Interethnic Integration in Education Project

QUARTERLY PROGRAM PERFORMANCE REPORT No. 14

April 1, 2015 – June 30, 2015

Public Debate in Gostivar

Submitted by: Macedonian Civic Education Center (MCEC) under Cooperative Agreement No. AID-165-A-12-00002

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

TABLE OF CONTENTS Page

1. Background 3

2. Progress Towards Objectives 4

3. Crosscutting Activities 7

4. Project Activities 10

4.1. Community Outreach 10

4.2. Capacity Building of School Management and Teachers 14

4.3. Demonstration Schools 25

4.4. Providing Incentives to Schools and Communities 32

5. Lessons learned 41

6. Activities to Increase Participation of People with Disabilities (PWDs) 43

7. Activities in the next reporting period 44

8. List of appendices 46

2

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

MACEDONIAN CIVIC EDUCATION CENTER (MCEC) USAID INTERETHNIC INTEGRATION IN EDUCATION PROJECT (IIEP)

QUARTERLY PROGRAM PERFORMANCE REPORT No. 14

Cooperative Agreement No: AID-165-A-12-00002 Progress Report No: 14 Reporting Period: April 1, 2015 – June 30, 2015

1. BACKGROUND

On December 2nd, 2011, the Macedonian Civic Education Center (MCEC) signed the Cooperative Agreement with USAID agreeing to provide support to USAID’s Interethnic Integration in Education Project (IIEP).

IIEP is a four-year, USD 5.2 million initiative targeting all primary and secondary schools in Macedonia. The main objective of IIEP is to build awareness and provide diversity training, technical assistance, and incentives to school boards, directors, teachers, and administration officials in support of interethnic integration in education. It will build broad public understanding on the benefits for all citizens as a result from integrating Macedonia’s education system. IIEP will also create the political, social and economic environment need for Macedonia to achieve sustained interethnic integration in schools, in other educational institutions and eventually all of society. Complementing this, the project team will strengthen the capacity of school staff, students and parents to address issues of diversity and equity in their schools and communities.

Project’s approach is comprised of four mutually-supporting and inter-related components.

1. Community Outreach; 2. Capacity Building of School Management and Teachers; 3. Demonstration Schools; and 4. Providing Incentives to Schools and Communities.

Students, parents, teachers, administrators and school board members in all primary and secondary schools across Macedonia will be the primary focus of project activities. Additionally, BDE advisors and education inspectors at national and regional level will also be central to achieving sustained change and will actively participate in capacity strengthening activities. Achieving success also demands that IIEP actively engages stakeholders in schools, communities and local governments in the integrated mix of project activities.

MCEC is implementing IIEP on behalf of USAID in partnership with educational institutions in Macedonia (Bureau for Development of Education, National Examination Center, State Education Inspectorate, Vocational Education and Training Center) and local NGOs (Center for Human Rights and Conflict Resolution, Loja, Sumnal, Multimedia, Macedonian Institute for Media and Youth Education Forum).

3

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

2. PROGRESS TOWARDS OBJECTIVES

During the reporting period the following was accomplished:

Crosscutting Activities: . Coordination of the partners performed (Summary Partners Quarterly Reports – Appendix 1).

Monitoring and Evaluation: . Monitoring of the trainings / workshops / meetings / presentations / joint student activities; . Application for the electronic survey updated; . Data-base for all schools in Macedonia prepared; . Evaluation of Demonstration schools’ activities conducted; . Evaluation of the Phase 3 Component 2 schools’ activities (from the selected sample) conducted.

Component One, Public Outreach: . Regular coordination meetings for activities with partner organizations Macedonian Institute for Media, PAC Multimedia and Youth Educational Forum (YEF) organized; . IIEP Web site and other web-based communication resources updated; . IIEP Public appearances in the media conducted; . Information materials for IIE developed and disseminated; . Regular informing of institutions, municipalities and schools about the IIEP activities performed; . Public promotional event of the video story “Creative Communities” held; . Evaluation and selection of the best multimedia products received within the secondary school competition "Multi-via-Media: How do we coexist in schools” completed; . Award ceremony for the secondary school competition for multi-media products “Multi-via-media: How do we coexist in schools” organized and held; . Preparations of the integrated youth program “Multi-via-Radio” at Radio MOF completed and the program started off; . Two modules of the trainings for forum theatre methodology with selected teachers who led the process of the creative workshops implemented; . Regular coverage of other components’ activities conducted; . Visits and participation in joint student activities performed; . Regional public debate “Youth initiatives: a model for cooperation, integration and trust” organized; . Ribbon-cutting ceremonies prepared and held; . Preparations for “Be creative, Be interactive, Be interethnic“ Festival ongoing;

Component Two, Capacity Building of School Management and Teachers: . Advanced training for School Integration Teams (SIT) from multilingual schools delivered; . Supervision meetings with mentors (master trainers and members from partner organization Loja and Sumnal) conducted; . School support visits and observation of the joint student activities in the multilingual schools from Phase 3 delivered; . Mentoring meetings for support of the SITs from all three phases conducted;

4

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

. The document for IIE certification procedure finalized; . Drafts of practical examples for integrating IIE in regular curriculum developed; . Working meeting between IIEP and NEC teams held; . Meetings with school directors and SITs from primary and secondary schools in the ten (10) municipalities to foster the IIE activities on school and local community level held; . Two-day training for teachers/trainers for sport and fun joint student activities of ten (10) ethnically mixed primary schools held and dissemination events with students in the schools conducted; . Editing process of the Manual content for interethnic integration in education for the teacher training faculties finalized; . The adjustment of the Manual for School Integral Evaluation, based on the feedback from the piloted integral evaluations, started; . Orientation meeting for the Fund Raising Forums’ facilitators conducted; . 14 new schools’ grants for joint student activities approved; . Support to schools for planning and implementation of joint student activities, supported by the small grants, provided.

Component Three, Demonstration Schools: . Six (6) demonstration schools conducted online school self-evaluation with teachers, students and parents; . Joint long term student activities in 13 groups finished; . Program of multicultural workshops in 30 groups finished; . Program for language acquisition workshops in three (3) groups finished; . Three (3) field trips (excursions) for four (4) demonstration schools, organized; . Three (3) school manifestations, in two (2) demonstration schools, organized; . 21 joint sport classes in three demonstration schools held by eight (8) pairs of teachers; . Nine (9) students’ initiatives undertaken; . Three (3) initiatives by parents organized; . One (1) Olympiad of knowledge organized; . Three (3) project activities within the Civic Education subject, in three (3) demonstration schools, conducted; . 59 groups of teachers (working in pairs or groups of three or four) have established various cooperation through the professional teachers bodies; . Two (2) ribbon cutting events with presentation of IIE activities organized; . Five (5) meetings with SITs and teachers implementers of activities for planning of the Fair of Demonstration schools held; . Ten (10) support meetings with monitoring and mentoring activities (one per each demonstration school in April and May) held.

Component Four, Providing Incentives to Schools and Communities: . One day (1) School Maintenance training for SRTs from 13 Phase 4 schools organized and delivered; . 13 mentoring sessions for detailed maintenance plans, procedures and budgets in 13 Phase 4 schools delivered; . Follow up in-school meetings in 13 Phase 3 schools organized; . 10 engineering field reports prepared; . Environmental Mitigation and Monitoring Plan (EMMP) prepared; . 10 MoUs with the schools and municipalities signed;

5

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

. Eight (8) tenders for selection of construction companies announced; . Procedures for selecting consulting companies for supervision of 8 renovation projects completed; . Collection, preparation and signing of cost – share documents for school renovation projects from the third year conducted; . School Maintenance Manual content written and layout developed; . Uploading documents on OHASIS (Overseas Humanitarian Assistance Shared Information System).

6

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

3. CROSSCUTTING ACTIVITIES

3.1. Coordination with the partners During this reporting period the coordination with the partner organizations included regular e-mail communication, reporting and coordinative meetings organized in the framework of the Component 1, 2 and 3. The Summary Partners Quarterly Reports are enclosed in Appendix 1. Strengthening the capacities of the team members – mentors from the partner organizations Loja and Sumnal for providing school support in implementation of the IIE activities continued in this quarter as well. Loja’s and Sumnal’s mentors participated at two supervision meetings in Skopje on May 9th and June 17th where, jointly with the IIEP master trainers, they took part in the workshops and experience-sharing sessions and preparation for the upcoming activities. The active participation at the supervision meetings by Loja’s and Sumnal’s mentors is of importance in ensuring adequate support to schools through regional mentoring meetings for SITs’ representatives, school visits and on-going communication with schools.

3.2. Monitoring and Evaluation (M&E) Activities 3.2.1. Monitoring of the field activities Several activities organized within the IIEP components were monitored: . C2: mentoring meeting for the secondary schools in Bitola; . C3: ribbon cutting in PS Sande Sterjoski - Kichevo; . Debriefing meeting with representatives of partner organization. Discussion and feedback to the component coordinators was regularly provided by the M&E coordinator.

3.2.2. Monitoring check lists Several implemented joint student activities in the C2 and C3 schools were monitored using the monitoring check lists for joint student activities, and the on-line form was filled in on a regular basis. 39 visited activities in total were registered and reported. Among them, 19 from Component 2, 20 from Demonstration schools, out of which 9 were partnership activities and 30 were joint student activities implemented in the multilingual schools. Additionally, the 6 Demonstration schools and 25 selected schools for evaluation (see in Evaluation activities 3.2.3) were monitored using the monitoring check lists and the results were entered into the previously prepared electronic application.

3.2.3. Evaluation activities The process of evaluation of the effects of the IIEP activities in the Demonstration schools and in the Phase 3 schools from the Component 2 was the main focus of the M&E activities in this reporting period. Related to the Demonstration schools, several types of activities were implemented: . Focus groups: - 13 focus groups with students participants in joint student activities, 6 focus groups with teachers implementers of the IIE activities and 3 focus groups with students participants in the language acquisition workshops were implemented; - Transcripts and reports for each focus group (22) were written; - Summarized report from the focus groups with student participants and teachers’ implementers of the joint student activities for each schools/partner schools (5) and one sublimated report for the language acquisition workshops were prepared.

7

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

. Administration of the evaluation questionnaires for the SIT members (19 groups) and for the Parent Council members (19 groups); . Administration of the questionnaires to all upper grades students of each Demonstration school in cooperation with the representatives of the Student Bodies. 1230 students in total (647 students from Macedonian, 495 students from Albanian and 88 students from Turkish language of instruction) were included; . Work meetings with groups consisted of all teachers from each Demonstration school were held and reports will be finalized during next reporting period. . Additionally, the electronic form for the self-evaluation for each Demonstration school was prepared and an additional question was added, which will help to detect if the school representative were included in the project activities. This activity is about 80% completed and will be finalized in September.

Total number of 25 primary and secondary schools from Phase 31 from Component 2 were selected to participate in the evaluation activities. The selected schools for the sample are presented in the Table 1 below.

Table 1. The schools which constitute the sample from the Phase 3 Primary school-Phase 3 Municipality Place Lang. of instruction PS “Dimitar Pop Georgiev Berovski” G j orce Petrov М PS “Sv. Kiril i Metodij” Kocani М PS “Sv. Kliment Ohridski” Makedonski Brod М PS “Kuzman Josifovski Pitu“ Kisela Voda М PS “Jonce Smugreski“ Krivogastani v. Obrsani М PS “Riste Ristevski“ Debar v. D. Kosovrasti М PS “Risto Krle” Ilinden v. Kadino М PS “Krume Volnaroski” Prilep v. Topolchani М PS “Gerg Kastriot Skenderbeg” Aracinovo А PS “Said Najdeni” Debar А PS “Drita” Saraj v. Rashce А PS “Cajla” Gostivar v. Cajle А PS “Goce Delcev” Gostivar МА PS “Bratstvo Edinstvo” Debar АМ PS “Nikola Karev” Krusevo МА PS “Alija Avdovik” Batinci АМ PS “Kiril i Metodij” Prilep v. Kanatlarci МТ PS “Ismail Kemali” (Mosha Pijade) Gostivar АТ PS “Vrapciste” (Chede Filiposki) Vrapciste ТАМ Secondary school - Phase 3 SS “Bogdanci” Bogdanci М SS “Naum Naumovski Borce” Krusevo М SS “Negotino” Vrapciste v. Negotino А SS “Zdravko Chochkovski” Debar AM SS “Boro Petrusevski” Skopje МА SS “Gostivar” Gostivar АМТ Note: Macedonian = M, Albanian = A, Turkish = T

1 The evaluation of the effects of the IIEP activities in previous year was conducted on two comparable samples of primary and secondary schools: first sample included the Phase 2 schools, where the IIE activities should have started, and a second sample from Phase 3 schools, which still haven’t started with IIE activities. The last year’s report contains data for the two comparable samples and this year the evaluation in the second sample was repeated.

8

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

In each of the selected schools the evaluation was implemented by administration of evaluation questionnaires to SITs (35 groups) and Parent Council (35 groups) and by conducting of 9 focus groups with students divided according to the class level and language/s of instruction. Initially, 11 focus groups with students were planned to be implemented, but due to the fact that some schools didn’t carry out IIE activities in the period of evaluation, the focus groups in that schools were not conducted. A report for each conducted focus group with students was prepared. The process of analyzing data of the evaluation activities is ongoing. The report for evaluation of the effects of school activities will be prepared by July 2015.

3.2.4. Electronic survey In this reporting period, the application for electronic survey was adapted according to the need of the PMP. Some questions were added and some were corrected. The representatives of the Working group for M&E process from MoES were actively included in the process of finalization of the electronic survey. The M&E coordinator participated in the joint meeting with the Working group where the results of the M&E process piloted by the MoES were presented. Additionally, the electronic survey was presented and discussion for adaptation of the application and the process of the implementation was conducted. The Macedonian version of the application is finalized and sent to the Working group representatives. In the meantime, suggestions and questions about the application were received and answered. Also, the preparation of the survey in other languages versions is ongoing.

9

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4. PROJECT ACTIVITIES

4.1. COMPONENT ONE: COMMUNITY OUTREACH 4.1.1. Outreach at national level 4.1.1.1. Regular coordination meetings with partner organizations: Macedonian Institute for Media (MIM), PAC Multimedia and Youth Educational Forum (YEF) IIEP staff organized regular coordinative meetings with the three partner organizations to plan and implement activities planned for this period, according to the plan of work approved for 2015.

4.1.1.2. IIEP web site and other web-based communication resources In this reporting period the team worked on design, in making the IIEP website (www.pmio.mk) more user-friendly. The team continued to regularly update the site with the latest news from schools, events, photos, stories from joint student activities and similar http://pmio.mk/category/stories-of-integration/. In addition, all the products from the activities are available and can be found at: http://pmio.mk/video-materials/

4.1.1.3. IIEP public appearances in the media In this reporting period, the IIEP team had an appearance on the morning program of MRTV, and at Radio Slobodna Makedonija, to talk about implemented activities and plans for activities in 2015. Partnership activities among schools, joint student activities, ribbon-cutting events and public events were covered by the local and national media. In addition, snapshots and stories of various activities can be found at USAID’s Facebook Page https://www.facebook.com/#!/USAIDMacedonia?fref=ts.

4.1.1.4. Regular informing of institutions, municipalities and schools about the IIEP activities performed and production and dissemination of information materials for IIE In this reporting period, the project team continued with the preparation and the dissemination of the Monthly Reports, in order to inform all key educational institutions, donors and international organizations about the progress and results of IIEP. In addition, the One-Pager about the achievements of the IIEP was updated. Monthly calendars for BDE and USAID continued to be prepared and disseminated at the beginning of each month. Media outlets had an opportunity to read and learn about the good practices through Media Digests distributed on monthly basis.

4.1.1.5. Public promotional event of the video story “Creative Communities” The IIEP team, in cooperation with the partner organization PAC Multimedia, prepared the scenario and produced a video documentary. This product enfolds a three-year engagement of the secondary schools for promotion of the interethnic integration in education by using the creative processes and art as a tool.

The video story, which reflected the overall process and the impact on the young people from different ethnic communities, was promoted at the Faculty of Dramatic Arts. The popular presenters Ognen Janeski and Anita Latifi led the event that gathered students, teachers, representatives from educational institutions, partner organizations, USAID representatives and others. You can watch the video story at the following link: http://pmio.mk/video-materials/ https://www.youtube.com/watch?v=gapz2zoK8R8

10

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4.1.1.6. Award ceremony for the secondary school competition for multi-media products “Multi-via-media: How do we coexist in schools” In this reporting period, in partnership with Macedonian Institute for Media (MIM), the IIEP team organized and gathered an expert commission for evaluation of the multimedia products for the secondary-school competition. At this competition, 37 schools applied with a total of 57 different multimedia products aimed at promoting the interethnic integration in the education. The expert commission during evaluation selected the best three schools receiving valuable prizes (GoPro Camera, Laptop and Photo Camera); five schools received recognition certificates for their contribution in different aspects toward promoting interethnic coexistence; whereas all schools that participated at the competition received an honorable mention and acknowledgment certificates for fostering the interethnic integration in education. All of this was promoted at an award ceremony for all secondary schools- gathering teachers, students, representatives from educational institutions, partner organizations, USAID representatives. Besides the rich content prepared for the guests and the outstanding host Bujar Saiti, everyone had the opportunity to watch the multimedia stories at the event. Also, teachers and students got to share their experiences with the audience and talk about how the process impacted them in advancing the interethnic collaboration in their schools. The event ended with awards given to the winners and certificates to all schools that applied.

4.1.1.7. Preparations and start of the integrated youth program “Multi-via-Radio” at Radio MOF In partnership with the Youth Educational Forum, the preparations started for an integrated radio program broadcasted every Wednesday on Radio MOF. The focus of this entertaining and educational program is on the challenges faced by young people and the amazing mix of cultures that surround us; also through a combination of discussion and mix of music in different languages, to explore the notions of our individual origins, cultural traditions (both shared and distinct), personal experiences, and the way they combine to shape our lives.

In this period, four pilot radio programs were held and broadcasted every Wednesday at 19:00 at the online internet Radio MOF. These four pilot programs covered the topics of tradition, integration, multiculturalism and inter-culturalism, as well as on the creative tools used and applied in the schools’ activities. Please follow the link: http://www.radiomof.mk/multi-via-radio/. The Table 2 below presents the statistics of the program.

Table 2. Statistics of the Multi-via-Radio program Program Audience/Listeners Average # of Facebook People Reached listeners 234 183 102 Likes 14,800 Episode 1 (311 clicked the player to listen) 163 142 169 Likes 32,880 Episode 2 (227 clicked the player to listen) 241 158 174 Likes 37,232 Episode 3 ( 287 clicked the player to listen) 205 132 203 Likes 29,040 Episode 4 (228 clicked the player to listen)

11

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4.1.2. Outreach at local level 4.1.2.1. Two modules of the trainings for forum theatre methodology with selected teachers who led the process of the creative workshops In partnership with the partner organization PAC Multimedia, the team organized and implemented two modules of the training for forum theatre methodology for teachers from eight secondary schools that led the creative workshops in the previous stage of the Project. The training and the methodology is aimed at enabling teachers to apply the acquired knowledge and skills beyond their own schools, by giving support to other schools in their surrounding and region. The third and last module of this training will be held in August 2015. The participating secondary schools and teachers are presented in the Table 3.

Table 3. Secondary Schools and Municipalities included and trained for the Forum Theatre Methodology Secondary School Municipality Teachers SS “Drita” Kicevo Arsllan Kadriu SS “Pero Nakov” Kumanovo Elena Krstevska Gzime Ajdini SS “Sv. Kliment Ohridski” Ohrid Katerina Slatinova SS “Orde Chopela” Prilep Anita Bunevska Igor Galoski SS “Boro Petrushevski” Skopje Ance Kaevska Eleonora Beqiri SS “Dobri Daskalov” Kavadarci Koco Kocov Zoran Milevski SS “Gostivar” Gostivar Milos Tashkovic SS “Slavco Stojmenski” Stip Tatjana Kokotova

4.1.2.2 Regular coverage of other components’ activities In the reporting period, Component 1 team continued providing assistance and coordination to the other components’ activities. It helped in preparing agendas of the events, opening remarks, attended coordinative meetings and activities of partnering schools, joint student activities and similar. The team was also engaged in preparing snapshots from different activities and sharing the information with the public through the developed tools (IIEP web page, USAID Facebook Page, etc.).

4.1.2.3. Visits and participation in joint student activities The IIEP team supported many joint student activities in different schools in this period, in order to make their activities even more visible and share the good practices with other schools. Integration stories for all of these activities were developed and published on IIEP’s web-page. In addition, an article in LAJM was published related to the partner activities between the schools “Panajot Ginovski” and “Liman Kaba” from Butel. These students who study in Albanian and Macedonian language of instruction, had several activities in the school yard of “Panajot Ginovski”, and were also honored by the attendance of Safet Neziri, the Advisor to the Minister of Education and Science. The students enjoyed their role as young researchers of the plants and the insects in the school yard and the teachers gladly joined them in their research. The published article can be found at: - http://lajmpress.com/lajme/maqedoni/55751-projekti-i-qmeq-bashkon-nxenesit- shqiptar-me-ato-maqedonas.html - http://almakos.com/permalink/77223.html

12

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4.1.2.4. Regional public debate "Youth initiatives: a model for cooperation, integration and trust” In cooperation with the partner organization Youth Educational Forum (YEF), in the course of the month of June, a public regional debate was organized in the municipal hall in Gostivar on the topic of "Youth initiatives, an example of cooperation, integration and trust”. Speakers invited at the debate were Gabriela Petroska and Rezak Jakupi, teachers from the Economics Secondary School from Gostivar, Sihana Saliu, a debater from Gostivar, Tijana Matovic, a debater from Tetovo and Valbon Bedzeti, a journalist from Alsat. The speakers were put in a position to reflect on the problems and needs of secondary school students/young people, and also to discuss ways of socializing, sharing success stories with a focus on common problems that lead to common solutions. The activity was the first from the series of regional public debates planned to be implemented and organized in the course of 2015, in partnership with Youth Educational Forum.

4.1.2.5. Ribbon-cutting ceremonies On the occasion of the completion of the renovations, ribbon-cutting ceremonies took place in the following schools: . Primary School “Krume Volnaroski” from Prilep . Primary School “Jonce Smugreski” from Krivogastani . Secondary School “Bogdanci” from Bogdanci . Primary School “Bratstvo Edinstvo” from Ohrid . Primary School “Cajla” from Cajle, Gostivar . Primary School “Riste Risteski” from Dolno Kosovrasti, Debar . Primary School “Sande Shterjoski” from Kicevo

As hosts, these schools and municipalities welcomed the US Ambassador to the Republic of Macedonia, the Minister of Education and Science, senior EUCOM officials, USAID representatives, parents, teachers and students. The purpose of the events, in addition to the celebration of the improved conditions in the schools, was for the guests and the citizens to see and to become familiar with the joint student activities which promote and advance the interethnic integration.

4.1.2.6. Preparations for “Be creative, Be interactive, Be interethnic“ Festival In cooperation with the partner organization PAC Multimedia, the preparations began for the Performing Art Festival which will be held on September 19th 2015 in Youth Cultural Centre in Skopje. The idea of this festival is to present the best practices and the positive examples of the creative activities within the secondary schools. At the festival, the schools will have the opportunity to present their works that promote interethnic cooperation, such as theatre plays, exhibitions, musical performances, etc. Furthermore, the festival will also include numerous other activities from other schools, joint student activities and will offer a rich program of an entertaining and educational nature, with the participation of teachers, students, associates, and citizens of all ethnic communities. The team is in a phase of drafting a scenario and preparation of the PR Strategy for the event.

13

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4.2. COMPONENT TWO: CAPACITY BUILDING OF SCHOOL MANAGEMENT AND TEACHERS 4.2.1. Advanced training for School Integration Teams (SIT) from schools with two/three languages of instruction Advanced training for the SITs from Phase 3 multilingual schools have continued in the beginning of April and the training was delivered for two groups involving 14 schools. The training was conducted by the CHRCH expert team in pairs with two selected master trainers and held in Skopje (Ardijana Paloshi and Sejhan Kadriovska). The number of the participants at the training held in April was 54, whereas the total number of participants from all Advanced training groups held in March and April for the Phase 3 schools was 127.

Table 4 below illustrates the number of participants that attended advanced training for Phase 3 schools (March and April) including dates of training and structure of the participants according to their ethnic background (Macedonian = Mac, Albanian = Alb, Turkish = Tur).

Table 4. Attendance and ethnic structure of participants at the advanced training for the representatives of the SITs from Phase 3 schools Number of Participants by ethnic background Date TOTAL schools Mac Alb Tur Other March, 2015 20 27 25 18 3 73 April, 2015 14 28 21 3 2 54 Total 34 55 46 39 8 127

The focus of the advanced level training was set on the development of teachers’ in-depth competences for implementation of advanced methodologies and approaches for interethnic integration activities in education, which they can implement on daily basis in their schools. The main objectives of the advanced training were: . To improve the knowledge and skills of the participants to implement joint student activities focusing on cooperative work that enables improvement of the student intergroup relations and friendship; . To promote the methodology of bilingual multicultural workshops; . To promote the process of students’ democratic participation and strengthen the democratic capacity of the students bodies in the school life through the implementation of actions for change.

The training evaluation reports and monitoring from the IIEP team indicate that: . The working atmosphere was positive with a high level of participant motivation and interest during small group work; . The participants were actively engaged during the practical activities and assignments were successfully completed; . The trainers demonstrated expertise and practical experience related to the training topics and participants appreciated the guidance and feedback provided during the group work; thus the trainers’ performance was rated highly. . The review of the evaluation questionnaires showed that the participants assessed the all three sessions (joint student activities, multicultural workshops and democratic participation of the students) with high grade (3.7) on a scale of 1-4.

Although the training evaluation by the participants was positive, the IIEP team assessed that the time allocated to each of the three sessions was too short and the participants didn’t have

14

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

enough time to efficiently practice the new methodologies presented in the training. Based on the findings that the training, in general, offers limited opportunities for transfer of the knowledge into practical IIE activities, the recommendation for future one-day trainings is to place focus on single specific topic and to include simulation sessions where participants will have an opportunity to practice the new methodology and to get appropriate feedback from the trainers (learning by doing). Also, the recommendation is to provide on-going support and follow-up for all trained teachers after the training, which includes support for further learning from mentors on a continuous basis. Extended learning opportunities will help teachers improve their knowledge and competencies for implementation of IIE activities according to IIE criteria.

4.2.2. Supervision meetings with mentors (master trainers and members from partner organizations Loja and Sumnal) Two supervision meetings for capacity building of mentors took place during this reporting period. The first supervision meeting was conducted on May 9th 2015 in Skopje. The meeting was attended by 26 mentors (19 master trainers and 7 representatives from the partner organizations Loja and Sumnal). The main goal of the meeting was to reflect on the experiences of the mentors from the conducted school support visits and observations of the joint student activities in the multilingual schools from Pilot Phase and Phase 2 schools. The supervision meeting included the following topics: . Summary of the recently implemented IIE activities within Component 2; . Reflection on the implemented support visits and observation of the joint student activities in multilingual schools from the Pilot Phase and Phase 2 (December 2014 - March 2015); . Guidelines for the implementation of support visits and observation of the joint student activities in the multilingual schools from Phase 3 (May – June 2015); . Information on follow-up activities.

The reflection session provided mentors with an opportunity to discuss and reflect on the successes and challenges that they faced during the observation of the joint student activities in the multilingual schools from the previous phases. The reflection was focused on the following aspects: (a) Organization and preparation of the support visits; (b) Planning of the joint student activities; (c) Pre-observation discussion; (d) Observation of the joint student activities; (e) Post-observation discussion; (f) Discussion for further activities and effective implementation of joint student activities.

During this session, the mentors participated actively in proposing recommendations and suggestions for the upcoming observations for the Phase 3 schools, i.e. on how to enhance the support to the SIT’s during the implementation of the IIE approaches in their practice. It was agreed to organize two school visits with each SIT. The purpose of the first meeting should be to provide support in planning of the joint student activity and then, during the second visit, to observe the joint student activity. Special emphasis was placed on mentors’ role in providing proper assistance and constructive feedback to the teachers regarding their competencies needed for successful implementation of the joint student activities, based on the defined IIE criteria.

The second supervision meeting took place on June 17th 2015 in Skopje. The meeting was attended by 37 master trainers and 8 representatives from the partner organizations Loja and Sumnal. The main goal of the meeting was to prepare the participants for facilitation of the

15

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

session for introducing the SITs from all primary and secondary schools to the certification procedure and to guide them in its implementation in their schools. The supervision meeting included the following topics: . Presentation of the general framework of the IIE certification procedure and joint discussion regarding the evaluation forms for different types of certificates; . Providing guidance for organizing school level workshops to reflect on the successes and challenges faced in the implementation of the IIE activities during this year; . Planning of IIE activities in the School Annual Plan of Work for 2015/16; . Guidance for preparation of best practices of joint student activities.

During the meeting, the participants were introduced to the general framework of the IIE certification procedure - types of certificates, certification requirements and criteria, role and responsibilities of the key actors in the implementation of the certification procedures and phases in the certification process. The participants also discussed the evaluation forms for acquiring different types of the certificates, which was useful for clear understanding of the certification procedure and evaluation process. The IIEP team prepared a detailed guidance and support materials for mentors in order to ensure adequate facilitation of the certification procedure topic during the mentoring meetings with the SITs. During the supervision meeting, the other topics mentioned above were also presented to the mentors.

4.2.3. School support visits and observation of the joint student activities in the multilingual schools from Phase 3 In this reporting period, the IIEP team started with the school support visits and observation of the joint student activities in multilingual schools from Phase 3 schools. School support visits and observations were conducted in nine schools (out of the 38). Designated pairs/teams of master trainers and representatives from Loja and Sumnal were responsible for this activity. These visits will continue in the next reporting period.

The Table 5 below illustrates the conducted school support visits and observations of the joint student activities according to the place and languages of instruction.

Table 5. School support visit and observation of the joint student activity School Municipality Location Language/s of instruction 1 SS “Vlado Tasevski” Skopje Skopje MAC / ALB 2 SS “Braka Miladinovci” Skopje Skopje MAC / ALB 3 SS “8 Septemvri” Skopje Skopje MAC / ALB 4 SS “Gostivar” Gostivar Gostivar MAC / ALB / TUR 5 PS “Bratstvo Edinstvo” Petrovec Konjari MAC / ALB 6 PS “Draga Stojanovska” Sopiste Rakotinci MAC / ALB 7 PS “Dituria” Saraj Saraj ALB / SRB 8 PS “Lirija” Gostivar Gostivar MAC / ALB 9 PS “Kiril i Metodij” Prilep Kanatlarci MAC / TUR Note: MAC = Macedonian, ALB = Albanian, TUR = Turkish, SRB = Serbian

The main goal of the school support visits and observation of the joint student activities was to support and provide feedback to SIT’s members regarding their competencies in the implementation of the joint student activities. As for the observation itself, the mentors used an observation instrument which consists of criteria for successful implementation of the joint student activities and questions to reflect on. This activity is consisted of the following stages: (1) conducting meeting to support SITs in planning and detailed preparation of the

16

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

joint student activity; (2) pre-observation discussion – mentors meet with teachers to get an overview of the activity; (3) observation of the joint student activity – mentors take notes and complete an observation form (4) post-observation meeting – mentors encourage reflection on the key competencies of the teacher implementers, provide feedback and discuss suggestions for improvement of the implementation of the IIE activities.

Based on the review of mentors’ reports from the visits for support and observations, the following general conclusions were made: . The school support meeting with SITs for planning and preparation of the joint student activity was found to be very useful for teachers; . The main goals of the observed joint student activities were achieved and most of the IIE criteria for joint student activities were met; . The reflection after the observation, which is directed towards assessing at what level the IIE criteria are met and determining areas of needed changes and improvements, was identified as very useful; . These visits have been a positive experience for the SITs.

4.2.4. Mentoring meetings for support of the SITs from all three phases of schools In the reporting period, mentoring meetings with SIT representatives from schools from all three phases have started. The SITs from all 436 primary and secondary schools are scheduled to participate in 64 mentoring groups. In June 2015, the mentoring meetings were conducted for 8 groups where SITs from 49 schools attended the meetings. The municipality officials were invited to attend the meetings as well. These mentoring meetings will continue in August, 2015. Designated pairs/teams of master trainers and representatives from Loja and Sumnal (in total, 37 master trainers, 9 representatives from Loja and 4 representatives from Sumnal) were responsible for conducting the mentoring meetings.

The main goal of the mentoring meeting was to introduce the SITs to the certification procedure and to guide them in implementation of the certification procedure in their schools. The mentoring meeting included the following topics: . Presentation of the general framework of the IIE certification procedure; . Guidance for organizing school level workshops, to reflect on the successes and challenges faced in the implementation and planning of the IIE activities in the School Annual Plan of Work for the school year 2015/16; . Guidance for preparation of best practices of joint student activities.

During the meeting, the participants were introduced with the general framework of the IIE certification procedure - types of certificates, certification requirements and criteria, role and responsibilities of the key actors in the implementation of the certification procedures and phases in the certification process.

The mentors provided SITs with support materials such as summarized table with all types of certificates (divided in three categories – for attendance of trainings, for acquired IIE trainers- mentors competences, and for acquired competences for practical implementation of IIE activities) with requirements for obtaining each type of certificate. Also, the IIEP team prepared guidance with an outline of all activities needed for commencement of the implementation of the certification in the schools. The participants were informed that another mentoring meeting will follow for all SITs, starting in August 2015, when the focus will be on practical application of the evaluation process for certification of the

17

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

implementation of IIE activities, based on the prepared documentation according to the set criteria. Other topics from the mentoring meeting were also implemented.

Table 6 below illustrates the conducted mentoring meetings according to municipality.

Table 6. List of participating schools at the mentoring meetings # Schools Municipality Number of Schools

PS “Stiv Naumov”; PS “Dane Krapcev”; PS “Krum Toshev”; 1 Saraj 6 PS “Kiril i Metodij”; PS “Njegos”; PS “25 Maj”. PS “Nikola Karev”; PS “Braka Miladinovci”; SS “Naum 2 Naumoski Borche”; PS “Sinisa Stilov”; PS “Kliment Probishtip 6 Ohridski”; PS “Straso Pindzur”. SS “Metodija Mitevski Brico”; PS “Vanco Prke”; PS Delcevo; 3 “Sv.Kliment Ohridski”; PS “Sv.Kiril i Metodij”; SS “Mile Makedonska 5 Janevski Dzingar”. Kamenica PS “Nikola Karev”; PS “Krste Misirkov”; PS “Kosta Racin”; 4 PS “Orce Nikolov”; PS “Kiril i Metodij”; SS “Kosta Radovish 7 Susinov”; PS “Goce Delcev”. PS “Toso Arsov”; PS “Goce Delcev”; PS “Dimitar Vlahov”; 5 Shtip 5 PS “Slavejko Arsov”; PS “Straso Pindzur”. SS “Dimitar Mirasciev”; SS “Slavco Stojmenski”; SS “Kole 6 Shtip 5 Nehtenin”; SS “Sergej Mihajlov”; SS “Jane Sandanski”. PS “Koco Racin”; PS “Dobre Jovanoski”; PS “Kliment 7 Ohridski”; PS “Krume Volnaroski”; PS “Rampo Levkata”; Prilep 7 PS “Straso Pindzur”; PS “Ordan Mihajloski Ocka”. SS “Kuzman Sapkarev”; SS “Kole Kaninski”; SS “D-r Jovan 8 Kalauzi”; SS “Jane Sandanski”; SS “Goce Delcev”; SS Bitola 8 “Gorgi Sugarev”; SS “Gorgi Naumov”; SS “Taki Daskalo”. Total: 49

Based on the review of the mentors’ reports from the mentoring meetings and monitoring on these meetings implemented by the IIEP team, the following general conclusions were made: . Presence of the municipality officials will contribute to the additional support in the implementation of the IIE certification procedure on a school level; . The general comments of the participants indicated that they understand the general framework of the IIE certification procedure and showed interest for implementation of the certification procedure in their schools; . The participants appreciated the guidance and materials for the IIE certification procedure provided to them.

4.2.5. Finalization of the document for IIE certification procedure The IIEP team, in collaboration with BDE and VETC, finalized the document for the certification procedure that includes the following types of certificates: a) attendance of trainings; b) acquired IIE trainers-mentors competences; c) acquired competences for practical implementation of IIE activities for teachers and directors/professional service staff. The certification procedure document contains five parts: Part 1 - Information on the certification procedure; Part 2 - Evaluation forms for IIE trainer-mentor; Part 3 – Evaluation

18

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

forms for teachers for practical implementation of IIE; Part 4 – Evaluation forms for school directors and professional service staff for practical implementation of IIE; Part 5 – Annexes. The certification procedure for acquired competences for practical implementation of the IIE activities includes three segments: practice and development of IIE skills and collecting evidence in the portfolio; self-evaluation and reflection; and formal evaluation for certification. The formal evaluation is based on the criteria prepared for each type of certificate. The document was translated in Albanian, Turkish and Serbian language. The graphically designed versions in four languages of the document are available for all schools on the IIEP web site.

4.2.6. Integration of IIE in regular curriculum In this reporting period, the IIEP team conducted two meetings with the working group to develop the document for integration of IIE content in the curriculum. On the first meeting, held on April 7th, 2015, the members of the group presented the draft examples of activities with integrated IIE contents that were prepared according to the guidelines defined at the previous meeting. After the presentation of the draft examples, there was a constructive discussion about the prepared examples and the number of the examples in the document was determined (each author to prepare five (5) examples), grouped according to different subjects in primary and secondary education). The main purpose of the second meeting, held on May 14th, 2015, was the unification of the terminology in the key elements of the examples and defining the structure of the whole document. The group members agreed upon further improvement of the structure of the examples and the dynamics of the work in the following period. The IIEP team took the responsibility to adapt few draft examples according to the structure that was determined on the meeting and these examples to be discussed in the next meeting, which was scheduled for July 2nd, 2015. Until now, the working group members have developed examples for usage in 19 different teaching subjects, both for primary and secondary education curricula. The final number of the examples will be additionally determined.

4.2.7. Implementing activities with the National Examination Center At the meeting held between the IIEP and NEC teams in this reporting period, the IIEP staff presented the main theoretical elements of the IIE concept, in order to be included into the adequate module for the school directors. During this as well as in the next reporting period, the NEC staff was involved in the work of the focus group on the reviewing of school directors’ competences within the USAID Teachers Professional and Career Development Project. Upon finalizing the works with the school directors’ competences within next reporting period, the IIEP and NEC teams will continue to work on inclusion of the key theoretical and practical elements of the IIE concept in the training modules for the school directors.

4.2.8. Continuation of the cooperation with the municipalities’ educational officials The project team continued to cooperate with the 10 municipalities in order to strengthen their role in fostering IIE activities on school and local community level. For this purpose, the mayor of each of the 10 municipalities designated an IIE team, consisted of maximum 3 members (educational official and representatives of the Municipal Council or from specific Committee within the municipality).

In April, 2015 the project team held meetings with school representatives (school directors and SITs ‘members) of all schools in each of the 10 municipalities. The SIT representatives

19

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

from 49 schools shared the achievements from implementation of IIE activities, discussed the challenges they faced and presented their IIE action plans for future activities.

At the meetings, the schools demonstrated motivation and willingness to continue carrying out IIE activities. Most schools emphasized the importance of the Small Grants and shared how this financial support is a strong incentive for implementation of the joint student activities. However, the schools also pointed out that there is a need for further financial support that would enable implementation of long-term joint activities. Compared to the short-term activities that are mostly carried out in the schools, the implementation of long- term joint student activities would ensure deeper collaboration between the students and lead to establishing of interpersonal relationships.

Table 7 displays the participating schools at the meetings for fostering IIE activities on school and local community level:

Table 7. Participating schools at the meetings on fostering the IIE activities on school and local community level School Municipality Date of Meeting 1. PS “Sami Fraseri”; PS “Bajram Sabani”; Saraj April 5, 2015 PS “Drita”; PS “Ibe Palikuka”; PS “Dituria” PS “Emin Duraku”; PS “Faik Konica”. 2. PS “Kosta Racin”; PS “7 Marsi”; PS “Goce Delcev”. Brvenica April 9, 2015 3. PS “Vrapcite”; PS “Mehmet Derala”; PS “Sali Lisi” Vrapciste April 9, 2015 PS “Naim Frasheri”; SS “Negotino”. 4. PS “Joakim Krcoski”; PS “Ilinden”; Kriva Palanka April 14, 2015 SS “Gorce Petrov”. 5. PS “Dame Gruev”; PS “Kiril i Metodi”; Sveti Nikole April 14, 2015 PS “Goce Delcev”; SS “Koco Racin”. 6. PS “Gorgi Pulevski”; PS “Josip Broz Tito”; Mavrovo & April 15, 2015 PS “Dence Dejanoski”; PS “Blaze Koneski”. Rostuse 7. PS “Nedzati Zekirija”; PS “Mustafa Kemal Ataturk”; Centar Zupa April 15, 2015 SS “Ata”. 8. PS “Rilindja”; PS “Anton Zako Cajupi”; Lipkovo April 24, 2015 PS “Faik Konica”; PS “Dituria”; PS “Ismet Jashari”; PS “Kultura”; PS “7 Marsi”. 9. PS “Koco Racin”; SS “Mitko Pendzukliski”. Kratovo April 24, 2015 10. PS “Njegos”; PS “Kiril i Metodi”; Gazi Baba April 28, 2015 PS “Naum Ohridski”; PS “Naum Naumovski Borce”; PS “25 Maj”; PS “Grigor Prlicev”; PS “Vera Jocik” PS “Stiv Naumov”; PS “Dane Krapcev”; PS “Krum Toshev”; PS Krste Misirkov”.

As some of the schools and municipalities expressed a need for additional support and guidance on behalf of the IIEP team, additional meetings were organized for the schools in Centar Zupa and Debar.

All 10 municipalities were invited to organize presentations of the joint student activities before the end of the school year. However, it was a challenge for the education officials to organize these presentations due to the implementation of the national external assessment by the MoES (from June 2nd till 10th, 2015) as the schools didn’t have sufficient time to prepare the planned IIE presentations. Only two municipalities (Vrapciste and Sveti Nikole) managed to organize the students’ promotions. These events were covered by the local media and were

20

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

attended by the project staff. The other 8 municipalities (Brvenica, Kriva Palanka, Kratovo, Lipkovo, Gazi Baba, Saraj, Mavrovo&Rostushe and Centar Zupa) will organize students’ promotion of IIE achievements in the next reporting period.

4.2.9. Joint Sport and Fun Students’ Activities During this reporting period, from April 17th till 18th, 2015 two-day training was held in Struga by specialized trainers team for sport and fun activities, with participation of four members (homeroom teachers, gym teacher and SIT member) from each of the 10 ethnically mixed primary schools. 40 teachers were trained how to plan, prepare and carry out the joint students activities through sports, games and exercises. During the first part of the training, the concept for the joint student activities, including the IIE criteria and principles, was presented by the IIEP staff. Emphasis was placed on integrating joint student activities as means for strengthening the IIE within the Annual School Plans of the 10 schools. During the second part of the training, the sports and games activities were presented by the Open Fun Football Schools Project trainers and instructors specialized in sports, games and exercises. After schools’ trainers teams return in their schools, they formed the groups of students from grade 4 and 5, selected the co-facilitators (students from grade 7 and 8), and started to practice the joint student activities through a variety of sport and game activities. In the period of May-June, 2015, dissemination events were organized in the 10 schools as students could be introduced and involved in the sports and fun joint activities from their trained teachers. The promotion of joint student activities through sport and games was performed on the school fields. This introduction of such types of activities that lead to integrating students with different ethnical background was presented in front of the audience consisted of parents, teachers and students. The groups of the students participating at the joint activities were ethnically balanced. Table 8 illustrates the number of students included in the sport and fun joint student activities implementation in each participating school.

Table 8. Participation of students and teachers at the dissemination events on implementation of joint student sport and fun activities # of students # of Primary School Location/Municipality Date (grades 4-5 / 7-8) teachers PS “Liria” Tetovo June 9, 2015 42+3 4 PS “KrsteMisirkov” v. Bistrica – Bitola May 27, 2015 56+6 4 PS “26 Juli” Shuto Orizari June 1, 2015 42+3 4 PS “Dituria” Saraj June 3, 2015 42+3 4 PS “Mustafa K. Gostivar June 5, 2015 42+3 4 Ataturk” PS “Braka Miladinovci” Struga June 6, 2015 42+3 4 PS “Vasil Glavinov” Veles May 20, 2015 42+3 4 PS “Krste Misirkov” Radovish May 27, 2015 42+3 4 PS “Panajot Ginovski” Butel May 28, 2015 42+3 4 PS “Dimitar Vlahov” v. Ljubojno – Resen May 27, 2015 42+3 4 Total: 467 40

The events of sport and fun joint student activities were conducted in excellent atmosphere, both for students, teachers and the audience. The communication among the students with various ethnical backgrounds has been enriched, which is a step forward on the track for overcoming the stereotypes, both for students and teachers.

21

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4.2.10. Manual for interethnic integration in education for the teacher training faculties The Manual content was upgraded with the best practices and lessons learned from one of the demonstration schools. The process for finalization of the manual content is ongoing.

4.2.11. Cooperation with the State Education Inspectorate Based on the feedback from the piloted integral evaluation conducted in two schools, the working group consisted of the inspectors from SEI, with support of the project staff, started to adjust the modified questionnaires and documents to finalize the Manual for School Integral Evaluation.

4.2.12. Fundraising Forums on Regional Level In order to implement the Fundraising (FR) Forums for the local communities’, business sector representatives and school directors, a consultant was selected to develop content for the forums and to conduct orientation session for facilitators (three representatives from the master trainers and one municipality education official). The content for the forums includes the following topics: . Introduction to the FR basic concepts and methods of mobilizing the local resources; . Information on the legal framework (Law on donations and sponsorships) and benefits for companies and individuals that donate; . Presentation of the IIEP successful FR practices and discussion about their importance; . Introduction to the FR methods and how to select the most effective FR methods for supporting IIE activities in the municipalities. As a result of the forums it is expected to increase the understanding of municipalities, business sector and schools for importance of fundraising activities on local level and providing continuous support to IIE activities. The schedule for implementation of 8 regional forums involving representatives from all 81 municipalities was developed.

4.2.13. Small grants for implementation of joint student activities In this reporting period, the project approved small grants for additional 14 schools, which submitted appropriate corrections to their applications. In total, 110 schools received a small grant for implementation of joint student activities. The majority of schools in this quarter implemented the activities supported by the grant. The IIEP team provided support to these schools throughout all phases of implementation of the activities. Apart from continual communication with the schools via email and telephone, the project team organized visits to schools in order to help the school representatives in the planning and implementation of the activities. The Table 9 below shows the schools visited by the IIEP team in the reporting period, as well as the aim of the visit.

Table 9. School to which support visits by IIEP have been made # School Aim of visit 1. PS “Riste Risteski” and Support during implementation of joint PS “Said Najdeni” from Debar student activities 2. PS “Straso Pindzur”, Support during implementation of joint PS “Lazo Micev Rale” form Kavadarci and student activities PS “Mustafa Kemal Ataturk” from Gostvar 3. PS “Sv. Kliment Ohridski” from Delcevo and Support during implementation of joint PS “Toli Zordumis” from Kumanovo student activities 4. PS “Mehmet Derala” from v. Gradec, Vrapciste and Support during implementation of joint PS “Petar Musev” from Bogdanci student activities

22

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

5. PS “Mirce Acev” from Gjorce Petrov and Support during implementation of joint PS “Bajram Shabani” from Saraj student activities 6. PS “Hristijan Karposh” from Staro Nagorichane Support during implementation of joint and PS “Panajot Ginovski” from Butel student activities 7. PS “Naim Frasheri” from Studenichani and Support during implementation of joint PS “Kuzman Shapkarev” from Kisela Voda student activities 8. PS “Bratstvo Edinstvo” from Petrovec and Support during implementation of joint PS “Goce Delcev” from Ilinden student activities 9. PS “Blaze Koneski” from Prilep and Support during implementation of joint PS “Redzo Rushit Zajazi” from Kicevo student activities 10. PS “Goce Delcev” from Konche Support during implementation of joint student activities 11. SS “Mihajlo Pupin” from Skopje Support during implementation of joint student activities (2 visits) and meeting for providing support in planning of future activities 12. PS “Drita” from v. Rasce, Saraj and Support during implementation of joint PS “Dimkata Angelov Gaberot” from Kavadarci student activities 13. PS “Kiril I Metodij” from Negotino Support during implementation of joint student activities 14. PS “Kiril i Metodij” from v. Kanatlarci, Prilep and Support during implementation of joint PS “Sinisa Stoilov” from Zrnovci student activities 15. PS “Bratstvo” from Karposh, Skopje and Support during implementation of joint PS “Vera Ciriviri Trena” from Karpos, Skopje student activities 16. PS “Naum Naumovski Borce” from Skopje and Support during implementation of joint PS “25 Maj” from Skopje student activities 17. PS “Nuri Mazari”, from v. Delogozda, Ohrid and Support during implementation of joint PS “Edinstvo” from v. Oktisi, Struga student activities 18. PS “Rade Kratovche” from Kochani and Support during implementation of joint PS “Emin Duraku” from v. Bukovikj, Saraj student activities 19. PS “Emin Duraku” from v. Bukovikj, Saraj Support in planning of activities 20. PS “Lirija” from v. Gorno Jabolchishte Chashka Meeting for reflection of implemented and PS “Todor Janev” from Chashka activities and gathering data for a success story. 21. Meeting for providing support in PS “Zivko Cingo” from v. Velgoshti, Ohrid planning of future activities

The conducted visits showed that the schools often face a challenge in planning and executing activities that provide opportunities for maximum contact between students of different ethnicities. The project team identified that the school representatives are primarily focused on the technical aspects of the organization of the activities (administrative aspects, logistics, procurement of materials) and, in most occasions, do not focus on ensuring active collaboration and communication between the students. Additional support is needed in order to aid school representatives in recognizing methods and activities through which they can ensure better integration. Additionally, the overall conclusion is that the majority of activities implemented are short term and do not necessarily offer the best conditions for establishing deeper interpersonal relations between the students.

Irrespective to the challenges faced, the schools demonstrated to be highly invested in the process and showed genuine motivation for implementation of joint student activities. A significant number of schools covered large portion of the expenses by themselves or engaged the parents and the local community to help with the organization and procurement

23

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015 of products necessary for the activities. Additionally, the project team observed that the activities, organized through the grants, not only had a strong effect over the students, but also resulted with improved relations between the partner schools and establishing of closer relationships between teachers, professional service staffs and school directors.

After the finalization of the activities, each school is required to fill out an electronic questionnaire, which will give the project a deeper insight into all implemented activities supported by the small grants. So far, a total of 70 schools have completed the questionnaire, while 19 have started filling it out but have not completed it. The other schools are yet to complete the questionnaire.

The majority of schools completed the implementation of all activities planned in their applications. However, due to the security issues arising from the political situation in the country in the reporting period, a number of schools did not manage to implement the activities or managed to implement only a part of them. Understanding the schools’ and parents’ concerns, the project allowed for these schools to implement the activities at the beginning of the next school year.

24

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4.3. COMPONENT THREE: DEMONSTRATION SCHOOLS 4.3.1 Supporting School Integration Teams By the end of the school year, school self-evaluation was partially conducted by SITs in all demonstration schools. The IIEP team prepared an electronic version of the questionnaires for school self-evaluation and students, teachers and parents filled the questionnaires online. However, some problems occurred, especially with the group of parents, since only a small number of them answered the questionnaires. The process of self-evaluation will be completed in the beginning of the next school year.

4.3.2. Supporting Joint Students’ Activities Long term extracurricular activities Each demonstration school completed the joint long term extracurricular students` activities implemented by all groups (see Table 10) established either in the first or in the second semester.

Table 10. Groups of joint extracurricular activities in the Demonstration schools # Demonstration School Groups of joint extracurricular activities Explorers club – Computers PS “Sande Shterjoski”, IT club 1. Kichevo Eight groups for multicultural workshops One group for language acquisition for first grade students Ecology club Playground games club 2. PS “Bratstvo Edinstvo”, Ohrid Tennis and badminton club Seven groups for multicultural workshops One group for language acquisition for first grade students Model building club SS “Zdravko Cvetkovski”, Photography club 3. Skopje Ecology club Three groups for multicultural workshops Drama club Secondary Economic school Journalism club 4. “Gostivar” Music club Four groups for multicultural workshops Club – English language in the world PS “Brakja Miladinovci” and Club for exploring the traditions and customs 5. PS “Bajram Shabani”, Eight groups for multicultural workshops Kumanovo One group for language acquisition for first grade students

In Kichevo, the Explorers club ended up with a workshop for summing up the findings from the yearlong explorations on the topic of computers. They also created their own Facebook group to keep in touch and share information related to their topic. The IT club organized a series of different lectures related to PCs. The nature of the activities in this group was more like having joint curricular activities/classes. All multicultural groups as well as the group for language acquisition consisted of 34 first graders, finished most of the workshops, as part of the program described in the manuals. Most of these workshops ended up with different craftworks as a joint product of students working in small groups.

In Ohrid, the Ecology club took part in many small actions for maintaining the school yard and creating decorations, flowers and other crafted materials for the interior. The Playground

25

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015 games club created a manual with four different outdoor games which are played on concrete. They also marked lines with a permanent color on the school yards of both buildings, for the games that were later on used also by other groups within the school. The Table tennis and badminton club, as a recreational group, was visited very often by other teachers as well, apart from the implementers of the activities. Seven groups for multicultural workshops finished most of the workshops described in the manuals as part of the program, as well as the group for language acquisition workshops with first graders consisted of 31 students.

In Kumanovo, the “English Language in the World” club summed up their yearlong work by preparing poster presentations to be displayed at the Fair of Demonstration schools2. They also created an Atlas of the countries where English language is spoken by presenting the flags and brief information about the countries. The “Traditions and Customs” club prepared a poster presentation with all the materials they were studying throughout the year. Eight groups for multicultural workshops finished most of the workshops described in the manuals. Also one group for language acquisition consisted of 45 first graders students, finished most of the workshops, as part of the program.

In Skopje, the Model building club finished with four fully functional models constructed by small groups of students with different languages of instruction. The Ecology club organized several presentations on different topics related to ecology. Moreover, the group organized humanitarian actions by collecting old garments which were donated to the Red Cross and a foster home. In the end, this group conducted internal evaluation of their group work. The Photography club served as a source for providing materials to the group from the students’ school body that published an online school journal with different topics related to the everyday school life of the students. Three, out of four multicultural groups, finished most of the workshops, as part of the program.

In Gostivar, the Drama club finished with a small play that was intended to be played at the Fair of Demonstration schools. The Journalism club prepared and published a school journal with different topics such as: IIE school activities; ecology in Gostivar; sport in Gostivar, nightlife in Gostivar, funny pages and fashion. The journal was prepared in Macedonian and Albanian language. The music group continued with last year’s tradition by preparing a group of performers that sang the school anthem created in the previous school year. Four multicultural groups successfully finished the workshops, as part of the program.

Short term joint students’ activities In all primary demonstration schools, apart from the long term joint students’ activities, some short term joint students’ activities have been organized. Three outings/field trips (excursions) have been organized with students with different languages of instruction from four different Demonstration schools.

In Gostivar, on April 29th, a team of 13 teachers organized one-day field trip to Bitola in which a total of 39 ethnically balanced students from all communities were included. Several cultural and historic objects (one for each of the communities) were part of the program, such as: The Museum of Mustafa Kemal Ataturk, The Museum of Albanian Alphabet, The Bitola Diocese and Shirok sokak as neutral (not culturally specific) sightseeing place. The places were chosen by the students in advance by conducting a small survey. The field trip helped the students better understand different cultures in Macedonia.

2 The Fair of Demonstration schools was postponed for the beginning of the next school year

26

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

The primary school from Kichevo organized a one-day trip to Ohrid right after the end of the school year where the Museum on water was visited. 21 students (seven from each language of instruction) took part in the field trip organized and implemented by seven teachers from all languages of instruction. The students were together all the time, not only in the Museum but also during the trip in the buses as well as during sightseeing visit in the Ohrid bazar.

In Kumanovo, the partner Demonstration schools organized one day outing in a park near the City bus station. Six teachers (three from each school) organized the outing in which around 120 students from the second and third grade took part (60 from each language of instruction). Several parents from both communities (Albanians and Macedonians) were also present in the park. The students played different “games without frontiers”.

Three school events were organized in the demonstration schools in May. One event was held on May 8th, between the two partner demonstration schools from Kumanovo, marking the Day of Europe. The other two school events were held in Ohrid. The first was in honor of the Day of the Turkish child, in which a multicultural drama-play, prepared by a parent was performed. The second event was held on May 22nd and it was related to the Day of the school. The program was fully integrated since all the pieces were prepared and performed with mixed groups of students. The school choir, consisted of 37 students with different languages of instruction, presented two songs. 60 third and fourth graders from all languages of instruction presented three dances with choreography from famous cartoons, where students from different languages of instruction first performed separately (each language group presented one dance) and in the end, all groups finished with a joint performance. One of the performances at the event, The Little King, a multicultural drama play, prepared by a parent who works in a kindergarten and in which all local languages were spoken, involved 15 fifth graders students from all languages of instruction.

Curricular joint students’ activities In addition to the joint extracurricular activities, joint curricular activities related to sport and sports activities have been implemented in three Demonstration schools as well. In Ohrid, two pairs of teachers have conducted six joint curricular classes. One pair, with Macedonian and Albanian students, has conducted four joint classes, and the other pair, with Macedonian and Turkish students, has conducted two joint classes. In Kichevo, three pairs of teachers have conducted a total of six joint curricular classes (two per each pair). In Skopje, three pairs have conducted a total of nine joint curricular classes (three per each pair). All the classes usually started with introduction exercises with all the students at the same time and then playing different sports in ethnically and sometimes gender mixed groups.

Support meetings to demonstration schools The support meetings to demonstration schools, which were previously implemented once a month in every school by the IIEP team consisted of representatives from CHRCR, LOJA, SUMNAL, as well as BDE advisors, have changed the format in the last three months of the school year. The partners arranged the support meetings on their own, having multiple meetings with different school representatives. The schools were visited more frequently in order to directly monitor implementation of different activities. Thus, all long-term joint students’ activities were visited at least once by the IIEP team, and discussions with implementers of activities were part of those meetings.

27

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4.3.3. Supporting Joint Students’ Bodies In the reporting period students have taken certain initiatives in order to enhance the participation of the students in the everyday school life in almost all schools.

In Gostivar, the presidency of the student body, together with other students from all languages of instruction, organized several activities. First, at school level, they organized a month long action of collecting recycled materials. For the purposes of the action, the student body managed to arrange a small place in the school where the recycled materials were donated and collected and later these materials were used in crafting dresses for Trash fashion. On April 1st the dresses were presented to a wider audience consisted of students and teachers from all languages of instruction.

In Kichevo, the presidency of the student body undertook two initiatives. First, on April 1st they organized a party for the students from the upper grades, in which more than 150 students took part. Some of the students were masked in line with the tradition of April Fools’ Day. Another initiative of the student body was collecting old photos from the internet about remarkable places in Kichevo. The photos were printed and a poster presentation for students and teachers was held in the school library.

In Skopje, the student body organized a screening of the movie “The Freedom Writers” second year in a row. About 60 students from the first and second year participated in this activity, which was followed with a discussion regarding violence in the schools. Apart from that, the student school body was involved in organizing Trash Fashion, an event that, in the previous years, was traditionally organized with mono-ethnic groups, but this year seven teams of teachers and students from both languages of instruction were formed and each team created one dress with recycled materials that took part in a competition. The winner was chosen by a jury consisted of teachers from both languages of instruction. In the reporting period the student school body from Skopje also finished the school journal with different topics from the everyday school life. The journal is prepared in both languages of instruction. Due to the lack of sponsors, the journal was presented to a wider audience that followed the Trash fashion competition and it was also published online on the school`s web-site.

In Kumanovo, the student school bodies from both partner schools organized a football match with mixed groups of students and teachers. The student school bodies also prepared props for the fans, which were used for supporting the players on the playground.

4.3.4. Capacity Building for Teachers and Professional Service Staff The cooperation between teachers teaching in different languages of instruction continued in this reporting period, mainly through the joint school subject councils and organizing project activities in Citizenship education.

In Kichevo, in April and May, through the school subject councils, 30 different groups of teachers (either pairs or groups of 3 or 4 teachers from different languages of instruction) have established cooperation through: joint day planning; joint thematic planning; jointly creating tests; preparing joint teaching materials; joint field visits; joint presentations etc. Additionally, three citizen education teachers have conducted a joint project activity on the topic of “Anticorruption education” with 15 students from different languages of instruction. In five joint meetings, the group has prepared a questionnaire, conducted a survey and has presented the findings in front of other students and teachers.

28

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

In Ohrid, the English literature teachers continued the tradition established last year by organizing an Olympiad of knowledge. Four teachers worked with a group of 36 students from all languages of instruction which were divided in six small mixed groups. They had 10 joint meetings in order to prepare for the Olympiad and, on May 28th, the competition was held with three different games, all dealing with different English knowledge and skills. The cooperation between teachers through the school subject councils was most evident for the teachers from the first, second and third grade and it was mainly related to preparing joint monthly/thematic plans according to the new Cambridge program. Three Citizen Education teachers from different languages of instruction conducted a joint project activity with 15 students from different languages of instruction. The project topic was European Union and, on May 9th, the group had a presentation about the EU countries members in the three local languages.

In Skopje, two Civic Education teachers organized a joint workshop about cultural differences through organizing a Cultural quiz. The cooperation between teachers through the school subject councils was conducted by 12 groups of teachers (working in pairs or in groups of three) by having joint planning, making joint tests and class visits.

In Gostivar, the cooperation between teachers was implemented not only through the school subject councils for the teaching subjects introduced this school year, but also through the subject councils of the language subjects, introduced in the previous year. 42 teachers, working in pairs or in groups of three and four, have conducted joint thematic planning, made joint tests and performed class visits.

4.3.5. Involving parents In April and May, several initiatives were undertaken by the parents in three Demonstration schools. In Ohrid, around 15 parents, together with students, took part in a workshop for crafting Easter eggs. In Gostivar, around 10 parents and 10 students from all communities participated in a gardening activity in the school yard. In Kumanovo, a group of around 12 parents and 16 students from both partner Demonstration schools participated in the photo exhibition that gathered together both communities.

4.3.6. Mentoring, Networking and Promotion Two Ribbon cutting events in the Demonstration schools, marking the successful renovation of the schools, were organized in the reporting period. In PS Bratstvo Edinstvo from Ohrid, the ribbon cutting event was held on April 29th. Several IIE activities were presented at the event. One multicultural group presented customs related to weddings of the Macedonian and Turkish community. The Playground games student club presented one of the games developed by their group in the school yard. The table tennis and badminton club presented the recreational activities, while the first grade students, participants in the language acquisition workshops, showed how they work by singing a song in Macedonian and Albanian. The mixed school chorus performed two songs.

The ribbon cutting event in Kichevo was held on 3rd June with the presence of US Ambassador Jess Baily and Minister of Education and Science Abdulakjim Ademi. The guests had a chance to see some of the IIE activities implemented in the school such as: integrated dances of the four communities in Kichevo performed by students from all communities; the student club “Explorers” presented their three year work and exploration on various topics; the first grade students, participants in the language acquisition workshops presented songs in Macedonian, Albanian and English language, etc.

29

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

In April, a documentary about the Demonstration schools was filmed. The IIEP team visited all the schools and, in each school, different ongoing activities were filmed along with interviews with students, teachers, parents and school management about their experiences from participating in IIE activities.

In late April and early May, five meetings were held with SIT representatives and implementers of activities from each of Demonstration schools for defining the program for the Demonstration schools Fair. Support and guidance for preparations were provided, but unfortunately, the Fair, scheduled for May 12th, was postponed due to safety reasons following the clashes in Kumanovo between police forces and armed groups.

The IIEP team prepared branding materials for the Demonstration schools. Flags with the Demonstration schools logo, as well as Declarations of Integration were created and printed for each of the demonstration schools. The flag and declaration were already distributed in Kichevo (during the Ribbon cutting ceremony) and the others will be distributed in August before the start of the new school year.

4.3.7. Internal coordination In June, one debriefing meeting was held with partner organizations LOJA and SUMNAL that were involved in monitoring the project activities in the demonstration schools. The achievements and good practices from all schools were stressed, with focus placed on the challenges that every school faces. The concept of support meetings was discussed, with identifying parts that are very useful and ones that need to be changed in order to make the system for providing support in implementation of the project activities more functional.

30

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4.4. COMPONENT FOUR: PROVIDING INCENTIVES TO SCHOOLS AND COMMUNITIES 4.4.1 One day training of 13 SRTs for School Maintenance The majority of the schools in the Republic of Macedonia are facing a big problem of inadequate maintenance. The maintenance of the school facilities is essential, especially if the limited financial resources available to schools are taken into consideration. In April 2015, IIEP Component 4 team organized and delivered one day School Maintenance training for SRTs from 13 Phase 4 schools. The overall goal of this training was for the School Renovation Teams (SRTs) to learn about the concept and methodology for planning the maintenance of school facilities and to understand the benefit the school and the community have from an active school team with capacities for maintenance of the school facilities.

The overall goal of the one day training for school maintenance was to develop the capacities of the SRTs, comprised of representatives of the school staff (school director, members of the technical and professional staff, teachers), school boards, parents, municipal staff and community members, to properly plan for and implement the maintenance activities in their schools, thus providing a physical setting that is appropriate and adequate for learning.

The specific objectives of the training were to: . Understand the importance of school facilities maintenance planning; . See the difference between different types of maintenance; . Gain hands-on skills for school facility assessment (use of check lists); . Learn how to define the priority needs for renovation in their schools; . Get acquainted with the process of filling out the application for renovation; . Learn about the different school maintenance standards; . Get acquainted with the process of preparing long-term maintenance plans; . Learn how to draft maintenance budget; . Become aware of different school fundraising activities and use the raised money for maintenance activities.

The target groups of these training sessions were the members of the SRTs established in 13 Phase 4 schools, included in the Component 4 activities in 2015. Each SRT has between seven and ten members and they were all invited to attend the workshop.

The training was held in Skopje in two groups in 2 (two) days, April 16th and 17th 2015, due to the large number of participants. 5 schools took part in the training during the first day, and the remaining 8 schools on the second day. Compared to last year’s trainings, this year a larger number of schools attended the trainings. The intention was to encourage better interaction between the participants and to build partnership between the schools included in this stage of the Project.

Each training participant received a copy of the training agenda, school maintenance manual and exercise handouts. All materials were provided in three languages: Macedonian, Albanian and Turkish and handed out accordingly. The training was conducted in Macedonian, while the presentations were in Macedonian, Albanian and Turkish. Consecutive translation for Albanian and Turkish was also provided. This was motivational for the members to engage actively in the discussions and the atmosphere on the trainings was constantly constructive and pleasant. 40 SRTs’ members were present in the first training group, and 56 in the second. This ensured larger exchange of experiences and interaction between the members. The

31

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015 participants were active and affected the course of the training with their questions and discussions. The number of participants at the training for school maintenance is given in Table 11.

Table 11. Number of participants at the training for school maintenance # School Municipality City/Village Number of participants

1. PS “Kiril I Metodij” Prilep v. Kanatlarci 8 2. PS “Todor Hadzi Tefov” Kavadarci Kavadarci 8 3. PS “Pere Toshev” Dolneni v. Dupjachani 9 4. SS “Zdravko Cvetkovski” Skopje Skopje 8 5. PS “Brakja Miladinovci” Kumanovo Kumanovo 7 6. PS “Naum Ohridski” Gazi Baba v. Bulachani 6 7. PS “Kultura” Lipkovo v. Matejche 8 8. PS “Simche Nastovski” Jegunovce v. Vratnica 5 9. SS “Mitko Pendzukliski” Kratovo Kratovo 8 10. PS “Dame Gruev” Sveti Nikole v. Erdzelija 8 11. PS “Petar Pop Arsov” Chashka v. Bogomila 10 12. PS “Naim Frasheri” Studenichani v. Studenichani 7 13. PS “Bajram Shabani” Kumanovo Kumanovo 4 Total: 96

A total of 96 SRT members from the 13 schools attended the training, including school directors, secretaries, teachers, members of the technical staff, members of the school boards and parents’ councils, representatives from the municipality, the local community and the mayor from one of the participating municipalities.

The training agenda consisted of an introduction, five sessions and a final part, including presentations, practical group work and group discussions. According to the participants’ evaluation, the training was very useful for their work in the school and the working environment. The working atmosphere at the training was found to be very stimulating and interactive, with special emphasis on the team work.

The expected outcomes from the training include: . Updated data on the school facilities (both central and satellite schools); . Performed technical assessment of school facilities by use of the check lists; . Renovation priorities defined for each school; . Developed and submitted application and budget for renovation; . Sent out annexes to each school to be filled in for the mentoring session.

32

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

After the training session, each school received the renovation application, budget template, financial support letter and manual for filling in the application in an electronic form. They were given a deadline for the submission of the applications.

4.4.2 Mentoring sessions with SRTs for adopting the maintenance plans, procedures and budgets Following the one day training, all 13 schools received the annexes which the SRTs should have filled in by the mentoring session. The Teams were given assignment to transform from Renovation Teams into Maintenance Teams, to make a Team organizational structure, to make a list of information for the technical staff, to make an annual maintenance plan and budget, and to plan an event for raising additional funds.

Individual mentoring sessions were held in all Phase 4 schools during June 2015. The dates of the mentoring sessions are given in Table 12.

Table 12. Dates of the mentoring sessions # Name of school Place Municipality Date of the mentoring session 1. PS “Dame Gruev” v. Erdzelija Sveti Nikole 04.06.2015 2. PS “Kiril i Metodij” v. Kanatlarci Prilep 03.06.2015 3. PS “Kultura” v. Matejche Lipkovo 18.06.2015 4. PS “Naim Frasheri” v.Studenichani Studenichani 26.06.2015 5. PS “Naum Ohridski” v. Bulachani Gazi Baba 19.06.2015 6. PS “Pere Toshev” v. Dupjachani Dolneni 03.06.2015 7. PS “Petar Pop Arsov” v. Bogomila Chashka 19.06.2015 8. PS “Simche Nastovski” v. Vratnica Jegunovce 05.06.2015 9. SS “Todor Hadzi Tefov” Kavadarci Kavadarci 03.06.2015 10. SS “Zdravko Cvetkoski” Skopje Skopje 05.06.2015 11. PS “Mitko Pendzukliski” Kratovo Kratovo 04.06.2015

Some schools had the annexes completely filled in on the mentoring session, some had them partially done, and there were schools that did not fill the in, although the annexes were sent twice. All questions that were asked by the Teams during the mentoring sessions were carefully reviewed in detail.

4.4.3. Organization of follow up in-school meetings in 13 Phase 3 schools During this reporting period 3 visits were conducted in the Phase 3 schools. The dates of the follow-up in-school meetings for the Phase 3 schools are given in Table 13. Table 13. Follow-up in-school meetings for the Phase 3 schools

School Place 1st visit 2nd visit 3rd visit

1. PS “Kuzman Shapkarev” Drachevo 22.05.2015 26.06.2015 2. PS “Goce Delchev” Ilinden 27.04.2015 Gjorche 3. PS “Gjorche Petrov” 18.05.2015 24.06.2015 Petrov

33

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

4. PS “Chajla” Chajle

5. SS “Gostivar” Gostivar 05.05.2015

6. PS “Vrapchishte” Vrapchishte

7. PS “Krume Volnaroski” Topolchani

8. PS “Jonche Smugresk”i Obrshani 28.04.2015 19.05.2015 25.06.2015 SS “Naum Naumovski 9. Krushevo Borche” Dolno 10. PS Riste Risteski Kosovrasti No visit 11. SS “Sande Shterjoski” Kichevo 29.04.2015 20.05.2015 was conducted 12. PS “Bratstvo Edinstvo” Ohrid No visit 13. SS “Bogdanci” Bogdanci 30.04.2015 was 29.06.2015 conducted

The visits were conducted in order to monitor the maintenance activities in the schools regarding the buildings and heating systems. Expert advice was given in several schools that are planning reconstructions in the upcoming summer break. During the visits the team controlled whether and how many schools are using maintenance plans, had they introduced their own maintenance plans and procedures, and whether they had adopted the proposed maintenance plans and procedures. It can be concluded from the visits that the proposed maintenance procedures and plans regarding the hygiene are least applied. Most of the schools have already introduced their own hygiene maintenance procedures but they mostly apply to the toilets. The janitors show resistance for accepting administrative activities for the maintenance, such as plans.

In some schools the housekeepers keep regular and detailed records of everything that has been done, made, replaced or repaired. Those housekeepers that have accepted the proposed maintenance plans and procedures conduct the maintenance plans and procedures both for the school building and the heating system. Not all of those that have accepted the proposed maintenance plans and procedures conduct the daily maintenance procedures regarding the heating system. There is resistance to applying new procedures from those housekeepers that are close to retirement.

4.4.4. Preparation of engineering field reports and final approval of school renovation project A total of 13 field visits were carried out by the IIEP Component 4 staff, School Incentives Coordinator and Project Assistant, and ten school renovation projects were submitted to IIEP CoP and MCEC Executive Director for official approval (see Table 14).

Audits of the technical design followed by development of Bill of Quantities (BoQ) and Scope of Work (SoW) necessary for preparing the Requests for Offers (RFOs) were completed by the IIEP School Incentives Coordinator (civil engineer).

34

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Table 14. List of ten approved school renovation projects # Municipality Location Name of the school Primary/ Type of School secondary renovation project school 1 Studenicani v.Studenicani “Naim Fraseri” Primary Roof reconstruction 2 Sveti Nikole v.Erdzelija “Dame Gruev” Primary Windows replacement 3 Kratovo Kratovo “Mitko Pendzukliski” Secondary Roof reconstruction 4 Kumanovo Kumanovo “Braka Miladinovci” Primary Windows replacement 5 Kumanovo Kumanovo “Bajram Shabani” Primary Reconstruction of the facade 6 Gazi Baba v.Bulacani “Naum Ohridski” Primary Roof reconstruction 7 Skopje Skopje “Zdravko Cvetkovski” Secondary Windows replacement 8 Lipkovo v.Matejce “Kultura” Primary Construction of a sports field 9 Kavadarci Kavadarci “Todor Hadzi Tefov” Primary Reconstruction of the school yard fence 10 Chashka Bogomila “Petar Pop Arsov” Primary Windows and doors replacement

4.4.5. Provision of final approval on the joint Environmental Mitigation and Monitoring Plan (EMMP) and preparation of Annexes to the joint EMMPs Since the joint EMMP, prepared by IIEP in 2014 and approved by the USAID Mission Director, MEO, AOR and BEO, includes all types of school renovation projects and provides mitigation measures for the potential adverse effect that they might have on the environment, the same EMMP will be valid for 2015. Prior the start of each school renovation project, the Component 4 Team is checking whether the proposed renovation activities comply with the joint EMMP. Annexes were signed by the Project’s CoP and AOR for ten school renovation projects stating that the proposed renovation activities are adequately and effectively eliminated or mitigated by the approved joint EMMP.

4.4.6. Signing of MoUs with the schools and municipalities In the current reporting period, ten Memoranda of Understanding (MoU) were prepared by the IIEP Component 4 and signed by the MCEC Executive director, IIEP CoP, mayors and school directors. The MoUs specify the responsibilities to be met by IIEP, municipalities and schools in terms of successful implementation of the school renovation projects.

4.4.7. Announcement of tenders for selection of construction companies The tender documentation was completed in this reporting period for eight school renovation projects and a public call was published in two daily newspapers, Dnevnik and Koha, one in Macedonian and one in Albanian language, as well as on the Project’s website http://pmio.mk/category/business-opportunities/.

A total of 120 companies took the RFO documentation for the first six published tenders for renovation of schools in Studenicani, Sveti Nikole, Kratovo, Gazi Baba and two demonstration schools in Kumanovo, and 71 companies submitted their offers, or in average 12 submitted offers per project. The offers were publicly opened at the IIEP’s premises.

35

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

The interviews with the three first-ranking companies for the school renovation projects in Studenicani, Sveti Nikole, Kratovo, Gazi Baba and two demonstration schools in Kumanovo were held in this reporting period, and packages of documents for selection of construction companies for each project were submitted to USAID for approval.

The tendering procedure for selection of contractors for the school renovation projects in City of Skopje and Lipkovo is in progress.

4.4.8. Selection of consulting companies for supervision During the tendering procedure, request for offers for supervision of renovation works were sent to the companies from the IIEP data base, depending on the type of the project, and the most favorable company will be selected.

In this reporting period, requests for offers were sent for supervision of eight renovation projects. The projects were grouped according to the region in which the schools are located. For each of the three procurements, requests for offers were submitted to four licensed companies, or in total 12 requests for offer.

4.4.9. Collection, preparation and signing of cost – share documents for school renovation projects from the second year During this reporting period the cost – share documents were signed with the schools and municipalities for four Phase 3 school renovation projects. With the previously signed cost – share documents for nine Phase 3 school renovation projects, the collection of cost – share for the entire Phase 3 is closed. The total cost – share collected, documented and signed by the municipalities and schools for the 13 Phase 3 school renovation projects is 6,234,330 MKD or 135,851.38 USD, and represents 30.32% of the total investment (see: Table 15). All schools and municipalities were contacted, their activities were monitored and supporting documentation was provided for their cost – share. Cost – share forms and letters were signed with the school directors and mayors. The following Table 15 shows the actual numbers for the total cost – share provided by the schools and municipalities and the percentage of their cost – share as part of the total investment.

Table 15. Cost-share of Phase 3 schools and municipalities Total (school and Percentage of schools’ municipal) cost - share and municipal cost – share as part of the Municipality School in MKD in USD total investment Ilinden Goce Delcev 1.163.856 25.556,77 50,33 Gostivar Gostivar 398.881 8.764,69 33,51 Krusevo Naum Naumovski Borce 287.119 6.290,95 21,58 Gostivar Cajla 177.522 3.900,73 12,27 Vrapciste Vrapciste 767.802 16.871,06 36,69 Gjorce Petrov Gjorce Petrov 986.673 21.666,07 51,37 Prilep Krume Volnaroski 837.471 18.349,49 43,36 Krivogastani Jonce Smugreski 221.434 4.851,75 18,57 Bogdanci Bogdanci 375.017 7.884,26 23,25

36

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Ohrid Bratstvo Edinstvo 153.711 3.339,37 11,04 Debar Riste Risteski 188.596 4.104,38 16,53 Kisela Voda Kuzman Shapkarev 312.825 6.619,24 25,89 Kicevo Sande Shterjoski 363.423 7.652,62 20,34 Total: 6.234.330 135.851,38 30,32

The graphical presentation of the cost – share of the municipalities and schools in the Phase 3 school renovation projects is given in Chart 1.

Chart 1. Cost – share of schools and municipalities from Phase 3

4.4.10. School Maintenance Manual The School Maintenance Manual was created as a result of the yearlong work with schools, renovation of school buildings and following the maintenance of the buildings after the completion of the renovation activities. The IIEP team and MoES/DCI representatives are working jointly on the development of the Manual content. In this reporting period, the School Maintenance Manual in Macedonian language was edited and translated in Albanian and English language. The process of the graphical design of the manual is ongoing and will be finalized during the next reporting period.

4.4.11. Cooperation with MoE/DCI Two meetings were organized with representatives from the Ministry of Education and Science (MoES) in this reporting period, related to the content of the Manual and the option for making the Manual part of the legislation. The first meeting, held in the MoES premises, was attended the Minister of Education and Science, Mr. Abdulakjim Ademi, a representative from MoES/DCI, a USAID representative and the IIEP team. The IIEP representatives presented the content of the Manual, as well as the benefits of following the guidance for school maintenance provided in it. The Minister took the initiative to include the Manual in the legislation. At the second meeting, organized by the Minister’s cabinet, besides the Minister of Education and Science and the IIEP team, the Minister of Local Self-Government, ZELS and the President of the ZELS Education Commission were also present. The following conclusions were made at this meeting:

37

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

. The title of the Manual is to be “Guidelines manual for maintenance of the school buildings” in order to be possible to include the Manual in the legislation; . The design of the draft version of the “Guidelines manual for maintenance of the school buildings” to be finalized and be submitted to MoES, Ministry of Local Self- Government (MLSG) and ZELS; . MoES, MLSG and ZELS to publish the Guidelines manual on their websites so that the interested parties can review it, provide comments or recommendations; . The deadline for submitting comments or recommendations is to be September 1st 2015; . The Guidelines manual to be publicly promoted; . When it is finalized, the “Guidelines manual for maintenance of the school buildings” to become part of the MoES legislation and to be included in the indicators that the Inspectorate is using for the integral evaluation of schools.

4.4.12. Uploading documents on OHASIS (Overseas Humanitarian Assistance Shared Information System) The Component 4 for Providing Incentives to Schools and Communities of the USAID Interethnic Integration in Education Project is financed by the United States European Command (EUCOM). EUCOM has an Overseas Humanitarian Assistance Shared Information System (OHASIS) at which on a regular basis documents are uploaded for the school renovation projects, implemented as part of the Component 4 activities. In this reporting period 6 documents were uploaded on OHASIS (see: Table 16).

Table 16. Number and types of documents uploaded on the OHASIS Number and types of documents uploaded on the OHASIS No. Type of document Total uploaded 1 Photo stories from the Ribbon Cutting Ceremony 6 Total: 6

38

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

5. LESSONS LEARNED DURING THIS REPORTING PERIOD

Increasing the presence of Interethnic Integration in Education in the media In this reporting period, the IIEP team strived to invite journalists to attend activities that partnering schools organize jointly for their students, and also invite regularly at the ribbon cutting events. Due to the current political circumstances in the country, the response was not very strong; nonetheless journalists responded positively in several occasions, when a direct contact and call was made for a particular activity. In spite of regular dissemination of the media digest on a monthly basis to all media outlets, about the day-to-day IIEP activities, still, the response and interest of media shown to attend events is not satisfactory. As an experience, the IIEP team considers that the approach of direct call and invitation to journalists and editors is more effective. Therefore, such approach will continue to be utilized, without excluding sending and informing media outlets with official invitations and information as before.

In-depth long-term joint student activities opposed to short term activities The project experience with the schools continues to prove that long-term activities, that are well designed to provide more extensive collaboration between students, have a much greater impact and positive outcome for both students and teachers, than short-term activities. These activities create an opportunity for students to establish more meaningful and lasting relationships, and, consequently, successfully overcome prejudice and language barriers. Unfortunately, the majority of schools, that have received a small grant, most often organize short-term visits which do not always provide the best environment for productive collaboration between students. Although this approach enables schools to involve a larger number of students in the activities, it often results with limited communication between them and it does not necessarily have an impact over their perceptions of the “other” ethnicity. The project team finds that, in the future, it would be far more effective and beneficial for the schools and the students, to provide grants for activities that include continual visits and prolonged contact among students, and which are designed in a way to ensure maximum collaboration between students. This would also include a more extensive involvement on behalf of the IIEP team, in the planning and implementation process, as this has shown to be a very important factor in the successfulness of the joints student activities. To be able to do this, the project would need to provide grants of a larger size to a smaller number of schools. In this manner, the schools will have the ability to implement long-term activities and activities with multiple visits, which was often not possible with the previous size of the grant, due to the large costs that were difficult to cover. Additionally, the more focused approach, with a smaller number of schools, would enable the project team to provide more intensive program assistance and ensure that the implemented activities have a deeper impact over the students involved, and that the schools strengthen their capacities for implementation of effective joint student activities.

Cooperation with the 10 municipalities directed towards strengthening the role of municipalities in fostering IIE activities on school and local community level The meetings held with selected 10 municipalities proved to be effective; since they motivated both educational officials and SITs to openly discuss and review current IIE activities on school level, including the opportunities for more coordinated and active cooperation between schools and municipality. As result of these meetings, for example the educational officials from Municipality of Saraj initiated a partnership with the Municipality

39

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

of Gorce Petrov, in aim to intensify the cooperation between schools through joint student activities. IIEP team finds that the meetings with municipalities increase the responsiveness and supportiveness of the municipalities towards the IIE implementation on local level and straightens the cooperation between municipalities and schools.

With law regulations to a better school maintenance It can be concluded, from the experience gathered from the in-school visits, that the maintenance in some schools is very good, in some it is satisfactory, but in some it is poor. Some of the schools had already introduced maintenance procedures and plans, and some were stimulated through the Project’s activities. Still, the application and conduction of the maintenance plans and procedures remains to depend on the good will of the employees or the managing personnel. In order to improve the success of the implementation of the maintenance plans and procedures, and to implement them in all schools in the Republic of Macedonia, it is necessary to construct and implement law regulations and to include the local and central government.

Proof for the success of the involvement of the local government is the municipality of Krivogashtani, where PS Jonche Smugreski is renovated by IIEP. The municipality has formed a commission that is in charge of conducting school controls regarding the maintenance, with special focus on the hygiene maintenance. The commission conducts irregular and unannounced visits in this and all schools that are under the municipality’s jurisdiction. The visits are conducted once or twice per month. Since the first visit, according to the school director, it is notable that there is improvement in the hygiene in the toilets and throughout the school. The technical staff is also more fulfilling in its tasks and better at its work.

40

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

6. ACTIVITIES TO INCREASE PARTICIPATION OF PEOPLE WITH DISABILITIES (PWDs)

In this reporting period IIEP does not mark any participation of children with disabilities in the activities. Nonetheless, IIEP team continuously encourages their participation in all activities (sport activities, joint students activities, trainings, creative workshops, debates, and similar), ensuring that all necessary conditions are provided by the project, whenever such situation is and will be present.

41

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

7. ACTIVITIES IN THE NEXT REPORTING PERIOD

7.1. Crosscutting Activities . Coordination with the of the partner organizations.

7.2. Monitoring and Evaluation Activities . Preparation of the report from Monitoring and Evaluation process carried out in project schools; . Final update and preparation of the application for the electronic survey; . Implementation of the electronic survey; . Field visits of activities.

7.3. Component One: Public Outreach Activities . Third module of the training for forum theatre methodology with selected teachers who led the process of the creative workshops; . Design of new episodes for the integrated youth program “Multi-via-Radio”; . Preparations for “Be creative, Be interactive, Be interethnic“ Festival; . Preparation and implementation of ribbon cutting events; . Initial preparations for the Infotainment documentary “4x4”; . Field visits of journalists in schools; . Visits of joint student activities and partnership activities of schools; . Preparations for establishment of the Creative Corners in schools; . Arrangements for public thematic regional debates; . Preparation and dissemination of the IIEP information materials; . Regular informing of institutions, municipalities and schools about IIEP activities through monthly reports, published information on the project web-page www.pmio.mk and other outreach tools.

7.4. Component Two: Capacity Building of School Management and Teachers . Supervision meetings with mentors (master trainers and members from partner organization Loja and Sumnal); . School support visits and observation of the joint student activities in the multilingual schools; . Mentoring meetings for support of the SITs from all three phases of schools; . Integration of IIE in regular curriculum; . Regional Fund Raising Forums for school directors and local business representatives; . Introductory meetings of the IIE School Performance Quality Indicators for the inspectors; . Publishing the Manual for interethnic integration in education for the teacher training faculties; . Meeting between IIEP and NEC teams for inclusion of key element of the IIE concept in the training content for the school directors; . Student promotions of IIE achievements in 8 municipalities that foster the IIE activities on school and local community level; . Final event of the sport and fun activities with students from 5 primary schools; . Implementation of joint students’ activities supported by the small grants; . Organization of Summer Camp for joint students’ activities; . Administrative and financial finalization of grants; . Creation of short IIE animated videos.

42

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

7.5. Component Three: Demonstration Schools . Creation of five brochures/leaflets as promotional materials for Demonstration schools; . Creation of Manual on best practices and lessons learned; . Organization of public event (Demonstration schools Fair) with all Demonstration schools for the representatives of the key educational institutions; . Organization of two trainings for SITs for coordination, action plan development and ensuring sustainability of the project activities; . Revision of the manuals for Joint students activities and Democratic participation; . Finalization of the Manual for Language acquisition workshops; . Elections of students’ bodies at a classroom level.

7.6. Component Four: Providing Incentives to Schools and Communities . Preparation of engineering field reports; . Final approval of school renovation project; . Preparation of Annexes to the joint EMMPs; . Signing of MoUs with the schools and municipalities; . Announcement of tenders for selection of construction companies; . Selection of construction companies; . Selection of consulting companies for supervision; . Organization of preconstruction meetings in the schools; . Implementation of the approved school renovation projects; . On-going supervision and quality control of the renovation activities; . Technical acceptance of the school renovation projects; . Organization of follow up in-school meetings in 13 Phase 3 schools; . Finalization of the School Maintenance Manual; . Cooperation with MoES; . Uploading documents on OHASIS (Overseas Humanitarian Assistance Shared Information System).

43

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

8. LIST OF APPENDICES

Summary Partners’ Quarterly Reports (MIM, Loja, Sumnal, Appendix 1 Multimedia and YEF)

44

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

APPENDIX 1 Summary Partners’ Quarterly Reports

1. Macedonian Institute for Media (MIM) 2. Association for Roma Community Development SUMNAL 3. Center for Balkan Cooperation “Loja” 4. Performing Arts Center MULTIMEDIA 5. Youth Educational Forum

1 Macedonian Institute for Media (MIM) Reporting period: April 1 – June 30, 2015 1. SUMMARY OF ACCOMPLISHMENTS

o Activity 1.1.3: Production and dissemination of information materials on IIE to the media and respectively Activity 1.3.2 – IIEP Website and Other Web based communication resources (according to the new SOW for 2015): . The 10th issue of the electronic Media Digest (Mediumski informator, Informatori mediatik) was distributed at the beginning of April 2015, bringing different human interest stories, video pieces and other interesting content on various types of activities carried out within different components of IIEP to journalists and newsrooms throughout Macedonia, as well as to audiences on social networks. As before, the newsletter was distributed through social networks to 6 journalists’ groups on Facebook, each gathering from 100 to 750 journalists from Macedonia, as well as to several FB groups and fan pages that gather NGOs, activists and media and are focused on interethnic relations and peace-building (such as the group Zaedno za Mir with over 750 members, MIM’s page “Aktiv” with over 800 fans, “Stop na nasilstvoto i nacionalizmot vo Makedonija” with over 650 members etc). The newsletter was also distributed through MIM’s Twitter profile, which is followed by many journalists and CSO activists. Also, the newsletter was distributed directly via e-mail to almost all newsrooms in the country, and to over 50 journalists that cover education. In addition, the newsletter was distributed to over 700 teachers in schools throughout Macedonia that have been trained by MIM through IIEP during these three years, and through other projects. . At the beginning of May 2015, we produced and distributed the 11th issue of the monthly electronic media digest, as usually followed by the same manner of dispersion of its content described above; . The 12th issue of the media digest was completed by the end of May 2015, and distributed at the beginning of June 2015; . The 13th issue of the media digest was completed at the end of June 2015, with its distribution to recipients to follow at the very beginning of July 2015; . In total, 19 stories for the IIEP website and 3 issues of the Media digest were produced during this three-month period. MIM’s assistance involved thorough editing, revising and rewriting of the stories, proofreading in Albanian and Macedonian language, as well as production of 4 video stories; . 3 of these stories were created based upon stories and photographs sent by the teachers and pupils that were trained by MIM and IIEP during the trainings for multimedia held in the previous Project year. We are glad to

45

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

stress this, because it shows that these trainings have produced a resource that would continue to inform media and wider audiences themselves on their successes in the context of interethnic integration in education, as well as on other achievements and news that are important for the schools and their communities;

o Activity 1.1.5: Public Promotional Event of the best multimedia products in the context of interethnic integration in education . The event was organized on the May 7th 2015 in The Cinematheque in a very successful manner, gathering around 100 teachers and pupils from over 20 schools from the whole country; . Main awards and valuable prizes were given to teams of pupils and teachers from 3 high schools, “Jane Sandanski” from Bitola (1st place – camera Go Pro 4 and a lap top), “Mihajlo Pupin” form Skopje (2nd place – camera Go Pro 4) and “Zef Lush Marku” from Skopje (3rd place – photo camera); . Additionally, certificates of acknowledgment were given to 5 high schools: “Gjorgji Naumov” – Bitola, “Koco Racin” – Sv.Nikole, “Lazar Licenovski” – Skopje, “Goso Vikentiev” – Kocani and “Kole Nehtenin” – Stip. A special prize was awarded to high school “Arsenij Jovkov” for their animated film “The Dragon Story”, while all other schools that participated at the competition also received certificates to commend them for their efforts.

2. IMPLEMENTED ACTIVITIES

Activity 1.1.3: Production and dissemination of information materials on IIE to the media and respectively Activity 1.3.2 – IIEP Website and Other Web based communication resources: . The 10th issue of the electronic Media Digest (Mediumski informator, Informatori mediatik) was distributed at the beginning of the month of April, bringing different human interest stories, video pieces and other interesting content on various types of activities carried out within different components of IIEP to journalists and newsrooms throughout Macedonia, as well as to audiences on social networks. As before, the newsletter was distributed through social networks to 6 journalists’ groups on Facebook, each gathering from 100 to 750 journalists from Macedonia, as well as to several FB groups and fan pages that gather NGOs, activists and media and are focused on interethnic relations and peace-building (such as the group Zaedno za Mir with over 750 members, MIM’s page “Aktiv” with over 800 fans, “Stop na nasilstvoto i nacionalizmot vo Makedonija” with over 650 members etc). The newsletter was also distributed through MIM’s Twitter profile, which is followed by many journalists and CSO activists. Also, the newsletter was distributed directly via e-mail to almost all newsrooms in the country, and to over 50 journalists that cover education. In addition, the newsletter was distributed to over 700 teachers in schools throughout Macedonia that have been trained by MIM through IIEP during these three years, and through other projects. . At the beginning of May 2015, we distributed the 11th issue of the monthly electronic media digest, as usually followed by the same manner of dispersion of its content described above;

46

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

. The 12th issue of the media digest was completed by the end of May 2015, and distributed consecutively at the beginning of June 2015; . The 13th edition of the media digest was completed during June 2015, with its distribution to follow at the very beginning of July. . In April, MIM staff produced 1 video story from visit of partner school “Hristijan Todorovski Karpos” from Mlado Nagoricane to “Panajot Ginovski” from Butel, executed on April 20th, 2015; . The second video that was produced was shown during the multi-media award event on the May 7th (Activity 1.3.2), and used to describe the process of training of pupils and teachers, and also include some of the distinguished videos from the competitors; . The third video was produced from the multimedia award event itself held on the May 7th, and was distributed to media and other recipients through the media digest and social networks; . The fourth video produced by MIM staff was on the start of the airing of the “Multi-Via-Radio” show on Radio Mof, hosted by Bujar Saiti. The first edition of this radio show which will promote interethnic integration and multiculturalism was aired live on June 10th, and the video on this has been included in the June edition of the media digest.

o Activity 1.1.5: – Public Promotional Event of the best multimedia products in the context of interethnic integration in education . As we informed previously, 34 secondary schools from the country applied, with a total of 57 multimedia projects which capture different aspects of the school activities dedicated to the interethnic integration in education. . Together with IIEP, it was decided that the awarding ceremony will be held on the May 7th. During April, MIM team of experts supported the IIEP team and jointly worked on developing a scenario for the event, assistance with the content of the certificates and notifications to winners and participants in the competition, and in the logistic preparations for organizing the event. . During April, several working meetings were held, to discuss the scenario and details of logistic preparations of the award ceremony (design and wording of certificates, a plan for video recording of the event and other relevant aspects) . Together with IIEP, at the beginning of the month of May we worked on final preparations for the awarding ceremony to be held on the May 7th. MIM team of experts supported the IIEP team with the logistic and content preparations for organizing the event, as well as with support on the event itself. . Also during May, several working meetings were held, to discuss the scenario and details of logistic preparations of the award ceremony, with the moderator of the event Bujar Saiti, between the MIM and IIEP team, and with the responsible personnel of the venue, Cinematheque of Macedonia. . The event was organized in a very successful manner on May 7th in the Cinematheque of Macedonia in Skopje, gathering around 100 teachers and pupils from over 20 schools from the whole country;

47

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

o Activity 1.1.8 Infotainment documentary “7x7” . During April 2015, MIM staff and IIEP outreach team continued our joint efforts to produce the pilot – episodes “4x4” of the infotainment documentary firstly envisioned as “7x7”; . MIM worked on producing an initial budget – including time-frame and milestone activities for the production of 7x7 (4x4), and contacting production professionals that would be adequate for the production of this episode. The draft of the budget including proposed team and responsibilities was sent for reviewing to IIEP on April 14th. . MIM experts developed and produced an alternative scenario for the pilot episode 4x4. The draft scenario, which was sent to IIEP team on April 14th, is focused on art, including sequences on theater, music, visual arts and literature; . During June 2015, MIM staff and IIEP outreach team held 2 meetings regarding continuation of our joint efforts to produce the infotainment documentary. . IIEP has decided to go with a call for offers for video production companies to produce the pilot episodes of this educational infotainment. MIM experts took the responsibility to develop the Terms of reference for this call. This document was developed during June 2015, with an aim to finish the working version and send it to IIEP at the beginning of July 2015.

Other activities – planning and coordination of activities for 2015

. IIEP and MIM project staff held several working meetings to plan and coordinate activities for the month of April, May and June listed above,

3. LESSONS LEARNED -

4. NEXT QUARTER ACTIVITIES

. Activity 1.1.3: Production and dissemination of information materials on interethnic integration in education to the media: (finalizing and distributing the June issue; producing and distributing the bi-monthly Media Digest for July/August); . Activity 1.2.1: Field Visits of journalists in schools (organizing study visits for journalists to concrete events organized by IIEP or partners in schools); . Activity 1.3.2: IIEP Web site and Other Web-based Communication Resources (producing at least 2 stories for IIEP website and for distribution to the media, supporting IIEP outreach team in revising, editing and proofreading of the stories); . Activity 1.1.8 Infotainment documentary “7x7”: Producing the Terms of reference for the call for offers to produce “7x7”, finalizing competition documents, participating in selection.

2 Association for Roma Community Development SUMNAL

48

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Reporting period: Reporting period: April 1 – June 30, 2015 1. SUMMARY OF ACCOMPLISHMENTS . Provided 1 logistic support on 1 one-day Advanced Training for SITs members from multilingual schools from phase 3; . Provided 6 observing meetings in multilingual schools from phase 3 on implementation of joint student`s activities; . Provided 8 regional mentoring meetings for schools from pilot phase, phase 2 and phase 3 . Implemented monitoring to demonstration schools. 2. IMPLEMENTED ACTIVITIES For the period from April-June 2015 staff from Association for Roma Community Development Sumnal took part on these activities:

1. Implemented activities within Component Two

a)Provided training support

. One-day Advanced Training for representatives from SITs from multilingual schools from Phase 3. The role of NGO Sumnal was to give a logistic support.

Component 2: 2.7.1. Advanced training on IIEP activities in ethnically mixed schools (two, three languages of instruction) from Phase 3 Date/s of Place of the What has Partner Participants, the activity activity (where been organization consultants / relevant) implemented support involved (where relevant) 01 April Hotel Continental, Logistic Marija Members from 2015 Skopje support Atanasova SIT

b) Provided observing of joint students’ activities

. The role of NGO Sumnal was to observe joint student`s activities. Component 2: 2.9.1. Joint student activities in ethnically mixed schools Date/s Place of the What has been Partner Participants, of the activity (where implemented organizatio consultants activity relevant) n support involved (where / relevant) 21 May PS. Sv. Kiril i Supporting joint Dejan Members from 2015 Metodij, Krushevo student activities Petrovski SIT 22 May PS. Nikola Karev, Supporting joint Dejan Members from 2015 Krushevo student activities Petrovski SIT 26 May PS. Nikola Karev, Monitoring joint Dejan / 2015 Krushevo student activities Petrovski 01 June PS. Sv. Kiril i Supporting joint Dejan Members from 2015 Metodij, Krushevo student activities Petrovski SIT 01 June PS. Diturija, Skopje Supporting joint Marija Members from 2015 student activities Atanasova SIT 10 June PS. Diturija, Skopje Monitoring joint Marija / 2015 student activities Atanasova

c) Provided one-day regional mentoring meetings for schools from pilot, phase 2

49

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

and phase 3

• The role of NGO Sumnal was to give a mentoring support.

Component 2: 2.7.2.1. Mentoring meetings

Date/s of Place of the What has Partner Participants, the activity (where been organization consultants activity / relevant) implemented support involved (where relevant) 25 June PS. Manchu Matak, Mentoring Dejan Members from SIT 2015 Krivogashtani, PS. meeting Petrovski Dijana Karaviloska Naum Naumovski - mentor Borche, Krushevo 25 June PS. Mirko Mentoring Aleksandra Members from SIT 2015 Milevski, Kichevo meeting Sivevska Ljatife Bajrami - mentor 26 June PS. Nikola Karev, Mentoring Marija Members from SIT 2015 Probishtip meeting Atanasova Lidija Manusheva - mentor 29 June PS. Kosta Susinov, Mentoring Dejan Members from SIT 2015 Radovish meeting Petrovski Lidija Manusheva - mentor 29 June PS. Kliment Mentoring Dejan Members from SIT 2015 Ohridski, Delchevo meeting Petrovski Dime Atanasoski - mentor 30 June SS. Gjorgji Mentoring Aleksandra Members from SIT 2015 Naumov, Bitola meeting Sivevska Miroslav Stojanov - mentor 30 June PS. Kliment Mentoring Dejan Members from SIT 2015 Ohridski, Prilep meeting Petrovski Dijana Karaviloska - mentor 30 June PS. Tosho Arsov, Mentoring Marija Members from SIT 2015 Shtip meeting Atanasova Liljana Arsova - mentor

d) Other administrative support provided . Electronic input lists of participants at workshops. Sumnal had a task to entered electronically in excel tables the lists for participant's attendance from all organized Trainings and seminars. . Contacting the schools for the trainings and meetings. Sumnal's representatives contacted on a phone the representatives of the schools and municipalities about the date of the trainings and meetings confirmation of attendance. . Activities for assisting in the preparation of trainings in (materials, arranging training facilities, etc.) . Support of schools in Phase 2 in preparing applications for small grants

2. Implemented activities within Component Three

50

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

a)Provided support meetings to demonstration schools

Component 3: Activities 3.2. Supporting Joint Student`s Activities Date/s of the Place of the What has Partner Participants, activity / activity been organization consultants (where implemented support involved (where relevant) relevant) 17 April 2015 PS Bajram Support Marija Atanasova 17 April 2015 Shabani, meeting Dzijan Demirovski Kumanovo 30 April 2015 PS Bratstvo Support Aleksandra Members from Edinstvo, meeting Sivevska SIT Ohrid Vladimir Slavkoski

3. LESSONS LEARNED - 4. NEXT QUARTER ACTIVITIES For the next quarter the following activities are planned: . Logistic support for Fund-raising Forums on regional level . Mentoring meeting . Administrative support for “Integrated fund” for joint student activities (financial assistance to schools for implementation of joint student activities, collecting documents for school`s financial participation) . Introducing the Certification Manuel to the schools form pilot, phase2 and phase 3 through mentoring meetings.

3 Center for Balkan Cooperation Loja Reporting period: April 1 – June 30, 2015 1. SUMMARY OF ACCOMPLISHMENTS The following activities were successfully conducted and completed by the project team, marking the period starting from April 1st until June 30th 2015:

. Observations of Joint Student’s Activities in the multilingual schools . Participation in the trainings and meetings organized by CHRCR . Expert’s and administrative support provided . Additional activities for the IIEP’s purposes performed (administrative support, phone calls) . Translation provided (Macedonian-Albanian) . Participation at supervision workshops and follow up meetings with Master Trainers . Provided logistical support to Advanced Training on IIEP activities in ethnically mixed schools (two, three languages of instruction) from Phase 3 . Mentoring meetings implemented . School visits for support of multilingual schools in IIE activities . Support for the Integrated Fund provided . Mentoring and monitoring school support visits to demonstration schools provided

2. IMPLEMENTED ACTIVITIES

51

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

. 2.7.1. Advanced training on IIEP activities in ethnically mixed schools (two, three languages of instruction) from Phase 3

For this activity that started at the end of March and continued at the beginning of April, in hotel “Kontinental” in Skopje as the chosen venue, CBC LOJA provided logistical support and translation from Macedonian to Turkish language. Hatidze Qazimi was in charge for the logistics, and Ajhan Idrizi was the translator during the last day of the training on April 2nd.

. 2.7.2.3. School visits for support of multilingual schools in IIE activities

This activity has started in May 2015 - the multilingual schools from Phase 3 were supported by mentoring and monitoring support visits which have started to get organized in order to obtain sustainability and full capacity for the SITs of these schools to continue organizing qualitative integrated activity, even long after the IIEP is concluded. Many activities were organized by the schools from Phase 3 in the framework of IIEP, and those were joint students’ activities within the frames of the two-three lingual schools. The aim is to fully support the multilingual schools in organizing interethnic integrated activities. The team from CBC LOJA together with the master-trainers as partners supported and monitored several activities, and more are planned for the next quarter. Below is the detailed list with the schools and mentors from CBC LOJA’s side, from the supported activities by now.

Date: School: Responsible from CBC LOJA: 08.05.2015 PS “Ibrahim Temo”, Struga Gzim Osmani 13.05.2015 SS “Niko Nestor”, Struga Gzim Osmani 26.05.2015 PS “Bratstvo Edinstvo”, Konjare (prepar.) Ferija Murtezani 27.05.2015 PS “Bratstvo Edinstvo”, Debar Gzim Osmani 27.05.2015 PS “Zdravko Chochkovski”, Debar (prep.) Gzim Osmani 27.05.2015 OSTU “Gostivar”, Gostivar (preparation) Blagoja Petrovski 28.05.2015 SS “Braqa Miladinovci“, Skopje Hatidze Qazimi 28.05.2015 SS “Vlado Tasevski”, Skopje (preparation) Aleksandra Sardzoska 01.06.2015 PS “Kocho Racin”, Petrovec Blerim Jashari 01.06.2015 PS “Goce Delchev”, Gostivar Hatidze Qazimi 03.06.2015 SS “Gostivar, Gostivar Blerim Jashari 05.06.2015 SS “Vlado Tasevski”, Skopje Aleksandra Sardzoska 08.06.2015 SS “8mi Septemvri”, Skopje Blagoja Petrovski 08.06.2015 PS “Lirija”, Vrutok Hatidze Qazimi 09.06.2015 SS “Pero Nakov”, Kumanovo Aleksandra Sardzoska 09.06.2015 PS “Draga Stojanovska”, Rakotince Hatidze Qazimi 09.06.2015 PS “Bratstvo Edinstvo”, Konjari Ferija Murtezani

. 2.7.2.1 Mentoring Meetings, with groups of schools from all the phases

This activity started in the middle of June, and by the end of this quarter two regional mentoring meetings were organized and conducted, and many more are planned for the next one. The mentoring meetings are planned to be organized and conducted on regional level with the schools from all the phases from Component 2 and the representatives from the municipalities working on education, and as an activity started in the middle of June –

52

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015 with the supervising meeting and workshop with the master-trainers held on 17th June, where most of the members from CBC LOJA’s part took part in. After the workshop, the groups of schools where assigned to the mentors and the master-trainers and soon after the first regional mentoring meetings were organized and implemented. The aim of these mentoring meetings is to see the progress that the SITs from the different schools have achieved so far in terms of their work in their schools and to introduce to the schools the procedure for the IIEP certification. This is the table with the details for the regional mentoring meetings held during this reporting period, and many more are incoming for the next period:

Date: Group: Responsible from CBC LOJA: 24.06.2015 07 Blagoja Petrovski 30.06.2015 04 Srgjan Vidoeski

. 3.2./3.3./3.7. Mentoring and monitoring school support visits to demonstration schools

In the frames of the Component 3, CBC LOJA is included in the supervising and monitoring support visits in the model (demonstration) school – and in this quarter the visits were going overall well. In the table below you will find all the detailed information about the date, place and the responsible people for the visits to the model schools:

April: 03.04.2015 07.04.2015 21.04.2015 Cities Gostivar Ohrid Skopje Responsible to go: CBC LOJA: CBC LOJA: CBC LOJA: Aleksandra Sardzoska Hatixhe Qazimi Gzim Osmani

Elmedina Shafi Bakija Shakirovski Aleksandar Stojanovski Name of the SS “Gostivar” PS “Bratstvo SS.“Zdravko schools: Edinstvo“ Cvetkovski”

May: 22.05.2015 27.05.2015 Mentoring support, May Cities Gostivar Ohrid Skopje, Kumanovo, Kichevo Responsible to CBC LOJA: CBC LOJA: CBC LOJA: go: Aleksandra Blerim Jashari Gzim Osmani Sardzoska Bakija Shakirovski Hatidze Qazimi Elmedina Shafi Aleksandar Stojanovski Elmedina Shafi Aleksandra Sardzoska Name of the SS “Gostivar” PS “Bratstvo SS.“Zdravko Cvetkovski”, schools: Edinstvo“ PS ”Bajram Shabani”, PS “Braqa Miladinovci”, PS “Sande Shejrovski”

53

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

June: 09.06.2015 Cities Skopje Responsible to go: CBC LOJA: Aleksandar Stojanovski Gzim Osmani Name of the SS “Zdravko schools: Cvetkovski”

. 2.9.2. Support for the Integrated Fund As part of this activity, Gzim Osmani from the team of CBC LOJA involved in the IIEP, on the April 14th had an engagement in the office of CBC LOJA to perform an administrative support in form of an all-day communication via phone with the SITs from the schools which were given a small grant from the project – with the aim was to inform them about the needed paperwork and to give them specific instructions for their further work activities covered with the grant they got.

. Translation Ferija Murtezani from the CBC LOJA’s translation team provided an Albanian to Macedonian consecutive translation for the IIEP activities in the PS “Riste Risteski” in Dolno Kosovrasti in Debar on 20/05/2015. The translation was provided for the honored guests from the municipality of Debar that came to open and support the activities in the school.

. Additional activities for the IIEP’s purposes (administrative support, phone calls) In this quarter, Srgjan Vidoeski in the function of Project Coordinator organized a team meeting in the premises of CBC LOJA on the May 12th, starting from 11:00h and ending around 14:30h. During this detailed and productive meeting, the colleagues from the IIEP team from CBC LOJA exchanged their experiences, shared their views and lessons learnt from the previous period, and also went through the plan and the procedures for conducting the field visits to the two-three lingual schools from Phase 3, Component 2. The meeting was a follow up from the supervising meeting with the master-trainers on May 9th in Skopje and gave new perspectives for the future work of the team. In order for all of these activities to be properly coordinated, monitored and documented, the project team worked throughout the whole month sporadically providing expert and administrative support for the CBC LOJA’s team. In the role of a Project Coordinator, Srgjan Vidoeski provided expert’s support in total of 56 hours, or 7 full working days for each of the three months from this quarter. Dimce Josifovski as Project Assistant provided expert’s support in total of 40 working hours, or 5 full working days, and administrative support for 8 hours or 1 full working day for each month of the quarter. Bujar Luma in the role of a Project Administrator provided 12 hours of expert’s support, or 1.5 working days in total for each month of this quarter. The project team is continuing its work diligently in the next quarter as well as before.

3. LESSONS LEARNED

54

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

During this quarter, in the month of May the team from CBC LOJA’s side faces challenges that were not controlled by any other factor, other than the politics in Macedonia. Even with the hard work and the efforts of the team, they were not able to conduct some of the planned visits to the schools – especially in the model (demonstration) schools because of the attacks and the violence that happened in Kumanovo on May 9th till 10th. This affected the following period afterwards and because of safety reason some of the visits were postponed. Luckily, the team was diligent enough to fully support the schools with mentorship, with constant communication via e-mails and phone calls. With the challenges faced in this reporting period, the lessons learnt came along. Mainly, the team really learnt that there is always a way to be active and supportive and doing a hard work even when we face factors and challenges outside our reach, like the political situation in the country. We learnt that fortunately we have the modern technology at our hand and we used it diligently to support the schools and the team itself.

4. NEXT QUARTER ACTIVITIES As planned in coordination with all the partners, during the next period some of the activities prolonged from the previous quarter should be completed successfully, as well as many new activities are planned to be conducted, as follows:

2.2.3. Implementing certification procedure 2.4.2. Informative workshop on implementation of School Integral Evaluation process upgraded with IIE indicators 2.5.1. Publishing the manual for IIE for the teachers’ training faculties 2.6.2. Supervision workshops and follow up meetings of Master Trainers 2.7.2.1. Mentoring meetings 2.7.2.2. Mentoring meeting for presentation of fundraising activities and best practices 2.7.2.3. School visits for support of multilingual schools in IIE activities 2.9.1. Joint student activities in ethnically mixed schools 2.9.2. “Integrated fund” for support of joint student activities 2.10.1. Nationwide competition and Festival for Innovative IIE School Practices 2.10.4. Short documentary films for IIE success stories 3.2. /3.3. /3.7. Mentoring and monitoring school support visits to demonstration schools

4 Performing Arts Center MULTIMEDIA Reporting period: April 1 – June 30, 2015 1. SUMMARY OF ACCOMPLISHMENTS . Successful implementation of the first training for Forum theater methodology within Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education from April 22nd till 24th at the Continental Hotel in Skopje; . Successful implementation of the second training for Forum theater methodology Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education from May 26th till 28th at the Continental Hotel in Skopje.

2. IMPLEMENTED ACTIVITIES

55

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

During the April-June quarter PAC MULTIMEDIA implemented project activities that are part of Component 1: Community Outreach Activities through Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education, Activity 1.1.6: “Creative Communities” Video Story Production as well as preparatory activities leading up to the full implementation of Activity 1.2.2: Creative Corners in Schools and Activity 1.1.7: Be Creative – Be Interactive – Be Interethnic Performance Art Festival in the upcoming quarter.

Two-thirds of Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education were completed in this quarter through the implementation of the first and second training planned within this activity which took place at the Continental Hotel in Skopje from April 22nd till 24th and from May 26th till 28th . Both trainings were quite hands-on, allowing the participants to hone their skills and increase their confidence as future forum theater facilitators.

Activity 1.1.6: “Creative Communities” Video Story Production was successfully finalized with promotion of the produced video which took place at the Faculty of Drama Arts in Skopje on 28th April. The promotion attracted a lot of interest and the produced video was greatly received. The event was also used as a platform for showcasing the talents of the students who participated in the creative workshops and had their performances at the event.

During this quarter the initial preparations for Activity 1.2.2: Creative Corners in Schools and Activity 1.1.7: Be Creative – Be Interactive – Be Interethnic Performance Art Festival were made. Their finalization is planned for the next quarter.

Outline of Implemented Activities

>> Implemented Activities in April

Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education . PAC Multimedia implemented the first training workshop for high school teachers within Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education from April 22nd till 24th at the Continental Hotel in Skopje (logistical support at the venue – 7 days); . PAC Multimedia prepared and distributed the information kit related to the first training from Activity 1.2.3 to the training participants (distribution of information and communication with participants – 2 days); . Violeta Simjanovska together with Xhevahire Pruthi Zajazi and Erlin Agich from IIEP had two meetings with the management at Continental Hotel on April 14th in order to discuss the details concerning the venue and all the logistical coordination and support needed (preparation for Activity 1.2.3 – 1 day); . Violeta Simjanovska and Lea Linin had two meetings with Julija Shundovska and Florina Shehu in order to discuss details concerning the training’s program and the logistical support they would need; Violeta Simjanovska had a meeting with Zoran Milevski who teaches at the Dobri Daskalov High School in Kavadarci on April 3rd in order to discuss his involvement in Activity 1.2.3 (preparation for Activity 1.2.3 – 2 days). Activity 1.1.6: “Creative Communities” Video Story Production

56

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

. PAC Multimedia implemented Activity 1.1.6: “Creative Communities” Video Story Production on April 28th at the Faculty of Drama Arts in Skopje (logistical support for Activity 1.1.6 – 2 days); . Coordination and sending out invitations to schools (preparation for Activity 1.1.6 – 2 days); . Rescheduling of venue and resending of invitations for event (preparation for Activity 1.1.6 – 2 days); . Coordination with the teachers from school in order to ensure the logistical support they need to arrive at the venue and coordination with performers and checking up on their preparations for the event (preparation for Activity 1.1.6 –1 day); . Violeta Simjanovska from PAC Multimedia and Xhevahire Pruthi Zajazi and Erlin Agic from the IIEP team had a meeting with Ognen Janeski and Anita Latifi on April 9th regarding Activity 1.1.6: “Creative Communities” Video Story Production and their engagement as moderators of the event (preparation for Activity 1.1.6 – 1 day).

Activity 1.2.2: Creative Corners in Schools . Visits to Dobri Daskalov High School in Kavadarci and Orde Chopela High School in Prilep on 16th April to meet the students that are supposed to participate at the promotional event from for Activity 1.1.6 as well as discuss details for the establishing of a creative corner at their school (preparation for Activity 1.2.2 – 2 days); . Visit to Gostivar Technical High School in Gostivar on April 20th in order to discuss the students’ performances and the logistics for their arrival at promotional event within Activity 1.1.6 as well as discuss the details concerning the establishing a creative corner at their school (preparation of Activity 1.2.2 2 days); . Visit to Drita High School in Kicevo where we met Arsllan Kadriu, a teacher who implemented the creative workshops within the same project in 2013, in order to pick up the photos that the students took and were featured in the final product presentation in order to have them featured again at the promotional event within Activity 1.1.6 and further discuss the possibility for establishing a creative corner at the school (preparation of Activity 1.2.2 – 1 day); . Violeta Simjanovska researched the materials to be supplied for the libraries in the creative corners; Violeta Simjanovska met with Goran Ilikj on April 1st to discuss the skills and activity preferences of the students from Pero Nakov High School based on his experience working with the students there in order to assess the students’ needs better before establishing the creative corner (preparation for Activity 1.2.2 - 4 days); . Violeta Simjanovska had meetings with experts Julija Shundovska and Keti Donchevska – Ilikj in order to discuss the materials that each of the creative corners will receive (preparation for Activity 1.2.2 – 1 day).

Activity 1.1.7: Be Creative – Be Interactive – Be Interethnic Performance Art Festival . Preparation for the festival; Violeta Simjanovska visited Orde Chopela High School in Prilep on April 6th in order to discuss the possibility of the students who participated in the creative workshops performing their piece at the festival; Violeta Simjanovska visited Gostivar Technical High School in Gostivar and St. Clement of Ohrid High School from Ohrid on April 10th in order to have meetings with the schools’ principals about their students (the students who participated in

57

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

the creative workshops) performing at the festival (preparation for Activity 1.1.7 – 4 days).

Administration Costs PAC Multimedia prepared and submitted the March monthly narrative and financial reports (Lea Linin and Adriana Arsovska (2 days of administrative support) and Violeta Simjanovska (2 days of expert support)).

>> Implemented Activities in May Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education . PAC Multimedia implemented the second training workshop for high school teachers within Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education from May 26th till 28th at the Continental Hotel in Skopje (Violeta Simjanovska-3 days, Lea Linin-3 days); . Preparation for second training of Activity 1.2.3 in the form of logistical support and delivery of training materials before the start of the training (Violeta Simjanovska – 3 days); . Lea Linin prepared and distributed the information kit related to the second training from Activity 1.2.3 to the training participants (distribution of information and communication with participants – 2 days); . Violeta Simjanovska together with Xhevahire Pruthi Zajazi and Erlin Agich organized the logistical support with the management at Continental Hotel to suit the specific needs of the second training (preparation for Activity 1.2.3 – 1 day); . Violeta Simjanovska had two meetings with Goran Ilikj and Keti Donchevska Ilikj in order to discuss the specifics for the second forum theater methodology training (preparation for Activity 1.2.3 – 1 day); . Violeta Simjanovska made a trip to Tetovo on May 13th in order to deliver forum theater materials to Milosh Tashkovikj who wanted to organize the first student forum theater as a promotional tool for attracting new students at his school (preparation of materials and delivery – 2 days).

Activity 1.1.7: Be Creative – Be Interactive – Be Interethnic Performance Art Festival . Preparation for Activity 1.1.7 in the form of venue scouting and meetings with potential performers (Violeta Simjanovska - 2 days, Lea Linin – 1 day).

Administration Costs PAC Multimedia prepared and submitted the April monthly narrative and financial reports (Lea Linin and Adriana Arsovska (2 days of administrative support) and Violeta Simjanovska (2 days of expert support)).

>> Implemented Activities in June Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education . Coordination and meetings with experts Keti Donchevska Ilikj and Goran Ilikj to define the program for the third training of Activity 1.2.3 (Violeta Simjanovska – 5 days); . Preparation and distribution of the information kit for the third training from Activity 1.2.3 and communication with participants in order to secure their confirmations (Lea Linin – 4 days);

58

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

. Rescheduling of third training due to last-minute cancellations by participants (Lea Linin – 1 day)

Activity 1.2.2: Creative Corners in Schools . Violeta Simjanovska together with Xhevahire Pruthi Zajazi and Erlin Agich paid a visit to Dobri Daskalov High School (Kavadarci) on June 25th to have a meeting with Nevenka Pop-Angjelova, the school’s principal, in order to discuss the school’s participation within Activity 1.2.2 (Violeta Simjanovska – 1 day) . Violeta Simjanovska and Lea Linin together with Xhevahire Pruthi Zajazi and Erlin Agich paid a visit to Gostivar Technical High School (Gostivar) on June 26th to have a meeting with Angjelina Nofitoska, the school’s vice-principal, in order to discuss the school’s participation in Activity 1.2.2 (Violeta Simjanovska – 1 day; Lea Linin – 1 day)

Activity 1.1.7: Be Creative – Be Interactive – Be Interethnic Performance Art Festival . Research and meetings with potential performers at the festival (Violeta Simjanovska – 5 days).

Administration Costs PAC Multimedia prepared and submitted the May monthly narrative and financial reports (Lea Linin and Adriana Arsovska (2 days of administrative support) and Violeta Simjanovska (2 days of expert support)).

3. LESSONS LEARNED This quarter provided many learning opportunities for the team and also emphasized on various occasions what our strengths are. The selection of teachers and professional staff participating in Activity 1.2.3 seems to be a great one, because of their abilities as teachers and professional staff, their openness to learn and their willingness to open up during the activities, find their weaknesses and strengths and use them as a starting point for self-improvement. These are important aspects for the successful replication of activities in the various school environments. During this quarter we were faced with instances that tested the team’s preparedness for crisis management and resourcefulness – and we have passed the test. The team showed its great adaptability in accommodating the needs of the training participants and trainers.

4. NEXT QUARTER ACTIVITIES In the next quarter PAC Multimedia will start implementing the following activities:

. Meetings with the IIEP team, if necessary, to coordinate the implementation of activities; . Implementation of the third training from Activity 1.2.3: Forum Theater Methodology Training for Teachers in the Context of Interethnic Integration in Education in August; . Implementation of Activity 1.1.7: Be Creative – Be Interactive – Be Interethnic Performance Art Festival; . Implementation of Activity 1.2.2: Creative Corners in Schools in the selected schools for this cycle; . Submission of the July, August and September monthly narrative and financial reports.

59

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

5 Youth Educational Forum Reporting period: April 1 – June 30, 2015 1. SUMMARY OF ACCOMPLISHMENTS

 Activity: Continuing with Debate activities in 6 Municipalities [Karposh, Debar, Negotino, Gostivar, Delcevo, Prilep]  Accomplishments: More than 60 high school students, part of the debate clubs.

 Activity: Debate lectures and meetings.  Accomplishments: 42 days in the past months (April, May, June) spent in the field of integration.

 Activity: National Debate Tournament  Accomplishments: More than 100 high school students took part in the tournament debating on socially relevant issues 35 students had the opportunity to judge on the tournament 15 volunteers were included in the organization of the event

 Activity: Final event – Awarding certificates to the members of the debate program  Accomplishments: 50 debaters got the opportunity to participate in a public discussion on integration among youth [debate program activity for debaters on national level, with support from International Debate Education Association]

 Activity: Public debate in Gostivar  Accomplishments: Publically discussed challenges that young people face with ethnic integration High school students had the opportunity to share and discuss opinions and experiences regarding ethnic integration in schools

2. IMPLEMENTED ACTIVITIES 4.1 Debate clubs and debate lectures in schools

Debate clubs in April

1. IMPLEMENTED ACTIVITIES

Traditionally the month of April was dedicated to the preparation and implementation of the National debate tournament. The debate curricula aimed at preparing the debaters for the upcoming tournament by recapping the knowledge gained through the year on argumentation, rebuttal and motion analysis. This month most of the clubs held additional meetings in order to prepare the teams for the Nationals. Besides theoretical lectures the meetings focused on exercises and practice debates as well as motion analysis on the motions: “THBT sexually assertive female pop stars identifying as feminists are harmful for feminism.”; ” THBT international military intervention against Boko Haram is justified, regardless of the views of the Nigerian government.”

60

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Following the elective in March – a full day event that covered lectures and trainings on Feminism, this month YEF organized electives named Understanding Terrorism. The trainings aimed at providing additional knowledge for the debaters on the motions debated at the tournament.

The coordinative body focused on preparation for the tournament. The actions were aimed at creating a coordinative body that would help organize the tournament from a logistical stand point as well as recruiting trainers that have more incite on the motions that will provide lectures to clubs that need additional training in order to prepare for the event.

Municipality High shools part of debate clubs Negotino Secondary School “Kiril and Metodij“ Gostivar Secondary School “Gostivar “ Karposh Secondary School “Orce Nikolov “ Prilep Secondary School “Orde Chopela“ Debar Secondary School “Zdravko Chochkovski “ Delcevo Secondary School “M.M. Brico“

Debate club Date Activity Present high school students Negotino Preparation for National debate Secondary 01.04.2015 tournament: presentation on the motions 21 students School and team selections. „KirilI Preparation for National debate Metodij“ tournament: presentation on the motion “THBT sexually assertive female pop 08.04.2015 stars identifying as feminists are 19 students harmful for feminism.” and group analysis. Building case and strategy for the upcoming tournament. Preparation for National debate tournament: presentation on the motion ” “THBT international military intervention against Boko Haram is 15.04.2015 18 students justified, regardless of the views of the Nigerian government.” and group analysis. Building case and strategy for the upcoming tournament. Preparation for National debate 20.04.2015 17 students tournament: practice debate. Preparation for National debate 22.04.2015 17 students tournament: practice debate

61

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Debate club Date Activity Present high school students Secondary 03.04.2015 Preparation for the National debate 11 students School tournament: Building an affirmative “Gostivar “ case and strategy on the motion: “THBT sexually assertive female pop stars identifying as feminists are harmful for feminism.” 09.04.2015 Preparation for the National debate 9 students tournament: Building a negative case and strategy on the motion: “THBT sexually assertive female pop stars identifying as feminists are harmful for feminism.” 16.04.2015 Preparation for the National debate 6 students tournament: Building an affirmative case and strategy on the motion: ” THBT international military intervention against Boko Haram is justified, regardless of the views of the Nigerian government.” 21.04.2015 Preparation for the National debate 6 students tournament: Building a negative case and strategy on the motion: ” THBT international military intervention against Boko Haram is justified, regardless of the views of the Nigerian government.” 30.04.2015 Follow up on the tournament. Sharing 18 students experiences on the debates and recapping the knowledge gained on the tournament. Prilep Preparation for the National debate Secondary tournament: Case building and motion School analysis “This House Believes That 11.04.2015 3 students “Orde sexually assertive female pop artists Chopela“ identifying as feminists are harmful for feminism” Preparation for the National debate tournament: case building and motion analysis “This House Believes That 18.04.2015 3 students sexually assertive female pop artists identifying as feminists are harmful for feminism”

62

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Debate club Date Activity Present high school students Debar Preparation for National debate tournament. Secondary Practice debate on the motion: “THBT School 10.04.2015 sexually assertive female pop stars 12 students „Zdravko identifying as feminists are harmful for Chochkovski feminism.” “ Preparation for National debate tournament. Practice debate on the motion:” THBT 15.04.2015 international military intervention against 8 students Boko Haram is justified, regardless of the views of the Nigerian government.” Preparation for National debate tournament: 18.04.2015 revision of argumentation skills and motion 9 students analysis. Karpos Analyzing the motion “This House Secondary 04.04.2015 Believes That sexually assertive female pop 8 students School artists identifying as feminists are harmful „Orce for feminism” + case building Nikolov“ Analyzing the motion “THBT international military intervention against Boko Haram is 11.04.2015 9 students justified, regardless of the views of the Nigerian government” + case building

Additional meeting scheduled for further 16.04.2015 research on the motions given for the 5 students National debate championship Debate simulations for improving and rehearsing the cases on the motion: “THBT 18.04.2015 international military intervention against 6 students Boko Haram is justified, regardless of the views of the Nigerian government” Debate simulations for improving and rehearsing the cases on the motion: “This 23.04.2015 House Believes That sexually assertive 6 students female pop artists identifying as feminists are harmful for feminism” Final preparation for the National debate 24.04.2015 championship: revision of cases and 3 students argumentation skills

National Debate Tournament

Dates of event: April 24th , 25th, 26st 2015. Location of the event: FON University – Skopje

The National Debate Championship is the most important and largest debate tournament that Youth Education Forum organizes every year. Through this tournament YEF elects the national champion and best speakers that will represent the organization and

63

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Macedonia on international debate competitions. The tournament was composed of 6 preliminary rounds, semifinals and finals with English being the official language of the event.

The tournament hosted over 150 participants form every debate club in Macedonia. The event was attended by teams from the debate clubs from 14 cities in Macedonia, with 102 debaters, 15 volunteers and more than 40 judges.

Through 105 debates the best team and the best speakers on the event were selected. The main goal of the event is to create an environment where debaters and judges can practice their skills. These students have been participating in weekly trainings learning the rules of the debate format and basic principles of argumentation. The purpose of the event was to provide them with an opportunity to test their theoretical knowledge for debate in practise. The tournament allows debaters to further their knowledge in critical thinking and oratorical skills as well. Furthermore it is an opportunity to allow young judges to practice their judging skills. The second goal of the tournament was to elect a national champion and the best speakers in Macedonia. Namely this year’s winners of the national debating tournament were: Sonja Mitikj, Kalina Prelikj and Kristina Madzovska with Sonja Mitikj being the best speaker of the tournament. Most importantly debaters had chance to work in a team, and to build a team spirit. They were helping each other with translation and were supporting each other during the Tournament. Debaters from USAID Interethnic Integration in Education Project took full participation in this event. More than 30 members trainers and debaters from debate clubs in Prilep, Delcevo, Debar, Negotino, Karposh and Gostivar part of the project were participating on the event. The motions for the tournament were - “THBT sexually assertive female pop stars identifying as feminists are harmful for feminism.”; “THBT international military intervention against Boko Haram is justified, regardless of the views of the Nigerian government”. The format in which the tournament was debated was World Schools Style. Namely, it is the format debaters learn in their clubs for several months and through argumentation and teamwork are preparing for the tournament. Preparation process, means more knowledge and research, and acquiring extensive experience when it comes to understanding and new friendships.

Participants part of USAID interethnic Municipality integration in Education Project Eva Petreska Prilep Emilija Cavlevska Prilep Aleksandar Pizov Prilep Jordan Lazov Negotino Darko Jovanov Negotino Timotej Iliev Negotino Blagoja Todorovski Negotino Nadica Dimova Negotino Nikola Ruckomanov Negotino Jane Stepanov Negotino Simon Gjorgjiev Negotino

64

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Dejan Panovski Negotino Arber Marku Debar Atdhe Gorenca Debar Besar Marku Debar Andrea Ilievska Debar Viktor Trpcevski Debar Kiril Andonoski Debar Almir Pini Gostivar Azra Osmani Gostivar Stefan Ilievski Gostivar Sihana Saliju Gostivar Nikola Zarevski Gostivar Ersan Muharemi Gostivar Angelina Cvetkovska Skopje - Orce Nikolov Andrijana Pejcinovska Skopje - Orce Nikolov Tijana Hadzivasileva Skopje - Orce Nikolov

1.2.9. Debate clubs in May

IMPLEMENTED ACTIVITIES

The debate program in May focused on recapping the so far done activities. Debaters and trainers dedicated the weekly meetings on reviewing the lessons learned and exchanging the impressions and experiences of the biggest debate tournament we traditionally organize every spring – the National debate tournament.

Public speaking was one of our focus points for this month. The members of the debate clubs had presentations on how to hold a public speech and how to organize a public event. In that regard the debaters and debate trainers from Gostivar are organizing a public debate – event in June so they are going to implement in practice what they have learned on these sessions.

The coordinative body was involved as well in the preparation for the upcoming event in Gostivar. The preparations included finding a suitable venues, motions and speakers. As the end of the school year is approaching most of the activities in the debate club as well as those of the coordinative body are focused on implementing the last lectures of the curricula and preparing for the finale meetings and events.

65

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Debate club Date Activity Present high school students Secondary 09.05.2015 Public debate training 13 students School -developing public debate skills “Gostivar “ 26.05.2015 Public debating techniques and 12 students practicing Debar Types of thesis, ways of 09.05.2015 12 students Secondary interpretation and case building School „Zdravko Refuting the oppositions case. Chochkovski “ 16.05.2015 Techniques of building more strong 8 arguments during the debate Debate simulation and 30.05.2015 implementation of the knowledge 9 from the previous debate meetings Negotino Debate simulation in the local debate Secondary club and repetition of the most 14.05.2015 20 School important debate elements in order to „KirilI Metodij“ improve the knowledge Another debate simulation and 28.05.2015 16 practicing of the debate techniques Karpos Analyzing the mistakes and the Secondary outcome of the Nacional Debate 02.05.2015 8 students School Championship. Individual and Team „Orce Nikolov“ ranking reviews. - Practicing public speech and 9.05.2015 differentiating competitive debate and 9 students public debates Debating on the motion „This house 16.05.2015 believes that capitalism is better than 5 students socialism“ Being the last meeting of the year we ran through what the is the difference before they started debating and after they have finished the year of 30.06.2015 6 students beginner debate lectures. The debaters have acknowledged that they did better in school grades and have increased personal confidence.

Debate clubs in June

All of the activities completed in June were dedicated to recapping and upgrading the debate skills gained through the year.

The debate curricula was focused on practicing public-speaking skills since all of the elements included in this particular debate field were implemented in the lectures of the past few months. Often during debate meetings, the debaters were preparing speeches and delivering them in front of the members in their club.

The coordinative body worked on organizing the public debate that took place in Gostivar

66

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015 as well as planning the final event for the debate program where members of YEF got their certificates for successfully undergoing the debate training in Youth Educational Forum. From the debate clubs from Interethnic Integration in Education Project, activities additionally will be organized in Delcevo and Prilep. Holding back with the lectures was mainly because of the busy schedule in school Orde Chopela and lack of local support In Delcevo. Activities are already arranged and will be implemented during the summer or beginning of September.

Debate club Date Activity Present high school students Debar 09.06.2015 Tips and tricks in the field of public 12 students Secondary speaking, preparing speeches and School what the structure of a public „Zdravko speech should contain Chochkovski “ 16.06.2015 Verification of the members who 10 students should get their certificate for the debate training. Debate simulation Karpos 04.06.2015 Debate exercises for public 5 students Secondary speaking School 11.06.2015 Practice debate 9 students „Orce Nikolov“ 16.04.2015 Practice debate 8 students Negotino -Elements and structuring a public Secondary speech 06.06.2015 13 students School -how to deliver a public speech „KirilI Metodij“ -how to structure a public speech Brain-storming and ideas for the upcoming regional tournament in 13.06.2015 15 students Negotino. -Debate simulation 19.06.2015 Debate simulation 12 students Secondary Preparation for the public debate School planned to happen on the 17th of “Gostivar “ June. On this meeting the 01.06.2015 participants in the public debate 6 students were chosen and was discussed about what the debate should be like. The participants in the public debate were preparing their speeches and 13.06.2015 were making a concept of what 5 students should be their position on the topic given for the public debate.

Challenges in the debate clubs in Delchevo and Prilep Unlike the debate clubs in other municipalities who have been actively realizing the weekly curricula and regular activities, the clubs in the Municipalities of Prilep and Delcevo have been facing some difficulties in implementing the planned activities. Some of the reasons for postponing the curricula are contributed to the political situation that has

67

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015 been influencing the educational system, while others to the lack of motivation from the coordinative body in the centers.

Despite the logistics difficulties facing the clubs, the coordinative body continued with regular communication and cooperation with the centers in these municipalities. The following report will provide an insight to what are the specific issues that the clubs are facing and the offered solution to reestablishing the activities in the centers.

Municipality High shools part of debate clubs Prilep Secondary School “Orde Chopela“ Delcevo Secondary School “M.M. Brico“

Municipality Prilep:

Challenges: The political situation that influenced the educational system, negatively affected the activities in the debate club in Prilep and postponed the communication with the administrative body in Orde Chopela. Although the curricula was not implemented with the same intensity as the other clubs, most of the planned lectures and activities were implemented followed by a successfully established communication with the administration in Orde Chopela secondary school. Despite the early challenges that the debate centre faced, the debaters and representatives from the school attended the National Debating Championship organized in April. The tournament served both as an opportunity for the debaters to engage in competitive debating and exercise their theoretical skills as well aa provided a chance for the coordinative body to have a meeting with the school administration. After the meeting the coordinative body and the school administration arranged a debate training in the school that was intended to occur in June. Unfortunately due to the problems that the school was facing with the upcoming external testing the debate training was scheduled in September.

Planned activities: • debate training in September • public debate Municipality Delcevo:

Challenges: The debate centre in Delcevo had a productive start, and much like the other debate clubs, recruited members, implemented weekly debate trainings and participated in the National Debating Championship. Unfortunately the centre discontinued it’s activities with the debate clubs at the beginning of the new year due to lack of motivation from the coordinative body and in the centre. However, despite the lack of motivation we continued our communication with the trainers and debaters who still show interest in the debate program. The frequent communication with the debaters showed that the students are eager and willing to continue their debate trainings and for that reason a debate training in July was scheduled.

Planned activities: • debate training in July

68

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

• public debate

Final event – Awarding certificates to the members of the debate program

Dates of event: June 20th 2015. Location of the event: Youth Educational Forum, Skopje

Traditionally, at the end of every school year, Youth Educational Forum organises a final event dedicated to celebrating a successfully implemented debate curricula, where debaters are awarded certificates for undergoing a one year debate training. Debaters from 12 cities came to Skopje to participate the all-day final event. They also had an opportunity to be a part of the public debate organised for this event, where they had an opportunity to follow, comment and take part in the discussion. Members had a chance to celebrate the developed debate skills and the gained knowledge and friendship.

Public debate in Gostivar

Date of the event: June 17th

Location of the event: The municipal hall of Gostivar

After passing all of the planned activities in the debate curricula the members of the debate club in Gostivar organized a public debate. The discussed topic was – “Youth initiatives, example of cooperation and integration”. Five speakers from different social fields were involved in the debate: Gabriela Petrovska and Rezak Jakupi – teachers in High School of Economy in Gostivar Sefer Selimi – coordinator of the Youth Council of Gostivar Valjbon Bedzeti – journalist Sihana Saliu- debater, high school student Tijana Matovikj - debater and high school student

All of the participants in the debate offered a different point of view on the topic given, and explained what is their role in the process of social cooperation and integration. They described what is their contribution in the society, and showed how socially aware they are regarding this issues. The audience mainly consisted of high-school students who followed the debate and asked relevant questions from their own point of view.

Multi via Radio Report June 10th - July 1st

„Multi via Radio“ started as program show on Radio MOF on 10th of June, 2015. By now we have broadcasted four episodes. First episode was pilot episode so the host, professor Bujar Saiti introduced the audience with the concept of the new show and the main idea of interethnic integration in the education.

69

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

The second show broadcasted on June 17th was about the difference between interculturalism and multiculturalism. On our musical-linguistic journey through the cultural climate in Macedonia our host Bujar had two guests Nebojsa Mojsoski and Ana Piskaceva from the Macedonian Center for Civic Education

Nebojsa during the talk explained why interethnic integration is important. He said: „What we want to do is applying positive practices that will contribute to the education of parents, students, teachers, all of them- to understand why is so important the interethnic integration. He also added that interethnic integration is not a project but a process.“

The third episode of the Multi via Radio broadcasted on June 24th was all about the creativity and how creative workshops can be useful tool for integration. Violeta Simjanovska, executive director of the Center for the Performing Arts and Multimedia and Anka Kaeska, professor of mathematics at the high school "Boro Petrusevski" were guests in our studio.

They discuss how the inclusion of students from secondary schools around the country in creative workshops have a positive impact on their development, social inclusion, integration with the environment and enthusiasm for art, creativity and creative practices.

The fourth episode of the Multi via Radio broadcasted on July 1st was dedicated to the sociology in education and its relevance to multiculturalism. Guest in the studio was Professor Emil Sulejmani. Professor Sulejmani who said: „Sociology is a young science that teaches us about society, but old is as old as man“. He also pointed out that the process of socialization is part of sociology that studies social phenomena. During the show two professors agreed that precisely education is the bridge between man and society, and that socialization is closely related to the educational component of education.

"Education is the ideal place for the development of integration through education teaches human values that should be respected. When you mix all the ingredients are getting a real taste of the salad - it's intercultural education" concluded Professor Emil Sulejmani at the end of the show.

70

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Statistics for the episodes Show No. and Peak audience Average People who Facebook statistics Date of the (the largest number of have clicked show number of listeners listen to the people that player during listened to at the the show same time)

1. 10.06 234 183 311 224 people read the article about the show 102 Likes

2. 17.06 163 142 227 169 Likes and 32,880 people reached the article that was published the next day.

3. 24.06 241 158 287 172 Likes and 37,232 people reached the article that was published the next day. 174 in total: Likes, Comments & Shares

4. 01.07 205 132 228 194 Likes and 29,040 People reached the article that was published the next day. 203 in total: Likes, Comments & Shares

3. LESSONS LEARNED

The past three months the coordinative body came across several milestones that provided an opportunity to learn how to deal with similar issues that might occur when organizing future activities.

Organizing a large scale event: When it comes to organizing a tournament with a large number of participants several options for locations need to be arranged in order to avoid difficulties in procuring a venue. Additionally a more suitable time frame needs to be created in order to provide more time for the organizing body to deal with all of the logistics necessities that come with the organization of such a large event and more time for the clubs to prepare the provided motions for the tournament in order to have more quality debates.

Awareness for the political situation: The political situation hugely affected the educational system and prolonged the school curricula leaving a lot of the students not being able to attend debate activities organized by YEF. In order to avoid low attendance in the future we must be aware of the student’s school activities.

71

USAID Interethnic Integration in Education Project QUARTERLY REPORT #14, April 2015 – June 2015

Choosing the proper date for the implementation of events: Not rarely our target group for that certain event may be also interested in another event happening at the same time, or that they might be having other activities that cannot be rescheduled. For this reasons we must in the future research the events that target the same group in order to avoid low attendance.

4. NEXT QUARTER ACTIVITIES . Debate training in Delcevo . Regional Debate tournament in Negotino . Public debates . Summer Academy . Recruitment of new members . Debate training in Prilep

72