The project is based on a common and unifying theme, gendre equality, a value shared by every European community since equality between women and men is one of the European Union's founding values. The partners involved in this action are four secondary schools : -Collège Georges Braque, ( Rheims, France); -IES María Blasco, ( San Vicente del Raspeig, near Valenciana, Spain); -Gimnazjum z Oddzialami Dwujezycznymi im. Jana Pawla II (Glinianka, about 30 km from Warsaw,Poland); -fatih mesleki ve teknik anadolu lisesi (Istanbul, Turkey). The project is based on the crossed views by the fouth partners on gender representations in four countries. The three mobilities, (M1, Spain ,M2,Turkey, M3 Poland) are dedicated to a specific fields of investigation and analysis. M1: Gender representations within the media/ in society (entry in the subject) ; M2/M3 : Gender representations within the educational field / gender and language and their correlative impacts on school guidance choices ; M3 : Common creation of a educational tool : video of the plays. Its participants will be 14/15 years old students. All classes of this level, in the four schools, participate in the project. The project is dedicated mainly -but not only- to all students in their last years in secondary schools( 14/15 years old), a crucial point in their educational process in terms of school guidance choices. Half the students, for all partners, are participants with fewer opportunities. Partners, according to a similar diagnosis based on local respective analyses of children's guidance choices and representations of their future, are faced with a similar issue : too many children leave the education system with insufficient training and very few opportunity to be employed, many students have prejudicial ideas on gender roles incompatible with qualifying training and studies. Therefore, fighting gender discriminations and stereotypes at work in everyday life and in the educational field is a priority for all partners since prejudicial to school guidance and choice of studies and careers. In each country, the project is to be monitored and evaluated by team leaders (at least a teacher and a member of management staff) who act as relays displaying informations. Scheduling being crucial to the success of the project, both locally and internationally, the common retro-planning to be validated during the first transnational project meeting(M1) for all partners (France, sept. 2015) is an essential tool that allows both the establishment of intermediate/ final deadlines to be refered to. Key project stakeholders have an hour in their schedule for consultation; local meetings,international reports, and regular collaboration between partners will allow possible adjustments and regular checkings in a constant common self-evaluation process under the guidance of the French partner. A second transnational project meeting (M2) for all partners (France, sept. 2016) will be devoted to an intermediate evaluation of the project. The expected results are : the setting up and implementation of a digital common space of work and of common tools for diagnostics to mesure the impact of the project/the students ' surveys and analyses on gender representations (within the media and the educational) /the students'productions (interviews of students who have made unusual career/training choices, common comparative glossary on job nouns in various language / acting of the final play and its video) / the increasing of students' awareness about gender stereotypes and gender equality / the evolution of school guidance and career choices depending more on competencies than on gender representations (for students/families/school staff) / a better school guidance balance between girls and boys for training and vocational choices /the diminution of school dropout linked to gender discriminatory attitudes/ the promotion of ambition for studies. We expect : - the benchmarking approach of the project to increase families, students and school staff's awareness about gender stereotypes and human rights and make them realise that gender representations are variable, linked to personnal, social, cultural backgrounds; - students who are in great difficulties to get distance from traditional gender representations and to develop a self-critical view on themselves and on their surrounding; -the project and its results (children's analyses and surveys/ final play and the video) to be useful tools for schools and school career advisers in all countries; -the transmission, dissemination and perenisation of the project actions and results through local, national, international sites dedicated to teaching material and methods ; - the project to have a lasting and wide influence on the community since the issue is something to work on children,young people, schooling staff, families and to act as a 'trigger', being the beginning of a wider action to be continued.