- Participating on a voluntary basis.
- Making a commitment to the programme, the centre, the organisation and the other young people who want to be a part of it.
- Active participation in the XAJI group.
- Participation in the annual meeting, away from the educational centre.
- Becoming the centre’s reference person/group for preventing any potential gender violence.
- Having fun, learning, enjoying themself and becoming an ACTIVE AND PREVENTIVE PERSON!
- Following and supporting the project. Guaranteeing and taking care of the creation of a network on a community scale.
- Guaranteeing synergies between other agents in the territory.
- Spreading the word about the project and enabling spaces for reflection
- We have a reference person in the centre who becomes the nexus between the group, the coordinator of the district or territory and the rest of the centre. Even though there is a reference person, it is essential that the project is recognised and endorsed by the entire faculty and the management of the educational centre.
- The centre must provide spaces for the group to carry out its work (support, guidance, logistics).
- The project takes on a greater dimension, and has a greater impact, if the centre’s global education project focuses on gender perspective with co-education as its central and transversal axis.
- The results of the project are not immediate (they usually start to be seen during the third and fourth year). Thanks to the project, many cases of bullying linked to gender, race, etc. have been detected, and toxic relationships between young people, abuse of power, and sexist comments and behaviour by teachers have also been detected. Also eating disorders. The involvement of the faculty members is important, to give agency and validity to the XAJI group and within the centre, so that its members can genuinely become agents of change.
- If we detect any cases, we work within the network alongside expert organisations
- At the meetings, the specifics of the groups are shared, such as feedback from the teachers, proposed timetables, calendar, feasibility...
Territory | Territorial alliances | Coordinating entity | High school | 23-24 school year |
SANT ADRIÀ DEL BESÒS | Department of Equality | Homes igualitaris | INS MVM | 2 years – 3rd ESO |
INS. Túrbula | 1 year – 1st ESO | |||
SANT MARTÍ BCN | Youth Council | Gogara | INS Bernat metge | 2 years – 3rd ESO |
INS Moisès Broggi | 2 years – 3rd ESO | |||
INS Maria Espinalt | 3 years – 3rd ESO | |||
INS Besòs | 3 years – 3rd ESO | |||
CORNELLÀ | Cooperativa cúrcuma | INS Francesc Macià | 3 years – 3rd ESO | |
INS Miquel Martí i Pol | 3 years – 3rd ESO | |||
INS Joan Miró | ||||
INS Esteve Terradas | 3 years – 3rd ESO | |||
INS MAC | 3 years – 3rd ESO | |||
INS Neus Català | 3 years – 3rd ESO | |||
MASQUEFA | Apode-ART | INS. Masquefa | 2years – 2nd ESO | |
HOSPITALET | Apode-ART | INS. Bellvitge | 1 year – 1st ESO | |
Porto | Plano i | 5 centers |
Territories: 6
Secondary education centres: 19
Territory | Territorial alliances | Coordinating entity | High school | 23-24 school year |
Vila Nova de Gaia | Gabinete da Juventude de V. N. Gaia | Associação Plano i | Escola Secundária Almeida Garrett | 2 years – 9 years |
Vila Nova de Gaia | Gabinete da Juventude de V. N. Gaia | Associação Plano i | Escola Secundária Diogo Macedo | 2 years – 9 years |
Vila Nova de Gaia | Gabinete da Juventude de V. N. Gaia | Associação Plano i | Escola Secundária Dr. Joaquim Gomes Ferreira Alves | 2 years- 9 years |
Vila Nova de Gaia | Gabinete da Juventude de V. N. Gaia | Associação Plano i | Escola Profissional de Artes, Tecnologias e Desporto de Vila Nova de Gaia | 2 years- 11 years |
Vila Nova de Gaia | Gabinete da Juventude de V. N. Gaia | Associação Plano i | Escola Secundária Almeida Garrett |
Other data:
3 coordinating entities: G ogara + Cúrcuma + homes igualitaris + Apoder ART
6 entities participating in the working group
Public administration alliances: 6 alliances with Youth and Equality councils (1 per territory)