B. NETWORK OF SCHOOLS • DVD presentation of project re- sults. • Off-line addition to project data- B1. Products of project “Optimi- base zation of the network of schools • Methodology for future data in ” acquisition and its basic instru- ments. Proposal for future net- The following products represent the work monitoring (see Appendix final result of the one year project of F2 and F3). the Optimization of the network of • List of relevant parameters for schools in Serbia: decision making regarding the • The current document on project functioning of the network of results containing a descrip- schools (see Appendix F1). tion of the state of the network • Municipality level case studies of of schools and strategies and optimization strategies. models for its optimization. The • Follow up projects important to document is available in Serbian the implementation of the opti- and English versions. mization models (see Appendix • Electronic version of the cur- F4). rent document in Adobe Portable • The concept of network optimi- Document Format (PDF) in Ser- zation (as opposed to network bian and English languages. rationalization - see section C). • School mapping exercise for all • Defining of applicable optimiza- of Serbia’s schools using GIS tion models. (Geographical Information Sys- • Strategies of the optimization of tem software). pedagogical efficiency of the part • Modular, web-based educational of the network dealing with small information system integrating rural schools. project database and GIS – both as a planning tool and for general access to all data by educational stakeholders. Multimedia data- base of Serbia’s schools. (a list of all project material available in electronic form is given in Ap- pendix F5)

56 optimization of the network of schools in serbia optimization of the network of schools in serbia 57 58 optimization of the network of schools in serbia optimization of the network of schools in serbia 59 B2. Current state of the network word geometry simply means that it will be necessary to track spatial The previous two sections gave us distributions of the various educa- only the country level parameters tional, demographic and economic associated with the size of the sys- parameters gathered in our data- tem being studied. A network is base. Spatial distributions mean much more than a sum of nodes that geographic maps. The connection make it up - the crucial aspect of a between geographic maps and data- network is the inter connectedness bases is given by GIS (geographical of the individual nodes and even information system) software. of agglomerations of nodes making up various sub-networks within the It is said that a picture is worth a overall network. thousand words. This is particularly true in the case of the visualization In mathematics one focuses on the of spatial distributions of data along study of the topology of networks, a complex network. The reason is e.g. the interconnections of the net- simple: Irrespective of the exponen- work’s nodes. In our current prob- tial growth of computer hardware lem of understanding the functioning and software, our eyes and brain still of the network of schools that level represent the best pattern recogni- of structure is not enough. For ex- tion tool available. Having said that, ample, it is not enough to know that in this section we will let a selection a satellite school is administratively of thematic maps speak for us. The connected to its central school, we interrelations they uncover are of- also need to know what physical ten obvious to our eyes, or at worst road connects the two, the quality they appear after only the briefest of of that road, if it is open throughout comments. the year or depends on local weather conditions and finally we need to Connection of schools to utilities know the distance between the two schools. The addition of this kind of The first series of figures and maps detail means that we are looking at will look at basic school infrastruc- geometry, a much richer structure ture: quality of electrical hookup, than topology. availability of drinking water, types of toilets and waste facilities and In our specific problem setting the the quality of the schools’ telephone

58 optimization of the network of schools in serbia optimization of the network of schools in serbia 59 connections. question 473 (48.1%) are con- nected to the city sewage. Another Of the 1,096 central primary schools 96 (9.7%) are on a local sewage 977 have answered questions relat- utility. 337 (34.3%) central schools ing to their electrical power hookup. have their own septic tank, while 78 Of these, 688 schools said that they (7.9%) central primary schools only were connected to a city power have outhouses with no septic tank. grid (70.4%), another 262 central schools (26.8%) are connected to Now at us look at the 2,602 satel- a local grid, but have a adequate lite schools. Of these 2,049 schools power supply. Some central schools answered questions regarding elec- on local power grids, 26 of them trical power. 710 (34.7%) of theses (2.7%), list substantial problems are connected to a city grid, 1,180 with the quality of their electrical (57.6%) have a good connection to connection. Finally, 1 central school a local grid, 149 (7.3%) have prob- (0.1%) is without electrical power. lems with their connection, while 9 satellite schools (0.4%) have no A similar situation exists as far as electrical power. the availability of drinking water in school is concerned. A total of 982 The availability of drinking water in central schools answered questions satellite schools is as follows - 2,053 relating to drinking water. Of these- schools answered this question, and 637 (64.9%) are connected to a city of these 316 (15.4%) are on a city water main, 254 (25.8%) are on a water main, 874 (42.6%) on a local local water main, while 89 central main and 758 (36.9%) use a well or schools (9.1%) get their water from water pump. A large number of sat- a well or water pump. However, 2 ellite schools, 105 of them (5.1%), central schools (0.2%) are without have no access to drinking water. any access to drinking water. The situation in satellite schools Unlike the situation with electricity is much worse. Of the 2,062 such and drinking water, the matter of schools that filled out this item in the toilets and modes of waste disposal questionnaire 46 (2.2%) are on city are critical. Here we have the fol- sewage, 83 (4.0%) use a local sew- lowing numbers: Of the 984 central age system and 782 (37.9%) have schools that gave an answer to this their own septic tank. The majority

60 optimization of the network of schools in serbia optimization of the network of schools in serbia 61 no electrical power 0% inadequate power 3%

local power grid 27%

city power grid 70%

no access to water 0% well or water pump 9%

local water main 26%

city water main 65%

out houses only 8%

city sewage hookup septic tank 48% 34%

local sewage hookup 10%

Figure 20: Central schools: electrical power, drinking water, toilets and sewage.

60 optimization of the network of schools in serbia optimization of the network of schools in serbia 61 no electrical power 0% inadequate power 7%

city power grid 35%

local power grid 58%

no access to drinking water city water main 5% 15%

well or water pump 37%

local water main 43%

city sewage hookup 2% local sewage hookup 4%

septic tank 38% out houses only 56%

Figure 21: Satellite schools: electrical power, drinking water, toilets and sewage.

62 optimization of the network of schools in serbia optimization of the network of schools in serbia 63 of satellite schools, 1,151 (55.9%) 3.4% on a local system, 12.1% have of them, have only outhouses with- their own septic tank, while 3.4% out a septic tank! special schools have only primitive outhouse toilets. Figures 20 and 21 give a graphi- Another distinct class of schools are cal depiction of the state of central the art schools (music schools and and satellite schools with respect ballet schools, both primary and sec- to these three parameters. As we ondary). There are 121 such schools can see, satellite schools are in a in our database. In general they too much worse situation in all param- are in a much better situation than eters, but the situation with toilets regular primary schools. As far as is intolerable. This is the situation power supply is concerned: 98.8% with regular primary schools. We are on a city grid while 1.2% are on next look as special schools. There a local grid but have a quality power are 98 special primary or secondary connection. No art schools have list- schools in our database. In general ed problems with electrical power. they are in a much better situation With respect to drinking water the than the regular schools: 94.9% are numbers are as follows: 96.3% are on a city grid, 3.4% have adequate on a city water main, 1.3% are on a power on a local grid, while only local main, while 2.4% of art schools 1.7% have problems with their local get their drinking water via a well or power connection. All special schools water pump. Finally, 87.6% of these have electricity. schools are on a city sewage utility, 6.2% on a local utility, while 6.2% As with power supply, the situation art schools use their own septic in special schools with respect to tank. drinking water is better than in regu- lar schools. All of these schools have The last distinct category were the access to drinking water: 86.2% secondary schools. The 416 regular through a city water main, 12.1% secondary schools in our database through a local main and 1.7% use a are in a much better situation than well or water pump. primary schools with respect to electrical power, drinking water and The situation with sewage and toi- sewage connections. 98.4% of sec- lets is as follows: 81.1% of special ondary schools are on a city grid, schools are on a city sewage system, 1.0% are on an adequate local grid,

62 optimization of the network of schools in serbia optimization of the network of schools in serbia 63 no electrical power 0% inadequate power 2% local power grid 3%

city power grid 95%

no access to drinking water 0% well or water pump 2%

local water main 12%

city water main 86%

out houses only 3% local sewage school septic tank 12% local sewage hookup 3%

city sewage hookup 82%

Figure 22: Special schools: electrical power, drinking water, toilets and sewage.

64 optimization of the network of schools in serbia optimization of the network of schools in serbia 65 no electrical power 0% inadequate power 0%

local power grid 1%

city power grid 99%

no access to drinking water 0% well or water pump 3%

local water main 1%

city water main 96%

out houses only 0% local sewage school septic tank 6%

local sewage hookup 6%

city sewage hookup 88%

Figure 23: Art schools: electrical power, drinking water, toilets and sewage.

64 optimization of the network of schools in serbia optimization of the network of schools in serbia 65 no electrical power inadequate power 0% 0%

local power grid 1%

city power grid 99%

no access to drinking water well or water pump 0% 1%

local water main 4%

city water main 95%

out houses only 0% local sewage school septic tank 7%

local sewage hookup 2%

city sewage hookup 91%

Figure 24: Secondary schools: electrical power, drinking water, toilets and sewage.

66 optimization of the network of schools in serbia optimization of the network of schools in serbia 67 0.3% have complained of having in- As we have seen in Figures 20-24 adequate power and a further 0.3% the real problem is with the schools’ of not having a power connection. sewage facilities and toilets. All to- A similar situation may be found for gether this is a unbelievable situa- drinking water. 95.7% are on a city tion, particularly for Serbia’s satel- main, 3.5% on a local main, 0.5% lite schools. Map 3 shows the spatial use wells or water pumps, while distribution of schools that have 0.3% of secondary schools are with- only outhouse toilets without septic out any access to drinking water. As tanks. far as sewage connections, 91.3% secondary schools are on a city sew- To a great degree the spatial distri- age system, 1.6% are on a local bution of these schools follows the sewage system and 7.1% use their past border between the Austro- own septic tank. Hungarian and Ottoman empires. Indeed, the prime source of such an As we can see, the great majority of abysmal score on one of the chief schools in Serbia do not have prob- indicators of school hygiene is to be lems with electrical power. The ones found in the past. This situation is with severe problems are shown in the more intolerable when one looks Map 1. Black triangles denote schools at hygiene levels in the students without electrical power while green homes. We believe that the Minis- triangles stand for schools with an try of Education and the Ministry of inadequate power supply. Map 2 Health need to conduct a systematic shows the locations of schools that investigation of this important phe- have no access to drinking water. nomenon. However, even without detailed data it is rather simple to From the previous two maps we see convince oneself that the standards that electricity and drinking water of hygiene in the students homes are are not significant problems. Still, way above those of their schools. there are no valid reasons why any school in Serbia should be in this sit- During the field visit part of this uation. In all cases these schools are project we visited some of Serbia’s located in villages and towns which smallest school. Many of these are have both an adequate power hook- in underdeveloped rural areas. The up and sources of drinking water. number of spot checks we made is certainly not statistically significant,

66 optimization of the network of schools in serbia optimization of the network of schools in serbia 67 Cantavir Jazovo Telecka LugumerciBukovac Zarkovac Doroslovo Backi Brestovac Karavukovo

Rumenka

Padinska Skela

Beograd Dobric Zeleznik Culjkovic Skela Usce Radovasnica Zabrege Ratari Bozevac Veliko Polje OrljevoDubocka Joseva Aljudovo StaveVrbic Ratari Dobrnje Bela CrkvaPricevic Popucke SovacZabrdica JunkovacMarkovac VukovacRibare Srbovo Zlatovo Josanica VragocanicaTabanovic Plazane Divcibare Milosevo PetrovacStrzilo Kosjeric Prnjani IsakovoKrusar JovanovacKolareJovac Titovo Uzice Tavanik Cuprija Batinac Obrez Vitosevac

Popina Brezovica

Leskovik Dobroljupci Nis BrnjicaStup Gornja DragusaMiljkovac Malosiste Stavalj Seoce Zitorada Dragojlovice Grudas Gnjilan Zavinograde Novo Momcilovo Brejanovce Gornje CrnatovoBojnik Svode Krivi Del VucjeBrza GaginceBarje Dzep KaluderceOruglica

Map 1: Schools with electrical power problems. Black triangles denote schools without electricity, green triangles represent schools with an inadequate power hookup (2001/2002 school year).

68 optimization of the network of schools in serbia optimization of the network of schools in serbia 69 1 2 3

4

Beograd Radovasnica Tekeris Drazevac Zabrege Beljina Radljevo Beluce Miroc Mojkovic Ranovac Topolnica Lopusnik Ratkovac Voljevci Dudovica Dreskovica Gorovic Bobovo Berkovac Sladaja Jelovac Zlot SvetozarevoSumrakovac Buljane Komarane Lebina Velike Pcelice Vukmanovac Alin Zabrde Pribojske Celice DeligradBoboviste Gornji Devca Nis Dolnji RudinjeCerova Cokot Gojakovici Babin Potok Desilovo Zavinograde Orasac Vava Berduj ZvonceRakita Sponce DobrovisPreseka Tulare Vuci Dol Cokotin Lipovica Vladicin Han

Breznica Bujanovac

Map 2: Schools without drinking water. Larger circles denote higher concentra- tions of such schools (2001/2002 school year).

68 optimization of the network of schools in serbia optimization of the network of schools in serbia 69 still, in all cases we saw this huge deal. These is no clearer indication discrepancy between school and of the estrangement between local home standards of hygiene. communities and their schools than the fact that the two abide by differ- The matter of school toilets in Serbia ent sets of standards with respect to cries out for a solution. Luckily, this such a basic thing as hygiene. is a problem that can be solved in a matter of months. The price at- These kind of schools are obviously tached to the solution is something not safe environments. What is even that Serbia need not ask donations worse is that, instead of being in- for. We believe that it is pointless stitutions perceived to be playing a to talk about education reform, a progressive role in their local com- complex and long lasting process, munities, such schools automatically before solving this simple, yet im- identify themselves with backward, portant problem. We also believe regressive attitudes and mind sets. that Serbia has no moral right to ask In fact, how can such schools have for financial help from abroad for its a positive attitude toward reform? educational reform if it is not willing How can they instill in their teachers, to immediately solve these kinds students and their parents the belief of problems. If Serbia wishes to be that positive change is possible? treated as a part of Europe it must emulate Europe’s standards. Anyone who believes that the prob- lem of school toilets has been over- Our proposal is that the Ministry of stated should look at the pictures in Education go about defining a set of Appendix H. Facing a problem need realistic standards with respect to not be palatable, but it is the first this, as well as of ways for monitor- and most important step to solving ing the compliance of schools with it. the new standards. In the world we live in free and un- To some all of this may not seem to limited information exchange is a be such a problem. In fact, the ma- prerequisite, particularly for schools. jority of teachers and school admin- Serbia is a poor country, and so istrators we talked with invariably things like access of schools to the did not see this as such a big deal. Internet are still far from being uni- In fact, we believe that it is a big versal. We will look at the state of

70 optimization of the network of schools in serbia optimization of the network of schools in serbia 71 1 2 3 − 4 5 − 7

8 − 10

Map 3: Distribution of schools with only outhouse toilets, not possessing sep- tic tanks. Larger circles denote higher concentrations of such schools (2001/2002 school year).

70 optimization of the network of schools in serbia optimization of the network of schools in serbia 71