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WOMEN AS SPIRITUS MOVENS TOWARDS EQUALITY IN THE EUROPEAN CITIZENSHIP

REPORT ON FOLLOW-UP AND MEASUREMENT PLAN


During our project the main participants, students and teachers, experienced a significant increase in the key competences.

Students enhanced their digital skills and analytical abilities. They raised their awareness about EU citizenship, women influence on European civilization development as well as healthy nutrition. They were encouraged to fight against social exclusion, to limit stigmatization of young people and to act as volunteers. During the project students acquired the necessary skills in accurate translation and proper social interaction. They learnt to appreciate the role of their own and other cultures and women’s contribution to art. Students were motivated towards entrepreneurship and active job seeking. Moreover, they were encouraged to work on their self-development through informal and individualised learning. Youth activeness of students was supported with the clear benefit to the local community.


Teachers had their teaching methods reviewed and refreshed by fellow professionals. Thanks to synergies of various field areas included in the project, teaching skills have been enriched and now are more life-oriented. The manual of good practices provides a rich source of innovative ideas and solutions. The data that we have collected proves that the project is going to have long-term effects as the materials created and skills gained both by teachers and students will be included in everyday school practices. The outline and outcome of the project are going to serve as Open Educational Resource (“Women as Spiritus Movens” Pedagogical Programme), available to wide audiences. Other participating organisations, like NGOs, town halls had a good European experience with this project . The cooperation with schools beyond the local ones, brought measurable benefits of working for Europe with Europe – changing lives, opening minds.


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Parents and other members of Community took active part in intercultural cooperation as well as thoughts and ideas exchange. They participated in the European events and helped us to disseminate objectives, results and individual experiences by means of presentations, exhibitions, and publications.

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Our project had local, regional, national, and international scope (as stated in the dissemination part). We observed improvement of the skills and competences of all the participants involved, which was achieved by enhancing teaching methods, increasing selfawareness and consciences and opening minds to the differences of the world around us.

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Regionally, we have created our open educational resources to be freely available for other secondary schools and centers of teacher development. Regional authorities have already noticed the value of our successful strategic partnership and they can now present it as an example of a model project.


At an international level, the project has been recognized as the one that promotes civic and citizenship values.

We have taken care so that the project could reach wide audience, for this reason we have created nation European Curriculae and a Pedagogical programme “Women as Spiritus Movens� (uploaded to issuu) to be available at any time to any school in form of useful manual with a number of valuable resources. The information included in the former may help the schools organise their own learning agreements for long-term exchange of individual students. NGOs and associations (eg The Red Cross or the Amazons - Cancer Victims' Support Society) have become known at an international level thanks to the cooperation that our project ensured.


Objectives of the project are explained in such a way that they are measurable and quantifiable by the use of indicators. To evaluate aims, tasks, project activities, project meetings and product/results, we have developed a "Follow-up and Measurement Plan". In such a plan, quantitative and qualitative ways of evaluation have been taken into account. Although this plan has been prepared by teachers, students played a significant part in it. With Maths/I.T. teachers' help, they learnt how to analyze surveys and how to process and present the data in order to write different evaluation reports using tables, percentages and graphics. Quantity evaluation included measure of indicators from different aspects of the project: objectives, instructions, team work, problems, basic skills, language and communication, teachers, headmasters.


Quality evaluation included:  Video interview with the headmasters assessing the impact of the project on each school.  Students experience presentation gained during project meetings.  Teachers experience presentation.  Parents experience presentation.  List of indicators measured in the quantity evaluation through the questionnaires conducted among students and teachers after each project meeting and each project year:


Objectives:  97% students who consider their awareness of women influence on European civilization Development have been significantly raised.  56% students who consider their IT skills have been significantly enhanced.  38 % students who consider their active youth participation voting have been significantly encouraged.  26% students who consider that Beautiful Minds workshop enhanced their importance of logical thinking and maths  96% students who consider their intercultural values and awareness have been significantly promoted.  100% students liked the activity “Equality of civil rights” and 99% consider that their knowledge of concepts/ideas of democracy/citizenship and civil rights have been significantly raised


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96% students who consider that their skills to use computers and Internet have been significantly enhanced 100% students liked the activity of Chemistry of Love and 85% consider that Chemistry of love workshop enhanced their awareness of importance of sciences. 18% students who consider that their importance of preventing early drop-out has been significantly raised. 71 % students who consider that their importance of participation in European initiatives and transparency of certificate assessment has been significantly raised 52 % students who consider that their skills to make surveys and produce statistical data reports have been significantly enhanced. 68% students who consider that “A sound mind in a sound body workshop” enhanced their awareness of healthy nutrition and your responsibility for eating habits. 89% students who consider that their knowledge and importance of Europass, as an useful European Certificate, has been improved by participating in this project workshop.


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99% students who consider that their importance of limiting social stigmatization of young people has been significantly raised. 80% enjoyed the activity “Witches then and now” 88% students liked the activity and 52% who consider that “Through sports towards charity workshop” enhanced their sports activeness. 100% students who consider that their willingness to fight with social exclusion have been significantly enhanced 66% (mostly girls)students who consider that they gained new skills and knowledge while working in the workshops. 51% students who consider that their action as volunteers / on behalf of others has been encouraged by participating in this project workshop 33% students who consider that their knowledge of History of Europe in the 20th Century has been significantly raised.


57% students who consider that their digital skills to edit high quality videos have been significantly enhanced. 96% students who consider that “Sports and Arts preventing gender violence” helped them to draw attention to a problem of an unjust treatment of genders. 74% students who consider that this project helped them to reinforce skills with the emphasis on critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings. 75% students who gain new skills and knowledge while working on the workshops 82% students who enjoyed working on the workshops.


While writing the project we have made some presumptions concerning the difficulty of some tasks, involvement of sudents in their fulfilling, improving some abilities, etc. However, after analysing the available data from the surveys, interviews and chats with students we have realised that, for example: - the Beautiful Minds workshop which was to enhance students' logical thinking and maths abilities turned out to be of lower impact than we had supposed, - the task concerning preventing early drop-out has been of little relevance to students.The school involved in the project do not have the problem of early drop-out, except single cases, for example : pregnancy. In such cases the students are encourged to continue their education. - the percentage of students that we initially considered to improve their digital skills ( eg:to edit high quality videos) and to make surveys and produce statistical data reports wasn't as high as we thought because it had a direct impact only on those students who were directly involved in these practical activities.


- the task "Witches then and now" concerning social exclusion, which we thought might be emotionally difficult, turned out to be uplifting and exceptionally united all the students involved in the workshops, - the number of students who considered their knowledge and importance of Europass, as an useful European Certificate, has been surprisingly high. As most students said that "It is the first time we have heard of such a document which can facilitate our future career." - The task "Chemistry of Love", as we supposed, appeared to be both engaging and interesting.


80% students who consider that the instructions were clear enough. ď ˝ 73% students who consider that the instructions to be easy, 27% considered them too strict. Conclusions: We have found out that the data concerning instructions show that some students are reluctant/shy to ask for the clarification of instructions, for this reason in the future we have to make sure that the instructions for students are simple and clear. Generally, the instructions turned out to be more difficult or too strict for girls. ď ˝


99% Level of assessment of the cooperation between students within their national teams as good. ď ˝ 57% Level of assessment of the international cooperation between the participating countries during project workshops as good. Conclusions: We are happy to see that cooperation at national level works perfectly, however at the same time students declared that cooperation at international level, although good, posed some difficulties, we suspect it might have beem caused by language misunderstandings. ď ˝


Improvement of Key Competences as following:  55 % students who consider that their communication in the mother tongue have been significantly improved  98% students who consider that their communication in foreign languages have been significantly improved  26% students who consider that their mathematical competence and basic have been significantly improved  50% students who consider that their competences in science and technology have been significantly improved  56% students who consider that their digital competence have been significantly improved  71% students who consider that their ability to learning to learn have been significantly improved


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88% students who consider that their social and civic competences have been significantly improved 96% students who consider that their cultural awareness and expression have been significantly improved 79% students who consider that their sense of initiative and entrepreneurship have been significantly improved


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We have noticed that some tasks lower engagement of IT skills or mathematical and logical competences than the others, hence the general percentage looks lower than it really was for the specific tasks. For the future surveys we propose changing the scope of questions concerning basic skills to vary for each workshop/task. We are happy to find out that the number of students who consider that their ability to learning to learn has significantly increased. The students claim that "The erasmus+ project is very useful for social and civic competences and for cultural awareness expression." Besides, students value this project for the very high improvement of their English language skills. According to students' opinions, the project has given them a positive outlook to youth entrepreneurship and initiative.


93% students who consider that there were no language problems in the communication between people from different countries. 53% students who consider that their communication in mother language has been improved. 98% students who consider that their communication in foreign language has been improved 78% Level of assessment of the communication between students and teachers


Students mentioned they had difficulties in understanding various accents and the range of vocabulary necessary for conducting the tasks. Students also think that "Erasmus + workshops are a valid tool in improving students’ English language competences". We have also learnt that they have a high opinion on communication between students and teachers.


97% students who consider that there were no communication problems in their groups. 93% students who consider that it was easy to come to a decision within their group. 83% students who consider that they had enough time to complete the projects activities. 95% students who consider that there were no unexpected difficulties. 97%students who consider that it was easy it to solve problems in their groups.


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Students have not noticed any major problems, except for too short time assigned to complete some of the project activities.


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78% teachers who consider their teaching competences have been significantly improved. 89% teachers who consider that they could get to know new resources and innovative pedagogical methods while working on the Manual of Good Practise. 100% teachers who consider that they could get to know new resources and innovative pedagogical methods while working on the Pedagogical Programme. 83% teachers who consider their your language and communication skills have been significantly enhanced by participating in this project 83% teachers who consider their awareness of women influence on European civilization Development have been significantly raised 69% teachers who consider their IT skills have been significantly enhanced


100% teachers who consider they could gain new skills and knowledge while working on this project 100% teachers who consider their intercultural awareness has been improved by participating in this project 100% teachers who consider they enjoyed working on the project workshops and meetings. 100% teachers who consider that this project promoted longlasting cooperation between schools. 98% teachers who consider that this project contributed to development of European policies, for example to reduce early school leaving 97% teachers who consider that this project enhanced the importance of Europass, as an useful European Certificate


QUESTION 1.Communication in the mother tongue 2.Communication in foreign language 3.Maths competence and basic competences in science and technology 4.Digital competences 5.Learning how to learn 6.Social and civic competences 7.Cultural awareness and expression 8.Sense of initiative and entrepreneurship

A little 2

Good Very much 4

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5 5 3

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1. Were there any language problems in the communication between students and teachers from different countries ? (17no/ 1 quite a lot) 2. Do you think your communication in mother language has been improved ? (16 no /2 yes) 3. Do you think your communication in Foreign language has been improved ? (15 yes/3 a little) (Finlad2 , 1 France - Finnish sudents are already good) 4. How was the communication between students and teachers ? (18 good and excellent)


1. Were there any communication problems in the international group of teachers ? (17 none/ 1 some) 2. Was it difficult to come to a decision within the international group of teachers ? (7 very easy/ 11 easy) 3. Did you have enough time to complete the project activities ? (16 much and enough time /2 little) 4. Were there any unexpected difficulties ? ( 12 no /6 little) 5. How easy was it to solve problems within the international group of teachers ? All easy and very easy


Instructions of the tasks were very clear and clear to all the teachers (Finnish teachers had their doubts and for 11 teachers the instructions were a little or quite strict). The vast majority of teachers declared good national cooperation and appreciated cooperation among international partners. All teachers consider they gain new skills and knowledge while working on this project and their intercultural awareness has been improved. We all appreciated getting to know new resources, good practices and preparing Pedagogical Programme.

The vast majority of teachers declare the rise in students' key competences, especially cultural awareness and civic competences. As for communication in foreign language nearly all teachers agreed that it has improved (15 yes/3 a little), except for Finland as the English language level of Finnish students is already good.


The teachers have not experienced any communication problems and making decisions in the international group was easy. Time for completing the tasks was enough for teachers. As for unexpected difficulties, we had to reschedule the project due to political situation and terrorism generated threats in Turkey. The use of new technologies also has posed some unexpected problems, for example: sudden lack of access to previously completed dipidity line or dissatisfaction with the format of paper.li newspaper, which resulted in additional work.


FINLAND : “It is very rewarding to get to know different countries and their school systems. It is also a fantastic experience to meet people/teachers from different cultures and possibly do some common projects with them in the future. The students have a great possibility to learn from each other and do team work.” FRANCE : “This project has been a great opportunity for our students and teachers to open up to the other cultures and learn new tools or skills. Thanks to sharing through teamwork, cuturalexchanges , language discoveries all of us have evolved as a group and as European individuals. The close knit relationships between students or teachers go beyond the project and will mean a long-lasting friendship. Communication with social networks, visits to host friends and future visits or hosting in France show the strong bond these projects develop.”


ITALY : “It is a wonderful opportunity to work with colleagues and students from other European countries, to cooperate with them sharing educational and didactic goals and improving the use of ITC and the use of English language. We can get to know the different educational systems and learn a lot from the comparison. But what we will not forget is the human and relational experience. Both teachers and students could discover the importance of Europe and of the different national histories and cultures. Now behind the names of the partners’ countries we can see our friends’ faces and recognize the sound of their voices.” POLAND : “The project is an extremely positive experience both in professional and personal aspects. It enhanced our knowledge and skills in many fields. It is very motivational and refreshing in self-development. It is a valuable experience of thoughts and ideas exchange. It develops communication skills and time/project management skills.”


SPAIN : „My experience in this project is extremely positive since I had the possibility to participate in a very interesting and motivating project , full of vast array of activities carried out in a very cooperative and friendly way by the participating countries. The qualities of the activities prepared by students and teachers are outstanding. The results and products are awesome ! The excellent atmosphere among the group of teachers lets us to go deeper into our personal and professional goals, learning from others, sharing our strengths and enjoying the flavours of interculturalism as well as the diversity around European countries.” TURKEY : “I have more realized that women have similar problems in economical and culural aspects not only in Turkey but also in different countries in Europe. Besides that, the teachers and students have positive influences taking part in this Project. They improved their communication skills, skills solving problems etc… They got self confidence, appreciation of being part of a Project community as well. After each mobility, I took an evaluation report from each student. I have realized that they faced their prejudice towards other cultures and tried to solve them. We, teachers and students got long term friends.”


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The headmasters highlight the improvement in the English language skills of the students. Moreover, they underline the opportunities of work and doing business in other countries due to the language and entrepreneurship skills improvement. They also underline the project’s influence on schools in terms of introducing a new quality into teaching and learning and broadening the horizons. They also stress the importance of the European Union funds, without which our schools or even particular states wouldn't be able to run such projects. In the headmasters’ view, it is the EU’s vital role to coordinate and fund such educational projects. The headmasters claim that the project boosts the willingness to cooperate with other European schools. The headmasters pointed out that the full equality of men and women is crucial in the 21st century societies and a question of discrepancies in payment between the sexes is unacceptable. The French headmaster says the project helped students and teachers to understand the position of women in other countries, since the role of women in France is sufficiently appreciated and recognized.


The data for this evaluation has been collected and analysed after every project meeting (students) and after every project year (teachers).


Report on follow up plan