The document summarizes the results of a study conducted by Leader100 in Poland that examined the personal development needs of male and female students. The study found that male and female students at 15 years old identified different key competencies as priorities. For example, 100% of female students indicated friendship was a top priority versus only 50% of male students, while 87.5% of male students cited courage versus 42.86% of female students. Teachers and parents also identified different priority competencies than male or female students. The study supports accounting for gender differences in designing educational programs.

1. 179
LEADER10 0
S K I L L S AND HABITS DEVELOPMENT
PROGRAM
B OYS V S . G I R L S
P E R S O N A L D E V E LO PMN T N E E D S
C OMPA R I S O N S T UDY
Autor:
Luis Brusa
I ntro d u c tion
The purpose of this report is to present highlights of a re-cently
conducted study by Leader100 in Poland. In general, the
results show different personal development needs of male
and female students.
Leader100 is a program of skills and habits development
for school students aged 11-18. The program offers teachers
and parents tools to form their children, grow their personali-ties
and prepare them for the life ahead as well as offers stu-dents
to get to know themselves better and work on improv-ing
their skills.
There are four levels: PreLeader (11-12 year olds), Junior-
Leader (13-14 year olds), SeniorLeader (15-16 year olds), and
CollegeLeader (17-18 year olds). 25 competencies are covered
on each level in two years time which add up to 100, hence the
program name Leader100.
The concept for Leader100 skills and habits development
program is accredited to professors from IESE Business School
and their leadership skills development program for youth clubs

2. 180
L u i s B r u s a
in Spain. IESE Alumni from Poland adapted and adjusted the
program to be used in public and private schools.
Met h o d o l o g y
There were over 8000 Leader100 program users targeted
from 40 schools (maily public schools) based in Poland. Re-spondents
were divided into four groups: Male Students, Fe-male
Students, Teachers, and Parents. All study participants
were to pick 9 competencies out of 24 from the list they should
focus on for the reminder of the year.
After the study launch in early 2013, an on-line question-naire
would pop up after a user has logged in to the Leader100
web application. The questionnaire was anonymous to foster
sincere response.
Screenshot 1: Online questionnaire

3. 181
S i n g l e s e x e d u c a t i o n
A n o p t i o n i n f o r e f r o n t o f e d u c a t i o n
R es u l ts
The study shows there are different needs of Female and
Male students when it comes to personal development across
students who participated in the study. In order to make valid
comparisons, Table 1 shows sample research data related to
a study of students at 15 years of age, both Male and Female
students. More comprehensive research data is to be presented
at EASSE Congress also indicating how priorities change with
student’s age e.g. Friendship may be much more important for
a 15 year old than 18 year old student.
For instance, 100% Female students indicated that ‘Friend-ship’
is top competency they should develop while only 50%
Male students stated this is the case. On the other hand, 87,50%
Male students indicated that ‘Courage’ is top competency they
should develop while only 42,86% Female students stated this
is significant for them.
When additionally taking into account views of teachers
and parents, one can see that those groups point out differ-ent
top competencies than Male or Female students. It may
be contributed to age or sex. There is a large dispropor-tion
in a competency such as Courage which only 20% of
teachers rate as important compared with Male students at
87,50% or Female students at 42,86%. Given the fact that
most teachers in Poland are females may explain the lesser
difference between Male students and teachers responses.
Another factor – age may explain a significant difference in
such a competency as Friendship which Male students rated
at 50%, Female students at 100%, but only 40% of teach-ers
and 42,86% of parents.

4. 182
L u i s B r u s a
Table 1. Top competencies by group responders
Competency
Female
Students
Male
Students
Teachers Parents
Responsibility 71,43% 75,00% 100,00% 71,43%
Courage 42,86% 87,50% 20,00% 28,57%
Sincerity 85,71% 75,00% 80,00% 42,86%
Friendship 100,00% 50,00% 40,00% 42,86%
Principles 42,86% 50,00% 100,00% 28,57%
Creativity 57,14% 62,50% 80,00% 28,57%
Order 71,43% 25,00% 60,00% 57,14%
Source: Leader100 Study, 2013
C on c l u sion
In summary, there are different needs of Female and Male
students when it comes to personal development based on
our study of students at 15 years of age. This study is not the
strongest evidence for a single-sex education, but it clearly
supports the case for a single-sex education where Female and
Male differences and needs are accounted for when designing
educational programs for school students.
Source: Leader100 Study, 2013