Interethnic Integration in Education Project

QUARTERLY PROGRAM PERFORMANCE REPORT No. 7

July 1, 2013 – September 30, 2013

Joint student activities

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

USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

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 13

4.3. Demonstration Schools 21

4.4. Providing Incentives to Schools and Communities 25

5. Lessons learned 32

6. Activities to Increase Participation of People with Disabilities (PWDs) 34

7. Activities in the next reporting period 35

8. List of appendices 37

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

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

QUARTERLY PROGRAM PERFORMANCE REPORT No. 7

Cooperative Agreement No: AID-165-A-12-00002 Progress Report No: 7 Reporting Period: July 1, 2013 – September 30, 2013

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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2. PROGRESS TOWARDS OBJECTIVES

During the reporting period the following was accomplished:

Crosscutting Activities: . Performance evaluation of the partner organization My Career for the period November 2012 – June 2013 conducted; . Plan for extension of the cooperation with My Career developed; and . Coordination of the partners (Summary Partners Quarterly Reports – Appendix 1).

Monitoring and Evaluation: . Participating in training/seminars/workshops/meeting (monitoring of activities implemented by project components); . Check-lists for monitoring of IIEP activities finalized, tested and administered; . Report from check lists used in Component 3 prepared; . Check lists from Component 3 adapted; . Evaluation questionnaires and report forms for the trainings/seminars prepared; . Results from evaluation of multicultural workshops in four demonstration schools compiled; . Results from self-evaluation in demonstration schools compiled and compared with previous results; and . Data from all components for realization of activities complied.

Component One, Public Outreach: . Preparatory, planning and coordination meetings held with the partner organisations Macedonian Institute for Media (MIM), Youth Educational Forum (MOF) and PAC Multimedia for organizing the trainings, workshops, debates and promotional events; . Interview with the famous football player - Goran Pandev organized, published and broadcasted; . Three (3) trainings for production of multimedia content in the context of interethnic integration in education (Youth-via-Media Program) implemented; . One (1) promotional event of a short film, created by students from the implemented creative workshops and processes in the secondary school Pero Nakov in Kumanovo, organized and held; . Two (2) Forum Theatre workshops for the students of the secondary schools from Municipalities of Stip and Kumanovo organized and implemented; . One (1) Ribbon Cutting Ceremony to mark the successful end of the renovation process in the primary school Dimitar Miladinov in Municipality of Centar organized; . Two (2) coordination meetings to present the concept of the debate clubs and their activities organized and held in Veles and Kratovo; . One (1) informal meeting “Coffee with Newsroom Leaders” (journalists and editors- in-chief) from the media, that report in the area of education, organized; . Guest appearance in the morning programmes of the Macedonian Television, the Macedonian Radio and Sitel Television organized; . Monthly briefers (for July, August and September) for IIEP activities prepared and disseminated (http://pmio.mk/category/project-updates/); . First edition of a Newsletter that reflects the good practices and success stories from the activities in the first half of year 2013 designed, published and disseminated; . Various communication tools for community outreach and advocacy applied (web- page, success stories, attendance at events organized by other organizations, etc.); and

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. Activities of other Project components regularly covered.

Component Two, Capacity Building of School Management and Teachers: . Supervision meeting with master trainers for preparation of the trainings with the School Integration Teams (SIT) from Phase 2 delivered; . Basic training of SITs from Phase 2 of the Project implementation delivered; . Strategy for mentoring meetings to support the SITs from Phase 2 schools designed; . Continued support for SITs from the schools in pilot phase prepared; . Cooperation with the pilot municipalities’ educational officials continued and coordinative meeting in pilot municipalities held; . Workshop with teacher training faculties representatives in regards to capacity building of teacher training faculties’ staff held; . Joint student sport games and activities continued to be carried out; . Training for newly included municipalities’ officials delivered; . Questionnaire on parental involvement finalized and submitted to 58 pilot schools; . Process of incorporating the interethnic integration in education in the School Performance Quality Indicators completed.

Component Three, Demonstration Schools: . Three (3) intra/inter-school meetings for coordination and facilitating action plan development held; . Six (6) instruments for external monitoring and four (4) instruments for internal monitoring revised; . One (1) addendum for the manual for organizing joint student activities developed; . One (1) debriefing meeting among CHRCR and partners (Loja and Sumnal) held; . Seven (7) advisors from Bureau for Development of Education (BDE) appointed in charge for six (6) demonstration schools; . One (1) working meeting with advisors from BDE held; . Five (5) trainings (one in each demonstration school) for organizing of joint student activities carried out; . Three (3) trainings with teachers for cooperation between the teachers, through the teachers professional bodies, delivered; . Two (2) trainings (for teachers from the primary demonstration schools) for working on joint curricular activities held; and . One (1) two-day training seminar with two (2) groups with primary and secondary school literature teachers carried out.

Component Four, Providing Incentives to Schools and Communities: . One (1) school renovation project approved; . One (1) MoU signed with school and municipality; . Two (2) annexes to the Joint Environmental Mitigation and Monitoring Plan (EMMP) submitted; . One (1) tender for selection of construction companies announced; . Three (3) consulting companies for supervision of five (5) school renovation projects selected; . Preconstruction meetings organized in ten (10) schools; . Technical acceptance organized in ten (10) schools; . Access of people with disabilities in the renovated schools enabled; . Toolbox for school maintenance delivered in ten (10) schools;

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. Mentoring sessions for detailed maintenance plans, procedures and budgets delivered in six (6) schools; . Follow up in-school meetings organized in eleven (11) pilot schools; and . Documents uploaded on OHASIS (Overseas Humanitarian Assistance Shared Information System).

3. CROSSCUTTING ACTIVITIES

3.1. Subcontracts/Partners

3.1.1. Performance evaluation of the partner organization My Career conducted and plan for extension of the cooperation developed Performance evaluation of the partner organization My Career for the period of implementation November 2012 - June 2013 was conducted during the month of August. The process of evaluation was implemented through the same procedures which were applied to all other IIEP partner organizations for the evaluation of their work in 2012 (as reported in the IIEP Quarterly report # 5). The process included self-evaluation by My Career, evaluation by the IIEP team and interview, where strengths and areas of improvement were jointly discussed. My Career’s performance evaluation was completed in August since the duration of the sub-grant contract for 2012 was extended by March 1, 2013 and products from the joint student activities were presented in June.

Based on the evidence from the evaluation form and conducted interview, summary conclusions for My Career’s performance are the following: - My Career’s level of performance is assessed at average level (grade 31) and continuation of cooperation in the upcoming period is mutually agreed; - There were differences between the assessed levels of evaluation criteria by My Career and IIEP which were discussed during the interview; and - The process of evaluation was identified by My Career as useful tool for reflecting on past period performance and identifying areas for improvement.

The jointly agreed recommendations for advancing the future cooperation include: - Lessons learned from the past period to be applied in the planning of future joint student activities; - Additional guidance for financial reporting to be provided by IIEP; and - Members of My Career team to attend workshops on the IIE concept in order to be provided with more extensive information.

The evaluation form and report with summary conclusions and recommendations from the evaluation process are available in Macedonian language.

3.1.2. Plan for extension of the cooperation with My Career developed Assessing the needs and planning of the future cooperation with My Career for the period of October 2013 – February 2014 was completed. The activities are planned to be implemented in four secondary schools from Phase 2 and include training of teachers on mentorship for case study development; joint student activities - Developing a Case study and a Video

1 Five (5) is maximum.

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Success Story on career development of employees in multicultural companies; presentation of the students’ products in the local community in order to promote IIE. The documentation for renewal of the Sub-grant Contract was prepared.

3.1.3. Coordination of the partners performed Coordination with the partner organizations in this reporting period, along with the regular e- mail communication, included individual planning meetings with Multimedia, YEF and MIM in the second half of August, where details considering the upcoming activities planned to start with the beginning of the new school year were discussed and determined.

On July 15, at the Loja premises, a joint debriefing meeting was held with teams from Sumnal, Loja and IIEP staff. During the meeting a reflection was made on the implemented training cycle for SIT representatives for Phase 2 schools in the period June-July, where Loja and Sumnal ensured organizational and logistical support. Lessons learned were discussed and conclusions related to further improvement of the performance were agreed and applied in the SIT training cycle which continued in late August.

On August 18, at the CHRCR premises, a debriefing meeting was held with Loja and Sumnal representatives responsible for mentorship to demonstration schools. The agenda of the meeting included a reflection on past period experiences from provided mentorship to demonstration schools and organizational aspects for upcoming mentorship visits by Loja and Sumnal. It was agreed that determined pairs from Loja and Sumnal will perform school visits to particular demonstration school so that continuity in extensive school activities is better followed and support provided.

Regarding the need for more extensive mentorship for schools from the Phase 2, during the implementation of IIE activities in the school year 2013/2014, a plan with specific responsibilities for team members from Loja and Sumnal was developed. The members of Loja and Sumnal are planned to be provided with further guidance and capacity building on supporting schools in planning and implementing joint student activities, obtaining small grants from IIEP and promoting joint student activities in their local communities.

See Appendix 1 for more information regarding partners input in IIEP for this quarter.

3.2. Monitoring and Evaluation (M&E) Activities

3.2.1. Monitoring activities Several activities organized in the frames of the IIEP components were attended and monitored. Discussion and feedback to the component coordinators was regularly provided. The following activities, per Component, were monitored: - Component 1 activities: Training of teachers and students from secondary schools (from Skopje, Stip, Radovis and Sveti Nikole) for producing media content organized in Skopje and Stip; Forum theater with secondary schools students included in the Project activities in Stip and Kumanovo; and Presentation of the products from creative workshops in Kumanovo; - Component 2 activities: Coordinative meetings in Tetovo and Butel Municipalities; Training of the SITs from Phase 2; Workshop with the representatives from the teacher training faculties; - Component 3 activities: Training and presentation of the self-evaluation results from demonstration schools in Gostivar and Skopje; Training of teachers for cooperation

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through professional bodies in Kicevo; Presentation of IIEP activities in demonstration schools with representatives from BDE in charge of those schools; and - Component 4 activities: Preconstruction meetings for renovation of schools in Stip and Zletovo; and Technical acceptance at the renovated secondary school Vanco Prke in Vinica.

3.2.2. Check-lists for monitoring of IIEP The previously prepared check lists, for several types of IIEP activities implemented within Component 3, were revised and adapted according to the mentors’ previous experience. The information from the lists, used in the last year, was summarized and a report for the results in each separate school was prepared. The summarized information is presented below:

- Long-term extracurricular joint activities, with ethnically mixed groups of students, that last at least one semester, were implemented in all (four) demonstration schools. In all cases these activities were run by a team of teachers (two or three) with different languages of instruction. All groups were consisted of students from all languages of instruction in the schools, including students from other ethnicities that represent more than 10% in the school (see Table 1 below). Most of the activities were very interesting for the students and impacted the relations between them, not only in the group, but in some cases in their leisure time as well. They were usually organized at least once per week, although by the end of the school year, in many groups, the meetings were intensified. It is characteristic that in all schools the sport clubs had many difficulties in functioning with a large number of students dropping out.

Table 1: Joint long-term extracurricular activities with IIE elements School Number of Participant Ethnicity Gender2 Total activities Mac Alb Tur Rom Egi M F SS Gostivar 4 Teachers 5 4 3 / / 12 Students 48 37 34 1 / 61 59 120 SS Zdravko 4 Teachers 7 7 / / / 14 Cvetkovski Students 74 75 / 2 / 89 64 151 PS Sande 4 Teachers 3 3 2 / / 8 Shterjoski Students 52 60 36 20 / 36 36 168 PS Bratsvo 5 Teachers 8 6 2 / / 16 Edinstvo Students 69 44 44 / 5 75 95 162 Total 17 Teachers 23 20 7 0 0 50 Students 243 216 114 23 5 261 254 601

- Short-term extracurricular activities, events and/or manifestations which reflect the multiethnic character were organized in all four schools, with students, teachers, parents and municipality representatives attending these events. Also, at least one field trip and/or outing was conducted with students from different languages of instruction, led by teachers from different languages of instruction in all (four) demonstration schools. In most of the cases, sites that are important to different cultural groups were visited. - All classrooms bodies in all (four) demonstration schools have been democratically elected, implementing the procedure described in the Manual for democratic election of student bodies. The structure of the classroom bodies in almost all cases is

2 The numbers regarding the gender balance of the teachers is missing due to the fact that we are asking for a gender balance of the student groups but not for the teachers.

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consisted of one male and one female student (except for one secondary school where there is an actual gender disbalance in the whole school), one president and one vice president. - The student bodies at school level were democratically elected. They are gender balanced, but, in terms of the ethnic balance of the student bodies, only two schools (out of four) managed to provide equal representation of the students from different languages of instruction. In one of the schools the disbalance was due to the interference with the requirements from another project that was working with the school student body. In another school, despite of the suggestions from the IIEP team, the school insisted on constituting a student body in which the proportion of the elected representatives will reflect the proportion of the students from different languages of instruction on school level. - Several actions for change were undertaken in the functioning of the student bodies. Two questionnaires were used in all (four) schools, one for assessment of students’ opinion for preferred clubs and one for selection of an area for introducing changes in the school life. In two schools (out of four), the student bodies initiated actions towards improvement of the students’ everyday life. In one of the schools, a happening with students from all languages of instruction in the school was organized, for the first time, and fundraising activities were conducted aimed at raising finances for reconstruction of the toilets. In the other school the student body prepared a code of behavior that was publicly posted in the halls, in the classrooms and in the teachers’ office.

Check lists for the activities within Component 4 were used at the end of September in all renovated schools in the pilot phase. In part of those schools, that are also included in the pilot phase of Component 2 activities, check lists prepared for Component 2 were also used. The data from the check lists was processed and entered in previously prepared tables. A report will be prepared, in the upcoming period, from the collected data. The experience showed that the check lists for the Component 4 activities are well prepared and correspond to all questions, but the check lists for Component 2 activities should be adapted in order to be more adequate to the situation in the field.

3.2.3. Evaluation activities In coordination with the IIEP Components’ coordinators, questionnaires and tables for entering data for evaluation of the IIEP trainings were prepared and adapted to the needs in the field.

3.2.4. Evaluation of multicultural workshops Results from the evaluation of multicultural workshops in four demonstration schools in Skopje, Kicevo, Gostivar and Ohrid were compiled and different analyses were conducted. A summarized report of the evaluation of the activities will be prepared, according to the results.

3.2.5. Self-evaluation results in demonstration schools The results from the self-evaluation in the demonstration schools were compiled and compared with the previous results. Based on these results, their comparison and on the findings from the field, recommendations were given to the schools regarding the improvement of their work.

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4. PROJECT ACTIVITIES

4.1 COMPONENT ONE: COMMUNITY OUTREACH 4.1.1 Outreach at National Level

4.1.1.1 Preparatory, planning and coordination meetings with partner organizations During July and August 2013, preparatory and coordination meetings were organized with the three partner organizations: Macedonian Institute for Media (MIM), PAC Multimedia and Youth Educational Forum (YEF). These meetings served to define the scope of the activities and the pace of their implementation in the period September – December 2013. In addition, when planning, the involvement of demonstration schools, schools that were renovated as an incentive and schools that have passed certain level of trainings for the concepts of interethnic integration in education was taken highly into consideration and was coordinated with other components. As a new tool, monthly calendars of activities have been developed. These calendars are also shared with partner organizations and all other key educational institutions and stakeholders. The list of schools that are included in activities in the component for community outreach can be found in Appendix 2.

4.1.1.2 Interview with the famous football player - Goran Pandev In July 2013, the IIEP team organized an interview with Goran Pandev, the famous football player from Strumica, who plays as a striker for Italian Serie A club Napoli. The aim was to send his positive experiences from living and working in multicultural surrounding to the communities, schools, parents and students, as well as his messages regarding the importance of the interethnic integration and cooperation, with a special focus on the education. The interview can be found at the Project’s web site: http://pmio.mk/resources/goran-pandev- talks-about-the-importance-of-the-interethnic-integration-in-education/. The interview was shared with the media and it was aired on Nova TV and 24 Vesti television stations, as well as being disseminated and shared through social media (USAID Facebook Official Page).

4.1.1.3 “Coffee with Newsroom Leaders” Informal Meetings During the reporting period, the IIEP staff met with Stevo Bashurovski, Editor from TERA TV in Bitola, to discuss forms of cooperation between the Project and this media outlet. More precisely, the media coverage of promotional events and other IIEP activities organized in the Bitola region were discussed and agreed upon.

4.1.1.4 Tools for Community Outreach and Advocacy The IIEP team is engaged continuously in keeping the public, national educational institutions, donors and international organizations, local authorities, schools and communities informed and updated on the progress and results from IIEP activities. As a usual practice, the Project team continued with preparation and dissemination of the Monthly Briefers on a monthly basis. The first edition of the Newsletter was issued in this reporting period, which reflects the good practices and success stories of the activities in the first six months of 2013. The newsletter was shared with all educational institutions, schools, municipalities, international organisations and donors. It can be found at the following link: http://pmio.mk/category/newsletter/. The 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/.

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4.1.1.5 Appearance in the Media The IIEP representatives participated live at the morning programmes of the Macedonian Television, the Macedonian Radio and Sitel Television - having the opportunity to share information regarding the current activities and also talk about the renovation process in schools during the summer holidays. In this way the IIEP team attempted in keeping the public informed about the progress in schools, concerning interethnic integration activities, as much as possible.

4.1.2 Outreach at Local Level

4.1.2.1 Three Trainings for Production of Multimedia Content in the context of interethnic integration in education (Youth-via-Media Program) In this reporting period, three trainings for production of multimedia content in the context of interethnic integration in education were organized and held in partnership with Macedonian Institute for Media. Facilitated under the mentorship of editors and journalists, the trainings included all secondary schools from the region of Skopje (Cair, Gazi Baba, Karpos and Centar Municipalities), Veles (Veles and Valandovo Municipalities) and Stip (Stip, Radovis and Sveti Nikole Municipalities). These trainings aim at developing the skills of the teachers and students for production of different tools for communication such as: writing stories, photography, preparing articles and interviews, utilization of social media and school web- site and similar. The knowledge and skills gained are expected to be disseminated and utilized in their own schools - so that the schools can establish better communication with local media in one hand; and on the other hand assist local communities to be informed better, through media and schools, regarding the good practices and success stories about the mutual collaboration and interethnic integration in the school communities.

4.1.2.2 One Promotional Event of a short film in Kumanovo In September 2013, an event aimed at promoting and advocating the interethnic collaboration in schools through art was organized. The organization of this event follows the successful completion of the creative workshops, a process in which 8 secondary schools participated in the first half of 2013. The promotional event and presentation of ‘Birthday’, a short movie created by the students from Pero Nakov secondary school, took place at the Kumanovo Theater, in September 2013. The short movie showed a situation of how social events, such as birthdays of schoolmates can and should be organized jointly, in spite of the current situation of schools being segregated. Again, in Kumanovo, creative workshops disclosed that students can go one step forward and are a power that can find means and channels to overcome and change the current situation in schools. Representatives from the Ministry of Education and Science, USAID representatives, director, students, teachers were present at the event; they had the opportunity to hear, from teachers/coordinators and students, how the activities and the creative processes have influenced them to continue to foster interethnic collaboration and share the good practices with others. Also music proved to be a strong promoter of diversity—everybody enjoyed the performances by young Macedonian, Serbian and Albanian music talents at the event.

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4.1.2.3 Two Forum Theatre workshops for the students of the secondary schools from Municipalities of Stip and Kumanovo As of September 2013, the IIEP team started with implementation of Forum Theatre Workshops, in partnership with PAC Multimedia. The first two workshops took place in Stip and Kumanovo. The Forum Theater is used as a creative tool for promoting and stimulating debate on vital issues for the students, by applying the Augusto Boal’s techniques. This model is effective in opening up the channels of communication and is particularly useful as a model with younger people. The Forum Theater in Stip invited and gathered students from all secondary schools and took place in Bezisten. The main topic of this Forum Theater was the relations and stereotypes among the young people from different ethnic backgrounds. The drama scene performed was about the love between a Macedonian young man and Turkish girl, their jealous friend, and two other friends who either support their love or are disinterested. After the presentation of this situation, in form of a drama, the moderators developed a discussion asking the students from the audience to describe it in short and to provide solutions to the conflict in the scene. Three students gave suggestions and took the role of the different actors in the scene, to improve and create a positive outcome to the given situation. The Forum Theater in Kumanovo also started with a presentation of a particular scene. The topic was about a proposal from students that expressed their interest to organize school trip with the Macedonian and the Albanian students from the school together. They presented their proposal to the teacher and their fellow students, one of whom is extremely opposed to the idea (the oppressor in the scene) and the other one is completely relaxed about it. The situation was then discussed and the students had multiple opportunities to replace the actors in the scene and change its course to the positive end.

4.1.2.4 Ribbon-Cutting ceremony to mark the successful completion of school renovations Marking the completion of the renovation process, the Municipality of Centre and the primary school Dimitar Miladinov hosted the ceremony which was attended by the Major General - Adjutant General of the Vermont National Guard, Steven Cray, the US Ambassador in the Republic of Macedonia, Paul D. Wohlers, the Director of USAID Macedonia, James Stein, the Minister of Education and Science, Spiro Ristovski, the Mayor of the Municipality of Centar, Andrej Zernovski, the director of the school, teachers, parents, students and other guests.

4.1.2.5 Coordination meetings with schools for the establishment of the new Debate Clubs In partnership with Youth Educational Forum, the IIEP team started the coordination meetings with schools that are selected in Phase 2 regarding the establishment of new debate clubs as part of the activities that foster the outreach at local/community level. Two meetings took place (in Veles and Kratovo) in the reporting period, which were aimed at informing and preparing the schools for implementation of the activities within the debate clubs.

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

4.2.1. Supervision meeting with master trainers for preparation of the trainings with the School Integration Teams from Phase 2 Based on the experience from the first part of the trainings for School Integration Teams and identified needs an additional supervision meeting for support of the master trainers was organized. The meeting was held on August 14, 2013, and the main objective was improvement of the competencies of the master trainers for successful delivery of the trainings for the remaining schools included in Phase 2. The meeting was focused on the following topics: - Self-reflection and practice of facilitation skills through analysis and simulations; - Review of critical parts of the content of the SIT training module; - Practical activity for providing feedback on the action plans for specific joint activities; - Questions and comments in regards to short presentations for use of manuals as additional resources in implementation of IIE activities, that the master trainers needed to prepare; and - Presentation of planned activities for the forthcoming period.

The meeting included simulations and other practical activities through which the master trainers practiced their facilitating skills in accordance to the key criteria for successful delivery of sessions (Active participation; Demonstration of expertise; Delivery of assignment instructions; Leading discussions and drawing conclusions; Communication and collaboration; Handling problematic behavior; and Team work). The meeting’s reflection showed that: - Using simulations and group discussions contributed greatly towards the improvement of the master trainers’ competencies for handling critical aspects of the training; and - Demonstration of expertise in regards to the content is one of the key criteria for successful delivery of sessions, and most of the other competencies are greatly dependent on this competency.

4.2.2 Basic training of School Integration Teams (SITs) from Phase 2 of Project implementation Basic trainings for SITs from Phase 2 have continued in this reporting period. SITs from 190 schools (out of the 194) completed the three day training that was organized in two parts (2 days + 1 day). Based on the experience from the pilot phase, the content of the basic training module for SITs, which was two days, was expanded to one more day in order to include the sessions with practical exercises for joint student activities with ethnically mixed groups of students.

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;

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- 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 main objectives of the one-day trainings were: - to prepare the participants for planning IIE activities in the school annual plan; - to introduce the participants with the objectives of the school self-evaluation and manners of delivery the data of the questionnaires for the teachers, students and parents; and - to enable the participants to plan activities for dissemination training to the colleagues in their schools.

During the reporting period, 27 two-day trainings for SITs from 157 schools (126 primary and 31 secondary schools) and 12 one-day trainings with 2 SIT representatives from 188 schools (157 primary and 31 secondary schools) were delivered.

The trainings took place in three regions – Skopje, Struga and Kicevo and were conducted by 44 master trainers (grouped in teams of two or three master trainers). The trainings were implemented with ethnically mixed groups of participants. Sets with materials translated in Macedonian, Albanian, Turkish and Serbian language were delivered to the participants, including worksheets, presentation, training module for dissemination, manual for joint student activities and manual for democratic participation of students. The participants were given an opportunity to speak in their own languages of instruction. During the two day trainings, mentoring support for the master trainers was provided by the Center for Human Rights and Conflict Resolution (CHRCR) experts. The Table 2 below illustrates the number of participants that attended the two-day trainings for SITs in the period July – September 2013, according to dates of the trainings, including the structure of the participants according to their ethnical background (Macedonian = Mac, Albanian = Alb, Turkish = Tur, Serbian = Srb).

Table 2: Attendance and ethnic structure of participants at the trainings for the representatives of the SITs held in July-September 2013 Number Number Participants by ethnical background of of Date Total trainings schools Mac Alb Tur Other Srb 4 26 July 2-3, 2013 86 28 6 5 1 126 4 24 July 4-5, 2013 84 27 10 / 6 127 4 18 August 22-23, 2013 61 30 / 3 1 95 4 24 August 26-27, 2013 76 25 10 2 2 115 4 25 August 29-30, 2013 74 29 2 / 1 106 4 25 September 10-11, 2013 86 33 6 2 / 127 3 15 September 12-13, 2013 38 36 7 4 / 85 27 157 July 2- September13, 2013 505 208 41 16 11 781

The total number of primary and secondary schools from Phase 2 that attended the trainings and total number of participants by ethnical background that completed two-day trainings is shown on Table 3.

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Table 3: Attendance of schools and participants by ethnical background at the two-day trainings for SITs from Phase 2 Two-day training of SITs from Participants by ethnical background TOTAL Phase 2 Мac Аlb Тur Other 159 primary schools 558 253 42 27 880 31 secondary schools 102 35 5 4 146 TOTAL 190 660 288 47 31 1026

The Table 4 bellow indicates the attendance of participants by ethnical background that attended the one-day training of SITs (2 representatives of SIT).

Table 4: Attendance and ethnic structure of participants at the one-day trainings for the representatives of the SITs Participants by ethnical background One-day training of SITs from Phase 2 TOTAL Мac Аlb Тur Other Primary schools 214 98 20 16 348 Secondary schools 51 15 3 3 72 TOTAL 265 113 23 19 420

From the review of the master trainers’ reports and the evaluation questionnaires, it could be concluded that the participants, in general, gave positive feedback in regards to the implemented trainings. In their responses, the participants expressed their satisfaction due to the fact that the trainings had presentations in multiple languages and confirmed that the country needs more of these types of trainings. The trainers were mostly described as well prepared and organized, positive, easy to comprehend and very motivated. The suggestions for improvement included comments that the agenda is very ambitious and should be more relaxed, and introducing more practical exercises that can be used in their teaching practice. The overall evaluation of participants from two-day trainings is 3.57 out of 4.00 points (maximum).

4.2.3. Strategy for mentoring meetings to support the SITs from Phase 2 schools After the completion of training for SITs from Phase 2, the strategy for quality assurance mechanism and support of the SITs in effective implementation of IIE activities was developed. The mentors/master trainers, in collaboration with the partner organizations Loja and Sumnal, were appointed to have the crucial role of being the link between the Project team and the Phase 2 schools in mentoring activities and school visits on regularly basis throughout the school year.

Thirty six (36) groups of schools on regional level are formed and pairs/teams of mentors and representatives from Loja and Sumnal are designated for each group (in total, 44 mentors, 10 representatives from Loja and 6 representatives from Sumnal). Designated pairs/team will be responsible for supporting their own group of schools in implementation of the IIE activities. The schedule of groups of schools and pairs/teams of mentors and staff from Loja and Sumnal are presented in Appendix 3.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

The Project team provided guidance to the mentors and the partner organizations, for planning and conducting the first mentoring meeting related to the delivery of the dissemination trainings on school level that will take place in October 2013. Prior to the mentoring meeting, the SITs were asked to complete the following assignments: - Analysis of the subtopics within the Manuals for dissemination; - Developing joint student activities/projects for the partnering schools for regular and extracurricular activities; and - Review the manual for joint student activities and for democratic participation of the students. During the preparation process of this activity, the Project team has been in constant e-mail and phone contact with mentors and partners organization to discuss the specific issue related to the their role in providing assistance to SITs to be more effective in dissemination training.

4.2.4. Continued support for SITs from the schools from pilot phase The analysis made from IIE implemented activities in the schools from the pilot phase, during the past school year, showed a need for creating a strategy for continued support for SITs. The goal is to build successful practices for interethnic integration in education and quality assurance to serve as models for schools from Phase 2. The prepared strategy includes support that refers equally to the joint activities between students with different ethnicities in the monolingual and multilingual schools, as well as between the partner schools. The support is planned to be implemented in collaboration with IIEP mentors and partner organizations Loja and Sumnal and will be conducted through continued communication with the pilot schools (via e-mail, phone calls, individual meetings, mentoring meetings and school visits).

At the beginning of the new school year 2013/14, the pilot schools received the guidelines for improvement of the implementation of IIE prepared in collaboration with BDE and IIEP team with focus on the following: - Planning activities for IIE in the school annual plan including all age groups of students based on the directions given in the manual for joint student activities; - Cooperation with partner schools; - Monitoring and self-evaluation of IIE joint student activities; - Collaboration among teachers (regular professional meetings, workshops, mentoring meetings, classroom observation); - Development of the teacher professional portfolio and demonstration of interethnic competencies through certification procedure; - Active participation of the schools within their municipality and promotion of best practices in the local communities and beyond; and - Update of information and examples of successful practices on the IIEP website.

The mentoring meetings with the SITs from pilot schools will take place in October 2013. The goal of the mentoring meetings will be to reflect the current implementation of joint student activities and provide feedback and assistance for their improvement.

4.2.5. Cooperation with the pilot municipalities’ educational officials In August 26 - 27, 2013 the IIEP team organized a round of coordinative meetings with the SITs coordinators and school directors in the four pilot municipalities (Tetovo, Strumica, Butel and Bitola). The aim of the meetings was to provide support in the inclusion of the interethnic integration activities within the Annual School Plans (ASP) of the pilot schools for the 2013-2014 school year, that need to be submitted to the municipalities’ councils until

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

August 31 each year. The coordinative meetings were arranged in cooperation with the municipal educational officials. The agenda of the meetings included presentations that were held by the mentors. The IIEP partner organizations’ representatives (Loja and Sumnal) took part in the meetings by participating in answering the questions of technical and administrative nature. The main objectives of the coordinative meetings were to: - enable the SITs to organize a better planning process of the interethnic integration in education activities in their Annual School Plans through exchange of the experiences from the previously performed activities among various schools’ SITs; - draw attention towards the need of investing efforts in interethnic integration in education activities that are to be carried out, while focusing on the criteria and principles when implementing the joint student activities; and - give recommendations for proper implementation of joint student activities in the upcoming school year, and emphasize the benefits of permanent usage of the IIEP manuals for the joint student activities of ethnically mixed students’ groups and democratic participation of the students.

In order to stimulate more efforts to be put from the SITs whilst implementing interethnic integration activities in and among schools, discussions were held after the presentation to clarify important details. Mainly, the discussions were about the continuation of joint student activities that started during the previous school year, as well as about the valid rules when utilizing the IIEP financial support for the schools partnerships’ activities, etc. One of the benefits of the coordinative meetings was that possibilities were opened for interaction among the SITs. Most of the SITs coordinators and school directors from the pilot municipalities attended the coordinative meetings. The participants expressed their satisfaction from the support they received at the coordinative meetings, which is a good lesson learned for organizing this type of meetings in August next year (prior to the deadline for submitting the ASPs), in the 41 municipalities that were included in the IIEP Year 2.

4.2.6. Capacity Building of municipal educational officials in newly selected 41 municipalities The IIEP team collaborated with the newly selected 41 municipalities to provide capacity building for the municipal educational officials (officials responsible for education, education inspectors and members of various committees related to children’s rights and interethnic tolerance that function in multiethnic municipalities) in order to train them on the IIE concept. All 41 municipal offices were communicated (invitation letter, phone call), by the IIEP team in order to inform them about the date planed for organizing one-day training on interethnic integration in education for the municipal educational officials.

The main objectives of the one-day training delivered to the municipal educational officials were the following: - to understand the concept of interethnic integration in education that enables students within ethnically mixed groups to participate in regular school and extracurricular activities; - to identify the role of the municipal educational officials in supporting and observing the IIEP activities while providing support in overcoming eventual challenges; - to understand the process and methodology for observing of the activities in and among the schools; and

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

- to gain knowledge and skills for use of the indicators for successful implementation of the IIEP activities.

The following topics were discussed during the meeting: - What type of multicultural/multiethnic society do we need? - Ethnic stereotypes and prejudices as main challenges. - The need of interethnic integration in education. - Division within the education according to ethnical/language basis (Strategy for including changes). - Role of the municipalities in supporting the IIE activities within and among the schools.

Based on the discussions feedback and the evaluation forms, it was evident that the participants understood that the need of interethnic integration in education is of essential importance for our educational system. At the same time they started to become aware of the importance of their role regarding the interethnic integration in education.

The training of the municipal educational officials was conducted by 4 master trainers. The activities were carried out through a rich interaction among the trainers and participants and the working atmosphere was on a high level. The logistical support also met the needs for smooth ongoing of the training.

The Table 5 below displays information regarding the number of participants that attended the trainings for municipal educational information, including the structure of the participants according to their ethnical background.

Table 5: Attendance of the at the Training of municipal educational officials according to ethnic background structure and languages of instruction in the municipalities Number of Ethnical background of Language of Municipality participants the participants instruction Brvenica 2 Alb Alb Sveti Nikole 2 Mac Mac Kichevo 2 Alb Alb, Mac Shtip 2 Mac Mac, Tur Jegunovce 2 Mac Mac Karposh 2 Mac Mac, Alb Chair 2 Alb,Tur Mac, Alb, Tur Gazi Baba 3 Mac,Alb Mac, Alb, Tur Mavrovo and Rostushe 2 Mac, Other Mac, Alb Centar 2 Mac Mac, Alb, Tur Radovish 2 Mac Mac, Tur Chucher - Sandevo 2 Mac, Alb Mac, Alb, Ser Bosilovo 2 Mac Mac Veles 2 Mac Mac, Alb Vasilevo 1 Mac Mac, Tur Chashka 2 Mac Mac, Alb Total: 32

4.2.7. Capacity building of Teacher Training Faculties’ Staff The first IIEP workshop for the teacher training faculties’ teaching staff was organized on August 30 - 31, 2013. The aim of the workshop was to initiate the university professors to

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 deepen their understanding and importance of the interethnic integration in education and to start considering inclusion of intercultural segments in their subjects’ programs.

The objectives of the workshop for the teacher training faculties’ staffs were to: - Provide a solid quality of the teaching in primary and secondary education through permanent stream of new interethnic sensitized and competent generations of teachers in the educational system of Macedonia; - Enable high quality of initial preparation for future teachers through incorporation of elements of interethnic sensitivity and interethnic integration in the subject matters, teaching methodologies and techniques; - Identifying the obstacles in the process of interethnic integration in order to define the possibilities for incorporating interethnic education segments within the existing curriculums of the particular subjects; and - Stimulate students with a higher level thinking, interethnic sensitivity and independent cooperative learning.

The training module contained active approaches that enabled the participants to deepen their interethnic sensitiveness and increase their knowledge and skills to incorporate interethnic education segments in their existing subject matters.

The Table 6 below indicates the number of participants including the teacher training faculties, teaching subjects and ethnic structure of participants.

Table 6: Attendance of participants at the workshop for the teacher training faculties’ teaching staff Participants by ethnic Name of the teacher background # training faculty and Total Teaching subjects of the teaching staffs place Mac Alb Tur Other

Multiculturalism; Macedonian Language Pedagogical Faculty and Literature; Sociology of Education; 1 “St. Kliment Ohridski” 2 2 / / 4 Religion Systems; Pedagogy; Methodics - Skopje of Educational Works Pedagogical Faculty Pedagogy; Ethics; Culture of Expression; 2 “St. Kliment Ohridski” 4 / / / 4 Foundations of Democracy - Bitola Theory of Up-bringing; School State University Tetovo 3 Pedagogy; Educational Policy; Nature / 4 / / 4 - Tetovo and Society Didactics; Pedagogical Communication; Faculty of Education Multicultural Education; Religion 4 4 / / / 4 “Goce Delchev” - Shtip Systems; Ethics; Philosophy; Inclusive Education Faculty of Languages, Cultures and Culture; Communication and Cultural 5 Communication at the / 2 / / 2 Studies; English Language - Skills SEE University - Tetovo Total: 10 8 / / 18

4.2.8. Joint Student Activities Students from eight (8) schools were involved in implementation of joint activities through sports, games and exercises.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

The PS “Adem Jashari” from Skopje and PS “Naim Frasheri” from Tetovo organized the events in their schools’ at the beginning of the school year 2013-2014 (on 5 and 6 September 2013). The aim of the events was to introduce the IIEP joint activities in front of all students and the teaching staff in the school, presenting the sport as a mean to develop an interethnic integration in education, as well as to introduce the new techniques and principles of fun games through which children with various ethnical and cultural backgrounds socialize, entertain and get to know each other better.

Most of the students’ views were that they had lots of fun and their joint wish is to have these kinds of activities more often. The most important for the students is to experience that they are equal, to sense the joy of being together and to get to know each other through the game. In this context, the school director of the PS “Naim Frasheri” – Tetovo, shared his idea to organize joint students’ sport and fun games in rounds, involving all students in the school in the period of the school year when climate conditions allow using the school yard (this school does not have a gym hall).

The other event of joint sports and fun activities of students with various ethnical and cultural backgrounds was held on September 22, 2013 in Bitola on the sport field of the PS “Elpida Karamandi”. Students from PS “Mite Bogoevski” – Resen, PS “Adem Jashari” – Cair, PS “Dame Gruev” and PS “Elpida Karamandi” – Bitola attended the event. The students from each school, mixed proportionally in groups, were participating in the sport activities and fun games. A group of around 15 parents joined the event in which 180 students in a very positive atmosphere, for more than two hours were having fun.

As a conclusion, the three events of joint student activities were performed in an excellent atmosphere that made both students and teachers joyful and happy. The communication among the students from different schools and ethnical/cultural background was in a spirit of openness to establish new friendship relations and opportunities for reducing and overcoming the ethnical stereotypes and prejudices, both among students and teachers. Also, the teaching staff and school management became more and more aware of the benefits of practicing these kinds of games in their schools. They have already started planning to integrate such activities into the extra-curricular activities’ program of their Annual School Plans.

The Table 7 bellow displays the number of students included in the implementation of joint activities through sports, games and exercises within each participating school.

Table 7: Students participation in joint student activities Grade 4 & 5 Primary students Teachers- Language/s # Date School/Municipality Grade 7 & 8 co- coordinators of instruction facilitators September 5, 2013 1 Naim Frasheri, Tetovo 42 + 3 4 Alb

September 6, 2013 2 Adem Jashari, Cair 42 + 3 5 Alb

Event in Bitola (participating schools: “Mite Bogoevski” – Mac, Alb and September 22, 2013 3 Resen, “Adem Jashari” – 172 16 Tur

Chair, “Dame Gruev” and “Elpida Karamandi” – Bitola) Total: 262 25

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

4.2.9. Developing Questionnaire on parental involvement in IIEP in the schools

Parents are playing a crucial role in creating the attitudes of their children. The parents should be actively involved in the implementation of the planned IIE activities in the school. In order to cooperate and participate, firstly they have to be informed about the planned activities of IIEP. The SIT, in cooperation with the Parents’ Council, organizes the process of informing of all parents in each school. Once they are informed about the planned activities and the methodology of joint activities of the students with different cultural backgrounds, as well as after the SIT’s action plan for the school year is finalized, all parents will have an opportunity to answer the questions related to their availability and capability to participate in the IIEP activities.

The first step in planning the activities for involvement of the parents in the school activities was to collect information about their readiness and willingness to take a part in the interethnic integration in education activities. The questionnaire was prepared by IIEP team in coordination with two BDE advisors and master trainers. IIEP team provided feedback for improvement of the questionnaire once it was finalized it was submitted to all pilot schools’. The collection of the data from the questionnaires will be coordinated by the school professional staff in each school or by the SIT.

The structure of the questionnaire for parental involvement in the IIEP that is going to be used in the pilot schools is following: - The first part contains basic data of the parent/tutor: name, ethnic background, profession, level of education; - The second part relates to their availability and willingness to participate and help in specific activities in the extra-curricular activities’ program, regular teaching program of the school and in the activities related to the school atmosphere. In each program specific activities are listed in which they can or cannot offer their assistance; - In the final part of the questionnaire it is required from the parents to select 3 activities in which they have the greatest possibility to participate and to quote the exact time and period when they can take part in the activities for improving the interethnic integration in the education.

All materials regarding the structure and content of the Questionnaire on parental involvement in IIEP in the schools are available in local languages (Macedonian, Albanian and Turkish).

4.3. COMPONENT THREE: DEMONSTRATION SCHOOLS

2.1. Establishing and Supporting School Integration Teams At the beginning of July, three working meetings with the SITs from the demonstration schools were held. One meeting was held with the joint SITs from the partner demonstration schools, one joint meeting with the SITs from both secondary demonstration schools and one joint meeting with the SITs from both primary demonstration schools with three languages of instruction. The meetings were also attended by teachers from the schools and representatives from the parents. The results of the schools’ self-evaluations were discussed at the meetings, and then the participants, in small groups, were defining the school mission and vision with an accent on interethnic integration. They also worked on global planning in order to define IIE activities to incorporate in the annual school plan. Representatives from the SITs were

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 appointed to be in charge for the coordination of each group of activities that will be implemented in the schools in the new school year.

2.2: Supporting Joint Student Activities During the summer break the IIEP team revised all instruments for external monitoring, making some minor changes. Based on the experience from the Project pilot year, new versions of the instruments for internal monitoring were created in an attempt to make them more functional. Versions of the instruments for external and internal monitoring for the monolingual partner demonstration schools were also created.

As it has been already mentioned during the Project pilot year many groups that were running extracurricular activities with students with different languages of instruction had problems in terms of providing enough opportunities for the students for getting to know each-other quickly and to establish good group cohesion. Therefore, during the summer break the IIEP team created an addendum to the manual for Joint student activities which is consisted of playful activities (energizers and icebreakers) with the sole purpose of helping the groups establish good group cohesion from the very beginning. The addendum of the manual for joint student activities has been translated in Albanian and Turkish language and it has been distributed to all demonstration schools.

In August five trainings for running joint student activities were organized, one in each demonstration school/partner schools. The trainings were attended by the teachers that are supposed to implement joint student activities in the schools in the new school year. The teachers that will implement multicultural workshops will attend additional training. The structure of the participants is presented in the Table 8.

Table 8: Participants in the trainings according the language of instruction Teachers – language of instruction Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kichevo 8 4 5 17 Bratstvo Edinstvo, Ohrid 9 8 4 21 Zdravko Cvetkovski, Skopje 6 7 / 13 Economic school – Gostivar 10 2 2 14 Brakja Miladonovci, Kumanovo 14 / / 14 Bajram Shabani, Kumanovo / 12 / 12 Total: 47 33 11 91 The training was focused on two things. First, through experimental learning, the teachers were exposed to the content of the addendum of the manual for joint student activities as many playful activities were practiced with the groups. Second, the methodology of working together in groups with students with different languages of instruction was presented and discussed in details along with the theoretical background of the concept of working together in “mixed” groups. Thus, the use of the languages, communication between the teachers- implementers of the activities, communication between the students and between the students and teachers was thoroughly reviewed emphasizing the need for providing balanced relations in the group through oral and written communication.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

In September, two trainings were held for running joint student (curricular) activities with teachers from the primary demonstration schools. One training was held with teachers from the partner demonstration schools and the other training was organized with teachers from the three-lingual demonstration schools. The participants were all teachers of the fourth grades from all schools. The structure of the participants is presented in Table 9.

Table 9: Participants in the trainings according the language of instruction Teachers – language of instruction Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kichevo 3 4 1 8 Bratstvo Edinstvo, Ohrid 4 2 1 7 Brakja Miladonovci, Kumanovo 6 / / 6 Bajram Shabani, Kumanovo / 5 / 5 Total: 13 11 2 26

These fourth grade teachers were selected to attend the training since the training seminar was focused on planning “teaching in nature” activities, which are foreseen by the Bureau for Development of Education (BDE) to be implemented with fourth graders. The training was focused on presenting the guidelines for organizing teaching in nature developed by the Bureau for Development of Education. Later on, the participants went on developing an action plan for organizing teaching in nature. According to the teachers this kind of activity is new for most of the schools since most of them have no previous experience in organizing teaching in nature. Therefore, at the very end, a discussion was opened about the difficulties/barriers in organizing teaching in nature and strategies on how to overcome them were developed. BDE advisors attended the training that were very supportive.

2.3: Supporting Joint Student Bodies A training seminar was held with the professional support staff and teachers from the new “paired” demonstration schools. A guest lecturer from one of the demonstration schools was invited at the training. He reflected on the experience from the functioning of the student bodies in the schools and the benefits from participating in the Project activities. The training also served the purpose of explaining the procedures for electing the student bodies on class and school level. Materials for conducting the students’ elections were provided to both partner schools. In all demonstration schools the election of the student bodies on class level took part immediately after the start of the new school year. The elections of the student bodies on school level have finished in half of the schools and are in the final phase in the other half.

2.4: Capacity Building for Teachers and Professional Service Staff In September, three trainings were held for cooperation between the teachers through the teachers’ professional bodies. One training was organized for teachers from the partner demonstration schools; one training was organized with teachers from the three-lingual primary demonstration schools and a third training was carried out for teachers from the secondary demonstration schools. Participants in the trainings were teachers that teach languages and literature. The structure of the participants according to the language of instruction is presented in Table 10.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

Table 10: Participants in the trainings according to the language of instruction Teachers – language of instruction Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kichevo 7 7 1 15 Bratstvo Edinstvo, Ohrid 4 4 3 11 Zdravko Cvetkovski, Skopje 11 4 / 15 Economic school – Gostivar 5 7 2 14 Brakja Miladonovci, Kumanovo 14 / / 14 Bajram Shabani, Kumanovo / 13 / 13 Total: 41 35 6 82 The training was focused on how to increase the cooperation between the teachers that teach in different languages of instruction. Different activities and ways of cooperation were presented and discussed with the participants such as joint preparation of tests and other teaching materials, joint preparation of the themes, exchanging class visits, etc. Another two day training seminar was held with all the teachers from the demonstration schools in two groups, one with secondary school teachers and in the other group with primary school teachers. The teachers of mother tongues (Macedonian, Albanian and Turkish language) participated at the training. The structure of the participants is presented in Table 11. Table 11: Participants at the trainings according the language of instruction Teachers – language of instruction Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kichevo 3 2 1 6 Bratstvo Edinstvo, Ohrid 4 2 / 6 Zdravko Cvetkovski, Skopje 5 2 / 7 Economic school – Gostivar 4 4 1 9 Brakja Miladonovci, Kumanovo 5 / / 5 Bajram Shabani, Kumanovo / 5 / 5 Total: 21 15 2 38 The training consisted of two parts. The first part was related to raising the awareness regarding the different cultures and the multicultural reality of the country, and the second part was focused on analyzing of the content of the textbooks and emphasizing the role of the textbooks in promoting multiculturalism. On one hand, the negative content, i.e. stereotypes, prejudices, ethnocentrism were brought to the attention of the participants and, on the other hand, the lack of contents in the textbooks for the “other” ethnicity was also identified. These insights were combined with presentation of the criteria for writing textbooks (developed by BDE) through a multicultural viewpoint. Once the groups became aware that the existing textbooks neither reflect the multicultural reality of the country nor promote multiculturalism, the groups were working on combining the teaching materials and/or using alternative materials in order to better address multiculturalism and thus create better conditions for fostering the integration of all ethnic groups through education.

2.5: Involving parents Representatives from the Parents’ Council from all demonstration schools took part in the working meetings that were held with the SITs related to coordination and action plan

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 development. The presence of the parents at these meetings was necessary in order to be well informed about the forthcoming Project activities. Their involvement in the Project activities will be provided through taking part in different activities that will be incorporated in action plans that will be submitted to the IIEP team at the beginning of October.

2.6: Mentoring, Networking and Promotion IIEP team sent official request to the BDE for assigning advisors for each demonstration school in order to follow the implementation of the Project activities and provide support to the Project implementation in general. Seven advisors were appointed in charge for the six demonstration schools. A working meeting was organized with the advisors at which their role and responsibilities within the IIEP were discussed in details. They were acquainted with the Project activities and with the strengths and challenges of each demonstration school. They were also introduced with the instruments for performing monitoring and the strategy for performing monitoring was discussed.

2.7: Internal coordination In August, a consultation meeting among the Center for Human Rights and Conflict Resolution and the partner organizations Loja and Sumnal was organized. The meeting served the purpose of reflection on lessons learnt from the implementation of the Project activities in the demonstration schools with highlighting the strengths and the weaknesses or challenges of each demonstration school.

4.4 COMPONENT FOUR: PROVIDING INCENTIVES TO SCHOOLS AND COMMUNITIES

4.4.1 Approval of school renovation project In this reporting period one school renovation project was submitted to IIEP COP and MCEC Executive Director for official approval.

Table 12: Approved school renovation project No Region Municipality Location Name of the school School renovation project

1 Northeast Kumanovo Kumanovo SS Nace Bugjoni Replacement of eaves, ceilings, façade and doors

Audit of the technical design followed by development of Bill of Quantities (BoQ) and Scope of Work (SoW) necessary for preparing the RFO was completed by the IIEP School Incentives Coordinator (civil engineer).

A Memorandum of Understanding (MOU) was prepared by the IIEP Component Four and signed by the MCEC Executive director, IIEP COP, mayor and school director. The MoU specified the responsibilities to be met by IIEP, Kumanovo municipality and the secondary school Nace Bugjoni in terms of successful implementation of the school renovation project.

4.4.2 Submission of annexes to the joint Environmental Mitigation and Monitoring Plan (EMMP) The Project is implementing all renovation activities according to the joint Environmental Mitigation and Monitoring Plan (EMMP). Prior the start of each school renovations project, the Component 4 team is checking whether the proposed renovation activities comply with

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

the joint EMMP. Annexes were signed by the Project’s CoP and AOR for 2 school renovation projects stating that the proposed renovation activities are adequately and effectively eliminated or mitigated by the approved joint EMMP.

4.4.3 Announcement of tender for selection of construction companies In this reporting period the tender documentation was completed for one school renovation project and a public call was published in two daily newspapers, Dnevnik and Koha, one in Macedonian and one in Albanian language and the Project’s website www.pmio.mk.

In total 56 companies took RFO documentation and 21 companies submitted their offers ( on average 5-6 submitted offers per project) for three published tenders in the previous reporting period (for renovation of SS Vanco Prke in Vinica, SS Dimitrija Chupovski in Veles and PS Hristijan Todorovski Karposh in Staro Nagoricane) and for the one published tender in this reporting period (for renovation of SS Nace Bugjoni in Kumanovo). The offers were publicly opened at the IIEP’s premises.

In this reporting period the IIEP evaluation committee interviewed the three first-ranking companies for each project. At the interviews, the offerors provided samples of the requested materials and certificates of quality. The evaluation committee assessed the quality of the offered materials and equipment and the capacity of the company to perform the required task. In all cases the evaluation committee used the lowest price method to select a local vendor. After the evaluation committee decided which company was successful, the entire documentation was submitted to USAID, Project AOTR for approval and afterwards the results were officially posted on IIEP’s website (http://pmio.mk/category/tender-results/).

A contract was signed with each selected contractor prior the start of the renovation activities. In the reporting period the tendering procedure was completed for 8 school projects, listed in Table 13:

Table 13: List of selected contractors for school renovations # RFO Region Municipality Location Name of the School renovation Construction school project companies IIEP.R. Skopje Centar Skopje PS Dimitar Floors replacement Agora Epoksid, 04/13 Miladinov Tetovo IIEP.R. Skopje Skopje Skopje SS Josip Broz Windows replacement Mi Komerc 2000, 05/13 Tito Kavadarci IIEP.R. Southwest Struga Struga PS Josip Broz Renovation of toilets Anol Impeks, 07/13 Tito Skopje IIEP.R. Pelagonija Bitola Bitola PS Gjorgji Windows replacement Meda 3, Tetovo 06/13 Sugarev IIEP.R. East Vinica Vinica SS Vancho Prke Renovation and Bonor 08/13 adaptation of school Inzhenering, workshops Skopje IIEP.R. Vardar Veles Veles SS Dimitrija Renovation of boiler Anol Impeks, 10/13 Chupovski room Skopje IIEP.R. Northeast Staro Dragomance PS Hrisitjan Adaptation of space Bonor 09/13 Nagoricane Todorovski into toilets and Inzhenering, Karpos windows replacement Skopje IIEP.R. Northeast Kumanovo Kumanovo SS Nace Bugjoni Replacement of eaves, Anol Impeks, 11/13 ceilings, façade and Skopje doors in workshops

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

4.4.4 Selection of consulting companies for supervision During the tendering procedure, requests for offers for revision of design and supervision of renovation works were sent to the consulting companies from the Project’s data base, depending on the type of the project, and then the most favorable company was selected.

In this reporting period, requests for offers were sent for supervision of four renovation projects and request for offers for revision of design and supervision were sent for one project. The projects were grouped according to the region in which the schools are located. For each of the three procurements, requests for offers were submitted to four or five licensed consulting companies, or in total 13 requests for offer. Ten offers were received, i.e. 77% of the companies responded to the requests.

Two companies were selected for supervision of four school renovation projects, and one company was selected for revision of design and supervision of one school renovation project. The selected consulting companies are outlined in Table 14 below:

Table 14: List of selected consulting companies for revision and supervision # Region Municipality Location Name of the School Supervision school renovation project 1 East Vinica Vinica SS Vancho Renovation and MACEF, Prke adaptation of Skopje school workshops 2 Vardar Veles Veles SS Dimitrija Renovation of MACEF, Chupovski boiler room Skopje 3 Northeast Staro Dragomance PS Hrisitjan Adaptation of BAR E.C.E., Nagoricane Todorovski space into toilets Skopje Karpos and windows replacement 4 Northeast Kumanovo Kumanovo SS Nace Replacement of BAR E.C.E., Bugjoni eaves, ceilings, Skopje façade and doors in school workshops 5 East Kochani Kochani PS Nikola Construction of Karev main entrance in ZIM, Skopje the school (including the building audit)

The Institute for testing of materials and development of new technologies - ZIM “Skopje”, that is working in the frames of the University “Ss. Cyril and Methodius”, was selected to revise the basic design and supervise the implementation of the activities for construction of main entrance in the PS Nikola Karev in Kochani.

In order to start with the approval procedures for the construction activities in PS Nikola Karev in Kochani, it was necessary to obtain a construction permit issued by Kochani Municipality. In this reporting period the school submitted the technical documentation – Basic design for construction of main entrance in the school building – to IIEP Component 4. The Institute for testing of materials and development of new technologies - ZIM “Skopje” completed the revision of the basic design. Kochani Municipality issued the construction permit on the basis of the basic design and the revision of the basic design, and the complete technical documentation was submitted to IIEP Component 4 for further continuation of the approval procedures.

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4.4.5 Preconstruction meetings in 10 schools In order to begin the implementation of the renovation activities, preconstruction meetings were organized in the schools. The aim of these meetings was to introduce the concerned parties: IIEP, the municipality, the school, the supervisor and the contractor, exchange contacts and agree the working dynamics. We organized 10 preconstruction meetings for the 10 projects mentioned above. After the preconstruction meetings, the physical works began in the schools.

4.4.6 Technical acceptance in 10 schools All 10 school renovation projects were finalized and the works were implemented as required with the joint Environmental Mitigation and Monitoring Plan (EMMP). No adverse environmental impacts were caused. In this period technical acceptances were signed in ten schools, the sites were closed and handed over to the schools. These documents were signed by USAID/IIEP representatives, school directors, municipal representatives, subcontractors’ representatives, and supervisors agreeing that the works were completed according to the agreed requirements. No significant problems occurred during the implementation of these projects.

4.4.7 Access of people with disabilities in the renovated schools IIEP Component 4 team visited the schools selected for renovation during 2013 and, together with the representatives of the SRTs, was checking whether the schools are accessible for people with disabilities. In the schools that were not accessible, it was analyzed whether there is a possibility to construct access ramps and, if there is a possibility, who will construct it. The condition of the schools related to their accessibility for people with disabilities is presented in the Table 15 below:

Table 15: Accessibility of the schools for people with disabilities Region Municipality Location Name of the school Accessibility for the disabled people East Shtip Shtip PS Goce Delcev Accessible – Access ramp is constructed East Probishtip Zletovo SPS Kiril I Metodij Not accessible – The school does not meet the technical conditions for construction of access ramp Skopje Centar Skopje PS Dimitar Miladinov Accessible – The school entrance is on ground floor without any elevation Skopje Skopje Skopje SS Josip Broz Tito Accessible – Access ramp is constructed Southwest Struga Struga PS Josip Broz Tito Accessible – Access ramp is constructed Pelagonija Bitola Bitola PS Gjorgji Sugarev The schools took the responsibility to construct an access ramp East Vinica Vinica SS Vancho Prke Accessible – Access ramp is constructed Vardar Veles Veles SS Dimitrija Accessible – The school Chupovski entrance is on ground floor without any elevation Northeast Staro Nagoricane Dragomance PS Hrisitjan Accessible – Access ramp is Todorovski Karpos constructed Northeast Kumanovo Kumanovo SS Nace Bugjoni Accessible – The entrance in the workshops is on ground

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floor without any elevation East Kochani Kochani PS Nikola Karev Not accessible – IIEP has the responsibility to construct access ramp as part of the renovation project

4.4.8 Delivery of toolbox for school maintenance The toolboxes were delivered to the 10 renovated schools after the completion of the school renovation and the training for the School Renovation Teams on school maintenance.

4.4.9 Mentoring sessions for detailed maintenance plans and maintenance procedures in 6 schools Following the completion of the Module 1 of the training for strengthening the capacities of the SRTs for school maintenance, in order to follow the activities of the SRTs regarding the plans and procedures for school maintenance, mentoring sessions were organized in 6 of the schools (see: Table 16) that were renovated during 2013. The SRTs were given templates for preparation of the organizational structure of the school maintenance team, information on the school technical staff, annual maintenance plan and plan for organization of fundraising events. The SRTs organized additional meetings in order to prepare these documents. The problems that they had during the preparation of these documents, their concerns and practices were discussed on the mentoring sessions with the representatives from the SRTs, and they were provided with assistance on how to improve the planning and implementation of the school maintenance activities.

Table 16: Schools and number of participants at the mentoring sessions for Module 1 Name of school Municipality Date of mentoring Number of session participants Gjorgji Sugarev Bitola September 20, 2013 2 Josip Broz Tito Struga September 25, 2013 3 Brakja Miladinovci Probistip September 26, 2013 3 Goce Delcev Stip September 26, 2013 8 Hristijan Todorovski Karpos Staro Nagoricane September 30, 2012 3 Nace Bugjoni Kumanovo September 30, 2013 3 Total: 22

In all schools where mentoring sessions were organized, the SRTs have prepared the requested documents. General conclusion is that the schools lack plans and procedures for maintenance of the schools. All of the schools were preparing annual school maintenance plans for the first time, except for Nace Bugjoni from Kumanovo, which previously had school maintenance plan but, according to the school staff, it was never put in practice. All school representatives say that the funds that they receive from the municipalities for maintenance are insufficient and with them they can cover only the basic hygienic needs and cannot plan any larger activities. Also, most of the schools lack detailed descriptions of maintenance activities that the employees should implement on a daily, weekly, monthly and annual basis.

The impression is that the maintenance of the schools depends largely on the capabilities of the school management and their collaboration with the municipality. The positive output of the trainings for school maintenance and the mentoring sessions is that the school maintenance is starting to become an important issue in the schools. As one representative of the SRT from PS Hristijan Todorovski Karpos from Dragomance said at the mentoring

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 session: “They are also not used to them (referring to the activities that the technical staff has to do). We are all starting to change now”.

4.4.10 Organization of follow up in-school meetings in 11 pilot schools During the period July – September 2013, follow-up visits were organized in all 11 pilot schools by maintenance experts, in order to monitor the implementation of the schools’ operation and maintenance procedures.

The specific objectives of this activity were: - To give expert advice for solving the possible problems; - To improve the maintenance efforts and to sustain the investment made by the school, municipality, local community and the project after the renovation works and training activities for all participating schools; - Introduction with the daily activities of the operation and maintenance staff in each school; - Verifying the progress with the use of the operation and maintenance plans and manuals which were provided in the past workshop; - Assistance to the school technical staff to adapt the operation manuals and maintenance check lists to suit their needs and to start using them, to utilize the school equipment and machinery in the most efficient way and to prolong the life of all building components by applying the preventive maintenance planning in practice; - Assistance to school secretaries to establish maintenance procedures for reporting maintenance problems, procurement of spare parts, maintaining inventories, etc.; and - To have operation and maintenance procedures established in all schools before the start of the new school year.

The target groups of this activity were the secretaries and the operation and maintenance personnel in the schools. The schedule of visits and number of participants is shown in Table 17.

Table 17: Number of participants per visit in each school Name of school Municipality Date of mentoring Number of participants session PS Stiv Naumov Bitola August 19, 2013 Secretary and head of maintenance PS Mite Bogoevski Resen August 19, 2013 Head of maintenance PS Marshal Tito Strumica August 20, 2013 Secretary and head of maintenance SS Nikola Karev Strumica August 20, 2013 Secretary and heads of maintenance and hygiene team PS Liria Bogovinje August 21, 2013 Secretary and maintenance person PS Bratstvo Migjeni Tetovo August 22, 2013 Secretary SS 8 Septemvri Tetovo August 22, 2013 Secretary PS Zivko Brajkovski Butel August 23, 2013 Secretary and maintenance person PS Tefejuz Cair August 23, 2013 Maintenance personnel PS Krste Misirkov Gazi Baba August 23, 2013 Secretary and head of maintenance Total: 18

The previously prepared operation and maintenance plans of activities and check lists were delivered to the maintenance staff in each school during the first visits in May. The materials were delivered in Macedonian, Albanian and Turkish language respectively. These visits were meant to check the ongoing maintenance activities in the pre-school period and if the schools have started and how they implement the operation and maintenance procedures.

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After completion of the visits in the school the following general observation were made: - Usual maintenance activities were ongoing in almost all schools, which was expected 10 days prior to start of the school year. Most of the schools do not have or follow any procedures but rather their activities are based on usual routines. Materials that were delivered to the school maintenance teams through this project were not examined and used, with few exceptions; - Maintenance activities were at different level, which mostly depends on the size of the school (facility); - Still, it is evident that all schools are facing problem with inadequate or insufficient staff that is taking care of the schools’ maintenance. There is a disbalance in number of employees in the maintenance sector throughout the schools; - All schools are having limited budgets. Usually the maintenance budget is sufficient for maintaining proper level of hygiene and minor maintenance activities, but not all schools have budgets for major maintenance activities (servicing the equipment, painting of the walls, etc..); and - There is no technical documentation in place available to the staff, regarding the existing equipment and the building itself.

In situation where the existing staff is overloaded with activities, it is essential to implement the procedures and plans for operation and maintenance. This kind of plans were developed by the Consultant and delivered to the school maintenance teams in May. After visiting the schools during August, it has been concluded that there is resistance from the staff in accepting these procedures. There are a few examples like in the school “Stiv Naumov” in Bitola and “Mite Bogoevski“ in Resen, where the maintenance personnel is keeping records of the major maintenance activities performed in the schools.

However, the example of the school “Zivko Brajkovski“ in Butel showed that the school maintenance team is keen to start implementing the operation and maintenance procedures after having a crisis. Apparently, there was an accident, this summer, in which one of the maintenance personnel got an injury (broken leg). The injured man did not use safety equipment working on the roof (helmet, harness, etc.) and most likely did not respect the procedures, if there were any. Just then, when there was a crisis, the Labor Inspector from the Municipality arrived and asked to see and check the operation and maintenance procedures and certificates for the training of the maintenance personnel (for the boiler room).

See Appendix 4 for more information regarding school building maintenance plans.

4.4.11 OHASIS The Component 4: Providing Incentives to Schools and Communities is financed by the US Army European Command (EUCOM). EUCOM has a shared information system (OHASIS) for all of their humanitarian assistance projects. The IIEP has an obligation to update this information system and upload documents referring to the renovations activities undertaken in the frames of the Component 4. In this reporting period total of sixteen documents were uploaded on OHASIS (see: Table 18).

Table 18: Number and types of documents uploaded on the OHASIS # Type of document Total uploaded 1 IIEP monthly report 1 2 Selection documents 10 Total: 11

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

5. LESSONS LEARNED DURING THIS REPORTING PERIOD

Local media coverage of IIEP activities. In this reporting period, IIEP continued to mark a fruitful and focused collaboration with media, due to the steady communication and involvement of journalists. That is demonstrated through a substantial coverage of the activities, particularly by the local media at the community level. This situation is because the IIEP team applies an approach to organize 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. In addition, the strategy of bringing editors and journalists closer to the schools in a role of mentors and trainers shows so far that it is a good method of empowering the schools, teachers and students for frequent dissemination of the positive stories in media.

Intercultural impact and significance through creative processes and Forum Theatres. The creative processes implemented through series of workshops reveals that, when working with students from various ethnic backgrounds, art and creative methodologies have a great impact in bringing students together and increase the collaboration. The intercultural significance and impact of such processes is that it prompts opportunities for prolonged and sustained socializing activities, communication and integration, regardless of the ethnic belonging. Following this, the Forum Theatre as a methodology brings another dimension among students when interethnic integration in schools is concerned. It is an effective technique for debating, through a given situation that requires a problem to be solved, so that students jointly can find resolutions to bring a positive change in such circumstances.

Capacity building of master trainers and partner organization for quality delivery of trainings. Based on the experience from the previous trainings held in June 2013, IIEP continued to build successful practices regarding the quality of trainings. The following actions were undertaken in order to ensure high quality trainings: - Regarding the logistic organization, detailed guidance was prepared, encompassing a range of activities, including logistics before, during and after the training sessions. Compared to the training delivered in June, the logistical staff from the partner organization accomplished the needed technical requirements with better efficiency, due to the delivered guidance. The general impression is that they demonstrated more initiative, motivation and commitment to perform the logistic tasks; and - In terms of successful training delivery, a supervision meeting with master trainers was organized to deepen their competencies for training facilitation. Also, the mentoring support for the master trainers was provided by the experts from the Center for Human Rights and Conflict Resolution (CHRCH) during the training delivery. The role of the experts was to provide feedback, give advice regarding the presentation of the IIE concept and instruction on how the participants can be assisted to be more effective in practical activities.

Based on the observation and findings regarding the logistic organization, ongoing support and more encouragement are still needed for partner organization staff, especially in dealing with unpredictable situations and problems related to the use of technology. Also the recommendation is to designate persons from the partner organization that will have responsibility to ensure that the staff complies with the established system of quality assurance. Regarding the master trainers’ capacity, the recommendation is to continue on building their personal capacities, self-confidence and skills for mentoring and coaching

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related to the practical implementation of IIE activities through various forms of follow up activities.

Revision of basic training modules. Based on the experience and evaluation of the basic trainings for SITs and dissemination in the pilot phase, the content of the training module was revised and duration was expanded from two to three days (2 days + 1 day). The structure of the revised training consists of the following general goals: to introduce the participants with the concept of IIE (first day); to gain knowledge and competencies for applying joint student activities with ethnically mixed groups of student through practical exercises (second day); and to prepare the participants for planning IIE activities, school self-evaluation and in- school dissemination training (third day). The observation of the trainings delivered in Phase 2, showed that the revision was made properly and had positive impact on the participants to understand the IIE concept and the joint student activities better. Although the findings, in general, are positive, the recommendation is for Phase 3 training to include session with video presentation of the best practices of IIE joint student activities.

Learning from Workshop for the teacher training faculties teaching staffs. During this reporting period, two-day workshop was held for the university professors at the faculties for future teachers with an aim to instigate the university professors to expand their understanding of the interethnic integration in education meaning and consider the inclusion of intercultural segments in their subjects’ matters. In one session, discussion was initiated on hypothetic cases in Macedonian education through their comments on the types of issues and prejudices. Part of the participants offered excellent and concise suggestions, however a big part of the participants expressed a lack of critical view and repeated the same stereotypes that were supposed to be identified and solved. In the other session, the working groups were supposed to offer changes that would be integrated into their subject contents to convey the message for interethnic integration in education to their students-future teachers. Again, part of participants had excellent and concise examples of solutions, however, a larger part expressed lack of intercultural sensibility, emphasizing that their teaching subject content has already integrated intercultural segments and there is no need for further interventions. This contradictory fact is one more reason to continue with the involvement of the teacher training faculties teaching staffs in the IIEP implementation and pay maximum attention to the contents of further workshops and activities with the higher education teaching staffs, which generates future generations of teachers that educate the children and youth, making enormous influence on forming of their profiles as future citizens in our democratic society.

Schools operation and maintenance procedures. From the accident that occurred this reporting period in the PS Zivko Brajkovski in Butel Municipality, in which one of the maintenance personnel received an injury (broken leg), IIEP has learned that the Operation and Maintenance procedures are required by law for every school but at this moment these procedures are neglected. The schools employees become aware of the importance of these procedures only when some larger accidents happen. The initiative of this Project is coming at the right time to lift the awareness throughout the schools regarding this issue. However, for achieving larger impact it is evident that assistance from the Municipalities would be required in a form of more frequent inspections and asking for implementation of the regulative in this regard.

It was noticed that maintenance activities in the relatively small schools having small number of maintenance staff (not more than two) are easily monitored by the Secretaries as this is a small group of people that are easily managed. Operation and Maintenance procedures for

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 such schools would have to be simplified as their facilities are simpler and less demanding. On the other hand, large schools are employing larger number of maintenance staff that is more difficult to organize and control. Here, operation and maintenance procedures have to be tailored to suit each school individually.

Number of submitted offers. During this reporting period a significantly lower number of offers was submitted by the construction companies for implementation of the school renovation projects compared to the previous reporting period. The openings of the offers and interviews with lowest offerors were organized during July 2013, i.e. in the construction high – season. In this period the qualified and licensed construction companies have a lot of activities and that is why they cannot respond to all requests for offers. The lesson learned is to start the selection process of schools earlier (in December) so that the IIEP team will be able to organize the trainings, prepare the tender documentations and announce the request for offers by May, i.e. prior the start of the construction season and secure a larger number of submitted offers. The larger number of submitted offers increases the competitiveness among the companies and the quality of the offers. Field presence plays a crucial role in creating the big picture of the project. The combination between working in the office, trainings, monitoring of the activities, field activities and discussion about the achievements and results with component coordinators and other project stakeholders is a very important tool not only for monitoring different issues but, at the same time, to give credit to the accomplishments on IIEP activities on a school level.

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

IIEP continued to focus on providing equal opportunities for people with disabilities through its activities. Before the start of the renovation process, the team was engaged in assessing the conditions in schools and check the possibilities to construct the access ramps where needed.

From eleven selected schools for renovation during 2013, three (3) schools are accessible for people with disabilities (the entrance is on the ground floor and requires no investment in access ramp); six (6) schools took the responsibility to construct access ramps from the cost- share; one (1) school does not meet the technical conditions for construction of the access ramp; whereas for one (1) school IIEP has the responsibility to construct the access ramp as part of the renovation activity.

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

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7. ACTIVITIES IN THE NEXT REPORTING PERIOD

Crosscutting Activities . Sub-grant contract renewal with partner organization My Career; . Coordination of the partners; and . Guidance and capacity building on IIE for providing mentorship to schools by Loja and Sumnal.

Monitoring and Evaluation Activities . Adaptation of the check lists for monitoring of Component 2; . Administration of the check lists for monitoring of IIEP activities; . Preparation of report from the results of the check lists used for Component 4; . Organization of training for monitoring; . Participation and monitoring of trainings/seminars/workshops/meetings implemented by components; . Administration of evaluation questionnaire for trainings/seminars/workshops implemented by all components; and . Conduction of data entering from the monitoring checklists used in certain number of schools and processing and analysis of the data.

Component One: Public Outreach Activities . Continuation of the informal meetings with Editors-in-Chief and Journalists to discuss forms of cooperation between the project and the media outlets in partnership with Macedonian Institute for Media (MIM); . Implementation of the remaining 6 trainings for production of multimedia content in the context of interethnic integration in education as part of the program Youth-via- Media; . Organization of the remaining 6 promotional events of the products as a result of the completion of the creative processes and workshops in partnership with PAC Multimedia; . Organization and implementation of 8 (one-day) trainings with members of the School Integration Teams for preparing effective public presentations; . Establishment of new 8 debate clubs in secondary schools in cooperation with the partner organization Youth Educational Forum (YEF); . Preparation and dissemination of the next edition of the IIEP Project Digest; and . 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 . Organization of mentoring meetings with SITs from Phase 2 of Project implementation; . Organization of mentoring meetings with pilot schools; . Continuation of one-day trainings of professional service staff training cycle of 194 primary and secondary school included in the IIEP Year 2; . Continuation of one-day trainings of School Boards representatives’ training cycle of 194 primary and secondary school included in the IIEP Year 2; . Organization of second Workshop for the Teacher Training faculties teaching staff;

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. Organization of joint activities in sport, games and exercises with students from 4 primary schools; . Organization of final event of joint activities in sport, games and exercises with students from the 8 primary schools; and . Organization of mentoring meeting with the pilot municipalities and 194 municipalities of IIEP Year 2 officials.

Component Three: Demonstration Schools . Organization of training for partner organizations in conducting in-school support meetings with school personnel; . Delivery of two trainings for professional support staff and teachers coordinators for democratic participation of the students; . Organization of support meetings for the on-going in-school activities in each demonstration school once per month; . Organization of training for new teachers on implementing bilingual multicultural workshops from all model schools; . Organization of a pre-test for students included in the multicultural workshops in all demonstration schools; . Organization of training for school management and professional service staff from all demonstration schools in turning the school culture into multicultural and supporting changes in school organization; . Delivery of materials to schools for implementation of bilingual multicultural workshops; . Organization of training for school boards to function in the best interest of students and run joint meetings; . Organization of training for school boards for improving the learning environment in schools; . Organization of debriefing meeting between CHRCR and partner organizations; and . Organization of debriefing meetings with SITs.

Component Four: Providing Incentives to Schools and Communities . Final approval of one school renovation project; . Submission of annex to the Joint Environmental Mitigation and Monitoring Plan (EMMP) for the renovation project in PS Nikola Karev, Kochani; . Signing of MoU with PS Nikola Karev and Kochani Municipality; . Announcement of tender for selection of construction company; . Selection of construction company for renovation; . Preconstruction meeting in 1 school; . Technical acceptance in 1 school; . Delivery of toolbox for school maintenance in 1 school; . Mentoring sessions for detailed maintenance plans, procedures and budget in 5 schools; . Training for strengthening the skills for maintenance of the school technical staff and secretaries (Module 2); . Mentoring sessions for maintenance of school building in 11 schools, following the completion of training for Module 2; . Organization of follow up in-school meetings in 11 pilot schools; and . Uploading of documents in OHASIS.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

8. LIST OF APPENDICES

Appendix 1 Summary Partners’ Quarterly Reports

List of schools included in the Community Outreach Component Appendix 2 activities

Appendix 3 Schedule of groups of schools and pairs/teams of mentors

Appendix 4 School Building Maintenance Plan

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APPENDIX 1 ______

Summary Partners’ Quarterly Reports USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

Summary Partners’ Quarterly Reports

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

1 Macedonian Institute for Media (MIM) Reporting period: July 1 – September 30, 2013 1. SUMMARY OF ACCOMPLISHMENTS

 Activity 1.1.2.2: “Coffee with newsroom Leaders” (4 meetings): Between July and September 2013, four meetings with newsroom leaders - Borjan Jovanovski (editor in chief of Nova TV www.novatv.mk), Goran Petreski (news editor in MTV1, the 1st service of PBS Macedonian Television), Goran Gavrilov (manager at national private radio Kanal 77) and Stevo Basurovski (editor-in- chief of regional TV Tera from Bitola) were held. Besides informing on IIEP and its forthcoming activities, meetings were used to discuss forms of cooperation between the project and these media outlets. These distinguished media representatives expressed their support for the noble goals of the project and their readiness to cover actively future activities of IIEP;

 Activity 1.2.2.2 “Youth-via-Media” Program – Practical content production workshops for teachers and pupils (training materials finalized, 3 trainings held): Until September 2013, presentations, video-tutorials, handouts and other training materials have been completed, revised and finalized; During September 2013, three trainings were already delivered in the regions of Skopje, Stip and Veles. 38 teachers and 39 pupils from 19 high schools participated in the trainings, producing 12 multimedia stories for the newly-created blog “Integratika”, which will be incorporated as a sub-section on the IIEP website.

 Activity 1.2.3.1 Planning Phase for Infotainment documentary “7x7”(initially 8X8); At the end of August 2013, MIM finalized the concept note for the infotainment documentary “7x7”, which includes the key features and plan for the realization of this product.

 IIEP Media Coverage: IIEP continued to be present on different media platforms in Macedonia; MIM assisted the IIEP team with the production of a story with the best Macedonian football player Goran Pandev which was well received in the public, and produced a complete story about the creative workshop of high- school pupils from Kumanovo, organized by the IIEP partner organization “Multimedia”, whose final result was the production of the amateur short film titled “Birthday” (MIM also assisted “Multimedia” in the post production of the film).

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2. IMPLEMENTED ACTIVITIES

- Activity 1.1.2.2: “Coffee with newsroom Leaders” (4 meetings);  From July to September 2013, four meetings with newsroom leaders were held. During July, IIEP chief of party and outreach coordinator together with MIM’s program manager met with Borjan Jovanovski, editor in chief of one of the most popular news websites Nova TV www.novatv.mk, with Goran Petreski, news editor in MTV1 - the 1st service of PBS Macedonian Television, and with Goran Gavrilov, manager of the only information oriented national private radio station, Kanal 77 (the second most popular radio program nationwide). In August 2013, a meeting was held with Stevo Basurovski, editor-in-chief of regional TV Tera from Bitola, perhaps the most professional media outlet among the local and regional TV stations in Macedonia.

 Besides informing on IIEP and its forthcoming activities, meetings were used to discuss forms of cooperation between the project and these media outlets. These media representatives expressed their support for the project and their readiness to cover actively future activities of IIEP;

- Activity 1.2.2.2 “Youth-via-Media” Program – Practical content production workshops for teachers and pupils  During July and August 2013, MIM experts developed the final unified training materials for the workshops with pupils and trainers, including training agendas and unified power point presentations for each of the training sessions on Macedonian and Albanian languages, which include guidelines, video tutorials, demonstration videos and practical exercises for teachers and pupils, all needed for the unified and structured approach in delivering the trainings and for optimizing the expected outputs (stories produced by teachers and pupils).

 Three trainings to teachers and pupils were delivered in the regions of Skopje, Stip and Veles. 38 teachers and 39 pupils from 19 high schools participated in the trainings, producing 12 multimedia stories. . The first training in Skopje was held on 12-13 September, with the participation of 8 schools (16 teachers and 19 pupils from different ethnic backgrounds). 4 stories were produced by the participants, and the blog “Integratika” was opened. . As previously agreed with the IIEP team and the trainers, the first training was considered as a pilot-training, and was immediately followed with an evaluation meeting with the trainers, used to discuss the functionality of the training design, and fine-tuning of the approach. . The second training was held in Stip on 17 and 18 September. Besides from this city, participants at the training were also high-school teachers coming from high-schools in Sveti Nikole and Radovis (total of 26 participants – 14 teachers and 12 pupils, coming from 7 high-schools). 4 stories also were produced as a joint effort of the participants at this training. . The training in Veles was held on 23 and 24 of September. 16 representatives from 4 high-schools (8 teachers and 8 pupils) participated at the training, which also resulted with the production of 4 multimedia stories.

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- Activity 1.2.3.1 Planning Phase for Infotainment documentary “7x7”(initially 8X8);  In July 2013, an initial meeting held with Goran Petreski, news editor in MTV1, who was presented with the idea for the infotainment serial, including the idea of IIEP to produce the serial in cooperation with MTV. Mr Petreski welcomed the idea and said that he will present the concept to the management of MRT. Our justification for initiating this cooperation with the PBS is based on several important reasons: Its role as a public service and the obligation to educate the citizens on important issues of public interest, such as the challenges regarding interethnic integration in the country; MTV’s excellent experience on working on a similar products, for example “Busava Azbuka”, which is still considered to be one of the most distinguished education/entertainment TV products of all times in Macedonia; The fact that MRT has newsrooms and staff that produce content in the language of the ethnic communities, which can provide the human resources and knowledge needed to produce the content on various ethnic communities in the country in a high-quality and professional manner.

 During July and August 2013, MIM experts worked on the concept note for the infotainment serial. By the end of August, MIM experts, in close cooperation with the IIEP team, finalized the concept note for the infotainment documentary “7x7”, which includes the key features of the product, and a plan for the realization of this product in cooperation/co-production with MRT.

 In September 2013, the concept was sent to MRT leadership.

- IIEP media coverage  In the period covered with this report, MIM’s assistance to the IIEP outreach coordinator was focused on production of success stories related to activities of the Project and partner organizations, as well as stories that involve prominent public figures that speak positively of interethnic integration. . In July 2013, the interview with the most popular Macedonian football player Goran Pandev was completed and published on the IIEP website. . In August 2013, MIM’s program manager joined the IIEP team in visiting Bitola and Kumanovo, to participate in planning and coordination meetings related to public outreach of creative events and products foreseen within the activities of project partners for this fall. . In September 2013, a complete video story was produced about the creative workshop of high-school pupils from Kumanovo, organized by the IIEP partner organization “Multimedia”, whose final result was the production of the amateur short film titled “Birthday”; MIM also assisted the partner organization “Multimedia” with the post –production of the film “Birthday”; . At end of September 2013, a story about a famous mixed couple, (famous ethnic Albanian actress Amernis Nokshiqi and the prominent ethnic Macedonian journalist Borjan Jovanovski), was recorded. The story, which will be finalized and published by mid-October 2013, is focused on how they educate their children in the context of diversity.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

3. LESSONS LEARNED

- During the workshop with pupils and teachers in Veles, we noticed that the structure of the participants was ethnically not diverse as expected, 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), and 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.

- Looking initially at the evaluations from the multimedia trainings with pupils and teachers, we noticed that there is a repeated remark coming from ethnic-Albanian participants on not using the Albanian language at all times during the presentations at the sessions. Although IIEP and MIM have addressed this issue accordingly within the provided budgets (by translating all training materials accordingly, by providing consecutive translation at the trainings so that participants can express themselves in their mother tongue or use it during the production of content, we engage trainers and mentors that are Albanians, etc.), it is obvious that this is a very sensitive issue, especially in the regions were we expect more participants using non-majority languages. Translating consecutively during the whole training is not an adequate solution, because the trainings would have to last twice as long, which is inapplicable. We know that equipment and needed resources (financial and logistical) for simultaneous translation are more extensive (and more expensive), but such an option should be taken into consideration in planning future trainings of this kind.

- During the trainings, we sometimes encountered problems with the Internet connection and inadequate training spaces, lack of computers needed for practical delivery of trainings etc. when having trainings in schools. Training facilities for multimedia production based on web should be equipped with more computers and a good Internet connection at all times. Our recommendation is to set this as primary criteria when looking for adequate facilities for conducting the trainings.

4. NEXT QUARTER ACTIVITIES

- Activity 1.1.2.2: “Coffee with newsroom Leaders” (9 meetings remain until December 2013) - Activity 1.2.2.2: “Youth-via-Media” Program - workshops with teachers and pupils in municipalities covered with IIEP (carrying out the remaining 6 workshops until mid-November 2013); - Activity 1.2.1.1: Workshops for effective interactive public presentations in the context of interethnic integration in education for School Integration Teams – SIT (carrying out 8 workshops with newly formed SITs – November and December 2013)

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

2 Association for Roma Community Development SUMNAL Reporting period: Reporting period: July 1 – September 30, 2013 1. SUMMARY OF ACCOMPLISHMENTS  Implemented cooperation with municipal educational officers - meeting on a quarterly basis in municipality of Bitola and Butel;  Provided logistical support on 12 workshops and meetings organized by Component Two;  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 July-September 2013 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-day Training for representatives from School's Integration teams (SIT) in primary and secondary schools.. The role of NGO Sumnal was to give a logistic support.

Date Location Number of Sumnal’s representatives 2-3 July 2013 Secondary school Josip Broz Tito, Skopje 2 4-5 July 2013 Primary school Dimitar Miladinov, Skopje 2 20-21 Aug. 2013 hotel Kontinental, Skopje 2 22-23 Aug. 2013 hotel Kontinental, Skopje 2 26-27 Aug. 2013 hotel Kontinental, Skopje 2 29-30 Aug. 2013 hotel Kontinental, Skopje 2 10-11 Sep. 2013 hotel Drim, Struga 2 12-13 Sep. 2013 Primary school Sande Shterjoski, Kicevo 3

 14 August 2013, Supervisory meeting with master trainers, in hotel Kontinental, Skopje. Two representatives from Sumnal attended on this meeting. The role of NGO Sumnal was to give a logistic support.

 One-day Trainings (continuation of the Two-day training) for representatives from School's Integration teams (SIT) in primary and secondary schools. The role of NGO Sumnal was to give a logistic support.

Date Location Number of Sumnal’s representatives 17 September 2013 hotel Kontinental, Skopje (group 1) 3 17 September 2013 hotel Kontinental, Skopje (group 2) 3 18 September 2013 hotel Arabela, Kicevo 3

 27 September 2013, Training for Interethnic Integration in Education for representatives from municipalities responsible for education, in hotel Kontinental, Skopje. Four representatives from Sumnal attended on this training. One of the Sumnal's representatives had a role to give a logistic support and three of them were participants.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

b) Meetings on a quarterly basis with pilot municipalities  Meetings included topics on incorporation of the activities for interethnic integration in education in the School Annual Plan of Work and guidance and recommendations for implementation of the joint students’ activities. The meetings were attended by directors and coordinators of teams for school integration.

Date Location Number of Sumnal’s representatives 26 August 2013 Municipality Bitola 3 27 August 2013 Municipality Butel 1

c) 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.

2. Capacity building and attendance at the IIEP events within Component Three

 16 August 2013, Meeting with partner organizations Sumnal, Loja and the Centre for Human Rights and Conflict Resolution, in CHRCR, Skopje. On the meeting was discussed about Reflection of the activities in the last year and guidelines for implementation of future activities in the model schools. Within the Component Three of the project, four representatives from Sumnal attended on this meeting. The role of NGO Sumnal was to participate on the meeting.

 19 August 2013, Training for democratic participation, Primary school Braka Miladinovci, Kumanovo. Within the Component Three of the project, one representative from Sumnal attended on this training.

 23 August 2013, Training for joint student activities, Primary school Bratstvo Edinstvo, Ohrid. Within the Component Three of the project, one representative from Sumnal attended on this training.

 26 August 2013, Training for joint student activities, Primary school Bajram Shabani, Kumanovo. Within the Component Three of the project, two representatives from Sumnal attended on this training.

 5 September 2013, Training for cooperation of teachers through professional assets, Primary school Braka Miladinovci, Kumanovo. Within the Component Three of the project, two representatives from Sumnal attended on this training.

 6 September 2013, Training for cooperation of teachers through professional assets, Primary school Sande Shterjovski, Kicevo. Within the Component Three of the project, three representatives from Sumnal attended on this training.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013

 18 September 2013, Teacher training for organizing joint student activities in regular classes , in Primary school Bajram Shabani, Kumanovo. Within the Component Three of the project, two representatives from Sumnal attended on this training.

 20 September 2013, Teacher training for organizing joint student activities in regular classes, in Primary school Bratstvo Edinstvo, Ohrid. Within the Component Three of the project, two representatives from Sumnal attended on this training.

 27-28 September 2013, Training for teachers of Macedonian and Albanian language and literature - Mother tongues, in hotel Kontinental, Skopje. Within the Component Three of the project, two participants from Sumnal attended on this training.

3. LESSONS LEARNED /

4. NEXT QUARTER ACTIVITIES

For the next quarter the following activities are planned:  Meetings with the representatives of municipalities  Monitoring and mentoring of the activities in the schools  Logistic support  Electronic input lists of participants at workshops  Contacting with representatives from municipalities and schools

3 Center for Balkan Cooperation Loja Reporting period: July 1 – September 30, 2013 1. SUMMARY OF ACCOMPLISHMENTS

This quarterly was marked with a lot of activities; most big one that was going on, was the trainings of all SIT-s from 194 schools of the second phase of the project implementation. Accomplishments of this quarterly are: - Trained SIT-s of the second phase of the project implementation, in forty one municipalities. - Coordinative meetings of the pilot municipalities (Tetova, Strumica and Bitola). - Workshop with the professors of the pedagogical faculties from five Universities in Macedonia. - Providing translation in continually basis 2. IMPLEMENTED ACTIVITIES

Component 2

 Training of SIT-s from the schools which are part of the second phase of the project implementation: Starting from the begging of the July till the end of the September there were held basic training for the SIT-s of the 194 schools from the 41 municipalities; schools went through three day training. From Loja side in these trainings were provided logistical support and translation, find below the detailed table:

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APPENDIX 2 ______

List of schools included in the Community Outreach Component activities

List of Schools and Municipalities for implementation of the activities for multimedia content (youth-via-media) in cooperation with Macedonian Institute for Media

Schools from Pilot Phase Demonstration Schools Schools from Phase 2

Stip Regi Language of on 1 Municipality School instruction 1 Stip SS Jane Sandanski М 2. Stip SS Dimitar Mirasciev М 3. Stip SS Slavco Stojmenski М 4. Stip SS Kole Nehtenin М 5. Stip SS Sergej Mihajlov М 6. Radovis SS Kosta Susinov М 7. Sveti Nikole SS Koco Racin М

Veles Regi Language of on 2 Municipality School instruction 1 Veles SS Jovce Teslickov M 2. Veles SS Dimitrija Cupovski M 3. Veles SS Kole Nedelkovski M 4. Veles SS Koco Racin M A

Skopje

Region 3 and Language of 4 Municipality School instruction 1 Centar SS Rade J.Korcagin М 2. Centar SS Pance Karagjozov МА 3. Centar SS Josip Broz Tito МТ 4. Centar SS I. Nikolvski Luj МА 5. Centar SS Lazar Licenoski М 6. Centar SS М.М.Brico МА 7. Cair SS Cvetan Dimov АМТ 8. Karpos SS Zdravko Cvetkovski МА 9. Butel SS Arseni Jovkov МА

Tetovo

Region Language 5 of Municipality School instruction 1 Tetovo SS Kiril Pejcinovik АМ 2. Tetovo SS Mosa Pijade АМ 3. Tetovo SS 8 Septemvri АМ 4. Tetovo SS Nikola Shtejn АМТ 5. Tetovo SS Todor Skalovski-Tetoec МА 6. Tetovo SS Goce Stojcevski АМ

Kumanovo

Region 6 Language of Municipality School instruction 1 Kumanovo SS Goce Delcev М 2. Kumanovo SS Kiro Burnaz МА 3. Kumanovo SS Sami Frashëri А 4. Kumanovo SS Nace Bugjoni АМ 5. Kumanovo SS Pero Nakov МА 6. Lipkovo SS Ismet Jashari А 7. Kratovo SS Mitko Pendzukliski М 8. Kumanovo SS Braka Miladinovci М 9. Kumanovo SS Bajram Shabani А

Struga

Region 7 Language of Municipality School instruction 1 Resen SS Car Samuil МТА 2. Struga SS Niko Nestor АМ 3. Struga SS Ibrahim Temo АМТ 4. Demir Hisar SS Krste Petkov Misirkov М 5. Ohrid PS Bratstvo Edinstvo МАТ

Kicevo

Region 8 Language of Municipality School instruction 1 Kicevo SS Mirko Mileski МТ 2. Kicevo SS Drita А Mavrovo and SS Mavrovo-Rostushe 3. Rostushe М 4. Kicevo PS Sande Shterjoski АМТ 5. Gostivar SS Gostivar АМ

Bitola

Pilot phase group Language of 9 Municipality School instruction 1 Bitola SS Gorgi Naumov М 2. Bitola SS Josip Broz Tito М 3. Bitola SS D-r Jovan Kalauzi М 4. Bitola SS Jane Sandanski М 5. Bitola SS Kuzman Shapkarev М 6. Bitola SS School of Music М 7. Bitola SS Taki Daskalo М

Strumica

Pilot phase group Language of 9 Municipality School instruction 1 Valandovo SS Goce Delcev М 2. Strumica SS Dimitar Vlahov М 3. Strumica SS Jane Sandanski М 4. Strumica SS Nikola Karev М

List of schools and municipalities for implementation of activities with SIT members for effective public presentations in cooperation with Macedonian Institute for Media (MIM)

Language Region of Municipality School instruction

Region All schools from the 1 Stip region MT

Region All schools from the 2 Veles region MAS Skopje (Cair, Region 3 Shuto Orizari, All schools from the Cucer Sandevo, region Gazi Baba) MATS Region Skopje (Karpos All schools from the 4 and Centar) region

Tetovo ( Zelino, All schools from the Region Bogovinje, 5 region Brvenica,

Jegunovce, Tearce) MAT

Region All schools from the 6 Kumanovo region MAS

Region All schools from the 7 Struga region MAT

Region All schools from the 8 Kicevo region MAT

List of schools and municipalities for implementation of creative workshops, promotional events and forum theatres in cooperation with PAC Multimedia

Language of Region Municipality School instruction

Region SS Slavco Stojmenski 1 Stip M Region SS Koco Racin 2 Veles MA Region SS Boro Petrusevski 3 Gazi Baba MA Region SS Nikola Karev 4 Karpos M Region SS Todor Skalovski- 5 Tetovo Tetoec MA Region Pero Nakov 6 Kumanovo MA

Region SS Josip Broz Tito 7 Bitola M Region SS Mirko Mileski and 8 Kicevo SS Drita

List of schools and municipalities for implementation of debate activities in cooperation with Youth Educational Forum (YEF)

Language of Region Municipality School instruction

Region 1 Stip SS Kole Nehtenin M SS Dimitrija Cupovski SS Koco M Region 2 Veles Racin MA Region 3 Cair SS Cvetan Dimov AMT Region 4 Centar SS Josip Broz Tito MT SS Nace Bugjoni Kumanovo SS Mitko AM Region 5 Kratovo Pendzukliski M SS Niko Nestor AM Region 6 Struga SS Ibrahim Temo AMT SS Mirko Mileski MT Region 7 Kicevo and SS Drita A Tetovo, Strumica, Butel and Bitola SS Nikola Shtejn (continuation of SS Nikola Karev Pilot activities in SS Arseni Jovkov Municipalities advanced level SS Taki Daskalo AMT from pilot phase)

APPENDIX 3 ______

Schedule of groups of schools and pairs/teams of mentors

USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 Schedule of groups for mentoring meetings – primary and secondary schools – September 2013 Time and Lang. place of the N of Master Partner mentoring o Municipality School Location instru. trainer organization meeting Group 1 Liljana 1 Shtip Vancho Prke M Arsovska SUMNAL 10/16/2013 Ana Primary 2 Shtip Tosho Arsov MT Mustafova 11:00 schools 3 Shtip Goce Delchev MT 4 Shtip Dimitar Vlahov M 5 Shtip Slavejko Arsov M 6 Karbinci Strasho Pindzur Karbinci MT Group 2 Lidija 1 Radovish Nikola Karev Podaresh MT Manusheva SUMNAL Nadica Primary 2 Radovish Krste Misirkov MT Strbevska and 3 Radovish Kosta Racin M secondary 4 Radovish Orce Nikolov Injevo M schools 5 Radovish Kiril i Metodij Oraovica M 6 Konche Goce Delchev Konche M T SOU Kosta 7 Radovish Susinov M Group 3 Zlata 1 Sveti Nikole Kiril i Metodij Erdzelija M Ancevska SUMNAL completed Nadica Primary 2 Sveti Nikole Goce Delchev M Strbevska and secondary 3 Sveti Nikole Dame Gruev M schools Metodi Mitevski 4 Lozovo Brico Lozovo M SOU Kocho 5 Sveti Nikole Racin M Group 4 M Snezana 1 Vasilevo Goce Delchev Vasilevo Uzunova SUMNAL Ana M 2 Bosilovo Goce Delchev Bosilovo Mustafova Primary schools Sv. Kiril i M T 3 Bosilovo Metodij Ilovica 4 Novo Selo Vidoe Podgorec Kolesino M Manush M 5 Novo Selo Turnovski Novo Selo Group 5 Primary and M Dime secondary 1 Valandovo Josip Broz Tito Atanasovski LOJA

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 schools Baki M 2 Valandovo Strasho Pindzur Josifovo Shakiroski Nov 3 Dojran Kocho Racin Dojran M SOU Goce M 4 Valandovo Delchev Group 6 SOU Jane Roza 1 Shtip Sandanski M Arsovska LOJA 10/10/2013 SOU Dimitar Ardijana 2 Shtip Miraschiev M Bajrami 11:00 Kole Secondary SOU Slavcho Nehtenin, schools 3 Shtip Stojmenski M Shtip SOU Kole 4 Shtip Nehtenin M DSMU Sergej 5 Shtip Mihajlov M Group 7 Lidushka M 1 Veles Blazhe Koneski Vasilevska SUMNAL 10/3/2013 M Aleksandra 2 Veles Blagoj Kirkov Sivevska 11:00 Primary Jordan Hadzi Blazhe schools Konstantinov M Koneski, 3 Veles Dzinot Veles 4 Veles Kiril i Metodij M Dolno M S 5 Veles Rajko Zhinzifov Orizari Group 8 Stojan Gordana Burchevski - M Trajkova 1 Veles Buridan Ivankovci Kostovska LOJA Baki M A Primary 2 Veles Vasil Glavinov Shakiroski schools 3 Chaska Petar Pop Arsov M 4 Chaska Todor Janev M Gorno Jabolchi- A 5 Chaska Lirija shte Group 9 SOU Jovche M 1 Veles Teslichkov Maja Hesko SUMNAL

SOU Dimitrija M Marija Secondary 2 Veles Chupovski Popovska schools SSOU Kole M 3 Veles Nedelkovski SOU Kocho M A 4 Veles Racin Group 10

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 Facilitated Kongresi i Ajshe by Liljana 1 Chair Manastiri A Ajrulai LOJA Samardziska Chucer Kuchevi- Daniel 2 Sandevo Kiril i Metodij shte MS Dimitrievski 10/16/2013 Primary Bratstvo, schools 3 Karposh Avram Pisevski Bardovci M Karposh 4 Karposh Bratstvo AM 11:00 Dimo Hadzi

5 Karposh Dimov M Hristijan Todorovski 6 Karposh Karposh M Group 11

Liljana 1 Chair Jane Sandanski MAT Samardziska LOJA - A Gzim Primary 2 Gazi Baba Gligor Prlichev M Osmani schools 3 Gazi Baba 25 Maj A Jan Amos

4 Karposh Komenski M 5 Karposh Lazo Trpovski M Group 12 Vesna Nikola Damchev- 1 Chair Vapcarov AM ska Ilievska LOJA - A Blerim

Primary 2 Chair Vasil Glavinov MA Jashari schools 3 Gazi Baba Vera Jocikj M 4 Karposh Petar Pop Arsov M Vera Ciriviri 5 Karposh Trena M Group 13 Julija 1 Chair Rajko Zhinzifov AM Gligorova LOJA - A 8.10.2013 Ardiana 2 Gazi Baba Krum Toshev Trubarevo M Bajrami 11:00 Primary Vojdan schools Chernodrin- 3 Gazi Baba Kiril i Metodij Stajkovci MA ski - Skopje 4 Karposh Vlado Tasevski M Vojdan 5 Karposh Chernodrinski M Group 14 Zhaneta 1 Chair Tefejuz MAT Chonteva LOJA - A 10/7/2013 Primary Blerim 11 Oktomvri schools 2 Chair Cvetan Dimov AM Jashari - Centar 3 Gazi Baba Krste Misirkov Chento M 4 Centar 11 Oktomvri M 73

USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 Dimitar

5 Centar Miladinov M Group 15 Rajmonda

1 Chair Lirija A Neziri LOJA 10/10/2013 Darko Johan Chucher Vesna Serafimov- Hanjrih 2 Sandevo Mihalj Grameno Brest AM Torbovska ski Pestaloci Primary Naum schools Naumovski 3 Gazi Baba Borche Madzari M 11:00 4 Centar Goce Delchev M Johan Hajnrih

5 Centar Pestaloci M Group 16 Ankica 1 Chair 7 Marsi AM Vitanova LOJA - A Brakja Ramiz i Hatidze Primary 2 Shuto Orizari Hamid M Kjazimi schools 3 Gazi Baba Stiv Naumov M 4 Gazi Baba Dane Krapchev M Sv. Kiril i 5 Centar Metodij M Group 17

Mirjanche 1 Shuto Orizari 26 Juli MA Miloshoska LOJA - A 10/9/2013 Chucher Aleksandar Hatidze 2 Sandevo Urdarevski MA Kjazimi 11:00 Primary Kocho schools Racin - 3 Gazi Baba Naum Ohridski Bulachani M Skopje 4 Gazi Baba Njegos Idrizovo MA 5 Centar Kocho Racin M Kole

6 Centar Nedelkovski M Group 18 SUGS Rade Jovchevski Lepa 1 Centar Korchagin M Trpchevska LOJA - A SOU Panche Hatidze 2 Centar Karagjozov MA Kjazimi SOU Josip Broz Secondary 3 Centar Tito MT schools DMBUC Ilija 4 Centar Nikolovski Luj MA DSUPU Lazar 5 Centar Lichenoski M DUFK Metodi

6 Centar Mitevski Brico MA

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 SUGD Cvetan 7 Chair Dimov AMT Group 19 Abduraman 1 Zhelino Fan Noli Trebosh A Memeti LOJA Emilija Veteroska 2 Zhelino Hasan Tahsini Sedlarevo A Jovanoska Aleksandra 3 Zhelino Ibrahim Temo Strimnica A Apostolska Primary schools 4 Zhelino Ljuig Gurakukji Zelino A 5 Zhelino Pashko Vasa Grupchin A Shemsho- 6 Jegunovce Shemshovo vo MA Aleksandar 7 Jegunovce Zdravkovski Jegunovce M Simche 8 Jegunovce Nastovski Vratnica M Group 20 Olgica 1 Bogovinje 11 Oktomvri Urvich MA Naumovska LOJA 10/8/2013 Dzemali Aleksandra 2 Bogovinje Abdil Fraseri Bogovinje A Beluli Apostolska 11:00 Primary Sabedin schools 3 Bogovinje Dervish Cara Palchiste A Bajrami Zherovja- 4 Bogovinje Lirija ne A Kamenja- 5 Bogovinje Sabedin Bajrami ne A 6 Bogovinje Sami Frasheri Pirok A Group 21 Gjulser 1 Brvenica 7 Marsi Chelopek AM Redzepi LOJA Primary schools Aleksandra 2 Brvenica Goce Delchev Stenche MA Apostolska 3 Brvenica Kosta Racin Brvenica M Group 22

Slatino A M Snezhana 1 Tearce Ekrem Chabej Stojanovska LOJA 10/3/2013 A M Suzana Aleksandra 2 Tearce Faik Konica Dobroshte Ramadani Apostolska 13:00 Primary schools Kiril Pejchinovikj 3 Tearce Ismail Kjemali Nerashte A - Tearce Kiril 4 Tearce Pejchinovikj Tearce MAT 5 Tearce Asdreni Glogji AM Group 23 Primary Anita schools 1 Lipkovo Kultura Matejche A Angelovska LOJA 10/9/2013 75

USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 Anton Zako Muamet Aleksandar 2 Lipkovo Chajupi Otlja A Redzepi Stojanovski 8:30 Krste Magdalena Misirkov, 3 Kumanovo Antova Karposh M Kumanovo 4 Kumanovo Krste Misirkov M Hristijan 5 Kumanovo Karposh M 6 Kumanovo Toli Zordumis MA Group 24 Nigjar 1 Lipkovo Dituria Lipkovo A Nagavci LOJA 10/4/2013 Mlado Bitolski Staro Hristijan Nagori- Aleksandar Kongres, v. 2 Nagorichane Karposh chane M Stojanovski Lopate Staro Primary Staro Svetozar Nagori- schools 3 Nagorichane Markovikj chane SMT 4 Kumanovo Karposh Umin Dol M Bitolskiot 5 Kumanovo Kongres Lopate AM Romanov- 6 Kumanovo Kiril i Metodij ce AM Group 25 Sejhan 1 Lipkovo Faik Konica Slupchane A Kadrioska LOJA 8.10.2013 Blagoja 2 Lipkovo 7 Marsi Opae A Petroski Primary Hristijan schools Staro Todorovski Drago- Kocho 3 Nagorichane Karposh mance M Racin 4 Kumanovo Kocho Racin M 5 Kumanovo 11 Oktomvri M 6 Kumanovo Naim Frasheri AM Group 26 Ana 1 Lipkovo Rilindja Lojane A Blazheva LOJA 3. 10. 2013 Vuk Metin Baki Karadzikj, 2 Kumanovo Vera Kotorka Klechovce M Muaremi Shakiroski Kumanovo Primary Jeronim De schools 3 Kumanovo Rada Cherkeze AM 4 Kratovo Kocho Racin M 5 Kumanovo Vuk Karadzikj M Tabanov- 6 Kumanovo Brakja Ribar ce MSA Group 27 Margarita Secondary SOU Goce Teodosiev- schools 1 Kumanovo Delchev M ska LOJA 10/9/2013

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 SOU Kiro Ardijana Aleksandar 2 Kumanovo Burnaz MA Paloshi Stojanoski 11:00 Goce SOU Sami Delchev, 3 Kumanovo Frasheri A Kumanovo SOU Nace

4 Kumanovo Bugjoni AM SOU Pero

5 Kumanovo Nakov MA SOU Ismet 6 Lipkovo Jashari A SOU Mitko 7 Kratovo Pendzukliski M Group 28 Ofelija 1 Struga Josip Broz Tito Struga M Petreska LOJA - A 10/9/2013 Ardiana Primary 2 Struga Asim Agushi Radolishta AM Bajrami 10:30 schools Murat Labuni- Josip Broz 3 Struga Labunishta shta MA Tito 4 Struga Goce Delchev Podgorci M 5 Struga Orhan Dzemaili Tateshi AM Group 29 Brakja Lidija 1 Struga Miladinovci Struga MAT Ginoska LOJA - A 10/17/2013 Hatidze 2 Struga Goce Delchev Jablanica M Kjazimi 11:00 Primary schools Brakja Miladinovci, 3 Struga Zini Hani Veleshta AM Struga Delogozh- 4 Struga Nuri Mazari da AM Group 30 Marija SOU Niko Kovachev- 1 Struga Nestor AM ska LOJA- A Primary SOU Ibrahim Gzim and 2 Struga Temo AMT Osmani secondary schools 3 Struga Edinstvo Oktisi MAT 4 Vevchani Strasho Pindzur M Sv. Kliment 5 Struga Ohridski Draslajca MA Group 31

Slavko Olivera 1 Novaci Lumbarkovski Novaci M Todorovska SUMNAL 10/9/2013 Primary Aleksandra schools 2 Mogila Kocho Racin Ivanjevci M Sivevska 12:00 Slavko Lumbarkov- 3 Mogila Goce Delchev ski 77

USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 Brakja Dobrushe- 4 Mogila Miladinovci vo M Group 32 Dijana Karavilov- 1 Resen Goce Delchev Resen M ska SUMNAL 10/8/2013 Zizo Primary 2 Resen Mite Bogoevski Resen MT Ljamkovski 13:00 and Mite secondary Brakja Carev Bogoevski - schools 3 Resen Miladinovci Dvor MT Resen Podmo- 4 Resen Slavejko Arsov chani MA 5 Resen Dimitar Vlahov Ljubojno MA 6 Resen SOU Car Samuil MTA Group 33 Demir Natalija 1 Demir Hisar Goce Delchev Hisar M Acevska SUMNAL 10/9/2013 Marija Primary 2 Demir Hisar Dame Gruev Smilevo MA Popovska and Goce secondary Brakja Delchev, schools 3 Demir Hisar Miladinovci Zhvan M Resen SOU Krste 4 Demir Hisar Petkov Misirkov M Group 34 Ljatife 1 Plasnica Mirche Acev Lisicane MT Bajrami SUMNAL 08.10.2013 Redzo Rushit Miroslav Fatima 2 Zajas Zajazi Zajaz A Stojanov Selimovska 11:00 Primary Sande schools Shterjoski - 3 Zajas Faik Konica Gresnica A Kichevo 4 Plasnica Kjemal Ataturk Lisichane MT D-r Vladimir 5 Kichevo Polezhinoski M 6 Oslomej Milto Gjura Strelci A Group 35 Kuzman Lulzim 1 Kichevo Josifoski Pitu M Mehmedi SUMNAL Jagol Fatima 2 Oslomej Naim Frasheri Dolenci A Selimovska Primary and SOU Mirko secondary 3 Kichevo Mileski MT Gjergj K. 4 Oslomej Skenderbeg Srbica A 5 Drugovo Hristo Uzunov Drugovo M 7 Kichevo SOU Drita A Group 36

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #7, July 2013 – September 2013 Sasho Mavrovo i Merdzanov- 1 Rostushe Blazhe Koneski Skudrinje M ski LOJA - A 9/27/2013 Mavrovo i Denche Mavrovi Blerim 2 Rostushe Dejanoski Anovi MA Jashari 15:00 Primary Denche and Dejanoski - secondary Mavrovo i Zhirovni- v. Mavrovi schools 3 Rostushe Josip Broz Tito ca MA Anovi Mavrovo i 4 Rostushe Gjorgji Puleski Rostushe M Mavrovo i SOU Mavrovo - 5 Rostushe Rostushe M

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APPENDIX 4 ______

School Building Maintenance Plan

Interethnic Integration in Education Project

SCHOOL BUILDING MAINTENANCE PLAN FOR

PRIMARY SCHOOL “STIV NAUMOV” BITOLA – MUNICIPALITY OF BITOLA

CONTENTS

School Building Maintenance Plan is prepared for the teams responsible for implementation of maintenance activities, mainly comprised of the school secretary and school technical staff.

The plan consists of tables and lists to allow for better data collection and easier use of these data.

The plan is divided in two parts, which are further disagregated into annual and monthly activities:

 Operation and maintenance of the heating system o Annual plan for maintenance of the heating system includes all necessary activities to be implemented prior to and during the heating season; o Monthly plans referring to the daily activities for operating the heating system.  School building maintenance (structural part) o Annual plan for maintenance of the school building includes all necessary activities to be implemented prior to and during the school year; o Monthly plans referring to the daily activities for school maintenance.

This activity was implemented by the Macedonian Civic Education Center in cooperation with AquaFluent company from Skopje

2 ANNUAL PLAN OF ACTIVITIES FOR TESTING AND CHECKUPS PRIOR TO THE HEATING SEASON

School: Secretary: Responsible Person: Period: 20--- Time No. Activity Performed by Measures and interventions Date Signature period

1 Check chimneys and clean Technical staff Once a year

Technical staff / 2 Check boilers and clean them Once a year Licensed company

Check the burners and adjust 3 them, clean or replace the Licensed company Once a year nozzles if necessary

Check the measuring Every 2 4 instruments and calibrate as Licensed company years necessary

Visually check the pipes, valves Every 6 5 and fittings and detect any leaks Technical staff months in the system

Every 6 6 Visually check radiators Technical staff months

Fully or partially empty the system to make corrections in As 7 Technical staff the pipes, radiators or the necessary system in general ANNUAL PLAN OF ACTIVITIES FOR TESTING AND CHECKUPS PRIOR TO THE HEATING SEASON

School: Secretary: Responsible Person: Period: 20--- Time No. Activity Performed by Measures and interventions Date Signature period

As 8 Clean the dirt catchers Technical staff necessary

Refill the heating system and As 9 pipe network. Check the Technical staff necessary installation with cold water

10 Check the work of the pumps Technical staff Once a year

Check the work of the automatic Technical staff + 11 Once a year device (if such exists) Licensed company

Visually inspect and correct the 12 thermal insulation in the boiler Technical staff Once a year room

Visually inspect the protection 13 Technical staff Once a year against corrosion of pipes

Once in 5 14 Inspect the expansion vessels Licensed company years ANNUAL PLAN OF ACTIVITIES FOR TESTING AND CHECKUPS PRIOR TO THE HEATING SEASON

School: Secretary: Responsible Person: Period: 20--- Time No. Activity Performed by Measures and interventions Date Signature period

Once in 5 15 Inspect the fuel reservoir Licensed company years

Check safety valves of the 16 Licensed company Once a year boilers

Check the water softening 17 Technical staff Once a year system

Clean the equipment and the Twice a 18 Technical staff boiler room year

Check the heating system with 19 hot water prior to the heating Technical staff Once a year season

MONTHLY PLAN OF ACTIVITIES FOR EXPLOITATION AND MAINTENANCE OF HEATING SYSTEM

School: Secretary: Operator: Period: Month: Year:

1 Daily activities 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Comments 1.1 Check outside temperature at 7.00 h 1.2 Check inside temperature at 7.00 h 1.3 Check daily quantity of fuel 1.4 Check the pressure in the installation 1.5 Check the position of the valves 1.6 Set into motion the circular pumps 1.7 Set into motion brief re-circulation 1.8 Check and start the boiler and the burner 1.9 Check the temperature of the pressurized duct 1.10 Check the temperature of the return duct 1.11 Check outside temperature at 12.00 h 1.12 Check inside temperature at 12.00 h 1.13 Check of radiators 1.14 Monitoring and adjustment of the system during the day 1.15 Switching off/or hibernation of the system at the end of the day

2 Weekly activities 2.1 Check of quantity of reserve fuel 2.2 Release the air from the installation 2.3 Visuallly check the installation for leaks 2.4 Check the pressure in the installation and add water if needed 2.5 Check the burner and regulate the incoming air 2.6 Check the safe valves

3 Monthly activities 3.1 Check the pumps (function, oiling, gaskets) 3.2 Check and balance the installation if needed 3.3 Outside cleaning of mechanical equipment and boiler room 3.4 Check for salt in the ion alternator

beginning of month end of month total unit Monthly consumption of fuel L Monthly consumption of electricity kWh

NOTES 1 Operator/technical person responsible for the heating system should fill out the form every day 2 The filled form should be submitted to the responsible person (secretary) 3 In case of failure or malfunction of the equipment immediately inform the responsible person (secretary) 4 All activities to be performed in accordance with the documentation for exploitation, utilization and technical regulations ANNUAL PLAN OF ACTIVITIES FOR MAINTENANCE OF SCHOOL BUILDINGS

School: Secretary: Responsible Person: Period: 20--- Time No. Activity Performed by Measures and interventions Date Signature period

Adjust and repair doors and 1 Technical staff Once a year windows

Check and clean gutters and Every 6 2 Technical staff downpipes months Check roof (for slipped or Every 6 3 broken or missing slates or Technical staff months tiles), flashing and eaves

Check under the roof and clean Every 6 4 Technical staff from nests and vermin months

As 5 Technical staff Remove graffiti necessary

Every 3-5 6 Technical staff Paint facade years

Every 3-5 7 Technical staff Paint interior walls years

Clean floors with high 8 Licensed company Once a year performance equipment ANNUAL PLAN OF ACTIVITIES FOR MAINTENANCE OF SCHOOL BUILDINGS

School: Secretary: Responsible Person: Period: 20--- Time No. Activity Performed by Measures and interventions Date Signature period

Replace rubber pads with plastic Twice a 9 Technical staff ones year

10 Replace damaged strips Technical staff Once a year

Schoolyard maintenance (cut hedges, shrubs and overhanging Every 6 11 Technical staff branches, plant new grass and months trees)

12 Check fence (repair and paint) Technical staff Once a year

Check and repair sport grounds, Every two 13 Technical staff school paths, access ramps years

Every two 14 Check lightning equipment Technical staff years

15 Disinfection, extermination of Every 6 Licensed company insects and rats months

MONTHLY PLAN OF ACTIVITIES FOR MAINTENANCE OF SCHOOL BUILDINGS

School: Secretary: Responsible person: Period: Month: Year:

1 Daily activities 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Comments:

1.1 Everyday cleaning and wet mopping of floors 1.2 Ventilate classrooms 1.3 Clean school furniture (desks, chairs) 1.4 Clean boards Clean WC bowls, pissoirs, washbasins and 1.5 floors in the toilets 1.6 Check and refill liquid soap 1.7 Empty waste bins 1.8 Clean access ramp Remove stains from the floors (coloring pens, 1.9 ketchup, mustard, grease, etc.) 1.10 Check water tanks, drainage 1.11 Check taps, faucets, valves 2 Weekly activities 2.1 Clean doors and windows 2.2 Clean cabinets, shelves and showcase

Check and repair windows and doors 2.3 (rubbers, putty, ironmogery, hinges, glass) 2.4 Clean leaves from the schoolyard 2.5 Water the flowers and plants 3 Monthly activities 3.1 Check for wet stains Check the floors for cracks or damaged 3.2 flooring 3.3 Remove rust from floors 3.4 Check the ceilings for cracks 3.5 Check the walls for cracks 3.6 Mow the lawn

NOTES 1 Operator/technical person responsible for tmaintenance should fill out the form every day 1 The filled form should be submitted to the responsible person (secretary) 2 In case of malfunction of the equipment immediately inform the responsible person (secretary) 3 Сите активности да се извршуваат во согласност со упатствата за работа и техничките прописи