Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site 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.

Towards the Recognition of

Non-discrimination Principles at School

This section of the I Have Rights portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.

Teachers for an inclusive school

Homepage > Guideline > Teachers for an inclusive school

Acquisition of intercultural competences based on understanding human rights and non-discrimination values

Definition of Skills Required by Teachers
to Become Agents of Change in Inclusive Schools

The module has the main objective of giving teachers useful information about how they can develop intercultural competence and thus organize and manage multicultural classes. For example, Zadra (2004) states that the training of teaching staff is an important factor in the development of intercultural competences in learners. Designing learning activities to develop intercultural competences entails consideration of the following:
  • The integration of activities in the institutional curriculum;
  • The use of active and experiential methodologies instead of a traditional teaching method;
  • The affective and relational context among peers and with the teacher;
  • The interdisciplinary connection among subjects and the links with current issues and the reality prevailing in the territory concerned.
The first chapter begins by providing an outline of the idea of intercultural competence in the context of the European Union, and goes on to look at definitions of the concept by scholars in the academic field. Than it focuses the reader’s attention on a well-known theoretical model for the development of intercultural competence.
The second chapter describes teaching and learning methods that can be implemented in the classroom. Didactics models and methods to promote intercultural competences are explained, with a special focus on knowledge, skills, and attitude.
The third chapter deals with myths regarding evaluation processes and presents a proposal for a correct evaluation process and a brief list of quantitative and qualitative instruments to use in the context of the classroom.

Chapter 1 – Definitions and Models of Intercultural Competences

Chapter 2 – Teaching and Learning Methods to Promote Intercultural Competences in the Classroom

Download the complete toolkit in PDF version:

fr it en

Follow us

This project has been funded with support from the European Commission. This web site 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.