Train Intercultural Mediators for a Multicultural Europe

7 Participating countries:
Start: 01-09-2014 - End: 31-10-2016
Project Reference: 2014-1-EL01-KA202-001576
EC Grant: 253,445 EUR

Programme: Erasmus+
Key Action: Cooperation for innovation and the exchange of good practices
Action Type: Strategic Partnerships for vocational education and training

Summary

The project Train Intercultural Mediators for a Multicultural Europe (TIME) explores practices of training and employing intercultural mediators for immigrants (IMfI) throughout EU. It promotes the exchange of good practices in the field of intercultural mediation by proposing model training programs for both intercultural mediators and their trainers. TIME also analyses existing structures in the partner countries and proposes recommendations for the validation of IMfI training.

Context/background of project: During the last years many interventions have been implemented in EU promoting interculturalism, i.e. the cohesive interaction within multicultural societies. Training and employing IMfI has been among the measures taken to promote migrant integration. In many cases such interventions have been short-lived, disconnected to other related projects or fragmented. As a result no clear picture existed at project start of the current state of intercultural mediation for immigrants at European level, nor did transfer of practices exist between the partnership countries.

Objectives:
-To depict a European panorama/overview of IMfI training and employing practices
-To transfer good practices by embedding them into the project products
-To create comprehensive IMfI training programs that correspond both to the established needs of the partnership countries and to academic standards
-To suggest assessment and evaluation tools for IMfI training and practice
-To promote the standardisation, validation and recognition of IMfI training and employment
-To raise awareness among policy makers, stakeholders and all those involved in immigration issues of the necessity for the systematic employment of well-trained IMfI
-To provide the groundwork for enhanced sustainability of future interventions for migrant integration
-To contribute to a more cohesive migrant integration policy in the EU

Number and profile of participants: The partnership consists of 8 partners from 7 different countries. 2 HEIs are involved (the Hellenic Open University, Greece, and the University Pope John-Paul II, Poland), 2 VET providers (Olympic Training, Greece, and BEST, Austria), 1 social cooperative (Programma Integra, Italy), 1 public service organization (the Intercultural Mediation Unit of the Federal Public Service for Public Health, Belgium), 1 organization for international cooperation, (BGZ Berlin International Cooperation Agency, Germany), and 1 local authority organization (Lisbon Municipal Police, Portugal). Olympic Training is the coordinator of the project.
Activities: Research was conducted in all partner countries on IMfI training and employment practices. A report has been published with research results and good practices are highlighted. Based on research an outline of the desired IMfI and their trainers profile was created, and subsequently comprehensive training programs for IMfI and their trainers were designed. These programs have been aligned with NQFs, EQF, ECVET. Validation, certification and accreditation procedures in the partnership countries were explored, and a report provides recommendations for each country. Extensive dissemination activities were carried out to reach all potential beneficiaries, such as a project webpage, workshops, conferences, leaflets, publications in media, Open Educational Resources.

Methodology: Throughout the project, project management methodology was employed, for proper time and budget control, risk handling, effective communication and coordination. For the design and implementation of the project activities, academic research along with adult training methodology and networking tools were used. A targeted communication strategy was employed for the submission of recommendations for policy formulation. A comprehensive monitoring and evaluation methodology ensured quality and achievement of objectives and results.

Results and impact: The project products provide ready-to-use tools for training IMfI and mediator trainers, establishing high quality standards and corresponding to actual needs. Best practices from all over Europe have been integrated into the products and transferred through them. Standardisation, validation and certification of IMfI training have been actively promoted through close cooperation with policy-makers and stakeholders. Large numbers of institutions, professionals and individuals concerned with migrant integration issues were reached through dissemination activities. TIME has an important contribution to the systematization of knowledge in the field of intercultural mediation for immigrants.

Longer term benefits: ΤΙΜΕ provides a milestone to research of intercultural mediation for immigrants in EU. The overview and training programs created will facilitate systematic European, national, regional and local interventions in migrant integration practices and policy.

Results

Description

A thorough study based on relevant literature and field study has been carried out in order to provide an overview of intercultural mediation for immigrants (IMfI) in Europe, with an emphasis placed on the relevant training, employment and evaluation practices. The final report covers the following subjects:
- Need for IMfI in Europe. Migrant flow, integration issues, limitations of interpreting.
- Definitions and forms of intercultural mediation. An overview of the relevant literature.
- Current status of IMfI in Europe. Presentation of different patterns of IMfI training, employment and evaluation practices in the partnership countries and in other major migrant destinations in Europe. Results of field surveys conducted in the partnership countries.


Contents
Description

10 of the practices in IMfI training, employment, or evaluation, detected during research, are being presented in more detail, followed by recommendations for transfer. The preconditions for successful transfer are being examined, as well as suggestions for overcoming possible barriers.


Contents
Description

This guide presents in detail the skills, competences and other characteristics that research has proven necessary or desirable for an intercultural mediator. After depicting the IMfI profile, the guide "translates" competences acquirable through training into a list of learning outcomes. What should an IMfI know, understand and be able to do after his training? Thus the guide provides a benchmark for the design of effective training programs and assessment tools, the detection of possible skill gaps, and continuous training needs of IMfI.


Contents
Description

The training course consists of comprehensive and structured course material that caters for the current and future needs of European IMfI. The curriculum will be formed as a structured set of weighted learning modules (in respect of ECVET) which can be combined flexibly in order to complement different initial competence profiles. The training course is accompanied by a guide for active and future trainers which covers issues related to pedagogy, such as training methodology, assessment methods as well as practical recommendations for teaching. The curriculum is targeted at any institution providing training for IMfI, as well as at employers and employees in the field of IMfI who are interested to find out which knowledge, skills and competences are acquired to which extent through the training course.
Part I presents detailed learning content, structured in modules and topics, corresponding to the desired learning outcomes


Contents
Description

The training course consists of comprehensive&structured course material that caters for the current&future needs of European IMfI. The curriculum is formed as a structured set of weighted learning modules (in respect of ECVET) which can be combined flexibly in order to complement different initial competence profiles.The curriculum is targeted at any institution providing training for IMfI,at employers&employees in the field of IMfI who are interested to find out which knowledge,skills&competences are acquired to which extent through the training course.
Part II presents the training methodology to be followed. It explains how principles of constructivism, adult education &intercultural training should be applied when delivering this training course. The recommended training techniques are presented, with special emphasis on a case study methodology developed specifically for IMfI training. Elements adopted from good practices in IMfI training are highlighted&recommendations are made


Contents
Description

The training course consists of comprehensive&structured course material that caters for the current&future needs of European IMfI.The curriculum will be formed as a structured set of weighted learning modules (in respect of ECVET) which can be combined flexibly in order to complement different initial competence profiles. The training course is accompanied by a guide for active&future trainers which covers issues related to pedagogy, such as training methodology, assessment methods as well as practical recommendations for teaching. The curriculum is targeted at any institution providing training for IMfI, at employers&employees in the field of IMfI who are interested to find out which knowledge,skills&competences are acquired to which extent through the training course.
Part III contains a large collection of specialized training material on intercultural mediation. Core learning material is recommended, learning platforms for IMfI training, case studies& relevant material


Contents
Description

The training course consists of comprehensive&structured course material that caters for the current&future needs of European IMfI.The curriculum will be formed as a structured set of weighted learning modules (in respect of ECVET) which can be combined flexibly in order to complement different initial competence profiles.
The curriculum is targeted at any institution providing training for IMfI, as well as at employers and employees in the field of IMfI who are interested to find out which knowledge, skills and competences are acquired to which extent through the training course.
Part IV presents the practical training methodology, i.e. a model of on-the-job training for intercultural mediators. This model is based on good practices from Belgium, France and Germany. Recommendations are made how to better adapt this model to the national contexts of the partnership countries.


Contents
Description

The training course consists of comprehensive&structured course material that caters for the current&future needs of European IMfI. The curriculum will be formed as a structured set of weighted learning modules (in respect of ECVET) which can be combined flexibly in order to complement different initial competence profiles.
The curriculum is targeted at any institution providing training for IMfI, as well as at employers and employees in the field of IMfI who are interested to find out which knowledge, skills and competences are acquired to which extent through the training course.
Part V presents an outline of the assessment methodology recommended both for theoretical and practical training.


Contents
Description

For each country of the partnership, existing validation, certification and accreditation processes of IMfI training are described. Building on the alignment of the new training courses with NQFs, EQF and ECVET, as well as on structures and needs for IMfI training validation and certification in each country, policy recommendations for future action in this field are presented.


Contents
Description

A modular training program for active and future IMfI trainers has been developed according to the requirements of the IMfI training program and data collected from research. Corresponding training material is also available.


Contents
Description

This module serves as an introduction and presents the trainer with the theoretical background of the TIME IMfI (intercultural mediation for immigrants) training program. It is essential for all trainers to be well acquainted with the educational principles underlying this course and their implications for the trainer, so that training is delivered with a unified educational approach. At the end of this module the trainer should be able to:
1. Understand the structure and objectives of the TIME IMfI training course
2. Understand the concepts and theoretical aspects underlying the TIME IMfI training program, and deliver training accordingly
3. Adapt teaching materials, methods, and assessment procedures according to the principles of intercultural education


Contents
Description

This module is addressed at IM trainers who have not received so far specialized training
on adult training methodology. The module presents the characteristics of the adult
learner, principles of adult training and effective techniques for leading and managing the
adult classroom. At the end of this module, the trainer should be able to:
1. Conduct needs assessment and embed these needs in the design and organization of
learning activities
2. Organize training activities and choose the appropriate training techniques for their
implementation
3. Create an engaging, interactive learning environment in the classroom
4. Choose and use the necessary educational material and equipment
5. Apply assessment techniques emphasizing on learning outcomes
6. Apply principles of group dynamics and crisis management


Contents
Description

As all social services, intercultural mediation involves much interaction between people, and especially vulnerable groups. Different needs, emotions, motives and behaviors are displayed by all involved. The intercultural mediator (IM) needs not only to mediate in order to enable communication despite these differences, but also to deal effectively with the own emotions and reactions. This module enables the trainer to embed the psychological dimension in all aspects and topics of the IM training.
At the end of this module the trainer should be able to:
1. Understand how issues of identity and self-esteem play an important role in mediation and deal with such issues arising in the IM training process
2. Understand the main stages of the IDR cycle
3. Provide counsel to trainees on how to identify, prevent and cope with stress and burn-out, and recognize when mediation parties are under stress
4. Understand the significance of emotional intelligence in intercultural mediation


Contents
Description

Communication is at the core of both training and intercultural mediation. This module
provides the trainer who hasn’t previously received training on communication issues with
an in-depth discussion of communication principles that apply in general, as well as
communication issues in multicultural environments and the mediation context.
At the end of this module you will be able to:
1. Analyze and interpret verbal, non-verbal, informative and persuasive messages
2. Understand how problems in communication arise
3. Apply appropriate techniques in order to improve communication with a variety
of different people including students
4. Create messages tailored to different levels of communication and choose
appropriate communication tools depending on the purpose
5. Understand the dilemmas associated with conducting discussions in a
multicultural context
6. Apply the principles of intercultural communication


Contents
Description

This module helps the trainer become aware of the impact cultural&anthropological factors have on the host society,the migrant attitudes&behaviors,&the intercultural mediation process.The trainer will be assisted in knowing, analyzing&reflecting on characteristics of his own society&the origin countries of the most populous migrant communities.This will enable the trainer to design his presentation in a cultural-sensitive&practice-related manner.
Through this module, trainers will be able to:
1.put into practice selected concepts of culture in order to analyze cultural misunderstandings 2.better understand needs,behavior&difficulties of people who work with immigrants 3.assess the reliability of resources related to cultural knowledge in terms of stereotypes,prejudice&discrimination 4.identify the factors intensifying&soothing acculturation stress from the migrant&the host society perspective 5.recognize own stereotypes&how stereotyping is manifest in the behavior of others


Contents
Description

This module provides an overview of the legal framework of intercultural mediation. It is addressed at trainers from professions other than the legal field, in order to ensure
awareness on the issues faced by intercultural mediators (IMs) in their everyday practice.
Issues of human rights, legal status of migrants, rights and obligations of IMs, as well as legal responsibilities of professionals who work with IMs are discussed.
At the end of this module,the trainer should be able to:
1.Recognize the implications of IM deontology for the trainer’s field of specialization
2.Consult IMs how to take into account the legal responsibilities of professionals working with them in order to achieve better results
3.Direct IMs to pertinent institutions or authorities for human right protection&conflict resolution
4.Guide IMs in the prevention of&coping with incidents of discrimination
5.Identify how the legal framework&changes thereto affect the work and intervention scope of IMs


Contents
Description

Any trainer of intercultural mediators needs to know which resources (bibliography,associations, training material etc.) are available at national and international level on
intercultural mediation and related issues. This module is intended both as an up-skilling resource and as a tool for training material development. At the end of this module, trainers will:
1. Know about effective intercultural mediation practices and organizations in other countries
2. Know about training resources on IM in other countries / languages, as well as online communities and other networks of intercultural mediators and related
professions
3. Be able to embed a comparative perspective of IM in their training
4. Be able to integrate successful approaches of professions related to IM that are in line with the IM role in the country


Contents
Description

Το 1ο Μέρος παρουσιάζει λεπτομερώς το εκπαιδευτικό περιεχόμενο, δομημένο σε εκπαιδευτικές ενότητες και υποενότητες, σε αντιστοιχία με τα επιθυμητά μαθησιακά αποτελέσματα.


Contents
Description

Το 2ο Μέρος παρουσιάζει την προτεινόμενη εκπαιδευτική μεθοδολογία. Εξηγεί πώς θα πρέπει να εφαρμοστούν οι αρχές του εποικοδομητισμού (constructivism), της εκπαίδευσης ενηλίκων και της διαπολιτισμικής εκπαίδευσης κατά την υλοποίηση αυτού του προγράμματος κατάρτισης. Παρουσιάζονται οι συστηνόμενες εκπαιδευτικές τεχνικές, με ιδιαίτερη έμφαση σε μια μεθοδολογία μελέτης περιπτώσεων που αναπτύχθηκε ειδικά για την εκπαίδευση ΔΜ. Επισημαίνονται τα σημεία που υιοθετήθηκαν από καλές πρακτικές στην εκπαίδευση ΔΜ ανά την Ευρώπη και προτείνονται χρήσεις των εργαλείων ΤΠΕ.


Contents
Description

Το 3ο Μέρος περιέχει μια μεγάλη συλλογή από εξειδικευμένο εκπαιδευτικό υλικό γύρω από τη διαπολιτισμική μεσολάβηση. Συστήνονται βασικά εγχειρίδια, εκπαιδευτικές πλατφόρμες για ΔΜ, μελέτες περίπτωσης, καθώς και υλικό στα αγγλικά και στις γλώσσες των εταίρων που πραγματεύεται επιμέρους πτυχές της διαπολιτισμικής μεσολάβησης.


Contents
Description

Το 4ο μέρος παρουσιάζει την εκπαιδευτική μεθοδολογία της πρακτικής άσκησης, προτείνοντας ένα μοντέλο εκπαίδευσης των ΔΜ στον χώρο εργασίας. Αυτό το μοντέλο βασίζεται σε καλές πρακτικές από το Βέλγιο, τη Γαλλία και τη Γερμανία. Παρουσιάζονται επίσης εισηγήσεις για τη βέλτιστη προσαρμογή αυτού του μοντέλου στις ιδιαίτερες συνθήκες της κάθε χώρας της σύμπραξης.


Contents
Description

Το 5ο Μέρος παρουσιάζει τις βασικές αρχές της μεθοδολογίας αξιολόγησης που προτείνεται τόσο για την θεωρητική κατάρτιση όσο και για την πρακτική άσκηση.


Contents
Description

Με βάση αυτό το προφίλ και τις ανάγκες που εντοπίστηκαν, προσδιορίστηκαν τα επιθυμητά μαθησιακά αποτελέσματα ως προς τις ακόλουθες θεματικές:
 Ειδικά χαρακτηριστικά του προγράμματος κατάρτισης ΔΜ του σχεδίου ΤΙΜΕ
- Μεθοδολογία και τεχνικές εκπαίδευσης ενηλίκων
- Θέματα ψυχολογίας στη μεσολάβηση
- Τεχνικές επικοινωνίας
- Στοιχεία πολιτισμού και ανθρωπολογίας
- Νομικές πτυχές της διαπολιτισμικής μεσολάβησης
- Πηγές για την διαπολιτισμική μεσολάβηση
Κάθε μία από αυτές τις θεματικές αποτελεί αυτόνομη ενότητα του προγράμματος κατάρτισης εκπαιδευτών και μπορεί να μελετηθεί ανεξάρτητα από τις υπόλοιπες, σύμφωνα με τις προσωπικές ανάγκες κάθε εκπαιδευόμενου. Για κάθε ενότητα αναπτύχθηκε μαθησιακό περιεχόμενο και εκπαιδευτικό υλικό. Το περιεχόμενο παρουσιάζεται στο παρόν έγγραφο, μαζί με τα μαθησιακά αποτελέσματα, ενώ το εκπαιδευτικό υλικό παρουσιάζεται σε ξεχωριστά έγγραφα ανά εκπαιδευτική ενότητα.


Contents
Description

Το παρόν έγγραφο περιγράφει συνοπτικά τις διαδικασίες πιστοποίησης που ισχύουν στην Ελλάδα και προτείνει την εναρμόνιση των νέων εκπαιδευτικών προγραμμάτων με το Εθνικό Πλαίσιο Προσόντων (ΕΠΠ). Το πιο σημαντικό είναι ότι επισημαίνονται δυνατότητες για την πιστοποίηση των εκπαιδευτικών προγραμμάτων και γίνονται εισηγήσεις προς τους ενδιαφερόμενους φορείς (stakeholders) ώστε να μπορέσουν να προωθήσουν περαιτέρω την επαγγελματοποίηση του διαπολιτισμικού μεσολαβητή.


Contents
Description

Teil I präsentiert Lerninhalte, strukturiert in Module und Themenfelder und im Einklang mit den gewünschten Lernergebnissen.


Contents
Description

Teil II stellt die zu verfolgende Trainingsmethodik dar. Hier wird erklärt, wie Prinzipien des Konstruktivismus, Erwachsenenbildung und interkulturelles Training im TIME Trainingskurs angewandt werden sollten. Weiterhin werden die empfohlenen Trainingstechniken präsentiert. Besonderer Wert wird auf eine Fallstudie zu einer Methodik gelegt, die speziell für das IMfI Training entwickelt wurde. Aspekte guter Praxis aus dem IMfI Training werden hervorgehoben und Empfehlungen für die Nutzung von ICT Werkzeugen gegeben


Contents
Description

Teil III beinhaltet eine große Sammlung von fachbezogenen Trainingsmaterial bezüglich interkultureller Mediation. Auf zentrales Lernmaterial sowie Lernplattformen für IMfI Training und Fallstudien wird ebenso hingewiesen wie auf Material, das spezifische Aspekte interkultureller Mediation auf Englisch und in allen nationalen Sprachen umfasst.


Contents
Description

Teil IV präsentiert die praktische Trainingsmethodik, zum Beispiel ein Modell des On-the-Job Trainings für interkulturelle Mediatoren. Dieses Modell basiert auf bewährten Verfahren aus Belgien, Frankreich und Deutschland. Schlussendlich werden Empfehlungen zur verbesserten Anpassung des Modells an den nationalen Kontext der Partnerländer gegeben.


Contents
Description

Teil V stellt einen Überblick über die empfohlene Bewertungsmethodik für das theoretische und praktische Training dar.


Contents
Description

Aufbauend auf diesem Profil und den daraus ermittelten Bedürfnissen wurden zu erzielende Lernergebnisse für die folgenden Themen ermittelt:
- Besondere Merkmale des TIME-Trainingsprogramms
- Methoden und Techniken der Erwachsenenbildung
- Kommunikationstechniken
- Kulturelle und anthropologische Fragen
- Rechtliche Aspekte der interkulturellen Mediation
- Ressourcen der interkulturellen Mediation
Jedes Themenfeld des Trainerkurses besteht aus einem Modul, das unabhängig von den Bedürfnissen des einzelnen Lernenden studiert werden kann. Dementsprechend wurden für jedes Modul Lerninhalte und Trainingsmaterial entwickelt. In diesem Dokument wird der Inhalt zusammen mit den Lernergebnissen präsentiert, während das Schulungsmaterial in separaten Dokumenten für jedes Modul präsentiert wird.


Contents
Description

Empfehlungen für die Validierung, Zertifizierung und
Akkreditierung des Trainings für Interkulturelle Mediatoren


Contents
Description

La Partie I présente le contenu d'apprentissage détaillé, structuré en modules et sujets, correspondant aux acquis de l'éducation et de la formation désirés.


Contents
Description

La Partie II présente la méthodologie de formation à suivre. Elle explique comment les principes du constructivisme, de l'éducation des adultes et de la formation interculturelle devraient être appliqués lors de la fourniture de cette formation. Les techniques de formation recommandées sont présentées, avec un accent spécial sur une méthodologie d'étude de cas développée spécifiquement pour la formation des IMfI. Les éléments adoptés à partir des bonnes pratiques dans la formation des IMfI sont soulignés et des recommandations sont formulées quant à l'utilisation d'outils TIC.


Contents
Description

La Partie III comprend une vaste collection de matériel de formation spécialisé sur la médiation interculturelle. Du matériel d'apprentissage de base est recommandé, ainsi que des plateformes d'apprentissage pour la formation des IMfI, des études de cas, ou encore du matériel traitant d'aspects spécifiques de la médiation interculturelle en anglais et dans toutes les langues nationales.


Contents
Description

La Partie IV présente la méthodologie de formation pratique, soit un modèle de formation sur le lieu de travail pour les médiateurs interculturels. Ce modèle est basé sur les bonnes pratiques provenant de Belgique, de France et d'Allemagne. Des recommandations sont formulées sur la manière de mieux adapter ce modèle aux contextes nationaux des pays partenaires.


Contents
Description

La Partie V présente un exposé de la méthodologie d'évaluation recommandée pour la formation pratique et théorique.


Contents
Description

Sur la base de ce profil et des besoins identifiés, des acquis de l'éducation et de la formation souhaités ont été identifiés pour les sujets suivants :
- Caractéristiques spéciales du programme de formation IMfI TIME
- Techniques et méthodologie d'apprentissage des adultes
- Techniques de communication
- Questions culturelles et anthropologiques
- Aspects juridiques de la médiation interculturelle
- Ressources sur la médiation interculturelle
Chacun de ces sujets est composé d'un module du cours de formateur pouvant être étudié indépendamment selon les besoins de l'apprenant individuel. Pour chaque module, un contenu d'apprentissage et du matériel de formation ont été développés. Le contenu est présenté dans ce document, avec les acquis de l'éducation et de la formation, tandis que le matériel de formation est présenté dans des documents séparés par module.


Contents
Description

Ce document décrit les procédures applicables dans chaque pays partenaire et propose un alignement du nouveau cours avec les NQFs respectifs. Le plus important est que les opportunités pour l'accréditation des cours sont identifiées et que des recommandations pour les parties prenantes sont faites afin de promouvoir la professionnalisation future de la médiation interculturelle.


Contents
Description

Deel I reikt gedetailleerde leerinhouden aan, gestructureerd in modules en thema's, die overeenstemmen met de gewenste leerresultaten.


Contents
Description

Deel II stelt de te volgen opleidingsmethodologie voor. Er wordt uitgelegd hoe principes van het constructivisme, het volwassenenonderwijs en intercultureel onderwijs toegepast dienen te worden wanneer men deze cursus geeft. De aanbevolen opleidingstechnieken worden voorgesteld, met bijzondere aandacht voor een methodologie gebaseerd op casestudy's die specifiek ontwikkeld werd voor de opleiding van interculturele bemiddelaars voor migranten. Elementen afkomstig van goede praktijken wat betreft de opleiding van interculturele bemiddelaars worden belicht en er worden aanbevelingen gemaakt voor het gebruik van ICT-hulpmiddelen.


Contents
Description

Deel III bevat een ruime verzameling gespecialiseerd opleidingsmateriaal met betrekking tot interculturele bemiddeling. Er worden aanbevelingen gemaakt wat betreft kernleermateriaal, leerplatformen voor de opleiding van interculturele bemiddelaars, casestudy's en materiaal dat specifieke aspecten van interculturele bemiddeling behandelt, in het Engels en in alle nationale talen.


Contents
Description

Deel IV stelt de praktische opleidingsmethodologie voor, nl. een model voor de opleiding van interculturele bemiddelaars in de beroepspraktijk. Dit model is gebaseerd op goede praktijken uit België, Frankrijk en Duitsland. Er worden aanbevelingen gemaakt over hoe dit model het best aangepast kan worden aan de nationale context van de partnerlanden.


Contents
Description

Deel V stelt in grote lijnen de aanbevolen evaluatiemethode voor, zowel voor de theoretische als voor de praktische opleiding.


Contents
Description

Op basis van dit profiel en de vastgestelde noden werden de gewenste leerresultaten geïdentificeerd voor de volgende aspecten:
- Bijzondere kenmerken van het TIME-opleidingsprogramma voor interculturele bemiddelaars
- Methodologie en technieken voor de opleiding van volwassenen
- Communicatietechnieken
- Culturele en antropologische kwesties
- Juridische aspecten van interculturele bemiddeling
- Hulpmiddelen met betrekking tot interculturele bemiddeling
Elk van deze thema's beslaat een module van de cursus die op zichzelf gestudeerd kan worden, afhankelijk van de noden van de individuele cursist. Voor elke module werden er leerinhouden en opleidingsmateriaal ontwikkeld. De leerinhouden worden in dit document voorgesteld, samen met de leerresultaten, terwijl het opleidingsmateriaal per module in afzonderlijke documenten aangeboden wordt.


Contents
Description

Dit document beschrijft kort de accrediteringsprocedures die worden toegepast in de partnerlanden en stelt een gelijkschakeling voor van de nieuwe cursussen met de respectievelijke nationale kwalificatiekaders. Het belangrijkste is dat de kansen tot accreditering van de cursussen worden geïdentificeerd en dat er voor de stakeholders aanbevelingen worden geformuleerd om de professionalisering van interculturele bemiddeling verder te stimuleren.


Contents
Description

La Parte I presenta i contenuti formativi in dettaglio, la loro struttura modulare e gli argomenti, corrispondenti ai risultati dell’apprendimento attesi.


Contents
Description

La Parte II presenta la metodologia formativa, fornendo una panoramica sui principi dell’educazione degli adulti e dell’approccio costruttivista. Sono presentate, inoltre, le tecniche formative raccomandate per la realizzazione del corso, oltre che raccomandazioni sull'uso di strumenti informatici.


Contents
Description

La Parte III contiene un’ampia bibliografia di materiali formativi afferenti all’ambito della mediazione interculturale. E’ possibile trovare in questa raccolta risorse non solo in inglese ma in greco, italiano, tedesco, portoghese e francese.


Description

La Parte IV presenta la metodologia per la formazione pratica, ovvero un modello per il training on-the-job rivolto ai mediatori interculturali. Questo modello è basato sulle buone pratiche individuate in: Belgio, Francia e Germania.


Contents
Description

La Parte V presenta la metodologia di valutazione raccomandata, sia per la formazione pratica che per la formazione teorica.


Contents
Description

Sulla base del profilo e delle esigenze individuate, sono stati identificati i risultati dell’apprendimento attesi per i seguenti argomenti:
- Caratteristiche speciali del programma di formazione per mediatori interculturali
- Metodologia e tecniche della formazione degli adulti
- Tecniche di comunicazione
- Questioni culturali e antropologiche
- Aspetti giuridici della mediazione interculturale
- Risorse sulla mediazione interculturale
Ad ognuno di questi argomenti corrisponde un modulo del corso di formazione che può essere studiato in modo indipendente a seconda delle esigenze del singolo individuo. Per ciascun modulo di apprendimento sono stati sviluppati contenuti e materiale di formazione. Il contenuto è presentato all’interno di questo documento, insieme ai risultati dell’apprendimento.


Contents
Description

Il presente documento descrivere le procedure di accreditamento di ciascun paese del partenariato e propone un allineamento dei nuovi corsi con i rispettivi Quadri Nazionali delle Qualifiche (NQF). Infine sono fornite delle raccomandazioni al fine di promuovere la professionalizzazione dei servizi di mediazione interculturale.


Contents
Description

W część I przedstawiono szczegółowe treści nauczania, zawarte w poszczególnych modułach i tematach, które zapewniają osiągnięcie pożądanych efektów.


Contents
Description

W części II przedstawiono metodologię szkolenia, obowiązującej w omawianym procesie. Określono w jaki sposób należy przestrzegać w trakcie tego szkolenia zasad konstruktywizmu, a także tych związanych z kształceniem dorosłych, oraz kształceniem międzykulturowym. W tej części przedstawiono również zalecone metody szkoleniowe, ze szczególnym uwzględnieniem metodologii studium przypadku, opracowanego specjalnie dla szkolenia IMfI. Elementy, przyjęte jako dobre praktyki w zakresie kształcenia IMfI, zostały zaznaczone i wyróżnione; wykonano również zalecenia, dotyczące wykorzystania narzędzi ICT.


Contents
Description

W części III znajdziemy duży zbiór specjalistycznych materiałów szkoleniowych, dotyczących mediacji międzykulturowej. Zalecamy zapoznanie się z materiałem bazowym, platformami szkolenia IMfI, studium przypadków. Będzie to również materiał pomocny przy zapoznawaniu się z poszczególnymi aspektami mediacji międzykulturowej w języku angielskim, oraz wszystkich językach narodowych.


Contents
Description

W części IV przedstawiono praktyczne metody treningu, czyli model szkolenia zawodowego mediatora międzykulturowego. Model ten bazuje na wykorzystaniu dobrych praktyk, pochodzących z krajów takich jak Belgia, Francja czy Niemcy, gdzie podobne rozwiązania został już wdrożone i sprawnie funkcjonują. W części tej znajdują się również zalecenia, dotyczące sprawnego wdrażania tego modelu w krajach partnerskich, z uwzględnieniem ich specyfiki i kontekstu.


Contents
Description

W części V znajdziemy zarys metodologii oceny, polecany zarówno w szkoleniu teoretycznym, jak i praktycznym.


Contents
Description

W celu opracowania tego kursu, w krajach partnerskich musiał zostać zidentyfikowane po pierwsze profil trenerów IMfI, w celu wykrycia rzeczywistych potrzeb szkoleniowych. Potrzeby te są również określane przez partnerów projektu TIME. Dlatego pierwszym krokiem w projektowaniu tego kursu było przedstawienie rzeczywistego i pożądanego profilu trenera IMfI. Opierając się na tym profilu i potrzebach zidentyfikowanych, pożądane efekty kształcenia zostały określone w odniesieniu do następujących zagadnień:
- Charakterystyka programu szkoleniowego dla mediatorów kulturowych projektu TIME
- Metody i techniki w edukacji dorosłych
- Techniki komunikacji
- Kwestie kulturowe i antropologiczne
- Prawne aspekty mediacji międzykulturowej
- Zasoby dotyczące mediacji międzykulturowej


Contents
Description

Rekomendacje dotyczące walidacji, akredytacji i certyfikacji kursów dla trenerów mediacji międzykulturowej


Contents
Description

Οι 10 καλές πρακτικές που επιλέχθηκαν και αναφέρονται σε δομές, πολιτικές, εκπαιδεύσεις κλπ. στον χώρο της διαπολιτισμικής μεσολάβησης περιγράφονται λεπτομερώς, ακολουθούμενες από προτάσεις μεταφοράς. Η παρουσίαση ακολουθεί το πρότυπο:
- Πού, από ποιον και πώς εφαρμόζεται η πρακτική
- Γιατί θεωρείται καλή πρακτική
- Οφέλη από την εφαρμογή
- Αναγκαιότητα μεταφοράς
- Προϋποθέσεις για επιτυχή μεταφορά
- Προτάσεις για την υπερπήδηση πιθανών εμποδίων στη μεταφορά


Contents
Description

Die zehn ausgewählten Beispiele, die sich auf Strukturen, Strategien, Bildung, Beschäftigung
oder Anerkennung interkultureller Mediation für ImmigrantInnen beziehen, werden hier
genauer vorgestellt, dann folgen Empfehlungen für einen Transfer. Die Beschreibung wurde
folgendermaßen strukturiert:
‐ Wo, von wem und wie die Good Practice umgesetzt wird
‐ Warum ist das ein Bewährtes Verfahren
‐ Nutzen der Methode
‐ Begründung für Transfer
‐ Voraussetzungen für gelungenen Transfer
‐ Vorschläge zur Überwindung möglicher Barrieren für Transfer


Contents
Description

Die zehn ausgewählten Beispiele, die sich auf Strukturen, Strategien, Bildung, Beschäftigung oder Anerkennung interkultureller Mediation für ImmigrantInnen beziehen, werden hier genauer vorgestellt, dann folgen Empfehlungen für einen Transfer. Die Beschreibung wurde folgendermaßen strukturiert:
- Wo, von wem und wie die Good Practice umgesetzt wird
- Warum ist das ein Bewährtes Verfahren
- Nutzen der Methode
- Begründung für Transfer
- Voraussetzungen für gelungenen Transfer
- Vorschläge zur Überwindung möglicher Barrieren für Transfer


Contents
Description

Les 10 bonnes pratiques sélectionnées, faisant référence aux politiques, aux formations, à l'emploi, à la certification ou aux structures d'IMfI, sont décrites de manière plus détaillée et sont suivies par des recommandations relatives au transfert. La présentation adhère au modèle :
- Où, par qui et comment la pratique est-elle mise en oeuvre ?
- Pourquoi est-elle considérée comme une bonne pratique ?
- Avantages qui en découlent.
- Nécessité de transfert.
- Conditions préalables à un transfert réussi.
- Suggestions pour passer outre les éventuels obstacles au transfert


Contents
Description

De 10 goede praktijken die werden geselecteerd, en waarbij wordt verwezen naar IMfI-structuren, beleidslijnen, opleiding, tewerkstelling, of certificering, worden hier gedetailleerd beschreven, gevolgd door aanbevelingen voor overdracht. De voorstelling volgt het patroon:
- Waar, door wie en hoe wordt de praktijk geïmplementeerd
- Waarom wordt deze praktijk gezien als een goede praktijk
- Voordelen die eruit voortvloeien
- Noodzaak van de overdracht
- Eerste vereiste van een succesvolle overdracht
- Suggesties om mogelijke belemmeringen voor de overdracht te vermijden


Contents
Description

Le 10 buone pratiche selezionate, si riferiscono a: politiche, formazione, occupazione e certificazione delle competenze nell’ambito della mediazione interculturale e sono descritte in dettaglio, seguite da raccomandazioni per il trasferimento. Le descrizioni/presentazioni seguono il seguente modello:
- Dove, da chi e come la pratica è realizzata.
- Perché è considerata una buona pratica.
- Benefici possibili.
- Necessità di trasferimento.
- Requisiti per un trasferimento di successo.
- Suggerimenti per superare possibili ostacoli per il trasferimento.


Contents
Description

As 10 práticas selecionadas, relativas a estruturas de Mediação Intercultural para Imigrantes
(MIpI), políticas, formação, emprego ou certificação, são aqui descritas em maior detalhe,
seguidas de recomendações de transferência. A sua apresentação é feita do seguinte modo:
‐ Onde, por quem e como é implementada a prática
‐ Porque é considerada uma boa prática
‐ Benefícios resultantes
‐ Necessidade da transferência
‐ Precondições para o sucesso da uma transferência
‐ Sugestões para se ultrapassarem possíveis barreiras à sua transferência


Contents
Description

W 10 szczegółowo opisanych przykładach dobrych praktyk znajduje się analiza struktury,
polityki, szkolenia, zatrudnienia lub certyfikacji mediatorów kulturowych. Następnie
zanalizowano potrzeby i możliwości implikacji podobnych standardów w Polsce. Opisy
dobrych praktyk mają następujący schemat:
‐ Gdzie, przez kogo i jak praktyka jest realizowana?
‐ Dlaczego jest ona uważana za dobrą praktykę?
‐ Wynikające korzyści.
‐ Możliwość implikacji.
‐ Warunki dla udanego przeniesienia wzorców.
‐ Sugestie na przezwyciężenie ewentualnych przeszkód.


Contents
Project logo

Coordinator

OLYMPIAKI EPAIDEFTIKI KAI SYMVOULEFTIKI EPE

RIGA FERAIOU 113, 27131
PYRGOS
Δυτική Ελλάδα (Dytiki Ellada)
EL

Organisation type: School/Institute/Educational centre – Adult education

Partners

Programma integra scs
Rome
Lazio
Organisation type: Other
HELLENIC OPEN UNIVERSITY
PATRAS
Organisation type: Higher education institution (tertiary level)
BEST INSTITUT FUR BERUFSBEZOGENE WEITERBILDUNG UND PERSONALTRAINING GMBH
WIEN
Wien
Organisation type: Other
Uniwersytet Papieski Jana Pawla II w Krakowie
Krakow
Małopolskie
Organisation type: Higher education institution (tertiary level)
BGZ Berliner Gesellschaft für internationale Zusammenarbeit mbH
Berlin
BERLIN
Organisation type: Other
CAMARA MUNICIPAL DE LISBOA
LISBOA
Organisation type: Local Public body
Federale Overheidsdienst Volksgezondheid, Veiligheid van de Voedselketen en Leefmilieu
BRUXELLES
Organisation type: Other

Disclaimer

The European Commission is not responsible for any uploaded or submitted content. Such content expresses the views of its author(s) only.