Intercultural Education

Rating: 4/52 users

In order to address the problems encountered in recent decades after the influx of immigrants in educational contexts in Europe and the US, experimental education models were elaborated and applied in order to smooth integration and psychological-social adjustment and learning of students of various national and cultural groups in the education systems of countries hosting migrants. The various forms of educational approaches are known with different definitions as multicultural, intercultural or antiracist education, education for diversity and citizenship, critical intercultural approach, education for equality and peace, global education, etc.
The seminar is aimed at teachers of every level and all those who work with young people and wish to learn about the educational practices and school programs for students of different national/cultural groups. It is designed to be a basic introduction, with children's activities that are defined by age. There will be presented advices on the methodology and supporting guidance for those who wish to delve deeper into this topic. The educational approach of the courses emphasizes the practical rather than the theoretical level so that all the benefits of the seminar could be implied in the classroom..

- Objectives
The program aims to:
✓ Enable teachers to an alternative education method for students, e.g. various national and cultural groups regarding parameters such as the type of school, age of students, the composition and size of the various groups, the time available for teachers, opinions, attitudes and skills of teachers.
✓ Guide participants how to approach the diversity and similarity based on culture, while efforts will be made to raise awareness and reflection against every form of racism and social discrimination.
✓ Strengthen the role of teachers in promoting students psychosocial adjustment.
✓ Focus on prevention and implementation of intervention programs based on modern data and the use of counseling methods such as dialectical psychological counseling and counseling for the crisis management in the school community.
✓ Strengthen teachers with tools and skills coping bullying, racist speech and racist consequences regardless of intent.

Target Groups
Teachers working in kindergartens, primary schools, lower secondary schools.

Methods & Tools
Lectures, exercises, discussions, teamwork, role-playing, study visits.


Day 1
✓ Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.
✓ Icebreakers, Introduction to the Course
✓ Informing teachers to perceive diversity as difference form that may be a criterion for exclusion, and the diversity relative to axes such as sex, color, ethnicity, ancestry, religion or belief, age, sexual orientation, language, accent, habits/interests, occupation, socioeconomic status, appearance, culture, etc.

Day 2
✓ Analysis of the factors underlying the development of conduct problems such as socioeconomic conditions, the characteristics of students; ie age, sex, social class, family, and the type of school.
✓ Design and development of a preventive policy action plan against victimization practices, intimidation, harassment and abuse, to ensure security and stability climate with the protection of all members of the school community from any threat.
✓ Creation of design and crisis management teams, that will be responsible and determine the basic action plan of the school unit to reduce behavioral problems of students at school, improve the social climate in classes and referral of students exhibiting problems

Day 3
✓ Constructive conflict resolution training that includes the management of emotions and finding appropriate solutions.
✓ The role of the trainer as mediator in the conflict resolution process
✓ The implementation of social skills development programs to stimulate students in their active participation in the formulation of their behavior
✓ Communication skills and behavioral problems management strategies

Day 4
✓ Presentation of interventional educational and advisory programs that are considered necessary to prevent and tackle social problems at school, which apply to a) level of primary prevention b) level of secondary prevention or early intervention and c) level of tertiary prevention and d) level systemic.
✓ Update on use of specific interventional techniques in the counseling room, in class, at home parents or even in a street of the neighborhood, while addressing the problems varies depending on the conditions under which they appear

Day 5
✓ Presentation of possible interventions at the system level through the implementation and application of programs that develop students' self-esteem, confidence in themselves, knowledge and ability to express their rights and educate them in strategies and techniques of behavior and managing their emotions.
✓ Practical implementation of a holistic intervention program to aid positive behavior for students behavior problems.

Day 6
✓ Study Visits

Day 7
✓ Practice
✓ Course Evaluation
✓ Certifications

Course organiser
Erasmus Learn by Oloklirosi

Contact organisation

Upcoming sessions

18.09.2023 > 24.09.2023
Register before 27.08.2023
09.10.2023 > 15.10.2023
Register before 24.09.2023
06.11.2023 > 12.11.2023
Register before 22.10.2023
15.01.2024 > 21.01.2024
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05.02.2024 > 11.02.2024
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04.03.2024 > 10.03.2024
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08.04.2024 > 14.04.2024
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13.05.2024 > 19.05.2024
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24.06.2024 > 30.06.2024
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01.07.2024 > 07.07.2024
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22.07.2024 > 28.07.2024
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05.08.2024 > 11.08.2024
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16.09.2024 > 22.09.2024
Register before 25.08.2024
07.10.2024 > 13.10.2024
Register before 22.09.2024
04.11.2024 > 10.11.2024
Register before 20.10.2024

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Rate & review

Reviews only come from verified course participants via the European Commission's Mobility Tool+. If you participated in this course, use the Mobility Tool+ to submit a review. If the course is not listed in the Mobility Tool+ yet, please provide to your project coordinator the following course ID: 83692.

The course was very interesting. However, the planing wasn't completely respected, and we found ourselves attending a course with only the two of us, which was not our expectations.on the other hand it made the course really made exactly for our needs. The intervenants were very qualified, but to many times were the courses schedule changed.

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The course was uneven. One trainer was absent at the beginning of the session and the substitute lessons were too general for the announced problem. On the other hand, from Wednesday to Friday, the courses were really focused on inclusion and interculturalism.

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Erasmus Learn by Oloklirosi
Erasmus Learn by Oloklirosi
Rating: 4/552 users


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