1. Gender Loops Second Partnermeeting in Kaunas 13.-15.05.2007 Gender Loops Second Partner Meeting in Kaunas 13.-15.05.2007

2. First Results  Resource group  14 experts from 13 organisations  Overview  Curricula of the Federal States  Federal education programmes

3. First Results  Quantitative Survey  Online questionnaire  n= 85  Qualitative Survey  16 guideline-supported interviews

4. Schools and gender  active in gender education  school development plans  school curricula  overall concepts  websites

5. Schools and gender  active in gender education

6. Schools and gender  Schools are active in gender education, but the assessment of the gender-related courses and their content is ambivalent however  The impulses for the integration of gender subjects tend to come from individual teachers  A great number of the gender-related subjects are so-called „optional“ subjects  Only six schools offer(ed) further qualification training courses for the teaching staff on gender- reflective teaching

7. Schools and gender  Needs for support

8. Schools and gender  The experts considered the following issues as important:  easy-to-read and understandable theoretical texts  concrete ideas about what literature to read  videographies of gender-reflected films  “intelligently thought-out learning situations” on gender subjects  increased exchange of contents and closer cooperation with other vocational training schools

9. Schools and gender  Men in vocational training for educators

10. Schools and gender  Stumbling blocks in implementing gender mainstreaming  Lack of a exchange with other schools  Lack of time resources  Lack of needs assesments  Lack of indications for concrete implementation  Students are often not interested in gender topics

11. Impulses and ideas for integrating gender  Structural framework  Further qualification training courses on gender  Obligatory gender seminars  Interaction of teaching and practice  Supervision for those who teach

12. Impulses and ideas for integrating gender  Methodical-didactic procedure  Gaining gender competencies  Research-based study  Gender-related learning experiences  Access through a definition of education  Increasing „biologisation“  Access to gender topics  The term gender

13. Impulses and ideas for integrating gender  Gender-related lesson contents  Self-reflection/working with memories  Gaining gender observation competencies  Concrete gender-reflective examples in practice  Experience-based education and manual work

14. Gender as a cross-sectional topic  Thank you very much!  Schools that already intergate gender topics comprehensively in their courses should assume the function of „beacons“ and be presented noticeably in th eprofessional public  Networking of schools or teachers who are working towards integrating gender topics  Gender must run as a cross-sectional topic throughall learning areas