The project is based on a common and unifying theme, gendre equality, a value shared by every European community since equality between women and men is one of the European Union's founding values. The partners involved in this action are four secondary schools : -Collège Georges Braque, ( Rheims, France); -IES María Blasco, ( San Vicente del Raspeig, near Valenciana, Spain); -Gimnazjum z Oddzialami Dwujezycznymi im. Jana Pawla II (Glinianka, about 30 km from Warsaw,Poland); -fatih mesleki ve teknik anadolu lisesi (Istanbul, Turkey). The project is based on the crossed views by the fouth partners on gender representations in four countries. The three mobilities, (M1, Spain ,M2,Turkey, M3 Poland) are dedicated to a specific fields of investigation and analysis. M1: Gender representations within the media/ in society (entry in the subject) ; M2/M3 : Gender representations within the educational field / gender and language and their correlative impacts on school guidance choices ; M3 : Common creation of a educational tool : video of the plays. Its participants will be 14/15 years old students. All classes of this level, in the four schools, participate in the project. The project is dedicated mainly -but not only- to all students in their last years in secondary schools( 14/15 years old), a crucial point in their educational process in terms of school guidance choices. Half the students, for all partners, are participants with fewer opportunities. Partners, according to a similar diagnosis based on local respective analyses of children's guidance choices and representations of their future, are faced with a similar issue : too many children leave the education system with insufficient training and very few opportunity to be employed, many students have prejudicial ideas on gender roles incompatible with qualifying training and studies. Therefore, fighting gender discriminations and stereotypes at work in everyday life and in the educational field is a priority for all partners since prejudicial to school guidance and choice of studies and careers. In each country, the project is to be monitored and evaluated by team leaders (at least a teacher and a member of management staff) who act as relays displaying informations. Scheduling being crucial to the success of the project, both locally and internationally, the common retro-planning to be validated during the first transnational project meeting(M1) for all partners (France, sept. 2015) is an essential tool that allows both the establishment of intermediate/ final deadlines to be refered to. Key project stakeholders have an hour in their schedule for consultation; local meetings,international reports, and regular collaboration between partners will allow possible adjustments and regular checkings in a constant common self-evaluation process under the guidance of the French partner. A second transnational project meeting (M2) for all partners (France, sept. 2016) will be devoted to an intermediate evaluation of the project. The expected results are : the setting up and implementation of a digital common space of work and of common tools for diagnostics to mesure the impact of the project/the students ' surveys and analyses on gender representations (within the media and the educational) /the students'productions (interviews of students who have made unusual career/training choices, common comparative glossary on job nouns in various language / acting of the final play and its video) / the increasing of students' awareness about gender stereotypes and gender equality / the evolution of school guidance and career choices depending more on competencies than on gender representations (for students/families/school staff) / a better school guidance balance between girls and boys for training and vocational choices /the diminution of school dropout linked to gender discriminatory attitudes/ the promotion of ambition for studies. We expect : - the benchmarking approach of the project to increase families, students and school staff's awareness about gender stereotypes and human rights and make them realise that gender representations are variable, linked to personnal, social, cultural backgrounds; - students who are in great difficulties to get distance from traditional gender representations and to develop a self-critical view on themselves and on their surrounding; -the project and its results (children's analyses and surveys/ final play and the video) to be useful tools for schools and school career advisers in all countries; -the transmission, dissemination and perenisation of the project actions and results through local, national, international sites dedicated to teaching material and methods ; - the project to have a lasting and wide influence on the community since the issue is something to work on children,young people, schooling staff, families and to act as a 'trigger', being the beginning of a wider action to be continued.
The project central theme is gender equaliy, a common issue for all partners and each school. For all partners, Spanish, Polish, Turquish and French, gender prejudices and gender discriminations affect school results, choices of school guidance and school practices. School systems conveying gender prejudices deeply inlaid in society, we want to make gender biais visible for students and adultes of the educative comunity so that they can become aware of them in order to change practices. This common diagnostic has motivated partners to ally and work together in order to reach the same target : school guidances and professional choices must be dictated by personal competencies and not by gendered determinism detrimental to individuals and society. The four partners are : - France : G. Braque middle school, in a priority education area (rep+) in Reims, with about 4OO pupils whom 69 per cent of them are in deep social and economic difficulties. Gender prejudices are quite significant in this school and have an unfavorable impact in terms of orientation. The children and the team involved in Erasmus + received the '' Equality Trophy Award 2016 '' for their action againts gender bias in the educative field. - Spain : The IES Maria Blasco School, in San Vicente del Raspeig, near Valencia, where gender equality is a priority and is transdisciplinary treated every year.since 2010, - Poland : The Gimnazium Oddzialami Dwujezycznymi im. Jana Pawla II in Glianka, near Varsaw , with about 170 pupils. Gender equality is a relativelay recent issue in Poland, according to our partner, since this country conveys strong gender stereotypes, being still quite traditional. -Turkey :The Fatih mesleki ve teknik anadolu lisesi school, in Istanbul, with about 1600 pupils whose social backround is multiple ; the school has many migrants from Syria and Iraq. The gender equality between boys and girls is one of the most important issue of the school and a cooperative club called '' unity of boys and girls'' is very active and aims to raise awareness on the subject among the school community. All teachers are involved in it whatever subject they teach. All partners have completed the core activities initialy defined in the project. Mobilities have all taken place and transnational meetings as well. All partners agree that most activities and all mobilities must concern children aged 14 or 15,because of the guidance choices made at these ages. Yet, most actions were led to affect the entire school community. The main activities are linked to the 3 mobilites with chidren held in Spain(C1), France (C2) and Poland (C3). 1 Before and during the first mobility (C1) in Spain : The partners, in order to make children enter in the core of the project have analyzed TV advertisings in order to raise awareness of gender bias in the media and in society in general. Powerpoints have been made by all partners for the presentation and comparison of results and were presented in Spain during the first mobilty where all countries have also done a presentation of their school and town. 2 Before and during the second mobility (C2) in France ( initially in Turkey, but the destination has changed because of terrorist attaks ) : The partners have analyzed school books and gender representations in 3 disciplinay fields and they have realized 2 interviews ( that have been filmed) of pupils or people having made unusual school guidance or professional choices in term of gender representation. Results have been presented and compared during the second mobility in France. 3 Before and during the last mobility (C3) in Poland : All parterns have worked on the creation and setting of 2 sketches staging situations of gender discrimination. Their presentations took place during the final mobility of all partners in Poland where a commun stage work was done ; the 2 favorite sketches amongs the 8 presented by the four countries have been staged and performed by all students as a conclusion of the project. The realization of the video is to be done and achieved soon, assembling all sketches filmed and produced by all partners, as defined in the initial project. The impact of the project is multiple and two essential aspects are worth mentioning: 1 Some schools will go on cooperating and will remain connected : conventions have been signed ( Spain / France) or will be signed ( France and Poland). 2 The impact in term of gender equality (in medium or long term) cannot yet be quantified. However, it is incontestable that the European dimention of the project has given visibility to the issue, and that actions to fight gender inequality will be reinforced and carried on by the four partners.