www.gtts.ka2project.

net
The European Commission support for the
production of this publication does not
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which reflects the views only of the authors,
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responsible for any use which may be made
of the information contained therein.
 TABLE OF CONTENT

Introduction 4

Gender roles and gender socialization 6

Gender Roles 6
Gender socialization 7
Gender stereotypes 15
Female Gender Stereotypes 16
Male Gender Stereotypes 18
Media influence on gender roles 22

Project “Gender Through the Screen” 28

Testimonials of the participants 64

Partners 76

References 100
 INTRODUCTION
Of the many influences on how we view men and women, media
are the most pervasive and one of the most powerful. All forms
of media communicate images of the sexes, many of which
perpetuate unrealistic, stereotypical, and limiting perceptions.
We consider this to be an issues with effects on people and
society in general. Three themes describe how media represent
gender. First, women are underrepresented, which falsely
implies that men are the cultural standard and women are
unimportant or invisible. Second, men and women are portrayed
in stereotypical ways that reflect and sustain socially endorsed
views of gender. Third, depictions of relationships between men
and women emphasize traditional roles and normalize violence
against women.

Our main aim is to deeper explore the

gender portrayal in order to address
the most problematic issues and
raise awareness of the public on the
importance of gender roles as seen and
portrayed in the mass media and the
influence it has in our daily lives.

Also, we want to show the stereotypes genders are facing and

way to break them. Our goal is to get to the public by sharing
our personal stories and experiences. Moreover, to define
some crucial terms and words, such as gender roles, gender
socialization, media influence etc.
4
We want to reach to young
people, youth workers and
everyone who is interested
in the topic and hope to
see some changes in our
societies, in the way we
perceive genders and our
roles.

At the end, we are sharing with you what have we done so

far on our project “Gender Through The Screen” through the
four activities that were held in 4 different countries, but all
with the same purposes: to create a baseline how youth work
can advocate and support the better portrayal of gender in
the media; engage more young people and youth workers to
bring up gender issues through social media channels and
commit to fairly and ethically address the issues through their
PR strategies in their associations; deeper explore the gender
portrayal in order to address the most problematic issues while
training youth workers, youth leaders and young people to
act as advocates and reporters; and raise awareness on the
importance of gender roles shown in the media and their impact
on society and people`s behavior.
5
 GENDER ROLES AND GENDER
SOCIALIZATION
GENDER ROLES
Gender roles are cultural and personal. They determine
how males and females should think, speak, dress, and
interact within the context of society. Learning plays a
role in this process of shaping gender roles. These gender
schemas are deeply embedded cognitive frameworks
regarding what defines masculine and feminine. While
various socializing agents—parents, teachers, peers,
movies, television, music, books, and religion—teach and
reinforce gender roles throughout the lifespan, parents
probably exert the greatest influence, especially on their
very young offspring

As mentioned previously, sociologists know that adults perceive

and treat female and male infants differently. Parents probably
do this in response to their having been recipients of gender
expectations as young children. Traditionally, fathers teach boys
how to fix and build things; mothers teach girls how to cook,
sew, and keep house. Children then receive parental approval
when they conform to gender expectations and adopt culturally
accepted and conventional roles. All of this is reinforced by
additional socializing agents, such as the media. In other words,
learning gender roles always occurs within a social context,
the values of the parents and society being passed along to the
children of successive generations.

6
Gender roles adopted during childhood normally continue
into adulthood. At home, people have certain presumptions
about decision-making, child-rearing practices, financial
responsibilities, and so forth. At work, people also have
presumptions about power, the division of labor, and
organizational structures. None of this is meant to imply
that gender roles, in and of themselves, are good or bad;
they merely exist. Gender roles are realities in almost
everyone’s life.

GENDER SOCIALIZATION
Gender socialization is the process by which individ-
uals are taught how to socially behave in accordance
with their assigned gender, which is assigned at birth
based on their sex phenotype.

Today it is largely believed that most

gender expression differences are
attributed to differences in socialization,
rather than genetic and biological
factors.

7
 Gender stereotypes can be a result of gender socialization:
girls and boys are expected to act in certain ways that
are socialized from birth. Children and adults who do not
conform to gender stereotypes are often ostracized by
peers for being different.

While individuals are typically socialized into viewing gender

as a masculine-feminine binary, there are individuals whose
gender identity does not align with their assigned gender, which
indicates that the gender binary is not universally applicable.

Gender socialization, as explained in an article called

“Socialization Practices: Learning to be ourselves in a Gender
Polarized World” by Yoder, is what teaches us how to enact our
gender roles in the context of our culture. The United States
is cultured into socializing men to be masculine and hide their
feelings, while women are encouraged to express themselves
and be the nurturing, care-takers. Gender socialization begins at
a young age and affects physical health for men and women.

8
First, men are encouraged to be brave, endure pain, confront
danger, and protect their loved one. They often have to achieve
their masculine status with strenuous effort. This can deteriorate
their physical health and make them more susceptible to injury.
Men are also taught at a young age to “suck it up”, or “rub some
dirt in it”. This leads to men under-reporting their illnesses or
injuries, which negatively affects their health. Men are also
taught to hide their emotions, which can lead to elevated levels
of stress and can result in a weakened immune system, weight
loss or weight gain, depression, sleeping disorders, drinking
and strenuous exercises. As for women, they are socialized to
be the responsible ones, the nurturers, and the caretakers. This
can affect their physical health in many ways as well. It has
been found that being a care-taker of someone with a chronic
condition can cause high levels of stress and cortisol within the
body, also known as care-taker syndrome. This can affect a
women’s physical health because it can lead to weight loss or
gain, depression, sleep deprivation, sleeping disorders, drinking
or exercising. Secondly, women have work hard during their day
jobs and when they come home to take care of their children.
This can affect their physical health because many times
women do not have time to take care of themselves because
they are taking care of other people and their families.
9
 According to Bandura’s Social Learning Theory, we
learn by imitation and modeling. Young boys and girls
learn about the ways in which they should act and look,
according to their gender, from their peers and family. It
is thought that a man should be strong and muscular and
that girls are to always look pretty and put together. These
things that are socialized at a young age affect boys’ and
girls’ physical health, and the parents usually have the
most control in what is being modeled to the children.

From what I can remember about my childhood, I was always

sure of my gender. I think having a brother taught me the
differences between a male and female. I knew that my brother
was biologically and physically different from me. I also think
having a close family and seeing both the roles of my Dad and
my Mom influenced my behaviors as a woman now. I remember
telling my brother when I was really little, “Since you’re a boy,
you can’t be a Mom when you grow up”. Even at such a young
age, I knew that taking care of the children was a woman’s
role, just from watching my Mom and Grandmas, and I already
foresaw a future where I would take on that role. I wouldn’t
change a single thing about my childhood. I hope that I can raise
my children how my parents raised me and my siblings, they
never pushed us to like something just because it was society’s
idea of what a girl and boy should like.2

The main problem with the gender

socialization is that it gives different treatment
to girls and boys, man and women. So, later on
we start to accept our roles and act according
to it, even if we don`t fully agree.

2 https://sites.psu.edu/academy/2016/04/07/the-effects-of-gender-socialization-on-men-and-women/
10  
It is generally accepted that early
gender socialization is one of the most
pertinent issues in early childhood,
affecting both boys and girls. The
foundations for stereotypes in gender
roles are laid through early gender
socialization.

11
 Early gender socialization starts at birth and it is a process
of learning cultural roles according to one’s sex. Right
from the beginning, boys and girls are treated differently
by the members of their own environment, and learn the
differences between boys and girls, women and men.

12
Parental and societal expectations from boys and girls, their
selection of gender-specific toys, and/or giving gender based
assignments seem to define a differentiating socialization
process that can be termed as “gender socialization”. There are
numerous examples from varied parts of the world confirming
that gender socialization is intertwined with the ethnic, cultural,
and religious values of a given society. And gender socialization
continues throughout the life cycle.

Gender socialization is the process by

which people learn to behave in a certain
way, as dictated by societal beliefs,
values, attitudes and examples. Gender
socialization begins as early as when a
woman becomes pregnant and people
start making judgments about the
value of males over females. These
stereotypes are perpetuated by family
members, teachers and others by
having different expectations for males
and females.
Imagine the following scenario: a young pregnant woman is
about to have her first child. When asked whether she wishes to
have a girl or boy, she replies that it doesn’t matter. But, sitting
next to her is an older relative who says “Oh, hopefully it will
be a boy.” In small, but meaningful ways such as this, gender
socialization starts even before birth.
13
 Children start facing norms that define “masculine” and
“feminine” from an early age. Boys are told not to cry, not to
fear, not to be forgiving and instead to be assertive, and strong.
Girls on the other hand are asked not to be demanding, to be
forgiving and accommodating and “ladylike”.
These gender roles and expectations have large scale
ramifications. In many parts of the world, girls face
discrimination in the care they receive in terms of their access
to nutritious foods and health care, leading them to believe that
they deserve to be treated differently than boys. The degree
of gender differences observed varies in all cultures in respect
to infant, toddler and young child health, nutrition, care
developmental activities, education, hygiene and protection.2

2 https://www.unicef.org/earlychildhood/index_40749.html  
14
GENDER STEREOTYPES
Simply put, gender stereotypes are generalizations about the
roles of each gender. Gender roles are generally neither positive
nor negative; they are simply inaccurate generalizations of the
male and female attributes. Since each person has individual
desires, thoughts, and feelings, regardless of their gender, these
stereotypes are incredibly simplistic and do not at all describe
the attributes of every person of each gender.

While most people realize that stereotypes are untrue, many

still make assumptions based on gender. There are many
stereotypes we may all be guilty of, such as assuming that all
women want to marry and have children, or that all men love
sports. The following is a list of some of the most common
gender stereotypes as they pertain to either men or women.
Remember that these are stereotypes because they claim to
apply to all men or women.
15
 FEMALE GENDER
STEREOTYPES
Gender stereotypes begin the second a baby’s gender is found
out. As soon as we find out it’s a girl, we immediately begin
decorating a pink nursery filled with soft décor and butterflies
and flowers. We assume that our daughter will be very “girly”
and fill her closet with frilly dresses and her toy box with tea
sets and dolls. What this is essentially doing, even though many
parents don’t realize it, is setting our child up to be the “perfect
lady,” and teaching her how to be the stereotypical woman. We
are teaching her that girls are supposed to wear dresses, serve
food, and take care of babies; the biggest and most common
stereotype put on women.
Have you ever watched a little girl playing house? Even as
young as five or six, she is well aware that she is supposed to
stay home with the baby while the husband goes to work, and
she has dinner ready when he gets home.

16
Here is another stereotype; women stay at home while men
go to work. While there are a million gender stereotypes
about females, these are definitely the biggest, and
the most debated by feminists of today. Some other
stereotypes include:

WOMEN are supposed to have “clean jobs” such as secretaries,

teachers, and librarians
WOMEN are nurses, not doctors
WOMEN are not as strong as men
WOMEN are supposed to make less money than men
THE BEST WOMEN are stay at home moms
WOMEN don’t need to go to college
WOMEN don’t play sports
WOMEN are not politicians
WOMEN are quieter than men and not meant to speak out
WOMEN are supposed to be submissive and do as they are told
WOMEN are supposed to cook and do housework
WOMEN are responsible for raising children
WOMEN do not have technical skills and are not good at
“hands on” projects such as car repairs
WOMEN are meant to be the damsel in distress; never the hero
WOMEN are supposed to look pretty and be looked at
WOMEN love to sing and dance
WOMEN do not play video games
WOMEN are flirts
WOMEN are never in charge
17
 MALE GENDER STEREOTYPES
Stereotyping is no different when it’s found out that
a boy is on the way. The nursery is decked out in
blue, his closet is filled with tiny jeans, polo shirts,
and boots, and the theme is usually something like
jungle animals or dinosaurs; something tough. Boys’
toys consist of trucks, dinosaurs, action figures, and
video games. From the beginning boys are taught to
be tough, to be protective, and to defend themselves.
Boys are taught that daddy’s go to work and mommy’s
stay at home; from their point of view, boys have fun
and girls do all the work.

18
Are you surprised to hear that most parents admit that they do
not teach their sons how to do chores such as washing dishes or
folding laundry? Instead, they teach them to take out the trash
and mow the lawn; from the get-go boys are made to think that
certain household chores are “women’s work.” This is a major
stereotype, but the majority of American households today
would prove this to be true. Men are supposed to do the dirty
jobs and anything that requires muscle, they are also supposed
to go to work and provide for the family. Little boys see this and
the stereotype continues.

Other gender stereotypes that inaccurately

try to describe all men are:

ALL MEN enjoy working on cars

MEN are not nurses, they are doctors
MEN do “dirty jobs” such as construction and mechanics; they
are not secretaries, teachers, or cosmetologists
MEN do not do housework and they are not responsible for
taking care of children
MEN play video games
MEN play sports
MEN enjoy outdoor activities such as camping, fishing, and
hiking
MEN are in charge; they are always at the top
AS HUSBANDS, MEN tell their wives what to do
MEN are lazy and/or messy
MEN are good at math
IT IS ALWAYS MEN who work in science, engineering, and
other technical fields
MEN do not cook, sew, or do crafts
19
 Can you see how many of these
actually are true of many men or
women that you know? They may
even be true for you personally, but
they do not apply to every single man
or woman alive. That is what makes
them stereotypes; the fact that these
things are considered, “the norm” and
expected of every male or female.
Each person is an individual and it is
perfectly normal for a woman to run
her own business while a man stays
home with the kids. On the other hand
it is also perfectly acceptable for a
man to be a nurse or hate sports, or
enjoy cooking.

20
Men and women are individuals;
they are more than just male or
female. Our gender is only part
of who we are; it does not define
us as people.

21
 MEDIA INFLUENCE ON
GENDER ROLES
Media plays a large role in creating social norms, because
various forms of media, including advertisements,
television, and film, are present almost everywhere in
current culture. Gender roles, as an example, exist solely
because society as a whole chooses to accept them, but
they are perpetuated by the media. Conspicuous viewers
must be aware of what the media is presenting to them, and
make sure they’re not actively participating in a culture of
oppression.

Television is the most pervasive form of media,

which takes TV set ownership into account
when it produces ratings. This, of course,
means that viewers must carefully examine
the content of the programs they choose to
watch, and decide if they can ethically support
and promote said content.

For example, The Big Bang Theory, in its earlier seasons, had
only one consistently present female lead — Penny, played by
the lovely Kaley Cuoco-Sweeting. Penny’s character was that
of the stereotypical female: the ditzy, attractive neighbor, who
existed solely to create sexual tension between herself and one
of the show’s leading men, Leonard Hofstadter. As the show
progressed, the characters developed and more females were
introduced, but Sweeting’s character still exists primarily to
create romantic tension.
22
A better example of female representation in television can
be found in the American version of the TV show The Office,
which had five consistent female leads — Pam Beesly-Halpert,
Angela Martin, Phyllis Lapin-Vance, Meredith Palmer and Kelly
Kapoor. There is a strong, working-class female represented in
each department of the fictional paper company Dunder Mifflin,
and all of these female characters are dynamic. Even though
some of them did portray female gender roles, such as the
character of Kelly being emotional, the characters were given
enough development and background to be more than just
stereotypes. The Office worked against the unfortunate statistic
that men outnumber women in television two to one, and gave
viewers a plethora of strong females in the workplace, helping
to move the media to more accurately represent the real world,
where women are 51 percent.

23
 Television for a long time has been a tool in promoting the
stereotypes of gender roles and tends to show them as being
natural. The television industry is usually male dominated
therefore most of what is produced tends to take a male
perspective therefore bringing about male gaze. Through such
productions girls get to learn that this is a man’s world and
hence they get to change their personalities. It is a very powerful
and highly influential means to make and communicate
gender equality and gender culture of society are mass media
technologies which have become an essential part of individual
daily lives and culture in the world over. The mass media are
able to genuinely make legal gender ideas and philosophy
shaped by gender politics and beliefs, and to increase the
likelihood or chance of their reception by the general audiences.

The mass informs and also gives great pleasure

and full entertainment. It is a dominant influence
in distinguishing the roles of men and women in
a civilized world. The younger generations are
especially influenced by its depiction of gender
roles. Even though television has improved very
well in its representation of gender, women are
still stereotype in conventional roles, and under-
represented, while men are revealed or seen as
dominant figures. Generally, women are known to
be mothers whiles men are depicted as the bread
winners of the family.

24
Additionally, in mass media advertisements,
sex stereotyping tends to be at its greatest
because the intended audiences are normally
either male or female. Men are seen in further
occupations than women; women are seen
generally as house-keepers and mothers.
Men have greater possibilities to be seen
advertising car companies or marketing
products; women are mostly advertising
household products. Men are more likely
to be shown outside or in a big business
backgrounds; women in domestic settings.
Men are more often seen to represent
authority.

25
 There is a general agreement that the mass media act as very
significant agents of interaction, in cooperation with the family
unit and peers, and it contribute to ensuring the gender roles
are shaped effectively. Without doubt, at individuals’ level, it
is normally learnt to be male or female ‘ this does not come
naturally and the mass media helping in making such roles
seem as if they are normal. And there is no doubt that the mass
presents influential, compelling images of gender. It has been
shown that many male individuals spend most of their time with
male role-models on the television. But television as a means
of socializing is not accountable for shaping the gender roles of
individuals. There is abundance of instances of gender-typed
conducts around the world today. An exceptional involvement of
the television may be to present clear examples of models seen
in a larger world than that which is more honestly experienced
domestically and the locality. Wherever they get their thoughts
from, by the age of about eight, it seems that most kids develop
precise and definite stereotypes about what the sexes can
perform or cannot accomplish. Most individuals tend to see the
mass media as unavoidably socializing children into customary
stereotypical roles, because of the commonness or popularity
of such images on the television and the importance attribute to
them by children (Donna, 2010, p.35). On the other hand, such
records tend to overrate the power of mass media and underrate
the multiplicity of ways in which people; mostly children tend to
handle their life’s experiences. Most television images of boys,
girls, men and women are more different and less clear-cut
than such arguments suggest. In the world today, the television
offers conflicting images which can be understood in several
ways, and viewers are far more dynamic interpreters than the
inactive recipients suggested by such records.

26
In conclusion, it is clear that there are various factors
that bring about gender role formation and these
factors are rooted within the society and are passed
on from one generation to another. The media has also
been a factor in bringing about gender roles as it tends
to focus more on the ancient stereotypes that cover the
boy and girl child roles in the society hence bringing
about the inflexibility in the gender roles.

A stereotypical view of gender role may weigh greatly on

the viewers, particularly young viewers. There is also clear
evidence to show the effect of television messages on young
viewers. On the other hand there is indication to show that there
is a strong potential correlation with stereotypical ideas. The
ideas of conventional or long-established roles of the genders
are very deceptive. So as to ensure a change in the gender roles
there should be campaigns against stereotypes that surround
gender roles.

27
 OUR PROJECT “GENDER
THROUGH THE SCREEN”

What this project seeks to foster and encourage is

to advocate for gender equality by the use of media
and by training youth workers on how they can better
report, show case and promote gender equality through
the biggest mediums and communication channels
they use for their everyday job. Our project addresses
gender as an equality issue, with positive approach to
diminish the negative stereotypes and discrimination
related to sex and/or gender.

Bringing together in a consortium various NGO’s across EU and

WB, the project is the best spot for the youth workers to not only
discuss the problematic and come up with suggestions for a
better portray of gender issues, but also as a practical example
that shall encourage each participants, partner association,
collaborator and other beneficiaries to take the gender issues in
consideration when drafting their communication strategies and
while reporting their youth activities and/or any other project to
the media.

28
Gender through the screen is capacity building project under
Erasmus+ which aim to involve 8 youth organizations from
western Balkans and EU which work in the field of the gender
through the empowerment and support of youth workers.
Topics to be elaborated are human rights education, gender
equality, inclusion anti-discrimination, tolerance. The main aim
of the project is to deeper explore the gender portrayal in order
to address the most problematic issues while training youth
workers, youth leaders and young people to act as advocates
and reporters. The project seeks to raise awareness of the public
on the importance of gender roles as seen portrayed in the
mass media and the influence it has in daily lives of each of us.
Erasmus+ program Gender through the Screen had 4 activities.

SKOPJE, MACEDONIA
The first activity was a Kick Off Meeting, hosted in Skopje,
Macedonia in duration of 4 days. This meeting was based
on non-formal based activities, especially presentations
of good examples, their analyzing, discussion on the
content and roles and responsibilities of the partners in the
process of creating it. Meeting has followed definition of the
base elements for the project and other project planning
activities. The main aim of the meeting was planning of
activities, coordination of partner organizations on how
to coordinate, select participants, prepare participants,
disseminate project results, implement activities, evaluate
project and organize follow up activities.

29
 DURRES, ALBANIA
The second activity took place in Durres, Albania from
23rd to 30th of March gathered participants from Albania,
Kosovo, Serbia, Montenegro, Macedonia, Slovakia, Estonia
and Hungary to raise awareness, break stereotypes, and
learn by doing methods on gender issues.
During this training course, 28 youth workers, youth leaders
and volunteers met to discuss for gender equality, with
positive approach to diminish the negative stereotypes and
discrimination related to sex and/or gender.

30
Participants participated in sessions of workshops and debated,
communicated shared knowledge and experience on the topic
of gender issues. We have widen our knowledge on media,
gender and gained communications and socializing skills,
improved language, thinking outside of the box and how to be
open minded, and also collected useful knowledge on different
cultures, how to cooperate and work as a team, how to see
a bigger picture, how to detect and point gender issues, how
to present in front of other people, to shear ours and respect
opinions of other people, to agree how to disagree, to listen,
we learn through workshops that gender issues are deeply set
into our society and discover new organizations that can help
women and men work on them, we have improved our skills
and knowledge and address gender education through media
tools. We also were given the time to explore some of the cities
and get in touch with Albanian culture.

This training has been a great opportunity

for many of us to learn, shear experience and
reflect. All of us brought our unique cultures and
values here with us but also many things we
have in common brought us closer together.

31
 PRIZREN, KOSOVO
The third activity was a youth exchange, which took part
in Prizren, Kosovo. Through different kind of working
methods we explored the topic, the gender issues in all of
our countries, the gender images that media showed during
every decade and its evolution, as well as brainstorming
and discussing possible solutions.

Of course, the first few sessions were dedicated to getting to

know each other and create an atmosphere that was relaxed
and people felt free to open up, but at the same time prepared
for some serious topics and quality working time.
32
ISSUES THAT WOMEN/MAN ARE
FACING BY COUNTIES
Working in teams by countries, participant explored all the
issues that man and women were facing in their country.
After a thorough discussion, they presented the problems
to the whole group. From entrances at the clubs, to job
discrimination and more, all kind of issues were presented
and discussed.

After that, we had a workshop on gender through the history.

Starting with the year when TV was invented, we explored every
decade till today. We saw the changes that evolved in media`s
presentation of gender roles, as well as all the movements for
changes in society. In the pictures bellow are shown some parts
of the presentations.
33
 Another method used was discussion in different forms of
workshops. One workshop was about developing a discussion
by the principle of nomination. Each round, the nominated
participants had a presentation of their opinions on a given
topic in form of a statement or question, and then a winner was
chosen by the audience. At the final round, the winners from
all the previous round were nominated and a finale winner was
selected. This way, all the participants were active during the
whole time and each had a chance to speak in public.
34
Another workshop was what we called “The circle to talk”
in which 4 chairs are put in the middle of the group and only
people who sit on them are allowed to talk. The aim is to evoke
a debate and discuss different opinions. People in the 4 chairs
can be changed by the ones in the bigger circle by touch on the
shoulder. The result was amazing and we had very qualitative
debate.
35
36
At the end, all the participants
were satisfied, all kind of topics
were discussed, different
points of views exchanged and
a lot of ideas and solutions
brainstormed.

37
 VLADICIN HAN, SERBIA
The last activity was a seminar held in Vladicin Han, a
lovely small town in Serbia. The main aim of this seminar
was to foster the active involvement of youth workers of
any filed to address gender issues and gender equality
related to media. It was discussed about the importance of
gender issues as seen on mass media and how can youth
workers influence the portrayal by influencing media
reporting. Through different workshops we worked on all
the issues youth workers were facing, but also possible
solutions.

Except the bad weather, all the expectations of the participants

were met and also they contributed a lot. Besides having a great
time, learning by doing, interesting workshops concerning the
topic, we also worked on the making of this brochure.
38
39
40
 A very interesting method we called
“The Tree” on finding the main problem and
solution was used. After that, the participants
in this seminar had amazing time working
on articles and putting their work into words.
Below you have the chance to read and enjoy
in the articles they wrote.

41
 LACK OF EDUCATION –
ISSUE IN SOCIETY AND CAUSE OF
FURTHER PROBLEMS

After a group discussion, we realized that the main

problem in our society where we live is the lack
of education which brings the country in situation
where genders are unequal and discriminated. We
came to a conclusion that the things that are causing
this situation are: the system, the culture and the
opportunities.

CULTURE
all people have different backgrounds and different culture,
which means that they all perceive life in their own way.
For example some religions don’t allow freedom between
youngsters. Therefore they don’t go out searching for
information or go socialize and thus they are marginalized from
society and decide not to go to school or even drop out in the
middle. Some others don’t have the commodity to make this
choice but society makes it for them.

CONSEQUENCES / GENDER ROLES

And we thought that this cause creates many consequences
in society on the gender equality topic. People with minor
educational background are bound to have problems, and to
have hard life ahead. This and more is what our culture shapes

42
us in, the form that society thinks we are or in some cases we
actually are. Gender roles are implemented to us when we are
born, we follow the steps of our predecessors. Our parents try
to shape us into roles that society deems accurate, by giving
us toys with colors, calling us in a special way, telling us boys
don’t cry they will become real man, and so with girls as-well.
By telling girls that they need to behave, need to learn how to
cook and clean, sometimes even obey. Subconsciously we are
shaped into this roles without noticing. We can summaries, that
according to the system in our countries, women don`t have
the same competences like men. There is often a patriarchate
system based on traditions, in that way men have bigger
salaries, they have more benefits and also more working
opportunities as women. So in that way it’s necessary to set
the rules of system, in which we are acting on the same level
without impact on gender. In the second point of view, men have
different career opportunities as women. Problem arise when
according to society`s opinion, women are not able to do some
kind of jobs, or they cannot achieve same level of profession as
men. So the idea is to find ways how to prevent these issues.
The one way is to set strict rules and establish them to every
system with penalties in case of not acting in certain way.
Nowadays education is one of the most important value in
21 century for men but still in many countries people do not
have equal opportunities for education and knowledge. There
are lack of qualified teachers, schools and even simple tools
to educate children. Often with this problem are faced people
from third world countries from Asia, Africa and Latin-America.
Usually there is less opportunities as well because of wide
poverty and conflicts where education is most needed. To create
better conditions for basic education in these regions we have
to spread awareness why education is needed for all people
and how it can improve their life in personally and socially.

43
 Equal education should be basic human right for all of us an
educated population will create better society and sustainable
environment. These causes are bringing us sexism, where the
females are being underrated and absolutely discriminated.
Some of the situations that we could experience almost every
day are seeing women doing chores, exposing their body for
somebody else’s business to get bigger, and being always under
men. As a third objective we set an equality between genders
in education. It is really important to provide it from early age,
to act in appropriate way with other youngsters so in as one of
the most important objectives to achieve the better education is
the non formal education or else known as exchange programs.
By sending youngsters in other countries to study they can
gain so their culture, knowledge and bring them to their own
countries to contribute in a good way. After they all come back
by spreading the new information and knowledge they can
make the society more open minded, educated and bring them
to a situation where at least men and women would be equal.

Article written by:

Mirel Salaj
Dominika Hajna
Çlirim Xhemaili
Lirim Xhimi
Kristjan Karu

44
MUTUAL RESPECT AS A WAY
TO REDUCE „SLUT-SHAMING“

Main interest of our group was so called „slut-shaming“. „Slut-

shaming“ is a practice of criticizing people, especially women,
who are perceived as to violate expectations of behavior and
appearance related issues to sexuality. Our article is focused
on women`s perspective, but it doesn’t mean it is solely the
problem of women, it may concern men as well.
It is our understanding that there are many reasons for such
behavior. But due to article limits we are focusing only on three
of them. Firstly, we believe it is a marketing strategy, which
could be defined as „sex sells“. It is part of nowadays society
to use the whole body or its parts to attract certain types of
population and „manipulate“ customers into buying some
goods in order to achieve better outcome of product being
sold. Recently named phenomenon „sister-hoes“ is a way
of socialization of especially young girls who are attracted to
certain appearance and are prone to repeat this way of acting
from others. This type of interaction is forming „sisterhood“ of
girls that are perceived as „hoes“ (in meaning of sexual objects).
It is not an exception that this appearance or behavior in certain
(more sexual way) is appreciated by men. But truth is that on
the other hand such revealing appearance could also lead in
men’s eyes in to labelling girl as a „slut“.

45
 All above mentioned may lead to less or more serious
consequences. The most frequent one is humiliation, which
can happen in person or via internet and it is usually verbally
accusing someone of dressing and acting „inappropriately“, that
can make other people uncomfortable or insulted. More serious
consequence could be a rape as a response to understanding
wrongly reasons why women dress revealingly. Radical
feminism could be response by women who are victims or
strongly against people who are „slut-shaming“. It is important
to mark that we view radical feminism as negative or irrational
response, but also it is proving their desperation for changing
status quo.

46
There are many strategies how to reduce such behavior as
„slut shaming“ and we decided to call them „mutual respect
strategies“. The core of the problem lies in lack of equality
which exists in the basics of many societies. It is a long and
demanding process which requires existence of equal rights
and obligations. This could be achieved by gender equality in
job market and also in personal sphere. We believe in order to
achieve that we have to focus on children and their education.
One of the suggestions is to implement change in educational
system especially in subject as sexual education of ethical
education. It should be part of (for example) these subjects to
focus on such topics and via discussion and good examples to
explain this problematic. Also motivational speakers could be
invited to school and lead those discussions after sharing their
stories.
Freedom to vote or freedom to talk about controversial topics
is not a taboo anymore. But what about freedom to wear what
we want and behave in our own personal way? Of course, one’s
freedom ends where freedom of other’s start, but it is hard to
draw a line. It is exceptionally hard to create open society, but
there are many steps that we could take in order to achieve that.
These points we were trying to make could be one of the
deciding factors to achieve mutual respect in „slut shaming“
field. We understand it is a long process, but time shouldn’t be a
barrier. The change may be slow process but it is necessary to
start if we want it to happen.

Article written by:

Simona Andraščiková,
Mirjam Kase,
Júri Looring,
Kirill Matrenin
47
 ACTING TOWARDS EXPECTATIONS
IN SOCIETY AND DISCRIMINATION IN
EMPLOYABILITY – PROBLEMS WE
SHOULD WORK ON!

We find that in today’s society discrimination in employability

is a pretty big issue. This problem, in cases of woman, it mostly
happens because of pregnancy issues at the work place. Often,
women are asked during the first job interview if they plan to
have kids and when, and it is a factor that decides if they get the
job or not. In cases, women don’t have the chance to get a job
because sometimes they are forced to take a break. Sometimes
they are forced to leave the job hours immediately in case of
pregnancy issues. Something which is very common to happen
because of the difficulty of the process itself.

Also, in other cases, we have sexism, not only for females, but
males as well. That happens because of the lack of respect that
exists among people.
48
For some people boundaries do not exist, and it is very negative
thing to still happen in 2018.
The negative result of these unfortunate events is a low rate of
woman getting employed in specific jobs, in which, males, often
find the opportunity to satisfy themselves by being impolite and
rude to woman, who cannot be blamed for simply doing their job
in the most productive way.

Fake Realities is also a topic in which, many are hurt. Many

people are being damaged in ways of one the most beautiful
inventions, the social media. Many people are out there just
trying to be something they are not, to make a false image
of who they are. Why? Because, they want to be accepted,
although in something not worthy, that is not worth the time
and effort. All this is happening and brought to life only by social
media. Truly sad for such an invention to have much more
negative sides and effects, rather than bringing happiness.

Adverts - a way of communicating. But, communicating what?

A very interesting way of expressing what we want to hear, what
we want to see, and no limits in the manipulation techniques.
Instead of showing quality, they lure us with sex in its most
visual way.

49
 With time, everything
changes, only adverts
stay the same, even
more aggressive
in their way of
expressing than
before.

50
51
 Pretty funny isn’t it? Or is it not?
In the race for more money and better
selling product, we tend to forgot about
boundaries, respect and human rights.

Working in our group, we set EQUALITY as the most

accurate aim we should try to achieve.

Firstly, we would try to achieve that by using Education.

Education, through the primary leaders which are Teachers. We
tend to train them, how to behave at any moment of given time
with students, in the most positive way to transmit to the youth,
our primal generations.
At given possibilities, we would use each one to try and educate
Parents. Another bone to the life itself, to educate their children
and guide them to acceptance, to agreeing to disagree.
These actions, teaching, in a proper way and at the right time,
can do so much to improving the future. They would lead to the
non-existence of objectification, an evil quality that is ruining so
much. AWARENESS would increase so much. In such a way
this positivity would spread throughout every country, every
village, and every piece of our communities to A BETTER US!

Secondly, we believe that everyone deserves a chance. Chance

to prove themselves, chance to learn and share knowledge and
experience.

52
We want to give that chances to all people by opening places for
participation if all kind of project. For every person it is important
to have the opportunity to go out there and learn how to do the
right thing. So, without discrimination, we thing that everyone
should have a chance, regardless the age, background, color,
experience etc.

53
 And the third activity that we would try to improve EQUALITY,
would be Trainings.
Trainings in a form of non-formal education, a form to educate
those, for whom there are no other ways possible, or maybe
the other forms are not likeable and conditioned for them and
for this I mean, for all those who are with different ability, the
meaning for that is: those who don’t have the possibility to be
equal in the physical forms or shape.

In this way we would have the future of positive working groups,

both males and females, together with people with different
ability, together with everyone.

Article was written by:

Antonela Tomco
Pranvera Susuri
Justinian Jorgji
Sadri Aliu

54
STEREOTYPS AND PREJUDICE IN WB6;
Between the solution and the solution

It is harder to crack
prejudice than an atom
A. Einstein

Although many people claim to have no prejudice, there

is probably no person who was not a victim of their own
preconceptions.

Before we begin to explain terms, we solve a riddle:

... Father and son experience a car accident. The father dies, the
boy remains alive but seriously injured. When he was brought
to the hospital and when the surgeon saw him, surgeon said: “I
can not operate it, this is my son!” ...
How is it possible?

Stereotypes are basically consist of a division of conviction

or thought of certain human groups. Stereotypes are usually
based on some kind of contact or performance that we get at
school, through the media or at home, and they later become
so extensive that they include all those people who can be
associated with them. The goal of stereotypes is to simplify
reality - “they are such.” bosses are tyrants; these people are
lazy; these are true; people in this part of the city are dangerous;
one or some of them - maybe, but really all? Sometimes we use
stereotypes about a group that we feel to be more powerful or
superior than others.
55
 Prejudice is the court we give about another person or other
people, but we really do not know about them. Prejudices
relate to irrational suspicion or hatred towards a particular
group of people, races or religion. Prejudice is often based on
social stereotypes, and in the most extreme variant, certain
groups of people abolish human rights, or give some other
groups an unfair advantage. Consequently, prejudice leads to
discrimination, which we will talk about later. Prejudice may
have a positive or negative character. Prejudice is learned, as
part of our socialization process and it is very difficult to change
or erase them. It is therefore important that we are aware of
the fact that we have them. Prejudice and stereotypes are
schemes that help us understand reality. When reality does not
correspond to our prejudices, it is easier for our brain to change
our interpretation of reality than to change prejudice. Prejudices
help us to complete the information when we do not have it
at all. Especially in our society are developing and fostering
prejudices based on gender and gender.

Remember the story of a surgeon? Do you

know the answer? Most people got into this
puzzle before they came to the solution,
but when they mention that they may have
gender prejudices, they immediately make a
decision: The surgeon is actually the mother
of a boy! Have you been among them?

56
I personally hate stereotypes. Who said that
I should act the way because of my sex,
race, personality, or nationality. I don’t like
it when people say I should be a hairdresser
because I am a girl and I don’t like when
man should like sports because they are
man. Everyone is creating a concept of other
people based in what they see but on who
people really are.

Stereotypes are a big problem in our daily life, and huge

problem for our society. It puts labels about how a person
should behave or live their life based on their sex, race,
personality and other thing. This could affect individuals who
perhaps like different things or do different activities, but feel
ashamed of doing so because of stereotypes. People feel
ashamed of doing what they want to do because of stereotypes.
We as part of the younger generation should know how these
stereotypes could affect us as individuals. We should learn not
to judge and prejudge about people because of what we think
they should be like, and should change our point of view about
the stereotypes that are deeply rooted in our society.

57
 Stereotypes are caused by the way we think, by the things we
hear or remember. They are created by the assumption that
person equals the role. We, attend to categorize people into
groups, and once someone is not part of it, we immediately
judge and create stereotypes. It`s like we cannot see outside of
our bubble and without our group we cannot think bigger. If it
comes to differences of members of our social group we like to
see things from a closed up prospective, but when it comes to
other groups we blur them all together without even thinking
twice. Or when we say all females have natural motherhood
skills unlike man, it’s not like that. On an average females spend
more time taking care of their children then man do.
Why? Well stereotypes say so.

The negatives effects that stereotyping causes in people

are many. Some of the negatives effects are harm, poor
performance in different activities. Stereotypes set barriers
and it leads to discrimination. People are more likely to be
aggressive after they’ve faced prejudice in a given situation and
have trouble making good decisions. But what can we do to
improve the situation? How to break stereotypes?
58
As people who work in CSO, we can give opportunity to
youngsters to attend Erasmus plus projects, in order to broaden
their horizons, get more information related to different social
topics with people that come from other countries, different
cultures with different backgrounds. An effective way would
be to also organize info sessions, workshops, special trainings
with youngsters at school and parents as well, in order to
provide them with information or tips to see things on different
prospective and to be less judgmental. This will lead to better
community life, better society and will serve as a manner
to raise awareness and sensibility among people of the
communities we live in.

Article was written by:

Silvia Dervishi
Jona Dashi
Ensar Sever
Jovan Dašić

59
 Are Women seen as less than Men?

In the region of western Balkan we are facing

the issue of gender equality. The gap between
women and men rights is pretty big. This
means that women are denied and not equal
to men regarding to the social rights. In simple
words, the main problem is that women are
underestimated, for their competences and
skills they can demonstrate.

60
This is caused by several factors which are affecting the society
in general such as family, media and institutional influence.
Every kid take an example of their parents, imitating and taking
their behaviors and habits. Girls are doing the household just
because their mothers and grandmothers did that and that
is normal for them and also they don’t get support for further
education because they will get married and the man will be
the head if the family. Another important point to be mentioned
is the influence of media. Through commercials media shows
inequality and division between women and men. They show
different commercials that purely separate in an improper way
the gender roles. Furthermore, a great role in this separation is
played by the institution and government. Unfair environment
and rules are settled by the private sector regarding to their
employees. Example of this are that there are women jobs such
as stewardess, teacher, cashier, cleaner, secretary, and also
men jobs like pilots, miners, engineers, managers, politicians
etc.

61
 All of this causes lead us to the certain challenges like unequal
treatment, lack of opportunity for women (regarding attending
higher education, job promotions etc.), discrimination, objectified
women, no equal payments etc. For doing the same job, women
have smaller salaries than man.

Also, statistics has shown that women only get promoted to a

certain level, a phenomenon called “Glass ceiling” - metaphor
used to represent an invisible barrier that keeps women from
rising beyond a certain level in a hierarchy.

62
A small number of MPs from MPs, a very small number of
ministers, a small number of mayors, a small number of
directors of public enterprises, and a small number of women
members of management boards. However, these figures
are not perceived among the general public as an indicator of
discrimination against women and do not encourage political
parties that have the power of activities aimed at changing the
situation.

Facing this difficulties and problems our society will not

progress in the future.

So, it is time for change.

But, this situation cannot be changed by itself. We cannot

expect people to suddenly open their eyes, wake their heads
and change their rooted stereotypes and prejudices. For
something to change, conscious action from top to bottom,
imposed, forced, to the level of affirmative action (knowingly
introduced positive discrimination) is needed, which will change
the imbalance in the position of women and men.

Article was written by:

Aleksandar Miloshevski
Muhamed Bajrami
Faruk Husovich
Nejla Franca

63
 TESTIMONIALS OF
THE PARTICIPANTS

One project could never be successful without

the people. Therefore we present part of our
participant and their testimonials on their
experience in this project.

64
Training course in Duress, Albania

Maria I personally think that gender awareness

Slovakia is the ability we should acquire as soon as
possible. Different perspective of the gender
roles and understanding how they affect
women’s and men’s way of thinking is
really interesting to discuss among different
nationalities. Listening to all the differences
and similarities between the countries can
open one’s eyes. In my case, Erasmus+
did not only open my eyes but completely
changed my way of thinking and my life in a
way I could never imagine. I hope everyone
will have and will take a chance to be part of
such an amazing project as E+ is!

Kanita As someone who lives in a patriarchal

Montenegro society, i must say that opportunities
that Erasmus+ Program gives are really
important for me. When it comes to gender
equality we can say that it’s a huge problem
in almost every country in the world, even
though it’s 21st century. Learning about
other people’s culture and the way that
they fight for GE (gender equality) creates
a special and unique bond between those
who are ready to fight for basic human
rights. Trainings and courses like this are
very important for nurturing intercultural
relationships and developing open mind-set.
I encourage people to join the Erasmus+
Program if they are interested in youth work,
non-formal education and if they are devoted
to their communities.

65
 Anja
Serbia

This project has been a great opportunity for

many of us including myself to learn, shear
experience and reflect. All of us brought our
unique cultures and values here with us
but also many things we have in common
brought us closer together.

Silvia This project is one of the most interesting

Albania activities I have participating in. I met new
people and had the chance to learn more on
other cultures, to break some stereotypes
I had in my head. I learned how to listen,
I improved my communicative skills and
made new friends and got contacts for
future project. I was really surprised to
listen to what other people from different
backgrounds and different cultures as well,
think on gender issues and what can we do
to improve ourselves and our communities.

66
Kaili
Estonia
When I studied to be a teacher and saw
multiculturalism in school systems and
globally, then project “Gender through
the screen” has gave me new knowledge
through other participants thought and
culture background. I have learned new fun
and nice energizers. I advise everyone to
participate in Erasmus+ projects.

Kirill
Hungary

Projects within EU and neighbor countries

serve to aim of uniting people of different
nations, religions and political views. It’s
a best way to make participants aware
of challenges that modern society faces,
and prevent any kind of conflicts between
europeans.

67
 Youth exchange in Prizren, Kosovo

Kiko This is my first project where there are

Macedonia so many international people and I have
learned so much from them. I can see how
some things are better in other countries
compared to balkans and how the other
countries focus on certain problems. It is a
great opportunity to find some new friends.
It is an amazing way to learn new things
about the topic and I know that there are so
much to do with gender equality issues. It
also gives me strength to change something.
I recommend to my friends to join Erasmus+
projects.

Ieva
Estonia
Youth exchanges are for learning from each
other. Hearing direct experiences about
gender inequality from people makes you
reflect how greatful you should be for what
you have and not to take the situation for
granted. Also to support the ones in need the
way you can.

68
Rebecca
Estonia

I have got so much new information from

this project. I think I look at some things in a
new perspective and I love it. I like the way
I change because of new information I get. I
love it hear.

Ivana
Sovakia

I am here as Eramsus+ participant and I’m

presenting slovak organization ADEL. This is
my third exchange and I like that we are with
people from balkan region and I can learn a
lot of their culture and habits.

Mirel I love Erasmus+, they give me the

Albania opportunity to learn and make new friends
in a very good and fun way. Every project I
go to is a new experience and in this project I
was really interested in the topic. Had a great
time with the group, we have learned a lot
thanks to our leaders. We made such great
memories that we are never going to forget.
I encourage everyone to apply and take part
in an Erasmus+ project.

69
 Jona
Albania

This is my first youth exchange and I really

like it. The reason why I’m here is to make a
change on me ont he way I see things and
the way I think.

Aleme I’m here to share experiences with other

Kosovo participants that came from the other
countries. And also knowledge about the
topic because I really was interested in this
field since gender equality is a very sensitive
topic in the Balkans. My expectations from
this youth exchange are to learn new things
and then to contribute in our community.
I’d like to spread the information what have
been discussed here and to keep being in
contact and to organize other trainings and
youth exchanges with these organizations in
the future.

Arsi
Albania
In this project I want to learn how to
understand better about gender equality and
about the progress women and men have
made in the years. Right now I’ve learned
much more then I knew and that makes me
kind of happy because now I see the things
in a better point of view.

70
Aleksandar
Macedonia

The main reason of the project is to gather

young people together from diffirent nations.
To make their life ritcher with knolege.
Personally, I have been in many projects and
every new project is a new experience, i get
lots of new friendships that last a lifetime.

Mirjam
Estonia
I came here with an open mind, to listen
what other cultures have to say about the
topic. I do not have certain expectations, but
i am hoping to make friends and gain new
thoughts about gender equality. I want to
share my own opinion and also be listened
back.

Fanni
Hungary
I’m really interested in the gender equality
topic because I’m a feminist. In this project
I learned a lot about the Balkan region
through sharing experiences and cultural
things. It was really nice that we could agree
and disagree on gender equality topics and
share our own opinion.

71
 Seminar in Vladicin Han, Serbia

Silvia I wanted to participate into this seminar,

Albania because I find the topic really relevant to
my professional carrier. I wanted to meet
people that come from different cultures and
different backgrounds as well, in order to
share our knowledge and experience with
each other related to the topic of gender. At
the end, I learned that there are no borders
between us. I learned that everyone is
unique in his own way. And yes, we come
from different cultures, different mentalities
and background, but when it comes to
common issues, everyone is there for each
other to support and share love.

Clirim First of all, I am very satisfied with the

Serbia program of this seminar, it had some really
good workshops, I especially liked the movie
we saw and the discussion about it. Also the
Theater of the Oppressed was a really mind
opening and effective. The people are just
amazing over here, where we got to share
and gain knowledge, personal backgrounds
and culture. I personally will go back
with more leadership skills home. We all
benefited in a good way, so I am sure that I
will contribute to my community from what I
learned here.

72
Lirim
Kosovo
I was curious to know more about Erasmus+
projects, so I was happy when OAPA invited
me to be part of this seminar. It was great
experience because I got the chance to
learn the cultures, but as well issues in other
countries and gain knowledge about gender
equality.

Ensar I came here to improve myself and to

Slovakia share my knowledge. I have learned a
lot of things about gender roles and how
their representation in the media has a big
impact on our life and decisions, which I
tend to share it with people around me. Also,
improved my communication skills and
expressing my opinions.

The thing I liked the most was the session

with the workshop called “World Café” and
the intercultural night.

Kirill I came to this seminar because I took part

Hungary in previous activity in Albania and I enjoyed
it. I am involved in gender issues and I like
to listen opinions of other related to this
topic. We learned a lot and discussed about
gender issues in friendly and informal way,
where everyone could express themselves.
Actually, that was one of the things I liked
the most: the international, friendly and
respectful atmosphere.

73
 Pranvera I have never been to an Erasmus+ project
Kosovo before, so my curiosity brought me here. As
a first timer, I was so interested in the topic
because I have studied PR and had a lot
of subject connected to the media and the
way they represent gender roles. And it was
so interesting discussing with people from
different cultures. The thing I loved the most
during the workshops was the way everyone
participated and was included, for example
The Theater of the Oppressed or The World
Café. I would like to add, once more it was
shown how people can change each other`s
opinions, not only with direct education, but
unconsciously too.

Kristijan Since I was part of previous activities of

Estonia this project, in Skopje and Duress, I wanted
to participate in the last activity in Serbia
as well. I came here to get richer with
experience and knowledge about the topic
and later share all the gained information in
my organization, as well as other planned
projects connected to gender issues. In this
seminar I loved The Apple Tree Workshop
and The World Café, where a lot of new ideas
were brainstormed.

74
Gjoko I participated in this seminar because
Macedonia I like the topic about the ways gender
roles are shown in media, and here I had
the opportunity to explore options and
opinions of people who come from different
countries and backgrounds. What I liked
the most are the tools we used during this
seminar. Theater of the oppressed was the
best because all the participants have the
possibility to speak and share their opinions
related to the everyday issues they are
facing. It was a good workshop and quality
team work!

75
 OUR PARTNERS
IN THIS PROJECT
WERE THE FOLLOWING
ORGANIZATIONS:

76
ADEL
Association for Development,
Education and Labor

A.D.E.L
Kalinciakova str. 1046/16
Stropkov, Slovakia
PIC: 948243483

www.adelslovakia.org
77
 We are organization, which creates opportunities for
young people who would like to be an active, try and
learn something new and gain new experience and
knowledge for personal and professional development.
We believe that young people must become a driving
force in building the society in which they live and
therefore we create various opportunities in order to
help shape a generation that is determined to change
our country and the world for the better.

We are active in the field of youth and adult

education as holders but also as partners of
different projects in our country and abroad.
We work both, on local and international
level and our activities and projects include
on international level: youth exchanges,
trainings, seminars, conferences,
simulations of international organizations.

Our team consists of several youth workers and youth leaders

with various profiles. Management of our NGO has over 5 years
of experience in NGO sector. We are experienced in preparing/
organizing and training different kind of projects and events.
We have also broad experience with coordinating projects,
communication with partners, selection of participants, and
preparation of participants for taking part in the projects, travel
arrangements, assisting in logistic support and carrying out
visibility and dissemination activities.

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Európai Hallgatók Hálózatának
Egyesülete

Európai Hallgatók Hálózatának Egyesülete

Fővám tér 8.
Budapest, Hungary
PIC: 940683885

www.aegee-budapest.hu
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 AEGEE-Budapest is a member of AEGEE-Europe,
an independent international youth organization.
Our members regularly participate in various youth
conferences, exchange programs around Europe.
Our organization also organizes international events
of that kind, 2-3 times a year. We count around 200
student members, most of them travel abroad to
participate different events every year or more often.
The structure of our organization is democratic, with
elections in every semester. We are not related to any
specific field of study, students from all disciplines are
welcome among our members.

Regarding the organization:

AEGEE-Budapest has organized more than
30+ international events, including training
courses, conferences, AEGEE-events:
Agoras, Summer Universities, etc. Our
members are active in local and European
level as well.

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Regarding the projects:
Our organization has always emphasized the importance of
professional trainings, so previously we have been partners in
more than 20 quality Youth in Action events. We also organized
an international Training Course for Trainers and trainings and
exchanges have always been key priority for us. We think that
the topic of the training is relevant and would help our members
learn practical and professional materials. AEGEE-Europe
strives for a democratic, diverse and borderless Europe, and we
also have interest groups in the topic of environment. We also
implement this topic on a local level, through our project named
Get involved. Also, as a youth organization, we find it important
to educate our members.

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 Continuous Action

Continious Action
Tehnika 17
Tallin, Estonia
PIC: 948653308

www.continuousaction.ee

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Continuous Action is organization that unites people
interested in lifelong learning, cultural exchanges,
learning motilities and voluntary service. The aim
of our activity in and through Continuous Action
is to enable the possibility of lifelong learning and
to act within the boundaries of equal opportunities
irrespective of gender, social status, economic
situation, knowledge, education or age. In order to
achieve the aims and tackle the obstacles, we develop
and implement initiatives, projects and diverse
actions at local and international level. We cooperate
with other governmental and non-governmental
organizations in order to promote mobility and lifelong
learning opportunities, both in Estonia and abroad.

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 Continuous Action has been collaborating with organizations
from different European countries but also with other partner
countries from continents such as Africa, South and Central
America and Asia. From 2006 we have successfully
implemented different projects in the field of lifelong learning
and initiated different projects in order to provide non-formal
learning opportunities for different target groups. Since 2013 we
have been working with method ‘social design’ and have carried
out DesignLAB workshops.

People involved in the organization have already previous

experience when coordinating and managing different
international projects. Our team has professional background to
work in the field of formal and non-formal education, NGO-s and
CSO-s; pedagogy, social and youth work, adult education but
also in administration and finance. Our competence, skills and
previous experience includes working with people from different
cultural backgrounds and with special needs as well as young
people with less opportunities.

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Juventas

Juventas
Omladinskih brigada 6
Podgorica, Montenegro
PIC: 916182073

www.juventas.co.me

85
 NGO Juventas is a non-governmental and non-
profit organization founded on January 29, 1996 in
Podgorica - Montenegro, where its main bureau is
located. Juventas gathers high school and university
students willing to employ their abilities for creating an
open and prosperous society. Juventas works on three
main groups of programs, which are as follows: youth
program, harm reduction program and human rights
program. Currently, Juventas has more than
100 members.

Activities of Juventas cover at least 10000 young people yearly

and are highly valuated among them. Some of activities which
are covered through our programs are: promotion and protection
the rights of youth; improving health and health services for
youth; women and vulnerable groups; promotion and protection
of the rights and freedoms of LGBT population; promotion of
cultural values and the principles of sustainable development;
support of peace, tolerance, and peaceful conflict resolution;
facilitating access to information and improving the quality of
educational programs for youth; development of critical thinking
and a culture.

86
In our NGO there are professionals
with different professional
backgrounds, such as: social
workers, psychologists, economists
and politicologists. All of them have
gained considerable experience in
development of youth programs,
or programs for vulnerable groups
(women, drug addicts, LGBT, etc.).
Also, recently our organization has
hired 3 new interns who work as
program assistants.

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 Youth Workers Alliance Vranje

YOUTH WORKERS ALLIANCE

PERE CVETANOVIC 28/1
Vranje, Serbia
PIC: 919094013

www.youthworkersalliance.com

88
Youth workers alliance is a non-profit
and non-government organisation
founded in 2015 in Vranje, Serbia by
group of young people.

Our motto is that

“We can’t build future
for the youth, but we can
always build youth for
the future.”

Youth workers alliance Vranje is directed towards implementing

youth development projects and activities, mostly focused for
people in rural areas and promoting non-formal education for
all youth on local, as well as on international level. All the great
things are done by the youth and our organization is focused
to create better opportunities for youngsters in rural areas to
participate in informal meetings, youth projects as well as in
other cultural and educational events and activities, in order to
contribute better living conditions of young people. In this way
they will respect and honor the values and norms of the civil
society. Good habits formed at youth, are the ones that will
make difference in the society.
89
 Objectives:
- To initiate participation of young people rural areas, to be part
of social activities on the international and national level.
- Building social platform which educates, informs and inspires
people on internet.
- To networking with other organizations or youth group share
our vision and mission to work together in youth area
- To promote integration between different ethnic groups
through informal and non-formal learning on international level
- Promotion on our objectives and activities by organizing public
campaigns.

Next, we are aiming to improve the quality of life for the

people with fewer opportunities, to promote human rights and
fundamental freedoms through enabling social inclusion and
educational support, but also to provide mobility opportunities
and to promote young people’s social, spiritual, cultural and
educational development. What we are trying to achieve as our
goal is to raise awareness about the role of youth in the society
and by that to make the civil society a place where all citizens
will have equal opportunities and can freely express their
initiatives, individual creativity and personal responsibility.

90
Organization for the Advancement
of Alternative Programs

ORGANIZATION FOR THE ADVANCEMENT

OF ALTERNATIVE PROGRAMS
HAJDAR DUSHI
Prizren, Kosovo
PIC: 942076126

www.oapango.com

91
 OAPA is an NGO based in Prizren, Kosovo and operates
mainly in the Prizren and Prishtina region where
numerous ethnicities lives: Albanians, Serbians,
Turkish, Roma and Bosnians. OAPA it is mainly
focused on youth issues covering almost all fields, but
it is particularly involved in work with marginalized
groups, minority communities. Main aim of OAPA is
empower young people, marginalized groups and
enable them to actively participate in community life.

OAPA is running local projects focus on women empowerment,

working with youth people on activism, developing their
entrepreneur potential, empowering them as well as increasing
their knowledge on their rights and possibilities through non-
formal education and Erasmus + Programme based activities.

92
Besides these activities OAPA advocates on youth issues to
local and international organizations/institutions, supports
youth organizations in terms of capacity building, with focus on
youth marginalized groups (special needs people, women and
minorities), organizes workshops and seminars on youth related
issues and promotes rights of marginalized groups. OAPA has
a significant experience in activities relevant to this application
focusing on human rights and advocacy for human rights,
significantly working in women empowerment and gender
issues in its wide perspective.

OAPA already implemented two projects promoting rights

of marginalized groups, more concretely young women. As
partner organization OAPA has been involved in several projects
tackling human rights and public awareness campaigns aiming
to raise awareness on issues connected with discrimination
and social exclusion that various groups (Roma, LGBTQ and
youth coming from rural areas) are facing in Kosovo. Women
and young girls in our community and country do still face lots
of discrimination, lack of participation, stereotyping and lots
of these only get reinforced by the bias of media influence.
This is why we initiated this project idea in international level
to address gender issues as they are portrayed in the media
word today and discuss ways and possibilities that we as youth
workers can use to address this issues.

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 Youth Council Next Generation

YOUTH COUNCIL NEXT GENERATION SKOPJE

Tashko Karadza br. 1 3/4
Skopje, Rep. of Macedonia
PIC: 948787653

www.nextgeneration.com.mk

94
Youth Organization Next Generation is
non - profit, NGO founded in February
2010. Main goal of the organization is to
give non-formal educational possibilities
to the young people, to promote the idea
of volunteerism, intercultural sensitivity
and to contribute to development of young
people full potential.

We are trying to help and give the right resources and basics
knowledge to young people and youth workers understanding
the concept of intercultural sensitivity and promote the idea of
multiculturalism for people with fewer opportunities.

We provide training and financial support for young individuals

for better development of the democracy and values of civil
society. In our office, 4 people staff working on our local projects
and choosing right participants for international projects, based
on the project aims and their learning needs and motivation.

95
 Next Generation cooperated with many
organization from South East Europe
and EU on projects within Erasmus +
and other programs of EYF, EU or other
international foundations with topics:
active participation, social inclusion,
youth activism, European awareness,
and youth Leadership trainings.

This year we are working together with “Danish Intercultural

Organization”, from Denmark on KA2 project, and established
good working processes. Our Project “Are You(th) Sensitive
Enough?” was awarded as best practices by National Agency
for European Educational Programmes and Mobility, for
its innovative elements and methods used, for developing
Intercultural Sensitivity for youth.

At local level we are providing trainings to high school and

university students on soft skills and we develop Teachers and
Youth workers their Intercultural Sensitivity skills. We work
constantly with new established youth organizations helping
them to build their capacities through monthly online trainings
using e-learning, and showing them how they can apply for
funding using the opportunities that Erasmus + Programme
offer.

96
Youth4Society

Youth 4 Society
RR DON BOSKO PALL EDIL AL IT KULLA 3 KATI 3 AP 4
Tirana, Albania
PIC: 946427934

www.youth4society.org

97
 Our association was created in 2008 by a group of young
people from Tirana, Albania who wanted to contribute to
the development of Albanian society and in the absence of
developed channels of civil society co-operatoin be active in
community life at local level. Since our establishment in 2008,
our main focus was youth empowerment and promoting active
citizenship through volunteering and youth work. Our members
have participated in many European and international activities
in the youth field, including youth exchanges, seminars and
trainings within the EU Youth/Youth in Action programmes.
The main aim of our association is to foster youth participation
of young people in civil society, to bring social change,
development and improvement of Albanian society. We have
been engaged in different youth activities as volunteers and
during this period we have gained a lot of experience increasing
our knowledge with a direct impact in our personal and social
development. We work in local, national and European level
engaging youngsters in different activities for many years
now. The main areas of our work are: human rights education,
inclusion, participation, citizenship, education and volunteering.
. Our main target group that we work with is youngsters with
fewer opportunities such as: youngsters from deprived urban
and rural areas, youngsters from minority backgrounds (young
Roma), youngsters who face social problems in their life (young
people from „broken families”). Main activity areas of Y4S are:
youth campaigns, seminars, youth exchanges, training courses,
flash mobs, and street actions, meetings with policy-makers
and inspirational figures for young people. The experience
accumulated in the past in implementation of youth exchanges,
seminars, training courses and other activities has enriched our
staff experience.

98
All board members and staff of Y4S organisation are university
graduates and have several years of experience in youth and
civil society work. We have full-time staff, working with day-
to-day operations of Y4S and many young local volunteers
who offer their help to organize different activities. The team
who implement the project in our association are competent
and experienced in project management, conflict resolution,
creativity and leadership. Y4S in Albania has been working
for almost eight years in the field of youth inclusion and has
gathered great experience and developed concrete tools on how
to work on grassroots level. Y4S is proficient in campaigns on
raising the public awareness on ethnic minority problems and
needs and in sharing information concerning positive actions for
this target group.

99
 REFERENCES

http://respublica.edu.mk/blog/2017-09-19-12-18-35
https://courses.lumenlearning.com/alamo-sociology/chapter/reading-gender/
https://www.chegg.com/homework-help/definitions/gender-socialization-49
https://www.huffingtonpost.com/allison-lantagne/gender-roles-
media_b_5326199.html
https://www.cliffsnotes.com/study-guides/sociology/sex-and-gender/gender-
roles
http://www.newworldencyclopedia.org/entry/Gender_role
https://en.wikipedia.org/wiki/Influence_of_mass_media
https://www.commonsensemedia.org/blog/gender-stereotypes-are-messing-
with-your-kid
https://www1.udel.edu/comm245/readings/GenderedMedia.pdf (Gendered
Media: The Influence of Media on Views of Gender; Julia T. Wood; Department of
Communication, University of North Carolina at Chapel Hill)
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music-media-on-gender-role-and-selfidentity-perceptions-of-children-aged-6-
and-10-years/D098A4A8E8E167BA8E57F5B1B09794A3
Yoder. “Socialization Practices: Learning to Be Ourselves in a Gender Polarized
World.” (1995): 51-79. Web. 25 Jan. 2016.
https://blogs.unicef.org/evidence-for-action/what-is-gender-socialization-and-
why-does-it-matter/
https://www.unicef-irc.org/publications/913-gender-socialization-during-
adolescence-in-low-and-middle-income-countries-conceptualization.html
https://www.emeraldinsight.com/doi/abs/10.1108/03090569510100696

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www.gtts.ka2project.net