1. Intercultural Learning & Non-Formal Education Gurgen Balasanyan

2. 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?

3. 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.

4. 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.

6. Dimensions of Culture Hofstede Power Distance Uncertainty Avoidance Individualism vs. Collectivism Masculinity vs. Femininity Time Orientation Hall Fast and Slow Messages High and Low Context Territoriality Personal Space Monochronic vs. Polychronic Time

7. Intercultural Communication Communication Verbal Non-Verbal

8. Stages of Intercultural Learning Ethnocentrism Denial Defense Minimization Ethnorelativism Integration Adaptation Acceptance

9. 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.

10. Culture Shock

11. Education Fig. 6 Formal EducationNon-Formal Education Learning methods The dominance of the vertical relationship between the possessor of the knowledge and the receiver. Interactive relationship between the learners and the environment surrounding them. “Learning by doing”. ContentMostly defined by educational institutions or government. Chosen by the learner. No definition except concrete experience acquisition. OrientationFact orientedProcess oriented ControlExternal/hierarchicalInternal/democratic Certification Usually provided at the end of the course as a document certifying the successful completion of the subject. No mandatory certification; however, a certifying document may be provided that can later be presented to a formal educational institution or attached to the CV. LengthProvided with layers: primary, secondary, higher education, etc.Lifelong learning process Strong Points Almost always free and systematized /for more information refer to the “Millennium Development Goals” of the UN, Goal 2/. Accessible to all with no age limitations and boundaries; inclusive and entertaining. Weak PointsNot adapted to meet personal needs and interests, at least in primary or secondary education; monotonous to people, especially that of young age; not interactive enough. Absence of formal recognition; difficult to assess – it is generally achieved by means of internal evaluations.

12. Non-Formal Education Methodology Selection Aims and Objectives Target Group Environment, Space and Time Resources, Framework Previous Evaluation, Experience Transfer; Participant Experience

13. NFE Tools Ice-Breakers Energizers Individual Exercises Discussions and Arguments Simulation Games Role Plays Problem Solving Research

14. Prioritization of NFE for Intercultural Learning Advantages Less Stressful & more target-friendly Diverse Dynamic & Adjustable Inclusive & Entertaining Indirectly “digging” into the person and perception Disadvantages Assessment Accountability

15. Thank You! Q & A