Socio-political background:Due to the refugee crisis, the European population is confronted with an ambivalent as highly complex social construction process. The refugees / migrants hope for integration, security and economic prosperity in the European host countries. Conflict seems inevitable when diverse ethnic and cultural -religious heterogeneity and different norms and values come into contact in this process.In this current ambivalent social construction process, the European societies are changing, as well as implicitly put their socioeconomic and educational conditions varied (new) requirements for the municipalities, the city administration and the education system as a whole. Intercultural competence is a skill and a quality feature for professional action.In this new situation, the project intends to respond to this situation. Therefore, it is particularly necessary in the field of education (mainstream schools, training institutions, and universities) to create innovative structures in the organization and in relation to the content of education in order to find the conditions for an intercultural dialogue to be seen as potential for addressing societal challenges.Methodical / didactic purpose:In order to meet the future educational needs, new productive ideas need to be developed that are based on the life experiences of migrants / refugees and continue to develop in accordance with their environmentTeachers, multipliers and policymakers should be able to accept the current and future educational challenges in the context of migration movement and try to develop solutions in educational / psychological and methodological / didactic context.An innovative pool of methods, that is cooperatively developed by European partner organizations, provides in the psychosocial, educational and economic fields of learning in the context of migration -and refugee movement tries to sustain further training that is geared to the 1st dialogical learning by Paulo Freire II. Intercultural Education III , Language teaching IV. Training V. Consulting / Coaching orientedUsing such methods, tools existing methodological / didactic approaches are reflected, are compared and changed according to the target groups and extended with new methodological approaches. In particular, the marginalized groups (people out of work, youth and families in deprived areas of cities) and migrants should benefit from this tool.Objective:Educational institutions that work with target audiences, have methodological / didactic guide that supports a process-like accompaniment of refugees / migrants. The skills and experiences of migrants / refugees are involved in a learning dialogue to learn in situations and to actThe project aims to develop a method tool for use in different contexts. A methods tool that finds application across disciplines.
Context/Background of the project Socio-political background: due to the refugee crisis, the European population is confronted with an ambivalent and highly complex social construction process. The refugees/migrants hope for integration, safety and an economic recovery in the European host countries. In the process conflicts seem to be inevitable, when diverse ethnic and cultural – religious heterogeneity and different norms and values – make contact. In this current ambivalent societal construction process the European societies change, as well as implicitly their socio-economic and education pollical impose suppositions of diverse (new) demands towards the communes, the city government and the education system. Intercultural competences become a skill and a quality feature for professional behaviour. The project wants to react to this new situation. Especially in the education sector (regular school, training facilities, and universities) new innovative structures in the organization are required and regarding educational content to establish, understand general conditions for an intercultural dialogue as a potential to handle the societal challenges. Education political purpose and demand: The project contributes to integrate marginalised groups and especially asylum seekers into society, train the intercultural perception of all persons involved, prepare them for the working life and lay foundations for international understanding. Objectives: Development of an innovative method tool, which is developed cooperatively by European partner organisations, offering a sustainable training program in psycho-social, pedagogic and economic learning fields within the migration and refugee movement. It is orientated on I. the dialogical learning of Paulo Freire, II. Intercultural education, III. Language training, IV. Vocational training, V. Consultation/Coaching. With the help of such a method tool already existing methodical/didactic approaches should be reflected, compared, adjusted and extended with new methodical approaches according to the target group. At the same time the four training activities (workshops) which took place in the two-year project were evaluated qualitatively and quantitatively and a report was written on the process. Number and profile of the participating institutions: 5 Partner institutions were involved: Volkshochschule Vaterstetten e.V (Volk High School Vaterstetten) as coordinating organization, Evangelische Hochschule Freiburg (Protestant University Freiburg), the pedagogic and psychologic Faculty of the University of Palermo, Volkshochschule Simmering from Vienna (Volk High School Simmering) and the theatre company Teatro due mondi. The main activities: 5 transnational meetings and 4 five-day workshops took place during the project. Of each institution involves 5 trainers from different disciplines attended the workshops to practice and analyze the presented methods in practice with the aim to transfer what they had learned into their own pedagogic context. The process and the evaluated results were analyzed during the transnational meetings. The project managers protocolled each meeting in written form. The content of the method tool was written analog to the evaluation results. Achieved results and effect: The partner institutions develop an innovative method tool, describing the methods presented in the training activities following the criteria context, target group, aims, transfer and literature. An evaluation report was written on the whole training process. Effect: In the evaluation the 25-30 participants of the workshops composed the central elements and principles of the learned methods. Their competences and skills of self-reflection of their pedagogic approach and the transfer of lessons learned in different educational contexts improved. The group dynamic during the whole process was very positive so that the participants began to spread the interim results in the course of the project. The workshop participants were obligated to keep a learning diary which helped the exchange of experiences and the evaluation. One partner institution was responsible for the creation of a project-website. Long-term benefit: Due to the planned and already started dissemination activities the developed innovative methods will be useful to a variety of trainers of different disciplines and different educational institutions (training facilities, universities, regular schools and institutions nurturing creativity).