Indicators for intercultural dialogue in non-formal education activities
The following criteria and their related indicators for intercultural dialogue aim at helping organisers / facilitators / trainers1 of non-formal learning activities to reflect more in-depth on dimensions of intercultural dialogue in their activity.
There are 15 criteria, divided into the three main phases of an activity: preparation, implementation and follow-up. Each criterion has between 2 and 7 indicators, depending on its complexity. The indicators refer to aspects related to the people that take part in the activity, to the processes that are facilitated and to the content that is discussed. You are invited to reflect on your activity from the intercultural perspective and see how these indicators are addressed in the activity, what can you learn from this tool, what aspects can be improved.
This grid is to be to be used for internal purposes, preferably before and during and activity. It can also be used after and activity ended, for a retrospective analysis. The grid will give you a picture of the way in which you approach intercultural dialogue in your activities. It highlights the aspects that are your ‘strong points’, but also the aspects you might want give closer attention to in order to create spaces for meaningful intercultural dialogue.
 Please note that only the term “facilitator” is used in the description of the indicators, in order to facilitate reading, but they are applicable for trainers and any organisers of intercultural dialogue and intercultural learning processes.
- Who are the Guidelines for?
- What previous competences are needed to use this tool?
- How to approach this document?
- Principles of intercultural dialogue in non-formal learning activities
- Background information and related resources
- Indicators for intercultural dialogue in non-formal education activities
- Reflection page