Development of Intercultural Competence of Students and Trainers in EU VET institutions LLP- LdV-TOI-2013-LT-0145 WP leader: P1 Lithuanian University of Educational Sciences, Lithuania WP1 - HANDBOOK OF METHODOLOGY FOR DEVELOPMENT OF INTERCULTURAL COMPETENCE This project has been funded with support from the European Commission

HANDBOOK OF METHODOLOGY FOR DEVELOPMENT OF INTERCULTURAL COMPETENCE This project has been funded with support from the European Commission

1. PARADIGM OF INTERCULTURAL COMPETENCE Six and nine dimensions of cultures (Hofstede, 2011; House et al., 2002) and ten clusters of cultures based on similarity among some societies (Leader Effectiveness and Culture: The GLOBE Study, 2012) are presented here.

5. METHODOLOGICAL RECOMMENDATIONS AND EXAMPLES OF HOW TO HANDLE WITH THIS MATERIAL. This project has been funded with support from the European Commission

5.1. Methodological recommendations. This project has been funded with support from the European Commission

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  Three principles of intercultural education (UNESCO).  Six key methodological fundamentals for development of intercultural competence (Bednarz, 2010).  Fifteen important methodologically issues for development of intercultural competence.

5.2. Examples of how to handle with this material. This project has been funded with support from the European Commission

Relying on dimensional paradigm of culture, seven cultural factors should be considered by practitioners when conducting training (Yang et al., 2009). This project has been funded with support from the European Commission

The Pyramid model of intercultural competence (Deardorf, 2006; 2009; 2011) could be used as:  List of relevant components of intercultural competence.  Identifier of degree of intercultural competence by degree of attitudes, knowledge/comprehension and skills achieved.  List of criteria for general or specific assessment of intercultural competence.  Indicator of the internal and external outcomes of intercultural competence development.  List of learning objectives for each learner or teacher in VET institution. This project has been funded with support from the European Commission

The Process model of intercultural competence (Deardorf, 2006; 2009; 2011) could be used for:  Development of positive attitudes fundamental to intercultural competence.  Creation of positive motivation to develop intercultural skills.  Moving from personal level (attitude) to interpersonal level (outcomes) of intercultural competence.  Assistance for teachers to manage the complex process of intercultural competence development.  Demonstration of the continuality of intercultural competence development. This project has been funded with support from the European Commission

The Developmental model of intercultural sensitivity (Bennett, 1993; 2013) can help to:  Understand the process of intercultural competence development step by step.  Understand the peculiarities of intercultural competence development process.  Facilitate the transition from ethno-centered reasoning to ethno-relative one.  Provide efficient strategies and teaching methods according to peculiarities of stages of intercultural competence development. This project has been funded with support from the European Commission

Some learning theories and approaches could be used for development of intercultural competence too. For example:  Experiential learning theory (Kolb, 1984).  Consolidation theory of learning (McGaugh, 2000; Lieberman, 2012).  Problem based learning approach (Barrows & Tamblyn, 1980, Barrows, 1996).  Reflective learning approach (Schön, 1983; Moon, 2004).  Student-centred learning approach (Brandes & Ginis, 1986; Attard et al., 2010).  Active learning approach (Bonwell & Eison, 1991; Prince, 2004; Felder & Brent, 2009). This project has been funded with support from the European Commission

CONCLUSIONS This project has been funded with support from the European Commission

1. Intercultural education is one of several key areas where action is required to enhance intercultural dialogue to assure and develop human rights, democracy and the rule of law. This project has been funded with support from the European Commission

2. Intercultural competence is the efficient management of interaction among people who, to some degree or another, represent different or divergent affective, cognitive, and behavioral orientations to the world. These orientations will most commonly be reflected in such normative categories as nationality, race, ethnicity, tribe, religion, or region. This project has been funded with support from the European Commission

3. The Pyramid model of intercultural competence represents motivational (attitudes), cognitive (knowledge and comprehension) and skills components of intercultural competence and incorporates the context within these components. This project has been funded with support from the European Commission

4. The Process model of intercultural competence reveals the interaction between attitudes, knowledge, skills and outcomes in the development of intercultural competence. This project has been funded with support from the European Commission

5. The Developmental model of intercultural sensitivity reveals the process of accumulation of experience and changes in the attitudes during intercultural competence development. This project has been funded with support from the European Commission

6. Intercultural competence can be developed in different ways through use of different learning methods, classical and innovative learning tools. This project has been funded with support from the European Commission

7. VET teachers need to apply comprehensive and holistic approach to be successful in increasing intercultural competence of students and themselves. This project has been funded with support from the European Commission

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145 The 2nd draft of the Handbook should be developed further on your comments.