The UWC in Bosnia and Herzegovina 2001-2013

The United World College

in Mostar

Facts, Figures, Stories and Reflections The school year 2012-2013 marks the 50th anniversary of the United World Colleges, the Atlantic College in Wales having opened in September 1962.

Editorial team: Pilvi Torsti, David Sutcliffe, Antonin Besse and Lamija Tanović Our publication celebrates this anniversary with an account of one members of the Text editing: Janne Koivisto UWC family, the United World College in Mostar, of its founding in 2006, and of the broader educational work in Bosnia and Herzegovina that was an essential element of Layout & Graphics: Timo Metsälä the College already before it opened. It is intended also to be a platform for discussion 2013 © Education in Action about the future of international education and its relevance in conflict and post- Text copyright © Pilvi Torsti, David Sutcliffe, Antonin Besse and Lamija Tanović conflict areas based on the experiences of this project. Perhaps it can also help and encourage future activists to navigate the mission of international education towards Images copyright © UWCAC, UWCAd, UWCiM, Pilvi Torsti, David Sutcliffe places and communities where it is desperately needed but cannot be afforded.

All rights reserved For this publication we went through files and documents from past over 10 years. In addition tens of interviews from people who have been involved in the UWC work in Printed in Mostar, Bosnia and Herzegovina by Suton Mostar and Bosnia and Herzegovina were collected. We are grateful to all who shared Published by Education in Action their thoughts and memories with us.

No part of this publication may be reproduced, stored in a retrieval Helsinki - Paris - London - Sarajevo system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without May 2013 prior written permission of both the copyright owner(s) and the publisher of this book. Pilvi Torsti, Antonin Besse, David Sutcliffe and Lamija Tanović Introduction The Founder College 1962 The UWC of the Adriatic Prague 2000 – The Birth of an Idea Azra Karabdic Bosnia and Herzegovina in the Year 2000 The Dayton Peace Agreement November 1995 The Consequences of Dayton for Education A Common Education System for Bosnia-Herzegovina: Excerpts from the St. Anthony’s Report Table Sarajevo and a Classical UWC – A False Start A United World College in the Post-Conflict Society? Mostar The Lessons Learned of The Preparatory Period 2004-2006 Governance The Decision to Open Some Milestones on the Way Contents The Early Years 2006-2013 The Financial Strains The Centre for the Professional Development of Teachers Commentaries on the Progress achieved Bosnian Citizens UWC Graduates Board Members International Patrons Reflections of the Founders The Balkans in Europe’s Future Now and the Future Annexes The Founder College 1962

Atlantic College challenged the legacy of the Second World War by bringing together young people, initially male only, from Britain, Western Europe and North America, to live and study together for their formative years 16-19 in the same school. In time they would, it was hoped, be joined by contemporaries from the Soviet Union and the countries of Eastern Europe.

The following years saw United World Colleges open in Singapore, Canada, Swaziland, Venezuela, the United States, Italy, Hong Kong, Norway and India. Along with this geographical and cultural expansion went an engagement with the issues of racial equality, human rights and third world development.

11 10 The UWC of the Adriatic

These same three decades saw the continua- via, including individuals from refugee camps in tion of the Cold War, expressed by the East-West Slovenia and Croatia. confrontation in Europe. The foundation of the United World College of the Adriatic in Septem- The fate of Yugoslavia moved the Adriatic Col- ber 1982, only a few kilometres from Trieste, the lege emotionally and intellectually. How could southernmost point of the Iron Curtain, was the this stunningly beautiful and hospitable coun- UWC response. By 1990, one third of the Col- try, part of Europe and the College’s immediate lege’s student body was being recruited from the geographical neighbour, become a war zone less countries of the eastern Soviet block. than fifty years after the end of Second World War? Could it happen yet again? The gun fire in The decay of the socialist regimes of Eastern Eu- Slovenia, audible from Trieste, the accounts of rope, the consequent collapse from within of the the College’s own students from the warring re- Soviet Union, and the fall of the Berlin Wall in publics, their families trapped in the war-zones, 1989, confronted the Adriatic College with new the social service carried out in nearby refugee challenges and opportunities. Throughout the camps, the drone of the NATO bombers flying 1990’s the College (and other United World Col- over Duino on their way to bomb Belgrade, left leges) recruited and funded students from all no illusions about the brutal realities in the daily parts of the now bitterly disintegrating Yugosla- life of the college in 1990’s.

13 12 “It must become our joint task to take international education not to where it can be afforded, but to where Prague 2000 it is really and urgently needed. It is here that I see the – The Birth of evolving mission of the Adriatic College.” an IdeA – David Sutcliffe, UWCAd opening ceremony 2000

The Adriatic College had a tradition of celebrat- “All those responsible break-up of Yugoslavia, to exercise a missionary ing the opening of each academic year in differ- for reconciliation and role in Eastern Europe, bringing international ent cities. In November 2000 it was joined by the education to those regions and communities that, International Baccalaureate for a meeting of the reconstruction, and unable to afford it, nonetheless had the most to IB Executive Committee in Prague. especially the citizens of the gain from it. country itself, have a right Addressing those present, the Director Gener- A few weeks later, Adriatic College’s former stu- al of the IB, George Walker, made clear his con- to call on the experience and dent from 1993 - 1995 generation, Pilvi Torsti, viction that the challenges facing international resources of international working at the time on her MA and later PhD on educators must be met by combined operations education.” the teaching of history in Bosnia and Herzegovi- between like-minded individuals and organisa- na, challenged David Sutcliffe to make concrete The following month, January 2001, David Sutcliffe, former tions. The Head of the UWC Adriatic expressed proposals based on his speech in Prague. That headmaster of the Atlantic College and headmaster of the his hope that the Adriatic College would contin- – David Sutcliffe, UWCAd opening ceremony 2000 same evening, Sutcliffe presented Torsti the first Adriatic college, joined by Antonin Besse, the donor of St. ue, even after the fall of the Berlin wall and the idea paper - A United World College in Mostar. Donat’s Castle and estate in Wales for the Atlantic College 40 years earlier, paid their first visit to war-torn Sarajevo “The College will be a strongly political initiative, hosted by Pilvi Torsti and chair of the Bosnian UWC nation- albeit educational in nature.” al committee Azra Karabdić (in the picture). One year later the first official and public proposal was made.

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The story behind the handing over of the Istri- The war of 1992-1995 led to the fragmentation of an peninsula to Yugoslavia in the 1970’s reveals Yugoslavia into independent republics. Bosnia that none foresaw more clearly than Tito the and Herzegovina in particular suffered horrify- Bosnia and break-up of the country into republics driven by ing devastation - mass destruction, more than nationalism and so-called ethnicity. Did he also 100 000 people killed, majority of them civil- suspect the bloodshed that so shocked Europe ian and roughly 50% of the population displaced. and the world? Demographic structures of the country changed and many previously culturally mixed cities be- Herzegovina In 1973 Tito instructed Boris Snuderl, the Presi- came dominated by one of the three main nation- dent of the Federal Committee for Foreign Eco- al groups. in the Year 2000 nomic Relations, to set up a confidential line of communication with the Italian government. Crises in other parts of the world since the Snuderl turned to Eugenio Carboni, the Direc- 1990’s have understandably removed the Bal- tor General of the Italian Ministry of Industry. kans from the daily headlines. When they do re- This led to a private conversation between Car- turn, it is above all Kosovo that claims our at- The war of 1992-1995 led to the boni and Tito. tention, but, says Lord Ashdown, a former High fragmentation of Yugoslavia into Representative in Bosnia and Herzegovina, independent republics. Bosnia and “Italy might assume that, after his death, they “Bosnia has always been the bigger and the more Herzegovina in particular suffered would face a disintegrating Yugoslavia. Per- dangerous challenge”. horrifying devastation - mass haps! But in that case they would be confronted destruction, more than 100 000 people by weakened nationalistic republics, and weak- Bosnia and Herzegovina (BiH), has a population killed, majority of them civilian ened parties will not give an inch. Italy has its of some 4 million, composed of three constituent and roughly 50% of the population problems … Italy must reflect and choose the peoples—Bosniaks, Croats and Serbs, as well as displaced. Demographic structures time for an agreement; before my death or af- seventeen national minorities, including Roma, of the country changed and many ter, measuring all the unknowns. Before will be Jews, Turks and Albanians. easier, after more difficult” (Corrado Belci: Trieste- previously culturally mixed cities Memorie di Trent’Anni 1945-1975 page 183.) became dominated by one of the three main national groups.

21 20 The Dayton Peace Agreement

The war ended in November 1995 with the main Successful in bringing the war to a close, the Day- November 1995 parties to the conflict reaching a peace agree- ton Agreement has nonetheless impeded all seri- ment: the General Framework Agreement for ous progress towards true democracy. Massive Peace (GFA), also known as the Dayton Peace international financial aid lamed for years the Agreement The Peace Agreement was signed on local business response. The fragmented consti- 21 November 1995 in Dayton Ohio, by the highest tution of the Federation of Bosnia and Herzego- state representatives of Bosnia and Herzegovina, vina with its ten Cantons, by contrast with the Croatia and Yugoslavia, witnessed by EU Special centrally governed Republika Srpska, and inde- Negotiators, the Presidents of the French Repub- pendently governed city of Brčko (Brčko district), lic, the Federal Republic of Germany, the Russian has created a state structure that is both impos- Federation, the United Kingdom and Northern sibly expensive and uncontrollably inefficient. It Ireland and the USA. This agreement defined is unlikely that, with the current constitutional Bosnia and Herzegovina as a state within its pre- structure, Bosnia and Herzegovina can qualify war and historical borders and consisting of two for European Union membership. All attempts to equal entities: the Federation of Bosnia and Her- change the Dayton Agreement and in particular zegovina, and the Republika Srpska. the Annex that appears to determine the consti- tution of the country have been dismissed by the Serb Entity.

23 22 The Consequences of dayton Segregated gymnasium in Travnik: the fence between the two parts prevents students from mixing.

The Republika Srpska was established as a cen- It is in this context that the OSCE, the interna- for Education tralized mini-state. The other Entity, the Federa- tional organisation tasked with coordinating ed- tion of Bosnia and Herzegovina, fragmented into ucational reform, established the so-called “two Brćko District “From the very 10 mini-states, each of which has almost unlim- schools under one roof” policy. The practical and beginning, the ited power over education. In addition, there is a very serious consequences have been that gen- Constitution has… third part of Bosnia and Herzegovina, the Brčko erations of school pupils are being raised with undermined unity in District, with its own education policies. Thus nothing in common. They are educated in three educational policies, the Federal State of Bosnia and Herzegovina has supposedly different languages through three common educational been left with no power or responsibilities in the different educational systems, learning different goals, common values, education sector. There are fourteen Ministries histories of their own country and, worst of all, positive and patriotic of Education: two Entity Ministries, ten Can- with no personal contact with one another . The feelings for one’s country tonal Ministries, a separate administration for dividing lines of education follow closely the war- and homeland, etc.” education in the Brčko District, and a Ministry time frontlines. at the state level (The Ministry of Civil Affairs) – Adela Kreso, that plays a purely nominal coordinating role. In Professor of education, Sarajevo this political framework Educational reform has The Republika Srpska (white area) University become a gargantuan task. and the ten cantons of the Federation of BiH (grey area)

25 24 It was little wonder that political support was be- The following excerpts are from a publication A ing determined by ethnicity, that the young were Common Education System for Bosnia-Herzego- therefore being trained in ethnic identity, or that vina, April 1998 at St. Anthony’s Monastery, Sa- the policy of “two schools under one roof” had rajevo, with the support of the Congress of Bos- A Common achieved official and even international recogni- niak Intellectuals, the Croat National Council, tion and support. International Forum Bosnia, The Jewish Com- munity of Bosnia-Herzegovina, and the Serb It is ironic, and sad, that a meeting already in Civic Council. Education April 1998 identified with such clarity the chal- lenges that now faced the country’s educators.

“…the affirmation of Bosnia-Herzegovina’s iden- camps are today trying to create separate nation- System for tity through the common education of its citizens al institutions whose logic is to disintegrate the … necessarily forms an integral part of the con- country. Such projects threaten further wars and solidation of peace in the region … the ultimate ruin of all the peoples of Bosnia-Her- zegovina … Bosnia- … the people attending the seminar share the view that Bosnia – Herzegovina must remain a …if things are to change, a new way of thinking single and undivided country, based on equality about itself must be produced, based upon a rec- of the three constituent peoples, and that this can ognition of the failure of the part of Bosnia-Her- be achieved only through a common education zegovina’s intellectual élite to predict the war and Herzegovina: system, including common curricula, text books its horrors. Bosnia’s future lies in capitalising on and teaching plans … the nature of its society: its ethnic and religious Excerpts from the heterogeneity, which opens its people to the expe- … the country’s three constituent national groups rience of the other, to the modern world under- acquire their specific identities, after all, not by stood through its diversity… St. Anthony’s Report, way of any separate development, but as the re- sult of intermingling with each other through cen- …the country’s apparent weakness – its nation- turies. They are part of the specifically Bosnian al and religious heterogeneity – turns out to be its April 1998 paradigm of ‘unity in diversity’ … real strength …”

… under the pretext of defending national iden- tities, nationalist leaders in each of the three

27 26 Sarajevo and a Classical UWC – A False Start

At the outset of the 21st century, five years after background that motivated the start of UWC the war had ended, Bosnia’s education system work on the ground. It was to be a short-tem experiment, its planned cessive generation was a pioneering generation, was still based on the war-time divisions. This life varying between three and six years. If not bound by previous custom or tradition. This constitutional complexity made impossible any Based on the first public proposal by Sutcliffe, for financial or other reasons it then had to be two-year cycle would also favour two-year teach- major reform through a normal political process. Besse and Torsti in early 2002 the period 2001- closed, it was to be remembered as an experi- er secondments by governments and other organ- The only way to respond to a situation which 2003 focused on securing a number of war ruins ment, a valid contribution to an emergency, well isations. many Bosnians considered disastrous for the fu- in a suburb of Sarajevo for a College of 100 stu- justified by the number of graduates it had edu- ture of their country was to create a practical dents working on detailed budgets and contact- cated even in that short period The majority of the students would be Bosnian, demonstration of quality education. Standard- ing and meeting numerous potential supporters drawn as a matter of principle from all three ised external assessment, supported by proven in Bosnia and Herzegovina within UWC and us- Each generation (three were envisaged) would Croat, Bosniak and Serb communities. Interna- international criteria and a strong programme ing worldwide networks of Besse and Sutcliffe. arrive in alternating years, all 100 students at tional students, with an emphasis on neighbour- of professional development for teachers, would From the outset, this project was planned with the same time. This would ensure that each suc- ing countries of the region and of Central and be essential features of this model. This was the new features for a UWC:

29 28 “I would like to draw your attention to the great merits of a project presented to me by the United World Colleges which aims at establishing a campus in Ilidza, near Sarajevo. Their focus is, as you may know, on high quality international and civic education for future leaders, which will provide an invaluable service in Bosnia and Herzegovina. I have given my full political and moral support to this valuable project, and I would hereby like to encourage you to also provide as much support as you can.”

– Wolfgang Petritsch, High Representative for Bosnia and Herzegovina 1999-2002, letter of recommendation, April 2002

Eastern Europe, and on other countries either in tional community could see the relevance of an • conflict or emerging from it, would have a spe- independent, potentially isolated and outwardly cial priority. privileged international school in the suburbs of “I am writing to tell you how highly I think of the proposal to establish a a city that was struggling to rebuild itself phys- United World College in Sarajevo … Education remains the weak link in all Once established as a practical example, around ically and economically from almost total de- our efforts to rebuild civil society in our country ... a concrete initiative of this which broader educational programmes and ini- struction. kind can have a quite disproportionate role at this critical stage in our country’s tiatives could be created, with the administrative development” facilities already in place, the College would be- On the positive side, some leading figures gave come a low-cost centre for a running programme their public support. The High Representative – Dr. Zlatko Lagumdžija, Minister of Foreign Affairs in Bosnia and Herzegovina, April 2002 of conferences, seminars and workshops. in Bosnia and Herzegovina, Wolfgang Petritsch, presided over the first ever press conference to Mostar was at this early stage ruled out as a lo- introduce the project; Martti Ahtisaari, who had • cation. Although attracted by the location and been the key-note speaker at the Prague Con- hostory of the city when examining maps togeth- ference in November 2000, gave his backing; “I personally believe that education is one of the most central conflict prevention er in David Sutcliffe’s office in November 2000, Kofi Annan placed his authority as UN Secre- tools in the long term. Furthermore, young people in the Balkans need more Pilvi Torsti later expressed her conviction that tary General behind the proposal; and Professor opportunities for high-level academic education to give them a brighter the divisions in Mostar in 2001 were too bitter to Lamija Tanović, now Head of the Cultural Af- perspective for the future. I find the proposal to open a United World College host a United World College safely. fairs Department of the Ministry of Foreign Af- in Sarajevo extremely important and I am delighted to lend my name to the fairs and Bosnian Ambassador during the 1990’s project” Two reasons were principally responsible for the war in Denmark, telephoned David Sutcliffe in failure to open a college in Sarajevo: the costs London to ally herself with the initiative - it was – Martti Ahtisaari, Nobel Peace Prize Laureate, Former President of Finland, letter of recommendation, May 2002 were disproportionately high for a country ru- she who had earlier persuaded the Druga Gym- ined by recent war, and few Bosnians or senior nasium in Sarajevo to adopt the International representatives of the large and active interna- Baccalaureate.

31 30 -International education, especially at the At the same time, the country and the country’s pre-university level, is best pursued in neu- teachers will welcome a college which demon- tral and stable countries where the stu- strates clearly in the composition of its teaching dents, above all those from conflict areas, staff and student body, and in its academic and can feel a sense of security and distance extracurricular programmes, an unhesitating- from their home conditions and handle ly practical, daily commitment to international A United them in discussion with others in a more and inter-ethnic understanding. The worldwide objective and rational way. authority of both the United World Colleges and the International Baccalaureate Organization This was the sensible, probably the only way to will ensure exemplary standards. In turn, these World College launch international education and the United will promote the recognition of Bosnia through- World Colleges. It is, however, time to bring the out the region and further afield (the UWC has Some Questions expertise developed over several decades to are- national and selection committees in 120 coun- as in which it is needed more urgently than an- tries, and the IBO has member schools in over and Answers from 2002 ywhere else and in which, for self-evident rea- 100 countries). Confidence building will be the in the sons of finance and security, it has not hitherto College’s most important national role. been available. There is the challenge to the ide- alism of international educators. There is also -Hundreds, perhaps thousands, of Bosnia’s the strong probability that international educa- most able young people have already left tion will itself learn new lessons and be greatly the country. More are constantly seeking Post-Conflict enriched by exposure to the raw nature of condi- opportunities of following them. A United tions “on the ground” in such countries. World College will simply exacerbate this drain of talent. Countries such as Bosnia have bitterly earned Society? the right to the attention of the world of interna- There is both a short and a long term view. Un- tional education. If they have not, who has? questionably, the College’s graduates, equipped “To me this is the weakness of the UWC movement: no funds for with the IB Diploma, will be welcomed by pres- development work. I would like to have a clear answer from the UWC in -A United World College is expensive and tigious universities in the Western world. Most, general and Duino in particular as to whether they wish to support the elitist. Bosnia, in common with the region perhaps all, will seize such opportunities. UWC project financially.” of South East Europe as a whole, has other experience over the past twenty years, howev- and more pressing priorities. er, in which hundreds of their students from – Pilvi Torsti to David Sutcliffe Central and Eastern Europe have attended the It is impossible to argue against the claims of vo- world’s finest universities in the West, above Q & A paper was completed by Sutcliffe, Torsti and Besse in 2002 to support introductory materials of cational education and the reform of university all in North America, indicates that these stu- the UWC work in Bosnia and Herzegovina. structures in Bosnia’s list of educational needs. dents are returning in increasing numbers, now

33 32 approaching 80%, to their countries of origin, At first sight a deterrent, this is one of the most -The College project is nothing more than bringing their additional qualifications and ex- powerful arguments for the creation of the Col- an unrealistic act of faith. perience to the benefit of the impoverished econ- lege. Bosnia, we argue, has a pressing need for “…we have no time to spare. The longer the Bal- omies and struggling societies. They see their practical models in the curricular reforms envis- It is indeed an act of faith. All education shares kans remain in a no-man’s land, the more time countries’ needs in a new light. Moreover, the aged for the immediate future. Bosnian teachers this point of departure. But neither Bosnia nor there is for the region to become rife with anti- presence of an institution such as a United World require encouragement, points of reference and South East Europe as a whole can be rebuilt, or European influences. In the Balkans we have College will help to persuade many young peo- benchmarks, contacts with colleagues from other achieve integration with the European commu- all been challenged to do our work better, to un- ple, including those unable to attend the College, countries and other systems, access to materials nity, without this confidence and optimism. It is derstand the nature and complexity of the re- that Bosnia too has a future on a par with other and expertise, and routes to higher profession- a critical time. The international organisations gion, and to use the right tools and strategies to countries in the West. al qualifications for the sake of their own motiva- face rapidly diminishing budgets and the with- reach our objective…That objective can be clear- tion and advancement. drawal of staff. Their resources are constantly ly stated: to transform the Balkans and equip it -Parents from safe Western countries will required elsewhere. Yet the tasks they accepted to sustain liberal democracy and the rule of law, not allow their children to attend even the The College intends to operate a centre of teach- after the Dayton Agreement remain unfinished. grounded in efficient and effective institutions, final two years of secondary education in er in-service training, with its own director and At too late a stage, education has been recog- supported by prosperous market economies inte- Bosnia. staff, if possible in close cooperation with the nised as a vital key for the future. Some uncom- grated into the European Union. There is no vi- IBO. Teachers will be welcomed to the College promising reflections of the Head of the UN Mis- able alternative. As Helmut Kohl once said, ‘The Many will not, at least to begin with. But the throughout the academic year on individual and sion to Bosnia, Jacques Paul Klein, against the policy of European integration is in reality a reputation of the United World Colleges will en- small group visits. Seminars and workshops will background of the imperative need for the contin- question of war and peace in the 21st Century.’ ” sure that some do. UWC parents from Western be organised both in the College and in other uing presence of NATO and SFOR, make the un- Europe and North America have for example en- premises across Bosnia. Residential courses will derlying issues clear. trusted their children to United World Colleg- be held in the College buildings in the Christ- es in Swaziland and in a remote area of India. mas and summer vacations. The College will be Is there any other organisation that could under- constantly inviting lecturers and educational ex- “We have now also looked further “Yet, if funding is supposed to be take to bring gifted students from the West to perts from abroad and will ensure that they are at this, and – again – the news is provided via the Stability Pact, it Bosnia for two complete years of secondary edu- available to local teachers. The College intends bad. The UWC proposal would not might be necessary to increase the cation? to create an international library and resource be eligible for funding either under percentage of currently 24 % Bosnian centre in pedagogy. The College will seek to act the Programme for Development of students to a substantially higher -The International Baccalaureate would be as a source of advice and administrative help Civil Society (PDCS), or under the total percentage of students coming an attractive option for Bosnian schools for Bosnian teachers wishing to take profession- European Initiative for Democracy from the Balkans (around 2/3 of but is far too expensive as a model in any al courses, whether full time, part-time or extra- and Human Rights (EIDHR). the students to come from SEE future educational reform. At best, it could mural, in educational departments and universi- countries)” be introduced into a tiny number of exist- ties in other countries. – Letter to Antonin Besse from Antony Cary of the ing schools, following the example of the European Commission, January 2003. – Dr. Erhard Busek, Special Co-ordinator of the Druga Gymnasium in Sarajevo. Stability Pact for South Eastern Europe to David Sutcliffe, December 2002

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The Lessons Learned The rebuilt Mostar Bridge re-opened in summer 2004

The transfer of UWC efforts in Bosnia and Her- ise Mostar itself in the face of bitter antagonisms zegovina from Sarajevo to Mostar since late – was an opportunity that, if seized, would carry 2003 and more intensively from autumn 2004 its own message and mission. “It is our conviction that this push for quality onwards was the key to eventual success. Mo- international education in Bosnia-Herzegovina star, the scene of such bitter fighting and still a The insertion of a United World College into the critically divided city in both mentality and prac- premises and the life of a national school, the can only succeed if it is introduced into at least two tical administration, a wounded community, was students living in local accommodation and tak- schools – hence our proposal for simultaneous action at the very same time a clear focus and litmus ing part actively in city life with their interna- in Mostar and Sarajevo. Mostar will be the important test for international aspirations and interna- tional composition and UWC ideals, would create tional aid. It remained a formidable challenge to a whole new dimension for the UWC movement torchbearer, but should not be alone. The team is the diplomatic world, the destruction of its bridge itself and for international education as a whole. also convinced of the potential for very significant having been a symbol for the world of its continu- further development. The key to long term success lies ing vulnerability and division. But the planned College, in addition to this di- rect involvement in a national school, must en- however in the successful launch of a pilot scheme. The relevance to the UWC mission in inter- sure that its contribution extended far beyond The re-opening of the Mostar Gymnasium offers an national education in the historically valuable Mostar. A privileged academic institution, how- unrepeatable opportunity. It must be taken.” building, now a war ruin; the challenge of restor- ever strong its immediate local roots, was an in- ing to this once-famous school its former role as adequate model for the problems facing the post- a leader in education; the prospect of joining forc- conflict society of Bosnia and Herzegovina. – Besse, Torsti and Sutcliffe in September 2004 es with all those who were determined to revital-

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the IB diploma in the United Kingdom.” ed venture, the introduction of the IB curriculum and diploma examinations into the leading gym- – In United World College of Sarajevo: An International nasium in Banja Luka. Banja Luka was there- Proposal for Educational Renewal and Leadership – by enabled to join the Druga Gymnazium in Sa- Progress Report September 2002 by Sutcliffe, Torsti rajevo, already an IB Diploma school. At a later and Besse stage the full resources of the IB Development Office were placed at the disposal of the Mostar Tony Besse, a member of the IB Council of Foun- College for fundraising, above all in the United dation, won the attention of the IB President, States. This was a really significant partnership.

ligation was reduced through successful addi- The year 2005 also brought to fruition George tional fundraising to 30,000 Euros. Walker’s statement in Prague: the role of com- Elisabeth Rehn meeting the Prime Minister Mladen Ivanić of Republica Srpska in Banja Luka to present UWC plans. bined operations by like-minded individuals and Her way clear, Pilvi moved to Sarajevo in Febru- organisations. Monique Seefried, and of George Walker himself. “Founded in the “Cold War” years of the 1960’s, ary 2005 and set up a development office. Mir- George Walker, with Keith Clark, Executive Di- UWC and IBO [International Baccalaureate Or- na Jancic, an IB graduate from an Internation- “Preliminary correspondence with the Director rector of the UWC, visited Mostar and joined Pil- ganisation] are separate organisation but have al School in London but herself from Sarajevo, General of the International Baccalaureate has vi Torsti in meetings with key individuals across cooperated closely and derived enormous mutu- became her assistant, and they were support- indicated a readiness to explore the concept of a Bosnia, including the Head of the OSCE. The al benefit in their shared task of advancing the ed by a succession of UWC graduate volunteers joint UWC-IBO initiative, but it is far too early to project took the new title: “The UWC-IBO Initia- cause of international education. This is however in both Sarajevo and Mostar. Fully devoted to assume such an outcome. Clearly a joint project tive in Bosnia and Herzegovina”. the first time they have formally joined togeth- the project Janjic took charge of the operations of will be far more powerful and far more effective er to launch a new pioneering initiative” In In- the Sarajevo office during the critical months in than otherwise. Nonetheless, should IB participa- This title was far more than symbolic. The IB for ternational Education in Post-Crisis Societies: the spring 2006 when Pilvi Torsti was on mater- tion remain slight or even not be available at all, a limited period granted helpful financial con- The United World Colleges and the International nal leave and became later the successor of Pil- the College, with UWC backing, has the potential cessions, funded the attendance of a number of Baccalaureate Organization Initiative in Bosnia vi Torsti as the programme director in Sarajevo under the right leadership, to make an even more Bosnian teachers at IB workshops, accelerated and Herzegovina, published by UWC-IBO Initia- 2006-2007. decisive contribution than that made by the At- the recognition process for the future College in tive in Bosnia and Herzegovina. lantic College in the early days of promulgating Mostar, and did the same for an important relat-

45 44

Governance The Decision to Open

Precautionary advertisements were placed for staff recruitment in early 2006, but financial uncer- tainties delayed the final decision to go ahead that year until late March. The formal green light was given that month by the UWC International Board, supported by the IB decision to authorise Professor Lamija Tanović (left) and Elisabeth Rehn have played an instrumental role in the local and international the College as an IB World School from September 2006. The Head, Paul Regan, also just appoint- governance structures of the project. ed, was able to move forward rapidly. To ensure an effective start the necessity was recognised of ap- pointing a significant number of experienced IB and other international teachers on better contrac- Did Bosnia in 2005 offer an adequately reliable This was set up on 3rd August 2006 under the tual terms than were available for Bosnian colleagues. UWC national and selection committees, and legal and financial environment for the fundrais- name Education from Conflict to International- their student applicants, responded eagerly to the excitement of founding a new College in such chal- ing and governance of a new United World Col- ism with the invaluable guidance of the senior lenging circumstances. lege? partner Seppo Kemppinen, one of Finland’s most distinguished experts in charitable law working During 2005-2006 a small dedicated team worked in Sara- A visit by Tony Besse and David Sutcliffe to Hel- at attorneys at law Borenius. Its statutes defined jevo and Mostar to realise a dream, to open a UWC in Mo- sinki in 2005 clarified the way forward. They, its purpose: “To foster education and internation- star. Preparing towards the opening of the college from left with Torsti, met Elisabeth Rehn – United Na- al understanding in conflict and post-conflict so- Mirna Jancic (project coordinator in Sarajevo), Ivana Jurisić tions Special Rapporteur on the situation of Hu- cieties and to improve the access to education for (project coordinator in Mostar), Mark Sylvester (manager man Rights in The Republic of Croatia, FRY, the youth, teachers, youth activists and educa- of the science laboratory development in Mostar seconded Bosnia and Herzegovina and FYROM (1995 to tors in these societies.” The Foundation then ap- by the UWCAd, later first IB coordinator of UWC Mostar), 1998), United Nations Under-Secretary-General, pointed an Executive Committee to act on its Hadda Najeem (UWC graduate, volunteer from the Male- Special Representative of the Secretary Gener- behalf in Bosnia and Herzegovina under the dives), Joonas Govenius (UWC graduate, volunteer from Fin- al in Bosnia and Herzegovina (1998 to 1999) – in chairmanship of Professor Lamija Tanović. land) and Pilvi Torsti (programme directors) in her lap Kai- a noisy café and, immensely strengthened by her us Simojoki, Torsti’s younger son who was born in Sarajevo immediate enthusiasm and readiness to become in March 2006, four days after the formal decision to open involved, then proposed a Finnish Association as UWC Mostar in September 2006 was taken. the governing body.

49 48

programme in the war-ruined payable to UWC, to provide Gymnasium but is rebuffed the IT facilities. 525.000 Euros 2000 remains to be raised to enable a “We may have a subsidiary 2004 start.” Some The first concept paper drawn project in Mostar, smaller in up in the UWC Adriatic in size and scope, and principally – Interim Report on the Visit to Duino, Italy, when Pilvi Torsti to commend ourselves to the Bosnia 21-26 March 2004, written meets David Sutcliffe on her “international community” and 23rd March 2004 by Sutcliffe, Besse Milestones way to Sarajevo. to make ourselves more eligible and Torsti to the Board of Directors for current finance.” of United World Colleges at the Meeting at Nordic College 25-27 of – A UWC in Sarajevo – A Review March 2004 on the 15th September 2003 2001 “During the 2004-2005 school year the partially- Antonin Besse and David restored Mostar Gymnasium Way TO Open Sutcliffe meet Pilvi Torsti in has hosted Croat (250) and Sarajevo in January for the first 2004 Bosniak (200) pupils following exploratory visit. separate curricula. This is the The UWC team is invited after first year that both groups use all to submit proposals for a the same building since the College to open in September war. While there have been no 2001-2003 of the same year. The school violent incidents, interaction building is still largely a ruin between the students from Determined attempts to and, despite strong pressure, the two groups is poor or non- found a UWC in Sarajevo are the invitation, accompanied by existent. 250 Bosniak students unsuccessful. generous Norwegian funding, is are still waiting to return to the turned down. building.”

“The Norwegian Embassy has – UWC-IBO Initiative in Bosnia confirmed to grant 400.000 and Herzegovina: Progress Report 2003 Euros, which will be paid February-May 2005 by Pilvi Torsti In late 2004 a trip Mostar-Sarajevo-Banja Luka by Sutcliffe, Besse directly to UWC. Japanese 17th of May 2005 and Torsti (+ 6 months old Elias Simojoki) led later to an important Pilvi Torsti visits Mostar to Embassy has confirmed a proposal to involve three schools and three cities into UWC-IB work. propose to the OSCE an IB grant of 75.000 Euros, again

53 52 - UWC-IBO Initiative in Bosnia and na Mindoljević, a physics teach- included 200.000 Euros for sci- preparations and the possible Herzegovina: Progress Report Feb- er in the Gymnasium. Together ence laboratories. The condition follow-up teacher training ses- 2005 ruary-May 2005 Draft by Pilvi Torsti they found the Mostar Science of the funding given to OSCE sions.” 2006 17th of May 2005 Teachers’ Association for both was that it will be used by the Bosniak and Croat members. end of 2005 and that labora- – UWC-IBO Initiative in Bosnia and February tories will be used for mixed Herzegovina: Progress Report Feb- March May “Pilvi Torsti, Matthew Newton classes only and to be open for ruary-May 2005 by Pilvi Torsti 17th The Finnish Cultural Foun- and Claude Kieffer from OSCE all pupils within the gymnasi- of May 2005 The UWC International Board dation announces a three-year “The Mostar Gymnasium recon- presented the project proposal um. There was no reference to approves the launch of the Col- grant of 176,000 Euros in part struction funding has almost for laboratory set-up course de- UWC-IBO in the donation.” lege as a three-year pilot pro- to fund Dr. Pilvi Torsti as Pro- been secured and the City of sign and teacher training] to December ject. The Head, Paul Regan, ject Director for a start-up peri- Mostar should receive the funds the Norwegian embassy seek- – UWC-IBO Initiative in Bosnia and is appointed and in turn en- od 2005-2006. in July 2005. The City Coun- ing additional funding for hu- Herzegovina: Progress Report Feb- The Mostar City Council rols the founding staff, among cil in Mostar has unanimous- man resources for the spring ruary-May 2005 by Pilvi Torsti 17th agrees the timetable for the re- whom are representatives of “In February 2005 Pilvi Torsti ly supported the project, as has 2006 in order to contract phys- of May 2005 construction of the Gymnasium Bosnia and Herzegovina, Fin- met with the newly elected may- the newly appointed Head of the ics teacher Mark Sylvester from and designates space for the land, Kenya, Canada, Italy and or of Mostar Ljubo Beslić and Gymnazium in Mostar.” UWCAD for the full school year College. The Cantonal Minis- the UK the President of the Mostar city 2005-2006. Norway approved October try agrees to cover the costs of administration Murat Corić to – UWC-IBO Initiative in Bosnia and the additional 50.000 Euros maintenance and to part-fund present the UWC-IBO propos- Herzegovina: Progress Report Feb- funding in early May 2005 and Pilvi Torsti presents the Col- ten Bosnian part-time teachers. September al and to negotiate about the ruary-May 2005 by Pilvi Torsti 17th will give the money directly to lege proposal to the UWC In- use of space in the Gymnasium of May 2005. (Funds were supplied UWC-IBO.” ternational Council in Singa- The College opens with 88 building…The city authorities by the Council of Europe Develop- pore scholarship students from 19 promised to take the propos- ment Bank in recognition of the sig- – UWC-IBO Initiative in Bosnia and countries al to the City Council. On 12th nificance of the UWC-IBO Initiative Herzegovina: Progress Report Feb- “There will be a one day confer- March the City Council unani- involvement. The intervention of ruary-May 2005 by Pilvi Torsti 17th ence in Sarajevo on Friday 28 mously supported the UWC-IBO Elisabeth Rehn was a major factor.) of May 2005 October, preceded by student proposal for the Gymnasium. and teacher workshops on the On 15th March the President of The senior scientist from UWC “In the spring 2004 the gov- Thursday 27th in both Mostar the City Council, Murat Corić, Adriatic, Mark Sylvester, on se- ernment of Norway donated and Banja Luka, to launch the appeared on the main TV news condment from Italy, designs 400.000 Euros for Mostar Gym- whole enterprise. Andrew Ma- channel to press the importance and supervises the construc- nasium revitalisation project. clehose, former teacher and di- of completing the building for tion of new laboratories for the After UWC-IBO postponement rector of studies of Atlantic Col- the IB programme.” Gymnasium and the future col- in April 2004 OSCE re-submit- lege and Adriatic College is Queen Noor of Jordan, the president of UWC International, met the leaders of the lege. He is assisted by Valenti- ted the proposal to Norway. It taking a lead in the workshop city of Mostar and UWC-IB project in Mostar in the official opening in May 2007.

55 54 considerable publicity. The official opening ceremony of the College was organised on 22 May 2007 in Mostar. This exceptional event was attended and addressed by the President The Early of United World Colleges, H.M. Queen Noor, the Chairman of the Council of Ministers of Bosnia and Herzegovina, Minister Nikola Špirić, Years the Norwegian Ambassador to Bosnia and Herzegovina, H.E. Jan Braathu, the Mayor of the city of Mostar, Ljubo Bešlić, as well as many officials who contributed to the founding of this 2006-2013 outstanding institution in Bosnia and “March 2007: A delegation of 5 Ministries of Education (Federation, Herzegovina.” Sarajevo Canton, West Herzegovina – Lamija Tanović, Chairman of the Executive Canton, Brcko District and Committee Herzegovina-Neretva Vanton) and the State Ministry of Civil Affairs meet at the college to learn about the “Arriving here certainly was a cultural school’s accent on quality integrated shock. All of us had to learn to live in education, social service activities, a city full of destroyed buildings. In focus on practical work in science fact, soon we came to terms with the classes, standards guaranteed through fact that Mostar is a tale of two cities. external evaluation, and a smaller That there are two post offices, two bus number of subjects which are taught in stations, etc. that you shouldn’t go out depth.” in the evening if there’s a football game in Mostar, that bread can be Bosnian : – Annual Report 2006-2007: Monthly overview of key “hljeb” and Croatian: “kruh”. activities 2006-2007 – Elena Garadja, first generation student from Russia, “During its first year, United Annual Report 2007-2008 World College in Mostar has had

57 56 “Many things weren’t perfect. We “Those who come from countries wondered how we could succeed currently experiencing war or countries academically when we had no internet, that suffered from war are seeing the no books and our school...while country working hard to rise again, seemingly exotic to a West-European making comparisons with their own tourist, was in its appearance a rather countries and experiences. But all unsettling reminder of Mostar’s recent students, whether from developing or past. But these were obstacles that developed countries, are now conscious just fuelled our motivation. We had a that wars and disasters caused by mission. We carried the flag of being humans really do happen around the the first, history-making generation of world and that they are not just part of UWC in Mostar.” a very realistic film set.” – Jasmina Hodžić, first generation student from Bosnia – From Living Together: Residential life at UWCiM, and Herzegovina, Annual Report 2007-2008 Annual Report 2007-2008

“Two other girls, citizens of the of the true UWC spirit. It is about divided city of Mostar, who previously daring and it is about establishing attended the same school but were communication and interacting with taught different curricula and never different communities that experience met in the school’s corridors, were also troubles. I believe that we helped the scheduled to share a room. What we people of Priština (Kosovo) to continue all witnessed was the growth of a new rebuilding something that was understanding and friendship. They destroyed during wartime. We helped enrolled in the same university, so their them to break the ignorance and create story continues.” a living space for inspiration in all forms of art, not only theatre, I hope.” – Living Together: Residential life at UWCiM, Annual Report 2007-2008 – Vladimir Rosovskiy, a student from Russia, Annual Report 2007-2008 “Personally, I really think that our project week should be a good example

59 58

“On November 14, the UWCiM Ecological Group organized a “The University of Bath started big public environmental action the first comprehensive research of “Community Care Day.” The action UWCiM’s influence on the integration was an enormous success! The bags in Gymnasium Mostar and Mostar were handed out in less than an hour community.” and a lot of young people from other high-schools and many other citizens – Summary of Achievements – Other, Annual Report 2007-2008 joined UWCiM cleaning actions, organized on the same day at several locations in Mostar.” “The programme of integrated extra – Activities and Achievements – List of CAS curricular science practicals for achievements, Annual Report 2009-2010 all Gymnasium Mostar students successfully continued. Almost all of 800 Gymnasium students from both “On February 10, the UWCiM national curricula attended science students organized a public conference practicals.” “Education Reform in Bosnia and Herzegovina” which gathered the – Summary of Achievements – Cooperation with students from ten different schools, Schools in Bosnia and Herzegovina, Annual Report who all together represented a diversity 2007-2008 of ethnic groups and viewpoints. Such “Mostar robotics team “Spirit of the “UWCiM officially introduced diversity provided a rich source of United Neretva” initiated by the compulsory learning of Bosnian/ perceptions and opinions expressed UWCiM student, Ingrid Fielder, Croatian/Serbian for the international “UWCiM is the only school in the on the subject of educational reform. which gathered the students from students, as it is essential for their Balkans and only UWC to have taken The gathering resulted in the students’ four Mostar high-schools won the integration in the community” part in the global environmental Declaration on Educational Reform “Rooky Inspirational Award” in the campaign, initiated by the United – Activities and Achievements – College Development, which was sent out to all education International Robotics Competition Nations and the International Debate Annual Report 2009-2010 ministries in Bosnia and Herzegovina.” in Tel Aviv (Israel) organized by Dean Education Association.” Kamen Laboratories”. “The UWC Mostar students organized – Activities and Achievements - Community Service – Activities and Achievements – List of CAS – Activities and Achievements – Prizes and Awards, the 4th and the biggest Model United Programme (Creativity, Action, Service), Annual Report achievements, Annual Report 2009-2010 Annual Report 2009-2010 Conference MUNiM 2011 so far, 2009-2010

63 62 gathering over 130 students from all “March 2007: The French and German Mostar high schools, from high schools Ambassadors to BiH, Ambassadors cross Bosnia and Herzegovina and Marice Berniau and Michael G. the Balkans region, including UWC Schmunk respectively, select the UWC students from Maastricht and Adriatic in Mostar as the venue to present the Colleges.” first joint French-German history textbook, emphasising that UWCiM – CAS Achievements, Annual Report 2010-2011 serves as proof that all national groups in BiH can work together and find a common interest for a better future.”

– Annual Report 2006-2007: Monthly overview of key activities 2006-2007

Visit of the IBO Secretary General to UWC Mostar. From left Mark Sylvester, George Walker, Mirna Jancic, Paul Regan, Ancica Covic, Bakir Krpo. On right, George Walker planting a tree in front of the Gymnasium.

65 64 “For UWCiM, our very survival beyond 2010 was called into question by the uncertainty of future funding for scholarships. The sense of insecurity which also gave rise to a surge in support and a renewed optimism once a decision was The Financial made to enrol a smaller fourth generation.” Strains – Paul Regan, Headmaster’s Overview of the School Year 2009-2010, Annual Report 2009-2010 “Throughout the year we all witnessed “This last year also saw the high water All students are selected for the UWC Mostar ment next September? These anxieties were great improvements in the teaching mark of the role and participation of within the framework of comprehensive scholar- contemporary with the growing evidence that process. This is mostly due to the international staff in the College. The ship programmes. The concept of fee-payers at- the college in post-conflict Mostar had become establishment of the professional training of local staff which has been tending classes in a national school is not accept- a flagship for the UWC mission. In the words of development committee to oversee the going on for four years is now bearing able. Lamija Tanović from 2009: training of the local teachers. They fruit and our staff of local teachers were sent to a number of specialized have become expert and experienced IB Now, in 2013, the majority of teachers are Bos- “This year we faced severe challenges on the fi- professional IB workshops in Athens teachers”. nian, and all the positions of responsibility are nancial front. Last November we felt unable to (History, Psychology, Visual Arts, – Paul Regan, Headmaster’s Overview of the School held by staff from Bosnia or the region. The authorize the enrolment of new students in Sep- English B, Librarian) but also to scholarship costs have not risen since the College tember 2009. However, we came under great pres- Year 2009-2010, Annual Report 2009-2010 seminars in the IB schools in Slovenia opened in 2006. sure to reconsider our decision from many sides, and our sister school UWC of Adriatic both in BiH and from abroad, and perhaps most in Italy.” None of this has been achieved without a strug- of all from the International Board of the United gle or price. The College operates year by year World Colleges…After the initial decision made – International Baccalaureate Diploma Programme in on austerity budgets. The facilities, especially in in November not to enrol the fourth generation UWCiM, Annual Report 2009-2010 the student residences, are austere. of students due to an unsecured financial base, the Executive Committee of the UWC-IB Initia- Every autumn, from 2008 onwards, the Execu- tive has resolved to enrol 50 new students for the tive Committee was confronted with the ques- school years 2009-2011.” tion: Can we authorise another student enrol-

67 66 “The reform of the educational system in Bosnia and The Centre Herzegovina with regard to syllabus, methodology and assessment has been painfully slow, and the existing divisions in the classrooms still constitute a major concern for the country’s peaceful and viable future.”

for the – Five Years of UWC-IB Initiative in Bosnia and Herzegovina, Annual Report 2009-2010 Professional Development

International education in a post-conflict soci- still- divided local population of the gymnasium of Teachers ety cannot be limited to a single school to be ef- in Mostar, the contribution to city life through fective – or, in the eyes of the local inhabitants, community service programmes, and its impact even legitimate. on national educational reform as stated in inter- nal memorandum May 2005. This became fully clear after the false start in Sarajevo. The influence of international educa- “What we propose must be convincing and re- tion must penetrate into national schools. A con- warding, with recognisable practical consequenc- dition of the extensive Norwegian support has es, for the local people. It must be tailored to from the outset been allied to its impact on the the local situation, taking advantage of nation-

69 68 al traditions and accomplishments. If it is élit- ing for the introduction of external assessment The Centre for Professional Development of ist, it must nevertheless be reasonably accessible into school-leaving and university entry exami- Teachers, an integral part of the UWC work in to those who want it. It must be capable of fur- nations, and by helping to equip Bosnian teach- Bosnia and Herzegovina from the start, has con- ther local development to ensure relevance. It ers with the aspirations and methodology of con- ducted some 20 seminars and workshops for over must be value for money by standards and fig- temporary IB educators. 650 teachers and representatives of Ministries ures that we are not accustomed to. To ensure and Pedagogical Institutes from all parts of Bos- sustainability, it must be dovetailed into exist- The Centre for the Professional Development of nian and Herzegovina. It is still the only organi- ing structures and have strong local participa- Teachers is led by Ivan Lorenčič, who was com- sation to offer such opportunities to all national tion. To secure funding it must be convincing to missioned by the Slovene Ministry of Education communities in the country, irrespective of eth- international agencies and therefore politically to lead the reform of Slovene secondary educa- no-national origin. alive. It will indicate clearly a path towards lo- tion in the mid-1990’s. The principal feature of cal takeover. To gain credibility and create con- these reforms was the reintroduction of external The activities of the Centre for Professional Development of fidence, it will almost certainly be programmed assessment into secondary school examinations, teachers listed as an annex. in incremental stages. Idealism and practical ne- combined with the reduction in the number of cessity will move hand in hand.” Memorandum subjects to be studied and a greater emphasis on 12th May 2005 dialogue and personal research in the classroom. Ivan Lorencic based his work on his experience This was the rationale behind the project’s deter- of the International Baccalaureate, which he had mination to influence educational reform by com- first encountered in the United World College of bating segregated schools and teaching, by press- the Adriatic in the 1980’s.

Press conference on The Centre for Professional Development Teachers. Second on right, the Director of the Centre Ivan Lorenčič.

71 70 Commentaries

on the A research study was undertaken by the Uni- versity of Bath in 2010 under the direction of Professor Jeff Thomson and his colleague Dr. Mary Hayden. This study examined the extent Progress to which the United World College had achieved one of its major aims - integration between the Bosniak and the Croat communities in the Mo- star Gymnazium.

achieved In preparation for the present booklet a question- naire was circulated in late 2012 to many who had become associated with the project at differ- ent stages.

Copies of the University of Bath research study Bosnian Citizens and the full responses to the questionnaire can UWC Graduates be obtained from the UWC Mostar. Board Members Reflections of the Founders In the following pages you will find selected ex- International Patrons tracts from responses to the questionnaire.

73 72 “Generations of students have already been Through the workshops organized by this raised during the recent 20 years, educat- Centre many BiH teachers have been educat- ed under different curriculums, not hav- ed thus far. The knowledge they gain at work- ing an opportunity to meet each other…the shops they immediately apply in their schools UWC-IBO was something what I like to call and classrooms. It is a step towards education ‘exit from the educational chaos in Mostar reform in our country.” Bosnian … The project has already started to make difference in our domestic education. As the – Ankica Čović, Pedagogy and Psychology Teacher first step, the students from our domestic/lo- and Mostar Gymnasium Deputy Head cal schools are frequently comparing the pro- grammes, talking to each other and express- Citizens ing their wishes for mutual cooperation.” •

– Amela Bozić, Political Officer, the Office of the “The project anticipated the elements of con- High Representative, Mostar temporary, worldly, I would say, education…it is an introduction to and the best foundation • for the education reform.” – Bakir Krpo, Gymnasium Mostar Head “The most important for me is that Mostar students have finally been given an opportu- nity to make a choice and a chance to learn in • a different and more contemporary way, and that they now have a chance to continue edu- “Being myself a survivor of the Bosnian War cation abroad…the most important aspect is 1992-1995 I was well aware of the importance the Centre for Professional Development of of such peace building educational project… Teachers…the knowledge the Bosnian teach- for the whole region of Balkans and beyond… ers gain at workshops they immediately apply a training hub for educators in Bosnia and in their schools and classrooms. It is a step Herzegovina.” towards education reform in our country. – Dženan Hakalović, History, Peace and Conflict I think it is, because through the Centre for Studies and Theory of Knowledge Professional Development of Teachers (oper- teacher YEARS ating within UWC-IBO), successfully led by Mr. Ivan Lorenčič, yielded fantastic results.

75 74 “…I felt weak and incapable to change anything inform them of contemporary trends in teaching, In July 2006 the first group of teachers attended in my previous school. I would compare it to Don infect them with idea that we should all work to- the IB workshops in Athens together with Ban- Quixote fighting the windmills. Only the wind- gether on our mutual aim: educating (not only ja Luka IB teachers as at the same time the IB mills of the system of our country were not illu- by teaching) young people for the future of this department in Banja Luka was being founded. I sionary, but real giants. This was the opportuni- place in order to prevent the events which we ex- was employed to teach Physics from the very be- ty to grasp something pure, disinfected from all perienced twenty years ago. ginning and was working still full time in Gim- the prejudices…we teach them how important it nazija. In October 2006 I also volunteered to be is to accept the role of an activist … the majority In autumn 2003 I was invited for a meeting a house-mom and moved to one of the initial res- of our students come from societies oppressed in about “some interesting project” by Mr Mat- idences. In September 2007 I moved completely this or that way …those who come from the de- thew Newton, the director of the education de- to work in the College and continued working as veloped parts of the world learn that the world partment of OSCE in Mostar. He was working at the house-mom + TOK teaching. In the first four is far away from being an idyllic planet, they be- that time on integrating the Gimnazija Mostar years I had been running and organizing the sci- come ready to see and grasp the reality. And the (Croatian and Bosniak curriculum under the ence classes for Gimnazija students, which were most important virtue of our college is by far its project of Two Schools under One Roof). We met attended by more than 1000 students in total. In location. This is where the problems exist and with Pilvi Torsti, David Sutcliffe and Antonin January 2008 I became the assistant to IB Coor- this is where the students need to act.” Team of the Mostar Gymnasium: Jasminka Bratić, Bakir Besse and they presented the idea of opening the dinator, in September 2009 Director of Studies, Krpo and Ankica Cović in a working meeting with Pilvi UWC in Mostar in Gimnazija building. The day in July 2010 I took over the head’s position. Torsti and Elisabeth Rehn. – Ivana Knježević, English B teacher, Pastoral Coordina- after we went to the building to see the space tor, School Board member and plan how the classrooms for UWC could be … In the post war period, when education be- ing from different countries, cultures, religions combined with the space for Gimnazija. came separated and a tool of politics, which we and backgrounds. Every day I am learning some- had in former Yugoslavia – one felt pretty much • thing new from them, and that is the biggest In spring 2004 I also met with Mark Sylvest- alone in still having the ideals and taking edu- benefit of this work. In the end, I can say that er and we did necessary planning and measure- cation in completely different context, student “I started working for UWC Mostar in Septem- this experience changed me as a teacher.” ments for the science labs… With Mark Sylvest- based and as a post of any society …. So, the ber 2006 as the Croatian A1 teacher. Prior to er and the volunteers we equipped the labs and idea to be able to contribute in getting young this position I was working as a teacher in Gym- – Ivona Sušać, Teacher of Croatian A1 and Local lan- started integrated science classes for Gimnazi- people together, give them proper knowledge that nasium Mostar. In the beginning, my work at guage, Admissions coordinator, previous CAS coordina- ja students funded by the Royal Norwegian Em- they deserve, equip them with skills and values UWC Mostar was a great challenge for me: a tor bassy in Sarajevo … it was also a school year necessary to rebuild this society was overwhelm- new school with the new programme, and after in which we organized the first seminar for lo- ing. all a new view of the world. There are many peo- cal teachers’ development for sciences and moth- ple in Bosnia and Herzegovina who would like • er tongue teachers. At that time we also start- On the other side, I have truly appreciated the to see this school, the first in the country to ed- ed the Science Teachers’ Association, which was opportunity of sharing all this with the local ucate students from all ethnic groups together “UWC gave me tools to support my colleagues the first organisation for science teachers of both community. UWC gave me tools to support my … what I am really enjoying is communication in local schools, offer them professional develop- curricula in town. colleagues in local schools, offer them profes- with our students, because all of them are com- ment which they lack due to lack of resources, sional development which they lack due to lack

77 76 of resources, inform chance to young peo- “From 1998 to 2006 I was acting as a Selec- “In the August of 2006 I heard from the employ- them of contempo- ple to finish their sec- tion Contact Person for Republika Srpska. I am ees that the UWC in Mostar is considering start- rary trends in teach- ondary education proud of being involved in offering UWC scholar- ing Visual Art Classes at college … I applied and ing, infect them with in such atmosphere ships to students and happy to know they made was soon called for an interview with Mark Syl- idea that we should all again … the students remarkable achievements.” vester and Mr. Paul Reagan. … at that time I work together on our from Bosnia and Her- considered it to be just another teaching job, but mutual aim: educat- zegovina become the – Marica Šeatović, Local employee of the International I soon found out that it is more than just pass- ing (not only by teach- best ambassadors of Committee of the Red Cross in Sarajevo now and ing knowledge to others. It was a fulfilling ex- ing) young people for the country in the world.” earlier in the ICRC office in Banja Luka perience in which I was closer to my calling of the future of this place in order to prevent the an artist, and profoundly closer to true educa- events which we experienced twenty years ago … – Velema Rokša, Administrative Coordinator tion than our national curriculums were offering For international education it is a great example • to Bosnia and Herzegovina students. I cannot that this was possible to do in a developing post- say that I had any disappointments over these conflict country showing how much the sense of • “First I worked as the Project Coordinator and six years. I was only hoping that during that internationalism and education based on it can then as Development Director for the initiative. time our national school system, at least in our help rebuild and influence this aspect of a socie- “Being the Minister of Education, Science, Cul- This all happened between 2005 and 2007 … I county that has the education under its jurisdic- ty.” ture, and Sport of the Herzegovina-Neretva Can- was extremely motivated by the possibility of the tion, would absorb or accept some of the excellent ton, I have been involved in the project since it initiative to bring together students of various things from the IB approach to education.” – Valentina Mindoljević, teacher of Physics, Mathemat- was still just an idea, around the years 2004 and national groups, from across Bosnia and Herze- ics and Theory of Knowledge, Director of Studies, from 2005 As, in a way, I monitor and create educa- govina, to study together in the same classroom, – Saša Šantić, Visual Art Teacher, Head of Arts Depart- 2010 Headmistress. tional policy in Herzegovina-Neretva Canton, I to live together, to celebrate each other’s tradi- ment and a member of the School Board wish to emphasise that UWC Mostar has been tional holidays, to learn history through mul- accepted seriously and with due respect in this ti-perspective lens, to • town. I know of many local students who wish to learn to think critical- • enroll, and I know of many of them who attempt- ly, and to experience “The division among young people in whole Bos- ed to enroll but did not succeed. I think that the international con- “I met Pilvi Torsti in 1999 when she came to nia and Herzegovina and in particular in Mostar Headmistress Mindoljević has to be given cred- text through friend- Bosnia and Herzegovina in order to work on her hurt me so much and it still hurts. I grew up in it for a job well done and the favourable reception ships with internation- master’s degree. Later, when the college was completely different atmosphere. I finished the of the college in Mostar.” al students.” founded she realised that I would be relevant same school where the College was supposed to person as a member for the UWC National Com- be. And we were all different nationalities there – Jago Musa, Former Minister of Education – Mirna Jancić Doyle, Edu- mittee … At first, I was not aware of the task and still were able to have the best period of our cation Consultant that was expected of me. I was not aware of the lives all together even not being aware or inter- importance of quality and everything else at that ested who was of which nationality. I thought • time. I learned about UWC a lot from former stu- that the project was an excellent idea to give a • dents from Bosnia, who were educated in India,

79 78 Italy, Norway, before the UWC opened in Mo- entire board. We accepted and have been doing it “I was involved in the UWC-IBO Initiative pro- star … the connections that students make with since … our aim is not just finishing it, through • ject when the idea was brought to daylight, a few the local community are important … graduation our job it become friends with the college … the years before the opening of the College, when I from the IB is also important because it opens students that we talk to every day transfer part “The most important aspect in UWC Mostar is was a Deputy Mayor. Mostar was not reunified the doors to university education in around the of their energy and enthusiasm to us, and we that young people belonging to different cultural, at that time, so that project implementation was world … After each selection I am always disap- transfer it to our job that we wish to improve all ethnic and national backgrounds live and learn parallel with the reunification of the city. pointed that we cannot accommodate more stu- the time. together in peace … dents. In selection I face the dilemma of how to My involvement was actually the creation of an opt for one of several equally good students? … We have been sharing the same house for seven Bosnia and Herzegovina, due to its political-his- ambiance for such an important project. As the I’m thrilled with the way the classes are organ- years now. We are not aware of any incident on torical context, is a fertile soil for an artificial Mayor of Mostar I offered my support and en- ized in the college and the way in which students ethnic, national, political, religious, geographical creation and fostering of ethnic and cultural di- sured college premises in Mostar. are placed and by the fact that children are or other grounds. We only see students living to- visions. Similar situations occasionally occur in learning from our teachers and professors from gether, socializing, helping one another, sharing other parts of the world. Therefore, the UWC is The project has definitely had positive influence abroad.” bedrooms, sorrow and joy. important per se, and the one in Mostar in Bos- on Bosnia and Herzegovina. It sent strong mes- nia and Herzegovina is of monumental impor- sages to the world, and owing to this project, – Suada Ninić, Assistant to director - Head of Cabinet After watching the news on TV, it becomes even tance.” many foreign and national high-ranking offi- Agency for Pre-primary, Primary and Secondary Educa- more interesting to read the names of students cials, ambassadors, ministers visited Mostar. tion on bedroom doors and realize over and over – Iijas Šimić, Founding member of Bosnian UWC Com- again that they come from every corner of the mittee in 2002 This project put an emphasis on the great im- world, in particular from the Middle East and portance of international education with all its • former Yugoslavia, and despite that live togeth- advantages and opportunities for the successful er and enjoy their time here, respect one another continuation of education. “The first generation of students was accommo- without prejudices. dated in our hall of residence. So, we have been This project helped create a positive image of providing accommodation to students since Au- What connects them is not the past, but the fu- Mostar in the world. Many cultural events and gust 2006. In 2007 the college asked us to pre- ture. We think that all of us who are involved in manifestations took place in Mostar and many pare part of the meals for students. After three this project should struggle for its future.” workshops were held within the project, and all months, a survey was conducted and it showed of them were a result of the joint work of those that 90% of students were satisfied with the – Zdenka Sušać, Director and Founder of Bijeli Brijeg young people. quality and organization of our service. The Col- Hall of Residence and Ivan Sušać lege management offered to us to take over the In particular, I wish to emphasize community service. It is of great importance, but it has been Mayor of Mostar Ljubo Bešlić and Minister Jago Musa with unavailable through education in Mostar so far.” Elisabeth Rehn. – Ljubo Bešlić, Mayor of Mostar

81 80 “Having been a pioneer student when the Red Herzegovina and the bureaucratic political Cross Nordic UWC opened its door in 1997, it nightmare we constantly had to go through … was an amazing opportunity to use my expe- although I had a hard time at the UWC of the rience as a UWC-IB graduate to help set up a Adriatic, coming as a refugee and being trauma- new UWC and make sure it went ‘live’. I was tised by the war, and although it was more than also thrilled by the relevance of the College in challenging to work on the project in Bosnia and UWC the country and the region … the college is sit- Herzegovina, I do believe in the philosophy of the uated in a country deeply wounded and in a re- UWC movement and if I ever had my own chil- gion where tensions are still simmering … the dren, I would encourage them to apply to a UWC bravery of youngsters to join the adventure and school.” to confront their prejudices, having been taught Graduates all their lives that they were different from each – Ivana Jurisić, PhD student, interpreter and project as- other … the courage of parents to go beyond sistant, student of Mostar Gymnasium prior to war ni their memories of the war and the associated early 1990’s, UWC Adriatic graduate suffering and to support their children in attend- ing the college … the worries: the constant strug- gle to find funding, and the relationship and • cooperation with the Mostar gymnasium and making sure it wasn’t becoming ‘three schools “I would say it has definitely made a change in under one roof’ … the rising elitist reputation of both Bosnia and Herzegovina and internation- the College … the concern that local students are al education. It gave a possibility for young peo- applying motivated by the prospect of studying ple from Bosnia and Herzegovina to experience a at university in the USA with a full bursary as completely different way of education, frequently opposed to by the ideals of the college.” used as the most positive and beneficiary exam- – Melanie Coquelin, PA to the Director of International ple of progress in education in Bosnia and Herze- Cooperation and Development at the International govina.” Olympic Committee, previously a fundraising officer and Governance secretary at the Interntional Baccalaureate – Irma Husić, UWC Mostar graduate Organization. • • “The greatest impact for my personal develop- “It seemed to me that one of the biggest chal- ment was CAS activities. I am grateful that, be- lenges was coping with the state of Bosnia and sides detailed curriculum, we had the opportu-

83 82 nity to actively contribute to the development of After completing my studies at UWC, I had the local community. I believe I thereby acquired a opportunity to look objectively at how the College basis for socially responsible work, which I con- is presented to the rest of the community. I was tinued to practise after graduating. In fact, I positively surprised by the increasing involve- started a non-governmental organization that ment of the College in local projects. Thereby the deals exclusively with strengthening the capac- reputation became positive – an educational in- ities of local communities to build a more effec- stitution that fosters the development of the com- tive civil society. munity. Such policy should provide greater sup- port of the authorities, as well as the support of Since I was a part of the first generation, after local NGOs, who can strengthen UWC position the graduation I was faced with distrust of pub- through their public advocacy. lic educational institutions and my colleagues towards the IB program. It took some time to Without any false pretension, I can conclude that justify the true values and working habits and I am very proud to be a part of the UWC story. principles gained through education at UWC. I am grateful for the gained knowledge, the con- tacts throughout the world, the perfect relation-

85 84 ship between the management and students, and the stimulus to focus on community service in professional manner.”

– Maida Rahimić, Psychologist at Association of Young Psychologists, UWC Mostar graduate •

“My involvement in the project began by joining merging initiative of the Republika Srpska and the Federation of Bosnia and Herzegovina Na- tional Committees. A few of us participated at the UWC-IBO initiative conference in Sarajevo. At the moment, I hold the volunteer position of the Executive Secretary of the Committee…

The UWC Mostar produced generations of stu- dents who are to return to Bosnia and Herze- govina as global citizens, citizens aware of the traps of the predominant nationalistic discours- es in the country and across the globe. Admin and local teaching staff at the UWC Mostar are true pioneers, whose efforts are to be widely rec- ognised.”

– Goran Batić, Project Assistant, Education Section, OSCE Mission to Bosnia and Herzegovina, UWC Adri- atic graduate

87 86 the enthusiasm and commitment of its early pi- “I was the Academic Director of IB and a mem- oneers: Pilvi Torsti, David Sutcliffe, Antonin ber of the UWC International Board and was in- Besse, Lamija Tanović and others. It was also strumental with George Walker in arranging the evident that I was in a position to channel prac- collaboration for the two institutions to come to- tical IB support to the project in its early stages. gether to design the UWC Mostar … only time will tell the answer to this question (has/will the Intangibly, the sheer vision of the project re- project made/make a difference in a) Bosnia and Board minded the world of international education that Herzegovina b) international education) … in- one can still turn dreams into reality…I guess dications are evident from the research project the most important outcome will be the impact undertaken by my colleague Dr Mary Hayden of the project on the professional development of and myself, from which a number of publications Members teachers in the region. have arisen.” I am disappointed that the IB has not seized – Professor Jeff Thompson, Professor of Education, upon this example as a template for further initi- CEIC, University of Bath atives. I believed very strongly that the IB, with its worldwide reputation and so many benefits, “I believe the project has the potential to change tity and it is good for post-conflict societies that had a moral obligation to help those less fortu- • educational system in Bosnia and Herzegovi- prefer to live within their own confines (territo- nate. na and to influence the role of UWC movement rial, economic, education)…the teaching methods around the world in becoming more active player that, in a democratic dialogue, allow for different I am not in a position to judge the impacts made in the communities where they exist.” arguments in the understanding of past, present in Bosnia and Herzegovina. However, it has been and future historical and other events critical to an inspirational example for others. Whether – Ivan Lorenčič, Head teacher II. Gimnazija Maribor, human race. Living in Bosnia and Herzegovina others have followed it remains a different mat- Slovenia, Director of the Centre for Professional changes the students in accepting other people’s ter. I guess there will never be an objective eval- Development of Teachers experiences.” uation of its success, but so what? Surely there remains a place for serious acts of faith.” – Jasminka Bratić, Bachelor of Law, Assistant Minister, • Ministry of Justice of the Herzegovina-Neretva Canton – George Walker, Former Director General of the International Baccalaureate “It always disappoints me when there isn’t mon- ey for good ideas and when the survival of use- • ful projects is endangered by lack of money… • there is always money for missiles…This educa- “I became involved because it was impossible not tion is not burdened with ethnic/national iden- to be inspired by the aims of the project and by

89 88 “We have admired … the recreation of an at- forward in a more humanitarian way. mosphere of respect between three communities and the model of conflict resolution for students. I believe the most important aspects are … that Your disappointments? None, only admiration. the selection process is based upon scholastics We have visited it and have been very happy to and merit and not based upon family influence meet some graduates.” or ability to pay the tuition, and that the stu- Others dents both live and study together …not a dis- – Ferdinand and Monique Seefried, President Seefried appointment, but a concern as to whether the Properties and Monique former Chair of the IB Board students who graduate, then go to colleges/uni- of Governors versities around the world in places like West- ern Europe, U.S., and England; will they really involved in go back to their home country and help, aid, and • make a difference in order impact and foster a change? “I do regret that the IB has not used more this project as a model for developing tools for teach- I already know the program has made great the founding ers in post-conflict parts of the world. I do hope strides, on a worldwide basis. I was wondering if UWC as a movement will promote the achieve- there could be a ‘pay it forward’ concept, where ments of UWC Mostar.” the students who obtain great jobs in countries other than their home country, because they de- – Monique Seefried, former Chair of the IB Board of cided not to go back, would be willing to repay years Governors over time some of the cost of their education back to the program, and this capital could be used to • fund the new student initiates and costs. The first year of the College was very much a matter of Our family has really enjoyed being a part of the improvisation … we did something that had been discussed in “I became involved in the Mostar project around program, while we enjoy reading the quarter- Duino, as an idea that could never be implemented – one day a 6-7 years ago, as a small contributor and finan- ly communication piece about what is going on week having morning devoted to service and afternoon for the cial supporter of 3-4 students, as part of the first at the UWC in Mostar school. It would be good classes. classes of students, together with Monique and to do a piece on where are they now, for exam- Ferdinand Seefried. I was captivated by the con- ple, the first graduating class in Mostar. I think cept of having young people from countries of it will keep a connection between the donors and – Mark Sylvester, senior science teacher of the UWC of the Adriatic, working in great strife both learn to live and go to school to- the students, and we serve a good fundraising Mostar 2005-2007 gether, to obtain an IB diploma and learn about tool in the future.” tolerance of others … these same people may have the chance to be highly instrumental in the – Robert Rakusin, President of Seefried Properties long-term success of moving their home countries

91 90 “It was clear already at the start that this was The first year of the College was very much a going to be more than just making science labs: matter of improvisation … we did something together with young volunteer graduates from that had been discussed in Duino, as an idea that could never be implemented – one day a week having morning devoted to service and af- ternoon for the classes.

When I consider how things were in Bosnia in those years, and how the news I get from Mo- star suggests that not that much has changed for ordinary people, I believe that the fact of being there as an organisation in which personal qual- ities counted more than connections and which actually did what it was supposed to be doing de- livered a message of hope.” other UWCs we were doing the groundwork for the start-up. Later, I applied to stay on as the – Mark Sylvester, senior science teacher of the UWC of Director of Studies and the UWCAd Head, Marc the Adriatic, working in Mostar 2005-2007 Abrioux, agreed that this could take the form of a two-year secondment in terms of which I would remain employed by UWCAd to work in Mostar.

93 92 the main reason I have found the UWC so im- ed gymnasiums, Croat and Bosniak, has also in- portant and attractive. fluenced them to some cooperation. Every step is a welcome one. I have always pointed out that UWC Mostar is not only about education, it is about working for It has been an honour for me to have had the Peace, Human Rights and respect for others. privilege of working together with so many de- I nternational voted personalities in favour of the future of Bos- As UWC has the important teacher education on nia and Herzegovina.” their working program, I believe we will in the long ran have an influence on the education in – Elisabeth Rehn, United Nations Under-Secretary- BiH. General, Special Representative of the Secretary Patrons Our presence sharing a building with two divid- General in Bosnia and Herzegovina (1998 to 1999)

“Since 1995 I have been involved with the Bal- Norwegian Foreign Ministry helped to consol- kans, as Special Rapporteur on the Human idate the remarkable ongoing financial sup- rights situation in the Former Yugoslavia, 1998- port from the government of Norway. As I knew 99 in charge of the UNMIBH mission in Bosnia the political leadership of Bosnia and Herzego- Why (and how) did you become involved? Will the project make a difference? and Herzegovina as a Special representative of vina well from my many years in the region, the Secretary General, and 2003-05 as Chair of it was helpful for us to establish contacts with Wolfgang Petritsch (WP): “I deem this project WP: “Yes, in its impact on Bosnia and Herze- Table 1 for the Stability Pact for South East Eu- the politicians on the highest levels, informing crucial for reconciliation in BiH” govina’s future generations and on Bosnia and rope. them about the project …Some of my contacts Herzegovina’s image in the world.” expressed their feelings for the college with the Which aspects of the projects do you consider It was therefore natural that I was very enthu- words: Finally some light in the end of the tun- most important? Is there anything else you wish to mention or siastic when Pilvi Torsti contacted me with the nel! And I very much agree. Following Bosnia stress? plans for the UWC-IBO initiative in 2005. The through the sad years after Srebrenica, very lit- WP: “The positive impact of the region of the for- totally neglected reconciliation regarding the ed- tle good news has been delivered. This goes es- mer Yugoslavia” WP: “Keep on going – and so will I”. ucation in BiH had been a great disappointment pecially for the education system, which still for me. continues to watch the history of the country as What have been your disappointments with the – interview with Wolfgang Petritsch in 2012, High three different histories, through Bosniak, Serb project? Representative for Bosnia and Herzegovina 1999-2002 Since then I have involved myself as much as or Croat lenses. To be able to get the people clos- possible in the development of the college, not er through education to the young students with WP: “The EU’s obvious lack of interest (and least fundraising. My good contacts with the no regard to nationality, religion or ethnicity is funds)”

95 94 The common thread binding together the “three For Lamija Tanović, who became the Chairper- musketeers”, Antonin Besse, Pilvi Torsti and Da- son of the Governing Board of the Initiative as vid Sutcliffe was the shared experience of the soon as it was registered, the International Bac- East-West mission of the UWC of the Adriat- calaureate was the driving motivation. The Bos- ic. Lamija Tanović was the first ally they found nian curricula had become “too heavy … 13-17 in Bosnia and Herzegovina itself, and naturally subjects in a year, assessment of students’ work R eflections so – she had founded a large number of schools has not been objective and preparation for high- for Bosnian refugees during her spell as Bosnian er education has been bad … when I got in touch ambassador in Denmark during the war in her with persons who advocated for the opening of own country; and it was she who had pressed, a UWC in Bosnia and Herzegovina, I had al- successfully, for the introduction of the Interna- ready started to work on the secondary educa- of the tional Baccalaureate into the Druga Gymnasium tion reform. The idea to establish a UWC in Bos- in Sarajevo in 2000. nia and Herzegovina perfectly fitted in my work … on the other side, international students com- For Antonin Besse, in Bosnia and Herzegovina ing to Mostar to attend UWC Mostar have an op- for the first time in January 2001, “my visit to portunity to see ‘live’ (‘in situ’) all the disadvan- Founders Sarajevo was an eye opener. I was immediately tages of divided and segregated cities, schools, struck by the dilapidated war-damaged state of and administrative systems. In Mostar, they – Antonin Besse, David Sutcliffe, Lamija Tamović Pilvi Torsti interviewed in 2013 the city and the great number of cemeteries and learn the reality of all those things that the first freshly dug tombs dotted all over town, the evi- UWC was organized for 50 years ago: reconcili- dence of civil war casualties hurriedly removed ation, conflict resolution and such … the UWC- from the streets before daylight. Signs of war IB Initiative offered the professional education and destruction were everywhere … A Chris- of teachers, the good example of IB system in tian church and a mosque nearby had fortunate- UWC, cooperation among IB schools in Bosnia “...I believe the driving motivation was the spirit of Bosnia and ly been spared. This is where we were to start and Herzegovina … I find it very important to Herzegovina that has puzzled many – somehow many stakeholders our project … ethnic problems were standing in emphasize that the College itself would not have from donors to teachers and heads have firmly believed in the the way of all forms of development. Decisions its full meaning and significance for the region relevance of the proposed educational model and been therefore reached one day were countermanded, opposed without the other two parts of the project that willing to commit themselves on a personal level.” or defeated the next. Joining the European Un- are essential for the reform of pre-university ed- ion seemed like a good idea. Signs of good will ucation in Bosnia and Herzegovina.” and positive encouragements were being prof- fered from many directions without being tak- For David Sutcliffe, Bosnia was an opportu- en up to assist in the needed advancement of the nity to revive the missionary roles of both the country”. United World Colleges and international educa- tion. “International education in the 21st centu-

97 96 “The failure of the EU to recognise our work has been a severe had the same attraction for families and for stu- al matter by the international institutions such blow. The process of integration within the Mostar Gymnazium dents as in other more peaceful environments. as UNESCO and the EU. But “it is always criti- (between its two local communities) has been too slow. The The challenges were elsewhere. Of the major in- cal to make sure that able young people are giv- failure to enroll the capabilities and resources of Bosnian business stitutions such as the UN and the EU, only the en a chance in these situations. The future re- illustrates how far we still have to travel to anchor the project Norwegian government had rules and mecha- construction of the region/state always depends securely within Bosnian society.” nisms that were flexible enough to target a crit- on the capacity of young generations to build up ical problem through concrete action and fund- their immediate society … the project’s teach- ing (she also mentions appreciatively the Dutch er training component has been disappointing- ambassador to Bosnia at the time “who simply ly weak during the last years because of finan- ry must adopt a more adventurous and idealistic tween its two local communities) has been too forced his government to find the way to sup- cial difficulties but will, I believe, grow in size approach to the world’s problems, taking the ex- slow. The failure to enroll the capabilities and port”). Even later, “it has been disappointing and significance again … international educa- pertise and resources, especially human resourc- resources of Bosnian business illustrates how far to see how the most relevant institutional play- tion will remain truly relevant in the globalised es, that it has developed over the past fifty years we still have to travel to anchor the project se- ers locally and institutionally have not been able world of the 21st century only if it manages to in countries of political and financial stabili- curely within Bosnian society. A more recent in- to promote and adopt UWC Mostar model more provide answers to the acute problems and ques- ty to regions and communities that, themselves stitutional disappointment has been the refusal strongly which has in very concrete terms proved tions of our time. The UWC and IB work in Bos- lacking these advantages, have the most press- of the International Baccalaureate, after several to be able to function as a unifying education nia has been one important opening in that di- ing need for international and intercultural un- years of shared leadership, to ally itself with the force in Bosnia and Herzegovina. Steps have rection and offers many lessons that should be derstanding among the young. It is also time for project’s continuing and determined efforts to in- been taken into the right direction towards in- taken into account. the United World Colleges to place themselves fluence Bosnian educational reform, notably by stitutionalizing the experiment, but the process once again in the vanguard as they were in the the introduction of external assessment into the has been too slow within the Mostar Gymnasi- I believe the driving motivation was the spirit of 1960’s and 1970’s …” and “for both cost and edu- transitional phase between secondary school and um, pedagogical institutes, local ministries and Bosnia and Herzegovina that has puzzled many cational reasons, the future of international edu- university”. the EU”. – somehow many stakeholders from donors to cation lies in a recognition that its principles and teachers and heads have firmly believed in the its people (staff and students) must operate in a Pilvi Torsti, the first to have worked profession- Pilvi Torsti also puts into words the most impor- relevance of the proposed educational model and close and influential relationship with state ed- ally and full-time to launch the project in 2005- tant conclusion drawn by the founders. Educa- been therefore willing to commit themselves on a ucation and state schools”. And many challeng- 2006, the most significant discovery was that it tional systems fall victim to conflict and failing personal level.” es remain. “The failure of the EU to recognise was not necessary to look on Bosnia as a special states. Education is then regarded as a nation- our work has been a severe blow. The process of laboratory for developing new concepts - quality integration within the Mostar Gymnazium (be- education as embodied by the UWC and the IB … international education will remain truly relevant in the globalised world of the 21st century only if it manages to provide “for both cost and educational reasons, the future of international answers to the acute problems and questions of our time. The education lies in a recognition that its principles and its people UWC and IB work in Bosnia has been one important opening in (staff and students) must operate in a close and influential that direction and offers many lessons that should be taken into relationship with state education and state schools”. account.

99 98 The United World Colleges project in Bosnia and Herzegovina has drawn much of its inspiration from the report “The Balkans in Europe’s future” of the International Commission of April 2005 un- The Balkans der the Chairmanship of Giuliano Amato:

“Four graffiti on a post office in Sarajevo in the ations of potential leaders who are the future of in Europe’s mid-1990’s the region and its hope for reconciliation… This is Serbia These constitutional frameworks…were shaped This is Bosnia by elites associated with armed conflicts…Pow- Future No, you idiots, this is a post office er-sharing, not the enforcement of rights, was the main principle…there is a major gap between the This is Europe” rhetoric of the civil society that is at the centre of international efforts to democratize the region on the one hand, and the struggle to enshrine the “The most memorable encounters were those with rights of ethnic groups that is at the heart of the the youth and the students, impressive young adopted constitutional arrangements on the oth- individuals who are trying to shape their fu- er…(there is an) irresistible temptation for both ture against bleak economic prospects in socie- international representatives and local govern- ties which have only begun to come to terms with ments to shift accountability on to one another. their past. All of them see the future of their coun- Citizens are left without a clear idea of who is re- tries within the European Union…we regard our sponsible for what…” recommendations as reaching out to these gener-

It is now just over twenty years since the outbreak of war in Bosnia. Does Bosnia want a European future and, if it does, does it know what this means? And can it become a European country on the basis of any of the present political platforms? In the year 2009-2012 the percentage of external aid for Bosnia and Herzegovina devoted to education was 1%.

101 100 The UWC-IB Initiative was a pilot project with a tions with related aims might have strengthened planned life of only a few years. Would it achieve the early work. We would argue nonetheless that acceptance in Bosnia and Herzegovina, in the in- governments and international agencies must ternational community, with students and their themselves be readier in future to respond con- families? Would sponsors come forward to en- structively and with funding to proposals from Now sure that entry was based on genuine personal international educators whose human resources merit? and experience qualify them for careful attention and in our experience were in this instance un- At the start, Bosnia was in the headlines and der-recognised and the recipient of aid that eventually exceeded that of per capita Marshall Aid to Europe in the im- Greater emphasis on the need for the systematic mediate post-Second World War period. But all encouragement of institutional support must also the other pressures pushed education into the go hand in hand with more methodical and more the background. Is this inescapable in humanitarian thoughtful staff recruitment, conducted with the crises, and what can educators do in response? most open and modern practices, and with time- ly recognition of the importance of sound govern- It was clear from the beginning that this venture ance structures. could not have come into being without, in Pilvi Future Torsti’s words, “the unusual and sometimes also Reflection on the past decade leads sadly to dis- risky and unpopular commitments of individu- belief over how little progress has been made in als and various people from various backgrounds the de-segregation of education in Bosnia and and institutions - both locally and institutional- Herzegovina. Educational reform has been sta- “For once it is not a big international organisation ly”. But in order to utilize the lessons learnt for tionary. The achievements of the UWC initi- offering something for Bosnia and Herzegovina because possible future post-conflict and transitional sit- ative, with a flourishing College and a wide- of the political agenda of the organisation. Instead, a uations, it is important to analyse the work care- ly welcomed, warmly appreciated programme group of individuals driven by idealism and personal fully, its particular strengths and weaknesses. of teacher professional development, remain the commitment have worked effortlessly and despite the more exceptional. Yet this idealistic venture has changes in priorities of donors or politicians.” Among the strengths must be the flexibility to to struggle year by year for financial survival. adapt to local circumstances and to generate – Lamija Tanović, Founding Chairperson of the Governing Board rapid responses to prevent institutional mech- With the decision in 2010 to try and ensure the anisms from holding back the pace of develop- College and the associated activities a long-term ment. At the same time, a deeper insight into future, the logical step was taken of transferring the potential relationship between the United the governance responsibility for the Association World Colleges and major international institu- in Finland to Bosnia.

103 102 There are now two bodies registered under Bos- nian law: The Foundation Education in Action, • The Board of the UWC in Mostar

The Foundation leads the project’s wider aims: educational reform and for assisting teachers “It is never the right time to go out fundraising, through its Centre for Professional Development. and the present moment must be one of the worst It is also responsible for ensuring the financial in living memory. But the task has to be done. viability of the United World College in Mostar. The aim in the long term is to ensure that eve- ry student place is assured of scholarship fund- The College Board is responsible for the Col- ing, and the Foundation is determined to achieve lege’s governance and for all relationships with this goal.” the United World Colleges and the International Baccalaureate. – Foundation Education in Action – Aims and Objec- tives, Annual Report 2010-2011 • • “In brief, the Foundation will pursue what we have always called “the broader aims” of the old “Economic stringencies have compelled us to lim- UWC-IB Initiative, above all an active contri- it the number of teacher seminars and work- bution to the modernization and integration of shops we have organised in recent months. This secondary education in B&H. It will seek to es- is too important a part of our work to be neglect- tablish a name for its work as an example for ed in this manner for long. The recent formal ap- post-conflict societies wherever they are. The pointment by the Federal Minister of Education Foundation sees this as the natural next chal- of the Foundation as a consultant on national ed- lenge for international education worldwide. Cru- ucational reform, with a special emphasis on the cially, it has also accepted full responsibility for introduction of external assessment in school- assuring the College of the necessary funding.” leaving and university entrance examinations, is a significant pointer to our future role in the – The Chair’s Message - The Circumstances Leading country.” to the Creation of the Foundation Education in Action, by David Sutcliffe, Chair of the Governing Board of the – Foundation Education in Action - Message from the Foundation Education in Action, Annual Report 2010- Chairman of the Foundation by David Sutcliffe, Annual 2011 Report 2011-2012

105 104 Annexes

107 106 Slovakia (1), Spain (2), Tajikistan (1), Turkey (1), 6th generation UK (1), USA (1) UWC Mostar 2011-2013 72 students from 26 countries, 27 M, 45 F 3rd generation Afghanistan (1), Albania (1), Austria (2), Bosnia 2008-2010 99 students from 31 countries: M 32 and Herzegovina (35), Czech Republic (1), Egypt F 67 (1), Finland (1), France (1), Germany (3), Israel (3), Macedonia (1), Montenegro (1), Namibia The Afghanistan (1), Albania (1), Belarus (1), (1), North Korea (1),Norway (1), Pakistan (1), Belgium (1), Bosnia and Herzegovina (55), China Palestine (1), Poland (1), Russia (1), Serbia (1), (1) Croatia (1), Czech Republic (1),Denmark (1), Slovakia (1), Spain (2), The Netherlands (3), Ethiopia (1), Finland (1), Germany (3), Iraq (2), Turkey (1), United Kingdom (2), United States Israel (3), Italy (1), Lebanon (1), Macedonia (2), of America (3) Montenegro (1), The Netherlands (2), Norway Student (1), Russia (2),Rwanda (1), Serbia (1), Slovakia 7th generation (1), (South)Sudan (2),Spain (2), Surinam (1), UWC Mostar 2012-2014 72 students from 32 Swaziland (1), Tajikistan (1), Turkey (4), USA (2) countries, 27 M, 45 F Afghanistan (1), Albania (1), Austria (2), Bosnia 4th generation and Herzegovina (29), Belarus (1), Belgium (1), Brazil (1), China (1), Czech Republic (1), Croatia Generations 2009-2011 54 students from 17 countries: M 22 (1), Egypt (1), Ethiopia (1), Finland (1), France F 32 (2), Germany (3), Greece (1), Hong Kong (1), 2006-2013 Austria (2), Belgium (1), Bosnia and Herzegovina Italy (1), Israel (3), Kosovo (1), Macedonia (1), (30), Czech Republic (1), China (1), Croatia (1) Montenegro (2), Norway (2), Russia (1), Serbia Finland (1), German (3), Israel (1), Kosovo (1) (1), Slovakia (1), Spain (2), Syrian Arab Republic Montenegro (1), The Netherlands (3), Russia (1), (1), The Netherlands (3), Turkey (1), United Spain (2), Turkey (1), UK (1), USA (3) Kingdom (2), United States of America (2)

1st generation 2nd generation 2006-2008 88 students from 19 countries: M 33 2007-2009 94 students from 29 countries: M 31 5th generation F 55 F 63 UWCiM 2010-2012 50 students from 21 Belarus (1), Bosnia and Herzegovina (64), Czech Albania (1), Belarus (1), Bosnia and countries: M 19 F 31 Republic (1), Finland (1), Germany (2),Iraq (1), Herzegovina (53), China (1) Croatia (1), Czech Albania (1), Austria (1), Belarus (1), Belgium (1), Israel (2), Italy (1), Kosovo (2), Macedonia (1), Republic (1), Egypt (1), Germany (3), Iraq (4) Bosnia and Herzegovina (22), China (1), Czech The Netherlands (2), Palestine (1), Poland (2), Israel (3), Italy (1), Kosovo (2), Lebanon (1), Republic (1), Finland (2), Germany (4), Lebanon Romania (1), Russia (1), Serbia (1), Slovakia (1), Macedonia (2),Maldives (1), Montenegro (1), (1), Libya (1) Kosovo (1), Israel (1), Montenegro Turkey (2), UK (1) The Netherlands (2),Palestine (1), Poland (2), (1) The Netherlands (3), Spain (1), Sweden (1), Romania (1), Russia (2), Rwanda (1), Serbia (1), Turkey (1), UK (2), USA (3),

109 108 The UWC-IB International Patrons Execution Committee 2006-2010 Giuliano Amato Elisabeth Rehn Members of the Executive Committee of the Association Education from Conflict to Internationalism Prime Minister of Italy from 1992 to 1993 and Chair of the former Board of Directors of which governed the work of UWC-IB Initiative in BiH from 2000 to 2001 the Association “Education from Conflict to Minister of the Interior (2006 to 2008) Internationalism” Lamija Tanović – Chair Gianfranco Facco Bonetti Vice-President of the Convention on the Future United Nations Special Rapporteur on the David B. Sutcliffe – Deputy Chair Adila Kreso of Europe that drafted the new European situation of Human Rights in The Republic of Jasminka Bratić Ugo Vlaisavljević Constitution Croatia, FRY, Bosnia and Herzegovina and FYROM (1995 to 1998) Jeff Thompson Davor Vuletić Chairman of the International Commission on George Walker Srđan Dizdarević the Balkans 2004-2006 United Nations Under-Secretary-General, Michele Zanetti Ivana Vrhovski, (non-voting) Special Representative of the Secretary General Ivan Lorenčič Paul Regan, (non-voting) Bakir Izetbegović in Bosnia and Herzegovina (1998 to 1999) Pilvi Torsti Vanja Ibrahimbegović, (non-voting) Member of the Presidency of Bosnia and Melanie Coquelin Valentina Mindoljević, (non-voting) Herzegovina Carlos Westendorp Spanish Secretary of State for the European Members of the Governing Board of the Members of the Board of the UWC Mostar Wolfgang Petritsch Union (1991 to 1995) Foundation Education in Action Austrian Ambassador to the Federal Republic of Minister of Foreign Affairs (1995 to 1996) Jasminka Bratić - Chair Yugoslavia (1997) Permanent Representative of Spain to the David B. Sutcliffe – Chair Ivan Lorenčič – Deputy Chair The European Union’s Special Envoy for Kosovo United Nations in New York (1996) Jasminka Bratić – Deputy Chair Saša Šantić (1998 to 1999) High Representative of the International Ivan Lorenčič – Deputy Chair Ivana Knježević The European Union’s Chief Negotiator at the Community in Bosnia-Herzegovina (1997 to Gianfranco Facco Bonetti Ronald Sturm Kosovo peace talks in Rambouillet and Paris 1999) (1999) Adila Kreso Andrew Watson Adriaan de Mol van Otterloo Sanja Ostojić-Bojanić The High Representative of the International Miljenko Perić Valentina Mindoljević, (non-voting) Community for Bosnia and Herzegovina (1999 to 2002) Magnus Persson Sara Maurer, (non-voting) Andrew Watson Jacob Hartwig, (non-voting) Permanent Representative of Austria to the Hans-Christof von Sponeck United Nations in Geneva Valentina Mindoljević, (non-voting) Elma Hodžić, (non-voting)

111 110 ć Centre for the Professional Development of Teachers in Bosnia and Herzegovina (Banovići, Banja Luka, Bijeljina, Bosanska Kru- November 2008 – Workshop for German lan- Director: Ivan Lorenčič pa, Breza, Bugojno, Derventa, Donji Vakuf, guage teachers entitled “Challenges in Teaching Gračanica, Kalesija, Kozarska Dubica, Mostar, the German language” attended by 33 German The Centre for Professional Development of Teachers in BiH has so far implemented 19 workshops Mrkonjić-grad, Nevesinje, Novi Grad, Orašje, language teachers representing 18 towns (Banja and 6 study visits to Slovenia for more than 600 participants: Prijedor, Sanski Most, Sarajevo, Tešanj, Tomis- Luka, Banovići, Breza, Cazin, Čelić, Gračanica, lav-grad, Tuzla, Visoko, Vlasenica, Vogošća, Ze- Gradačac, Livno, Maglaj, Mostar, Novi Grad, nica) Orašje, Prnjavor, Sanski Most, Sarajevo, Tešanj, May 2006 – Workshops in sciences and the November 2007 – Study visit to Slovenia enti- Vareš, Živinice) teaching of mother tongue languages and lit- tled “Slovenian Good Practices – A Guide for Ed- May 2008 – Workshop for Geography teachers erature, attended by 55 teachers representing ucational Reform in BiH” attended by 26 partic- entitled “The Core – Population, Resources and February 2009 – Conference for representatives 9 towns (Banja Luka, Bijeljina, Gradačac, Jab- ipants, with 9 education ministers (Ministry of Development“ attended by 31 teachers represent- of pedagogical institutes and education minis- lanica, Lukavac, Mostar, Nevesinje, Sarajevo, civil affairs BiH, Federal Ministry of Education, ing 25 different towns (Banovići, Banja Luka, tries entitled “Contemporary Trends in Edu- Zavidovići) Ministry of Education of Herzegovina-Neret- Bijeljina, Breza, Bugojno, Cazin, Derventa, Donji cation and the Role of Pedagogical Institutes” va Canton, Ministry of Education of Tuzla Can- Vakuf, Gacko, Goražde, Gračanica, Mostar, Ne- attended by 6 pedagogical institutes (two ped- May 2007 – Workshop for English language ton, Ministry of Education of Bosansko-podrin- vesinje, Novi Grad, Orašje, Prijedor, Prnjavor, agogical institutes from Mostar, the Pedagogi- teachers, headteachers and education experts at- jski Canton, Ministry of Education of Posavina Sanski Most, Sarajevo, Tešanj, Tomislav-grad, cal institute Sarajevo, the Pedagogical institute tended by 64 participants, with 29 teachers, 28 Canton, Ministry of Education of Una-Sana Can- Tuzla, Visoko, Zenica, Žepče) Zenica, the Pedagogical institute Tuzla and the headteachers and 7 representatives from 6 ped- ton, Ministry of Education of West Herzegovina Pedagogical institute RS) and 6 education min- agogical institutes, all together representing Canton and Department for Education of Brčko October 2008 – Study visit to Slovenia entitled istries (Ministry of Education of RS, Ministry of 23 towns (Banja Luka, Bihać, Bugojno, Cazin, District) and 17 gymnasia headteachers, repre- “Science classes in Slovene Gymnasia“ attend- Education of Tuzla Canton, Ministry of Civil Af- Doboj Istok, Donji Vakuf, Goražde, Gornji Vakuf, senting 13 towns (Banja Luka, Bihać, Goražde, ed by 24 science teachers representing 19 towns fairs, Ministry of Education of Herzegovina-Ner- Gračanica, Gradiška, Livno, Maglaj, Mostar, Gračanica, Livno, Ljubuški, Mostar, Odžak, (Banja Luka, Bihać, Doboj Istok, Donji Vakuf, etva Canton, Ministry of Education of Zenica- Novi Grad, Prijedor, Prnjavor, Sarajevo, Tomis- Orašje, Prijedor, Prnjavor, Sarajevo, Visoko) Gradačac, Ilijaš, Kakanj, Maglaj, Mostar, Orašje, Doboj Canton and Ministry of Education of West lav-grad, Tuzla, Travnik, Visoko, Zenica, Žepče) Sarajevo, Srbac, Srebrenica, Šamac, Teočak, Herzegovina Canton) March – April 2008 – Study visit to Slovenia en- Tešanj, Tuzla, Uskoplje, Žepče) November 2007 – Workshop for History teach- titled “English Language Classes in Slovene March 2009 – Follow up workshop “Good Prac- ers entitled “History Teaching in Post-Conflict Gymnasia” attended by 20 English language November 2008 – Study visit to Slovenia entitled tices of the IB programme in Science Classes in Societies”, attended by 37 teachers representing teachers representing 14 different towns (Banja “Intercultural Dialogue in Education” attend- Schools in BiH” attended by 14 science teach- 28 towns (Banja Luka, Bihać, Bijeljina, Bosan- Luka, Bihać, Brčko, Bugojno, Gradačac, Livno, ed by 19 high school headteachers representing ers representing 10 towns (Banja Luka, Donji ska Krupa, Breza, Bugojno, Donji Vakuf, Gorn- Mostar, Milići, Novi Grad, Orašje, Prnjavor, Sa- 19 towns (Banja Luka, Bijeljina, Bugojno, Donji Vakuf, Gradačac, Kakanj, Sarajevo, Srebrenica, ji Vakuf, Gračanica, Gradačac, Hadžići, Ilijaš, rajevo, Srbac, Trebinje) Vakuf, Gacko, Gornji Vakuf, Gračanica, Hadžići, Srbac, Šamac, Tuzla and Žepče) Livno, Maglaj, Mostar, Prijedor, Sarajevo, Široki Konjic, Kozarska Dubica, Milići, Mostar, Novi Brijeg, Tomislavgrad, Travnik, Trebinje, Tuzla, May 2008 – Workshop for Mathematics teach- Grad, Odžak, Orašje, Prijedor, Rudo, Sanski May 2009 – Workshop for mother tongue teach- Usora, Vareš, Visoko, Zavidovići, Zenica, Žepče) ers entitled “Making Mathematics More Visual“ Most, Sarajevo) ers entitled “Contemporary Trends in Teach- attended by 38 teachers representing 26 towns ing Mother Tongue Languaue and Literature”

113 112 attended by 39 teachers of Bosnian, Serbian November 2009 – Study visit to Slovenia for Busovača, Bužim, Cazin, Donji Vakuf, Gornji language teachers entitled “Contemporary as- and Croatian languages representing 20 towns representatives of education ministries enti- Vakuf, Gračanica, Gradačac, Ljubuški, Maglaj, sessment methods” attended by 21 BHS and 21 (Brčko, Bijeljina, Cazin, Čelić, Donji Vakuf, tled “Contemporary Trends in Education Devel- Milići, Mostar, Mrkonjić Grad, Novi Grad, English teachers representing 29 towns (Bugoj- Gradačac, Gračanica, Istočno Sarajevo, Kalesi- opment in Slovenia” attended by 6 representa- Orašje, Rogatica, Sarajevo, Srebrenica, Velika no, Maglaj, Posušje, Zavidovići, Tešanj, Kakanj, ja, Maglaj, Mostar, Novi Grad, Novi Travnik, tives of 5 education ministries (Ministry of Civil Kladuša) Trebinje, Donji Vakuf, Vlasenica, Posušje, Sarajevo, Vareš, Velika Kladuša, Vi- Affairs BiH, Ministry of Education of Herzego- soko, Zenica and Žepče) vina-Neretva Canton, Ministry of Education of November 2010 – Seminar for Biology teachers Sarajevo, Novi Grad, Zenica, Banja Luka, Posavina Canton, Ministry of Education of Tuzla entitled “Contemporary trends in science teach- Goražde, Cazin, Kreševo, Tuzla, Jajce, Živinice, May 2009 – Workshop for history teachers enti- Canton, Ministry of Education of Una-Sana Can- ing” attended by 24 teachers representing 21 Brčko, Mostar, Višegrad, Bijljina, Jablanica, tled “Teaching History in a Post-conflict Society” ton) towns (Banja Luka, Bihać, Bijeljina, Bosans- Glamoč, Gradačac, I. Sarajevo, Ilijaš, Bužim attended by 23 history teachers representing 19 ka Krupa, Bužim, Doboj, Goražde, Hadžići, Ka- towns (Banja Luka, Bijeljina, Bosanska Krupa, March 2010 – Education conference for gymna- kanj, Kalesija, Ljubuški, Mostar, Mrkonjić Grad, May 2012 – Seminar for Physics, Chemistry and Breza, Donji Vakuf, Gračanica, Goražde, Maglaj, sia headteachers entitled “Perspectives of intro- Orašje, Prnjavor, Sanski Most, Sarajevo, Sre- Biology teachers titled „Comtemporary assess- Mostar, Mrkonjić-grad, Novi Travnik, Sarajevo, ducing the IB programme to gymnasia in BiH” brenica, Tuzla, Višegrad, Zvornik) ment methods“, attended by 17 Biology, 18 Phys- Sapna, Sanski Most, Tešanj, Usora, Visoko, Ze- attended by 42 gymnasia headteachers repre- ics and 21 Chemistry teachers representing 21 nica and Zvornik) senting 30 towns (Bužim, Bijeljina, Busovača, November 2010 – Study visit to Slovenia entitled towns (Gornji Vakuf/Uskoplje, Velika Kladuša, Bugojno, Bosanska Krupa, Donji Vakuf, Doboj “History and Geography classes in Slovenian Bosanska Krupa, Maglaj, Tuzla, Breza, Kalesi- October 2009 – Workshop for Math teachers en- Istok, Gračanica, Goražde, Gornji Vakuf, Ka- gymnasia” attended by 10 History teachers and ja, Kakanj, Sarajevo, Zavidovići, Jajce, Jablani- titled “Contemporary Trends in Teaching Math- kanj, Kladanj, Kalinovik, Kalesija, Lukavac, 12 Geography teachers representing 14 towns ca, Cazin, Hadžići, Zenica, Travnik, Banja Luka, ematics” attended by 25 Math teachers repre- Maglaj, Mostar, Milići, Odžak, Orašje, Saraje- (Banja Luka, Bijeljina, Doboj, Gračanica, Jajce, Kreševo, Lukavac, Busovača, Fojnica) senting 16 towns (Velika Kladuša, Mostar, Novi vo, Sanski Most, Srebrenik, Tuzla, Vitez, Visoko, Ljubuški, Mostar, Mrkonjić grad, Orašje, Saraje- Travnik, Bosanska Krupa, Kalesija, Saraje- Vlasenica, Zavidovići, Zenica and Zvornik) vo, Sanski Most, Trebinje, Usora, Vlasenica) November 2012 – Seminar for English language vo, Gornji Vakuf, Cazin, Orašje, Banja Luka, and mother tongue (Bosnian, Serbian, Croatian- Maglaj, Bijeljina, Visoko, Zenica, Lukavac, November 2010 – Seminar for Physics teachers May 2011 – Seminar for Chemistry, Biology and BHS) teachers titled „ Contemporary assessment Bosanska Krupa) entitled “Contemporary trends in science teach- Physics teachers entitled “Contemporary assess- methods“, attended by 21 English language and ing” attended by 23 teachers representing 17 ment methods” attended by 19 Chemistry teach- 21 BHS teachers representing 29 towns (Bu- October 2009 – Workshop for English teachers towns (Banja Luka, Bihać, Bijeljina, Bosans- ers, 18 Biology teachers and 17 Physics teachers gojno, Maglaj, Posušje, Zavidovići, Tešanj, Ka- entitled “Contemporary trends in teaching Eng- ka Krupa, Busovača, Cazin, Kalesija, Ljubuški, representing 24 towns (V. Kladuša, Bosanska kanj, Trebinje, Donji Vakuf, Vlasenica, Sara- lish language” attended by 27 English teachers Milići, Mostar, Mrkonjić Grad, Sarajevo, Sre- Krupa, Maglaj, Tuzla, Breza, Kalesija, Kakanj, jevo, Novi Grad, Zenica, Banja Luka, Goražde, representing 21 towns (Tešanj, Mostar, Kakanj, brenica, Tuzla, Velika Kladuša, Zavidovići) Sarajevo, Zavidovići, Jajce, Jablanica, Cazin, Cazin, Kreševo, Tuzla, Jajce, Živinice, Brčko, Goražde, Jajce, Novi Grad, Novi Travnik, Bijelji- Mostar, Hadžići, Zenica, Travnik, Banja Luka, Mostar, Višegrad, Bijeljina, Jablanica, Glamoč, na, Orašje, Rudo, Busovača, Cazin, Gradačac, November 2010 – Seminar for Chemistry teach- Kreševo, Živinice, Lukavac, Busovača, Uskoplje, Gradačac, Istočno Sarajevo, Ilijaš, Bužim) Ribnik, Lukavac, Banja Luka, Donji Vakuf, ers entitled “Contemporary trends in science Fojnica, Visoko) Gornji Vakuf, Sarajevo, Maglaj, Vlasenica) teaching” attended by 25 teachers represent- The Center for the Professional Development of ing 21 towns (Banja Luka, Bihać, Bijeljina, November 2011 – Seminar for BHS and English Teachers in BiH published the brochure „Guide

115 114 for High-School Teachers of Chemistry, Physics In this sense, it is also important to recognize and Biology in 2010. the enormous efforts UWC Mostar Headmistress Valentina Mindoljević is investing in her work Ivan Lorenčič from Slovenia, Head of II. gimna- as advisor to the Herzegovina-Neretva Pedagogi- zija in Maribor, was appointed by the Minister cal institute, sharing experiences with teachers of Education in the 1990’s to direct the reform of working according to both curricula in Mostar- upper secondary education nationally. He based based high-schools. his reforms on his detailed experience of the In- ternational Baccalaureate. Furthermore, the College is regularly invit- ing aspiring teachers, who are still studying, to A vital element for the succesful realization of attend classes and learn from experienced IB College and CPDT activities is the firmly estab- teachers. lished institutions in Mostar and beyond: From 2006, up to date, the College has been a • Federation BiH Ministry of Education strong reference point for local teachers and ped- agogical institute employees, where they can • The City of Mostar share their ideas and experience and learn about the latest educational trends and developments. • The Ministry of Education of Herzegovina- Neretva Canton

• Gymnasium Mostar

• Second Gymnasium Sarajevo and Gymnasium Banja Luka

117 116 IMPLEMENTATION PHASE Open Society Foundation, BiH Israeli National Committee 2006-2013 David and Lucile Packard Italian National Committee Foundation Lebanon National Committee Governments Prince of Wales Foundation Libyan National Committee City of Mostar Seattle Foundation Macedonian National List of Donors Dutch Ministry of Foreign Swiss Rotary Club Committee Affairs Young Presidents´s Montenegrin National European Union Organisation Committee German Federal Government/ International Baccalaureate Norwegian National Committee PREPARATORY PHASE 2002-2004 Stability Pact IB grant Polish UWC National Antonin B. Besse Italian Government (Italian Committee Finnish Cultural Foundation Ministero Degli Affari Esteri) United World Colleges Russian National Committee UWC of the Adriatic Ministry of Civil Affairs BiH Red Cross Nordic UWC Serbian National Committee Norwegian Embassy in UWC Li Po Chun Slovakian National Committee Sarajevo UWC of the Adriatic Spanish National Committee Norwegian Ministry of Foreign UWC of the Atlantic Swaziland National Committee LAUNCH PHASE Private Donors Volunteers Affairs UWC Pearson Tajikistan National Committee 2005-2006 Braneti Marius Antonius Gaia Baracetti Spanish Government/Rescate UWC International Office Turkish UWC alumni Antonin B. Besse Charles Dougherty UK National Committee CIDA (Canadian International Stephan Barker Joonas Govenius Foundations and Organizations United World Colleges National USA National Committee Development Agency) Cynthia Baxter David Humphreys Abu Dhabi Education Council Committees and Networks City of Mostar Philip Green Saila Huusko Arcelor Mittal Foundation Albanian National Committee Private Donors Finnish Cultural Foundation Seppo Honkapohja Imke Jahner Arts Council Of North Korelia Austrian National Committee Pelham Allen Finnish UWC Network Matti Hovila Adrian McKerracher Robert BOSCH Stiftung Belarus National Committee Braneti Marius Antonius German UWC Network Suvi Kivipuro Khadeeja Nasseem CEFA Belgium National Committee Stephan Barker International Baccalaureate Kaise Luiro Michelle Stolp CfBT Education Trust UK Croatian National Committee David Bartsch Norwegian Embassy in Kirsi Munck Davis Scholarship Fund Czech National Committee Cynthia Baxter Sarajevo Laura Peuhkuri ERSTE Foundation Danish National Committee Andrew Bollington Norwegian Ministry of Foreign Mika Saarinen Finnish Cultural Foundation Dutch National Committee Mr and Mrs Alvin Chereskin Affairs Anke Steenken Genworth Financial Egyptian National Committee Marie Claudel UWC International Office Bert Twaalfhoven Foundation Finnish National Committee Mr and Mrs Thomas P. George Walker Italian Junior Chamber of Finnish UWC Network Dickerson Commerce German UWC National Phyllis R. Farley Lifeline Association Committee Friends of Antonin Besse The Millipore Foundation German UWC Network Friends of Wendy Xerri

119 118 August Haffenreffer Pilvi Torsti and Samuli Educa d.o.o. Reconstruction of Common Japanese Embassy Janne Koivisto Gerry and Patricia Hull Simojoki Elephant Holdings Facilities in Mostar Norwegian Government Annuka Kurki Gymnasium Diana and Kelly Kincannon Fleur and Adriaan de Mol van Hifa Petrol d.o.o. Sarajevo Spanish Government/ Rescate Ines Lovrić Birgit Kunrath Otterloo Hotel Bristol BiH Federation Government Danielle McIlven Andrea and Malcom Lucard Agnes Bennhold HT Mostar British Government Volunteers Istevan Hermiz Naufali Neil Milton Elisabeth and David Sutcliffe Imobiliare Beganović Cazin Canadian Government Elora Adams Laila Shikaki Lu Pat Ng Christof Bosch Rudnici Kakanj City of Mostar Anna Maria Airaksinen Samuli Sinisalo John L. Nichol Matthias Medelung City of Stuttgart Maria Carneiro Keti Timonen Stephen Molson Sanda Dodik Donations in Kind and Council of Europe Development Armin Čerkez Reeta Toivanen Terri and Robert Rakusin Valentina Mindoljević Secondments Bank Aldina Džebo Brad Richardson and Douglas Ivan Lorenčič Attorneys at law Borenius & Dutch Government Beth Hillier Gruenau UWC Mostar College Staff: Kemppinen Ltd, Finland German Federal Government Vladimir Kremenović Ronald W. Rubinow Jasminka Bratić, Velema Center for European Ferdinand and Monique Roksa, Dzenan Hakalovic, Perspective, Republic of Seefried Ivana Knježević, Marjana Slovenia Tomas, Nina Spago, Emil Gregory Shaw Spago, Saša Šantić, Adis City of Mostar Stephen Spahn Bratić, Ivona Sušac, Ilvana Coca Cola Company, Sarajevo Staff of IB Ćišić, Clara Remondo Lopez, BiH Adrijana Novak-Juka, Merima Deirdre Stevenson CfBT Education Trust UK Homarac Sarik Tara Embassy of Czech Republic in Bettina Tria Business Donors BiH Litsa Tsitsera AON Holdings, The French Cultural Institute BiH George Walker Netherlands Government of Republic of Anja Weiss AvaCom, Mostar Slovenia (The National School for Leadership John Whitehead Commerzbank AG, Filiale Brigitte Berne Prague in Education) Bettina Balette Treub Valamar Adria Holdings KPMG, Finland Chris Brenninkmeijer Comport d.o.o., Kosovo Ministry of Education of Denis Ćurmurija Fortuna, Mostar Herzegovina-Neretva Canton Jan Braathu ITSC Jordan Organization for Security and Jutta von Falkenhausen MIP, Mostar Cooperation in Europe Leonadro Pagni Raiffeisen Bank BiH UWC of the Adriatic Maria Alaguru AB Petrol UWC Pearson Morsing family Alfa Term Mostar Ministry of Education of the P.Maloney Antonio Commerce Republic of Austria

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