MIGRATION AND STRENGTHENING INTERCULTURAL DIALOGUE

AMONG PEOPLE
TIMUR LUCHIN,
MA student, American Studies, USM
Member of executive board of ANTIM, Chisinau.

PAVEL CERBUSCA
Doctor of pedagogy, ASM
Lyceum, Chisinau.

Republic of Moldova in the migration process

During the last two decades the changes resulting from the collapse of the USSR had
influenced the political, economic and social spheres of the Republic of Moldova. With the
emergence of the migration processes in the post-Soviet space, and afterwards in relation to other
countries, particularly with the European countries, has grown the need to regulate such processes
and for Republic of Moldova.
The Proclamation of Independence and joining the Community of
Independent States (CIS) determined the young Moldovan state to assume
a series of responsibilities, including protecting its citizens abroad. Since
late 90s Moldova is facing a major economic crisis, labor migration
becomes lifeline for the majority of households close to bankruptcy. The
enhancement of qualitative and quantitative indicators of this type of
migration determined the directions of migration: first to Russia and CIS
countries, second to the states of the European Union12.
In 1999, for the first time the issue of labor migration has emerged to
the front plan of the national level. At that time the first estimates of the
number of Moldovan citizens employed abroad were made. Official
Extended Migration Profile (EMP)
statistics concerning temporary migration were not elaborated; however,
Report of the Republic of Moldova,
Chisinau, 2012.
the unofficial estimates indicate a figure of 500.000-600.000 people. At the
same time in the Moldovan mass-media circulated the rumor that over one
million Moldovans were working abroad3.
1

Extended Migration Profile of the Republic of Moldova, IOM Mission to Moldova, Chisinau, 2012. p.43.
Victor Moraru, R. Moldova provocrile migraiei, tiina, Chiinu, 2010. p. 127.
3
Almost 25 percent of a population of some 4.4 million for 2001-2002.
2

In the following century, the trends of this phenomenon registered high rates. The Moldovan
government was unable to relieve the disastrous situation caused by the extension of economic crisis,
which has generated a specific culture of migration, based on achieving prosperity outside, especially
for the youth. These beliefs are supplied in particular by the example of neighbors (villagers, their
relatives) who permanently leave for Western countries, have the opportunity to study at prestigious
educational institutions, gaining new skills (obtaining qualification), the founding family (especially
for women)4. Currently, about 55% of emigrants prefer to work in Russia and CIS countries and
about 40% in the European Union (most immigrants working in Italy), and 5% in other countries5.
Emigration to the European Union, according to several studies, is due particularly to high
living standards, a culture of progressive civilization which allows access to better paid services and
respect for the rights of the employee. In 2004, the Republic of Moldova started negotiations on
bilateral agreements with 19 European countries on job placement of migrant workers. Until now a
similar agreement has been signed only with Italy6.
The studies conducted until today indicate that highly industrialized European countries will
need foreign labor to maintain functional their social system (while reducing the population and
aging workforce in these countries)7. In these circumstances, attracting of young people from the
Eastern European countries will greatly enhance the potential risk of losing scientific, economic, and
human resources in these countries, which probably will not be substituted again. Such a scenario
would have dramatic consequences on less developed Eastern European countries including the
Republic of Moldova. The orientation of migration flows to Western Europe has coincided with the
extension of community borders to Eastern countries. In this connection, Moldova has made serious
steps in the direction of the European integration. The advantages of Moldova's European integration
are many, constituting a real instrument for influencing the migration flows from the country8.

Why migration and intercultural dialogue?

Intercultural dialogue is an important aspect of cultural education. Education based on
understanding intercultural dialogue is a process that includes an open and respectful interaction
between individuals, groups and organizations with different visions and cultural background.
Among the main objectives can be mentioned: the development of multilateral perceptions of
different practices and perspectives, increasing active participation and the ability to make a choice,
promoting equality and stimulating of creative processes. The White Paper on Intercultural Dialogue
Living Together As Equals in Dignity9, offers the definition of intercultural dialogue as an open
and respectful exchange of views between individuals and groups belonging to different cultures that
4

The statistical pocket book (compilation) entitled Women and men of the Republic of Moldova, edition 2004 and 2005
elaborated by the National Bureau of Statistics of the Republic of Moldova. The publications can be found on
http://www.statistica.md/pageview.php?l=en&idc=263&id=2199
5
Victor Moraru, op. cit., p.34.
6
http://www.mfa.gov.md/img/docs/lista_tratate_bilaterale.pdf
7
Valeriu Moneaga, Victor Moraru, Faetele unui proces: Migraia forei de munc din Republica Moldova n Italia,
IIESP al AM, Chiinu, 2011. p.7.
8
More information about this subject can be found in the article: Prevenirea emigraiei n contextual globalizrii: cazul
Republicii Moldova, authors: Timur Luchin and Rodica Bolgari. Methodological Guide The School of the XXI century
amid the increase migration of young people abroad, 1st vol., Pontos, Chisinau, 2013.
9
The White Paper provides various orientations for the promotion of intercultural dialogue, mutual respect and
understanding, based on the core values of the Organization. The Ministers welcomed it as a significant pan-European
contribution to an international discussion steadily gaining momentum as well as to the European Year of Intercultural
Dialogue 2008. http://www.coe.int/t/dg4/intercultural/publication_whitepaper_id_en.asp

leads to a deeper understanding of the others global perception 10. In this definition, open and
respectful means based on the equal value of the partners; exchange of views stands for every
type of interaction that reveals cultural characteristics; groups stands for every type of collective
that can act through its representatives (family, community, associations, peoples); culture
includes everything relating to ways of life, customs, beliefs and other things that have been passed
on to us for generations, as well as the various forms of artistic creation; world perception stands
for values and ways of thinking11.
In the contemporary world, the processes based on intercultural dialogue are more durable and
are meant to go beyond a simple tolerance towards each other". This approach implies the
development of creative skills that transform the challenges and the perspectives in the innovation
processes and in the new forms of expression. The concept of intercultural education discipline refers
to components which in their turn derive from: the ability to negotiate cultural meanings and the
ability to respect various human actors identities from multicultural environments. The formation of
these skills is facilitated by entering into intercultural issues. The dimension of intercultural
education is determined by the dimension of knowledge, skills, attitudes and experience of human
actors12.
The migration of labor force from Moldova is determined by diverse factors. This problem
affects all fields of our country and requires an absolutely different approach, as a content and
finality. An innovative approach, which would prove that the labor migration has an impact on
individuals, families and relations among people not only negative but also the positive. Such an
approach in the Methodological Guide Migration and strengthening intercultural dialogue among
people is based on intercultural dialogue/cultural education and it highlights the positive
experience of cultural interaction of people from different countries as a result of the migration
process, on the good practices of migrants as social actors from Moldova and other countries
according to intercultural exchange.
Being longer working abroad, some of our fellow citizens have founded new families; they
have created decent life conditions, being convinced that they are at "home" (in the country where
they live and work). Moldovans create in the host country their small universe of homeland
culture that constantly interacts with other cultures producing a dialogue and an exchange of values,
experience and attitudes. Living abroad, our compatriots cook their meals as in their homeland,
present souvenirs of national symbols; organize concerts and presentations being dressed in national
costume. Thus, our compatriots abroad, contribute to strengthening our country's image. Also, our
compatriots often come home, accompanied by new friends, with which they have formed a
relationship, showing them the cultural monuments and picturesque places in Moldova, cuisine,
national holidays, for example: Day of the Flag, "Martisor", "Wine Festival", etc, or local
emplacement holidays, such as the Village day or some important days of the family.

10

http://www.coe.int/t/dg4/intercultural/whitepaper_EN.asp#TopOfPage
http://www.coe.int/t/dg4/intercultural/concept_EN.asp#P30_3374
12
It has an important contribution to make in the development of the childs intercultural skills, attitudes, values and
knowledge. An intercultural education is valuable to all children in equipping them to participate in an increasingly
diverse society. More information about this subject can be found in the article: Frontier Crossings: Cultural
Dissonance, Intercultural Learning and the Multicultural Personality, author: Michael Allan. Journal of Research in
International Education, 2 (1), 2003.
11

The Project Methodological Guide

The project Methodological Guide for
teachers, students and community members
Migration and strengthening intercultural
dialogue among people is devised
proceeding from the experience gained of
history teachers within regional project
Sharing History. Cultural Education.
Innovating History Education in the Black Sea
Region, implemented by EUROCLIO since
201113. The Methodological Guide focuses on
implementing innovative approaches in the
key of Cultural Education, such as:
intercultural
dialogue/communication,
History teachers from various regions of Moldova took part in the
EUROCLIO/ANTIM Training Seminar, 15 September 2012, Ion Creanga cultural diversity, cultural enrichment, multiPedagogical State University, Chisinau, Moldova.
perceptivity and mutual understanding,
multiculturalism, etc. Also, the guide includes the Moldovan educational materials/modules relating
to theme: Migration and its impact on Moldovan society within the Sharing History, Cultural
Dialogues project of EUROCLIO (as part of piloting process)14.
The Methodological Guide Migration and strengthening intercultural dialogue among
people is addressed to teachers, young researchers, those involved in education and research,
specializing in Civic Education, Pedagogy, History, Political Science, International Relations, etc.
from Moldova and European countries. The papers approach topics from different domains:
Educational and Intercultural Management, Culture and Civilization, History and Law, Civic and
Patriotic Education, Sciences and Technology, Coordination and Self-Management, Tourism and
Entertainment and other fields.
The main objectives of the Methodological Guide:
- Demonstration that the labor migration has an impact on the individual, family and relationships
among people not only negative but also positive;
- Manifestation of tolerant attitude towards various opinions, human dignity and openness to
promoting the values of individual, family, state and European community;
- Familiarization of teachers and students with the innovative ideas, case studies, instruction
requirements and technologies and education through culture amid the increase of the migration
process.
This guide focuses on: the consequences of migration (approach from the perspective of
strengthening the intercultural dialogue) ways to enhance the dignity of the person and the nation's
identity; the situation of our compatriots abroad, which contribute to the strengthening of Moldovas
image; changes of mentality in the context of intensified migration; the role of the Diaspora in
strengthening communities and the development of the intercultural dialogue; migration and
13

http://www.euroclio.eu/new/index.php/sharing-history-cultural-dialogue-2011-2014
Moldovan team develops 6 educational modules for the regional framework within Sharing History Cultural
Dialogues (Eastern Partnership) project. The strategy of piloting the educational materials (and collecting inputs)
includes: to organize the pedagogical/academic conferences and workgroups; to coordinate the national publications; to
translate all the educational modules into the scholar reality and collect inputs. Local coordinators: Sergiu Musteata and
Timur Luchin, the National Association of Young Historians of Moldova.
14

exchange of cultural values among people, communities and countries; migration and destinies of
people, families and communities, etc.
THE PROJECT MANAGERS:
Project implemented by: Cooperation and Partnership Center, ASM Lyceum and AGIRO
General Association of Teachers of Romania in Republic of Moldova.
Partners: ANTIM National Association of Young Historians of Moldova and EUROCLIO
European Association of History Educators.
Associated Partners: NGO Promoting through Intelligence, AO Gaudeamus.
Sponsors and Donors: Embassy of Finland, Bucharest, ASM Lyceum and NGO Promoting
through Intelligence, AO Gaudeamus.
This project is a continuation of our previous years activities. We have edited the
Methodological Guide "The School of the XXI century amid the increase migration of young people
abroad", 1st volume, and presented it to the republican scientific-practical conference. Next we intend
to release within the International Conference for teachers, school managers, students and pupils its
3rd volume entitled "The role of the school as an educational center in the community", March 2014.
Bibliography:
1. Extended Migration Profile of the Republic of Moldova, IOM Mission to Moldova, Chisinau,
2012.
2. Victor Moraru, R. Moldova provocrile migraiei, tiina, Chiinu, 2010.
3. Valeriu Moneaga, Victor Moraru, Faetele unui proces: Migraia forei de munc din Republica
Moldova n Italia, IIESP al AM, Chiinu, 2011.
4. Methodological Guide "The School of the XXI century amid the increase migration of young
people abroad", 1st vol., Pontos, Chisinau, 2013.
5. The White Paper on Intercultural Dialogue Living Together As Equals in Dignity, Council of
Europe, Strasbourg, 2008.
6. Journal of Research in International Education, 2 (1), 2003.
7. http://www.mfa.gov.md/news-mobility-partnership-en/494470/
8. http://www.statistica.md/pageview.php?l=en&idc=263&id=2199
9. http://www.ifad.org/remittances/maps/europe.htm
10. http://www.migrationinformation.org/Profiles/display.cfm?ID=184
11. http://www.mfa.gov.md/img/docs/lista_tratate_bilaterale.pdf
12. http://www.un.md/news_room/pr/2012/undaf/United_Nations_Republic_of_Moldova_Partnershi
p_Framework.pdf
13. http://www.coe.int/t/dg4/intercultural/concept_EN.asp#P30_3374
14. http://www.ncca.ie/en/Curriculum_and_Assessment/Inclusion/Intercultural_Education/
15. http://www.euroclio.eu/new/index.php/sharing-history-cultural-dialogue-2011-2014//Downloads
Cultural Education//Work Document on Cultural Education.
16.
http://antim.md/proiecte/proiecte-din-2013/98-proiecte/proiecte-din-2011/126-sharing-historycultural-dialogues-eastern-partnership.