Requirements for a conciliation programme for personal, work and family life: an analysis.

Author(s):

Juan EtxeberriaCarmen MagantoJasone CenozJuana M Maganto

Conference:

ECER 2010

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Poster

Session Information

MC_Poster, Poster Session Main Conference

Main Conference Poster Session

Time:

2010-08-27

12:15-13:15

Room:

2nd Floor Hall (M.B)/ II KRS AULA, Päärakennus / Main Building,

Chair:

Contribution

Recommendations and action programmes from the CEE exhort member states to adopt initiatives that enable women and men to conciliate their professional and family responsibilities as well as those of an educational nature, taking into account the respective responsibilities of national, regional and local authorities, of social interlocutors, and of the rest of the bodies involved.

Commitment to managing one’s personal life is a challenge facing individuals in all aspects and at all levels of their life experience and is the path to participation and equality. The ever-changing reality in which we live, concretely in those aspects related to masculine and feminine roles, requires us to implement educational training aimed at knowing, understanding and modifying attitudes and strategies of personal development. Nobody doubts that what is required to achieve equality amongst women and men is a profound change in society that goes beyond passing laws and implementing plans and projects, etc. We have to explore what we are like, where we are at and where we want to get to. It behoves us to understand the areas of personal development needed in order to be more aware – if we wish to be part of this unstoppable process of change.

This study, aimed at analysing the state of the question while undertaking a needs study, sets out the groundwork for the design, drawing, implementing and evaluating an educational training programme for adolescents and other young people aimed at encouraging co-responsibility and conciliation, more concretely at the workplace and in the family.

Based on the results, the elements and requirements of a programme of action was established, targeting the following aspects:

1.- Actions for the personal development of emotional strengths

2.- Positive actions for gender equality and their repercussion in the family

3.- Actions favouring insertion in the world of work

4.- Actions at the family level

5.- Actions at the school/university education level

6.- Actions at the informal educational level

7.- Actions at the level of educational policy

8.- Actions encouraging social changes and updating the roles of men and women

9.- Local actions that facilitate social awareness and participation

10.- Actions at a local authority level.

Method

In order to analyse the state of the question and undertake a needs study, a questionnaire was drawn up and validated and which looked into the following major areas: • Representations and expectations of roles regarding gender • Difficulties and conflicts in conciliation • Work opportunities and leaving work • Use and evaluation of means of workplace and family conciliation • Family resources, practices and strategies for conciliation • Management of time The sample, the selection of which was not random, consisted of 855 individuals. The sample was selected taking as sampling unit the secondary and Bachelor classrooms of schools as well as the lecture rooms at various faculties of the University of the Basque Country. Distribution by sex was 548 women (64.1%) and 307 men (35.9%).

Expected Outcomes

The empirical results obtained corroborate the need to work to improve personal, family and workplace conciliation. To this end contributions are required that work to this end and, thus, a systematic programme of intervention that shows that, in an empirical and scientific manner, levels of human well-being of men and women can be enhanced. What is involved is working to: • Make adolescents and other young people aware of the need to share responsibilities amongst men and women in the tasks of family life and of education when child care is involved. • Make the required effort for and encourage concrete measures of monitoring and evaluation. • Look at the possibility for conciliation in family and workplace life to be reflected in school programmes as a prerequisite for equality between men and women. • Conceive, undertake and encourage regular campaigns of awareness and information aimed at advancing mindsets, both amongst the public at large as well as in specific groups. • Provide help for scientific research in this sector to enable the development of new ideas and concepts.

References

ANGUITA, R. & TORREGO, L. (2009). Género, educación y formación del profesorado, Retos y posibilidades . Revista Interuniversitaria de Formación del Profesorado, 64,17-25 BECK-GERSHEIM, E. (2003). La reinvención de la familia. En busca de nuevas formas de convivencia. Madrid: Paidós. BETHENCOURT, J.T. & CABRERA, L. (2008). Comportamiento del alumnado universitario ante el desarrollo de su carrera profesional. (En línea) http://www.investigacionpsicopedagogica.org/revista/articulos/16/espannol/Art_16_237.pdf (Consulta: 22 de diciembre 2009) COMISIÓN EUROPEA. (2008). The life of women and men in Europe: a statistical portrait. Bruselas: Eurostat, Statistical Books. DURÁN, M. A. (2003). El cambio en el papel socioeconómico de las mujeres españolas, En Consejo de la Mujer (edit): La protección social de las mujeres, Madrid: Comunidad de Madrid FORSBERG,H. & KRÖGER T. (2009). Social work and child welfare politics. Bristol: Policy press. FRIEDAN, B. (2009). La mística de la feminidad. Madrid: Cátedra GILABERTE, I. (2009). Equilibristas: Entre la maternidad y la profesión. Barcelona: Alienta KARPINNEN, J. (2006). Informe anual Fundación Europea para la Mejora de las condiciones de Vida y de Trabajo. Unión Europea. Bruselas. (En línea) http://www.eurofound.europa.eu/pubdocs/2007/17/es/1/ef0717es.pdf (Consulta: 22 de diciembre 2009) MAGANTO, J.M.; BARTAU, I. & ETXEBERRÍA, J. (2003). La participación de los hijos en el trabajo familiar. Revista de Investigación Educativa. 21, (1), 249-269. STAVROULA, L. ; GRIFFITHS, A. & COX, T. (2003). Work Organisation & Stress. Nottingham: Who. STRATIGAKI, M. (2004), “The Cooptation of Gender Concepts in the EU Policies: The Case of Reconciliation of Work and Family. Social Politics. 11 (1), 30-56. STROMQUIST, N. (2003). Una cartografía social del género en educación. Educ. Soc. 27 (95), 361-383. VOLIO, R. (2004). Género y cultura en la planificación al desarrollo. Biblioteca digital. (En línea) http://www.nodo50.org/mujeresred/spip.php?article1641 (Consulta: 22 de diciembre 2009)

Author Information

Juan Etxeberria

Universidad del País Vasco - Euskal Herriko Uniberstitatea

Métodos de Investigación y Diagnóstico en Educcaión

San Sebastian

Carmen Maganto

Universidad del País Vasco - Euskal Herriko Uniberstitatea, Spain

Jasone Cenoz

Universidad del País Vasco - Euskal Herriko Uniberstitatea, Spain

Juana M Maganto

Univesity of the Basque Country

M.I.D.E.

San Sebastián

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