Intercultural Learning & Non-Formal Education Gurgen Balasanyan Aim • What it takes to be an “interculturally competent individual” and how can the profile be developed in a classroom and non-classroom atmosphere. Objectives: • What is intercultural learning and how valid it is for Armenian reality; • Can it be patterned in the frame of non-formal education. • Energiser: 60 seconds: how much is it? Value • Methodology: - analysis, synthesis, contrastive study, descriptive and depictive method, contextual analysis and experiential data collection • Theoretical Value: - Parallels of Formal & Non-Formal Education • Practical Value and Validity: - Prioritization of Non-Formal Education worldwide yet its underestimation in Armenia; - Globalization and increased opportunities/threats for intercultural communication. Culture • shared attitudes, values, goals, and practices that characterize a community or a set of people; • Primitively: Software - culture is what people say and think; what they do and what is done to them. Dimensions of Culture Hofstede • Power Distance Hall • Fast and Slow Messages • Uncertainty Avoidance • High and Low Context • Individualism vs. Collectivism • Territoriality • Masculinity vs. Femininity • Time Orientation • Personal Space • Monochronic vs. Polychronic Time Intercultural Communication Communication • Verbal • Non-Verbal Stages of Intercultural Learning Ethnocentrism Denial Defense Minimization Ethnorelativism Integration Adaptation Acceptance Intercultural Learning Disciplines • look at their own culture from the point of view of their own culture; • be aware of how their culture is seen from outside, by other countries or cultures; • understand or see the target culture from its own perspective; • be aware of how they see the target culture. Culture Shock Education Fig. 6 Formal Education Learning methods The dominance of the vertical relationship between the Interactive relationship between the learners and the Content Non-Formal Education possessor of the knowledge and the receiver. environment surrounding them. “Learning by doing”. Mostly defined by educational institutions or government. Chosen by the learner. No definition except concrete experience acquisition. Orientation Fact oriented Process oriented Control External/hierarchical Internal/democratic Certification Usually provided at the end of the course as a document No mandatory certification; however, a certifying document certifying the successful completion of the subject. may be provided that can later be presented to a formal educational institution or attached to the CV. Length Provided with layers: primary, secondary, higher education, etc. Lifelong learning process Strong Points Almost always free and systematized /for more information Accessible to all with no age limitations and boundaries; refer to the “Millennium Development Goals” of the UN, Goal inclusive and entertaining. 2/. Weak Points Not adapted to meet personal needs and interests, at least in Absence of formal recognition; difficult to assess – it is primary or secondary education; monotonous to people, generally achieved by means of internal evaluations. especially that of young age; not interactive enough. Non-Formal Education Methodology Selection • • • • • • Aims and Objectives Target Group Environment, Space and Time Resources, Framework Previous Evaluation, Experience Transfer; Participant Experience NFE Tools • • • • Ice-Breakers Energizers Individual Exercises Discussions and Arguments • • • • Simulation Games Role Plays Problem Solving Research Prioritization of NFE for Intercultural Learning • Advantages • Disadvantages • Less Stressful & more • Assessment target-friendly • Accountability • Diverse • Dynamic & Adjustable • Inclusive & Entertaining • Indirectly “digging” into the person and perception Thank You! Q&A