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Fostering Critical Thinking and Media Literacy in the Next Generation: Developing European Youth's Skills for a Brighter Future

At a time when European societies have never been so pressured and polarised in the context of the post-pandemic, the Ukrainian crisis and climate change, it is important to highlight the key role of critital thinking amongst European youth in building a better future. As we all know, critical thinking is a vital skill that allows us to evaluate information, arguments, and evidence in a logical and unbiased manner. It enables us to make informed decisions, to solve problems effectively, and to communicate clearly and persuasively. In today's fast-paced and complex world, the ability to think critically is more important than ever. In this context, Fedactio's team participated in "Razor", a 10 days training course about "Promoting critical thinking through youth work" organised by Udruga Prizma in Zadar (Croatia). The program was co-funded by the Erasmus+ Programme of the European Union.

In contemporary European society, there are many challenges to critical thinking. One of the most significant challenges is the abundance of misinformation and propaganda that circulates, especially online. With the proliferation of fake news, conspiracy theories, and biased sources, it can be difficult to discern what is true and what is not. This is especially problematic in an era of echo chambers and filter bubbles, where people are more likely to encounter only information that confirms their preexisting beliefs and biases. This can include fake news about scientific and political issues, as well as real news about conflicts, economic crises, and other important events. Given the importance of critical thinking in today's world, it is crucial that we are able to identify and evaluate the reliability of the information we receive, especially when it comes to issues that have significant impacts on society. Another challenge to critical thinking is the pressure to conform to certain beliefs and values. In today's highly polarised and divisive political climate, there is often a social and emotional cost to expressing dissenting opinions or asking tough questions. This can discourage people from engaging in critical thinking and suppress the free exchange of ideas that is essential for a healthy democracy.

What youth workers can do to overcome these challenges and promote critical thinking in European society ?

One solution is to educate ourselves and others about the principles and practices of critical thinking. This can involve seeking out diverse and reliable sources of information, learning how to identify and evaluate arguments and evidence, and developing the ability to think creatively and independently. By develping these skills and applying them in our daily lives, we can become more informed and engaged citizens, better able to navigate the complexities of the modern world.

Why critical thiking is so important as a tool of active citizenship ?

By using critical thinking skills, European Union citizens and future citizens can learn how to identify and evaluate false or misleading information, and to distinguish it from reliable sources. They can also learn how to question the validity of the information they receive and to express their thoughts and opinions in a well-reasoned and respectful manner. These skills are essential for navigating the complex and often confusing landscape of information in the digital age, and for participating meaningfully in public discourse and decision-making. Critical thinking is an important tool for active citizenship because it allows individuals to make informed decisions, to engage in effective problem-solving, and to communicate effectively with others. By evaluating information, arguments, and evidence in a logical and unbiased manner, people can form their own opinions and take action based on their beliefs and values. For example, critical thinking can help citizens to participate meaningfully in public discourse and decision-making. Whether it is voting in elections, advocating for a cause, or engaging with government officials, the ability to think critically allows individuals to make informed choices and to communicate their views in a clear and persuasive manner. In addition, critical thinking can help citizens to address social and political issues in their communities and beyond. By analysing problems and considering multiple perspectives, people can develop creative and effective solutions to challenges such as poverty, inequality, and environmental degradation.

Who participated ?

A total of 8 organizations participated in the "Razor" training project in Zadar, Croatia, which was led by Udruga Prizma. The other organizations included Fedactio from Belgium, DrOne from Croatia, EduEra from Slovakia, Asociación Promesas from Spain, Hang-Kép Kulturális Egyesület from Hungary, Ottovalante Sulcis from Italy, and Teatro Metaphora from Portugal. The host organization, Udruga Prizma, provided a supportive and inclusive environment for the representatives of the participating organizations to discuss their ideas and experiences on this topic and exchange views.

Which objectives were accomplished ?

The goal of the project was to improve the ability of partner organizations to promote critical thinking among young people through their youth work. This has been achieved through the following specific objectives:

- Enhancing the knowledge and skills of youth workers from partner organizations in the areas of critical thinking and conspiracy theories.

- Utilizing non-formal education methods to foster critical thinking in youth work.

- Sharing experiences and information among participating organizations on how to use non-formal education to promote critical thinking among young people.

Which topics have been covered ?

The training covered a range of sub-topics related to critical thinking, including contemporary issues, conspiracy theories, the impact of social media, and fallacies and biases. These topics provided valuable insights and skills for understanding and practicing critical thinking, such as how to verify the accuracy of an article or how fake news is created. The information shared and discussed during the training was of great importance for fostering a more rational and informed youth in the EU countries, which is a key European value. The training was interactive and focused on exchanging information and opinions, which helped participants to understand each other and identify fallacies and biases in practice. The training session on societal issues provided valuable insights and perspectives on a range of important topics. For example, participants learned about the importance of feminism and gender equality, as well as the challenges and obstacles that women and other marginalized groups face in society. They also explored the concept of freedom and how it relates to individual rights and responsibilities, as well as the role of religion in modern society and the ways in which it can both unite and divide people. In addition, the training addressed the sensitive and often controversial topics of racism and discrimination, and the ways in which these forms of oppression and injustice can manifest in different forms and contexts. Participants learned about the EU's commitment to promoting human rights and equality, and the ways in which these values can be upheld and defended. Finally, the training examined the impact of the conflict in Ukraine on European society and other countries, and the ways in which this crisis has shaped global politics and relations. Participants also learned about various conspiracy theories that have emerged in relation to this conflict and other societal issues, and the importance of critical thinking in evaluating the validity of such theories.

Which methods and tools have been used ?

Given the vast amount of information that people are exposed to today through various sources, and the importance of informed and educated citizens in democratic societies, specific sessions were focused on providing media literacy and critical thinking skills. These interactive sessions offered practical techniques and exercises for developing young people's critical thinking abilities and helping them identify cognitive biases and fallacies. The participants noted that when young people have the critical thinking skills to recognize the stereotypes, biases, and underlying motivations of those who produce political and media discourse, they can develop their own strategies for combating false information and misinformation.

How cultural awarness is important in european context ?

The training was held in a welcoming environment that encouraged social interaction between organizations from various EU countries. Each organization and participant contributed to the project in their own unique ways. Throughout the training, participants shared their cultural and personal views and presented their cultures, but despite these differences, everyone came together in the shared values of European identity and the EU's core values. It was very useful for all participants to meet and exchange practices with people from other cultures who work with youth, and this helped to strengthen organizational and personal connections for future collaboration on EU youth projects. Cultural awareness is important in European societies for several reasons. First, it helps individuals to understand and respect the diversity of cultures within and between countries in Europe. This includes acknowledging and valuing the different histories, traditions, languages, and values of various cultural groups, as well as recognizing the role that culture plays in shaping people's identities and experiences. Second, cultural awareness can foster greater tolerance, inclusivity, and social cohesion within European societies. By understanding and respecting the cultural differences of others, individuals can more easily recognize and appreciate the commonalities that they share, and work together to build more cohesive and harmonious communities. Third, cultural awareness can also facilitate better communication and understanding among people from different cultural backgrounds. By being sensitive to cultural differences and being open to learning about other cultures, individuals can more effectively communicate and interact with others, leading to more positive and productive relationships. Overall, cultural awareness is an important aspect of life in European societies, as it helps to promote mutual respect, understanding, and harmony among people from diverse backgrounds.

How did it boost our skills and employability as a youth worker ?

According to Burak, a volunteer who participated in the training, the information provided was "highly beneficial and it is anticipated that it will be put to good use in their voluntary work with Fedactio and in their future job. Meetings were held to initiate projects related to this pressing topic, and it was reported that there was a significant improvement in the way of thinking and looking at things. It is also noted that this type of project is beneficial for every individual and it is believed that everyone should have the opportunity to receive information about critical thinking in order to develop themselves first as an individual and then as a citizen of the European society. The training also served as a platform for participants to exchange ideas and practices with other youth workers from various European countries, providing a broader perspective and new insights into the difficulties and opportunities faced by youth workers in different settings. This cultural exchange was considered as an invaluable component of the training, as it offered the opportunity to learn from the diverse experiences of peers and establish meaningful connections with colleagues from different cultural backgrounds. Overall, the European training course on critical thinking was deemed as a highly beneficial experience that aided in enhancing skills and developing professional network of youth workers. It is recommended for other youth workers who seek to improve their critical thinking abilities and build connections with fellow professionals.

Conclusion and recommendations

Young people often face marginalization and lack of voice. By designating 2022 as the European Year of Youth, the EU has recognized the important role that young people play in society and the sacrifices they have made during the pandemic. The EU should take action to support their well-being and development, by promoting the meaningful participation of young people in all aspects of public life, and involving civil society organizations to support and empower young people, especially in disadvantaged communities. Additionally, education and awareness campaigns that inspire young people to believe in their power to make a difference, can help to create a brighter future for young people and society as a whole. To achieve these goal, it is of utmost importance that civil society organizations and the European Union prioritize the fostering of critical thinking. It's a powerful tool that equips youth with the ability to evaluate information and arguments objectively, make informed decisions and take active and responsible roles in society. Moreover, fostering critical thinking also means empowering young people to identify and challenge any form of marginalization, discrimination, or misinformation they may encounter in their daily lives. This is especially important in today's digital era, where the abundance of information and misinformation can make it challenging to distinguish truth from lies.

In short, by promoting critical thinking the EU will not only help to achieve its core values and goals. but will also empower young people to become active and responsible citizens who can drive positive change within their communities.

[Woman in the spotlight] Laurence Broze: fighting for gender equality in mathematics

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Women and Society

Blog Brussels Education Francolympiades National Pangea MathQuiz Woman in the spotlight Women and Society

[Woman in the spotlight] Laurence Broze: fighting for gender equality in mathematics

Alexandre Thiry 17:58 0

On the occasion of the French-speaking final of the MathQuiz, Fedactio gave the floor to the guest of honour, Laurence Broze, professor of applied mathematics at the University of Lille and vice-president of the association "Femmes et mathématiques" [literally: Women & Mathematics], who divides her time between teaching and research. Mrs Broze fights for gender equality in mathematics.

Could you tell us a bit more about your association?

Women & Mathematics has already been existing for about thirty years. We have three main objectives. First, we want to introduce young people to mathematics professions and studies and encourage girls in particular to get involved. Secondly, we also want to fight against gender stereotypes in mathematics and we also want to fight for more parity in the mathematics professions. These are our three main objectives.

Could you tell us what are the actions the association undertakes?

We visit a lot of schools including high schools and universities. We organize days to introduce young girls to the mathematical professions. We also organize an annual conference of female doctoral students in mathematics to encourage girls to pursue a thesis in mathematics. And then we also participate in various actions to promote parity in order to try to raise awareness in academic and private research circles about the promotion of women in these professions.

Why is it necessary to promote mathematics in particular?

If we take a look at mathematics in college, it is the only area (in France) where the proportion of women is not increasing. In other disciplines, there is an increase (sometimes slow), but in maths, nothing. It even tends to decrease. We do not always know why, but we try to sensitize the whole community so that they can mobilize against it. Female professors of mathematics are becoming extremely rare (30 in all for all of France). As an association, we are sad to see that young girls are not involved in it, or only to a very limited extent. I think they are afraid of the sexist behaviour of the profession and not being in their place, but they should not be discouraged. We have to fight to find our place in maths as we have found in other professions.

What would you say to young people who want to study mathematics? Is this a promising career path?

I want to tell them that it is a great job and they should not be embarrassed if they want to do maths. This is an area where it is easy to find a job because there is a shortage of mathematicians. As it is a profession in short supply, you can work on what you want after your studies, and you can even negotiate your salary if you ever work in the private sector. You can have great future prospects, because mathematics is everywhere. We need maths, even maths that we invent without really knowing what it will be used for, and that always ends up being used for something. Mathematicians are given a great deal of autonomy to do research in the subjects they like because we know that, sooner or later, it will be useful for something and that it is a real investment in humanity's knowledge. I would also tell them to see mathematics as a universal language. In all countries of the world, maths is done in the same way. This means that if they become mathematicians, they will belong to a large global community. I wish them the happiness of making mathematics their profession.

[Woman in the spotlight] Angélique Léonard: empowerment of women in science

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Women and Society

Blog Brussels Education Feminism Gender Interview National Professionals Science Woman in the spotlight Women and Society

[Woman in the spotlight] Angélique Léonard: empowerment of women in science

Alexandre Thiry 17:10 0

This week, Fedactio honours Angélique Léonard, Professor of Chemical Engineering at the Faculty of Applied Sciences of the University of Liège and chair of the "Femmes & Sciences" Committee of the Wallonia-Brussels Federation. In the context of the International Day of Women and Girls in Science, we spoke with Ms Léonard about her work to promote gender equality and empower girls and women in applied science.

Could you start by introducing yourself in a few words and describing your professional background?

My name is Angélique Léonard. I trained as a civil engineer in chemistry and materials science at the University of Liège. After my engineering studies, I completed a doctoral thesis followed by a postdoctoral stay abroad in Bordeaux and London. Then, I obtained a standing mandate as a qualified researcher at the FNRS and in 2009, I became a lecturer on a theme related to sustainable development in industrial processes. Since then, I have risen through the various ranks of the academic career, becoming professor and finally full professor. Since 2016, I have been a member of the “Femmes & Sciences” Committee and in May 2018, I have been chosen to be the chair of the committee.

Speaking of the “Femmes & Sciences” Committee, could you explain what it is and what its functions and activities are?

This committee had been existing in an unofficial way for about between 15 and 20 years before being officially established by a decree in 2016. The main objective of the committee is to promote equal careers for women and men, especially in the scientific and academic fields. To do this, we had to undertake various actions. Firstly, we had to highlight the figures, which means we had to obtain gender statistics on the different fields of study and careers. Secondly, we also had to define a set of good practices to be disseminated within universities and see how we can help to improve the reconciliation of private and professional life in order to encourage the presence of women in the highest positions of this type of career.

How do you explain such an under-representation of women in STEM studies and careers?

As we have seen during this day, this is an extremely complex issue since we have seen that, in the end, women are just as competent as men. Indeed, when conditions are favourable, [Editor’s note. literally “stereotypes’ falsification”] their performance is similar to that of men. However, we can see that we have been immersed in a gendered representation of trades since we were very young, and we clearly see that because of this context, girls are moving more naturally towards trades in the fields of social work, personal assistance, childhood, health (medical, paramedical) or education and it is no accident. In fact, we can clearly see that women have put in place strategies to reconcile professional and private life and in most cases, these professions allow the necessary flexibility to reconcile these two aspects. On the other hand, we also note that boys project themselves more in the technical field, in production and in professions where the notions of competitiveness and performance are predominant. We must admit that these are not skills or profiles that are generally associated with girls. Once again, this amalgam is the result of stereotypes and it is precisely these stereotypes that must be questioned and challenged.

In your opinion, which are the main obstacles to the integration of women in STEM fields?

I do not think there are any real obstacles to integration. This is primarily because they do not choose STEM. However, when we talk about integration at different career levels, if we consider a career in STEM at the industrial level, we realize that the obstacles encountered are generally related to the reconciliation of private and professional life. For example, in my promotion as a civil engineer in chemistry, we were five girls. Only one of us tried the industry experience but she had a mental breakdown after about 5 years because of the extremely high pressure she experienced in her job. Maybe she was putting too much pressure on herself. A little later, she reoriented herself towards teaching, as did my other classmates and myself. When I made the choice to stay in university, while not knowing if I would have the opportunity to pursue a career there, I also took into account the reconciliation of my private life and my professional life. This reconciliation represents a real obstacle, given that, as we have seen during this day, the education of children remains a women responsibility for the most part, although this is changing.

In your opinion, what are the political actions to implement in order to promote the integration of women in these sectors?

We actually realize that today, we have all the cards to make things move in the right direction. We can thus cite the Pact for an Excellent Education implemented by the Wallonia-Brussels Federation, which contains various points aimed at introducing all these technological concepts at the core curriculum. Its objective is to ensure that girls and boys have access to the same types of curricula and learn the same subjects so that there is no difference at this level. The fact that teachers, who will interact with children, have the opportunity to receive continuous training within companies and in skills training centres, makes it possible for them to be able to adapt their teaching methods and ensure that their courses are always in line with the rapidly changing society. We can also mention the initial training of teachers since the decree was passed last week in Parliament. Everything has to be built. The teaching toolkits provide for the gender notion to be integrated in a transversal way in the training of future teachers, but it must also be operationalized in the right way so that they can deconstruct stereotypes and have this gendered approach in their curricula and in the lessons they will teach children later on.

If you had a message for girls and young women who are reluctant to pursue STEM studies or careers, what would it be?

I would say to these young women they have to dare. They are as competent as men and if they dare to pursue STEM studies, there are plenty of great careers waiting for them, so do not be afraid and make the choice of STEM if it is what you want to!

Angélique Léonard holds a master's degree in chemical engineering and a doctorate in applied sciences. Aware of environmental issues a long time ago, she sensed from her studies that the treatment of sewage sludge would be a major challenge. Author of a final thesis on an industrial unit for drying sludge from wastewater treatment plants, she continued her subject with her doctoral thesis (2003). She is the first researcher in the world to have used X-ray microtomography imaging technology to study the drying of deformable materials, including sewage sludge, but also synthetic gels and agri-food products.

Since 2007, she has been a qualified FNRS researcher. Today, she is a full professor at the Faculty of Applied Sciences of the University of Liège, where she has headed the chemical engineering research unit since 2016. She has received several awards, including the Frédéric Swarts Award delivered by the Royal Academy of Science, Letters and Fine Arts of Belgium awarded to original scientific research in the chemical industry. She has co-authored more than 120 articles in international journals and more than 120 conference proceedings.

In May 2018, Mrs Léonard was chosen to be the chair of the “Femmes & Sciences” Committee created in 2016 by the Wallonia-Brussels Federation. The committee supports the empowerment of women in academic and scientific institutions. The council provides advice and recommendations on gender equality and discusses actions to be taken in this regard.

Mrs Léonard's work is perfectly in line with the actions implemented by Fedactio to give women a voice. We salute her career and all she has done for women in science. Finally, Fedactio supports the mission of the committee she represents to promote gender equality in applied sciences.

Place of women in STEM: inspiring measures and combating stereotypes

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Women and Society

Brussels Education Feminism Gender National Professionals Science Women and Society

Place of women in STEM: inspiring measures and combating stereotypes

Alexandre Thiry 14:31 0

Within the framework of the International Day of Women and Girls in Science and in line with its campaign of putting women in the spotlight, Fedactio is considering the under-representation of women in STEM and highlights inspiring measures to remedy this situation.

In this context, Fedactio took part to the meeting “Regards croisés sur les carrières au féminin dans les STIM” organized by the “Femmes & Sciences” committee held on February 11 in Brussels. Angélique Léonard, Chair of the committee and Professor at the University of Liège introduced the topic before giving the floor to various stakeholders among which:

· Marie-Martine Schyns, Minister of Education in the Federation Wallonia-Brussels;

· Dominique Lafontaine, Professor of Educational Sciences at the University of Liège;

· Roberta Pattono, Member of the European Commission’s Directorate General of the Research and Innovation Department;

· Isabelle Régner, Professor and researcher at the Laboratory of Cognitive Psychology at the University of Aix-Marseille;

· Christel Opdebeeck, Policy Officer at the Flemish Ministry of Education;

as well as various representatives of field associations (Hypatia, Interface3, Elles bougent, etc.).

This meeting made it possible to raise the issue of the under-representation of women in STEM (science, technology, engineering, and mathematics). In fact, today, the percentage of women in sciences is only at 34% in Europe and only 20% of people engaged in engineering are women. Although this number has increased since the early 1990s, women remain a minority in these environments, which stay very masculine.

How to explain this under-representation of women in STEM fields?

Contrary to the misconceptions pretending that this gap is due to the burden of family constraints, women's difficulties in building a professional network or even lower skills than men, the real causes are quite different. From childhood, in the school environment, little girls are confronted with an under-representation of women in most mathematics textbooks, among others, which hinders the process of identification with these trades. Moreover, the lack of a female role model in scientific careers only accentuates this difficulty of identification. There is also evidence that little girls, both at home and at school, experience positive discrimination, that is to say the practice of giving more attention to girls than boys because they are assumed to have fewer skills. As we grow older, this lack of interest in STEM only increases due to the weight of the stereotypes that shape our society. Who has never heard that women are good at literature and men at math? As Mrs Régner explained, tests have shown that the anchoring of these stereotypes in our memories is such that they lead to women's underperformance in these areas, which, ironically, only reinforces them. Finally, another discrimination, the wage gap, although declining, still remains at 17%. A "glass ceiling" that goes hand in hand with barriers to professional advancement to high responsibility positions.

Attracting young girls into STEM sectors: consequences and challenges

Beyond being a major societal issue, the consequences of this disparity are many. Dominique Lafontaine explains, for example, that most girls go into so-called socially useful professional sectors such as education, health or the human and social sciences, while boys opt for the exact sciences, engineering or information and communication technologies (ICT). The gendered disproportion in educational and career choices leads to a lack of diversity in STEM, which is felt even at the highest positions, where women are a tiny minority. Thus, decisions are still made by men, for men. Furthermore, women must take part in the digital revolution facing our society, otherwise they will struggle to find jobs, the majority of which will require skills in this area in the future.

How can we make a difference?

At the European level, Horizon 2020, the biggest EU Research and Innovation programme ever, will aim to better integrate women in research and innovation in order to improve the quality and relevance of scientific publications. To do so, the European Union works in collaboration with Member States, research organizations and the European Commission. As Mrs Pattono explained, since 2011 the European Union has awarded the European Prize for women innovators every year with the aim of promoting the place of active women in research and innovation.

At the Belgian level, Mrs Schyns highlighted the provisions relating to the multidisciplinary and polytechnical nature of the core curriculum provided for in the Pact of Excellence, which was created in 2015. Thus, girls and boys will receive a common and non-gendered training that is supposed to eliminate disparities. In Flanders, the Flemish STEM Action Plan 2012-2020, presented by Mrs Opdebeeck at the meeting, increased the number of secondary school students wishing to move towards STEM courses through the implementation of a ten-point programme to upgrade these courses.

Beyond the political sphere, there are many organizations working in the field to raise awareness among young girls to the development of their skills in STEM careers and to encourage vocations. Isabelle Deflandre, Director of the non-profit association "Elles bougent" and Simon Moreau, "Genre-et-TIC" Project Manager of the non-profit association “Interface3”, had the opportunity to present concrete actions implemented by their respective organizations, including information on the professions and the promotion of STEM sectors within the framework of fairs and events, or a system of sponsors allowing young girls to identify themselves with female role models who have succeeded in these sectors.

Our commitment

Fedactio has been working for many years in favour of gender equality, in particular through its "Women & Society" platform. Through our "Education" and "Entrepreneurs" platforms, we encourage young people to undertake studies and provide them with our logistical support and experience. It was therefore important for Fedactio to raise awareness among its audience of STEM issues and related problems by participating in this event. As a citizen movement, we also want to support existing initiatives or propose new ones in order to fight against stereotypes and gender discrimination. As to whether this will happen in the near or distant future, we are counting on your support.

Member association Koza non-profit organises informative session about diabetes

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Member Activities

East-Flanders Education Koza Member Activities

Member association Koza non-profit organises informative session about diabetes

Fedactio 14:29 0

In collaboration with LDC De Thuishaven, Koza non-profit organised an informative meeting on Tuesday 23 October. Experts of the Diabetes League were asked to give more information about the different types of diabetes, how to deal with the affliction and how to change your food habits. During the infosession participants had plenty of time to ask questions and afterwards, they received a brochure so they could process the information in all peacefulness at home. Koza non-profit attaches great importance to these infosessions since one of its aims is to inform citizens on a variety of topics that may improve their well-being.

Fedactio's Educational Platform launches new project Tea-ching Time

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Nationally

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Fedactio's Educational Platform launches new project Tea-ching Time

Fedactio 16:23 0

Fedactio’s Educational platform has launched a new project, Tea-ching Time, an event featuring a pertinent topic to discuss in a friendly atmosphere (tea included). With this initiative, the platform realises encounters between professionals in the educational field, across the whole of Belgium. During the activities, which take place on a monthly basis, participants exchange experiences, methods and diverse tools.

The first event, themed ‘burn-out in the educational field’, was led by expert Anne Everard, who presented her ‘guide du burn-out’, a manual in which she outlines several paths to cure and prevent a burn-out. Her animated round-table discussion took place on Friday 28 September, in the presence of approximately 15 teachers of different backgrounds and sectors.

Below you can find the other scheduled Tea-ching Time events:

25 October: gender in the educational field, led by Nadine Plateau. N. Plateau is the chairman of the education committee of the board of French-speaking women in Belgium.
19 November: the transition of school to employment by youngsters with an immigrant background, led by Altay Manço. A Manço is a prominent doctor in social psychology and scientific director of the institute for education, training and activities in terms of migration.

Olysso and SOWO, our Social Science Olympiads, were organised for the 3rd time in 2018

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Sociale Wetenschappenolympiade

Brussels Education Featured Francolympiades Gallery National Sociale Wetenschappenolympiade

Olysso and SOWO, our Social Science Olympiads, were organised for the 3rd time in 2018

Fedactio 10:41 0

Socially committed students from the last two years of secondary education found their way once more to the Social Science Olympiads, organised by the Flemish Olympiad Association and Francolympiades, its French-speaking equivalent. The finals of Olysso (Social Science Olympiad for French-speakers) and SOWO (Social Science Olympiad for Dutch-speakers) took place on May 5 and 25 respectively.

On those dates, students were asked to defend their dissertations in front of a professional jury. A selection was made beforehand, sorting the students into different categories according to their dissertation’s topic: Health, Education, Social Cohesion, Economy, Media and Human Rights. Of each category, experts on that particular field were invited to judge the contestants and during lunch break, a winner was chosen in each category.

In the afternoon, those winners competed for the ultimate prize: a monetary sum of 250 euros and the chance to do a ‘social internship’ in a third world country. Of all competitors, Freya Caris (Dutch) and Jamila Barry (French) were the most convincing.