Migration Policy Institute’s report “Multiculturalism: Success, Failure and the Future” (Feb. 2012) draws upon Multiculturalism Policy Index: “[…] multiculturalism in the West emerged as a vehicle for replacing old forms of ethnic and racial hierarchy with new relations of democratic citizenship, and there is some significant, if not yet conclusive, evidence that it is making progress toward the goal”. Preliminary analysis made by us showed that in Europe exist many ethnicities, each country hosting national and immigrant minorities. This situation exists in project countries - RO, CY, ES, IE, IT, PT, TR, UK. The 2011-2012 censuses in these countries reported various religions: Muslims, Roman Catholics, Protestants, Hebrew, Hindu, Presbyterian, Anglican, Methodist, Reformed, Pentecostal, Orthodox, Sunni, Alevi or Sufi. The social tensions/anti-social deeds generated by multiple factors (i.e. different religious background, cultural traditions, affiliation to ethnicities/social clusters, etc.) can be defused and prevented through non-formal/informal education for tolerance, acceptance, opening, understanding, reciprocal knowledge. The project aims at training AE educators to promote tolerance and understanding of “the other” in multilateral communities. The target groups are AE educators & Adult Learners from cultural conglomerates. The objectives are: •Improve AE educators’ competences for handling multi-ethnic groups •Promote peaceful coexistence in a multicultural world through quality non-/informal learning on tolerance & understanding of “The Others”. Participants 32 AE educators in Training Course “Managing multicultural and multi-ethnic groups for tolerance and good coexistence”. 80-120 adult learners in Intensive Course “One day in the shoes of “The Other” Main activities •Management, QA, evaluation, dissemination, exploitation, sustainability activities •Comparative research on features of European cultures, elaboration of Transnational Report •Joint staff training event •Curriculum for AE educators’ training •The Adult Educator’s Handbook: a new approach of multiculturalism and religion for peaceful and rightful coexistence •Blended learning mobility for AE educators (40 hrs F2F training, 20 hrs online training on multicultural education & pedagogy, 40 hrs the course “Managing multicultural and multi-ethnic groups for tolerance and good coexistence”) •Handbook II for learners “One day in the shoes of “The Other” •Intensive Course for adult learners •Case Studies •Multiplier events A classic methodology will be used, with 5 phases: Initiation, Planning & Design, Implementation, Monitoring & Controlling, Closing. We will use Logical Framework Matrix, Project Plan and specific tools (Project Implementation Team, Steering Committee, QA Committee, etc.). Monitoring & Controlling will be based on: where are we, against where we should be?, where should we be?, how can we get back on track?, what is the impact of this change? Dissemination, Evaluation, Sustainability & Exploitation Plans will be put in practice. At Closing we will know how well the project has performed. Results • Transnational Report on the specific features of diverse European cultures • Curriculum for the Adult educators training • Handbook I “The Adult Educator’s Handbook: a new approach of multiculturalism and religion for peaceful and rightful coexistence” • Training course for Adult educators “Managing multicultural and multi-ethnic groups for tolerance and good coexistence” • Handbook II for learners “One day in the shoes of “The Other” • Intensive course for adult learners • Case studies • 8 Multiplier events • Short-term joint staff training event in Italy • Blended mobility for learners in Portugal • New AE educators’ soft skills for handling multicultural learners • Improved Adult Learners’ attitudes, behaviors for peaceful and rightful coexistence • Increased AE educators’ preparedness and motivation for implementing a multicultural approach • Increased social cohesion • Less vulnerable position of minority groups within cultural conglomerates •Support provided to AE educators in using ICT technologies (MOODLE) to better engage their learners Impact envisaged - increased capacity of AE educators to autonomously develop improved programs that to include multicultural education - improved quality of AE programs - increased professionalization & professional recognition of beneficiaries of training - better understanding of social realities of multicultural communities increased motivation in contributing to social cohesion, harmony, equity and good coexistence - group of AE educators better trained and professionally adapted to European realities of multicultural societies - increased number of trainees attracted by AE providers Potential longer term benefits - added value on living and working together within mixed societies - increased visibility of partner institutions and higher attractiveness