Migration Policy Institute’s report “Multiculturalism: Success, Failure and the Future” (Feb. 2012) draws upon Multiculturalism Policy Index: “[…] multiculturalism in the West emerged as a vehicle for replacing old forms of ethnic and racial hierarchy with new relations of democratic citizenship, and there is some significant, if not yet conclusive, evidence that it is making progress toward the goal”. Preliminary analysis made by us showed that in Europe exist many ethnicities, each country hosting national and immigrant minorities. This situation exists in project countries - RO, CY, ES, IE, IT, PT, TR, UK. The 2011-2012 censuses in these countries reported various religions: Muslims, Roman Catholics, Protestants, Hebrew, Hindu, Presbyterian, Anglican, Methodist, Reformed, Pentecostal, Orthodox, Sunni, Alevi or Sufi. The social tensions/anti-social deeds generated by multiple factors (i.e. different religious background, cultural traditions, affiliation to ethnicities/social clusters, etc.) can be defused and prevented through non-formal/informal education for tolerance, acceptance, opening, understanding, reciprocal knowledge. The project aims at training AE educators to promote tolerance and understanding of “the other” in multilateral communities. The target groups are AE educators & Adult Learners from cultural conglomerates. The objectives are: •Improve AE educators’ competences for handling multi-ethnic groups •Promote peaceful coexistence in a multicultural world through quality non-/informal learning on tolerance & understanding of “The Others”. Participants 32 AE educators in Training Course “Managing multicultural and multi-ethnic groups for tolerance and good coexistence”. 80-120 adult learners in Intensive Course “One day in the shoes of “The Other” Main activities •Management, QA, evaluation, dissemination, exploitation, sustainability activities •Comparative research on features of European cultures, elaboration of Transnational Report •Joint staff training event •Curriculum for AE educators’ training •The Adult Educator’s Handbook: a new approach of multiculturalism and religion for peaceful and rightful coexistence •Blended learning mobility for AE educators (40 hrs F2F training, 20 hrs online training on multicultural education & pedagogy, 40 hrs the course “Managing multicultural and multi-ethnic groups for tolerance and good coexistence”) •Handbook II for learners “One day in the shoes of “The Other” •Intensive Course for adult learners •Case Studies •Multiplier events A classic methodology will be used, with 5 phases: Initiation, Planning & Design, Implementation, Monitoring & Controlling, Closing. We will use Logical Framework Matrix, Project Plan and specific tools (Project Implementation Team, Steering Committee, QA Committee, etc.). Monitoring & Controlling will be based on: where are we, against where we should be?, where should we be?, how can we get back on track?, what is the impact of this change? Dissemination, Evaluation, Sustainability & Exploitation Plans will be put in practice. At Closing we will know how well the project has performed. Results • Transnational Report on the specific features of diverse European cultures • Curriculum for the Adult educators training • Handbook I “The Adult Educator’s Handbook: a new approach of multiculturalism and religion for peaceful and rightful coexistence” • Training course for Adult educators “Managing multicultural and multi-ethnic groups for tolerance and good coexistence” • Handbook II for learners “One day in the shoes of “The Other” • Intensive course for adult learners • Case studies • 8 Multiplier events • Short-term joint staff training event in Italy • Blended mobility for learners in Portugal • New AE educators’ soft skills for handling multicultural learners • Improved Adult Learners’ attitudes, behaviors for peaceful and rightful coexistence • Increased AE educators’ preparedness and motivation for implementing a multicultural approach • Increased social cohesion • Less vulnerable position of minority groups within cultural conglomerates •Support provided to AE educators in using ICT technologies (MOODLE) to better engage their learners Impact envisaged - increased capacity of AE educators to autonomously develop improved programs that to include multicultural education - improved quality of AE programs - increased professionalization & professional recognition of beneficiaries of training - better understanding of social realities of multicultural communities increased motivation in contributing to social cohesion, harmony, equity and good coexistence - group of AE educators better trained and professionally adapted to European realities of multicultural societies - increased number of trainees attracted by AE providers Potential longer term benefits - added value on living and working together within mixed societies - increased visibility of partner institutions and higher attractiveness
Research showed that in EU there is a variety of ethnicities encompassing different cultures & religions. The 2011-2012 censuses in AT, CY, ES, IT, PT, RO, TR, UK reported existence of various religions: Muslims, Roman Catholics, Protestants, Hebrew, Hindu, Presbyterian, Anglican, Methodist, Reformed, Pentecostal, Orthodox, Sunni, Alevi or Sufi. Social tensions and anti-social deeds inevitably occur in such mixed societies, generated by multiple factors (i.e. different religions, cultural traditions, ethnicities or social clusters, etc.) and can be defused through non-formal & informal education, training for tolerance, acceptance, opening, understanding and reciprocal knowledge; this was exactly what the Us&Them project attempted to achieve. The project aimed to improve the multicultural skills of educators working with learners from linguistic, ethnical, religious, racial and cultural mixed communities, to make them able to efficiently manage multi-ethnic groups, for reducing social tensions, promoting tolerance and better peaceful coexistence through quality non-/informal learning on tolerance & understanding of “The Others”. The target groups were AE educators & adult learners from cultural conglomerates. The partnership consisted of 8 organisations from: AT, CY, ES, IT, PT, RO, TR, UK. GIE (RO) is a strong regional AE & VET provider; CY (CARDET) is the leading independent education research centre in Cyprus; ES (FUERM) is a foundation of professionals with expertise in education, training, research, innovation; LMETB (IE) is an institution with international recognition for innovation in education; STAFF CONSULT (IT) is a company that provides support to disadvantaged people; ANJAF (PT) is a non-profit association whose aim is to encourage solidarity between young people, families and community; CIMEM (TR) is a local authority in education; COLEG CAMBRIA (UK) is one of the UK’s largest colleges. Together they had the expertise necessary to succesfully implement the project. Main activities undertaken were: O1: desk & field research (by bibliographic survey, questionnaire, Focus Group) on specific features of European cultures to identify potential sources of social-cultural tension; elaborating Transnational Report. O2: desigining the Curriculum for Adult Educators training course “Managing multicultural and multi-ethnic groups of adult learners for tolerance and good coexistence”; translation in partner languages. C1: performing the joint staff training event in Rome (Italy) at STAFF Consult. O3: desigining Handbook I for Adult Educators “A new approach of multiculturalism and religion for peaceful and rightful coexistence” (draft version, evaluation by stakeholders, adjustment, final version); publishing it in 20 copies/partner. O4: designing the Plan for AE educators Course; translation in partner languages; implementing parts 1 & 2 of the course “Managing multicultural and multi-ethnic groups for tolerance and good coexistence” (20 hours f2f training – pedagogical, English and cultural skills; 20 hours online training). C2: performing the blended mobility of adult learners in Lisbon (Portugal) at ANJAF (40 hours f2f training). O5: desigining Handbook II for learners living in multicultural societies "One day in the shoes of The Other“ (draft version, evaluation by stakeholders, adjustment, final version); translation in partner languages; publishing it in 20 copies/partner. O6: desigining and translating in partner languages the Plan for Adult Learners Course; implementing the intensive course “One day in the shoes of The Other”; 12 hours of f2f training, 124 participants); elaborating the 8 National Reports. O7: developing the 8 Case studies; translation in partner languages. We also performed Management, QA, evaluation, dissemination, exploitation, sustainability activities which continued all over the project. Results & impact: increased awareness on AE staffs & stakeholders (authorities, decision makers, NGOs, social workers, immigrants) in partner countries regarding the need of promoting, supporting and strengthening peaceful coexistence within multicultural communities, 51 well trained AE educators through C1 and C2 events and over 40.500 stakeholders reached through interview, Focus Groups, f2f meetings, trainings based on Handbook II “One day in the shoes of ‘The Other’ ”, multiplier events and through various dissemination channels – social media, websites, articles in newspapers, scientific paper in international journals, etc. We estimate longer-term benefits will be more obvious in the coming years through the larger distribution of Us&Them outcomes. More meetings with stakeholders and especially with AE providers will be achieved in all countries to share results and to teach participants how to use them in their professional activities. The free access to project outcomes through the project website will represent another stimulus which will help disseminating Us&Them tools.