DDUUCCAACCIIÓÓNN N IIGGUUAALLDDAADD GENERAL D IAGNOSIS PREVIOUS REPORT 1 2 GENERAL DIAGNOSIS PREVIOUS REPORT 3 Catalogue of Publications of the General State Administration http://publicacionesoficiales.boe.es © Institute for Women and Equal Opportunities (Ministry of Health, Social Services and Equality) http://www.inmujer.gob.es/ CNIIE (Ministry of Education, Culture and Sports) http://www.educacion.gob.es/cniie Publisher: Institute for Women and Equal Opportunities (Ministry of Health, Social Services and Equality) Condesa de venadito, 34 28027 Madrid National Center for Educational Research and Innovation (Ministry of Education, Culture and Sport) C / General Oraa, 55 28006 Madrid NIPO: 685-15-042-8 NIPO: 030-15-249-8 4 TABLE OF CONTENTS 1. Introduction .......................................................................................................................... 7 2. Rationale behind the project and goals .............................................................................. 9 2.1. Rationale behind the project ....................................................................................... 9 2.2. Goals of the Diagnosis Study ...................................................................................... 10 3. Methodology and structure ............................................................................................... 11 3.1. Methodology ............................................................................................................... 11 3.2. Structure ...................................................................................................................... 11 4. Comparative analysis of the regulatory framework on Equality Education .................... 12 4.1. Introduction ................................................................................................................. 12 4.2. Goals and methodology .............................................................................................. 13 4.3. Analysis: Comparative review of the Spanish and Norwegian legislations ............. 14 4.4. Findings ....................................................................................................................... 33 5. Comparative analysis of the regulatory framework on Equality Education ................... 36 5.1. Introduction ................................................................................................................ 36 5.2. Goals and methodology ............................................................................................. 37 5.3. Analysis ....................................................................................................................... 37 5.4. Findings ....................................................................................................................... 56 6. Analysis of organizations involved in Equality Education ................................................ 59 6.1. Introduction ................................................................................................................ 59 6.2. Goals and methodology ............................................................................................. 59 6.3. Analysis ....................................................................................................................... 60 5 6.4. Findings ...................................................................................................................... 131 7. Analysis of the existing programs regarding Equality Education ................................... 133 7.1. Introduction ............................................................................................................... 133 7.2. Goals and methodology ............................................................................................ 133 7.3. Analysis ...................................................................................................................... 134 7.4. Findings ...................................................................................................................... 165 8. Database. Schools implementing equality plans. Spain and Norway ............................ 167 9. Analysis of teaching aid .................................................................................................... 179 9.1. Introduction ............................................................................................................... 179 9.2. Objectives and methodology .................................................................................. 180 9.3. Results ....................................................................................................................... 183 9.4. Conclusions ............................................................................................................... 207 10. Appendixes ....................................................................................................................... 2 10.1. Appendixes chapter 4 .................................................................................................. 3 11. Bibliography ......................................................................................................................... 10 11.1. Bibliography chapter 4 ................................................................................................ 10 11.2. Bibliography chapter 9 ................................................................................................ 13 6 1. Introduction Several rules at international level have progressively recognized the need to incorporate the respect for the principle of Equality between men and women. European institutions are not an exception to this and they understand that equal opportunities for men and women are paramount to achieving social cohesion in the European society. Using the tools they have, they develop rules and act through specific measures to fight against gender- based discrimination. Equal opportunities for men and women are however not yet a reality in Europe. The data provided by the statistical office of the European Union (Eurostat1) prove that there are still inequalities between men and women, as reflected in the gender segregation of the labor market, the lack of women's presence in decision-making bodies, the gender pay gap and gender-based violence, among other aspects. The underlying causes of these inequalities are the sexual division of labour and the survival of roles and stereotypes traditionally given to men and women, which provoke an inequality situation between both sexes. A stereotyped view of people's gender identity is generated. It seems evident that one of the ways to limit the impact of gender roles and stereotypes is through developing techniques which prevent their passing on and survival generation after generation. Many theories on the development of boys and girls' personality and identity place significant importance on the school, as a determining agent in forming and/or consolidating the values making up gender identity. School is one of the institutions which, along with the family and the peer group, plays an essential role in the process of socialization. Not only the formal knowledge stipulated by the educational policy (called the formal curriculum) is transferred at school, but also the hidden curriculum is developed in parallel. The hidden curriculum is defined as the group of values, attitudes and habits forming part of boys and girls' learning and which are determining elements of each of their personal identities (Bourdieu in Giddens, 1998). A group of stereotypes and prejudices having a negative impact and impacting on the survival of inequalities between men and women are also transferred along with the former. Therefore, school must be the space where not only theoretical and practical knowledge is transferred, but also where values based on the respect for the different are learned. Thus, the necessary preconditions will arise for boys and girls to have the chance to freely choose among the existing options, regardless of their sex and without any limitations. Public powers, faculty, school staff, families and students share the responsibility to achieve the implementation of this school model in order to have a more equal society. 1 Source: http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-FP-13-001/EN/KS-FP-13-001-EN.PDF 7 The aim is for the educational model to adopt Equality Education or co-education principles, a concept which may be defined as: “The current pedagogical proposal to meet the call for Equality from the feminist theory, which suggests to redesign the knowledge transfer model and ideas from a gender approach in socialization spaces devoted to training and learning” (Women's Institute, 2007). In many European countries, co-education has a wider meaning than in Spain, as it refers to education in equal conditions for everybody, regardless of their sex, race, religion, ethnic origin, intellectual capacity or any other circumstance which may be a cause for discrimination. Thus, in order to avoid confusion, this study will use the term “Equality Education”. 8 2. Rationale behind the project and goals 2.1. Rationale behind the project The situation diagnosis study on Equality Education is framed within the Project “Equality Education-Plurales”. “Plurales” is a project resulting from the cooperation of donor countries in the Economic European Area (EEA) 2 and the Spanish Government (in this