Intercultural Dimension in Training Activities

This is a post on the practice on developing Intercultural Dimension in training courses, based on the Final report of Key Rights, Human Competences.

The course effectively increased the Intercultural sensitivity of participants contributing to develop cultural awareness and, specially social and civic competences among participants. This was achieved by generating along the course opportunities for interaction and reflection on intercultural experiences among the international group of participants and as with raising contacts with local community.

The programme of the course was designed to provide the space for interaction both, with local dimension and among participants as they were working together in “common challenges”. These common working experiences served as basis for exploring intercultural learning outcomes and setting new objectives for self-directed learning.

The used methodology set the ground to experience and then analyse the complexity of Intercultural Learning. Along course, participants’ intercultural sensitivity was enlarged, for example, reflected during the whole experiential learning undergone through “Rroma in Sleepyville” simulation. 

Participants were proposed (and experienced) tools to implement parts of the programme back in their realities. The team aimed on raining awareness that intercultural sensitivity is not only being developed in the international level contacts, but is specially relevant for intercultural encounters occurring on the same society. As well for that reason we were so interested in ensuring the diversity and the inclusion of young people with fewer opportunities in the group, as well as developing activities that can have an impact at local level. In this sense the course made a strong stand on developing Social and civic competences to equip individuals to participate in an effective and constructive way in social and working life, particularly in increasingly diverse society.

 Activities in the course programme that made the greatest contribution to the intercultural learning of the participants.

The whole programme process was set up to develop intercultural sensitivity, nevertheless there were some programme elements where intercultural learning was specifically addressed.

These included:

  • Learning exercise in Tallinn, where participants chose and developed some specific issues to explore and learn about live in Tallinn. In this exercise participants had direct interaction with young people in the city and they learn about perceptions link to the live in the city including economical situation and employability of young people, minority-majority communities and relations, flirting strategies of young people,…
  • The outdoor multitask experience that brought a number of elements about difference on perceptions, intercultural communication, conflict transformation… This exercise was as well used as basis to explore/develop sense of initiative and entrepreneurship and social and civic competencies among other relevant outcomes
  • The simulation exercise “Rroma in Sleepyville” that brought community concerns to a public sphere debate, de-constructing stereotypes, prejudices and discrimination existing in current political discourses around Europe.

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