Interethnic Integration in Education Project

QUARTERLY PROGRAM PERFORMANCE REPORT No. 8

October 1, 2013 – December 31, 2013

Joint student activities

Submitted by: Macedonian Civic Education Center (MCEC) under Cooperative Agreement No. AID-165-A-12-00002

USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

TABLE OF CONTENTS Page

1. Background 3

2. Progress Towards Objectives 4

3. Crosscutting Activities 6

4. Project Activities 10

4.1. Community Outreach 10

4.2. Capacity Building of School Management and Teachers 12

4.3. Demonstration Schools 20

4.4. Providing Incentives to Schools and Communities 25

5. Lessons learned 31

6. Activities to Increase Participation of People with Disabilities (PWDs) 33

7. Activities in the next reporting period 34

8. List of appendices 36

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

MACEDONIAN CIVIC EDUCATION CENTER (MCEC) USAID INTERETHNIC INTEGRATION IN EDUCATION PROJECT (IIEP)

QUARTERLY PROGRAM PERFORMANCE REPORT No. 8

Cooperative Agreement No: AID-165-A-12-00002 Progress Report No: 8 Reporting Period: October 1, 2013 – December 31, 2013

1. BACKGROUND

On December 2, 2011, the Macedonian Civic Education Center (MCEC) signed the Cooperative Agreement with USAID agreeing to provide support to USAID’s Interethnic Integration in Education Project (IIEP).

IIEP is a four-year, USD 5.2 million initiative targeting all primary and secondary schools in Macedonia. The main objective of IIEP is to build awareness and provide diversity training, technical assistance, and incentives to school boards, principals, teachers, and administration officials in support of interethnic integration in education. It will build broad public understanding on the benefits for all citizens as a result from integrating Macedonia’s education system. IIEP will also create the political, social and economic environment need for Macedonia to achieve sustained interethnic integration in schools, in other educational institutions and eventually all of society. Complementing this, the project team will strengthen the capacity of school staff, students and parents to address issues of diversity and equity in their schools and communities.

Project’s approach is comprised of four mutually-supporting and inter-related components.

1. Community Outreach; 2. Capacity Building of School Management and Teachers; 3. Demonstration Schools; and 4. Providing Incentives to Schools and Communities.

Students, parents, teachers, administrators and school board members in all primary and secondary schools across Macedonia will be the primary focus of project activities. Additionally, BDE advisors and education inspectors at national and regional level will also be central to achieving sustained change and will actively participate in capacity strengthening activities. Achieving success also demands that IIEP actively engage stakeholders in schools, communities and local governments in the integrated mix of project activities.

MCEC is implementing IIEP on behalf of USAID in partnership with educational institutions in Macedonia (Bureau for Development of Education, State Examination Center, State Education Inspectorate, Vocational Education Center) and seven local NGOs (Center for Human Rights and Conflict Resolution, Loja, Sumnal, Multimedia, My Career, Macedonian Institute for Media and Youth Education Forum).

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

2. PROGRESS TOWARDS OBJECTIVES

During the reporting period the following was accomplished:

Crosscutting Activities: . Sub-grant contract with partner organization My Career for extension of cooperation renewed; . Coordination of the partners performed; . Capacity building on IIE for providing mentorship to schools by Loja and Sumnal (Appendix 1).

Monitoring and Evaluation: . Participation in training/seminars/workshops/meeting organized; . Check-lists for monitoring of IIEP activities finalized, tested and administered in pilot, demonstration and renovated schools; . Evaluation questionnaires and a form for report for the trainings/seminars prepared; . Evaluation of the effects of the IIEP activities in Pilot and Demonstration schools conducted; . Questionnaires for pre-test for evaluation of multicultural workshops in six demonstration schools administered; . Portfolio review and other reporting document prepared; . Support to preparation of PMP for monitoring and evaluation of the activities for integration in education by MoES provided; . Preparations for repetition of electronic survey commenced.

Component One, Public Outreach: . Six (6) trainings for production of multimedia content in the context of interethnic integration in education (Youth-via-Media Program) implemented; . Nine (9) workshops for effective public presentations for representatives of the School Integration Teams (SITs); . Five (5) final presentations and promotions of outcomes from the implemented creative workshops organized and held; . Six (6) forum theatre workshops for the students of the secondary schools from Municipalities of Bitola, Veles, Skopje (two schools), Tetovo and Kicevo organized and implemented; . Four (4) ribbon cutting ceremonies to mark the successful end of the renovation process in the schools organized; . A meeting with editor-in-chief from Macedonian Television related to the infotainment documentary “7x7” organized; . Eight (8) debate clubs in the secondary schools of municipalities of Stip, Veles, Cair, Centar, Kumanovo, Struga, Kicevo and Kratovo established and operational; . One (1) national debate tournament organized and held; . Guest appearance in the afternoon contact program of 24Vesti Television organized; . Monthly briefers (for October, November and December) for IIEP activities prepared and disseminated (http://pmio.mk/category/project-updates/); . Interview with famous Albanian actress Amernis Nokshiqi-Jovanovska and eminent journalist Borjan Jovanovski arranged; . Various communication tools for community outreach and advocacy applied (web- page, success stories, attendance at events organized by other organizations, etc.); . Activities of other Project components regularly covered.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

Component Two, Capacity Building of School Management and Teachers: . First mentoring meetings for support of the School Integration teams from Phase 2 conducted; . Mentoring meetings with pilot schools delivered; . Dissemination of interethnic integration trainings in Phase 2 schools delivered; . Second mentoring meetings for support of the SITs from Phase 2 schools delivered . Strategy for support to schools implemented; . Cooperation with the pilot municipalities’ educational officials continued and coordinative meeting in pilot municipalities held; . Workshop with teacher training faculties representatives in regards to capacity building of teacher training faculties’ staff held; . Joint Students Activities carried out; . Training for School Boards members’ role in making changes towards IIE on school level for the schools from Phase 2 delivered; . Training for professional service staff and parental involvement in the IIEP delivered; . Activities in the five secondary schools for Developing Case study and Video Success Story on career development of employees in multicultural company commenced; . School Performance Quality Indicators finalized.

Component Three, Demonstration Schools: . Nineteen (19) groups for running joint extracurricular long term students activities established; . Five (5) school manifestations organized in three primary demonstration schools; . Two (2) outings in the trilingual primary demonstration schools conducted; . One (1) training meeting between CHRCR and partners (Loja and Sumnal) held; . Five (5) trainings (one in each Demonstration school) for enhancing the student`s democratic participation carried out; . Fourteen (14) support meetings with monitoring and mentoring activities (one per month in each demonstration school) held; . Five (5) student`s initiatives initiated; . One (1) three-day training seminar with teachers for implementing multicultural workshops held; . Twenty eight (28) groups for implementing multicultural workshops established; . All materials needed for implementation of the multicultural workshops provided to the demonstration schools; . One (1) two-day training seminar with professional service staff and school management for transforming the school culture into multicultural, from all demonstration schools held; . One (1) instrument for external monitoring created; . Three (3) workshop activities with parents realized; . Five (5) Memorandums of Understanding with demonstration schools and municipalities signed.

Component Four, Providing Incentives to Schools and Communities: . School renovation project for PS Nikola Karev, Kochani approved; . MoU signed with the PS Nikola Karev and Kochani municipality; . Annex to the Joint Environmental Mitigation and Monitoring Plan (EMMP) for the renovation project in PS Nikola Karev, Kochani submitted and approved;

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. Tender for selection of construction company announced and construction company for renovation of PS Nikola Karev, Kocani selected; . Preconstruction meeting organized in PS Nikola Karev, Kocani; . Toolbox for school maintenance delivered in PS Nikola Karev, Kocani; . Mentoring sessions for detailed maintenance plans, procedures and budgets organized in 5 schools; . Follow up in-school meetings organized in 11 pilot schools; . Training for strengthening the skills for maintenance of the school technical staff and secretaries (Module 2) organized; . Mentoring sessions for maintenance of school building, following the completion of training for Module 2 delivered in 11 schools; . Cooperation with MoE/DCI regarding the establishment of school maintenance procedures and renovation of PS Nikola Karev from Kochani; . Cost – share supporting documents in the process of collection for Phase 2 schools and municipalities; . Documents uploaded on OHASIS (Overseas Humanitarian Assistance Shared Information System).

3. CROSSCUTTING ACTIVITIES

3.1. Subcontracts/Partners

3.1.1. Sub-grant contract with partner organization My Career for extension of cooperation renewed Based on performance evaluation and needs assessment, an Annex to the Sub-grant contract for extension of the cooperation with My Career for the period October 2013 – February 2014 was signed on October 1st. In accordance with the plan, the activities will be implemented in four (4) secondary schools from Phase 2 and they include capacity building of selected teachers; joint students’ activities “Developing Case study and Video Success Story on career development of employees in multicultural company” and presentation of the students’ products in local community to promote IIE.

3.1.2. Coordination of the partners performed Coordination with the partner organizations included regular e-mail communication and meetings. During this reporting period a specific meetings and workshops were held with partner organizations CHRCR, Loja and Sumnal and particularly, the team members from Loja and Sumnal were provided with further guidance on mentoring and monitoring schools in implementation of IIE activities such as: - On October 1st, a coordinative meeting related to the upcoming first cycle of mentoring meetings for the Phase 2 schools involved in the Component 2, was held at MCEC premises. The representatives from Loja and Sumnal, attended the meeting and received specific guidance on mentoring meetings implementation. Prior to the start of the mentoring meetings for Phase 2 schools, a system for providing support to the Phase 2 schools by partner organizations Loja and Sumnal was established and included appointment of 9 team members from Loja and 6 team members from Sumnal who become responsible for specific schools from Phase 2. Schools’ support responsibilities by partner organization team members include: facilitation of the group mentoring meetings for the schools; maintaining contacts with schools; electronic gathering information from schools on IIE planning, IIE school self-

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evaluation, IIE training dissemination, implementation of IIE activities; providing guidance to schools for obtaining IIEP small grants and school visits as in accordance to the schools’ needs. - A follow up meeting on implemented Component 2 mentoring meetings for the Phase 2 schools was organized at Loja premises. IIEP/MCEC and Loja representatives including all responsible members for school support, shared experiences and lessons learned. - A follow up meeting on implemented Component 2 mentoring meetings for the Phase 2 schools was further organized at MCEC premises. IIEP/MCEC and Sumnal representatives including all responsible members for school support, shared experiences and lessons learned. - A half-day workshop on providing mentorship to the demonstration schools was organized by Component 3 during October at CHRCR premises and was attended by Loja and Sumnal team members, responsible for providing mentorship to demonstration schools. At the workshop were presented all IIE areas and activities of the school work that will be monitored and supported during the new school year, including the plan of activities for the newly involved demonstration partner schools from Kumanovo. - During December, a coordinative meeting related to the upcoming second cycle of mentoring meetings for the Phase 2 schools involved in the Component 2, was held at MCEC premises. Responsible representatives from Loja and Sumnal received specific guidance for the agenda with emphasis on the schools’ small grants program aimed to support IIE joint students’ activities. Instructions about procedures and requirements for obtaining small grants by schools were elaborated in detail to ensure adequate transfer of information to the schools during the mentoring meetings; and afterwards to provide support to the schools in planning activities supported by the small grant program.

Appendix 1 includes more information regarding partners’ inputs in IIEP for this quarter.

3.1.3. Capacity building on IIE for providing mentorship to schools by Loja and Sumnal In order to strengthen capacities for mentoring schools in implementation of the IIE activities, Loja and Sumnal team members - responsible for mentoring schools on IIE, on October 21st and 22nd actively participated the one day workshops organized for pilot phase schools. The topic of the workshops, facilitated by CHRCR, was practical application of the criteria for schools’ activities, which were elaborated in-depth through participatory approach methods, including pilot schools past experiences and practices in implementing IIE.

3.2. Monitoring and Evaluation (M&E) Activities

3.2.1. Monitoring activities Several activities organized in the frames of the IIEP components were attended and monitored, such as: forum theatre workshop with secondary school students in Skopje in the frames of the component 1; joint student activities (sport and recreation) with students from Kumanovo, Romanovce, Tabanovce and Tetovo; mentoring meeting with pilot schools about joint student activities and the second workshop with the representatives from the Universities in the frames of the component 2; training of representatives of students’ school community for strengthening student democratic participation and a meeting with partner organizations about support activities in demonstration schools, in the scope of the component 3; mentoring meeting in renovated secondary school in Veles and training for maintenance of the renovated schools in second phase as part of the activities in the component 4.

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3.2.2. Check-lists for monitoring of IIEP Check lists for the monitoring of IIEP activities in schools included in component 2, earlier were presented and discussed in all pilot schools. These were used for monitoring the activities in renovated schools included in pilot phase. According to this experience the need for adaptation of the check lists was detected. Thus, the most adequate form of the check list was prepared and translated in Albanian and Turkish language. The check list is adapted in two forms: one that helps monitors with additional information about the way of collection and recording of the information is done; the other form that provides to the school representatives (SITs) additional information how the monitored activities are evidenced, such as lists of participants, reports, records, pictures etc.

Monitoring of activities in pilot schools from the pilot phase using the adapted form of check list was conducted in this period. All the schools from the pilot phase were communicated (mostly by phone). The basic information about the schools was collected and a short discussion with schools about the implemented joint student activities took place. Based on that information, meetings were held with the schools that implemented joint student’s activities. Each school received the adapted versions of the check lists. Selection of team of monitors, mostly coming from the partner organizations involved in mentoring the pilot schools’ activities was done. Usually the team of monitors was selected according to the school’s language of instruction. 83% out of 58 pilot schools were involved in the monitoring activities and the data from those schools were collected and prepared for the report. See Appendix 2 for more detailed M&E plan done in order to prepare the report. Narrative reports were prepared from each of the visited schools and will be reflected in a summarized report.

The process of monitoring of the IIEP activities in the schools that yet haven’t been able to organize joint student activities will be postponed and take place in the next period. Table 1 presents the number of schools that implemented the joint student activities.

Table 1. Number of schools included/ not included in the monitoring results in this phase One Number of school language Two/three language schools from pilot schools TOTAL municipalities M A MA MAT MT AT Included 23 5 13 4 3 0 48 Not included 5 3 2 0 0 0 10 Total 28 8 15 4 3 0 58

Data about component 4 activities within renovated schools in pilot phase were collected, compiled and analyzed. Draft report with information for the renovated schools according to the PMP was prepared.

In the following period an open data-base will be established. Persons in charge to perform the monitoring can update and feed it with data for each school and activity on regular basis.

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3.2.3. Evaluation of the training activities The evaluation of the trainings organized in the frames of the components was performed through prepared questionnaires and tables for entering data, in coordination with component leaders. In addition, for each type of training a draft report was prepared to include all needed information about the most important aspects of the training.

3.2.4. Evaluation of the effects of the IIEP activities A questionnaire to evaluate the effects on students’ and teachers’ attitudes and behavior as a result of the implementation of the project activities was developed and translated in Albanian and Turkish language (Appendix 3). Also a table for data collection was prepared. Team of researchers with different language of instruction in the school was established. The evaluation questionnaires were delivered to SIT members, divided in groups according to the language of instruction. This included representatives of all pilot (48) and demonstration schools (4) that implemented joint student activities.

The answers collected will be processed, analyzed and included in the final report.

3.2.5. Evaluation of multicultural workshops Questionnaires for evaluation of multicultural workshops were administered in six demonstration schools in Skopje, Kicevo, Gostivar, Ohrid and Kumanovo. This was used as an instrument for the pre-test in groups with students included in this activity. 269 students (139MAK, 106ALB, 24TUR) from the demonstration schools filled in the questionnaires. At the end of the school year the post-test will be performed; the results will be compared in combination with the pre/post-test from the last year period of implementation.

3.2.6. Preparation of Portfolio review and other information about the project activities Portfolio report for FY 2013 was finalized and submitted to USAID. In addition, a short version with information about the project results was prepared. The information about involvement of the education institutions’ representatives in the project activities was prepared based on the request by these institutions.

3.2.7. Participation in the process of finalizing of the PMP table of the MoES for integration in education In this period the M&E coordinator was involved in the process of the finalization of the PMP table of the MoES for monitoring and evaluation of the activities for integration in education. Discussions for best coordination regarding collection of data took place in this reporting period. IIEP expressed the readiness to provide the information and the instruments used for collection of data.

3.2.8. Preparation for recurrence of the electronic survey Electronic survey will be repeated at the end of the school year 2013/14 for all schools from year 1 and year 2, including the demonstration schools. Following this, the initial electronic questionnaire developed for the baseline survey was revised and adopted. This revised survey will deliver comparative data that expected to reflect the progress made in schools in relation to the IIEP activities.

4. PROJECT ACTIVITIES

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

4.1 COMPONENT ONE: COMMUNITY OUTREACH 4.1.1 Outreach at National Level

4.1.1.1 Interview with famous Albanian actress Amernis Nokshiqi-Jovanovska and eminent Macedonian journalist Borjan Jovanovski For the purpose of advancing interethnic integration, IIEP team organized an interview with Amernis Nokshiqi-Jovanovska, famous Albanian actress and Borjan Jovanovski, well-known journalist. This married couple during the interview speaks about the relevance of diversity and the impact of education system, when educating children to grow in multiethnic environment. As a positive example, the interview was published in media and shared in the social networks too http://www.youtube.com/watch?v=Lg9z40hGcv8&feature=youtu.be

4.1.1.2 Meeting with editor-in-chief from Macedonian Television related to the infotainment documentary “7x7” During December, IIEP team together with MIM representative met the editor-in-chief from Macedonian Television Dime Ratajkovski. It was discussed a possible cooperation with the public service in terms of production of the infotainment documentary “7x7”. This infotainment documentary anticipated to be produced in 2014 will be made of 7 episodes, each composed of 7 video packages, including 7 same topics for 7 different ethnic groups. By using a mainly infotainment approach, combining role-playing by famous actors with real interviews, stories and reportages, the aim of the serial will be to introduce to the public, the seven major ethnic communities in the country from a different, positive perspective – success, knowledge and fun.

4.1.1.3 Tools for community outreach and advocacy The IIEP team maintained in keeping the public, national educational institutions, donors and international organizations, local authorities, schools and communities informed and updated on the progress and results from IIEP activities. During this reporting period, the Project team prepared and disseminated the Monthly Briefers. The IIEP website (www.pmio.mk) is regularly updated with the latest news, photos, stories and presence of the Project in the media http://pmio.mk/category/project-in-the-media/.

4.1.1.4 Appearance in the media The IIEP representatives participated live at the afternoon program of 24Vesti Television. They talked about the current activities, joint student activities, creative workshops, promotional events that schools are doing, and similar. In this way the IIEP team continued in keeping the public informed about the progress in schools concerning interethnic integration activities. In addition, other activities, public events and activities of the partner schools were regularly covered by national and local media.

4.1.2 Outreach at Local Level

4.1.2.1 Six trainings for production of multimedia content in the context of interethnic integration in education (Youth-via-Media Program) Six trainings for production of multimedia content in the context of interethnic integration in education, held in partnership with Macedonian Institute for Media, enabled teachers and students for production of different tools for communication such as: writing stories, photography, preparing articles and interviews, utilization of social media and school web- site and similar. Facilitated under the mentorship of editors and journalists, the trainings

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013 included all secondary schools from the region of Kumanovo, Bitola, Kicevo, Strumica, Struga, Tetovo. The knowledge and skills gained will be used the schools to establish better communication with local media. Also schools can contribute the local communities to be better informed, regarding the good practices and success stories about the mutual collaboration and interethnic integration in the school communities.

4.1.2.2 Workshops for effective public presentations for representatives of School Integration Teams (SITs) IIEP team in partnership with Macedonian Institute for Media (MIM) during November and December organized nine workshops for effective public presentation. The workshops targeted one representative of the school integration teams (SITs) from all primary and secondary schools in municipalities of Stip, Kicevo, Veles, Tetovo, Struga, Skopje (two groups), Strumica and Kumanovo. The aim was the participants to gain skills for practical implementation of the guidelines for effective interactive presentations, learn how to organize public events, and how to use various communication platforms for promotion of resources, expertise and activities of IIEP. In addition, the workshops aimed at building cohesion, have a joint approach among different actors engaged in the Project when communicating to public, and develop the common understanding about interethnic integration in education.

4.1.2.3 Final presentations and promotions of outcomes from the implemented creative workshops During this reporting period, IIEP team in partnership with Multimedia prepared and organized five final presentations at the community level to promote the completion of the creative workshops in the secondary schools. Schools and municipalities of Veles, Kicevo, Bitola and Skopje (two schools) gathered mayors, municipal authorities, USAID representatives, directors, students, teachers, parents. They had the opportunity to hear and learn from teachers/coordinators and students how the activities and the creative processes have impacted them to continue to foster interethnic collaboration and share the good practices with others. In each municipality and school, the final creations of students and teachers in a form of drama role play, paintings, graffiti alterations and similar, once again demonstrated and transmitted the positive messages in a various way.

4.1.2.4 Forum theatre workshops for the students of the secondary schools from Municipalities of Bitola, Veles, Skopje (two schools), Tetovo and Kicevo In the period October-December 2013, in partnership with PAC Multimedia, the IIEP team continued to implement the forum theatre workshops--used as a creative and effective tool for stimulating debate and discussion on vital issues for the students. Six forum theaters gathered more than 400 students from all secondary schools from municipalities of Bitola, Kicevo, Veles, Skopje (2 groups) and Tetovo. Moderated and led by actors, the main topics of these forum theaters included simulation of a situation/role play of students with different language of instruction trying to organize a joint excursion; then another situation with an idea of students to form a music band and how they perceive the inclusion of youngsters with different ethnic background, and similar. These workshops offered space for youngsters to discuss those situations and offer multiple solutions, with the opportunities to replace the actors in the scene and change its course to a positive end.

4.1.2.5 Ribbon-cutting ceremonies to mark the successful completion of school renovations

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

With the purpose of marking the completion of the renovation process, the Municipalities of Probistip, Staro Nagoricane, Kumanovo and City of Skopje together with schools hosted the ribbon-cutting ceremonies. These solemn events gathered the US Ambassador in the Republic of Macedonia, Paul D. Wohlers, Lieutenant Colonel Mark V. Watkins, U.S. Army Chief, Office of Defense Cooperation, U.S. Embassy, Col. Jeffrey Predmore, Senior Defense Official, EUCOM, Chief Master Sergeant Gary Shedenhelm, Defense Attaché Office, US Embassy Skopje, Mayors of municipalities, the directors of the schools, teachers, parents, students and other guests. At these events communities and guests had the chance to hear various presentations from the activities that schools are implementing as part of the USAID Interethnic Integration in Education Project.

4.1.2.6 Debate clubs in the secondary schools of Municipalities of Stip, Veles, Cair, Centar, Kumanovo, Struga, Kicevo and Kratovo In partnership with Youth Educational Forum, the IIEP team started with activities in the new eight debate clubs established during the reporting period. These activities included recruitment of students in each school, forming of the groups, preparation of agenda, presentation of debating curricula and weekly lectures. In addition, students from participating schools had the opportunity at some public events to present some of their activities and perform a short debate.

4.1.2.7 A national debate tournament for young debaters Over 220 students from secondary schools across Macedonia, including our debaters from the debate clubs from Stip, Kumanovo, Kratovo, Struga, Kicevo, Veles, Cair and Centar, participated at the national debate tournament organized in December. Through 103 debates, 50 mixed teams, consisted of students from different schools and cities, with different ethnic background, debated on the topic “The GMO food should be banned”. Each of the debaters was asked to think and discuss if the food we consume is a cause of various diseases, if the citizens are informed properly, and if the food industry is accountable for the health of the citizens.

4.2. COMPONENT TWO: CAPACITY BUILDING OF SCHOOL MANAGEMENT AND TEACHERS

4.2.1 Mentoring meetings for support of the School Integration teams from Phase 2 During this reporting period, mentoring meetings to prepare the SITs for successful delivery of the dissemination training to the colleagues from their schools took place. They were conducted at a regional level for the 190 schools from phase 2, divided in 36 groups. Designated pairs/teams of master trainers and representatives from Loja and Sumnal (in total, 44 master trainers, 9 representatives from Loja and 6 representatives from Sumnal) were responsible for mentoring their own group of schools. Out of a total of 190 schools, 183 schools (96%) attended the mentoring meetings. IIEP team provided the guidance to the master trainers and the partner organizations with the specific description about leading the mentoring meetings and how to provide assistance to SITs to be more effective in dissemination training. Prior to the mentoring meeting, the SITs were asked to complete the assignments with proposed topics. During these meetings, a study group approach was used, as an effective way of preparing the members of the SITs to deliver the dissemination training.

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The reports from the mentoring meetings showed that the schools found them extremely helpful so that they can clarify any misunderstanding related to dissemination module. Having discussed all critical points, the SITs stated that they feel much more confident and ready to deliver the training.

4.2.2 Mentoring meetings with pilot schools The mentoring meetings with representatives from the School Integration Teams from the pilot municipalities Bitola, Butel, Strumica and Tetovo took place to reflect the current implementation of joint student activities; exchange and reflect the examples of joint student activities implemented in ethnically mixed schools and between the partner schools; as well as provide feedback and assistance for their improvement. At the mentoring meetings 126 representatives from 51 schools participated (87 representatives from 35 primary schools and 39 representatives from 16 secondary schools). The table below displays the number of school representatives participating in the workshops (Macedonian = Mac, Albanian = Alb, Turkish = Tur).

Table 2. Attendance of participants at the meeting for the representatives of the SITs Participants by ethnical Number of schools background

Group participating from Total Date the pilot Mac Alb Tur Other municipality (Butel 2, Bitola 4, 1 Tetovo 4, Strumica 21.10.2013 20 11 3 0 34 3) (Butel 1, Bitola 5, 2 Tetovo 3, Strumica 21.10.2013 21 7 0 1 29 2) (Butel 4, Bitola 3, 3 Tetovo 3, Strumica 22.10.2013 16 7 1 0 24 1) (Butel 2, Bitola 6, 4 Tetovo 5, Strumica 22.10.2013 28 11 0 0 39 3) 21- TOTAL 85 36 4 1 126 22.10.2013

The reflection of the mentoring meetings showed that the activities implemented so far are mostly short-term activities, whereas long-term activities are rarely implemented. Teachers and students demonstrate an increased openness and willingness to learn more about representatives from different ethnic groups that live in Macedonia. Thus, the recommendations for improvement of the IIE activities include use of electronic communication to provide long term joint activities between partner schools; initiate professional meetings more often; increase the professional collaboration between teachers from different ethnic communities; and plan long-term projects with students from different languages of instruction to enable greater interaction.

4.2.3 Dissemination of interethnic integration trainings in the schools from phase 2 In this reporting period, the dissemination trainings at a school level were delivered by members of SITs to 176 schools or 92, 63%, from a total of 190, in the 41 municipalities from phase 2. The dissemination trainings served to understand the concept and the role of the schools in implementation of the activities for introducing changes regarding the

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013 interethnic integration in education; also to enable teachers to plan joint activities between various ethnic groups. So far, detailed data has been received regarding 140 schools where the dissemination training took place. According to the data for those schools, a total of 5928, or 92% out of 6450 teachers from the primary and secondary schools participated in the trainings. The table summarizes the numbers according to the ethnicity (Macedonian = MAC, Albanian = ALB, Turkish = TUR)

Table 3. Attendance and ethnic structure of participants at the dissemination trainings on school level in primary and secondary schools Number of teachers according to Total number of ethnicity Total % teachers in the school MAC ALB TUR Other Primary Schools 5020 3027 1348 163 140 4678 93% Secondary Schools 1430 918 168 40 16 12501 87% TOTAL 6450 3945 1516 203 156 5928 92%

The reports of the master trainers/mentors received showed that the schools provided suitable conditions and technical preparation for the organization of the trainings; the school trainers were well prepared for the training content and they offered clear instructions for the practical activities. Also the participants participated in the activities actively, showed interest to implement joint activities and to establish partnerships between schools with different languages of instruction.

4.2.4 Second mentoring meetings for support of the SITs from schools of phase 2 The second mentoring meetings for support of the SITs from phase 2 started in this reporting period. At these meetings it was discussed and reflected on the dissemination trainings and school self-evaluation conducted at the school level by the SITs; the review of the annual plans for Interethnic Integration academic 2013/14 year; partnership activities between schools with different language of instruction; analyses of the action plans for joint student activities and similar. In this period, reports were delivered by the mentors for 17 groups of schools (out of 36 in total). The reports, again, show that the schools find the mentoring meetings very helpful and motivational. They find these types of meetings very effective in clarifying any problematic and unclear issues concerning the project. As stated in one of the reports by participants “I now finally realize what the goal of the project is”. Based on the reports, the majority of the schools finished the in-school disseminations with positive feedback. The annual plans for the academic year 2013/2014, and the alterations of the schools’ Vision and Mission have been completed, or are in the process of completion by most of the schools. In terms of forming partnerships, most schools have already established partnerships with schools with different language of instruction, while the others are in the process of searching for an adequate partner. Some schools have even started implementing IIE activities with partner schools, without any financial assistance on behalf of IIEP.

4.2.5 Strategy for support to schools

1 We still have not received data regarding the ethnicity of 108 trained teachers in one of the schools (Niko Nestor, Struga)

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

During this reporting period, the IIEP team prepared and implemented a strategy for providing support to schools from phase 2, for the activities planned for implementation in the schools from November 2013 till January 2014. In order to provide direct support to each school, due to their large number, the schools were divided into 36 groups. The administrative support is executed through email and telephone communication with the schools. It includes compiling data and documents, delivers support to the schools for incorporating the IIE activities in the Annual Plan of Work of the schools; it includes also follow up of the in-school dissemination trainings; school self-evaluation and data analysis; forming of the school partnerships; applications for financial assistance for joint student activities; and IIE promotional activities in the schools. The school field visits aimed at monitoring, providing support and mentoring the implementation of joint activities of students with different ethnic/language background in two/three language schools from the pilot phase. This strategy enables the project to have direct contact with each school and provide feedback and support tailored to that school’s needs. At the same time, the individual approach allows the project to collect all data and documents from the schools necessary for evaluation of the implemented activities. The data below displays data, gathered in this reporting period, regarding to self-evaluation in schools, number of formed partnerships and incorporation if IIE in the schools’ Annual Plans of Work (schools included in Pilot Phase, in Phase 2 or both phases).

Table 4. Data gathered from schools from Phase 2 in regards to self-evaluation, partnerships and incorporation of IIE in Annual Plans of Work Total Primary Secondary (out of 193 Schools Schools schools) Established partnerships 92 15 107 Completed self-evaluation 49 10 59 Incorporated IIE activities in schools’ Annual 117 24 141 Plan of Work

4.2.6 Capacity building of the municipalities’ educational officials in phase 2 During the month of October, 2013 IIEP team organized training for educational officials in the 37 municipalities included in the IIEP phase 2. The training aimed at preparing the educational officials in the newly included municipalities to support, monitor and report to the IIEP team about the IIE activities implemented in-schools and among the schools. The IIEP module is designed for the municipal educational officials to learn how to keep the track of IIE activities in schools and between partner schools, and which instruments and indicators to use.

4.2.7 Capacity building of Teacher Training Faculties’ Staff In this reporting period, IIEP team organized the second IIEP workshop for the teacher training faculties’ staffs. This activity is by its content a continuation of the first workshop held in August, 2013. It aimed at introducing some of the implemented IIEP joint students’ activities at a school level; identify parts of the subjects’ matters that can integrate the IIE concept and result with greater impact on improving the intercultural sensitiveness of future teachers; also define further activities with the teacher training faculties within the IIEP implementation.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

The participants showed interest regarding the work, methods and practical aspects that are used in IIEP demonstration schools. Thus, after an interactive discussion, several recommended activities for further implementation of IIEP activities in the teacher training faculties were proposed. These include: Forum with participation of key educational institutions’ representatives including the teacher trainings’ managements to introduce the proposed IIEP activities at the teacher training faculties in front of all educational stakeholders (MoES, BDE, VETC and SEI); develop a Manual for using the IIE methodology and methods within different subjects’ matters; disseminate the IIE concept at each teacher training faculty; incorporate the approaches and methods in different subjects’ matters to improve the intercultural competences of the future teachers; and transform the status of the existing selective subject Multicultural education into a regular subject.

4.2.8 Joint Students Activities In this period, the IIEP team organized 180 students from the second group of 4 primary schools to participate in the joint event of sports and fun activities. With the support of the education officials from the Municipality of Tetovo, this event was held in the sport field of the Vocational Agricultural School “Mosha Pijade” in Tetovo. Teachers and students from the primary schools “Naim Frasheri” and “A.S. Kikish” – Tetovo; “Cyril and Methodius” – v. Romanovce and “Braka Ribar “– v. Tabanovce from the municipality of Kumanovo with different languages of instruction participated at the event. The ethnically mixed groups of students enjoyed having fun together through socializing in sport games during the event. Beside their peers, teachers and parents, also the educational officials from the Municipality of Tetovo attended the event. Table below indicates the number of students and teachers participating at the joint event for the second group of 4 schools’ students’ joint sports and fun activities.

Table 5. Attendance of participants (students and teachers) at the joint students’ sports and fun event in Tetovo Grade 4 & 5 students + Number of Date of event Primary schools Grade 7 & students – participating assistants teachers

6 October, 2013 Naim Frasheri –Tetovo 42+3 5

6 October, 2013 A.S. Kikish – Tetovo 42+3 4

6 October, 2013 Braka Ribar – v. Tabanovce 42+3 4

Cyril and Methodius – v. 6 October, 2013 42+3 5 Romanovce

Total: 4 180 18

Final promotional event in November, 2013, at the Stadium “Sloga” in the Municipality of Cair gathered 359 participants (323 students and 36 teachers) from 8 primary schools that were included in this type of joint students sport and fun activities. The planning of this event was supported also from the primary school “Adem Jashari” as a host of this event. At the large field of the Stadium, ethnically mixed groups of students participated at the sporting and fun activities with 16 stations and provided with appropriate requisites. Each group involved 20 students, 2 teachers and 2 students - assistants. Four rotations of sport games in 20 minutes took place. Between each rotation a break of 5 minutes and one 15 minutes’

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013 break for having a snack was provided to children. At the end, all students and teachers had fun with music, songs and dances. The school directors from all included primary schools participated in the final event of the joint students’ sports and fun activities. It was impressive to see that this event enabled a friendly and enjoyable atmosphere for children to socialize. Table below indicates the number of students – participants in the joint students’ sports and fun activities by gender and ethnical background.

Table 6. Attendance of students at the Final event of joint sports and fun activities according to a gender and ethnical backgrounds’ structure Primary School Male Female Mac Alb Serb Tur Roma Total N.Frasheri, Tetovo 24 21 0 45 0 0 0 45 A.Kikish, Tetovo 25 20 25 16 0 0 4 45 B.Ribar - Kumanovo 26 19 15 15 15 0 0 45 C.Methodius - Kumanovo 22 21 17 26 0 0 0 43 D.Gruev, Bitola 10 10 19 0 0 0 1 20 E.Karamandi, Bitola 29 16 39 3 0 0 3 45 A.Jashari, Chair 22 23 0 45 0 0 0 45 M. Bogoevski, Resen 24 11 21 0 0 10 4 35 Total: 182 141 136 150 15 10 12 323

4.2.8.1. Joint Student Activities implemented by partner organization My Career The joint students’ activities implemented by My Career started in October, after the renewal of the Sub-grant contract for the period Oct. 2013 – Feb. 2014. The joint students’ activities “Developing Case study and Video Success Story on career development of employees in multicultural company” have been implemented in four (4) selected secondary schools from the phase 2 and one demonstration school.

The involved schools are the following: - SS “Nace Bugjoni” – Kumanovo - SS “Josip Broz Tito” – Skopje - SS “ Dimitrie Chupovski” – Veles - SS “Cvetan Dimov” – Skopje - SS “Zdravko Cvetkovski” – Skopje (demonstration school)

In the month of October, introductory meetings for inception of activities were held in all five (5) schools, where school directors were informed about the project activities and requirements for appointment of two teachers-mentors per school (with mixed ethnic background), who would guide students during the project activities.

In November, one day training for teachers-mentors from the participating schools was held. Teacher-mentors received guidance not only for the methodology of case study development, but as well as for the criteria for IIE joint student activities and for the mentoring process itself. The training was implemented through interactive and participatory approach.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

In each of the schools, ethnically mixed groups of students (8-12) were formed and during the month of November, My Career implemented trainings and mentoring sessions with each of the students’ groups including introduction with the activity, the case study structure and expected products from the activity. Guidelines on video filming were presented to students by MIM representative.

During the month of December, the following companies for case study research implementation were initially chosen to cooperate with the respective schools: - SS “Cvetan Dimov”, Skopje – Porsche Makedonija - SS “Josip Broz Tito”, Skopje – UNIQA insurance company - SS “Dimitrie Chupovski”, Veles – Vitalino (clinic) - SS “Zdravko Cvetkovski”, Skopje – Hotel NEW STAR - SS “Nace Bugjoni”, Kumanovo – Jusufi Medical Center Kumanovo

The Kumanovo based Jusufi Clinic withdrew from the project after receiving more detailed information, as a result of lack of time of the staff to be spent on the project. My Career and IIEP/MCEC have been trying to identify an alternative, ethnically mixed company, which will be finalized in January.

During the month of December, students from all five (5) schools have started to work on desk research on the topic. Also, the students from all schools, except SS “Nace Bugjoni” – Kumanovo, implemented visits to selected companies where they got to know more about the companies (history, services rendered, management set up, employee status, etc). The interviews with employees in December were implemented only by the SS “Zdravko Cvetkovski”, Skopje, and other schools postponed this activity because of their obligations - half term exams.

4.2.9 Training for School Boards members’ role in making changes towards IIE at a school level for the schools from phase 2 The capacity building for School Boards’ members training included 7 groups of participants. Six groups involved School Boards’ members of the primary schools, whereas the seventh group of participants included the School Boards’ members of the secondary and vocational schools. All of the groups had participants coming from different municipalities and schools. The one-language of instruction schools participated with one representative. The two/three languages of instructions’ schools participated with 2 representatives according to the ethnical background representation at a school level. The training module aimed at introducing and training the Schools Boards on global planning for the IIE activities as a part of the Annual School Plan. To the participants were also introduced the procedures and given guidelines for organizing and implementing the students’ ethnically mixed excursions and other kinds of joint students’ activities. Eight master-trainers were selected to deliver the trainings, grouped in seven pairs. As usual, prior to the training cycle, a preparatory meeting with the master trainers was held.

The schedule of groups of schools for mentoring meetings is presented in Appendix 4.

The table below displays the number of participants in groups, including the ethnic structure of participants, and the dates of the trainings.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

Table 7. Attendance of participants at the training for School Boards’ representatives Participants by ethnical background Number of schools # Total participating from the Date Mac Alb Tur Other Phase 2 municipalities 13 16 municipalities – 61 1 November, 37 24 1 2 64 primary schools 2013 15 18 municipalities – 55 40 2 November, 15 3 3 61 primary schools 2013 20 15 municipalities – 58 3 November, 36 14 3 4 57 primary schools 2013 29 13 municipalities – 25 4 November, 18 4 3 2 27 highs schools 2013 Total: 131 57 10 11 209

4.2.10 Training for professional service staff and parental involvement in the IIEP The training aimed at building the capacities for parental involvement involved 7 groups of participants. Six groups gathered professional service staff of the primary schools, whereas the seventh group of participants consisted of professional service staffs at the secondary and vocational schools. Each school participated with one or two representatives, depending on the number of the language/s of instruction in the pilot schools. The schools with two/three languages of instruction participated with two representatives according to ethnical background representation at a school level. Seven pairs of master trainers (two for each group) were designated to deliver the trainings. Prior to the training cycle, a preparatory meeting with the master trainers was held. The training, through active approaches, equipped the professional service staffs with knowledge and skills to encourage and involve parents in implementation of IIE activities at a school level. Also, the training helped toward increasing the awareness and identifying the type of contribution that parents can bring in schools. The participants developed tables of planned activities that will be implemented, in order to increase the parental involvement in the IIEP activities. Table 8 below displays the number of participants in groups, including the ethnic structure of participants, and the dates of the trainings.

Table 8. Attendance of participants at the training for the professional service staff and parental involvement in IIEP Participants by ethnical background Number of schools # Total participating from the Date Mac Alb Tur Other Phase 2 municipalities 16 municipalities - 45 4 October, 1 25 15 3 2 45 primary schools 2013 20 municipalities – 40 5 October, 2 24 14 3 2 43 primary schools 2013 10 26 municipalities - 128 3 October, 67 47 11 5 130 primary and high schools 2013 Total: 116 76 17 9 218

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

4.2.11 School Performance Quality Indicators Two important activities related to the improvement of School Performance Quality Indicators mark the reporting period. One is a meeting with four VETC advisors organized to review the Strategy of Vocational Education and improve the indicators regarding the interethnic integration in education. The indicators were upgraded with topics related to the specifics of the vocational education. The second activity enfolds the finalization of the document of the School Performance Quality Indicators. Final reviews of the topics in the document are made and the document is completed.

4.3. COMPONENT THREE: DEMONSTRATION SCHOOLS

4.3.1 Supporting School Integration Teams In this reporting period, most of the teachers that lead the short-term and long-term joint student activities submitted specific action plans related to their activities. The actions plans are based on the guidelines that were provided to the teachers and SIT members at the training seminar for developing actions plans, during the summer.

4.3.2 Supporting Joint Students’ Activities In each demonstration school four different groups (three in the partner schools), in this reporting period were established. These groups have joint additional classes as extracurricular activities and include students with two or three languages of instruction and mixed groups of teachers. All these groups have regular, weekly based, activities throughout the semester. Table 9. Groups of joint extracurricular activities in the Demonstration schools Demonstration School Groups of joint extracurricular activities  Group of journalists  Group of explorers - Phones 1. PS “Sande Shterjoski”, Kicevo  Drama group  Sport group  Group of ecology  Group for Bon-Ton 2. PS “Bratstvo Edinstvo”, Ohrid  Group for touristic guides  Sport group  Maquette Group  Photo group 3. SS “Zdravko Cvetkovski”, Skopje  Group – Intermulticultural communication  Sport group  Drama group Secondary Economic School  Group – Young economists 4. “Gostivar”  Recitation group  Sport group  Group for exploring chocolate PS “Brakja Miladinovci” and PS 5.  Group of ecology - water “Bajram Shabani”, Kumanovo  Sport group

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

In all primary demonstration schools, apart from the long term joint students’ activities, some short term (school manifestations and outings) joint students’ activities took place. In the primary partner demonstration schools from Kumanovo, two school manifestations were organized (one in each school). The first manifestation was related to the World teachers’ day, while the second manifestation regarding the celebration of the New Year. However, in the both manifestations the school that was visitor, participated with one piece prepared by their own students and teachers; and also there was one joint piece prepared and performed together by the students and teachers of the both schools. Two school manifestations took place in the primary demonstration school from Kicevo related to the Children`s week and to the Turkish teaching day, both in line with the project`s criteria for organizing joint manifestations. The first manifestation included various pieces- all prepared and performed with students from all languages of instruction. In the second manifestation half of the pieces were jointly prepared and the other half were prepared by the students with Turkish language of instruction. In the primary demonstration school from Ohrid a joint manifestation related to the New Year was prepared and performed with the students- first graders. One outing was organized in both primary trilingual demonstration schools. In Kicevo, all the students took part in an outing, in which well-structured activities “games without borders” were organized. In Ohrid a visit at the Water museum was organized with all the students from the fourth grades. One day training for conducting in-school support meetings in the Demonstration schools with 11 members from the partner organizations Loja and Sumnal was held to get acquainted with the changes in the monitoring instruments (internal, performed by SITs of the schools and external, performed by the IIEP team). At the end, a strategy for conducting support meetings was established.

Three-day training gathered 31 teachers from all Demonstration schools to implement bilingual multicultural workshops. The training, based on a module already developed in the previous year, aimed at presenting a methodology for conducting bilingual workshops with students with different languages of instruction, led by mixed team of teachers.

Table 10. Participants in the trainings for Multicultural workshops according the language of instruction Teachers – language of instruction Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kicevo 4 3 1 8 Bratstvo Edinstvo, Ohrid 4 2 2 8 Zdravko Cvetkovski, Skopje 1 1 / 2 Economic school – Gostivar 3 2 / 5 Brakja Miladonovci, Kumanovo 4 / / 4 Bajram Shabani, Kumanovo / 4 / 4 Total 16 12 3 31

The trained teachers, together with the teachers already trained in the previous year, formed 28 groups with students from two different languages of instruction. Each group is consisted of 24 students ethnically and gender balanced from maximum two different ages.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

The activities are being implemented bilingually by a pair of teachers with different languages of instruction. Before the start of the workshops all the students were given pre- test in order to measure the stereotypes and prejudices among them. The same test will be repeated once the program ends. In all demonstration schools except of the secondary school from Gostivar, to the pairs of teachers were delivered materials for implementing multicultural workshops. In the table 11 the number and structure of the groups according the languages of instruction are presented.

Table 11. The number and structure of the groups for multicultural workshops according the languages of instruction Languages of instruction Demonstration school Macedonian- Macedonian - Total Albanian Turkish Sande Shterjoski, Kicevo 62 2 8 Bratstvo Edinstvo, Ohrid 4 4 8 Zdravko Cvetkovski, Skopje 4 / 4 Economic school – Gostivar3 3 1 4 Brakja Miladonovci and Bajram 4 / 4 Shabani, Kumanovo Total 21 7 28

All the groups, in each Demonstration school, are expected to continue with the implementation of the multicultural workshops in the second semester of the school year.

Three support meetings were organized in each demonstration school4. In the primary schools from Kicevo, Ohrid and partner schools from Kumanovo, the IIEP team for conducting in-school support meetings was consisted of CHRCR representatives and representatives from both partner organizations Loja and Sumnal, whereas in the secondary schools from Gostivar and Skopje the IIEP team included CHRCR representatives and representatives from partner organization Loja. In each school there are also BDE advisors in charge of conducting support meetings. Unlike in the first project year, when the meetings were conducted mainly by the CHRCR representatives with support from partner organizations, in the new school year representatives from the different organizations are in charge of monitoring/mentoring different groups of activities.

4.3.3 Supporting Joint Student Bodies In this period, in all demonstration schools, election of the student bodies was performed. Following that, five trainings (one in each demonstration school) were delivered with the presidencies of student` school bodies and coordinators of student` participation, for enhancing the student` participation in the everyday school life.

In the table 12 the structure of the participants in the trainings is presented.

2 In Kicevo there is one group consisted of Albanian and Roma students only 3 The groups from Gostivar are about to start with the workshops in the second semester 4 In the demonstration school in Gostivar there were 2 support meetings held

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

Table 12. Structure of the participants in the trainings for democratic participation Students – language of instruction Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kicevo 8 7 8 23 Bratstvo Edinstvo, Ohrid 8 7 11 26 Zdravko Cvetkovski, Skopje 15 16 / 31 Economic School – Gostivar 9 11 1 21 Brakja Miladinovci, Kumanovo 7 / / 7 Bajram Shabani, Kumanovo / 8 / 8 Total 47 49 20 116

At the trainings (workshop based), through experiential activities, the students got familiarized with an initiative-taking model of student` participation, to strengthen their participation in the school life. They learned how to convey surveys and interpret the results, use the notification boards and complaint boxes to enhance the students’ participation in the school life, initiate fundraising, and similar. The training seminars ended up with developed action plans in all demonstration schools and started with at least one initiative (except the school in Gostivar). For instance, the students from the partner schools from Kumanovo were collecting old paper and plastic. The collected materials were sold and the money will be further invested in the schools during the second semester; the students from the primary demonstration school from Kicevo organized a New Year`s party for the eight-grade students in the school sport gym; whereas the students from the primary demonstration school from Ohrid organized crafting of new year`s greeting cards. The activity become very popular and almost all classrooms were included in the activity. After a week time, the cards were available for buying. The money obtained from selling the cards will be “invested” in the school.

The students from the demonstration school from Skopje organized two events. The first event was a football tournament in which eight ethnically mixed teams participated in an eliminatory system. A team of teachers also took part in the tournament in an exhibition match against the student`s body at the school level. In this match both teams were ethnically balanced and gender represented. The second event was a New Year`s party- the school chorus performed several holiday songs, followed with a party with lots of music and soft drinks.

4.3.4 Capacity Building for Teachers and Professional Service Staff During this period, teachers started to organize meetings and plan some joint activities, though for the teachers that teach mother tongue this type of cooperation has not been that smooth. In the first semester, the teachers that teach foreign languages established a better cooperation.

Joint two-day training for transforming the school culture into multicultural was conducted for the professional service staff and school management from all Demonstration schools. The structure of the participants is presented in table 13.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

Table 13. Participants in the training according the ethnicity Participants – ethnicity Demonstration school Total Macedonian Albanian Turkish Sande Shterjoski, Kicevo 1 2 2 5 Bratstvo Edinstvo, Ohrid 2 2 2 6 Zdravko Cvetkovski, Skopje 3 2 / 5 Brakja Miladonovci, Kumanovo 3 / / 3 Bajram Shabani, Kumanovo / 2 / 2 Total 9 8 4 21

The training included several activities, such as: workshop--ideal school; defining the school culture, the ethos of the school (important symbols, values and celebrations); movie screening – Whose song is this; iconography – the visual material in the school (classrooms, halls, noticeboards etc.); school shifts, and the spatial arrangement of the teaching process. The workshop activities, activities in small groups and presentations, enabled participants to be more aware how the teaching process should be organized to reflect the multicultural character of their communities.

4.3.5 Involving parents In three, out of five demonstration schools the parents participated in specific activities in schools. They all relate to the New Year’s celebration. In Kicevo, Skopje and Kumanovo, the parents gathered in workshops and together with students participated in making and/or putting decorations in the halls related to the New Year celebration.

4.3.6 Mentoring, Networking and Promotion In December, in all demonstration schools (except in Ohrid), Memorandum of Understandings were signed with the Municipalities and the schools. During this solemn events of signing the memoranda, in some of the schools, school manifestations and student’s activities of the student`s school body were performed for promotion of the IIEP. In Kicevo the Memorandum was signed the day when the school organized the manifestation related to the Turkish day of the teaching. In Skopje the Memorandum was signed as part of the program of the New Year`s party organized by the students. In Kumanovo and Gostivar, the Memorandum was signed at the municipalities’ premises, and was covered by media.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

4.4 COMPONENT FOUR: PROVIDING INCENTIVES TO SCHOOLS AND COMMUNITIES

4.4.1 Final approval of school renovation project In this reporting period one school renovation project was submitted to IIEP Chief of Party and MCEC Executive Director for official approval.

Table 14. Approved school renovation project No Region Municipality Location Name of the school School renovation project

1 East Kocani Kocani PS Nikola Karev Construction of main entrance in the school building

Audit of the technical design followed by development of Bill of Quantities (BoQ) and Scope of Work (SoW) necessary for preparing the RFO was completed by the Consulting company “Institute for Testing Materials and Development of New Technologies – Skopje” - and IIEP School Incentives Coordinator (civil engineer).

4.4.2 Signing of MoUs with schools and municipalities In the current reporting period, one Memorandum of Understanding (MoU) was prepared and signed by the MCEC Executive director, IIEP COP, Mayor of Kocani municipality and school director. The MoU specified the responsibilities of IIEP, Kocani municipality and primary school Nikola Karev in terms of successful implementation of the school renovation project.

4.4.3 Submission of annex to the joint Environmental Mitigation and Monitoring Plan (EMMP) The Project is implementing all renovation activities according to the joint Environmental Mitigation and Monitoring Plan (EMMP). Prior to the start of each school renovations project, the Component 4 team examines if the proposed renovation activities comply with the joint EMMP. Annex was signed by the Project’s Chief of Party and AOR for one school renovation project stating that the prosed renovation activities are adequately and effectively eliminated or mitigated by the approved joint EMMP.

4.4.4 Announcement of tender for selection of construction companies In this reporting period the tender documentation was completed for one school renovation project and a public call was published in two daily newspapers, Dnevnik and Koha (one in Macedonian and one in Albanian language) and also was published on the Project’s website www.pmio.mk. For the one tender published in this reporting period (for Construction of main entrance in the school building in PS Nikola Karev, Kocani), in total 11 companies took RFO documentation and 8 companies submitted their offers. The offers were publicly opened at the IIEP’s premises. The IIEP evaluation committee interviewed the three first-ranking companies. At the interviews, the offerors provided samples of the requested materials and certificates of quality. The evaluation committee assessed the quality of the offered materials, the equipment and the capacity of the company to perform the required task. The evaluation committee used the lowest price principles to select a local vendor. After the evaluation

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013 committee decided which company was successful, the entire documentation was submitted to USAID, Project AOTR for approval and afterwards the result was officially posted on IIEP’s website (http://pmio.mk/category/tender-results/).In the process of selection and evaluation of the construction company participated Igor Kralev, representative from US EUCOM (DOD/ODC). A contract was signed with selected contractor prior to the start of the renovation activities. In the reporting period the tendering procedure was completed for the school project, listed below:

Table 15. List of selected contractor for school renovation Selected contractors for school renovations # Region Municipality Location Name of the School renovation Construction RFO school project companies

IIEP. East Kocani Kocani PS Nikola Karev Construction of main SIMAK R.12/ entrance in the school Inzhinering, 13 building Skopje

4.4.5 Preconstruction meetings in PS Nikola Karev, Kocani In order to begin the implementation of the renovation activities, preconstruction meeting was organized in the school. The aim of this meeting was to introduce the involved parties: IIEP, the municipality, the school, the supervisor and the contractor, exchange contacts and agree the working dynamics. After the preconstruction meeting, the physical works began in the school.

4.4.6 Mentoring sessions for detailed maintenance plans and maintenance procedures in 5 schools Following the completion of the Module 1 of the training for strengthening the capacities of the SRTs for school maintenance, mentoring sessions were organized in 5 of the schools that were renovated during 2013. The SRTs were given templates for preparation of organizational structure of the school maintenance team, information on the school technical staff, annual maintenance plan and plan for organization of fundraising events. The SRTs organized additional meetings in order to prepare these documents. At the mentoring sessions, with representatives from the SRTs were discussed the issues that they had during the preparation of these documents, their concerns and practices. Assistance was provided on how to improve the planning and implementation of the school maintenance activities. With the mentoring sessions organized in the previous reporting period, a total of 11 mentoring sessions for Module 1 were organized in all schools from phase 2.

Table 16. Schools and number of participants at the mentoring sessions for Module 1 Name of school Municipality Date of mentoring Number of session participants Dimitar Miladinov Skopje October 04, 2013 3 Josip Broz Tito Skopje October 07, 2013 3 Vancho Prke Vinica October 09, 2013 2 Nikola Karev Kochani October 09, 2013 2 Dimitrija Chupovski Veles October 17, 2013 3 Total: 13

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

From the mentoring session several conclusions are made: - Most of the schools complaint for lacking technical staff and funds for appropriate maintenance of the schools. That can be perceived as shortage of good organization and coordination of the scarce resources; - The schools are lacking written maintenance procedures and their activities are based on the knowledge and skills of the technical staff and the interest of the school management to engage themselves in such activities; - The Project activities are raising the awareness of the schools for the importance of the school maintenance and their maintenance responsibilities; - Most of the schools compel assistance from the IIEP team to prepare and establish maintenance procedures and checklists.

The lack of written procedures for school maintenance at national level allows the maintenance to be neglected and the responsibility for the bad maintenance to be ascribed to the lack of finances, lack of technical staff and many other excuses. The trainings and mentoring session managed to raise the awareness about the importance of the school maintenance. In order to have longer and durable effect these activities have to become part and be embedded within the education system.

4.4.7 Organization of follow up in-school meetings in 11 pilot schools During this reporting period school maintenance plans for each pilot school separately were prepared. In all 11 schools the maintenance plans were delivered. The plans were prepared in the form of tables and lists in order to be easier to use for the maintenance staff. The plans are divided into two sections and further divided into annual and monthly activities:  Maintenance of school facilities - The annual maintenance plan for the facility containing all necessary activities that should be performed before the start and during the school year; - The monthly plans related to the daily activities of the maintenance of the facility.

 Operation and maintenance of the heating system - The annual plan for maintenance of the heating system contains all the necessary activities that should be performed before the start and during the heating season; - The monthly maintenance plans related to daily activities for operating and maintenance of the heating system.

Objectives of this activity (after the delivery of the maintenance plans and the training for the usage of this plan in the schools made by the Consultant) are: - During the delivery of the adapted annual and monthly plans to the schools in this reporting period, the schools will complete the plans and charts and these documents will be returned back to the Consultant at the end of the school year in order to monitor and analyze the activities for maintaining the schools; - Determine the success stories and problems in the implementation of operation and maintenance plans; - Determine the effects of the usage of operation and maintenance plans; - Modify and improve the maintenance plans according to the analysis of activities in pilot schools in the academic 2013/2014 year.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

4.4.8 Training for strengthening the capacities for maintenance of the school technical staff and secretaries Module 2 of the training for strengthening the capacities for maintenance of the school technical staff and secretaries was delivered as joint one-day training. Invited to attend were two representatives from the technical staff and the secretaries from the 11 schools from phase 2. The training provided an opportunity for the SRTs representatives to discuss their problems related to school maintenance with expert engineers, MoES/DCI representatives, IIEP team and practitioners and to be more informed about the environmental protection and safety at work issues. The participants were provided with checklists for maintenance of the heating systems and the main construction components that can help the technical staff in their everyday activities and will help the school secretaries to monitor the work of the technical staff. At Module 2 training attended 45 SRT representatives from 11 schools from phase 2. Indirectly from these trainings for the SRTs and from the improved school maintenance benefit 8.568 students and 890 school staff from 11 schools renovated in the second project year.

4.4.9 Mentoring sessions for strengthening the capacities for maintenance of the school technical staff and secretaries Mentoring sessions with the technical staff and school secretaries who attended the training were held after the completion of Module 2 of the joint training for strengthening the capacities of the technical staff and school secretaries for school maintenance. These mentoring sessions aimed to familiarize the technical staff in each of the schools with the daily work activities and maintenance activities; to monitor the manner of using of the work and maintenance plans, and manuals that were given to the technical staff at the training; to provide assistance to the technical staff in the adaptation of the manuals and check lists so that they can correspond to their needs and to start using them in the daily activities. Also to provide assistance regarding the manner of using of the equipment and machines in the schools in most effective way in order to prolong the period of usage of all construction elements through application of preventive planning in practice; and to provide assistance to the school secretaries in the process of establishing of maintenance procedures, reporting of problems, procurement of spare parts, creation of maintenance inventory, etc. During the visits in each school were delivered the previously prepared maintenance plans and check lists. After the completion of the mentoring sessions in all schools the following conclusions can be made: - It is obvious that all schools face the problem of inadequate or insufficient technical staff that is taking care of the school maintenance; - All schools have limited and scarce maintenance budgets. All procurement procedures are very slow; - There is no technical documentation that is available to the school staff; - For heating purposes all schools use oil in significantly old boilers and other equipment, except for the schools in Skopje which use the public heating network. Additional investments are needed in order to replace the dilapidated equipment in order to improve the efficiency of the heating systems; - The equipment maintenance in most cases is reactive, very rarely preventive; - The investments made by the Project were evaluated as very successful. The windows replacement, the toilets renovation and the interventions in the central heating system significantly improved the working conditions in the schools.

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Given that the technical staff is overburdened with many activities, it is of utmost importance to follow the maintenance procedures and plans. But it is expected that certain resistance from the technical staff will occur in the process of accepting these practices.

Table 17. Schedule of visits of the Phase 2 schools Date Location School Struga PS Josip Broz Tito December 19.2013 Bitola PS Gjorgji Sugarev Shtip PS Goce Delchev December 25.2013 Veles SS Dimitrija Chupovski Skopje SS Josip Broz Tito Skopje PS Dimitar Miladinov December 27.2013 Kumanovo SS Nace Bugjoni Staro Nagorichane PS Hristijan Todorovski Karposh Vinica SS Vancho Prke December 30.2013 Kochani PS Nikola Karev Probishtip PS Brakja Miladinovci

4.4.10 Delivery of toolbox for school maintenance The toolbox for school maintenance was delivered to the PS Nikola Karev in Kocani, after the training for the School Renovation Teams on school maintenance. This was the last toolbox to be delivered. All schools renovated in 2013 received tools and equipment for school maintenance.

4.4.11 Cooperation with MoES/DCI IIEP Component 4 has established cooperation with MoES/DCI. Representatives from MoES/DCI are members of the Component 4 working group and are informed about all the activities that are implemented as part of this component. The start of the renovation activities in PS Nikola Karev was prolonged because the estimated amount for the requested project (Construction of main entrance at the school building) exceeded the available funds that could be approved by IIEP and the municipality and school are not able to provide the necessary additional finances. A meeting was organized with the representatives from MoES/DCI and was agreed the Ministry to complete the remaining activities necessary for the construction of the main entrance in the school. On a public call IIEP selected the subcontracting company for this activity and the MoES announced the call for selection of subcontractor for their responsibilities and is in process of selection. Also, IIEP Component 4 has established cooperation with MoES/DCI related to the preparation and delivery of trainings for strengthening the capacities of the SRTs for school maintenance, for establishing of maintenance procedures and preparation of school maintenance manual. The MoES/DCI is very supportive in the efforts that IIEP Component 4 is making towards establishing the school maintenance procedures and overall improvement of the school maintenance practices in the schools.

4.4.12 Cost – Share In this reporting period has started the process of collection and documentation of the cost- share of the schools and municipalities renovated in 2013. All schools and municipalities in the application for school renovation claimed that will provide at least 10% of cash or in-

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013 kind cost-share. The estimated cost-share for the 11 school renovation projects from phase 2 is 3.767.153 MKD. It is expected the in the first quarter of 2014 will be completed this process and the cost-share documents for the Phase 2 schools will be signed by the school directors and mayors.

4.4.13 OHASIS The Component 4: Providing Incentives to Schools and Communities is financed by the US Army European Command (EUCOM). EUCOM has a shared information system (OHASIS) for all of their humanitarian assistance projects. The IIEP has an obligation to update this information system and upload documents referring to the renovations activities undertaken in the frames of the Component 4. In this reporting period total of 23 documents were uploaded on OHASIS.

Table 18. Number and types of documents uploaded on the OHASIS Number and types of documents uploaded on the OHASIS No. Type of document Total uploaded 1 IIEP monthly report 2 2 Photo stories of the renovation activities 10 3 Agreements and invoices 10 4 Selection documents 1 Total: 23

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5. LESSONS LEARNED DURING THIS REPORTING PERIOD

Presentation of IIEP activities at public events. In order to increase the community and public outreach, in this reporting period, ribbon-cutting events included presentation of the IIEP activities. Explicitly, schools that completed the process of renovation, had the opportunity at these solemn events to present part of the activities and talk about the progress that the schools are doing toward interethnic integration. In this way, to the communities were offered more occasions to learn about the IIEP activities; whereas schools that are part of the renovation processes will continue to be encouraged to use such events to promote the progress of IIE. This practice will be applied to all possible events in the future.

Forum theatre approach. Forum theatre workshops that included students from all secondary schools from municipalities of Veles, Kumanovo, Kicevo, Tetovo, Bitola, Skopje and Stip demonstrated to be an effective and creative tool for stimulating debate and discussion on vital issues, by using a situation in a form of a role play. Following that, IIEP in 2014 will apply this approach with teachers too, in coordination with the team of the component 2. The goal is to put into practice the gained skills and knowledge that teachers and school managements obtain from the trainings as part of the activities in the component 2. This approach will enable them to deepen the understanding and exercise their role in finding resolutions to various situations in schools.

Creating a structure for sustainability in debate clubs. Youth Educational Forum has already established 12 debate clubs in 12 different municipalities across the country. Four debate clubs established in the scope of the pilot year of IIEP. They continued their work in the year 2103, following advanced level of curriculum in the local debate clubs. IIEP in partnership with Youth Educational Forum, through implementation of debate modules, trainings and various public debates and tournaments, enabled youngsters of these debate clubs with different ethnic background to reach advanced levels of debate titles, such as judges and debate trainers (http://www.mof.mk/se-pechat-novite-predavachi-po-debata/ ). These young people continue to be engaged and assist new debaters from the new debate clubs in developing the debate skills and expand the knowledge. They continue to work in multi-cultural working environment with peers from different cultural, ethnical or religious background. This will undoubtedly be beneficial for the students. They will deepen their understanding on interethnic collaboration and promote the dialogue and teamwork between them.

Using collaborative group-work to encourage interaction and increase interethnic friendship In this reporting period, IIEP team monitored the implementation of IIE activities at a school level. The visits in pilot schools aimed to observe the implementation of the joint student activities in ethnically mixed schools and between partner schools; and gain further insights of the successes and challenges of the schools. In principle, the observation showed that schools started to build a good foundation in implementing the IIE activities; but also it takes time for embedding the concept of the interethnic integration in education.

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Based on the interaction with SITs’ members and teachers, the IIEP team detected that additional support to teachers is needed. This additional support can help them design long- term activities that can enable greater interaction among students. Such support will be provided at the follow-up meetings for teachers to implement long-term joint student activities in ethnically mixed schools. The approach used will include collaborative group work to improve the intergroup relation among students, interethnic friendship, and peer-to- peer collaboration. Therefore, to further improve the teachers IIE competencies and ensure the quality of IIE implementation, the project team will focus and work toward: - Increasing teachers’ awareness on the differences in interactions that occur when students work on high v. low-level cooperative tasks; - Initiate group investigation approach, so that students in mixed groups are encouraged to work on discovery-based tasks, collaborate on solving the group task and produce a group product.

Continuous cooperation with municipalities and school managements. Whenever changes in the school management structures or in local authorities’ structures occur, IIEP team will continue to immediately approach the new structures in order to inform about the project; prevent any potential misunderstandings; and transfer the ownership of the project implementation from the previous to the current structures. The case with the secondary school from Gostivar “freezing” the project activities for more than a month enhances the need for an additional carefulness and awareness by IIEP team.

Use of media and technology. Using the new media and technology for promoting the school activities is a great tool. The lack of initiatives for those kind of activities, even in the demonstration schools, raises the need for working with a larger number of teachers in that area, especially with those who are direct implementers of activities. Therefore, in cooperation with component 1, the participation of the teachers and students from demonstration schools at the trainings for producing multimedia contents in the context of interethnic integration in education, increased the knowledge and skills to teachers (including students) to apply such tools.

School maintenance manual. During the trainings organized for the SRTs and school technical staff was noticed that the schools are lacking written maintenance procedures. The maintenance is organized according to the knowledge and skills of the school technical staff, there is no organized training for the school technical staff organized by the school, municipality or any other authority. The school technical staff does not have written documents and procedures that can be consulted when certain problems occur. Based on this, the training for the school technical staff and school secretaries was a good opportunity to discuss their common problems and share their experiences. The documents that were prepared as part of this training (check lists for school maintenance, manual for Module 1 and 2) proved to be very helpful. The publication of all these documents in one easy-to-read and understand manual, can be very helpful for the technical staff from all schools and can improve the school maintenance procedures in all schools, not only the ones renovated as part of the Project. The MoES/DCI is also very supportive and participates in the activities aimed at improving the school maintenance.

Procurement methodology. In the pilot year from the Project’s data base were invited construction companies to submit their offers for the school renovation activities. The average number of submitted offers per call was 5. In the second Project year in order to increase the number of offers per call, the calls for submission of offers were publicly

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announced in two daily newspapers and on the Project’s web site. All licensed construction companies could take RFO documentation and submit their offer. This resulted in increased average number of offers per call i.e. on average 9 offers per call. The construction companies are selected according to the lowest price principle and the company that will submit the lowest offer for the required quality was awarded with the contract. In order to further improve the procurement process it is suggested to review the procurement methodology and include other aspects in the evaluation of the companies (such as delivery period, warranty period, etc.) that will result in even better quality and performance during the school renovation process.

6. ACTIVITIES TO INCREASE PARTICIPATION OF PEOPLE WITH DISABILITIES (PWDs)

In this reporting period IIEP has started with planning of the construction of an access ramp in the PS “Nikola Karev” in Kochani. The IIEP team will keep encouraging schools, municipalities and educational institutions to include persons with disabilities in our activities. On the other hand, IIEP will ensure that all necessary conditions are provided timely and properly.

7. ACTIVITIES IN THE NEXT REPORTING PERIOD

Crosscutting Activities . Annual performance evaluation of six (6) partner organizations; . Sub-grant contracts renewal with six (6) partner organizations; . Coordination of the partners.

Monitoring and Evaluation Activities . Report from monitoring and evaluation of the activities in pilot phase and demonstration schools will be prepared; . The instruments for the monitoring and evaluation will be adapted according to the needs; . Monitoring table for gathering of the information from the Demonstration schools will be prepared; . The electronic system for data gathering from the monitoring and evaluation of second phase schools will be prepared and tested by the IIEP team; . Master trainers responsible for monitoring of school activities in second phase will be selected and trained; . Instruments for evaluation of effects of IIEP activities (adaptation of electronic questionnaires and questions for focus groups) will be prepared; . Sample of schools for evaluation of effects of IIEP activities and experts for administration of these activities will be selected; . Evaluation questionnaire for trainings/seminars/workshops implemented by all components will be administered; . Field visits of some activities will be performed; . Participation in training/seminars/workshops/meeting will be ensured.

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Component One: Public Outreach Activities . Planning Phase for infotainment documentary “7x7”; . Training of Trainers for implementation of creative workshops; . “Coffee with…” Newsroom Leaders; . Ribbon-cutting ceremonies; . Forum Theatre IIEP team, partners and USAID representatives; . Production and dissemination of information materials on interethnic integration in education (IIE); . Public Debates; . Organization and start-up of the creative workshops; . Preparation for Forum Theatre workshops for teachers; . Regular informing of institutions, municipalities and schools about IIEP activities through monthly reports, published information on the project web-page www.pmio.mk and other outreach tools.

Component Two: Capacity Building of School Management and Teachers . Meeting with Working group for components 2 and 3; . Preparation of the guidance, criteria and evaluation forms for certification procedure for IIE training programs; . Revision of basic level module and dissemination module; . Delivery of the regional introductory meetings for school management from Phase 2; . Preparation and printing of the manual for basic level, dissemination manual and training materials for the SITs; . One-day workshop with partner organizations Loja and Sumnal to prepare an action plan for supporting joint student activities; . Meeting with the working group for creating IIE resources; . Working meetings with State Examination Center (SEC); . Establish team for development of school integral evaluation instruments and procedures; . Follow up meeting with master trainers for preparation of the trainings with the SITs in Phase 3; . Two-day trainings on basic level for SITs; . School visits and observations for multilingual schools from Phase 2; . Developing the concept for IIEP mentoring and support system; . Training for sport and fun school teams; . Mentoring sessions for School Boards, professional staff and municipality officials for Pilot Phase and Phase 2; . Completion of the Case Study and Video Success Story on career development of employees in multicultural company by the students from 5 involved schools (activity implemented by My Career). . Three regional workshops for State Educational Inspectorate (SEI) inspectors.

Component Three: Demonstration Schools . Debriefing meetings with SITs will be organized; . Training for school boards will be conducted; . In-school presentations for providing continuous communication with BDE advisors, educational inspectors, municipal officials, parents and teachers will be organized; . Training school management and professional service staff from one model school in transforming the school culture into multicultural and supporting changes in school organization will be performed;

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. Pre-test for students included in the multicultural workshops in one demonstration school will be conducted; . Two follow up training for SIT members from included demonstration schools will be conducted; . Support meetings for the on-going in-school activities in each demonstration school once per month (starting from February) will be performed; . Two trainings for teachers that implement joint students activities for media coverage of the activities will be organized; . Three trainings for parents to involve in the school/community activities will be implemented; . 12 language acquisition workshops will be created and piloted in one demonstration school.

Component Four: Providing Incentives to Schools and Communities . Announcement of call for application to the 140 primary and secondary schools from 30 municipality eligible for application for renovation in 2014; . Collecting of school applications; . Evaluation of submitted school applications by the working group members; . Evaluation of top 20 applications with direct involvement of Capacity Building Component team; . Selection of 10 Schools; . Preparation of methodology for selection of best three demonstration schools for inclusion in the Component 4 activities in 2014 in cooperation with Component 3; . Selection of 3 demonstration schools that will be included in Component 4 activities in 2014 (the demonstration schools will be renovated with the budget savings and VAT reimbursement from 2013); . Establishment of School Renovations Teams in 13 schools (10 Phase 3 schools and 3 demonstration schools); . Review by the Component 4 working group of procurement methodology regarding the selection of companies in order to ensure best quality in the implementation of the Component 4 activities; . Announcement of call for hiring consulting company for implementation of Component 4 activities (SRT trainings, mentoring sessions, follow up in-school meetings) for school maintenance; . Selection of consulting company for implementation of activities (SRT trainings, mentoring sessions, follow up in-school meetings) for school maintenance; . Follow up in-school meetings held in 11 Phase 2 schools; . Cost-Share documents prepared and signed by the Phase 2 schools and municipalities regarding their involvement in the school renovation activities.

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8. LIST OF APPENDICES

Appendix 1 Summary Partners’ Quarterly Reports

Appendix 2 Plan of M&E activities

Appendix 3 Questionnaire for evaluation of effects of the IIEP activities Schedule of groups of schools for mentoring meetings-School Appendix 4 Boards Appendix 5 Summary report of IIEP activities in 2013

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

APPENDIX 1

Summary Partners’ Quarterly Reports

1. Macedonian Institute for Media (MIM) 2. Association for Roma Community Development SUMNAL 3. Center for Balkan Cooperation “Loja” 4. Performing Arts Center MULTIMEDIA 5. Youth Educational Forum 6. My Career

1 Macedonian Institute for Media (MIM) Reporting period: October 1 – December 31, 2013 1. SUMMARY OF ACCOMPLISHMENTS . Activity 1.1.2.2: “Coffee with newsroom Leaders” (1 meeting): Between October and December 2013, one meeting with the editor-in-chief of the public service MRTV Dime Ratajkovski was held. Through this meeting, we formally initiated discussions on possible co-production of MRTVV and IIEP of the infotainment “7x7”; . Activity 1.2.2.2: “Youth-via-Media” Program – Practical content production workshops for teachers and pupils (remaining 6 trainings held, activity completed): Until mid - November 2013, the remaining six trainings were already delivered in the regions of Kumanovo, Tetovo, Ohrid/Struga, Kicevo, Strumica and Bitola. 76 teachers and 86 pupils from 37 high schools participated in the remaining six trainings, producing over 20 multimedia stories for the newly- created blog “Integratika”, which will be incorporated as a sub-section on the IIEP website. In total, through these 9 trainings, 239 participants (124 pupils and 115 teachers) learned basic skills and are able to produce multimedia stories, which they demonstrated with the production of over 30 stories for the blog ”Integratika”; . Activity 1.2.1.1: Workshops for effective interactive public presentations in the context of interethnic integration in education for School Integration Teams – SIT (9 trainings held, activity completed): In November and December 2013, 9 workshops were held in the regions Stip, Tetovo, Kumanovo, Veles, Struga, Skopje – 2 times, Kicevo and Strumica. 199 SIT representatives from 195 schools participated in these trainings, and obtained knowledge and skills for more efficient public presentation in the context of interethnic integration in education; . Activity 1.2.3.1: Planning Phase for Infotainment documentary “7x7” (initially 8X8); On December 19, 2013, after the meeting with the editor-in-chief of MRTV Ratajkovski, the final concept note and the request for cooperation for the infotainment documentary “7x7”, which includes the key features and plan for the realization of this product, was formally sent to MRTVV through its editor-in- chief; . IIEP Media Coverage and outreach products: IIEP continued to be present on different media platforms in Macedonia; . In early October 2013, a story about a famous mixed couple, an ethnic Albanian actress Amernis Nokshiqi and the prominent ethnic Macedonian journalist Borjan Jovanovski, was finalized and produced. Within several days in October, this story reached more than 1500 views; . In the frame of IIEP activities carried out by “My Career”, during the 5 workshops

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held in November 2013 in 5 high-schools (3 in Skopje, 1 in Veles and 1 in Kumanovo), a member of the MIM team provided participating pupils with instructions on how to make a good video-story and adapt their research and story-telling to a video format. In total 40 pupils participated in these activities. Final stories are expected to be produced by February 2014. 2. IMPLEMENTED ACTIVITIES Activity 1.1.2.2: “Coffee with newsroom Leaders” (1 meeting); . During December, IIEP and MIM were working on preparations for a meeting with MRTV leadership to discuss forms of more concrete cooperation for the next project years. A meeting was formally requested with the editor-in-chief of the first program service of MTV. On 19 December 2013, a meeting was held with the editor-in-chief of public service MRTV, Dime Ratajkovski, who was introduced to the idea and the concept of the infotainment serial “7x7”. Through this meeting, we formally initiated discussions on possible co-production of MRTVV and IIEP of the infotainment “7x7”; the meeting was held in a constructive atmosphere, and Ratajkovski expressed his support for the project and a more intensive cooperation with MRTV. Both sides evaluated that the cooperation was excellent so far, and the chief-of-party of IIEP expressed his gratitude on behalf of the project for the coverage and airing space that MRTV has provided for the Project.

Activity 1.2.2.2 “Youth-via-Media” Program – Practical content production workshops for teachers and pupils . During October and November 2013, the remaining six trainings to teachers and pupils were delivered in the regions in the regions of Kumanovo, Tetovo, Ohrid/Struga, Kicevo, Strumica and Bitola. 76 teachers and 86 pupils from 37 high schools participated in the remaining six trainings, producing over 20 multimedia stories for the newly-created blog “Integratika”, which will be incorporated as a sub-section on the IIEP website; . The training in Kumanovo was held on 4 and 5 October, with the participation of 8 schools, comning from this city but also from the neighboring municipalities of Lipkovo and Kratovo (40 participants - 20 teachers and 20 pupils from different ethnic backgrounds). 3 stories were produced by the participants, and posted on the blog “Integratika”; . The training in Struga was carried out on 18 and 19 October. Besides from this city, participants at the training were also teachers from high-schools from Ohrid (total of 22 participants – 10 teachers and 12 pupils, coming from 7 high-schools). 3 stories also were produced as a joint effort of the participants at this training; . The training in Tetovo was held on 24 and 25 October, with the participation of 6 schools, coming from this city (24 participants – 13 teachers and 11 pupils from different ethnic backgrounds). 3 multimedia stories were produced by the participants and posted on the blog; . The training in Kicevo was held on 30 and 31 October, with the participation of 5 schools, coming from this city but also from the neighboring municipalities of Mavrovo-Rostuse and Gostivar (25 participants – 12 teachers and 13 pupils from different ethnic backgrounds). 3 multimedia and one photo-story stories were produced by the participants, and posted on the blog; . The training in Bitola was held on 1 and 2 November, with the participation of 7 schools coming from this city (34 participants – 13 teachers and 21 pupils from different ethnic backgrounds). 4 stories were produced by the participants, and

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

posted on the blog “Integratika”; . The training in Strumica was carried out on 8 and 9 November (17 participants – 8 teachers and 7 pupils, coming from 4 high-schools). 2 stories were produced as a joint effort of the participants at this training. Stories produced by pupils and teachers are available on the newly created blog http://integratika.blogspot.com/.

Activity 1.2.1.1: Workshops for effective interactive public presentations in the context of interethnic integration in education for School Integration Teams – SIT . During November 2013, MIM experts started with the delivering of the workshops to members of SIT for effective communication and presentation skills, predominantly to representatives of primary, but also of high schools (Phase 2 schools and Pilot Phase schools which did not participated last year). This activity was completed by mid-December 2013. Total of 9 workshops were held in the regions Stip, Tetovo, Kumanovo, Veles, Struga, Skopje - 2 times, Kicevo and Strumica. 199 SIT representatives from 195 schools participated at these trainings, and obtained knowledge and skills for better and more efficient public presentation in the context of interethnic integration in education; . The first training was held in Stip on 11 November, bringing together 27 participants from 27 schools from Stip and this region (26 ethnic Macedonians and 1 Turk, from Stip, Radovis, Konce, Bosilovo, Novo Selo, Karbinci, Sveti Nikole and Lozovo municipalities); . The second training was held in Tetovo on 13 November, bringing together 16 participants from 16 schools from this region; . The third training was held in Kumanovo on 14 November, bringing together 30 participants from 30 schools from the city and this region (14 ethnic Macedonians, 13 Albanians and 3 Serbians - from Kumanovo, Lipkovo, Kratovo and Staro Nagoricane municipalities); . The fourth training was held in Veles on 21 November, bringing together 15 participants from 14 schools from Veles and Caska municipalities (14 ethnic Macedonians and 1 Bosnian); . The fifth training was held in Struga on 25 November, bringing together 24 participants from 24 schools from Struga and surrounding municipalities (Struga, Mogila, Novaci, Resen, Demir Hisar and Vevcani – 18 ethnic Macedonians, 5 Albanians and 1 Turk); . The sixth training was held in Skopje on 28 November, bringing together 23 participants from 22 schools from Skopje and the surrounding municipalities (Gazi Baba, Cucer Sandevo, Cair and Suto Orizari – 18 ethnic Macedonians, 2 Albanians, 1 Roma, 1 Serbian and 1 Vlach); . The seventh training was held in Kicevo on 10 December, with 17 participants from 15 schools from Kicevo, Mavrovo-Rostuse and Plasnica municipalities (7 Macedonians, 6 Albanians, 1 Turk and 3 Macedonian Muslims); . The eighth training was held in Skopje on December 12, with 23 participants from the same number of schools from Skopje’s Centar and Karpos municipalities (19 Macedonians, 2 Albanians and 2 Serbs); . The last training was held in Strumica on 16 December, bringing together 22 paerticipants from 21 schools from Strumica, Vasilevo, Valandovo, Dojran, Novo Selo and Bosilovo municipalities.

Activity 1.2.3.1 Planning Phase for Infotainment documentary “7x7” (initially 8X8); . As described above, on 19 December 2013, the meeting held with the editor-in-

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chief of public service MRTVV, Dime Ratajkovski, besides discussions and information about IIEP activities and cooperation and coverage by MRTVV, the meeting was used to introduce the editor-in-chief of the MRTV in more details with the idea and the concept of the infotainment serial “7x7”. Through this meeting, we formally initiated discussions on possible co-production of MRTVV and IIEP of the infotainment “7x7”. Ratajkovski suggested that IIEP should send a formal request to MRTV for possible co-production cooperation. The request, including the concept and the suggested initial ideas on the form of cooperation, was immediately sent formally to MRTV.

IIEP media coverage . In the period covered with this report, MIM’s assistance to the IIEP Outreach Coordinator was focused on production of success stories related to the activities and approach of the Project and partner organizations, as well as stories that involve prominent public figures that speak positively of interethnic integration; . In early October 2013, a story about a famous mixed couple (famous ethnic Albanian actress Amernis Nokshiqi and the prominent ethnic Macedonian journalist Borjan Jovanovski), was finalized and produced in close cooperation with the IIEP team. The story, which is focused on how they educate their children in the context of diversity was published on the IIEP website and Youtube channel, and distributed on social networks. Within several days in October, this story reached more than 1500 views; . In the frame of IIEP activities carried out by “My Career” – researches regarding career developments in multi-ethnic companies, during the 5 workshops for pupils on case study development, held in November 2013 in 5 high-schools (3 in Skopje, 1 in Veles and 1 in Kumanovo), a member of the MIM team had a role to provide participating pupils with instructions on how to make a good video-story and adapt their research and story-telling to a video format. In total 40 pupils participated at these activities. Besides practical training, the participants also got printed instructions and text examples of good stories in this context. Final stories are expected to be produced by February 2014. 3. LESSONS LEARNED . During several workshops, we noticed that the structure of the participants was ethnically not diverse as expected, despite of suggestions in that direction from the IIEP and MIM team while communicating with schools regarding the recruiting participants. This has to be taken into account (together with the sometimes benevolent delegation of participants at trainings by school management), and insisted upon in future recruitment of participants, because interethnic integration in schools is the primary goal of this project, not to mention that participation of ethnically mixed groups in this type of trainings is a necessary tool to reach integration, and even an intermediate goal in itself; . Looking initially at the evaluations from the multimedia trainings with pupils and teachers, we noticed that there is a repeated remark coming from ethnic-Albanian participants on not using the Albanian language at all times during the presentations at the sessions. Although IIEP and MIM have addressed this issue accordingly within the provided budgets (by translating all training materials accordingly, by providing consecutive translation at the trainings so that participants can express themselves in their mother tongue or use it during the production of content, we engage trainers and mentors that are Albanians, etc), it is obvious that this is a very sensitive issue, especially in the regions were we

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expect more participants using non-majority languages. Translating consecutively during the whole training is not an adequate solution, because the trainings would have to last twice as long, which is inapplicable. We know that equipment and needed resources (financial and logistical) for simultaneous translation are more extensive (and more expensive), but such an option should be taken into consideration in planning future trainings of this kind; . During the trainings, we sometimes encountered problems with inadequate training spaces and conditions. Our recommendation is to set this as primary criteria when looking for adequate facilities for conducting trainings, based upon the design and the technical needs of the training itself. 4. NEXT QUARTER ACTIVITIES . Activity 1.1.2.2: “Coffee with newsroom Leaders” (7 meetings remain to be completed in January 2014).

2 Association for Roma Community Development SUMNAL Reporting period: Reporting period: October 1 – December 31, 2013 1. SUMMARY OF ACCOMPLISHMENTS . Provided mentoring meetings with "My circle" schools; . Provided logistical support on 5 workshops and meetings organized by Component 2; . Implemented monitoring to demonstration schools; . Strengthening the capacities of Sumnal's staff by participating on the workshop and meetings and participation at IIEP events. 2. IMPLEMENTED ACTIVITIES For the period from October – December 2013 staff from Association for Roma Community Development Sumnal took part on these activities: 1. Implemented activities within Component 2 a) Provided logistical support to trainings, meetings and mentoring . One-day Training for representatives from School Board staff and professional staff representatives in primary and secondary schools. The role of NGO Sumnal was to give a logistic support; . Mentoring meeting in "My circle" schools. Date Activity/Location Number of Sumnal’s staff 02, 03 October 2013 Mentoring meeting for schools in second phase in Sveti 2 Nikole and Veles 04, 05 October 2013 One-day Training for professional services in primary 4 and secondary schools, in hotel Kontinental, Skopje.

08, 09, 10, 16, 17 Mentoring meeting for schools in second phase in 9 October 2013 Resen, Kicevo, Novaci, demir Hisar, Radovish, Veles, Shtip and Strumica 13, 15, 29 Training for School Board staff in h. Kontinental 6 November 2013 21, 22 November Mentoring meeting (Field work) in Bistrica, Bitola and 6 and 16 December Butel 2013 29 November 2013 Mentoring meeting in Ljuboten, Skopje 2 10, 17, 18, 19, 20, Mentoring meeting ("My circle" school) in Resen, 11 24, 25 and 26 Veles, Sveti Nikole, Strumica, Kicevo, Mogila, Veles, December 2013 Radovish, Demir Hisar and Shtip

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b) Other administrative support provided . Electronic input lists of participants at workshops. Sumnal had a task to enter electronically in excel tables the lists of participant's attendance from all organized trainings and seminars; . Electronic input of travel expenses for trainees on the trainings; . Contacting the schools for the trainings. Sumnal's representatives contacted via phone the representatives of the schools about the date of the trainings and confirmation of attendance.

2. Monitoring meetings in demonstration schools and trainings within Component 3

Date Activity/Location Number of Sumnal’s representatives 17 October 2013 Training for democratic participation, Primary 2 school Bajram Shabani, Kumanovo 28, 29 October, 25, 26, Working meeting (monitoring), primary schools 11 27 November, 20, 23 Braka Miladinovci – Kumanovo, Sande December 2013 Shterjovski – Kicevo, Bajram Shabani – Kumanovo, Bratstvo Edinstvo –Ohrid

3. Capacity building and attendance at the IIEP meetings Date Activity/Location Number of Sumnal’s representatives 1 October 2013 Meeting with IIEP/MCEC and Loja related to 4 mentoring meetings for Phase 2 schools for guidance on mentoring meetings 21, 22 October 2013 Capacity building of Sumnal representatives 6 through participation on workshop for criteria for IIE activities, hotel Kontinental, facilitated by CHRCR 24 October 2013 Follow up meeting at MCEC on implemented 6 mentoring meetings for Phase 2 schools with Component 2 team members and Loja 24 October 2013 CHRCR meeting on monitoring activities in 6 model schools for the next period. 3 December 2013 Meeting at MCEC related to second mentoring 6 meetings for Phase 2 schools with focus on small grants for schools

3. LESSONS LEARNED /

4. NEXT QUARTER ACTIVITIES For the next quarter the following activities are planned: . Mentoring meetings with "My circle" schools; . Monitoring and mentoring of the activities in the schools.

3 Center for Balkan Cooperation Loja Reporting period: October 1 – December 31, 2013 1. SUMMARY OF ACCOMPLISHMENTS Accomplishments of the quarterly period October – December 2013, are: . Professional staff from the schools from Phase 2 of IIEP implementation were trained for parental involvement; . Representatives of the schools boards (Phase 2 of IIEP) were introduced with the

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

concept of IIE; . Collective mentoring meeting of the schools from the pilot municipalities (Tetovo, Strumica, Bitola and Butel); . Second workshop with professors of the pedagogical faculties from five Universities in Macedonia; . Two cycles of mentoring meetings with the schools from the Phase 2 of project implementation; . Joint student activities between partner schools – first and second phase of IIEP; . Mentoring and administrative support to the 25 groups of the schools; . Providing translation. 2. IMPLEMENTED ACTIVITIES . Professional staff from the schools from Phase 2 of IIEP implementation were trained for parental involvement (04, 05 ad 10 October 2013): professional staff from the 194 schools from the Phase 2 of project implementation passed though the training on parental involvement in the IIEP activities. At these trainings CBC Loja provided administrative and logistic support:

04 October 2013 05 October 2013 10 October 2013 Logistic - Ardiana Bajrami - Darko - Hedije Mehmedi support - Hatixhe Qazimi Serafimoski - Blagoja Petrovski provided by: -Gzim Osmani - Hatixhe Qazimi - Slagjana Cvetkoska - Srgjan Vidoeski - Marijana Antovska

. Representatives of the schools boards (Phase 2 of IIEP) were introduced with the concept of IIE: Representatives of the schools boards from 194 schools of the Phase 2 of the IIEP, were introduced with the concept of IIE, and their role in this project. CBC Loja provided the administrative and logistic support:

13 November 15 November 20 November 29 November 2013 2013 2013 2013 Logistic - Ardina - Hatixhe - Hatixhe - Ardiana support proved Bajrami Qazimi Qazimi Bajrami by: - Marijana - Elmira Shafi - Hedije - Hatixhe Antovska Mehmedi Qazimi

. Collective mentoring meeting of the schools from the pilot municipalities (Tetovo, Strumica, Bitola and Butel) – 21 and 22 October 2013: during this two day meeting were organized mentoring meetings with 57 schools from the IIEP Pilot Phase. Meetings were organized and held by CHRCR representatives and CBC Loja provided logistic support. Also, CBC Loja team was part of the meetings as participants to follow and be updated with the information regarding the schools that they were monitoring during the whole year.

21 October 2013 22 October 2013 Logistic provided by : - Aleksandra Apostolska - Hatixhe Qazimi - Aleksandar Stojanovski - Ardiana Bajrami

. Second workshop with professors of the pedagogical faculties from five Universities in Macedonia (25 – 26 October 2013): at this two-day workshop for the second time

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

were gathered representatives of the five Universities in Macedonia, to discuss about the need of the IIE concept in the existing subjects or based on that to create a totally new subject on university level. At the workshop were given reviews of the existing subjects and the possibilities for including the IIE concept and at the end of the workshop the following was concluded: . Need for organizing a common Forum at the beginning of 2014; . Creating a manual that will be useful for professors and students regarding the IIE approach; . Need for dissemination of the gained knowledge to other colleagues – professors of the included Universities. The workshop was facilitated by Ardit Memeti and Maja Muhic.

. Joint student activities between partner schools – Pilot Phase and Phase 2 of IIEP: in some of the schools were implemented joint student activities. In this period joint student activities were organized in the following schools:

Date : Schools: Supervised by : 15 November 2013 PS Liria - Tetovo Darko Serafimoski Hatixhe Qazimi 1 November 2013 PS Gjergj Kastrioti Skenderbeu, Aleksandra Apostolska village Poroj, Tetovo and Kiril and Metodij, village Dabilje, Strumica 21 November 2013 SS Goce Stojceski – Tetovo and Aleksandra Apostolska Nikola Karev – Strumica 17 December 2013 PS Kosta Racin – Brvenica and Aleksandra Apostolska Rexhep Voka, village Shipkovica, Tetovo

. Two cycles of mentoring meetings with schools from Phase 2 of project implementation: starting from October 2013 until December 2013 on regular basis was provided administrative and mentoring support to 25 groups of schools from Phase 2 of the project implementation. Nine Loja team members – mentors for 25 groups were on daily basis (electronically and phone) in contact with the schools for their needs such as information or consultation related to the project activities. Beside this, during this quarter, with all 25 groups were held two mentoring meetings, one by the end of October 2013 and the other one by the end of December 2013. Those meetings were with the aim to have direct contact with schools and to clarify possible misunderstandings. In that way, schools felt more supported and had the opportunity to share the experiences among them, which represents a good motivating form, since all of the groups are mixed, consisting of schools that are highly motivated and enthusiastic about the project and of schools that are a little bit skeptic. . Monthly supervising visits in the six demonstration schools were organized, as part of the Component 3 activities. Starting from this academic year we have two new schools from Kumanovo that are part of Component 3 and in these schools can be noticed slower implementation of the project activities. In the other 4 demonstration schools can be noticed some ares that are functioning really well, and others that are not functioning as expected and need additional attention (regularly to be reminded about the procedures and the importance of the implementation of the sctivities). During this period the activities in SS “Gostivar” from Gostivar were frozen, and the school requested official Memorandum of Understanding to be signed. Some changesin the implementation of

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

the activities are notices in the demonstration schools after the last changes of the schools directors at the beginning of the academic year.

Supervising visits in the model schools in the period October- December 2013: Project: Interethnic Integration in Education – Component 3 (Demonstration schools) Organizer : Center for Human Rights and Conflict Resolution Date : 28.10.2013 29.10.2013 30.10.2013 31.10.203 Cities Kumanovo Kicevo Skopje Gostivar Responsible: LOJA: LOJA: LOJA: LOJA: Blerim Jashari Aleksandra Blerim Jashari Aleksandra Hatixhe Qazimi Apostolska Baki Apostolska Shakirovski Hatixhe Qazimi Hatixhe Qazimi

Name of the Bajram Shabani PS Sande CHSC Zdravko SEMS Gostivar schools: and Braka Shterjoski Cvetkovski Miladinovci Date : 25.11.2013 26.11.2013 28.11.2013 04.11.2013 Cities Kumanovo Kicevo Skopje Ohrid

Responsible: LOJA: LOJA: LOJA: LOJA: Blerim Jashari Aleksandra Blerim Jashari Aleksandar Hatixhe Qazimi Apostolska Baki Stojanovski Hatixhe Qazimi Shakirovski Baki Sakirovski

Name of the PS Bajram PS Sande CHSC Zdravko PS Bratsvo schools: Shabani Shterjoski Cvetkovski Edinstvo and PS Braka Miladinovci

20.12.2013 23.12.2013 19.12.2013 19.12.2013 23.12.2013 Cities Kumanovo Kicevo Skopje Gostivar Ohrid Responsible: LOJA : LOJA : LOJA : LOJA : LOJA: Hatixhe Darko Ardiana Aleksandra Ardiana Qazimi Serafimoski Bajrami Apostolska Bajrami Baki Baki Sakirovski Baki Hatixhe Shakirovski Shakirovski Qazimi Schools: “Bajram PS „Sande CHSC SEMS PS„Bratsvo Shabani “ Shterjoski“ „Zdravko “Gostivar” Edinstvo“ and “Braka Cvetkovski “ Miladinovci”

3. LESSONS LEARNED During this quarter could be seen a really good cooperation between IIEP/LOJA staff and the master trainers – mentors from educational institutions. With the time things were getting on their right path, and with some exceptions can be said that most of the master trainers now consider Loja colleagues as real partners. Another important thing is that the

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

motivation of some of the schools from Phase 2 is higher and they are becoming good model for the other schools. Based on that can be concluded that mentoring meetings and continual support to the schools was the key accelerant of the process. 4. NEXT QUARTER ACTIVITIES The planned activities for the next quarter period are: . Forum with the teacher training faculties’ staff: At the workshop organized with the teacher faculties was concluded that there is a need for organizing Forum for the concept of IIE. The Forum is planed to be organized at the begging of 2014; . Mentoring and monitoring support visits to demonstration schools: monthly visits of demonstration schools will continue and will be organized after the winter vacation; . Budget and activity planning of IIEP for 2014 for CBC Loja.

4 Performing Arts Center MULTIMEDIA Reporting period: October 1 – December 31, 2013 1. SUMMARY OF ACCOMPLISHMENTS . Opened a dialogue on the needs and challenges of all stakeholders involved in the educational system in general and for the topics of creative workshops and innovative approaches in formal and informal education in particular; . Identification of main challenges in the broader context of the inter-ethnic integration in education important for the Project’s stakeholders; . Created a common ground for effective communication between local stakeholders of the Project as well as a commitment and motivation to be thoroughly involved in the Project; . Promotion of the project activities in 8 municipalities and to various local stakeholders; . Promotion of active and participatory involvement of the students, teachers, artists, experts, facilitators and audience in the community; . Continuation of the implementation of Activity 1.2.6: Cultural Diversity and Intercultural Dialogue through Creative Workshops in Kicevo (Mirko Mileski High School and Drita High School), Bitola (Josip Broz Tito High School), Veles (Koco Racin High School), Gazi Baba Municipality (ASUC Boro Petrusevski High School) and Karposh Municipality (Nikola Karev High School) and organizing public presentations for these schools; . Implementation of Activity 1.2.7: Debates on Specific Themes for Interethnic Integration in Education via the Forum Theater model in 6 municipalities (Gazi Baba – Skopje, Karpos – Skopje, Tetovo, Veles, Kicevo and Bitola); . Mobilized students and teachers in setting a safe space for community development and positive change using art for social change methodology. 2. IMPLEMENTED ACTIVITIES PAC MULTIMEDIA implemented project activities that are part of Component 1: Community Outreach Activities through Activity 1.2.6: Cultural Diversity and Intercultural Dialogue through Creative Workshops and Activity 1.2.7: Debates on Specific Themes for Interethnic Integration in Education.

Activity 1.2.6: Cultural Diversity and Intercultural Dialogue through Creative Workshops. PAC Multimedia was responsible for coordinating the activities related to the implementation of Activity 1.2.6: Cultural Diversity and Intercultural Dialogue through Creative Workshops in six high schools: Josip Broz Tito High School from Bitola, Mirko Mileski High School and Drita High School from Kichevo, Kocho Racin High School from

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

Veles, ASUC Boro Petrushevski High School from Skopje (Gazi Baba Municipality) and Nikola Karev High School from Skopje (Karposh Municipality). The implementation of the creative workshops in the other high schools (Slavco Stojmenski High School from Stip and Pero Nakov High School from Kumanovo) was done in the previous quarterly period.

Activity 1.2.7: Debates on Specific Themes for Interethnic Integration in Education. Within this quarterly period, PAC Multimedia continued with the implementation of Activity 1.2.7: Debates on Specific Themes for Interethnic Integration in Education with schools from six of the selected regions (Kicevo, Bitola, Veles, Skopje – Gazi Baba and Karpos Municipality and Tetovo).

In October PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the teachers via phone and e-mail in order to check the course of implementation of the creative workshops in the schools where they have to be completed; . PAC Multimedia communicated regularly with the experts Keti Donchevska Ilikj, Goran Ilikj and Vladimir Karaev via phone to discuss the details of the further implementation of project activities; . PAC Multimedia communicated regularly with IIEP Outreach Component team in order to update them on the implementation of the creative workshops and discuss the organizing of events throughout October and in the following period; . PAC Multimedia held a coordinative meeting with the IIEP Outreach Component team on October 1 in order to discuss the logistics for the public presentation of the final product in Kicevo; . PAC Multimedia held a coordinative meeting with the IIEP Outreach Component team as well as with expert Vladimir Karaev in Kichevo on October 9 in order to finish up with the logistical issues for the public presentation of the final product in Kichevo; . PAC Multimedia organized a public presentation of the final product of the creative workshops, together with the IIEP Outreach Component team as well as with expert Vladimir Karaev in Kichevo on October 10; . PAC Multimedia had a meeting in Veles together with the teachers from Kocho Racin High School on October 14 in order to discuss the further implementation of these creative workshops in this school; . PAC Multimedia held a coordinative meeting with the IIEP Outreach Component team on October 16 in order to discuss the organization and logistics for the Forum Theaters to be organized in Kichevo and Bitola; . PAC Multimedia held a coordinative meeting on October 26 with experts Keti Doncevska Ilic and Goran Ilic, together with Violeta Simjanovska in order to define all details about the Final presentation in Bitola; . PAC Multimedia held a coordinative meeting on October 28 with experts Keti Doncevksa Ilic and Goran Ilic, together with Violeta Simjanovska in order to discuss the situation of the creative process and final presentation in Veles; . PAC Multimedia held a coordinative meeting with IIEP Outreach Component team on October 29 in order to discuss the final details concerning the logistics for the Forum Theaters in Kichevo and Bitola; . PAC Multimedia communicated regularly with the school coordinators Miroslav Krsteski and Arsllan Kadriu to ensure that they have all the necessary materials for preparing the exhibition (the public presentation of the final product in Kichevo); . Preparation of certificates of appreciation for the participants of the creative

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

workshops in coordination with the IIEP team (awarded at the public presentation of the final product in Kichevo); . Preparation of invitations that were sent out to the school directors of Mirko Mileski High School and Drita High School in coordination with the IIEP team in order to spread the word to as many students as possible; . Coordinating the script approval (public presentation of the final product as well as the Forum Theater in Kichevo); . Assisting with preparing the stage design and the PA at the venue (public presentation of the final product in Kichevo); . Logistics at Arabela Hotel (Forum Theater in Kichevo); . PAC Multimedia prepared and submitted the September monthly narrative and financial report, the quarterly narrative report for the July – September period and event reports for the public presentation of the final product in Kumanovo and the Forum Theater held in Kumanovo; . One Forum Theater organized on October 31 in Kichevo.

In November PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the teachers via phone and e-mail in order to check the course of implementation of the creative workshops in the schools where they have to be completed; . PAC Multimedia communicated regularly with the teachers from ASUC Boro Petrushevski High School from Skopje and Kocho Racin High School from Veles in order to provide support for the successful finishing up of the creative workshop activities before the official public presentation of the products; . PAC Multimedia communicated regularly with experts Keti Donchevska Ilikj, Goran Ilikj and Vladimir Karaev via phone to discuss the details of the further implementation of project activities; . PAC Multimedia communicated regularly with IIEP Outreach Component team in order to update them on the implementation of the creative workshops and discuss the organizing of events throughout November and in the following period; . PAC Multimedia held a coordinative meeting with the IIEP Outreach Component team in order to discuss the logistics for the public presentation of the final products in Skopje and Veles; . PAC Multimedia together with the IIEP organized the public presentation of the final product of the students from Josip Broz Tito High School from Bitola and a Forum Theater for all high schools from Bitola on November 1; . PAC Multimedia together with the IIEP organized the public presentation of the final product of the students from Kocho Racin High School from Veles and a Forum Theater for all high schools from Veles on November 20; . PAC Multimedia together with the IIEP organized the public presentation of the final product by the students from ASUC Boro Petrushevski High School from Skopje and a Forum Theater for four high schools from Skopje on November 26; . PAC Multimedia had a meeting with Sashe Andreevski, Principal of Kocho Racin High School on November 12 in Veles in order to discuss the logistics for the public presentation of the final product in Veles; . Preparation of certificates of appreciation for the participants of the creative workshops in coordination with the IIEP team (awarded at all public presentations); . Preparation of invitations that were sent out to the schools and school principals from Veles, Bitola and Skopje in coordination with the IIEP team in order to spread

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

the word to as many students as possible; . Coordinating the script approval (for all three public presentations and Forum Theaters); . Assisting with preparing the stage design and the PA at the venue (all public presentations); . Logistics at the venues (all three public presentations and Forum Theaters); . PAC Multimedia prepared and submitted the October monthly narrative and financial report and the event reports for the public presentation and Forum Theater in Kichevo.

In December PAC MULTIMEDIA carried out the following activities: . PAC Multimedia communicated regularly with the teachers from Nikola Karev High School, the last of the selected schools that needed to prepare the final product, via phone and e-mail in order to check the course of implementation of the last couple of creative workshops and the preparation of the final product; . PAC Multimedia paid two visits to the Nikola Karev High School in December; . PAC Multimedia communicated regularly with expert Vladimir Karaev via phone to discuss the details concerning the final product from Nikola Karev High School; . PAC Multimedia communicated regularly with IIEP Outreach Component team in order to update them on the implementation of the creative workshops and discuss the organizing of events throughout December; . PAC Multimedia coordinated the preparation of the invitations for the Forum Theater held on December 13 in Tetovo; . PAC Multimedia contacted the local coordinators for Tetovo from NGO MOF (with the support of the IIEP team) in order to ensure a high level of attendance at the event; . PAC Multimedia together with the IIEP team organized one Forum Theater in Tetovo with students from six high schools from Tetovo on December 13; . Preparation of certificates of appreciation for the participants at the creative workshops in coordination with the IIEP team (awarded at public presentation in Skopje); . Preparation of invitations that were sent out to four high schools from the Karposh municipality (Nikola Karev High School, Georgi Dimitrov High School, Zdravko Cvetkovski High School and Orce Nikolov High School) in coordination with the IIEP team in order to spread the word about the public presentation and the Forum Theater in Skopje to as many students as possible; . PAC Multimedia made calls to the high schools from the Karposh municipality in order to ensure greater number of participants at the event; . PAC Multimedia communicated with the local coordinators for Skopje from NGO MOF in order to invite students who take part in their debate clubs at Nikola Karev High School, Georgi Dimitrov High School and Orce Nikolov High School; . Coordinating the script approval and the agenda for the public presentation of Nikola Karev High School; . Assisting with preparing the stage design and the PA at the venue (St. Clement of Ohrid Faculty of Pedagogy); . Logistics at the venue (St. Clement of Ohrid Faculty of Pedagogy); . PAC Multimedia together with the IIEP team organized the public presentation of the final product of the students from Nikola Karev High School and a Forum Theater for the high schools from the Karposh municipality on December 17; . PAC Multimedia held a coordinative meeting with IIEP Outreach Component team

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

on December 17 in order to discuss next year’s activities; . PAC Multimedia coordinated the submission of reports from experts Keti Donchevska Ilik and Goran Ilik; . PAC Multimedia prepared and submitted the November monthly narrative and financial report and the event reports for the public presentations and Forum Theaters in Skopje (ASUC Boro Petrushevski High School), Veles (Kocho Racin High School) and Bitola (Josip Broz Tito High School).

Report on the Implemented Activities in the Schools (October to December 2013)

Josip Broz Tito High School (Bitola) The activities at Josip Broz Tito High School were completed in this quarterly period with the public presentation of the final product and the Forum Theater which took place on November 1. The students prepared a theatrical performance.

Mirko Mileski High School and Drita High School (Kichevo) The activities at Mirko Mileski High School and Drita High School finished off their activities with the public presentation of the final product (a photo exhibition) organized on October 10 and the Forum Theater organized on October 31.

ASUC Boro Petrushevski High School (Skopje) ASUC Boro Petrushevski High School completed their creative workshops and created a final product – a theatrical performance – which was put on at the KIC Center on November 26. The Forum Theater took place on the same day.

Nikola Karev High School (Skopje) Nikola Karev High School was the last school to finish up with the activities. The public presentation of the final product – a performance/photo exhibition – was organized on December 17 along with the Forum Theater organized on the same day.

Kocho Racin High School (Veles) The activities at Kocho Racin High School were completed in this quarterly period. A public presentation was organized on November 20. The students prepared a performance/photo exhibition. The Forum Theater for this municipality was organized on the same day.

Tetovo High Schools PAC Multimedia organized one Forum Theater for the Tetovo region to which all high schools from Tetovo were invited. The Forum Theater was organized on December 13 gathering students from all six high schools from Tetovo. 3. LESSONS LEARNED During this last period, PAC Multimedia organized and coordinated a great number of activities that were directly related to the final stages of the implementation of the creative workshops in 5 schools and the organization of 6 Forum Theaters in 6 municipalities. This intense organizational quarter provided opportunities for us to hone the organization of the events as they progressed. We developed a model for attracting more students at the events by asking the school principals to appoint teachers that would bring the students to the events and by initiating collaboration with the local debate clubs of NGO MOF.

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

4. NEXT QUARTER ACTIVITIES

In the next quarter, starting from January, PAC Multimedia will start implementing the following activities: . Planning for 2014; . Make a selection of high schools to participate in the next cycle of activities; . Organize meetings with the principals of the selected high school; . Make a selection of teachers that will be responsible for implementing the creative workshops in the selected schools; . Organize a training for the selected teachers; . Start with the implementation of creative workshops in the selected schools; . Submit reports on the monthly activities.

5 Youth Educational Forum Reporting period: October 1 – December 31, 2013 1. SUMMARY OF ACCOMPLISHMENTS . 8 debate clubs were created in 8 municipalities. 11 High Schools were partners in the process of forming and sustaining the clubs; . Presentations were held to more than 800 students; . More than 140 high school students became members in the debate clubs part of the USAID Interethnic Integration in Education Project; . 50 days within the USAID Project full field with debate activities (meetings, tournaments, preparations, lectures); . The National Debate Tournament for Beginners (this is a annual activity, supported by few donors, USAID Project for Interethnic Integration in Education, Open Society Foundation Macedonia, Europe for citizens, International Debate Education Association (IDEA) and FON University) event was organized and hosted more than 210 participants. 135 debaters participated, placed in 45 teams, 50 judges were involved and 30 volunteers were involved as members of the logistic team; . Debaters from „Nace Bugjoni“, Kumanovo presented the debate club on the ribbon- cutting event and created a video “Mutual learning leads to better school”; . Debate club from “Nace Bugjoni“, Kumanovo visited the local newspaper “Square” and the newspaper published a story about the debaters and the integration among them. 2. IMPLEMENTED ACTIVITIES 1.2.2.8 Debate clubs and lectures The Debate program in October extended its network and managed to establish 8 debate clubs in 8 municipalities, part of the USAID Interethnic Integration in Education Project. Alongside the 8 new debate clubs, Youth Educational Forum (YEF) continued the work with the existing 4 debate clubs that were established in academic 2012/2013 in Tetovo, Butel, Strumica and Bitola.

Table 1: Secondary schools where debate clubs are implemented Municipality High schools part of debate clubs Veles Secondary Schools Dimitrija Cupovski and Koco Racin Kratovo Secondary School Mitko Pendzukliski Kumanovo Secondary School Nace Bugjoni Cair Secondary School Cvetan Dimov Centar Secondary School Josip Broz Tito Stip Secondary School Kole Nehtenin

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

Struga Secondary Schools Niko Nestor and Ibrahim Temo Kicevo Secondary Schools Mirko Mileski and Drita

Creating a curriculum Members from the Debate program at Youth Educational Forum annually adjust the standardized debate curriculum for every category of debaters (based on prior knowledge and experience: beginners, advanced group and university students). The curriculum includes the most important international debate events organized by the International Debate Education Association (IDEA) and major debate organizations, and every debate club becomes part of the national debating network managed by YEF and trough YEF’s membership at IDEA also in the international network. The debate clubs which are part of the USAID Interethnic Integration in Education Project, have the following curricula and time frame:

Table 2: Debate program Month/date Activity October 01 - 12 Coordination meetings with school’s management/recruitment 13 - 21 Getting to know the group/introductory exercises 22 - 28 Karl Poper Debate Format/motions and definitions 29 - 04 Argumentation November 05 - 11 Refutation and Rebuttal 12 - 18 Building a case (affirmative and negative) 19 - 25 Speaker’s role 26 - 02 Cross examination and ethics in debate December 03 - 09 Research and Analysis of the motions 10 - 14 Preparation for National Debate Tournament for Beginners 21 - 22 National Debate Tournament for Beginners

Debate lectures Debate lectures were held for each of the clubs on a weekly basis by the debate trainers and assistants. The debaters were learning to express themselves argumentatively and were able to discuss on topics that are in their interest. Debate trainers were using methodology that enables integration between students, breaking stereotypes and encouraging young people to gain experience and knowledge, to learn about others, to promote different cultures and different values but in the same time to accept the people different from them and promote diversity. In every lecture there is theoretical and practical part, the lectures are held in classrooms after the classes are finished, or in the youth club.

Few of debated motions during these months were: - This House would legalese abortion; - This House believes extra-curricular activities in schools should be formally recognized; - This House believes in the use of affirmative action; - This House would ban homework; - This House supports random drug-testing in schools; - This House would ban the sale of violent video games/censor violent video games; - This House believes reality television does more harm than good;

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USAID Interethnic Integration in Education Project QUARTERLY REPORT #8, October 2013 – December 2013

- This House would ban beauty contests; - This House believes that memes do more harm than good; - This House believes in Santa Claus; - This House believes that social networking is making us antisocial.

Debaters from debate clubs took active participation at the Forum Theater The debaters from debate clubs were taking active role in the Forum Theatre organized by Multumedia, part of the USAID Interethnic Integration in Education Project. They had the chance, alongside the debate lectures, to participate on events were young people are expressing their everyday life and the obstacles that are facing, the challenges that are towards them, but the most important thing is that debaters could influence on how to story ends and what is their role in the society, by participating directly in the performance. More than 80 debaters from the debate clubs in Centar, Cair, Veles, Kumanovo and Kicevo were participating in the events.

Debaters from „Nace Bugjoni“ in Kumanovo presented the debate club on the ribbon- cutting event As part of Interethnic Integration in Education on November 29, 2013, in high school “Nace Bugjoni” in Kumanovo a public event for opening of the reconstructed part of the school and ribbon cutting ceremony was organized. At the event, members of the debate club were presenting their work through a video produced for the event from the discussion and debate on the motion "Mutual learning leads to better school", and club members held speeches for the present audience. The debate club in this school has more than 30 students, which follow an annual program where they visit weekly debate lectures, they can participate on debate tournaments, local, national and international events, organize public debates, get acquainted with debaters from other cities, states and cultures. Debate clubs nationwide aim to create a multicultural cooperation among youth. Using teamwork, interaction, argumentation and discussion, young people create a platform for communication and strive to overcome prejudices and fight antidiscrimination. With involvement in this kind of event, debaters give a positive example to the students and teachers, principals and school management that integration can start if there is a will and communication.

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Mof.mk: http://www.mof.mk/zaednichko-uchene-vodi-kon-podobro-uchilishte/ Video: http://www.youtube.com/watch?v=sI40qY-MtUQ

Visiting the local newspaper “Square “ High School student from debate club from “Nace Bugjoni“ in Kumanovo along with their debate trainers were invited to visit the local newspaper. The journalists touched by positive energy and the activities that debaters are conducting wrote a story about the debate club. The article in the newspaper enabled the public and high schools students to be informed about this kind of activities and to find a positive example in Kumanovo, where integration begins and could be place where it will build itself.

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Program dynamic in every debate club for October, November and December

Table 3: Program dynamic in every debate club in October Debate club Date Activity Present high school students Kratovo 02.10.12 Meeting with local coordinative 8 Secondary School team in Kratovo and preparing “Mitko strategy for recruitment Pendzukliski“ 09.10.13 Meeting with school director and / organizing the details for recruitment 14.10.13 Recruitment Presentation of debate clubs in classes 24.10.13 Coordinative meeting and 14 reviewing the lists of high school students that signed up for debate Kumanovo 09.10.13 Coordinative meeting with school / Secondary School management “Nace Bugjoni“ 21-24.10.13 Recruitment Presentation in classes 26.10.13 First meeting with students 54

Veles 10 -20.10.13 Recruitment Presentation in Secondary School classes “Dimitrija 22.10.13 First meeting with students 31 Cupovski“ Secondary School 31.10.13 Debate lecture 12

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“Koco Racin“ Struga 23.10.13 Coordinative meeting with school / Secondary School management, 2 school direcotes “Niko Nestor“ were present Secondary School 28.10.13 Regrutation in school “Niko Presentation in “Ibrahim Temo“ Nestor” classes 29.10.13 Regrutation in school “Ibrahim Presentation in Temo” classes Stip 22.10.13 Coordinative meeting with school Secondary School management “Kole Nehtenin“ Centar 08.10.13 Coordinative meeting with school Secondary School management “Josip Broz Tito“ 10-20.10.13 Recruitment Presentation in classes 26.10.13 First meeting with students 10 Cair 29.10.13 Coordinative meeting with school Secondary School management “Cvetan Dimov“

Table 4: Program dynamic in every debate club in November Debate club Date Activity Present high school students Kratovo 08.11.13 Debate lecture for „Get to know 11 Secondary School each other“and ice breaking games “Mitko 11.11. 13 Debate lecture for Karl Poper 12 Pendzukliski“ Debate Format/motions and definitions 19.11.13 Debate exercises 15 21.11.13 Argumentation 16 Kumanovo 09.11.13 Debate lecture for Karl Poper 34 Secondary School Debate Format “Nace Bugjoni“ 16.11.13 Debate lecture for motions and 26 definitions 23.11.13 Debate and discussion among 25 debaters on the motion “Mutual learning leads to better school” 29.11.13 Presenting the debate club on the ribbon cutting event in Nace Bugoni 30.11.13 Visiting the local news paper 20 “Square” Kicevo 02.11.13 Recruitment 13 Secondary School 08.11.13 Debate lecture for Karl Poper 12 “Mirko Mileski“ Debate Format

Secondary School 15.11.13 Debate lecture for motions and 12 “Drita“ definitions 22.11.13 Argumentation 13 29.11.13 Building a case (affirmative and 13 negative) Struga 7.11.13 Debate lecture for Karl Poper 5 Secondary School Debate Format

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“Niko Nestor“ 14.11.13 Debate lecture for motions and 7 Secondary School definitions “Ibrahim Temo“ 23.11.13 Argumentation 8 30.11.13 Refutation and Rebuttal 10

Stip 12.11.13 Debate lecture for Karl Poper 14 Secondary School Debate Format “Kole Nehtenin“ 26.11.13 Debate lecture for motions and 10 definitions Centar 02.11.13 Argumentation 13 Secondary School 09.11.13 Refutation and Rebuttal 10 “Josip Broz Tito“ 16.11.13 Building a case (affirmative and 10 negative) 23.11.13 Building a case (affirmative and 12 negative) exercises 30.11.13 Speaker’s role 11 Cair 13.11.13 Debate lecture for „Get to know 12 Secondary School each other“ and ice breaking “Cvetan Dimov“ games 16.11.13 Debate lecture for Karl Popper 12 Debate Format 23.11.13 Debate lecture for motions and 12 definitions 30.11.13 Argumentation 12

Table 5: Program dynamic in every debate club in December Debate club Date Activity Present high school students Kratovo 03.12.13 Argumentation – practical part. 10 Secondary School 06.12.13 Refutation and rebuttal 7 “Mitko 13.12.13 Speaker’s role 7 Pendzukliski“ 16.12.13 Preparation for National Debate 7 Tournament 17.12.13 Preparation for National Debate 8 Tournament 20-22.12.13 National Debate Tournament 7 Kumanovo 07.12.13 Speaker’s role 17 Secondary School 18.12.13 Preparation for National Debate 6 “Nace Bugjoni“ Tournament 20-22.12.13 National Debate Tournament 6 30.12.13 Sharing experience from the 20 Tournament with the group. Struga 07.12.13 Speaker’s role 20 Secondary School 09.12.13 Debate exercises 8 “Niko Nestor“ 16.12.13 Preparation for National Debate 8 Secondary School Tournament “Ibrahim Temo“ 19.12.13 Preparation for National Debate 8 Tournament 20-22.12.13 National Debate Tournament 6 Kicevo 09.12.13 Cross examination 12 Secondary School 13.12.13 Debate exercises 11

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“Mirko Mileski“ 14.12.13 Preparation for National Debate 10 Tournament Secondary School 15.12.13 Preparation for National Debate 13 “Drita Tournament 18.12.13 Preparation for National Debate 9 Tournament 19.12.13 Preparation for National Debate 10 Tournament 20-22.12.13 National Debate Tournament 6 24.12.13 Sharing experience from the 12 Tournament with the group. 26.12.13 Summarizing and evaluating the 14 work done in the debate club and discussing about activities in 2014 Stip 06.12.13 Debate exercises 12 Secondary School 13.12.13 Building a case (affirmative and 10 “Kole Nehtenin“ negative) 16.12.13 Preparation for National Debate 10 Tournament 18.12.13 Preparation for National Debate 6 Tournament 19.12.13 Preparation for National Debate 6 Tournament 20-22.12.13 National Debate Tournament 6 Cair 07.12.13 Refutation and Rebuttal 12 Secondary School Cross Examination “Cvetan Dimov“ 14.12.13 Preparation for National Debate 12 Tournament 19.12.13 Preparation for National Debate 9 Tournament 20-22.12.13 National Debate Tournament 9 Centar 07.12.13 Building a case (affirmative and 22 Secondary School negative) “Josip Broz Tito“ 14.12.13 Preparation for National Debate 15 Tournament 19.12.13 Preparation for National Debate 9 Tournament 20-22.12.13 National Debate Tournament 9 28.12.13 Sharing experience from the 17 Tournament with the group. Veles 08.12.13 Debate exercises 11 Secondary School 10.12.13 Argumentation 13 “Dimitrija 15.12.13 Preparation for National Debate 17 Chupovski“ Tournament Secondary School 17.12.13 Preparation for National Debate 12 “Koco Racin“ Tournament 20-22.12.13 National Debate Tournament 6

National Debate Tournament for Beginners Dates of event: 20, 21, 22 of December 2013 Location of the event:

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FON University

Over 220 debaters and judges participated on the largest National Debate Tournament for Beginners hosted by YEF. On the tournament a total of 50 teams from fourteen cities from Macedonia were competing and debated on the motion “Genetically modified food should be banned”. Each debater was placed in a role to consider how much the food we consume causes the diseases, how citizens are informed and educated about the ingredients of the food and if the food industry cares about the health of citizens or primarily for profit. Through 103 debates the best team and the best speakers on the event were selected. The main goal of the event is to create an environment where beginners (debaters and judges) can practice their newly founded skills. These students have been participating in weekly trainings learning the rules of the debate format and basic principles of argumentation. The purpose of the event was to provide them with an opportunity to test their theoretical knowledge for debate in practise. The tournament allows debaters to further their knowledge in critical thinking and oratorical skills as well. Furthermore it is an opportunity to allow young judges to practice their judging skills. Most importantly debaters had chance to work in a team, and to build a team spirit. They were helping each other with translation and were supporting each other during the Tournament. Debaters from USAID Interethnic Integration in Education Project took full participation at this event. More than 50 members from the debate clubs participated at the event. Erbina Purelku from Kicevo was ranked on the 11th place as an individual speaker from total number of 135 debaters. The team from Veles “Kiluminati” was 8th place and team from Stip “Forever Knights” was 10th place on the tournament. The competitions of these kind help in extending the debate network and bridging students from different clubs and cities, practicing the skills of debate and valuing others’ opinions as if they were one’s own, and overcoming the challenges in public speaking, as well as motivating youth to engage more actively in such events.

Table_6 Media coverage Media coverage RadioMOF http://www.radiomof.mk/novite-debateri-se-natprevaruvaa-na-najgolemiot- pochetnichki-debaten-turnir/

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www.radiomof.mk Fakulteti.mk http://www.fakulteti.mk/news/13-12- 23/srednoshkolcite_debatiraa_genetski_modificirana_hrana_treba_da_se_zabrani.aspx www.fakulteti.mk MAKFAKS http://makfax.com.mk/325707/srednoshkolcite_debatiraat_na_temata__genetski_modi ficirana_hrana_treba_da_se_zabrani_ www.makfax.mk Mladinski Obrazoven Forum http://www.mof.mk/nova-generatsija-debateri-se-natprevaruvaa-na-najgolemiot- pochetnichki-debaten-turnir-dosega/ www.mof.mk Photographs (provide links or attach separately) You can find the photograps of the event on the following link https://www.facebook.com/media/set/?set=a.10152124090225960.1073741872.32384 980959&type=3

3. LESSONS LEARNED

Finding adequate time for meetings Keeping in mind of the agreed times for initial first meetings for the new club members, there is the need to have a rate of flexibility in changing the times for the meetings scheduled, to allow for students to have debate schedules that fit their class schedule as well as other activities. These adjustments are done in coordination with club members in the initial meetings. The purpose is to enable flexibility and ensure optimum conditions for students to attend debate classes.

Clubs formed in two different schools In some local contexts, where two schools in which students learn in different languages and are close to each other, but have no or few joint rooms, in order not to give the impression to students that one school is favored over the other, or a sense of difference among students, classes are held in YEF local centers. In such cases, the trainers can also introduce the students to the other YEF center activities, and if they have interest to include them in other clubs with other peers.

Informing and consulting the IIEP project team when challenges or obstacles will occur In the communication with the school managements considering the recruitment, students’ involvement and suitable time for debate lectures some challenges can occur. For proper implementation, when obstacles which are not in the hands of the implementer, we should inform the project team and use the experience and knowledge to tackle the inconveniences and decrease the risk, but also get things done.

Keeping the level of motivation of students high The debate clubs offer out of the classroom activities which motivate the students to be active members even stronger, such as the preparations of videos, speaking on public events in schools, participating in debate tournaments. In such cases, due to logistical reasons it can happen that not all club members can have a role. Thus, the trainers and project staff attempt to either modify the planned activities in ways in which more students could participate in various roles and responsibilities if the interest is there, but also balance the participation in

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the group and enable the members to take part in at least one activity. 4. NEXT QUARTER ACTIVITIES . Organizing public debates in the schools, where the debate clubs are formed; . National Debate Tournament and Local Tournaments.

6 My Career Reporting period: October 1 – December 31, 2013 1. SUMMARY OF ACCOMPLISHMENTS . Coordinative meetings with selected professors that act as mentors for the students; . Implementation of training for trainers for the appointed High School professors/mentors; . Presentation of Case Study Methodology including delivered training on Case Study Structure and Video editing for the selected high school students; . Presented project methodology to selected companies and engaged them as project partners; . Organized visits for the students in the selected companies. 2. IMPLEMENTED ACTIVITIES

My Career’s principal responsibility with the IIEP was to manage the development of 4 case studies in 4 secondary schools selected from the municipalities involved in Phase 2. At a later stage, the fifth model school was added. The secondary schools where students’ activities are being implemented are the following: “Cvetan Dimov”- Cair; “Josip Broz Tito”- Skopje Center; “Dimitrija Cupovski” - Veles; “Nace Bugjoni” - Kumanovo and the demonstration school “GUC Zdravko Cvetkovski” - Karpos. The case studies are developed in groups of 8 students working to develop one case study per company. The selected companies were chosen to be from the respective communities in order to ease student access to them and add to the realism of the studies. The case studies will be carefully reviewed and with the developed video stories will be presented to the school and to a wider audience.

As this was the starting quarter of the project, the activities commenced with project initiation tasks. After a couple of coordinative meeting with IIEP/MCEC staff to finalize details regarding the project structure, initial meetings with proposed and selected school were held in order to present the project and ask the school authorities for delegation of professors that would mentor the students. The meetings with the respective school directors were held on the following dates:

21.10.2013 Dimitrija Cupovski – Veles 21.10.2013 Josip Broz Tito – Skopje 21.10.2013 Nace Bugjoni – Kumanovo 25.10.2013 Cvetan Dimov – Cair

All of the directors agreed to participate in the project and pre-select interested professors of mixed ethnic background that would play the role of mentors to the students (two professors per school).

One day training session was organized on the November 1, 2013 at MCEC premises for professors that act as mentors to the students. Two professors from each of the selected

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schools were present, as well as a professor from an additional demonstration school GUC Zdravko Cvetkovski. GUC was added to the project as IIEP demonstration school, bringing the number of involved schools to five. The mentors were tasked to select a group of eight students with mixed ethnicity and approach them with a proposal to join in the implementation of the project.

After the mentors selected the students, My Career implemented trainings and mentoring sessions with each of the student groups. The dates of these trainings were:

18.11.2013 Cvetan Dimov – Skopje 19.11.2013 Dimitrie Cupovski – Veles 20.11.2013 Josip Broz Tito – Skopje 22.11.2013 Nace Bugjoni – Kumanovo 29.11.2013 GUC Zdravko Cvetkovski – Skopje

These sessions included information on the course of the project, expectations in terms of effort, explanations on the case study structure and the different alternatives to analyzing and gathering information on the topic in question. Additionally, a representative from MIM provided the students with some training in interviewing and filming techniques as the intention is to have a short filmed story of the process as an output of the project. The students were provided with written guide material on all of the above mentioned, so they could start engaging in the initial data mining and theoretical analysis of the topic.

During this period there was also coordination with the professors in regards to choosing relevant companies that are to be the subject of the case studies. The following companies were initially chosen to be covered by the respective schools:

Cvetan Dimov, Skopje – Porsche Macedonia Dimitrie Cupovski Veles – Rontis Veles Josip Broz Tito Skopje – Uniqa Skopje Nace Bugjoni Kumanovo – Jusufi Medical Center Kumanovo GUC Zdravko Cvetkovski Skopje – New Star Hotel Skopje

As the companies were earmarked, My Career started contacting them and worked toward facilitating the initial meetings between company representatives and the students and mentors. There were some issues with two of the companies. The proposed Veles company Rontis was totally unresponsive to the letters of invitation. After additional coordination between the school and IIEP/MCEC an alternative was proposed in Vitalino, a Veles based medical center. This company agreed to partner with the project and be a case study subject. Also, the Kumanovo based Jusufi Clinic withdrew from the project. After some effort put into organization of a meeting with the owner/manager of the clinic and more detailed explanation of the project activities, including the level of effort expected from Jusufi, they made a decision that there was little room to guarantee the time needed to be spent by their staff. My Career and IIEP/MCEC have been trying to identify an alternative to Jusufi, but to the end of the quarter has not been successful. There were a couple of companies as options but both were not ethically mixed. This task of identifying a Kumanovo based company will have to be finalized in January. As for the other companies, all of them had their initial meetings with the students and professors. The following meetings were organized:

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05.12.2013 - Cvetan Dimov had their initial meeting with the Marketing and Sales managers from Porsche Macedonia. It was agreed that the first wave of employee interviews were to be organized the week after December 16 as the management will be indisposed of until then.

10.12.2013 - GUC Zdravko Cvetkovski students made their first visit and met/interviewed with the owner of the New Star Hotel. It was agreed that the students were to come back on December 17 for the first batch of interviews with the employees of the hotel.

12.12.2013 - Josip Broz Tito students visited Uniqa Insurance headquarters where they met with the financial manager of the company. No date was set for the first batch of interviews with their employees, and even though this was left to be organized it was noted that as a financial services company end of year is a pretty busy period for them.

20.12.2013 - After the unsuccessful attempt to engage the company Rontis as a partner in the project, as proposed by the school, Vitalino a privately run medical center in Veles was contacted and the first visit and meeting with the owner was organized on December 20. Subsequent visits for interviewing the employees will be executed in the following period.

During all of the above mentioned visits, apart from getting directly acquainted with the management, the students had the chance to ask questions and get to know more about the partner companies (history, services rendered, management set up, employee status, etc). From all of the schools that met with their partner companies, only GUC students had the chance to come back to New Star (on the December 17) and do a first run of interviews with the hotel’s employees. The rest did not manage to organize these meetings and as we went into the second half of the month of December, all schools asked if they could postpone this activity due to their school obligations - half term exams. My Career staff met with IIEP/MCEC and agreed to this as we did not want the project activities to get in the way of the student’s success in school. Hence, new deadlines were posed. The interview process with all schools is to commence after the winter break and initial draft case studies are to be finalized by the end of January 2014.

3. LESSONS LEARNED / 4. NEXT QUARTER ACTIVITIES

. Finalization of draft case studies to be sent for review; . Incorporation of comments and finalization of case studies by students; . Finalization of the draft video story to be reviewed; . Presentation of the final outputs – the case studies and video stories to be organized by the schools to a selected audience of other students, professors, parents and representatives from the Municipalities; . An event will be organized in Skopje where this entire process of this activity and the results will be presented to the wider community.

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APPENDIX 2

Plan of M&E activities

Primary schools Languge Period of Municipality Place Name of school of Team of monitors implementation instruction Renata Dedova Gjorgji Sugarev М 05.12.2013 Marija Popovska Gylten Loki Goce Delchev МА 05.12.2013 Zizo Ljamkovski Darko Serafimoski Kole Kaninski М 05.12.2013 Fatima Salifoska Marija Popovska Stiv Naumov М 16.12.2013 Aleksandra Sivevska Nadica Shtrbevska Todor Angelevski М 05.12.2013 Hatidze Qazimi Bitola Marija Popovska Kiril i Metodij М 12.12.2013 Aleksandra Sivevska Krste Petkov Gylten Loki МА 05.12.2013 v. Bistrica Misirkov Zizo Ljamkovski Marija Popovska Kliment Ohridski М 11.12.2013 Aleksandra Sivevska Aleksandar Baki Shakirovski v. М 05.12.2013 Kukurechani Turundziev Ardiana Bajrami Baki Shakirovski Dame Gruev М 05.12.2013 Ardiana Bajrami Erlin Agich Panajot Ginovski МА 16.12.2013 Fatima Salifoska Fatima Salifoska Petar Zdravkovski МАТ Hatidze Qazimi 11.12.2013 Penko Gylten Loki Fatima Salifoska Sv. Kliment Ohridski М 11.12.2013 Hatidze Qazimi Butel Nadica Shtrbevska Goce Delchev М 10.12.2013 V. Ljubanci Fatima Salifoska Nadica Shtrbevska Aco Shopov М 12.12.2013 Fatima Salifoska Nadica Shtrbevska Zhivko Brajkovski МА 06.12.2013 Erlin Agich Sara Osmani Liman Kaba А 10.12.2013 v. Ljuboten Erlin Agich Nadica Shtrbevska Goce Delchev М 04.12.2013 v. Veljusa Gzim Osmani Gylten Loki Marshal Tito МТ Aleksandar 04.12.2013 Strumica Stojanovski Filipina Negrievska Nikola Vapcarov М 04.12.2013 Erlin Agich Filipina Negrievska Sando Masev М 04.12.2013 Erlin Agich

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Baki Shakirovski Dame Gruev МТ 11.12.2013 v. Kuklish Erlin Agich Gylten Loki Marshal Tito МT Aleksandar 04.12.2013 v. Murtino Stojanovski Baki Shakirovsk Kiril i Metodij М 04.12.2013 v. Dabilja Fatima Salifoska Nadica Shtrbevska Vidoe Podgorec М 11.12.2013 Marija Atanasova Katerina Josifovska Lirija МА 12.12.2013 Raife Jashari Sara Osmani Gj.K. Skenderbeg А 20.12.2013 v. Poroj Ardiana Bajrami Baki Shakirovski Goce Delchev МА 02.12.2013 Raife Jashari Sara Osmani Kiril i Metodij МА Gylten Loki 02.12.2013 Katerina Josifovska Tetovo Raife Jashari Bratstvo Migjeni МАТ Aleksandra 11.12.2013 Apostoloska Gzim Osmani Besa А 16.12.2013 v. Veshala Ardiana Bajrami Andrej Savevski Baki Shakirovski МА 12.12.2013 Kikish Ardiana Bajrami Katerina Josifovska Istikbal МАТ 23.12.2013 Erlin Agich Naim Frasheri А Sara Osmani 23.12.2013 Secondary schools Languge Period of Municipality Place Name of school of Team of monitors implementation instruction Renata Dedova Arseni Jovkov МА 11.12.2013 Gzim Osmani Butel Sara Osmani Zef Ljush Marku А 11.12.2013 Ardiana Bajrami Jane Sandanski М Aleksandra Sivevska 16.12.2013 Filipina Negrievska Gjorgi Naumov М 05.12.2013 Aleksandra Sivevska Bitola Darko Serafimoski Kuzman Shapkarev М 05.12.2013 Fatima Salifoska Marija Popovska Muzichko uchilishte М 20.12.2013 Aleksandra Sivevska Baki Shakirovski Jane Sandanski М 11.12.2013 Erlin Agich Renata Dedova Strumica Nikola Karev М 04.12.2013 Darko Serafimoski Renata Dedova Dimitar Vlahov М 04.12.2013 Darko Serafimoski Sara Osmani Katerina Josifovska Tetovo 8 Septemvri МА 02.12.2013 Raife Jashari Gylten Loki

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Katerina Josifovska Nikola Shtejn МАТ Gzim Osmani 20.12.2013 Erlin Agich Todor Skalovski- Katerina Josifovska МА 17.12.2013 Tetoec Gzim Osmani Katerina Josifovska Goce Stojchevski МА 17.12.2013 Hatidze Qazimi Katerina Josifovska Mosha Pijade МА 19.12.2013 Gzim Osmani

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APPENDIX 3

Questionnaire for evaluation of effects of the IIEP activities

School: Place: Municipality:

Language of instruction represented in the school Elementary School: MAC ALB TUR Middle School: MAC ALB TUR

Elementary School Middle School МАC: МАC: Number of students according to the language of instruction АLB: АLB: ТUR: ТUR: Elementary School Middle School Number of classes according to the language of МАC: МАC: instruction АLB: АLB: ТUR: ТUR: Elementary School Middle School

Number of teachers by the language of instruction МАC: МАC: АLB: АLB: ТUR: ТUR: In the 1st building: МАC АLB ТUR nd Schedule of students from different languages in In the 2 building: МАC АLB ТUR the school buildings ( in central - local units or in In the 3rd building: MAC АLB ТUR different buildings in the same place )

Schedule of students of different languages in shifts 1. shift 2. shift 3. shift МАC АLB МАC АLB МАC АLB - in the 1st building ТUR ТUR ТUR МАC АLB МАC АLB МАC АLB - in the 2nd building ТUR ТUR ТUR МАC АLB МАC АLB МАC АLB - in the 3rd building ТUR ТUR ТUR

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APPENDIX 4

Schedule of groups of schools for mentoring meetings-School Boards

Language Training of School date: Location instruction M A T S

PRIMARY 13.11.2013 Kontinental Lazo Trpovski M 1 Petar Pop Arsov M 1 Fan Noli v.Trebos A 1 Sabedin Bajrami v. Kamenjane A 1 Kosta Racin v.Brvenica M 1 Vera Jocik M 1 Dimo Hadzi Dimov M 1 H. Todorovski Karpos M 1 Jan Amos Komenski M 1 Hasan Tahsini v. Sedlarevo A 1 Sami Fraseri v.Pirok A 1 Ekrem Cabej v.Tearce A 1 Johan H Pestaloci M 1 Sv. Kiril I Metodij M 1 Ibrahim Temo v.Strimnica A 1 Goce Delcev v.Stence A 1 1 Asdreni v.Glogji AM 1 1 Avram Pisevski M 1 Koco Racin M 1 11 Oktomvri M 1 Ljuig Gurakuki v.Zelino A 1 7 Marsi v.Celopek AM 1 1 Ismail Kemaili v. Neraste A 1 Aleksandar Zdravkovski M 1 Vera Ciriviri Trena M 1 Pasko Vasa v.Grupcin A 1 11 Oktomvri v.Urvic MA 1 1

Faik Konica v. Dobroste AM 1 1 Dane Krapcev M 1 Stiv Naumov M 1

PRIMARY 13.11.2013 Kontinental Vlado Tasevski M 1 Vojdan Cernodrinski M 1 Abdil Fraseri v.Bogovinje A 1 Semsovo v.Semsovo MA 1 1 Simce Nastovski v.Vratnica M 1

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Lirija v.Zerovjane A 1 Kole Nedelkovski M 1 Dimitar Miladinov M 1 Goce Delcev M 1 Dervis Cara v.Palciste A 1 Kiril Pejkinovik MAT 1 1 1 Njegos Idrizovo MA 1 1 25-May AM 1 1 Vanco Prke M 1 Toso Arsov MT 1 1 Krste Misirkov MT 1 1 Kosta Racin v.Podares M 1 1 Metodi Mitevski Brico M 1 Naim Fraseri AM 1 1 Cvetan Dimov AM 1 1 Blaze Koneski M 1 Blagoj Kirkov M 1 Braka R Hamid M 1 7 Marsi AM 1 1 Rajko Zinzifov AM 1 1

PRIMARY 15.11.2013 Kontinental Jordan H.Konstantinov M 1 Kiril i Metodij M 1 Goce Delcev v. Konce MT 1 1 Vuk Karadzik M 1 Aleksandar Urdarevski MA 1 1 Jane Sandanski MAT 1 1 Rajko Zinzifov v. Dolno Orizari MS 1 1 Stojan Burcevski - Buridan v. Ivankovci M 1 Vasil Glavinov MA 1 1 Vera Kotorka v. Klecovce M 1 Kiril i Metodij M 1 Dituria v. Lipkovo A 1 Nikola Vapcarov AM 1 1 Vasil Glavinov MA 1 1 Petar Pop Arsov v. Bogomila M 1 Hristijan Karpos v. Dragomance M 1 11 Oktomvri M 1 Faik Konica v. Slupcane A 1 Todor Janev M 1 Lirija G. Jabolciste A 1 Kiril i Metodij - v. Kuceviste MS 1 1 7 Marsi v. Opae A 1 Tefejuz TA 1 1

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Goce Delcev v. Vasilevo M 1 Slavko Lumbarkovski v.Novaci M 1 Braka Miladinovci v.Carev Dvor MT 1 1 Hristijan Karpos M 1

PRIMARY 15.11.2013 Kontinental Goce Delcev v.Bosilovo M 1 Sv. Kiril i Metodij v. Ilovica M 1 Koco Racin M 1 Bitolskiot Kongres v. Lopate AM 1 1 Kongresi i Manastiri A 1 Vidoe Podgorec v.Kolesino M 1 Manus Turnovski v.Novo Selo M 1 POU Sv Kliment v.Novo Selo M 1 Karpos v. Umin Dol M 1 Kiril i Metodij v. Romanovce AM 1 1 Mihalj Grameno v.Brest A 1 Josip Broz Tito M 1 Straso Pindzur v. Josifovo M 1 Koco Racin Nov Dojran MT 1 1 Braka Ribar v. Tabanovce MSA 1 1 1 26 Juli AM 1 1 Gligor Prlicev M 1 Kiril i Metodij v.Stajkovci MA 1 1 Magdalena Antova v.Karpos M 1 v.Mlado Svetozar Markovik Nagoricane MS 1 1 Kiril i Metodij v.Oraovica M 1 Jeronim De Rada v. Cerkeze AM 1 1 Krum Tosev v.Trubarevo M 1 Naum Ohridski v.Bulacani M 1 N N Borce M 1 Bratstvo AM 1 1

PRIMARY 20.11.2013 Kontinental Toli Zordumis MA 1 1 Anton Zako Cajupi v. Otla A 1 Lirija A 1 Krste Misirkov M 1 Krste Misirkov M 1 v.Mlado Hristijan Karpos Nagoricane M 1 Kultura v. Matejce A 1 Goce Delcev M 1 Dimitar Vlahov M 1

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Toli Zordumis MA 1 1 Orce Nikolov v.Injevo M 1 Koco Racin M Rilindja v. Lojane A 1 Nikola Karev MT 1 1 Goce Delcev M 1 Straso Pindzur MT 1 1 Dame Gruev v.Erdzelija M 1 Braka Miladinovci MAT 1 1 Goce Delcev v.Jablanica M 1 Asim Agusi v.Radolista A 1 Koco Racin v.Ivanjevci M 1 Mite Bogoevski MT 1 1 Goce Delcev v.Podgorci M 1 Nuri Mazari v.Delogozda A 1 1 Slavejko Arsov v.Podmocani MA 1 1 Edinstvo v.Oktisi MAT 1 1 1

PRIMARY 27.11.2013 Kontinental Josip Broz Tito M 1 Sv. Kliment Ohridski v.Draslajca MA 1 1 Orhan Dzemaili v.Tatesi A 1 1 Dimitar Vlahov v.Ljubojno MA 1 1 Braka Miladinovci v.Zvan M 1 Straso Pindzur M 1 Murat Labunista v.Labunista MA 1 1 Zini Hani v.Velesta A 1 1 Braka Miladinovci v.Dobrusevo M 1 Goce Delcev M 1 Dame Gruev v.Smilevo MA 1 1 Goce Delcev M 1 D-r Vladimir Polezinoski M 1 Redzo Rusit Zajazi v. Zajaz A 1 Blaze Koneski v.Skudrinje M 1 Milto Gjura v. Strelci A 1 Mirce Acev v.Lisicane MT 1 1 Kuzman Josifoski Pitu M 1 Gjergj K. Skenderbeg v. Srbica A 1 Faik Konjica v. Gresnica A 1 Dence Dejanoski v. M. Anovi M 1 1 Vanco Srbakovski M 1 Hristo Uzunov M 1 Naim Fraseri v.Jagol Dolenci A 1 Josip Broz Tito v. Zirovnica MA 1 1 Gjorgji Puleski v. Rostuse M 1

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Kemal Ataturk v.Lisicane MT 1 1

SECONDARY 27.11.2013 Kontinental SOU Niko Nestor AM 1 SOU Ibrahim Temo AMT 1 1 1 SOU Dimitrija Cupovski M 1 SOU Slavco Stojmenski M 1 SOU Koco Racin MA 1 1 SUGD,Cvetan Dimov AM 1 1 SUGS Rade J.Korcagin M 1 SOU,Pance Karagjozov MA 1 1 SOU Josip Broz Tito MT 1 1 SOU Jane Sandanski M 1 SOU Sami Fraseri A 1 SOU Goce Delcev M 1 SOU Dimitar Mirasciev M 1 SSOU Kole Nedelkovski M 1 SOU Kole Nehtenin M 1 DUFK.M.M.Brico MA 1 1 SOU Ismet Jasari A 1 DMBUC I.N.Luj MA 1 1 DSUPU Lazar Licenoski M 1 DSMU Sergej Mihajlov M 1 SOU Kiro Burnaz MA 1 1 SOU Mitko Pendzukliski M 1 SOU Drita A 1 SOU Kosta Susinov M 1 SOU Koco Racin M 1 SOU Goce Delcev M 1 SOU Mirko Mileski M 1 1 SOU Mavrovo - Rostuse M 1 SOU Nace Bugjoni AM 1 1 SOU Pero Nakov MA 1 1 SOU Car Samuil MTA 1 1 SOU Krste P. Misirkov M 1 SOU Jovce Teslickov M 1

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APPENDIX 5

Summary report of activities of IIEP in 2013

Component 1: COMMUNITY OUTREACH

Outreach at National Level . Presentation of the Annual Work Plan for 2013 of the USAID Interethnic Integration in Education Project. At the beginning of the year, the Chief of Party and Development and Outreach Coordinator of the Project, in coordination with USAID, presented at the Embassy of the United States of America, Ministry of Education and Science, and in the presence of donor and international organizations the planned activities. These activities included 37 municipalities with a total number of 252 primary and secondary schools. . Seven informal meetings with journalists and editors from the media that report in the area of education. In 2013, seven (7) informal meetings with editors-in-chief and journalists took place. These meetings helped to establish a closer collaboration with media outlets and increase the reporting of the progress that schools are doing in the context of interethnic integration. . Eleven ribbon cutting ceremonies. IIEP in 2013 organized eleven (11) ribbon-cutting solemn events on the occasion of the successful completion of the renovation of the schools from phase 1 and 2.These events gathered representatives of USAID, EUCOM, mayors, teachers, parents, students and representatives of the educational institutions. . Tools for community outreach and advocacy. IIEP in 2013 enabled the public, key educational institutions, donors, international organizations, schools, municipalities and communities to be consistently updated about the activities, progress and results of the IIEP. This was achieved through various communication tools, such as: IIEP website (www.pmio.mk), Project Digests, Monthly Briefers and Newsletter. Also, IIEP organized interviews with persons exposed in the media, who shared their personal experiences, stances and sent positive messages for living together in multiethnic country. . Appearance in the media. IIEP during 2013 evidences more than 400 media articles from national and local media outlets. In addition, IIEP team attended many morning and daily live TV and Radio programs to talk about the activities and the interethnic integration’ developments.

Outreach at Local Level . Workshop for creating a communication plan and outlining the outreach tools and messages regarding the Project activities. In 2013, IIEP staff and partner organizations jointly drafted the IIEP 2013 annual communication plan, developed the messages and outlined the outreach tools. The communication plan served to better coordinate and avoid overlap of all activities that entail media coverage within the project. . Training for editors and journalists for production of multimedia content in the context of interethnic integration in education. 12 prominent journalists/editors-trainers from different ethnic backgrounds gathered in a training to jointly develop training modules (presentations, video-tutorials, handouts and other training materials). Media trainers further trained/mentored teachers and students for using multimedia tools toward promoting interethnic integration in schools. . Training of trainers for implementation of creative workshops. Training of trainers for creative workshops included 16 secondary school teachers from 8 selected schools from municipalities of Veles, Bitola, Kumanovo, Gazi Baba, Kicevo, Tetovo, Stip, and Karpos.

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It was provided to the teachers the basic theoretical knowledge about intercultural learning and also the practical know- how on creative workshops’ techniques. . 96 creative workshops. IIEP in partnership with PAC Multimedia implemented 96 creative workshops in 8 selected secondary schools in the period of six months. From these workshops benefited more than 200 students; they learnt new creative concepts and techniques, and they got the opportunity to improve the collaboration among themselves. . Eight forum theatre workshops. Gathering more than 400 students from all secondary schools from municipalities of Stip, Kumanovo, Kicevo, Skopje, Tetovo, Bitola and Veles, IIEP in partnership with PAC Multimedia implemented eight forum theatres. Moderated and led by famous actors, these workshops stimulated debates on vital issues for the students and included simulation of a situation/role in a form of theatre play. . Four promotional events of the case studies for career development in multicultural environments. Organized in partnership with My Career, secondary schools from municipalities of Tetovo, Bitola, Butel and Strumica through four promotional events, marked the successful completion of the case studies. Students worked on promoting positive examples and good practices of interethnic cohesion in multicultural companies when career development is concerned. The events gathered their schoolmates, parents, teachers and citizens to learn about the positive outcomes and initiate more similar examples of interethnic cooperation. . Nine trainings for production of multimedia content in the context of interethnic integration in education (Youth-via-Media Program). IIEP in partnership with Macedonian Institute for Media, delivered trainings to enable teachers and students for using different tools for communication. These include: writing stories, photography, and video story, preparing articles and interviews, utilization of social media, school web-site and similar. Facilitated under the mentorship of editors and journalists, the trainings included 796 teachers from 199 secondary schools from the region of Stip, Kumanovo, Bitola, Kicevo, Strumica, Struga, Tetovo, Skopje, and Veles. The table below shows the included regions and schools in the trainings.

Table 1: List of regions with included secondary schools in Youth-via-Media Trainings Region Schools Region 1 Stip All secondary schools from Stip region Region 2 Bitola All secondary schools from Bitola region Region 3 Kicevo All secondary schools from Kicevo region Region 4 Strumica All secondary schools from Strumica region Region 5 Struga All secondary schools from Struga region Region 6 Skopje All secondary schools from Skopje region Region 7 Veles All secondary schools from Veles region Region 8 Kumanovo All secondary schools from Kumanovo region Region 9 Tetovo All secondary schools from Tetovo region

. Nine workshops for effective public presentations for representatives of school integration teams (SITs). In partnership with Macedonian Institute for Media (MIM), these workshops enabled 199 representatives of the school integration teams (SITs) for practical implementation of the guidelines for effective interactive presentations, organization of the public events, and use of the various communication platforms for promotion of resources, expertise and activities of IIEP. At these events all primary and secondary schools from municipalities of Stip, Kicevo, Veles, Tetovo, Struga, Skopje (two groups), Strumica and Kumanovo delegated one SIT representative. Table 2: Regions and schools of involved SIT representatives for effective public presentations

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Region Schools One SIT representative from all primary and Region 1 Stip secondary schools from Stip region First group of SIT representatives from primary Region 2 Skopje and secondary schools from Skopje region One SIT representative from all primary and Region 3 Kicevo secondary schools from Kicevo region One SIT representative from all primary and Region 4 Strumica secondary schools from Strumica region One SIT representative from all primary and Region 5 Struga secondary schools from Struga region Second group of SIT representatives from primary Region 6 Skopje and secondary schools from Skopje region One SIT representative from all primary and Region 7 Veles secondary schools from Veles region One SIT representative from all primary and Region 8 Kumanovo secondary schools from Kumanovo region One SIT representative from all primary and Region 9 Tetovo secondary schools from Tetovo region

. Nine final presentations and promotions of outcomes from the implemented creative workshops. The final presentations at the community level promoted the completion of the creative workshops in the secondary schools of municipalities of Butel, Stip, Kicevo, Veles, Struga, Gazi Baba, Strumica, Karpos and Kumanovo. Gathering mayors, municipal authorities, USAID representatives, directors, students, teachers, parents, was offered an opportunity to hear and learn from teachers/coordinators and students how the activities and the creative processes have impacted them to continue in fostering interethnic collaboration; but also share the good practices with others. In each municipality and school the final creations of students and teachers in a form of short films, drama role play, paintings, graffiti alterations and similar, demonstrated and conveyed the positive messages in a different way. The table below demonstrates the included schools and municipalities in creative workshops, promotional events of their results and forum theatre workshops.

Table 3: List of schools and municipalities for implementation of creative workshops, promotional events and forum theatres in cooperation with PAC Multimedia

Language of Region Municipality School Date and Venue instruction September 17, Region 1 Stip SS Slavco Stojmenski Bezisten, Stip M November 20, SS Koco Racin Municipality of Region 2 Veles Veles MA November 26, SS Boro Petrusevski Cultural Information Region 3 Gazi Baba Center MA December 17, SS Nikola Karev Pedagogical Region 4 Karpos Faculty Skopje M Region 5 Tetovo SS Todor Skalovski- December 13, MA

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Tetoec Loja NGO September 19, Pero Nakov Region 6 Kumanovo TBD MA November 11, Public Library and House of Region 7 Bitola SS Josip Broz Tito Performances M SS Mirko Mileski and October 31, Region 8 Kicevo SS Drita House of Culture

. Four Public Debates in Butel, Tetovo, Strumica and Bitola municipalities. IIEP together with partner organization Youth Educational Forum (YEF) gathered more than 260 guests in four (4) public debates in Tetovo, Butel, Bitola and Strumica municipalities in which 32 speakers debated on four different topics. . Eight Debate Clubs in the secondary schools of municipalities of Stip, Veles, Cair, Centar, Kumanovo, Struga, Kicevo and Kratovo. In partnership with Youth Educational Forum, the IIEP team established new eight debate clubs in 2013 and enabled the inception phase of the activities such as: recruitment of students in each school, forming of the groups, preparation of agenda, presentation of debating curricula and weekly lectures.

Table 4. List of schools and municipalities for implementation of debate activities in cooperation with Youth Educational Forum (YEF)

Language of Region Municipality School instruction Region 1 Stip SS Kole Nehtenin M SS Dimitrija Cupovski M Region 2 Veles SS Koco Racin MA Region 3 Cair SS Cvetan Dimov AMT Region 4 Centar SS Josip Broz Tito MT Kumanovo SS Nace Bugjoni AM Region 5 Kratovo SS Mitko Pendzukliski M SS Niko Nestor AM Region 6 Struga SS Ibrahim Temo AMT SS Mirko Mileski and MT Region 7 Kicevo SS Drita A Tetovo, Strumica, Butel and Bitola SS Nikola Shtejn Pilot Municipalities (continuation of SS Nikola Karev activities in SS Arseni Jovkov AMT advanced level SS Taki Daskalo from pilot phase)

. National Debate Championship. Gathering more than 100 secondary school debaters from different ethnic background, coaches and judges from Skopje, Veles, Kicevo, Stip, Kratovo, Bitola Tetovo and Kumanovo, IIEP in partnership with Youth Educational Forum in fall 2013 organized the Annual National Debate Championship. Young debaters discussed the topics “Universities should make all academic work they produce, including scholarly articles, course handbooks and recorded lectures, available to the general public.” During the tournament the need for free access to information for all citizens vs. intellectual property rights of creators was debated.

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. National Debate Tournament for young debaters. Over 220 students from secondary schools across Macedonia, including our debaters from the debate clubs from Stip, Kumanovo, Kratovo, Struga, Kicevo, Veles, Cair and Centar, participated at the National Debate Tournament organized in December 2013. Through 103 debates, 50 mixed teams, consisted of students from different schools and cities, with different ethnic background, debated on the topic “The GMO food should be banned”. Each of the debaters discussed if the food we consume is a cause of various diseases, if the citizens are informed properly and if the food industry is accountable for the health of the citizens.

Component 2: CAPACITY BUILDING OF SCHOOL MANAGEMENT AND TEACHERS

Training and follow up meetings of Master Trainers . Workshop for reflection of the dissemination trainings in pilot schools, and school self-evaluation. A one-day workshop for 32 master trainers/mentors was organized to reflect the dissemination trainings in pilot schools and prepare the master trainers for delivery of the training for school self-evaluation. . Advanced training for master trainers – Interethnic Integration in Education for schools with two/three languages of instruction. Advanced training for master trainers prepared them for delivery of trainings for interethnic integration in education for schools with two/three languages of instruction, in the pilot municipalities Butel, Bitola, Strumica and Tetovo. It introduced to the participants the new approaches for improvement of the conditions and introducing changes, in regards to interethnic integration, in the schools with two/three languages of instruction. . Basic training for the new group of master trainers. The basic training included 14 newly selected candidates for Master trainers--six master trainers/practitioners; five advisors are from the Bureau for Development of Education and three advisors from the State Examination Center. The training for the new master trainers provided to the participants knowledge for the concept of multiculturalism and interethnic integration in the society and in education and the strategies for introducing the IIEP activities within the regular and extra-curricular activities. . Follow up workshops with new Master Trainers. Three follow up workshops for the new master trainers were conducted. The workshops offered to the master trainers the critical points of the training module for SIT’s; simulations and experiential learning activities to deeper the knowledge and skills for implementation of the trainings of the SITs from the second phase; and to all master trainers were given guidance for successful delivery of trainings with SIT from the second phase. . Supervision meeting with master trainers for preparation of the trainings with the School Integration Teams from Phase 2. An additional supervision meeting gathered master trainers to support them towards improvement of the competencies of the master trainers for successful delivery of the trainings for the remaining Phase 2 schools.

Training of school integration teams – Pilot Phase . Dissemination of interethnic integration trainings in pilot schools.The dissemination trainings at a school level involved all 58 primary and secondary schools from four pilot municipalities – Butel, Bitola, Strumica and Tetovo and were delivered by school trainers who received additional support and guidelines by the master trainers/mentors at the

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consultative meetings. Total of 3,137 or 84.85% out of 3,697 teachers from the primary and secondary schools participated in the trainings. . Forming partnerships between schools with different languages of instruction. Following the dissemination trainings, a process of forming partnerships between schools with different languages of instruction and preparation of the action plan for joint activities started in 2013. The schools had the opportunity to form partnerships between monolingual schools with different languages of instruction, but also schools with two/three languages of instruction with a different dominant language, in the frames of their municipalities or with schools from a different municipality. In total, 17 partnerships have been formed - 10 partnerships between primary schools and 7 partnerships between secondary schools. Out of a total of 58 schools in the pilot municipalities, 52 schools established the partnerships. . Workshop for school self-evaluation and defining indicators for successful implementation of project activities. Workshops for the process of self-evaluation took place with representatives from the School Integration Teams from the pilot municipalities Bitola, Butel, Strumica and Tetovo. In total, 130 representatives from 54 schools participated in the workshops (91 representatives from 38 primary schools and 39 representatives from 16 secondary schools). The main goals of the workshop were to enable participants to conduct the self-evaluation process at a school level and introduce the indicators for successful implementation of project activities. . Advanced training for school trainers for interethnic integration in education for schools with two/three languages of instruction. Two day advanced trainings with the School Integration Teams from 22 schools familiarized the participants with the strategies for introducing change in schools with two/three languages of instruction in regards to teacher collaboration and deepen the participants’ knowledge for application of joint activities (school excursions, clubs, events, sport activities). In total, 130 representatives from 22 schools participated in the workshops (89 representatives from 15 primary schools and 41 representatives from 7 secondary schools). . Mentorship meetings for support of the School Integration Teams. Mentorship meetings/visits in 49 pilot schools (out of 57), led by the IIEP mentors and the representatives from the partner organizations, Loja and Sumnal, provided additional support to the School Integration Teams. In general, the mentorship meetings were organized in a constructive and open discussion regarding the achievements and challenges related to implementation of IIE activities. Almost all schools expressed the need for regular mentoring visits and professional support by the mentors. . Mentoring meetings with pilot schools. The mentoring meetings with representatives from the School Integration Teams from the pilot municipalities Bitola, Butel, Strumica and Tetovo aimed to reflect the current implementation of joint student activities and provide feedback and assistance for their improvement. The reflection of the mentoring meeting showed that: the activities implemented so far are mostly short-term activities, whereas long-term activities are rarely implemented; changes and benefits are observed both at teachers and students; and the criteria for joint activities are accepted as a tool that helps teachers in the process of planning, implementation and self-evaluation of the joint student activities. . Joint Student Activities. IIEP team included 8 primary schools to perform the concept for joint student activities consisted of variety of games and exercises, enabling child- participants in the games to sense him/herself as an owner of many small achievements and successes. This type of joint students’ activities IIEP implemented in cooperation with the trainers of Open Fun Football Schools’ Organization (OFFS). Prior the joint students’ activities, a two-days training for the school teams was delivered. The trained teachers organized and exercised this type of activities with their students in the period May-June

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2013. In September, 2013 a bigger event involved a group of 172 students from four primary schools (“Mite Bogoevski” – Resen; “Dame Gruev” and “Elpida Karamandi” – Bitola and Adem Jashari – Cair). In October, 2013, gathered 180 students in Bitola from the second group of 4 primary schools (“Naim Frasheri” and “A.S. Kikish” – Tetovo; “Cyril and Methodius” – v. Romanovce and “Braka Ribar “– v. Tabanovce) regarding joint students’ sports and fun activities. At the Final event in November, 2013 participated all 8 primary schools included in this type of joint students sport and fun activities. The promotional finale event held in Cair municipality engaged 359 participants - 323 students and 36 teachers.

Training of school integration teams – Phase 2 . Regional meetings with Representatives of the Primary and Secondary Schools from the second phase of project implementation. In partnership with the municipality education officials and key education institutions (BDE and SEI), eight regional meetings with representatives from the primary and secondary schools (school directors and professional service staff) took place in Veles, Stip, Skopje (2), Tetovo, Kumanovo, Struga and Kicevo. The total number of the participants in the regional meetings was 235.The regional meetings aimed at introducing the participants with the concept of interethnic integration in education and promotion of project activities. . Basic training of School Integration Teams from Phase 2 of Project implementation. Basic trainings for SITs from Phase 2 delivered introduced the concept of interethnic integration in education that promotes a model of education and enables students within ethnically mixed groups to participate in regular school and extracurricular activities. The main goal was to prepare the participants for planning IIE activities, school self-evaluation and dissemination training to the colleagues in their schools. The total number of primary and secondary schools from Phase 2 that attended the trainings is 190 and total number of participants by ethnical background that completed the two-day trainings is 1026. . First mentoring meetings for support of the School Integration teams from Phase 2. Mentoring meetings took place at a regional level for the 190 schools from Phase 2, divided in 36 groups. Designated pairs/team of master trainers and representatives from Loja and Sumnal mentored the groups of schools. Out of a total of 190 schools, 183 schools (96%) attended the mentoring meetings. These meetings prepared SITs for a successful delivery of the dissemination training to the colleagues from their schools. The reports showed that the schools found the mentoring meeting extremely helpful regarding the content of the dissemination module and that they contribute greatly to the successful implementation of IIE activities in their schools. . Dissemination of interethnic integration trainings in Phase 2 schools. The dissemination trainings at a school level were delivered to 176 schools or 92,63%, from a total of 190, in the 41 municipalities from Phase 2, by the members of SITs. In order to ensure the quality of delivering the IIE training at a school level, additional support to the school trainers was provided through mentoring meetings delivered by master trainers and representatives from Loja and Sumnal. Detailed data has been received regarding 140 schools where the dissemination training took place. According to the data for those schools, a total of 5928 or 92% out of 6450 teachers from the primary and secondary schools participated in the trainings. . Second mentoring meetings for support of the SITs from Phase 2 schools. The second mentoring meetings organized for support of the SITs from Phase 2 in the implementation of the project included reflected on the dissemination trainings; partnership activities between schools with different language of instruction; analyses of the action plans for

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joint student activities and providing feedback for improvement; overview and feedback for the implemented activities with the school boards and collaboration with parents. . Strategy for support to schools. In 2013, the IIEP team prepared and implemented a strategy for providing support to schools from Phase 2, for the activities planned for implementation in the schools from November 2013 till January 2014. A representative from Loja and Sumnal was assigned responsible for providing administrative and field support to each group. This strategy enables the project to have direct contact with each school and provide feedback and support tailored to the school’s needs.

Capacity building of the municipal educational officials . Cooperation with the pilot municipal educational officials – pilot phase. The IIEP team organized two quarterly meetings with each of the four pilot municipal officials (in Tetovo, Strumica, Butel and Bitola). At the third quarterly meeting, all primary and secondary schools’ directors and SITs coordinators participated as well. The aim of these meetings was to offer the IIEP team’s support in including the IIE activities in the Annual School Plans (ASP) of the pilot schools for the following school 2013-2014 year. . Training with the municipal educational officials - Phase 2. In October 2013 IIEP team organized training for educational officials in the 37 municipalities included in the Phase to initially prepare the educational officials in the newly included municipalities to support, monitor and report the IIEP team about the IIE activities realized in and among the schools.

Teacher Training Faculties’ Staff . IIEP workshops for the teacher training faculties’ teaching staff. During 2013, the IIEP was presented to the five teacher training faculties’ management. Following that, two workshops took place for the teacher training faculties’ teaching staffs. They intended to initiate the teacher training faculties’ professors to deepen their understanding on the interethnic integration in education and to start considering inclusion of intercultural segments in their subjects’ programs. Also, to identify the parts of the subjects’ matters appropriate for integration of IIE concept, and define further activities with the teacher training faculties. The participants expressed high level of willingness to incorporate the IIEP concept, methodology and techniques for the future teachers.

School Boards and School Managers . Training for School Boards members’ role in making changes towards IIE at a school level. A training of trainers for the School Boards members’ role in making changes towards IIE at a school level was organized in two cycles. The first cycle of trainings involved 4 groups of participants from the 58 pilot schools. Each one-language of instruction school participated with one representative. The two/three languages of instructions’ schools participated with 2 representatives according to the ethnical background representation at a school level. The second cycle of trainings involved 7 groups of participants of the 194 schools from the municipalities included in the IIEP Year 2. . Development of Addendum for the School Boards’ role in making changes towards IIE at a school level. Due to many ongoing amendments within the Law related to the School Boards’ function at the school level, the preparatory stage of the Development of Addendum for the School Boards’ role in making changes towards IIE at the school level is not completed.

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Parent-School Partnership . Training for professional service staff and parental involvement in the IIEP. The first cycle of trainings on parental involvement included 2 groups of professional service staff from the 58 pilot schools, whereas the second cycle of trainings on parental involvement had 7 groups of professional service staff from the 194 schools in Phase 2. Each pilot school participated with one or two representatives depending on the number of the languages of instruction in the pilot schools. The schools with two/three languages of instruction participated with two representatives according to ethnical background representation on school level. . Questionnaire on parental involvement in IIEP in the schools. In order to plan the activities with parents the IIEP team developed a questionnaire for collecting information about their readiness and willingness to take a part in the IIE activities. The questionnaire for the parents was submitted to the 58 pilot schools and 194 schools of Phase 2. The collection of the data from the questionnaires is to be coordinated by the school professional staff in each school or by the SIT.

State Education Inspectorate . Regional workshops with SEI inspectors. Two regional workshops with SEI inspectors were organized to discuss the amendments made in the indicators during the first year of the project; also to get their feedback on other improvements that need to be taken into consideration. Two regional workshops took place for the state education inspectors from Skopje, Polog, North West and North East region in Macedonia. At these workshops a broad discussion about the Integral Evaluation phases was developed and emphasis was given to the need of improving the quality of the Integral Evaluation reports. Third regional workshop was organized for the state education inspectors in Eastern Macedonia to receive SEI’s recommendations to amend the School Performance Quality Indicators with topics related to interethnic integration in education. . Development of Annual Report on the quality of education provided in schools for the school year 2012/13. Selected group of SEI inspectors with the support of IIEP team started the process of developing an Annual Report on the quality of education provided in schools for the school year 2012/13. Following that, over 100 integral evaluation reports were analyzed, strengths and weaknesses were identified, and recommendations for improvement were offered. In addition, this report includes an overview on different priority topics, with specific emphasis on the interethnic integration in education. The report will be used as one of the benchmarks to monitor and evaluate the implementation of IIEP. An additional dimension that contributes to sustainability of the IIEP is the Strategic Plan of SEI for 2014/15. One of the goals in this plan is to ensure that schools have included in their Annual School Plans activities related to interethnic integration in education. . Improvement of School Performance Quality Indicators. During the IIEP Phase 2, IIEP team and SEI continued the process of amending the school performance quality indicators to reflect the current trends in the education system with an emphasis on interethnic integration in education. Two important activities were carried out related to the improvement of School Performance Quality Indicators. A meeting with four VETC advisors was conducted to review the Strategy of Vocational Education and improve the indicators from the aspect of the interethnic integration in education. The indicators were upgraded with topics related to the specifics of the vocational education.The document of the School Performance Quality Indicators was finalized. . Review of the existing school performance quality indicators. In year 2, IIEP team and SEI continued the process of amending the School Performance Quality Indicators to

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reflect the current trends in the education system with an emphasis on interethnic integration in education. Two regional workshops were organized in order to utilize the state education inspector’s knowledge and experience gained from conducting integral evaluations in schools to enrich the School Performance Quality Indicators. In addition, the workshops represented an excellent opportunity for professional development of inspectors in terms of improving the process of integral evaluation and increasing the quality of school reports.

Component 3: DEMONSTRATION SCHOOLS

. Selection of new demonstration schools. In the beginning of March two primary schools PS “Bajram Shabani” from Kumanovo with Albanian language of instruction and PS “Brakja Miladinovci” from Kumanovo with Macedonian language of instruction were visited and presented with the opportunity to become “paired” demonstration schools5. Both schools after expressing interest in joining the project as a demonstration schools were accepted and included as part of the IIEP.

Establishing and Supporting School Integration Teams . Presentation of the IIEP activities. Soon after the selection of the new demonstration schools, presentations of the IIEP took place in front of the school staff of the both schools. A total of 110 teachers were present at the presentations. At the end, the role and responsibility of the School Integration Team (SIT) was explained and to the two schools were given instructions and criteria for establishment of a SIT. . Establishment of SIT in the new Demonstration schools. The two schools selected formed the School Integration Team as a joint body from the both schools. The SIT is consisted of the principals and two members from the professional school staff from the both schools and, in addition, there are two teachers (one from the lower grades and the other from the upper grades) from the each school as members of the joint SIT. . Awareness raising seminar for SIT for the new demonstration schools. Two day training for the newly formed SIT accompanied with two students and one parent per school was implemented in Kumanovo. The main goal of the training was to raise the awareness of the SIT members for IIE activities. The participants were introduced to the concept of multiculturalism in the society and in the education. . Consultation meetings with the School Integration Teams. Four consultation meetings with the SITs from the demonstration schools from the first project year were organized. In every school SIT along with the teachers, implementers of project activities, gathered to share the positive experiences from the implementation of the project activities in the schools, as well as to identify ways for improvement or reinforcement of the effects of the project. The meetings also served the purpose of drafting concepts for organizing in-school presentations of the project activities with representatives of educational institutions. . Follow up training with the SITs. One-day training for the members of the school integration teams from the demonstration schools was performed, by including 32 participants. They were familiarized with some of the findings from the baseline research study conducted in the frames of the Project, and the good practices from the implementation of the project activities in the first semester of 2012/2013 school year. In

5 In the first project year there were four demonstration schools selected. They all are schools with two/three languages of instruction. The selection of two Demonstration schools in partnership (with one language of instruction) was postponed for the second project year due to the lack of qualitative applications.

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addition were determined additional criteria for organizing joint student activities for maximizing the possibilities for contacts between the students. . Training for SIT for conducting school self-evaluation and coordinating project activities. Training seminar for the SIT of the paired Demonstration schools from Kumanovo took place. The school self-evaluation questionnaires, the methodology of conducting self-evaluation, as well as data processing were presented to the SIT members. Apart from that, the role of the SIT in coordinating and monitoring the school based activities was presented and discussed with the group. At the end, an outline of activities for the current year was presented. . Conducting school self-evaluation. School self-evaluation was conducted by SITs in all Demonstration schools by the end of 2012/2013 school year. A total of 468 teachers, 451 students and 225 parents participated in the school self-evaluation. . Working meetings with SIT for coordination and planning. In the mid-year, three working meetings with the SITs from the demonstration schools were held. One meeting was held with the joint SIT from the partner demonstration schools, one joint meeting with the SITs from the both secondary demonstration schools and one joint meeting with the SITs from the both primary demonstration schools with three languages of instruction. At the meetings were also present teachers from the schools and parents representatives. In the meetings the results of the school self-evaluations were discussed and then the participants in small groups defined the school mission and vision with an emphasis on interethnic integration. They also worked on global planning in order to define IIE activities to incorporate in the school annual program.

Supporting Joint Students’ Activities . Implementing joint students` activities in the second semester of 2012/2013 school year. All the groups with regular, long-term joint student` activities that worked throughout the year were very active. One new group (for making maquettes) was formed in the Demonstration school from Skopje and two more groups (the green energy club and a modeling group) from the Demonstration school from Ohrid were formed. Most of the groups ended up with concrete products that were part of the exhibitions that were held in the demonstration schools with the aim of promoting the project activities. The drama club in the Secondary School of Economics in Gostivar took part in the Educational Rendezvous in Tetovo. In a competition of 22 performances, the drama club from Gostivar shared the first place with the group from “Dimitar Vlahov” Secondary School from Strumica. The other group in Gostivar, Young Economists, ended up with a study of four successful companies with mixed ownership from different communities. They were all interviewed conveying the message that when a true partnership is made the success is inevitable. All groups from the school Bratstvo Edinstvo, in Ohrid combined their efforts in making the school environment a better place for living. It all ended with beautified, well decorated school halls, including elements of traditional clothes of different communities, many flowers and interesting school decorations all made by recyclable materials. The group from Skopje through intensive cooperation produced some interesting constructions – maquettes, which were exposed in the school hall. The groups for extracurricular activities in the Demonstration school in Kicevo came up with a small brochure as a witness of the activities of the journalist group, and at the same time the group that was exploring the money ended up with an exhibition of many artifacts, money, that was collected from the grandparents and was carefully exposed to the public. . School manifestations in the second semester of 2012-2013 school year. Three school manifestations were organized. One in the secondary school “Zdravko Cvetkovski”, Skopje related to the international Woman’s Day, one manifestation was organized in the primary

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school “Sande Shterjoski”, Kicevo related to the school holiday on 15th of February and one manifestation was organized in the primary school “Bratstvo Edinstvo”, in Ohrid on April 23, related to the Children`s day important for the Turkish community only. Although, all manifestations were organized with participation of students from different languages of instruction, differences in the approach were noted. While in Skopje the manifestation was organized with separate pieces for students with different languages of instruction, in Kicevo, almost all pieces were integrative, with joint participation of all students. In Ohrid most of the pieces were in Turkish language with Turkish students but there were two pieces in which students with Albanian and Macedonian language of instruction participated. This was the first time that in this school, students from other languages of instruction participate in a manifestation that is part of cultural identity of another group. . Implementing multicultural workshops in the second semester of 2012/2013 school year. In all demonstration schools from the year 1 were formed 13 groups for implementing multicultural workshops. Four in each primary school and two, respectively three in the secondary schools. Each group was consisted of 24 participants ethnically and gender balanced. The activities were implemented bilingually by a pair of teachers with different languages of instruction. There were eight Macedonian-Albanian groups, four Macedonian-Turkish and one Albanian-Roma group formed. Almost all of the groups for multicultural workshops in all demonstration schools finished the whole program. . Instruments for monitoring. During the summer break, the IIEP team revised all the instruments for external monitoring making some minor changes. Based on the experience from the first project year, new versions of the instruments for internal monitoring were also created to make them more functional. Versions of the instruments for external and internal monitoring for the monolingual partner demonstration schools were also created. . Manual for joint students` activities. During the summer break the IIEP team created an addendum to the manual for joint student`s activities that consists playful activities (energizers and icebreakers) to help the groups establish good group cohesion from the very beginning. The addendum of the manual for joint student`s activities has been translated in Albanian and Turkish and distributed to all demonstration schools. . Trainings for running joint students` activities. In 2013, five trainings for running joint student`s activities took place in each demonstration school/partner schools. A total of 91 teachers participated in the trainings. The training included two topics. First, through experimental learning the teachers were exposed to the content of the addendum of the manual for joint student`s activities as many playful activities were exercised with the groups. Second, the methodology of working together in groups with students with different languages of instruction was presented and discussed in details along with the theoretical background of the concept of working together in “mixed” groups. Thus, the use of the languages, communication between the teachers, implementers of the activities, communication between the students and between the students and teachers was thoroughly reviewed. . Training for teachers to work on joint curricular activities. Two trainings for running joint curricular activities with teachers from the primary Demonstration schools were organized. One training was held with teachers from the partner Demonstration schools and the other training was organized with teachers from the three-lingual Demonstration schools. The training seminar focused on planning “teaching in nature” activities foreseen by the Bureau for Development of Education (BDE) to be implemented with fourth graders. At the training was presented the guidelines developed by the Bureau for Development of Education for organizing teaching in nature and participants developed an action plan for such activities.

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. Implementing joint students` activities in 2013/2014 school year. In each demonstration school four (three in the partner schools) different groups (see table 1.) with joint additional classes as part of the extracurricular activities implemented by mixed groups of teachers were established. All these groups had regular, weekly based, activities throughout the semester. They are consisted of students with two or three languages of instruction.

Table 1. Groups of joint extracurricular activities in the Demonstration schools Demonstration School Groups of joint extracurricular activities  Group of journalists  Group of explorers - Phones 6. PS “Sande Shterjoski”, Kicevo  Drama group  Sport group  Group of ecology  Group for Bon-Ton 7. PS “Bratstvo Edinstvo”, Ohrid  Group for touristic guides  Sport group  Maquette Group  Photo group 8. SS “Zdravko Cvetkovski”, Skopje  Group – Intermulticultural communication  Sport group  Drama group Secondary Economic school  Group – Young economists 9. “Gostivar”  Recitation group  Sport group  Group for exploring chocolate PS “Brakja Miladinovci” and PS 10.  Group of ecology - water “Bajram Shabani”, Kumanovo  Sport group

. School manifestations and outings. In all primary demonstration schools, short term (school manifestations and outings) joint students’ activities were performed, such as: celebration of World teachers’ day and a New Year in Kumanovo; manifestation of the Children`s week and the Turkish teaching day in Kicevo; in Ohrid a joint manifestation was prepared and performed with the students first graders related to the New Year, and similar. . Training for teachers for implementing multicultural workshops. Three-day training for 31 teachers from all Demonstration schools for implementing bilingual multicultural workshops took place and aimed at presenting a methodology for conducting bilingual workshops with students with different languages of instruction led by mixed team of teachers. In addition, the training also served as a tool for acquiring knowledge and skills for better implementing multicultural workshops in the schools. . Groups for implementing multicultural workshops. The trained teachers formed 28 groups with students from two different languages of instruction. There are 20 Macedonian-Albanian groups, seven Macedonian-Turkish and one Albanian-Roma group formed. Each group is consisted of 24 students ethnically and gender balanced from maximum two different ages. The activities are being implemented bilingually by a pair of teachers with different languages of instruction.

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. Support meetings. Three support meetings were conducted in each demonstration school6 throughout the year. These meetings with small groups were used for getting insights on the nature of implemented activities. At the same time, IIEP team provided feedback on all aspects of implemented activities stressing the role of criteria`s for organizing joint students activities. Supporting Joint Students’ Bodies . Training for enhancing the democratic participation of students (2012/2013 school year). Two trainings were held with the coordinators for student` participation and representatives of the student` bodies. One of the trainings was held for the students from the second and third years of the two secondary demonstration schools, and the other with students, representatives of the presidency of school bodies from the seventh grades from the primary demonstration schools. Through a combination of experiential activities and presentations, the students were familiarized with an initiative-taking model of student` participation, in order to strengthen their participation in the school life. . Taking students initiatives (2012/2013 school year). The student body in Gostivar decided to take actions on improving the conditions of the toilettes. Their initiative was organizing a concert with traditional and rhythmic dances, singing, drama play etc. All the participants bought tickets for the performance, thus creating a small fund to be invested in improvement of the situation with the toilettes. The money raised from the activity was used for buying mirrors that were put in the toilettes. The student body from the demonstration school from Kicevo went through a process of creating a code of behavior as an initiative for making changes in the school. Their version of the code of behavior is put in many places in the schools. . Training for democratic election of student bodies. A training seminar was held with the professional support staff and teachers from the new “paired” demonstration schools. A guest lecturer from one of the Demonstration schools was invited at the training. He reflected on the experience from the functioning of the student bodies in the school and the benefits from participating in the project activities. The training also served to explain the procedures for electing the student bodies at a class and school level and some of the changes that will be introduced in the both schools. Materials for conducting the student elections were provided to both partner schools. . Election of student bodies. In all Demonstration schools the election of the student bodies at a class- level was implemented and in all schools ethnic and gender balance student`s school bodies have been elected. . Training for enhancing the democratic participation of students (2013/2014 school year). Five trainings (one in each demonstration school) were held with the presidencies of student` school bodies and coordinators of student` participation, for enhancing the student` participation in the everyday school life. The workshop-based trainings through experiential activities the students were familiarized with an initiative-taking model of student` participation, in order to strengthen their participation in the school life. The training seminars resulted with developed action plans, two for the whole school year in the partner schools from Kumanovo, and four action plans for all the other schools. . Taking students initiatives (2013/2014 school year). During the first semester in all Demonstration schools students undertook at least one initiative. For instance, the students from the partner schools from Kumanovo collected old paper and plastic. The collected materials were sold and the money will be invested in the schools during the second semester. The students from the primary demonstration school from Kicevo organized a

6 The partner Demonstration schools were not included in the first semester of 2012/2013 school year. In the demonstration school in Gostivar, in the first semester of 2013/2104 school year two support meetings were held

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New Year`s party for the eight-grade students in the school sport gym. The students from the primary demonstration school from Ohrid organized crafting of new year`s greeting cards. The activity become very popular and almost all classrooms were included in the activity. More than a week the cards were available for buying. The money acquired from selling the cards will be “invested” in the school by the student`s school body. The students from the secondary demonstration school from Skopje organized two events: football tournament with eight ethnically mixed teams participated in an eliminatory system; and a New Year`s party The students from the secondary demonstration school from Gostivar organized presentations on the negative effects that smoking can cause.

Capacity Building for Teachers and Professional Service Staff . Training for teachers to recognize and actively oppose ethnic stereotypes and prejudices. Ten trainings of teachers for recognizing and opposing ethnic stereotypes and prejudices were held in the Demonstration schools. 277 teachers in total participated in the trainings learning about various theoretical concepts about the stereotypes and prejudices, including many exercises in small groups in order to link the theoretical concepts with the everyday life. Special emphasis was put on the stereotypes in the school context, and the role of the teachers in preventing the stereotypes among the students. . Training for social science and literature teachers for cooperative work. In September, three trainings were held for cooperation between the teachers through the teacher`s professional bodies. One training was held with teachers from the partner Demonstration schools; training was organized also with teachers from the three-lingual primary Demonstration schools and the third training was implemented for the teachers from the secondary Demonstration schools. Participants in the trainings were 82 teachers that teach languages. The training focused on how to increase the cooperation between the teachers that teach in different languages of instruction. Different activities and ways of cooperation were presented and discussed with the participants, such as: joint preparation of tests and other teaching materials, joint preparation of the themes, exchanging class visits etc. . Training for social science and literature teachers for using available and alternative materials in a way that assures interethnic integration. Two day training seminar was held with all the teachers from the Demonstration schools in two groups, one with secondary school teachers and in the other group with primary school teachers. 38 teachers of mother tongues (Macedonian, Albanian and Turkish language) participated at the training. They analyzed the content of the textbooks and emphasizing the role of the textbooks in promoting multiculturalism. . Training school management and professional service staff in transforming the school culture into multicultural and supporting changes in school organization. Joint two- day training for transforming the school culture into multicultural was conducted for the professional service staff and school management from the Demonstration schools. Through workshop activities, activities in small groups and presentations, the participants got better insights for the IIEP vision on how the teaching process should be organized to reflect the multicultural character of the reality in their communities.

Involving parents . Training for parents on diversity and public awareness and involving in school activities. Representatives from the Parent Council from all demonstration schools took part in the two-day training seminar involving 49 parents and 9 teachers. The main goal of the training was to raise the awareness of the parents about the IIEP and to ensure their inclusion in the school activities.

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. Parents initiatives. Parents got involved in one way or another. In the PS Bratstvo Edinstvo in Ohrid, parents’ involvement was marked through helping the students and teachers in decorating the school hall; in the secondary economic school in Gostivar, through preparing national dishes for the need of promotion of the project activities in the school. In Kicevo, Skopje and Kumanovo, the parents have gathered in workshops in which together with students have participated in making and/or putting decorations in the halls related to the New Year celebration.

Mentoring, Networking and Promotion . School presentations. Four school presentation of the implemented activities during the first semester of 2012/2013 school year were organized in the four demonstration schools, in front of representatives from the BDE, SEI, VET, municipality representatives in charge of the education sector, representatives of the parents council, school board representatives, NGO representatives, as well as teachers from the school itself. The goal of the presentations was to introduce the representatives from the institutions to the changes implemented in the demonstration schools. In three schools the presentations were held by the teachers or members of SITs and in one of the schools, the students were presenters of activities. The presentations were enriched with short video examples of some of the implemented activities, as well as with a short scene from a drama performance in one of the schools. . Promotional events. In three Demonstration schools from the first project year promotional events were organized comprised of various cultural and artistic performances (recitals, folk dances, songs, school choir etc., and an exhibition of products made by the groups of students from different languages of instruction that took part in the extracurricular activities throughout the school year. . Including BDE advisors in the project activities. IIEP team sent official request to Bureau for Development of Education (BDE) for assigning counselors from BDE to each Demonstration school in order to follow the implementation of the project activities and provide support to the project implementation in general. Seven advisors were appointed as counselors in charge for the six demonstration schools. A working meeting was organized with the counselors to outline the role and the responsibilities of the advisors within the IIEP. They were acquainted with the project activities, with the strengths and challenges of each Demonstration school. Also were familiarized with the instruments for performing monitoring and a strategy for performing monitoring. . Signing Memorandum of Understanding. In all demonstration schools (except in Ohrid) Memorandum of Understandings were signed between the IIEP, MCEC and CHRCR as one party and the Municipality and the schools as another party.

Component 4: PROVIDING INCENTIVES TO SCHOOLS AND COMMUNITIES

Renovation activities . Coordination meeting. Prior the beginning of the implementation on field of the Component 4 activities a coordination meeting was organized with the members of the Component 4 working group. The members of the working group were introduced in details with the pilot year achievements, suggestions were given for further improving of the work and the annual plan for 2013 was discussed. . Call for application. A call for application was officially announced inviting 150 primary and secondary schools from 30 municipalities to submit their application packages. Also

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invitation letters were sent to these schools and were contacted on the phone. The invitation, the application package and the instructions for filling in the application, were posted on the Project’s website (www.pmio.mk) in English, Macedonian, Serbian, Turkish and Albanian language. The call was opened for 15 days from February 11 to 25, 2013. Out of 150 eligible schools, 104 applications were received and an additional application from special primary school, which was not invited, but sent an application (see: Chart 1) . 69% from the invited schools responded to the call for application and submitted their application package which shows and increase in the responsiveness of the schools compared to the pilot phase (64% responsiveness).

Chart 1: Responsiveness of the schools from Phase II on the call for application

Responsiveness of the schools from Phase II on the call for application

31% Schools that did not apply

Selected schools

62% Schools that applied but were not selected 7%

. Selection criteria. All received 104 applications were individually assessed by the members of the working group and once the scores were aggregated the ranking list was created. The ten schools were selected out of the top twenty school list (see: Table 1). In cooperation with the Component 2, part of the schools from the top twenty list were visited in order to make sure that they are really committed to the interethnic integration in their schools. The final list of ten selected schools (see: Table 2) was posted on the Project’s website and notification letters with the status of their application were sent to all schools that have applied. In the letters sent to the ten selected schools was clearly stated that their work will be closely monitored in order to make sure they will fully implement the activities listed in their applications.With prior approval from USAID/AOTR and US EUCOM (DOD/ODC) the PS Gjorgji Sugarev from Bitola, which was invited to apply in the pilot year was selected to be involved in the Component 4 activities in Phase 2. The reason for this was because it is a school with many Roma students, but also with a decreasing number of students due to the bad conditions. This school is very active in the Strengthening multiethnic cooperation in municipalities Project, funded by the Pestalozzi Children’s Foundation and implemented by MCEC. The finances for the renovation activities in this school were secured from the pilot year savings and VAT reimbursement.

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Table 1: Top ranking 20 schools from Phase 2 Region Municipality Place Name of the school

Northeast Kumanovo Kumanovo SS Nace Bugjoni East Shtip Shtip PS Goce Delchev Northeast Kumanovo Kumanovo SS Goce Delcev East Probishtip Probishtip PS Brakja Miladinovci Northeast Kumanovo Kumanovo PS Brakja Miladinovci Northeast Kumanovo Kumanovo PS Vuk Karadzic Skopje Centar Skopje PS Goce Delchev Skopje Centar Skopje PS Dimitar Miladinov East Shtip Shtip SS Slavcho Stojmenski East Vinica Vinica SS Vancho Prke Skopje Centar Skopje PS Kocho Racin East Kochani Kochani PS Nikola Karev East Vinica Vinica PS Slavcho Stojmenski East Shtip Shtip PS Tosho Arsov

Skopje Centar Skopje SS Josip Broz Tito Southwest Struga Struga PS Josip Broz Tito Vardar Veles Veles SS Dimitrija Chupovski East Probishtip Probishtip SS Naum Naumovski Borche Southeast Radovish Radovish SS Kosta Susinov Northeast Staro Dragomance PS Hristijan Todorovski Karposh Nagorichane

Table 2: Final selection of ten Phase 2 schools in Component 4 Region Municipality Place Name of the school

Northeast Kumanovo Kumanovo SS Nace Bugjoni East Shtip Shtip PS Goce Delchev East Probishtip Probishtip PS Brakja Miladinovci Skopje Centar Skopje PS Dimitar Miladinov East Vinica Vinica SS Vancho Prke East Kochani Kochani PS Nikola Karev Skopje Centar Skopje SS Josip Broz Tito Southwest Struga Struga PS Josip Broz Tito Vardar Veles Veles SS Dimitrija Chupovski Northeast Staro Dragomance PS Hristijan Todorovski Karposh Nagorichane

. Signing Memorandum of Understanding. With all 11 schools and municipalities (10 schools from Phase 2 ranking list and PS Gjorgji Sugarev from Bitola) were signed Memoranda of Understandings (MoU), specifying the responsibilities of each of the stakeholders – IIEP, municipalities and schools; . Establishing School Renovation Teams (SRT). In the selected schools were established School Renovation Teams (SRT) comprised of representatives from the school,

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municipality, school board, parents’ council and local community. Special attention was paid to the ethnic and gender representation of the members of the SRTs. As part of their activities, the SRTs organized the following five meetings: - SRT meeting I: Introductory meeting; - SRT meeting II: Formal establishment of the SRT; - SRT meeting III: Training for Module 1 – part 1; - SRT meeting IV: Preparation of school renovation application; - SRT meeting V: Training for Module 1 – part 2. At these meetings the members of the SRTs discussed the school renovation needs, created priority lists for school renovation, drafted maintenance plans and budgets and prepared renovation application for the top school renovation priority which were submitted to USAID/IIEP. All SRTs had prepared their renovation budget and applications in accordance to USAID/IIEP standards and guidelines which were previously given by the project representatives. Table 3 summarizes the number of SRT members and number of participants at the meetings.

Table 3: Number of SRT members and number of participants at the meetings7 Number SRT SRT SRT meeting of SRT SRT meeting SRTmeeting meeting meeting V membe II III I IV Name of school rs Kumanovo SS Nace Bugjoni 8 5 (62.5%) 8 (100%) 7 (87.5%) 8 (100%) 4 (50%) Shtip PS Goce Delchev 8 5 (62.5%) 8 (100%) 8 (100%) 8 (100%) 7 (87.5%) PS Brakja Probishtip Miladinovci 5 4 (80%) 5 (100%) 4 (80%) 5 (100%) 3 (60%) PS Dimitar Centar Miladinov 8 5 (62.5%) 8 (100%) 8 (100%) 8 (100%) 3 (37.5%) 11 13 12 9 Vinica SS Vancho Prke 8 (137.5%) (162.5%) 8 (100%) (150%) (112.5%) Kochani PS Nikola Karev 8 6 (75%) 8 (100%) 7 (87.5%) 8 (100%) 5 (62.5%) SS Josip Broz 20 Skopje Tito 108 9 (90%) 20 (200%) 10 (100%) (200%) 12 (120%) PS Josip Broz 5 11 8 Struga Tito 7 (71.43%) 7 (100%) (157.14%) 7 (100%) (114.29%) SS Dimitrija Veles Chupovski 10 6 (60%) 7 (70%) 8 (80%) 9 (90%) 9 (90%) Staro PS Hristijan Nagoricha Todorovski 7 7 8 ne Karposh 9 (77.78%) 9 (100%) (77.78%) 9 (100%) (88.89%) PS Gjorgji 4 14 7 10 Bitola Sugarev 9 (44.44%) 9 (100%) (155.56%) (77.78%) (111.11%) Average number of SRT members present per SRT meeting 8 6.09 9.27 8.36 9.18 7.09 Average number of present SRT members at SRT meetings 8

7 In part of the schools the attendance at the SRT meetings exceeds 100%. That is due to the interest of other school staff to attend the meetings and because part of the schools assigned substitute members for the SRTs who sometimes attended the meetings along with the prime members of the SRTs. 8 SS Josip Broz Tito from Skopje decided to establish a SRT consisting of 10 prime members and additional 10 substitute members that will act as replacement in case part of the other members are not able to attend the meetings. The application for school renovation was signed by the 10 prime members and the 10 substitute members.

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. Environmental Mitigation and Monitoring Plan (EMMP). A joint Environmental Mitigation and Monitoring Plan (EMMP) was prepared for all types of school renovation projects which was submitted to the USAID/BEO (Bureau Environmental Officer) for an approval. Prior the start of each school renovation project was checked whether the proposed school renovation project is in compliance with the joint EMMP and a confirmation was sent to USAID/AOTR for official approval. The renovation activities were implemented according to the requirements from the joint EMMP. . Call for updating the data base and registering the licensed consulting companies. The established data base of licensed consulting companies for preparation, revision and supervision of projects was updated. A call for updating the data base and registering the licensed consulting companies that can participate in the school renovations activities was announced in two daily newspapers and on the Project’s website. By the deadline, 12 new applications from consulting companies were received resulting in a total of 34 registered consulting companies in the Project’s data base. According to company’s qualifications, previous experience, number of employees and their qualifications and licenses the consulting companies were invited to submit their offers for preparation and revision of technical documentation and for supervision of the school renovation projects and then the most favorable contractors were selected (see: Table 4).

Table 4: List of consultants and consulting companies School Municipality Supervisor Design/Revision SS Nace Bugjoni Kumanovo B.A.R. ECE, Skopje

PS Goce Delchev Shtip Tele Konstrukt, Skopje

PS Brakja Miladinovci Probishtip Tele Konstrukt, Skopje

PS Dimitar Miladinov Centar Aqua Fluent, Skopje SS Vancho Prke Vinica MACEF, Skopje PS Nikola Karev Kochani ZIM, Skopje ZIM, Skopje SS Josip Broz Tito Skopje Aqua Fluent, Skopje

PS Josip Broz Tito Struga Perkan Proekt, Bitola

SS Dimitrija Chupovski Veles MACEF, Skopje PS Hristijan Todorovski B.A.R. ECE, Skopje Staro Nagorichane Karposh PS Gjorgji Sugarev Bitola Perkan Proekt, Bitola

. Selection of construction company. In order to increase the number of offerors per school renovation project and increase the competitiveness among the construction companies, the subcontractors were selected on a public call. For each school renovation project a public call was announced in two daily newspapers and on the Project’s web site for selection of construction company. This type of procurement resulted in increased competitiveness among the companies, better quality and increased savings. Every licensed construction company could submit their offer. The offers were publicly opened and the lowest three offerors were invited to an interview. The offerors that provided the requested quality for the lowest price were hired for completion of the school renovation activities (see: Table 5). Seven construction companies were hired for completion of 11 school renovation

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projects and for construction of access ramps in 4 pilot schools. In the selection process for hiring construction companies actively was involved US EUCOM (DOD/ODC) representative Igor Kralev.

Table 5: List of selected contractors for renovations of school # RFO School Municipality Name of project Contractor Bogovinje, Access Gazi Baba, PMIO.R.0 ramps in 4 Bitola & 1/13 pilot schools Strumica Access ramps Anol Impeks, Skopje PMIO.R.0 2/13 Goce Delcev Stip Windows replacement Drvo - Prom, Zrnovci PMIO.R.0 Brakja Mi - Komerc 2000, 3/13 Miladinovci Probistip Floors replacement Kavadarci PMIO.R.0 Dimitar 4/13 Miladinov Centar Floors replacement Agora Epoksid, Tetovo PMIO.R.0 Josip Broz Mi - Komerc 2000, 5/13 Tito Skopje Windows replacement Kavadarci PMIO.R.0 Gjorgji 6/13 Sugarev Bitola Windows replacement Meda - 3, Tetovo PMIO.R.0 Josip Broz 7/13 Tito Struga Toilets renovation Anol Impeks, Skopje Replacement of windows, floors and PMIO.R.0 ceilings and renovation Bonor - Inzhenering, 8/13 Vanco Prke Vinica of walls Skopje Hristijan PMIO.R.0 Todorovski Staro Toilets renovation & Bonor - Inzhenering, 9/13 Karpos Nagoricane windows relacement Skopje PMIO.R.1 Dimitrija Renovation of boiler 0/13 Cupovski Veles room Anol - Impeks, Skopje Replacement of eaves, PMIO.R.1 Nace ceilings, façade and 1/13 Bugjoni Kumanovo doors Anol - Impeks, Skopje Construction of main PMIO.R.1 Nikola entrance in the school Simak Inzhinjering, 2/13 Karev Kocani building Skopje

. Selection of subcontractor. Total of 173 companies took the tender documentation from the Project’s premises for 11 school renovation projects and 103 offers were submitted. On average 16 companies took the tender documentation for each school renovation project and on average 9 companies submitted their offer. A public opening was organized and most of the offerors attended it. After the evaluation of the offers, preparation of the procurement documentation and receive of an approval from the US EUCOM (DOD/ODC) and Project AOTR the results were officially posted on IIEP’s website (http://pmio.mk/category/tender-results/). For the construction of the access ramps in four pilot schools a restricted call was announced inviting 5 companies from the data base of construction companies from the pilot phase. Out of the 5 invited companies, 3 responded to the request and submitted and offer; . Accessibility of the school facilities for persons with disabilities. IIEP and specifically the Component 4 team are putting special emphasize on the accessibility of the school facilities for people with physical disabilities. Where the conditions are appropriate IIEP is undertaking activities together with the schools and municipalities in order to secure the

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accessibility of the school facilities (and construct access ramp where necessary) at one of the entrances of the buildings. 19 of the schools renovated during 2012 and 2013 are accessible (have previously constructed ramps, the ramps were constructed as part of the project activities or the school entrances are on ground floor without any elevations). In two of the schools there are no conditions for constructing an access ramp and in one school IIEP is constructing the new main entrance which will be accessible for people with physical disabilities (see: Table 6 and 7).

Table 6: Accessibility of the schools for people with disabilities – Pilot Phase Condition in the schools related to their accessibility for people with physical disabilities Municipal Location Name of the school Accessibility for the disabled people ity Tetovo Tetovo PS Bratstvo Migjeni Accessible – The school entrance is on ground floor without any elevation Tetovo Tetovo SS 8 Septemvri Accessible – The school entrance is on ground floor without any elevation Cair Skopje PS Tefejuz Accessible – Access ramp is constructed Bogovinje Zerovjane PS Liria Accessible – IIEP constructed the access ramp Strumica Strumica SS Nikola Karev Accessible – Access ramp is constructed Bitola Bitola PS Stiv Naumov Accessible – IIEP constructed the access ramp Demir Zvan Brakja Miladinovci Not accessible – The school does not meet Hisar the technical conditions for construction of access ramp Resen Resen Mite Bogoevski Accessible – IIEP constructed the access ramp Strumica Bansko Marshal Tito Accessible – IIEP constructed the access ramp Butel Skopje Zivko Brajkovski Accessible – The entrance in the workshops is on ground floor without any elevation Gazi Baba Skopje Krste Misirkov Accessible – IIEP constructed the access ramp

Table 7: Accessibility of the schools for people with disabilities – Phase 2 Condition in the schools related to their accessibility for people with physical disabilities Municipal Location Name of the school Accessibility for the disabled people ity Shtip Shtip PS Goce Delcev Accessible – Access ramp is constructed Probishtip Zletovo SPS Kiril I Metodij9 Not accessible – The school does not meet the technical conditions for construction of access ramp Centar Skopje PS Dimitar Accessible – The school entrance is on Miladinov ground floor without any elevation Skopje Skopje SS Josip Broz Tito Accessible – Access ramp is constructed Struga Struga PS Josip Broz Tito Accessible – Access ramp is constructed Bitola Bitola PS Gjorgji Sugarev Accessible – Access ramp is constructed

9 The school Kiril I Metodij from Zletovo is a satellite primary school of the central PS Brakja Miladinovci from Probishtip Municipality. The school building of the central school is accessible, but the school building in Zletovo is not accessible and has no conditions for construction of access ramp.

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Vinica Vinica SS Vancho Prke Accessible – Access ramp is constructed Veles Veles SS Dimitrija Accessible – The school entrance is on Chupovski ground floor without any elevation Staro Dragomance PS Hrisitjan Accessible – Access ramp is constructed Nagoricane Todorovski Karpos Kumanovo Kumanovo SS Nace Bugjoni Accessible – The entrance in the workshops is on ground floor without any elevation Kochani Kochani PS Nikola Karev Not accessible – IIEP has the responsibility to construct access ramp as part of the renovation project

. Tools and equipment for school maintenance. Following the completion of the training for strengthening the capacities for school maintenance of the technical staff and school secretaries for the pilot year schools, a list of most needed tools and equipment for school maintenance was prepared. Packages of tools and equipment were procured and delivered to 22 schools renovated during 2012 and 2013. By using a restricted call three companies were invited to submit their offers. Since it was a divisible lot, contracts were signed with all three companies procuring from them the items for which they offered the lowest prices. . Support of the designated activities. In the pilot year the Component 4 activities were implemented in cooperation with the partner organization Foundation for Education and Cultural Initiatives “Step by Step”. From the beginning of 2013, “Step by Step” is no longer a partner organization of the Project. For the activities that were responsibility of “Step by Step” (organization of trainings for SRTs, following the work of SRTs and organization of mentoring sessions and follow up meeting) a consulting company was hired. Three companies out of the IIEP Component 4 data base of consulting companies that have similar previous experience were invited to submit their offer and according to the lowest price principle, the company that submitted the lowest offer for the required quality (Aqua Fluent, Skopje) was selected for the accomplishment of these activities. . Preconstruction meetings. In all of the selected schools prior the start of the renovation activities were organized preconstruction meetings with an aim to introduce the concerned parties (IIEP, the municipality, the school, the supervisor and the contractor). During the renovation activities frequent visits were organized by the IIEP Component 4 team and the supervisors. Once the school renovation activities were completed the sites were closed and handed over to the schools by signing a document for technical acceptance by all of the abovementioned parties. . Collection of cost-share. Following the completion of the school renovation activities in the pilot schools and the completion of the responsibilities of the schools and municipalities was documented their cost – share in the school renovation projects. A total of 4.344.223 MKD was documented and signed by the schools and municipalities for the 11 school renovation projects (see: Table 8). The cost – share of the schools and municipalities represents 24.05% (see: Table 9 and Chart 2) of the total investments. The process of the collection and documentation of the cost – share of the schools and municipalities renovated in 2013 has started. All schools and municipalities in the application for school renovation claimed that will provide at least 10% of cash or in – kind cost – share. The estimated cost – share for the 11 Phase 2 school renovation projects is 3.767.153 MKD. It is expected in the first quarter of 2014 to be completed this process and the cost – share documents for the Phase 2 schools to be signed.

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Table 8: Cost – share of pilot schools and municipalities in MKD Total cost - Municipal School's cost Municipality School share in cost - share - share in in MKD MKD MKD Tetovo Bratstvo Migjeni 488,400 172,546.68 660,947 Bogovinje Liria 869,732.58 52,095 921,828 Tetovo 8 Septemvri 177,650 24,743 202,393 Strumica Nikola Karev 010 327,090 327,090 Cair Tefejuz 73,000 78,700 151,700 Demir Hisar Brakja Miladinovci 199,417 162,641 362,058 Bitola Stiv Naumov 136,841.70 134,279 271,121 Resen Mite Bogoevski 218,300 150,855 369,155 Marshal Tito, Strumica Murtino 29,028 345,721 374,749 Butel Zivko Brajkovski 011 352,786 352,786 Gazi Baba Krste Misirkov 307,514 42,883 350,397 Total: 2,499,883 1,844,340 4,344,223

Table 9: Percentage of cost – share of pilot schools and municipalities as part of the total investment % of % of % of total Municipality School municipal school's cost cost - share cost - share - share Tetovo Bratstvo Migjeni 29.14 10.30 39.44 Bogovinje Liria 43.85 2.63 46.48 Tetovo 8 Septemvri 15.83 2.20 18.03 Strumica Nikola Karev 0.00 22.87 22.87 Cair Tefejuz 4.98 5.37 10.35 Demir Hisar Brakja Miladinovci 10.87 8.87 19.74 Bitola Stiv Naumov 8.28 8.13 16.41 Resen Mite Bogoevski 13.93 9.63 23.56 Marshal Tito, Strumica Murtino 1.79 21.28 23.07 Butel Zivko Brajkovski 0.00 17.83 17.83 Gazi Baba Krste Misirkov 17.80 2.48 20.28 Total: 13.84 10.21 24.05

10 Strumica Municipality transferred finances to the SS Nikola Karev for completion of the municipal responsibilities, thus satisfying the criteria for minimum of 10% of cost – share. 11 Butel Municipality transferred finances to the PS Zivko Brajkovski for completion of the municipal responsibilities, thus satisfying the criteria for minimum of 10% of cost – share.

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Chart 2: Cost – share of schools, municipalities and IIEP in school renovation activities in pilot schools

Cost - share of schools, municipalities and IIEP in the pilot year school renovation activities

14% 10% Municipal cost - share School's cost - share 76% IIEP investment

. OHASIS. The Component four is financed by the US Army European Command (EUCOM). EUCOM has a shared information system (OHASIS) for all of their humanitarian assistance projects. The IIEP has an obligation to update this information system and upload documents referring to the renovations activities undertaken in the frames of the Component 4. On OHASIS are regularly uploaded by the Component 4 team Project up-dates, reports, selection documents, agreements and invoices, and photo stories of the renovation activities. . Coordination and collaboration with MoES/DCI. All of component 4 activities are implemented in coordination with the Ministry of Education and Science/Department for Capital Investments, according to the signed Memorandum of Understanding between IIEP and MoES. Representatives from MoES/DCI are members of the Component 4 working group and are actively involved in the activities for improving the school maintenance. In cooperation with representatives from MoES/DCI was agreed in one school (PS Nikola Karev from Kocani) the school renovation project for constructing main entrance in the school building to be implemented together with IIEP.

Capacity building . Strengthening the school maintenance capacities of SRT. Once the schools were selected and the SRTs were established, started the activities for strengthening the school maintenance capacities of the SRTs. The consulting company Aqua Fluent in coordination with the IIEP Component 4 team delivered the previously developed training modules: - Module 1: Strengthening the capacities of the SRT for developing and adopting plans and budgets for school maintenance and - Module 2: Strengthening the skills for maintenance of the school technical staff Module 1 of the training equipped the SRTs with knowledge on how to better identify the school renovation needs, create priority lists and prepare school maintenance plans and budgets. Module 2 of the training was delivered as joint one – day training at which were invited to attend two representatives from the technical staff and the secretaries from the 11 Phase II schools. The training provided an opportunity for the SRTs representatives to discuss their problems related to school maintenance with expert engineers, IIEP team and practitioners and to be more informed about the environmental protection and safety at

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work issues. The Module 1 training was attended by 110 SRTs representatives and Module 2 by 45 SRT representatives from 11 Phase 2 schools. Indirectly from these trainings for the SRTs and from the improved school maintenance benefit 8.568 students and 890 school staff from 11 schools renovated in the second project year. . Mentoring sessions with representatives of SRT. Following the completion of the Module 1 training mentoring sessions were organized in all 11 Phase 2 schools with representatives from the SRTs. They discussed the practices and problems of the schools related to school maintenance. Also the SRTs drafted school maintenance plans and budgets. . Mentoring sessions with technical staff. In all 11 Phase 2 schools after the completion of the Module 2 of the training were organized mentoring sessions with the technical staff in order to help them solve the maintenance problems and improve the maintenance procedures; . Follow up meetings. For six months was followed the work related to school maintenance of the 11 pilot schools who have completed the trainings in the pilot year. The aim of these in – school meetings is to learn more about the actual conditions in the schools, assist the SRTs in the maintenance of the school facilities and in the process of establishing/improving the maintenance procedures. School maintenance plans were prepared for each school and were given to the pilot schools. The plans include check lists for the daily, weekly, monthly and annual activities related to the school maintenance. The check lists are filled in by trained school staff and controlled by the responsible persons from the school; . The manuals for Module 1 and Module 2. The manuals prepared for the trainings in the pilot year were reviewed by representatives from MoES/DCI and their feedback was given regarding the improvement of the manuals. Incorporation of school maintenance procedures in the everyday work of the schools is a concept that is strongly supported by the MoES/DCI representatives.

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