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|Name of Organisation:||University of Ioannina|
|Main implementing organisation:||University of Ioannina|
|Line of Business:||In 1970 the University of Ioannina, an independent Higher Education Institution was founded in Ioannina, which grew rapidly in the coming years to encompass today the following academic Departments: - The Department of Physics was founded in 1970 and together with the Department of Mathematics constituted the School of Mathematics and Physics. - The Department of Chemistry was founded in 1976, the School of Medicine in 1977 and the Departments of Primary and Pre-School Education in 1982. The last two Departments comprised the School of Education in 1996. - In 1983 the Department of Mathematics, the Department of Physics and the Department of Chemistry comprised the School of Sciences. - In 1984 the School of Philosophy was split into three Departments, which are the Department of Philology, the Department of History and Archaeology and the Department of Philosophy, Education and Psychology. - In 1990 the Department of Computer Science was founded as the fourth academic unit of the School of Sciences. - In 1998 the Department of Economics was founded. - In 1998 the School of Natural Resources and Enterprises Management (located in Agrinio) was founded with two Departments: the Environmental and Natural Resources Management Department and the Department of Agricultural and Food Products Enterprise Management, which in 2006 was renamed Department of Business Administration of Food and Agricultural Products. - In 1999 three new Departments came into being: a) the Department of Materials Science and Engineering, b) the Department of Biological Applications and Technologies, and c) the Department of Art Sciences, which in 2003 was renamed Department of Plastic Arts and Art Sciences. - In 2002 the School of Sciences and Technologies was founded and the Department of Materials Science and Engineering as well as the Department of Biological Applications and Technologies were integrated into the School. - The Department of Cultural Heritage Management and New Technologies (located in Agrinio), started to operate in 2005 as an independent non-School Department.|
|End Date:||Still Ongoing|
|Number of Employees||1274||45.05 %|
|Employees in R&D||529||24.95 %|
|Number of Employees in Top Positions||238||18.49 %|
|Transferability of the initiative||Programme has been taken from another context (i.e. country, sector or size of organization)|
|Programme is considered to be transferable to another context|
|Type of initiative referring to strategic objectives||individual|
|Type of initiative, located on the stage of career progression of women scientists||Pre-University|
Short term objectives:
Within the framework of the project, the relevant educational material produced is mainly addressed to teachers and is intended to provide them with the resources necessary to raise awareness of gender issues among students at an earlier stage of their formative years.
It is generally meant to facilitate the efforts of teachers in helping their students to overcome stereotypes and social conditioning within the educational framework at school and University level.
Long term objectives:
The advancement of gender equality in technology and natural sciences.
Girls do not get involved with technology and natural science during their socialisation and don’t get interested in these fields. The reason is that they tend not to be engaged in gender related issues and tend not to be familiar with the concept of gender equality from a young age because these issues are not addressed within the school environment or in other formative environments such as the family.
The participation rate was considerably high while feedback during the initiative’s implementation, such as the organisation of seminars and conferences, was highly positive.
The full set of materials is currently available on the project website for wider use and dissemination.
Greece, like other countries with a Mediterranean culture, may exhibit greater gender imbalances than their counterparts further north, by virtue of their traditions. The sensitisation of younger children, particularly girls, to gender issues is important to overcome old-fashioned stereotypes such as “the arts are for girls and the sciences are for boys” and thus leave them better equipped to confront any gender related issues in their social environment.
Direct Target Groups:
Indirect Target Groups:
The project aimed to develop educational material in order to satisfy gender-specific educational / communicational demands in the contemporary Greek school.
The material offered the possibility to:
The material is presented in both printed and electronic form.
All sets of both the printed and the electronic material have been developed by a group of experts and have been applied to certain representative school units of all grades on a pilot basis.
Following the pilot applications, internal evaluation was carried out and the appropriate improvements were incorporated so that the final version could be introduced to all Greek schools.
The improved material has already been sent to the authorities of the Greek Ministry of Education and the Greek Institute of Education for its official approval. Such approval was granted and the Extended Application Phase was initiated among all Greek School Units.
The project’s activities were implemented by a group of experts on gender-related issues in the educational process and was coordinated by the University of Ioannina. The project activities were strongly supported by the Research Centre for Gender Equality (KETHI) - the governmental agency responsible for providing the necessary statistics - and the General Secretariat for Equality (GSE) - the first Agent responsible for promoting and implementing legal and substantial gender equality in political, economic, social and cultural life.
The implementation of project activities by a dedicated team of experts on gender-related issues in the educational process as well as the support of the implementation by both the Research Centre for Gender Equality (KETHI) and the General Secretariat for Equality (GSE).
The most difficult aspect during the implementation of the project’s activities was overcoming the resistance of some teachers and motivating them to adopt this material in the classroom. The bureaucracy associated with project management also acted as a disincentive.
The impact would have been greater if there had been better coordination with key initiatives implemented by organisations supervised by the General Secretariat for Equality (GSE). A coordinated effort by all relevant bodies to promote the usage of this material would help raise the profile of gender equality as a mainstream issue.
Through the resources of this initiative, the Department of Philosophy, Education and Psychology at Ioannina University is nurturing girls to overcome gender stereotypes and get interested in fields such as technology and natural sciences.
The educational material is made available online by the University of Ioannina which is committed to supporting this initiative.
Naturally, this material will need updating as good practices change with time. Also, this initiative will need to be coordinated with similar activities in the future. These aspects will require additional resources in order to gain the fullest benefit from this initiative.
A similar initiative was implemented in Austria.
The educational material has been promoted among, and adopted by, numerous departments and schools at national level.
The initiative is the fruit of research into gender issues on a national scale. The material generated during this initiative resides on the e-infrastructure of the University of Ioannina and provides the basis for further research on gender-equality in R&D at national level.
The innovative aspect of this initiative is the online availability of the educational material.
It was widely accepted by teachers and positively assessed by different actors at national level.
It is has had a significant impact at national level as a milestone initiative on addressing gender issues at pre-University level.
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