We all teach in a multicultural schools with children coming from many parts of the world. Currently, the predominant cause of migration is usually to find a more favourable livelihood than families have in their places of origin. Therefore, these are not usually easy life changes for these families and especially for children. Some reasons like poverty, family conciliation, refugees, etc. are the ones that move these people to leave their homes. Many children belonging to these social groups live in poor living conditions deprived of bare necessities of life. We treat these children with equal attention as any other children and do our best to make them feel at home while they are at school. One of our primary objectives is to motivate them to go to school regularly, learn and respect each other. It will help them grow into good people and abiding citizens of our local community and the country in the future. In addition, we are all aware of the fact that we are living in communities where the sense of equality between sexes is not developed to the extent that we can say that we are satisfied with it. On the other side, there is still a difference between the sexes in our societies. These differences that begin in childhood move to adulthood and settle in our societies as standardized behaviors that are very difficult to eradicate. This is where the school plays a fundamental role in educating these people who will be the engine of our societies in the future. The aim of the coeducational school is to eliminate stereotypes between the sexes as well as to overcome social inequalities and cultural hierarchies between girls and boys.
That is why the key segment of utmost importance for the teaching staff at our schools are providing equal conditions and opportunities for all pupils and raising their awareness of the detrimental effects of such behavior to the opposite sex (mostly the female sex). We are willing to increase this issue to a higher level by tackling this problem more seriously and involving all our capacities available to eradicate this social phenomenon at our schools if it occurs. Joining this Erasmus project will ensure that our schools continue to thrive in the international side of teaching. We embed main areas of internationalism into our curriculum. However, we would like to expand this. We are keen to work with schools globally to enhance the learning experiences of the children and use the funding available to give our children life-long memories. We believe that this will ensure that our children have a holistic view of the world and shape their view of the world. Bearing in mind all aforementioned facts, we think that the project should be funded since its final outcome will show that the future for our pupils is bright and that they can live and learn together without any prejudices against the opposite sex.
The primary objectives we would like to achieve with this project are the following:
- To make pupils understand and empathize with immigration and immigrants;
- To raise pupils’ awareness of the significance of gender equality in all spheres of social life including school and local community;
- To enhance pupils’ competences in comprehending and accepting gender equality as well as equal conditions and opportunities for all pupils;
- To familiarize pupils with the term “participation” and motivate them to work in a team, thus overcoming gender barriers and differences;
- To achieve zero tolerance to gender inequality at our school;
- To make pupils’ parents, as their first educators, identify potential problems their children might have and provide help and support;
- To build up parents’ trust and confidence in the education system;
- To develop pupils’ communication and social skills;
- To integrate marginalized groups of children in regular classes;
- To build up pupils’ and parents’ confidence;
- To develop pupils’ positive values and attitudes to learning and the opposite sex;
- To ensure that our children are proud of their heritage and identity;
- To understand the women’s role in different societies;
- To analyze the different roles of women in different countries;
- To make comparisons between present and past among different countries;
- To understand bullying and female bullying
Expected results aimed for at the end of the project are:
The school will:
✓ Develop an established and embedded assessment framework for assessing pupils’ creativity, social and communication skills;
✓ Improve the quality of teaching through team work and raising pupils’ awareness of the need for gender equality and immigration;
✓ Establish sustainable links with pupils’ parents.
The teachers will:
✓ Be more engaged in collaborative team work together with their pupils to help them enhance their competence in gender equality;
✓ Widen pupils’ horizons regarding the significance of gender equality;
✓ Enrich their professional expertise in sensitive areas of education like gender equality, apart from regular teaching.
The pupils will:
✓ Develop the sense of respect and tolerance toward the opposite sex;
✓ Develop the sense of respect and tolerance toward others’ nationalities;
✓ Enhance their cultural and communication skills;
✓ Be more aware of the importance of gender equality;
✓ Be more self-confident and ready to accept gender equality;
✓ Have a higher level of cultural awareness and deeper understanding of inter-gender dialogue;
✓ Develop their capacity of taking initiative and responsibilities for project activities;
✓ Improve their social skills through meeting pupils of different ages, cultures and gender.
The planned activities are going to lead to the achievement of the project’s objectives through carrying out the process of dissemination successfully. It will incorporate organizing different workshops and seminars for the pupils on gender equality, zero tolerance to peer violence,
organizing seminars for the pupils’ parents and representatives of the local community on gender equality, posting and updating information related to the project on eTwinning platform, official schools’ websites pages, maintaining up-to-date blogs on the events related to the project, taking part in various programs on the local radio and TV stations and to the neighbouring schools and towns where our teachers will exchange ideas with their colleagues on this matter. For that reason, we plan to organize numerous workshops and seminars to enhance our pupils’ competences about understanding and accepting gender equality and equal conditions and opportunities for all pupils. We also like to familiarize them with the term ‘’participation’’ – to work in a team, to solve assigned tasks together and for fun, to know their role in a team according to their affinities and preferences. Moreover, we should strengthen their creativity through organizing public events (performances, school plays on a wide range of topics including gender inequality, group sports activities etc). In this way we will strengthen their identity, make them feel more secure and develop communication and social skills. Peer cooperation is also a very important aspect of connecting pupils of different ages and sexes. It will create mechanisms for overcoming gender barriers and differences.
Tasks and Responsibilities
The Spanish school will be the project coordinator. The coordinator will ensure that the project is going according with the planned schedule and will modify any change by doing the corresponding justification. The Italian school will create a Twinspace site as they have experience and one of their teachers has an eTwinning label and can advice about working in this site. The Serbian school will create the web page of our project where we can upload all the information about our activities, visits, pictures, videos, etc. to contribute to our dissemination plan. The English school is going to manage all issues about images and videos edition. The Croatian school will collect all the information about activities and elaborate a guide book for all partners. Finally, the Polish school will be responsible for making the students’ thoughts and feelings report about their experiences abroad after each visit to improve the following ones.
Within each individual school there will be a school coordinator/contact person, and team of teachers to form an “eSeF team” to help with carrying out the project in the whole school. This team will include a member of the Senior Management Team, and one of the team will be assigned the task of Deputy Coordinator, in case circumstances mean that the lead coordinator cannot fulfill the role. Schools have agreed to ensure that the whole school community is involved, and that there is a sufficient group of teachers and students for each task. These tasks will be: the general supervision over the course of the project, dissemination plan, evaluations and upgrade the Twinspace. The eSeF Team will be made up of teachers of different subjects (Mother Tongue, English Language, Science, Art and Music, Sport, ICT) and in certain activities will involve parents, volunteers and the local community. Schools may choose to involve students in their eSeF Teams, principally those whom are more motivated towards the project. They will be key players in the planning and evaluation of the modules. Each individual school coordinator will be responsible for individual requirements regarding the budget, traveling requirements, insurance, evaluations and so on, or for delegating these to competent individuals so as to fulfill the requirements of the grant.