is substantial, at about 15%. These organisations are basically public basic educational establishments, coming under the ministries, which are also involved in further education for adults. Most of these establishments are under the Ministry of National Education. Every university, within its own independent framework, can have its own ongoing training section. The range of training depends on its speciality fields. The GRETAs are public educational establishments (schools and general, vocational and technical colleges) which group together depending on their geographical nearness and pool their skills to undertake training schemes for adults. The CNAM (National engineering and technology college) is a place historically recognised for its abilities as regards promoting technicians, engineers and executives There are also state-owned training organisations that come under other ministries: industry, Agriculture, Health They offer specific vocational training within their own areas of activity. Semi-public training organisations : their market share is around 8% These training organisations come under the responsibility of ministries, of Chambers of Commerce and Industry, Chambers of Trade and Chambers of agriculture. AFPA (French Association for adult vocational training), founded in 1949, coming under the Ministry of Employment is an important organisation which receives a subsidy enabling it to provide vocational training in many fields, mainly for job seekers. Training establishments coming under Chambers of Commerce and Industry, Chambers of Trade and Chambers of Agriculture organise continuous training in line with the needs of the local economy. Private organisations : their market share is around 78% This sector combines around organisations of widely differing status: - non profit-making associations, - profit-making private training companies, very numerous and variable in size - independent trainers, - companies which have their own training department and train their own employees This market is free. The companies pay the training providers they choose for the continuous training of their own employees. Public authorities pay the training providers they choose for unemployed people and other priority people. There is not any national institutional framework concerning the enhancement of the intercultural dimension in the field of continuous training. Training of trainers in intercultural education. There is not any central training of trainers system in France. As the continuous training is a free market, each training provider (public or private) recruits its trainers as it wants, according to its own choices and needs. And each training provider organizes its training of trainers according to its own choice and needs ( and financial possibilities). In the French continuous training system, there are not obligatory diplomas, degrees or training for the trainers. There is no central training of trainers system (in any field). 31

32 In fact, the training of trainers is a free market, as the other categories of training. If a training provider wants to organize (or to buy) a training in intercultural education for one or several of its trainers, it looks for a specialist or for a training institution which has this competence (very rare). Training programmes, actors and target groups : According to the French system, the intercultural dimension (when exists) cannot be anything else than a specific topic freely chosen by the trainers and/or their employers. But it is true for any other topic. In France, the concept of interculturality (as multiculturalism or cross-culturality) refers generally to situation in which people from different countries and/or cultures and/or ethnic groups are involved. A private employer can organise the training of its salaries as he/she wants, since he/she funds it. But a training is organized to answer a need of the company. So, it is rare to have reasons for constituting groups in which ages or genders are a criteria. Of course, it is out of question to constitute groups according to races or religions. According to races, it would be a juridical offence. According to religion, it would be the same, worsen by the fact that is is prohibited, for an employer, to register information about employees religions. When training is funded by the State, Regions or other public funders, the situation is different. The training may be organised to answer the needs of specific social groups (unemployed people, ageing workers, unqualified young people, women, immigrants, refugees ). But, in any case, nor races nor religions cannot be taken into account. So, there are always a (more or less) mix of publics. As there is not any general institutional framework, there are not any institution which are mainly involved in training programmes about interculturality. Some training institutions may offer training about this topic. But these initiatives and offers are dispersed, and very difficult to locate in the jungle of the offers of training. Conclusion In France, as there is no general institutional framework for training of trainer. The integration of intercultural education in the field of continuous training is not promoted (as well as any other field of training). 32

33 UNITED KINGDOM Contribution of Institute of Education - University of London Institutional framework of continuous vocational training and intercultural dimension. There are laws against discrimination (age, gender, race, religion, sexual orientation, disability) Intercultural education is not compulsory but is now thought appropriate by most in education. This has become the case as a result of the anti-racist work in the 1980s, the need to recognise minorities in the curriculum and is now viewed as a central mechanism in the celebration of diversity and all of what it means now to be British. All education and training institutions are in the market for pupils/students/trainees. These institutions are inspected by OFSTED (Office for standards in Education) and there is a section of all reports on an institution which deals with intercultural education. These reports alert the market (pupils/students/trainees) to the worth of the institution. Guidance is offered by OFSTED ON GOOD PRACTICE IN MATTERS OF RACE EQUALITY AND DIVERSITY. See for more details: Race equality in education: Good practice in schools and local education authorities Full publication Race equality in education: Good practice in schools and local education authorities Race equality in education: Good practice in schools and local education authorities Publication date 22 November 2005 HMI No 589 Price Website only Publisher Ofsted Summary This survey report illustrates good practice in work on race equality and education in schools and local authorities in England. The survey found that effective incorporation of matters on race and diversity into the curriculum can contribute to teaching and learning and support pupils attainment. It also noted that effective guidance and strong leadership on handling race-related incidents in schools contributed to better racial harmony within such schools. The survey also commented that effective use of attainment data and other material contributed to raising the attainment of minority ethnic groups. 33

34 Training of trainers in intercultural education. In all education and training institutions there are needs/ requests for development in a number of areas including issues of diversity and intercultural education. The needs are met through initial and continuing training. All continuing training of teachers/trainers is done both by the institution they work for and via external courses. The Institute of Education, for example is a course provider in the market. Below there is a number of examples of courses offered on this issue this year: Course descriptions below are in portable document format (pdf). They include details of fees, dates and the course reference number. Primary (Key Stages 1 & 2) For teachers of 5 to 11 year olds. Inclusion: Planning for curriculum access for the bilingual child at KS2 The language development of bilingual learners Storyboxes - ways into writing through storytelling Breaking down the barriers: Promoting minority ethnic achievement Teaching refugee and asylum-seeking children Creating a mainstream classroom that supports all minority ethnic pupils Book based reading games Making materials for language support and development within subjects OfSTED inspections and English as an additional language Taking up the challenge of developing speaking and listening opportunities for pupils learning English as an additional language Using language to improve learning in primary and secondary schools Moving KS2 pupils on from national curriculum level 2 to improve levels of achievement Literacy and popular culture Raising minority ethnic achievement: Leadership and management skills and strategies Developing English language skills through bilingual rhymes, stories and resources and promoting cultural diversity within a setting Teaching bilingual English learners: Focus on the classroom Teaching mathematics to pupils with English as an additional language in the primary school Developing inclusion practice: English as an additional language and special educational needs Language and literacy for bilingual learners Bilingualism and its implications for reading The Race Relations Amendment Act (2000) code of practice for schools: Race equality and valuing diversity in the primary school 34

35 Supporting English as an additional language - new arrivals into the mainstream classroom Teaching assistants: Supporting bilingual learners in the mainstream classroom Teaching bilingual English learners: Whole school provision School based INSET day: Are the needs of your minority ethnic pupils being met? LEA or school based short course for primary teachers of EAL learners Creating a welcoming parent/carer friendly school Secondary (Key stages 3 & 4) For teachers of year olds The language development of bilingual learners Breaking down the barriers: Promoting minority ethnic achievement Teaching refugee and asylum-seeking children Making materials for language support and development within subjects Taking up the challenge of developing speaking and listening opportunities for pupils learning English as an additional language Using language to improve learning in primary and secondary schools Raising minority ethnic achievement: Leadership and management skills and strategies Teaching bilingual English learners: Focus on the classroom Developing inclusion practice: English as an additional language and special education needs Language and literacy for bilingual learners Teaching bilingual English learners: Whole school provision Focus on stage 3 EAL pupils: Raising the achievement of KS3 and KS4 pupils improving teaching and learning Secondary teaching assistants training: Working with minority ethnic pupils in secondary schools Developing language and literacy skills in science at KS3 Developing language skills through ICT for EAL learners in secondary schools Implementing the advice on assessing English as an additional language Whole school responsibility for the inclusion and achievement of EAL and ethnic minority students in secondary schools Teaching Assistants: Supporting bilingual learners in the mainstream classroom 35

36 Below are DETAILS of one of the IOE Courses. So each of the above has this sort of information for the market to buy into it or not. RAISING MINORITY ETHNIC ACHIEVEMENT: LEADERSHIP AND MANAGEMENT SKILLS AND STRATEGIES A COURSE FOR SCHOOL-BASED SUPPORT TEACHERS AND CO-ORDINATORS Course No B154 Date Tuesday 6 December 2005 Time (registration at 09.30) Fee 100 (sandwich lunch included) Tutor Roger West Educational consultant in EAL/EMA. Please refer to Tutor Glossary at back of booklet Target Group EAL and minority achievement co-ordinators in primary and secondary schools Course Aims This course will look at the management, leadership and administration roles that EAL/EMA minority support teachers are increasingly having to take on as schools use their devolved EMA funds in more complex and diverse ways. It will take into account the changes in funding arrangements from April Course Outline The day will cover the following: the legislative and funding context and its implications for: school responsibilities for supporting minority ethnic children the role of the EMA co-ordinator action planning to raise minority ethnic achievement staff recruitment and deployment to meet the needs of minority ethnic children supervising the work programmes of EMA staff team building and team work providing training for EMA and mainstream staff developing new models of leadership and management monitoring effectiveness. This course is limited to 25 participants. Training programmes, actors and target groups : Usually the dimension is integrated into the range of more focussed courses but there are some stand alone courses on intercultural education specifically. See IoE courses above and also the targeted Grundtvig developed course Guiding via the Grundtvig catalogue at There are several others focussed on intercultural education in this catalogue. The program is aimed at all trainees/students irrespective of race, religion or gender Main actors institutions involved : The Market is the main mechanism. Professionals in the education system Colleges, employers (including schools), trade unions (including Teacher trade unions like the National Union of Teachers), Universities, private companies/consultants are the main training providers, Ofsted (inspectorate) inspects and so gives values to the offers. Conclusion There is a market There is inspection to determine quality of institutions There are various providers / various offers and prices There is some Guidance though limited compulsion other than the laws outlawing discrimination. Professionals valuing their own professional development and career prospects 36

37 2 INSTITUTIONAL FRAMEWORK that introduces supports and develops the INTERCULTURAL DIMENSION into the NATIONAL EDUCATION and TEACHERS TRAINING SYSTEM. CYPRUS The institutional framework concerning the enhancement of the intercultural dimension in the educational system. The Ministry of Education, beyond the generally declared humanistic goals, has (a) policies on national curricula (official and hidden) and (b) a fiscal and budgetary policy based on normative assessment of political priority, need and plain expediency. Though the regular memoranda, the enormous sources and resources, the system of evaluation and promotion of teachers it can govern (i.e. it can reasonably achieve the level of consent and cooperation with teachers). Cypriot authorities responded to the presence of non-greek speakers at schools by developing a bi-cultural educational program (In Greek: δια-πολιτισµικό εκπαιδευτικό πρόγραµµα) for those schools where a high number of non-greek speaking children appeared. Instead of opting for a comprehensive plan for multicultural education, the plan is for a kind of ad hoc multiculturalism from below. The Ministry of Education and Culture in recognition of the consequences arisen from the massive inflow of Pontian migrants in the country and the educational barriers this specific group faces, it launches a program for Inter-cultural Education and Training. The aim of this program is the smooth integration of Pontian children in the Cyprus educational system by applying accelerated and differentiated from those of the Greek Cypriots Greek language programs and to promote a uniform and a balanced allocation of these children in several primary education schools. However, the ethnocentrism of the Cypriot education system is well documented, as well as the influence of divisive separate educational structures along ethnic communal lives. Ultimately, there is a conflict between the notions of inter-cultural education with the ethnocentric core of the educational system. The educational system of Cyprus may declare on the one hand the it is based on humanistic, liberal and universal principles such as freedom, democracy, equality, justice and international understanding as set out by UNESCO, but at the same time it aspires to transmit, conserve and enhance the Helleno-Christian or Helleno-orthodox values. The latter leave little, if any, scope for other religions or indeed any questioning of these value-systems. Children from the recognised religious groups are exempted from the lessons of religious education, and parents of other sects or even keen parents who object to the religious teaching may seek permission to have their children excepted from this lesson. Nonetheless there is little scope for pupils and children themselves questioning or challenging the fundamental value system that is the cement of the educational ideology of the Greek-Cypriots. The absence of multicultural education is apparent when examining the dealing with the issue of religious belief (or cultural practice) is inherent in the system, as the exception practice does not resolve the problem, though it may alleviate from some daily pressures. The Helleno-Christian ideals spill over and are dispersed throughout the educational environment. Some Intercultural elements Schooling An important measure which is based on an initiative of a group of teachers and funded by non-governmental sources is the strategy of Zone of Educational Priority. This is a three-year program, which is based on a similar concept applied to schools in France, was approved and adopted by the Ministry of Education and Culture and was introduced in Aiming at helping underprivileged students and bringing about more equality in education, this program involves the classification of certain particularly depressed residential areas within the educational priority zone, so as to examine the needs of schools so classified and address the problems. This measure also includes a review perspective, in that it provides for an evaluation of the implementation in three years time. Generally speaking, all measures adopted by the Ministry of Education and Culture are obviously new, evolving and rather ad hoc and the strategies are only now being formulated. Nevertheless, it is apparent that there are no content based targets about the Roma education; one perhaps ought not to speak about strategies but ad hoc policies designed in order to tackle specific problems. For example the language teaching of Turkish was introduced only for last year and approval is currently being sought in order to re-introduce this measure for the academic year It is therefore hard to develop an evaluation and monitoring methodology when the goals themselves are short-term and lacking targets as to the curricula and content. 37

38 Reception Classes They run during the school program; They focus on the learning of Greek language; Foreign pupils can stay in reception classes for one or two years; The same period that foreign pupils attend the reception class, they also attend some lessons in a normal class in order to be faster integrated in the school system Deficiencies of the system The number of reception classes is small and inadequate, when compared to the large number of migrant pupils. Most of the teachers of reception classes don t have any special training in intercultural dimension The measure is therefore not a significant step towards intercultural education; it amounts to nothing more than providing some extra teaching hours and making allowances for the cultural differences of migrants and other ethnic groups. It may well be the case that most schools attended by migrants and ethnic minorities and communities, such as the Turkish-Cypriots and Roms in Cyprus, are located within deprived residential areas. It is also true that the vast majority of these persons are themselves in the lowest income and socio-economic brackets of the population. Despite this condition, the educational policy of the Ministry of Education and Culture treats these groups as merely linguistically inadequate, which directs to the idea that they are somehow culturally deficient or deprived. There is no comprehensive system of properly evaluating the strategies and measures adopted by the Ministry of Education and Culture. The evaluation system into the occasional inspection visits to the school carried out by Ministry inspectors. The only specific measure that involves some sort of a feedback, to the extent that it has a system of calculating how many pupils are receiving it, is the provision of the free school meals and the payment of the allowances given for each child. As far as all other measures are concerned, they are of a high degree of generality and lacking specific targets. They seem to be concentrated more on the attendance of the Roma children, in making them behave and not be obstructive for the other (i.e. Greek-Cypriot) pupils. There have been no targets set for the education and advancement of the Roma children themselves, which constitutes a great educational failure. Supporting Classes They run outside the school program ( 3-6 hours a week). Both foreign and Greek pupils with low school performance can attend a supporting class. They support pupils in all the subjects of the school curriculum and not only in Greek language as it is the case in reception classes. Deficiencies Teachers of supporting classes don t usually have little, if any special training in intercultural dimension. The pupils in the same supporting class have different educational level and different needs The intercultural dimension is not a basic dimension of the curriculum of supporting classes It amounts to nothing more than providing some extra teaching hours and making allowances for the cultural differences of migrants and other ethnic groups. Teachers training in intercultural education. Roma and Turkish-Cypriots at Schools There are three types of policies adopted by the Ministry of Education and Culture: (i) where there is a large number of Turkish-Cypriots and Roma pupils, such as the 18 th Primary School in Limassol; (ii) where there are very small numbers of Turkish-Cypriot and Roma pupils and (iii) where the school is one of secondary level, which covers only two schools, given that only a total of two Roma pupils so far have enrolled in secondary education. (i). At the 18 th Primary School in Limassol, where the total number of pupils is 166, out of which 50 are Roma, some of the measures adopted include: After-class lessons of Greek and Turkish language for Roma people (pupils and parents). Appointment of a Turkologist to teach Turkish and to facilitate communication between teachers and Turkishspeaking pupils and their parents. 38

39 Advice offered to the headmaster and teachers by way of a seminar of a general nature on interculturalism and respect for diversity. The extension of the school s operation hours into the afternoon (on an all-day basis ) for all children. Apparently the Roma children stand to benefit more from this measure than other pupils, as they tend to stay in the school longer to receive free meals and at the same time to participate in afternoon activities and attend extra classes. Additional teaching hours of Greek as a second language and mathematics for the Turkish-speaking children. This measure inevitably creates feelings of segregation for the Roma pupils, who are separated from the rest of the class to be taught special lessons and are, at the same time, exempted from History and Religious Instruction for this purpose. Pedagogical Institute [Παιδαγωγικό Ινστιτούτο] : the role of this institute is to train and educate teachers of Primary and Secondary Schools. It provides occasional lessons and lectures to teachers on intercultural education, which last 2-3 days. This was organized in 2004 and The aim was to train at least one from each School. Weaknesses: It is a voluntary seminar. There is no follow up or feed back. There is no system of getting it not practice at school level; the knowledge may well remain with the person trained. There ware no Turkish-Cypriots or ethnic minorities and migrants present or involved in any way at the seminars. Social partners, Private Business and Colleges, Trade Unions and other NGO initiative Vocational Training Anti-Discrimination- Building Capacity, civil society: Anti-Discrimination This was a Train the trainers, that trained 6 persons from Cyprus, Turkey, Malta. It then held training session of 50 persons form different NGOS at National Level on a 2 day seminar. The training involved the following: a. Training Methodology- Tools or Skill based (Training Method; Evaluation and Identification of Training Needs). b. Modules/Courses (Key Concepts; the role of NGOs; Discrimination in National Context Module c. Thematic subject Module d. Skill and Tool Module e. Networking University of Cyprus Programs for Teachers Training These programs are addressed to those who do not have a university degree. After the attending of the training, which last 1-3 years, the students take exams and, if they succeed, acquire a university degree. The intercultural dimension is one of the subjects of the curriculum of the programs. Also the University offers Postgraduate Programs in Intercultural education Weaknesses: The intercultural awareness is very short and has only theoretical approach. The students focus on passing the final exams and not on having intercultural awareness. Small number of teachers succeed the exams for participating in Master Degree Programs. The Master Degree Programs have mainly theoretical approach and they are scarcely linked to educational practice NGOs and Other Initiatives, EU: Leonardo da Vinci Programs; Equal Programs There are several interesting initiatives taken jointly by teachers and educationalists from both communities in Cyprus, addressing issues such as nationalism and racism in schools, revision of history books, awareness raising seminars, etc. It is hard to assess their impact or success as they are all at infant stage and are struggling hard against a very difficult backdrop resulting from the collapse of the efforts to reach a political settlement on the Cyprus problem. However the initiatives are multiplying and are likely to have a positive impact on the educational sector. Due to the predominance of the Cyprus problem in discourse, the focus is more on peace-building and on eradicating those elements in education which foster nationalism and hostility. However, the issue of multicultural education is tightly connected with these efforts and one can only assume that these initiatives will eventually move towards that direction. Main weaknesses: The intercultural dimension is usually approached only theoretically. Many trainees are interested only in passing the final exams and not in having an intercultural awareness. 39

40 GREECE The institutional framework concerning the enhancement of the intercultural dimension in the educational system. In Greece, unlike the other European countries, the intercultural dimension has been introduced into the official educational system and to the VET only the last years. A basic aim of the Greek educational system has been the greatest possible ethnical homogeneity, focusing on a common language, history and religion. In the Greek educational system the necessity of an intercultural dimension first appeared during the 1970s to 1980s. In that period many Greek citizens who lived abroad returned to Greece. In order to support the education of those pupils, the state created reception classes, supporting classes and some special schools, which then were named intercultural schools. The main aim of these educational initiatives was the assimilation of the other pupils through the faster and better learning of Greek language. The mother tongue and other main cultural characteristics of the foreign pupils usually were ignored. The same attitude had been adopted by the official education system towards the education of Rom pupils. Most of them stopped attending school very soon after their first years of participation in the education system. From the nineties and afterwards, a big number of immigrants from East European, Asian and African countries came to Greece. Very soon, many schools, especially in Athens and other big cities, became multicultural. Although the number of foreign pupils in Greek classes had been growing, the official educational strategies continued to support the assimilation of foreign pupils. As had happened in other countries (USA, England, Australia etc), also in Greece the assimilation strategy had only negative effects both in relation to the school performance and to the behaviour of foreign pupils. In the middle of the 1990s, the necessity of introducing the intercultural dimension in the Greek education system became evident. In Greece the first official reference to the intercultural dimension in education exists in the Law 2413/ This Law: -Refers mainly to the education of Greek citizens who live abroad and only a small part of its content refers to the intercultural education in Greece Announces the establishment of Intercultural Schools and of the Institution of Intercultural Education Intercultural Schools according to the Law should have: A significant number of foreign pupils The possibility to follow different curriculum More qualified teachers Less number of pupils in the classroom Weak Points of Intercultural Schools: There is only a small number of Intercultural Schools (30 in the whole country, although the majority of Greek schools are multicultural) Some of the Intercultural Schools have a small number of foreign pupils, although there are many other schools having much more foreign pupils, which haven t been characterized as intercultural. Although the Law gives Intercultural Schools the possibility to plan and put in practice a different curriculum, which is closer to the needs of foreign pupils, most of the Intercultural Schools continue to follow the mainstream curriculum. Most of the teachers of Intercultural Schools, although they are generally more qualified comparing to teachers of other schools, they don t have any special training in intercultural dimension Most of the Intercultural Schools don t use any special educational material for the development of the intercultural dimension Institute of Intercultural Education (IPODE) It has a private legal entity It has the responsibility for the planning of the foreign pupils education in Greece and for the education of Greek pupils abroad. It collaborates with the Special Secretary of Intercultural Education, which is a part of the Ministry of Education. 40

41 For the education of foreign pupils also exist: Reception Classes They run during the school program They focus on the learning of Greek language Foreign pupils can stay in reception classes for one or two years The same period that foreign pupils attend the reception class, they also attend some lessons in a normal class in order to be faster integrated in the school system Weak Points The number of reception classes is small comparing to the big number of foreign pupils Most of the teachers of reception classes don t have any special training in intercultural dimension Supporting Classes They run outside the school program ( 3-6 hours a week). Both foreign and Greek pupils with low school performance can attend a supporting class They support pupils in all the subjects of the school curriculum and not only in Greek language as it is the case in reception classes. Weak Points Teachers of supporting classes don t usually have any special training in intercultural dimension. The pupils in the same supporting class have different educational level and different needs The intercultural dimension isn t a basic dimension of the curriculum of supporting classes In-Service Teacher Training Schools (Ministry of Education & Universities) Teachers training in intercultural education. There are 10 Teacher Training Schools in the whole country. The training lasts 2 years. The teachers attend the Training Schools after succeeding in special exams. The intercultural dimension exists as a subject in the curriculum of the above mentioned schools. Weak Points : The intercultural dimension is usually approached only theoretically. Many trainees are interested only in passing the final exams and not in having an intercultural awareness. Teachers Training Programs (Ministry of Education) Exist in many different towns The training is obligatory only for the new teachers. For all the others the training is voluntary. Lessons are held only in the afternoon and during the weekend. Some of the programs focus on the intercultural awareness. Weak points The teaching of the intercultural dimension is short and usually not systematic. The intercultural dimension in most of the programs is only theoretical. There are many teachers who don t participate in the above programs. 41

42 University Programs for Teachers Training These programs are addressed to those who do not have a university degree. After the attending of the training, which last 1-3 years, the students take exams and, if they succeed, acquire a university degree. The intercultural dimension is one of the subjects of the curriculum of the above programs Weak Points :The intercultural awareness is very short and has only theoretical approach. The students focus on passing the final exams and not on having intercultural awareness. Postgraduate Programs in Intercultural Dimension (Universities) Some universities (University of Athens, University of Thessaloniki, University of Thessalia, Greek Open University etc) have Master Degree Programs in subjects including the intercultural dimension. Most of the trainees in these programs are teachers. Examples: Ethnic and Cultural Differences in Education (Greek Open University) Comparative Education and Human Rights (University of Athens) Social Exclusion and Education (Panteion University) Weak Points : Small number of teachers succeed the exams for participating in Master Degree Programs. The Master Degree Programs have mainly theoretical approach and they are scarcely linked to educational practice Teacher Training in the framework of European programs (European Commission) Project for the education of foreign pupils Project for the education of Rom pupils Project for the education of Muslim pupils Project for the education of Greek pupils abroad These projects are in practice since 1997.Apart from teacher training their actions also include research, production of educational material, establishment of local centres, parents training etc. The projects run under the scientific supervision of university professors. Many teachers who work in intercultural and Minority Schools attend the training Weak Points : There is not an effective contact between the above programs. Each program has an autonomous function and doesn t coordinate its actions with the actions of the other programs. Many teachers who begin to participate in the training have been removed to other schools before the end of the program Leonardo da Vinci Program (Towards a European Rainbow) Aim of the program is the development of intercultural awareness among careers guidance advisors The Greek partner is the Career Counselling and Guidance Centre (Ministry of Education) The education included a group course on cultural exploration and a distance learning course on intercultural communication National Resource Centre for Vocational Guidance (EKEP) : Organizes training on intercultural guidance The training includes seminars and workshops The trainees are teachers responsible for vocational guidance of school pupils Weak Points: The training is very short (1-2 days) There isn t any feedback for the trainees when they return to school. 42

43 GERMANY The institutional framework concerning the enhancement of the intercultural dimension in the educational system. Up to now there is no institutional framework on national level existing that introduces supports and develops the intercultural dimension into national education and teachers training system as mentioned above. The main reason already mentioned above is that education is a matter of federal policy and therefore is organized by each federal state and its educational authorities. Teachers training in intercultural education. There is no Training System existing in Germany as mentioned above. Responsible institutions mainly vocational education centres and institutions concerned with the education of trainers and target groups like public and social welfare, aid organisations etc. are working from a local basis and are dependent on federal structures. We collected a couple of examples that deal with the dissemination of contents of intercultural education into the market of education by different authorities and agencies for the target groups of this project. (This paper exists only in German). There are some best practice in federal states where for instance the intercultural dimension was integrated into curricular of school subjects of basic and secondary schools where teachers were trained to develop and transfer this knowledge into curricular and lessons. There are also curricular and courses (model projects) with police authorities to educate police men for a better understanding of the intercultural dimension to learn how to deal with racism related to immigrants, aliens, refugees etc. and how to react appropriate and help to de-escalate tense situations like on demonstrations or social focuses. University of Jena is one of those few in Germany holding a chair (professorship) for intercultural education. That means there is an offer for students to deepen their knowledge on an scientific level about intercultural competences (see website: www2.uni-jena.de/philosophie/iwk). Further more the University of Jena offers a certification course Intercultural Trainer/Coach. The one year lasting course consists of 400 hours workload about theory and practice of intercultural communication. It leads to a degree of a scientifically based and certified Intercultural Trainer/Coach. This is the first on-line qualification in the field of an Intercultural Train-the-Trainer Education in Germany (they say). One week lasting e-learning periods change with one week lasting face-to-face presence periods ( Intercultural education is part of course offers also on other Universities like Hamburg, Munich Heidelberg etc. Moreover there are public, social welfare and aid organisations, which support integrations processes of immigrants for naturalisation by curricular and lessons as well as a broader understanding of the intercultural dimension. Especially these organisations and in particular VET and universities deal with methodological approaches, development of instruments and tools on a more systematic basis beside specialised research units. Some consulting agencies offer special programmes, curricular etc. to support and teach managers etc. of companies to behave correctly regarding intercultural dimension in business connections. There are strong business connections existing between medium size and big companies ( global players ) and international performing VET. Finally on national governmental level authorities passed laws followed by regulatory statutes regarding policies of naturalisation of immigrants which were followed by standards to be fulfilled (mainly German language skills and cultural basic knowledge). This led to a (now larger) market for VET to hold language lessons for these target groups. 43

44 This is in our option no sustainable contribution to intercultural understanding but for assimilation of affected target groups. Main actors-institutions involved : Local authorities like police departments supervisory school authorities, federal government institutions, public and social welfare and aid organisations, VET, consultants etc., research units. In most of the above mentioned cases and others we have investigated the intercultural education as part (or module) of curricular are developed close to the demand of certain clients. The intercultural education often is initiated as a reaction on certain lacks examined in practice of responsible authorities to diminish deficiencies in intercultural competence of trainers, teachers, pupil and target groups like immigrants or aliens - or on company level for managers and staff members for a better attitude on intercultural business relations. We recognized a strong practice-orientated understanding of intercultural education and it often is reduced to get those parts of intercultural competence across that are needed for certain activities - or on a more local and regional governmental level - to support the process of naturalisation of immigrants. Fighting racism and right wing extremism is more or less part of the education of social welfare and aid organisations. Only in case of model projects intercultural education is part of the education of public authorities like in police departments for police officers. A scientific approach to a more systematic and methodological understanding and definition of what intercultural competence in a broader sense is, is reserved to some universities, research units and VET who care about intercultural dimension, its education and competence transfer. Opposite to the process of globalisation and serious problems in Germany with the integration of refugees, migrants, aliens, immigrants and others and due to the fact of a remarkable and often subliminal racism in parts of the population support of a broader understanding and dissemination of the intercultural dimension into all parts of our society is reserved to a minority of private and local institutions which care about this. 44

45 FINLAND The institutional framework concerning the enhancement of the intercultural dimension in the educational system. 1. National education administration for teachers and head teachers in vocational education The national system of education administration: * Parliament: Legislation, state budget, general education policy * Government: Decrees, Education development plans and policy programmes, general objectives of studies * Ministry of Education: Education policy definitions, steering and financing regulation, qualifications - State Provincial Offices: Specific administrative duties * National Board of Education: National Core Curricula and Requirements of Qualifications, implementation of development programmes, services to schools/institutions - National Education and Training Committees, Qualification Committees: Contacts with working life * Education providers: Local planning and organisation of education and training, provision of education and training, local advisory councils for VET and other bodies. If intercultural dimension is to be enhanced in the official education system, the idea must be accepted according to the above hierarchy. Teachers training in intercultural education. All teachers in Finland have a higher education degree. Teachers for pre-school education, basic education, and general upper secondary education are educated at universities, either in teacher education departments or in subject departments. They all have to take their MA examination and pedagogical training. Vocational education teachers have either a university MA degree or a polytechnic degree or both. Also polytechnics have special teacher education departments. Universities are autonomous but depend on the Ministry of Education for their funding. Polytechnics are owned by cities or counties. There is no central teacher training system in solely intercultural education. However, intercultural, international and/or multi-cultural aspects are included in teacher training curricula in most education departments. The intercultural/multicultural/international dimension runs now through the school education system being a special part of the school curricula and integrated in the teaching of all school subjects. It is more clearly defined in the general education, but exists also in the VET. We have no intercultural schools but the state owns a number of schools were all teaching is given in a foreign language (such as English School, Deutsche Schule etc). They follow the same curricula as the other schools. Universities offer an abundance of intercultural courses and programmes. The universities are autonomous and that gives them more scope to choose what they teach. Teachers wishing to engage in further or post-grad education have several possibilities for studying intercultural or multicultural topics at universities, from separate courses/programmes to a further MA degree. If they want to study for a doctorate they can choose intercultural communication as their topic. Conclusion Throughout the education system we use the terms intercultural, multicultural or international without really going deep into the philosophy behind the terms. Now that the Ministry of Education is in the process on introducing the new term of global education it is interesting to see how the terms will be used. 45

46 FRANCE The institutional framework concerning the enhancement of the intercultural dimension in the educational system. Contrary to the continuous training system, in France the national educational system is extremely regulated, systematized and centralized. The educational programmes, as well as the diplomas, are national. The teachers are recruited by competitive examination on the minimum basis of a bachelor s degree (3 years at the university) and paid by State. There pedagogical training is organized by IUFM (Teacher Training Colleges). The intercultural dimension is practically absent of their pedagogical training. It is mainly oriented towards disciplinary didactics, pedagogical methods (in general). In some IUFM (a few number), a training module about intercultural education may exist. But it is optional. Teachers training:in intercultural education. There is not any central teachers training system in intercultural education in France at national level (see above). In some universities, it is possible to find training about this topic, but it is not systematic, and always optional. In fact, there is a sector in which teachers may often find a training in the field of intercultural education: when they decide to follow a training cursus to teach French as a foreign language. But, examining more attentively the contents and programmes of this intercultural education, one discover that the objective is often to prepare teachers to present and explain the French culture to foreigners Intercultural dimension should be soon systematically introduced in the training programmes related to international trade, for obvious practical reasons But this topic is very far from to be a central preoccupation in the general educational system. In France, there are not special intercultural schools or universities. The children or youngsters go in a public school according to the place they live in. Except if their parents decide to enrol them in a private school (the more often catholic schools, in some cases Jewish schools in big cities which is not a perfect example of interculturality. There are a certain number of European high schools, and European classes in a lot of high schools. But their goal is mainly to improve language skills (the more often in English, in other cases in German or Spanish, more rarely in other languages). According to the situation described above, there are not institutions broadly involved in intercultural education. Conclusion In France, intercultural education is not taken into account by an institutional framework. According to the place they live in, pupils from a lot of different geographical origins, with different cultural backgrounds may be in the same school. And the school teachers do their best to manage this diversity. But, generally, they have not received any specific training for that. French people and French institutions does not seem to be very interested in the interculturality. The historical tendency is to try to assimilate foreigners in the French society and culture more than to try to share and to mix cultures. 46

47 UNITED KINGDOM The institutional framework concerning the enhancement of the intercultural dimension in the educational system. Market Inspection Training offers Customers Professionals Teachers training in intercultural education. No central agency. Guidance is offered from inspectorate and indeed the Qualifications and Curriculum Authority for Schools, Colleges and other educational institutions. Via the Initial and continuing professional development of teachers/trainers/lecturers Teachers are trained in intercultural issues by universities/colleges, the providers of training like businesses, employers and trade unions. The intercultural dimension is diffused via the Initial and continuing professional development of teachers/trainers/lecturers So by universities/colleges, the providers of training like businesses, employers and trade unions Main actors-institutions involved : Universities, colleges, training providers, the market, Inspection and Guidance from the Ofsted inspectors and the Department of Education and Skills (ministry) ADDENDUM THE OVERALL APPROACH TO INSPECTION Ofsted inspects Colleges and Schools. Awareness of how this happens will illustrate a way in which the system seeks to ensure compliance with standards and quality of provision. How Ofsted inspects. The following section is taken from the official website of Ofsted. The inspection methods Ofsted uses for each of its areas of responsibility are developed in consultation with those who are affected by them. They are governed by frameworks which spell out the principles of inspection and handbooks which give detailed guidance to inspectors on how to conduct an inspection. This section of the site provides a simple question and answer description of the main features of all our inspection processes and links to more detailed background information such as the frameworks themselves. How we inspect colleges : What is a college inspection? A college inspection is a process of evidence gathering to evaluate the effectiveness of the college in supporting the learning and achievement of students. The emphasis is on judging the degree to which rigorous self-assessment leads to quality improvement in the college. Why do we have college inspections? The Learning and Skills Act 2000 extended Ofsted's remit to include the inspection of education in colleges of further education and sixth form colleges from April In the case of further education colleges, this responsibility is shared with the Adult Learning Inspectorate (ALI). ALI primarily inspects work based training and adult education whilst Ofsted's main interest is in the performance of learners. College inspections provide an independent public account of the quality of the education and training and standards achieved in the post-16 education sector. 47

48 When do inspections take place? The frequency and timing of inspections are linked to the past performance of a college and the outcomes of annual assessment visits (AAVs). The very best performing colleges are unlikely to be subject to a full inspection in the current cycle (September 2005 May 2009) providing the standards reached remain outstanding, as confirmed through AAVs. Those colleges graded inadequate are subject to a full re-inspection within two years of this judgment being reached. Those colleges averaging good or better grades in the previous inspection are likely to subject to a light touch inspection with a small team of four inspectors. The AAV outcomes may determine the timing of an inspection. Those colleges where concerns about performance are expressed will be inspected sooner in the cycle; those with few concerns may have their inspection moved to a later date. All colleges are subject to much shorter notice of inspection which is normally three weeks. Where the Adult Learning Inspectorate wishes to inspect new provision in areas such as adult and community learning, job centre plus, employer training pilots or work based learning, slightly longer notice may be given in order that these aspects can be covered prior to the main inspection week. How are parents involved? As the majority of post 16 learners are adults, parents are not explicitly invited into the inspection process for colleges in the same way they are for schools. The inspectors may meet with a number of different stakeholders, including employers, and students individually and in groups to find out their views of the college. They also review the progress of students formally through lesson observation and examination of their portfolios. What happens in a college inspection? A team of inspectors under the guidance of a Lead Inspector (LI) spend time in and beyond the college observing lessons and employer based training, evaluating learners' work and their achievements as well as talking with students, teaching staff, managers, governors, employees and, where appropriate parents. A particular focus in the new cycle is for inspectors to judge the accuracy of the college's view about the quality of provision as expressed in its self-assessment report. A separate published grade for capacity to improve will judge the effectiveness of self-assessment in leading to quality improvement through the impact of targeted action planning. The Common Inspection Framework is used to answer the following questions. How effective and efficient are the provision and related services in meeting the full range of learners' needs and why? What steps need to be taken to improve the provision further? How well do learners achieve? How effective are teaching, training and learning? How well do the programmes and courses meet the needs and interests of learners? How well are learners guided and supported? How effective are leadership and management in raising achievement and supporting all learners? All college inspections, except those making provision solely for adults, will contribute to the Joint Area Reviews which will be carried out in every local authority area in England over a three-year period. These reviews will evaluate the extent to which for each area the following five outcomes for children and young people are being met. Being healthy Staying safe Enjoying and achieving Making a positive contribution Achieving economic well-being What are the results of a college inspection? The inspection results in a report which includes judgments about the college as a whole (effectiveness) as well as judgments about the different aspects of provision (achievement and standards, quality of provision, leadership and management). Where colleges are categorized as satisfactory or inadequate, additional grades will be provided for a sample of curriculum areas inspected. Published reports identify strengths, weaknesses and areas for improvement. The summary judgments and those for curriculum areas are made on a four point scale. Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate In making their judgments, inspectors will be evaluating the evidence gathered against the criteria given in the Handbook for Inspecting Colleges. These describe the characteristics of provision at different grades. 48

49 AN EXAMPLE OF A RELEVANT SECTION FROM A REPORT OF A COLLEGE INSPECTION To what extent is the provision of the college educationally and socially inclusive? The college's response to social and educational inclusion is good. An extensive range of initiatives have been effective in widening participation and engaging students in education and training who are not traditionally represented in FE. Collaboration with other providers of education and training, employers, social and public services and voluntary organisations is effective. The college provides a good range of fulltime and part-time courses for students with learning difficulties and/or disabilities. The college is an active partner in the Buckinghamshire Life Long Learning Partnership. Community-based courses are offered in around 50 venues and attract nearly 2,000 students annually. The college has responded well to the needs of people in the local community whose first language is not English. Courses in English for speakers of other languages (ESOL) are provided in seven conveniently located venues. The college has a beacon award for this work. Distance learning courses in information technology (IT) are effectively meeting the needs of learners who are unable to attend college due to family or work commitments and through a partnership with Leonard Cheshire homes. Work with the National Epilepsy Centre has enabled residents and staff to gain IT qualifications without attending college. The corporation is fulfilling its duty under the Race Relations Amendment Act. It has approved a Race Equality Policy and action plan that is being implemented. There has been staff development to support the action plan. The college has assessed its accommodation against Special Educational Needs and Disability Discrimination Act (SENDDA) criteria and developed an action plan with targets and dates for completion. There is some good equal opportunities practice in some curriculum areas, but the college recognises that further action is needed. There is a comprehensive and effective programme for supporting students in the college. The programme covers support for literacy and numeracy, hearing impairments, sight impairments, language difficulties, mobility and other physical difficulties, dyspraxia, dyslexia, autism, and Asperger's syndrome. Basic skills qualifications are also available within other programmes in the college and in community venues and effectively meet the learning needs of students taking them. There is a good range of help for personal, financial, domestic, childcare, transport and health problems to support students to stay in education In theory the report will be read by customers (students) and in terms of schools (parents) who will avoid poor performing institutions and will go to/send their children to good level institutions. It works for those who have the information and flexibility but it does not work for those without these so for most of the middle classes but less so for working classes. 49

50 3 PRACTICES concerning the INTEGRATION of the INTERCULTURAL DIMENSION in the CONTINUOUS VOCATIONAL TRAINING and/or in the EDUCATIONAL SYSTEM Pointed out by INE/GSEE (Greece) Intercultural Teacher Training Project: Scratching the teachers backyard TYPE OF PRACTICE : Public COUNTRY: Greece Involved INSTITUTION (s) : University of Athens Ministry of Education Intercultural and Minority Schools For more information about Intercultural Schools see section 2 Minority Schools are the schools for the education of the pupils who are members of Muslim Minority of Thrace (about this Minority see also A1). Minority Schools have a bilingual curriculum, both in Greek and in Turkish. YEAR and/or DURATION : 1996 ongoing (with small time gaps) TARGET GROUP : Teachers of Intercultural Schools (Athens) Teachers of Minority Schools (Thrace) OBJECTIVES: Identifying and changing teachers stereotyped ideas and discrimination attitudes Creating new ways to contact and deal with otherness Understanding the principles and methods of intercultural education Meeting the reflective process of action-research ABSTRACT OF the PRACTICE: Methodology Seminars Theoretical Approaches / Adult Education Techniques / Groups of trainees/ Taken place outside the school program Workshops Intercultural Education in Action / Groups of trainees / Taken place outside the school program Action-Research in the Classroom 1-2 trainees with 1 trainer / Taken place in the framework of the school program Stages of the action-research:-planning and applying an intercultural educational action -Reflective thinking on the experience -Evaluation of the intercultural, educational and methodological dimension -Planning and applying a new intercultural action-reflective thinking and evaluation of the new experience COMMENTS Strong points 50

51 Changes of ideas and attitudes referring to otherness Reflection on usual stereotypes and prejudices Development of empathy and intercultural capacity Use of new pedagogical methods Weak points Need of more systematic and in depth training Motives for the teachers bigger participation ADDED VALUE Influence of the Scratching the teachers backyard Project in many other teacher training projects. Ιnnovative methodology through the combination of seminars, workshops and action research. 51

52 Pointed out by INE/GSEE (Greece) Parents Sensitivity Project TYPE OF PRACTICE Public COUNTRY: Greece Involved INSTITUTION (s) : Ministry of Education Groups of Teachers Groups of Parents YEAR and/or DURATION : 2003 ongoing TARGET GROUP : Pupils parents in multicultural schools. OBJECTIVES: Contact and collaboration between parents with different ethnic and cultural origin Parents awareness in intercultural dimension Spreading of the principles and philosophy of intercultural dimension in the local society ABSTRACT OF the PRACTICE: Meetings of multicultural group of parents (12-15 parents in each group) Meetings take place in schools and in cultural centres. The methodology focuses on experiential approach. The parents in small groups (4-5 person per group) discuss and analyze different subjects of intercultural dimension (immigrants life, issues of identity and otherness, the life in a multicultural society etc) COMMENTS Strong points Empowering of communication between ethnic and cultural different parents. Reflection and awareness on stereotyped ideas and prejudices. Development of better communication and collaboration in the framework of a multicultural neighbourhood. Weak Points Small number of immigrant parents participated in the practice. Small number of teacher participated in the practice (the meetings took place outside the framework of the school program). The participation of parents was not firmly established, so some time was lost for knowing each other every time. ADDED VALUE The model can be extend in more schools and also in other adults groups 52

53 Pointed out by KERN GmbH (Germany) Development of intercultural competencies in linguistic training advanced training course for trainers TYPE OF PRACTICE Private; working on national level COUNTRY: Germany Involved INSTITUTION (s) : Private Vocational training centre YEAR and/or DURATION : 2003 duration of seminar: three days TARGET GROUP : The seminar is addressed to language trainers for group training and single training OBJECTIVES: It was recognized that language trainers often do not dispose of adequate skills in intercultural competence. Despite excellent knowledge of languages they sometimes do not understand appropriate the cultural background of their pupils/target groups which led to misunderstandings and loss in communication during the lessons. To optimise the quality of their lessons trainers need a better intercultural understanding of their target groups. Therefore the intercultural dimension was integrated and became part of this seminar. ABSTRACT OF the PRACTICE This seminar aims at the development, fostering and evaluation of intercultural competencies to language trainers in a process-orientated way. The development of a deeper understanding of what intercultural competencies in common mean and how an understanding of one s own culture and alien cultures can be developed and integrated into language training for different target groups is the main focus of this seminar. Methodological some theoretical models are presented which maybe transferred into trainers training practice. One main basic methodological approach this seminar refers to is the Intercultural Development Inventory (IDI) by Bennett/Hammer to develop and support intercultural sensitivity. The seminar is structured into three steps: 1. exploring the cultural competences of language trainers; 2. developing intercultural competencies of trainers; 3. integration of language training with intercultural competencies. The seminar ends with a self evaluation by trainers and target groups (immigrants, refugees, managers). RESULTS of the practice: Participants report that this type of seminar leads to remarkable results for trainers and target groups. But this is reported by those who are responsible for the seminar. There is no objective evaluation of this course. The content of the seminar shows that it is arranged very pragmatically depending on the needs and demands of those who ordered it. This is neither good nor bad but the fact that it is running only three days leads to the question if a short term seminar like this can really be sufficient for the transfer of sustainable intercultural competencies? ADDED VALUE This example like various others we examined from different sources and some interviews show positively that especially when language training is main focus of courses, seminars etc. the intercultural dimension as part of training concepts becomes more and more important since a couple of years in Germany. Duration of these courses and the content of what is meant by intercultural competencies leads to a cautious assessment of the quality of those seminars and courses. Sometimes missing transparency of the theoretical and methodological approaches and a more pragmatically alignment maybe helpful for a first approach of a better understanding what intercultural competencies are. For us it is not sufficient for a real understanding and good practice by trainers but may be a first step. 53

54 Pointed out by KERN GmbH (Germany) Training programme for teachers and pupils A World of Differences (AWOD) TYPE OF PRACTICE Public schools on national and international level COUNTRY: Germany; different federal states Involved INSTITUTION (s) : Private Vocational training centres supporting AWOD and public schools; YEAR and/or DURATION : Continuous practice; duration depending on concepts TARGET GROUP : Teachers and pupils OBJECTIVES: A World of Differences is one of the oldest human rights organisations of the Anti-Defamation-League in the USA. Its training programme has been conceptually transferred for use in German schools. It has also been adapted for application in public services, companies, police departments etc. in Germany. Goals are: to reflect own cultural socialisation; to be open for cultural diversity; to experience cultural differences as an enrichment of life; to reflect and work on prejudices; to learn how to fight against discrimination, racism and violence from the point of view of minorities. Skilled moderators use various methods experience- and conceptual-orientated to support the dissemination of the intercultural dimension by appropriate curricular for lessons etc. ABSTRACT OF the PRACTICE: Main actions are classified depending on the objectives and rationales of courses following mainly the above mentioned goals and shall lead to a better understanding and individual practice of intercultural diversity. Methods used are: Problem and high context orientated communication, simulation of situations; role playing; creative methods (what ever it means?); case studies, and workshops with themes like prejudices, discrimination, racism etc. Developed and evaluated concepts and curricular shall be used in education. Initiated by the attitude and behaviour of the teachers and supported by the group atmosphere and the selection of exercises a trustful cooperation and communication between teachers and pupils is to be provided. RESULTS of the practice: Goals and objectives of these courses/seminars/workshops should be evaluated absolutely positive. But like other concepts of courses etc. concerning dissemination of intercultural dimension and competencies there seems to be a gap between claim and reality. Sources and discussions with experts (up to now) about these objectives show there are no consistent methods and concepts but a lot of good will behind the practice. Therefore the philosophy of AWOD looks more like a statement of experiences than a scientifically proved theory being recognized behind the practiced concepts. ADDED VALUE of the practice It is evident that using AWOD basics for courses, lessons etc. supports the dispute and/or debate how to diffuse and develop the intercultural dimension and competencies. The fact that those attempts (curricular, courses etc.) are used in public services, police departments and so on in different parts of the country, Austria and Switzerland to sharpen the understanding of intercultural diversity etc. is an innovative step. VET which offer their programmes and courses to those authorities are implementing a rather new element into advanced education. What is missing here as well as in the above mentioned practice 1 is a consistent and valuable theoretical background and a methodological concept more than - in best case - a framework. 54

55 Pointed out by OPEKO (Finland) OPEKO continuous/in-service education courses (about annually, with several multicultural courses included) OPEKO organizes about courses annually, with several multicultural courses included): * national * scope 5 10 ECTS * multimedia courses * 2+2+2, two-day seminars with distant education between them COUNTRY: Finland TITLES : A selection of multicultural titles last year with a few intercultural titles: Multicultural school from the researchers viewpoint; Preparing for immigrants in the classroom Multicultural classroom benchmarking seminar; Crises in the immigrant background Ethnic textiles; Distant pictures; Multicultural classroom teaching arrangements; Starting the teaching with a multicultural group what do I have to know; Ethnic music at school; Ethnic food and culture characteristics; Finnish as a foreign language etc Intercultural competence in VET; Intercultural communication for international coordinators etc Involved INSTITUTION (s) : OPEKO and VET and general education schools in Finland YEAR and/or DURATION : Starting from 2000 and continuing, about courses per year TARGET GROUP : Teachers/head teachers/trainers in vocational and general education OBJECTIVES: To familiarise the participants with multicultural and intercultural themes in the teaching. ABSTRACT OF the PRACTICE: Characteristics: Multimedia courses with different varying activities (distance work, workshops, lectures, individual assignments, ICT as a teaching aid etc); The main idea is to introduce new ideas/practices learned during the course into the work of the school community; there are preferably 1-3 teachers from the same school/institution; Learning by doing is often the key word RESULTS of the practice: The good question always concerns the scope of the courses: teachers find it difficult and expensive to get away from their schools so the courses may not be too comprehensive. On the other hand, longer training would be useful. ADDED VALUE of the practice In-service education is the best way to introduce new ideas into the lives of schools and to the society 55

56 Pointed out by Institute of Education - University of London (UK) INSET courses: Bilingualism / Minority Ethnic Achievement Course descriptions below are in portable document format (pdf). They include details of fees, dates and the course reference number. Primary (Key Stages 1 & 2) Inclusion: Planning for curriculum access for the bilingual child at KS2 The language development of bilingual learners Storyboxes - ways into writing through storytelling Breaking down the barriers: Promoting minority ethnic achievement Teaching refugee and asylum-seeking children Creating a mainstream classroom that supports all minority ethnic pupils Book based reading games Making materials for language support and development within subjects OfSTED inspections and English as an additional language Taking up the challenge of developing speaking and listening opportunities for pupils learning English as an additional language Using language to improve learning in primary and secondary schools Moving KS2 pupils on from national curriculum level 2 to improve levels of achievement Literacy and popular culture Raising minority ethnic achievement: Leadership and management skills and strategies Developing English language skills through bilingual rhymes, stories and resources and promoting cultural diversity within a setting Teaching bilingual English learners: Focus on the classroom Teaching mathematics to pupils with English as an additional language in the primary school Developing inclusion practice: English as an additional language and special educational needs Language and literacy for bilingual learners Bilingualism and its implications for reading The Race Relations Amendment Act (2000) code of practice for schools: Race equality and valuing diversity in the primary school Supporting English as an additional language - new arrivals into the mainstream classroom 56

57 Teaching assistants: Supporting bilingual learners in the mainstream classroom Teaching bilingual English learners: Whole school provision School based INSETday: Are the needs of your minority ethnic pupils being met? LEA or school based short course for primary teachers of EAL learners Creating a welcoming parent/carer friendly school Course descriptions below are in portable document format (pdf). They include details of fees, dates and the course reference number. Secondary (Key stages 3 & 4) The language development of bilingual learners Breaking down the barriers: Promoting minority ethnic achievement Teaching refugee and asylum-seeking children Making materials for language support and development within subjects Taking up the challenge of developing speaking and listening opportunities for pupils learning English as an additional language Using language to improve learning in primary and secondary schools Raising minority ethnic achievement: Leadership and management skills and strategies Teaching bilingual English learners: Focus on the classroom Developing inclusion practice: English as an additional language and special education needs Language and literacy for bilingual learners Teaching bilingual English learners: Whole school provision Focus on stage 3 EAL pupils: Raising the achievement of KS3 and KS4 pupils improving teaching and learning Secondary teaching assistants training: Working with minority ethnic pupils in secondary schools Developing language and literacy skills in science at KS3 Developing language skills through ICT for EAL learners in secondary schools Implementing the advice on assessing English as an additional language Whole school responsibility for the inclusion and achievement of EAL and ethnic minority students in secondary schools Teaching Assistants: Supporting bilingual learners in the mainstream classroom 57

58 DETAILS OF AN IOE COURSE RAISING MINORITY ETHNIC ACHIEVEMENT: LEADERSHIP AND MANAGEMENT SKILLS AND STRATEGIES A COURSE FOR SCHOOL-BASED SUPPORT TEACHERS AND CO-ORDINATORS Course No B154 Date Tuesday 6 December 2005 Time (registration at 09.30) Fee 100 (sandwich lunch included) Tutor Roger West Educational consultant in EAL/EMA. Please refer to Tutor Glossary at back of booklet Target Group EAL and minority achievement co-ordinators in primary and secondary schools Course Aims This course will look at the management, leadership and administration roles that EAL/EMA minority support teachers are increasingly having to take on as schools use their devolved EMA funds in more complex and diverse ways. It will take into account the changes in funding arrangements from April Course Outline The day will cover the following: the legislative and funding context and its implications for: school responsibilities for supporting minority ethnic children the role of the EMA co-ordinator action planning to raise minority ethnic achievement staff recruitment and deployment to meet the needs of minority ethnic children supervising the work programmes of EMA staff team building and team work providing training for EMA and mainstream staff developing new models of leadership and management monitoring effectiveness. This course is limited to 25 participants. 58

59 4 Examples of CURRICULA concerning intercultural education in CONTINUOUS VOCATIONAL TRAINING and especially in TRAINING OF TRAINERS. Pointed out by INE/GSEE (Greece) The intercultural dimension in education COUNTRY: Greece/ Αthens: In Service Kindergarden Teachers Training School YEAR and/or DURATION : 1997-today / 1 semester LANGUAGE(s) Greek CONDITIONS of USE free TARGET GROUP : In-Service Kindergarden Teachers LEARNING CONTEXT and LEARNING OBJECTIVES of the curriculum: Stand alone curriculum Introduction to the philosophy and practice of intercultural dimension Development of empathy Development of reflective thinking on stereotyped ideas and prejudices. Development of appropriate methodology and education material for the intercultural education in Kindergarden Abstract of the LEARNING CONTENTS of the curriculum: Basic principles of intercultural dimension Experiencing with ethnic and cultural differences From assimilation to integration Changing stereotypes Ethnocentrism and racism The lessons of History and Religion in the Greek school Ethnic and religion festivals in school curriculum Intercultural dimension projects Producing education material for the intercultural dimension PEDAGOGICAL METHOD Participatory methodology Learner s Empowerment Group Training Experiential learning COMMENTS Strong points -Combination of theoretical and practical approach -The advantages of using the experiential learning Weak points -The duration is short (1 semester) comparing to the big number of subjects. -Big number of trainees (45 persons in each class). The personal communication becomes difficult ADDED VALUE of the curriculum The curriculum can be adapted in different models of teacher training. 59

60 Pointed out by INE/GSEE (Greece) Scratching the teachers backyard COUNTRY: Greece YEAR and/or DURATION : 1996-today / 1 school year LANGUAGE(s) Greek CONDITIONS of USE free TARGET GROUP : Teachers of intercultural and minority schools LEARNING CONTEXT and LEARNING OBJECTIVES of the curriculum: Stand alone curriculum Identifying and changing teachers stereotyped ideas and discrimination attitudes Creating new ways to contact and deal with otherness Understanding the principles and methods of intercultural education Meeting the reflective process of action-research Abstract of the LEARNING CONTENTS of the curriculum: Identity and Otherness Language of the majority and minority languages The ethnocentrism in education Pedagogical methods for intercultural awareness Approaching the difference Educational material for intercultural awareness Stereotypes and prejudices PEDAGOGICAL METHOD Seminars Theoretical Approaches / Adult Education Techniques / Participatory methodology / Taken place outside the school framework Workshops Intercultural Education in Action / Groups of trainees / Taken place outside the school program Action-Research in the Classroom 1-2 trainees with 1 trainer / Taken place in the framework of the school program Stages of the action-research:-planning and applying an educational action -Reflective thinking on the experience -Evaluation of the intercultural, educational and methodological dimension- -Planning and applying a new action -Reflective thinking and evaluation of the new experience COMMENTS Changes of ideas and attitudes referring to otherness Reflection on usual stereotypes and prejudices Development of empathy and intercultural capacity Use of new pedagogical methods Weak points Need of more systematic and in depth training Motives for the teachers broader participation ADDED VALUE of the curriculum Influence of the Scratching the teachers backyard Project in other teacher training projects. 60

61 Pointed out by OPEKO (Finland) ELECTRA elearning for Intercultural Teaching Competence COUNTRY: Finland YEAR and/or DURATION : Designed in by the University of Joensuu; scope 15 credits LANGUAGE(s) English CONDITIONS of USE Part of university programme PRICE (if paying) The curriculum has been co-funded with European financial contribution : Socrates/Comenius programme TARGET GROUP : Open for students training to be teachers, and for practising basic education teachers LEARNING CONTEXT and LEARNING OBJECTIVES of the curriculum: Voluntary part of the university curriculum; the objective is to enhance the participants skills of functioning as a teacher in multicultural surroundings. A distance training course in the WebCT surroundings. Abstract of the LEARNING CONTENTS of the curriculum: The programme has four modules: 1) Aims of the course, political and educational aims at local, national and European levels 2) Intercultural issues: Language and culture, Culturally based conceptions, Non-verbal communication 3) Ethical and attitudinal basis of intercultural interaction: Philosophical, psychological and educational points of view. 4) Teaching and learning in a culturally diverse environment: Cultural conceptions underlying students distinctive learning experiences, differences in students learning styles, models of intercultural education. PEDAGOGICAL METHOD Distance training MODES/ MEDIA of DELIVERY WebCT surroundings COMMENT Distance training courses are so far too few, more would be needed. 61

62 Pointed out by OPEKO (Finland) Master Programme of Intercultural Encounters COUNTRY: Finland YEAR and/or DURATION : Designed by the University of Jyväskylä in 2004, MA programme LANGUAGE(s) English CONDITIONS of USE Part of university curriculum PRICE (if paying) The curriculum has been co-funded with European financial contribution ESR co-funding at the start of the programme design TARGET GROUP : Open for students of the university; open also through the Open University LEARNING CONTEXT and LEARNING OBJECTIVES of the curriculum: Intercultural environment is everyday s reality also in academic labour market. Especially in the capital area the amount of different ethnic and minority groups has increased and therefore enhanced the need of knowledge in culture and its effects on everyday communication. Knowhow connected with culture is part of professionalism in many different fields. This is the need the programme wants to give an answer for. Abstract of the LEARNING CONTENTS of the curriculum: Intercultural Encounters are examined by viewpoints of several disciplines. Communication studies, anthropology, social psychology, comparative religion. Communication studies look at culture s impact in practical communication situations such as interpersonal communication, in media, in team work etc. One searches answers also how to manage diversity in such a way that gives space and possibility to benefit from differences. From a point of view of anthropology the common and universal human being is studied as well as the differences that culture brings. One also studies different ways of thinking and categorising in different societies and the structures that are built in such a hierarchy, gender, age, collective rituals etc. Social psychology considers the processes that form cultural and social identity: relations between groups, identity, minorities, ethnicity, stereotypes, racism and adaptation. Comparative religion gives tools to see, interpret and process religions and understand the meanings they give to the lives of people in their encounters. PEDAGOGICAL METHOD Thematic interdisciplinary courses and seminars COMMENT The only MA programme in Interculturality in Finland so far. Jyväskylä University offers also a minor in Intercultural Encounters. The future will bring with it perhaps MA programmes in Global Education at some universities 62

63 Pointed out by OPEKO (Finland) Polytechnics programmes Polytechnics offer several programmes where the intercultural dimension is part of the studies, such as for example Bachelor of Business Administration, Specialisation in International Marketing Management COUNTRY: Finland YEAR and/or DURATION : 210 credits LANGUAGE(s) English/Finnish CONDITIONS of USE Part of the Savonia Polytechnic Curriculum TARGET GROUP : Students of the polytechnic LEARNING CONTEXT and LEARNING OBJECTIVES of the curriculum: International, intercultural aspects are dealt with as an option in specialised studies, alternative specialised studies, elective studies 63

64 Pointed out by Institute of Education - University of London (UK) Developing Intercultural Understanding COUNTRY: Australia YEAR and/or DURATION : Two days LANGUAGE(s) English CONDITIONS of USE Subject to authorisation TARGET GROUP : Teachers LEARNING CONTEXT LEARNING OBJECTIVES of the curriculum: The Developing Intercultural Understanding Programme aims to: Develop participants notions of interculturality and knowledge of intercultural understanding within the context of studies of Asia in English, Languages, SOSE and the Arts; Explore links between intercultural understanding and current State and Territory curriculum documents and national curriculum priorities including Values Education and Civics and Citizenship Education; Provide practical classroom activities that explore interculturality across learning areas and year levels using the Access Asia series of curriculum materials; Skill a group of educators in each [Australian] State and Territory to deliver further professional learning programmes for teachers on developing intercultural understanding. Abstract of the LEARNING CONTENTS of the curriculum/ Key Concepts and Programme Approach This train-the-trainer programme is based on recent research in intercultural language learning, in particular, the Report on Intercultural Language Learning2. Given the prevalent usage of the word culture and its many associations, understandings are likely to vary and definitions are likely to be context-specific and contestable. The following concepts inform the programmes : Cultures are seen as dynamic rather than static; Cultures are relative, not absolute; cultures are complex and vary from person to person, from group to group, and over time; Cultural identities are multi-layered; Cultural identities are often based on assumptions that are invisible to us; we can gain insight into our cultural identities through an exploration of our own ways of behaving, thinking, valuing, and acting; Intercultural understanding can be facilitated by exploring one s own cultural influences, and opening a dialogue about the cultural influences affecting others. There are three areas of focus. They are: 1. Culture, language and intercultural understanding; 2. Teaching and learning implications of intercultural understanding; 3. Identifying and responding to learner needs (including self as learner). 64

65 PEDAGOGICAL METHOD Presentations, group discussions, group training, considering the presenter as learner. MODES/ MEDIA of DELIVERY Face to Face and seminars COMMENTS A well-structured and presented planned series of sessions, from which other can learn from both the methodologies and the content of the programme. In other words it is designed to teach and to teach about teaching. ADDED VALUE of the curriculum Clear potential is to stimulate reflection and the development of relevant skills in relation to intercultural activities. Pointed out by Institute of Education - University of London (UK) Ideology, Identity and the Media Ten week Masters Level module concerned with theories of ideology, identity and the media. Includes detailed questioning of aspects of race and the media, of identity (national and personal) and of the intercultural The above Masters Level module approaches the question of intercultural understanding through a critical engagement with theories of ideology and the media. It is designed to stimulate debate and to extend understanding of popular culture, of racism in the media, and of debates over identity and otherness.. 65

66 5 Examples of TRAINING MATERIALS concerning intercultural education in CONTINUOUS VOCATIONAL TRAINING and especially in TRAINING OF TRAINERS. Pointed out by INE/GSEE (Greece) Trainers Training Project COUNTRY: Greece PRODUCER (legal owner) : EKEPIS YEAR and/or DURATION : 2003 LANGUAGE(s) Greek TARGET GROUP : Adults trainers LEARNING OBJECTIVES of the resource To know the basic characteristics of minority adults groups To know appropriate teaching methods for minority adults groups To acquire skills for communication and collaboration with the members of minority adults groups To adopt positive attitudes towards members of minority groups Abstract of the LEARNING CONTENTS of the resource Educational techniques for: Immigrants and refugees Adults having a record in drug abuse Rom Prisoners and just imprisoned persons Jung people dropping out of the education and juvenile delinquents. People with special needs Members of religion and cultural minorities PEDAGOGICAL METHOD Distance Training MEDIUM of the resource Printed Resource COMMENTS Strong point : The material includes many examples and exercises and is very fruitful for self training and distance learning Weak points :The above material is a secondary unit in a big educational package consisting of 12 different units. Many trainees do not study at all or study very superficial the above unit. ADDED VALUE of the resource The above mentioned material is a very good example of obtaining some basic knowledge of the intercultural dimension through the distance learning. 66

67 Pointed out by INE/GSEE (Greece) School without borders COUNTRY: Greece PRODUCER (legal owner) : Ministry of Education YEAR and/or DURATION : 1996 In what LANGUAGE(s) does the resource exists? Greek TARGET GROUP : Teachers LEARNING OBJECTIVES of the resource Intercultural awareness of teachers through learning about minority groups (immigrants and refugees) Abstract of the LEARNING CONTENTS of the resource The material consists of two books: a book for the teacher and a book for the pupil Book for the pupil Immigrants and Human Rights Refugees and Human Rights Racism and Human Rights Human Rights for All Book for the teacher Human Rights and Education Working with Pupils The Project teaching approach Human Rights and School Curriculum PEDAGOGICAL METHOD Group training and Self Training MEDIUM of the resource Printed Resource COMMENTS Useful material for planning and putting in practice intercultural projects at schools. Useful material for both teachers and pupils. The training is very short. There isn t any audiovisual material. ADDED VALUE of the resource Attractive material for the pupils. A useful resource book for the teachers who want to work more with intercultural dimension at school. 67

68 Pointed out by INE/GSEE (Greece) NAME of the resource/material Μe and You. Here and There COUNTRY: Greece PRODUCER (legal owner) : University of Athens YEAR and/or DURATION : 1995 LANGUAGE(s) Greek CONDITIONS of USE Under Licence TARGET GROUP : Students and Teachers LEARNING OBJECTIVES of the resource Development of empathy Learning basic characteristics of an other culture Learning alternative teaching methods Abstract of the LEARNING CONTENTS of the resource The basic framework is life stories of persons coming from another place/culture The trainees, through an experiential approach, come in the place of the heroes of the life stories and try to follow them The trainees talk about their life stories and especially about their meeting with otherness PEDAGOGICAL METHOD Group training Experiential Training Participatory Methodology MEDIUM of the resource Educational Envelop Printed Resource COMMENTS The material is very attractive and gives many motives for participation It s a resource material for knowing other cultures Weak point The material is planed mainly for the intercultural awareness of pupils. It needs to be adapted to adults training ADDED VALUE of the resource It s innovative and attractive Has many dissemination possibilities 68

69 Pointed out by INE/GSEE (Greece) Education: Cultural Differences and Social Inequalities COUNTRY: Greece PRODUCER (legal owner) : Greek Open University YEAR and/or DURATION : 2001/ 1 year LANGUAGE(s) Greek CONDITIONS of USE Subject to authorization TARGET GROUP : Adult students LEARNING OBJECTIVES of the resource To describe the existing situation of managing ethnical and cultural differences in education and to introduce the intercultural dimension in curriculum, methods and material To mobilize the reflective thinking of trainees in cultural and social differences Abstract of the LEARNING CONTENTS of the resource The material consists of two volumes: Volume 1 Social identities The social inequality in education Bilingualism Volume 2 The other pupils at school: from the assimilation of differences to the intercultural dimension The education of pupils with ethnical and cultural differences in Greece Ethnocentrism and Multiculturalism The everyday educational practice School open to the community PEDAGOGICAL METHOD Distance Training MEDIUM of the resource Printed Resource and Video tape COMMENTS Strong points : The material includes many examples and exercises and is very fruitful for self training and distance learning The printed material is accompanied by a very interesting video tape. ADDED VALUE of the resource The above material is a very good example of a distance learning material for intercultural awareness. 69

70 Pointed out by KERN GmbH (Germany) Baustein zur nichtrassistischen Bildungsarbeit Module of non-racist education COUNTRY: Germany PRODUCER (legal owner) : DGB-Bildungswerk Thüringen e.v. YEAR and/or DURATION : Developed from 1998 to 2004/5, permanent useable LANGUAGE(s) German CONDITIONS of USE Free - TARGET GROUP : This instrument is addressed to teachers, trainers, team leaders, conference organizers and others. LEARNING OBJECTIVES of the resource One objective is the mediation of basic knowledge concerning anti-semitism and racism. Another objective of this instrument is to create lessons which reflect and diminish racism instead of reproducing it. The third aim is to provide teacher, trainer, team leader, conference organiser and others with an appropriate tool or source of ideas how to design lessons and creative knowledge transmission. Abstract of the LEARNING CONTENTS of the resource This material or instrument contains of some interesting basic approaches. The idea was not to talk about antiracism just one or two lessons but to integrate antiracism as a thematic focus in each teaching unit. This instrument is composed of modules which can be integrated in or connected to various curricula. The product is more or less an extensive collection of papers, advices and training exercises. Within this large collection there are papers which aim at transferring basic knowledge about topics like racism or anti-semitism. In this case they can be used by trainees and trainers as well, to extend their knowledge about this issue. The whole instrument consists of so called background papers, activities, working papers and strategy guides. Most interesting are those activities consisting of role-playing, observations and other practices or exercises. Working papers aim at stimulation of self-awareness or self-reflection. PEDAGOGICAL METHOD Due to the fact that the source is free available everybody can use it and benefit from it. It can be used for self training, group training (which would be much more effective because it contains a lot of group activities), and also distance training. MEDIUM of the resource The source is accessible via internet, available on CD-ROM and as paper prints. With more or less 450 pages it is rather voluminous. 70

71 Pointed out by KERN GmbH (Germany) Kompetentes kundenorientiertes Verhalten in europäischen Geschäftsbeziehungen Capable customer-oriented behaviour in European business relations COUNTRY: Germany PRODUCER (legal owner) : bfw (Berufsfortbildungswerk) (advanced vocational education centre) YEAR and/or DURATION : Developed from 2002 to 2004, permanent useable LANGUAGE(s) German The RESOURCE has been co-funded with European financial contribution ESF - ADAPT TARGET GROUP : This instrument is addressed to employers and especially to employees in wholesale with customer contact. LEARNING OBJECTIVES of the resource The instrument consists of several modules. Each module aims at different goals. Below we register the main goals for each relevant module. The goal of the first module is to: - enhance communicative competencies in general - learn how to conduct a customer pitch systematically and object-oriented - mediate theoretical knowledge about communication and traps of communication - learn to address the right questions to costumers. The goal of the second module is to: - enhance knowledge of culture influenced factors in communication - enhance communicative competencies in respect to intercultural business relations - generate appreciation for uncommon behaviour of alien business partners - reflect and discuss about the question: how culture can influence service-orientation and customer-orientation The goal of the third module is to: - mediate knowledge about German and European historical currencies - enhance knowledge about the historical evolution of the economic and monetary union - obtain and increase acceptance for the monetary union and its consequences on working and living context - enhance competencies of employees on the field of cross-country money transfer and goods traffic 71

72 Abstract of the LEARNING CONTENTS of the resource Each module of the whole instrument has more or less the same structure. The modules are based on core questions. The modules focus on answering these core questions. The first module is based on three core questions. These are: How does communication in different situations work? What is characteristic for the trainee s communication behaviour? How can the trainee enhance his communicative competencies in respect to customer pitches? The second module is based on three core questions. These are: What should be considered concerning communication in intercultural situations? What influences successful business negotiations on intercultural level? What is different in other countries in respect to customer orientation and service orientation? The third module is based on four core questions. These are: How does the European Market change because of the economic and monetary union? How does the monetary union influences every day business-life? What challenges arise out of actual political and economical changes for SME? What challenges have employees to handle? The different modules are guided by handouts of around 30 to 50 pages. These handouts contain theoretical information and analyses concerning the above mentioned core questions. The material analyses for instance typical behaviour of people from different countries in intercultural situations like business negotiations. It mediates basic knowledge about several countries with different cultural background like Japan, Sweden or the United States of America. The seminar mediates basic knowledge of communication. It analyses communication techniques and procedures in general. The trainee s are asked to question their own communication behaviour. The handouts also contain work sheets with exercises like role plays or questionnaires to be filled in. Especially role plays cause trainees to reflect their own cultural background while integrating the point of view of foreigners. One module ends with a request to assess the lection. PEDAGOGICAL METHOD Each module was created as a face to face training unit. It is an advantage if there are around 10 trainees because the lessons live from role plays and experiences of trainees. MEDIUM of the resource The modules are based on handouts. 72

73 Pointed out by OPEKO (Finland) LEA Language Educator Awareness Kit COUNTRY: ECML European Centre of Modern Languages Project PRODUCER (legal owner) : ECML Project LEA YEAR and/or DURATION : LANGUAGE(s) English, French CONDITIONS of USE free The RESOURCE has been co-funded with European financial contribution ECML TARGET GROUP : Trainers of language teachers, trainers of international coordinators, trainers of trainers in intercultural education LEARNING OBJECTIVES of the resource * To raise awareness of diversity as a key element of society * To develop positive attitudes among language teachers & trainees towards all other languages as well as their speakers * To enrich language teacher education with the potential to exploit linguistic and cultural diversity at individual and social levels * To facilitate curricular changes aimed at incorporating a multilingual and multicultural dimension in to language classes Abstract of the LEARNING CONTENTS of the Expected outcomes: Process The project is expected * to promote awareness for multilingualism and multiculturalism among the participants * to provide the participants with instruments to introduce multilingualism and multiculturalism in their environment Products * a training kit with materials PEDAGOGICAL METHOD Distance training MEDIUM of the resource Printed materials, CD-ROM COMMENTS LEA philosophy is useful also in the training of intercultural trainers 73

74 Pointed out by GIP Auvergne (France) TEC TRAINERS FOR EUROPEAN CITIZENS COUNTRY: Belgium - Czech Republic - France Germany - Greece Lithuania Spain Sweden PRODUCER (legal owner) : TEC has been achieved in the framework of an European Socrates-Grundtvig 1 project. The producers and legal owners are the project partners : University of OSTRAVA (project coordinator)- Czech Republic Association ATHENA - Ostrava - Czech Republic Karel de Grote Hogeschool - Antwerpen - Belgium GIP Auvergne - Clermont-Ferrand France KEK DIMIOU - Kalamata Greece Modern Didactic Center -Vilnius Lithuania Adults Training Center - Peñafiel Spain Kunskapslyftet - Borlänge - Sweden YEAR and/or DURATION : TEC has been produced in LANGUAGE(s) Czech, French, English, German, Dutch, Greek, Spanish, Lithuanian, Swedish CONDITIONS of USE Free The resource has been co-funded with European financial contribution Socrates-Grundtvig 1 TARGET GROUP : Trainers of non EU national refugees and immigrants in Europe. LEARNING OBJECTIVES of the resource The trainers and teachers who have to train immigrants and refugees must be able to understand their cultures, habits, and the reasons of their behaviours. And they should be able to transfer knowledge and information about immigrants to the rest of the European society. The main aim of the project is to improve the skills of the teachers and trainers in the field of communication with refugees and immigrants, and also with the rest of the society to prevent social exclusion. Abstract of the LEARNING CONTENTS of the resource A) Guidebook Life-Stories of Good Practices (75 pages) 8 chapters about Belgium, Czech republic, France, Germany, Greece, Lithuania, Spain, Sweden In each chapter a short introduction to the situation of immigration, immigration policy, rights and adult education of immigrants in the country. several immigrants life-stories, told by the immigrants themselves or reported by the interviewer. Guidebook downloadable on line and printable, in pdf format (in 9 languages) Available at : www1.osu.cz/socrates (in outcomes ) 74

75 B) Methodology of active intercultural communication with citizens having different cultural backgrounds Communication and culture Intercultural education Support of communication CD-ROM with a demo version online (in 9 languages) C) Online Training module for trainers of adults immigrants and refugees (in 9 languages) Module 1 Roles and tasks of teachers/trainers of adults with social handicaps - Multicultural society and intercultural education - Multicultural society and civic education - Professional standards of intercultural and civic competent trainers Module 2 Heterogeneity of a group of trainees - Identity as a problem in the context of heterogeneous and heteronomous reality - Personality of trainee as the starting point and the basis for acquiring of new qualities in the pedagogical process - Tasks and methods for developing different kinds of knowledges, competences and skills of trainees Module 3 Status of men and of women in the European society and their equal opportunities - Status and roles of women in historical perspective and at the beginning of 21 th century in each partner country - Gender inequalities in immigrant countries, borders and barriers - Emancipation process - Women-immigrants and educational institutions Module 4 Adult education of general public - Adult education and active citizenship - European multicultural citizenship Interactive online training tool (e-learning). Available at : www1.osu.cz/socrates (in outcomes ) PEDAGOGICAL METHOD Self-training MEDIUM of the resource Guidebook Life-Stories of Good Practices downloadable on line at www1.osu.cz/socrates and printable, in pdf format (in 9 languages) Methodology of active intercultural communication CD-ROM with a demo version online at www1.osu.cz/socrates (in 9 languages) Training module for trainers of adults immigrants and refugees online training tool (e-learning), at www1.osu.cz/socrates 75

76 COMMENT The resource is well oriented towards trainers working with adults immigrants and refugees. The objective is to increase their awareness of their roles: not only to teach language or technical skills, but also to be able to know their cultures, to help them to understand european cultures, to help natives to understand other people cultures and to contribute to fight racism and xenophobia. Perhaps a drawback is that the resource is dispersed on different supports (a book, a CD-ROM, an online training module ). ADDED VALUE of the resource TEC may be a good basis to sensibilize trainers to the importance of taking into account the intercultural dimension of the communication with people having different cultural backgrounds, and to get the specific skills required. 76

77 Pointed out by GIP Auvergne (France) CULTURE TRAINER COUNTRY: Bulgaria Czech republic Finland France Germany Greece Netherland PRODUCER (legal owner) : Culture Trainer has been achieved in the framework of an European Leonardo da Vinci project. The producers and legal owners are the project partners : Volkswagen Coaching GmbH (project coordinator) Wolfsburg Germany Euroinform LTD Sofia - Bulgaria European Profiles Athens - Greece Europrofis Prague Czech republic GIP Auvergne Clermont Ferrand - France Noorderpoort College Groningen Netherland TRW Automotive - Jablonec nad Nisou Czech republic University of Hildesheim Germany Vocational Education Center of North-Karelia Joensuu Finland YEAR and/or DURATION : Culture Trainer has been produced in LANGUAGE(s) Bulgarian, Czech, Dutch, English, Finnish, French, German, Greek CONDITIONS of USE Use under licence (users must ask for a registration). Paying or free depends on each partner s choice (GIP Auvergne gives individual accounts for free) The resource has been co-funded with European financial contribution Leonardo da Vinci (pilot project) TARGET GROUP : Trainers, teachers but also any people working in a multicultural environment. LEARNING OBJECTIVES of the resource The main objective of Culture Trainer is to get the users to know how ignorance of cultural differences can lead to misunderstandings. Abstract of the LEARNING CONTENTS of the resource Culture Trainer is a web based training (WBT) in the shape of interactive case studies. The Europe Tower is a fictitious firm somewhere in Europe where all the case studies take place. People from different European cultures meet at Europe Tower. The terms right and wrong are widely avoided in the case studies and there are no precise directives. Culture Trainer s main target is not the description of different cultures but to allow careful orientation and relative appreciation in contact with foreign cultures. 77

78 The main topics of the case studies are : body distance meetings/languages factual vs/relationship culture orientation types of learners role of gender communication PEDAGOGICAL METHOD Online distance self-training MEDIUM of the resource Internet (web based training) COMMENT Culture Trainer is a self training product very nice to use. Its interface is very friendly. The case studies are concrete, and presented in a pleasant way. Culture Trainer does not aspire to give encyclopedic knowledges about cultures of the world. Its objective is to attract attention about the necessity of learning the main characteristics of other cultures before working with people from different backgrounds. The product does not want to be moralizing. It is devoted to vocational training of trainers, teachers and other people who have to work in a multicultural environment. Its goal is to increase their efficiency as trainers, experts or negotiators. But Culture Trainer cannot be, by itself, a training curriculum in the field of intercultural competences. It is not it s goal. ADDED VALUE of the resource Culture Trainer may be a good basis for showing the importance of cultural differences in human relationships. 78

79 Pointed out by Institute of Education - University of London (UK) The World on the Box COUNTRY: UK PRODUCER (legal owner) : International Broadcasting Trust YEAR and/or DURATION : LANGUAGE(s) English CONDITIONS of USE PRICE (if paying) 5.00 TARGET GROUP : Teachers, communicators, interested citizens LEARNING OBJECTIVES of the resource To provide factual information and analyses which is methodologically rigorous and which provides material for debate about the intercultural implications of broadcasting policy and practice Abstract of the LEARNING CONTENTS of the resource Television is still a vital source of information about the world beyond Britain. Both through news bulletins and through factual programmes about or located in other countries, British viewers are exposed to cultures, landscapes and ethnic groups which can offer broader perspectives not available in everyday life. In a world where virtually every aspect of our lives has become more global from the food we eat to our holiday destinations to concerns about immigration and threats to national security an understanding of the world outside is more important than ever. The importance of international programming has always been accepted as an integral part of the public service tradition of British broadcasting, and even in an age of deregulation and multichannel television, the new Communications Act continues to acknowledge its importance in British cultural life. The regulator Ofcom is obliged to ensure that both in news and in their general programming output, terrestrial broadcasters include items or programmes of an international dimension. PEDAGOGICAL METHOD For individual or group usage. MEDIUM of the resource Printed resource. AVAILABLE AS PDF OR HARD COPY ONLINE (FREE) 79

80 COMMENT This material provides up to date empirical data from which considerable intercultural understanding can be fostered. It also ensures that debate and discussion about the way in which the British media represent the world can be backed up with facts as well as opinions. ADDED VALUE of the resource IBT regularly update these reports and they can make a most useful reference resource. ANNEX : Developing Global Citizens IBT, in partnership with The Central Bureau for International Education and Training, has produced two new video packs, one for primary teachers and one for secondary teachers, providing a range of resource material for professional development and inservice training. The packs will help you to: incorporate global citizenship into your teaching interest and stimulate your students to relate to the world about them equip students with tools to understand and become active citizens in an increasingly globalised world The two-half hour videos were first shown on BBC Schools Television in October Filmed in four different schools in the UK, they contain interviews with QCA's principal advisor for PSHE and citizenship, Jan Campbell, and show how teachers have imaginatively incorporated citizenship with a global dimension into their teaching. They give easy-to-adapt ideas on teaching global citizenship through a single subject, through a cross-curricular approach, through discrete curriculum time and through whole-school or one-day events. The 20page booklets feature a number of activities, closely related to the programmes, including discussion on themes such as: "What is global citizenship?", "Are we doing it already?", "Tackling controversial issues" and "Participation and Action". There will shortly be a website at this address and at containing the complete scripts of both programmes, activities and links to other relevant sites. The primary and secondary packs (videos plus booklets) are available from: Publication Sales Education and Training Group British Council 10 Spring Gardens, London SW1A 2BN tel: Can be ordered via the British Council website: Once again this is a resource designed extend teachers capacities and skills in relation to global citizenship and intercultural understanding. Materials are available from the British Council. (See above) Main strength of the materials is that they are all activity based, and do not rely upon traditional didactic approaches. 80