ENHANCING AND ADVANCING BASIC LEARNING AND EDUCATION IN BOSNIA AND – ENABLE BIH

QUARTERLY NARRATIVE REPORT

For the period January - March 2019

Submitted April 30, 2019, revised May 16, 2019

This document was produced for review by the United States Agency for International Development. It was prepared by Save the Children.

ENHANCING AND ADVANCING BASIC LEARNING AND EDUCATION IN

Cooperative Agreement No AID-168-16-000001

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Table of Contents

LIST OF ACRONYMS ...... 4

EXECUTIVE SUMMARY ...... 5

ABOUT THE PROJECT ENABLE-BIH ...... 7 1. Purpose of the Project...... 7

SECTION I ...... 12 1. Project Activities and Results ...... 12 a) Signing Memorandums of Understanding with the Ministry of Education and Culture of Republic of Srpska and the Faculty for Mathematics and Natural Sciences in , University of Banja Luka ...... 12 b) Printing of STEM and PPDM Documents ...... 12 c) 3rd and the last round of Training of Trainer (ToT) Training for new group of STEM-PPDM master trainers / mentors ...... 13 d) Equipping STEM Model Schools ...... 18 e) ROBOKIDS Banja Luka and INTERA –Technological Parks ...... 18 f) STEM OTC Web-application completed and launched in BETA version ...... 18 g) Advocacy Activities and Promotion of the Project ...... 23 h) STEM Roll-out in 7 out of 12 Model Schools ...... 24 A detailed and translated Plan you may find in the Annex A of the Report...... 32 i) Challenges and Lessons-Learned ...... 36 2. Monitoring and Evaluation ...... 37 3. Project Operations ...... 41 a) Human resources ...... 41 b) Procurement ...... 41

SECTION II – MAJOR ACTIVITIES PLANNED FOR NEXT QUARTER ...... 42 ANNEX I – Stories I ...... 43 Story II...... 46 Story III...... 48 ANNEX II – Quality Benchmarks Table ...... 51 ANNEX III – ENABLE MEAL – Results ...... 83 ANNEX IV – Indicator Performance Tracking Table (IPTT) ...... 91

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LIST OF ACRONYMS

APOSO Agency for Pre-Primary, Primary and Secondary Education of BiH BiH Bosnia and Herzegovina CCC Common Core Curricula CD Country Director CSSP Civil Society Sustainability Project ECCD Early Childhood Care and Development ENABLE Enhancing and Advancing Basic Learning and Education EU European Union EWG Expert Working Group FYR(OM) Former Yugoslavian Republic (of Macedonia) HEA Agency for Development of Higher Education and Quality Assurance of Bosnia and Herzegovina IE Inclusive education INGO International Non-Government Organization LO Learning-outcomes LoE Level of Effort MEAL Monitoring, Evaluation, Accountability and Learning MIS Management Information System MoCA Ministry of Civil Affairs MoE Ministry of Education MOU Memorandum of Understanding NWB Northwest Balkans OSCE Organization for Security and Co-operation in Europe OTC Operational Teaching Curricula PAB Project Advisory Board PISA Program for International Student Assessment PPDM Pedagogy, Psychology, Didactics and Teaching Methods RS Republic of Srpska SAA Same as above SAR Special Administrative Region SC Save the Children SLO Student Learning Outcome STEM Science, Technology, Engineering and Mathematics TE Teacher Education TIMSS Trends in International Mathematics and Science Study ToT Training-of-Trainers UNICEF United Nations Children’s Fund USAID United States Agency for International Development WG Working Group

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EXECUTIVE SUMMARY

In the period from January – March 2019, Save the Children in North West Balkans (SCiNWB) continue supporting STEM integration in model schools, completed establishment of STEM Laboratories in , thus all 12 Laboratories (with the public and ceremonial openings of first two in Republika Srspka in March 2019, organized 3rd and the last round of Training of Trainer (ToT) Training for remaining group of STEM/PPDM (pedagogy, psychology, didactics and methodology) Trainers/Mentors from Republika Srpska and Herzegovina – Neretva Canton as well continued with the advocating/lobbing for STEM introduction and integration in the primary and secondary school curriculum, Faculties of Mathematics and Natural Sciences in Banja Luka, Mostar and ) as well as PPDM at the University level.

Towards this goal, The ENABLE-BiH project team held series of technical-consultative working sessions with Ministries/Departments of Education, management of STEM model schools, STEM-PPDM Trainers/Mentors and trained teachers in model schools (Sarajevo Canton, Herzegovina-Neretva Canton and Brcko-District) during January to March 2019 to support development of an Implementation Plan of STEM integration in regular curricula and teaching process1.

Another highlight from the project’s quarter is preparation and completion of 3rd /last round of Training for STEM-PPDM Trainers/Mentors on February 24-28, 2019 (5 days). The training equipped additional 29 key educational professionals and field practitioners (Republika Srpska, Sarajevo Canton, Herzegovina-Neretva Canton and Brcko-District2) with an in-depth understanding of STEM and PPDM concepts/approaches, concrete methods for implementing and integrating STEM into the current curriculum and practical tools and guidelines to replicate STEM in the classroom environment. The training was extremely well received and accepted and like in trainings implemented in December 2018, a group of the most prominent trained ToT Trainers/Mentors (trained during summer 2018) again joined STEM/PPDM experts in training preparation and delivery bringing new group of trainees a first-hand trainers experience from realized replication trainings (end of August-beginning of October 2018) and direct mentorship experience from STEM roll-out during September-December 2018 and the latest co-training experience during third ToT training in December 2018.

A general Memorandum of Understating – MoU (Ministry of Education and Culture of Republika Srpska and Save the Children) have been agreed and signed by mid-February 2019 in Banja Luka, Republika Srpska. Additionally, a detailed MoU have been signed with the Faculty of Mathematics and Natural Sciences also by mid-February 2019 in Banja Luka, Republika Srpska, as well as prepared MoUs with the Faculties for Mathematics and of Mostar and Sarajevo and Technological Park Intera from Mostar. A very detailed MoU, detailing roles and responsibilities of Save the Children, Ministry of Education and Culture of RS and Model Schools in Republika Srspka have been drafted pending last clearances and signature with responsible institutions and Save the Children in May 2019. Also, the procurement and establishing of the STEM Centers of Excellences in 3 STEM related faculties (Banja Luka, Mostar, Sarajevo) and Technological Park ‘Intera’ from Mostar that will facilitate STEM teaching and learning is underway also expected to be finalized in May/mid-June 2019.

1Coordinator on behalf of the respective Ministry/Department of Education, directors of Model Schools, ENABLE-BiH team member – Education Implementation Specialist together with SC technical representative – Program Development and Quality Director and ENABLE BiH Project Manager a.i. and 2 trainers/mentors closely support and guide the process of development. 2 In total, 96 professionals (STEM Trainers/Mentors) in the three cycle of ToT Training Sessions (June/July 2018 for ToT training I Cycle, than December 2018 and the last February 2019 for III and the last cycle), 33 from Republika Srpska, completed the STEM ToT Training/Mentorship Programme. 5

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During reporting period, ENABLE BiH Project expanded on practical application in STEM Model Schools through an external US expert, Ms. Kelly Witter that paid a visit from the U.S. Environmental Protection Agency (EPA) as an Embassy Science Fellow. Ms. Witter’s role was to help increase student awareness of air pollution, including health and environmental effects as, as well as actions that students can take to reduce air pollution and their exposure to it. In addition to leading hands-on air quality activities for students in classrooms and other venues, she is providing teacher workshops/discussions with teachers to share her activities and experiences in communicating about air pollution and other environmental topics to students.

Ms. Witter visited following STEM model schools in Bosnia and Herzegovina and conducted workshops with children and discussions with teachers throughout March 2019: - Gymnasium – Treća gimnazija, Sarajevo - Primary school „Amer Ćenanović“Ilidža - Gymnasium „Gimnazija Mostar“, Mostar - Primary school „Zalik“, Mostar - Primary school „Petra Bakule“Mostar

Finally, the project team continued supporting impact analysis aimed at examining the results of the ENABLE-BiH project and the effects of the STEM program in schools on students. Agreed methodology by the Centre for Development Evaluation and Social Science Research (CDESS) contracted by the USAD was full accepted and endorsed by the Ministries of education (Sarajevo Canton, Herzegovina-Neretva Canton and Brcko-District) who started sending inputs for baseline stage of the Research. The impact analysis will provide baseline for the students’ interest and proneness towards STEM, as well as mid-line and end line along with finding how ENABLE-BiH contributed to the very interest and proneness.

SC has re-submitted the request for the approval of the methodology to the MoEC of Republika Srpska with remainders shared but the feedback and approval are still pending.

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ABOUT THE PROJECT ENABLE-BIH Purpose of the Project

The ENABLE-BiH project began in September 2016 and ends in September 2020. The overall purpose of the project is to contribute to the improvement of learning outcomes in primary and general secondary education in BiH. Specifically, Phase I of the ENABLE-BiH was intended at helping BiH students acquire key competences necessary to participate in the knowledge-based economy, and become future drivers of the economic development of the country. Building on the program’s phase I objective, phase II implementation will focus on advancing USAID's goals of improving STEM education in Bosnia and Herzegovina by implementing the new Operational Teaching Curriculum in schools and rolling out new standards and guidelines for improved STEM teaching methods in pre- service university programs.

The identification of two key components, Science, Technology, Engineering and Mathematics (STEM) and Pedagogy, Psychology, Didactics and Teaching Methods (PPDM), on which ENABLE-BiH is based, is a result of the need to change the approach to learning and teaching students in primary and general secondary education in BiH which historically has been based on lecturing, memorizing and reproduction. There is a need to shift to modern and innovative education approaches.

The need to shift the educational paradigm is particularly important when it comes to those areas that directly affect the life-long learning. The dynamic combination of cognitive and meta-cognitive skills, knowledge and understanding, communication, intellectual and practical skills, and ethical values enable individuals to actively participate and work in the STEM subjects, and respond to the needs of a growing STEM industry and labor market.

The education process where students are the center, requires changing teachers’ roles from those who “teach lessons” to those who facilitate learning. This will improve learning by encouraging students to develop a higher level of thinking, independent learning and problem-solving skills; ensure better engagement of students in the learning process and more quality interaction with their peers, teachers and learning content. It will also enable students to independently conduct research, inquire and find answers, think critically and apply what they have learned. By increasing teachers’ PPDM competencies they will better use teaching methods and active approaches to gain knowledge, skills and attitudes and to improve learning outcomes.

Therefore, the primary purpose of ENABLE’s PPDM pillar is to increase and harmonize quality standards and to align training programs for future teachers in the pedagogical group of subjects during their initial training at teachers’ faculties, and other faculties whose graduates receive additional pedagogical training to work as teachers in primary and secondary schools, and to increase quality of the educational-pedagogical process and learning outcomes in BiH.

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In Phase 1 of the project a policy framework for STEM-PPDM was set through development of key documents:

STEM:

 Draft Operational Teaching Curriculum (OTC) for STEM proficiencies (Science, Technology, Engineering and Mathematics) based on the Common Core Curriculum defined on Learning Outcomes  Operational Guidelines for the Implementation of the OTC for STEM proficiencies  Teacher Training Manual

PPDM:

 Standards for PPDM – Pedagogy, Psychology, Didactics and Methodics  Operational Guidelines  Resource Manual for PPDM University Professors

Phase 2 of the Project focuses on implementation in STEM-PPDM through the following activities:

 Training for STEM-PPDM Master Trainers / Mentors  Replication of STEM-PPDM trainings in 12 model schools in 4 model areas (the Sarajevo Canton, the Herzegovina-Neretva Canton, the Brcko District, and the Republic of Srpska)  Equipping 12 model schools with modern STEM equipment to support teaching and learning in a practical manner  Establishing with three STEM universities in BiH (Faculties of Natural Sciences and Mathematics in Sarajevo, Mostar and Banja Luka)  Equipping 3 STEM universities with STEM-PPDM equipment to support their becoming university centres of excellence  Establishing cooperation with business sector with the aim of providing pupils and students with internship opportunities to gain practical experience in the job arena  Organization of STEM fairs to demonstrate STEM achievements from both education and business sector and as a forum for linking education and business

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Phase I

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Phase II

Training for STEM-PPDM Master Trainers/Mentors Establishment of cooperation with three STEM universities in Replication of STEM-PPDM trainings /Introductory STEM BiH (Faculties of Natural Sciences and Mathematics in training in 12 model schools in 4 model areas (the Sarajevo Sarajevo, Mostar and Banja Luka) Canton, the Herzegovina-Neretva Canton, the Brcko District, and the RS) Equipping 3 STEM universities with STEM-PPDM equipment Roll-out of STEM program at model schools to support their becoming university centres of excellence Mentorship for 192 teachers in 12 STEM Model Schools Equipping 12 model schools with modern STEM equipment to support teaching and learning in a practical manner

Establishing cooperation with business sector with the aim of Organization of STEM fairs to demonstrate STEM providing pupils and students with internship opportunities to achievements from both education and business sector and as gain practical experience in the job arena a forum for linking education and business

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SECTION I Project Activities and Results

a) Signing Memorandums of Understanding with the Ministry of Education and Culture of Republic of Srpska and the Faculty for Mathematics and Natural Sciences in Banja Luka, University of Banja Luka

A general Memorandum of Understating – MoU (Ministry of Education and Culture of Republika Srpska and Save the Children) have been agreed and signed on February 14, 2019 in Banja Luka, Republika Srpska. Additionally, a detailed MoU was signed with the Faculty of Mathematics and Natural Sciences also on February 14, 2019 in Banja Luka, Republika Srpska. Final versions (after range of consultations and alignments with the internal procedures of the institutions) of MoUs were shared with the Faculties for Mathematics and Natural Science of Mostar and Sarajevo and Technological Park Intera from Mostar.

b) Printing of STEM and PPDM Documents

All finalized STEM and PPDM documents that were completed and printed in December 2018 were additionally printed on 150 USB stick containing an interactive pdf. versions of STEM and PPDM key deliverables/documents: Draft Operational Teaching Curriculum (OTC) for STEM proficiencies (based on the Common Core Curriculum defined on Learning Outcomes; Operational Guidelines for the Implementation of the OTC for STEM proficiencies and Teacher Training Manual as well as Standards for PPDM – Pedagogy, Psychology, Didactics and Methodic; Operational Guidelines and Resource Manual for PPDM University Professors in official languages of BiH (Bosnian, Croatian and Serbian). The USBs with the interactive pdf. Documents were prepared and printed for the Purpose to the Public Event originally planned to take place on March 26, 2019 but extended for April 16, 2019 due to inability of key PPDM experts to attend the Public Event and present the key developments and inspirational expert addresses to the audience.

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c) 3rd and the last round of Training of Trainer (ToT) Training for new group of STEM-PPDM master trainers / mentors

The STEM expert core team composed of the leading BiH experts and university professors in STEM disciplines developed the methodology, structure and content of the Training of Trainer (ToT) Training for STEM-PPDM Trainers/Mentors. The ENABLE-BiH project team provided thorough guidance to the expert team on how to structure the training due to its experience and direct insight in the needs of the educational professionals that would attend the Training of Trainer (primary and general secondary school teachers, advisors from the Pedagogical Institutes, APOSO representatives etc.). The key materials used for the preparations of the training were previously developed STEM documents based on which presentations as well as a number of practical tasks and workshop activities were developed.

First ToT Training (10 days) for a new group of STEM-PPDM Trainers/Mentors took place in Sarajevo, from June 18-22 (Part I: focus on theoretical concepts and detailed introductory to STEM and PPDM materials) and from July 09-13, 2018 (Part II: focus on practicalities -simulations and mentorship) at hotel “Hollywood”. The key outcome of this 10-day Training for Trainers was that a group of qualified educational professionals from the STEM model areas gained deeper understanding of STEM-PPDM, relevant knowledge how can STEM be translated to practice within the current BiH education system and skills necessary to conduct replication trainings and further train teachers in 12 STEM models who will roll-out STEM program from September 2018. Instead of the planned 73 training participants, 42 persons completed the training3.

The project team organized additional 2nd ToT Training for 25 additional BiH education professionals to reach the planned number of STEM-PPDM trainers/mentors and ensure teachers in model schools

3 The first part of the ToT (June 2018) was completed by 48 participants/trainees while second part (July 2018) completed 42 educational professionals. 13

*For the purpose of uploading documents to the DEC, all personal information and pictures were removed and replaced with “XXX” have full and relevant mentors for the subject they teach in December, 13 -15, 2018 and December 20 and 21, 2018 (2 rounds 3+ 2 days). Thanks to recordings of 1st ToT Training (June/July 2018) and the fact that replication trainings are all and successfully completed in all 12 Model Schools, training days in 2nd round of ToT Training were kept up to 5 training days as new STEM-PPDM trainers-mentors were provided with an on-line course (capturing major and key developments from 10-days First ToT Training for STEM-PPDM Trainers/Mentors from June and July 2018).

The third (3rd) and the last ToT Training for STEM - PPDM Trainers/Mentors was organized in Hotel “Bosna” Banja Luka from February 24 to February 28, 2019. Save the Children organized 5-days ToT in order to focus on key elements and lessons learned from previous trainings, bringing together university professors/STEM experts and representatives of STEM/PPDM trainers/mentors who provided practical side of STEM implementation from model schools. Participants were from Republic of Srpska, Sarajevo Canton, Herzegovina-Neretva Canton and one Coordinator from Brčko District BiH - Department of Education, and 29 participants successfully finalized this ToT. Participants from Sarajevo Canton and Herzegovina Neretva Canton after the ToT joined already established teams of STEM/PPDM trainers/mentors.

Participants from Republic of Srpska joined their teams of STEM/PPDM trainers/mentors and to the already trained 9 STEM/PPDM trainers/mentors from 2018 now there are 33 Master Trainers/Mentors from Republic of Srpska that will be able to support and mentor 5 Model Schools in Republic of Srpska. They are now in the phase of creating Implementation Plans for STEM in their schools. They established 5 STEM lab’s in February 2019.

The training equipped additional 29 key educational professionals and field practitioners (Sarajevo Canton, Herzegovina-Neretva Canton and Brcko-District) with an in-depth understanding of STEM and PPDM concepts/approaches, concrete methods for implementing and integrating STEM into the current curriculum and practical tools and guidelines to replicate STEM in the classroom environment

Preparation and completion of 2nd round of ToT Training for STEM-PPDM Trainers/Mentors took place in November/December. While preparation took place in second half of November 2018, realization of 2nd round of ToT Training for STEM-PPDM Trainers/Mentors took place during December13-15, 2018 (Part I lasting 3 days) and December 20-21, 2018 (Part II lasting 2 days). Preparation and completion of 3rd round of ToT Training for STEM-PPDM Trainers/Mentors took place in January/February 2019. While preparation took place in second half of January 2019, realization of 3rd round of ToT Training for STEM-PPDM Trainers/Mentors took place during February 24-28, 2019 (Part III lasting 5 days).

The specific goals of 5-day Training of Trainer (ToT) Training for STEM-PPDM Trainers/Mentors:

1. To introduce the training participants to the Common Core Curriculum Based on Learning Outcomes for Natural Sciences, Mathematics and Information-communication Technologies

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2. To introduce the training participants to the Operational Teaching Curriculum for STEM Proficiencies based on Common Core Curriculum Based on Learning Outcomes 3. To understand the concept of formative monitoring and assessment 4. To introduce the participants to PPDM group of subjects and basic andragogic teaching principles

The following topics were addressed and elaborated during the 5-day Training for Trainers accompanied with a number of Q&A sessions of new trainees with the experts and previously trained STEM-PPDM trainers/mentors that completed their ToT program, led replications in August-October in 12 Model Schools and mentored already trained teachers in model schools from September 2018 to February 2019 by which the new group of ToT participants could test their understanding and newly gained knowledge, discuss it in pairs or groups, or receive clarifications and feedback by the STEM-PPDM core group experts. Save the Children again selected 3 new :

Introduction to STEM – STEM concept and approach were presented with a particular emphasis on the need to change and shift the educational paradigm in a way that teaching and learning process is directed towards building students’ competences, knowledge and understanding, knowledge application, critical analysis, independent thinking and communication skills. It was explained that the key goal of the STEM OTC was to enable transition from content-based learning which requires memorization and reproduction towards learning outcomes, as well as to provide guidance how the school-gained knowledge and skills can be applied in real-life situations.

Presentation of the Common Core Curriculum based on Learning Outcomes – the APOSO representative and member of the STEM Working Group presented the Common Core Curriculum, the process of its development, the content (areas, indicators, learning outcomes), the way to use and interpret different sections of the CCC, Bloom’s taxonomy, the meaning of different colors used in the documents etc. CCC for the relevant STEM subjects and disciplines was also presented and was supplemented with a workshop where the participants analysed the Common Core Curriculum per specific disciplines in order to gain practical understanding of the structure, usage and purpose of this document.

Presentation of the OTC for STEM Proficiencies in general with KBE sectors, Presentation of the OTC for STEM proficiencies per individual subjects and Analysis of the OTC per individual subjects – the process of development of the STEM OTC was presented, pointing out that the document was based on the previously developed CCC per individual STEM subjects and how these were mutually correlated where there were natural and logical links. Particular attention was devoted to explain a unique feature of the STEM documents i.e. their being based on KBE.

It was explained that 10 KBE sectors were identified so as to include those economy sectors for which BiH has the potentials and resources as well as the ones that are becoming more relevant and marketable at the regional and international level. It was presented how the entire content of all developed STEM documents was pervaded with KBE concept and provided explanations how a certain educational unit belonged to a KBE sector and how it contributed to this very sector. In order to ensure deep and comprehensive understanding of the STEM OTC, separate presentations of the STEM 15

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OTC per individual STEM subjects were provided to training participants along with a practical exercise and analysis of that very STEM OTC.

“XXX”

Group work during the 3rd round of STEM-PPDM Training for Trainers

Inter-subject correlations – The importance of logical and meaningful correlations among the STEM subjects was explained along with methodology for development of the inter-subject correlation matrix. Upon this introduction, the training participants engaged in a practical exercise to develop the matrix, which was then presented and discussed among the groups that were providing inputs and suggestions for possible improvements.

STEM Lesson Planning – This module was given a special attention to considering that lessons are the basic and key unit of the teaching process in the BiH education system. Therefore, the training participants were first presented with the template for the preparation of the STEM lesson based on learning outcomes and the check list for the analysis of the STEM lesson preparation. Following the theoretical part, the participants analysed STEM lesson plans previously developed by the STEM experts and presented findings of their analysis to the whole group with recommendations how certain lesson plans could be improved so that they better reflect the curriculum and classroom dynamics.

The exercise showed the value of the input by the teachers and field practitioners directly engaged in the teaching process at school. The ToT participants then analysed and self-assessed the STEM lesson preparation they completed prior to coming to the ToT, incorporating new knowledge and inputs from their colleagues and experts. The final part of this module was development of a new STEM lesson plan in smaller groups, its presentation to the whole group and discussion of its content and potential for implementation.

STEM Approach to Project Teaching – Considering that STEM projects of various complexity and duration are among key modalities in STEM teaching when it comes to international practice, this module was also given substantial attention and time, as the STEM projects were to be a part of the STEM teaching in BiH. The template for the STEM projects was first presented. The training participants then analysed STEM projects for different grades that were created by the STEM core experts and members of the STEM extended group, looking for a well-elaborated sections as well as those that could be further improved. Upon this, the participants analysed and self-assessed STEM projects they created, discussed them in smaller groups and then presented to the entire group which provided comments, compliments and suggestions for changes or improvements.

“XXX” One of Presentations of good practices from trained Trainers/Mentors from previous ToT Sessions (Part I in June/July 2018 and Part II in December 2018) during the 3rd round of STEM-PPDM Training for Trainers

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Formative Assessment – The novelty of STEM teaching requires different approach and methodology of assessment, i.e. formative assessment. At the beginning the difference between formative and summative assessment was explained, formative assessment being used to monitor students' learning with the aim to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning, while summative assessment evaluates students' learning at the end of an instructional unit or period by comparing it against some standard or benchmark.

The formative assessment matrix prepared by the STEM core experts was then presented, and the ToT participants individually developed this matrix in accordance with the selected learning outcomes included in the STEM project, with selecting relevant methods and techniques for monitoring and assessment. The work was continued in groups with the aim to integrate these methods and techniques from different subjects within a STEM project.

“XXX”

Group work during the 3rd round of STEM-PPDM Training for Trainers

PPDM–Mentorship Module – Considering that PPDM is an inevitable part of successful STEM teaching, that these two components go hand-in-hand and that the STEM and PPDM documents developed within the ENABLE-BiH project supplement each other, a part of the ToT was allocated to PPDM and Mentoring.

During the PPDM sessions, first time led by STEM Trainer/Mentor who beside theoretical provided a plenty of practical and STEM /ENABLE BiH Project related examples the following topics were addressed and discussed: “The Role of Teachers in the Process of Educational Changes” - here an important question was how much teachers are ready to change, adjust to the changing educational paradigm, technological development and market requirements which STEM brings along. The need and role for the continuous and life-long learning was elaborated. Basic andragogy principles and methods were presented and discussed, considering that STEM-PPDM trainers/mentors will be mentoring adults i.e. their fellow teachers which requires different approach and methodology than supporting learning of children. The training participants were also engaged in an exercise to self- evaluate their mentorship potentials as well as to create a tentative mentorship plan for the coordination and mentoring process.

Concluding Session – Last part of the ToT was allocated for detailed presentation of Project Implementation Matrix, providing framework for a specific canton, district and entity related implementation plans demonstrating level of STEM-PPDM integration in curricula and every-day teaching process. This session was extremely useful and well received with numerous questions and clarifications expressed to Save the Children technical and implementation staff as well as to the team of trainers/mentors for the participants as it provided new trainee group with expectations of their role, testing their understanding of the required. This session also included a very detailed presentation of the STEM-PPDM trainers’ /mentors’ roles, responsibilities and rights and it proved to be crucial for team work and collaboration between previously and newly trained STEM-PPDM trainers/mentors.

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Pre/post test results for the ToT III organized in Banja Luka from February 24 to February 28, 2019: At the end of the 5-days training participants filled in the evaluation form and pre/post-test as a standard Save the Children procedure. The overall average grade for the experts / trainers was 4.71 / 5, which can be marked as Very High considering the fact that we engaged 11 experts/trainers. Some of the experts / trainers were graded very highly with 4.96, 4.95 and 4.79. The summary of the pre- test and post-test results showed excellent knowledge increase (13.84%). Participants were provided with all STEM documents to get familiar with them beforehand of ToT.

d) Equipping STEM Model Schools

SCNWB completed procurement of up-to-date STEM specialized furniture, equipment and materials for the 12 model schools in order to facilitate learning at STEM classrooms and started establishment of STEM Laboratories - with the public and ceremonial openings of first two in December 2018, then additional ceremonial openings in Republic of Srpska during March 2019 and in the Third Gymnasium in Sarajevo, also in March 2019.

STEM furniture, equipment and materials for 3 universities and a 1 technological park were defined and procurement to be initiated in April 2019 once MoUs and partnership modalities with the STEM related faculties at the 2 remaining Universities (Mostar and Sarajevo) and the new Technological Park (Intera TP, Mostar) are signed.

e) ROBOKIDS Banja Luka and INTERA Mostar –Technological Parks

Overall objective of the project is to increase STEM literacy among students in age range from 10-24, so that all have the opportunity to learn deeply and think critically in science, math, engineering and technology, develop a passion for it and hopefully pursue a job in a STEM field. This approach will strengthen their career building in the 21st century, when scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalization and a knowledge-based economy. SCNWB completed assessment and selected Intera TP, Mostar Technological Park as its partner, conducting a series of meetings during January and February 2019. To detail on joint activities and MoU preparation and signing, a more detailed Activity plan for supporting STEM in formal and non-formal education and learning settings will be presented in April 2019. Save the Children continued collaborating with RoboKids through inviting them on all related activities and sessions and is planning to detail future cooperation once a new Save the Children Staff Business Specialist who will be coordinating developments and collaboration among model schools, Universities, Technological Parks and STEM related companies, planned for period April/May 2019.

f) STEM OTC Web-application completed and launched in BETA version

Along with electronic version of the OTC for STEM proficiencies based on CCC, STEM web- application is almost completed. The initial application is being developed by the US project partner that has already done similar STEM web-applications within their other projects, 21PSTEM while completion and functionality and testing are intensified and led by ENABLE-BiH project team and an IT expert from the local IT Company from November 2018 to March 2019. The application is based on the STEM documents developed within the first project year, firstly STEM OTC as well as

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Implementation Guidelines and Teacher Training Manual, the latter being key to the number of practical examples and illustrations of STEM implementation in the classroom. The web-application aims at ensuring navigation among different parts of the STEM curriculum, maintaining a strong and direct connection with KBE and allowing users to find and extract a particular content from STEM discipline connected and linked with correlated STEM disciplines and KBEs. More concretely, Project intents to create a comprehensively informative, user-friendly web-application that will serve as a key platform and resource for STEM/PPDM and that will provide support to wide audiences – educational professionals across all levels, academia, field practitioners, policy planners and decision-makers as well as business sector. In addition to the online STEM OTC, the web-application will provide the STEM and PPDM documents developed within ENABLE-BiH phase I, information and news about the project, space for teachers’ interaction and cooperation, as well as for the parents. While key target audiences are based in Bosnia and Herzegovina, it is deemed that such an online platform can be of service and benefit to the wider region (the neighbouring countries in particular) as an example of good practice and guide how STEM can become a part of the education systems. The application was made using PHP Laravel 5.7 and MySQL, which will provide any later editing and upgrades. Also, CMS has been created which will enable easy updating and adding content. Special attention is paid to the user interface for the purpose of making application easier to use. All content is displayed in pop-up windows, allowing easy navigation through the content in all 3 language versions (Bosnian/Croatian/Serbian). The following are some sections and current outlook of the web- application which is under construction:

The web-application has been completed and tested and launched in March 2019 in BETA version (trial period where we will test all segments of expedient and functional usage with the larger group of users.

Home page:

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“XXX”

Introductory –About the ENABLE BiH Project:

STEM Section:

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User friendly selection of subject/grade level in 3 easy steps:

Examples of more specific search with links to other subjects:

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STEM Lesson Unit –Formats and Samples

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Additional features for each page represent options for a) reporting mistake; b) proposing new version/corrections; c) printing page; d) finding page within the original STEM OTC hard-copy document:

g) Advocacy Activities and Promotion of the Project

During January–March 2019, SCNWB continued with the bilateral meetings with the respective educational levels and forums to present results of the ENABLE-BiH project so far, to advocate for the integration of STEM in formal education as well as to discuss additional implementation possibilities (such as meeting in Sarajevo Canton and Ministry of Education and Culture of RS during January, February and March 2019). The representatives were very well informed on the project, its goals and project activities by various institutional members and project partners that were involved in development of STEM and PPDM documents and provided institutional inputs and guidance. Ministries confirmed the need and potentials of STEM education).

Related to PPDM lobbying activities, after SCNWB shared e-versions of PPDM key deliverables (Standards for PPDM – Pedagogy, Psychology, Didactics and Methodics, Operational Guidelines and Resource Manual for PPDM University Professors) and requested support from the Agency for Development of Higher Education and Quality Assurance of Bosnia and Herzegovina to send to all Universities/Faculties for adoption and use (sending them also a positive example from Canton Sarajevo that adopted and indicated an obligatory necessity for PPDM teaching at the HE level as of 2019/2020 academic year) Save the Children representatives held the meeting on February 14, 2019 with the representatives of Agency for Development of Higher Education and Quality Assurance (HEA) to seek a more active and proactive role of HEA in engaging the Universities in development and Introduction of PPDM in all Universities in Bosnia and Herzegovina.

Public launches of two first STEM laboratories in Gymnasium „Gymnasia, on March 14, 2019 Banja Luka, RS and Primary School Petar Petrovic Njegos on March 15, 2019 in East Ilidza, RS. Links to ENABLE BIH Project media online coverage:

Date Media Link 30.1.2019. Hercegovina.info ENABLE BiH https://www.hercegovina.info/vijesti/hercegovina/mostar- hercegovina/fpmoz-odrzan-sastanak-sa-organizacijom-save- the-children-159346 11.2.2019. TNT portal ENABLE BiH https://tntportal.ba/vijesti/bosanski-i-americki-ucenici- zajedno-na-nastavi-kroz-stem-program/ 13.3.2019. TV1 ENABLE BiH https://tv1.ba/istaknuto/bogunic-stvoriti-obrazovni-sistem- u-cijem-sredistu-ce-biti-ucenici-a-nastavnici-ce-imati-ulogu- facilitatora/ 14.3.2019. Nezavisne ENABLE BiH https://www.nezavisne.com/novosti/obrazovanje/U- novine Gimnaziji-Banjaluka-prva-Stem-laboratorija-u- Srpskoj/527732 14.3.2019. Bl-portal.net ENABLE BiH https://www.bl-portal.com/drustvo/savremene-metode- ucenja-u-banjaluckoj-gimnaziji/ 15.3.2019. Istocnailidza.net ENABLE BiH http://istocnailidza.net/?p=4377 15.3.2019. Radio Sarajevo ENABLE BiH https://www.radiosarajevo.ba/metromahala/teme/otvorena- stem-laboratorija-u-banjoj-luci/330032

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Date Media Link 22.3.2019. Oslobođenje ENABLE BiH https://www.oslobodjenje.ba/vijesti/sarajevo/treca- gimnazija-proslavila-71-rodendan-skola-koja-ide-ukorak-sa- novim-dostignucima-443612

Additional articles and Media Coverage on ENABLE BiH Project Artical 'Towards STEM Education in B&H', of prof. Muharem Avdispahic, Media- Oslobodjenje: https://www.oslobodjenje.ba/vijesti/bih/ka-stem-obrazovanju-u-bosni-i-hercegovini-440364 Media appearance of prof. Dragan Matic, proffesor from Faculty of Mathematics and Natural Science of Banja Luka and the Drasko Perac, STEM Trainer/Mentor, In-Focus, Media – RTRS Television: https://www.rtrs.tv/av/pusti.php?id=83037 Artical, Opening of STEM Lab in Third Gymnasium in Sarajevo, Media - Oslobodjenje: https://www.oslobodjenje.ba/vijesti/sarajevo/treca-gimnazija-proslavila-71-rodendan-skola-koja-ide- ukorak-sa-novim-dostignucima-443612 Artical, Opening of STEM Lab in Gymnasium Banja Luka in Banja Luka, Media – Nezavisne Novine: https://www.nezavisne.com/novosti/obrazovanje/U-Gimnaziji-Banjaluka-prva-Stem-laboratorija-u- Srpskoj/527732 Article, Project Traffic Light of Third Gymansium Sarajevo, Media – Kllix: https://www.klix.ba/scitech/tehnologija/sarajevski-ucenici-rijesili-problem-trajanja-kratkog-svjetla-na- gradskim-semaforima/190325056?fbclid=IwAR3- Wwm4hI4w3e4BblRI3x4RnP00Df73W2rlW9C9nsfo2TB6aQV-dPtQLpg Continud Article on Project Traffic Light of Third Gymansium Sarajevo Media – Kllix: https://www.klix.ba/vijesti/bih/sarajevske-ucenike-koji-su-rijesili-problem-semafora-primio-ministar- steta/190328043 Media brodcasting on Opening STEM Laboratories and on ENABLE BIH Project, Media –Roditeljski sastanak: https://www.youtube.com/watch?v=NHHZa5e57bM&fbclid=IwAR236ePetg0SzqqJEhYA2Wm2V85bzi jQ3J7F3CbhVTMaAFJ5S3ABXqq_wI8

h) STEM Roll-out in 7 out of 12 Model Schools4

During January –March 2019, project team conducted a series of technical and consultative meetings with Ministries/Departments of Education, management of STEM model schools, STEM-PPDM trainers-mentors and teachers in STEM model schools finalize modality and frequency of STEM roll- out. These meetings were used to finalization of STEM Implementation Plans on how STEM will be taught in schools as well as frequency and density and clarifying and agreeing on the coordination and communication modality i.e. introduce coordination teams that will include representatives of the Ministry/Department of Education, model schools’ management, ENABLE-BiH team members and two trainers/mentors. The STEM-PPDM trainers/mentors continued to hold mentoring and advisory meetings with teachers in model schools and worked on filling in the Implementation Plan.

4 STEM roll-out succesfully started in 7 Model Schools in Sarajevo and Herzegovina-Neretva Cantons and Brčko District as of September 24th and not in 5 Model Schools in Republika Srpska expected to start after signing of a General MoU with the MoEC of Republika Srpska that was realised on February 14, 2019. 24

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Public Institution “The Eight Elementary School ‘Amer Ćenanović’ Ilidža”

MATRICES FOR STEM CLASSES

FOR THE SCHOOL YEAR 2018/2019

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First triad (years I - III) Year I Year II Year III Sum I - III Subject GFS Min. Optimum GFS Min. Optimum GFS Min. Optimum GFS Initial Interim Optimum 10% 20% 10% 20% 10% 20% 10% 15% 20% Mathematics 68 7 14 140 14 28 140 14 28 348 34 52 70

My environment 68 7 14 70 7 14 70 7 14 208 21 31 42

Informatics 34 3 6 35 3 6 35 3 6 104 9 13 18 Total 170 17 34 245 24 48 245 24 48 64 96 132 Weekly average 1,7 3,4 2,4 4,8 2,4 4,8 6,6 13,2

Second triad (years IV - VI) Year IV Year V Year VI* Sum IV - VI Subject GFS Min. Optimum GFS Min. Optimum GFS Min. Optimum GFS Init. Interim Optimum 10% 20% 10% 20% 10% 20% 10% 15% 20% Mathematics 140 14 28 140 14 28 140 14 28 420 42 63 84 My environment 70 7 14 ------70 7 10 14 Nature 70 ------Society 70 ------Geography ------70 7 14 70 7 10 14 Biology ------35 4 8 35 4 6 8 Informatics ------35 4 8 35 4 6 8 Technical culture / ------35 4 8 ------35 4 6 8 basics of engineering Total 21 32 18 36 29 58 68 92 136 Weekly average 2,1 3,2 1,8 3,6 2,9 5,8 6,8 13,6

Third triad (years VII - IX)

Year VII ** Year VIII ** Year IX* Sum VII - IX Subject GFS Min. Optimum GFS Min. Optimum GFS Min. Optimum GFS Min. Interim Optimum 10% 20% 10% 20% 5% 10% 15% Mathematics 140 14 28 140 14 28 136 7 14 416 35 52 70 Geography 70 7 14 35 4 8 68 4 8 173 15 22 30 Biology 70 -- -- 70 7 14 68 4 8 138 11 16 22 Chemistry ------70 7 14 68 4 8 138 11 16 22 Physics 35 4 8 70 7 14 68 4 8 173 15 22 30 Technical culture / ------70 7 14 ------70 7 10 14 basics of engineering Informatics 35 4 8 35 4 8 35 2 4 105 10 15 20 *Cooperation with 20 2 4 20 2 4 20 2 4 60 6 9 12 companies Total 370 31 62 510 52 104 463 27 54 1288 110 16,5 220 Weekly average 3,1 6,2 5,2 10,4 2,7 5,4 11 1,65 22 *The reduced share / number of hours in Year IX is due to the cooperation with companies. ** Additional focus on Years VII and VIII participating in the Impact Study

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STEM – SCHOOL-LEVEL MATRIX – SCHOOL MATRIX First triad (years I - III) Year I Year II Year III Sum I - III Number of classes Number of classes Number of classes Number of classes Subject Min. x Opt.. x BO Min. x Opt. X BO Min. x BO Opt.. x BO Minimum Interim Optimum BO BO 10% 15% 20% Mathematics 7x2 14x2 8x2 16x2 8x2 16x2 46 69 92 My environment 7x2 14x2 8x2 16x2 8x2 16x2 46 69 92 Informatics 3x2 6x2 8x2 16x2 8x2 16x2 38 57 76 Total 17x2 34x2 24x2 48x2 24x2 48x2 130 195 260 PROJECT I 3x2 6x2 3x2 6x2 3x2 6x2 18 27 36 PROJECT II 3x2 6x2 3x2 6x2 3x2 6x2 18 27 36

Second triad (years IV - VI)

Year IV Year V Year VI Sum IV - VI Number of classes Number of classes Number of classes Number of classes Subject Min. x Opt.. x BO Min. x Opt. X BO Min. x BO Opt.. x BO Minimum Interim Optimum BO BO 10% 15% 20%

Mathematics 8x2 16x2 14x2 28x2 14x2 28x2 72 108 144 My environment 8x2 16x2 ------16 24 32 Nature ------...... Society ------...... Geography ------8x2 16x2 16 24 32 Biology ------4x2 8x2 8 12 16 28

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Year IV Year V Year VI Sum IV - VI Informatics ------4x2 8x2 8 12 16 Technical culture / -- -- 4x2 8x2 --- -- 8 12 16 basics of engineering Total 16x2 32x2 18x2 36x2 30x2 60x2 128 192 256 PROJECT I 4x2 8x2 ------4x2 8x2 16 24 32 PROJECT II 4x2 8x2 ------4x2 8x2 16 24 32 PROJECT I: “From the past of the home land - Butmir culture”

PROJECT II: “Developing a tourist guide for the Municipality of Ili

Third triad (years VII - IX)

Year VII Year VIII Year IX Sum VII - IX Number Number Number Number of classes of classes of of classes classes Subject Min. x Opt. X BO Min. x Opt. X BO Min. x Opt. X BO Minimum Interim Optimum BO BO BO 10% 15% 20%

Mathematics 14x2 28x2 14x2 28x2 7x2 14x2 70 105 140 Geography ------8x2 16x2 16 24 32 Biology 2x2 4x2 3x3 6x3 2x2 4x2 17 25 34 Chemistry -- - 7x2 14x2 7x2 14x2 14 21 28 Physics 4x3 8x3 7x3 14x3 4x2 8x2 41 61 82 Technical culture / ------7x2 14x2 -- --- 14 21 28 basics of engineering Informatics 4x2 8x2 8x2 8x3 4x2 8x2 32 48 64 *Cooperation with companies 29

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Year VII Year VIII Year IX Sum VII - IX PROJECT I 5x2 10x2 5x2 10x2 5x2 10x2 30 45 60 PROJECT II 5x2 10x2 5x2 10x2 5x2 10x2 30 45 60

PROJECT I: “The pyramid of Visoko” PROJECT II: “Developing a tourist guide for the Municipality of Ilidža

STEM IMPLEMENTATION MATRIX - Excerpt from Plan Mathematic in Correlation with Natural Science and Informatics, grade 1

STEM implementation in class STEM Speci Mentor Resources STEM reference to prepa al (s) necessary Lead discipline of STEM Correlating Number of the current ration note for STEM STEM topic / lesson disciplines / teachers lessons curriculum / form class lesson from the Hand book Discipline / Teacher Discipline / Teacher Up 1 class + Preparations

subject subject to 1 presented clas and available

ntation s

impleme

Month of of Month Orientation in Mathematics “XXX” My “XXX” 3 classes x - Hygiene at school “XXX” ICT devices, space - in front of environment 2 - External computer worksheets - on - above, Informatics / parts YES / vertical - diagonal - horizontal

September

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Circle shape Mathematics “XXX” My “XXX” 3 classes x - Traffic lights “XXX” ICT devices, characters; environment 2 - Starting and ending worksheets, processing Informatics an application models of / YES / geometrical bodies

October Flat and curved Mathematics “XXX” My “XXX” 3 x 2 Means of public “XXX” ICT devices,

surfaces, shapes environment classes transportation worksheets, and lines: Inside, Informatics / Understanding the / a hula hoop, on, outside; Arts application and YES plasticine processing drawing tools

November Members of a set Mathematics “XXX” My “XXX” 2 x 2 Family lives in a house “XXX” ICT devices, according to environment classes (flat) worksheets given Informatics / Drawing with a pencil, YES / characteristics; brush, spray processing

December December

Numbers up to Mathematics “XXX” My “XXX” 3 x 2 Day, day parts “XXX” ICT devices, 4, comparison of environment classes New drawing worksheets numbers; Informatics / YES /

Repetition February Predecessor and Mathematics “XXX” My “XXX” 2 x 2 Seasons “XXX” ICT devices, successor environment classes worksheets, / YES / presentation , calendar

March Number 6 Mathematics “XXX” My “XXX” 3 x 2 Wild life “XXX” ICT devices, environment / classes Combine words or worksheets, Informatics find a letter YES / different shapes, alphabet book

April April 31

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A detailed and translated Plan you may find in the Annex A of the Report.

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STEM implementation in classrooms: Kelly Witter is visiting from the U.S. Environmental Protection Agency (EPA) as an Embassy Science Fellow. Ms. Witter’s role is to help increase student awareness of air pollution, including health and environmental effects, as well as actions that students can take to reduce air pollution and their exposure to it. In addition to leading hands-on air quality activities for students in classrooms and other venues, she is providing teacher workshops/discussions with teachers to share her activities and experiences in communicating about air pollution and other environmental topics to students.

Kelly Witter visited following STEM model schools in Bosnia and Herzegovina and conducted workshops with children and discussions with teachers from March to April 2019: - Gymnasium – Treća gimnazija, Sarajevo - Primary school „Amer Ćenanović“ Ilidža - Gymnasium „Gimnazija Mostar“, Mostar - Primary school „Zalik“, Mostar - Primary school „Petra Bakule“ Mostar - Primary school „Sveti Sava“ Doboj - Gymnasium „Filip Višnjić“ Bijeljina

Kelly will visit more STEM model schools in upcoming period in April 2019 and these schools are: - Primary school „Vasa Čubrilović“ Gradiška - Gymnasium „Gimnazija Banja Luka“ - 9th Primary School „Maoča“ - Gymnasium „Gimnazija Vaso Pelagić“ Brčko

Ms. Witter’s self-reports from model schools in Mostar (3) and Sarajevo (1):

Third Gymnasium, Sarajevo: The 1-hour student session today at Treća Gimnazija, Sarajevo went well. There were about 20 students and about 18 teachers observing. I mostly covered air pollution, including sources, health effects, and what students can do to reduce exposure to and creation of air pollution. Activities included measuring lung capacity, matching particles with with their sources, and Watts Up (comparing how much electricity different appliances use). For the teacher workshop, the teachers were specifically interested in learning about STEM standards and curriculum in the U.S. STEM schools. We had a bit of a “disconnect“initially because STEM standards/curricula in schools aren't part of my expertise since I have to align my STEM outreach with EPA's mission of “protecting human health and the environment.“ With the help of the translator, we eventually got it figured out, and I clarified that my primary role here is to educate students about air pollution and what they can do about it. Save the Children and I talked afterwards and decided that we needed to clarify my role and expertise upfront inorder to manage expectations for the teacher workshop. As follow up to the teacher questions on STEM standards/curriculum in U.S. schools, Ms. Witter provided Save the Children with information on the Common Core in Science, relevant Advanced Placement Standards, and Project Lead the Way which is the closest national standard that I can think of for STEM schools.

3/19/19, Gimnasium Mostar (http://gimnazijamostar.ba/): I led a 1-hour classroom session on air quality and building particle sensors with about 28 high school students and 20 teachers observing. We also did the matching particles activity to introduce the concept of connecting air pollution with its source. The students all understood English well and adapted quickly to interactive hands-on learning and getting the sensors to react by generating particles with chalk and burning paper. The teachers teachers mostly observed. This was followed by a 45-minute workshop/Question & Answer session with 20 teachers. The workshop discussion included challenges that the teachers have with including hands-on activities and limited flexibility to their lessons. We wrapped up with a 15-minute conversation with the Principal “XXX” and the representative from the Ministry of Education. The Principal asked about grant opportunities through the Embassy, perhaps to connect students with a school/class in the U.S. for learning opportunities and exchanges. The representative from the Ministry of Education was very excited about the learning potential from hands-on activities and would like to see the Embassy host a week-long professional development program for teachers in October. The representative from the Ministry was also very interested in making the activities available for teachers to borrow through the Embassy, especially the particle sensor activity.

3/20/19 – Primary school „Zalik“ Mostar (http://oszalik.com.ba/): We had about 25 middle school students (ages 14-15) and 20 teachers observing for a 75-minute session with iGENERATE: The Game of Energy Choices. The students quickly adapted to the interactive game and working together as a team. Many of the teachers were engaged in the hands-on session while others were sceptical because interactive learning opportunities are limited because of the requirement for teachers to provide a lesson sheet for each class and to evaluate each student in each class. I think observing this hands-on learning and seeing the student engagement was good exposure for the teachers and that it might open them to more creative approaches in the future. This was followed by a 45-minute workshop/Question & Answer session with about 20 teachers. The workshop discussion included challenges that the teachers have with including hands-on activities and flexibility to their lessons. Afterwards, we had an informal discussion with about eight people including teachers, members of the school administration, and the representative from the Ministry of Education.

3/20/19 – Primary school „Petra Bakule“ Mostar (http://os-petrabakule.com/bakula/): I led two 45-minute STEM activities with students and one 30-minute teacher workshop. The first group included 20 middle school students (ages 12-13) and nine teachers who assisted and thus increased their exposure to the activities. I spoke about air quality and health followed by the hands- on activity, building particle sensors. Next, we discussed how students can reduce air pollution by using less electricity. Students were divided into two groups and played Watts Up, determining which household appliances use the most electricity. The second group included 20 students (ages 9-10) and seven teachers. We did the Health Benefits of Ecosystems activity which shows the services provided by ecosystems and the science that supports how these services impact human health. The students understood English well and seemed to pick up on the connections between environment and health. We had about eight teachers for a 30-minute workshop afterwards. This included an informal question and answer session, and the teachers expressed interest in U.S. STEM standards as well as links to the online EPA activities. I provided a handout and will ask “XXX” to forward an electronic version

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STEM Model school: Treća gimnazija, Sarajevo

Activity / STEM Class: Hook’s and Cardiovascular system Duration: 45 minutes Leading Subject: Biology Correlating subjects/areas: IT, Physics Children participated: 15 students

Short description of the STEM activities:

Main Student Learning Outcomes of Biology, IT and Physics subjects for this correlation of activities was for students to be able to create model of heart valve using the smart choice of materials. Theme that was central and learned through Biology, IT and Physics subjects was: Hook’s Law and Cardiovascular system.

Various materials are important part of new technologies and products designed by engineers. When engineers of Bio need to design products and devices which will replace human organs or parts of the body/organs, they need to make sure that these materials are safe. That is the reason why engineers are studying human body and organs (such as heart valves) in order to understand their structure, qualities and functions. Engineers are also testing – and sometimes design – new materials that can simulate functioning of parts of human organism. That is why engineers define forces which are parts of the body suffers, observing tissue reactions and measure other factors such as Young’s model of elasticity etc.

Main Student Learning Outcomes of Biology, IT and Physics subjects was to correlate their teaching material and to learn about Hook’s Law and Cardiovascular system using the STEM approach. After the elasticity of materials has been explored (thorough Physics), after the composition of the heart, blood flow and structure of heart valves has been explored (thorough Biology), students were designed heart valve model using the smart choice of materials (using the results of measuring Young’s elasticity model) and design graphics throughout IT.

During the Psychics class, students learned about Hook’s Law, which presents elasticity of materials, and analyzed Young’s elasticity model. Afterwards, they measured different materials using Young’s elasticity model. Results of these measuring were gathered and entered into the Excel sheets and students have been creating diagrams out of this raw data.

During the Biology classes, students learned about Cardiovascular system, structure and functions, blood flows and purpose of having heart valves. They dissected chicken and lamb heart to demonstrate this.

During the next few classes of Psychics, Biology and IT, students worked in smaller groups and creating model of heart valves using the different measures, materials and data.

Main Student Learning Outcome have been fully reached at the end, since students successfully created model of heart valves and demonstrated its functionality. Every student created his/hers portfolio tracking their role, efforts and outcomes so the teachers had the insight and could successfully assess their outcomes

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i) Challenges and Lessons-Learned

The beginning of the third year of project implementation was also marked with a number of challenges that were affecting the implementation of the project activities. A crucial and constant challenge that poses a risk to Implementation is the specific and complex administrative-governing structure of BiH5 as well as politics interfering in all spheres of BiH society and systems (the last elections in October 2018 for instance caused a major setback for the Project in Republika Srpska that was locked since September 2018 and was continued until January 2019 until new Minister of Republic of Srpska Ms “XXX” was appointed as a Minister of MoEC of RS that was publically shared in January 2019).

As previously mentioned, extension of the ENABLE-BiH and overlap of the activities of the Phase I and Phase II posed another challenge for SC and the project team. Adding to communicated challenges in the 2nd Annual Performance Report, concluded in November 2018, Project Team had to organize after second round (2nd round) of ToT Training for additional 25 new trainees to reach the planned number of STEM-PPDM trainers/mentors (73). Nevertheless, 22 missing STEM-PPDM trainers/mentors from Republika Srpska did not attend and Project team will have to organize third round once MoU with MoEC, Republika Srpska is signed. That shared, a Third Round (3rd) of ToT Training was organised during 24-28th of February in Banja Luka for additional 29 new trainees to ensure teachers in all model schools have relevant mentors for the subject they teach in all 12 Model Schools and also it helped to increase number of Trainers /Mentors from RS from 9 that were only trained and on board since June/July 2018 to 33 after we concluded Third Round of ToT.

Continues activities in January – March 2019 related to running more than anticipated technical- consultative meetings with the MoE representatives, model school management, STEM-PPDM trainers/mentors and teachers in model schools in order to define Implementation Plan. During these technical-consultative meetings, the project-team was again faced with the reduced, but still significant number of teachers in model schools in the Sarajevo Canton, Herzegovina-Neretva Canton and Brcko District who deemed that STEM implementation would require significant additional work, time and preparation asking for the greater reimbursement scheme for the additional effort, as seen by them. The process also proved that STEM/PPDM trainers/mentors need substantial support and guidance to conduct the mentorship process.

Separate meetings and intensive communication again therefore taken place with the trainers/mentors, and the coordination/ministry representatives teams in order to activate Coordination Body to monitor STEM implementation and assure smooth and quality implementation. It includes representatives of the Ministry/Department of Education, model schools’ management, ENABLE-BiH team member – Education Implementation Specialist together with SC technical representative –

5 The bureaucratic apparatus of 14 Ministries/Departments of Education at the State, Entity, Cantonal and District level, where the only state level bodies, Ministry of Civil Affairs of BiH and Conference of Ministers of Education of BiH, along with the Federal Ministry of Education and Science, have merely coordination role and can only issues recommendations, while the executive authority belongs to the Entity level of the Republic of Srpska, Cantonal and District level is a tremendous challenge in itself. Such a dispersed and complex organization makes impossible having unilateral or at least balanced approach, strategies and investments in the education sector 36

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Program Development and Quality Director, and two trainers/mentors. The project team will need to endorse, together with Pedagogical Institutes and other technical bodies of the Ministries developed STEM implementation matrix.

Finally, it proved to be very challenging to hold the Ministries accountable for STEM implementation regardless of their written commitment and agreement to the list of criteria for STEM model schools. While in the Sarajevo Canton, the Herzegovina-Neretva Canton and the Brcko District it was agreed that STEM would be integrated into regular curriculum and teaching, the Ministry of Education and Culture of the RS firstly proposed that STEM is implemented through clubs and additional classes and then, during the meeting with former Minister “XXX”, to be introduced in selected number of classes/grades in primary and secondary schools in RS for 2018/2019 academic school. The decision and a stand was re-confirmed by the new Minister “XXX” and as such referenced with the General MoU signed with the MoEC RS on February 14, 2019. Although, it was clarified and officially confirmed, during the Meetings, correspondence and referenced to MoU, Ms. “XXX”, Minister of MoEC RS, during public ceremony in Gymnasium Banja Luka on March 14, 2019, publicly stated that STEM in RS will be implemented as part of extracurricular activity in the 5 Model Schools in RS. That was a huge setback and since then, Save the Children shared a very detailed background documentation in chronological order and asked for a meeting that was not organised by March 30, 2019.

This will be further discussed at the meeting with the Minister “XXX” and her technical team for STEM implementation which SCNWB aims to organize around April 2019. Integration of STEM into regular education will be complex and challenging process which will require close monitoring and involvement of the project team to ensure its quality implementation and achievement of the planned results.

Monitoring and Evaluation

Save the Children implemented its monitoring and evaluation activities in compliance with the approved Monitoring and Evaluation Plan as well as in collaboration with USAID and MEASURE team. Below is a narrative summary of the progress made towards project objectives and against relevant indicators. This section follows the Performance Indicator Reference Sheets for ease of reference.

 STEM pillar:

o Name of Activity Result Measured: Activity Sub-Purpose 1: Draft Operational Teaching Curriculum for STEM proficiencies based on Common Core Curriculum prepared for endorsement and operational preconditions created for teachers’ Pedagogy, Psychology, Didactics and Teaching Methods (PPDM) to be introduced.

o Name of Indicator: Stage reached on the milestones for draft OTC for STEM proficiencies based on CCC being endorsed by the Conference of Ministries and recommended for application by relevant educational institutions (out of total of 5 stages) 37

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 Stage 1. Involves the development of Conceptual - methodological framework for draft OTC for STEM proficiencies based on CCC with accompanying Implementation Guidelines and Teacher Training Manual (STEM Framework). The first stage is considered completed following the acceptance of the framework by the extended Working Group (40+), additional revisions of the expert core team as well as Save the Children, as the foundation for further development of these three documents.

o Status: Completed.

 Stage 2. Involves the review and revision of the STEM Framework by the extended STEM working group that will meet additional 3 times to discuss and work on an improved draft of the Framework, which will be submitted to the Project Advisory Board (PAB) for review. The Stage is considered completed once the PAB has approved the draft Framework as ready for the next stage.

o Status: Completed.

 Stage 3. This stage involves the draft STEM Framework to undergo a consultation process with a wider stakeholder community. This involves 6 country-wide consultation sessions during which the stakeholders will provide inputs. Furthermore, the PAB will also provide inputs for the formulation of the Framework. The third stage is considered completed once the PAB reviews and agrees to the final draft of the Framework.

o Status. Completed.

 Stage 4. During this stage the final draft of the STEM Framework will be submitted to the MoCA to be presented to the Conference of Ministers of Education for consideration.

o Status: Through bilateral meetings with the Ministers of Education, SC received individual recognition of the STEM OTC as well as support and interest for the subsequent work by the Ministries for the STEM OTC integration in the existing curriculum.

o Status. Completed.

 Stage 5. The stage is considered completed once the MoCA and the Conference of Ministers recommend the draft OTC for STEM proficiencies based on Common Core Curriculum (with accompanying documents Operational Guidelines and Teacher Training Manual) for the adoption and implementation to all the lower levels of educational institutions.

o Status: In February 2018 and then in October/November 2018, SC had official meetings with the Ministry of Civil Affairs, the only state-level institution that has a

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coordinating role among the Ministries of Education at lower levels and other educational institutions in BiH and a SC long-standing strategic partner, which as a part of the Project Advisory Board approved the content of STEM and PPDM documents6 and advised public presentation of the documents at a public event that will be organized under the MoCA patronage in the April, 2019 (previously at the meeting in February 2018 scheduled for October or December 2018 and latest March 2019- due to political situation in Republika Srspka Public Event needed to be postponed for beginning second quarter of 2019). Since it is very unlikely that the Conference of Ministers of Education will take place by the mid of 2019 due to elections and lengthy process of the Government establishment, the Public Event will be used to present the documents, have them recommended by the MoCA and start their dissemination.

o Status. Completed

 PPDM Pillar:

o Name of Activity Result Measured: Activity Sub-Purpose 1: Draft Operational Teaching Curriculum for STEM proficiencies based on Common Core Curriculum prepared for endorsement and operational preconditions created for teachers’ Pedagogy, Psychology, Didactics and Teaching Methods (PPDM) to be introduced

o Name of Indicator: Stage reached on the milestones for PPDM Standards and Operational Guidelines being submitted for endorsement and training program and certification for university professors /teaching assistants developed (out of total of 4 stages)

The process is defined by the following four stages that should lead to the achievement of the result.

 Stage 1. Involves the development of the Conceptual-methodological framework of the first two documents Standards for PPDM and Operational Guidelines for PPDM related courses by the Core Expert Team consisting of international and local experts and university professors specialized in Pedagogy, Psychology, Didactics, Teaching Methods who will bring together international and local expertise on initial teacher education and requirements for university professors, which are reviewed and accepted by extended working group (20+) and accepted by this working body as the foundation for further development of these 2 documents. Representatives of HEA are represented in PPDM Working Group as well as in the PAB.

o Status: Completed.

 Stage 2. This stage involves the draft Standards for PPDM and Operational Guidelines for PPDM related courses to undergo a consultation process with a wider stakeholder community. This

6 All 15 members of the PAB provided written approval of the STEM and PPDM documents. 39

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involves 3 country-wide consultation sessions during which the stakeholders will provide inputs. Furthermore, the PAB will also provide inputs for the formulation of the Framework. The third stage is considered completed once the final draft has been written and agreed on by the PAB.

o Status: Completed.

 Stage 3. During this stage the final draft of the Standards for PPDM and Operational Guidelines for PPDM related courses will be submitted to relevant stakeholders for consideration and endorsement.

o Status: The PPDM Standards have been adopted in the Canton Sarajevo and the decision was published in the Official Gazette No 31, as of July 26, 2018. This provides solid foundation for HEA to recommend Standards to other universities in BiH that SC will further advocate for.

o Status: Completed.

 Stage 4. Upon finalization of the draft Standards for PPDM and Operational Guidelines for PPDM related courses, the third document will be developed: Outline Training Program and Certification for PPDM Related Courses for university professors/teaching assistants. The stage is considered completed once the Outline Training Program and Certification for PPDM Related Courses material is submitted to The Agency for Development of Higher Education and Quality Assurance.

o Status: Completed. Based on the inputs of the core expert team, in particular local team, this output was renamed and modified to Resource Manual for PPDM University Professors. The manual has been finalized and this can be considered completed.

In addition, SC MEAL Specialist, Project Manager, Project Coordinator, Project Specialist developed the following tools so as to enhance monitoring and evaluation:

 Quality benchmarks of service delivery and outputs/outcomes based on the relevant reference values that will ensure quality of the activities. The quality standards were regularly applied and monitored (prior to, during and subsequent to each of the conducted activities) and Quality Benchmarks Table was regularly updated serving as a tool to closely monitor, evaluate and improve the next activities if needed and maintain the required standards.

 Indicator Tracker was developed to monitor lower-level output/outcome indicators and achievement of the targets. Indicator Tracker was used and updated regularly for these purposes.

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 The Story of the Month template was developed and it was used during the meetings of the STEM and PPDM working groups to collect comments and impressions from the participants.

 A special evaluation form was developed for each meeting of the STEM and PPDM working groups in accordance with the standard SCNWB procedures and filled out by the participants on the last day of the STEM and PPDM meetings.

All of the above was regularly used and applied to monitor and evaluate progress of the activities under the STEM and PPDM pillars of the project.

1. Project Operations

a) Human resources

The ENABLE-BiH project team consists of SCNWB Director for Program Development and Quality (25% work-time) who provides strategic, technical and partnership advice, guidance and support; Project Manager (100% work-time), Project Implementation Specialist (100% work-time) and Project Assistant (100% work-time). On September 27, 2018, the Project Manager, Tatjana Slijepcevic, resigned the position due to private reasons and plan to move to Belgrade, , which was followed by her written notice on October 5, 2018. SC NWB immediately informed SC US, which further informed the USAID. In accordance with the SC procedures the Project Manager Vacancy was announced, selection process launched but without success. The Project Manager Vacancy was reopened again in December 2018 with written test and interviewing process realised in January 2019 unfortunately again without success. Save the Children undertook also, in accordance to its procedures a headhunting, approached several known and experienced professionals that all confirmed interest, however they are occupied. Until new Project Manager is recruited /on board current Save the Children staff, the Director for Program Development and Quality engaged from the even preparation of the Project stage and responsible for strategic, technical and partnership advice, guidance and support in the Project since September 2016 assumed a position of Project Manager, a.i. In February 2019, Project Assistant also resigned the position due to private reasons and plan to move to another country. Save the Children announced a Position of Business Specialist that will be mainly responsible for real application of STEM and stronger connection and cooperation among STEM Model and other Schools, University /STEM related faculties, Technological Parks and STEM Related Companies. Recruitment process is expected to be concluded in april 2019 and a Business Specialist starting working in May 2019 the latest.

Procurement

The procurement in this quarter-included procurement of final proofreading services, hotel for the organization of 3rd round of ToT Training for STEM-PPDM trainers/mentors and initiating the procurement for STEM Centres of Excellences in 3 STEM related faculties and TP Intera Mostar. The procurement has been conducted in accordance with Save the Children and donor’s procedures and requirements.

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SECTION II – MAJOR ACTIVITIES PLANNED FOR NEXT QUARTER

PROJECT ACTIVITIES

No. Activity

1 Preparation and organization of the Public event for the project (scheduled for April 16 and 17, 2019)

2 Ensuring full dissemination of the Operational Teaching Curriculum for STEM proficiencies based on Common Core Curriculum, Implementation Guidelines and Teacher Training Manual Standards and Guidelines for the PPDM related courses as well as Resource Manual for PPDM University Professors through various means, meetings, by post, Events such as forthcoming Public Event of the Project

3 Continued STEM –PPDM Technical and Lobbying sessions with the ministers, deputy ministers, advisors and professionals from Ministries, Pedagogical Institutes, APOSO and HEA in all 4 Geographic Regions of Cantons of Sarajevo, Herzegovina-Neretva Cantons, Brcko District and the Republika Srpska in order to secure smooth, quality and timely implementation of the Project

4 Complete equipping and opening Centres of Excellences in 3 STEM related faculties in 3 Universities in Banja Luka, Mostar and Sarajevo and Technological Park Intera TP in Mostar

5 Organize cooperation modalities with STEM related companies

4 Organize promotional campaign for the project

MONITORING AND EVALUATION

No. Activity

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Field visits by the MEAL specialist and/or MEAL assistant to the ToT to conduct pre and post- 1 testing of the training participants Use the management information system (MIS) for data storage, management, and analysis, 2 and disaggregate data according to gender, age group and location

3 Periodic spot-checks by SC MEAL Specialist on activity tracking sheets to ensure accuracy

4 Regular monthly meetings of the MEAL Specialist, Project Manager and Project Coordinator to assess if all the activities are conducted in accordance with M&E/MEAL plan

PROJECT OPERATIONS

No. Activity Monitor project expenditures against the projections to make sure they are in line with 1 budgeted amounts Payment of the final instalment to the US project partner after completion of the ENABLE BiH 2 Web Application and Interface 3 Regular communication and coordination with the US project partner

4 Updates of the webpages and/or social media on the relevant events and/or project activities

5 Continue to support all technical components of the project

ANNEX I – Stories

Story I

1. INTERVIEWEE’S POSITION: University Professor, ENABLE BiH Project STEM Expert

2. TOWN/COUNTRY: Sarajevo, BiH 4. GENDER: Male 5. DATE OF INTERVIEW:

6. THE STORY

Towards STEM education in Bosnia and Herzegovina 43

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The strategic educational goal as proclaimed in Bosnia and Herzegovina is to build a knowledge based society while developing everyone’s full potential

Among 140 countries covered by the Global Competitiveness Report 2018 of the World Economic Forum in the area of competitiveness, Bosnia and Herzegovina ranked 91st. Bosnia and Herzegovina also ranked 91st according to level spending on research and development as a share of the gross domestic product (0.2%). Out of 12 analysed areas, we scored poorest in innovation capability: 114.

In December, PISA testing results (Programme for International Student Assessment) will be disclosed, which was first conducted in our country in April and May 2018 on a sample of 7000 students aged 15 in 213 elementary and secondary schools. This would be a moment of truth as regards the underlying weaknesses in the foundation of our educational system.

Knowledge-based economy The strategic educational goal as proclaimed in Bosnia and Herzegovina is to build a knowledge-based society while developing everyone’s full potential. Faced with different challenges of economic and political development of the modern world, societies rely on the capabilities of their members to acquire and apply knowledge, understand and solve complex problems, including innovation and entrepreneurship, accountable action, contribution to the economic and social betterment.

At the turn of the new millennium, the European Union, which Bosnia and Herzegovina seeks to join, defines as one of the goals of its Lisbon Strategy that it should strive to become the world’s most dynamic and most competitive economy based on knowledge, capable of sustainable economic development, with more and better jobs, higher social cohesion and care of the environment.

A knowledge-based economy is characterised by the use of new technologies when introducing innovation in production, organisation, representation. This reflects an increasing share of intangible capital - business investments into research and development, data collection, software, patents, new business models, organisational processes and company specific skills.

The Organisation for Economic Development and Cooperation (OECD) has introduced a specific indicator for investments in knowledge, which includes investments into: a) research and development; b) high education, and c) IT software. The economies of Sweden, the United States of America, Finland, South Korea and Japan invest over 6% of their GDP in knowledge. EU member states in southern Europe invest 2 - 3%. The economies of those member states have faced crisis.

Investments into high education in Bosnia and Herzegovina are estimated at around 1% of the GDP. On the other hand, investments into research and development are at an alarmingly low level (which puts a question mark on the quality and reach of high education). Since the purchasing power of the population of Bosnia and Herzegovina accounts for 1/3 of the average purchasing power in EU Member States, it would take 8 times more investments for these purposes to bring us to a level commensurate with our purchasing power.

The fundamental characteristic of the global economic development is the unprecedented scientific and technological progress with mathematisation of ever broadening areas of human knowledge.

The STEM area (Science, Technology, Engineering, Mathematics) and the STEM approach to education and research are recognised as the public interest of different societies throughout the world. National academies, from the United States of America to Canada and Australia, engage in designing policies, 44

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In its strategic documents, , the fastest developing economy in the world, reiterrates that science and technologies are not just about acquiring knowledge and skills but about the society’s culture, where the scientific spirit determines its future and viability. In 2013, India, the second fastest developing economy, set the target of a 66% increase of employment in the area of research and development over a five-year horizon.

To develop STEM competences of the population is not the prevailing interest of the big ones only. According to international tests of student achievements, the unexcelled leader in 2015 according to PISA and TIMSS (Trends in International Mathematics and Science Study) was Singapore, a city-state with 5-6 million people. In addition to language competences, STEM has been in the focus of Singapore’s educational system for fifty years now. Estonia is ranked third after second-ranked Japan, which has used innovative thinking and investments into education ever since its independence in 1991 and transformed into a country with high income per capita. It would be advisable to consult, for example, Estonia’s high education strategy 2006 - 2015, which sets measurable targets and progress milestones in the attainment thereof.

In the era when the span over which human knowledge doubles is becoming shorter and shorter, when some occupations disappear only for others to become necessary, when the requirements of a profession keep changing to become ever more complex, the priority task of education is to make students capable of coping with the change, as successfully as possible, which they will be encountering over their professional and life span.

To this end, the change in the educational paradigm, re-directing the educational process to building student competences is of major importance for individuals and society alike.

The afore mentioned and other international comparative tests of student achievements are used by educational authorities in many countries as a benchmark when designing development and improving their educational systems. Taking the indicators seriously and upgrading curricula and syllabi in line with curricula of other countries whose students achieve excellent results, Slovenia managed to be ranked 14th out of 73 counters at the last PISA testing.

The TIMMS survey, in which Bosnia and Herzegovina participated in 2007, showed that Bosnia and Herzegovina lags behind the international average scores in all domains of mathematics and sciences. (At the same time, in the area of solving high level science tasks BiH is slightly above the international average, which is based on the results of 2% of students). An analysis of the current curricula and syllabi in BiH and a comparison with those of the countries of the region whose students achieve excellent results in international tests, the Agency for pre-school, school and secondary education in Bosnia and Herzegovina (APOSO) decided, in 2012, to take a competence approach to shaping a common core curriculum, which is in the European context known as the framework curriculum.

Under the APOSO’s auspices, in the period 2015 - 2017, a common core of curricula for the areas of mathematics, physics, chemistry, biology, geography, engineering and information technologies was designed. The CCC are defined on learning outcomes and specify what a student should know, understand and/or do in an area after the third, sixth and ninth year of elementary school and at the end of secondary education.

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The change in the educational paradigm opens up new perspectives of education in a broader societal context.

After the signing of the Dayton Peace Accords, and when identifying the ten areas of the post-war reconstruction of Bosnia and Herzegovina, including the division of the roles in the process, the mandate of the United States of America did not include the area of education. It is even more important that the US Agency for International Development (USAID) has decided to support a project enhancing basic learning and education in Bosnia and Herzegovina - ENABLE BiH in the period 2016 - 2020, which is implemented by Save the Children; the projects seek to introduce, in collaboration with relevant educational authorities, comprehensive change designed to encourage the development of the economy and knowledge-based society.

The process of curricula / syllabi upgrading and adaptation to teaching based on learning outcomes in line with the Common Core is still in its initial phase. The comparative indicators of PISA tests will strengthen the need and emphasise the importance of the commitment of cantonal ministries of education in the Federation of Bosnia and Herzegovina, the Ministry of Education and Culture of the Republic of Srpska and Brčko District Department of Education, through relevant curricula and syllabi, to enable a steady development of student competences and the attainment of the learning outcomes set for all age groups.

It is key that this process should not evolve in two phases, which would bring about a threat of new deterring bias; for subjects belonging to the same STEM area, upgrading should happen concurrently and in synergy for a given age group.

The STEM approach aims to create robust and necessary links among mathematics, sciences and IC technologies, it encourages their cross-cutting and higher applicability in real life situations.

The Draft Operational Curricula for STEM competences (ONPP), the supporting Guide for Teachers and the Guidelines for the Implementation of ONPP have been designed so as to significantly contribute to the compatibility of results with global trends and standards in the process of upgrading curricula and syllabi for mathematics, physics, chemistry, biology, geography and informatics.

These documents introduce another fundamental novelty - when building a STEM educational system in the process of the implementation of the Common Cores of the operational curricula and syllabi based on learning outcomes, a reference is made to the links between learning outcomes and certain areas of knowledge-based economy whose development will improve the living of the people in Bosnia and Herzegovina.

Improving STEM competences will attain a number of goals. There is an increasing number of jobs that require STEM skills. The STEM approach increases the interest of young people in professions in this area, where the market has already expressed higher needs. The STEM uncovers and encourages development of future experts who will improve their society’s competitiveness. A potential for an interdisciplinary, multidisciplinary and transdisciplinary approach to complex issues develops. In all students, irrespective of their future profession, STEM competences they acquire will be useful when making either personal or public decisions, which will enhance the capacity of their society to face the challenges of further development.

Enthusiasm of teachers and professors Moving forward, it is noteworthy that delays and holdups are not necessary: the current curricula and syllabi for STEM areas provide sufficient space for the new methodology of their realisation as 46

*For the purpose of uploading documents to the DEC, all personal information and pictures were removed and replaced with “XXX” suggested in STEM documents. What encourages is the interest and enthusiasm of teachers and professors outside of the 12 model schools included in the current project (seven elementary schools and five comprehensive grammar schools in different parts of the country) to respond to the challenge which puts students in the core of the educational process, where teachers have the role of facilitators and directors of the process of building student competences. By introducing change in the education and training of new and the current teaching staff, the involvement of the School of Mathematics and Sciences of Sarajevo University, the School of Mathematics and Sciences of Banja Luka University, the School of Mathematics, Science and Education of Mostar University and, soon, the School of Mathematics and Sciences of Tuzla University should make STEM a lasting and long-reaching approach, just as the EU project Developing Faculty of Science Activities created paths and directed development in line with the principles of the European higher education area and the European research area.

Story II

1. INTERVIEWEE’S POSITION: Save the Children Case Study

2. TOWN/COUNTRY: Ilidža 4. GENDER: N/a 5. DATE OF INTERVIEW: March 2019

6. THE STORY A STEM workshop for pupils How the girls and boys of Ilidža saved the world from pollution

Eight-graders worked in five teams; each team got energy resources of one of five European countries. The task was to distribute them using a chart so that the grid was supplied with electrical energy at lowest costs possible and with the lowest air quality effect on the health of the population. “The game is based on scientific facts and actual data, and these are actually used by people in their work. Today, we are using them in a game to learn how to save energy and reduce pollution”, said Kelly Witters, a STEM expert from the US Environmental Protection Agency (US EPA), opening the workshop she delivered at the STEM lab of Amer Ćenanović Elementary School in Ilidža. The lab is one of 12 labs in BiH opened under the project “Enhancing Basic Learning and Education in Bosnia and Herzegovina” (ENABLE BiH) implemented by Save the Children and supported by the US Agency for International Development (USAID). “Our team has come up with a calculation where we’ll save a lot but jeopardise the people and environment, so we had to use other resources to reduce pollution. It is fun and we have learnt a lot”, said Harun and continued to seriously work with his team members to “save the world” from pollution. “Our team has immediately reached agreement so we came up with minimum pollution. The game and workshop are fun and useful and a lot can be learnt in this way, I really wish all our classes would be like this one”, added “XXX” said he liked the STEM approach to teaching. 47

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“I like how we are supposed to work and how everything is explained. Using a simple example, we’ve had an opportunity to understand how we can preserve the environment and how much we ourselves can contribute to it”, concluded “XXX”. “The children got engaged and were working diligently. The teachers joined in, some of them were with them at their desks, the IT teachers helped them enter the data in computers to come up with results with all parameters considered. The workshop was quite dynamic, I’m very happy”, said “XXX” “XXX”, a geography teacher, said that STEM teaching was quite useful to her because the combination of different subjects gave the children a broader picture of what they were learning. “Today, we had geography, chemistry, mathematics and informatics in one to bring the topic of environmental protection closer to the children. In my classes, I also use the STEM lab, for some classes we combine mathematics, physics, biology . . . classes are dynamic and the children are thrilled”, said “XXX” adding that she hoped that STEM teaching would receive further support in the form of equipment - through the training of teachers, adaptation of curricula and procurement of the necessary materials and equipment. “XXX”, a third grade teacher, said that the teaching of lower grades had been combined a lot of things even before, but she found a lot in STEM teaching that would help her further improve her work. “The children are always delighted; after every STEM class they ask when we are going to do it again. I hope we’ll have programs adapted to this form of teaching soon. It is dynamic, it’s fun for the children, but it also encourages us to further improve and develop”, said “XXX”.

Story III

1. INTERVIEWEE’S POSITION: Save the Children Case Study

2. TOWN/COUNTRY: Sarajevo 4. GENDER: N/a 5. DATE OF INTERVIEW: March 2019

6. THE STORY

A workshop at Treća gimnazija in Sarajevo: “Through STEM, it’s not just the content we learn - we also learn how and where to apply what we have learnt”.

The pupils were very attentive at a workshop delivered by a US STEM expert, Kelly Witters, at the STEM lab in Treća gimnazija in Sarajevo, one of 12 labs in BiH opened under the project “Enhancing Basic Learning and Education in Bosnia and Herzegovina (ENABLE BiH) implemented by Save the Children and supported by the US Agency for International Development (USAID). The workshop discussed environmental protection, and the children were given an opportunity to learn, in an interesting and interactive fashion, how to detect sources of pollution, what were the 48

*For the purpose of uploading documents to the DEC, all personal information and pictures were removed and replaced with “XXX” most effective ways of fighting pollution and what everyone could do to reduce pollution - by reducing the consumption of electrical energy, by raising their and their peers’ awareness or by doing their best to produce as little waste as possible. “The children were active, they understood the topic and asked some great questions; together, we learnt a lot and found plenty solutions”. The purpose of STEM teaching is to make a topic appealing to children, to start a discussion and encourage them to think about important topics that are often not discussed”, said “XXX” after the workshop adding that she was particularly glad to see the children approach her after the workshop asking how to become scientists: “I told a girl who had told me she wanted to study chemistry that she should study because it offers more options and integrates chemistry with other branches of science”, she added. The workshop delivered by the scientist from the US Environmental Protection Agency (EPA) caught the children’s attention, including the STEP approach to teaching, which was facilitated by the STEM lab. “We have learnt a lot of important things about environmental protection and what all of us can do every day to help reduce pollution. I like coming to the STEM lab and I like having STEM classes”, said Ima, a year-one student, while “XXX”, a year-three student, was assembling an air pollution sensor at the next desk. “During STEM classes, we learn not just the content, but combine different approaches and find out how and where to apply what we have learnt. We have a 3D printer here, which is very interesting”, said “XXX”. “XXX”, a year-four student, was believed by his teachers to be a future geneticist. He said he was interested in genetics, in particular molecular genetics and gene editing; for him, STEM teaching was something he would have liked to encounter before. “I like the interaction and combination of a number of subjects to look at a topic. I think this approach is good for us, the pupils, it encourages the teachers to work even better, and I think it would be great for our education if other schools could get the same opportunity”, said “XXX”. “XXX”, the principal of Treća gimnazija in Sarajevo, who had attended the workshop with the other teachers, said that STEM teaching was still a novelty in schools in BiH and something there was a lot to learn about, hence she found the workshop quite useful. “The lab is being used, children like coming here and their reactions are very positive, they are inquisitive, and that’s important. Their parents are happy, too - the representatives of the Council of Parents had an opportunity to visit the lab and their reactions were positive”. As part of the efforts to help pupils in BiH to master the key competences necessary for their participation in a knowledge-based economy so that they can become the drivers of economic development in the future, Save the Children launched a project entitled “Enhancing Basic Learning and Education in Bosnia and Herzegovina” (ENABLE BiH) in September 2016, with the support of the US Agency for International Development (USAID).

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ANNEX II – Quality Benchmarks Table

Quality Benchmarks in 2016 and 2017 Project: ENABLE (USAID)

Major constraint/ issues/ Achievement gap (to be filled if Recommended Quality Benchmarks achievement is partly improvement Not Met Partly met & not met) met Project Management Finalize recruitment of key staff and procurement of office equipment Benchmark 1 x ToR prepared and published (Coordinator and Assistant) Benchmark 2 x SCI standardized recruitment process finalized 51

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Benchmark 3 x Project manager, Project coordinator and Project assistant recruited Project Management Set up Expert Working Group for STEM and Expert Working Group for PPDM Benchmark 1 The selection of the STEM and PPDM expert group was conducted via x a public call. Benchmark 2 Working group members are selected upon specific documented criteria x (motivation letter, CV, face to face meeting etc.). Benchmark 3 The Working group members are informed at least 5 days prior to the x first day of meeting and joining. Benchmark 4 PPDM Expert working group consists of 2 members and STEM expert x working group consists of 8 members. Project Management Set up a Coordination Mechanism for ENABLE -Project Advisory Board (PAB) with relevant B-H institutions (MoCA, APOSO, HEA, Federal MoE, MoE RS) to ensure ownership over the intervention and hold regular periodical meetings Benchmark 1 x PAB members are selected upon specific documented criteria. Benchmark 2 x

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The PAB members are informed at least 5 days prior to the first day of meeting and joining. Benchmark 3

PAB consists of members from relevant institutions: MoCA, APOSO, x HEA, Federal MoE, MoE RS

Project Management Prepare and sign MoUs with APOSO and HEA and other governmental and institutional partners (cantonal ministries of education and Universities/Schools) Benchmark 1 x Partners selected based on agreed criteria for selection. Benchmark 2 Partners are given minimum information about the project/activity in sent x letters and during the meetings. Benchmark 3 MoU's are in line with current and legislations as well as x international standards. Benchmark 4 All relevant actors are informed in timely manner about contents of the x document

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IR 1: IR1: Develop operational teaching curricula for Mathematics based on existing Student Learning Outcomes and the Common Core Curricula

Set up a Working Group for STEM based OTC development with relevant sub-groups for 3 triades (9 grades) and secondary general education (up to 40 participants) Benchmark 1 Working group members are appointed upon specific documented x criteria (all members are officially recommended by relevant institutions). Benchmark 2 Working Group for STEM based OTC development consist of at least x 32 participants (80% of planned) IR 1: IR1: Develop operational teaching curricula for Mathematics based on existing Student Learning Outcomes and the Common Core Curricula

Fact-finding mission by US experts partner to carry out a series of meetings with stakeholders and gather information from the ground Benchmark 1 Provide relevant documentation to STEM and PPDM experts from the x partner consulting firm from the US, Miske Witt & Associates Benchmark 2 x Hold at least 10 meetings with min. 30 stakeholders Benchmark 3 Determine the state of the STEM curriculum and classroom teaching x practices in BiH

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Benchmark 4 x Key findings are summarized. IR 1: IR1: Develop operational teaching curricula for Mathematics based on existing Student Learning Outcomes and the Common Core Curricula

Organize and hold 4 Periodical Meetings STEM WG

Benchmark 1 Clear roles and responsibilities are defined and agreed regarding x meetings Benchmark 2 x All relevant actors are informed in timely manner Benchmark 3 Written records are filed and include: • Attendance list x • Issues discussed • Action points agreed on • Persons responsible for action points Benchmark 4 x Record decisions taken in the meeting Benchmark 5 Decision on date and venue of the next meeting shall be taken x IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and Common Core Curricula

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Draft STEM based OTC for 3 triades (9 grades) and secondary general education Benchmark 1 x No similar materials in place Benchmark 2 The document developed based on clear needs with clear contributions x from the end-users after making sure that no similar materials existing at the CO or with similar language Benchmark 3 x Curriculum releted materials prepared IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the Common Core Curricula Send draft STEM based OTC to PAB and relevant stakeholders for review Benchmark 1 x Relevant official letter prepared

Benchmark 2 x Relevant package of documentation prepared Benchmark 3 x List of PAB members and stakeholders prepared Benchmark 4 STEM based OTC sent to 100% of PAB members and relevant x stakeholders for review

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IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the Common Core Curricula

Organize and hold at least 6 consultation sessions with wider groups throughout the country to discuss the draft OTC and identify adjustments neded Benchmark 1 Clear roles and responsibilities are defined and agreed regarding x consultation sessions Benchmark 2 x All relevant actors are informed in timely manner Benchmark 3 x Record attendance in the consultation session Benchmark 4 x Record recommendations taken in the consultation sessions Benchmark 5 x At least 6 consultation sessions held IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the

Common Core Curricula Review, adjustments and finalization of draft OTC Benchmark 1 Draft OTC reviewed, adjusted and finalized as a result of SC and the x core expert WG organized 6 consultation sessions throughout BiH to discuss and identify necessary modifications and adjustments Benchmark 2 x

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No similar materials in place IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the

Common Core Curricula Develop Implementation Guidelines Benchmark 1 No similar materials in place x Benchmark 2 The document developed based on clear needs with clear contributions from the end-users after making sure that no similar materials existing at x the CO or with similar language Benchmark 3 Guidelines related materials prepared x IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the

Common Core Curricula Develop Manuals for Teacher Trainings Benchmark 1 x No similar materials in place Benchmark 2 The document developed based on clear needs of the target group of x professionals after making sure that no similar materials existing at the CO or with similar language Benchmark 3 x Manual related materials prepared

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IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the Common Core Curricula

Submission of STEM based OTC, Implementation Guidelines and Manuals for consideration to relevant authorities and endorsement Benchmark 1 Draft STEM OTC, Implementation Guidelines and Manuals developed in x cooperation with all relevant stakeholders. Benchmark 2 All relevant authorities identified. x Benchmark 3 x Document disseminated to at least 90% of targeted relevant authorities Benchmark 4 Material is systematically disseminated to all relevant authorities based x on detailed list prepared. IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the Common Core Curricula Layout, printing and distribution of the OTC, Implementation Guidelines and Manuals Benchmark 1 Design, Printing and Layout of promotional materials meet the x satisfactory contents of the SC standards for branding Benchmark 2 List of materials produced are present at Save the Children 59

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Benchmark 3 Save the Children keeps track of distribution of materials IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the Common Core Curricula Final event to present draft STEM based OTC and accompanying documents Benchmark 1 Venue identified Benchmark 2 Venue is readily accessible by all group members Benchmark 3 Save the Children staff present at the final event Benchmark 4 Agenda of the event is sent to the participants 7-10 prior to the event Benchmark 5 Written records are filed and include: • Attendance list

• Media attendance list • Photos Benchmark 6 % of the attendants of the event out of the number expected is more than 80% Prepare a brief report within 10 days after the completion of the event

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IR 1: IR1: Develop Operational Teaching Curricula for STEM based on existing Student Learning Outcomes and the Common Core Curricula Roll-out the ToT to at least 30 professionals from across B-H (two 5-day trainings) Benchmark 1 Participation is inclusive for all x Benchmark 2 Pre and Post training evaluations are distributed to participants x Benchmark 3 Experienced/professional trainer(s) is hired for all training programs x Benchmark 4 Standard package of reading materials that are used adequately and are x provided to all participants in training programs Benchmark 5

Participants are informed at least 7-10 days prior to the training x Benchmark 6 A check-list for standard steps and procedures is prepared and followed x Benchmark 7 % of the attendants of the training out of the number expected is more than 80% Benchmark 8 Information about training objectives and expected outcomes provided x at the first session Benchmark 9

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Agenda of the training is sent to the participants at least 7-10 days prior x to the training Benchmark 10 Prepare a brief report within 10 days after the completion of the training x which includes feedback on the trainer, trainings, and pre and post results Benchmark 11 Evaluation forms of the training collected and its results included in the x training report IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Set-up WG for PPDM related courses with relevant sub-groups (up to 20 members) Benchmark 1 x Working group members are selected upon specific documented criteria. Benchmark 2 The Working group members are informed at least 5 days prior to the x first day of meeting and joining. Benchmark 4 x PPDM WG consists of up to 20 members. IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs

Fact finding mission by US experts/PPDM partner to carry out a series of meetings with stakeholders and gather information from the ground Benchmark 1 x 62

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Provide relevant documentation to PDM experts from the partner consulting firm from the US, Miske Witt & Associates Benchmark 2 x Hold at least 10 meetings with min. 30 stakeholders Benchmark 3 Determine the state of the STEM curriculum and classroom teaching x practices in BiH Benchmark 4 Key findings are summarized. x IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Organize and hold 3 Periodical Meetings of PPDM WG Benchmark 1 Clear roles and responsibilities are defined and agreed regarding 3 x Periodical Meetings of PPDM WG Benchmark 2 x All relevant actors are informed in timely manner Benchmark 3 x Record attendance in the meeting Benchmark 4 x Record decisions taken in the meeting Benchmark 5 Decision on date and venue of next meeting shall be taken x

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IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Draft Standards and Operational Guidelines for PPDM related courses including recommendations for integration of Standards and Operational Guidelines in all relevant courses/modules Benchmark 1 Drafted Guidelines are developed based on nationally and x internationally recognized standards Benchmark 2 US experts developed a platform as a foundation for developing x Standards and Operational Guidelines for PPDM across all teacher studies programs Benchmark 3 x No similar materials in place Benchmark 4 The document developed based on clear needs with clear contribution x from the end users after making sure that no similar materials existing at the CO or with similar language Benchmark 5 x PPDM related materials prepared IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Send Standards and Operational Guidelines to PAB and relevant stakeholders for review 64

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Benchmark 1 x Relevant official letter prepared Benchmark 2 x Relevant package of documentation prepared Benchmark 3 x List of PAB members and stakeholders prepared Benchmark 4 STEM based OTC sent to 100% of PAB members and relevant x stakeholders for review IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Organize and hold at least 3 consultation sessions with widergroup in relevant locations (universities) to discuss the draft Standards and Operational Guidelines and identify adjustments neded Benchmark 1 x Venue identified Benchmark 2 x Venue is readily accessible by all group members Benchmark 3 x Save the Children staff present in consultation sessions at least twice Benchmark 4 x

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Written records are filed and include: • Attendance list • Issues discussed • Action points agreed on • Persons responsible for action points Benchmark 5 Minutes from previous consultation sessions is read to all members in x the meeting IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Submit PPDM Standards and Operational Guidelines to relevant stakeholders for consideration and endorsement Benchmark 1 PPDM Standards and Operational Guidelines developed in cooperation x with all relevant stakeholders Benchmark 2 PPDM Standards and Operational Guidelines developed based on x nationally and internationally recognized standards Benchmark 3 x All relevant stakeholders identified Benchmark 4

Document disseminated to 100% of targeted relevant stakeholders Benchmark 5 Material is systematically disseminated to all relevant stakeholders based on detailed list prepared.

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IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Layout, printing and distribution of Standards and Operational Guidelines for PPDM Benchmark 1 Design, Printing and Layout of promotional materials meet the x satisfactory contents of the SC standards for branding Benchmark 2

List of materials produced are present at Save the Children Benchmark 3

Save the Children keeps track of distribution of materials Benchmark 4 Implementation of actions done as per agreement with Save the Children IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Final event to present Standards and Operational Guidelines for PPDM related courses Benchmark 1

Venue identified Benchmark 2

Venue is readily accessible by all group members Benchmark 3

Save the Children staff present in final event

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Benchmark 4 Agenda of the event is sent to the participants 7-10 prior to the event Benchmark 5 Written records are filed and include: • Attendance list • Media attendance list • Photos Benchmark 6 % of the attendants of the event out of the number expected is more than 80% Prepare a brief report within 10 days after the completion of the event Benchmark 7 % of the attendants of the event out of the number expected is more than 80% IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs Resource manual for PPDM university professors Benchmark 1 x Manual developed in cooperation with all relevant stakeholders. Benchmark 2 Manual developed based on nationally and internationally recognized x standards Benchmark 3 x All relevant universities identified Benchmark 4 x

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Manual submitted for approval of relevant stakeholders

Quality Benchmarks in 2018/2019 Project: ENABLE (USAID)

Achievement Major constraint/ issues/ gap (to be filled if Recommended Quality Benchmarks achievement is partly met & not met) improvement Not Met Partly met

12 primary and secondary schools – future

STEM Centers of Excellence - across the country selected Benchmark 1 Schools are selected based on written selection X criteria Benchmark 2 X

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Selected schools approved by relevant ministries of education Benchmark 3 All materials produced as a result of selection X procedure are documented.

Replication training for implementation of the new Operational Teaching Curriculum for STEM proficiencies Benchmark 1 X Participation is inclusive for all Benchmark 2 Pre and Post training evaluations are distributed X to participants Benchmark 3 Experienced/professional trainer(s) is hired for X all training programs Benchmark 4 Standard package of reading materials that are X used adequately and are provided to all participants in training programs

Benchmark 5

Participants are informed at least 7-10 days X prior to the training

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Benchmark 6

A check-list for standard steps and procedures X is prepared and followed

Benchmark 7

% of the attendants of the training out of the X number expected is more than 80%

Benchmark 8

Information about training objectives and X expected outcomes provided at the first session

Benchmark 9

Agenda of the training is sent to the participants X at least 7-10 days prior to the training

Benchmark 10

Prepare a brief report within 10 days after the completion of the training which includes X feedback on the trainer, trainings, and pre and post results

Benchmark 11

Evaluation forms of the training collected and its X results included in the training report

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Schools equipped with STEM tools

Benchmark 1 Provide the materials/ equipment based on the X needs of facility, documented by facility needs assessment. Benchmark 2 List of materials including quantity of items provided organization and SC signed by both the X representative of institution and the organization representative. Benchmark 3 Fair distribution of the materials to all facilities X based on the needs and the plan. Benchmark 4 One month later, a monitoring visit conducted X to monitor the utilization of the facilities. Benchmark 5 Selection of materials specification is in line with X Save the Children Standards. Benchmark 6 x

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Mentorship program is ongoing in Herzegovina SC is working on Neretva Canton, Sarajevo Canton and Brčko District finalizing STEM BiH and after the program ends documented full Implementation feedback will be received. Republic of Srpska Plans with the Documented feedback from beneficiaries established STEM laboratories in February/March Republic of Srpska regarding the materials utilization one month 2019 and these schools are creating STEM model schools and after providing the materials. Implementation Plans in April 2019. Feedback from MoE so that STEM the beneficiaries is regularly collected by their laboratories can be teachers and STEM / PPDM trainers/mentors during fully utilized by the ongoing activities in Herzegovina Neretva Canton, beneficiaries. Sarajevo Canton and Brčko District BiH.

Mentorship support provided for 192 teachers Benchmark 1 Mentor implements a system for monitoring the X work load of the teachers. Benchmark 2 Mentor conducts weekly case mentorship X meetings with the team. Benchmark 3 Teachers have the support they need to carry X out their roles Benchmark 4 X

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Mentor has the support he/she needs to carry out his supervisor and coaching role to teachers. Benchmark 5 X Evaluation of mentorship by teachers.

Partnerships between Technological Parks and schools established Benchmark 1 Partners selected based on agreed criteria for X selection. Benchmark 2 Partners are given minimum information about the project/activity in sent letters and during the X meetings. Benchmark 3 Partnership agreements are in line with current laws and legislations as well as international standards. Benchmark 4 All relevant actors are informed in timely X manner about contents of the document

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Extracurricular activities and out-of- school programs at the Technological Parks developed and implemented Benchmark 1 A work plan is in place for the roll out of the activity.

Benchmark 2

A class schedule has been developed for the activity. Benchmark 3 Beneficiary registration and attendance in the activity is documented. Benchmark 4 The venue for the activity is accessible and equipped.

A work plan is in place for the roll out of the activity.

STEM fair and competitions organized

Benchmark 1

Venue identified Benchmark 2

Venue is readily accessible by all children. 75

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Benchmark 3 Save the Children staff present at the fair and competitions at least 50% of the time. Benchmark 4 Agenda/plan of the fair and competitions is sent to the participants 7-10 prior to the event Benchmark 5 Written records are filed and include: • Attendance list • Media attendance list • Photos Benchmark 6 % of the attendants of the fair and competitions out of the number expected is more than 80%

Development of new STEM courses by the technological parks and/or revision and improvement of the existing courses Benchmark 1 Relevant need assessment data is available (highlighting the children’s needs for courses). Benchmark 2 Participants selection criteria are in place and applied.

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Benchmark 3 A curriculum has been identified and contextualized.

Implementation of STEM courses by the technological parks Benchmark 1 Staff/facilitators are experts in relevant fields.

Benchmark 2

A work plan is in place for the roll out of the activity.

Benchmark 3 A class schedule has been developed for the activity.

Benchmark 4 Beneficiary registration and attendance in the activity is documented.

Benchmark 5

The venue for the activity is accessible and equipped.

Benchmark 6

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Beneficiary progress in the activity is measured and documented (test results, observations, assessments, reports).

12 leading STEM companies across the country selected for establishing partnership with SCI Benchmark 1 Partners selected based on agreed criteria for X selection. Benchmark 2 Partners are given minimum information about the project/activity in sent letters and during the meetings. Benchmark 3 Partnership agreements are in line with current laws and legislations as well as international standards. Benchmark 4 All relevant actors are informed in timely manner about contents of the document

Partnerships between schools and selected STEM companies established Benchmark 1 78

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Partners selected based on agreed criteria for selection. Benchmark 2 Partners are given minimum information about the project/activity in sent letters and during the meetings. Benchmark 3 Partnership agreements are in line with current laws and legislations as well as international standards. Benchmark 4 All relevant actors are informed in timely manner about contents of the document

Internship / traineeship / apprenticeship programs in the partner companies developed and implemented Benchmark 1 Interns are selected upon specific documented criteria (motivation letter, CV, face to face meeting). Benchmark 2 Knowledge of interns on the organization they are entering prior to their internship is measured through a written test includes their expectations 79

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Benchmark 3 The type of internship meets their aspirations based on pre selection evaluation form. Benchmark 4 The participants are informed at least 7 days prior to the first day of joining. Benchmark 5 Learning objectives list out of the internship is prepared in consultation with the child before the internship started. Benchmark 6 Interns are given introductory meetings when they start the internship that involve their expectations. Benchmark 7 Interns have access to reading materials provided by the facilities and SC program Benchmark 8 Timesheets of participants and enrollment lists submitted every month. Benchmark 9 Monthly reports by interns on their progress. Benchmark 10 Evaluation of internship by interns.

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Mentorship program established and run by the STEM university students for the primary and secondary school pupils to support STEM programs and projects Benchmark 1 Mentor implements a system for monitoring the work load of the students. Benchmark 2 Mentor conducts weekly case mentorship meetings with the team. Benchmark 3 Students have the support they need to carry out their roles Benchmark 4 Mentor has the support he/she needs to carry out his supervisor and coaching role to students. Benchmark 5

Evaluation of mentorship by students.

3 universities across B&H selected for establishing partnership with SCI Benchmark 1 Universities are selected based criteria and X previous experience in ENABLE Phase One. 81

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Benchmark 2 All documents produced as a result of selection X procedure are documented.

STEM tools, equipment and materials as well as resources and expert literature for quality implementation of PPDM Standards procured and distributed to selected University Centers of Excellence Benchmark 1 All relevant recipients identified. x Benchmark 2 Document disseminated to at least 90% of targeted relevant recipients. Benchmark 3 Material is systematically disseminated to all relevant recipients based on detailed list prepared.

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ANNEX III – ENABLE MEAL plan 2018 – Results

% % Achieved Target Acheived acheive Results Indicators unit Baseline Target acheived Year 1 Year 2 Overall d Year 2 Overall # hired staff members (Act. PM 1 persons 3 3 0 N/A 3 100.00% 1.1.) # of expert working groups (STEM) 2 groups 1 1 0 N/A 1 100.00% - (Act. PM 1.2.) # of expert working group 3 persons 8 11 0 N/A 11 137.50% members (STEM) (Act. PM 1.2.) # of expert working groups 4 groups 1 1 0 N/A 1 100.00% (PPDM) (Act. PM 1.2.) # of expert working group 5 persons 2 3 0 N/A 3 150.00% members (PPDM) (Act. PM 1.2.) 6 # of PAB established (Act. PM 1.3.) PAB 1 1 0 N/A 1 100.00% # of PAB members engaged (Act. 7 persons 16 16 0 N/A 16 100.00% PM 1.3.) 8 # of MoUs prepared (Act. PM 1.4.) document 20 19 0 N/A 19 95.00%

9 # of MoUs signed (Act. PM 1.4.) document 20 18 0 N/A 18 90.00% Draft # of Working Group for STEM 1.1 1.1.1 groups 1 1 0 N/A 1 100.00% Operational based OTC development with 83

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Teaching relevant sub-groups for 3 triades Curriculum for established (Act. R 1.1.) STEM # of prepared and sent requests for proficiencies the appointment of extended STEM 1.1.2 document 30 30 0 N/A 30 100.00% based on working group members (Act. R Common Core 1.1.) Curriculum is # of Working Group for STEM 1.1.3 persons 40 44 0 N/A 44 110.00% developed, based OTC members (Act. R 1.1.) along with # STEM WG meetings organized 1.1.4 meeting 4 4 0 N/A 4 100.00% Implementation (Act. R 1.3.) Guidelines and # of participants (STEM WG 1.1.5 persons 40 44 0 N/A 44 110.00% Teachers meetings) (Act. R 1.3.) Training # of STEM based OTC drafted 1.1.6 document 4 4 0 N/A 4 100.00% Manual versions (Act. R 1.4.) Draft STEM based OTC sent to 1.1.7 relevant stakeholders for review document 16 16 0 N/A 16 100.00% (Act. R 1.5.) # of consultation sessions with wider working group throughout consultatio 1.1.8 6 6 0 N/A 6 100.00% the country to discuss the draft n sessions OTC organized (Act. R 1.6.) # of Implementation Guidelines 1.1.9 guidelines 1 1 0 N/A 1 100.00% developed (Act. R 1.8.) # Manuals for Teacher Trainings 1.1.10 manuals 1 1 0 N/A 1 100.00% developed (Act. R 1.9.) 1.1.11 # of printed materials (STEM) materials 600 0 600 0.00% 0 0.00% # of professionals trained (Act. R 1.1.12 persons 25 0 25 57.53% 42 57.53% 1.2.9)

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# of WG for PPDM related courses 1.2.1 with relevant sub-groups groups 1 1 0 N/A 1 100.00% established (Act. R 2.1.) # of WG for PPDM related courses 1.2.2 persons 20 30 0 N/A 30 150.00% members (Act. R 2.1.) # of Periodical Meetings of PPDM 1.2.3 meeting 3 3 0 N/A 3 100.00% Standards and WG (Act. R 2.3.) Operational # of participants (PPDM WG 1.2.4 persons 20 30 0 N/A 30 150.00% Guidelines for meetings) (Act. R 2.3.) implementing Draft Standards and Operational PPDM related 1.2 Guidelines for PPDM related courses across courses including recommendations all teacher 1.2.5 for integration of Standards and document 2 2 0 N/A 2 100.00% studies Operational Guidelines in all programs relevant courses/modules (Act. R developed 2.4.) # of Standards and Operational Guidelines sent to PAB and relevant 1.2.6 document 2 3 0 N/A 3 150.00% stakeholders for review (Act. R 2.5.) 1.2.7 # of printed materials (PPDM) materials 600 0 600 0.00% 0 0.00% # meetings within STEM and PPDM 1.1 and 1.2 fact finding mission activity meeting 13 13 0 N/A 13 100.00% organized (Act. R 1.2. & Act. R 2.2.) # of people reached with Facebook 1 persons 380000 0 380000 5.41% 20569 5.41% Ads - promote posts Campaign # of people reached with Google 2 persons 1100000 0 1100000 0.00% 0 0.00% Display Network

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# of people reached with Youtube 3 persons 17000 0 17000 264.25% 44922 264.25% Video ads TV 4 # of TV appearance 1 0 1 400% 4 400.00% appearance

ANNEX III – ENABLE MEAL plan 2018/2019 – Results

% Target Target Achieved Results Indicators unit Baseline Achieved Overall Year 1 Year 1 Year 1 1.1.1 12 primary and secondary schools schools – future STEM Centres N/A 12 12 12 100% of Excellence - across the country selected 1.1.2 192 primary and secondary Persons school education professionals from 12 selected schools trained for implementation of N/A 192 192 176 91.67% STEM Model Schools the new Operational Teaching serve as Centers of Curriculum for STEM 1.1 Excellence and actively proficiencies promote applied STEM 1.1.3 STEM tools, equipment and Schools proficiencies. materials procured for 12 N/A 12 12 100 100% selected schools 1.1.4 Mentors’ support provided to Persons 192 trained teachers during implementation of Operational N/A 192 192 176 91.67% Teaching Curriculum for STEM proficiencies 1.1.5 3840 students in classrooms persons N/A 3840 3840 4760 123.96% provided with quality STEM 86

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% Target Target Achieved Results Indicators unit Baseline Achieved Overall Year 1 Year 1 Year 1 education by 192 trained teachers 1.2.1 73 (25 first phase, 48 second Persons phase) educational professionals/practitioners N/A 73 73 96 131.51% across the country selected for the ToT/Mentorship training and program 1.2.2 73 (25 first phase, 77 second Persons Pool of phase) Teacher Trainers/Mentors Trainers/Mentors capacitated to serve as resource for N/A 73 73 102 139.73% 1.2 roll out the new Operational replication and Teaching Curriculum for STEM improvement of STEM proficiencies in 12 schools education in schools 1.2.3 One-year mentoring program Program to support teachers in selected N/A 1 1 1 100% schools developed 1.2.4 STEM Trainers/Mentors Persons matched with selected schools N/A 73 73 102 139.73% to support implementation of STEM Curriculum 1.3.1 Two STEM Technological Parks Technological across the country selected for Parks establishing partnership with N/A 1 1 1 100% Technological Parks SCI (one from the phase 1, and strengthen recognition the new one from the phase 2) 1.3 and application of 1.3.2.a Technological Parks procured Technological STEM proficiencies. with STEM tools, equipment Parks N/A 1 1 0 0% and materials 1.3.2.b Partnerships between Partnerships 12 N/A 12 0 0% Technological Parks and schools 87

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% Target Target Achieved Results Indicators unit Baseline Achieved Overall Year 1 Year 1 Year 1 with the aim of mutual knowledge and practical experience transfer established 1.3.3. Extracurricular activities and activities out-of-school programs at the N/A YES YES NO 0% Technological Parks developed and implemented 1.3.4 STEM fair and competitions fair organized in cooperation with N/A 1 1 0 0% Technological Parks and Companies 1.3.5 Implementation of extracurricular activities and out-of- school programs at the Technological Parks improved based on experiences and N/A YES YES YES 0% lessons learned from the first year, continued in 1 initially and the 1 additionally Technological Parks 1.4.1 27 leading STEM companies Companies across the country selected for N/A 27 27 0 0% STEM Companies establishing partnership with provide opportunities SCI for real life application 1.4.2 Partnerships between schools Partnership 1.4 of STEM proficiencies and selected STEM companies that students obtain in with the aim of providing N/A 12 12 0 0% school students with the direct insight and practical experience in STEM industry established

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% Target Target Achieved Results Indicators unit Baseline Achieved Overall Year 1 Year 1 Year 1 1.4.3 Internship / traineeship / Companies apprenticeship programs in the N/A 12 12 0 0% partner companies developed and implemented 1.4.4 New companies identified for Companies scaling up internship N/A 15 0 0 0% /traineeship / apprenticeship programs 1.4.6 Mentorship program Program established and run by the STEM university students for N/A 3 3 0 0% the primary and secondary school pupils to support STEM programs and projects 1.4.7 Students from the selected persons STEM universities act as facilitators and intermediaries for the internship / N/A TBD apprenticeship between the schools and private sector companies 2.1 STEM/PPDM 2.1.1 3 universities across B&H Universities University Centres of selected for establishing N/A 3 3 3 100% Excellence promote partnership with SCI quality STEM and 2.1.2 STEM tools, equipment and Tools PPDM programs in materials as well as resources higher education in and expert literature for quality N/A YES YES NO 0% B&H. implementation of PPDM Standards procured and distributed to selected

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% Target Target Achieved Results Indicators unit Baseline Achieved Overall Year 1 Year 1 Year 1 University Centers of Excellence

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ANNEX IV – Indicator Performance Tracking Table (IPTT)

INDICA OVERALL REPORTING REPORTING … LIFE OF

ACTIVITY PERIOD 1 PERIOD 2 ACTIVITY s

of TOR to

ation ation

ion in ion in

BASELINE arison

Comp

Deviat

Explan

Target

NUMBE R AND

NAME

Date

Value

DEFINITION

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

Number 06/ 0 0 0 12 0 12

of 2016 educatio nal institutio TOTAL ns with 06/ 0 0 0 0 0 0

executiv 2016 e

authority BiH to which draft 06/ 0 0 0 10 0 10

Operatio 2016 nal

Teaching BIH Curricula

Federation Federation for 06/ 0 0 0 1 0 1 STEM 2016

proficien Institution cies based on Srpska

Republic of Republic CCC has 06/ 0 0 0 1 0 1 been

2016 recomme nded to District. Brčko in of Education Department for education relevant particular, In countrywide. institutions ation endorse ment by the Ministry

relevant educ relevant

District of Brčko of District

Common Core Curriculum and Implementation Guidelines and recommend it to to it recommend and Guidelines Implementation and Curriculum Core Common

institutions are 12 as follows: 10 cantonal educational MoEs,, RS: MoE RS and BD: BD: RS and MoE RS: MoEs,, educational 10 cantonal follows: as 12 are institutions of Civil on based proficiencies STEM for Curricula Teaching Operational Draft to support

Recommendation is without legal force but are negotiated and voted on according to to according on voted and negotiated are but force legal without is Recommendation

the absence of obligatory power. Ministry of Civil Affairs of BiH will publically declare declare publically will of BiH Affairs of Civil Ministry power. obligatory of the absence

the appropriate procedure. Though without legal force, it does have a political weight. weight. political a have does it force, legal without Though procedure. the appropriate Affairs by only preparation at aiming action of indirect instrument an is Recommendation The

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INDICA OVERALL REPORTING REPORTING … LIFE OF

ACTIVITY PERIOD 1 PERIOD 2 ACTIVITY s

of TOR to

ation ation

ion in ion in

BASELINE arison

Comp

Deviat

Explan

Target

NUMBE R AND

NAME

Date

Value

DEFINITION

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

06/ 0 0 0 4 0 4

2016

Number TOTAL of 06/ 0 0 0 0 0 0 teacher

2016 study

programs BiH

(faculties )

adopting 06/ 0 0 0 3 0 3 standard 2016 s for pre-

BIH service educatio Federation

University University

accept” or to “make use of” adjusted curricula curricula adjusted of” use “make to or accept” 06/ 0 0 0 1 0 1

n of teachers 2016 in PPDM

and Srpska

Operatio of Republic nal 06/ 0 0 0 0 0 0 Guidelin 2016

es

Brčko

District of of District

preservice preservice education” is new the the provides and mindset first professional a of foundations the crucial lays It journey. stage in a teacher’s professional teacher with a basic toolbox “to to means “Adopt” classroom. make meaningful learning happen in for the preservice education of teachers in PPDM and Operational Guidelines in Tuzla. and Mostar Zenica, Sarajevo, in 4 universities 06/ 0 40 0 0 0 40 Number of key 2016 stakehol ders from TOTAL relevant 06/ 0 19 0 0 0 19

Core Curriculum Curriculum Core

educatio Person 2016

n District) Brcko

directly included in included directly

Curricula for STEM for STEM Curricula

and Implementation and Implementation

Male Male

Operational Teaching Teaching Operational

development of Draft Draft of development institutio on based proficiencies

APOSO, HEA, cantonal cantonal HEA, APOSO,

BiH institutions (MoCA, (MoCA, BiH institutions

Guidelines, thus persons persons thus Guidelines,

MoEs, MoE RS and FBiH, FBiH, and RS MoE MoEs,

Involved„ includes persons persons includes Involved„

Common Common

ns in of Education Department

from WG and from relevant relevant from WG and from

92

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INDICA OVERALL REPORTING REPORTING … LIFE OF

ACTIVITY PERIOD 1 PERIOD 2 ACTIVITY s

of TOR to

ation ation

ion in ion in

BASELINE arison

Comp

Deviat

Explan

Target

NUMBE R AND

NAME

Date

Value

DEFINITION

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

involved 06/ 0 21 0 0 0 21 in 2016 develop ment of

Female Female draft Operatio 06/ 0 40 0 0 0 40

nal 2016 Teaching Curricula for TOTAL STEM 06/ 0 40 0 0 0 40 proficien 2016 cies based on Common Core Curriculu m and

Impleme Countrywide ntation Guidelin es Number 06/ 0 3 0 0 0 3

of 2016 documen ts related TOTAL to draft 06/ 0 3 0 0 0 0

Operatio 2016 nal Teaching Curricula

the PAB PAB the

for Document

STEM BIH proficien cies based on

Common by relevant developed and been prepared

Documents developed means document has has document means developed Documents

Core by approved and group Working BIH ENABLE

93

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INDICA OVERALL REPORTING REPORTING … LIFE OF

ACTIVITY PERIOD 1 PERIOD 2 ACTIVITY s

of TOR to

ation ation

ion in ion in

BASELINE arison

Comp

Deviat

Explan

Target

NUMBE R AND

NAME

Date

Value

DEFINITION

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

Curriculu m develope d (OTC, Impleme ntation Guidelin es, Teachers Training Manuals )

06/ 0 0 0 25 0 25

2016

TOTAL

out the new new the out Number -

e counted here here e counted 06/ 0 0 0 14 0 14 of 2016 teachers/

educator Male s/teachin g

06/ 0 0 0 13 0 13 assistant 2016 s/represe ntatives

Person Person of Female relevant 06/ 0 0 0 25 0 25 educatio 2016 n institutio

ns TOTAL trained 06/ 0 0 0 13 0 13

2016

BIH

trainees meet competition requirements of the structured training training the of structured requirements competition meet trainees

training must be specific ToT and people trained are counted here. here. counted are trained people and ToT specific be must training

Training program for educational professionals (for roll (for professionals educational for program Training

program as defined by the ToT program offered. To b To offered. ToT program the by defined as program

Federation Federation

Operational Teaching Curricula for STEM). To be trained requires that that requires trained be To for STEM). Curricula Teaching Operational

94

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INDICA OVERALL REPORTING REPORTING … LIFE OF

ACTIVITY PERIOD 1 PERIOD 2 ACTIVITY s

of TOR to

ation ation

ion in ion in

BASELINE arison

Comp

Deviat

Explan

Target

NUMBE R AND

NAME

Date

Value

DEFINITION

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

06/ 0 0 0 10 0 10 2016

Srpska

Republic of Republic 06/ 0 0 0 2 0 2 2016

Brčko

District of of District Number 06/ 0 20 0 0 0 20

of key 2016

thus thus

Step, Step, stakehol -

by ders - from TOTAL relevant 06/ 0 9 0 0 0 9 educatio 2016 n

institutio Male ns involved 06/ 0 11 0 0 0 11 in 2016

develop ment of Standard Female

s and Person 06/ 0 20 0 0 0 20

Operatio 2016 nal Guidelin

members will include pertinent international and local local and international pertinent include will members

- es for TOTAL impleme 06/ 0 20 0 0 0 20

and Civitas BiH) and two HEA members HEA two and BiH) and Civitas nting 2016 PPDM- tional WG tional related courses across all teacher studies Countrywide

persons from Working Group consisting of 20 members. Those members are are members Those members. 20 of consisting Group Working from persons

for preservice education of teachers in PPDM and Operational Guidelines, Guidelines, Operational and PPDM in teachers of education for preservice

from four universities representing psychology, pedagogy, didactics and teaching teaching and didactics pedagogy, psychology, representing universities from four

NGO representatives (OSCE BiH, Center for Education Initiatives Step Initiatives Education for Center BiH, (OSCE representatives NGO

methods departments, specifically the Universities of Sarajevo, Mostar, Banja Luka Luka Banja Mostar, Sarajevo, of the Universities specifically departments, methods

“Involved” includes persons directly included in development of adjusted curricula curricula of adjusted development in included directly persons includes “Involved” programs Addi and Zenica. 95

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INDICA OVERALL REPORTING REPORTING … LIFE OF

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of TOR to

ation ation

ion in ion in

BASELINE arison

Comp

Deviat

Explan

Target

NUMBE R AND

NAME

Date

Value

DEFINITION

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

Number 06/ 0 3 0 0 0 3

of 2016 documen ts related to TOTAL teachers’ 06/ 0 3 0 0 0 3 PPDM 2016 educatio n/trainin g

develope

d (standar dsguideli BIH nestraini ng outline, and/or

PPDM Working group and approved by the PAB PAB the by approved and group Working PPDM

training BIH ENABLE relevant by developed and prepared

Documents developed means a document has been has a document means developed Documents material)

Number 06/ 0 0 0 1.000 0 1.000 of other 2016 teaching and

TOTAL TOTAL

learning

materials 06/ 0 0 0 1.000 0 1.000 (TLM)

OTC TLM 2016 provided with

USG help in to educators

TLMs are the aids used by used aids the TLMs are assistanc 600 + STEM and guidelines

manuals, guidelines and draft draft and guidelines manuals,

Countrywide Countrywide

e In effectively. teaching/instructing

particular, 400 of PPDM standards standards PPDM 400 of particular,

96

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INDICA OVERA REPORTING REPORTING … LIFE OF TOR LL PERIOD 3 PERIOD 4 ACTIVITY

NUMBE ACTIVI R AND TY NAME BASELI NE

DEFINITION

Date

Value

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Targets

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

Deviation in Deviation

Comparison to to Comparison

Explanation of of Explanation

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

Number 04/2 0 3840 4 0 0 3840

of 018 7 students 6 in support ll 0 classroo TOTAL ms 04/2 0 3840 4 0 0 3840 provided 018 7

with e 6 quality 0 STEM

Countrywid educatio 04/2 0 3840 4 0 0 3840

n by 018 7 trained 6 teachers

person 0

TOTAL

04/2 0 1881 2 0 0 1881 018 4 2

equipping STEM Classrooms that will enable practical will that enable STEM practical equipping Classrooms

MALE 8

04/2 0 1959 2 0 0 1959 018 3 3 2

FEMALE

STEM education and program at targeted model schools will be facilitated facilitated be will schools model targeted at program and education STEM by and establishing teaching and learning as well as application of the acquired skills. The 12 model schools will be wi teachers trained provided 192 The materials. and equipment didactics, with necessary STEM/PPDM related STEM education for 3,840 students in primary classrooms for two full academic school years, paving the and way for STEM secondary school BiH of other areas in than first areas targeted in in education integration Number 04/2 0 27 1 27 0 27

leading 018 2 STEM

practical practical

compani es TOTAL

across 04/2 0 27 1 27 0 27 the 018 2 country company

selected take also will areas phic

career opportunities. career

SC will build strategic strategic build SC will

life” opportunities is an is opportunities life”

opportunities to attend attend to opportunities and choice professional

competitions to further further to competitions

ceship programs to gain to programs ceship for companies STEM leading

their future vocational or vocational their future

areas to provide students students to provide areas building of way important

related careers. Informing Informing careers. related

part in the STEM fairs and and fairs STEM the in part

students’ interest in STEM in STEM interest students’

them to consider STEM as as STEM consider to them

market at an early stage of of stage early an at market

improve their employability employability their improve

across the target geographic geographic target the across

partnerships with 27 key and and 27 key with partnerships model targeted in companies

practical experience in STEM STEM in experience practical

students about the STEM job job the STEM about students

their education, can motivate motivate can their education,

Countrywide Countrywide

industries. Creating such “real “real such Creating industries.

geogra

internship/traineeship/apprenti establish with levels) university

and marketable skills. These 27 These skills. and marketable

(both at the model schools and schools model the (both at and market the STEM promote

97

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INDICA OVERA REPORTING REPORTING … LIFE OF TOR LL PERIOD 3 PERIOD 4 ACTIVITY

NUMBE ACTIVI R AND TY NAME BASELI NE

DEFINITION

Date

Value

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Targets

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

Deviation in Deviation

Comparison to to Comparison

Explanation of of Explanation

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

ing partners within the project Number 04/2 0 192 1 192 0 192

of 018 7

June June primary - 6 and secondar TOTAL y school 04/2 0 192 1 192 0 192 educatio 018 7

n e 6 professio

nals from through planned originally s

Countrywid 12 04/2 0 192 1 192 0 192

selected 018 7 schools 6 trained

TOTAL for and mentorship receive will rofessionals impleme person 04/2 0 67 5 67 0 67

ntation 018 and instructions. 6 of the new Operatio MALE nal 16 minimum (at professionals educational 192 to provided 04/2 0 125 1 125 0 125 Teaching 018 2

Curriculu 0 m for STEM proficien Master of 6 a team have will school model (each Schools Model e in 12

FEMALE cies Master STEM of 48 additional and an Program BiH ENABLE the current

phas

continued support by the 73 ToT STEM MasterTrainers / Mentors to ensure ensure to / Mentors MasterTrainers STEM ToT 73 by the support continued

2020). The 192 trained educational p educational trained 192 The 2020).

model school in STEM Competencies for two academic years June 2018 June years academic two for Competencies in STEM school model

Trainers/Mentors that will train and mentor 16 teachers/practitioners in each in each teachers/practitioners 16 mentor and train will that Trainers/Mentors applications the of STEM quality the and integration introduction, the smooth

STEM ToT Master Trainers/Mentors. The 73 STEM Master Trainers /Mentors /Mentors Trainers Master STEM 73 The Trainers/Mentors. Master ToT STEM

proficiencies will be will proficiencies

Training for rolling out of the new Operational Teaching Curriculum for STEM STEM for Curriculum Teaching Operational new the of out for rolling Training Phase BiH Extension ENABLE the from with funding trained /Mentors Trainers

II, forming a pool of 73 STEM Master Trainers/Mentors that will lead rolling out out rolling lead will that Trainers/Mentors Master 73 of STEM a pool II, forming

consists of: up to 25 STEM Master Trainers /Mentor Trainers Master STEM 25 to up of: consists

teachers per selected school) from the 12 primary and secondary schools by 73 by schools and secondary primary 12 the from school) selected per teachers

98

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INDICA OVERA REPORTING REPORTING … LIFE OF TOR LL PERIOD 3 PERIOD 4 ACTIVITY

NUMBE ACTIVI R AND TY NAME BASELI NE

DEFINITION

Date

Value

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Targets

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

Deviation in Deviation

Comparison to to Comparison

Explanation of of Explanation

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

Number 04/2 0 48 1 48 0 48

of 018 0 Teacher 2 Trainers/ erational Mentors TOTAL capacita 04/2 0 48 1 48 0 48 ted to 018 0

ding a mentoring mentoring ding a

roll out e 2 the new Operatio

Countrywid nal 04/2 0 48 1 48 0 48

Teaching 018 0

Implementation, in addition to 25 25 to addition in Implementation, Curriculu 2

–

une 2020). 2020). une m for J

-

person STEM TOTAL

/Mentors that will lead rolling out phase in phase out rolling lead will that /Mentors

proficien 04/2 0 2018 17 2 17 0 17 cies in 12 018 8 schools (first phase MALE and

04/2 0 31 7 31 0 31 second 018 4 phase)

already planned by the current ENABLE Program, will attend a attend will Program, ENABLE current the planned by already

program to support teachers in their regular teaching. Upon the the Upon teaching. in their regular teachers support to program

Guidelines and Teachers Training Manual), inclu Manual), Training Teachers and Guidelines

12 Model Schools (each model school will have a team of 6 Master Master 6 of team a have will school model (each Schools 12 Model

will use what is produced during the current ENABLE BiH Program BiH Program ENABLE current the during produced is what use will

trainers/mentors under Phase II Phase under trainers/mentors

The 48 educational professionals and practitioners to be selected as as be selected to practitioners and professionals 48 Theeducational

FEMALE

(OTC for STEM Proficiencies based on CCC with the Implementation Implementation the with CCC on based Proficiencies STEM (OTC for

ToT/Mentorship Training and Program to roll out the new Op the out roll to Program and Training ToT/Mentorship

each model school in STEM Competencies for two academic years June years academic two for Competencies STEM in school model each

Teaching Curriculum for STEM proficiencies in the model schools. They They schools. model the in proficiencies for STEM Curriculum Teaching

SC. 73 STEM Master Trainers Master 73 SC. STEM

Trainers/Mentors that will train and mentor 16 teachers/practitioners in teachers/practitioners 16 mentor and train will that Trainers/Mentors

will receive a certificate signed by the relevant Ministry of Education and and Education of Ministry relevant the by signed a certificate receive will

successful completion of the training, all 73 ToT STEM Trainers/Mentors Trainers/Mentors ToT STEM 73 all training, the of completion successful Number 04/2 0 60 0 60 0 60

of 018 graduate

ts and ts and

students in models TOTAL schools 04/2 0 60 0 60 0 60 who person 018

take place).

enrolling e STEM

STEM graduates in the the in graduates STEM

secondary studen secondary

private sector (primarily (primarily sector private

increase employability of employability increase

students in model schools schools model in students

/ apprenticeship programs programs / apprenticeship

universiti they Thus, or departments.

will create preconditions to to preconditions create will

Countrywid internship where companies

will enroll STEM universities universities STEM enroll will

Total number of 60 graduate graduate 60 of number Total

99

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INDICA OVERA REPORTING REPORTING … LIFE OF TOR LL PERIOD 3 PERIOD 4 ACTIVITY

NUMBE ACTIVI R AND TY NAME BASELI NE

DEFINITION

Date

Value

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Targets

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

Deviation in Deviation

Comparison to to Comparison

Explanation of of Explanation

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

es or 04/2 0 60 0 60 0 60

departm 018 ents

TOTAL

04/2 0 29 0 29 0 29 018

MALE

04/2 0 31 0 31 0 31 018

FEMALE Number 04/2 0 180 0 180 0 180

of 018 students and

TOTAL

STEM geographic

graduate

04/2 0 180 0 180 0 180 s who 018

e

participa

ted in the internshi

Countrywid STEM implement to l work p 04/2 0 180 0 180 0 180

program person 018

gain practical gain

TOTAL

practical application and application practical

04/2 0 STEM. in skills and knowledge 88 0 88 0 88 018

Luka, Mostar and Sarajevo universities requiring requiring universities and Sarajevo Mostar Luka,

skills prior becoming future STEM professionals or professionals STEM future becoming prior skills

MALE

teachers will be tapped to facilitate the partnership partnership the facilitate to tapped be will teachers

SC will build strategic partnerships with 27 key and and key with 27 partnerships strategic build SC will

and university levels) with practical opportunities to to opportunities practical with levels) and university

between the model schools as the STEM companies. companies. STEM the as schools model the between

leading STEM companies across the target target the across companies STEM leading

Banja Banja

These graduate students wil students These graduate

for students to gain practical and applicable experience, experience, and applicable practical gain to for students

experience in STEM industries. Graduate students from from students Graduate industries. in STEM experience

attend internship/traineeship/apprenticeship programs to programs internship/traineeship/apprenticeship attend

areas to provide 180 students (both at the model schools schools model the at (both students 180 to provide areas

projects and develop internships and similar opportunities opportunities and similar internships develop and projects

100

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INDICA OVERA REPORTING REPORTING … LIFE OF TOR LL PERIOD 3 PERIOD 4 ACTIVITY

NUMBE ACTIVI R AND TY NAME BASELI NE

DEFINITION

Date

Value

UNIT OF OF MEASURE UNIT

DISAGGREGATION

Targets

Actual Actual

Target Target Target

applicable applicable

if if applicable if applicable

Deviation in Deviation

Comparison to to Comparison

Explanation of of Explanation

Target Achieved Target

End of Activity Activity of End

Calculation base for base for Calculation base for Calculation

the reporting period, if period, the reporting if period, the reporting

Calculation base value, value, base Calculation value, base Calculation

%

04/2 0 92 0 92 0 92 018

FEMALE

Number of 04/2 0 3 3 3 0 3

universities 018 across B&H

TOTAL selected y will be for 04/2 0 3 program. BiH 3 3 0 3

universities universities from

-

establishin company 018

g e partnershi p with SCI

Countrywid

The program will work with the three Banja Luka, Sarajevo Mostar, and STEM/PPDM to Centers of Excellence that University establish will will serve that Centers Orientation as provide both secondary and Carrere university students entry points to with the industries. STEM The provided equipment, and materials, as with well as resources and expert tools, literature implementation for of Standards, PPDM developed quality which in the first phase of ENABLE were

101

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