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3.3.1 Intercultural competencies required from the didactic staff • Social; • Individual characteristics and abilities capable to yield desirable behaviours in terms of a harmonious co inhabiting in a world of cultural pluralism; • The specific capacities and abilities target dimensions such as communication, cooperation, empathy, solicitude, support for the neighbour, positive attitude towards self and towards the others, acknowledgement of the individual value, positive self image; • Development of social intelligence; • Continuous learning; • Learning to live next to other people; • Efficient communication in any situation that involves interactions with the members of a different culture; • Exchange, mutuality, interdependence behaviours, identification of the solutions and forms of dialogue. The intercultural education aims: • Training of the didactic staff; • Adjustment of the school curriculum; • Adjustment of the teaching strategies; • At institutional level; • Extended social transformation. The individual behaviours must be based on: • Develop awareness of cultural differences; • Empathy; • Enrich personal experience; • Respect for diversity; • Learn to live in a space of diversity; • Develop awareness of own cultural roots, self esteem; • Capacity to understand own culture and other cultures; • Interaction with different cultures on equal terms, fully accepting cultural differences; • Participation in social and cultural life; • Acceptance of cultural diversity; • Ability to collect information and to cope with unknown situations; • Develop awareness of social and political conditions and of the problems that rise conflicts. 3.3.2 Testing the needs: “premises in conceiving a curriculum” Dimensions in intercultural training: • Responsibilities concerning the behaviour of the trainees and of the teachers; 50
• Personal initiatives, originality, flexibility, perseverance are important particularly when the teaching hours are few and both the teachers and the trainees must look for alternative ways to transmit and process knowledge; • Ability to take independent decisions on the choice of topics, working methods, asking questions, presenting the knowledge in writing and verbally, using cooperative forms of teaching and of specific forms of interaction. Several aspects emerged after the interviews were processed: A. The way in which a curriculum of Intercultural education must be conceived: Both the manner of dealing with the content and the preparation of students for evaluation (transfer of knowledge within new contexts) have to be analysed and considered in agreement with the needs of the trainees (both in terms of the group and in terms of individuals). Because most times the adult trainees have different learning experiences particular stress has to be laid on the techniques of transmitting information, on the techniques of taking notes during classes, on the strategies of individual study in general and on the strategies of lecture in particular – when the amount of information that has to be processed is substantial, for instance: summarizing and extracting the important paragraphs is very demanding for the trainees that do not master the techniques of intellectual work. The trainees, due to various reasons (lack of learning abilities, lack of time) may encounter difficulties in getting the information, both from the Internet and from the library catalogues. B: Linguistic ability or the Level of mastering the host country language The following aspects are monitored: o Language abilities o Strategies of learning the language o Options of learning the language at their disposal. The lack of proper language mastering level is, most often, the main reason claimed for the difficulties encountered by the trainees when they study in a language other than their mother tongue. The approaches and learning styles are given by the individual characteristics and are influenced by the cultural training and education. The ability to speak, read and write in several languages (multi-linguist) is regarded as a treasure. The inefficient strategies of learning a language are many times the reason why the trainees do not succeed to improve their linguistic abilities. This is why new strategies of teaching and learning the language are sought, which to respond directly to the needs of the adult trainees, as well as teachers specialised in working with adult people. It is a known fact that the language teachers are specialised in working with children. Grammar knowledge, a good understanding of the spoken language, understanding texts (verbal and written) and producing intelligible texts are regarded as important abilities that have to be appropriated. 51
Page 2 and 3: Autori: Corina Cace (coord.) Cameli
Page 4 and 5: Copyright © 2007, Editura ASE Toat
Page 6 and 7: 3.3.1 Intercultural competencies re
Page 8 and 9: characterized by interaction, excha
Page 10 and 11: • Become more responsible; • Or
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Page 14 and 15: Building community capacity takes t
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Page 26 and 27: Country No. of inhabitants Populati
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Page 44 and 45: Social categories are not mere reci
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Page 76 and 77: eneficiaries. For example surveys a
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Page 96 and 97: Therefore is a big need for knowled
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• They strengthen the dimension o
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2. Organization The hierarchical st
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voluntary choice but a necessary pr
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vocational training differ from the
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Public Institution College of Socia
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• Project Management centre is a
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