IMPLEMENTATION
Gender Gap-Closing the Gender Gap and Empowerment of all women through Education took place in Porto, Portugal from 03 to 10 of January 2023 and was implemented by the No Gordio organization with cooperation with Acpelia. The project manager was Nikolas Nikolaou and the trainers were Erma Georgiou, Evangelia Nikolaou and Joanna Perreira. In the following lines, we will try to describe the activities and tools that were used in the training day by day.
04 of January of 2023
GETTING TO KNOW EACH OTHER
Activity to break the ice between the participants and get to know each other. We were walking in the room with a paper with our name and a circle (face). As we were walking with our papers each time and when the trainer said "stop", it was simultaneously suggested to draw each time a specific feature of the face of the participant whose name is on the paper, for example the eyebrows, eyes, lips. We continued until we had drawn the whole face. In this way, we had a portrait of each participant which had been drawn by various other participants. Afterwards, we put them up on the wall with an envelope underneath which was used to place some "presents'' and nice notes to other people.
PRESENTATION FOR THE TRAINING: Afterwards we did a presentation of the project and we discussed some guidelines/rules in order to make sure that we will create a safe space that everybody is feeling respected and valued and at the same time to ensure that all of us we are working in the same ground.
ERASMUS 8 KEY COMPETENCES: In order to introduce Youthpass and its competences,we did a "learning by doing" activity and it is called Youthpass Islands and Captain's Log. We divide the participants in groups of 5-6 persons and we have 8 stations that correspond with 8 key competences and in each station, we place one task card and the necessary materials and equipment. Every group get one empty "passport" divided in 8 sections and 1 die. Once they roll the die,they go to the island with the task card that matches the icon they got on the die. If there is another team on the island,they have to roll the dice again,until they find a vacant island they have not visited before. The game ends when everybody has the 8 stamps or when the time is over.At the end, we do a debriefing about the game and its relevance to the competences and the project.
ONE STEP FORWARD,TWO STEPS BACK: We divided participants into groups of 5-6 persons and we gave them a game board and cards. Going around the circle,each player was taking a card and reading it aloud.The cards had some real small stories that happened throughout the world over the last 80 years.Each card is giving instructions to players what to do next (e.g how many spaces to move ahead or backwards,or not to move at all).Participants should followed these instructions and move their games pieces accordingly.When participants landed on the squares marked "Surprise",they should flip a coin.If the coin lands on "Heads" then the learner moves forward 3 spaces.If the coin lands on "Tails",they should move back 2 spaces. The goal of the game is to reach the end of "The road to Gender Equality".Once participants had finished the game,we debriefed about their thoughts to gender equality and what it changed through these years.This game aimed to remind us that even there is a progress towards women's equality,has not been smooth or continuous.
Who are I? : This activity involves buzz groups,brainstorming,drawing and group discussion to explore issues of identity. We explained to participants that we are going to find out how much each of them has in common with others in the group.We gave them papers and pens and explained to them that the first step is for each of them to draw a representation of their identity. They should think of themselves like stars, aspects of their identity radiate out into their society. We asked them to consider the eight to ten most important aspects of their identity and to draw their personal star.We told people to go around and compare their stars. When they find someone else with whom they share a beam or ray, they should write that person's name near the beam. (For example, if Jan and Parvez both have a "rapper" beam, they should write each other's names along that beam) Then we gather all together into the plenary and asked people to talk about how individual each of them was.Finally,we did group brainstorm of the aspects of identity that people choose and those that they are born with. This activity aimed to increase understanding of the concept of identity and widen self awareness,to develop communication skills and the right to life,free from discrimination.
More photos from DAY 1
05 of January 2023
Different Wages: This is a simulation that confronts people with the realities of the labour market. It addresses issues of different wages for the same job,discrimination in the workplace and policies of low pay for young workers.We explained to the participants that they are workers and have to do some work for their employer (the trainers!). We gave them labels (with the sex and the age) at random,one to each participant.They had to do different tasks.Each task equals a day of work.When each task was completed,we asked them to queue up to be paid.We paid each person according to their age and sex as laid out in the list of workers wage rates.You counted the money out aloud so everyone can hear and all are aware of how much each of the others is getting.When participants started to question or complain, we gave them brief "reasons",but avoiding being drawn into discussion.Finally,we gave everyone time to calm down and to get out of role, and then sat in a circle for the debriefing.The objectives were to confront participants with the realities of discrimination in the workplace,to develop skills to respond to injustice and defend rights and promote solidarity,equality and justice.
Work and Babies: This is a role play activity dealing with issues of reproductive rights in the workplace and discrimination against women in the workplace.We divided the participants into groups of 5-6 persons and we gave them different scenarios related to the topic.Afterwards, we gave them twenty minutes to decide on an ending for the story and to develop it into a role play.After,their presentation of the role play we did a debriefing about the reproductive rights in the workplace and the participants shared their views and the policies that they had in their countries.The objectives of this activity were to develop skills of critical thinking and discussion but also to foster open mindedness and a sense of justice and social responsibility.
Gender Norms: This activity explores gender norms and stereotypes that are created and enforced by society,including the media.Also,to explore their beliefs concerning what it means to be a boy or a girl in the society they live in and challenge gender stereotypes and the "accepted" or "normalized" beliefs about masculinity and femininity.We divided participants into smaller groups and half of the groups worked with pictures of women and the other half worked with pictures of men.They had to go through magazines and clip any advertisements or pictures that were striking in conveying messages about how men and women are "supposed" to look and behave.We also gave them a worksheet with different questions and we gave them time to discuss the questions among their teams and to prepare flipchart papers: one with GIRLS/WOMEN as a title and the other with BOYS/MEN.Once the groups had time to discuss the activity,we asked them to feed back their answers and we wrote the qualities discussed for each gender on the relevant flipchart.In this activity,we encouraged a lot the discussion about gender boxes and how we expect people to act,depending on the society's idea of what is considered masculine or feminine behavior.
Mask Activity: This art activity is about decorating the outside part of a mask in the way that others or the outside world see us and also decorate the inside of the mask,representing how we see ourselves.Using a mask is perfect as a metaphor for exploring the different aspects of ourselves. There's something about masks - that really pulls us in, evokes feelings, and actually has a long tradition in many cultures. It's a powerful symbol that helps us share our human experience.Creating this mask helps us express what we haven't been able to express before. It lets us think deeply about who we are, what is the "mask" that we wear on the outside and how that is similar to who we are inside. Share our real experience.This project assumes that we all have masks we wear, different aspects of ourselves that are seen or not seen on the outside. It's okay to have these things, and this process just helps us understand ourselves more, accept our different aspects more. We simply bring more awareness to this and practice embracing all of who we are.
More photos from Day 2
06 of January 2023
Visiting Paredes Town Hall: We visited Paredes Town Hall and we had some activities and discussion with an expert in Gender Equality.First we played "Human Bingo",an activity that we had to find other people to "sign" us if they know something or they did some of the statements that we had on the paper.Later,they gave us some papers with different terms related to our topic and,we had piece by piece to find and glue all the statements on a big papers. Through this fun activity,participants had the chance to cooperate and to learn some terms that maybe they didn't know.Later on,they gave us a presentation related to gender equality and we the participants had the opportunity to ask something or to discuss their views and express freely their opinions.
Golf Experience-Visiting Portuguese National Agency: Afterwards,we visited Aqueduct Golf Course center and we had the chance to be guided by a professional to play golf.It was an amazing experience and for most participants it was the first time.
Later on,we visited Portuguese National Agency and our participants had the chance to have a conversation and asked their questions about Erasmus trainings and their contribution to the young people and the communities.
Visiting Sanctuary of Bom Jesus do Monte: The Sanctuary of Bom Jesus do Monte is a Portuguese Catholic shrine in Tenões, outside the city of Braga, in northern Portugal. Its name means Good Jesus of the Mount.This sanctuary is a notable example of Christian pilgrimage site with a monumental, Baroque stairway that climbs 116 meters (381 feet). It is an important tourist attraction of Braga.On 7 July 2019, the Sanctuary of Bom Jesus do Monte in Braga was inscribed as a UNESCO World Heritage Site.
Many hilltops in Portugal and other parts of Europe have been sites of religious devotion since antiquity, and it is possible that the Bom Jesus hill was one of these. However, the first indication of a chapel over the hill dates from 1373. This chapel - dedicated to the Holy Cross - was rebuilt in the 15th and 16th centuries. In 1629 a pilgrimage church was built dedicated to the Bom Jesus (Good Jesus), with six chapels dedicated to the Passion of Christ.
The present Sanctuary started being built in 1722, under the patronage of the Archbishop of Braga, Rodrigo de Moura Telles. His coat of arms is seen over the gateway, in the beginning of the stairway. Under his direction the first stairway row, with chapels dedicated to the Via Crucis, were completed. Each chapel is decorated with terra cotta sculptures depicting the Passion of Christ. He also sponsored the next segment of stairways, which has a zigzag shape and is dedicated to the Five Senses. Each sense (Sight, Smell, Hearing, Touch, Taste) is represented by a different fountain. At the end of this stairway, a Baroque church was built around 1725 by architect Manuel Pinto Vilalobos.
07 of January 2023
Gender Based Bullying in the school environment: Through this activity participants have increased understanding of GBV in the school environment,what types exist,when it happens and what causes it.Also,they understand the impact of abuse and develop empathy for those who experience it.We divided participants into small groups and,we gave them different scenarios of bullying in the school environment with questions underneath.We gave them some time and after each group briefly summarize the plot of their scenario and we discuss them with the whole group through guided questions.The most important learning point from this activity is that gender-based violence is never the victim's fault – it is a choice that perpetrators make.
Myths and Realities about Gender Based Violence: Participants were able to identify the warning signs of GBV in romantic relationships and understand the fact that GBV is "systematic" abuse,not just a one-off act.This activity includes a role play, so we found 6 volunteers from our participants and we gave them some time to prepare.While the participants were preparing,we opened a discussion on what constitutes violence in a relationship.When they were ready,we explained to the rest of the group that they will watch a story about a couple and their relationship.After the acting was completed,we made a debriefing.We were aware how emotional can be this activity and we made clear to participants to share at the point that they feel safe and whatever we say is confidential.
Domestic Affairs: Participants discuss case studies to analyze the causes of, and ways to prevent different types of domestic violence.We divided participants into groups of 5-6 people case studies and the "guidelines for group discussions".Afterwards,we gave them time to read the cases studies and discuss them between their teams.At the end,we moved on to the evaluation and debriefing of the activity. We ensured participants to be aware that no one should feel under pressure to disclose more than they want.Through this activity participants deepened their awareness about different forms of domestic violence and promoted empathy and the self-confidence to take a stand against domestic violence.
DRAW YOUR BODY: All the participants lie on the floor and think about their body as a totality, and also about each of its constituent parts: fingers, head, mouth, tongue, legs, sex, eyes, hair, bellybutton, neck, elbows, shoulders, vertebrae, etc. After a few minutes of concentration, we gave each person a sheet of paper (the sheets of paper must all be the same size) and a pencil or felt pen . We asked each participant to draw their own body on the paper. The exercise makes the participants extremely conscious that each of us are, first and foremost,we have a body. We may be capable of constructing the most profound abstract ideas and devising the most extraordinary inventions, but it is only because we have,before all else, a body – before we have a name, we inhabit a body! And we rarely think of our body as the fundamental source of all pleasures and all pains, of all knowledge and all research, of everything.
08 of January 2023
Let's talk about Sex!: This activity uses the "fish-bowl" technique to explore attitudes to sexuality,including homophobia and aims to expand understanding about issues and rights related to sexuality and sexual identity.We started by explaining that, although most people view sexuality as a private matter, the right not to be discriminated against because of sexual orientation is a fundamental human right and protected by legislation in most European countries. This activity is an opportunity to explore attitudes to sexuality and in particular to homosexuality and heterosexism.We gave them some pieces of paper and we asked them to write down any questions they have about homosexuality or sexuality in general, and to put their papers in the hat. The questions should be anonymous.We placed the three chairs in a half-circle in front of the group. These are for the three conversationalists who are in the "fish-bowl". The rest of the group are observers.We invited two volunteers to join us in a conversation in the "fish bowl". If at any point someone else would like to join you then they may do so, but as there is only room for three fish in the bowl at any one time, someone will have to swap out. Someone who wishes to join the conversation should come forward and gently tap one of the "conversationalists" on the shoulder. These two people exchange seats and the original "conversationalist" becomes an observer.We asked a volunteer to pick up a question from the hat and start discussing it. The discussion run until people have exhausted the topic and points are being repeated.Everyone was welcome to come forward to express their opinions, but they may also express opinions which are not necessarily their own. In this way points of view that are controversial, "politically incorrect", or unthinkable can be aired and the topic thoroughly discussed from many different perspectives. We emphasized that offensive or hurtful comments, which are directed at individuals in the group, are not allowed.Before we finally go on to the debriefing and evaluation,we took a short break to allow time for people to come out of the "fish-bowl".
OPEN SPACE WITH PARTICIPANTS: We prepared different corners that they can draw or they can write how they were feeling or to create something to give to another participant,to dance freely,to observe or even to create their corner with what they wish to explore and is a way to close this training.
09 of January 2023
Free day at Porto: Porto or Oporto is the second-largest city in Portugal, the capital of the Oporto District, and one of the Iberian Peninsula's major urban areas. Oporto city proper, which is the entire municipality of Porto, is small compared to its metropolitan area, with an estimated population of just 231,800 people in a municipality with only 41.42 km2.Porto's metropolitan area has around 1.7 million people (2021) in an area of 2,395 km2 (925 sq mi), making it the second-largest urban area in Portugal. It is recognized as a global city with a Gamma + rating from the Globalization and World Cities Research Network.
Located along the Douro River estuary in northern Portugal, Oporto is one of the oldest European centres, and its core was proclaimed a World Heritage Site by UNESCO in 1996, as "Historic Centre of Porto, Luiz I Bridge and Monastery of Serra do Pilar". The historic area is also a National Monument of Portugal. The western part of its urban area extends to the coastline of the Atlantic Ocean. Its settlement dates back many centuries, when it was an outpost of the Roman Empire. Its combined Celtic-Latin name, Portus Cale, has been referred to as the origin of the name Portugal, based on transliteration and oral evolution from Latin. In Portuguese, the name of the city includes a definite article: o Porto ("the port" or "the harbor"), which is where its English name "Oporto" comes from.
ERASMUS+/REFLECTION-EVALUATION-DISSEMINATION: A general discussion of reflection of the programme and evaluation based again on discussion and questionnaires. Participants will make their personal plans for follow up and dissemination activities so as to spread the learning outcomes of the PDA.
GIVING YOUTHPASS TO PARTICIPANTS: Participants will have the chance to complete online their youth pass abilities that they gain from the training. A time of another 15 days will be given to them to complete any competence keys they want to complete after re-briefing and making their own summing of their experiences and knowledge that they get in the training.