Manual for educators / Project based course - Equal pay Serbia

Pestalozzi Children´s Foundation (PCF)
International Leadership Programme
Manual for educators
Project based course: Equal pay Serbia
[Pick the date]
Submitted by:
Deniz Hoti
trainer at Centar E8
Republic of Serbia
Diploma paper
Submitted to:
Pestalozzi Children’s Foundation
Andrea Schabus, in charge for emPower 2016
Romana Benedetti, tutor of diploma paper

Acknowledgments
I wish to express my sincere thanks to the International students organization AIESEC for
regularly rejecting my application when I was student, that forced me to found new organization
Connecting and to become activist and educator. During that journey I’ve been inspired by
many extraordinary children, teachers, youth workers and social entrepreneurs. Now, I would
like to express my appreciation to all of them for their passion, support and sharing.
Nonetheless, I do need to thank you some specific people who had direct hand in building this
diploma.
First, I want to thank my mentor Marina Ugrinic, Centar E8 and Slavica Kijevcanin, Pestalozzi
foundation country representative of Serbia. Thank for giving me the opportunity to explore and
understand intercultural differences.
Big thank to the Pestalozzi foundation for making this study possible. Our program manager
Andrea Schabus, special thanks on your time, patience, and understanding. It was been an
honor to be part of this program and to meet you. Thank to Karin Graf for haircut and making
this process enjoyable for me, as well as important.
My gratitude also goes to the all emPowers - classmates, there are not enough words to
describe our living together journey and our beautiful diversity. You are the heart and soul of the
future change and I am looking forward to see your impact in your societies.
I would like to express my gratitude to all trainers and professors for their excellent work and to
our tutor Romana Benedetti for the useful comments, remarks and engagement through the
writing process of this diploma. Big thank to my classmate Songkran Hathaipatson who read my
revision and helped me to make some sense of the confusion.
And finally, thank to my family and friends who have supported me throughout entire process,
it’s hard to think what I would to achieve without you.
“I am what I am because of who we all are”. Ubuntu

1
Abstract
You can find two types of content in this diploma: Theoretical part - explains what project based
learning is, and why more and more teachers are using this methodology. Practical part about
project: Equal pay Serbia - show how to design and run project for students that begin with an
experiential workshop, with an open - ended question and problem to solve and ask them to
figure out solution align with gender equality values.
1
Film - Pravo obrazovanje je zabranjeno. https://www.youtube.com/watch?v=98kMrdMQv_4&feature=share
Access 18.10.2016.
Figure 1.Maria Montessori

List of Commonly Used Abbreviations
CR Child Rights
GE Gender equality
GPG Gender pay gap
HR Human Rights
PBL Project Basel Learning
GSPBL Golden Standard Project Based Learning

Table of Contents
INTRODUCTION ............................................................................................................................1
INSPIRATION ................................................................................................................................2
PROJECT BASED LEARNING (PBL)
 Why Project Based Learning (PBL)?............................................................................................. 3
 What Project Based Learning (PBL) is? ........................................................................................ 6
 Golden Standard Project Based Learning ................................................................................... 7
 Project Based Learning (PBL) - Examples..................................................................................... 9
PROJECT BASED COURSE: #EQUALPAY FOR #EQUALFUTURE
 Foundation for project based course: Equal pay Serbia............................................................ 11
 Purpose of project...................................................................................................................... 13
 Scenario of project .................................................................................................................... 13
 Concept to be learned during the project ................................................................................. 14
 Phases of project........................................................................................................................ 15
 Teaching Equal pay Serbia ......................................................................................................... 16
 Educator Materials..................................................................................................................... 24
COUNCLUSION ............................................................................................................................31
BIBLIOGRAPHY ...........................................................................................................................32

1
Introduction
USA. Over her career, a typical woman working full time will lose 431,000$ because of the
gender pay gap. With that money she could:
Serbia. The highest gap is in the financial sector and a woman earns 238 euros per month
less than men for the same work. Woman will lose 114.240 euros, over her career because of
gender pay gap. Gender inequality exists and sooner or later, will affect you or someone you
know. So, one question coming in my mind: what can we do as educators?
a) to accept situation of gender inequality as it is,
b) to pray for those who have the power to solve problem, or
c) accept the responsibility to act
The only thing that is constant is change. If you agree with that you will understand why is my
choice to accept responsibility to get up for this human rights violation and to organize
educators “around”, because only together we have chance to make positive change. In this
diploma, I want to present how we can teach students about gender equality with project based
learning (PBL). You can find two types of content in diploma: Theoretical part - explains what
PBL is, and why more and more teachers are using this methodology. Practical part - shows
how to design and run project for students that begin with an experiential workshop, with an
open - ended question and problem to solve and ask them to figure out solution align with GE
values.
Educators, we are in great position to inspire student and our responsibility is to provide
appropriate forms of teaching for them. “Learning by doing” help students to think critically and
to understand challenging concepts such as GE. Fact is that only understanding can drive
change. So, friends If not now, when?

2
Inspiration
The aims of education are to enable students to understand the world around them and the
talents within them so that can become fulfilled individuals and active, compassionate citizens.
Ken Robinson (Robinson, 2015)
Friday afternoon and every part of the school in Pestalozzi Children's Village, here in
Switzerland, was occupied by students. Hall beside radio room was really small for all of them.
Amazing energy was in the speakers. Time for last debrief, final hug and quiet good luck, in
front of the door. Inside, students are leading live radio show with theirs classmates who present
what they have learned during the intercultural exchange. On the other end of line, miles away,
parents and friends carefully follow every word.
Some students prepared stories about what is participation and why is important. Others shared
how we learn to act as women and men. Third explained why and how people from different
cultures regret and so on. In preparation for that day students have worked very hard. Together
with their educators they learned concepts such as Child Rights, gender, intercultural
communication, violence, discrimination and radio. They learned about mentioned concepts
trough: team work, games, role plays, public presentations, debates, etc. After every activity
they have produced draft of their work and received critique feedback from classmates.
Students have worked with professionals for communications and media, also. Expert
encouraged and prepared them for the “D-day”. Nobody thought about marks, but students
were worrying about how audience will respond. During those two weeks everything was about
40 children, not about teachers or curricula or assessment. Result of this student – centered
approach is that teachers are no longer students’ primary source of information. Their role is not
to lecture 6 hours every day in order to fulfill empty “weasels”. Instead of that teachers
responsibility were to: 1. design creative learning conditions; 2. inspire student inquiry; 3.
support students; 4. advise them how to solve problem and make a products of their learning.
This school is great only because of great educators. They know that students learn deeply and
more when they care about what they are learning. Students understand concepts better if they
have opportunity to see how these concepts apply to the world outside of classroom. My
impression is that magic happens only when purpose of teaching fit needs of learners and
expectations of knowledge economy or in other words when our students become fulfilled,
active and compassionate citizens.

3
THEORETICAL PART
PROJECT BASED LEARNING (PBL)
o WHY PROJECT BASED LEARNING (PBL)?
o WHAT IS PROJECT BASED LEARNING (PBL)?
o GOLD STANDARD PROJECT BASED LEARNING
o PROJECT BASED LEARNING (PBL) - EXAMPLES
“We do not learn from experience.
We learn from reflecting on experience”.
John Dewey

3
Why Project based learning (PBL)?
Do you believe that education can change the world? I do. I’ve worked as an educator with
youth, students, adults, government, institutions, different schools, with different NGO’s, with
businesses and cultural organization. We’ve created learning experience for more than 1500
people, from 12 different countries, together. Yes, I am proud we’ve did great things, but on the
other side we failed a lot of times, also. It is the main reason why I never stop to challenge
methods and approaches which we are using. Therefore, I ask myself, very often: How we can
improve our teaching methods? How we can inspire students to love learning? How we can
integrate technology in education? But one of the most important questions for me, as an
educator, is: “What is purpose of curricula?” If you are teacher, trainer, researcher, adviser, or
politician you are somehow involved in education and you should be able to answer on that
question. We can simply explain: to prepare students for succeed in their life. But, what does
that mean? It is tricky question. However, I am not enough competent to answer alone and
therefore I will invite for help Scottish Government and mister Ken Robinson - one of the most
influential voices in education in these days. According to Curriculum for Excellence2
from
Scotland (Alba, 2016), purpose is encapsulated in the four capacities - to enable each child or
young person to be a successful learner, a confident individual, a responsible citizen and
an effective contributor the knowledge. Related to that, Ken Robinson (Robinson, 2015) in
his inspiring book Creative schools suggested 8 core competences 3
that schools should
facilitate, if they really are going to help students succeed in their lives. Each competence is
relevant with all four purposes of curricula. They are:
1. Curiosity – the ability to ask questions and explore how the world works
2. Creativity – the ability to generate new ideas and to apply them in practice
3. Criticism – the ability to analyze information and ideas and to form reasoned arguments
and judgment
4. Communication – the ability to express thoughts and feelings clearly and confidently
5. Collaboration – the ability to work constructively with others
2
Curriculum for Excellence is designed to achieve a transformation in education in Scotland by providing a
coherent, more flexible and enriched curriculum from 3 to 18. Site
http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/whatiscurriculumforexcellence/index.a
sp. Website was accessed on 7.10.2016.
3
Book - “Creative schools”. Chapter: What’s worth knowing? ; Pages from 135 until 140.

4
6. Compassion – the ability to empathize with others and to act accordingly4
7. Composure – the ability to connect with inner life of feeling and develop a sense of
personal harmony and balance
8. Citizenship – the ability to participate constructively in society
We can write one book for each of these competences, but for purpose of this paper the core
message is more than evident what and why should to be outcomes of appropriate curricula.
With this in mind - next question for educators is: What do you think about it? Where is the
problem? In the content or in way how we teach? In the other words: curricula or teaching
methods?
Before answer, I want to say that I am fully aware of educator’s position in society, particularly
when we think about situation in Serbia, their issues with administration, limited teaching
freedom and resources for work, misunderstanding with decision makers, high rate of violence,
etc. In general, situation is very challenging. But, on the other side we can find great examples
worldwide such as: movement Design for Change5
, schools: North Star6
, one amazing country -
Finland7
, Buck Institute for education8
, Reggio Emilia schools for children9
, Maria Montessori
schools 10
and many others.
In all these schools worldwide, what students learn is less-more the same, big difference is
coming from how they learn what they learn.
5
Design for change Design is the largest global movement of children driving change in their own communities by
unleashing their 'I CAN' superpower. Site http://www.dfcworld.com/. Website was accessed on 10.10.2016.
6
Northstar School provides a holistic education where we present developmentally appropriate curriculum that
fosters love of learning, curiosity, and mastery of core concepts, imagination, and a deep respect for the natural
world in a dynamic way that cultivates spiritual, physical, intellectual and social growth. Site
https://northstarschool.org/. Website was accessed on 10.10.2016.
7
Finland education system is free, flexible and personalized. See more
https://en.wikipedia.org/wiki/Education_in_Finland. Website was accessed on 1.102016.
8
Buck institute for education helps teachers to prepare students for successful lives. Site http://www.bie.org/.
Website was accessed on 10.10.2016.
9
At the heart of the Reggio philosophy is the belief that children are full of curiosity and creativity; they are not
empty memory banks waiting to be filled with facts, figures and dates. Site http://www.reggiochildren.it/?lang=en.
10
Montessori schools promote hands on, self-paced, collaborative, joyful learning. Children in Montessori follow
their interests, wherever that passion leads; giving them strong academics, leadership, self-discipline,
responsibility, independence, initiative and a lifelong love of learning. Site http://www.mariamontessori.org/.

5
Let’s look together (Centre, 2012) report on the implementation of CR in the Republic of Serbia.
Almost one half of the interviewees (48.7%) agree with the statement: “In classes, teachers
work on the curriculum in a manner which motivates and encourages students to take part in
activities”, while 31.5% do not agree and 17.7% are undecided. What I also see from this report
is that every third child in Serbia is not satisfied how teachers work on curriculum. I totally
agree that appropriate curriculum is always and everywhere foundation. But, if we assume that
is curriculum appropriate, with these information conclusions is obvious - students succeed
directly depend of educator’s competences, methods or in other words quality of teaching.
First we agreed that is appropriate curricula important for students succeed in their life, after we
conclude that quality of teaching make big difference and now we arrive in PBL who helps
teachers to make that difference in their classrooms. (Larmer, et al., 2015) PBL is powerful
teaching method who: motivate students; prepare students for college carriers and citizenship;
helps students meet standards and do well on tests; allows teachers to teach in a more
satisfying way; provide great connection between school, parents, and community in general11
.
If we, as educators, want to succeed we have to improve our teaching methods. PBL is ideal
friend. With them our life will be successful.
Answer on question: “Why PBL?” is simple – because we can finally feel and taste what is that
mean when curios students love to learn. Let’s take a closer look in next chapter: What PBL is?
11
Book” Setting the standard for project based learning”. Chapter: Why project based learning? ; Page 3; third
paragraph.

6
What Project based learning (PBL) is?
If your classroom looks like…
And you wish to create something what looks more like…
You are on the right place, because solution for you is – PROJECT BASED LEARNING. PBL is
an effective pedagogical approach which allows students to creatively and collaboratively solve
real world problems producing a publicly – exhibited output of their work. Based on this
definition we can maybe conclude that is PBL all about solving relevant problems. Yes it is, but
PBL is not problem based learning. They are related, but difference is in the publicly exhibited
output such as a product, publication, or presentation. That public exhibition moves and
students and teachers to give the best from themselves. Let’s look what is the essence of PBL
in the next chapter.

7
Gold Standard Project Based Learning (PBL)
I want to emphasize what we mentioned before that only great teachers make great schools.
Teachers are soul of education system. Successful students are just result of teaching. If you
are aware about importance of teaching you are on the right place, because Gold Standard PBL
(presented via the graphic in Figure 2.) is a compass for the most powerful facilitation! (Larmer,
et al., 2015) “Gold Standard PBL is meant aspirational goal, a composite of the best research-
based and classroom proven project design methods and instructional practices12
”. In this
chapter we will shortly introduce Student learning goals and some of the Essential project
design elements.
Student learning goals
If we start from the centar of this diagram or in
other words from student learning goals we can
see that is purpose of PBL “to enable students to
develop knowledge, understanding and success
skills that prepare them for successful school
and life experience13
”. (Larmer, et al., 2015)
Key knowledge and understanding
Although Golden Standard PBL motivates
students to learn and to love learning process,
purpose of this experience is learning with
understanding. Enjoyment and motivation are
always around but final goal is to: learn deeply;
mastering knowledge and concepts.
Key success skills
Golden Standard PBL “aims to develop not only students’ understanding but also their ability to
use and apply understanding of knowledge in the future14
”. (Larmer, et al., 2015) Golden
12
Book” Setting the standard for project based learning”. Chapter: Golden standard project based learning; Page
34; first paragraph.
13
Book” Setting the standard for project based learning”. Chapter: Golden standard project based learning? ; Page
35; first paragraph.
Figure 2. Golden Standard Project Based Learning Copyright
2014 Buck Institute for education

8
standard identifies tree successful skills: critical thinking/problem solving, collaboration and self-
management. All projects should provide students opportunity to think deeply, solve problems,
work with others, and manage their own time and tasks. “If you want students to become
problem solvers, then you have to give them problem to practice! The same is true for critical
thinking, team work, communication and self-management15
”. (Larmer, et al., 2015)
Essential project design elements
We will explain all of them after, in chapter teaching Equal pay Serbia. They are all important
but we will focus now on 3 key factors which drive successful projects.
Public exibition
In previous chapters we explained what is: difference between PBL and problem-solving
learning approach. We figure out that Golden Standard PBL provides the opportunity for
students to create a product and share it with an audience beyond the classroom. That is heart
of PBL. As we mentioned already in chapter: “Inspiration”, students learn deeply and more
when they care about what they are learning. They feel pride in their works and
accomplishments because they have opportunity to see how theirs concepts apply to the world
outside of classroom. Students stopped to think about marks. They give best because they
worry how audience will respond on their work. Finally, they can enjoy in school and in learning.
That is a power of this approach.
Revision or iterate, iterate, iterate
This is all about PBL. How I see that - making drafts enable students to share their idea with
other peers and discuss how to further refine it. Fact is that we can make prototype about
anything. It’s important to emphasize that PBL is not doing project. PBL is a learning trough
project. This process is a key of success. If students have space for mistakes and time to iterate,
or in other words to improve their products they will learn deeply. One advice - don’t rush
because: “skills is only developed using by hours and hours of work”. (Bolt, 2016)
14
35; last paragraph.
15
36; last paragraph

9
Constructive Critique
We discuss only and always about process, nothing personal. One problem always has a lot of
solutions. In my opinion these two sentences have to guide constructive critique. Teacher task
is to ensure: specific; helpful and kind feedback. They also have to build culture of giving and
receiving. If students know how to receive feedback they will develop competence of learning
from others. If they know how to give feedback they will become great team players. But how
children learn that? That is our responsibility and we have to create conditions and to build that
culture in classrooms. I deeply believe that every child can do everything. Borders don’t exist. If
we build culture of learning form failures we are all winners.
We will move now from theory into practice. Bellow, in next chapter, you can find two examples
of PBL courses.
Project Based Learning (PBL) examples
Future city16
16
Future city is Project Based Program for student. See more about this program here http://futurecity.org/about.
Future city competition
Author: DiscoverE
Students: 6th, 7th, and 8th
grades
Time: 4 month
Public exhibition: virtual city
design; 1,500-word city essay
Examples of content
covered: apply math and
science to real-world issues,
writing, public speaking,
research, time management,
project management
Future City is a project-based learning program where students in 6th,
7th, and 8th grades imagine, research, design, and builds cities of the
future.
Keeping the engineering design process and project management
front and center, students work in teams to ask and answer an
authentic, real-world question: How can we make the world a better
place?
Students involved in the Future City Competition spend approximately
four months creating cities that would exist at least 100 years in the
future. Each city must incorporate a solution to a design challenge that
changes each year. This year’s challenge, The Power of Public Space,
asks students to design an innovative citywide system of public
spaces. See more http://futurecity.org/

10
Comparatively Speaking17
Description
How they work
What they produce
17
Envision schools use an innovative prize-winning education model with a project-based curriculum in which art
and technology are integral to engage students in learning. Site
http://www.envisionprojects.org/pub/docs/envision/about.htm. Website was accessed 15.10.2016.
Comparatively Speaking
Author: Paul Koh, Kristin
Russo
School: City arts and Tech
high school
Students: high school
Time: 6 weeks
Public exhibition: talk show
Examples of content
covered: expression,
research paper, public
speaking
Students exploring question: How does slavery and civil war compare
between America and a Spanish speaking country?
Students prepared for a talk show exhibition about the experience of
slavery and civil war through various viewpoints. Students were
required to compare an aspect of slavery/civil war in America and in a
Spanish-speaking country. For example, a student had to compare
"life under slavery" in both America and Brazil.
The activities for this project are organized into:
 Research Paper
 Exhibition
See more http://www.envisionprojects.org/pub/env_p/83.html

PRACTICAL PART
PROJECT BASED COURSE – EQUAL PAY SERBIA
o FOUNDATION
o PURPOSE, SCENARIO, LEARNING CONCEPTS,
PHASES OF PROJECT
o TEACHING EQUAL PAY SERBIA
o EDUCATOR MATERIALS
“Don’t follow me.
Follow my idea”.
Maria Montessori

11
Foundation for project based course: Equal pay Serbia
Before we go into practical part of Project based course: Equal pay Serbia, we will present
bellow some evidence about gender pay gap worldwide, with one specially overview of situation
in Serbia.
Problem analysis
Serbia. Woman with the same labor characteristics as a man earns a salary 11% less than their
counterparts. In other words, a woman works “for free” for 40 days every year. The highest gap
is in the financial sector, high salary gap continued to exist in social and healthcare sector and
education sector, also.
According to the (House, 2014) White House18
, full-time working women earn 77% of what male
earn for the same work in USA. It means that women have to work approximately 60 extra days
more, to earn what men did by the end of the previous year. We can say differently - over her
career, a typical woman working full time will lose 431,000$ because of the gender pay gap.
With that money she could: 1. buy a house in the U.S.; 2. put two kids through college at a
public school; 3. buy 21.900 gallons of gas; 4. feed family of four 6.4 years.19
(Eurostat Statistic Explained, 2016) Situation in Europe Union20
varies significantly across EU
Member States. Gender pay gap moves from 2.9 % in Slovenia to 28.3 % in Estonia. For the
economy as a whole21
, in 2014, women's gross hourly earnings were on average 16.1 % below
those of men in the European Union (EU-28) and 16.5% in the euro area (EA-18).
Worrying data are coming from World economic forum 22
(World Economic Forum, 2015) and
Report the Global Gender Gap Index 2015. They show estimates that women are only now
18
Site White House. Page Equal pay/Understanding basic. Site https://www.whitehouse.gov/issues/equal-pay#top.
19
Article: What Is the Wage Gap Costing You Every Day? Site http://www.huffingtonpost.com/soraya-
chemaly/what-is-the-wage-gap-costing-you-every-day_b_5108147.html. Website was accessed on 5.10.2016.
20
Source - Eurostat Statistic Explained. Page Gender pay gap statistics. Site http://ec.europa.eu/eurostat/statistics-
explained/index.php/Gender_pay_gap_statistics#cite_note-1. Website was accessed on 1.10.2016.
21
Here defined as industry, construction and services except public administration and defense and compulsory
social security: NACE Rev. 2 Sections B to S with the exception of Section O
22
World Economic Forum – Report the Global Gender Gap Index 2015. Site
http://www3.weforum.org/docs/GGGR2015/The%20Global%20Gender%20Gap%20Index%202015.pdf. Website
was accessed on 1.10.206.

12
earning the amount men did in 2006, or in other words women will get equal pay for 118
years - or until 2133! 23
Overall, women employed in Serbia have
higher qualifications than men, yet they still
earn less, according to research Gender Pay
Gap in the Western Balkan Countries (Avlijaš,
et al., 2013). The results of this study estimate
that woman with the same labor characteristics
as a man earns a salary 11% less than their
counterparts. In other words, a woman works
“for free” for 40 days every year.
(Statistical Office of the Republic of Serbia,
2014) According to the study “Women and men
in Republic of Serbia” from 2014 the highest
gap is in the financial sector, as you can see on
poster (figure 3), women earns 238 euros per
month less than men for the same work or if we
calculate that is 114.240 euros – 40 years
carrier. It is paradoxical that even in the health
and social care, where are women majority of
employees, earn 125 euros per month less than men, for the same work.
And when they retire most pensions for women are between 30,000 and 36,000 dinars
(between 243 euros and 291 euros), and in this range is 21 percent retired women, while 58
percent of men receive pensions between 33,000 and 39,000 dinars (between 267 euros and
316).
Now, when we understand situation and each other we can take a look in our project: Equal pay
Serbia.
23
Article: It’s Back to the Future as Women’s Pay Finally Equals Men’s … From 2006. Site
http://reports.weforum.org/global-gender-gap-report-2015/press-releases/. Website was accessed on 10.10.2016.
Figure 3. Gender pay gap in financial sector in Serbia

13
Purpose, Scenario, Learning Concepts and Phases of project: Equal pay Serbia
Purpose
(Forum, World Economic, 2015) No country in the world has achieved gender equality.24
That is
reality. On the other side to be honest situation is much better than before, but still we live in
surrounding with stereotypes such as:
- Women stay at home while men go to work;
- Women are supposed to have "clean jobs" such as secretaries, teachers, and librarians;
- Women are supposed to make less money than men, etc.
If we assume that is lack of knowledge cause, we can also say that is our task to aware people
in community, especially children. Same conditions and opportunities for all genders - that is our
vision! Therefore, when students learn about equality through this project, they can apply their
knowledge as activist in order to improve the status of women in society and promote GE. The
PBL process also challenges them to think critically, to understand gender roles, and to explain
and defend their attitude. Our goal is to address the gender pay gap and to help students gain
a better understanding of why women earn less wage then men for the same work. Taken into
account all these things, this course demonstrate how our society responds to next core GPG
questions:
 How we learn to act as women and as men?
 How gender stereotypes affect us?
 Why women earn less money than men, for the same job?
 What is GPG?
Scenario
GPG is one of the key indicators of GE and women's access to opportunities on the labor
market. Failure with the principle of equal pay for women and men (for the same work) is
considered as a violation of basic Human Rights. Better economic status of women is directly
related with reduction of GPG and that is an important determinant of economic and social
progress of the country.
24
The Global Gender Gap Index 2015. PDF:
http://www3.weforum.org/docs/GGGR2015/The%20Global%20Gender%20Gap%20Index%202015.pdf Chapter:
Conclusion. Page 44; first paragraph

14
To explore this gender concept students pass through simulation on the beginning. During this
experiential activity students are divided into two groups (male and female), and they are doing
the same job in same conditions, but on the end they receive different pocket money. Girls earn
60% of less than boys! After, educator is introducing driving question and students start to
explore why women earn less wage than men for the same work.
How that looks like you can find here https://vimeo.com/187095958.
Concept to be learned
To successfully resolve the problem and complete the products required in this project, students
need to understand and be able to apply the following concepts:
 Human rights
 Gender equality
 Sex
 Gender pay gap
 Stereotype
 Prejudice
 Discrimination
 Research
 Writing blog post
 Crafting video

15
Phases of project
Project: Equal pay Serbia is developed according to matrix bellow. Every PBL project moves to
these four phases according to Golden standard PBL described in book “Setting the standards
for project based learning”.
2525
Copyright 2014 Buck Institute for education
What students think about PROJECT PATH How teachers support inquiry
* What is the project asking me to
do?
* What do I need to know?
* Why is this important?
* Who will I be sharing my work with?
* Conduct entry event and introducing
driving question
* Facilitate process for generating
student questions
* What resources can and should I
use?
* Can I trust the information I am
funding?
* What is my role in this process?
* Provide workshops, mentor support
and guidance in response to student
needs
* How can I apply what I have
learned to the project?
* What new questions do I have?
* Do I need more information?
* Is my work on the right track?
* Help students apply learning to
project tasks
* Facilitate process for constructive
feedback
* What should I explain about my
work?
* How can I best share this with
others?
* What I have learned and what
should I do in the next project?
* Help students evaluate their work
* Facilitate student reflection on
process and learning25
Phase 1
Launch project:
Entry event and
Driving question
Phase 2
Build knowledge,
understanding and skills
to answer driving
question
Phase 3
Develop products and
critique products
Phase 4
Public exhibition and
answers on the driving
question
ITERATION

16
Teaching Equal pay Serbia
Students complete Equal pay Serbia project by following a standard set of activities in a
prescribed order. The sequence of instructional activities is described below. This sequence is
logical, and is based on Golden standard PBL. Also, you can find briefly theoretical explanation
for each activity.
Activities below are based on Golden Standard Project based learning and more information
about each step you can find in the book “Setting the standard for Project based learning26
”.
(Larmer, et al., 2015)
Step-by-step guide for educators
0. Pre – project planning
There are different things that have to be considered before embarking on project with students.
These include:
 Time. How long the project will take?
 Content. What gender pays gap content need to be prepared in advance (textbox,
articles, websites, etc.)?
 Skills. Do all students have the skills they need to tackle the project – ability to work in
teams, conducting research, conducting interviews, make presentations, make videos,
make posters, writing articles? Is it necessary to pre – teach some of these skills? Make
sure who need it to have adequate support during the project.
 Awareness. Do parents and administration need to be informed about the process of
PBL and assured that time spent on the project is focused on standard –specific learning
goals?
 Materials. Be sure that are students handouts ready.
Notes:
- Project calendar is prepared (see in Educator materials)
- Resources are provided
26
Book” Setting the standard for project based learning”. Chapter: Managing a project ; Pages, from 99 until 131.

17
Launching the project
1. Pocket money simulation
Entry event should inspire student’s curiosity and engage them in real world problem or
question that’s focus of the project. An entry event could be:
- Field trip
- Guest speaker
- Video or scene from movie
- Provocative reading
- Simulation or activity
- Puzzling problem,
- Song, poem, art
As you see how an entry event looks like, depends of educators inspiration and need of project,
as well. As we mentioned before our entry event is organized as pocket money simulation or in
other words experiential activity.
Instruction for pocket money simulation you can find in Educator materials.
When, students experienced and felt what that means equal work but different “wage”, educator
opens short discussion with question what happened, can someone explain?
After discussion educator introduce what is GPG with posters and asks students: Is that fair?
Why yes? Why not?
Posters about GPG you can find in Educator materials.
2. Students develop the initial Know List with you (whole class discussion).
Students now have to assess what they already know about the problem, which they
experienced during the entry event and. This should be done as a whole class by creating on
chart paper - “What Do We Know?” list. Ask students to carefully view posters and to think what
they experienced, making sure to only record what is on the posters, not what might be inferred.
Students should be coached to identify all of the information that Posters and Entry event

18
provides. They should conclude that this information is insufficient to solve the problem, and
they need to know (learn) additional things.
Although each class generally produces a unique know/need-to-know list, an example of the
type of items that might appear on the list follows.
Example of initial Know List
What do we know?
- Women earn less salary than men for the same job?
- Gender inequality exist
- Discrimination based on sex exist
3. Introducing driving question
A driving question is a statement in student – friendly language of the challenging problem or
question at the heart of the project. To be effective, a driving question should be: engaging for
students, open-ended and aligned with students learning goals.
If you are satisfied how students understand GPG, you can craft driving question with your
students or you can just introduce driving question. Some educators prefer to craft driving
question with their students because students feel more ownership.
However you can find bellow matrix for driving question.
How can we, as… [the role(s) being assumed by the students], do… [the specific task(s)
students must complete], so that… [the specific result or goal(s) to be accomplished].
Example: How can we, as teachers, explained to students in schools why women earn less
salary than men for the same job, so that all school understand what is gender pay gap?
4. Students develop the initial Need to know list with you (whole class discussion).
The next step in the problem-solving process is to coach students to identify information they
need to know in order to answer the driving question. Again, guide students to pay close
attention about Pocket money simulation and to all posters, create a “What do we need to
know?” and “What do we want to know?” list. If students are missing some information
according to the content, or their task, ask questions to elicit items for the list. This is critical
because everything students will learn in the project must come from this list.

19
At this point in the problem-solving process, students will probably list things that they actually
do not need to know to solve this problem and that is normal. During the process they will
realized what is important and what they need to know to solve problem. A core part of the
process of Project Based Learning is to distinguish what information is and is not necessary to
successfully answer the Driving Question. As much as possible, encourage students to identify
irrelevant information on their own.
What do need to know list?
- What is gender?
- What is discrimination?
- What is discrimination based on sex?
- How to make video?
- How to write blogpost?
What do we want to know?
- Does gender pay gap exist in our school?
How will list looks like, depend of driving question. Educators, have to encourage student to
explore concepts such as GE, discrimination and GPG.
5. Introducing product
Explain to students that all products will find place on project’s site equalpayserbia.com
(working version http://denizht.wixsite.com/equalpayserbia27
). Discuss with them what can
be a product (video, blog post, report, posters). Help students to understand what is high quality
product and how does it looks like with rubrics and examples. Each major product in project
should have rubrics. A rubric should be written before project or we can construct rubric with
students. Also, rubric should be written on student-friendly language. Example of project you will
introduce after, step17.
6. Starting a project journal
Introduce to students Project journal, place where each student can keep track what they do,
what they learned, new questions and key learnings.
27
Project: Equal pay Serbia site http://denizht.wixsite.com/equalpayserbia

20
You can use different online tools for project journal such as: Padlet28
or Google drive29
.
Problem solving and learning activities
7. Students read GPG stories
Introduce personal stories by reminding students that is related with simulation. Ask students
while they review stories to write down reasons why women earn less than men, for the same
job.
Students will receive 5 short stories. “Excuse” why women earn less than man for the same job
is always different. When students finish reading remind them to write reasons of GPG.
Example of story you can find in Educator materials.
8. Students revise the Know/Need-to-Know List with you (whole class discussion).
If you wish, revisit the Know/Need-to-Know List as a whole class and move any items that are
now “known” from the “Need to Know” to the “Know” side of the list, or mark them with a check.
In addition, students might want to add some new items to the list.
9. Provide Clarifying lesson #1 on gender roles
Clarifying lesson #1 should build students’ understanding about differences between sex and
gender and reflect on the ways that men and women are expected to act. This workshop you
can find in Educator materials.
10. Students read part two GPG stories
Introduce new personal stories by reminding students that is related with simulation. Repeat
process from activity #7.
11. Students revise the Know/Need-to-Know List with you (whole class discussion).
If you wish, revisit the Know/Need-to-Know List as a whole class and move any items that are
now “known” from the “Need to Know” to the “Know” side of the list, or mark them with a check.
In addition, students might want to add some new items to the list.
28
Padlet https://padlet.com/my/dashboard
29
Google Drive https://www.google.com/drive/

21
12. Provide Clarifying lesson #2 on discrimination
Clarifying lesson #2 should build students’ understanding about gender gap discrimination and
what women can do with money which they lost over a carrier.
You can adapt “Take a step forward” 30
workshop from Compass – Manual for human rights
education with young people for this lesson.
13. Students write their first Project journal, and answer to the following question:
 What is a difference between gender and sex?
 How we learn to act as a woman and as a man?
 How expectation from community affected woman and man?
 What is gender pay gap?
 Why women earn less than men for the equal work?
Project journal entries do not have to be long, but they need to complete. They may be assigned
like in-class tasks or as homework.
Develop and critique products and answers to driving question
14. Forming student teams
We started with simulation and presentation, after we all together analyzed what we know about
GPG, than we introduced driving question to students and again, we analyzed what we need to
know for solving this problem and on the end we discussed and defined final products. After
clarifying lessons finally we can form student teams. The best way for forming student teams is
to establish some criteria before. Proposal for educators is to form 4-student teams following
next criteria: gender balance, writing skill, movie maker skill and drawing skill.
Introduce criteria and ask group to divide in teams of four. Check every team according to
criteria. After, help them to start. Each team has to develop shared purpose and to define their
culture of work. For that needs you can adapt activity Developing Shared Purpose from
Community organizing Handbook31
. More information you can find bellow in footnote.
30
“Take a step forward”, workshop from Compass – Manual for human rights education with young people.
Download pdf here http://www.eycb.coe.int/compass/en/pdf/2_38.pdf. Website was accessed on 21.10.2016.
31
Community Engagement Toolkit: Organizing Your Community. Activity: Developing Shared Purpose is described
from page 13 until page number 15.

22
15. Students finalize the Driving Question with you (whole class discussion).
Students now should be able to explain why GPG exist and which stereotypes and prejudice
drive this violation of human rights.
By returning to the Driving Question at this time, you have the opportunity to confirm that
students know what they are expected to do. We don’t expect big changes of driving question,
but still is very important to refine driving question if is that necessary.
16. Students review the Know/Need-to-Know List with you (whole class discussion).
Lead a final whole-class discussion of the items on the Know/Need-to- Know List. It’s very
important to identify any question that still needs to be addressed.
17. Share product example with students to guide their work.
Show them product. If students choose video show video, if they choose to write article show
them article.
In case, when students choose video for the final product (during the step #5 “Introducing
products”), this example of product https://www.youtube.com/watch?v=efrWsA0Q9U4 32
, you
can show to them. Together, with students define rubric of product or in other words describe
excellent quality of products. It is very important to aware students what you expect from them.
Think about criteria such us: time, content, acting etc.
18. Students plan their explanation why women earn less “wage” than man for the same job and
craft their products – video clip, for example (in small groups).
Provide mini lecture how to craft video for students. Print and share mini lecture with each
student.
32
ANZ has partnered with award winning Director Jane Campion to highlight the need for systems to better
support women. While neuroscience shows girls' brains develop ahead of boys, this advantage is not maintained
through life, with women too often falling behind. ANZ is launching a range of initiatives to inspire, educate and
assist women and is encouraging other organizations to explore what they can do to help build an equal future. To
find out more about ANZ's #equal future Women's Initiative, visit anz.com/equal future
https://www.youtube.com/watch?v=efrWsA0Q9U4. Website was accessed on 16.10.2016.

23
20. Constructive feedback on products
Students:
 Have to explain their Why (why women earn less “wage” than man), and
 Have to present their draft video - to their classmates and you.
21. Conducting debrief and design some creative activity for that
You can conduct world café with next questions:
- What was good? (according to product criteria33
: time, content, acting)
- What team has to improve to be better next time? (according to criteria)
- Your key learning? (according to criteria)
22. Students again work on products. Now, they know what to improve and how to do that.
Support students with constructive feedback all the time.
22. Final classroom presentation of products.
23. Public exhibition – students present products and answers on driving question
Conduct Equal pay day in your school. Students and you can invite different stakeholders:
parents, friends, NGO’s and so on. Publish site and play students video. How this event looks
like depend of school resources.
23. Conduct student reflection on the 21st-century skills practiced and the process of learning in
PBL.
Students should have a chance to discuss the process of learning in PBL, and to reflect on their
use of 21st-century skills such as critical thinking, collaboration, and presentation. This part of
debrief could be done with a series of questions, for example:
- Did you find it to be difficult when there are several possible “right answers” to the
Driving Question? Why?
- How much do you think you learned in terms of skills like working as a team and making
a presentation?
Finally, ask students for feedback on how the project was structured, with questions such as:
- Did you need more resources to help you solve the problem—more lecture time, more
readings, more time on the computer?
33
Product criteria you already developed with your student during the step #7.

24
- Did you need more help in learning how to work together in your group?
- Did you have enough time for each step of the project?
- Are there any suggestions you would make for improving how the project is taught?
24. Make personal notes about – how to improve process for the next time
25. Celebration success!
Conduct creative celebration with your students.
Educator materials
Project calendar template
Project calendar
FIRST WEEK
Monday Tuesday Wednesday Thursday Friday
Launching project
SECUND WEEK
Monday Monday Monday Monday Monday
Problem solving and
learning activities
THIRD WEEK
Develop and critique
products and answers
to driving question
FOURTH WEEK
Public exhibition,
Reflection and
Celebration

25
Entry event – Pocket money simulation
Objective: expand student’s empathy by gaining direct experience of other people's lives
Classroom experience:
- Divide classroom into two “rooms”, pink room and blue room, using a rope (blue room for
girls, pink for boys)
- Put in each “room” appropriate number of chairs , depends of students (example: 30
students, 15 boys and 15 girls – you need 30 chairs or 15 for each side of classroom)
- Divide windows in classroom, also.
- Prepare clean box - water, soup, towels
- Prepare reward. Symbolic pocket money or fruits, depends of resources. Be creative!
(students have to see what is reward)
Procedure:
- Give instruction - clean mass (proposal for working time - 20 minutes)
- During the process ask students: Can you clean more or better this ….?
- After cleaning make two columns - one for boys, another for girls. Example of reward: for
boys receive 5 euros. Girls receive 2 euros.
- Important: during rewarding communicate with boys on this way: bravo! You did great
job, this is for you, I hope so this is enough.
- Important: Communication with girls: Please next time clean better, you have to work
faster, I think is not enough clean. Did you clean everything?
- Remember: with activity students have to connect and to feel what GPG
Resources:
Video – how entry event supposed to look https://vimeo.com/187095958

26
Entry event posters
34
34
These posters are developed during Training Course on Challenging Stereotypes and Identities to promote
Gender Equality in Tunisia, May 2016. You can download all posters here
https://www.dropbox.com/sh/yru5789tzd7017n/AAAJh3tqTDSIK_JJlujswBrJa?dl=0

27
Personal story example
STORY1: MOMS DESERVE EQUAL EMPLOYMENT OPPORTUNITIES AND PAY!
This is example how one story have to looks like. You can find more similar stories on Equal
pay blog.35
That was the first word on my mind twenty years ago, when I was repeatedly denied
employment after I had to divulge in job interviews that I was a single parent. To this day most
people are not aware that in 28 states, including mine, it is NOT illegal to ask a job candidate
about their marital or parental status during job interviews. Employers use this information to
disqualify women with children from jobs they are qualified to fill — just because they are
mothers. Single moms face a devastating and unfair pay gap. According to Kristin Rowe-
Finkbeiner of MomsRising.org, “Women without children make 90 cents to a man’s dollar,
mothers make 73 cents, single moms make about 60 cents to a man’s dollar, and women of
color experience increased wage hits on top of that.” My story of hiring discrimination is far too
common. Mothers are 80 percent less likely to be hired than women without children — even
with equal resumes. When I first experienced this discrimination, I became an activist for
change when I didn’t even know what an activist was. As a young, politically naïve mother of
two, recently forced on welfare because of Pennsylvania’s archaic employment laws, I didn’t
know where to begin. I reached out to 9to5 for training, guidance and encouragement. As a 9to5
Action Network member, I had the tools and support I needed to begin to navigate the
Pennsylvania legislative system to get bills introduced to protect women from this discriminatory
practice. Regrettably, two decades later, we still do not have these essential protections. I have
not given up hope and ask that you don’t give up hope either. Senator Daylin Leach has taken
up this cause and will soon be introducing the Pennsylvania Parental Profiling Act. As Senator
Leach has stated about parental profiling: “Even if men are asked [about their parental status],
they are rarely affected. There’s a stereotype that if kids are sick, women will take care of it. It’s
an issue that disproportionately affects women.” Ending discrimination against moms is a crucial
step in closing the gender wage gap. Today I humbly ask you to take action to close the wage
gap for women in your community and everywhere!
35
Story was downloaded from the site - Equal pay blog (http://9to5.org/equal-pay-blog-collection-moms-deserve-
equal-employment-opportunities-and-pay/.) This blog post is part of 9to5’s collection The Face of the Wage Gap to
illuminate the ways that the gap between the income of men and women has many factors and many necessary
solutions. Website was accessed on 1.10.2016.

28
Clarifying lesson #1 – (International, Care, 2011) What we call gender, what we call sex?36
.
CLASSROOM EXPERIENCE - PROPOSAL:
a) PINK “ROOM” for BOYS (students can work in one classroom, just divide classroom into
two “rooms”)
b) BLUE ROOM for GIRLS
* One table with 5 chairs per group
GROUPS - PROPOSAL:
a) In front of school after warm up we will pass two boxes – PINK and BLUE. In PINK box
will be next animals on small papers (cat, fox, panda, and mouse). In BLUE box will be
next animals on small papers (dog, tiger, lion, and horse). 5 papers per each animal.
Girls can choose only animals from BLUE box, boys can choose animals only from PINK
box. On the end we will have 8 groups.
b) Instruction – “Guys we will work in small team according to your animal. You have to
answer on simple question which wait for you on tables – on your place for work. Find
your animal. Every table have one animal on A4 paper.
GROUP TASK:
a) Cat – boys will draw a WOMAN (vice versa for girls: dog will draw a MAN)
b) Fox – boys will make a list of things associated with idea of being a WOMAN in intimate
relationship. Question: What characterized woman as mother, sister, daughter, girlfriend,
friend? 10 things – one thing per paper (vice versa for girls: lion)
36
Manual M, Care International. Original version of this workshop you can find on page 28. Name: What is this
thing called gender? Download Manual M here http://www.youngmeninitiative.net/en/?page=36
Objective:
To understand the differences
between sex and gender and reflect
on the ways that men and women
are expected to act.
Materials required:
Flipchart paper and markers.
Recommended time:
1 hour
Number of participants:
Until 40.

29
c) Panda – boys will answer on question: What means being a Woman according to
outlook. List 10 things which characterized woman according to her outlook. (vice versa
for girls: tiger)
d) Mouse – boys will answer on question: Think about woman abilities. What woman can
do (which jobs general and in the house, think about sport and so on)? (vice versa for
girls: horse)
OUTPUT:
1) 30 things for what means be a WOMAN and 30 things for what means be a MAN
2) Pictures – WOMAN and MAN
PROCEDURE FOR LEADING GROUP DISCUSSION:
1) Two columns on the wall in the first column write “man.” In the second column write
“woman.” Put associated things below.
2) Ask question: What MAN has WOMAN doesn’t have? Vice versa for WOMAN (write on
the green paper. Put associated things below.
3) Exchange the titles of the columns putting “woman” in the place of “man” and vice versa.
Ask the participants if the characteristics mentioned for men could also be attributed to
women and vice versa.
DISCUSSION:
 What does it mean to be a man? What does it mean to be a woman?
 What is a man’s role in an intimate relationship? What is a woman’s role?
 How does a man express his emotions? Is this different from how a woman expresses
her emotions? Why do you think that it is different?
 Are our perceptions about the roles of men and women affected by what your family and
friends think? How?
 Do the media have an effect on gender norms?
CLOSING
Throughout our lives, we receive messages from family, media, and society about how we
should act as men and how we should relate to women and to other men.

30
It is important to understand that although there are differences between men and women,
many of these differences are constructed by society, and are not part of our nature or biological
make-up. Even so, these differences can have fundamental impacts on men’s and women’s
daily lives and relationships.
For example, a man is often expected to always be strong and dominant in his relationships with
others, including with his intimate partners. At the same time, a woman is often expected to be
submissive to a man’s authority. Many of these rigid gender stereotypes have consequences for
both men and women, as you will be discussing throughout these sessions.
As you become more aware of how some gender stereotypes can negatively impact both men
and women, you can think constructively about how to challenge them and promote more
positive gender roles and relations in your lives and communities.
RESOURCES
Terms:
 Sex – refers to the biological attributes and characteristics that identify a person as male
or female
 Sexuality – refers to the expression of our feelings, thoughts and behaviours as men or
women. It includes our feelings of attractiveness, being in love and our behaviours in
intimate relationships.
 Gender – refers to the socially constructed differences and inequalities between men
and women (for example, how they should dress and behave). These ideas and
expectations are learned through families, friends, religious and cultural institutions,
schools, workplaces and the media.
Animals: download
Posters: download

31
Conclusion
After every project educators and students should take some time to reflect what they learned.
We will do it same now. I hope so that readers can understand what core message of PBL is
and how to teach with PBL and promote gender equality in the same time.
Educators, you can do different type of projects. How you will manage them depends of you and
your classroom. All ideas how to solve real world problems with your students have to be
connect with curriculum. You can teach students science, mathematics, social subjects don’t
matter. Important thing is to solve real problems such as equality in our case. One of the most
important equality issues is that of equality between women and men according to gender pay
gap.
Human rights violations occur every day worldwide, but that doesn't mean that we need to
surrender. Freedom is a process and we have to fight again, again and again. Fact is that only
understanding can drive change and I believe that is education key. Great educators can inspire
students to build society with fair and just conditions for all individuals and groups. Project:
Equal pay Serbia with educators, want to contribute to the realization of idea that all people are
of equal worth regardless of sex, ethnic origin, religion and social group, etc. Only together we
can help students to understand that women rights are human rights.
Although is project: Equal pay Serbia explained in this Manual that doesn't mean that everything
is perfect. It means we can decide to try. I am fully aware about possible mistakes and with that
in mind yours comments are more than welcome. Please, don’t hesitate to contact me on this
website http://denizht.wixsite.com/beta for more information. Best wishes for you, your students
and all new projects.

32
Bibliography
Alba, E. S. F., 2016. Education Scotland. [Online]
Available at:
http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/whatiscurriculumforexcellen
ce/index.asp
[Accessed 1 10 2016].
Avlijaš, S., Ivanović, N., Vladisavljević, M. & Vujić, S., 2013. Gender Pay Gap in the Western Balkan
Countries: Evidence from Serbia, Montenegro and Macedonia , Belgrade: FREN – Foundation for the
Advancement of Economics.
Bolt, U., 2016. 30 Inspiring Quotes From Amazing Athletes And Coaches. Forbes.
Centre, C. R., 2012. REPORT ON THE IMPLEMENTATION OF CHILD RIGHTS IN THE REPUBLIC OF SERBIA,
Belgrade: Child Rights Centre.
Eurostat Statistic Explained, 2016. Gender pay gap statistics. [Online]
Available at: http://ec.europa.eu/eurostat/statistics-
explained/index.php/Gender_pay_gap_statistics#cite_note-1
[Accessed 1 Oktober 2016].
Forum, World Economic, 2015. The Global Gender Gap Index 2015, s.l.: Forum, World Economic.
House, W., 2014. White House. [Online]
Available at: https://www.whitehouse.gov/issues/equal-pay#top
[Accessed 1 10 2016].
International, Care, 2011. Program M Manual. s.l.:Care International.
International, C., 2011. Program M: A Training Manual for educators and youth workers. s.l.:s.n.
Larmer, J., Mergendoller, J. & Boss, S., 2015. Setting the standards for project based learning. Alexandria,
VA USA: ASCD.
Robinson, K., 2015. Creative schools. s.l.:Penguin Random House UK.
Robinson, K., 2016. In: Creative schools. s.l.:s.n., p. 135.
Statistical Office of the Republic of Serbia, 2014. Women and men in Republic of Serbia, Belgrade:
Statistical Office of the Republic of Serbia.
World Economic Forum, 2015. The Global Gender Gap Index 2015, s.l.: World Economic Forum.

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