  According to the 2010 Census:  Russian federation population is just over 143 million  80% of the population of Russia is Russian  More than 100 other ethnic groups live in the Russian Federation (RF).  The “Concept of demographic policy of the RF for the period till 2025” (from 2007) predicted:  More than 200 thousand people migrating to Russia per year till 2015 and more than 300 thousand annually between  This will change the ethno-demographic balance in many regions. Context 2

  Over last 20 years Russian governments have recognised the need to support and promote multi-ethnicity.  Ethnic groups were offered opportunities to preserve and develop their ethnic identity and language, with education playing a key role in this process.  In the RF implemented the Federal targeted programme “Fostering tolerant attitude and preventing extremism in Russian society”.  The aim of the programme was to consolidate civil society, support diversity, and approve the rights of all people to be different. Context 3

  Education of new arrival students and students belonging to diverse existing ethnic/cultural groups in Russian universities creates conditions in which the implementation of multicultural policies and practices becomes imperative.  Recognition that education can play a key role in promoting inter-ethnic interaction. Students and staff in HEI should be aware of this phenomenon and their expected role as ‘problem-solvers’ in a multicultural society.  Current practice is inconsistent. Context 4

  The challenge: how to equip HEI’s to deal with multi-ethnic diversity and contribute to an overarching construct of a shared citizenship in Russia? There is a lack of professional expertise in Russia to assess and promote inter-ethnic interaction in Russia. Context 5

  Russia is now launching reforms of its higher educational system and is looking to EU-HEIs for expertise and models. The cooperation of experts from EU and Russian HEIs in the ALLMEET project (Actions of Lifelong Learning addressing Multicultural Education and Tolerance in Russia ), aims at contributing to raising awareness and creating intercultural competence. EU partner HEI’s  Italy, Alma Mater Studiorum Universita di Bologna  Scotland, University of Glasgow Netherlands, Inholland University of Applied Sciences Portugal, Universidade Nova de Lisboa ALLMEET project 6

  A combination of attitudes, knowledge, understanding and skills applied through action which enables one, either singly or together with others, to: understand and respect people who are perceived to have different cultural affiliations from oneself; respond appropriately, effectively and respectfully when interacting and communicating with such people; establish positive and constructive relationships with such people; understand oneself and one’s own multiple cultural affiliations through encounters with cultural difference. (Barrett et al., 2014, p.7). Intercultural Competence 7

  ALLMEET project consortium has been formed to promote intercultural competence through intercultural education.  ALLMEET will support the modernisation of Higher Education in Russia, enabling HE Institutes to play the role of key-actors in promoting actions on topics not usually debated in Russian society such as:  migration  intercultural education  human rights – to increase the acceptance of minority groups. ALLMEET project 8

  A network of six Intercultural Education Platforms offering empowering learning experiences to a range of staff and student target groups within HEI’s. This will, Support a process of intercultural dialogue, promote an open and respectful exchange of views between individuals and groups with different ethnic, cultural, religious and linguistic backgrounds and heritage, on the basis of mutual understanding and respect. ALLMEET project 9

  The six Intercultural Education Platforms will be located in six different cities in five Russian regions:  Moscow (Moscow city)  Arkhangelsk (Arkhangelsk Oblast)  Yoshkar-Ola (Mari El Republic)  Kazan (Republic of Tatarstan)  Naberezhnye Chelny (Republic of Tatarstan) and  Krasnoyarsk (Krasnoyarsk Krai). Intercultural Education Platforms 10

  Each Platform will develop its activities and tasks through three different educational spaces/approaches, with common goals and coordinative criteria.  A coordination centre will provide general and operational management of the work of the platforms, identify problems and seeks solutions. Intercultural Education Platforms 11

  These spaces are:  1. the physical space: Research, Training and Learning Centers;  2. the virtual space: Intercultural Education web Platform;  3. the outreach space: actions in community spaces, to reach the target groups in their social and cultural environments. Intercultural Education Platforms 12