Transcript Intercultural Learning & Non-Formal Education

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