Request for Proposal (RFP)

REQUEST FOR PROPOSAL

Dear Sir / Madam:

We kindly request you to submit your Proposal for

Please be guided by the form attached hereto as Annex 2, in preparing your Proposal.

Proposals may be submitted on or before 2nd November 2015 by 14.00 hrs the latest and in hard copy, by courier or in person to the address below: United Nations Development Programme Zmaja od Bosne b.b. 71000 Sarajevo General services e-mail: [email protected]

Your Proposal must be expressed in local language or English, and valid for a minimum period of 60 days.

In the course of preparing your Proposal, it shall remain your responsibility to ensure that it reaches the address above on or before the deadline. Proposals that are received by UNDP after the deadline indicated above, for whatever reason, shall not be considered for evaluation.

Services proposed shall be reviewed and evaluated based on completeness and compliance of the Proposal and responsiveness with the requirements of the RFP and all other annexes providing details of UNDP’s requirements.

The Proposal that complies with all of the requirements meets all the evaluation criteria and offers the best value for money shall be selected and awarded the contract. Any offer that does not meet the requirements shall be rejected.

Any discrepancy between the unit price and the total price shall be re-computed by UNDP, and the unit price shall prevail and the total price shall be corrected. If the Service Provider does not accept the final price based on UNDP’s re-computation and correction of errors, its Proposal will be rejected.

1 No price variation due to escalation, inflation, fluctuation in exchange rates, or any other market factors shall be accepted by UNDP after it has received the Proposal.

At the time of Award of Contract or Purchase Order, UNDP reserves the right to vary (increase or decrease) the quantity of services and/or goods, by up to a maximum twenty five per cent (25%) of the total offer, without any change in the unit price or other terms and conditions.

Any Contract or Purchase Order that will be issued as a result of this RFP shall be subject to the General Terms and Conditions attached hereto. The mere act of submission of a Proposal implies that the Service Provider accepts without question the General Terms and Conditions of UNDP, herein attached as Annex 3.

Please be advised that UNDP is not bound to accept any Proposal, nor award a contract or Purchase Order, nor be responsible for any costs associated with a Service Providers preparation and submission of a Proposal, regardless of the outcome or the manner of conducting the selection process.

UNDP’s vendor protest procedure is intended to afford an opportunity to appeal for persons or firms not awarded a Purchase Order or Contract in a competitive procurement process. In the event that you believe you have not been fairly treated, you can find detailed information about vendor protest procedures in the following link: http://www.undp.org/procurement/protest.shtml.

UNDP encourages every prospective Service Provider to prevent and avoid conflicts of interest, by disclosing to UNDP if you, or any of your affiliates or personnel, were involved in the preparation of the requirements, design, cost estimates, and other information used in this RFP.

UNDP implements a zero tolerance on fraud and other proscribed practices, and is committed to preventing, identifying and addressing all such acts and practices against UNDP, as well as third parties involved in UNDP activities. UNDP expects its Service Providers to adhere to the UN Supplier Code of Conduct found in this link: http://www.un.org/depts/ptd/pdf/conduct_english.pdf

Thank you and we look forward to receiving your Proposal.

Sincerely yours,

UNDP BIH

Annex 1

Description of Requirements

Context of the Requirement

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Implementing Partner of UNDP UNICEF and UNESCO Brief Description of the Required Services

List and Description of Expected Outputs to be Delivered

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Person to Supervise the Work / Performance of the Service Provider Frequency of Reporting Progress Reporting Requirements Location of work Expected duration of work

Target start date

Latest completion date

Travels Expected YES Special Security Requirements N/A Facilities to be Provided by N/A UNDP (i.e., must be excluded from Price Proposal) Implementation Schedule  Required indicating breakdown and timing of activities/sub-activities Names and curriculum vitae of  Required individuals who will be involved in completing the services Currency of Proposal  Local Currency No. of copies of Proposal that must be submitted

Value Added Tax on Price  Must be exclusive of VAT and other applicable indirect taxes Proposal

5 Validity Period of Proposals  60 days (Counting for the last day of In exceptional circumstances, UNDP may request the Proposer to extend the validity of submission of quotes) the Proposal beyond what has been initially indicated in this RFP. The Proposal shall then confirm the extension in writing, without any modification whatsoever on the Proposal. Partial Quotes  Not permitted

Payment Terms

Person(s) to review/inspect/ approve outputs/completed services and authorize the disbursement of payment Type of Contract to be Signed  Criteria for Contract Award

Criteria for the Assessment of Proposal  

 UNDP will award the  contract to: Annexes to this RFP      

Contact Person for Inquiries United Nations Development Programme (Written inquiries only) Telephone (Direct line): +387 (33) 293 400 Facsimile: +387 (33) 552 330 e-mail: [email protected] Any delay in UNDP’s response shall be not used as a reason for extending the deadline for submission, unless UNDP determines that such an extension is necessary and communicates a new deadline to the Proposers.

6 Other Information [pls. specify] N/A

Evaluation stage 1 - eligibility evaluation stage against the eligibility criteria, where evaluation is either “yes” or “no” for each criterion. Eligibility Criteria Applicant(s) should be registered in Bosnia and Herzegovina for carrying out surveying/polling work. Applicants should have proven record of at least 5 successfully completed surveys of similar scale carried out in BiH, or in a neighboring country. Applicant (s) should have at least five full time employees. At least one employee should be qualified for management of multi-disciplinary surveys with minimum five years of project management experience and minimum master Yes/No degree education, preferably in social sciences. Applicant(s) should have minimum of two available experts with five or more years of experience in statistical analysis and report writing and minimum master degree education, preferably in social sciences.

Evaluation stage 2 – technical evaluation of the proposal The technical components will be evaluated according to the Technical Evaluation Criteria defined bellow. Only those Proposers who attain 70 % of the obtainable score of the 1000 points in the evaluation of the technical proposal will pass to the third evaluation stage and will have their Price Component envelope opened, in order to obtain their final evaluation score.

Summary of Technical Proposal Evaluation Forms Score Weight Points Obtainable

1. Expertise of Firm / Organization 30% 300

2. Proposed Methodology, Approach and Implementation 40% 400 Plan

3. Management Structure and Key Personnel 30% 300

Total 1000

Technical Proposal Evaluation Points Form 1 obtainable

Expertise of the Firm/Organization 1.1 Reputation of Organization and Staff / Credibility / Reliability / Industry Standing 50 1.2 General Organizational Capability which is likely to affect implementation 90 - Financial stability - loose consortium, holding company or one firm - age/size of the firm - strength of project management support - project financing capacity - project management controls 1.3 Extent to which any work would be subcontracted (subcontracting carries additional 15

7 risks which may affect project implementation, but properly done it offers a chance to access specialized skills.) 1.4 Quality assurance procedures, warranty 25 1.5 Relevance of: 120 - Specialized Knowledge - Experience on Similar Programme / Projects - Experience on Projects in the Region Work for UNDP/ major multilateral/ or bilateral programmes 300

Technical Proposal Evaluation Points Form 2 Obtainable

Proposed Methodology, Approach and Implementation Plan 2.1 To what degree does the Proposer understand the task? 30 2.2 Have the important aspects of the task been addressed in sufficient detail? 25 2.3 Are the different components of the project adequately weighted relative to one 20 another? 2.4 Is the proposal based on a survey of the project environment and was this data input 55 properly used in the preparation of the proposal? 2.5 Is the conceptual framework adopted appropriate for the task? 65 2.6 Is the scope of task well defined and does it correspond to the TOR? 120 2.7 Is the presentation clear and is the sequence of activities and the planning logical, 85 realistic and promise efficient implementation to the project? 400

Technical Proposal Evaluation Points Form 3 Obtainable

Management Structure and Key Personnel

3.1 Project Manager 140 Sub-Score General Qualification 120

Suitability for the Project - International Experience 25 - Survey Experience 30 - Professional Experience in the area of specialization 35 - Knowledge of the region 30 - Language Qualifications 20 140

3.2 Lead Statistical Analyst 120 Sub-Score General Qualification 100

Suitability for the Project

8 - International Experience 15 - Survey Experience 25 - Professional Experience in the area of specialization 35 - Knowledge of the region 25 - Language Qualifications 20 120

3.3 Statistical Analyst 40 Sub-Score General Qualification 30

Suitability for the Project - International Experience 5 - Survey Experience 5 - Professional Experience in the area of specialization 10 - Knowledge of the region 10 - Language Qualification 10 40 300 Total Part 3

Evaluation stage 3 – opening of financial offers The lowest price criteria among those who fulfil the technical requirements (only for submissions that passed the minimum technical score of 70 % of the maximum possible score of 1000 points in the evaluation of the technical quotations) will be applied.

Annex 2 FORM FOR SUBMITTING SERVICE PROVIDER’S PROPOSAL (This Form must be submitted only using the Service Provider’s Official Letterhead/Stationery)

Sarajevo Date: xx. December 2015. To: [insert: Name and Address of UNDP focal point]

Dear Sir/Madam: We, the undersigned, hereby offer to render the following services to UNDP in conformity with the requirements defined in the RFP dated [specify date], and all of its attachments, as well as the provisions of the UNDP General Contract Terms and Conditions:

A. Qualifications of the Service Provider The Service Provider must describe and explain how and why they are the best entity that can deliver the requirements of UNDP by indicating the following:

a) Profile – describing the nature of business, field of expertise,; b) Business Licenses – Registration Papers, Tax Payment Certification, etc. c) Track Record – list of clients for similar services as those required by UNDP, indicating description of contract scope, contract duration, contract value, contact references; d) Written Self-Declaration that the company is not in the UN Security Council 1267/1989 List, UN Procurement Division List or Other UN Ineligibility List.

B. Proposed Methodology for the Completion of Services The Service Provider must describe how it will address/deliver the demands of the RFP; providing a detailed description of the essential performance characteristics, reporting conditions and quality assurance mechanisms that will be put in place, while demonstrating that the proposed methodology will be appropriate to the local conditions and context of the work.

C. Qualifications of Key Personnel The Service Provider must provide:

10 a) Names and qualifications of the key personnel that will perform the services indicating who is Team Leader, who are supporting (as listed in the Annex VI) b) CVs demonstrating qualifications must be submitted and c) Written confirmation from each personnel that they are available for the entire duration of the contract.

D. Cost Breakdown by Cost Component [This is only an Example]: Description of Activity Remuneration Total Period of No. of Total Rate per Unit of Time Engagement Personnel I. Personnel Services 1. Services from Home Office a. Expertise 1 b. Expertise 2 2. Services from Field Offices a. Expertise 1 b. Expertise 2 3. Services from Overseas a. Expertise 1 b. Expertise 2 II. Out of Pocket Expenses 1. Travel Costs 2. Daily Allowance 3. Communications 4. Reproduction 5. Equipment Lease 6. Others III. Other Related Costs

[Name and Signature of the Service Provider’s Authorized Person] [Designation] [Date]

11 Annex 3

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17 Annex 4

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20 Applicant(s) should be registered in Bosnia and Herzegovina for carrying out surveying/polling work. Applicants should have proven record of at least 5 successfully completed surveys of similar scale carried out in BiH, or in a neighboring country; Applicant (s) should have at least five full time employees. At least one employee should be qualified for management of multi-disciplinary surveys with minimum five years of project management experience and minimum master degree education, preferably in social sciences. Applicant(s) should have minimum of two available experts with five or more years of experience in statistical analysis and report writing and minimum master degree education, preferably in social sciences.

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 Price Component envelope opening: financial evaluation – lowest technically compliant financial offer.

22 MINIMUM QUALIFICATION REQUIREMENTS

23 Technical Evaluation Criteria

Proposals that fail any of the criteria above are immediately eliminated. Evaluation stage 2 – technical evaluation of the proposal The technical components will be evaluated according to the Technical Evaluation Criteria defined bellow. Only those Proposers who attain 70 % of the obtainable score of the 1000 points in the evaluation of the technical proposal will pass to the third evaluation stage and will have their Price Component envelope opened, in order to obtain their final evaluation score.

Summary of Technical Proposal Evaluation Forms Score Weight Points Obtainable

1. Expertise of Firm / Organization 30% 300

2. Proposed Methodology, Approach and Implementation 40% 400 Plan

3. Management Structure and Key Personnel 30% 300

Total 1000

Technical Proposal Evaluation Points Form 1 obtainable

24 - project financing capacity - project management controls

1.3 Extent to which any work would be subcontracted (subcontracting carries additional 15 risks which may affect project implementation, but properly done it offers a chance to access specialized skills.) 1.4 Quality assurance procedures, warranty 25 1.5 Relevance of: 120 - Specialized Knowledge - Experience on Similar Programme / Projects - Experience on Projects in the Region Work for UNDP/ major multilateral/ or bilateral programmes 300

Technical Proposal Evaluation Points Form 2 Obtainable

Technical Proposal Evaluation Points Form 3 Obtainable

Management Structure and Key Personnel

3.1 Project Manager 140 Sub-Score General Qualification 120

3.2 Lead Statistical Analyst 120 Sub-Score General Qualification 100

Suitability for the Project - International Experience 15 - Survey Experience 25 - Professional Experience in the area of specialization 35 - Knowledge of the region 25 - Language Qualifications 20 120

3.3 Statistical Analyst 40 Sub-Score General Qualification 30

INTERCULTURAL UNDERSTANDING IN BIH 2012 REPORT – EXECUTIVE SUMMARY

The knowledge, opinions, and experiences with intercultural understanding study, better known as the KAP study1, has been conducted within the framework of the Culture for Development program: the Development of Intercultural Understanding in Bosnia and Herzegovina (B&H). This program was developed by United Nations (UN) agencies- UNESCO (the United Nations Educational, Scientific, and Cultural Organization), UNDP (the United Nations Development Programme), and UNICEF (the United Nations Children’s Fund), and was financially supported by the Millennium Development Goals Fund (MDG-F) of the Kingdom of Spain. The main goal of this program is the improvement of understanding between different cultures, the accomplishment of reconciliation in B&H, as well as the promotion of B&H as a country with a multicultural identity.

The goal of this study was to investigate the experiences, opinions, and thoughts of citizens of the general population of B&H as regards questions such as the understanding of culture, intercultural understanding, as well as education in a multicultural context.

The study was conducted on a representative sample of citizens older than the age of 15 (N= 2000 participants) in B&H.2 The results of the study may be useful to various governmental and public institutions, as well as to various civilian and private organizations in activities concerned with improving the policies and practices of intercultural understanding in B&H.

On the basis of this study's results, it is possible to conclude that the opinions of B&H citizens concerning multiculturalism are positive, as well as that there is a relatively high level of intercultural understanding in B&H3. However, the level of intercultural understanding varies when it comes to variables such as gender, age, educational level, and the size of the municipality.

The main problem in the interpretation of this study's results was the nature of the topic this study dealt with. Considering that this a very sensitive topic, there exists a possibility of the inclination to give socially desirable answers, which could have brought about results which point toward more positive opinions of multiculturalism and greater intercultural understanding while not being the case in reality.

According to the results of this study, it is necessary to further promote intercultural education, given that the majority of B&H citizens are not familiar with this term, despite the fact that they live in a multicultural country. It is necessary to train parents and teachers on the ways to teach and model intercultural understanding and tolerance,

1 eng. Knowledge/Attitudes/Practices – Znanje/Stavovi/Iskustva. 2 For more detailed data on the research methodology, visit Annex 1. 3 It is necessary to mention that the term multiculturalism implies ethnic diversity, that is the existance of various cultures. This term differs from the term interculturalism, which implies interaction amongst different ethnic groups.

27 because they play a key role in the raising of children- the future members of a multicultural B&H society. It is also necessary to work on removing existing stereotypes and prejudices based on cultural differences in B&H. It is necessary to show citizens the ways in which they can preserve their own cultural traditions and at the same time adapt to life in a global society, as well as the reasons for which such adaptation would be useful for them. Furthermore, it is necessary to discourage hate speech and to invest in further efforts to improve relations between different cultural communities in the B&H area. Finally, the protection of the rights of minorities should be one of the priorities of the B&H government, other institutions, and citizens. In the enforcement of these measures, it is necessary to previously determine the priority areas of action and the appropriate media for the appropriate campaigns. UN agencies will, in conjunction with their institutional partners in B&H, use the results of this study to plan new policies for the improvement of intercultural understanding in B&H, on the road to reconciliation and a more functional life and coexistence in B&H. CONCLUSIONS Culture and identity According to the results of this study, culture in B&H is usually defined as an individual characteristic, whereby the concept of culture implies characteristics of behavior which are acquired during one's up-bringing within the family, but also up-bringing as well as knowledge which are acquired through education. Also, traditions i.e. customs which are respected in a certain social community are associated with culture. Individuals who have completed high school, higher, or college educations more often associate culture with knowledge and education than less- educated individuals. Thereby, participants from the RS evaluate all aspects of culture to be more important than do participants from the FB&H. Furthermore, citizens of smaller municipalities believe up-bringing, tradition, language, affiliation to an ethnic group, as well as values and beliefs to be more important segments of culture in relation to citizens of larger municipalities.

It is possible to conclude that B&H citizens believe cultural influences to be the most significant factors as regards the development of their personal identities, considering that they also state the factors which they believe to be the most important aspects of culture- family and education- as those which had a key role in the development of their identity. Education and careers had more influence on the development of the identities of more education than less educated individuals. On the basis of study results, it would seem that FB&H citizens in greater measure in relation to citizens of neighboring entities are prone to the belief that the war and negative life experiences significantly influenced the development of their identities. In general, B&H citizens are most attached to the closest region to which they belong- to their own city or village. The cultural influences of these smaller communities had the most influence in the forming of their identities. Citizens of the FB&H and the BD are more attached to the nation of B&H than are citizens of the RS.

Intercultural understanding Citizens of B&H place high importance on respecting one's tradition and culture. Also, it would seem that they are aware that throughout life in a multicultural society, communication with people from different cultural backgrounds is inevitable. They believe contact with people from different countries to be significantly less important, but still an important cultural influence which young people should be expose to. Citizens of B&H find respecting one's own tradition and contact with people from other cultures to be more important than do citizens of the RS. Also, more educated individuals believe communication with individuals from different cultures to be more important than do individuals with completed elementary education only and individuals who do not have formal educations. Furthermore, individuals who believe that the war and negative life experiences have profoundly influenced the development of their identities are more convinced than others that it is important for young people to retain the tradition of their own family and community.

The majority of B&H citizens have a positive opinion of different aspects of life in a multicultural society. However, a large number of citizens believe that the rights of minorities in B&H are not sufficiently protected, and they are skeptical as regards the question of whether tolerance is growing in B&H society. Citizens of FB&H more often in relation to citizens of the RS state that they feel discomfort in the company of individuals of different religions or nations, as well as that there are regions of B&H which they would not like to visit due to certain hostile attitudes; the same is stated by individuals who evaluate that the war and negative life experiences influenced the development of their identities more often in relation to other individuals. Citizens of smaller municipalities feel greater discomfort during contact with people of different nationalities or religions than do citizens of larger municipalities.

Overall, the majority of B&H citizens achieve contact with individuals from different cultural backgrounds, by which individuals of different religious, national, and ethnic backgrounds are implied. The frequency of intercultural contact diminishes as age grows. Also, citizens of the RS are more exposed to intercultural contact than citizens of FB&H, while men are more frequently exposed to this than women. Furthermore, more educated participants have had contact with individuals from different cultural backgrounds more frequently in relation to individuals without formal educations and those who have completed only an elementary education. Intercultural contact most often occurs on accident, in public places, but also during socialization, as well as in the business environment. Citizens of B&H usually describe this contact as a positive experience, with the proviso that FB&H and BD citizens more often than RS citizens report negative intercultural experiences, as well as men more frequently than women. Despite the generally positive attitude as regards individuals from different cultures, B&H citizens believe that the improvement of relations between the different communities in B&H is necessary, for which they believe the B&H government to be the most responsible. RS citizens evaluate the above-mentioned improvement of relations to be more important than do citizens of the FB&H.

The role of education B&H citizens believe that it is important to encourage tolerance, individualism, and creativity in children in elementary schools, which the citizens of the RS believe to be more important in relation to FB&H and BD citizens. Also, citizens of larger municipalities believe teaching tolerance in elementary schools to be more important than do citizens of smaller municipalities. Although the school and the parents on the one hand, and the institutions and organizations on the other play an important role in spreading tolerance, the role of the parents is still considered key. Individuals ages 15 to 24 years of age less often highlight the role of the parents in teaching tolerance in relation to older individuals.

In general, the majority of B&H citizens have a negative opinion towards education in the „two schools under one roof“ system. The main reason for the lack of support is the belief that such a system encourages hate, and that it is discriminatory because it differentiates between children. Citizens of smaller municipalities support this system of education more often than do citizens of larger municipalities.

As regards intercultural education, only every fifth participant has heard of this phrase- FB&H citizens more often than participants from the neighboring entity. The more educated they are, the more often participants state that they are familiar with the concept of intercultural education. Also, individuals between the ages of 15 and 24 more often state that they are familiar with this concept than do older individuals, as well as citizens of larger municipalities in relation to citizens of smaller municipalities. Contrary to this, individuals whose identity development was profoundly influenced by the war and negative life experiences more often in relation to others state that they do not know what intercultural education is. Although the majority of participants state that they have a positive opinion of intercultural education, a little less than a third of citizens do not express support of introducing such a system into elementary schools in B&H. Support of this system of education is less often expressed by FB&H citizens in relation to RS and BD citizens, while women express it less frequently than men. Contrary to this, individuals with completed higher or college educations have a more positive attitude towards introducing this educational approach into B&H schools in relation to participants with an incomplete elementary education or completed elementary education only. Finally, participants whose identity development was profoundly influenced by the war and negative life experiences and who have heard of intercultural education, more often than others who have heard of this system of education express support of its introduction into elementary schools in B&H.

RECCOMENDATIONS

The terms multiculturalism and interculturalism. The majority of participants are aware that B&H is a multicultural country. Three constituent peoples live in B&H as well as 17 official minorities. However, while the participants are aware of the existence of superficial contact between these groups, intercultural exchange and interaction are lacking. The majority of multicultural relations fall into the area of chance passing and not in the area of intentional exchange. About a fourth of participants report negative feelings and opinions towards intercultural exchange (for ex. feeling comfortable in social situations, tradition as a barrier to starting a family). Interculturalism is often perceived as a risk to the survival of one's own culture, as well as the mixing of cultures which produce new traditional facets which are minority facets in and of themselves, unwanted and endangering. It is necessary to

29 create an idea of a transcendental identity on which level, intercultural exchange enriches one's own traditional values, strengthens their manifestation, and enables the protection of one's own culture outside of cultural institutions (museums, libraries, archives, etc.).

The role of the parent and teachers in teaching and modeling intercultural understanding. According to the results of this study, B&H citizens most often associate culture with family up-bringing, as well as with education and educational institutions. Also, they believe these aspects of culture to be the most important, and they believe that it is these factors which have had the most influence on the development of their identities. Furthermore, B&H citizens believe that an improvement in intercultural understanding is necessary in B&H, for which the hold the B&H government and the political leaders as most responsible, while they hold the parents and schools to be the most responsible for spreading tolerance amongst children. According to this data, B&H citizens ask of the government authorities to more actively engage themselves in increasing intercultural understanding in this country. Government authorities should develop programs which will result in the improvement of mutual understanding amongst different cultures. By affecting parents and teachers in school, these programs will indirectly affect children as well. It is of course necessary to devise special programs geared towards activities with parents and teachers in schools. This could imply various projects with the goal of increasing awareness in parents concerning the fact that they and their children live in a multicultural environment, and that contact with different cultures is inevitable, as well as that the development of intercultural competencies is a prerequisite for a child's good adjustment, as well as theirs. It is necessary to educated teachers through somewhat different projects on how best to promote, teach, and model intercultural understanding and tolerance. Suggested projects do not have to be independent from all school activities, but rather integrated approaches which promote intercultural understanding throughout all school activities, following the basic principles of tolerance, cooperation, setting mutual goals, expectations, resolving conflicts in a way where all sides win with the selected solution (even if this means that all sides lose with the selected solution), promoting democracy, human rights, and especially promoting the protection of the interests of minority groups who, in democratic societies, can always be outvoted.

Setting priorities. The results of the study point towards the existence of differences between different groups in B&H as regards the understanding of culture, as well as in opinions towards multiculturalism. Thus, it is necessary to determine which key groups have priority in changing opinions of multiculturalism and increasing understanding amongst different cultures. For the goal of improving intercultural understanding, it is necessary to investigate which are the problematic regions in B&H, as well as which groups of citizens, of which socio-demographic characteristics, whose tolerance levels are the lowest and whose opinions are the most negative as regards this question, so that efforts for change can be directed towards these problematic regions primarily. The results of this study offer certain guidelines as regards the setting of priorities: it seems that is most necessary to change opinions of multiculturalism in the FB&H, in smaller municipalities, amongst individuals who have not completed a formal education or have completed only an elementary education, as well as amongst individuals whose development was profoundly influenced by the war and negative life experiences. However, with the goal of setting priorities in this context, it is necessary to develop instruments for measuring which would enable greater dependability and validity in measuring intercultural understanding in different regions and in different groups.

Removing stereotypes and prejudices. Even though, according to the results of this study, the majority of B&H citizens are exposed to some extent to contact with other cultures, many citizens rarely have a chance or do not have a chance at all to encounter individuals of different cultural backgrounds and heritages, and then form their opinions about them and their culture based on experience. On the other hand, people are inclined to act on the basis of mental heuristics such as stereotypes and prejudices. The belief in stereotypes and prejudices regarding certain cultural groups is something which individuals who have no contact with different cultures incline towards. There exist many stereotypes and prejudices in B&H as regards different cultural groups. With the aim of spreading intercultural understanding and tolerance, it is necessary to immunize citizens to the influences of such shortcuts in thinking, and to teach them the correct ways of coming to conclusions about different cultures and their members. Also, it is necessary to enable exposure to different cultural influences for citizens who are rarely or are not at all in contact with individuals from different cultural groups, especially citizens who live in culturally homogenous regions. It is especially necessary to enable more frequent intercultural contact for females, because it has been determined that women are less exposed, as well as that older people are less exposed to this than younger ones. Aside from this, it is important to enable more frequent contact of this sort for individuals who have not completed a formal education, as well as individuals who have only completed an elementary education. Finally, it is necessary to expose individuals from smaller places and individuals whose development was profoundly influenced by the war to

30 such contact more often, and to work on removing the discomfort which they report in such situations. Increasing intercultural contact can be achieved through organized meetings of individuals of different cultural backgrounds, followed by workshops on the subject of multiculturalism and intercultural understanding, as well as through other means with the goal of removing stereotypes and prejudices. Before this, it is important to research the opinions of participants of individuals from different cultures in order to identify specific stereotypes and prejudices towards whose removal it is necessary to have a targeted approach. It is important to develop critical thinking through the educational system, which by its logical postulates presents basic resistance to bringing about unfounded and statistical generalizations. Through the development of critical thinking, it is necessary to develop thinking in sync with the basic principles of human rights. Namely, in B&H it is easy to statistically „prove“ the claim- „The most common beggars are the Roma“. However, the conclusions which follow in the same direction represent a change in the perception of the Roma people, which often leads to the endangerment of their rights, the right to dignity, the right to culture, etc.

Protection of the rights of minorities. According to the results of this study, many citizens of B&H are convinced that the rights of minorities in this country are endangered. Approximately half of the citizens express disagreement with the statement that the rights of minorities in B&H are sufficiently promoted and protected. Obviously, this is a matter which necessitates further study. First of all, it is necessary to invest extra efforts in order to specifically determine which of minority groups are endangered, and which rights are endangered. Following this, on the basis of the data collected, it is necessary to create programs for the promotion and protection of minority rights. Programs of this sort should be lead and presented personally to members of the given minority groups. The building of capacity with all minority groups for the recognition and advocacy of respecting human rights should be one of the priorities of all those involved in the domain of minority groups protecting. In parallel, it is necessary to adopt yearly calculations which plan part of the funds towards this purpose on all levels of government and civil society. It is not sufficient to simply have a large number of individuals involved in a civil society, but it is necessary rather to have a civil society which has enough capacity to manage projects, including finding creative ways to finance them.

Preservation of one's own cultural tradition in the context of globalization. Even though they state that they believe it is important for young people to be exposed to the influences of other cultures aside from their own, B&H citizens evaluate the preservation of their own cultural tradition to be considerably more important than exposure to different cultural influences. In the process of globalization and in the endeavor to join the European Union, it is necessary and important to encourage the citizens of B&H towards having more liberal opinions of other cultures, as well as towards more frequent exposure to contact with people from different cultures, by which they will enlarge their own intercultural competence and accommodate more easily to the European environment. Through various targeted programs and projects, it is necessary to show B&H citizens the way in which it is possible to simultaneously follow global trends whilst also preserving their own cultural diversity and the cultural pluralism of the country.

Improving relations among the different communities in B&H. Within the framework of this study, it has been determined that the citizens of B&H generally agree that it is necessary to improve the relations between different cultural communities in the country, for which they believe the government to be most responsible. Although governmental institutions definitely must work on spreading tolerance and intercultural understanding, citizens should be encouraged to also join in this fight and encouraged to be aware of the fact that they themselves can and should take over the responsibility as regards improving relations between different cultures in their own community. Coupled with the media and through the non-governmental sector, citizens could influence not only one another, but also the governmental institutions towards beginning to invest more effort into spreading tolerance. Considering that individuals ages 25 to 34 least often believe that the improvement of relations between different cultural communities in B&H is possible, it is necessary to especially work on raising the awareness of this category of citizens concerning the advantages of improving multicultural relations in this country. There are many models of work which promote inclusive practices on the local level through the creation of local action plans (the UNICEF SPIS project, the Save the Children project, the Inclusion Index, etc.). The advantage of such local plans lies not in the content of the plan itself, but rather in its development. The development of plans is inclusive, that is, it established work groups with representatives of all sectors, ethnic groups, relevant professions, and through the process of research in the local community and through the mobilization of resources in the community, and they further identify and resolve key problems. Such mechanisms influence the structure of local budgets, which become sensitive to gender, the question of minority groups and human rights comprehensively.

The promotion of intercultural education. Considering that, according to the results of this study, the majority of citizens is not familiar with the concept of intercultural education, it is necessary to further educate the citizens and popularize this concept, especially amongst older individuals, individuals with lower levels of education, individuals from smaller areas, as well as individuals who have been profoundly affected by the war. As the school is regarded as an important institution in the promotion of tolerance and understanding, intercultural education in elementary schools is very important. Since the influence of parents in this context is the most important, it is necessary to educate the parents on the importance and advantages of intercultural education, with the goal of introducing intercultural education into elementary schools in B&H. According to the results of this study, it is necessary to educate mothers especially on this subject, since females more often than males categorically object to introducing this type of education into elementary schools. Also, according to study results, it is especially important to familiarize individuals who have completed only elementary school and individuals without formal educations with the advantages of intercultural education. As a long-term result, this should have the improvement of multicultural education in the country. Introducing the principles of intercultural education into educational systems demands a change in teaching programs in colleges, training programs for teachers who work in schools, post-doctorate education for professors and their assistants in colleges, as well as special programs of work with children and their parents.

Media campaign. Taking into consideration the fact that the television is the most-watched form of media in B&H, efforts to spread intercultural understanding should be especially focused on this media form. Thus, it is necessary to keep track of which TV stations are the most watched in which region. Furthermore, it would be useful to expand the media campaign to smaller local radio stations, as well as to internet websites such as Facebook and YouTube. Public forums could also be successful in this context, especially in rural regions where people often do not have the opportunity to follow forms media such as the television and the internet. Organizations dealing with human rights protection, including intercultural understanding as a principal of human rights protection, should adopt permanent policies of collaboration with the media, should be familiar with free channels for spreading information, as well as the possibilities of politicizing relevant subjects for them through the media; whereby politicizing a subject means directing the attention of policy creators to the important questions of human rights and children's rights in B&H.

33 KAP Study BiH – GP questionnaire 2009 Code:

UPITNIK ZA OPŠTU POPULACIJU:

Vrijeme Vrijeme kraja Datum Entitet Opština Grad/Selo početka ispitivanja 1 – FBiH ___/___ / 2009 2 – RS ___ : ______: ____ 3 – Distrikt Brčko

UPITNIK

A. “KULTURA” A1. Kada kažemo “kultura”, koja je Vaša prva asocijacija, šta Vam prvo padne na pamet? MOGUĆE JE VIŠE ODGOVORA! A2. Pročitaću Vam neke različite aspekte koji bi se mogli tumačiti kao dio “kulture”. Možete li mi, molim Vas, reći, koliko svaku od ovih dimenzija smatrate bliskom aspektom “kulture”? ANKETAR: Pročitajte, molim Vas, svaku izjavu ispitaniku i zamolite ga da procijeni važnost svake!

A1 Ključni

kulture kulture

Ne zna / / zna Ne

Neznatan

Odbija

kulture kulture

A2. Nije A2. Nije

važan dio važan dio važan

dio A2. dio

A2. Prilično A2. Prilično

A2. A2. Civilizacija (Zapadna, azijska, afrička, arapska, itd.) 1 Znanje i nauka (istraživanja) 2 Obrazovanje i obrazovne ustanove (škole, univerziteti) 3 Porodično vaspitanje 4 Tradicije, običaji, socijalne ili kulturne zajednice 5 Jezik 6 Pripadnost nekoj etničkoj grupi 7 Umjetničke institucije: muzeji, galerije, paviljoni, operske i 8 koncertne sale, pozorišta, bioskopi… Umjetnost: slikanje, kiparstvo, crtanje, itd. 9 Primijenjene umjetnosti: muzika, ples, gluma, balet, 10 pjevanje… Arhitektura (građevine, mostovi, itd.) 11 Literatura, poezija, dramaturgija 12 Umjetnici (glumci, pjevači, igrači, slikari, pisci …) 13

Istorija 14 Vrijednosti i vjerovanja (uključujući filozofiju i religiju) 15 Životni stil i maniri 16 Slobodno vrijeme, sport, putovanja, zabava 17 Mediji (tv, radio, štampa, magazini) 18 Nešto što je previše elitno, snobovsko, uglađeno, dosadno 19 (negativne stvari) Drugo (zabilježiti spontane odgovore) 20 ______Ne zna (ne čitati!!!) 98 Odbija (ne čitati!!!) 99 A3.Da li biste mi, molim Vas, mogli reći koja su tri, od nabrojanih faktora, najviše doprinijela izgrađivanju Vašeg identiteta, onoga što Vi jeste kao pojedinac? ANKETAR: Upišite “1” za najvažniju, “2” za drugu veoma važnu, i “3” za najmanje važnu! Moja porodica I vaspitanje Moja zajednica Pol (muški ili ženski) Ispitanikova uloga u porodici (majka, otac, brat, sestra) Obrazovanje Prijatelji Religija Skorašnja istorijska dešavanja i rat Pozitivna životna iskustva i događaji Negativna životna iskustva i događaji

Novembar 2009 1 KAP Study BiH – GP questionnaire 2009

Subkultura / grupe kojima pripada (navijači, članstvo u nekom KUD-u, članstvo u nekom bendu, pokretu, organizaciji i sl.) Profesija, karijera Zemlja u kojoj ispitanik živi Politika (ispitanikova politička uvjerenja i stavovi) Nacionalnost Drugo (zapisati sve spontane odgovore): Ne zna (NE ČITATI) Odbija (NE ČITATI) A4. Da li smatrate da je za mlade ljude važno da.... ANKETAR: Zamolite je/ga da procijeni važnost svake tvrdnje! Ni važno Veoma Prilično Prilično Nimalo Ne ni Odbija važno važno nevažno važno zna nevažno … zadrži i poštuje tradiciju porodice i zajednice kojoj pripadaju 1 2 3 4 5 98 99 … redovno komunicira sa ljudima koji potiču iz drugih 1 2 3 4 5 98 99 kulturnih sredina unutar BiH (kao prijatelji, u školi, sportu…) … da bude, što je moguće više, izložena (u kontaktu sa) 1 2 3 4 5 98 99 ljudima iz drugih zemalja i kontinenata

A5. Pored pripadnosti lokalnoj zajednici, ljudi takođe pripadaju i većim, tj. širim zajednicama za koje osjećaju različite nivoe povezanosti. Molim Vas da mi kažete koliko se osjećate vezanim za … ANKETAR: Pročitajte ispitaniku svaku tvrdnju i zamolite ga da odgovori na svaku od njih.

Ne baš Veoma Nimalo Prilično mnogo mnogo Ne zna Odbija vezan/a vezan/a vezan/a vezan/a … grad/selo u kojem živite 1 2 3 4 98 99 … entitet u kojem živite 1 2 3 4 98 99 … BiH 1 2 3 4 98 99 … zemlje Balkana 1 2 3 4 98 99 … Evropu 1 2 3 4 98 99

B. MEĐUKULTURALNO RAZUMIJEVANJE B1. Da li biste mi, molim Vas, mogli reći u kojem stepenu se slažete ili ne slažete sa sljedećim izjavama: ANKETAR: Pročitajte svaku izjavu ispitaniku i zamolite ga da procijeni stepen svog slaganja/neslaganja sa svakom od navedenih izjava!

Uopšte Uglavno Uglavno Potpuno se ne m se ne m se se Ne zna Odbija slažem slažem slažem slažem Život u multikulturalnom društvu ima više pozitivnih nego 1 2 3 4 98 99 negativnih aspekata. Ne osjećam se veoma ugodno u društvu ljudi drugačijeg 1 2 3 4 98 99 etničkog porijekla ili religije nego je moja U mojoj zajednici, moj identitet je poštovan i shvaćen. 1 2 3 4 98 99 Kulturne razlike ne bi trebale biti prepreka ljudima koji žele 1 2 3 4 98 99 da se vjenčaju i zasnuju porodicu. Kultura i prava manjina su dovoljno promovisana i zaštićena 1 2 3 4 98 99 u BiH. BiH je zemlja u kojoj dolazi do povećanja tolerancije 1 2 3 4 98 99 društva. Različitost kultura BiH je ono po čemu se razlikuje od ostalih 1 2 3 4 98 99 zemalja u okruženju i čini je jedinstvenom Djeca u BiH bi trebala da uče o kulturi svih etničkih grupa u 1 2 3 4 98 99 BiH. Postoje neki dijelovi BiH koje ne bih volio-ljela posjetiti zbog 1 2 3 4 98 99 određenih neprijateljskih stavova. U BiH ljudi imaju mnogo više sličnosti nego različitosti 1 2 3 4 98 99 Među pripadnicima različitih etničkih grupa u BiH, moguće je dobro razumijevanje i saradnja, kada je riječ o poslovanju i 1 2 3 4 98 99 ekonomskom razvoju. Novembar 2009 2 KAP Study BiH – GP questionnaire 2009

B2. BiH je država u kojoj zajedno žive zajednice različitih kultura. Da li se vi slažete ili ne slažete da treba unaprijediti postojanje odnosa među različitim zajednicama u BiH? ANKETAR: Dozvoljen samo 1 odgovor!

Potpuno se slažem Ne slažem se u potpunosti Djelimično se slažem

B3. Kad je riječ o unapređivanju postojanja odnosa među različitim zajednicama BiH, tko bi trebao biti najvise odgovoran za to? INSTITUCIJE Prvi Drugi Vlada BiH 1 1 Entiteti 2 2 Lokalne/opštinske vlasti 3 3 Političke vođe 4 4 Mediji 5 5 Vjerske vođe 6 6 NVO sektor 7 7 Građani BiH 8 8 Ne zna 98 98 Odbija 99 99

B4a. Koliko ste imali kontakata (radite zajedno, družite se, idete u istu školu, itd.) sa osobama iz drugacijih kulturnih sredina od Vaše, u posljednjih 12 mjeseci? Jednom ili dvaput Jednom ili Nikakav Jednom ili dvaput Ne zna Odbija u posljednjih 12 dvaput Svaki dan kontakt mjesečno (NE ČITATI) (NE ČITATI) mj. sedmično 1 2 3 4 5 98 99

B4b. UKOLIKO STE IMALI KONTAKT (odgovori 2-5 na pitanje C3a.): U posljednjih 12 mjeseci, gdje ste imali kontakt sa ljudima iz drugih kulturnih sredina? ANKETAR: Dozvoljeno je nekoliko odgovora! Na poslu 1 U školi / U školi moje djece 2 Na ulici, u prodavnici (na javnim i polu-javnim mjestima) 3 Za vrijeme društvenih aktivnosti (sport, kafić I dr.) 4 Na porodičnim ili sl. okupljanjima 5 Na putovanjima po BiH 6 Na putovanjima u inostranstvo 7 Drugo (napisati) 8 Ne znam (NE ČITATI) 98 Odbija (NE ČITATI) 99 B4c. UKOLIKO STE IMALI KONTAKT (odgovori 2-5 na pitanje C3a.): Kada ste imali kontakt sa osobama iz drugih kultura, u kom smislu je njihovo kulturno nasljeđe drugačije od Vašeg? ANKETAR: Dozvoljeno je više odgovora. Etnički 1 Religijski (vjerski) 2 Geografski (to su bili ljudi iz drugih dijelova BiH) 3 Nacionalno (to su bili ljudi iz drugih zemalja) 4 Klasno (misli se na pripadnost socijalnoj klasi) 5 Ne zna 98 Odbija 99

B4d. UKOLIKO STE IMALI (odgovori 2-5 na pitanje C3a): Sve u svemu, kako biste ocijenili Vaša iskustva sa ljudima iz drugih kulturnih nasljeđa? Pročitajte odgovore ispitaniku. Dozvoljen samo 1 odgovor! Krajnje pozitivan 6 Uglavnom pozitivan 5 Donekle negativan 4 Krajnje negativan 3 Ne zna (NE ČITATI) 98 Odbija (NE ČITATI) 99

Novembar 2009 3 KAP Study BiH – GP questionnaire 2009

B5. Zamislite da ugošćavate stranca koji nikada ranije nije bio u BiH. Šta biste savjetovali svom gostu, u vezi sa sljedećim pitanjima: 1. 98 – Ništa Koja (turistička) mjesta bi on/ona trebao/la da posjeti u 2. 99 – Odbija BiH? 3. 1. 98 – Ništa Koje kulturne spomenike u BiH bi trebao/la da vidi? 2. 99 – Odbija 3. 1. 98 – Ništa Koju tipičnu hranu iz BiH bi trebao/la da proba? 2. 99 – Odbija 3. Koje suvenire bi trebao/la da kupi kako bi se sjećao 1. 98 – Ništa svoje posjete BiH? 2. 99 – Odbija 3.

D. OBRAZOVANJE D1. Koliko je važno, po Vašem mišljenju, da djeca u osnovnoj školi budu podstaknuta na…: ANKETAR: Pročitajte svaku izjavu ispitaniku i zamolite ga da Vam odgovori na svaku od njih! Molimo Vas i da obratite pažnju da rotirate redoslijed čitanja izjava!

ažno

važno v važno

Odbija

Ne baš Ne baš mnogo Ne zna

Prilično Prilično

Potpuno Potpuno

nevažno nevažno

Ni važno važno Ni Izuzetno .. jačanje njihove tolerancije prema ljudima druge religije, 1 2 3 4 5 98 99 nacionalnosti, rase… .. jačanje njihovog izražavanja svojih sopstvenih ideja I kreativnosti 1 2 3 4 5 98 99 .. upoznavanje sa kulturnom tradicijom njihove etničke grupe 1 2 3 4 5 98 99 .. upoznavanje sa kulturnom tradicijom svih etničkih grupa u BiH 1 2 3 4 5 98 99 .. učenje metoda rješavanja konflikata bez ispoljavanja agresije 1 2 3 4 5 98 99 .. učenje o pravu polova i njihovoj jednakosti 1 2 3 4 5 98 99

D2a. Po Vašem mišljenju, ko bi trebao da podučava djecu o tome kako da budu tolerantnija prema drugim ljudima? ANKETAR: Pročitajte, molim Vas, svaki odgovor ispitaniku. Dozvoljeno je više od jednog odgovora! D2b. Od nabrojanih (D2a), na kojem leži ključna odgovornost? ANKETAR: Zamolite ispitanika da Vam da samo 1 odgovor!

INSTITUCIJE D2a D2b Škola 1 1 Roditelji 2 2 Organizacije za civilno društvo 3 3 Mediji 4 4 Religijske institucije 5 5 Drugi (navesti ispitanikove odgovore?) 6 6 Ne zna 98 98 Odbija 99 99

D3. Postoje škole u BiH gdje djeca različitih nacionalnosti treba da idu u odvojena odjeljenja, imaju različite rasporede, u zavisnosti od njihove nacionalne pripadnosti (2 škole pod istim krovom). Kakvo je Vaše mišljenje o takvim školama? ANKETAR: Molimo Vas da pročitate sve odgovore, a da ispitanik izabere samo 1 koji je najbliži njenom/njegovom stavu! Potpuno podržavam takav sistem 1 Uglavnom to podržavam 2 Uglavnom nisam pristalica toga 3 Potpuno sam protiv takvog sistema 4

Novembar 2009 4 KAP Study BiH – GP questionnaire 2009

D4. Molimo Vas da nam detaljnije objasnite svoj odgovor: ______Za anketara: “Interkulturalno obrazovanje je pristup zasnovan na Deklaraciji UN-a o ljudskim pravima, a koji opisuje obrazovanje koje promoviše razumijevanje, toleranciju I prijateljstvo među svim narodima, rasnim I religijskim grupama I podržava napore da se održi trajan mir u svijetu.”

D5a. Da li ste ikada čuli za interkulturalno obrazovanje? ANKETAR: Molimo Vas da pročitate odgovore ispitaniku. Dozvoljen je samo 1 odgovor!

Da 1 Ne 2 Ne zna (ne čitati) 98 Odbija (ne čitati) 99

D5b. Ukoliko jeste, šta smatrate pod interkulturalnim obrazovanjem? (NE ČITAJTE ODGOVORE) ANKETAR: Ne čitajte odgovore! Moguće više odgovora! Proučavanje različitih kultura 1 Proučavanje različitih religija 2 Interakcijama, odnosima među kulturama 3 Pristup obrazovanju kroz njegovanje boljeg razumijevanja među kulturama 4 Drugo (upisati šta) 5 Ne zna (ne čitati) 98 Odbija (ne čitati) 99

D6. Danas se sve više govori o predstavljanju Interkulturalnog obrazovanja kao novog pristupa u nastavi formalnog osnovnog obrazovanja, koje ima cilj da što bolje pripremi djecu za život u multikulturalnom društvu. Šta vi mislite o tome? ANKETAR: Molimo Vas da pročitate izjave ispitaniku! Dozvoljen je samo 1 odgovor! Potpuno podržavam uvođenje takvog predmeta u osnovne škole. 1 Imam prilično pozitivno mišljenje o tome. 2 Ne podržavam mnogo takve ideje. 3 Potpuno se protivim takvoj ideji. 4 Ne zna (ne čitati) 98 Odbija (ne čitati) 99

E. MEDIJI

E1. Sada ćemo popričati o medijima. Koliko često čitate dnevne novine? ANKETAR: Molimo Vas da pročitate ispitaniku sve ponuđene odgovore! Dozvoljen je samo 1 odgovor!

4-5 puta Jednom Ne zna/ Odbija Svaki dan Rijetko Nikad sedmično sedmično (NE ČITATI) (NE ČITATI) 1 2 3 4 5 98 99

E1a. Možete li mi, molm Vas, reći koje dnevne novine najčešće čitate? ANKETAR: Molimo Vas da ne čitate ispitaniku ponuđene odgovore. Moguć je samo 1 odgovor!

E1b. Možete li mi, molim Vas, reći koja 3 tv-kanala najčešće gledate? ANKETAR: Molimo Vas da ne čitate ispitaniku ponuđene odgovore. Moguće najviše 3 odgovora!

E1c. Možete li mi, molim Vas, reći koje 3 radio stanice najčešće slušate? ANKETAR: Molimo Vas da ne čitate ispitaniku ponuđene odgovore. Moguće najviše 3 odgovora!

E1d. Možete li mi, molim Vas reći koja 3 sedmična ili dr. magazina najčešće čitate? ANKETAR: Molimo Vas da ne čitate ispitaniku ponuđene odgovore. Moguće najviše 3 odgovora!

Novembar 2009 5 KAP Study BiH – GP questionnaire 2009

DNEVNE NOVINE/LISTOVI (UPISATI TV KANALI (UPISATI REDOSLIJED 3 RADIO STANICE/POSTAJE (UPISATI MAGAZINI (UPISATI REDOSLIJED 3 REDOSLIJED 3 NAJČEŠĆA) NAJČEŠĆA) REDOSLIJED 3 NAJČEŠĆA) NAJČEŠĆA) 1 Blic Alternativna TV BH Radio 1 Arena (HR) 2 Dnevni Avaz BHT1 BN Auto Blic (HR) 3 Dnevni list (BH izdanje) BK (Braća Karić) Dobre vibracije Auto Klub (HR) 4 Glas Srpski BN TV (Bijeljina) Džungla Azra 5 Jutarnje novine (Sarajevo) FTV (Federalna TV) EFM - studentski radio CKM 6 Jutarnji list (Zagreb) HRT 1 HTV Oscar-C Mostar Cosmopolitan 7 Nezavisne novine HRT 2 Kalman Dani 8 Oslobođenje Nova TV Kameleon Doktor u kući (HR) 9 Politika (Beograd) NTV Hayat Nes Ekspress 10 Slobodna Dalmacija (BH izdanje) Pink BG Obiteljski radio Valentino Globus (HR) 11 Sport (izdanje Dnevnog Avaza) Pink BH Radio 202 Glorija (HR) 12 Večernje novosti (Beograd) RTL Hrvatska Radio Big Gracija 13 Večernji list (Zagreb) RTRS (RTV Republike Srpske) Radio Bobar Ljepota i zdravlje (HR) 14 VIP RTS 1 Radio Federacije Reporter 15 Nešto drugo______RTS 2 Radio Kometa Skandal 16 Nešto drugo______RTS 3 Radio Livno Slobodna Bosna 17 Nešto drugo______RTV Bugojno Radio M Start 18 RTV Cazin Radio MIR Svet 19 RTV USK Radio Mir Međugorje Svet Plus 20 RTV Zenica Radio OSM Svijet 21 RTV Živinice Radio postaja Mostar Teen 22 TV OBN Radio postaja Široki Brijeg Tena (HR) 23 TVTK (Tuzlanski kanton) Radio Republike Srpske Weekend 24 TV Tuzla Radio Slon Zdravlje i ljepota (BiH) 25 Nešto drugo______Radio Stari grad Nešto drugo______26 Nešto drugo______Radio Trebinje Nešto drugo______27 Nešto drugo______Radio Tuzla Nešto drugo______28 RTV Vikom 29 RTV Zenica 30 Nešto drugo______31 Nešto drugo______32 Nešto drugo______98 NE ČITA DNEVNE NOVINE 98 NE GLEDA TV 98 NE SLUŠA RADIO 98 NE ČITA MAGAZINE 98

E2. Koliko često pratite Dnevnik odnosno vijesti koje se daju u terminu između 19h i 20h) na televiziji? E3. (SAMO UKOLIKO GLEDA DNEVNIK): Na kom tv-kanalu pratite Dnevnik, odnosno Večernje novosti? ANKETAR: Ne čitati odgovore ispitaniku. Dozvoljen je samo 1 odgovor! ANKETAR: Molimo Vas da pročitate odgovore ispitaniku. Dozvoljen je samo 1 odgovor!

E3 E2 (Upisati šifru TV stanice) Svaki, ili skoro svaki dan 1 4-5 puta sedmično 2 2-3 puta semično 3 Jedan put sedmično 4 Rijetko 5 Ne gleda dnevnik, odnosno 6 vijesti

E3a. Koje vrste programa najviše volite da gledate na televiziji? (nabrojati 1-3 programa)? ANKETAR: Molimo Vas da pokažete ispitaniku Karticu-tabelu, i da mu pročitate ponuđene odgovore. Dozvoljen je izbor od maksimalno 3 odgovora! E3b. Za ove 3 vrste programa, molimo vas da nam kažete koji kanal (ne više od 3) najviše gledate? ANKETAR: Molimo Vas da pokažete ispitaniku Karticu-tabelu, i da mu pročitate ponuđene odgovore. Dozvoljen je izbor od maksimalno 3 odgovora!

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E4a E4b E4b E4b Vrste programa: 1.navedeni 2.navedeni 3.navedeni kanal kanal kanal Politika 01 Ekonomija 02 Socijalna pitanja (odgoj, školstvo) 03 Sport 04 Kultura (filmovi, pozorište, literatura) 05 Crna hronika 06 Moda i život slavnih ličnosti 07 Muzika (muzički festivali, top-liste ...) 08 Nauka i tehnologija 09 Kvizovi 10 Automobili, motori 11 Zdravlje, hrana, dijete, fitness 12 Nešto drugo:______13 Ne zna/Odbija (Ne čitati!!!) 99

E4a. Koliko često koristite Internet, isključujući profesionalne ili školske obaveze i aktivnosti? ANKETAR: Pročitajte odgovore ispitaniku. Dozvoljen je samo 1 odgovor! Svaki dan 1 Nekoliko puta sedmično 2 Jednom sedmično 3 1-3 puta mjesečno 4 Ne tako često 5 Nikada 6 Ne zna / Nema odgovora (ne čitati!!!) 99 E4b. (SAMO ZA ONE KOJI KORISTE INTERNET u lične svrhe): Nezavisno od profesionalnih ili školskih obaveza, za šta sve koristite Internet? ANKETAR: Pročitajte, molim Vas, ponuđene odgovore ispitaniku. Moguće je više odgovora! Razmjena mejlova sa porodicom, prijateljima i kolegama 1 Socijalni networking (Facebook, YouTube, ...) i posjećivanje pričaonica, foruma I sl. 2 Kupovanje proizvoda kao što su npr. knjige, CD-ovi/DVD-ovi, pozorišnih ili kino karata online 3 Čitanje novinskih članaka online 4 Kreiranje sopstvene web stranice ili bloga 5 Slušanje radio emisija, muzike ili gledanje tv-a 6 Traženje informacija 7 Snimanje besplatnih filmova, muzike itd. 8 Priprema ili razmatranje sadržaja za godišnji odmor, rezervacija putnih karata, smještaja, itd. 9 Telefonski pozivi 10 Neformalna edukacija 11 Igranje kompjuterskih igrica, bez obzira da li su interaktivne ili ne 12 Nešto drugo (šta?)______19 Ne zna / Nema odgovora (NE ČITATI!!!) 99

E5. Koja tri Internet portala najčešće posjećujete?(web stranice sa dnevnim vijestima)? ANKETAR: Molimo Vas da zapišete ispitanikove odgovore. Moguća 3 odgovora! 1. www.______2. www.______3. www.______

DEMOGRAFSKI PODACI D1. Pol ANKETAR: Ovo pitanje se ne čita ispitaniku, nego anketar treba sam da obilježi pol ispitanika! Muškarac 1 Žena 2

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D2. Koliko imate godina? god. ANKETAR: Upišite precizan podatak o uzrastu ispitanika! D3. Koji je najviši nivo obrazovanja koji ste završili? ANKETAR: Pročitajte odgovore ispitaniku. Dozvoljen je samo 1 odgovor! Nije pohađao školu, ili nije završio osnovno obrazovanje 1 Završena osnovna škola (ili nezavršena srednja škola) 2 Završena 3-godišnja srednja škola 3 Završena 4-godišnja srednja škola (gimnazija) 4 Završena viša škola 5 Završen fakultet (univerzitetska diploma) 6 Posdiplomske studije (magistarske, doktorske, ili specijalističke studije) 7

D4. Kakvo je Vaše bračno stanje? ANKETAR: Molimo Vas da pročitate ponuđene odgovore ispitaniku, i da zaokružite samo 1 odgovor! Sam/Sama 1 Vjenčani / u vanbračnoj zajednici 2 Udovac/Udovica 3 Razveden/a 4

D5. Kakav je Vaš trenutni profesionalni status? ANKETAR: Molimo Vas da pročitate ponuđene odgovore ispitaniku. Dozvoljen je samo 1 tačan odgovor! Stalno zaposlen/a 1 Privremeno zaposlen/a, rad na određeno vrijeme ili sa smanjenom satnicom 2 Nezaposlen/a, u aktivnoj potrazi za zaposlenjem 3 Nezaposlen/a, i ne traži posao (domaćice, penzioneri) 4 Student 5

D6a. Kada uzmete u obzir ukupna mjesečna primanja Vašeg domaćinstva, u koju od ponuđenih kategorija biste ih svrstali? Molimo Vas, uzmite u obzir sve plate, penzije, stipendije i druge izvore redovnih primanja Vašeg domaćinstva. ANKETAR: Ukoliko ispitanik ne zna ili nije siguran u iznos primanja svog domaćinstva, zamoliti ga/je da pokuša procijeniti kolika bi njihova visina mogla iznositi! Visina primanja Kategorija Do 300 KM 1 Između 301 - 600 KM 2 Izmedju 601 – 1000 KM 3 Izmedju 1001 – 1500 KM 4 Izmedju 1501 – 2000 KM 5 Preko 2001 KM 6 Ne zna (ne čitati) 98 Ne želi odgovoriti (ne čitati) 99 ISPUNJAVA ANKETAR: 1. bogato domaćinstvo, standard im je u svakom pogledu daleko iznad prosjeka 2. Prilično imućno domaćinstvo ali nema prevelikog luksuza, nisu bogataši 3. Domaćinstvo ima dovoljno za osnovne životne potrebe, ali se svuda vide znaci umjerenog života, ne mogu da rasipaju novac 4. Domaćinstvo ima uglavnom sve što je potrebno, ali se vidi da postoji problem sa nedovoljnim prihodima, očigledno je da preživljavaju, teško žive 5. Domacinstvo pokazuje sve znake siromaštva, žive u bijedi, mnogo toga im nedostaje

D7. Možete li nam, molim Vas, reći, koliko već godina živite u ovoj sredini/naselju (otprilike)? ANKETAR: Pitati ispitanika za tačan broj godina! Navođenje raspona kao npr. “10 do 15 godina”, nije dozvoljeno! Ukoliko ispitanik nije siguran, zamoliti ga za procjenu (okrugao broj godina)!

98. Ne zna (ne čitati) ______godina 99. Ne želi odgovoriti (ne čitati)

D8a. Da li ste bili raseljni za vrijeme sukoba 1992-1995 godine? Pod terminom “raseljeni” podrazumijevamo, da li ste bježali ili napuštali svoj dom, kako biste izbjegli nasilje? ANKETAR: Čitati odgovore ispitaniku! Moguće je zaokružiti samo jedan od ponuđenih odgovora! Novembar 2009 8 KAP Study BiH – GP questionnaire 2009

Da 1 Ne 2 Ne zna (ne čitati) 98 Ne želi odgovoriti (ne čitati) 99

D8b. Ukoliko ste bili raseljeni, kuda ste otišli? ANKETAR: Čitati odgovore ispitaniku. Moguće je odabrati samo jedan odgovor! Preselio/la sam se u drugi dio grada 1 Ostao/la sam unutar istog entiteta u BiH 2 Preselio/la sam se u drugi entitet unutar BiH 3 Preselio/la sam se, ali sam ostao/la unutar teritorije bivše Jugoslavije 4 Preselio/la sam se u inostranstvo, izvan teritorije bivše Jugoslavije (navesti gdje) 5 Bez odgovora (Ne čitati) 99 D8c. Ukoliko ste bili raseljeni: Da li ste se vratili u rodno selo/grad u kom ste zivjeli prije rata? ANKETAR: Čitati odgovore ispitaniku. Moguće je odabrati samo jedan odgovor! Vratio/la sam se 1 Nisam se vratio/la 2 Ne zna (ne čitati) 98 Ne želi odgovoriti (ne čitati) 99 D8d. Kada biste bili u mogućnosti, da li biste napustili sredinu u kojoj trenutno živite? 1. da 3. odbija / ne zna 2. ne D9. Možete li mi, molim Vas reći, koje ste nacionalnosti? ANKETAR: Ne čitati odgovore ispitaniku! ispitanik Bošnjak 1 Hrvat 2 Srbin 3 Bosanac 4 Druga nacionalnost (koja?) 5 Ne želi odgovoriti 99

D10. Koja od navedenih izjava na najbolji način opisuje Vaš doživljaj sebe? (umjesto Hrvat, stavlja se Srbin ili Bošnjak ili Bosanac, zavisno od izjašnjavanja ispitanika) ANKETAR: Moguće je odabrati samo jedan odgovor! Npr Hrvat ali ne i Bosanac i Hercegovac 1 Vise Hrvat nego BH 2 Jednako Hrvat koliko i BH 3 Vise BH nego Hrvat 4 BH, ne I Hrvat 5 Ne zna (NE ČITATI) 98 Ne želi odgovoriti (NE ČITATI) 99

D11. U naselju, u kome Vi živite, da li Vaša etnička grupa predstavlja većinu, manjinu, ili u Vašem naselju postoji sklad između etničkih grupa? Etnička grupa kojoj pripadam nalazi se u većini 1 Etnička grupa kojoj pripadam nalazi se u manjini 2 Postoji balans među etničkim grupama 3 Ne zna 98 Ne želi odgovoriti 99

D12. Sada ćemo razgovarati o Vašem odnosu prema religiji. Koja od navedenih izjava najbolje opisuje Vaš stav prema religiji? ANKETAR: Pročitati ispitaniku sve tvrdnje, a onda ga zamoliti za odgovor. Moguće je odabrati samo jedan odgovor!

Vjernik sam i prihvatam sve što moja vjera propovijeda 1 Religiozan sam, ali ne prihvatam sve što moja vjera propovijeda 2 Oslanjam se mnogo na religiju, ali nisam siguran da li sam vjernik ili ne 3 Novembar 2009 9 KAP Study BiH – GP questionnaire 2009

Nisam zainteresovan/a za religiju 4 Nisam vjernik, ali nisam ni protivnik vjere 5 Nisam vjernik i protivim se vjeri 6 Nisam vjernik i nisam zainteresovan za religiju 7 Ne znam (NE ČITATI) 98 Ne želi odgovoriti (NE ČITATI) 99

D13. (Odgovaraju samo ispitanici koji su se izjasnili kao vjernici, odnosno oni ispitanici koji su odabrali odgovore 1, 2 i 3 na prethodno pitanje): Pomenuli ste da ste religiozna osoba. Možete li mi, molim Vas reći, kojoj religiji pripadate?

Islamskoj 1 Katolickoj 2 Pravoslavnoj 3 Židovskoj 4 Drugo (napisati šta): ______5 Ne želi odgovoriti (NE ČITATI) 99 D14. (ODGOVARAJU SAMO ISPITANICI KOJI SU SE IZJASNILI KAO VJERNICI, koji su odabrali odgovore pod 1, 2 i 3 u pitanju D11): Koja od sljedećih tvrdnji, na najbolji mogući način, opisuje Vaše vjersko ponašanje? Pročitati tvrdnje ispitaniku i zamoliti ga za odgovor. Moguće je odabrati samo jedan odgovor!

Odlazim u crkvu/džamiju/sinagogu/hram/… na molitvu jednom sedmično 1 Odlazim u crkvu/džamiju/sinagogu/hram/… na molitvu najmanje jednom mjesečno 2 Odlazim u crkvu/džamiju/sinagogu/hram/… samo kada su vjerski praznici 3 Odlazim u crkvu/džamiju/sinagogu/hram/… samo u posebnim situacijama (na vjenčanja, sahrane, I sl.) 4 Nikada ne odlazim u crkvu/džamiju/sinagogu/hram/… 5 Ne želi odgovoriti 99

D15. Da li ste ikada, kao turist, posjetili neku drugu zemlju? ANKETAR: Napisati puna imena zemalja koje je ispitanik posjetio. Moguće je navesti više odgovora! Da, gdje 1. 1 2. 3. Ne, nikada nisam bio u inostranstvu! 2 Ne zna 98 Ne želi odgovoriti 99 D16. Da li ste živjeli u drugim zemljama osim BiH, duže od 6 mjeseci? ANKETAR: Napisati puna imena zemalja u kojima je ispitanik živio. Moguće je navesti više odgovora! Da, gdje 1. 1 2. 3. Ne, nikada nisam živio u inostranstvu 2 Ne zna 98 Ne želi odgovoriti 99 D17. Možete li mi, molim Vas, dati neke informacije u vezi broja osoba koje žive u Vašem domaćinstvu? ANKETAR: Upisati precizan podatak u svako polje! Koliko u Vašem domaćinstvu ima osoba sa 15 i više godina (uključujući i ispitanika)? članova

Koliko u Vašem domaćinstvu ima djece od 6 do 14 godina? članova

Koliko u Vašem domaćinstvu ima djece mlađe od 6 godina? članova

UKUPAN BROJ ČLANOVA DOMAĆINSTVA članova

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