Implementation of the project

WOMENS EMPOWERMENT – ACTION TO CLOSE GENDER GAP WITH NON-FORMAL EDUCATION (WOMENS POWER) took place in country area of Klotzko, Portugal from 21 till 28 of July 2023 and was implemented by "Open Soul" in cooperation with Acpelia.

In management team were Nikolas Nikolaou and Agata Lech and trainers were Erma Georgiou and Aikaterini Farmakidou.

Day 1: 22 of July 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.

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.

Day 2, 23 of July 2023

Different Wages

This is a simulation that confronts people with the realities of the labor 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 decorating 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 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 like 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.

Day 3: 24 of July 2023

Consent activity

This exercise dealt with the idea of consent. We started to move around, and eventually they had to find another participant. By simply touching the other person, they discovered that the other person only responded to this touch by moving; if they didn't want it, they put up resistance; and if they were fine, they simply left their body to move. They had the option of adding a yes or no response to the motions in the following step. They had greater opportunity to express their opinions in the final section (I don't like it, go on, etc.).By incorporating physical touch and movement, individuals were able to actively engage in the concept of consent and understand how their reactions can communicate their boundaries. Additionally, allowing participants to verbalize their feelings further enhanced their understanding and encouraged open communication about consent.

Gender Based Bullying in the school environment

Through this activityparticipants 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 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 invited our "actors" to play the story one more time, but this time the audience had the opportunity to stop the action and take the place one of the actors in the scene and changing the story. It was a powerful activity because it gave the opportunity to take the power and change the story.

Domestic Affairs-Kati's Story

This activity aims to strengthen empathy towards victims of interpersonal or relationship violence and raise awareness of the limited space and possibilities available to battered women. It demonstrates that leaving a violent relationship takes place in stages, with helpers only seeing a small part of the development. The activity involves a volunteer named Kati, who is introduced to the group and has a difficult task but is safe. The volunteer is introduced to the group, and a co-facilitator assists in running the exercise. Blankets or sheets are passed around evenly among participants, with the co-facilitator receiving one. The activity reads a series of statements, with pauses between each statement, and participants must follow the text closely and pay attention to the co-facilitator's instructions. This powerful and emotional activity requires full team concentration and silence, but can have a strong impact. The statements in the activity are designed to evoke deep emotions and reflections from the participants. This activity can be a transformative experience for participants, fostering empathy and understanding within the group.

Art Therapy

We gave each person a sheet of paper and a pencil or felt pen after a brief guided meditation. Each participant was asked to draw the outline of their own body as well as anything related to any areas of it that may be experiencing pain, whether physical or emotional. Later, we divided them into five groups, gave them some time to express how they were feeling and what they might need from their group (a hug, a conversation, etc.), and the group as a whole took care of that person for a while. By allowing the participants to visually represent their physical and emotional pain, we provided a safe space for them to express themselves and be supported by their peers. This activity not only fostered empathy and compassion within the groups but also reinforced the importance of respecting each other's boundaries and seeking consent before offering assistance or comfort.

Day 4: 25 of July 2023

Participants Presentations

Each country presented what is happening in their country regarding domestic violence and their best practices. Each country presented what is happening in their country regarding domestic violence and their best practices. The presentations shed light on the different approaches taken by each country to address domestic violence. While some countries emphasized the importance of comprehensive legislation and strong enforcement mechanisms, others highlighted the significance of awareness campaigns and community engagement. These diverse perspectives provided valuable insights into effective strategies that can be adapted and implemented across borders to combat these pressing issues.

Stereotypes and Society

The participants form two opposing rows looking at each other. They are asked to close their eyes and listen to a song while the facilitator explains (for safety and privacy reasons) that someone will stick a piece of paper on their back. The facilitator sticks the papers on each person. These papers have names of stereotyped or privileged characters of our society. For example: gay, lesbian, policeman, king, transgender, princess, priest, HIV+ etc.

By the time the song is finished everyone has a paper on their back. Then, they are asked to open their eyes and by remaining silent, start walking around the room and see what other characters are in the room. After a while, (when the song starts again) they are asked to find a character and start interacting with each other in the way that the character in front of them is treated in the countries where they are coming from. When the song stops, they are asked to find a new partner and start the process again. This action can be repeated 3 or 4 times. The aim of this activity is to have a glimpse on how people are being discriminated against by society in their countries. To understand and empathize with people experiencing difficulties when it comes to their inclusion in society.

Free Evening at Klotzko

Kłodzko is a historic town in south-western Poland, in the region of Lower Silesia. It is situated in the center of the Kłodzko Valley, on the Eastern Neisse river.

Kłodzko is the seat of Kłodzko County and is situated in Lower Silesian Voivodeship. With 26,845 inhabitants (2019), Kłodzko is the main commercial center as well as an important transport and tourist node for the area.

For its historical monuments it is sometimes referred to as "Little Prague" .It was established as a settlement in the 10th century, and is one of the oldest towns in Poland, having been granted city rights in 1233. Culturally and traditionally a part of Bohemia, administratively it has been a part of Silesia since 1763.

The area of present-day Kłodzko has been populated at least since the 1st century BC. There are several archaeological sites both in and around the town that indicate that there must have been a settlement located on the ancient Amber Road that conducted extensive trade relations with the Roman Empire.

Day 5: 26 of July 2023

Create your campaign

Participants were divided into six groups and given the opportunity to develop a campaign (which could take the form of a video, quiz, or activity) about our subject. Participants were also asked to consider their target audience and the venue where their campaign will be presented. They had a few hours to prepare their proposal before presenting it to the entire group. The groups were encouraged to think creatively and come up with innovative ideas that would engage their target audience effectively. They were also provided with resources and support to help them bring their campaign ideas to life.

Day 6: 27 of July 2023

OPEN SPACE WITH PARTICIPANTS

We prepared various corners for participants to draw, write, dance, observe, or create their own corner to explore and close the training. This allows them to express their feelings, share experiences, and explore their own boundaries. By providing these diverse corners, we encourage participants to engage in different forms of self-expression and tap into their creativity.

Project Rewind

We divided the participants into five groups, and each group gave us a fun and creative presentation of what had happened on each project day using theatre techniques. It was a creative and enjoyable way for us to recall our training and activities and get ready for the training's evaluation. The presentations allowed us to see the unique perspectives and experiences of each group, enhancing our understanding of the overall training program. Additionally, the use of theatre techniques added an element of excitement and engagement to the evaluation process, making it a memorable and impactful conclusion to our training.

Erasmus +/Reflection-Evaluation-Dissemination

A general discussion of reflection of the training 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. These dissemination activities may include organizing workshops or presentations to share their experiences and knowledge gained from the program. Additionally, participants may also consider creating online resources or writing articles to reach a wider audience and contribute to the professional development of others in their field.

Youthpass Ceremony

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. At the end we did the youthpass ceremony and each participant received their youthpass for their participation and contribution to the training. At the end we did the youthpass ceremony, and each participant received their youthpass for their participation and contribution to the training. The youthpass ceremony was a meaningful and symbolic way to acknowledge the hard work and dedication of each participant.  

Photos of the ceremony to the link: https://womens-power3.webnode.page/youth-pass/ 

More photos of our activities to the link: https://womens-power3.webnode.page/photo-gallery/