D I DA CT GU EOF N R€¦ · d e s leonardo da vinci project gender experts: a professional profile...

LEONARDO DA VINCI PROJECT GENDER EXPERTS: A PROFESSIONAL PROFILE

FOR EQUAL OPPORTUNITIES

DIDACTIC GUIDE OF GENDER EXPERTS – SUMMARY

Summary Presentation

DIDACTIC GUIDE – SUMMARY. SUMMARY PRESENTATION. 1

INDEX

PREFACE TO THE HANDBOOK - SUMMARY

INTRODUCTION PRESENTATION OF THE HANDBOOK (Fundación Valdeorras) CARDS FILE STRUCTURE

• File aim • File contents • Development of the didactic units of each card • Methodology • Assessment

TRAINING CONTENTS OF THE MODULES

PREFACE MODULE 1: Equal Opportunities: History and concepts

• Introduction • Didactic units

MODULE 2: Plans of Equal opportunities for Women

• Introduction • Didactic Units

MODULE 3: Information Techniques


MODULE 4: Awareness and Sensitising techniques


MODULE 5: Resources for the equal opportunities


MODULE 6: Design and planning of the equal opportunities


MODULE 7: Methodologies and Strategies for the equal opportunities


MODULE 8: Design and preparation of resources for equal opportunities



MODULE 9: Plans Assessments for equal opportunities • Introduction • Didactic Units

MODULE 10: New Information and Communication Technologies


MODULE 11: Practices in Institutions / Entities



INTRODUCTION The situation among men and women, in the XXI century, is still little or non equal

in the different social work, education, family life background and which responsible are the agents involved in those areas of life. We think that the labour market has and will have a relevant role in the E.O. field, as well as the family, State and social life... Men and women should be able to share the space without any social, labour, family discrimination, that might occur in the past but that nowadays is forgotten. The society must support the total development of people without difference between what is female or male.

Because of that, strategies are necessary, actions that lead to eradicate any kind

of discrimination and people committed. One way to eliminate the inequality among men and women is to make the state and members of this take part in the situation and make them feel responsible of it. We understand that the equal rights are any citizen’s rights and it must be understood in this way, making it be accomplished. Consequently, the public powers will control the fulfilment of this principle and its put into practice, through Equal Plans and Policies and positive actions…In this way, this handbook makes it easier and gives a better knowledge of the law, so that it may be considered as a reference when any kind of action is carried out.

However, people involved in this cause and trained in this matter are necessary in

order to be able to carry out these actions, that is professionals responsible of designing, carrying out, assessing these actions and plans, who give information and advice to victims of inequalities…These professionals will see in this handbook the perfect tool of work, since it is a guide of knowledge and training. So the Equal Opportunities Promoters will meet all their training needs and will be able to carry out their tasks according to the Equal Opportunities among men and women. On the other hand, the Equal Opportunities Agents are the promoters’ extension widening their theory and practical knowledge. From this mixture the expert professionals in Equal Opportunities and Gender matters, will come up, who will meet all the needs that the society demands.

From what it is said above, it is understood that it is necessary to create a legal,

social, labour, economic, family and education framework, which has implicit the Equal Opportunities among men and women, in any action to be carried out. Only in this way, we will get a plural society inside a single space where all can live on equal basis. This goal is extending to other countries where the Equal Opportunities is still a challenge of the XXI century. This guidebook specially mentions Portugal, Italy and Poland.


HANDBOOK PRESENTATION It is a plan with top priority to find useful answers to meet all the Human

resources qualifications needs, to make the inclusion of the rural areas to the socio-economic process of dynamization, especially in regions from the European Union.

In such process the professional training is a decisive tool to introduce people in the society of knowledge and prepare them in order to make them able to solve problems. The society from Galicia is aware of the women’s rule that is one of the main powers of development in such rural areas. Keeping in mind the difficulties which this faces up to, because of the inequality opportunities with regard to men, the Autonomous Community assume the challenge of taking measures to make true the women’s incorporation to the taking decisions and representative areas.

The 50’72% of Valdeorras territory are women, who are leaving the rural areas looking for a job and welfare, causing the fast abandoning of the rural areas. Things such as the development of modules that make the formation access easier for the most disadvantage people in the labour market, the Equal Opportunities among men and women, the struggle against discrimination in the education to create a new project: “GENDER EXPERTS”: “A NEW PROFESSIONAL PROFILE FOR EQUAL OPPORTUNITIES” with the aim of meeting all the needs of a specific qualification in Equal Opportunities, concerning the rural area.

The foundation Valdeorras was created by the “Plan de Desenvolvemento

Comarcal” in Galicia as a specific institution that directs the cooperation of the public and private sector, as a territory group, which has a main goal the dynamization of territorial resources. Project promoters, was created with the idea of improving the individual attitudes and competences of people, to improve the quality and access to continue the professional training and to promote and reinforce the contribution to professional training to the innovation process.

After three stages, three products, first to know generally the women’s situation

nowadays in the area in order to find answers for the demanding reality, second to develop a pilot training Plan that can be useful as a reference in the qualification and the Equal Opportunities Agent and Promoter for women’s approval, finally a guidebook to guide employment agents in the management tasks of women’s integration in labour market in the rural areas.

So we introduce an only contribution package to the knowledge and a sample of

how to treat the qualification and professional recognition of the gender figures, already identified in the National Catalogue of Occupations (NCO) of Spain, although without the formative content, from the point of view of the reality of the rural society in Galicia, with the view that, such acknowledge, can be transferred to other realities with similar necessities.

Edelmiro López Iglesias President ofd the Fundación Comarcal Valdeorras


CARDS FILE STRUCTURE FILE AIM The Gender Experts Manual has been conceived as an intervention tool within

the frame of an egalitarian and global society and as a support for equal opportunities for both men and women. Throughout all the work units, the contents pursue the unique goal of providing the users with skills in order to intervene in situations that may contain inequality and consequently to design actions as preventive tools within the equality. Through the study of each work unit, the above-mentioned manual aims to provide the students with basic command whenever training actions must be achieved within the frame of equal opportunities. We believe that the purpose of the manual is just to promote equal opportunities for men and women through training actions and interventions involving all the active male and female members of our plural, egalitarian, democratic and tolerant society.

By following the same strategy, the desired aim of this file, which serves as accessory of the manual, is nothing else but to stimulate and motivate learners to the study of the educational contents that will be added later. The present file represents a tool and/or a didactical instrument that includes all the necessary components to promote the research and at the same time it is a guide and a study of the topic that interests us, that is the equal opportunities for men and women.

However, the cards are only an introduction to our topic, and that is why one must consult the manual to broaden and consolidate his/her learning.


FILE TRAINING CONTENTS The training itinerary was planned to have a total extension of 300 hours,

distributed in eleven training modules and two training levels: “Equal Opportunities Promoter” and “Equal Opportunities Agent”:

The Gender Experts File has a modulated structure and consists of various

didactical units that develop its contents over 11 modules, whose configuration is the following:

Card 1 – Didactic Unit 1 The women’s struggle: periods and demands

Card 2 - Didactic Unit 2 Gender male and female, psycho – social aspects: stereotypes.

Card 3 - Didactic Unit 3 Gender and multiculturalism

Card 4 - Didactic Unit 4 Gender, science and technology

MODULE 1 Equal

Opportunities: History and concepts

Card 5 - Didactic Unit 5 Gender and equal opportunities: new values in the interpersonal relationship for the equal opportunities.

Card 1 - Didactic Unit 1 Legal system and women’s situation. Civil, penal and working aspects.

MODULE 2 Equal

Opportunities Plans for Women Card 2 - Didactic Unit 2 Equal opportunities policies and plans


Card 1 - Didactic Unit 1 Current situation of men and women in society and models. Identification of inequality factors: information collecting.

Card 2 - Didactic Unit 2 Oral techniques: communication skills

Card 3 - Didactic Unit 3 Written techniques

MODULE 3 Information Techniques

Card 4 - Didactic Unit 4 Audiovisual techniques

Card 1 - Didactic Unit 1 Motivation and persuasion. Female collective participation in the rural background MODULE 4

Awareness and Sensitizing Techniques Card 2 - Didactic Unit 2

The sensitising in the information presentation: resources and access to information. Sensitising techniques

MODULE 5 Resources for

the Equal Opportunities

Card 1 - Didactic Unit 1 Mainstreaming and politics of equality. Positive actions: concept and innovating experiences.

MODULE 6 Design and

planning of the Equal

Opportunities

Card 1 - Didactic Unit 1

Development of social projects that promote the equal opportunities: analysis of the situation. Detection of necessities. Preparation of a social investigation process to detect necessities, planning techniques, carrying out and projects management.

Card 1 - Didactic Unit 1 Language, communication techniques and social skills

Card 2 - Didactic Unit 2 Education: education and coeducation at school. Family education and adults education.

Card 3 - Didactic Unit 3

Promotion of E.O.: tools to eradicate the sex discrimination in the education background and access to work and self-employment, labour guidance and business creation.

MODULE 7 Methodologies and Strategies for the Equal Opportunities

Card 4 - Didactic Unit 4 Participation: difficulties, motivations and associations in the rural areas.

Card 1 - Didactic Unit 1 Design and preparation of resources for oral techniques

Card 2 - Didactic Unit 2 Design and preparation of resources for written techniques

MODULE 8 Design and

preparation of resources for

Equal Opportunities Card 3 - Didactic Unit 3 Design and preparation of resources for

audiovisual techniques MODULE 9

Plan Assessment for Equal

Opportunities

Card 1 - Didactic Unit 1 Evaluation and follow up of the results of an equal opportunities project: models, evaluation types, evaluation techniques and instruments

Card 1 - Didactic Unit 1 Course for Beginners: Word, Excel, Internet Explorer, Outlook 2003, Power Point and Corel Draw.

MODULE 10 New Information

and Communication Technologies Card 2 - Didactic Unit 2 Advanced Course: Word, Excel, Internet Explorer,

Outlook 2003, Power point and Photoshop

Card 1 – Didactic Unit 1 Practises in Institutions for EO Promoters MODULE 11 Practises in Institutions /

Entities Card 2 – Didactic Unit 2 Practises in Institutions for EO Agents


The contents of each card are preceded by a short preface, which awakes the pupils’ interest and anticipates them the work units together with their respective duration.

DEVELOPMENT OF THE DIDACTIC UNITS All the didactical units have a common structure that stimulates the student to get

involved in their respective topics. The structure of each unit is a typical one for any educational process and its contents are the following:

• Objectives: what the student is supposed to acquire • Temporisation: the estimated time to carry out the unit • Credits/Authors: the developers of each unit • Contents: the whole information configured by the basic knowledge of each

unit

• Activities: all practical actions that allow the acquisition of the contents of each unit. All the supplied material will be referenced in the initial sketch; the activities are only mentioned and they refer to the contents of the manual.

• Medias and resources: the necessary material to carry out the

teaching/learning process. It will also be commented in the initial sketch of the respective unit.

• Methodology: The acquisition of contents will be discussed from different

methodological perspectives that will be also referenced in the initial sketch of the respective unit. The methodological typology will be explained a posteriori.

• Evaluation: The training process of each unit will be evaluated in three

different times by using methods and instruments according to the approach. They will be discussed in further paragraphs. The evaluation contained by the card is focused on the student and it is necessary to consult the manual if one wants to know and access to the trainers’ and the process evaluation.

• Bibliography: all the information of the unit will be referenced by means of

different sources. The bibliography enclosed in each card represents only a part of the titles quoted in the manual and one must consult the CD-ROM, which contains the whole manual, to complete the learning.

At the beginning of each unit the student is presented a sketch that will allow

him/her to follow and to be informed about the whole training process. This sketch is a guide not only for the student, but also for the trainer.

All the topics mentioned previously will be referred to in the same sketch.

Likewise, the only evaluation that is mentioned in each unit is the final evaluation, which will be achieved by using questionnaires, specific true/false quizes, etc. The initial evaluation will be made by using question sets that will allow the trainer to test the prior knowledge of his/her students and to set a starting point of the course. The training evaluation will be made during the whole unit by means of the trainer’s systematic observation and the involvement, participation and carrying out of all the activities.


Finally, at the end of the manual there are some evaluation questionnaires. They refer to the trainer’s evaluation, training evaluation in general and learning evaluation in particular and can be consulted on the CD-Rom.

METHODOLOGY The training task within the frame of equal opportunities for men and women

needs a mainly social methodological approach. That makes necessary the use of active, participative and socializing methodologies in order to benefit a team work and students´reflections on the practice. The methodology used in this book pursue two goals:

• To benefit the students’ knowledge acquisition • To become a useful example for the students’ future interventions

The methodological techniques, which are mentioned and followed in the manual,

allow the simulation of a part of the practice, so that it can be analyzed subsequently. The techniques mentioned below are part of the activities contained in this book: • Case study and/or analysis: it is a report, real or not, which suppose a

credible situation, which must be analyzed or simply explained and to which practical solutions and alternatives behaviours of the participants must be found. This supposes a preventive training before to face the experience. It represents a very important technique to implement equal opportunities, for it anticipates the mentioned situations and avoids their repetition.

• Role playing: it is similar to case analysis and the difference is that the case

is performed by several students. It is positive, because it makes the learning process more real.

• Simulation: it is very similar to the two techniques above-mentioned, but the

difference is that the students must now use the trainer’s techniques and strategies in resolving non equal opportunities situations. In this way, the students can analyse practical situations again and correct those behaviours that do not or would not make any improvement.


EVALUATION PROCESS We consider the evaluation as a permanent and global process, whose each step

supposes error correction and pertinent change oriented to the students’ necessities. The evaluation of the present manual is based on five main questions that must be answered in any formative process. For practical reasons, the evaluation contained in the following card is focused on the student, even though it refers to different agents, procedures, instruments, etc. The entire process is described as follows:

Whom do we

evaluate? What do we evaluate? When do we evaluate?

How do we evaluate?

What do we evaluate with?

The Student

-Knowledge -Attitudes -Skills -Interests and Expectations

-Initial Evaluation -Formative Evaluation -Final Evaluation

-Activities and documents analysis -Systematic observation -Test applications

-Developing questions -Multiple choice and true/false test -Open questions

The Trainer

- Topic mastery - Group management -Use of didactical resources - Use of evaluation instruments - Application of teaching and group techniques

Final Evaluation - Test applications -Evaluation test

The teaching and learning

process

-Organization and order of contents - Goals achievement - Approach of the didactical programme

Final Evaluation - Test applications - Evaluation test

According to the scheme above, the evaluation must be the answer given to the

three questions already mentioned. In this way, the evaluation of the teaching-learning process must be done over three steps:

• Initial evaluation: it will be done at the very beginning. We will test the

students’ prior knowledge about the equal opportunities.

• Formative-sumative evaluation: it will be done during the teaching-learning process.

• Final evaluation: it will be done at the end of the process, once all the

contents will have been worked on.

Following the same scheme and answering the same three mentioned questions, the evaluation agents are three:

• The student: the evaluation will be determined by the knowledge level, skills

and attitudes that he/she will have showed during the whole teaching-learning process.

• The trainer: the evaluation will be done at the end of the process. It will take

into account different variables, such as the knowledge level of the topic, the proper use of didactical strategies, the use of resources.

• The training process- The didactical programme: the evaluation will be done

at the end of the training process. The variables implied in this evaluation go from the objectives adaptation and attainment to the students’ participation, all of them being necessary in any training process.


Other questions of the present manual are the contents of the proposed

evaluations: they are joined by procedures and instruments that determine their attainment level.

• The knowledge of the topic will be evaluated by means of the activities

proposed by each work unit (document analysis, texts, etc) et of test applications (systematic observation). The instruments used are: multiple choice tests, true/false tests, solution to practical questions arisen at the end of each didactical unit, development of open questions.

• The students’ attitudes will be evaluated by means of the trainer’s

systematic observation and of the class activities. The instrument used by the trainer will be a questionnaire.

• The students’ skills will be evaluated by means of realization and putting

into practice of activities proposed by the trainer in each didactical unit.

• The teacher will be evaluated by means of specific tests and the instrument used will be a valuation questionnaire answered by the students once their training process will have finished. This questionnaire can be found in the manual appendix.

• The teaching-learning process, in other words the didactical unit, will be

evaluated by means of specific tests. The instruments used for this purpose are valuation questionnaires answered by both the trainer and students at the end of each unit. This questionnaire can be also found in the manual appendix.

It is obvious that the evaluation model proposed is basically both quantitative in relation to the student’s theoretical knowledge and qualitative in relation to acquisition of attitudes benefiting the equality.

D I DA CT GU EOF N R€¦ · d e s leonardo da vinci project gender experts: a professional profile...

Documents

Transcript of D I DA CT GU EOF N R€¦ · d e s leonardo da vinci project gender experts: a professional profile...