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Amel Alić, Phd, Haris Cerić, Phd, Sedin Habibović

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Amel Alić, Phd, Haris Cerić, Phd, Sedin Habibović Amel Alić, PhD, University of Zenica Haris Cerić, PhD, University of Sarajevo Sedin Habibović, MA, Public Health Institution Addiction Treatment Centre of Zenica-Doboj Canton Authors Amel Alić, PhD, University of Zenica Haris Cerić, PhD, University of Sarajevo Sedin Habibović, MA, Public Health Institution Addiction Treatment Centre of Zenica-Doboj Canton Editor Elma Mahmutović, United World College in Mostar Critics: Academic Adila Pašalić-Kreso and Academic Ivo Cvitković Translator: Libar translation bureau Mostar Illustrator: Shift Brand Design Number of editions: 1 Name and seat of the publisher: IC Štamparija d.o.o., Titova 96, Mostar Year of publication and year of printing: 2017 Name and seat of printer: IC Štamparija d.o.o., Titova 96, Mostar Number of copies: 300 Authors Amel Alić, PhD, University of Zenica Haris Cerić, PhD, University of Sarajevo Sedin Habibović, MA, Public Health Institution Addiction Treatment Centre of Zenica-Doboj Canton Mostar, 2017 ABOUT THE AUTHORS AMEL ALIĆ, PhD (1971), Associate Professor for pedagogic/ed- ucation courses at the Faculty of Philosophy in Zenica. Amel earned his BA degree at the Faculty of philosophy (University of Sarajevo), MA degree in special education at University of Sa- rajevo and University of Joensuu and his (Ph. D) at University of Sarajevo. He is author of the book entitled Structure and Dynam- ics of Family Culture (2012, Sarajevo, Dobra knjiga and CNS), and co-author of the books The Basics of Inclusive Education (2005, Zenica, Hijatus) and Creative Actions in Literature Classes (2012, Zenica, City Library). HARIS CERIĆ, Ph.D., (1974), Associate Professor for the peda- gogic/education courses at the Faculty of Political Sciences in Sa- rajevo. He is author of the book entitled Skandalon In The Clouds: How To Use Comics In The Classroom (CNS, Sarajevo, 2013), and co-author of books Fundamental Premises of Inclusive Educa- tion (Hijatus, Zenica, 2005), Children and Youth Issues in Human Right Context in Bosnia and Herzegovina – Non-governmental Sector at Crossroads: Bosnia and Herzegovina 10 years on (Rabic, Sarajevo, 2006) and Illegal Forms Of Acquiring Knowledge At Higher Education Institutions In Bosnia And Herzegovina: A Study Of Social Deformation In The Academic Culture (Atlantska inici- jativa, Sarajevo, 2016). SEDIN HABIBOVIĆ (1973), Master of psychological sciences. He is Head of Department for Prevention and Counseling in Public Health Institution Addiction Treatment Centre of Zenica-Doboj Canton. He is a senior assistant at the University of Zenica. Se- din is a licensed EMDR practitioner, therapist of System constel- lation and Teacher of Mindfulness. He is currently working on his doctoral thesis Experimental insights into the effects of the application of therapy of EMDR in hospital detox opiate addicts. He is co-author of Manual for Sexual education and HIV / AIDS prevention – A Guidebook for primary school teachers (Zenica, Our kids, 2008) and co-author of the book Abuse of psychoactive substances (in print). 4 impact study UNITED WORD COLLEGE IN MOSTAR UWC MOVEMENT The United World College in Mostar (UWC Mostar), Bosnia and Herzegovina (BIH) is part of the broader UWC movement, founded in 1962, following the concept of the German educationalist Kurt Hahn, who believed that much could be done to overcome religious, cultural and racial misunderstanding and avoid conflict if young people from all over the world could be brought together. UWC makes education a force to unite people, nations and cultures for peace and a sustainable future UWC is a unique organization. It is the only global educational NGO that brings students together from all over the world, select- ed from within their own countries, on merit and regardless of their ability to pay. These students come together at one of fifteen UWC schools and colleges that aim to foster international understanding and peace. UWC believes that to achieve peace and a sustainable future, the values it promotes are crucial: - International and intercultural understanding - Celebration of difference · Personal responsibility and integrity - Mutual responsibility and respect - Compassion and service - Respect for the environment - A sense of idealism - Personal challenge - Action and personal example MISSION, GOALS AND IMPACT UWC MOSTAR UWC Mostar has been an IB School since September 2006. It is registered as a high school in Bosnia and Herzegovina and offers a two-year academic program for high school students aged 16-19 (final two years of secondary education). Standing on the sharp edge of the UWC mission by being based in the City of Mostar, emblematic of the bitterness and divisions of the war of the 90’s, the UWC Mostar enriches the UWC movement by adding its unique aim: “To equip the next generations of young people in Bosnia and Herzegovina with the knowledge, skills, leadership qualities and international values, necessary to bridge the still existing ethnic divisions and move their country into the 21st century.” UWC Mostar is the first UWC with an explicit aim to contribute to the recon- struction of a post conflict society. The College educates students to learn and appreciate their differences, at the same time promoting equality, tolerance and critical thinking. Furthermore, the UWC Mostar broadens this special mission by offering the same opportunities to the young people from all over the world, especially those coming from other post-conflict countries, particularly from the Balkans. Every year UWC Mostar welcomes a generation of 100 high school students, nearly half of them from BiH and the other half from over 30 countries world- wide. Students are selected by their national committees based on merit, irre- spective of their ability to pay the tuition fee. All students from BiH receive a full scholarship to live and study in Mostar. So far, 798 students have graduated from UWC Mostar and 381 of them were from BiH. They enrolled in over 120 prestigious universities worldwide. 5 6 impact study Executive Summary: A Study of Cultural Contact and Social Impact of the United World College in Mostar Introduction Taking into account key criteria, the research of the Unit- ter Gimnazija Mostar) students were conducted in regard ed World College’s (hereinafter UWC Mostar) impact to the following variables: generic data about students, on the local community (and vice versa) is characterized the perception of family, social distance, intellectual by explorative, descriptive, cross-sectional, ad hoc and sensitivity, empathy, depression anxiety stress scales, non-experimental research. Predicting the weaknesses as well as the locus of control. For qualitative research, that could have arisen from the cross-sectional insight structured and semi-structured interviews were designed into a multifaceted and complex phenomenon such as for: UWC Mostar students (current and former/alumni, the impact of one educational institution such as UWC teachers and other UWC Mostar employees, employees Mostar, the research tried to reconcile the paradigms of at professional community-based institutions which co- understanding and explanation. This initial intent gave operate with UWC Mostar, UWC Mostar students’ par- also way to the methodological orientation which, by its ents, and citizens who attended CAS activities. inner structure, encompassed the understanding of re- The empirical part of the research encompassed the search phenomena, as well as the correlational scheme UWC Mostar students sample of 124 respondents; UWC with features that determine the cause of the phenomena Mostar students that were encompassed by the research to the extent permitted by the non-experimental empir- come from 47 different countries, whereby the biggest ical approach: qualitative analysis of the dynamic reality group of students comes from Bosnia and Herzegovina, including quantitative checks of static and dynamic reali- 39 of them. We identified that UWC Mostar students list- ties. A quantitative data check was carried out via statis- ed 34 different world languages as their mother tongue tical data processing, and for data comparison, a t-test or and that 55% of them actively speak or consider English Student’s t-test, chi-square, correlation and descriptive their second language. The Gimnazija Mostar students statistics measures were used. For the quantitative part sample encompassed 67 respondents, which makes it a of the research, comparisons within the sample of UWC total of 191 overall respondents. Regarding the sample Mostar students and Grammar School Mostar (hereinaf- based on the curriculum they follow, 124 students en- 7 FACTORS OF THE UWC MOSTAR ORGANISATIONAL CULTURE • Competence of employees DRAWING ATTENTION • Educational outputs IMPACT ON THE VIEWS (successful activities) • Successes AND OPINIONS of local • Multicultural image community FACTORS OF UWCM ACTIVITY • Strong arguments • Speaking to all categories LEVEL OF INSGIHT INTO of society AND KNOWLEDGE ABOUT IMAPCT ON THE OVERALL • Characteristics of appeal UWCM ACTIVITY (familiarity PERCEPTION OF UWCM by via social engagement of employees in education individuals and institutions in • Explicit messages of and citizens with the work of the local community multiculturalism and UWCM) educational quality FACTORS RELATING TO THE LOCAL COMMUNITY IMPACT ON CHANGES • Open to changes LEVELS OF ACCEPTANCE OF OF INDIVIUDAL AND • Previous experience UWCM (views of employees INSTITUTIOANL PRACTICES (especially war-experience) in education, other schools’ IN THE LOCAL
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