MCEC IIEP Quarterly Report #11 Jul Sep 2014
Interethnic Integration in Education Project
QUARTERLY PROGRAM PERFORMANCE REPORT No. 11
July 1, 2014 – September 30, 2014
Joint student classroom activities in PS “Goce Delcev” from municipality Ilinden
Submitted by: Macedonian Civic Education Center (MCEC) under Cooperative Agreement No. AID-165-A-12-00002
Interethnic Integration in Education Project
TABLE OF CONTENTS Page
1. Background 2
2. Progress Towards Objectives 3
3. Crosscutting Activities 5
4. Project Activities
4.1. Community Outreach 7
4.2. Capacity Building of School Management and Teachers 10
4.3. Demonstration Schools 15
4.4. Providing Incentives to Schools and Communities 19
5. Lessons learned 29
6. Activities to Increase Participation of People with Disabilities (PWDs) 30
7. Activities in the next reporting period 31
8. List of appendices 33
USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
MACEDONIAN CIVIC EDUCATION CENTER (MCEC) USAID INTERETHNIC INTEGRATION IN EDUCATION PROJECT (IIEP)
QUARTERLY PROGRAM PERFORMANCE REPORT No. 11
Cooperative Agreement No: AID-165-A-12-00002 Progress Report No: 11 Reporting Period: July 1, 2014 – September 30, 2014
1. BACKGROUND
On December 2, 2011, the Macedonian Civic Education Center (MCEC) signed the Cooperative Agreement with USAID agreeing to provide support to USAID’s Interethnic Integration in Education Project (IIEP).
IIEP is a four-year, USD 5.2 million initiative targeting all primary and secondary schools in Macedonia. The main objective of IIEP is to build awareness and provide diversity training, technical assistance, and incentives to School Boards, directors, teachers, and administration officials in support of interethnic integration in education. It will build a 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 needed 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 the project activities. Additionally, BDE advisors and education inspectors at national and regional level will also be central to achieving sustained change and will actively participate in capacity strengthening activities. Achieving success also demands that IIEP actively engages stakeholders in schools, communities and local governments in the integrated mix of project activities.
MCEC is implementing IIEP on behalf of USAID in partnership with educational institutions in Macedonia (Bureau for Development of Education, National Examination Center, State Education Inspectorate, Vocational Education and Training Center) and seven local NGOs (Center for Human Rights and Conflict Resolution, Loja, Sumnal, Multimedia, My Career, Macedonian Institute for Media and Youth Educational Forum).
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
2. PROGRESS TOWARDS OBJECTIVES
During the reporting period the following was accomplished:
Crosscutting Activities: . Signing of the Memorandum of Understanding with the National Examination Center postponed; and . Coordination of the partner organizations performed (Summary Partners Quarterly Reports – Appendix 1)
Monitoring and Evaluation: . Participation in trainings/seminars/workshops/meeting/presentations (implemented by components in order to monitor them); . Monitoring of Phase 2 schools is on-going; . Sublimated report for the monitoring of demonstration schools for the 2013/2014 school year finalized; . The report for the evaluation of the effects of the IIEP activities in the newly included schools (Phase 2 and Phase 3) schools finalized; . Electronic survey in pilot schools, Phase 2 schools and in demonstration schools finalized; . Cooperation with the Ministry of Education and Science (hereinafter referred to as MoES) about PMP table for interethnic integration in higher education level is on- going; . Midterm evaluation report analyzed and discussed with the project team staff.
Component One, Public Outreach: . One (1) informal meeting “Coffee with Newsroom Leaders” (journalists and editors in-chief) from the media, that report in the area of education, organized; . IIEP Web site and other web-based communication resources updated; . IIEP Public appearances in the media; . Information materials for IIE developed and disseminated; . Collection of chronicles of the best practices from the creative workshops recorded; . Regular meetings for coordination of activities with partner organizations Macedonian Institute for Media, PAC Multimedia and Youth Educational Forum (YEF) held; . Regular coverage of other components’ activities; . One (1) promotional event of the case study for career development in multicultural environments held; . One (1) final presentation and promotion of outcomes from the implemented creative workshops held; . Three (3) workshops for Effective public presentations for representatives of the School Integration Teams (hereinafter referred to as SITs) held; . One (1) ribbon cutting ceremony to mark the successful end of the renovation process in the schools held; . One (1) Forum Theatre workshop for teachers from primary and secondary schools, participants in the training for SIT’s in Phase 3 held.
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
Component Two, Capacity Building of School Management and Teachers: . Manual for the IIE certification procedure prepared; . Dissemination of interethnic integration trainings in the schools from Phase 3 delivered; . Support for SITs from the schools from pilot phase and Phase 2 provided; . Advanced training for school trainers for interethnic integration in education for schools with two/three languages of instruction provided; . Capacity building of teacher training faculties’ staff - manual for the teacher training faculties preparation continued; . First event of joint students activities implemented; . Joint students activities in partnership with My Career implemented; . Review of the existing school performance quality indicators continued; . Training for the School Boards and professional service staff in making changes towards IIE on school level for the schools from Phase 3 completed.
Component Three, Demonstration Schools: . Five (5) one-day trainings for teachers for cooperative work in ethnically mixed teams held; . Three (3) one-day trainings for teachers to work on joint student activities in mixed teams with ethnically/language mixed groups of students organized; . One (1) one-day training for teachers for joint curricular activities held; . One (1) two-day training for civic education teachers for a teaching methodology for raising awareness about stereotypes held; . One (1) two-day training for teachers from primary schools for implementing language acquisition workshops held; . One (1) school manifestation organized; . One (1) three-day training for professional service staff in constructive conflict resolution techniques held; . In all six (6) demonstration schools elections of student bodies at a class level held; . Twelve (12) workshops for language acquisition with first grade students created.
Component Four, Providing Incentives to Schools and Communities: . Engineering field reports and final approval of school renovation projects prepared; . Annexes to the joint Environmental Mitigation Monitoring Plans (EMMPs) prepared; . Memornadums of Understanding (MoUs) with schools and municipalities signed; . Tenders for selection of construction companies announced; . Consulting companies for supervision selected; . Preconstruction meetings in the schools organized; . Technical acceptance of the school renovation projects organized; . Access forpeople with disabilities in the renovated schools secured; . Follow up in-school meetings in eleven (11) schools from Phase 2organized; . Mentoring sessions for Module 1 in thirteen (13) schools from Phase 3 organized; . School maintenance toolboxes procured; . Cost – share collected and documented; . Documents on Overseas Humanitarian Assistance Shared Information System (OHASIS) uploaded.
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3. CROSSCUTTING ACTIVITIES
3.1. Subcontracts/Partners 3.1.1. Postponed signing of the Memorandum of Understanding with the National Examination Center (NEC) The signing of the Memorandum of Understanding between MCEC/IIEP and National Examination Center is postponed for the next quarter due to the probable organizational changes within the institution. Whether the existing director will remain or NEC will get new one, the MOU will be signed in the next quarter.
3.1.2. Coordination of the partners performed Coordination with the partner organizations included monthly reporting, regular e-mail communication and coordinative meetings. For amore detailed description of the implemented partners’ activities in this quarter, please refer to Appendix 1 - Summary Partners’ Quarterly Reports.
During this reporting period, a coordinative meeting was held with representatives of Loja and Sumnal. Two representatives from each of the partner organization’s team participated at the meeting on September 3, 2014 at the MCEC premises, where IIEP activities planned for the first semester of the new school year 2014/2015 were discussed in detail. Also, a specific guidance was provided for contacting and supporting the Phase 3 schools related to data collection of the implemented IIE activities, incorporation of the IIE in the School Annual Plan of Work, school dissemination of IIE training, conducted survey on parental involvement, established partnership with other school and school self-evaluation. During the meeting, the representatives shared experiences from Loja’s and Sumnal’s team members participating at the mentoring meetings with SITs from Phase 2 and Phase 3 schools; positive practices and challenges were also discussed. A strengthened communication and cooperation of the partners’ team members with SITs have been reported.
3.2. Monitoring and Evaluation (M&E) Activities 3.2.1. Monitoring of the field activities Several activities organized within the framework of the IIEP components were attended in order to monitor them. Discussion and feedback to the component coordinators was regularly provided. The M&E Coordinator monitored the advanced training for interethnic integration in education for schools with two/three languages of instruction from the pilot phase and Phase 2. Monitoring of the Phase 2 schools is on-going. Nearly 60% of check lists are filled out followed up with a discussion with mentors regarding the aim of finalizing them.
Sublimated report of the monitoring of demonstration schools is finalized. The results from the monitoring, evaluation and electronic survey of the demonstration schools are being combined.
3.2.2. Evaluation activities The process of evaluation of the effects of the IIEP activities in selected schools from Component 2 is completed. In this reporting period, processing of the data obtained from the questionnaire for evaluation of the effects of the IIEP activities given to the representatives of the SITs and the Parent Council, and processing of the reports from the focus groups with students was done. The results were analysed and processed, and the report from the field research was finalized. In addition, (see Appendix 2) an English version of a short summary
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of the report is attached. The report covers the general evaluation methodology as well as the evaluation methodology for each type of activity (questionnaires and focus groups), the results for each area of activity: students’ activities, teachers’ activities, parents’ cooperation, the school atmosphere and the interaction between students. Detailed information for each one of these results is available.
3.2.3. Repetition of electronic survey In June-July, the electronic research conducted in schools from pilot phase, from Phase 2 and demonstration schools was finalized. 90% out of 255 schools filled out the survey. The data was checked and discussed with the school in cases where it was needed (for example, in case we had information that some schools are with two/three languages of instruction and the results didn’t correspondent to our information). It is important to stress out that all the schools which participated in this activity were very collaborative and constructive while filling out the questionnaires or in cases when it was required to correct some technical data mentioned earlier. In this reporting period the analysis and the processing of the data from the survey have been finalized. The preparation of the report from the received results will be completed in October.
3.2.4. Cooperation with MoES for collection of data for indicators in PMP table of the MoES for integration in education In July (10-11.07.2014) the IIEP Chief of Party and the M&E Coordinator participated in a two day workshop for finalization of the process Monitoring and Evaluation of activities in the area of integrated education organized by MoES. Representatives from several schools and municipalities, mentor teachers and representatives from educational institutions participated in this workshop. The discussions were very constructive; numerous questions and issues that the schools and municipalities are dealing with during the implementation of the IIE process were presented and discussed. The IIEP project staff was consulted throughout the whole process of the finalization of documents and the selection of the schools for piloting of the M&E activities by MoES.
3.2.5. Midterm evaluation activities In this reporting period, the midterm evaluation was conducted and the midterm evaluation report was prepared. The project staff analyzed the results and a meeting and discussion about the recommendations was held. At this meeting, the entire staff was committed by giving their input based on their previous experience and knowledge of the actual situation on the field (schools, municipalities, educational institutions and similar). The suggestions, ideas and proposals shared on this meeting were collected and sublimated into a single document which will be used as a strategy for implementation of the recommended actions in the report.
3.2.6. Performance monitoring workshop In September, the Chief of Party and M&E coordinator participated in one day workshop on performance monitoring. The aim of the workshop was to address monitoring concerns/challenges (the part where the Chief of Party participated) and to discuss specifically about actual M&E Plans as well as to address major monitoring challenges which are part of our everyday work (the part where the M&E coordinator participated).
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
4. PROJECT ACTIVITIES
COMPONENT ONE: COMMUNITY OUTREACH
4.1.1. Outreach at National Level 4.1.1.1. “Coffee with Newsroom Leaders” Informal Meetings During August 2014, the IIEP staff and representatives from the partner organization MIM conducted a meeting with Telma Television Chief Editor, Sanja Vasik. The meeting was used to inform the Editor on IIEP’s current activities, as well as to discuss future cooperation between the project and the media. The media representative expressed readiness for collaboration and showed great interest.
4.1.1.2. IIEP Web site and Other Web-based Communication Resources In order to continuously keep the public, national educational institutions, donors and international organizations, local authorities, schools and communities informed and updated on the progress and results from the IIEP activities, the project team continued with the preparation and the dissemination of the Monthly Briefers on a monthly basis. 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/. In addition, all the creations and the products from the activities are available and can be found at: http://pmio.mk/category/resources/
4.1.1.3. IIEP Public Appearances and the Media During this reporting period, the IIEP partnership activities among schools as part of the Component 2 were covered by the media on local and national level. Also, other activities such as joint students activities, manifestations and partnering activities were broadcasted by the media. The focus of the media in the previous month was on the ribbon cutting ceremony in Goce Delcev primary school in Municipality of Ilinden. Please see Table 1 for links for some of the media covered stories:
Table 1. The links to news related to IIEP and the media outlets which covered these news Media outlet/Source Link MoES web site http://www.mon.gov.mk/index.php/aktivnosti/1876 Republika online http://republika.mk/?p=317752 http://kurir.mk/republika/skopje/172587-Ucilisteto-Goce-Delcev-vo- Kurir Ilinden-stana-energetski-efikasno http://www.skopjeinfo.mk/opstini/1214141307/otvoranje-na- Skopje info portal renoviranoto-ou-goce-delcev-vo-ilinden http://makfax.com.mk/makedonija/skopje/vo-sorabotka-so-usaid- Makfax rekonstruirano-najgolemoto-osnovno-uciliste-vo-opstina-ilinden http://netpress.com.mk/vo-sorabotka-so-usaid-renovirano-najgolemoto- Netpress osnovno-uchilishte-vo-opshtina-ilinden/
4.1.1.4. Production and dissemination of information materials for IIE IIEP assures that dissemination of information is regularly conveyed through the developed materials about the project: Monthly Briefer - distributed on a monthly basis to inform the key educational institutions, donors and international organizations about the progress and results; Monthly briefers (for July, August and September) intended for IIEP activities prepared and disseminated; (http://pmio.mk/category/project-updates/); Monthly calendars for BDE and USAID prepared and disseminated; Media digest prepared on a monthly basis
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and distributed to all the media outlets and participants that were part of the youth-via-media trainings.
4.1.1.5. Collection of chronicles of best practices from creative workshops recorded IIEP team in cooperation with the partner organization PAC Multimedia continued collecting photography’s from the process of preparing the creative workshops in six new municipalities. The chronicles illustrate the progress from the beginning (Training of Trainers) to the end (the final presentation). The aim of these products is to present to their communities the positive messages and the impact of the creative workshops.
4.1.1.6. Regular Coordination Meetings with Partner Organizations: Macedonian Institute for Media (MIM), PAC Multimedia and Youth Educational Forum (YEF). IIEP staff had regular meetings with the three partner organizations to coordinate activities planned for this period. Some of the activities were conducted in accordance with the other components which required high level of coordination among the IIEP team and partner organizations.
4.1.1.7. Regular Coverage of Other Components’ Activities Component One in the reporting period also provided assistance and coordination to the other components’ activities, in terms of attending the events, preparing information about the event for the media representatives, taking photos and gathering relevant data, inputs and information.
4.1.2. Outreach at Local Level 4.1.2.1. Promotional event of the case study for career development in multicultural environment In this reporting period, a promotional event was organized and held in partnership with My Career, the secondary schools “Josip Broz Tito”, “Cvetan Dimov” and “Zdravko Cvetkovski” from Skopje. This event marked the successful completion of the case studies led by the groups of students, who worked for several months in order to promote positive examples and good practices of interethnic cohesion in multiethnic companies. The event was organized in SS “Zdravko Cvetkovski” where students from all three schools gathered as along with parents, teachers and municipality representatives to learn about the positive outcomes and initiate more similar examples of interethnic cooperation.
4.1.2.2. Final Presentation and Promotion of Outcomes from the implemented Creative Workshops During this reporting period, IIEP team in partnership with Multimedia prepared and organized a final presentation at the community level to promote the completion of the creative workshops in SS “Cvetan Dimov”. The present guests, director, students, teachers, parents had the opportunity to hear and learn from teachers/coordinators and students how the activities and the creative processes have influenced them to continue to nurture interethnic collaboration and share the good practices with others. After a short introductory speech by the teachers and students involved in the creative workshops, the attendees had a chance to see an intense theatre play in several scenes which portrayed the message that people, regardless of their ethnicity, gender or social status, all share the same problems.
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4.1.2.3. Three Workshops for Effective Interactive Public Presentations for representatives of School Integration Teams (SITs) In August and September, the IIEP team in partnership with the Macedonian Institute for Media (MIM), organized three workshops for effective interactive public presentations in the context of interethnic integration in education. These workshops targeted one representative of the SITs from primary and secondary schools (see Appendix 3) from Skopje (two groups) and Ohrid. The aim of these workshops is for participants to gain skills for practical implementation of the guidelines for effective interactive presentations, organizing public events, and for the use of various communication platforms for promotion of resources, expertise and activities of IIEP.
4.1.2.4. One Ribbon-Cutting Ceremony to mark the successful completion of School Renovations This reporting period includes one ribbon-cutting ceremony on the occasion of the successful completion of the renovation of the school in the Municipality of Ilinden. The renovated PS “Goce Delcev” and the municipality of Ilinden were hosts of the event which was attended by the Ambassador of the USA to the Republic of Macedonia, Paul D. Wohlers, Major General Steven Cray, Adjutant General of the National Guard of Vermont, the Minister of Education and Science of the Republic of Macedonia, Abdilaqim Ademi, representatives of the ARM of the Republic of Macedonia, representatives of USAID, the Mayor of the Municipality of Ilinden, Zika Stojanovski, directors of schools, parents, teachers and students. On this event, the local community and other guests had the chance to hear and see presentations from the activities that schools are implementing as part of the USAID Interethnic Integration in Education Project.
4.1.2.5. Forum Theatre Workshop for the Students of the Secondary School from Skopje In this reporting period, IIEP in partnership with PAC Multimedia started implementing the forum theatre workshops used as a creative and effective tool for stimulating debate and discussion on important issues for the students. The forum theater conducted in SS “Cvetan Dimov” gathered more than 100 students. Moderated and led by actors, the main topic of this forum theatre included simulation of a situation/role play of students with different languages of instruction trying to organize a joint excursion, to which one of the students opposed – the oppressor. These workshops offered space for youngsters to discuss those situations and offer multiple solutions, with the opportunities to replace the actors in the scene and change its course to a positive end.
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4.2. COMPONENT TWO: CAPACITY BUILDING OF SCHOOL MANAGEMENT AND TEACHERS
4.2.1. Preparation of a manual for the IIE certification procedure A draft version of the certification manual for interethnic integration in the primary and secondary schools was prepared during this reporting period.
The certification procedure provides confirmation for teachers, directors and professional service staff for acquired competencies that contribute to the promotion of inter-ethnic integration in education. The certification manual contains three parts: Part One - Information on the certification procedure; Part Two - Criteria and evaluation forms for teachers; Part Three – Criteria and evaluation forms for school directors and professional service staff.
Criteria have been developed for all categories of activities, and they represent an essential tool throughout the certification process - preparation and implementation of IIE activities, self-evaluation and final/formal evaluation. Also, for each category of activities, forms for the evaluators, used in the formal evaluation, are provided. An integral part of the formal evaluation process is the process of reflection and preparation of an individual development plan.
The certification procedure is planned to be implemented by the School Integration Teams and designated advisors from the Bureau for Development of Education/VET Center. The project is waiting for approval by the Bureau for Development of Education/VET Center.
4.2.2 Dissemination of interethnic integration trainings in the schools from Phase 3 In this reporting period, the dissemination trainings at a school level were delivered to 97 schools form Phase 3 (out of 193). The trainings were delivered by SITs - school trainers that attended the three day training for trainers, to gain competencies required for successful presentation of the contents for interethnic integration to colleagues in their schools. Mentoring meetings were held, where SITs received additional support and guidelines by the master trainers/mentors, in order to prepare them to be more effective at the dissemination training.
In general, the received reports of the mentors from partner organizations Loja and Sumnal showed that the schools which completed dissemination training provided suitable conditions and technical preparation for the organization of the trainings; the school trainers were well prepared for the training content and they offered clear instructions for the practical activities. Also, the participants actively participated in the activities, showed interest to implement joint activities and to establish partnerships between schools with different languages of instruction.
4.2.3. Continued support for SITs from the schools from pilot phase and Phase 2 At the beginning of the new school year 2014/15, the pilot schools and schools from Phase 2 received the guidelines for improvement of the implementation of IIE prepared in collaboration with BDE and IIEP staff. The prepared guidelines included information about the support that is planned to be provided to the SITs. The support, in this school year, will be focused on deepening of the competencies of teachers for implementation of multicultural and joint student activities and securing sustainability of IIE. The support will be provided through mentoring meetings and visits to schools, and will be delivered in collaboration with
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
the municipal advisors and the advisors from BDE, VET Center, the master trainers and the partner organizations Loja and Sumnal. The support will refer to the following activities: . Multicultural activities and joint students activities (monitoring of the effects from the activity implementation- extent of reaching the set goals, applicability of the method used, level of collaboration, interaction and motivation among students); . Professional collaboration between teachers (exchange of experiences from meetings and teaching subject councils, workshops, online collaboration); . Activities with the School Boards and parental involvement (engagement of the School Board members and parents in planning and implementation of multicultural and joint student activities).
The schools will be encouraged to provide greater involvement of teachers in the preparation and publishing of best IIE practices on the projects’ web site (www.pmio.mk/resources). The schools have been provided with forms containing instructions for creation of best practice stories. These best practices will serve as inspiration for new ideas for other teachers in creating activities that will allow students to gain skills for living together in a multicultural society.
4.2.4. Advanced training for school trainers for interethnic integration in education for schools with two/three languages of instruction Regarding the Advanced Level Training Module for ethnically mixed schools, the observations of the joint student activities during the school visits in pilot year identified the need for a greater emphasis on long term joint extracurricular student activities and joint curricular activities, that are expected to encourage cooperation and friendship between the students. The Advanced Level Training Module includes the following topics: 1) democratic participation of the students in the school life; 2) practical joint student activities focusing on cooperative group work approach to help encourage and improve students’ social relationship, friendship and peer acceptance.
The main objectives of the advanced trainings were: . To create an atmosphere of cooperation between participants; . To demonstrate the introductory activity for long-term activities with students and to recognize their importance when working with students; . To demonstrate the process of group decision making/problem solving, supported by a facilitator; . To enable participants to implement the model of group decision making/problem solving in activities for democratic participation of students; . To improve participants’ knowledge and skills for implementing joint activities with "mixed" groups of students more effectively; . To enable participants to implement joint activities with "mixed" groups of students, according to IIEP criteria.
The one-day advanced trainings with the SITs from 84 schools (from pilot phase and Phase 2) with two/three languages of instruction divided in 10 groups started on September 24, 2014. The schedule for school groups is presented in Table 2 below.
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Table 2. Schedule for school groups and ethnic structure of participants at the one-day advanced trainings for the representatives of the SITs Number of Participants by ethnical Number one-day Date background TOTAL of schools trainings Mac Alb Tur Serb 1 9 September 24, 2014 18 18 / / 36 2 19 September 30, 2014 38 32 / 8 78 2 17 October 1, 2014 34 24 22 / 80 2 15 October 2, 2014 30 18 18 / 66 1 8 October 6, 2014 16 10 8 / 34 2 16 October 7, 2014 32 26 10 / 68 September 24 - 10 84 168 128 58 8 362 October 7, 2014
4.2.5. Capacity Building of Teacher Training Faculties’ Staff In this reporting period the deadline for submitting the contents for the Manual (IIE at the Teacher Training Faculties) was postponed upon request by the authors due to their overwork with the students’ exams sessions. At the end of this reporting period, four authors submitted draft content for the Manual
The project staff will organize a session with the authors to harmonize the contents of each chapter. This first IIE Manual’s version, will effectively serve to the teaching staffs and future teachers for promoting their theoretical and practical knowledge and skills when performing the activities contributing to the interethnic integration in education in Macedonia. This Manual’s version will be further upgraded with the best examples of good practices achieved through the IIEP implementation.
4.2.6. Joint Students Activities During this reporting period, the previously postponed dissemination class of joint students sport and fun activities in the PS “Vrapciste” – v. Vrapciste was performed on September 12, 2014, with the participation of 4 teachers trained and 45 students from grade 4 and 5. The list of participants per school is presented in Table 3. The students and teachers from different backgrounds participated based on the principles of equality, ethnic and gender balance. The audience at this event were other students from the school, the school management, and municipal officials that also supported the organization of this event. The final event of joint sports and fun activities of the students in 5 (five) ethnically mixed schools was organized in the hall of the Sport Center in Mavrovo on September 26, 2014. The organization of the travel for the the students was an obligation of the school directors and teachers’ teams.
Table 3. List of participants attending the Final event of joint students sports and fun activities from ethnically mixed schools, held in Mavrovo Nr. of students - Number Total number of Primary School/ Location G4+5 and assistants of participants from the – Grade 7+8 teachers school “Vrapciste” - Vrapciste 37+3 4 44 “7 Marsi” - Celopek 20+2 2 24 “Kiril Pejcinovic”- Tearce 30+2 3 35
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“Josip Broz Tito” - Zirovnica 23+2 4 29 “Nikola Karev” - Krusevo 36+2 4 42 Total Number: 146+11 17 174
4.2.7. Joint Students Activities implemented by the partner organization My Career During this reporting period, joint student activities for developing case studies and video success stories on “Career Development in Multicultural Company” were completed in partnership with My Career in three secondary schools: “Josip Broz Tito” – Skopje, “Zdravko Cvetkovski” – Skopje and “Cvetan Dimov” – Skopje. Under the guidance and support by My Career, the case studies and video stories were finalized by the students from these schools. The students from “Josip Broz Tito” – Skopje successfully completed the case study and video story about the research conducted in UNIQA - Insurance Company, with the title “With diversity towards bigger goals”. “Zdravko Cvetkovski” school’s students developed a case study and video story about New Star Hotel, with the title “Success through multiculturalism”, whereas students from “Cvetan Dimov” finalized their work on research of the company “Porsche Macedonia” with the title “Success lies in diversity”. Through their research, students from all three schools came at the same conclusion that ethnic diversity brings more successes to businesses. On 26.09.2014, IIEP team organized joint presentation for all three schools. The event took place at the demonstration school SS “Zdravko Cvetkovski”. More information about the event is included in the section of Component 1 activities.
4.2.8. Review of the Existing School Performance Quality Indicators During this reporting period the working group of State Education Inspectors with the support of the project staff continued with the revision of the Manual for Integral Evaluation. The working group completed the process of revising and amending the instruments of the Integral Evaluation’s preparatory and implementation phases. The questionnaires for all target groups within the Integral Evaluation’s preparatory and implementation phases were enhanced with questions related to interethnic integration in education. After the instruments of the control phase are revised and amended, regional meetings will be held with all inspectors of the State Education Inspectorate to explain the importance and meaning of the newly developed IIE indicators.
4.2.9. Training for the School Boards and professional service staff in making changes towards IIE on school level for the schools from Phase 3 The training cycle for the School Boards and professional service staff in making changes towards IIE on school level for the Phase 3 schools, which started on June 24, 2014 was successfully completed on July 2, 2014. Total number of School Boards and professional service staff that participated at the trainings was 341 participants from 171 schools representing 45 municipalities. Almost each school participated at the training with both representatives, from the School Board and professional service staff. Attendance at the Training for the School Boards and Professional service staff in making changes towards IIE on school level for the schools from Phase 3 is presented in Table 4.
The active interaction among the participants and trainers, as well as among the participants, continued throughout all trainings. The School Boards members were given guidelines to improve joint student activities. This training module contained active approaches with the aim to enable the professional service staff to gain more knowledge and skills to attract and involve parents in the successful implementation of IIE activities on school level. The participants were given a guidelines how to perform the survey with the parents as well as
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how to use the instrument for getting quantitative and qualitative results from the completed survey. The schools that didn’t participate in the previous years’ trainings for the professional service staffs, attended this training cycle.
Table 4. Attendance at the Training for the School Boards and Professional service staff in making changes towards IIE on school level for the schools from Phase 3 Number of Participants by ethnical Number one-day Date background TOTAL of schools trainings Mac Alb Tur Other 2 33 June 24, 2014 49 9 4 1 63 2 33 June 25, 2014 51 13 2 2 68 2 34 June 26, 2014 54 12 1 0 67 2 32 June 27 ,2014 47 9 1 0 57 2 24 July 1, 2014 46 4 1 1 52 1 15 July 2, 2014 23 3 9 0 35 June 24 - July 2, 11 171 2014 270 50 18 4 342
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
4.3. COMPONENT THREE: DEMONSTRATION SCHOOLS
4.3.1. Supporting Joint Students Activities By the end of August and the beginning of September, three trainings for running joint extracurricular students activities in ethnically/language mixed teams with ethnically/language mixed groups of students were organized. Each of the trainings was attended by participants from two demonstration schools/partner schools. The teachers that participated in these trainings will implement joint extracurricular long-term and short-term activities. The trainings were consisted of working in small groups, through which participants exercised how to plan and run joint students activities. The structure of the participants is presented in Table 5.
Table 5. Participants in the training for running joint student activities according to the language of instruction Teachers – language of instruction Demonstration school TOTAL Mac Alb Tur PS “Sande Sterjoski” - Kicevo 6 6 3 15 PS “Bratstvo Edinstvo” - Ohrid 6 4 3 13 SS “Zdravko Cvetkovski” - 9 5 / 14 Skopje SES “Gostivar” – Gostivar 6 4 4 14 PS “Brakja Miladonovci” - 11 / / 11 Kumanovo PS “Bajram Sabani” - Kumanovo / 9 / 9 Total 38 28 10 76
In mid-September, training for running joint curricular activities was organized. The IIEP team in this school year is focused towards promoting joint curricular activities for sports activities (in the secondary schools) and physical and health education (in the primary schools). Total of 19 teachers from all demonstration schools participated at this training.
The training was focused on planning joint classes for students with different languages of instruction. The participants were working in small groups and each group was given a scenario with a certain sport (different for each group) with the goal of structuring a typical integrated class taking into consideration the number of the students from different languages of instruction and the nature of the sport activity. They all ended up with successfully structured classes. In the current school year all teachers will have at least 5 joint claases. The participants at the very end were discussing the idea of making all the school sport teams more integrated since in many cases the teams are divided along the language of instruction or along ethnic lines. Based on this discussion all participants agreed to put extra efforts in realizing this idea. IIEP team will closely monitor this activity.
During the summer break, training material for additional 12 workshops for language acquisition were created by the CHRCR team based on the experience from the previously piloted workshops during the spring. All together they comprise a whole program of 24 workshops. The workshops have been translated into Albanian language and starting from the beginning of the first semester of the new school year they will be implemented in all primary demonstration schools in order to serve as a model for all other schools. At least one group
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
with Macedonian and Albanian students will be formed in each demonstration schools and they will implement the program during the whole school year.
A two-day training seminar was organized during September for implementing language acquisition workshops. Participants were teachers from all primary demonstration schools that teach classes with first graders. The structure of the participants is presented in the table 6.
Table 6. Participants in the training for implementing language acquisition workshops according the language of instruction Teachers – language of Demonstration school instruction Total Macedonian Albanian PS “Sande Sterjoski” - Kicevo 3 3 6 PS “Bratstvo Edinstvo” - Ohrid 2 1 3 PS “Brakja Miladonovci” - 3 / 3 Kumanovo PS “Bajram Sabani” - Kumanovo / 3 3 Total 8 7 15
The training consisted of two parts. In the first part (the first day) participants were acquainted with the theoretical background or the characteristics of the bilingual approach in implementing joint activities along with demonstration of two model workshops. In the second part (the second day) all participants exercised implementation of workshops while working in pairs. This part of the training was combined with giving and receiving feedback about the performance by all participants and also by the trainers.
4.3.2. Supporting Joint Student Bodies In the reporting period, all demonstration schools have established student bodies at a class level and one primary school has established a student body at a school level. In the beginning of October all schools are expected to establish student bodies at a school level. Representatives from the student`s school bodies, in the beginning of October will attend a four day training for strengthening the democratic capacity of the students bodies in terms of having more substantial role in the everyday school life.
4.3.3. Capacity Building for Teachers and Professional Service Staff
Teacher`s professional bodies By the end of August, five trainings (one in each demonstration school) were held for cooperation between the teachers through the teacher`s professional bodies. Participants in the trainings from the primary schools were all the teachers from the lower grades while participants from the secondary schools were the teachers that teach vocational subjects. In Table 7 the structure of the participants according to the language of instruction is presented.
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
Table 7. Participants in the trainings according the language of instruction Teachers – language of instruction Demonstration school Total Mac Alb Tur PS “Sande Sterjoski” - Kicevo 15 14 5 34 PS “Bratstvo Edinstvo” - Ohrid 16 4 5 25 SS “Zdravko Cvetkovski” - Skopje 20 11 / 31 SES “Gostivar” – Gostivar 14 13 4 31 PS “Brakja Miladinovci” - 26 / / 26 Kumanovo PS “Bajram Sabani” - Kumanovo / 17 / 17 Total 91 59 14 164
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 topics, exchanging class visits, and other.
Training for civic education teachers A two-day training seminar was held with civic education teachers from all demonstration schools. A total of 15 teachers participated on the training. The main goal of the training was to introduce the teachers to alternative ways of presenting the main concepts related to their subject since in the current books used for teaching this subject there are only definitions. The project team presented four workshops from the Life Skills Education program in order to show how the same topics can be taught in a different and a more interactive way. The training ended with an assignment for preparing joint projects between teachers from different languages of instruction to be implemented with students from different languages of instruction throughout the school year.
Training for constructive conflict resolution By the end of September a three-day training seminar for constructive conflict resolution techniques was organized for all members of the professional service staff from all demonstration schools together with representatives of the professional service staff from non-demonstration schools. In Table 8, the number of participants and the schools included in the training are presented.
Table 8. Participants and schools that participated on the training for constructive conflict resolution techniques Number of School Place Type of school participants Kicevo Demonstration PS “Sande Sterjoski” 4 School (DS) PS “Bratstvo Edinstvo” Ohrid DS 2 PS “Brakja Miladinovci” Kumanovo DS 2 SS “Zdravko Cvetkovski” Skopje DS 2 Tetovo Non-Demonstration PS “Liria” 1 School (non-DS)
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PS “Istikbal” Tetovo Non-DS 2 PS “Bratstvo Migjeni” Tetovo Non-DS 1 SS “Mosa Pijade” Tetovo Non-DS 2 PS “Edinstvo” Oktisi Non-DS 1 PS “Brakja Miladinovci” Struga Non-DS 1 PS “Tefejuz” Skopje Non-DS 1 PS “Zivko Brajkovski” Skopje Non-DS 1 PS “Bratstvo” Skopje Non-DS 1 SS “Kiro Burnaz” Kumanovo Non-DS 1 SS “Nace Bugjoni” Kumanovo Non-DS 1 SS “Pero Nakov” Kumanovo Non-DS 1 PS “Kongresi i Manastirit” Kumanovo Non-DS 1 DS 10 Total Non-DS 15
A total of 13 non-demonstration schools and four demonstration schools had representatives from their professional staff in the training. A mix of power-point presentations and exercises were used in the training in order to get the participants acquainted with the main concepts of conflict resolution and to start on building skills necessary for dealing with posibble everyday conflict situations in the school context. The main topics of the training were: . Conflict: notion, sources and reactions; . Communication skills; . Emotions and conflicts; . Collaborative and competitive negotiation. At the end of the training participants were given the task to collect and send by e-mail description of different conflict situations. These examples will be used in the second part of the training which will take part in November.
4.3.4. Involving parents During the summer break no activities were realized with the parents. Starting from October, parents will work more closely with SITs in identifying different initiatives that can be organized by parents. At least one initiative per semester will be organized by parents in each of the demonstration schools.
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
4.4. COMPONENT FOUR: PROVIDING INCENTIVES TO SCHOOLS AND COMMUNITIES
4.4.1. Preparation of engineering field reports and final approval of school renovation project Five (5) schools from Phase 3 were paid a visit and field visit engineering reports for these schools were prepared. Following the preparation of these reports, these five school renovation projects were submitted to IIEP Chief of Party and MCEC Executive Director for an official approval. Additionally, one more school renovation project was approved for the SS “Gostivar” from Gostivar. This was made possible due to the savings that were created in the tender procedure for replacement of the windows in the classrooms in the same school. With these savings, the funds for replacement of the windows in the hallways were provided. The windows in the whole school will be replaced with the additional investment and the school will be turned into an energy efficient building. This was the ratio behind the decision for investing additional finances in SS “Gostivar” from Gostivar and conducting new approval and procurement procedure. Audits of the technical design followed by the development of Bill of Quantities (BoQ) and Scope of Work (SoW) necessary for preparing the RFOs and were completed by the IIEP School Incentives Coordinator (civil engineer).
Table 9. List of six approved school renovation projects
Name of the No. Region Municipality Location School renovation project school 1 Southwest Debar v.Dolno PS “Riste Installation of the hot-water Kosovrasti Risteski” heating system 2 Southeast Bogdanci Bogdanci SS Installation of new boiler, “Bogdanci” reconstruction of the hot-water heating system and reconstruction of the sports playground 3 Skopje Kisela Voda v.Dracevo PS “Kuzman Set up of new electrical Sapkarev” installation in the left wing of the school building 4 Southwest Ohrid Ohrid PS “Bratstvo Installation of new windows, Edinstvo” doors and floors in the school buildings 5 Southwest Kicevo Kicevo PS “Sande Construction of multi-purpose Sterjoski” sports playground 6 Polog Gostivar Gostivar SS Installation of new windows in “Gostivar” hallways
4.4.2. Submission of Annexes to the joint Environmental Mitigation and Monitoring Plans (EMMP) Prior to the start of each school renovation project, Component 4 team checks whether the proposed renovation activities comply with the joint EMMP. Annexes were signed by the Project’s Chief of Party and AOR for five school renovation projects stating that the prosed renovation activities are adequately and effectively eliminated or mitigated by the approved joint EMMP.
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
4.4.3. Signing of Memoranda of Understanding with the schools and municipalities In the current reporting period, five Memoranda of Understanding (MoU) were prepared by the IIEP Component 4 and signed by the MCEC Executive director, IIEP Chief of Party, mayors and school directors. The MoU specified the responsibilities to be met by IIEP, municipality and schools in terms of the successful implementation of the school renovation projects.
4.4.4. Announcement of tenders for selection of construction companies In this reporting period the tender documentation was completed for six school renovation projects and a public call was published in two daily newspapers, Dnevnik and Koha, one in Macedonian and one in Albanian language, as well as on the Project’s website http://pmio.mk/category/business-opportunities/.
In this reporting period the tender procedures for 11 school renovations projects were completed. For the 11 published tenders for renovation of schools a total of 171 companies took the RFO documentation and 93 companies submitted their offers, or on average 8.5 submitted offers per project. The offers were publicly opened at the IIEP’s premises.
In this reporting period the IIEP evaluation committee interviewed separately the three first- ranking companies for each of the 14 school renovation projects. 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. The evaluation committee used the lowest price principle for the selection of subcontracting companies for 12 projects and the best value principle for selection of subcontracting companies for two projects. After the evaluation committee decided which company was successful, the entire documentation was submitted to USAID Regional Agreement Officer for approval and afterwards the results were officially posted on IIEP’s website (http://pmio.mk/category/tender-results/). In the whole process of selection and evaluation of the construction companies, representatives from US EUCOM (DOD/ODC) participated.
Contracts were signed with selected contractors prior the start of the renovation activities. In the reporting period the tendering procedure was completed for the 14 school renovation projects, listed below:
Table 10. List of selected contractors for school renovations Selected contractors for school renovations School Constructio Name of the # RFO Region Municipality Location renovation n school project companies IIEP.R. Skopje Ilinden Ilinden PS “Goce Windows MEDA – 3, 01/14 Delcev” replacement Tetovo IIEP.R. Polog Gostivar Gostivar SS Windows MEDA – 3, 02/14 “Gostivar” replacement Tetovo IIEP.R. Pelagonija Krusevo Krusevo SS “Naum Windows MEDA – 3, 03/14 Naumovski replacement Tetovo Borce” IIEP.R. Polog Gostivar v.Cajle PS “Cajla” Replacement of DON- 04/14 floors and HAUS, reconstruction of Tetovo two classrooms IIEP.R. Polog Vrapciste v.Vranjovce PS Full Anol-
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05/14 “Vrapciste” reconstruction of Impeks, the satellite school Skopje in the village Vranjovce IIEP.R. Skopje Gjorce Petrov Gjorce Petrov PS “Gjorce Reparation of the Izgradba 06/14 Petrov” dining room and Komerc, the kitchen Skopje IIEP.R. Pelagonija Prilep v. Berovci PS “Krume Full SIMAK 07/14 Volnaroski” reconstruction of Inzenjering, satellite school in Skopje Berovci village IIEP.R. Pelagonija Krivogastani v.Obrsani PS “Jonce Installation of Akvamont- 08/14 Smugreski” hydraulic platform ing, Skopje at the entrance stairs to allow access for disabled people and building a fence in the school yard IIEP.R. Southeast Bogdanci Bogdanci SS Installation of Radika 09/14 “Bogdanci” new boiler, Promet, reconstruction of Debar the hot-water heating system and reconstruction of the sports playground IIEP.R. Southwest Ohrid Ohrid PS “Bratstvo Installation of Mi- 10/14 Edinstvo” new windows, KOMERC doors and floors 2000, in the school Kavadarci buildings IIEP.R. Southwest Debar v.Dolno PS “Riste Installation of the JOKI, 11/14 Kosovrasti Risteski” hot-water heating Skopje system IIEP.R. Skopje Kisela Voda v.Dracevo PS “Kuzman Set up of new Makoterm, 12/14 Sapkarev” electrical Skopje installation in the left wing of the school building IIEP.R. Southwest Kicevo Kicevo PS “Sande Construction of LINDI JTD, 13/14 Sterjoski” multi-purpose Kicevo sports playground RFO Polog Gostivar Gostivar SS Installation of MEDA – 3, 14/14 “Gostivar” new windows in Tetovo hallways
4.4.5. Selection of consulting companies for supervision During the tendering procedure, request for offers for supervision of the renovation projects was sent to consulting companies from the Project’s list, depending on the type of the project, afterwards the most favorable company was selected.
In this reporting period, requests for offers were sent for supervision of five school renovation projects. The projects were grouped according to the region in which the schools are located. Two procurement procedures were conducted for the supervision of the above- mentioned five school renovation projects. For each procurement procedure, requests for offers were sent to four licensed consulting companies, or in total 8 requests for offer.
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
For supervision of the implementation of the school renovation projects in the Phase 3 schools, one consulting company was selected for supervision of five school renovation projects, two consulting companies were selected for supervision of three school renovation project and one consulting company was selected for supervision of two projects. The selected consulting companies are outlined in table below:
Table 11. List of selected consulting companies for supervision Selected contractors for school renovations # Region Municipality Location Name of the School renovation Consulting school project Companies for Supervision 1 Skopje Ilinden Ilinden PS “Goce Windows BAR Delcev” replacement E.C.E., Skopje 2 Polog Gostivar Gostivar SS Windows BAR “Gostivar” replacement E.C.E., Skopje 3 Pelagonija Krusevo Krusevo SS “Naum Windows SKIPI, Naumovski replacement Bitola Borce” 4 Polog Gostivar v.Cajla PS “Cajla” Replacement of BAR floors and E.C.E., reconstruction of two Skopje classrooms 5 Polog Vrapciste v.Vranjovce PS Full reconstruction of BAR “Vrapciste” the satellite school in E.C.E., the village Vranjovce Skopje 6 Skopje Gjorce Gjorce PS “Gjorce Reparation of the BAR Petrov Petrov Petrov” dining room and the E.C.E., kitchen Skopje 7 Pelagonija Prilep v. Berovci PS “Krume Full reconstruction of SKIPI, Volnaroski” satellite school in Bitola Berovci village 8 Pelagonija Krivogastani v.Obrsani PS “Jonce Installation of SKIPI, Smugreski” hydraulic platform at Bitola the entrance stairs to allow access for disabled people and building a fence in the school yard 9 Southeast Bogdanci Bogdanci SS Installation of new Aqua “Bogdanci” boiler, reconstruction fluent, of the hot-water Skopje heating system and reconstruction of the sports playground 10 Southwest Ohrid Ohrid PS Installation of new Balaban i “Bratstvo windows, doors and partneri, Edinstvo” floors in the school Ohrid buildings 11 Southwest Debar v.Dolno PS “Riste Installation of the Aqua Kosovrasti Risteski” hot-water heating fluent,
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
system Skopje 12 Skopje Kisela Voda v.Dracevo PS Set up of new Aqua “Kuzman electrical installation fluent, Sapkarev” in the left wing of the Skopje school building 13 Southwest Kicevo Kicevo PS “Sande Construction of Balaban i Sterjoski” multi-purpose sports partneri, playground Ohrid
In order to ensure continuous supervision of the renovation activities in PS “Goce Delcev” in the Municipality of Ilinden, IIEP hired the consulting company BAR E.C.E. from Skopje to supervise the works financed by IIEP, but also the works financed by the school and by the Municipality of Ilinden. The Municipality of Ilinden and PS “Goce Delcev” participated in the school renovation project with equal amount of finances as IIEP did (i.e. 1.100.000 MKD).
4.4.6. Preconstruction meetings in the 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 upon the working dynamics. Fourteen (14) preconstruction meetings were organized for the 14 projects mentioned above. After the preconstruction meetings, the physical works began in the schools.
4.4.7. Technical acceptance of the school renovation projects In this reporting period, ten (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 reporting period technical acceptances were signed in 10 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.
4.4.8. Access of people with physical disabilities in the renovated schools IIEP Component 4 team visited the schools selected for renovation during 2014 and together with the representatives of the SRTs checked whether the schools are accessible for people with disabilities. In the schools that were not accessible for people with disabilities, it was investigated whether there is a possibility to make the school accessible and if so, who will do it. Out of the thirteen (13) schools from Phase 3, five (5) schools have entrances on the ground level without any elevations. In five schools, the construction of access ramps, according to the signed MoUs, is the schools’ responsibility. In three schools, the provision of access in the school for the people with disabilities is a responsibility of IIEP. In one of these three (3) schools, there are no technical conditions for construction of access ramp. With prior consent from the municipality and the school, in this school, IIEP constructed a hydraulic platform at the front entrance in order to make it accessible for people with physical disabilities. The condition in the schools related to their accessibility for people with physical disabilities is presented in the table below:
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
Table 12. Accessibility of the schools for people with physical disabilities Condition in the schools related to their accessibility for people with physical disability Accessibility for the # Region Municipality Location Name of the school disabled people 1 Skopje Ilinden Ilinden PS “Goce Delcev” Accessible – Access ramp is constructed by school 2 Polog Gostivar Gostivar SS “Gostivar” Accessible – The school entrance is on ground floor without any elevation 3 Pelagonija Krusevo Krusevo SS “Naum Accessible – Access ramp Naumovski Borce” is constructed by school 4 Polog Gostivar v. Cajla PS “Cajla” Accessible – Access ramp is constructed 5 Polog Vrapciste v. PS “Vrapciste” Accessible – The school Vranjovce entrance is on ground floor without any elevation 6 Skopje Gjorce Petrov Gjorce PS “Gjorce Petrov” Accessible – The school Petrov entrance is on ground floor without any elevation 7 Pelagonija Prilep v. Berovci PS “Krume Construction of access Volnaroski” ramp is in progress 8 Pelagonija Krivogastani v. Obrsani PS “Jonce Accessible – IIEP installed Smugreski” hydraulic platform at the entrance stairs to allow access for people with physical disabilities 9 Southeast Bogdanci Bogdanci SS “Bogdanci” Accessible – Access ramp is constructed by the school 10 Southwest Ohrid Ohrid PS “Bratstvo Accessible – The school Edinstvo” entrances in the two school buildings are on ground floor without any elevation. 11 Southwest Debar v. Dolno PS “Riste Risteski” Construction of access Kosovrasti ramp is school’s obligation 12 Skopje Kisela Voda v. Dracevo PS “Kuzman Accessible – The school Sapkarev” entrance is on ground floor without any elevation 13 Southwest Kicevo Kicevo PS “Sande Accessible – Access ramp Sterjoski” is constructed by school
4.4.9. Follow up in-school meetings for schools from Pilot Phase and Phase 2 4.4.9.1. Processing of the maintenance plans provided by the pilot schools and Phase 2 schools During July all the data obtained from the maintenance plans that was received from the pilot schools and Phase 2 schools was processed. Following the completion of the analysis of the implementation of the maintenance procedures and plans, a general conclusion can be made that the implementation is bigger in the Phase 2 schools, than that in the pilot phase. Shortly, that can be expressed through the next general conclusions:
. In the maintenance of the heating system more attention is given to the annual maintenance procedures, that to the monthly procedures.
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
. In the maintenance of the school facilities more attention is paid to the monthly activities, especially to those activities that refer to the maintenance of the hygiene in the school toilets. . As examples of the successful implementation of the maintenance plans and procedures SS “Vanco Prke” – Vinica, PS “Gjorgji Sugarev” – Bitola and PS “Mite Bogoevski” – Resen can be singled out. . In SS “Vanco Prke” – Vinica, as soon as the one day training for the technical staff and the school secretaries was finished, they conducted their own maintenance procedures, extensive and in very similar shape to the suggested procedures. These procedures are regularly conducted and supervised. Each teacher is assigned to monitor the maintenance of the classroom in which s/he teaches. The school director is assigned to monitor the maintenance throughout the school. Following the implementation of these procedures a higher level of hygiene can be noticed, as well as higher level of control of what should be done or repaired and the manner and time in which it is done. These procedures enable the school management to have control over the efficiency of the work of the technical staff. . In PS “Gjorgji Sugarev” and in PS “Mite Bogoevski” all the maintenance procedures and plans are fully conducted. In these schools, a higher level of hygiene and maintenance of the heating system and the school facilities can be noticed, as well as a higher control of the work of the technical staff and control of the procedures that are done. All the records are kept at the school secretaries. . In the schools PS “Goce Delcev” from Stip and PS “Dimitar Miladinov” from Skopje more attention is given to the maintenance of the hygiene, especially in the toilets. Procedures are implemented in which every member of the technical staff keeps record of the realized work during one working day.
4.4.9.2. Third follow-up visits in all Phase 2 schools During September ten (10) Phase 2 schools, except PS “Josip Broz Tito” from Struga, were visited. In the following table are given all schools and the date of the visit.
Table 13. Follow–up in school visits in Phase 2 schools Municipality Name of school Date of visit Vinica SS “Vanco Prke” Kochani PS “Nikola Karev” 19.09.2014 Stip PS “Goce Delcev” Veles SS “Dimitrija Cupovski” Kumanovo SS “Nace Bugjoni” Staro Nagoricane PS “Hristijan Todorovski Karposh” 22.09.2014 PS “Brakja Miladinovci” Probistip PS “Kiril i Metodij” Bitola PS “Gjorgji Sugarev” 24.09.2014 Struga PS “Josip Broz Tito” It was not visited Skopje PS “Dimitar Miladinov” 30.09.2014 Skopje SS “Josip Broz Tito”
During the follow-up in school meetings in the Phase 2 schools could be noted that most of the schools do not apply the suggested maintenance procedures and plans. However it can be noticed that most of the schools conducted their own procedures, largely for the maintenance of the hygiene in the toilets. This number is continuously increasing. The usage of these plans is bigger in this part of the year, following the outbreak of hepatitis in some of the schools in the country.
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During the visits, additional copy of the plans was given to all schools, this time in electronic form. In November, when the next visits are scheduled, will be collected the copies of the filled in plans from the schools and the collected data will be processed.
4.4.9.3 Analysis of the collected data for the energy efficiency study for SS Vanco Prke – Vinica. During August, a visit to SS “Vanco Prke” – Vinica was organized to collect the data that was needed to make an energy efficiency study of the building. During September, the data was analyzed and estimations were made for the amount of heat needed to heat the buildings and several different solutions were proposed that can create energy savings. During the next month, the analysis and the Study will be finished. The idea is to present the study in front of the school’s and IIEP representatives in order to explain the inputs, methodology for the analysis and the results.
4.4.10. Mentoring sessions for detailed maintenance plans and maintenance procedures in 13 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, during September, mentoring sessions were organized in all Phase 3 schools (see: Table 15) that were renovated during 2014. The SRTs were given templates for preparation of 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 and on the mentoring sessions with representatives from the SRTs they discussed the problems that they had during the preparation of these documents, their concerns and practices and were provided with assistance on how to improve the planning and implementation of the school maintenance activities.
Table 14. Schools and number of participants at the mentoring sessions for Module 1 in Phase 3 schools Schools and number of participants at the mentoring sessions for Module 1 Number of Nr. Municipality City/ Village Name of school Date of visit participants 1 Ilinden Ilinden PS “Goce Delcev” September 01, 4 2014 2 Debar Dolno PS “Riste Risteski” September 04, 2 Kosovrasti 2014 3 Krivogastani Obrsani PS “Jonche September 15, 3 Smugreski” 2014 4 Krushevo Krushevo SS “Naum September 15, 3 Naumovski Borche” 2014 5 Bogdanci Bogdanci SS “Bogdanci” September 17, 3 2014 6 Kicevo Kicevo PS “Sande Sterjoski” September 18, 5 2014 7 Gostivar Gostivar SS “Gostivar” September 18, 2 2014 8 Gostivar Cajle PS “Cajla” September 19, 3 2014
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9 Ohrid Ohrid PS “Bratstvo September 23, 4 Edinstvo” 2014 10 Prilep Topolcani PS “Krume September 23, 4 Volnaroski” 2014 11 Gjorce Petrov Skopje PS “Gjorce Petrov” September 24, 2 2014 12 Kisela Voda Dracevo PS “Kuzman September 24, 2 Sapkarev” 2014 13 Vrapcishte Vrapcishte PS “Vrapcishte” September 30, 4 2014 Total: 41
In part of the schools where mentoring sessions were organized, the SRTs have prepared the requested documents, but in one part of the schools they did not fill in the appendices, therefore during the sessions, instructions were given on how to fill them in. The general conclusion is that the schools lack plans and procedures for maintenance of the schools. All school representatives say that the funds that they receive from the municipalities for maintenance are insufficient and with them they can only cover the basic hygienic needs and cannot plan any bigger activities. Also most of the schools lack detailed descriptions of maintenance activities that the employees should implement on a daily, weekly, monthly and an annual basis.
The impression is that the maintenance of the schools largely depends 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.
4.4.11. Procurement of school maintenance toolboxes In this reporting period, the documentation for procurement of 26 school maintenance toolboxes was prepared (13 for the Phase 3 schools, 10 for the Phase 4 schools and extra three toolboxes for schools that can be renovated in case additional savings are created) and the tender procedure was conducted. Five companies were invited to submit an offer and four of them responded to the request and submitted an offer. The IIEP evaluation committee interviewed the offerors. At the interviews, the offerors provided samples of the requested tools and certificates of quality. The evaluation committee assessed the quality of the offered tools and the capacity of the company to perform the required task. Since this was a divisible lot, the evaluation committee decided to sign agreements with all 4 companies for different items. The entire documentation was submitted to USAID Regional Agreement Officer for approval. The approval is received and in the next period IIEP will sign the agreements with all 4 companies for the tools for which they had the lowest price for the required quality. This type of procurement procedure (divisible lot) requested greater effort from the evaluation committee, but in this way greater savings were made that can be used for the school renovation projects. The tool boxes will be delivered to the Phase 3 schools in the next quarter. The Phase 4 schools will receive the tool boxes after the completion of the application for school renovation.
4.4.12. Collecting and documenting of cost–share In this reporting period, the process of collection and documentation of the cost–share of the schools and municipalities renovated in 2014 has started. All schools and municipalities in the application for school renovation claimed that they will provide at least 10% of cash or
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
in–kind cost–share. It is expected that in the first quarter of 2015 this process will be completed and the cost– share documents for the Phase 3 schools will be signed by the school directors and mayors.
4.4.13. Uploading documents on OHASIS (Overseas Humanitarian Assistance Shared Information System) The Component 4: Providing Incentives to Schools and Communities is financed by the United States 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 within the framework of the Component 4. In this reporting period, a total of 28 documents were uploaded on OHASIS (see Table 15).
Table 15. Number and types of documents uploaded on the OHASIS Number and types of documents uploaded on the OHASIS No. Type of document Total uploaded 1 Selection documents 14 2 Approval to Subcontracts 14 Total: 28
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
5. LESSONS LEARNED DURING THIS REPORTING PERIOD
Learning from the participation at the IIEP advanced training for multilingual schools During the advanced training for interethnic integration in education with multilingual schools, participants were handed a questionnaire at the beginning and at the end of the trainings (pre and post tests), containing the same questions. The goal was to compare and assess the knowledge they had before attending the training and the knowledge gained through it. This proved to be a very positive and valuable instrument that helps the project team assess the effect of the delivered trainings better. Given this experience, the project team finds that using the same technique might be valuable when working with students in the joint students activities. An instrument can be prepared for measuring the students’ attitudes (respect and trust in “others” even outside the school environment, prejudices regarding “others”), which will be delivered to the students prior and after the implementation of the long-term activities, in order to measure the effects of these activities.
Strengthening the presence in media concerning Interethnic Integration in Education The established gatherings/meetings with the editors and journalists have developed close cooperation with the media, while producing the media digest has informed them about the day to day IIEP activities. Even though this information were shared to the media outlets and made available to journalists, not every story was published on the daily press. Seeing this as a concern, IIEP in cooperation with Macedonian Institute for Media produced and delivered number of videos regarding IIEP activities. These videos were recorded, edited and subtitled in Macedonian and Albanian language in order to be available for the media outlets from both ethnicities. The videos will further increase the availability of these stories in the media and demonstrate the positive outcomes of the IIEP activities throughout the country. IIEP will continue to support the presence in the media and share the good practices that occur during the implementation of the project.
Selection of participants for a specific training When organizing trainings for a specific group of participants, several things should be kept in mind in order to avoid misunderstandings. While organizing the training for constructive conflict resolution techniques several schools from the Component 2 were asked to delegate representatives of the professional service staff from their schools. It turned out that several schools had delegated teachers to take part in the training since the professional service staff was unable to join the training at the time, without prior consultation with IIEP team. This created some bitterness among the schools that were told not to send teachers as replacements. It is recommended to stress out to schools in advance which persons are eligible to take part in the training, and wether or not replacements can be made.
School maintenance plans Following the completion of the trainings for school maintenance, each school received a set of lists for keeping track of the school maintenance activities. This set of lists includes list for school hygiene, list for the maintenance of the construction positions and for maintenance of the heating system. In the period from the trainings until the start of the mentoring sessions, each renovated school should start using these lists and at the mentoring sessions is checked whether the schools are implementing the lessons learned and if the schools are findind these lists useful in their everyday functioning. From the mentoring sessions and the follow up visits regarding the school maintenance practices can be noted that there is a progress in terms of following the procedures and
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
implementing the activities for maintenaning hygiene in the schools. The same pace of progress cannot be noted in terms of keeping track of the maintenance procedures for the construction positions and maintenance of the central heating system. This is due to having different people being responsible for different activities and needing different types of qualifications, and also the dynamics for implementing these activities differs. The lesson learned from the collected checklists is that the schools pay more attention to keeping records of the hygiene, than to the maintenance of the school construction positions. Therefore, the possibility to separate the activities for the hygiene maintenance and the maintenance of the construction on separate lists will be considered for the next maintenance plans that will be delivered to the newly selected schools.
6. ACTIVITIES TO INCREASE PARTICIPATION OF PEOPLE WITH DISABILITIES (PWDs)
The USAID Interethnic Integration in Education project visited the schools selected for renovation during 2014 and together with the representatives of the SRTs checked whether the schools are accessible for PWDs. For the schools that were not accessible for people with disabilities, it was investigated whether there is a possibility to make the school accessible and if so, who will do it. Out of the thirteen (13) schools from Phase 3, five (5) schools have entrances on the ground level without any elevations. In five (5) schools, the construction of access ramps, according to the signed MoUs, is the schools’ responsibility. In three schools, the provision of access in the school for PWDs is a responsibility of IIEP. In one of these three (3) schools, there are no technical conditions for construction of access ramp. With prior consent from the municipality and the school, in this school, IIEP constructed a hydraulic platform at the front entrance in order to make it accessible for PWDs. All thirteen (13) renovated schools have functional access for students, teachers and parents with special needs.
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
7. ACTIVITIES IN THE NEXT REPORTING PERIOD
Crosscutting Activities . Signing Memorandum of Understanding with the National Examination Center; . Coordination of the partners.
Monitoring and Evaluation Activities . Completion of the sublimated report from monitoring, evaluation and electronic survey of the activities in demonstration; . Completion of the report for the electronic survey; . Completion of the monitoring of the Phase 2 schools; . Administration of the evaluation questionnaire for trainings/seminars/workshops implemented by all components; . Field visits of some activities; . Participation in training/seminars/workshops/meetings implemented by components in order to monitor.
Component One: Public Outreach Activities . Informal meetings with Editors-in-Chief and Journalists to discuss forms of cooperation between the project and the media outlets; . Implementation of the three (one-day) trainings with members of the School Integration Teams for preparing effective public presentations; . Organization of the five promotional events of the products as a result of the completion of the creative processes and forum theatres; . Organization of four Ribbon-cutting ceremonies; . Establishment of six new debate clubs in secondary schools; . Preparation and dissemination of the next edition of the IIEP Project Digest, Monthly reports and Media digests; . 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 . Implementation of Phase 3 advanced training for school trainers for interethnic integration in education for schools with two/three languages of instruction; . Mentoring meetings with SITs from Phase 3 schools; . Field visits and mentoring support for schools with two/three languages of instruction; . Continuation of revising the Manual for Integral Evaluation; . Regional meetings with the SEI inspectors; . Second final event of the joint students activities within the 5 primary schools with two/three languages of instruction; . Session with the teacher training faculties’ professors-authors for harmonization of the written draft chapters for the Manual; . Finalization of the Manual for the Teacher Training Faculties; . Continuation of the collaboration with the National Examination Center
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Component Three: Demonstration Schools . Training of partner NGOs and BDE advisors in conducting in-school support meetings with school staff; . Distribution of materials and implementation of the training for new teachers to implement bilingual multicultural workshops; . Organizing two (one with primary schools and one with secondary schools) three-day trainings for students representatives of the school bodies and coordinators of democratic participation; . Implementation of three support meetings (once per month for each demonstration school) for all on-going in-school activities; . Training of professional service staff from all demonstration schools and from several other schools in constructive conflict resolution techniques; . Implementation of elections of students bodies at a school level.
Component Four: Providing Incentives to Schools and Communities . Technical acceptance of 3 school renovation projects; . Preparation of Annex 3 - Record of Compliance with Environmental Mitigation and Monitoring Plans (EMMPs) for the Phase 3 school renovation projects; . Delivery of toolboxes for school maintenance in 13 Phase 3 schools; . Organization of follow up in-school meetings in 11 Phase 2 schools; . Training for strengthening the skills for maintenance of the school technical staff and secretaries (Module 2); . Mentoring sessions for maintenance of school building, following the completion of training for Module 2; . Cooperation with MoE/DCI regarding the establishment of school maintenance standards and procedures; . Collection of Cost–share supporting documents for Phase 3 schools and municipalities; . Uploading of documents in OHASIS (Overseas Humanitarian Assistance Shared Information System).
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
8. LIST OF APPENDICES
Summary Partners’ Quarterly Reports . Macedonian Institute for Media (MIM) Appendix 1 - . Association for Roma Community Development SUMNAL Partners’ Quarterly . Center for Balkan Cooperation “Loja” Reports . Performing Arts Center MULTIMEDIA . Youth Educational Forum . My Career
Appendix 2 – Report from the evaluation of IIEP in the schools from the second Evaluation report Phase
Appendix 3 – List List of all invited schools and the number of participants in the of Schools Included workshops for effective public presentations for representatives of in Component 1 School Integration Teams (SITs) from Phase 3 Activities
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USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
APPENDIX 1 Summary Partners’ Quarterly Reports
1. Macedonian Institute for Media (MIM) 2. Association for Roma Community Development SUMNAL 3. Center for Balkan Cooperation “Loja” 4. Performing Arts Center MULTIMEDIA 5. Youth Educational Forum 6. My Career
1 Macedonian Institute for Media (MIM) Reporting period: July 1 – September 30, 2014 1. SUMMARY OF ACCOMPLISHMENTS . Activity 1.1.3: “Coffee with…” Newsroom Leaders - On August 25th, a meeting was held with Ms. Sanja Vasic, the newly appointed editor-in-chief of the private national TV station TV Telma. Ms. Vasic expressed the readiness of TV Telma to cooperate more closely with IIEP and to use the Projects’ resources when covering education issues. . Activity 1.1.4: Production and dissemination of information materials on IIE to the media: - The 5th and 6th issue of the electronic Media Digest (Mediumski informator, Informatori mediatik) were produced in July/August (bi-monthly edition) and September 2014, bringing different human interest stories, video pieces and other interesting content on various types of activities carried out within different components of IIEP to journalists and newsrooms throughout Macedonia, as well as to audiences on social networks. The newsletter was distributed via social networks to 6 journalists’ groups on Facebook, each gathering from 100 to 750 journalists from Macedonia, as well as to several FB groups and fan pages that gather NGOs, activists and media and are focused on interethnic relations and peace-building (such as the group Zaedno za Mir with over 750 members, MIM’s page “Aktiv” with over 800 fans, “Stop na nasilstvoto i nacionalizmot vo Makedonija” with over 650 members etc.). The newsletter was also distributed through MIM’s Twitter profile, which is followed by many journalists and CSO activists. Also, the newsletter was distributed directly via e-mail to almost all newsrooms in the country, and to over 50 journalists that cover education. In addition, the newsletter was distributed to over 500 teachers in schools throughout Macedonia that have been trained by MIM through IIEP during these three years, and through other projects. - In July 2014, MIM staff produced and sent to IIEP a contact list of TV shows and programs dedicated to children and youngsters. During contacts with these journalists, they all expressed interest to publish information on the Project and invite interlocutors from IIEP to speak in the shows on concrete activities of IIEP with the pupils. . Activity 1.2.1: Workshops for effective interactive public presentations in the context of interethnic integration in education for School Integration Teams (SIT) - MIM experts started with the delivering of the workshops to members of SIT for effective communication and presentation skills to representatives of primary and high schools. In August and September 2014, 3 workshops were carried out, involving 76 representatives of different ethnic backgrounds;
USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
. Activity 1.2.4: Planning Phase for Infotainment documentary “7x7”; - On 9 July 2014, IIEP and MIM representatives held a meeting with the editor-in- chief of the second program service of the public broadcaster MTV, Ms. Migena Gorenca. At the meeting, we discussed more about intensifying our efforts for the joint production of “7x7”. Ms. Gorenca expressed the readiness of the Second service of MTV (which gathers newsrooms of non-majority ethnic communities) to help with its resources and work jointly with IIEP in producing this pilot episode. - During July and August 2014, MIM experts developed a final basic scenario for the pilot episode (Tradition), which will be focused on key tradition features - a folk dance, traditional clothes and a traditional custom of 4 ethnic communities (Macedonian, Albanian, Turkish, Serb), corresponding to 4 languages in which the teaching process is carried out in the Macedonian education system. For the production of this episode, the draft scenario includes scenes of role-play with prominent actors, folk groups presenting traditional clothes and dance, jointly with pupils from schools (folk dance sections) that participate in IIEP. 2. IMPLEMENTED ACTIVITIES . Activity 1.1.3: “Coffee with…” Newsroom Leaders - On August 25th, a meeting was held with Ms. Sanja Vasic, the newly appointed editor-in-chief of the private national TV station TV Telma. For years now, this TV station has been considered as one of the most professional media outlets in the country. IIEP representatives used this opportunity to introduce Ms.Vasic with the activities of the project, and offered its capacities (knowledge, data, expertise etc.) to Telma journalists when covering interethnic issues in the context of education process. Ms Vasic expressed the readiness of TV Telma to cooperate more closely with IIEP in this regard. . Activity 1.1.4: Production and dissemination of information materials on IIE to the media: - During the period covered with this quarterly report, MIM staff in cooperation with the IIEP outreach team continued working on preparation and production of stories for the IIEP website and the IIEP bulletin/media digest for journalists. - During July and August 2014, members of the MIM team assisted IIEP in producing 7 stories related to concrete activities in schools implemented within the project, which were published on IIEP website, and were all included in the monthly media digest. - At the beginning of September 2014, the fifth edition of the Media Digest was produced and disseminated to journalists and newsrooms throughout Macedonia, as well as to audiences on social networks. - In September 2014, MIM team members assisted IIEP in producing 6 stories related to concrete activities in schools implemented within the project, which were published on IIEP website, and were all included in the monthly media digest. MIM’s assistance included a complete production of 2 multimedia stories, and also editing and proofreading of all other stories, and assistance regarding translation. The sixth issue of the newsletter was produced and disseminated at the beginning of October 2014. - MIM staff produced a success story from the event held at the PS “Goce Delcev” in the Municipality of Ilinden on September 23, which marked the beginning of the partnership between this school and the PS “Bratstvo-Edinstvo” from the neighboring village of Konjari. The event was also used to promote the renovation implemented with the support of IIEP and the municipality, which USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
enabled this school to become one of the 35 energy efficient educational facilities in the country after the renovation of the doors and windows in the past period. The story was published on IIEP website and included in the bulletin. - 2 stories were also produced by MIM on the workshops held with representatives of SIT on efficient communication in the context of interethnic integration in education, held in Skopje on 26th of August and in Ohrid on 19th of September, and were published on IIEP website and in our media bulletins. - In July 2014, MIM staff produced a contact list of TV shows and programs dedicated to children and youngsters. In the following period, IIEP and partners can use these contacts more intensively to promote concrete activities of IIEP with the pupils; . Activity 1.2.1: Workshops for effective interactive public presentations in the context of interethnic integration in education for School Integration Teams (SIT) - In August and September 2014, 3 workshops were carried out, involving 76 representatives of different ethnic backgrounds; - The first training was held in Skopje on 22 August, bringing together 21 participants from 21 schools from municipalities from Skopje region (19 ethnic Macedonians, 2 Albanians from Gazi Baba, Aerodrom, Kisela Voda, Karpos and Gjorce Petrov municipalities); - The second training was held in Skopje on 26 August, bringing together 25 participants from 23 schools from Skopje, Kumanovo and Kriva Palanka regions (19 Macedonian, 6 Albanian representatives from Ilinden, Saraj, Gjoce Petrov, Petrovec, Studenicani, Sopiste, Aracinovo, Zelenikovo, Rankovce, Kriva Palanka municipalities); - The third training was held in Ohrid on 19 September, bringing together 30 participants from 26 schools from municipalities from municipalities of Ohrid, Debar, Gostivar, Debarca and Vrapciste (15 ethnic Macedonians, 14 Albanians, 1 Turk representing SIT from these municipalities); . Activity 1.2.3.: School competition for best multimedia products in the context of interethnic integration - MIM staff produced the draft call for the competition for best multimedia products in the context of interethnic integration. The text of this draft was already sent to IIEP for approval. The competition is expected to be announced during October 2014, and will invite all high-schools to participate in the competition, which also foresees awards for the best student products. . Activity 1.2.4.: Planning Phase for Infotainment documentary “7x7”; - On 9 July 2014, IIEP and MIM representatives held a meeting with the editor-in- chief of the second program service of the public broadcaster MTV, Ms. Migena Gorenca. At the meeting, we discussed more about intensifying our efforts for the joint production of “7x7”. MTV2’s editor was introduced with and welcomed the idea of jointly producing a revised pilot episode (Tradition), which will include 4 ethnic communities (Macedonian, Albanian, Turkish and Serb), corresponding to 4 teaching languages of instruction in education system in Macedonia; - During July and August 2014, MIM experts continued with developing of a basic draft plan for producing the first pilot episode. The basic scenario was developed and sent for review to IIEP. For the production of the pilot episode “Tradition”, the draft scenario includes scenes of role-play with prominent actors, folk groups presenting traditional clothes and dance, jointly with pupils from schools (folk dance sections) that participate in IIEP. USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
- Initial contacts and meetings with journalists from 4 ethnic communities that would work on the first pilot episode were established and held. They were presented with the idea of the infotainment serial; . Additional activities: Event - Presentation of case studies of successful multiethnic companies in Macedonia (activity organized by partner organization My Career) - The results of the research and case studies conducted by pupils from 3 high- schools from Skopje were presented at a joint event organized by IIEP and the partner organization “My Career”, which was held on the 26th of September this year in the sports hall of SGGU “Zdravko Cvetkovski” in Skopje; - MIM provided a moderator for the event, an event scenario, as well as review of case studies and videos produced by the students in the context of their outreach effect, conducted in close cooperation with IIEP staff; - The selected approach resulted in an excellent interactive event, in which students discussed on the case studies, as well as on other opportunities and information that are useful for their future career development. 3. LESSONS LEARNED - 4. NEXT QUARTER ACTIVITIES - Activity 1.1.3: “Coffee with…” Newsroom Leaders (at least 8 meetings with newsroom leaders of mainstream national media in by the end of 2014) - Activity 1.1.4: Production and dissemination of information materials on IIE to the media (producing three issues of the Media digest; producing at least 3 stories for IIEP website and for distribution to the media, organizing 3 study visits for journalists to concrete events organized by IIEP or partners in schools) - Activity 1.2.1: Workshops for effective interactive public presentations in the context of interethnic integration in education for School Integration Teams –SIT (remaining 3 workshops to be delivered during October and November 2014) - Activity 1.2.3: School competition for best multimedia products in the context of interethnic integration (announcing the competition, completing the selection of winners and organizing an awarding ceremony by the end of 2014) - Activity 1.2.4: Planning Phase for Infotainment documentary “7x7” (continuing concrete pre-production activities, finalizing the production plan and budget, discussions with concrete professionals for their engagement for recording and producing the pilot episode)
2 Association for Roma Community Development SUMNAL Reporting period: Reporting period: July 1 – September 30, 2014 1. SUMMARY OF ACCOMPLISHMENTS . Provided logistic support on 2 one-day workshops and meetings organized by Component 2; . Provided 13 mentoring meetings with schools from Phase 2; . Strengthening the capacities of Sumnal's staff by participating on the workshops and meetings and participation at IIEP events. 2. IMPLEMENTED ACTIVITIES For the period from July-September 2014 staff from Association for Roma Community Development Sumnal took part on these activities:
1. Implemented activities within Component 2 a) Provided logistical support to trainings and meetings . One-day Training for representatives from school boards, professional service USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
staff in primary and secondary schools and representatives from municipalities. The role of NGO Sumnal was to give a logistic support.
Date Location Number of Sumnal’s representatives 01 July 2014 Mentoring meeting for school boards, 1 professional service and representatives from municipalities, in hotel Kristal Palas, Prilep. One representative from Sumnal attended on this training. The role of NGO Sumnal was to give a logistic support.
b) Provided logistical support to trainings and meetings . One-day Advanced Training for SITs representatives from primary and secondary schools. The role of NGO Sumnal was to give a logistic support.
Date Location Number of Sumnal’s representatives 30 September One-day advanced level training for SITs 2 2014 representatives, in hotel Kontinental, Skopje. Two representatives from Sumnal attended on this training. The role of NGO Sumnal was to give a logistic support.
c) Provided support to mentoring meetings . Fourth Mentoring meetings with schools from phase 2. The role of NGO Sumnal was to give a mentoring support.
Date Location Number of Sumnal’s representatives 01 July 2014 Mentoring meeting with schools from 1 phase 3, in PS “Ismail Kemali”, Gostivar. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 02 July 2014 Mentoring meeting with schools from 1 phase 3, in SS “Georgi Dimmitrov”, Skopje. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 03 July 2014 Mentoring meeting with schools from 1 phase 3, in SS “Vlado Tasevski”, Skopje. One representative from Sumnal attended USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
on this meeting. The role of NGO Sumnal was to give a mentoring support. 03 July 2014 Mentoring meeting with schools from 1 phase 2, in PS “Tosho Arsov”, Stip. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 03 July 2014 Mentoring meeting with schools from 1 phase 2, in PS “Mite Bogoevski”, Resen. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 03 July 2014 Mentoring meeting with schools from 1 phase 2, in SS “Orde CopEla, Prilep. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 04 September Mentoring meeting with schools from 1 2014 phase 2, in PS “Sande Sterjoski”, Kicevo. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 05 September Mentoring meeting with schools from 1 2014 phase 2, in PS “Sande Sterjoski”, Kicevo. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 05 September Mentoring meeting with schools from 1 2014 phase 2, in PS “Blaze Koneski”, Veles. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 05 September Mentoring meeting with schools from 1 2014 phase 2, in PS “Dimitrija Cupovski”, Veles. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 10 September Mentoring meeting with schools from 1 2014 phase 2, in PS “Goce Delcev”, Sveti Nikole. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support. 12 September Mentoring meeting with schools from 1 2014 phase 2, in SS “Kosta Susinov”, Radovis. One representative from Sumnal attended on this meeting. The role of NGO USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
Sumnal was to give a mentoring support. 30 September Mentoring meeting with schools from 1 2014 phase 2, in PS “Goce Delcev”, Demir Hisar. One representative from Sumnal attended on this meeting. The role of NGO Sumnal was to give a mentoring support.
d) Other administrative support provided - Electronic input lists of participants at workshops. Sumnal had a task to entered electronically in excel tables the lists for participant's attendance from all organized Trainings and seminars. - 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 and municipalities about the date of the trainings and confirmation of attendance. - Activities for assisting in the preparation of trainings in Phase 3 (materials, arranging training facilities, etc.) - Support of schools in Phase 2 in preparing applications for small grants
3. Capacity building and attendance at the IIEP meetings
Date Location Number of Sumnal’s representatives 03 September Meeting with IIEP team, Sumnal and 2 2014 Loja related to reflection for third and fourth mentoring meeting and for future activities.
3. LESSONS LEARNED - 4. NEXT QUARTER ACTIVITIES . Meetings with the representatives of municipalities . Mentoring meetings with "My circle" schools . Monitoring and mentoring of the activities in the schools . Logistic support . Electronic input lists of participants at workshops . Contacting with representatives from municipalities and school
3 Center for Balkan Cooperation Loja Reporting period: July 1 – September 30, 2014 1. SUMMARY OF ACCOMPLISHMENTS July - September accomplishments are few in number due to the summer period when the schools are not working and also our work gets slower in its mood. This period was marked by following accomplishments: . 4th mentoring meetings with the schools of the second phase of project implementation . 1st mentoring meetings with the schools of the third phase of project implementation . Training for school boards and professional staff representatives . Advance training for the schools with 2-3 learning languages USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
. Providing translation logistical support during several trainings 2. IMPLEMENTED ACTIVITIES . Mentoring meeting with the schools of the third phase: Mentoring meetings that started in June, were lasting during this quarterly as well, the aims of the mentoring as usual is to give the support to schools during the process of the preparation of the disseminations, preparation of the annual program and self- evaluation. In the period July- September 2014 were held following mentoring meetings:
Date : Group: Loja mentor : 04 July 2014 2 Aleksandra Sarxhoska 04 July 2014 3 Srgjan Vidoeski replacing Aleksandra Sarxhoska 16 September 2014 5 Srgjan Vidoeski 29 August 2014 6 Aleksandar Stojanovski 02 July 2014 10 Arta Ramadani 02 July 2014 11 Darko Serafimoski 01 July 2014 13 Darko Serafimoski 26 August 2014 16 Ferija Murtezani 01 July 2014 25 Hatixhe Qazimi 22 August 2014 28 Aleksandar Stojanovski 27 August 2014 30 Gzim Osmani
. Mentoring meetings with the schools of the second phase: in June also started mentoring with the schools of the second phase, which continued during this quarterly. Ardiana Bajrami is not engaged anymore due to some private reasons, so for her groups are responsible Srgjan Vidoeski and Gzim Osmani, it will be described in the table. Mentoring hold during this period are shown below : USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
Schools of the second Third Mentoring with Fourth Mentoring with phase of IIEP the schools of the the schools of the second second phase, hold on phase, hold on: : 1. Aleksandra Sardzoska Group 20: 29.05.2014 Group 21: 02 July 2014 Group 21: 02.05.2014- Group 22: 03 July 2014 Aleksandra didn’t (replaced by Aleksandar attend to the mentoring Stojanovski) Group 22 :08.05.2014 2. Blerim Jashari Group 14: 30.04.2014- replaced by Srgjan Vidoeski 3. Baki Shakirovski Group 5 : 08.05.2014 Group 26: 02 September Group 8: 02.05.2014 2014 Group 26: 13.05.2014 4. Srgjan Vidoeski Group 19: 16.05.2014 Group 19:19 June 2014 Group 24: 23.04.2014 Group 15:17 September Group 15: 27.05.2014 2014 5. Ardiana Bajrami Group 10: 09.05.2014 Group10-now responsible Group 13: 14.05.2014 Srgjan Vidoeski): 18 Group 28: 20.05.2014 September 2014 6. Hatixhe Qazimi Group 16: 06.05.2014 Group 18: 05 September Group 17: 16.05.2014 2014 Group 18: 08.05.2014 Group 29: 19 September Group 29: 22.05.2014 2014 7. Gzim Osmani Group 11: 28.05.2014 Group 12: 27 June 2014 Group 12: 14.05.2014 Group 36: 25 June 2014 Group 30: 30.05.2014 Group 30: 12 September Group 36: 20.05.2014 2014 8. Darko Serafimoksi Group 6: 13.05.2014 Group 6: September 2014 Group 23: 02.05.2014 Group 23: 08 July 2014 Group 27: 07.05.2014 Group 27: 05 September 2014 9. Blagoja Petrovski Group 25: 05.05.2014 Group 25: 02 July 2014 . Training for the representatives of the school boards and professional service staff of the third phase of IIEP : on the 1st and 2nd of July 2014, was held one day training for the representatives of the school boards and professional service staff of the third phase of IIEP. CBC Loja was providing logistic and translation for both of the trainings. For that were engaged: Gzim Osmani, Ferija Murtezani, Aleksandar Stojanovski. . Advance training with the schools with 2-3 learning languages: in the end of September started advance trainings of IIE, with the schools from the pilot and second phases of IIEP. Trainings were held in Skopje, and the first one was on 24 September, when we provided logistic by Srgjan Vidoeski, and Blagoja Petrovski, was attending the training, and on the 30th of September Hatixhe Qazimi was providing logistic and Arta Ramadani was a participant of the training. . Administrative work for the schools of the third phase: during the entire quarter was provided a support to schools of the third phase, during their first USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
steps in the project activities. Support is based in mentoring them, and collecting data about their progress. In the same period there was going on collection of the documents for the schools which used small grants from the project side. 3. LESSONS LEARNED
4. NEXT QUARTER ACTIVITIES Activities that will mark next quarterly of IIEP are : . Mentoring meetings: second mentoring meetings will be held with the schools of the third phase. . School visits: during all the next quarterly will go on the visits in the schools for support if IIE activities. . Advance training for the schools with 2-3 learning languages- representatives from the schools SIT, will be trained in the next step of IIE trainings. So they would be prepared about implementing much more activities in the school frames. . Prepared and published manual with the IIE concept, worked together by IIEP team, CBC LOJA and professors from future teacher faculties.
4 Performing Arts Center MULTIMEDIA Reporting period: July 1 – September 30, 2014 1. SUMMARY OF ACCOMPLISHMENTS . Opened up a dialogue on the needs and challenges of all stakeholders involved in the educational system in general and for the topics of creative workshops and innovative approaches in formal and informal education in particular . Identification of the main challenges in the broader context of interethnic integration in education important for the stakeholders in the project . Created a common ground for effective communication between local stakeholders of the project as well as a commitment and motivation to be thoroughly involved in the project . Successful implementation of Activity 1.2.7: Forum Theater Workshops for Students on Specific Themes for Interethnic Integration in Education which took place at SS “Cvetan Dimov” (Skopje) on September 26th . Successful continuation of the implementation of Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue in 6 schools: SS “Dobri Daskalov” (Kavadarci), SS “Orde Copela” (Prilep), SS “Ljupcho Santov” (Kochani), “Gostivar” Technical Secondary School (Gostivar), SS “Sv. Kliment Ohridski” (Ohrid) and SS “Cvetan Dimov” (Cair, Skopje) . Mobilized students and teachers in setting a safe space for community development and positive change using art for social change methodology . Enhanced the teachers’ and students’ creative skills through their active participation within the creative workshop process . Opened up a dialogue among students concerning their creative engagement in the creation of the final products. 2. IMPLEMENTED ACTIVITIES
PAC MULTIMEDIA implemented project activities that are part of Component 1: USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
Community Outreach Activities through Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue and Activity 1.2.7: Forum Theater Workshops for Students on Specific Themes for Interethnic Integration in Education.
Activity 1.2.6: Creative Workshops for the Promotion of Cultural Diversity and Intercultural Dialogue
During July and August 2014 PAC Multimedia performed tasks of an administrative nature. Due to the summer holidays (school break) we stopped the implementation of the creative workshops in these months.
. As from September 2014, with the start of the school year, the implementation of the Activity 1.2.6 and 1.2.7 continued in the six selected schools: SS “Dobri Daskalov” (Kavadarci), SS “Orde Copela” (Prilep), SS “Ljupcho Santov” (Kochani), “Gostivar” Technical Secondary School (Gostivar), SS “Sv. Kliment Ohridski” (Ohrid) and SS “Cvetan Dimov” (Cair, Skopje)
Progress Report on Activity 1.2.6
SS “Dobri Daskalov” (Kavadarci) The teachers from SS “Dobri Daskalov” have implemented nine creative workshops. As they are getting close to the date of the public presentation they are more focused on the final products. The students are actively participating in the workshop activities. They are especially responsive to activities which require physical expression. The public presentation of the final products is planned to happen on October 31st, but we are still waiting for the confirmation.
SS “Orde Copela” (Prilep) So far, ten creative workshops have been implemented at SS “Orde Copela”. Their public presentation is scheduled for October 15th, and it will take place at Vojdan Chernodrinski Theater. The final product will be a theatrical performance. This group of students is one of the most open ones, which is greatly influenced by the dynamics of the teachers Igor Galoski and Anita Buneska. Also, in the Success stories chapter you can read how these workshops are influencing other great things to happen in this school.
Ljupcho Santov High School (Kochani) The teachers involved in the creative process from SS “Ljupco Santov” are very constructive and open. They have implemented nine creative workshops so far. On our last visit to this school we have noticed that most of the students are extraordinary proactive when participating in the activities. Even the quiet ones were taking parts as actors in some scenes, which again prove the tremendous progress in terms of motivating the students within the workshops. While discussing the possibilities for the final product creation, they have showed a great interest in theatrical performance.
“Gostivar” Technical Secondary School (Gostivar) The students at “Gostivar” Technical Secondary School are extremely open and proactive. They are taking parts in the creative processes with easiness. The group is very cohesive and motivating. As this is the most ethnically diverse school in this year’s participating schools it shows how important the creative workshops are. On our last visit to this school USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014 the students were acting in different scenes, in correlation with conflict resolution among people with different ethnic backgrounds. The students were the ones developing the scenes, and the ones offering solutions. It was very inspiring.
SS “Sv. Kliment Ohridski” (Ohrid) The students participating in the creative workshops at SS “Sv. Kliment Ohridski” are extremely motivated, proactive, very confident and responsive. They are getting near the final stage, and they have already made a decision regarding the final product. They would like to present themselves through a play. Three workshops still have to be implemented.
SS “Cvetan Dimov” (Skopje) Despite all the challenges while implementing the creative workshops at SS “Cvetan Dimov”, we managed to successfully end up the project within this school. The public presentation of the final products (photography exhibition, performance and Forum Theater) took place on September 26th.
The performance was very unique. The students presented themselves through a genre called physical theater. Physical theater is a type of theatrical performance that pursues storytelling through body language. So, there was a music playing in the background while the students were telling three different stories without words, only by their gestures and body movements. In the performance they showed us the forbidden love between two people with different ethnic backgrounds; the fight between the good and the bad; and the problems that the young people are facing. They lead us to the conclusion that at the end of the day, we are all the same.
The Forum Theater which followed the presentation was quite short due to the praying time and the wish of the majority of students to attend the prayers at the Mosques. Speaking in general, there was a visible difference between the students who were attending the creative workshops and their classmates who weren’t, in terms of openness and responsiveness.
Activity 1.2.7: Forum Theater Workshops for Students on Specific Themes for Interethnic Integration in Education.
On September 26th, PAC Multimedia organized Forum Theater for Students which took place at SS “Cvetan Dimov”, Skopje. Below you can find a short description of the implemented forum theater.
Forum Theaters for Students (September 26th)
The Forum Theater for Students followed the same format and presented a dramatic scene in order to gauge the nuances in the audience reactions. The Forum Theater included the presentation of a dramatic scene after which the audience was engaged in discussing the presented dramatic scene, offering solutions to the presented conflict in the scene and replacing some of the actors in the scene for the purposes of resolving the presented conflict.
In the dramatic scene, the Macedonian students are approaching Albanian students from a different school, while they are on class. The Macedonian students are presenting the idea USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014 to go for an excursion together with the Albanian students. Almedina Sadiki is the professor in this scene; all the others are pupils (David Ilikj, Dea Pajaziti, Sedat Lutfiji, Arta Xhemaili, and Kujtim Mamuti). The conflict starts when one of the Albanian students (Sedat Lutfiji - the oppressor) refuses the idea of any kind of partnerships with people from different ethnic backgrounds. The other students try to persuade the oppressor that this would be a good thing for the school and even give an idea of how they can collaborate (create a theater performance in English); the oppressor is unimpressed and would not change his opinion. The professor (Almedina Sadiki) is physically present in the classroom but she is indifferent or useless. She tries to calm down the tension, but the oppressor is not listening to anyone.
After the scene was played, the audience was given a chance to discuss the possible solutions, to change the scene or to change some or all of the actors. The discussion was very short due to the lack of interest of the audience (the students who weren’t involved in the creative workshops), the praying time and the wish of the majority of students to attend the prayers at the Mosques. There was a visible difference between the students who were attending the creative workshops and their classmates who weren’t, in terms of openness and responsiveness. The students who weren’t attending the workshops didn’t want to express their opinion in public, and the bad translator wasn’t helping. The ones, who participated in the project, took an active role, offering solutions like a bigger involvement of the professor, than they replaced two of the pupils in order to pursued the oppressor to change his mind, etc.
List of Attendees at the Forum Theater on September 26 - During the final presentation two lists of attendees (one for the presentation and one for the Forum Theater) were available for signing in. However, by the end of the event, we realized that both lists were misplaced or somehow lost. We have made an effort to find the lists, but unfortunately without success.
General Outline of Monthly Activity Implementation
In July PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the IIEP team members Igor Ordev and Erlin Agich via phone and email in order to discuss and plan the implementation of project activities in the following period . PAC Multimedia coordinated the submission of the teacher reports for the implementation of the creative workshops . PAC Multimedia submitted the July monthly narrative and financial report and the April-June quarterly report.
In August, PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the IIEP team member Igor Ordev via phone and email in order to discuss and plan the implementation of project activities in the following period . PAC Multimedia coordinated the financial issues related to the personal taxes for the first half of the year (for the artists and teachers) and had a meeting for this issue . PAC Multimedia communicated regularly and had a meeting with Keti Doncevska Ilic and Goran Ilic, where further activities were discussed . PAC Multimedia submitted the July monthly narrative and financial report. USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
In September, PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the IIEP team members Igor Ordev and Erlin Agich via phone and email in order to discuss the implementation of project activities . PAC Multimedia communicated regularly with experts Keti Donchevska Ilikj and Goran Ilikj in order to discuss the implementation and progress of the creative workshops in the six selected schools, and the preparation for the final presentations . Communicate with the teachers and professional staff in order to prepare the final presentations in all Schools involved: SS “Dobri Daskalov” (Kavadarci), SS “Orde Copela” (Prilep), SS “Ljupcho Santov” (Kochani), “Gostivar” Technical Secondary School (Gostivar), SS “Sv. Kliment Ohridski” (Ohrid) and SS “Cvetan Dimov” (Cair, Skopje) . Violeta Simjanovska and Vesna Lazarova, together with the IIEP team members Igor Ordev and Erlin Agich paid a visit to the schools and municipalities to monitor and to discuss the further implementation of the creative workshops from September as well as discuss the creation and public presentations of the final products; these visits took place on September 9 (SS “Cvetan Dimov”), September 13 (Ohrid), September 16 (Kavadarci and Prilep), September 17 (Gostivar), September 18 (SS “Cvetan Dimov”), September 19 (Kocani) and September 22 (Ohrid) . Violeta Simjanovska together with the experts Keti Donchevska Ilikj and Goran Ilikj paid a visit to SS “Sv. Kliment Ohridski” (Ohrid) in order to get up-dates on the creative workshops implementation . Violeta Simjanovska together with the IIEP team member Igor Ordev held a meeting with Zorica Vckova from the Municipality of Kavadarci in order to discuss the public presentation of the final products; the meeting was held on September 16 . PAC Multimedia team together with the IIEP team member Igor Ordev held a meeting with Marjan Matrakoski, from the Municipality of Prilep in order to discuss the involvement of the Municipality in the final presentation; the meeting was held on September 16 . Violeta Simjanovska together with the IIEP team member Igor Ordev held a meeting with Anita Gjorgjioska, director at SS “Orde Copela” from Prilep, in order to discuss the details for the public presentation of the final product; the meeting was held on September 16 . Vesna Lazarova together with the experts Keti Donchevska Ilikj and Goran Ilikj paid a visit to SS “Sv. Kliment Ohridski” (Ohrid) on September 22 . PAC Multimedia met with experts Keti Donchevska Ilikj and Goran Ilikj in Skopje in order to discuss the details concerning the Forum Theater to be held on September 26 in SS “Cvetan Dimov”. . Start the preparatory phase for the last activity Activity1.2.7: Forum Theater Workshops for Students and Teachers on Specific Themes for Interethnic Integration in Education . PAC Multimedia in coordination with the IIEP team prepared the Certificates of appreciation for the participants of the creative workshops (awarded at the public presentation of the final products in SS “Cvetan Dimov”) . PAC Multimedia in coordination with the IIEP team prepared the invitations that were sent out to the director at SS “Cvetan Dimov” in order to spread the word to USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
as many students as possible . PAC Multimedia successfully organized public presentation of the final products (theater performance and photo exhibition) and one Forum Theater for Students in SS “Cvetan Dimov” in Skopje on September 26th . Coordinate with the IIEP team and provide everything that is required. 3. LESSONS LEARNED In the period from July to September 2014, PAC Multimedia carried out activities of an administrative and organizational nature, related to the preparation for the final presentations in all of the six participating schools. During the preparation for the public presentation in SS “Cvetan Dimov” in Skopje, we have been faced with many challenges, such as: mono-ethnic structure of the students (All school is mono-ethnic, mostly Albanians students); defocus of the teachers involved in the creative process due to their forthcoming migration from Macedonia and for the new possible position within the school; we had to change the initial date for the final presentation due to the announced strike in education; than we had to change the time of the presentation due to the Friday pray in Mosques and the need of the director and all Muslim teachers to attend it; difficulties with finding an Albanian/ Turkish/ Macedonian translator, as the one we had on IIEP recommendation, didn’t prove to be good; two lists of attendees at the public presentation were available for signing in, but by the end of the event for unknown reasons both lists were misplaced, disappeared and nobody knew where these lists disappeared. Despite all the difficulties, we have managed to successfully organize the public presentation of the final products (performance and photo exhibition) in SS “Cvetan Dimov” in Skopje, and a Forum theater for students in the same school. The energy that was created during the final presentation, made all people present as audience to be emotionally touched. It was very clear and strong message was sent out that all young people, doesn’t matter on which ethnic, religious, sexual, etc. group belong, they all are facing the same problems and have same challenges. And the lessons learned from all these experiences are that unpredicted or unexpected situations can happen at any stage of the process, and we have to be well prepared, flexible and be aware of the intercultural challenges we are facing all the time. 4. NEXT QUARTER ACTIVITIES In the next quarter, starting from October, PAC Multimedia will start implementing the following activities:
. Communicate with the teachers and professional staff in order to start preparing the final presentations in the remaining schools: SS “Dobri Daskalov” (Kavadarci), SS “Orde Copela” (Prilep), SS “Ljupcho Santov” (Kochani), “Gostivar” Technical Secondary School (Gostivar), and SS “Sv. Kliment Ohridski” (Ohrid). . Pay visits to the schools and municipalities to monitor and to discuss the creation and public presentations of the final products . Start the preparatory phase for the last activity Activity1.2.7: Forum Theater Workshops for Students on Specific Themes for Interethnic Integration in Education . Organize five public presentations of the final products in the remaining communities and five Forum Theaters for Students . Finalizing all planned activities for the year 2014 . Coordinate with the IIEP team and provide everything that is required.
USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
5 Youth Educational Forum Reporting period: July 1 – September 30, 2014 1. SUMMARY OF ACCOMPLISHMENTS . Activity: In July the Debate program part of Youth Educational Forum was making strategic planning for all debate clubs on national level. . Accomplishments: Materials and content prepared for debate curricula. . Activity: In August, Youth Educational Forum was preparing the YEF Summer Academy, where students from debate clubs part of the IIEP project took participation. . Accomplishments: 7 members from IIEP project were participating on the YEF Summer academy. . Activity: Meetings with management from SS “Kiril and Metodij“ and SS “Zdravko Chochkovski “ in Negotino and Debar. . Accomplishments: The meetings with the management of the schools were debate clubs will be formed, were successful. We have positive answers from the directors and basic contract is established for corporation and achieving multicultural environment. 2. IMPLEMENTED ACTIVITIES
Activity 1.2.8: Debate clubs and debate lectures in schools
Debate clubs in July July is month where the team is preparing the activities for September, for the beginning of the new and advanced debate clubs.
Debate program part of Youth Educational Forum is making plans for all debate clubs on national level. On the strategic planning in February, debate trainers and assistants on national level voted for changing the debate format from Karl Poper to World’s because of the curricula that is implemented on international level. This process will create new opportunities for debaters and trainers to visit debate tournaments abroad, but additional content trainings will be needed.
Project team was preparing the Summer Academy, that will take place in August 2014, where participants from every debate club will be given chance to participate.
Debate clubs in August
. In August, Youth Educational Forum was preparing the YEF Summer Academy 2014 where students from debate clubs part of the IIEP project took participation. . The project team was preparing the planned activities for new academic year. Some of the debate trainers during the Summer Academy were preparing the field for upcoming academic year and were creating content and curricula for the workshops.
YEF Summer Academy 2014 The Youth Educational Forum’s (YEF) Summer Academy is an annual event where young people meet to learn new skills, engage in lectures with activists and trainers in the field of youth activism, create networks, and participate in joint activities. This year the USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014 academy took place in Mihajlovo, from 25th until 30th of August. The YEF Summer Academy 2014 hosted 80 participants who had the opportunity to work with 20 trainers in the fields of youth activism, debate, youth rights, civic engagement, research, journalism, community work. The YEF Summer Academy 2014 gave youngsters a unique opportunity to connect with young people from different cities, male and females, from different ethnic and geographic background. The idea behind the academy was to build skills among youth that will focus on issues relevant for them: How can they improve their society; foster youth rights; community work. The elective lectures on the academy covered the topics: Argumentation and logical fallacies, Debate in society and ethics in debate, Hate speech recognition, Contemporary public art, Civic initiatives and Creative expression on public spaces. The second portion of the academy was into more advanced lectures in tracks, each track containing 11 lectures, and the three tracks were: Debating in World Schools, Street Law: Youth and Students’ rights and Creative Community Work.
Summer Academy Participants from USAID Interethnic Integration in Education Project. Ana Dukjuvik Kicevo Ana Nikolik Kumanovo Armend Alimi Kicevo Vane Andonov Strumica Daniel Shikoski Struga Elena Ackovska Skopje Zlatka Kuvendzieska Struga
Media coverage done by Radio YEF: http://www.mof.mk/mof-letna-akademija-2014/
Interviews with trainers: Paula Fajke - http://www.radiomof.mk/paula-fajke-mladite-vo-makedonija-se-nedovolno- zapoznaeni-so-mozhnostite-za-volontirane-vo-stranstvo/ Ines Efremova - http://www.radiomof.mk/ines-efremova-ni-se-sluchuva-sistemsko- potisnuvane-na-kreativnosta/ Nikola Pisarev - http://www.radiomof.mk/nikola-pisarev-volonterizmot-i-aktivizmot- treba-da-odat-zaedno/ Tome Sekerdziev - http://www.radiomof.mk/obrazovanieto-kluchna-alatka-vo- sprechuvaneto-na-govorot-na-omraza/ Panel discussion - http://www.radiomof.mk/od-marginite-do-fokusot-za-mladite-i-nivnite- potrebi/ Academy tracks - http://www.radiomof.mk/mladite-uchat-kako-da-formiraat-stav-da- kreiraat-nastan-i-gi-osoznavaat-svoite-prava/
Debate clubs in September In September, the project team was preparing for new academic year, 6 debate clubs in 6 municipalities will be formed. The motivation among debate trainers from previous academic year is still on high level, efforts and strategies are made to keep the dynamic of the activities in the debate clubs. On USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
25th of September strategic planning in Debate program was made, priorities and aims of the program were discussed among the debate trainers on national level. The project management is preparing the recruitment, meetings and grass root activities that will be implemented in October.
. Activity: Meetings with management from High Schools “Kiril and Metodij“ in Negotino and “Zdravko Chochkovski “ in Debar.
17th September – Meeting with school management SS “Kiril and Metodij“ Present: Dona Kosturanova – President of Youth Educational Forum Emilija Andonova – Local coordinator in Negotino Maja Popova – School Director
18th September – High school „Zdravko Chochkovski“ Present: Stefan Ristovski – Coordinator of Debate Program Kate Vaskovska – Assistant coordinator of Debate Program Goce Ljubinoski – Local coordinator in Debar Keram Leshi – School Director Nead Selmanovski – Deputy Director
. Accomplishments: The meetings with the management of the schools where debate clubs will be formed, were successful. We have positive answers from the directors and basic agreement is established for corporation and achieving multicultural environment. 3. LESSONS LEARNED - 4. NEXT QUARTER ACTIVITIES 1. Recruitment 2. Meetings with schools management 3. Videos (creating and promoting) 4. Forming debate clubs
USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
APPENDIX 2 Report from the Evaluation of IIEP Implementation in the Schools from the Second Phase
Interethnic Integration in Education Project
REPORT FROM THE EVALUATION
OF IIEP IMPLEMENTATION
IN THE SCHOOLS
FROM THE SECOND PHASE
August 2014
------
The evaluation was conducted by the Center for Human Rights and Conflict Resolution
The evaluation report was developed by Violeta Petroska-Beshka in cooperation with Nikolina Kenig, who is the author of Qualitative research result section.
Sara Osmani, Monitoring and Evaluation Coordinator within the USAID-funded Interethnic Integration in Education Project, had the greatest contribution in the processing of the results.
EVALUATION METHODOLOGY 2
Schools Involved in the Evaluation 3
Data Collection Instruments 5
Data Collection Procedure 6 TEACHER AND PARENT EVALUATION 7 (quantitative research) METHODOLOGY of the quantitative research 8
Respondents and Instruments 8
Quantitative survey results (conclusions) 10 EVALUATION BY STUDENTS 14 (qualitative survey) METHODOLOGY of qualitative survey 15
Respondents 15
Conduction of the focus groups 16
Data analysis of the focus groups 16
Qualitative survey results (conclusions) 17 GENERAL CONCLUSIONS AND RECOMMENDATIONS 21 (quantitative and qualitative survey) CONCLUSIONS AND RECOMMENDATIONS 22
EVALUATION METHODOLOGY
Schools Involved in the Evaluation
The evaluation was conducted on a sample of schools involved in the Interethnic Integration in Education Project (IIEP) following the introductory training of representatives of the School Integration Teams, conducted in the period of June-September 2013, which is why these schools are called second phase schools. Schools in this sample (25 in total) are selected on the basis of few relevant criteria: representation of language of instruction (one-language schools with Macedonian and Albanian languages of instruction and two/three language schools), level of education (primary and secondary), ethnic structure (and representation of Roma students), regional affiliation (from urban and rural areas and from different parts of Macedonia) and level of involvement in project activities (in all of them joint activities with "mixed" groups of students have been implemented). The selected sample consisted of schools shown in Table A.
Table А. Schools from the sample in the second phase Language of instruction Primary Secondary Total Toli Zordimus ES, Kumanovo
Nace Bugoni SS, 7 Marsi ES, Celopek village (Brvenica) Kumanovo MAC-ALB Rajko Zinzifov ES, Skopje (Cair) 6 Pance Karagozov Aleksandar Urdarevski ES, Blace (Cucer
schools
SS, Skopje Sandevo) MAC-TUR Mite Bogoevski ES, Resen /// 1
anguage Kiril Pejcinovik ES, Tearce MAC-ALB-TUR Car Samuil SS, 3 Braka Miladinovci ES, Struga Resen
multil Total 7 3 10 Braka Ramiz i Hamid ES, Suto Orizari, Skopje D-r Vladimir Polezinovski ES, Kicevo Dimitrie Cupovski Aleksandar Zdravkovski ES, Jegunovce SS, Veles MAC Vuk Karadzic ES, Kumanovo 10 Slavco Stojmenski Dame Gruev ES, Erdzelija, Sv. Nikole SS, Stip Krste MIsirkov ES, Gazi Baba, Skopje
schools Straso Pindzur ES, village Josifovo, Valandovo Lirija ES, Cair, Skopje Sabedin Bajrami ES, village Kamenjane, Bogovinje ALB Drita SS, Kicevo 5 Faik Konica ES, village Slupcane, Lipkovo
language language - 25 May ES, Gazi Baba, Skopje
one Total 12 3 15 TOTAL 19 6 25
In addition to the sample of secod phase schools in which IIEP was already implemented, a second comparative sample was developed containing 25 schools from the third phase of the project (Table B). These schools were included in the evaluation prior to the implementation of IIEP activities at school level, in order to provide a basis for more relevant monitoring of project implementation through two approaches: (1) comparison of schools in which there was an intervention with schools in which there was no intervention, following the model of comparison of a project group (schools from the second phase) and a comparison group (schools from the third phase), and (2) comparison of the situation in schools before the introduction of IIEP at school level and the situation in schools after the introduction of IIEP at school level, following the model of pretesting (schools from the third stage before the involvement in IIEP) and post-testing (schools from the third phase a year after getting involved in IIEP).
Table B. Schools from the sample in the third phase Language of instruction Primary Secondary Total Zdravko Cockovski Nikola Karev ES, Krusevo SS, Debar MAC-ALB Bratstvo Edinstvo ES, Debar Boro Petrusevski 5 Goce Delcev ES, Gostivar SS, Gazi Baba,
Skopje Kiril I Metodij ES, village Kanatlarci, Prilep MAC-TUR /// 1
schools
Ismail Kemali ES (Mosa Pijade), Gostivar ALB-TUR /// 1
anguage Cede filipovski ES, Vrapciste, village of Gostivar SS, MAC-ALB-TUR 3 Alija Avdovik ES, village of Batinsi, Studenicani Gostivar
multil total 7 3 10 Sv. Kliment Ohridski ES, Makedonski Brod Kuzman Josifovski Pitu ES, Kisela Voda Krume VolnarskiES , village of Topolcani, Prilep Bogdanci SS, village Riste Ristevski ES, village of Dolno KOsovrasti, of Bogdanci, Debar MAC Bogdanci 10 Risto Krle ES, village of Kadino, Ilinden, Skopje Naum Naumovski Jonce Smugreski, village of Obrsani, Borce, Krusevo Krivogastani Dimitar Pop Georgiev ES, Gorge PEtrov, Skopje
schools Sv. Kiril i Metodij, Kocani Cajla, village of Cajla, Gostivar
Said Najdeni ES, Debar Negotini SS, village ALB of Negotino, 5 Gerg Kastriot ES, village of Aracinovo Vrapciste Drite ES, village of Rasce, Saraj, Skopje
one language language one total 12 3 15 TOTAL 19 6 25
A detailed description of the respondents covered in the survey is given in the following two sections of the field research report. These sections vary according to the type of respondents (Parents Council /School Integration Teams versus students), according to the techniques of data collection (questionnaires versus focus groups) and according to the basic approach in the processing of the results (quantitative versus qualitative).
Data Collection Instruments
(for Quantitative and Qualitative Research)
Several types of instruments were used for the collection of data on the situation in schools in terms of various indicators of interethnic integrated education (Chart A):
- questionnaires for School Integration Teams (SIT) – versions for schools from phase 2 and phase 3 - questionnaires for Parents Council (PC) – versions for schools from phase 2 and phase 3 - questions for focus groups with students for one language and two/three-language schools from phase 2 and phase 3 Each instrument was developed in all languages of instruction represented in the schools from the sample. In addition, different versions (Chart A) are made within each instrument, enabling adaptation of most instruments depending on the respondents covered and the stage (a more detailed description is given in the subsection Methodology within the following two chapters).
The instruments for schools from the second phase are a bit longer than those for the third phase, taking into consideration that they contain questions meant to reflect the situation in schools before and after their involvement in IIEP.
Primary/secondary school
QUESTIONNAIRES FOCUS GROUPS
for the School for Parents' students from students from Integration Team Council (PC) one language two-three (SIT) schools language schools
for second phase schools for third phase schools
Chart А. Overview of the different types of instruments (and versions) used in the field research
In reference to the issues related to joint activities of students or teachers/parents of different languages, the versions for multilingual schools are focused on the activities among students/teachers/parents in the school whereas the versions for one language schools are focused on the activities with students/teachers/parents from another school with a different language of instruction.
Data Collection Procedure
The field research was conducted in schools in the period of April-July, 2014. Experienced researchers and several assistants, who attended special training for data collection, were involved in its implementation. The training varied depending on the instrument applied.
For each school included in the survey, special teams were established with the following responsibilities: - conducting focus group interviews/interviews with groups of students (leader and assistant) - conducting questionnaire surveys with the SIT and PC.
Taking into consideration that the instruments used were applied in the different languages of instruction, the responsible research teams included people who could implement the activity in the particular language of instrument (Macedonian, Albanian and the Turkish language). Therefore, teams that collected data in three language schools were most numerious, and the teams in one language schools least numerious.
TEACHER AND PARENT EVALUATION (quantitative research)
METHODOLOGY of the quantitative research
Respondents and Instruments
The questionnaire, intended for assessing the implementation of the Interethnic Integration in the Education Project (IIEP) in the schools, includes several areas of activities of the project:
(1) joint activities with “mixed” groups of student of different languages of instruction, (2) cooperation between teachers of different languages of instruction, (3) cooperation between parents of different languages of instruction, (4) respect for the “others” ensured within the school, and (5) contact between students of different languages of instruction apart from the joint activities organized by the school
The evaluation questionnaire was provided to the members of the School Integration Team (SIT) and the Parents Council (PC) of the schools included in the IIEP in the second phase. They each assessed several aspects within the frames of each area in by comparing several SITUATIONS, described in the following fashion: PAST = how the School Integration Team /Parents Council thinks the situation was before the school was included in IIEP, CURRENT = how the School Integration Team /Parents Council thinks the situation is now, one year after the school was included in IIEP, DESIRED – TEACHERS = how the School Integration Team thinks the teachers would like the situation to be / DESIRED – PARENTS = how the Parents Council thinks the parents would like the situation to be, and DESIRED – STUDENTS = how the School Integration Team/ Parents Council (PC) thinks the students would like the situation to be.
It is evident from the above stated that the questionnaire prepared for the schools in the second phase was provided in two versions: one for the SIT, through which opinions of the teachers were obtained, and the other for the PC, through which opinions of the parents were arrived at. Modified versions of the evaluation questionnaire were also provided to the members of the School Integration Team (SIT) and the Parents Council (PC) of the schools integrated in IIEP in the third phase. Since the evaluation in these schools was conducted at the very start of their inclusion in IIEP, before they started with the implementation of the project activities, their assessment was also referred to the same aspects, but to a smaller number of SITUATIONS, described in the following manner:
CURRENT = how SIT/PC thinks the situation is now, before inclusion of the school in IIEP, DESIRED-TEACHERS = how SIT thinks the teachers would like it to be / DESIRED-PARENTS = how PC thinks the parents would like it to be, and DESIRED-STUDENTS= how SIT/PC thinks the students would like it to be
A 1 – 5 scale was used in the assessment of each situation. The SIT/PC teams assessed the situation of each aspect stated, assigning a number from 1 – meaning a lack of the aspect stated, and 5 – meaning a maximum presence of the aspect in question. In doing so, a single assessment for each of the aspects was obtained for each one-language school: one from the members of the School Integration Team and of the representatives of the Parents Council, which was not the case with the multilanguage schools. As the evaluation was made per language of instruction in order to take into account the perspectives of the participants from the different languages of instruction, in the case of the two/three-language schools several assessments were obtained for each of the aspects, depending on the number of the languages of instruction in the school. The assessment as a whole in terms of each aspect assessed was arrived at as an average value of the individual assessments given by the members of the School Integration Team or by the representatives of the Parents Council who represented the various languages of instructions.
The evaluation included all 25 schools from the sample schools of the second phase and all 25 sample schools of stage three. Still, in all three schools, the questionnaire was not filled in by all structures envisaged: in one bilingual school of stage 2 (Primary School Kiril Pejchinovik) parents of children learning in Turkish did not take part, the parents did not participate in one one-language school of stage 3 with Albanian as the language of instruction (Primary School Gjergj Kastrioti), and the parents of the children studying in Turkish did not take part in one trilingual school of stage 3 (Primary School Gostivar). Table C shows the number of groups who were filling in the questionnaire: a total of 149 groups, of which 76 groups with representatives of SIT stated in the table as teachers, and 73 groups with representatives of the Council of Parents, stated in the table as parents.
Table C. Number of groups which responded to the questionnaire for IIEP evaluation by language(s) of instruction, participants and phase
primary schools secondary schools total Languages of phase 2 phase 3 phase 2 phase 3 phase 2 phase 3 instruction tea. par. tea. par. tea. par. tea. par. tea. par. tea. par. MAC-ALB 8 8 6 6 4 4 4 4 12 12 10 10 MAC-TUR 2 2 2 2 0 0 0 0 2 2 2 2 MAC-ALB-TUR 6 6 6 6 3 3 3 2 9 9 9 8 ALB-TUR 0 0 2 1 0 0 0 0 0 0 2 1 Multilanguage 16 16 16 15 7 7 7 6 23 23 23 21 MAC 8 8 8 8 2 2 2 2 10 10 10 10 ALB 4 4 4 3 1 1 1 1 5 5 5 5 One-language 12 12 12 11 3 3 3 3 15 15 15 14 TOTAL 28 28 28 28 10 10 10 9 38 38 38 35
Quantitative survey RESULTS
The evaluation of the implementation of IIEP activities in schools in the second phase is based on three types of comparisons applied to all areas of influence: (1) comparison between multilanguge (10) and one-language (15) schools in the second phase (2) comparison between the primary (19) and secondary schools (6) in the second phase (3) comparison between the schools in the second phase (25) and schools in the third phase (25).
The obtained results which are used in the analysis represent arithmetic environments of the estimations given by schools which take place in the given category of comparison. The lowest possible average estimation is 1 and indicates a complete absence of the evaluated aspect in the schools of a given category, while the highest possible average estimation is 5 and indicates the maximum presence of the evaluated aspect in schools for the given category and the given situation.
The results shown in the graphs for PAST / CURRENT situation are based on the averages calculated from the estimateion given by teachers and parents together, respectively that School integration teams and Parents’ councils from the compared schools. At the same time, the results shown in the graphs for DESIRED situation are based on the average calculated from the estimations given by the relevant SIT members and the members of PC regarding the desired situation by the teachers, respectively parents with the desired situation that teachers/parents ascribe to students. Only some evaluated aspects which sources of analysis estimation are particularly expressed are an exception.
The results shown in the tables are more detailed - include average estimations obtained separately from the Parents’ Councils and separately from the School integration teams regarding every evaluated aspect.
Joint activities with „mixed“ groups of students from different languages of instruction
Conclusions:
(1) Prior to the inclusion in the Interethnic Integration in Education Project, one-language schools had almost no experience in implementing join student activities with schools with other language of instruction unlike multilanguage schools, in which where implemented joint activities with students from different languages of instruction represented in the school. After the inclusion in the IIEP both, one-language and multilanguage schools showed an improvement (which is a little more expressed in primary schools than in secondary schools), but at the same time they find that there is still place for improvement.
(2) Short-term joint activities are considered to be most acceptable; namely, in one language school (especially secondary schools) where it is much more complex to ensure proper contacts with students from another school with a different language of instruction, project activities are singled out as most acceptable whereas in multilingual schools there is no significant difference between the different types of joint short-term activities. Thus, joint regular classes are the least wanted joint activity in both one-language and multilingual primary schools.
(3) Teachers and parents (especially in multilanguage and secondary schools) differ in their view of what is happening in schools (what is the current situation), which might arise from teachers' need to present the situation „as seen through an idealist glasses“ or from the lack of information on activities that parents dispose of, especially if the activities are of a lesser scope (few activities, with a small number of involved students).
(4) The comparison of schools from the second and third phase demonstrates that the experiences acquired from the implementation of activities with the IIEP increase the schools' awareness of the need to implement joint activities with „mixed“ groups of students.
Professional cooperation among teachers from different languages of instruction
Conclusions:
(1) Before the IIEP there was and within the Project there still is greater professional cooperation among teachers of different languages of instruction in multilanguage schools (both primary and secondary) than among teachers working in one-language schools, which can be attributed to the different opportunities given by the two types of schools.
(2) The biggest reported changes occur in those forms of cooperation which are developed among teachers from different languages of instruction, which are at the same time most popular – in one-language schools these include joint professioanl development trainings and joint preparation and/or exchange of teaching materials whereas in multilanguage schools these include joint problem resolution in the school/community and joint trainings.
(3) In general, the least preferred forms of cooperation among teachers of different languages of instruction are mutual classroom observation and joint test development. In this regard, there is no difference between the schools in the second and third phase.
Cooperation among parents of students from different languages of instruction
Conclusions:
(1) With the inclusion in IIEP, the possibility of cooperation among parents from one language schools with different languages of instruction has increased, thus significantly improving such cooperation. The cooperation among parents of students from multilingual schools attending classes in different languages, which was relatively good also prior to the project, did not undergo any changes under the influence of IIEP activities.
(2) The joint participation of parents of students with different languages of instruction is more evident in primary than in secondary schools.
(3) The reached level of interethnic/interlingual cooperation of parents both in one language and multilingual schools, regardless of whether they are primary or secondary, is far above the level which was set as an objective. The same desired level of cooperation has been reached for the schools from the third stage.
Respect of „others“ within the school
Conclusions:
(1) The initial differences between one language and multilingual schools (both primary and secondary) in the assessed aspects of respecting the "others" have been overcome after the active involvement of schools in the Interethnic Integration in Education Project. Despite the improvement of the situation in this area, it is considered that there is still room for improvement for schools.
(2) The greatest progress is detected in those respecting the "others" activities/requirements that are at the same time considered to be especially preferred. These include: provision of direct contact with members of the "others" and acceptance of cultural differences for one language schools as well as exposure to the language of the "others" for multilingual schools.
(3) Schools that have had experience with implementation of IIEP activities are more aware of the need to create an approriate atmosphere for respect ing the "others" than schools with no such experience; the latter demonstrate restraint when it comes to exposure to the language of "others ", visiting „the others'“ cultural and historical monuments and making direct contact with members of the" others."
Contacts among students from different languages of instruction outside the joint activities organized by the school
Conclusions:
(1) Prior to the inclusion of multilingual schools in IIEP, students from Macedonian and Albanian classes established contacts far more easily with students from Turkish classes than among themselves. Although their mutual contacts were improved following their active participation in the Project, they are still considered less preferred compared to their contacts with students from Turkish classes.
(2) Prior to the inclusion of one language schools in IIEP, students from Albanian schools (schools in which Albanian is the language of instruction) and students from Macedonian schools (schools in which Macedonian is the language of instruction) had very little mutual contact. The situation improved after the inclusion of schools in IIEP, but has not yet reached the desired level.
(3) Schools that have not had experiences with implementation of IIEP activities do not make a clear distinction in the preference of student contact on the basis of language of instruction, although the desired level of contacts, particularly among students withTurkish as language of instruction with students with Macedonian or Albanian as language of instruction is below the desired level, compared to schools that have actively participated in IIEP.
STUDENT EVALUATION (qualitative research)
Qualitative research METHODOLOGY
Respondents
The research involved a total number of 22 focus groups: 11 groups from each phase (Table D). Focus groups consisted mainly of seventh grade students from the primary schools and third year students from secondary schools. The criteria for selection included openness and developed communication skills of students; in addition, for students from schools in the second phase, involvement in any of the IIEP activities. Almost all focus groups were ethnically homogeneous, composed of students from several schools from the same language of instruction and gender balanced. An exception to this was the Braka Ramiz Hamid Primary School - four Roma students attending classes in Macedonian were included in the research.
Table D. Number of implemented focus group interviews by language of instruction, type of school and IIEP involvement phase
Groups of total students according to phase phase language of 2 3 instruction MAC 2 2 from ALB 2 2 multilanguage TUR 2 2 schools total 6 6 from one MAC 3 3 language ALB 2 2 schools total 5 5 total 11 11
Table E. Structure of the sample of students participating in the focus group interviews
Language of instruction Gender total MAC ALB TUR M F Phase ES SS ES SS ES SS ES SS ES SS ES SS One-language 2 26 10 13 9 / / 18 10 21 9 39 19 schools 3 24 8 12 13 / / 18 10 18 11 36 21 Multilanguage 2 15 12 12 12 10 11 17 19 20 16 37 35 schools 3 12 12 11 12 8 14 15 12 16 26 31 38 2 41 22 25 21 10 11 35 29 41 25 76 54 Total 3 36 20 23 25 8 14 33 22 34 37 67 59
Out of the 260 invited students, a total number of 256 studnts participated in the focus groups, of which 130 came from schools in the second phase (76 from primary and 54 from secondary schools), and 126 came from schools in the third phase (67 from primary and 59 from secondary schools). The structure of the sample of students who participated in the focus groups is shown in Table E.
Focus group interviews
Semi-structured questionnaires consisting of six main questions and a number of subquestions were developed for the focus groups. Each focus group was conducted in the language of instruction of the selected participants. Separate versions of the questionnaires were prepared for one-language schools as well as their different versions for multilanguage schools from phase 2 and phase 3. Focus group questions in the one-language versions refer to student activities with students from other schools with a different language of instruction whereas focus group questions for multilanguage schools refer to student activities with students from other ethnic communities from the same school.
With participants' consent, discussions were audio recorded in the process of which all participants were guaranteed anonymity and voluntary participation.
With the exception of rare cases in which the focus group interviews were conducted in schools attended by participants, the majority of the interviews took place in the Center for Human Rights and Conflict Resolution.
Analysis of data from focus group interviews
After making a transcription of the focus group audio recordings, a topic-focused content analysis was conducted through a five-phase procedure including data familiarization through several readings, initial coding, initial identification of topics and patterns, revision of codes and themes and final production.
The reliability of the categories was ensured by determining the level of compliance with the categorization of a collaborator who simultaneously performed the same process. The validity was partially validated through triangulation of data from quantitative data sources, and partially through opinion seeking from focus group moderators.
Qualitative research RESULTS
Answers to questions asked in the focus groups are grouped into three major sections based on the content of the following questions: (1) opportunities for participation in joint activities, (2) support for joint activities and (3) effects of them. The analysis is done in a way that through defined sections and their aspects are compared information, perceptions and attitudes of students through the intersection of two criteria: number of languages of instruction in schools (one-language vs multilanguage) and implementation phase of the project (second or third). For primary and secondary schools, the analysis is carried out separately, without comparison between them.
PRIMARY SCHOOLS
Opportunities for participation in joint activities
Conclusions:
1. Students of multilanguage schools in the 3rd, phase, unlike most one-language in the same phase, have already had opportunities for joint activities but not such a kind that entirely meet the criteria of IIEP.
2. Joint activities in 2nd phase schools, whether they are one-language or multilanguage, significantly occur more frequently and more systematically than in those schools in the 3rd phase.
3. Because of physical limitations, students from 2nd phase one-language schools have much less opportunity for joint activities than than that of multilanguage.
4. In 2nd phase schools, joint activities in multilanguage schools significantly occur more frequently than in those one-language, but are not yet perceived as a regular way of interaction between students of different ethnic groups in the school.
5. Among the students from 2nd phase one-language and multilanguage schools there dominates the perception of joint activities as something that is relatively enjoyable and useful for them.
6. Many students of 2nd phase one-language schools claim that the contact with students from other ethnic groups continued through Internet and the communication is carried out in English.
7. In students of 3rd phase one-language and multilanguage schools is dominating the mood for joint activities being explained as a way in which they will learn about the others and and overcome the prejudices despite the dose of skepticism about the feasibility of such a thing.
Support for joint activities
Conclusions:
1. The belief in the support of teachers and parents for the benefits of joint activities is significantly higher among students in multilanguage schools from phase 3 than in one-language schools. Also, a certain degree of idealized belief in the support of adults may be noted in students from phase 2 schools, where there were no such activities or where such activities were very rare.
2. Students from one language and multilanguage schools in phase 2 said they had received support for the implementation of joint activities from teachers and parents. The least consistent and least positive experiences reported concern peer reactions, especially in multilingual schools.
3. Students from one language and multilanguage schools in phase 3 are very confident that they would have support for implementing joint activities, primarily from teachers and parents. They exhibit least confidence in the postive reaction of their peers.
Effects from joint activities
Conclusions:
1. Students from one language and multilanguage schools in phase 3 believe that joint activities would have positive effects more on an individual level than at a school level. They find that it would contribute to the reduction of prejudice, and in multilingual schools they also emphasize reduction of conflicts.
2. Students in phase 2 can indicate several specific school-associated effects, but the dominant belief is that the effects are stronger on an individual level and that personal involvement is necessary in order to make attutide changes.
3. The attempt to compare the confidence of students from phase 2 and 3 in the effects achived on the basis of the focus group discussions has enabled us to draw the conclusion that the enthusiasm of the students from phase 3 is probably a result of the lack of experience in such activities. It is interesting to note that regardless of previous experiences, students believe more in the effects on the individual level rather than on a school level.
4. The ideas given by students from schools of phase 3 and 2 for the activities that could be carried out or activities that would have the greatest effect do not differ much from the activities that are already being conducted, leaving the impression that everybody would prefer extracurricular activities and activities in which there would be more relaxation and informal socialization.
SECONDARY SCHOOLS
Opportunities for participation in joint activities
Conclusions:
1. Short-term joint activities take place in multilanguage secondary schools from phase 3 whereas one language schools do not have any such experiences.
2. Students who had no experience with joint activities show a high degree of skepticism and even resistance in relation to their implementation in the future, especially if these would be activities among Macedonians and Albanians. Language would be the biggest obstacle according to the Macedonian students and potential conflicts according to the Albanian stduents.
3. From schools of phase 2, joint activities take place in multilingual schools and in one of the surveyed one-language (Albanian) schools. In two of the one-language schools in which Macedonian is the language of instruction, participants claim that joint activities with an IIEP partner school have not been carried out yet.
4. On the basis of the descriptions given by participants in the focus groups, one may say that activities implemented in multilanguage schools from phase 2 meet a large part of IIEP requirements, but not all requirements and not for all activities.
Support for joint activities
Conclusions:
1. The belief in the support of teachers, parents and peers for the benefits of joint activities among students from multilanguage and one-language schools of phase 2 is similar in schools that have not yet had experience in implementing joint activities. In schools where such activities have been implemented, the dominant feeling is that parents are generally supportive and teachers should be more committed.
2. Students from one language secondary schools in phase 3 where Macedonian is the language of instruction believe that they would have only partial support for the implementation of joint activities from parents and teachers, and are skeptical about the support from peers. Students in the secondary school where Albanian is the language of instruction are reluctant to make assumptions on the support of all three parties.
3. The belief in the support is greater in multilanguage than in one-language schools from phase 3. In multilanguage schools from phase 3 the dominant perception is that all three parties provide support, and here the support is more individualized, i.e. students find that it is not an issue of general attitudes/views, but rather an issue of individual readiness.
4. The comparison of schools from phase 3 with schools from phase 2 generally indicates that in this case the lack of experience in implementing joint activities is associated with a moderately higher degree of skepticism about the support. It is not easy to conclude whether this originates from a particular situation in schools from phase 3, or is an outcome of the participation/lack of participation in the Project.
Effects from joint activities
Conclusions:
1. Students from one-language and multilanguage secondary schools in phase 3 mainly believe that joint action would contribute to the decrease of prejudices, and at least on a declarative level, they demonstrate interest for implementation of such activities in schools. The belief in the effects is significantly stronger in multilanguage schools of this phase, which had had similar previous experiences within other projects.
2. In comparison with students from schools in phase 3, students from schools in phase 2 who had been already involved in joint activities show much greater skepticism about their efficiency in terms of the ability to influence others or to influence the whole school. This is especially true for students from multilanguage secondary schools, regardless of the language of instruction.
3. Although the belief in the efficiency of joint activities in multilanguage schools from phase 2 is at the lowest level, it should be taken into consideration that in two of the one-language schools from this phase these activities have not been implemented yet (they practically have the status of schools from phase 3). Hence, this situation can not unambiguously be attributed to the type of school (in terms of the languages of instruction).
4. Those students who believe in the positive effects of joint activities find that they make much more difference on an individual level than on a school level.
GENERAL CONCLUSIONS AND RECOMMENDATIONS (quantitative and qualitative research)
CONCLUSIONS AND RECOMMENDATIONS
1. Common activities with ethnically “mixed” language groups have positive effects on students from both the multilanguage and one language schools who have taken direct participation in the implementation of such activities. The effects, visible in the change of attitude towards the others, are stronger on an individual than at school level, and this is something all participants in the evaluation have a consensus on.
To achieve greater effects at school level, the joint activities should include a larger number of students and, accordingly, a larger number of teachers. In this, it is not important whether several types of joint activities would be included, instead, what is important is that there are more “mixed” groups in which such activities would be implemented.
2. Secondary schools – especially one-language ones – are less engaged in the implementation of the project activities than are the primary schools, which are more engaged and have more respect for the IIEP criteria for the joint activities. For those reasons, additional attention should be paid to secondary schools (both one-and multilanguage ) to raise their awareness that a more massive implementation of joint activities among children of different languages of instruction may greatly contribute to reducing the interethnic tensions between the secondary school students, which often result in violent behavior.
3. For schools that have had joint activities with ethnically and linguisically “mixed” groups of students (both one-and multilanguage), short-term activities are more typical; in the case of the one-language schools, these are mainly limited to an activity/ies realized as part of one-day visits to/by partner schools, while in the case of the multilanguage ones such activities also include some one term internal events organized within the school itself. At the same time, the joint extracurricular activities are much more preferred than ones in class, mostly because the extracurricular activities may include activities taking place in a more relaxed environment and with more informal socialization. This leads to several recommendations. First of all, the presence of students from different languages of instruction in multilanguage schools should be used to achieve maximum effects in such a way that these schools will be supported in the implementation of independent longer-term joint extracurricular activities. On the other hand, in the case of one language school, which may implement activities with “mixed” groups of students, it is quite justified to expect a greater number of short-term joint out-of-school activities, especially if such schools are at a regional distance from schools with another language of instruction. What is important for both the mono- and the multilanguage schools is that activities they offer to students are interesting enough and that they support informal socializing of students from different languages of instruction.
4. Both before and after the inclusion of the schools in IIEP, the most sensitive contacts are the ones among students attending classes in Macedonian and Albanian language, which is not the case with the contacts between these and the students being taught in the Turkish language. To improve the interaction between the Macedonian and the Albanian students, it is necessary to work on intensification of activities bringing the students attending classes in Macedonian and Albanian together in the two/three-language schools, as well as on the joint activities of students from one language schools with Albanian as the language of instruction and those from one language schools where the teaching is in the Macedonian language. In order to create preconditions for wider acceptance of the interactive activities, it is of particular importance to remove all barriers that make it difficult for students learning in the Macedonian and the Albanian classes in multilanguage schools to establish and have direct contact (such as spatial and/or temporal separation), as well as to create an appropriate atmosphere of respect of the others in all the types of schools (for instance, by introducing multicultural iconography).
5. The greatest possibility for cooperation between the teachers from one language schools with different languages of instruction is offered by the joint trainings for professional development. Exactly because of this, such trainings should be used to ensure greater interethnic/ interlanguage professional cooperation between these teachers. To strengthen the cooperation in all spheres of the professional activities of the teachers, the common activities intended for the multilanguage schools ought to be used for greater encouragement of teachers specialized in various fields in accordance with those fields, instead of according to the language/ethnic affiliation of the teachers. This recommendation is of particular importance for the improvement of the interethnic/ interlanguage cooperation between the high-school teachers.
6. Parents and teachers support the project activities in the schools, but do not always agree on the level of changes taking place in the schools as a result of their inclusion in IIEP. This may be mainly ascribed to the need of the teachers to project a more positive picture of issues under their responsibility, but may also be the result of the insufficient knowledge among parents in reference to all the activities happening in the school. Thus, IIEP should support the schools in their work to create an environment for greater inclusion of parents in the life of the school: from continuously informing them about the activities being implemented in/out of the school, through their direct involvement in and support for the realization of those activities, all the way to participation in problem resolution and making decisions of significance for the functioning of the school. This is especially important for the multilanguage school, in which it is necessary to strengthen the cooperation between the parents of all languages of instruction represented in the school.
7. Parents and teachers from schools with no experience in IIEP activities are less aware of the need to implement such activities. At the same time, the students in these schools demonstrate a higher degree of a lack of trust in the possibilities and effects of the implementation of joint activities with ethnically/languague mixed groups, despite being rather assured in the support that they would receive from teachers and parents, but not always from their peers. Such a conclusion justifies the need of spreading IIEP into other schools and of including the highest possible number of students in the project activities.
USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
APPENDIX 3 List of All Invited Schools and the Number of Participants in the Workshops for Effective Public Presentations for Representatives of School Integration Teams (SITs) in Cooperation with Macedonian Institute for Media (MIM) from Phase 3
Group 1 Municipality School’s Name Language Participants Skopje 22.08.2014
1 Aerodrom PS “Blaze Koneski” M 2 Aerodrom PS “Brakja Miladinovci” M 1 3 Aerodrom PS “Dimitar Makedonski” M 4 Aerodrom PS “Goce Delcev” M 5 Aerodrom PS “Gjorgija Pulevski” M 6 Aerodrom PS “Lazo Angelovski” M 7 Aerodrom PS “Luben Lape” M 8 Kisela Voda SS “Kliment Ohridski” M 1 9 Kisela Voda PS “Krume Kepeski” M 1 10 Kisela Voda PS “Kuzman Sapkarev” M 1 11 Kisela Voda SS “Kuzman Josifovski Pitu” M 1 12 Kisela Voda PS “Nevena Gjorgieva Dunja” M 13 Kisela Voda PS “Partenij Zografski” M 1 14 Kisela Voda PS “Rajko Zinsifov” M 1 15 Kisela Voda PS “Kiril Pejcinovik” M 1 16 City of Skopje SS “Koco Racin” M 1 17 City of Skopje SS “Nikola Karev” M 1 18 City of Skopje SS “Orce Nikolov” M 1 19 City of Skopje SS “Pance Arsovski” M 1 20 City of Skopje PS “Brakja Miladinovci” MA 1 21 City of Skopje SS “Gjorgi Dimitrov” M 1 22 City of Skopje SS “Vasil Antevski Dren” M 23 City of Skopje SS “Lazar Tanev” M 1 24 City of Skopje SS “Marija Kiri Sklodovska” MA 1 25 City of Skopje SS “8 Septemvri” MA 1 26 City of Skopje SS “Vlado Tasevski” MA 1 27 City of Skopje SS “Boro Petrusevski” MA 1 28 City of Skopje SS “Dimitar Vlahov” MAT 1 29 City of Skopje SS “Mihajlo Pupin” M 1
Group 2 Municipality School’s Name Language Participants Skopje 26.08.2014 1 Aracinovo PS “Bajram Sabani” A 2 Aracinovo PS “Gerg Kastrioti Skenderbeu” A 1 USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
PS “Dimitar Pop Georgiev 3 Gjorce Petrov 1 Berovski” M 4 Gjorce Petrov PS “Gjorce Petrov” M 1 5 Gjorce Petrov PS “Joakim Krcovski” MA 2 6 Gjorce Petrov PS “Mirce Acev” M 1 7 Gjorce Petrov PS “Straso Pindzur” M 1 8 Gjorce Petrov PS “Tihomir Milosevski” M 1 9 Zelenikovo PS “Marko Cepenkov” MA 1 10 Ilinden PS “Brakja Miladinovci” M 2 11 Ilinden PS “Goce Delcev” M 1 12 Ilinden PS “Risto Krle” M 1 13 Kratovo PS “Koco Racin” M 14 Kriva Palanka PS “Ilinden” M 15 Kriva Palanka PS “Joakim Krcovski” M 1 16 Kumanovo PS “Magdalena Antova” M 17 Petrovec PS “Bratstvo Edinstvo” MA 1 18 Petrovec PS “Koco Racin” MA 1 PS “Hristijan Todorovski 19 Rankovce 1 Karpos” M 20 Saraj PS “Bajram Sabani” A 1 21 Saraj PS “Diturija” (“Boris Kidric”) MAB 22 Saraj PS “Drita” A 23 Saraj PS “Emin Duraku” A 1 24 Saraj PS “Faik Konica” A 1 25 Saraj PS “Ibe Palikukja” A 26 Saraj PS “Sami Fraseri” MA 1 27 Sopiste PS “Draga Stojanovska” MA 1 28 Studenicani PS “Alija Avdovikj” MA PS “Mustafa Kemal Ataturk 29 Studenicani (“Jordan Hadzi Konstantinov 1 Dzinot”) AT 30 Studenicani PS “Naim Frasheri” A 1 31 Ilinden SS “Ilinden” M 1 32 City of Skopje SS “Gjorce Petrov” M
Group 3 Municipality School’s Name Language Participants Ohrid 19.09.2014 1 Ohrid PS “Metodija Patcev” MA 1 2 Debar PS “Bratstvo Edinstvo” MA 1 3 Debar PS “Riste Ristevski” M 4 Debar PS “Said Najdeni” A 1 5 Debarca PS “Debarca” MA 1 6 Ohrid PS “Zivko Cingo” M 1 7 Ohrid PS “Grigor Prlicev” M 1 USAID Interethnic Integration in Education Project QUARTERLY REPORT #11, July 2014 – September 2014
8 Ohrid PS “Hristo Uzunov” M 1 9 Ohrid PS “St. Kliment Ohridski” M 1 10 Ohrid PS “Koco Racin” M 1 11 Ohrid SS “St. Naum Ohridski” M 1 12 Ohrid PS “Vanco Nikoleski” M 1 “Mustafa Kemal Ataturk” 13 Center Zupa (“Mosa Pijade”) MAT 14 Center Zupa “Nedzati Zekirija” T 15 Debar SS “Zdravko Cockovski” MA 1 16 Ohrid SS “St. Kliment Ohridski” M 1 17 Ohrid PS “St. Naum Ohridski” M 2 18 Ohrid SS “Vanco Pitoseski” M 1 19 Center Zupa “ATA” MT 20 Gostivar “Petar Bogdanov” MAT 21 Vrapciste “Vrapciste” (“Cede Filiposki”) MAT 22 Vrapciste PS “Mehmed Derala” A 1 23 Vrapciste PS “Sali Lisi” A 2 24 Vrapciste PS “Naim Fraseri” A 1 25 Gostivar PS “Gjon Buzuku” A 2 26 Gostivar PS “Cajla” A 1 27 Gostivar “Bratstvo Edinstvo “ MAT 28 Gostivar PS “Faik Konica” A 1 29 Gostivar “Goce Delcev” MA PS “Ismail Kjemali” (“Mosa 30 Gostivar 1 Pijade”) AT “Mustafa Kemal Ataturk” 31 Gostivar (“Petre Jovanoski”) MAT 32 Gostivar “Prparimi” A PS “Lirija” (“Zlate 33 Gostivar 1 Damjanovski”) MA 34 Vrapciste “Negotino” A 35 Gostivar SMS “Gostivar” MAT 1 36 Gostivar SMTS “Gostivar” MAT 1 37 Gostivar PS “Forina” A 2