PromotingEntrepreneurship amongSecondary School GirlsThrough ICTContactPartnershttp://ictgogirls.euinfo@ictgogirls.eutwitt...
ICT-Go-Girls!ICT ENTREPRENEURSHIP GIRLS+ + =This project has been funded with support from the European Commission. This p...
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ICT-Go-Girls! project brochure


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European LLP Comenius Project aiming to promote entrepreneurship among secondary school girls through ICT, coordinated by CESGA.

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ICT-Go-Girls! project brochure

  1. 1. PromotingEntrepreneurship amongSecondary School GirlsThrough ICTContactPartners experts behind this project belong to 7 institutions from 5 European Contries:Galicia Supercomputing Centre (CESGA), Spain - www.cesga.esUniversity of Santiago de Compostela (USC), Spain - www.usc.esDie Berater, Austria - www.dieberater.comSpołeczna Akademia Nauk, Poland - spoleczna.plCVO Antwerpen, Belgium - www.cvoantwerpen.beDonau-Universität Krems, Austria - für Arbeitswirtschaft und Organisation, Universität Stuttgart, Germanywww.iao.fraunhofer.deEducational Administrations:Galicia Ministry of Education. SpainGalician Gender Equality Office. SpainDept of Education and Training of Queensland (Australia)2 Public Secondary Schoolsfrom each country: Spain, Austria, Poland, Germany and BelgiumCompanies:IBM SpainAssociations:Galicia Computer Engineers Association. SpainAssociated Partners:
  2. 2. ICT-Go-Girls!ICT ENTREPRENEURSHIP GIRLS+ + =This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.ICT-Go-Girls!Entrepreneurship is a crucial skill in todays world, but, when facing gender perspective, research reports show thatgirls tend to have less motivations in becoming future entrepreneurs. Information and Communication Technologies canprovide a flexible and potential motivational environment for empowering these girls in their future choices, theirstudies and jobsRecommendations:Objectives:Enhance entrepreneurship skills among secondary school girls.Produce a methodology and learning toolkit for secondary schools topromote ICT and entrepreneurship among their female students.Improve teachers methodologies to promote entrepreneurship and ICTskills among school girls and deliver them support tools.Increase ICT skills for educational issues among school girls.Show the empowerment potential of ICTs to girls in order to face theirfuture choices in studies and work.Improve the following cross-curricular skills: Initiative, Group work,Language learning.Encourage cooperation between the worlds of education, training andwork.Activities:ICT-Go-Girls! Methodology will be formed by the followingelements:1. A virtual training and collaborating environment forteachers and students: all participant schools will be able toaccess a private virtual environment with communication,collaboration and quality digital tools and resources to work inthe schools.2. A set of educational activities with all necessaryresources to implement them, including didactical guides, soteaches can integrate them into their daily practice. Theseactivities will require the collaboration among schools andstudents, and will be aimed at developing specific skillsrelated with entrepreneurship, ICT, critical thinking,leadership, language learning, etc.The activities will be addressed to students in the first year of their secondary school education (10 to 13 year old students).Girls will be focused as the main target group for our project (although boys can also participate in the activities).Some activity types: e-portfolios; so each student can analyze her thinking process on theactivities proposed, debates on leadership and female empowerment through ICT,interviews, (videoconferencing and video recording) with ICT female model women, workon projects, simulations (i.e. Create and lead their own virtual/real business) etc.1 Integrating a gender perspective in materials and training design. Teaching or promotional material shoulduse a gender sensitive language and avoid the representation of stereotypes in pictures, story boards etc. used. Thisis of utmost importance in order to make the variety of choices visible, especially when it comes to gender as well as aprofessional sector with deeply rooted stereotypes. It is important to support teachers / trainers with trainings andguidelines on gender sensitive didactics. It has been shown that it is not as much the question of coeducation or not whichmakes the difference in promoting girls, but rather a self-reflexive, gender sensitive coeducation.2 Include role models. This approach of girls to get in touch with female role models is widely used with differentformats (databases, biographies, meetings with girls...) It is highly important to ensure also an insight for the girls intothe personal life of these women. Future family life, motherhood and how to combine this with work, in particularwhen it comes to a male dominated sector, is of high relevance for the girls and their future choice of career. Whendesigning actions with role models, the principle of “the closer, the better” is helpful in terms of meeting in person, buteven more in relation to the age difference between the girls and the women.3 Participatory design approach Include girls in the development process right from the beginning. Thisincludes also the design of games, platforms etc. In practice, materials are often designed without this perspective, thusmissing out the viewpoint of the girls and what is appealing and important to them. This becomes even more urgent ifrecognizing “gender” as something “in motion”, being constantly renegotiated by the individuals depending on thecontext and situation.4 Switching from user to designer In order to promote girls in the use of ICT experience shows that it is veryeffective to give girls the chance to create themselves things, thus switching from a users role towards being that ofan active designer. Here, web 2.0 technologies offer a wide range of possibilities, as they are attractive and easy to use.5 Plan enough resources for supporting teachers It is highly important to support those responsible to realizethe actions – for example, teachers: this includes technical support and maintenance as well as trainings on how to usematerial – being it tool boxes, training kits, platforms, Web 2.0 technologies etc. In this respect, but also to ensure transferof knowledge among teachers and to gain a multiplying effect, it is helpful to include activities for teachers to reflect ontheir learning and experiences, for example in building up communities. Supporting teachers touches also the question oftaking seriously the time and effort needed to engage in something new. Here, the official recognizing of training activitiesin the framework of obligatory teacher continuing education is one way to support, another one could be to integrateactivities into school activities like project weeks, school clubs or, if possible, into the curriculum.ICT-Go-Girls is a 2-year Comenius Multilateral Project, co-financed by the European Commission, under LLP program.The project is coordinated by Galicia Supercomputing Centre, in Spain. Its main goal is to:empower secondary school girls with the knowledge, skills and values to help them be able to create futureopportunities for innovation and quality ICT related employment.We intend to show the attractiveness and potential of ICT as a tool for innovation and development in most productivesectors and reduce the gender gap in ICT related jobs.Our goal is to develop an innovativemethodological proposal that can be transfered toEuropean schools through educational activities insecondary schools, quality educational resources aswell as tutoring and counselling to teachers inorder to integrate this goal in the curriculum.Through our partners network we collected information on over 30 projects in Europe and overseas aiming at thepromotion of girls in the field of ICT and entrepreneurship education in secondary education. We reviewed theirobjectives, design of actions, methodological approaches, materials developed, outcomes achieved and factorsleading to or impeding success. Combining this review with outcomes from research in gender studies, weformulated recommendations for the successful design of actions. These are some of them: