Interethnic Integration in Education Project

QUARTERLY PROGRAM PERFORMANCE REPORT No. 9

January 1, 2014 – March 31, 2014

Student message in the spirit of integrated education

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

USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

TABLE OF CONTENTS Page

1. Background 3

2. Progress Towards Objectives 4

3. Crosscutting Activities 6

4. Project Activities 10

4.1. Community Outreach 10

4.2. Capacity Building of School Management and Teachers 12

4.3. Demonstration Schools 20

4.4. Providing Incentives to Schools and Communities 25

5. Lessons learned 31

6. Activities to Increase Participation of People with Disabilities (PWDs) 33

7. Activities in the next reporting period 34

8. List of appendices 36

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

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

QUARTERLY PROGRAM PERFORMANCE REPORT No. 9

Cooperative Agreement No: AID-165-A-12-00002 Progress Report No: 9 Reporting Period: January 1, 2014 – March 31, 2014

1. BACKGROUND

On December 2, 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, principals, 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 engage 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, State Examination Center, State Education Inspectorate, Vocational Education Center) and seven local NGOs (Center for Human Rights and Conflict Resolution, Loja, Sumnal, Multimedia, My Career, Macedonian Institute for Media and Youth Education Forum).

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

2. PROGRESS TOWARDS OBJECTIVES

During the reporting period the following was accomplished:

Crosscutting Activities: . IIEP Work Plan for activities in the year of 2014 prepared; . Partner organizations’ annual performance evaluation for the year 2013 conducted; . Sub-grant contracts with six partner organizations, based on the IIEP Annual Plan of Work for 2014 renewed; . Coordination of the partners performed (Summary Partners Quarterly Reports – Appendix 1); . No-cost-extension of the Sub-grant contract with partner organization My Career approved; . Capacity building for mentorship to schools on IIE organized (workshop attended by representatives Loja and Sumnal).

Monitoring and Evaluation: . Monitoring report for pilot schools completed; . Evaluation report for pilot schools completed; . Preparation for the monitoring of the second phase schools completed (documents, selection of mentors/supervisors, training); . Monitoring check lists for collecting data from the demonstration schools adapted; . Preparation for evaluation of the effects of the IIEP activities in Phase 2 schools started; . Development of an electronic survey application started; . Information sharing with MoES regarding IIEP/PMP.

Component One, Public Outreach: . Two (2) meetings with Macedonian Radio Television (MRTV) organized; . IIEP Web site and Other Web-based Communication Resources updated; . IIEP activities covered by local and national media; . Production and dissemination of information materials for IIE developed and disseminated; . Collection of chronicles of the best practices from the creative workshops recorded; . Training of Trainers for implementation of creative workshops for teachers from the six (6) municipalities from the Phase 3 held; . Cultural Diversity and Intercultural Dialogue through 10 Creative Workshops in six (6) secondary schools from selected six (6) municipalities implemented; . Two (2) trainings for production of multimedia content in the context of interethnic integration in education (Youth-via-Media Program) implemented; . Forum Theatre workshop for the IIEP team, USAID representatives, partner organizations and master trainers organized and implemented; . Public Debate with the topic "Ethnically separated buildings (don’t) obstruct integration" at the debate club in Kumanovo held; . Short videos to present the IIEP activities to wider public produced.

Component Two, Capacity Building of School Management and Teachers: . Forum on Interethnic Integration in Education at the Teacher Training Faculties in Macedonia held;

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. Meeting with the management of Teacher Training faculty “St. Kliment Ohridski” – Bitola held; . Instruments for Integral Evaluation revised and new school integral evaluation instruments and procedures developed; . Joint Students Activities continued with newly selected 10 primary schools; . Basic trainings of School Integration Teams from Phase 3 started; . Cooperation between the National Examination Center (NEC) and IIEP strengthened; . Guide for Interethnic Integration in Education prepared;

Component Three, Demonstration Schools: . Five (5) school manifestations organized in three demonstration schools; . One (1) two-day training for school board members from all demonstration schools held; . Five (5) debriefing meetings (one in each demonstration school) with SIT and teachers, implementers of activities carried out; . Three (3) events for promotion of project activities (in each event two demonstration schools have participated) organized; . One (1) debriefing meeting with partner organizations and BDE advisors organized; . Eight (8) support meetings with monitoring and mentoring activities (two per demonstration school with two-three languages of instruction) held; . Three (3) one-day training for parents for taking school initiatives carried out; . Two (2) one-day trainings for SITs for team building and group cohesion held; . Two (2) one day training for teachers implementers of activities on production of multimedia content in context of interethnic integration in education organized; . Four (4) workshops for language acquisition with first grade students held; . One (1) workshop with SITs from partner demonstration school organized; . Memorandum of Understanding signed with Municipality of Ohrid and demonstration school from Ohrid.

Component Four, Providing Incentives to Schools and Communities: . Technical acceptance of the project in PS Nikola Karev in Kocani completed; . First meeting for Phase 3 with Working Group for Component 4 held; . Methodology for ranking of demonstration schools and selection of three demonstration schools for participation in C4 in 2014 developed; . Information sent to the eligible schools regarding the announcement of the application process, and information posted on the IIEP web-page; . School applications for renovation collected; . Evaluation of submitted school applications by the Working Group members completed; . Top 20 applications evaluated with direct involvement of Capacity Building Component team; . 13 schools for renovation in Phase 3 selected; . Site visit of schools selected in Phase 3 stared; . Call for selection of Consulting engineering company to provide training and technical assistance published; . Joint Environmental Mitigation and Monitoring Plan (EMMP) prepared; . Cost-share documents for school renovation projects from the second year collected, prepared and signed by municipalities.

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3. CROSSCUTTING ACTIVITIES

3.1. IIEP Work Plan for 2014 The IIEP Work Plan for the period February 2014 – January 2015 was developed during the month of January. IIEP team worked jointly on development of the Work Plan of activities, whereas the activities were specifically planned in the framework of each component and the M&E activities. Identified needs from the field, successful practices and lessons learned from the previous year of implementation were taken into consideration in shaping the activities and adapting the strategies for implementation for the upcoming period. In accordance with the planned activities, narrative budgets for each component and M&E activities were developed. In this year of implementation, through the involvement of the last phase schools (Phase 3), IIEP encompasses with activities in all primary and secondary schools in the Republic of Macedonia.

3.2. Subcontracts/Partners 3.2.1. Partner organizations’ annual performance evaluation for the year 2013 During the month of January, partner organizations’ annual performance evaluation for the year 2013 was conducted through the same process which was applied for the performance evaluation for the year 2012. Six partner organizations (CHRCR, MIM, Loja, Sumnal, Multimedia and YEF) successfully went through the process of self-evaluation and evaluation by the MCEC/IIEP team, which was followed by an interview, where strengths and areas of improvement were jointly discussed and recommendations for the upcoming period were agreed. Partner organization My Career was not involved in this process since the duration of the sub-grant contract covers the period October 2013 – May 2014 and performance evaluation will be implemented at the end of the contracted period. Partner organizations’ evaluation included assessment of two areas of the performance: (1) program implementation and (2) fulfillment of administrative & finance requirements stipulated in the sub-grant contracts. he levels of fulfilment of the criteria are ranged in five categories: Outstanding (grade 5); Excellent (grade 4); Average (grade 3); Satisfactory (grade 2) and Not satisfactory (grade 1). Also, depending of the significance of each criterion for the evaluated area, it is scaled from 1.00 to 1.50. The evaluation criteria for program implementation and administration & finance are presented in Table 1 and Table 2 respectively.

Table 1 - Evaluation criteria for program implementation # Criteria 1 Communication and cooperation 2 Competency (of the organization and the team) 3 Development of program materials 4 Fulfillment of the plan of work 5 Logistics 6 Handling challenges and unforeseen situations 7 Dedication

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Table 2 - Evaluation criteria for fulfilling the administrative & financial requirements # Criteria 1 Timely submission of the monthly financial reports and documentation 2 Well organized documentation 3 Accuracy of the financial records 4 Documentation and evidence of the expenditures 5 Allocable expenditures, in accordance with the budget 6 Meeting the terms of the procurements procedures 7 Mentorship from MCEC / IIEP staff

Based on the conducted evaluation process, the summary conclusions for the performance of the six partner organizations in 2013 are the following: - All partner organizations’ performance level for each evaluated criterion is ranged above average level (grade 3) and it can be concluded that in the past year period all partner organizations ensured quality of work high above the satisfactory level, which is a minimum required level of performance. - The average level of fulfillment of all program implementation criteria for all partner organizations is excellent (the average grade is 4.02 and it is calculated from the average self-evaluation grades and average MCEC/IIEP evaluation grades). - The average level of fulfillment of all administration & finance criteria for all partner organizations is high above average (the average grade is 3.84 and it is calculated from the average self-evaluation grades and average MCEC/IIEP evaluation grades). - The conducted interviews with management representatives from each partner organization, where identified strengths and areas for improvement were jointly discussed, brought about specific recommendations towards ensuring quality of work for the upcoming period.

Reports with summary conclusions and recommendations were developed for each partner organization. The documentation of the evaluation process including filled evaluation forms and reports is available in Macedonian language.

3.2.2. Renewal of the sub-grant contracts with six partner organizations In January 2014 the MCEC/IIEP team worked jointly with six partner organizations on planning the activities for IIEP implementation in 2014. As in accordance with the IIEP Annual Plan of Work for 2014, each of the six partner organizations developed a detailed plan of activities and prepared Statement of Work and Timeframe of Activities. Accordingly, narrative and summary budgets were developed. Upon completion of the planning process and preparation of all required documentation, the annexes for annual renewal of the Sub- grant Contracts for the period February 2014 – January 2015 were signed with six partner organizations (CHRCR, MIM, Loja, Sumnal, Multimedia and YEF). Partner organization My Career was not involved in the annual renewal of the sub-grants process since the duration of their sub-grant contract covers the period October 2013 – May 2014.

3.2.3. No-cost-extension of the Sub-grant contract with partner organization My Career The sub-grants contract for cooperation with My Career for the period October 2013 – February 2014 was extended till May 2014, based on the approved request for no-cost extension. The elaborated reasons by My Career, explaining why deliverables were not

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achieved by the time originally planned, are related to the responsiveness and tardiness of the main project beneficiaries / stakeholders, specifically the speed with which the students and teachers provide due feedback to My Career for further processing of the case studies and video materials. Also, the delay was partially due to the loss of time during the month of January because of winter vacation as well as students’ engagements (half term testing period and other projects involvement). An annex to the Sub-grant contract for no-cost extension, including the amendment of the timeframe for implementation of activities is signed.

3.2.4. Coordination with the partners Coordination with the partner organizations included regular e-mail communication, reporting and coordinative meetings. On February 24, a debriefing meeting was organized by CHRCR, where the team members from Loja and Sumnal who are responsible for mentoring and monitoring the Demonstration Schools discussed the experiences from implementation of the IIE in the first school semester. Also, a plan for the next period was presented and discussed.

3.2.5. Capacity building for providing mentorship to schools on IIE (workshop attended by representatives Loja and Sumnal). Representatives from Loja and Sumnal who are already involved in providing support to schools on IIE, on March 11th in Skopje attended the workshop organized for the master trainers and facilitated by CHRCR. On this workshop, representatives from Loja and Sumnal, together with master trainers, actively participated and practiced how to provide adequate feedback on implementation of the activities during the field visits to schools, as in accordance with the IIE criteria. More information related to this workshop can be found in the section of the Component 2 activities.

3.3. Monitoring and Evaluation (M&E) Activities3.3.1. Monitoring of the field activities Several activities organized within the IIEP components were monitored: - C1: Forum theater with representatives from IIEP in Skopje - C2: Forum on Interethnic Integration in Education with representatives from the teacher training faculties in Macedonia; Supervising meeting with master trainers; - C3: Training for team building and coordination of the SIT representatives from Demonstration schools; Mentoring meeting within demonstration school in Skopje; School manifestation in honor of the Albanian Teachers Day in demonstration school in Skopje; Discussion and feedback to the component coordinators was regularly provided by the M&E Coordinator.

3.3.2. Monitoring report Double check of data from monitoring collected in 2013 was conducted. Several meetings with people that did the field monitoring for IIEP were organized and additional visits in several schools were made. The results were collected and analyzed and the report from was prepared. The summary of the results is presented in Appendix 2.

3.3.3. Check-lists for monitoring of IIEP Check lists for monitoring (internal and external) of IIEP activities, in Phase 2 schools included in C2, were adapted according to the previous experience. Additionally, a Report Form for joint student activities by the schools, and Guidelines for mentors for monitoring process, with frequently asked questions, was prepared.

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Selection of the mentors and supervisors, responsible for monitoring in Phase 2 schools, was completed. Training of mentors for monitoring of Phase 2 schools was organized on March 11. In addition, all documents prepared for monitoring of Phase 2 schools were sent by e- mail to all mentors/supervisors. The check list for monitoring of demonstration schools was also modified, according to the revised check list for C2 schools. Summarizing of the data is ongoing. The demonstration schools were monitored through supervising/mentoring activities, organized within C3 activities.

3.3.4. Evaluation of the training activities Questionnaires and tables for entering data from the evaluation of the trainings organized within the components of the Project were adapted and prepared according to the needs identified from the field work. Additionally, a draft report was prepared in order to avoid missing information about the most important aspects of the training.

3.3.5. Report from evaluation of the effects of the IIEP activities The results from the evaluation conducted in pilot schools (48) and in demonstration schools (4) were analyzed. A report from the results of the pilot schools was prepared. The summary of the results is presented in Appendix 3. The results from the demonstration schools will be presented together with the final monitoring results.

3.3.6. Selection of schools for evaluation of the IIEP activities The process of selection of schools for evaluation of the effects of the IIEP activities in 2013/14 started. List of included schools in each phase was prepared.

3.3.7. Preparation for repetition of electronic survey The electronic survey will be repeated at the end of the school year 2013/14 for all pilot, Phase 2 and demonstration schools. For this purpose the adapted electronic questionnaire was translated in Albanian, Turkish and Serbian language. In this period, a research regarding the most appropriate open data application was conducted. After reviewing all options, the Survey Monkey application was selected as the most suitable solution. The preparation of the application for the electronic survey, in cooperation with the USAID YES Network Project, is ongoing. Survey Monkey has a lot of positive aspects, but at the same time has some limitations. Therefore, different ways to overcome the limitations were explored, together with the M&E assistant of the Yes program and the IIEP IT expert. The Macedonian version of the application is ready to be tested. After the test of this version, the other language versions will be prepared.

3.3.8. Cooperation with MoES regarding Performance Measurement Plan (PMP) A meeting was conducted with representatives from MoES and USAID, about collection of data for indicators of the PMP table of the MoES monitoring and evaluation activities for integration in education. The main conclusion was that the instruments used for M&E in IIEP will be adapted to the need of MoES M&E in regards to the integration in education. A working group from MoES will be selected and, in cooperation with M&E of IIEP, the adaptation of the instrument will be made.

3.3.9. Participation in conference for inclusive education The IIEP M&E coordinator participated in a Conference for Inclusive Education in Vocational Schools organized by British Council on February 6th, 2014 in Skopje. During

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

the conference, the M&E coordinator had opportunity to join a discussion regarding the improvement of the inclusive education in Macedonia.

4. PROJECT ACTIVITIES

4.1 COMPONENT ONE: COMMUNITY OUTREACH

4.1.1 Outreach at National Level 4.1.1.1 “Coffee with Newsroom Leaders” Informal Meetings During February 2014, the IIEP staff and partner organization, MIM conducted two meetings with Macedonian National Television representatives, Dime Ratajkoski (editor in chief of MRTV 1) and Harun Ibraimi (the deputy director of MRTV). Besides informing the editors on IIEP and its forthcoming activities, meetings were used to discuss forms of cooperation between the project and the media about the infotainment1 documentary “7x7”. The documentary will consist of educational and entertaining video series dedicated to people of different ethnic backgrounds living in Macedonia The media representatives expressed their preparedness for cooperation and offered their support.

4.1.1.2 IIEP Web site and Other Web-based Communication Resources In order to continuously keep the national educational institutions, local authorities, donors, international and local organizations, schools, communities and the wider public informed and updated on the progress and results from IIEP activities, the project team continued with preparation and dissemination of the Monthly Briefers. IIEP website (www.pmio.mk) is regularly updated with the latest news, photos, stories, and presence of the project in the media http://pmio.mk/category/project-in-the-media/. In addition all the products from the activities are available at: http://pmio.mk/category/resources/

4.1.1.3 IIEP Public Appearances and the Media During this reporting period, the IIEP partnership activities among schools, as part of the Component 2 activities, were covered by the media on local and national level. Field visit of journalists from 7 Macedonian and Albanian media outlets (to report about the partnerships between schools with different language of instruction) were organized. Also, other activities, such as public debates, manifestations and events were broadcasted by the media. Some of the news are posted on the following links:

Media outlet Link Radio Slobodna Evropa http://www.makdenes.org/content/article/25316723.html Plusinfo http://www.plusinfo.mk/vest/130961/FOTO-Klopcheto-na-sozhivotot- se-odmotuva-vo-Shipkovica Radio MOF http://www.radiomof.mk/video-integrirano-obrazovanie-uchenitsite-od- tetovsko-gi-urivaat-etnichkite-barieri/ TV Koha Tetovo http://www.tvkoha.tv/16713/projekt-multietnik-ne-shkollen-e- shipkovices.html Zurnal http://www.zhurnal-al.com/content/?id=14411512624 Albeu http://www.albeu.com/maqedoni/nxenes-shqiptare-dhe-maqedon- thyejne-barrierat-etnike-permes-lojrave/146799/

1 Infotainment is "information-based media content or programming that also includes entertainment content in an effort to enhance popularity with audiences and consumers."

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4.1.1.4 Production and dissemination of information materials for IIE IIEP assures that dissemination of information is regularly conveyed through the developed materials about the project: - Monthly Briefer - distributed on a monthly basis to inform the key educational institutions, donors and international organizations about the progress and results. Monthly briefers (for January, February and March) intended for IIEP activities prepared and disseminated: http://pmio.mk/category/project-updates/; - Newsletter - to share the success stories and positive practices with key educational institutions, donors, international organizations, partner organizations, municipalities and schools. Second edition of the Newsletter that reflects the good practices and success stories from the activities in the second half of year 2013 designed, published and disseminated: http://pmio.mk/newsletter/second-edition-of-the-newsletter-2013/.

4.1.1.5 Collection of chronicles of best practices from creative workshops recorded IIEP team, in cooperation with partner organization PAC Multimedia, focused on collecting material (video and photography) of various practices implemented by teachers and students participating in the creative workshops in six new municipalities. The chronicles will illustrate the process of creation of the creative workshops from the beginning till the end (the final presentation). The aim of these products is to present the positive messages and the impact of the creative workshops to their communities.

4.1.1.6 Regular Meetings for Coordination of Activities with Partner Organizations IIEP staff and partner organizations Macedonian Institute for Media (MIM) had regular meetings to coordinate activities planned for the first quarter of the project year. In the reporting period, IIEP staff also coordinated activities that were anticipated to be implemented by partner organization PAC Multimedia, including visits of the municipalities and schools. Also, the activities planned and scheduled for preparation of public debates were coordinated with partner organization Youth Educational Forum.

4.1.1.7 Regular Coverage of Other Components’ Activities Component 1 in the reporting period also provided assistance and coordination to the other components’ activities, in terms of attending the events, gathering relevant data, inputs and information from events to successfully communicate those through various communication means.

4.1.2 Outreach at Local Level 4.1.2.1 Training of trainers for creative workshops A three-day Training of Trainers for Creative Workshops was held in Skopje from February 26 until 29, 2014. The training gathered 12 secondary school teachers from 6 municipalities in Macedonia (Prilep, Kavadarci, Kocani, Skopje, Gostivar and Ohrid) led by 4 experts (Sejhan Kadriovska, Ana Blazeva, Goran Ilić and Keti Doncevska Ilić) with an extensive knowledge in the art for social change and Forum Theater methodology, and other techniques used in the process of running creative workshops. The overall goal of the Training of Trainers for Creative Workshops was to provide the selected secondary school teachers with the basic theoretical knowledge about intercultural learning and offer practical know how on creative workshops’ techniques. This training started with a more theoretical introductory part about intercultural learning and conflict management led by Sejhan Kadriovska and Ana Blazeva, both experienced in creative and conflict management methodology. This continued throughout the second and the third day, when Goran Ilić and Keti Doncevska Ilić facilitated a more physically

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014 demanding part of the training, acquainting training participants with various interactive techniques that they are going to use throughout the creative workshops in their own schools.

4.1.2.2 Cultural Diversity and Intercultural Dialogue through Creative Workshops in 6 secondary schools from 6 selected municipalities This reporting period included implementation of 10 Creative Workshops in the six selected secondary schools: “Dobri Daskalov” from Kavadarci, “Kliment Ohridski” from Ohrid, “Gostivar” from Gostivar, “Ljupco Santov” from Kocani, “Orde Copela” from Prilep, and “Cvetan Dimov” from Skopje (Cair Municipality). These workshops were facilitated by the teachers under the mentorship of experts/artists for a group of 20-25 students that built their capacities, extended their knowledge and skills for interethnic cohesion through creative methods and approaches. A final product is expected when the process is completed which will be promoted by the schools and municipalities in front of a wider community. This activity is being implemented in cooperation with the project partner – PAC Multimedia.

4.1.2.3 Two Trainings for Production of Multimedia Content in the context of Interethnic Integration in Education (Youth-via-Media Program) Two trainings for production of multimedia content in the context of interethnic integration in education, held in partnership with the Macedonian Institute for Media, enabled teachers and students for production of different tools for communication such as: writing stories, photography, preparing articles and interviews, utilization of social media, school web-site and similar. Facilitated under the mentorship of editors and journalists, the trainings included secondary schools from the region of Skopje and Kavadarci. The knowledge and skills gained will be used by the schools to establish better communication with local media in one hand; and on the other hand assist local communities to be better informed, (through media and schools), regarding the good practices and success stories about the mutual collaboration and interethnic integration in the schools.

4.1.2.4 Forum Theatre workshop for the IIEP team, USAID representatives, partner organizations and master trainers In beginning of March 2014, in partnership with PAC Multimedia, the IIEP team conducted a forum theatre workshop-used as a creative and effective tool for stimulating debate and discussion on vital issues. The forum theater was organized for the IIEP team, USAID representatives, partner organizations and master trainers who are part of the IIEP activities. Moderated and led by actors, this forum theater included simulation of a situation/role play of training with teachers from different ethnicities where a translator was not engaged. This workshop offered space to discuss those situations in which the IIEP team often find themselves and offer multiple solutions, with the opportunities to replace the actors in the scene and change its course to a positive end.

4.1.2.5 Local Public Debate Tournament in Kumanovo During March 2014, one local debate tournament was organized in Kumanovo for the students from the debate club from Nace Bugjoni secondary school. The participants had the chance to practice their debate skills split in affirmative and negative teams. The topic that was debated at the tournament was "Ethnically separated buildings (don’t) obstruct integration". Apart from debaters, professors Svetlana Ilievska Aleksovska and Fatri Saliu from the secondary school ''Nace Bugjoni'' were guest speakers who delivered a presentation on the same topic. The remaining seven local public debates are anticipated to take place in April 2014.

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4.1.1.6 Production of short videos to present the IIEP activities to wider public In February and March 2014, the IIEP team, in partnership with Macedonian Institute for Media, produced two short videos about the benefits from the IIEP activities. The first one was on the occasion of the International Women’s Day, March 8, with students from secondary school Arseni Jovkov. The participants in the creative workshops shared their views about the process and the outcomes of the creative workshops in their school. Please see the video on the following link: http://pmio.mk/gallery/friendship-through-creative-workshops/.

The other video produced was about the partnership activities between primary school Marshal Tito from Strumica, with Macedonian language of instruction, and Liman Kaba from Ljuboten, Butel municipality, with Albanian language of instruction. The school from Strumica was visiting Skopje where they had the chance to learn about the culture of their peers, get to know each other and create a mutual photo album. You can see the video on the following link: http://pmio.mk/gallery/partnership-activities-between-elementary-schools-liman-kaba-from- ljuboten-and-marshal-tito-from-strumica/

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4.2. COMPONENT TWO: CAPACITY BUILDING OF SCHOOL MANAGEMENT AND TEACHERS

4.2.1. Regional meetings with Representatives of the Primary and Secondary Schools from Phase 3 of the project implementation In the period between February 19 to 26, 2014, in partnership with the municipality education officials and key education institutions (BDE and SEI), seven regional meetings with representatives from the primary and secondary schools (school directors and professional service staff) were held in Kochani, Kavadarci, Gostivar, Prilep, Skopje (2) and Ohrid. The total number of the participants in the regional meetings was 378. The regional meetings aimed to introduce the participants with the concept of interethnic integration in education and promotion of project activities presenting the following main topics: - Introduction to the structure of the IIEP activities; - Sharing experience of applied joint students’ activities in the ethnically mixed schools and between the partner schools with different languages of instruction, from the previous phases; - Partnership and role of the key educational institutions and municipalities in the implementation of interethnic integration in education; - Providing information about the framework of the project activities at school level and guidance for the School Integration Teams (SITs): procedure and criteria on how to select the members for the SIT; the role, responsibilities and structure of the SITs; planning of IIE activities within the Annual School Work Plan and its implementation.

Table 3 below shows detailed statistics regarding this activity:

Table 3. Attendance at the Regional meetings with Representatives of the Primary and Secondary Schools from Phase 3 Municipalities Participants from

# Place Municipalities Total Date Schools Municipalities

Berovo, Vinica, Delchevo, Zrnovci, Kochani, Makedonska 1. Kochani Kamenica, 19.02.2014 50 9 59 Pehchevo, Probishtip, Cheshinovo Obleshevo

Gevgelija, Kavadarci, 2. Kavadarci Bogdanci, Gradsko, 19.02.2014 51 5 56 Demir Kapija, Negotino, Rosoman

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Gostivar, 3. Gostivar 20.02.2014 39 3 42 Vrapchishte

Prilep, Dolneni, Krivogashtani, 4 Prilep 20.02.2014 54 6 60 Krushevo, Makedonski Brod Aerodrom, Kisela 5. Skopje 1 Voda, City of 25.02.2014 51 3 54 Skopje

Arachinovo, Grorche Petrov, Zelenikovo, Ilinden, Kriva 6. Skopje 2 25.02.2014 61 9 70 Palanka,Petrovec, rankovce, Saraj, Sopishte, Studenichani

Ohrid, Debar, 7. Ohrid Debarca, Centar 26.02.2014 34 3 37 Zhupa

Total 340 38 378

4.2.2 Revision of Basic Training Module and Dissemination for School Integration Teams (SITs) Based on the experience and lessons learned from the previous phase, the Basic training module and dissemination module for Phase 3 was revised by the CHRCH expert team in collaboration with the MCEC/IIEP team. The following modifications are made: (1) the session for establishing partnerships among schools and the session for planning IIE activities are expanded; (2) two video presentations with IIE joint student activities and a session for internal monitoring are added.

4.2.3. Supervision meeting with master trainers and teams from partner organization Loja and Sumnal for mentoring support A supervision meeting took place on March 11th 2014, with 32 master trainers and 14 representatives from the partner organizations Loja and Sumnal as participants. The main objectives of the supervision meeting were: - Reflection of the experiences from the mentoring meetings and the observations of the joint student activities; - Sensitization for identification of problematic areas that need to be improved on behalf of the teachers, when implementing joint student activities (collaboration and interaction among students, collaboration between teachers, working atmosphere, use of languages); - Strengthening the competencies for providing feedback, based on a simulation exercise; - Introducing the changes in the module for training of SITs; - Introducing the participants to the requirements regarding the external monitoring of IIEP activities and the procedure for insertion of data in the check-list;

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

- Introduction to the topics for the mentoring meetings with the representatives from the professional service staff, School Boards and the municipal education officials.

In order to prepare for the supervision meeting, the master trainers received guidelines to observe a joint student activity in a multilingual school. The goal of the observation was to practically experience the process/phases of mentoring of the teachers and to examine the conditions in the field in regards to the preparedness/competencies of the teachers for implementation of joint student activities. A scenario for a simulation exercise (role play) was prepared for the meeting, in order to strengthen the master trainers’ skills for mentoring.

The meeting started with exchange of experience from the observed activities, which was a good introduction to the evaluation of the implemented activities and analysis of the elements/phases of the mentoring process. The focus was placed on the assessment of the teachers and their readiness to implement joint student activities, as well as assessment of the master trainers in regards to their role as mentors. This way, the importance of the mentors in identification of the problem areas for teachers, as well as providing feedback for improvement, was emphasized. The participants had a chance to participate in a simulation exercise, to assess the activity according to the given criteria, and to practice their skills for providing feedback. Their feedback skills were developed furthermore through the discussion and the comments provided on behalf of the trainer.

The supervision meeting was additionally used to present the changes made to the SIT training module for Phase 3 and to inform them on the upcoming activities for external monitoring and the mentoring meetings that will take place with the Phase 2 schools.

The last session was about the guiding principle of the mentoring meetings that will be held with the three target groups of the Pilot and Phase 2 schools. In order to consistently apply the whole school approach, joint mentoring meetings for the municipalities’ educational officials, professional school staffs and School Boards’ members will be organized for the schools. The purpose of this mentoring session will be strengthening the functional linkage between the three stakeholders, offering exchange of experience in regards to challenges and accomplishments in implementing the IIE activities.

The overall conclusion of the supervision meeting is that further activities for capacity building of the master trainers are still needed, in regards to providing mentoring support to schools through visits and observations of joint student activities.

4.2.4. Basic training of School Integration Teams from Phase 3 of Project implementation The first part of the two-day of basic trainings for SITs from Phase 3 has started on March 18th, 2014. During the reporting period, 16 two-day trainings for SITs from 91 schools were delivered (out of the 183). Additional 14 two-day trainings and the second part one-day training for all schools will be conducted in April. The trainings for the SITs took place in Skopje and were conducted by 25 master trainers grouped in teams of two master trainers with the logistical support of the partner organizations Loja and Sumnal.

The trainings were implemented with ethnically mixed groups of participants. Sets with materials translated in Macedonian, Albanian and Turkish language were delivered to the participants, including worksheets, presentation, training module for dissemination, manual for joint student activities, manual for democratic participation of students and the new IIEP

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014 publication Guidance for schools that promote interethnic integration in education. As the content for the Guidance for SIT, originally developed in June 2012 (but not published and printed), was partially incorporated in the materials for SIT trainings, the concept of this publication was amended in 2013 and was published in March as a Guide for Interethnic Integration of Education - aimed to be applicable for the whole school. After the content of the Guide for SIT was amended, it was printed for further dissemination in schools.

The participants were given an opportunity to speak in their own languages of instruction. During the trainings, support for the master trainers was provided by the IIEP team.

The Table 4 below illustrates the number of participants that attended the trainings, according to dates, including the structure of the participants according to their ethnical background (Macedonian = Mac, Albanian = Alb, Turkish = Tur). The total number of the participants in the trainings was 540.

Table 4: Attendance and ethnic structure of participants at the trainings for the representatives of the SITs held in March 2014 Number Total Number of of Date TOTAL trainings schools Mac Alb Tur Other 4 25 March 18-19, 2014 110 27 1 2 140 4 20 March 20-21, 2014 90 24 7 2 123 4 23 March 25-26, 2014 100 35 2 137 4 23 March 27-28, 2014 109 30 1 140 16 91 March 18-28, 2014 409 116 10 5 540

Appendix 4 presents detailed information that indicates the number of participants that attended the Trainings for SITs, according to dates of the trainings, including the structure of the participants according to their ethnical background.

The main objectives of the two-day trainings were: - to understand the concept of interethnic integration in education that promotes a model of education and enables students within ethnically mixed groups to participate in regular school and extracurricular activities; - to identify the role of the school in overcoming the stereotypes and prejudices and other challenges; - to gain knowledge and competencies for applying joint student activities with ethnically mixed groups of students (excursions, clubs, events, sport activities, and multicultural workshops); - to learn strategies for improvement of the collaboration between teachers from different languages of instruction through participation in joint professional development activities; and - to strengthen the participation of parents in joint student activities.

The general conclusions, based on the master trainers’ reports from the trainings and the observations from the IIEP team, are that the participants: - actively participated during the trainings, were completing the assignments quickly and were giving expected answers;

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

- participated in the discussions and expressed their opinions freely, which confirms that they understood the content of the training; - displayed interest for their role as in-school trainers and for gaining competencies that they will require for the process of disseminating the content to their colleagues in their schools.

The following comments regarding the master trainers were given most frequently in the evaluations from the trainings: - The trainers are well prepared, were offering detailed explanations with numerous practical examples, tending to convey the content in an interesting manner; - All participants were encouraged to get involved actively in the discussions; - Good collaboration was present among the trainers; - The trainers were ready and open for cooperation with the participants.

The general conclusion from the monitoring of the trainings is that the satisfaction of the participants, and the fact that they easily understood the content and concept for IIE, is largely due master trainers’ good preparation, the knowledge and belief in the IIE concept, and the self-confidence when dealing with the questions from the participants.

4.2.5. Capacity Building of Teacher Training Faculties’ Staff In addition, the IIEP team in cooperation with partner organization Loja worked on defining the action plan related to activities with teacher training faculties. The initial activities will start with organization of meetings with the management from the five teacher training faculties with aim to introduce the planned activities and jointly discuss and share opinion on the future approaches in work with the faculties.

During the month of March, a meeting with the management of the Teacher Training Faculty “St. Kliment Ohridski” in Bitola was held, at which the planned activities were introduced and accepted. The management expressed the readiness to participate in development of a Manual on IIE for the teacher training faculties and implement the introduction of IIE concept into specific subject matters as their upgrade.

4.2.6. Forum on Interethnic Integration in Education at the Teacher Training Faculties On January 28 2014, the IIEP team organized the Forum on topic “Interethnic Integration in Education at the Teacher Training Faculties in Macedonia”. The participants on the meeting were representatives from: MoES, SEI, BDE, VETC, NEC and the five teacher training faculties’ management and teaching staff, including the representatives from USAID, OSCE and the partner organization Loja. The Forum was organized with aim to exchange ideas and attitudes on the improvement of the interethnic integration and intercultural sensitiveness of the future teachers. Following the Deans’ presentation of the multicultural aspects of the teachers training faculties’ studying programs, the IIEP master trainers (from BDE, VETC and SEI) presented their experiences and results from the IIEP implementation. The five teacher training faculties’ teaching staff discussed their views of the need for developing a Manual on interethnic integration in education at the teacher training faculties. Also, they shared their vision for changing some subject matters by upgrading with the IIE concept.

4.2.7. Joint Sport and Fun Students’ Activities According to the Annual Plan for Phase 3, IIEP team selected 10 primary schools with 2 or 3 languages of instruction, within the municipalities from the IIEP Phase 2 and 3. The selection was done based on the following criteria: languages of instruction, ethnically mixed students,

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014 active involvement in IIEP, geographical location of the school etc. Each of the selected 10 primary schools was visited and introductory meetings with the schools’ management were held in order to present them the goal of this activity. Four representatives (school director, 2 homeroom teacher and SIT members) of each participating school are members of the team that is in charge for coordination of the joint students’ activities implementation in each school.

Table 5: List of primary schools participating in the joint students sport and fun activities in the IIEP Year 3 Nr. of students by language # Municipality Primary School / Location of instruction 1 Mavrovo & Rostushe Marshal Tito – v. Zirovnica 120 Mac + 40 Alb 2 Vrapchishte Chede Filiposki – v. Vrapchishte 57 Mac + 280 Alb + 225 Tur Svetozar Markovik – v. Staro 3 Staro Nagorichane 39 Mac + 57 Serb Nagorichane 4 Gazi Baba Kiril I Metodij – v. Stajkovci 350 Mac + 150 Alb

5 Sopishte Draga Stojanova, v. Rakotinci 268 Mac + 245 Alb

7 Brvenica 7 Marsi – v. Chelopek 113 Mac + 636 Alb

8 Tearce Kiril Pejchinovik – v. Tearce 130 Mac + 202 Alb + 35 Tur

9 Petrovec Bratstvo-Edinstvo, v. Petrovec 180 Mac + 120 Alb

10 Krushevo Nikola Karev - Krushevo 331 Mac + 276 Alb + 6 Tur Mac = Macedonian; Alb = Albanian; Tur = Turkish; Serb = Serbian

A two-day training for school teachers/trainers teams was held from March 28-29, 2014 in Struga in order to train teachers on how to design, plan, prepare and implement the joint students activities by carrying out sports, games and exercises. The training consisted of a theoretical and practical part. Upon introducing the concept of the joint student activities, including the criteria and principles, the techniques and principles of sports and games activities were presented by the Open Fun Football trainers and instructors, specialized in sports and games for children and youth. The “Child in the Center” and “Creativity” sessions emphasized the importance of educators’ dedication to the children’s development into healthy persons by providing conditions for sport, fun, and how to think and behave positively.

Due to the weather conditions (cold and rain) the first part of the practical activities were carried out in the gym hall of the vocational school “Niko Nestor” in Struga. The sport activities and exercises were carried in the same time, within three groups, led by experienced trainers and demonstrators. Every group was rotating each 20 minutes. Also, four experienced teachers-assistants, which participated in the joint sport activities in the IIEP Phase 2, were included as support of sport and games activities. The Table 6 below displays the number of participants from each school, including their ethnic structure.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

Table 6. Attendance of participants at the training for teachers/trainers on joint sports and fun activities in the schools Participants by ethnical # Name of the Primary School background Total Mac Alb Tur Other 1 Draga Stojanovska 3 1 0 0 4 2 Kiril i Metodij 3 1 0 0 4 3 Vrapciste 2 1 2 0 5 4 Josi Broz Tito 4 0 0 0 4 5 Nikola Karev 3 1 0 0 4 6 Bratstvo Edninstvo 2 3 0 0 5 7 Svetozar Markovik 0 0 0 3 3 8 Kiril Pejcinovik 1 2 1 0 4 9 7 Marsi 2 2 0 0 4 10 Alija Avdovik 1 2 1 0 4 Total 21 13 4 3 41 Mac = Macedonian Alb = Albanian Tur = Turkish

4.2.8. Joint Student Activities implemented by partner organization My Career During this reporting period, the joint students’ activities “Developing Case study and Video Success Story on career development of employees in multicultural company” were implemented by partner organization My Career in four (4) selected secondary schools from the Phase 2 and one (1) demonstration school. The activities have been going as follows: - SS “Dimitrija Chupovski” – Veles: The students from this school have developed a draft case study and produced a draft short video, after the completion of the interviews in the company “Vitalnio”. Both products were submitted to My Career for feedback. The students’ work was supported by My Career through visits and guidance. - SS “Josip Broz Tito” – Skopje: Activities in this school were delayed due to the school’s external evaluation which took place in February. Also, the key activity of the students’ work, which provides essential material for the case study – the interviews with the employees of the selected company UNIQA insurance, was not completed by the end of March, since the company had an annual revision by the state authorities and there were no opportunities for providing employee time for the interview. So far, students have been working on the introductory information of the case study. - SS “Zdravko Cvetkovski” – Skopje (demonstration school): During this reporting period the students have been working on developing a case study and a video story. Because of the slow pace of the group in completing the analysis of the conducted interview in the company “New Star” in December, My Career provided support through guidance which included delegating the specific tasks among students, providing feedback to the initial draft case study and tips on the structure and content of the video that students were working on. - SS “Cvetan Dimov” – Skopje: During this reporting period, My Career supported students’ work by providing guidance in analysis of the questionnaires from the

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

interviews conducted in the company “Porshe”, as well as paid visits during students’ work. - SS “Nace Bugjoni” – Kumanovo: The multiple attempts to ensure cooperation with an ethnically mixed company from Kumanovo did not bring results, as all contacted companies were not willing to cooperate because of lack of time or other stated reasons. The contacted companies were: “Jusufi Clinic” (withdrew after the first meeting), “MEGA”, ALFI” and “Zafir”. Also, the efforts to identify ethnically mixed companies in Kumanovo showed that the number of such companies is very limited. Taking into consideration the obstacles to find a company for this kind of a case-study and the upon the consultation with the IIEP/MCEC, the activities in this school were canceled in the month of March.

Due to the extended time frame for completion of the activities as originally planned, a no- cost extension till May 31st, 2014 was approved in order to complete the activities.

4.2.9. Collaboration with the National Examination Center The IIEP team in collaboration with the National Examination Center (NEC) management, established a working group that will work on the revisions within the training content for the primary and secondary schools’ directors within the program for their certification to include key elements of the IIE concept. Upon selection of the working group members, the following was agreed: - Participation of NEC staff at the IIEP trainings for SITs in order to become introduced to the IIE concept; - Participation of the NEC staff in reviewing the existing procedures and modules of the state exam for the directors in order to enclose key elements of the IIE concept; - Arranging regular working meetings for the NEC and IIEP; - Arranging coordinative meetings between the leaderships of NEC and IIEP.

4.2.10. Review of the Existing School Performance Quality Indicators During this reporting period the process of upgrading the School Performance Quality Indicators (SPQI) was finalized. New introduction for SPQI was written and submitted to the Minister of Education and Science for signing. In order to use the new upgraded SPQI in the process of integral evaluation of schools, it was necessary to revise the Manual for Integral Evaluation. For this purpose, the MCEC/IIEP team, in cooperation with the SEI Director, established a working group of state education inspectors responsible to review the instruments and procedures that are part of the Manual. In March, the working group aligned the questionnaires for the preparatory phase of the integral evaluation with the novelties introduced in SPQI which relate to the interethnic integration in education.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

4.3. COMPONENT THREE: DEMONSTRATION SCHOOLS 4.3.1. Supporting School Integration Teams During the winter break, five debriefing meetings with SITs and teachers implementers of activities were organized, one in each demonstration school/partner schools. The structure of participants in the meetings is presented in Table 7.

Table 7. Participants in the debriefing meetings Participants – ethnicity Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kichevo 8 8 7 23 Bratstvo Edinstvo, Ohrid 7 11 7 25 Zdravko Cvetkovski, Skopje 8 10 1 19 Economic school, Gostivar 11 10 / 21 Brakja Miladonovci, Kumanovo 13 / / 13 Bajram Shabani, Kumanovo / 10 / 10 Total 47 49 15 111

The meetings purpose was to identify the good and weak parts of the project activities implementation in order to improve the project activities in the second semester. The meetings were also used for presentations of the implemented project activities in the first semester. Guidelines were provided to SITs and every school was assigned a task for creating a power point presentation. Later on, these presentations were shared with the IIEP team, and based on their recommendations, the final versions were created.

Based on the experience from the implementation of the project activities in the previous year and the need for strengthening the relations of the SIT members, the IIEP team organized two one day training seminars for team building for SITs from all demonstration schools in Skopje at the CHRCR premises. The SIT members from all demonstration primary schools took part in the first training and the SITs from demonstration secondary schools were participants in the second training. Through playful activities, discussions and reflections, the participants learned how to cooperate better, and, even more importantly, all the participants had a chance to express how they can contribute towards better functioning of the SITs and, at the same time, what they need in order to raise the quality of the activities. The number of the participants in the trainings, per demonstration school, is presented in Table 8.

Table 8. Number of participants in the trainings per demonstration school Demonstration school Participants – SIT members Sande Shterjoski, Kichevo 9 Bratstvo Edinstvo, Ohrid 8 Zdravko Cvetkovski, Skopje 8 Economic school, Gostivar 10 Brakja Miladonovci, Kumanovo 4 Bajram Shabani, Kumanovo 3 Total 42

The trainings were also attended by representatives from partner organizations as well as BDE advisors responsible for demonstration schools.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

4.3.2. Supporting Joint Students’ Activities In each demonstration school all the groups for running joint extracurricular activities (see Table 9) established from the beginning of October, had regular, weekly based activities. Table 9. Groups of joint extracurricular activities in the Demonstration schools Demonstration School Groups of joint extracurricular activities • Group of journalists • Group of explorers - Phones 1. PS “Sande Shterjoski”, Kichevo • Drama group • Sport group • Eight groups for multicultural workshops • Group of ecology • Group for Bon-Ton 2. PS “Bratstvo Edinstvo”, Ohrid • Group for touristic guides • Sport group • Eight groups for multicultural workshops • Maquette Group • Photo group 3. SS “Zdravko Cvetkovski”, Skopje • Group – Inter-multicultural communication • Sport group • Four groups for multicultural workshops • Drama group • Group – Young economists Secondary Economic school 4. • Recitation group “Gostivar” • Sport group • Four groups for multicultural workshops • Group for exploring chocolate PS “Brakja Miladinovci” and • Group of ecology - water 5. PS “Bajram Shabani”, Kumanovo • Sport group • Four groups for multicultural workshops

In all demonstration primary schools, apart from the long-term joint students activities, some short-term (school manifestations) joint students activities have been organized. Two school manifestations were organized in the primary school from Ohrid, related to the Albanian teachers’ day (March 7) and to International Women`s Day (March 8). Both manifestations were organized with integrated pieces, where students with different languages of instruction participated together in the same piece.

In the primary school from Kichevo, a joint manifestation related to the School Day was prepared and performed on February 15. There were many integrated pieces in the manifestation, along with some monolingual pieces, performed by students from one language of instruction.

The secondary school from Skopje organized a school manifestation related to the Albanian Teachers’ Day. It was the first time that the larger community takes part, with equal number of pieces, in a manifestation related to the identity of the smaller community. There was also an integrated school chorus performing a hymn.

In Gostivar, there was also a school manifestation related to the Albanian teachers’ day. Recitation in all languages of instruction was the main part of the manifestation.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

Two, one-day trainings for 39 teachers (see Table 10) from all demonstration schools for creating multimedia internet products in the context of interethnic integration in education were organized in Kichevo and Skopje. The first training was implemented with teachers from demonstration schools from Ohrid and Kichevo and the second training was organized with teachers from secondary demonstration schools from Gostivar and Skopje and primary partner demonstration schools from Kumanovo. The trainings were aimed at enhancing the knowledge and skills of the teachers for use of the technology on creating multimedia content and thus promoting the school activities. The training, based on a shortened module already developed in the previous year by Macedonian Institute for Media (MIM), was realized by experts from the partner organization.

Table 10. Participants in the trainings for creating Multimedia content for interethnic integration Teachers – language of instruction Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kichevo 7 2 1 10 Bratstvo Edinstvo, Ohrid 5 3 3 11 Zdravko Cvetkovski, Skopje 4 3 / 7 Economic school – Gostivar 1 3 1 5 Brakja Miladonovci, Kumanovo 3 / / 3 Bajram Shabani, Kumanovo 3 / 3 Total 20 14 5 39

Two support meetings were conducted in each demonstration school2 by the end of the second and the third month of the year. The IIEP team for conducting in-school support meetings is the same as in the first semester, with some minor internal changes within the partner organizations (Loja and Sumnal).

BDE advisors are mainly in charge for monitoring and mentoring the implementation of the regular life skills education workshops; cooperation of the teachers through professional teacher`s bodies, multicultural atmosphere in the schools and joint curricular activities. On the other hand, CHRCR team and partner organizations are in charge for monitoring and mentoring all the extracurricular activities of the students, parents’ involvement in school activities, as well as functioning of the student bodies. Having different structures responsible for different activities have resulted in conducting more small support meetings on several occasions. In February the CHRCR team started with creation of language acquisition workshops for first-graders. Two primary schools from Skopje (Zhivko Brajkovski and Petar Zdravkovski Penko) were approached in order to include them in the piloting of the language acquisition workshops. We decided to approach these schools because they are located in Skopje and are easy accessible for IIEP staff when implementing the program. Easy daily access is important for the success of the piloting phase. Also, these schools are with students from different ethnicities which provide adequate conditions for piloting of this kind of activity. Primary school Petar Zdravkovski Penko was selected as a school where the program will be piloted.

2 In Kumanovo there were no support meetings held due to the fact that activities were put on-hold for over a month

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

Two groups with 20 students (each group consisted of 10 students with Macedonian and 10 students with Albanian language of instruction) were formed in March. The workshops are held bilingually, by pairs of implementers from CHRCR experienced in this kind of activity. The workshops are also attended by the teachers of the three first grade classes that were included in the program. Four workshops have been implemented in March (two per each group) and the effects are very positive. The students not only enjoy playing and singing together, but they also learn a lot of new words in the language of the “other”. The following workshops have been implemented so far: Name + yes/no; Parts of the body; Getting to know each-other; The Cat and the Dog. The program is consisted of 24 workshops. A total of 12 workshops will be piloted until the end of the school year and additional 12 workshops will be created during the summer break.

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

In Kumanovo, students from both partner demonstration schools participated in a workshop for handcrafting greeting cards and other handcrafts related to St. Valentine. Some of the handcrafts that require more attention and time, were prepared at home. On February 14, a selling exposition of products, crafted by the students, was organized for both schools.

In Gostivar, the presidency of the student body organized an action for collecting old garments in which all the classes were included.

In Kichevo, students organized handcrafting of paper decorations. The parents were also included in the activity by making paper decorations at home and bringing them at school. At the end all the decorations were put in the school halls.

In Ohrid two initiatives were undertaken by the students. In the first initiative, the students organized a party for all the students of the schools. Tickets were provided for the party and small amount of money have been collected. The collected money will be used for the needs of the school. The second student initiative in Ohrid was organizing a football tournament. It resulted with a football match in which both teams were ethnically mixed and balanced.

4.3.4. Capacity Building for Teachers and Professional Service Staff In all demonstration schools teachers that were trained in the previous semester for cooperation through the professional teacher bodies continue to establish different types of cooperation such as making joint lesson plans, joint tests, joint classes etc. It is still more spread for the teachers that teach foreign languages compared to those who teach mother tongue. After the training seminar held at the end of the previous year, teams for introducing changes in the multicultural atmosphere are created in all schools.

4.3.5. Involving parents Based on the successful approach with the student bodies established in the previous semester, where the participants generate a lot of ideas on how they can get involved in school activities which promote diversity, the IIEP team designed similar approach for parents in order to get them more involved in school based activities. Therefore, three trainings were organized with parents from demonstration schools. The first training, held in Gostivar, gathered together parents from both secondary demonstration schools; the second training targeted the parents from partner demonstration schools from Kumanovo and the

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

third training, which was held in Ohrid, brought together parents from the three lingual demonstration schools. The structure of the participants is presented in Table 11.

Table 11. Structure of the parents participants in the trainings Participants – ethnicity Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kichevo 5 3 5 13 Bratstvo Edinstvo, Ohrid 4 1 4 9 Zdravko Cvetkovski, Skopje 6 6 / 10 Economic school, Gostivar 5 4 3 12 Brakja Miladonovci, Kumanovo 9 / / 9 Bajram Shabani, Kumanovo / 7 / 7 Total 29 19 12 60

The trainings were consisted of several activities. In the first workshop based activity, the participants were creating an ideal school, school where all the communities work together, school where there is maximum integration between the communities. Then, in small groups, parents were generating ideas about joint activities/initiatives in which they can participate together with students and teachers. The trainings finished with every group (two per each school) preparing an action plan for implementing one joint activity in the school. Every school ended up with two action plans created.

In March, several activities initiated by the parents took place. In Gostivar, on March, 10 a football match was organized with ethnically mixed team of parents playing against ethnically mixed team of students. In Kichevo, parents individually, in their home, have participated in a process of handcrafting paper decorations related to the spring. The activity was supported by the presidency of the student`s body in the school. At the end, all decorations were put on the walls of the school halls. In Ohrid, parents initiated an activity related to celebration of summer day which is an old traditional celebration. The event was organized on March 14, at the school playground. All the lower grades students took part in the celebration together with their teachers and many parents. The event was also visited by the mayor of the city. Traditional food, related to this celebration was prepared and served for the visitors along with “martinki”, thread bracelets characteristic for this day. On March 21, parents from Ohrid were included in ecological activities, such as decorating the classrooms and planting of flowers. However, in this activity parents of different communities were not working together. They were mainly grouped according to the classrooms of their children. In Skopje, small group of parents gathered together and participated in planting roses on March 21, and thus marking the beginning of spring.

4.3.6. Capacity Building for School Governance and Management On January 25-26th, a two day training seminar with members of the school boards from all demonstration school was held in Skopje. The training was focused on sensitization of the members of the school boards about IIE activities by highlighting their role in supporting and promoting the interethnic integration through their mandate. The structure of the participants in the training is presented in Table 12.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

Table 12. Participants in the training with the school boards Participants – ethnicity Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kichevo 1 3 / 4 Bratstvo Edinstvo, Ohrid 2 / 1 3 Zdravko Cvetkovski, Skopje 3 2 / 5 Economic school, Gostivar 4 5 / 9 Brakja Miladonovci, Kumanovo 7 / / 7 Bajram Shabani, Kumanovo / 4 / 4 Total 17 14 1 32

It is expected that the school boards will pay special attention on integration in all the issues that they are dealing with.

4.3.7. Mentoring, Networking and Promotion In February, the Memorandum of Understanding was signed between the MCEC/IIEP and CHRCR as one part and the Municipality of Ohrid and the primary school Bratstvo Edinstvo as another part.

Three promotional events of IIEP activities were organized in January. Each event brought together two demonstration schools. The primary schools Bratstvo Edinstvo from Ohrid and Sande Shterjoski from Kichevo had joint promotion in Kichevo. Both secondary schools promoted their activities in Skopje and partner Demonstration schools promoted their joint activities in Kumanovo.

Each event was consisted of two parts. In the first part, both schools performed one integrated piece from the regular school manifestations. The schools from Ohrid and Kichevo performed integrated dances (with mixed group of students dancing several dances characteristic to different communities at the same time). The participants from Gostivar performed a modern dance while the participants from Skopje had chorus performance with mixed group. Participants from both schools from Kumanovo performed two joint dances. In the second part, all schools presented all IIE activities that were introduced in the first semester through a power point presentation.

The promotional events were visited by teachers, parents, educational officials from the municipalities, BDE advisors, teachers and principals from other local schools etc.

4.3.8. Internal coordination In February, before the new cycle of support meetings, a debriefing meeting was held with representatives of partner organizations (Loja and Sumnal) as well as BDE advisors, responsible for demonstration schools. Reflection on the experience from the first semester, with highlighting of positive effects and paying attention of the weak parts of implementation of IIE activities, was part of the meeting. There was also a discussion about the challenges in each of the demonstration schools. A new external monitoring instrument was presented, along with some guidelines on how to improve the data collecting from the visits. At the end, several strategies for realizing support meetings were discussed. All participants agreed that separate meetings (when different groups from the IIEP team arrange different meetings) could be arranged in the schools in order to better address the implementation of the activities.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

4.4 COMPONENT FOUR: PROVIDING INCENTIVES TO SCHOOLS AND COMMUNITIES

4.4.1 Planning In the first month of this reporting period, the main focus was on planning of the project activities and developing annual work plan. As a result, the following documents were prepared for Component 4 for the period January 2, 2014 to January 31, 2015: - annual plan of work; - budget and - outline of activities.

4.4.2 Technical Acceptance in PS Nikola Karev, Kocani During this quarter, the construction works in PS “Nikola Karev” in Kocani i.e. construction of main entrance of the school building funded by IIEP was technically accepted. The construction works financed by the MoES/Department for Capital Investments is in the final phase.

4.4.3 Working Group for Component 4 In this reporting period, two meetings were held with the members of the Component 4 Working Group. All members were present at the first meeting in January 2014, including representatives from EUCOM, USAID, MoES and C1, C2, C3 and C4 of IIEP and the following topics were discussed: - Up - date on second project year component’s results; - Lessons learned from the second project year; - Presentation of the Component 4 Work Plan for the third project year.

4.4.4 Development of methodology for ranking of demonstration schools and selection of three demonstration schools for participation in C4 in 2014 In the third project year (2014) it was planned for three (out of six) demonstration schools from IIEP Component 4 to also be involved in Component 4 activities. In order to prioritize the involvement of these schools, it was necessary to define a methodology for ranking of demonstration schools.

C3 and C4 team members had a working meeting to define the methodology and criteria for evaluating and ranking the schools, taking into consideration: - administrative activities; - project activities; - physical condition of the school.

As a result, the following criteria were defined at the meeting: 1. Involvement in IIEP (When the school was involved in IIEP C3?) 2. Memorandum of Understanding (Whether MoU was signed by IIEP, municipality and school?) 3. Implemented activities (How many activities, planned in the IIEP C3 annual plans, were implemented so far in the school?) 4. Physical condition of school building (How many renovation projects were performed in the school building in the past three years?)

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Based on the defined criteria, C3 team evaluated the six demonstration schools and prepared a rank list provided below in Table 13. The three top-ranked schools were involved in C4 activities in 2014.

Table 13: Rank list of 6 demonstration schools # Name of the school Location Total points Rank 1 PS Bratstvo Edinstvo Ohrid 45 1 2 PS Sande Shterjoski Kicevo 45 1 3 SS Gostivar Gostivar 40 3 4 SS Zdravko Cvetkovski Skopje 35 4 5, PS Braka Miladinovci and Kumanovo 30 5 6 PS Bajram Shabani

4.4.5 Announcement for application Municipalities and schools, which were previously not invited to apply for participation in IIEP Component 4, got that opportunity in the third project year. With this, all primary and secondary schools in Macedonia got equal opportunity to be involved in the work of IIEP Component 4.

On February 03, 2014, 138 schools (115 primary and 23 secondary schools) from 30 municipalities were invited to submit their application package. Letters were sent to all eligible schools and municipalities, inviting them to submit their application. The call was also announced on the IIEP web site http://pmio.mk/latest-news/call-for-application-in-the- component-provision-of-incentives-to-schools-and-communities-in-2014/ and the municipal education officials from the 30 municipalities were contacted and informed regarding the selection process.

4.4.6 Collection of school applications By the deadline on February 17, 2014, applications from 96 eligible schools were submitted. Additionally, three applications were submitted by schools which were invited in the previous years, although they were not on the list of eligible schools for this year.

4.4.7 Evaluation of submitted school applications by the working group members The following five members of the working group were evaluating the submitted applications: - Igor Kralev (Office of Defense Cooperation, U.S. Embassy); - Liri Starova (IIEP School Renovation Coordinator); - Snezana Jankulovska (IIEP Capacity Building Coordinator); - Natasha Hadzi – Lega (Head of MoES/Department for Capital Investments) and - Cvetanka Sjekloca (MoES/Department for Capital Investments).

The members of the working group individually evaluated the submitted applications and the 20 best ranked applications are listed in Table 14.

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Table 14: List of 20 best ranked schools Ranking list N Municip Location Name of the school Primary/ Urban/ Language of Total o. ality secondary rural instruction point s

1 Prilep Topolcani Krume Volnaroski primary rural M 94.6 2 Gostivar Gostivar Ismail Qemali primary urban AT 91.6 (Mosa Pijade) 3 Prilep Kanatlarci Kiril i Metodij primary rural MT 89.8 4 Kisela Dracevo Kuzman Sapkarev primary urban M 89.2 Voda 5 Ohrid Ohrid Grigor Prlicev primary urban M 88.2 6 Gostivar Cajle Cajla primary rural A 88 7 Krivogast Obrsani Jonce Smugreski primary rural M 86.6 ani 8 Gjorce Skopje Gjorce Petrov primary urban M 85.8 Petrov 9 Krivogast Krivogasht Mancu Matak primary rural M 85.4 ani ani 10 Ilinden Ilinden Goce Delcev primary rural M 85.2 11 Prilep Prilep Blaze Koneski primary urban M 84.8 12 Prilep Prilep Dobre Jovanoski primary urban M 84 13 Krusevo Krusevo Naum Naumovski secondary urban M 82 Borce 14 Makedon Makedons Sv. Kliment primary urban M 81.4 ski Brod ki Brod Ohridski 15 Prilep Prilep Kuzman Josifovski secondary urban M 81.4 Pitu 16 Bogdanci Bogdanci Bogdanci secondary urban M 80.6 17 Kavadarc Kavadarci Toso Velkov primary urban 78.8 i Pepeto M 18 Ilinden Kadino Risto Krle primary rural M 78.8 19 Vrapciste Vrapciste Vrapciste (Cede primary rural 78.8 Filiposki) MAT 20 Debar Dolno Riste Ristevski primary rural 78.2 Kosovrasti M

4.4.8 Evaluation of top 20 applications with direct involvement of Capacity Building Component team The members of the working group reviewed, analyzed and discussed each of the 20 top ranked schools and the following conclusions were made: 1. PS Krume Volnaroski from village Topolcani, Prilep Municipality as the best ranked school will be included in the Component 4 activities in 2014; 2. PS Ismail Qemali from Gostivar was included in a program for strengthening the capacities of the School Boards and was renovated with USAID funds few years ago. At the time when the school was included in the School Boards Program, the school and municipal staff had difficulties in proposing a renovation projects because it is a newly built and well maintained school. That is why the working group agreed not to include this school, but to include from the ranking list the next highest ranked school from Gostivar Municipality in the 10 selected schools;

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3. PS Kiril i Metodij from village Kanatlarci, Prilep Municipality will not be included in the Component 4 activities in 2014 since already one school from Prilep Municipality is included in the 10 selected schools; 4. PS Kuzman Shapkarev from Kisela Voda Municipality will be included as one of the 10 selected schools for 2014; 5. PS Grigor Prlicev from Ohrid Municipality is a newly renovated and well maintained school. Also, PS Bratstvo Edinstvo from Ohrid Municipality will be renovated in 2014, as one of the demonstration schools. As discussed previously with representatives from Ohrid Municipality, supporting two renovation projects will be a burden for the Municipality. The Municipality is supporting the IIEP activities, but cannot financially support two school renovation projects in one year. That is why the working group members decided not to include PS Grigor Prlicev in the 10 selected schools, since already one primary school from Ohrid Municipality will be renovated in 2014; 6. PS Cajla from Cajle village, Gostivar Municipality is the second school from Gostivar Municipality that is ranked among the top 20 schools. The members of the Working Group decided not to include PS Ismail Qemali from Gositvar Municipality that is higher ranked because it is newly built, and instead to include PS Cajla from village Cajle in the 10 selected schools; 7. PS Jonce Smugreski from village Obrsani, Krivogastani Municipality will be included as one of the 10 selected schools for 2014; 8. PS Gjorce Petrov from Gjorce Petrov Municipality will be included as one of the 10 selected schools for 2014; 9. PS Mancu Matak from Krivogastani Municipality will not be included in the Component 4 activities in 2014 since one school from Krivogastani Municipality is already included in the 10 selected schools; 10. PS Goce Delcev from Ilinden Municipality will be included as one of the 10 selected schools for 2014; 11. PS Blaze Koneski from Prilep Municipality will not be included in the Component 4 activities in 2014, since one school from Prilep Municipality is already included in the selected schools; 12. PS Dobre Jovanoski from Prilep Municipality will not be included in the Component 4 activities in 2014, since one school from Prilep Municipality is already included in the selected schools; 13. SS Naum Naumovski Borce from Krusevo Municipality will be included as one of the 10 selected schools for 2014; 14. PS Sv. Kliment Ohridski from Makedonski Brod Municipality in the past years was completely renovated and much was invested on behalf of USAID and MoES. That is why the working group members decided not to include PS Sv. Kliment Ohridski in the 10 selected schools for 2014; 15. SS Kuzman Josifovski Pitu from Prilep Municipality will not be included in the Component 4 activities in 2014, since already one school from Prilep Municipality is included in the 10 selected schools; 16. SS Bogdanci from Bogdanci Municipality will be included as one of the 10 selected schools for 2014; 17. PS Toso Velkov Pepeto from Kavadarci Municipality, 18. PS Risto Krle from Ilinden Municipality and 19. PS Vrapciste from Vrapciste Municipality - are schools with the same number of points. The working group decided to include PS Vrapciste from Vrapciste Municipality, which is the only school among the best 20

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ranked schools with three languages of instruction as one of the 10 selected schools for 2014. PS Toso Velkov Pepeto from Kavadarci Municipality and PS Risto Krle from Ilinden are not selected as one of the 10 schools for 2014 in order to be able to include PS Riste Risteski from Debar as one of the 10 selected schools, which is one of the rare schools in Macedonia were Macedonian – Muslims students are enrolled; 20. PS Riste Risteski from village Dolno Kosovrasti, Debar Municipality is among the rare schools in Macedonia where Macedonian – Muslim students are learning and the only such school that is ranked among the top 20 schools. The working group members decided to include this school as one of the 10 selected schools for 2014.

4.4.9 Selection of 13 Schools The final list of ten selected Phase III schools that will be involved in the Component 4 activities in 2014 is given in Table 15.

Table 15: List of 10 selected schools involved in Component 4 activities in 2014 Ranking list No Municipality Location Name of the school Primary/ Urban Language secondary / rural of instruction 1 Prilep Topolcani Krume Volnaroski primary rural M 2 Kisela Voda Dracevo Kuzman Sapkarev primary urban M 3 Gostivar Cajle Cajla primary rural A 4 Krivogastani Obrsani Jonce Smugreski primary rural M 5 Gjorce Petrov Skopje Gjorce Petrov primary urban M 6 Ilinden Ilinden Goce Delcev primary rural M 7 Krusevo Krusevo Naum Naumovski secondary urban M Borce 8 Bogdanci Bogdanci Bogdanci secondary urban M 9 Vrapciste Vrapciste Vrapciste (Cede primary rural TAM Filiposki) 10 Debar Dolno Riste Ristevski primary rural M Kosovrasti

The list of the 10 selected schools was published on the Project’s web site http://pmio.mk/news/selected-schools-for-component-4-phase-iii/ and letters for approval/rejection were sent to all schools that have submitted an application.

The final list of three best ranking demonstration schools that will be involved in the Component 4 activities in 2014 is given in Table 16.

Table 16: List of 3 selected demonstration schools involved in Component 4 activities in 2014 # Municipality Location Name of the school Primary/ Urban/ Language of secondary rural instruction 1 Ohrid Ohrid Bratstvo Edinstvo primary urban MAT 2 Kicevo Kicevo Sande Shterjoski primary urban AMT 3 Gostivar Gostivar Gostivar secondary urban AMT

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From the final list of 13 selected schools for third project year, ten schools from Phase 3 and three demonstration schools, ten of the schools are primary and three schools are secondary. Nine of the schools are monolingual and four of the schools are with two or three languages of instruction. Six of the schools are from rural areas and seven of the schools are from urban areas. Two of the selected schools are from municipalities where the mayors are women. The total number of direct beneficiaries from these 13 schools is 8.125 students. The ethnic structure of students from the selected schools in Phase 3 is presented in the following chart:

Chart 1: Ethnic structure of students from Phase III schools

4.4.10 Site visit of Phase 3 schools In this reporting period, site visits were organized in 10 out of 13 selected schools, with representatives from IIEP, school staff (director, secretary, pedagogue/psychologist, teachers) member of School Board, Parent’s Council and municipality. The C4 team introduced the school staff with the project activities and particularly the activities to be implemented in the schools with the assistance of the municipality. The schools received instructions on how to establish a School Renovation Team (SRT), the schedule of meetings, the topics for discussion at these meetings, the decisions expected from them, type of training to be provided for the team and how to apply for a renovation project. The meetings were very productive and all participants were highly interested for participation in IIEP C4 activities.

4.4.11 Call for selection of consulting engineering company to provide training and technical assistance On March 11, 2014 a request for offer was submitted for engagement of consulting engineering company to provide training and technical assistance to the School Renovation Teams concerning maintenance of the renovated schools under Component 4 of USAID Interethnic Integration in Education Project. The request was submitted to the consulting engineering companies from the IIEP database of companies that provided the relevant documentation at the calls announced in 2012 and 2013. The request was sent to five engineering companies and four companies responded by the end of the deadline on March 17, 2014. From the received offers, the evaluation commission proposed Aqua Fluent from Skopje to deliver the required services. The full documentation for selection of consulting engineering company to provide training and technical assistance is provided to USAID for approval.

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4.4.12 Environmental Mitigation and Monitoring Plan (EMMP) On March 19, 2014 a visit was organized, together with the new Bureau Environmental Officer, Mark Kamiya, and the Environmental Advisor, William Gibson, in two schools that were renovated in 2013 (PS Dimitar Miladinov, Centar Municiaplity and SS Josip Broz Tito, City of Skopje). The purpose of the visit was to see how the school renovation projects were implemented on-site. During this visit, the environmental compliance issues were discussed and the activities that were undertaken prior the start of and during the renovation activities related to the environment protection.

On March 20, 2014 Environmental Compliance training was conducted by the new Bureau Environmental Officer, Mark Kamiya, and the Environmental Advisor, William Gibson at the US Embassy in Skopje. Representative from the IIEP Component 4 participated at this training. Following this training a joint Environmental Mitigation and Monitoring Plan (EMMP) was prepared for all school renovation projects that will be done in 2014. The joint EMMP includes all possible renovation projects that could be implemented in the Phase 3 schools. The document will be sent to USAID for an approval at the beginning of the next quarter.

4.4.13 Cost-Share In the first quarter of the third project year the cost – share documents were signed with the schools and municipalities for eight Phase 2 school renovation projects. The cost – share collection process is still ongoing for the remaining three Phase 2 school renovation projects. 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 for eight out of the eleven Phase 2 school renovation projects. The total cost – share for these 8 projects is 13.453.252 MKD or 239.958,61 USD. Table 17 provides 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 17: Cost – share of phase 2 schools and municipalities Total (school and municipal) Percentage of cost - share schools’ and municipal cost – share as part of the Municipality School in MKD in USD total investment Probistip Brakja Miladinovci 406.275 8.882,40 31,85 Bitola Gjorgji Sugarev 642.869 13.867,18 30,49 Kumanovo Nace Bugjoni 624.837 13.482,35 35,66 Stip Goce Delcev 380.742 8.133,77 28,04 Centar Dimitar Miladinov 127.897 2.723,53 10,74 Vinica Vanco Prke 538.505 11.845,82 32,50 Skopje Josip Broz Tito 10.567.637 231.534,91 90,15 Struga Josip Broz Tito 164.490 3.488,65 11,99 Total: 13.453.252 293.958,61 59,96

The municipalities and schools fulfilled their requirement for provision of minimum 10% of cost-share for the abovementioned school renovation projects.

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5. LESSONS LEARNED DURING THIS REPORTING PERIOD

Working with Media. The IIEP is one of the few Projects that apply an approach in which informal gatherings/meetings with editors and journalists on regular basis- to discuss the progress of the project implementation and promote the concept of interethnic integration in education are organized. IIEP team also brings editors and journalists closer to the schools in a role of mentors and trainers in which they whiteness positive inspiring examples. In this reporting period, IIEP increased its extensive and focused cooperation with media, mostly due to the new tool developed for presenting the benefits of the IIEP activities through the media digest, which is sent by email to every media outlet in the country. In close collaboration with Macedonian Institute for Media, the new information material has the aim of filtering the positive outcomes of IIEP activities to the media as well as regaining their attention. The past experiences have proven that journalists are preoccupied with other topics and often don’t find the time to write about particular IIEP activity even though our project is covered substantially by the media. The media digest and the field trips organized by the IIEP team have proven to be effective tool in catching the attention of the local and the national media. IIEP will continue to acquire new ways of communicating with the media outlets in the future.

Trust between partnering schools. In some situations the trust between two schools or two structures that participate in joint activities can be lost due to different obstacles or events. It is very important to make sure that both parties create a common understanding of the situation and better understand the actions that have led to misunderstandings. Transferring the perspective of the other side, when both sides are not prepared to listen to each-other, is a crucial part of rebuilding the mutual trust. The case with partner demonstration schools in Kumanovo gives an illustration to that.

Working directly with the parents, by choosing certain activities/initiatives for them to be involved in, has positive results. The number of parent initiatives is significantly raised. The strategy of creating action plans for school based activities together is working well.

Using the new media and technology for promoting the school activities seems to be a very important part of the implementation of IIE activities. It seems that the training, which was provided to part of the teachers from the Demonstration schools, is not enough, since there is feedback that many other teachers would like to attend that kind of training. Working with larger groups of teachers is considered very important. Possibilities for having additional, school based meetings for interested teachers are being reviewed.

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

The construction of the access ramp in the PS “Nikola Karev” in Kochani is completed. The IIEP team will keep encouraging schools, municipalities and educational institutions to include persons with disabilities in our activities. On the other hand, IIEP will ensure that all necessary conditions are provided timely and properly.

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7. ACTIVITIES IN THE NEXT REPORTING PERIOD

Crosscutting Activities . Signing MOU with the National Examination Center; . Coordination of the partners.

Monitoring and Evaluation Activities . Report from monitoring and evaluation of the activities in pilot phase and demonstration schools will be prepared; . The instruments for the monitoring and evaluation will be adapted according to the needs; . Monitoring table for gathering of the information from the Demonstration schools will be prepared; . The electronic system for data gathering from the monitoring and evaluation of second phase schools will be prepared and tested by the IIEP team; . Master trainers responsible for monitoring of school activities in second phase will be selected and trained; . Instruments for evaluation of effects of IIEP activities (adaptation of electronic questionnaires and questions for focus groups) will be prepared; . Sample of schools for evaluation of effects of IIEP activities and experts for administration of these activities will be selected; . Evaluation questionnaire for trainings/seminars/workshops implemented by all components will be administered; . Field visits of some activities will be performed; . Participation in training/seminars/workshops/meeting will be ensured.

Component One: Public Outreach Activities . Planning Phase for infotainment documentary “7x7”; . Training of Trainers for implementation of creative workshops; . “Coffee with…” Newsroom Leaders; . Ribbon-cutting ceremonies; . Production and dissemination of information materials on interethnic integration in education (IIE); . Public Debates; . Organization and start-up of the creative workshops; . Preparation for Forum Theatre workshops for teachers; . 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.

Component Two: Capacity Building of School Management and Teachers . Meetings with the management of the 4 teacher training faculties; . Regional Conference on Peace Education on the University Level with the partner organization Loja; . Session with the teacher training faculties teaching staffs for developing a Manual and upgrading the syllabus with IIE concept; . Continuation of revising the Manual for Integral Evaluation; . Joint Students Activities within the 10 primary schools with 2/3 languages of instruction;

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. Completion of the Case Study and Video Success Story on career development of employees in multicultural company by the students from 4 involved schools and organized school presentations of the students’ products (activity implemented by My Career); . Participation of NEC staff at the second part of the IIEP trainings for SITs; . Revision of the existing procedures and modules of the State exam for the directors; . Mentoring meetings with the municipalities officials, professional school staff and SB from the Pilot and Year 2 schools; . Training for School Boards from the Year 3 schools; . Training for professional school staffs on parental involvement from the Year 3 schools.

Component Three: Demonstration Schools . School based joint students activities will be conducted till the very end of the current school year; . In-school promotional presentations for providing continuous communication with BDE advisors, educational inspectors, municipal officials, parents and teachers will be organized; . Debriefing meeting between CHRCR, BDE advisors and partner organizations will be conducted; . Three intra/inter-school meetings for coordination and action plan development will be conducted; . Post-test for students included in the multicultural workshops in one demonstration school will be conducted; . Support meetings for the on-going in-school activities in each demonstration school will be performed once per month (for April and May); . Field teaching by the primary demonstration schools will be organized; . Training for parents from the primary schools on awareness raising for the need of learning the language of the neighbor will be carried out; . 8 language acquisition workshops will be created and piloted in one Primary school.

Component Four: Providing Incentives to Schools and Communities . Technical Acceptance in PS Nikola Karev, Kocani for the construction works financed by MoES; . Establishment of School Renovation Teams (SRT) in 13 schools; . Training of SRT for maintenance of the renovated schools in 13 schools, how to create the school renovation priority list and how to prepare an application for renovation of the school priority project; . Training of SRT for maintenance of the renovated schools in 13 schools for preparation of school maintenance plan and budget; . Preparation of engineering field reports; . Final approval of school renovation project; . Provision of final approval on the joint Environmental Mitigation and Monitoring Plan (EMMP); . 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 consulting companies for supervision; . Implementation of the approved school renovation projects; . On-going supervision and quality control of the renovation activities;

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. Organization of follow up in-school meetings in 11 phase 2 schools; . Collection, preparation and signing of cost – share documents for school renovation projects from the second year; . Uploading documents on OHASIS (Overseas Humanitarian Assistance Shared Information System).

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8. LIST OF APPENDICES

Appendix 1 Summary Partners’ Quarterly Reports

Appendix 2 Number of Participants at Trainings for School Integration Teams

Appendix 3 Summary of the monitoring report

Appendix 4 Summary of the evaluation report

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

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 6. My Career

1 Macedonian Institute for Media (MIM) Reporting period: January 1 – March 31, 2014 1. SUMMARY OF ACCOMPLISHMENTS . Activity 1.1.3: “Coffee with…” Newsroom Leaders – In this period, a meeting was organized with Harun Ibrahimi, deputy-general manager of the public broadcasting service Macedonian Radio-Television. The meeting was used primarily to discuss more formally the cooperation between IIEP and MRT regarding the production of the infotainment documentary serial “7x7”; Mr. Ibrahimi expressed MRT’s consent to start working jointly with IIEP on the production of the serial; . Activity 1.1.4: Production and dissemination of information materials on IIE to the media: - The first issue of the electronic Media Digest (Mediumski informator, Informatori mediatik) was produced in March 2014, bringing 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. The newsletter was distributed via 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. - Also, during February and March 2014, members of the MIM team assisted IIEP in producing two multimedia stories related to concrete activities in schools implemented within the project. Both these video stories have been published during March 2014 on IIEP website and Media digest, and distributed to journalists and newsrooms that cover education issues, as well as through social networks. - Journalist Antonija Hristov picked one of the stories from the newsletter and made a large story based upon our video story of two pupils from different ethnic backgrounds from high school “Arseni Jovkov” that have become friends through IIEP activities. The story was published on almost the whole front page and whole page 7 in the oldest Macedonian daily “Nova Makedonija” on April 3 2014. - On 31 of March, we took a group of journalists from several national and local media outlets to report on joint activities of pupils and teachers from partner schools of two villages from Tetovo region, Brvenica and Sipkovica, which were one of the most mentioned places during the conflict in 2001. 9 national and local media outlets (TV 24 Vesti, Radio Free Europe, Plusinfo.mk, TV Menada and TV Kiss in Macedonian language, and daily newspaper “Koha”, TV Koha, Zurnal.mk, albeu.com in Albanian language) brought stories in their news from this activity.

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. Activity 1.2.2: “Youth-via-Media” Program – Practical content production workshops for teachers and pupils: - Until end of March 2014, we delivered two trainings in the regions of Kavadarci and Skopje. 31 teachers and 33 pupils from 14 high schools participated in the trainings, producing 6 multimedia stories for the blog “Integratika”, which will be incorporated as a sub-section on the IIEP website. - Also, upon request of IIEP and the partner organization Center for Human Rights and Conflict Resolution (CHCR) within the activities of this IIEP partner organization, on 20 and 21 February 2014, MIM experts delivered 2 one-day multimedia trainings to representatives of SIT from the municipalities of Kicevo, Ohrid, Skopje, Kumanovo and Gostivar, designed to strengthen outreach and content production capacities of these SIT members. 39 representatives of SITs from schools in Kicevo, Ohrid, Skopje, Kumanovo and Gostivar municipalities participated, and 4 multimedia stories (2 on each workshop) were produced during the workshop by the participants and posted on the blog “Integratika”.

. Activity 1.2.4: Planning Phase for Infotainment documentary “7x7”; - On 24 February IIEP chief of party and MIM’s director had a meeting with Harun Ibrahimi, deputy-general manager of the public broadcasting service Macedonian Radio-Television, to discuss concrete cooperation regarding the production of the infotainment documentary serial “7x7”. Mr. Ibrahimi, on behalf of MRT leadership expressed the readiness of MRT to work on this project. Both parties agreed to follow up on this meeting, firstly by selecting key team members from both sides that will implement the production activities, and organizing start-up meetings of the key personnel, so that pre-production activities can start as soon as possible; - By the end of March, MIM produced a more concrete outline for the production of “7x7”, including the milestone pre-production, production and post-production activities, as well as key personnel needed to produce the serial and the expected input of both parties in the production of the serial, which is to serve as a base document for further cooperation in this co-production effort. 2. IMPLEMENTED ACTIVITIES . Activity 1.1.3: “Coffee with…” Newsroom Leaders: - On 24 February, meeting was organized with Harun Ibrahimi, deputy-general manager of the public broadcasting service Macedonian Radio-Television, to discuss more formally the cooperation between IIEP and MRT regarding the production of the infotainment documentary serial “7x7”; . Activity 1.1.4: Production and dissemination of information materials on IIE to the media: - As of the beginning of this year, MIM staff started working on preparation and production of the IIEP bulletin/media digest for journalists. Throughout January and February we prepared the concept of the digest, several design proposals, and contacted together with IIEP team other partner organizations in order to collect information and the most interesting stories from media perspective from our partners and IIEP team. The first issue of the media digest was finished and distributed to media and journalists by the end of March 2013, via e-mails to newsrooms and journalists that cover education, and via social networks; - MIM experts prepared a template that is to be used by other IIEP partners, while organizing events that could be interesting for media and for producing content, both for IIEP’s website and for out media newsletter; The template will make the production of the Media Digest more easier, and will provide IIEP with a larger amount of media content which will further strengthen our positive image in the public; - On 7 February, MIM’s coordinator Petrit Saracini participated and was a panelist on the annual conference “e-Society” organized by Foundation Metamorphosis and Youth Educational Forum (a partner organization in IIEP). In his presentation on media

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

literacy, among other things, Saracini talked in front of the audience at the conference about implementation of media literacy within IIEP and the multimedia trainings with teachers and pupils organized by MIM within the project, which are currently one of the rare activities of this type implemented in the country; - At the end of February 2014, several online media outlets reported on an incident/attack on pupils and teachers that develop joint activities of partner schools in Kumanovo. On 26 February, MIM experts assisted IIEP and with advice, concept and developed a written narrative statement and messages to media, in case that this incident gains more public prominence. Fortunately, the mainstream media did not pick up on this story; - During February and March 2014, members of the MIM team assisted IIEP in producing two video stories related to concrete activities in schools implemented within the project:  On February 25, a human interest story was recorded on two girls from different ethnic background, who are high school students from “Arseni Jovkov” high school in Skopje, and who met and became friends through creative workshops organized by IIEP in this school; Another story was recorded on the visit of pupils and teachers from primary school “Marsal Tito” from Strumica to their partner primary school “Liman Kaba” from the village of Luboten near Skopje. The activity took part on 28 February, when pupils and representatives of school staff from both schools visited the Old Town in Skopje and historical and religious monuments; Both stories were published in the beginning of March 2014;  Journalist Antonija Hristov picked one of the stories from the Media digest and made a large story based upon our video of two pupils from different ethnic backgrounds from high school “Arseni Jovkov” that have become friends through IIEP activities. It’s interesting to mention that these girls met through the project for the first time, although they are privately close neighbors and have been studying in the same school for some years. The story was published on almost the whole front page and whole page 7 in the oldest Macedonian daily “Nova Makedonija” on April 3, 2014. . Activity 1.2.2: “Youth-via-Media” Program – Practical content production workshops for teachers and pupils - After completion of the workshops from the previous year, meetings with trainers and MIM experts were organized to discuss last year’s implementation and reports from the previous year. After that, MIM experts worked on adjusting and fine-tuning the workshop agenda for this year’s set of workshops; - Upon request of IIEP and the partner organization Center for Human Rights and Conflict Resolution (CHCR) within the activities of this IIEP partner organization, on 20 and 21 February 2014, MIM experts delivered 2 one-day multimedia trainings for representatives of SIT from the municipalities of Kicevo, Ohrid, Skopje, Kumanovo and Gostivar. These workshops represent short, modified one-day versions of similar workshops that are carried out by MIM within IIEP with teachers and students, and were designed to strengthen outreach and content production capacities of these SIT members. MIM experts worked on shortening, adapting and adjusting the agenda for multimedia trainings to fit into a one-day workshop. The agenda focused on producing a text, video and photo-story for the web.  The workshop in Kicevo was held on 20 February 2014, bringing together 21 representatives of SITs (12 ethnic Macedonian, 5 Albanian, 4 Turkish) from schools in Kicevo and Ohrid municipalities. 2 multimedia stories were produced during the workshop by the participants;  The workshop in Skopje was held on 21 February 2014, bringing together 18 representatives of SITs (8 ethnic Macedonian, 9 Albanian, 1 Turkish) from schools in Skopje, Kumanovo and Gostivar municipalities. 2 multimedia stories were produced during the workshop by the participants; - During March 2014, MIM’s experts and journalist trainers delivered two workshops to

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

teachers and pupils in Kavadarci and Skopje regions:  The workshop in Skopje was held on 13 and 14 March 2014, with the participation of 8 schools, coming from this city’s and surrounding municipalities of Gjorce Petrov, Karpos, Centar, Gazi Baba, Kisela voda, Studenicani and Dracevo (40 participants - 18 teachers and 22 pupils from different ethnic backgrounds). 3 stories were produced by the participants, and posted on the blog.  The workshop in Kavadarci was held on 20 and 21 March. 6 schools from Kavadarci, Negotino, Gevgelija and Bogdanci participated at the workshop (24 participants - 13 teachers and 11 pupils). 3 stories were produced by the participants, and posted on the blog Integratika. Stories produced by pupils and teachers and photographs from the trainings are available on the blog http://integratika.blogspot.com/ 3. LESSONS LEARNED During the workshop in Kavadarci, we noticed that the structure of the participants was ethnically not diverse at all, despite of suggestions in that direction from the IIEP and MIM team while communicating with schools regarding the recruiting participants. This has to be taken into account (together with the sometimes benevolent delegation of participants in trainings by school management), an insisted upon in future recruitment of participants, because interethnic integration in schools is the primary goal of this project, not to mention that participation of ethnically mixed groups in this type of trainings is a necessary tool to reach integration, and even an intermediate goal in itself. 4. NEXT QUARTER ACTIVITIES . Activity 1.1.3: “Coffee with…” Newsroom Leaders (at least 4 meetings with newsroom leaders) . Activity 1.1.4: Production and dissemination of information materials on IIE to the media (producing three issues of the Media digest; producing at least 2 stories for IIEP website and for distribution to the media, organizing at least 2 study visits for journalists to concrete events organized by IIEP or partners in schools) . Activity 1.2.2: “Youth-via-Media” Program – Practical content production workshops for teachers and pupils (to complete trainings by the end of June 2014) . Activity 1.2.4: Planning Phase for Infotainment documentary “7x7” (start of concrete pre- production activities, designing of a production plan, producing a script and storyboard for one of the episodes)

2 Association for Roma Community Development SUMNAL Reporting period: Reporting period: January1 – March 31, 2014 1. SUMMARY OF ACCOMPLISHMENTS . Provided logical support on 2 regional meetings; . Provided logistical support on 4 workshops and meetings organized by Component Two; . Implemented monitoring to demonstration schools; . Strengthening the capacities of Sumnal's staff by participating on the workshop and meetings and participation at IIEP events. 2. IMPLEMENTED ACTIVITIES For the period from January-March 2014 staff from Association for Roma Community Development Sumnal took part on these activities:

1. Implemented activities within Component Two a) Provided logistical support to trainings and meetings • Two-days Training for representatives from School's Integration team in primary and secondary schools. The role of NGO Sumnal was to give a logistic support. Also, logistic support was provided on regional meetings for Phase 3.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

Date Location Number of Sumnal’s representatives 19 February 2014 Regional meeting in Kavadarci. 1 19 February 2014 Regional meeting in Kochani. 1 18-19 March 2014 Two-days Training for SITs (School Integration 2 Team), in hotel Kontinental, Skopje. Two representatives from Sumnal attended on this training. The role of NGO Sumnal was to give a logistic support. 20-21 March 2014 Two-days Training for SITs (School Integration 2 Team), in hotel Kontinental, Skopje. Two representatives from Sumnal attended on this training. The role of NGO Sumnal was to give a logistic support. 25-26 March 2014 Two-days Training for SITs (School Integration 2 Team), in hotel Kontinental, Skopje. Two representatives from Sumnal attended on this training. The role of NGO Sumnal was to give a logistic support. 27-28 March 2014 Two-days Training for SITs (School Integration 2 Team), in hotel Kontinental, Skopje. Two representatives from Sumnal attended on this training. The role of NGO Sumnal was to give a logistic support.

b) 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. • Electronic input of travel expenses for trainees on the trainings. • Contacting the schools for the trainings. Sumnal's representatives contacted on a phone the representatives of the schools about the date of the trainings and confirmation of attendance. • Activities for assisting in the preparation of trainings in Phase 3 (materials, arranging training facilities, etc.) • Support of schools in Phase 2 in preparing applications for small grants (Primary school Dame Gruev, Erdzelija, Sveti Nikole and the partner school Rilindija, Lojane - Nadica Shtrbevska; Primary school Jovche Teslickov, Veles - Marija Popovska).

2. Monitoring meetings in demonstration schools and trainings within Component Three

Date Location Number of Sumnal’s representatives 25-26 January 2014 Training for School boards. Within the 2 Component Three of the project, two representatives from Sumnal attended on this training. 27 January 2014 Presentation for the implemented activities in 2 Primary school Sande Shterjoski, Kichevo. Within the Component Three of the project, two representatives from Sumnal attended on this presentation.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

29 January 2014 Presentation for the implemented activities in 1 Primary school Brakja Miladinovci, Kumanovo. Within the Component Three of the project, one representative from Sumnal attended on this presentation. 11 February 2014 Training for including parents in the 2 activities. Within the Component Three of the project, two representatives from Sumnal attended on this training. 26 February 2014 Working meeting (monitoring), Primary 1 school Sande Shterjovski, Kicevo. Within the Component Three of the project, one representative from Sumnal attended on this meeting. 26 February 2014 Working meeting (monitoring), Primary 1 school Bratstvo Edinstvo, Ohrid. Within the Component Three of the project, one representative from Sumnal attended on this meeting. 25 March 2014 Working meeting (monitoring), Primary 1 school Bratstvo Edinstvo, Ohrid. Within the Component Three of the project, one representative from Sumnal attended on this meeting. 27 March 2014 Working meeting (monitoring), Primary 2 school Sande Shterjovski, Kicevo. Within the Component Three of the project, two representatives from Sumnal attended on this meeting.

3. Capacity building and attendance at the IIEP meetings

Date Location Number of Sumnal’s representatives 24 February 2014 Meeting with CHRCR, Sumnal and Loja 5 related to reflection of the experiences of the first half in model schools and giving

directions for work for second semester. 3. LESSONS LEARNED • Establishing contact with the schools and giving direct support to them in terms of implementation of activities with partner schools and the possibility and how to apply for a grant. • Through the presence of the all trainings for all stakeholders and presenting activities that should be implemented in schools facilitates access and allows for better inter-ethnic integration among teachers and students through the implementation of extracurricular activities, it would improve the school climate and cooperation among students and teachers from all ethnic groups. 4. NEXT QUARTER ACTIVITIES For the next quarter the following activities are planned: • Meetings with the representatives of municipalities • Mentoring meetings with "My circle" schools • Monitoring and mentoring of the activities in the schools • Logistic support

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

• Electronic input lists of participants at workshops • Contacting with representatives from municipalities and schools

3 Center for Balkan Cooperation Loja Reporting period: January1 – March 31, 2014 1. SUMMARY OF ACCOMPLISHMENTS Accomplishments of the quarter January- March 2014 are : - Conference in inter-ethnic integration in education - SIT of the schools from the third phase of IIEP were introduced to the concept of IIE - Supervising meeting with master trainers, BDE and SEI , LOJA, CHRCR and Sumnal representatives - Mentoring meetings with the schools of the second phase of project implementation - Joint student activities in between partner schools - first and second phase of IIEP - Providing translation and logistical support during several trainings - Demonstration schools supervising visits 2. IMPLEMENTED ACTIVITIES Conference for Interethnic Integration in Education with the pedagogical faculties in Macedonia: on 28th January 2014, was held a conference in interethnic integration in education with the representatives from the five Universities that prepare future teachers. Conference covered topics as it is the need of including of the concept on IIE in the existing subjects in University level, including it using cross curricular form of doing it, or creating a totally new subject. In the conference was discussed about working in one manual, which will be used from the teachers and student side. In that manual would be described the methods and techniques how to work with interethnic integrated class. In the conference expect from Universities, there were representatives from the BDE, and OSCE.

Joint student activities in between partner schools - first and second phase of IIEP s: this quarterly was marked with a lot of the applications for grants from the project’s side, which also was a sign that a lot of the joint student activities will go on as well. Activities that marked this quarterly are shown in the table below :

Date : Schools: Supervised by :

06 March 2014 11 Oktomvri - Cair - “Cvetan Dimov- Blerim Jashari Center / Skopje 07 March 2014 “7 Marsi” - Cellopek and “Goce Srgjan Vidoeski Delcev” - Stenche 18 March 2014 “7 Marsi - Cair and “Braqa Hamid” Hatixhe Qazimi

Supervising meeting with master trainers, BDE and SEI representatives, mentors from CBC LOJA - 11 March 2014: after a couple of mentoring that were going on with schools of the second phase of IIEP , on 11 March was held a meeting together with all sides included in the activities implementation , to make a debriefing of the last period, exchange experiences and discus for the future steps. Also in the same meeting was presented plan of work with the schools of the third phase of the project implementation, information about the third mentoring meeting with the schools of the second phase.

Date : 21 October 2013

Logistic provided by : - Aleksandra Apostolska - Aleksandar Stojanovski

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

Mentoring meetings with the schools of the second phase of project implementation: Second mentoring meetings with the schools of the second phase started in December 2013, and they had to finish till the end of the same month, but some of them due to overloaded agenda of some of the master trainers, continued also during January and February. Together with this report you will find the table of all mentoring meetings from October 2013, updated with the new mentoring meetings that were going on during this quarterly.

Training’s for SIT of the schools of the third phase of IIEP (18 March -28 March): On 18 March 2014, started the basic level training’s for Interethnic Integration in Education, with the SIT-s of the third phase of the project implementation. During that period LOJA was providing administrative and logistic support, and also translation. Date : Logistic support: Translation : Group 1 18 - 19 March 2014 18.03- Blerim Jashari 19.03- Valon Abdiu Group 2 18 - 19 March 2014 Aleksadar Stojanovski Jetmir Ziba Group 3 18 - 19 March 2014 Srgjan Vidoeski Ferija Murtezani Group 4 18 - 19 March 2014 18.03- Elmira Shafi Gzim Osmani 19.03- Hatixhe Qazimi Group 5 20 -21 March 2014 Gzim Osmani

Group 6 20 -21 March 2014 20.03- Ardiana Bajrami Ferija Murtezani 21.03- Elmira Shafi Group 7 20 -21 March 2014 Aleksadar Stojanovski 20.03- Valon Abdiu 21.03- Jetmir Ziba Group 8 20 -21 March 2014 Srgjan Vidoeski 20.03- Veton Kodra 21.03- Hedije Mehmedi Group 9 25 - 26 March 2014 25.03- Blerim Jashari 26.03- Lejla Beqiri Group 10 25 - 26 March 2014 Ferija Murtezani Group 11 25 - 26 March 2014 Hatixhe Qazimi Jetmir Ziba Group 12 25 - 26 March 2014 Srgjan Vidoeski Gzim Osmani Group 13 27 - 28 March 2014 Ferija Murtezani Group 14 27 - 28 March 2014 Sllagjana Cvetkoska Gzim Osmani Group 15 27 - 28 March 2014 27.03- Srgjan Vidoeski Jetmir Ziba 28.03- Marijana Anotvska Group 16 27 - 28 March 2014 27.03- Ardiana Bajrami 27.03- Lejla Beqiri 28.03- Elmira Shafi 28.03- Arta Ramadani

Introductory regional meetings: During February there were hold regional meetings in the newly selected municipalities. Centre Loja was responsible for providing logistical support and translation for 5 meetings. Find below the table with the timing and engaged staff :

Date and place: Logistic support : Translation : 20 February 2014- Gostivar Aleksandar Stojanovski Arjeta Skenderi 25 February 2014- Skopje Aleksandra Apostolska Arjeta Skenderi (2 meetings in the same day) 20 February 2014- Prilep Srgjan Vidoeski Gzim Osmani 26 February 2014- Ohrid Srgjan Vidoeski Gzim Osmani

Component 3 - from February 2014 it was continued with supervising visits in the demonstration schools and till the end of March, schools were visited twice. The visits were going on in four demonstration schools, and they did not happened in the partner demonstration schools in

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

Kumanovo, due to some incidents that happened in between students that were part of one of the section that was going on under the project activities. From that moment activities in those schools are frozen. On 24 February 2014, it was held a debriefing meeting with the partner organization in the frames of the C3, LOJA, Sumnal, CHRCR and MCEC, it was discussed the past period and were presented plans for the next activities with the model schools, what can be better done. Below you can find the table with realized visits in the model schools :

Supervising visits in the model schools in the period January – March 2014:

Project: Interethnic Integration in Education – Component 3 (Demonstration schools) Organizer: Center for Human Rights and Conflict Resolution Date: 26.02.2013 27.02.2013 27.02.2014 26.02.2014 Cities Kicevo Skopje Gostivar Ohrid Responsible: LOJA : LOJA : LOJA : LOJA: Aleksandra Aleksandar Aleksandra Aleksandar Apostolska Stojanovsi Apostolska Stojanovski

Hatixhe Qazimi Ardiana Bajrami Hatixhe Qazimi Baki Shakirovski Name of the PS „Sande CHSC „Zdravko SEMS “Gostivar” PS„Bratsvo schools: Shterjoski“ Cvetkovski “ Edinstvo“

Dates 27.03.2013 28.03.2013 31.03.2014 25.03.2014 Cities Kicevo Skopje Gostivar Ohrid Responsible: LOJA : LOJA : LOJA : LOJA: Aleksandra Aleksandar Aleksandra Aleksandar Apostolska Stojanovsi Apostolska Stojanovski Baki Hatixhe Qazimi Ardiana Bajrami Hatixhe Qazimi Shakirovski

Name of the PS „Sande CHSC „Zdravko SEMS “Gostivar” PS„Bratsvo schools: Shterjoski“ Cvetkovski “ Edinstvo“

3. LESSONS LEARNED Team work is a very important part of a process in which the teams that come from different professional background, and they have to share the same information, also to the groups with different educational and professional background. Since its sometime can complicate more the work in the field, more than helping for solving it. 4. NEXT QUARTER ACTIVITIES - Certification procedure: in regular bases starting from March and also in the next quarterly will go on the certification procedure for the teachers and professional staff of the schools that was part of the project activities. - Training and follow up mentoring for the master trainers: during the trainings and follow up meetings with master trainers, LOJA provides logistical support and translation. - Training for SIT members of the third year: during this period will go on the training’s for the members of SIT of the newly included schools. \ - Mentoring meetings: third mentoring meetings will be held with the schools of the second phase. - School visits: during all the next quarterly will go on the visits in the schools for support if IIE activities.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

4 Performing Arts Center MULTIMEDIA Reporting period: January 1 – March 31, 2014 1. SUMMARY OF ACCOMPLISHMENTS - Opened a dialogue on the needs and challenges of all stakeholders involved in the educational system in general and for the topics of creative workshops and innovative approaches in formal and informal education in particular; - Identification of main challenges in the broader context of the inter-ethnic integration in education important for the stakeholders in the project; - Created a common ground for effective communication between local stakeholders of the project as well as a commitment and motivation to be thoroughly involved in the project; - Successful presentation of the project activities for 2014 in 6 municipalities (Gostivar, Chair/Skopje, Kochani, Ohrid, Kavadarci and Prilep); - Successful implementation of Activity 1.2.5: Training of Trainers for the Implementation of Creative Workshops with teachers and professional staff from 6 schools (Dobri Daskalov High School (Kavadarci), Orde Chopela High School (Prilep), Ljupcho Santov High School (Prilep), Gostivar Technical High School (Gostivar), St. Clement of Ohrid High School (Ohrid) and Cvetan Dimov High School (Chair, Skopje)); - Successful implementation of Forum Theater for Partner Organizations; - Start of the implementation of Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue in 6 schools (Dobri Daskalov High School (Kavadarci), Orde Chopela High School (Prilep), Ljupcho Santov High School (Prilep), Gostivar Technical High School (Gostivar), St. Clement of Ohrid High School (Ohrid) and Cvetan Dimov High School (Chair, Skopje); - Successful distribution of materials and workshop visits in all 6 high schools; - Mobilized students and teachers in setting a safe space for community development and positive change using art for social change methodology. 2. IMPLEMENTED ACTIVITIES PAC MULTIMEDIA implemented project activities that are part of Component 1: Community Outreach Activities through Activity 1.2.5: Training of Trainers for the Implementation of Creative Workshops and Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue.

Activity 1.2.5: Training of Trainers for the Implementation of Creative Workshops PAC Multimedia was responsible for implementing Activity 1.2.5: Training of Trainers for Creative Workshops with teachers and professional staff from 6 schools (Dobri Daskalov High School (Kavadarci), Orde Chopela High School (Prilep), Ljupcho Santov High School (Prilep), Gostivar Technical High School (Gostivar), St. Clement of Ohrid High School (Ohrid) and Cvetan Dimov High School (Chair, Skopje)). The training took place in Skopje from February 26th – 28th, 2014. It was led by experts Ana Blazeva, Sejhan Kadriovska, Keti Donchevska Ilikj and Goran Ilikj. Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue PAC Multimedia is responsible for implementing Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue from March to June 2014. The implementation of the creative workshops in the six selected schools was started in March. PAC Multimedia visited all six schools and distributed materials the students and teachers will need for the successful implementation of the creative workshops. Activity 1.2.7: Forum Theater Workshops PAC Multimedia together with the IIEP team successfully organized one Forum Theater for Partner Organizations on March 5th, 2014 at the Gjorche Petrov Primary School.

In January PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the IIEP team members Xhevahire Pruthi Zajazi and Igor Ordev via phone and email in order to discuss and plan the

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

implementation of project activities in the following period . Lea Linin from PAC Multimedia attended a meeting led by IIEP team members Svetlana Gasoska and Olivera Zivkovska on the premises of NGO MCGO on January 13 in order to be acquainted with some details from the financial reports from the previous months . PAC Multimedia together with the IIEP team members Xhevahire Pruthi Zajazi, Igor Ordev and Erlin Agich held a meeting with Kire Delov and Zorica Vckova from the Municipality of Kavadarci in order to present the IIEP project and discuss collaboration possibilities; the meeting was held on January 23 . PAC Multimedia together with the IIEP team members Xhevahire Pruthi Zajazi, Igor Ordev and Erlin Agich held a meeting with Nevenka Popangelova, Principal at Dobri Daskalov High School, in order to present the IIEP project and discuss the involvement of the school in the project; the meeting was held on January 23 . PAC Multimedia together with the IIEP team members Xhevahire Pruthi Zajazi, Igor Ordev and Erlin Agich held a meeting with Marjan Markoski from the Municipality of Prilep in order to present the IIEP project and discuss collaboration possibilities; the meeting was held on January 23 . PAC Multimedia together with the IIEP team members Xhevahire Pruthi Zajazi, Igor Ordev and Erlin Agich held a meeting with Anita Gjorgievska, Principal at Orde Chopela High School, in order to present the IIEP project and discuss the involvement of the school in the project; the meeting was held on January 23 . PAC Multimedia together with the IIEP team members Xhevahire Pruthi Zajazi, Igor Ordev and Erlin Agich held a meeting with Golubinka Georgieva from the Municipality of Kochani in order to present the IIEP project and discuss collaboration possibilities; the meeting was held on January 24 . PAC Multimedia together with the IIEP team members Xhevahire Pruthi Zajazi, Igor Ordev and Erlin Agich held a meeting with Lazar Dimitriev, Principal at Ljupcho Santov High School, in order to present the IIEP project and discuss the involvement of the school in the project; the meeting was held on January 24 . Violeta Simjanovska and Lea Linin from PAC Multimedia attended the annual evaluation meeting for 2013 held on the premises of NGO MCGO during which the program, financial and administrative operating of PAC Multimedia was discussed, recommendations on ways to improve the operating were also presented . PAC Multimedia together with the IIEP team members Igor Ordev and Erlin Agich held a meeting with representatives from the Municipality of Gostivar on January 30 on the premises of the municipality in order to present the IIEP project and discuss collaboration possibilities . PAC Multimedia together with the IIEP team members Igor Ordev and Erlin Agich held a meeting with Abduladi Selmani, Principal at the Gostivar Technical High School, on January 30 on the premises of the school in order to discuss the participation of this school in the project . PAC Multimedia together with the IIEP team members Igor Ordev and Erlin Agich held a meeting with Angel Janev, Deputy Mayor of the Municipality of Ohrid, as well as representatives from the Municipality’s education department on January 30 on the premises of the municipality in order to present the IIEP project and discuss collaboration possibilities . PAC Multimedia together with the IIEP team members Igor Ordev and Erlin Agich held a meeting with Vera Jovcheska, Principal at Kliment Ohridski High School, on January 30 on the premises of the school in order to present the IIEP project and discuss the participation of the school in the project . PAC Multimedia communicated with experts Goran Ilik and Keti Donchevska Ilik in order to discuss and plan the Training of Trainers to be held at the end of February . PAC Multimedia communicated with the schools’ principals in order to compile the list of teachers who will participate in the training program (Training of Trainers for Creative Workshops) at the end of February.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014

In February PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the IIEP team members Igor Ordev and Erlin Agich via phone and email in order to discuss and plan the implementation of project activities in the following period . PAC Multimedia and IIEP team members Igor Ordev and Erlin Agich met with Shaip Zeneli, Principal at Cvetan Dimov High School, and Vezir Neziri, Project Coordinator at Cvetan Dimov High School, on the school’s premises in Skopje on February 3 in order to present the IIEP project and discuss collaboration possibilities with the school in Activity 1.2.5: Training of Trainers for the Implementation of Creative Workshops and Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue . PAC Multimedia and IIEP team members Igor Ordev and Erlin Agich met with expert Keti Donchevska Ilikj in Kumanovo on February 11 in order to discuss the details concerning the Forum Theater for Partner Organization and the Forum Theaters for Teachers to be held in the following period . PAC Multimedia met with IIEP team members Igor Ordev, Erlin Agich, Tulaha Tahir, Snezana Jankulovska and Ana Piskaceva on February 14 in order to discuss the schedule and topics for the Forum Theaters for Teachers to be held in the following period . PAC Multimedia and IIEP team member Erlin Agich met with experts Ana Blazeva and Sejhan Kadriovska on February 18 in order to look over the program for Activity 1.2.5: Training of Trainers for the Implementation of Creative Workshops . PAC Multimedia communicated regularly with experts Keti Donchevska Ilikj and Goran Ilikj in order to discuss the program for Activity 1.2.5: Training of Trainers for the Implementation of Creative Workshops . PAC Multimedia prepared the materials for Activity 1.2.5: Training of Trainers for the Implementation of Creative Workshops . PAC Multimedia sent out the information package to the participants and coordinated the arrival of participants for the Training of Trainers for the Implementation of Creative Workshops . PAC Multimedia provided logistical support at the Training of Trainers for the Implementation of Creative Workshops . PAC Multimedia in coordination with IIEP organized Activity 1.2.5: Training of Trainers for the Implementation of Creative Workshops, which took place at the Kontinental Hotel from February 26-28 . PAC Multimedia coordinated the script preparation and approval, the selection of actors, and the rehearsal of the dramatic scene for the Forum Theater for Partner Organizations scheduled for March 5.

In March PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the IIEP team members Igor Ordev and Erlin Agich via phone and email in order to discuss and plan the implementation of project activities in the following period . PAC Multimedia together with the IIEP team successfully organized one Forum Theater for Partner Organizations on March 5th, 2014 at the Gjorche Petrov Primary School . PAC Multimedia communicated regularly with experts Keti Donchevska Ilikj and Goran Ilikj in order to discuss the implementation of the creative workshops in the six selected schools . PAC Multimedia held a meeting with expert Keti Donchevska Ilikj in order to discuss the implementation of the creative workshops and the selection of actors for the Forum Theaters for Teachers to be held in April . PAC Multimedia communicated regularly via phone and email with the teachers and professional staff from the selected high schools in order to arrange the distribution of the materials for the creative workshops and stay informed about updates concerning each school’s schedule for the creative workshops as well as their implementation

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. PAC Multimedia visited Dobri Daskalov High School from Kavadarci and Orde Chopela High School from Prilep on March 12th in order to distribute materials for the creative workshops . PAC Multimedia visited Gostivar Technical High School from Gostivar and St. Clement of Ohrid High School from Ohrid on March 14th in order to distribute materials for the creative workshops . PAC Multimedia together with Igor Ordev from the IIEP team visited Ljupcho Santov High School from Kochani on March 26th in order to distribute materials for the creative workshops . PAC Multimedia together with Erlin Agich from the IIEP team visited Cvetan Dimov High School from Skopje on March 27th in order to distribute materials for the creative workshops . PAC Multimedia in coordination with the IIEP team reached a decision concerning the selection of actors for the Forum Theaters for Teachers to be held in April (the selected actors are: Vjolca Bekteshi Hamiti, Osman Ahmeti, Zaklina Petrovska and Goran Ilikj) 3. LESSONS LEARNED In the period from January to March 2013, PAC Multimedia carried out activities related to the selection of new municipalities and schools that will be involved in the implementation of creative workshops this year as well as the training of teachers and professional staff which will carry out the creative workshops. PAC Multimedia also oversaw the start of the creative workshop implementation in all of the six selected schools. The lessons learned from this period are connected to the areas of project management and interpersonal communication. Within the area of project management, the meetings that PAC Multimedia had this year with the prospective municipalities and schools can be characterized as quite fruitful because of the fact that we have secured the support for the final product presentations at the initial meetings with the municipalities. Furthermore, in this area, PAC Multimedia also established successful communication from the very beginning with the teachers and professional staff implementing the creative workshops, adapting to their preferred modes of communication (interpersonal communication). PAC Multimedia communicates at least once a week with the teachers and professional staff in order to get regular updates concerning the implementation and the areas they need support in. 4. NEXT QUARTER ACTIVITIES In the next quarter, starting from April, PAC Multimedia will start implementing the following activities: . Continue the implementation of Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue . Monitor the implementation of the creative workshops by paying regular visits to all six schools . Communicate with the teachers and professional staff implementing the creative workshops on a regular basis in order to get updates and provide support . Communicate with experts Keti Donchevska Ilikj and Goran Ilikj on a regular basis in order to get updates about the implementation of the creative workshops from their perspective . Collect reports from the implementation of the creative workshops in all six schools.

5 Youth Educational Forum Reporting period: January 1 – March 31, 2013 1. SUMMARY OF ACCOMPLISHMENTS  Activity: Continuing with Debate clubs in 8 Municipalities (Veles, Kicevo, Stip, Cair, Centar, Kumanovo, Struga, Kratovo)  Accomplishments: More than 120 high school students, part of the debate clubs.

 Activity: Project team with more experience on interethnic integration topics and methodology.  Accomplishments: More than 20 YEF members are involved in the USAID project.

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 Activity: Creating and implementing curricula.  Accomplishments: Project team creates a curricula that fit the needs of the students and local community. Implementing with methodology that focus on interethnic integration, breaking stereotypes and antidiscrimination.

 Activity: Debate lectures and meetings.  Accomplishments: More than 42 days in the past months (January, February and March) spent in the field of integration.

 Activity: Regional Debate tournament between Stip and Veles “Pastrmagedon”  Accomplishments:  More than 50 participants  Engagement between debaters and strengthening regional corporation

 Activity: Study visit between debate clubs Tetovo and Kicevo  Accomplishments:  More than 40 participants  Building sustainable environment for discussion and friendship.

 Activity: Public Debate in Kumanovo  Accomplishments:  More than 40 participants  Motion: „Ethnic divided school facilities are (not) influencing on integration”  Raising awareness of the need for discussion aiming towards improvement of the communication between young people from different ethnic communities. 2. IMPLEMENTED ACTIVITIES

5.1 Activity 1.2.9: Debate clubs and debate lectures in schools The project team in January was summarizing the work done in 2013. The members of the debate clubs were engaging in non-formal meetings during the winter holiday and some of the debate clubs organized debate tournaments and to practice public speaking. Some of the debate trainers managed to ensure there are activities keeping the focus on debating even in this month. Debate club Date Activity Present high school students Kratovo 10.01.2014 Debate exercises 12 Secondary School 27.01.2014 Debate exercises 9 “Mitko Pendzukliski“ Kumanovo 25.01.2014 Debate exercises 15 Secondary School “Nace Bugjoni“ Veles 16.01.2014 Preparation for Regional 16 Secondary School Tournament “Dimitrija Cupovski“ 17 – 18.01.2014 Debate Tournament Secondary School “Koco 23.01.2014 Debate exercises 16 Racin“ Struga 18.01.2014. Discussion about 2014 11 Secondary School “Niko resolution and Nestor“ challenges Secondary School 25.01.2014 Debate exercises 6 “Ibrahim Temo“ Skopje 18.01.2014. Discussions on relevant 6 Secondary School topics “Cvetan Dimov“ 25.01.2014 Debate exercises 6

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1.2.9.10 Regional Debate Tournament „Pastrmagedon“

On January 17 and 18, a debate tournament between clubs from Veles and Stip was organized. More than 50 participants were part of the event called „Pastrmagedon“ were debaters debated on the motion „The Sochi Winter Olympic Games should be boycotted“.

High school debaters from Shtip and Veles had the opportunity to exchange debate knowledge, learn from each other about the set topic of LGBT rights in Russia and treatment of human rights elsewhere.

During this event, debaters had the opportunity to debate in four power matching preliminary rounds followed by a final between the two best teams. The finalists were teams “Henry XII” and “Putin, Merkel and Obama”, one coming from Veles and the other from Stip. The tournament was won by “Henry XII” by unanimous decision of the panel consisted of seven judges. The best speaker of the tournament was Eva Georgieva. Over the weekend debaters from both cities had the time to get to know each other better and with the fact that this tournament was a local one, it was an encouragement for local and regional activities which will become an annual tradition for these clubs. From this event we can conclude that the motivation and skills of the clubs in Veles and Stip were increased.

Table_2 Media coverage Media cover

Mladinski obrazoven forum http://www.mof.mk/se-odrzha-debatniot-turnir-pastrmagedon-2014/

Debate clubs in February February was an activities starting month after the more administrative January. The debaters were preparing for the second semester and for new debate challenges. The trainers were setting up the field for public debates and discussion. High school students were learning the skills and methods for public speaking and they had the chance to practice with debaters and trainers from different clubs and municipalities. Local coordinators were using specific methodology for creating concepts for public debates. Trying to put relevant youth topics on the table that will be in debaters’ interests they spent few workshops in order to discussed problems and challenges that high school students on local level are facing. Besides choosing significant motions, composing platform were this topics will be present is another challenge.

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Table_1 Program dynamic in every debate club

Debate club Date Activity Present high school students Kratovo 18.02.2014 Discussion on relevant youth topics 15 Secondary School Selecting motion for public debate “Mitko Pendzukliski“ 26.02.2014 Creating concept for public debate 15 Kumanovo 01.02.2014 Practice debate and judging 12 Secondary School 08.02.2014 Reviewing some of the debate 8 “Nace Bugjoni“ elements. Building affirmative case 15.02.2014 Exercises for public speaking 12 22.02.2014 Exercises for public speaking 15 Secondary School 07.02.2014 Exercises and advanced argumentation 17 “Mirko Mileski“ 21.02.2014 Exercises and advanced argumentation 14 Secondary School “Drita“ 28.02.2014 Exercises for public speaking 11 Struga 01.02.2014 Discussion on relevant youth topics 11 Secondary School Selecting motion for public debate “Niko Nestor“ 08.02.2014 Creating concept for public debate 10 Secondary School 15.02.2014 Exercises for public speaking 12 “Ibrahim Temo“ 27.02.2014 Exercises for public speaking 10 Stip 06.02.2014 Presentation skills 8 Secondary School 07.02.2014 Creating concept for public debate 9 “Kole Nehtenin“ 13.02.2014 Creating concept for public debate 8 21.02.2014 Exercises for public speaking 6 27.02.2014 Exercises for public speaking and 7 moderating Centar 01.02.2014 Exercises and advanced argumentation 14 Secondary School 08.02.2014 Exercises and advanced argumentation 12 “Josip Broz Tito“ 15.02.2014 Exercises for public speaking 11 22.02.2014 Discusion on relevant youth topics 15 Selecting motion for public debate Veles 19.02.2014 Exercises and advanced argumentation 9 Secondary School 24.02.2014 Exercises for public speaking 8 “Dimitrija Cupovski 27.02.2014 Discussion on relevant youth topics 8 Secondary School Selecting motion for public debate “Koco Racin“ Skopje, Cair 01.02.2014 Exercises and advanced argumentation 6 Secondary School 08.02.2014 Exercises for public speaking 6 “Cvetan Dimov“ 22.02.2014 Discussion on relevant youth topics 6 Selecting motion for public debate

Debate clubs in March Debate clubs started with organization of public debates and preparation for upcoming activities such as National Debate Tournament and Local and Regional debate tournaments. Some of the clubs organized study visits and regional discussions with clubs from another municipality. On 8th of March Debaters from Kicevo and Tetovo had the chance to talk about non formal education, debate and engage with high school students from different municipality. In the beginning of the month 01st and 02nd March, Debate program in YEF organized coordinative meeting were participated more than 40 coordinators and debate trainers and assistants. On the coordinative

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014 meeting trainers were: • Reviewing the curricula • Discussing about the challenges each club is facing • Being more visible in public • Engaging professors and school management in to work of debate clubs. • How to achieve more sustainable interethnic debate clubs?

Debate club Date Activity Present high school students Kratovo 06.03.2014 Building affirmative case 13 Secondary 11.03.2014 Building negative case 11 School “Mitko 18.03.2014 Debate exercises 11 Pendzukliski“ Kumanovo 01.03.2014 Preparations for public debate 11 Secondary 08.03.2014 Analyzing the motion 11 School “Nace “Ethnic divided school facilities are (not) Bugjoni“ influencing on integration” 15.03.2014 Preparing argumentation on the motion 11 22.03.2014 Building affirmative and negative case 11 29.03.2014 Public debate in Building for social 40 activities - Committee Kumanovo Kicevo 07.03.2014 Preparation for public debate 28 Secondary 08.03.2014 Through discussion to regional cooperation. 40 School “Mirko Study visit: Debaters from Tetovo are Mileski“ and visiting debaters from Kicevo Secondary 14.03.2014 Brain storm for setting a motion 21 School “Drita“ 28.03.2014 How to speak in public. Lecture for 20 presentational skills. Struga 08.03.2014 Preparation for public debate 8 Secondary 15.03.2014 Brain storm for setting a motion 8 School “Niko 22.03.2014 Building affirmative and negative case. 9 Nestor“ and 29.03.2014 How to speak in public. Lecture for 9 Secondary school presentational skills. “Ibrahim Temo“ 18.03.2014 Preparing argumentation on the motion 11 20.03.2014 Building affirmative and negative case. 12 25.03.2014 Simulation of public debate 6

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Stip 06.03.2014 Preparations for public debate 7 Secondary 14.03.2014 Analyzing the motion 9 School “Kole “Formal education should be the key factor Nehtenin“ for achieving interethnic integration” 20.03.2014 Preparing argumentation on the motion 9 28.03.2014 Building affirmative and negative case. 7 Centar 01.03.2014 Building a case (affirmative and negative) 14 Secondary 08.03.2014 Public debate simulation 10 School “Josip 15.03.2014 Networking with other debaters from 16 Broz Tito“ different clubs and practicing debate. 22.03.2014 Public speaking and presentational skills 11 29.03.2014 Preparation for public debate 11 Cair 01.03.2014 Building a case(affirmative and negative) 12 Secondary 08.03.2014 Preparations for public debate 12 School “Cvetan 15.03.2014 Simulation of public debate 12 Dimov“ 22.03.2014 Public speaking and presentational skills 6 29.03.2014 Debate exercises 6 Veles 17.03.2014 Analyzing the motion“Religion science 05 Secondary school should be obligatory subject in formal “Dimitrija education” Cupovski 18.03.2014 Preparing argumentation on the motion 11 Secondary school 20.03.2014 Building affirmative and negative case. 12 “Koco Racin“ 25.03.2014 Simulation of public debate 6 Media cover

http://almakos.com/lajme/maqedoni/46638-debati-objektet-e-ndara-ne-baze-etnike-nuk-e-pengojne integrimin.html

http://www.kumanovskimuabeti.mk/odrzhana-debata-na-tema-etnichki-podelenite-objekti-ne-ja- poprechuvaat-integratsijata/

http://www.radiomof.mk/javna-debata-etnichkite-podeleni-objekti-ne-ja-poprechuvaat-integratsijat

http://www.mof.mk/javna-debata-etnichkite-podeleni-objekti-ne-ja-poprechuvaat-integratsijata/

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3. LESSONS LEARNED During the second semester of the curricula some of the challenges that we were facing before, we overcome during activities in February and March. But considering the discussions with local coordinators about the key challenges in each club we should be informed on time so we can solved the obstacles without spreading them deeper. Big amount of activities such as public debates, videos and debate tournaments alongside with regular debate lectures give us palette of different activities. The project team needs good organization and coordination for each activity in order to tackle the risks that may occur in implementation. 4. NEXT QUARTER ACTIVITIES - Organizing public debates in the schools, where the debate clubs are formed. - Creating videos - National Debate Tournament

6 My Career Reporting period: January 1 – March 31, 2014 1. SUMMARY OF ACCOMPLISHMENTS - Mentoring students on case study preparation follow up. 2. IMPLEMENTED ACTIVITIES My Career’s principal responsibility with the IIEP was to manage the development of 4 case studies in 4 secondary schools selected from the municipalities involved in the Phase Two. At a later stage, the fifth model school was added. The secondary schools where students’ activities are being implemented are the following: “Cvetan Dimov”- Cair; “Josip Broz Tito”- Skopje Center; “Dimitrie Cupovski” - Veles; “Nace Bugjoni” -Kumanovo and the latter added was “GUC Zdravko Cvetkovski” - Karpos. The case studies are developed in groups of 8 students working to develop one case study per company. The selected companies were chosen to be from the respective communities in order to ease student access to them and add to the realism of the studies. The case studies will be carefully reviewed and with the developed video stories will be presented to the school and to a wider audience.

During the first half of the month of January (until 20th of January), the schools were on winter vacation. There were no activities planned or executed in this time period. Additionally, during the first week of school, all students had to undergo external exams which gave them additional responsibilities. This left only one week of the month for project activities. During this week, Moja Kariera facilitated the arrangements of company visits between Porsche and Cvetan Dimov as well as between Dimitrie Cupovski and Vitalina. The students from Dimitrie Cupovski visited Vitalina on the 31st of February where they interviewed the companies’ employees while the interviews with Porsche were arranged to happen on the 03rd of February. Additionally, Moja Kariera also ventured into finding a Kumanovo based company that would fit the profile for a project partner. Moja Kariera chose to start with the company MEGA from the three proposed companies that were provided by MCGO. On the 30th of January 2014 they visited with the company where initial interest was shown in the project, with a note that the final confirmation has to come from the owner/general manager who was on a business trip for the rest of the week. This will be followed up during the first week of February.

In February, the main focus to push along the previously initiated activities with the schools along with the persistent efforts aimed at securing a private sector project partner in Kumanovo which was still an outstanding issue. The consultants made efforts to identify a multi-ethnic company in the Kumanovo area that would partner in the project. After three unsuccessful attempts to engage Mega as a partner, the consultants went on to contact the company Alfi as it was the second biggest from the suggested group. The third proposed company Zafir, as it is a small sweets’ shops would be the last considered. During this month, My Career contacted all of the professor mentors (except for Kumanovo based) to make arrangements for follow up meetings and coordinate the students efforts towards

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #9, January 2014 – March 2014 realistic deadlines. The students were provided templates that were to be used for processing of the qualitative and quantitative information gathered through the company interviews. Project coordinators also resent the case study instructions as well as an example of a finished case study for the students to use as guides. Meetings were held at Cvetan Dimov on the 10th of February as well as two separate meetings with professor Limani and GUC students on the 17th and 19th of February respectively. In both schools it was assessed that the students have not had much progress with their case studies, especially with the initial desk research on the theoretical aspects of the topic. The reasons given were not being able to find sufficient material and/or finding material that was in English or that was for purchase. The project coordinators provided some links for the students. Deadlines were set and workloads were divided between specific students in the groups. Dimitrie Cupovski students from Veles provided an initial draft of the introduction to the case study for feedback. The feedback was given and they are continuing to work on the final draft of the case study. Unfortunately, everyone from Josip Broz Tito in Skopje was offline during most of the month. The reason given was external school inspection on which the professor mentors were fully engaged and could not contribute time to the project. This school has yet to interview the chosen company, Uniqa insurance.

During the last month of the quarter, one last attempt was made to secure a partner company from the Kumanovo region. As the second choice (Alfi) did not respond to the numerous enquiries, the consultants contacted the last company on the list Zafir. However, this company also negatively replied to the proposal for partnership which left the consultants with no other choices. After consultation with MCGO management, considering the time frame left, a decision was made to drop Kumanovo, that is exclude the school Nace Bugjoni from the project. Additionally, as the project was moving past the originally envisioned deadlines due to slow responsiveness from the students and the lost month of January, a project extension was agreed with MCGO. In March, the students from Dimitrie Cupovski Veles provided the consultants with an adapted draft case study for further consideration and finalization. Also, they produced a short video on which they were provided feedback by both MCGO and MyCareer. They are to develop a narrative and incorporate it into the video and should also provide some quotes from the filmed interviews if available. The consultants also met with students from GUC and provided them with feedback on their initial draft case study as well as some pointers on the structure and substance of the video that they are putting together. The only issue this month was Uniqa, the company that was supposed to be interviewed by the students from Josip Broz Tito. Specifically, the company had an annual revision by the state authorities and there were no opportunities for providing employee time for the interview. The consultants are in contact with the company to obtain the first available opportunity for execution of the interviews. 3. LESSONS LEARNED If and when there is a next project with similar content, time frames need to be taken into account as there are specifics to school activity dynamics, namely end of term and the month of January. End of term all students have mid / end term exams and cannot allocate enough time for extracurricular activities, hence leaving only the initial part of December for projects, and the month of January when they are on vacation but also have to prepare for state exams which they have during the start of the school semester. 4. NEXT QUARTER ACTIVITIES - Finalization of case studies; - Finalization of the video story; - Presentation of the final outputs – the case studies and video stories to be organized by the schools before a selected audience of other students, professors, parents and representatives from the Municipalities. - An event will be organized in Skopje where this entire process of this activity and the results will be presented to the wider community.

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APPENDIX 2

Summary of monitoring report – Pilot schools

For the purposes of monitoring the IIEP activities in the pilot schools, the monitors used a specially elaborated check-list form. The said form was filled in with data pertaining to the following: • the features of the school (such as the number of students and teachers according to the languages of instruction, gender and other organizational issues which are relevant for monitoring the implementation of the project activities), • the prerequisites for introducing activities for interethnic integration provided in the school, • curricular and extracurricular activities with “mixed” groups of students from different languages of instruction implemented by the school in cooperation with another school or independently, • cooperation among teachers from different languages of instruction implemented by the school in cooperation with another school or independently, • cooperation with the parents and the municipality/community with reference to the activities for interethnic integration implemented by the school, • opportunities for creating a multicultural climate used by the school and • preparations for accepting the activities for interethnic integration undertaken by the school. The form was filled in after having a conversation with the members of the School Integration Team in the school, who were requested to also submit previously prepared material for verification of the data substantiating the verbal statements pertaining to the IIEP related implemented activities. The material was supposed to comprise both various types of school documents (e.g. the annual operational programme of the school) and lists of students involved in the implemented activities which, in addition to the number of students, also ensure that it is possible to identify their sex and language of instruction. Nevertheless, having regard to the lack of preparedness of all schools to provide and submit the overall requested evidence material, the accuracy of the provided data was not always possible to be confirmed; thence, a certain part of the data are based solely on the statements of the implementers/participants and/or the persons in charge from the School Integration Team. The monitoring encompassed a total of 48 schools from the pilot municipalities in which, in the course of 2013, joint activities were implemented with students from different languages of instruction. The remaining 10 schools from the pilot municipalities were not comprised because they had not implemented any joint activities with “mixed” groups of students by the time of the execution of the monitoring (December 2013). The results of the monitoring are being shown via a comparison between the one-language schools (20 primary and 9 secondary schools) and two/three-language schools (14 primary and 5 secondary schools), i.e. between primary (20 one-language and 14 two/three-language) and secondary schools (9 one-language and 5 two/three-language).

Conclusion from the conducted monitoring

Based upon the previously presented results from the monitoring, the following conclusions may be drawn with reference to the implementation of the activities of the Interethnic Integration in Education Project in the schools from the pilot phase (for each of the monitoring spheres separately):

Providing prerequisites for the introduction of activities for interethnic integration at school level . A very high percentage (78.4%) of the one-language schools have established a partnership either with one-language schools in which a different language of instruction is applied or with two/three-language schools in which a language of instruction different from theirs is applied, whereby they have met the prerequisite for the implementation of joint activities with “mixed”

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groups of students. Concurrently, almost all (90.5%) two/three-language schools implemented joint activities either with their students studying in different languages of instruction or with students from one-language schools with which they have established partnership relations. . The dissemination of the training for the introduction of activities for interethnic integration in the schools was implemented in all schools from the pilot municipalities and more than 88% of the teachers working in the monitored schools participated in it. In that, the involvement of the teachers from the primary and secondary schools is not equal (the primary schools have the lead with 90% over 80% from the secondary schools) and neither is the involvement of the teachers from different languages of instruction (the ones using Macedonian as the language of instruction, around 90%, have the lead over the ones using Albanian or Turkish as the language of instruction – around 81%). . All two/three-language schools and a large percent of the one-language schools explicitly committed to interethnic integration by adapting their vision and mission and by introducing specific activities in this sphere into the annual operational program of the schools (or in an annex to the annual program).

Joint extracurricular and curricular activities with “mixed” groups of students . In line with the expectations, in the monitored schools from the pilot phase the most frequent are the short-term extracurricular activities, which are followed by the long-term extracurricular activities, while the least frequent are curricula activities with “mixed” groups of students from different languages of instruction. Concurrently, all types of joint activities are far more frequently implemented in the two/three-language schools as opposed to the one-language schools. . Among the one-language schools, the most frequent short-term extracurricular activities are “visits” to and or from a partner schools, which are most often one-time events which sometimes include several various activities. On the other hand, in at least 60% of the two/three-language schools all types of joint short-terms activities have been implemented with the students (in addition to visits, this also includes various excursions/field trips, joint shows/celebrations and joint competitions). . The partner schools very rarely organized long-term joint activities (both curricular and extracurricular), whereas the majority of this type of activities are present in at least a half of the monitored two/three-language schools, in which in most cases they were implemented independently, with their own “mixed” language groups of students. . A large percent of the primary school students participated in the short-term joint activities, while a large percent of the secondary school students participated in the long-term joint activities. At the same time, the involvement of secondary school students in joint activities is the most prominent in the joint curricular activities, whereas it is the least prominent in the short-term extracurricular activities. In terms of the primary school students, their greatest involvement was discerned in the joint short-term extracurricular activities, whereas they were least involved in long-term extracurricular activities.

Cooperation among teachers from different languages of instruction . Having regard to the afore-stated results with reference to the frequency of the different types of joint activities with “mixed” groups of students, it is completely understandable that the percentage of teachers involved in the implementation of long-term joint activities is by far greater in the two/three-language schools as opposed to the one-language schools, but still even in those schools it is not over one third of the employees. . Because of the possibilities that they offer, far more from two/three-language schools than from one-language schools, they provide professional cooperation among teachers from different languages of instruction. Thus, in all two/three-language schools there are teachers who, in addition to jointly participating in trainings, workshops and professional activities, are also jointly planning the curriculum and exchanging curricular materials, while a large percentage of them, also conducts mutual visits for observing the classes. For a major part of the one-language schools it is specific that they have teachers who participated in joint trainings, mainly the IIEP trainings, but also exchanged curricular materials, mainly during visits.

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. It is certain that the percentage participation of the teachers in some form of professional cooperation with teachers from another language of instruction is higher among those working in two/three-language schools as compared to the ones working in one-language schools.

Cooperation with the parents and the municipality/community . The cooperation with the parents in terms of the joint activities with the students is far more intensive in the primary schools than in the secondary schools – in the majority of the primary schools (both one-language and two/three-language) the parents were involved in the planning and implementation of joint activities. . Both primary and secondary schools, whether one-language or two/three-language, have a cooperation with the municipality. Nevertheless, as regards the parameters directly related to the activities for interethnic integration in education, the primary schools have the lead.

Creating a multicultural climate in the school . A multicultural iconography is present in a far higher percent of the primary schools than in the secondary schools, whether two/three-language or single-language. It is interesting that in about 30-40% of the two/three-language schools not everything is written in all languages of instruction present. . A higher percentage of the two/three-language schools have conducted a final promotional event at a school level dedicated to the activities implemented for interethnic interaction in the school, while a high percent of the one-language schools have been continuously updating the information on IIE on the school web page. The weakest spot in all types of schools is the absence of a final promotional event at a municipality level, whereby they would promote the joint activities implemented in the school.

Preparation for accepting the activities for interethnic integration in the school . In the implementation of at least three workshops on the respective topics related to Life Skills Training, at least three quarters of the teachers in charge were involved (lower grades teachers and class masters). It means that the preparation for accepting the difference comprised the majority of the classes from the primary and secondary schools, i.e. one-language and two/three-language schools. . The election of student bodies is democratically conducted in most of the schools both at the level of the classes and the school. Still, the class/school representatives are not sufficiently active in the initiation and implementation of activities for changes at the level of the class. On the other hand, in most of the schools, the school communities implemented at least one action aimed at changes at school level.

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APPENDIX 3

Summary of evaluation report – Pilot schools

For the needs of the evaluation, a special questionnaire was prepared which is to serve for estimating the effects from the Interethnic Integration in Education Project (IIEP) in several spheres of action: (1) joint activities with “mixed” groups of students from different languages of instruction, (2) cooperation among teachers from different languages of instruction, (3) ensuring respect for the “others” within the school, (4) contacts between the students from different languages of instruction beyond the joint activities organized by the school and (5) socializing between the students from different languages of instruction beyond the joint activities organized by the school

The evaluation questionnaire was given to the members of the School Integration Teams from the schools participating in the evaluation. They evaluated several aspects within each sphere by comparing several conditions, described as follows: - PAST = status before the inclusion of the school in IIEP, - CURRENT = current status, after the school has been included in IIEP, - DESIRED-TEACHERS = what the teachers would like and - DESIRED-STUDENTS = what the students would like.

For the purposes of evaluating each aspect in terms of each condition, a scale from 1 to 5 was used. The members of the School Integration Team evaluated the condition of each stated aspect by assigning a number from 1, which denotes absence of the stated aspect, to 5, which denotes maximum presence of the stated aspect. In that, for each one-language school an evaluation was obtained for each aspect, which was not the case with the multi-language schools. Having regard to the fact that the evaluation was conducted per language of instruction in order to take into consideration the perspectives of the students from different languages of instruction, for the two/three-language schools several evaluations were obtained for each aspect, depending on the number of languages of instruction in the school, whereas the evaluation for the school as regards each evaluated aspect was calculated as an average value of the separate evaluations given by the members of the School Integration Team which represented the different languages of instruction.

The evaluation comprised all schools that were involved in the monitoring (48). However, the conducted evaluation has shown that eight of the schools have stated that they have reached their maximum in terms of all evaluated aspects even before being included in the IIEP (the average evaluations for the past condition are at least 4.5). The data obtained from them have been excluded from the further analyses so as to be able to more objectively evaluate the IIEP contribution in the creation of conditions for improving the relation and the cooperation among the students and among the teachers from different languages of instruction and the effects of such cooperation. It means that the results from the evaluation pertain to 40 schools from the pilot municipalities.

The results from the evaluation are presented via a comparison between: 13 two/three- language schools with 27 one-language schools; 28 primary with 12 secondary schools; 21 one-language school with Macedonian as the language of instruction and 6 one-language with

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Albanian as the language of instruction; 12 two/three-language schools in which the languages of instruction are Macedonian and Albanian, 6 two/three-language schools in which the languages of instruction are Macedonian and Turkish and 3 two/three-language schools in which the languages of instruction are Albanian and Turkish.

Conclusions from the implemented evaluation Based upon the afore-presented results from the evaluation, the following conclusions may be drawn with reference to the IIEP effects in the schools of the pilot phase (for each of the spheres of evaluation separately):

Joint activities with “mixed” groups of students from different languages of instruction (1) In the case of conducting joint activities with linguistically “mixed” groups of students, the one-language and two/three-language schools show equal progress, but in view of the different starting points (the status prior to IIEP), a difference is evident in the achievements after the inclusion of the schools in the IIEP, which is completely understandable if we take into consideration the availability of the students from different languages of instruction in both types of schools. (2) In the secondary schools, more attention should be paid not only to the increase of the availability of the joint activities with linguistically "mixed" groups of students, but also to raising the awareness of the needs for such activities. (3) The lower level of preparedness of the teachers from the one-language schools with Albanian as the language of instruction to accept the need for their students to participate in joint activities with students from schools with a different language of instruction could be due to their worries in terms of an unequal treatment of the Albanian language in such situations.

Professional cooperation among teachers from different languages of instruction (4) The fact that among the teachers from different languages of instruction working in multi-language schools there has been greater professional cooperation than among teachers from different languages of instruction working in one-language schools may be easily explained in view of the different possibilities for cooperation provided by the multi-language schools as opposed to the one-language ones. It does not explain why the professional cooperation between the teachers from different languages of instruction is higher at the level of the primary schools than at the level of the secondary ones. (5) Even though the teachers from the Albanian language schools leave the impression of being a little more cooperative than the teachers from the Macedonian schools (both prior to and after the inclusion in IIEP), still their aspirations for a professional cooperation with the colleagues from “the other’ language of instruction are lower, which is most probably once again related to the language of communication.

Ensuring respect for the “others” within the school (1) After the inclusion in IIEP, the schools have marked an improvement in all evaluated aspects which ensure an atmosphere of respect for the "others”, despite the fact that prior to the inclusion in IIEP both one-language and two/three-language schools had a good basis, without any prominent mutual differences. (2) Even though there was no difference between the secondary and the primary schools prior to their inclusion in IIEP in terms of the presence of various aspects which comprise an atmosphere of acceptance of the “others”, after their inclusion in IIEP the

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primary schools had a much more significant progress, achieving a significantly higher level as compared to the secondary schools. (3) The starting differences in the school atmosphere which contributes for respect for the “others” between the Albanian and Macedonian language schools were retained also after the inclusion in IIEP, even though both types of schools have achieved considerable progress. In the schools with Albanian as the language of instruction, additional work has to be done on the improvement of the atmosphere of acceptance of the need to expose their students to the culture of the “others” by ensuring the presence of the “others” in the school iconography and by visiting cultural-historical monuments of the “others”.

Contacts/socializing between the students from different languages of instruction beyond the joint activities organized by the school (4) In multi-language schools, joint activities with “mixed” groups of students from different languages of instruction ensured a greater enhancement of the contacts/socializing after classes between the students whose language of instruction is Turkish and the ones whose language of instruction is Macedonian and Albanian, while such enhancement is lower between the students whose language of instruction is Macedonian and the ones whose language of instruction is Albanian. (5) The difference between the one-language schools with Macedonian and Albanian as the language of instruction in terms of their impression of the condition with the relations after classes between the students whose language of instruction is Macedonian and those with Albanian may be interpreted either simply as a difference in perceptions or as a consequence of the insufficiently used possibility for cooperation between the one- language schools with Albanian as the language of instruction and the one-language schools with Macedonian as the language of instruction. (6) In the one-language schools with Albanian as the language of instruction more work should be done on the creation of a climate of acceptance of the need to strengthen the contacts/socializing after classes of their students with students attending classes in Macedonian, i.e. Turkish.

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APPENDIX 4

Number of Participants at Trainings for School Integration Teams

Participants by ethnical Number of schools participating background Group Total from the municipalities from Date Mac Alb Tur Other Phase 3 5 (Aerodrom 1, Gostivar 1, 1 Rosoman 1, Petrovec 1, 18-19.03.2014 21 5 / 2 28 Makedonska Kamenica 1 ) 7 (Berovo 1, Aerodrom 1, 2 Studenicani 1, Gostivar 2, Gevgelija 18-19.03.2014 26 10 1 / 37 1, Kavadarci 1) 6 (Kumanovo 1, Delcevo 1,Kocani 3 1, Aracinovo 1, Gjorce Petrov 1, 18-19.03.2014 35 5 / / 40 Aerodrom 1) 7 (Pehcevo 1, Aerodrom 1, Vinica 4 1, Gevgelia 1, Vrapciste 1, 18-19.03.2014 28 7 / / 35 Zelenikovo 1, Kavadarci 1) 6 (Gostivar 1,Aerodrom 1, 5 Vrapchishte 1, Studenichani 1, 20-21.03.2014 22 6 7 / 35 Probishtip1, Gjorce Petrov 1) 5 (Ilinden 1, Gevgelia 1, Bogdanci 6 20-21.03.2014 21 8 / / 29 1, Gorce Petrov 1, Gostivar 1) 5 (Kavadarci 1, Gjorce Petrov 1, 7 20-21.03.2014 29 7 / 2 38 Vinica 1, Skopje 1, Saraj 1) 4 ( Saraj 1, Vinica 1, Kisela Voda 8 20-21.03.2014 18 3 / / 21 1, Gjorce Petrov 1) 6 (Zrnovci 1, Saraj 1, Kriva Palanka 9 1, Gostivar 1, Aerodrom 1, Demir 25-26.03.2014 26 9 2 / 37 Kapija 1) 5 (Gostivar 1, Ceshinovo Obleshevo 10 25-26.03.2014 23 4 / / 27 1, Ilinden 1, Kocani 1, Aerodrom 1) 6 (Kavadarci 2, Gostivar 1, Skopje 11 25-26.03.2014 25 15 / / 40 1, Gevgelia 1, Vrapciste 1, Saraj 1) 6 (Gostivar 1, Negotino 1, Kocani 12 1, Kriva Palanka 1, Kisela Voda 1, 25-26.03.2014 26 7 / / 33 Sopiste 1) 6 (Bosilovo 1, Vinica 1, Kisela 13 Voda 1, Delchevo1, Arachinovo 1; 27-28.03.2014 30 7 / / 37 Aerodrom 1) 6 (Saraj 1, Probishtip 1, Ceshinovo 14 Obleshevo 1, Kocani 1, Kisela 27-28.03.2014 28 5 / 1 34 Voda 1, Kavadarci 1) 6 (Negotino 1, Rakkovce 1, 15 Bogdanci 1, Vrapciste 1, Gostivar 1, 27-28.03.2014 22 12 / / 34 Gevgelia 1 ) 5 (Saraj 1, Kavadarci 1, Kocani 1, 16 27-28.03.2014 29 6 / / 35 Gjorce Petrov 1, Skopje 1) Total 409 116 10 5 540

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