Project:

SCHOOL AT THE HEART OF COMMUNITY:

Preventing Violence through Critical Thinking and Values-based Education

Cooperative Agreement No. AID-168-17-000025

QUARTERLY REPORT
Period: July 1 – September 30, 2018

Submitted to:
USAID Mission in Sarajevo
Bosnia and Herzegovina

Submitted by:

Center for Educational Initiatives Step by Step

Kralja Tvrtka 1/1
71000, Sarajevo
Bosnia and Herzegovina
ID# 4200397870000
September, 2018
 CEI Step by Step, Bosnia and Herzegovina, "School at the Heart of Community, Quarterly Report
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Project Summary

SCHOOL AT THE HEART OF COMMUNITY: Preventing Violence through Critical Thinking and
Values-based Education is a three-year project aimed to develop and test comprehensive
model of schooling in order to prevent and reduce risk of violence and extremism among
children that can be effectively replicated in schools across the country.

Education system must respond both to developing resilience to extreme narratives and to
ensure peaceful ground for interaction of groups with different values. The model, proposed by
the Project, is based on the following key requirement for transformation of schooling:
• Incorporate problem solving and critical thinking into school practice
• Promote human rights and universal values in and around the schools
• Create safe and participative school culture
• Build effective and sustainable partnerships between school, parents and the community

While focusing on a school as a community, the Project primarily targets school principals and
pedagogues empowering them to create inclusive and supportive school culture, develop
policies that reflect universal values, support teaching practice which will foster critical thinking
skills as some of the vital elements for preventing violent extremism. The project will work to
build effective and sustainable interaction and partnership between education stakeholders,
schools, parents and greater community in order to reflect human rights based values and
develop resilience to the diverse narratives.

The Project will be implemented in 45 primary schools throughout the country, involving over
300 school development team members and 900 teachers and 300.

The overall budget of the Project is $500,000 from USAID.

School at the Heart of Community - Preventing Violence through

Project Title:
Critical Thinking and Values-based Education
Cooperative Agreement
AID-168-17-000025
No.
To effect change in the education system which will reflect a vision of
Project Goal: an equal, just society; a society that promotes peace, reconciliation,
and encourages all children to dream, envision and build their future.

Project duration: February 5, 2018 – February 4 2021

Report period: July 1 – September 30, 2018

Total Budget USAID: $500.000

Budget expenditures
$39.941,15
(cumulative to date)

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 CEI Step by Step, Bosnia and Herzegovina, "School at the Heart of Community, Quarterly Report
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EXECUTIVE SUMMARY

Within this reporting period, approvals for project implementation are acquired for the 9 out of total
of 12 ministries in BiH. Ongoing conversations with ministries, pedagogical institutes and schools
made a significant progress toward establishing a network with key actors in education area, while
project Launching Conference and CEI 10 th Regional Conference, especially their media coverage and
quality promotion, taken it to upper level contributing to and promising the quality of project
implementation. As a final result of those efforts, process of acquiring approvals was under close
supervision of project staff and all this was made a project priority at the time. There were no big
unpredictable issues, two cantons required additional information in process of getting approval,
Tuzla canton and Zenicko-dobojski canton.

School at the Hearth of Community project, after the third quarter, is making a progress towards
developing resource kits for school principals and pedagogues. In regards to this, the second meeting
with expert was organized, which intensify the activities connected to development of training
modules and manuals.

In addition, training modules and resources for teacher have been in the process of finalization during
this quarter, while teachers to further develop their skills and take leading role in transferring
knowledge were mapped.

A detailed M&E Project Plan with roles and responsibilities for the three years of the project
implementation was discussed and agreed with Consultancy Agency proMENTE during this quarter. In
addition, internal Project and Individual Planning system (PIPS), for overviewing all CEI project plans,
dynamics and easily tracking of integrated activities, was put in place during this reporting period.

Same as in the previous quarter, participatory approach has been one of the strongest features of
Step by Step work also in this quarter noted by key actors in education area. Ongoing conversations
and meetings with diverse organizations and individuals have been conducted in order to identify
current projects in BiH and wider aimed to PVE, collect good practices as well as relevant documents,
policies and resources for education.

And the last but of the great importance, the first selection of schools in mapped communities was
done, while experts and guest-experts are selected.

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PROJECT: School at the Heart of Community

Year 1: QUARTERLY REPORT

Period: July 1st – September 30st, 2018
PREPARATORY ACTIVITIES
Means of
Activities Expected results Achieved Results – Third quarter Implementer
Verification
Annual Plan submitted and
Annual Plan approved on BHPERFORM Annual Plan Annual Plan approved by USAID via email COI SbS
platform
Annual Plan submitted and
COI SbS and
Activity MEL Plan approved on BHPERFORM M&E plan M&E plan approved by USAID via email
proMENTE
platform
COI SbS,
Communication plan and overall
Communication Communication plan developed and overall Communication
Marking and Branding project design developed and
plan and Design project design developed and approved expert and
approved
designer
Request for
Acquire Ministry approvals for project Approval from Ministries Request and all relevant documents for
approval with all COI SbS
implementation submitted approval sent and approvals received
attachments
OBJECTIVE 1:
Increased capacities of school principals and pedagogues to develop/revise and implement value-based policies including mechanisms for prevention of
violent extremism
OUTCOME 1.1 Professional and human resources for school capacity building created and relevant for BiH context
Means of
Activities Expected results Achieved Results – First quarter Implementer
Verification
1.1.1. Launching Conference with school List of participants COI SbS,
Project launched at first Agenda Project launched at first Conference,
principals and other stakeholders communication
Conference, needs assessed Report on needs finalized
and establishing the network expert, experts
1.1.2. Identifying and selecting 6 experts Experts identified and selected, List of experts Experts selected COI SbS

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with CV
for curriculum development TOR agreed, signed contracted
Selection procedure developed
1.1.3. Identifying 10 school principals and and conducted
List of school Identification of school principals and
pedagogues which will participate in Principals selected COI SbS
principals pedagogues is still ongoing process
resource development Principals involved in curriculum
development
1.1.4. Organizing six three-day expert The second meeting was organized COI SbS
List of participants
meetings for resource kit Resources Developed
Material produced
development
3 school principals and pedagogues
participated at the first meeting with
1.1.5. Conducting two meetings with 10 experts. They joined the meeting in order
Resources developed and List of participants
school principals for consultation to test the dynamics and their impact. COI SbS
adjusted to school needs
regarding resource kit development Once all 10 are selected, they will
participate on 3rd and 5th meeting with
experts.
1.1.6. Developing Project web page with Visual identity of the web page created,
Web page developed and active Project web page COI SbS
resources web page functional
Training programs
and manuals Training program revised, First draft of ToR
Resource kit for for training modules, including outcomes,
recommendations and/or key
1.1.7. Developing resource kits for trainers trainers
Resource kits developed competences required for managing COI SbS
for principals Training for schools and/or specific activities that
trainers’ modules could be realized after each module
List of participants developed
Training evaluation
Training N/A
programme
1.1.8. Conducting 6-day training for 10
Trainers
trainers and certification of trainers Trainers certified COI SbS
certifications
for school management
Training evaluation

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OUTCOME 1.2. Capacities of school principals, pedagogues and improvement teams for creating and implementing new value-based policies and practice enhanced
Means of
Activities Expected results Achieved Results – First quarter Implementer
Verification
Criteria for communities and Criteria for selection Communities mapped
school selection is established of schools
1.2.1. Selection of 15 schools COI SbS

Schools are selected and List of participants N/A

1.2.2. Meeting with school principals and agreement with schools is signed Training reports
COI SbS
agreement signing
Training evaluation
1.2.3. Collect best practices aligned with 6 Best practices used for module Best practices Each expert is in process of collection best
COI SbS
modules development documents practices related to specific module
OBJECTIVE 2:
Capacities of teachers to implement value-based education and improve critical thinking skills of students increased
OUTCOME 2.1. Human and professional resources for improving classroom practice developed
Means of
Activities Expected results Achieved Results – First quarter Implementer
Verification
2.1.1. Develop curriculum for training 6-day TOT for 10 experts delivered List of participants Draft of curriculum developed and tested
program on classroom practices Training report with approximately 120 teachers.
Training evaluation Adjustments are needed in order to COI SbS
respond on this project objectives.
2.1.2. Organize 6-day ToT for 10 trainers for 10 experts certified Training Agenda N/A
teachers List of certified COI SbS
trainers

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In accordance to Annual Work Plan, activities in a third quarter have been focused project
implementation as on planned activities for this period.

1. ACTIVITIES IN A THIRD QUARTER

Monitoring, Evaluation and Learning

a) M&E Project Plan
As reported in the previous quarter, M&E Project Plan was created. Within this document, roles and
responsibilities in conducting MEL related activities are defined, minimum of quality standards and
deadlines are set, deliverables are agreed and Consultancy Agency proMENTE was engaged, in
accordance with the Activity MEL Plan.

During this reporting period, M&E Project Plan and requirements regarding objectives to be
measured were discussed in details with Consultant Agency proMENTE team. As agreed on the
meeting discussions with proMENTE team, they will be responsible for managing the processes of
baseline, monitoring and activity review (evaluation) data collection, analysis as well as report
writing. They are assigned to coordinate activities for the purpose of their implementation in
accordance with the set deadlines, monitor the work of enumerators, and take care of the quality of
the reports. proMENTE team will also support learning throughout the Activity implementation,
increase understanding of the dynamics of implementation, adapt the actions accordingly, generate
lessons learned, capture knowledge.

CoH and Project Assistant will be responsible for monitoring of all activities, including performance
indicators developed under the Activity Logframe and reporting on result achieved using Activity
Indicator Performance Tracking Table as well as through USAID/BiH’s web-based performance
management/geographic information system, on quarterly and annually basis.

During the next quarter, the greatest value of the M&E Project Plan will be visible while defining
Service Agreement with the Consultancy Agency proMENTE and developing of Terms of Reference.

It is important to mention that IOM PVE Conference: The Role of Local Community in the Prevention
of Violent Extremism to be held tomorrow in the Parliamentary Assembly building of Bosnia and
Herzegovina, gave CEI and proMENETE team an additional overview of the construct that could be
measured.

b) Performance Management System

CEI Step by Step team developed Project and Individual Planning system (PIPS), that will serve
project team as a tool for overviewing project plans and dynamics. This planning system is an internal
Step by Step tool that will list all monthly activities, but also summarize key monthly plans and
dynamics.

The key benefit for the “School at the Hearth of Community” project is visible when it comes to
planning and reporting on integrated activities on the organizational level. The great examples of such
integrated activities are CEI 10th Regional Conference and meetings with schools, implemented for the
purpose of organizational or other project needs. Those activities were also used for conducting pre
assessment, promoting the “School at the Hearth of Community” project and collecting best practices

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that will be included in the training modules for school principals and pedagogues, whose capacities
will be built through this project.

Marking and Branding

All material used during this period were visible and marked with the USAID identity, “School at the
Heart of Community” logo, and CEI logo.

During the Second meeting of experts, materials followed USAID guideline for visibility, which are
following:

 Folders, Agenda, Invitation letter

 Brochures with project information and CEI and USAID logo
 Rollup banner displayed in the meeting room
 Neckband with USAID logo
 Participant’s lists

Visibility materials were also used on the CEI 10 th Regional Conference, when presenting the “School
at the Heart of Community” project.

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ACTIVITIES UNDER THE OBJECTIVE 1

OBJECTIVE 1.
Increased capacities of school principals and pedagogues to develop/revise and implement
value-based policies including mechanisms for prevention of violent extremism

Outcome 1.1
Professional and human resources for school capacity building created and relevant for BiH
context
Activities:
1.1.1 Launching Conference with school principals and other stakeholders and establishing the
network
A well planned organization of the Launching Conference in the last quarter has resulted in a
significant network established with education authorities and taken the process of project leverage
to the upper level. Since the Conference also served for promoting the project major goals and
expected impact, and mapping additional needs in schools' communities, educational authorities
recognized the promising quality of project implementation. This helped project team throughout the
process of acquiring approvals from relevant ministries since they already were well informed about
the project. Additional benefit of launching conference is that representatives from ministries of
education where very supportive to recommend schools that could participate and schools that were
informed had shown a great interest in potential participation. We find that launching a project is
important activity for prepositioning the project and to ensure motivation of important stakeholders.

1.1.2 Identify and select 6 experts for curriculum development

In order to develop resource kits that will support and/or guide school principals and pedagogues
through the process of transforming school policies, practice and culture so as of building resilience
toward violent extremism, CEI Step by Step made a commitment to engage six core experts.
However, due to the complexity of the program and dedication required for developing quality
resources, especially time and expertize needed for conducting training and mentoring sessions with
school principals and pedagogues, it was decided to enlarge the group of experts. The need for
engaging more experts has especially occurred after first meeting with experts, exploring the training
modules content and setting up foundation of long-term and continuous preventive violence role of
education. Therefore, it was decided to have core and extended expert teams.

The core expert team will be consisted of the following five externally engaged experts and four CEI
team experts:

 Ms. Ivana Zečević, PhD of Science in Psychology and a professor from the Faculty of Philosophy,
University of Banja Luka
 Ms. Aleksandra Hadžić, a professor from the Faculty of Philosophy, University of Banja Luka
 Ms. Jasna Kovačević, a professor from the Faculty of Economy, University of Sarajevo
 Ms. Ivona Čelebičić, a director of Centre for social researches proMENTE Sarajevo, and
 Ms. Edna Haznadarević, an advisor from Pedagogical Institute Mostar
 Smajo Sulejmanagić, an advisor from Pedagogical Institute of Una-Sana Canton,

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 Radmila Rangelov Jusović, Step by Step Executive Director,

 Nedim Krajišnik, Step by Step Project Coordinator,
 Mirjana Gavrić Hopić, Chief of Party, Step by Step, and
 Amna Hodžić, Project Assistant, Step by Step.
Initially, it was planned to engaged one expert per module. Now, each expert will be in charge for
developing module sessions, since each module will have at least seven sessions. Regarding CEI role,
beside training sessions and resource development, CEI will be engaged in facilitating, guiding,
managing, ensuring quality of the material developed, and they will be engaged in training process in
areas that Step by Step holds expertise at.

Moreover, the extended expert team will contribute in process of module and resource development
with expertise critical friends and guest-speakers on the trainings. The extended expert team will be
consisted of the following experts:
 Mr. Nerzuk Ćurak, PhD in political sciences and a professor at the Faculty of Political Sciences,
University of Sarajevo,
 Dženana Husremović, a professor from the Faculty of Philosophy, University of Sarajevo
 Sanja Brajković, author of Teacher Learning Commuities, Croatia
 Vanja Ibrahimbegović Tihak, expert for media literacy, BiH
 Ljilja Zurovac, executive directive of press Council in BiH
 Zenajid Đelmo, a professor from the Faculty of Law, University of Sarajevo

Core and extended expert teams were identified based on their theoretical and empirical knowledge
including field experience and solicited directly. The selection process was guided with criteria such as
membership in CEI Step by Step Board, valuable role during the process of project proposal
development as well as experience in the field of curriculum development, child development, social
psychology, sociology, conducting trainings, violent extremism, policies etc.

Beside expert teams, CEI will involve representatives of pedagogical institutes as critical friends in the
process of training module and resource development. Their inputs regarding the relevance and
quality of training modules and resources will be of a great importance. Thus, they will attend the
third and fourth two-days meeting with experts, where the first draft of training modules and
resources will be shared.

Representatives of pedagogical institutes who will be engaged as critical friends are as follows:
 Predrag Damjanović, Republic Pedagogic Institute of Republika Srpska
 Dina Borovina, Pedagogic Institute of Canton Sarajevo
 Nikola Čiča, Pedagogic Institute of Canton Tuzla
 Bernadeta Galijašević, Pedagogic Institute of Zenica-Doboj Canton
 Samira Demirović, Pedagogic Institute of Una-Sana Canton
 Enisa Gološ, Pedagogic Institute Mostar
 Željko Ćorić, Institute or education
 Dika Makota, Pedagogic Institute of Bosnia-Podrinje Canton

1.1.3 Identify 10 school principals and pedagogues which will participate in resource development
During this reporting period, numerous discussions among CEI Step by Step team members and with
their stakeholders, especially school staff, have been conducted in order to identify school principals

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and pedagogue who will participate in resource development, and also become trainers and/or
mentors to their peers.

In total, eleven professionals with knowledge and dedication to positive school values as mentors, are
mapped – six were selected in the previous quarter and additional five in this quarter. They are as
follows:

1. Dijana Bogdanović, a principal from the primary school „Jovan Jovanović Zmaj“, Banja Luka
2. Almir Hadžić, a president of the Association of school principals from the Canton Tuzla and
principal of the primary school „Brijesnica“, Gračanica, and
3. Saudin Beganović, a pedagogue from the primary school „Druga osnovna škola“, Bugojno
4. Jelena Čančar, a principal from the primary school “Sveti Sava”, Foča
5. Beba Šarkinović, a principal from the primary school “Džemaludin Čaušević”, Sarajevo
6. Muamer Tinjak, a president of the Association of primary school principals from the Canton
Sarajevo
7. Lidija Markutić, a principal from the primary school “Ilija Jakovljević”, Mostar
8. Amela Numanović, a principal from the primary school “Isa-beg Ishaković”, Zenica
9. Zora Malešević, a prinicapal from the primary school “Kozarska djeca”, Gradiska
10. Namir Ibrahimović a prinicapal from the primary school “Safvet beg Ašagić”, Sarajevo
11. Senada Pepeljak, pedagogue from primary school, JU OŠ "Simin Han", Tuzla

CEI team has been guided by its previous experience when making a decision on those who will be
involved in the respective process. Thus, majority of the school representatives are selected from the
existing pool of principals and pedagogues who previously worked with Step by Step in developing
School Developing Plans and their implementation. Their familiarity with proposed steps in
conducting school self-assessment, challenges in recognition of priorities for different school groups,
problems in financing actions, monitoring and evaluation tools made them ideal mentors for schools
without such expertise.
Since the project will be implemented in both entities and considering potential differences in
educational system, principals and pedagogues of schools that belong to each entity were selected.

Selection of school principals and pedagogues is still ongoing and during October, FY18 will be
concluded leveraging the quality of resource developing.

1.1.4. Organizing six three-day expert meetings for resource kit development
During this reporting period, the second meeting with core expert team was held in Konjic, on August
26th, 27th and 28th, 2018 and deepen the process of development of resources for building capacities
of school principals and pedagogues to transform school policies, practice and culture and prevent
violent extremism trough critical thinking and education based on values.

The meeting gathered 4 experts and 4 Step by Step team members. Expert team was composed of:
 Edna Haznadarević, an advisor from Pedagogical Institute Mostar
 Ivana Zečević, a professor from the Faculty of Philosophy, University of Banja Luka
 Ivona Čelebičić, a director of Centre for social researches proMENTE Sarajevo
 Jasna Kovačević, a professor from the Faculty of Economy, University of Sarajevo, and
 Smajo Sulejmanagić, an advisor from Pedagogic Institute of Una-Sana Canton

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A professor from the Faculty of Philosophy, University of Banja Luka Aleksandra Hadžić, didn’t
manage to attend the second meeting, but will take an active role as a member of core expert team
on the further meetings.
The following CEI Step by Step team members, decided to be engaged as experts in training program
development, participated on this meeting:

 Radmila Rangelov Jusović, Step by Step Executive Director,

 Nedm Krajišnik, Step by Step Project Coordinator,
 Mirjana Gavrić Hopić, Chief of Party, and
 Amna Hodžić, Project Assistant

In addition, USAID AOR Mirjana Valjevac accepted the invitation and joined the team on second and
third day of the meeting. She had an opportunity to oversee the training modules content relevance
and its potential impact on putting school at the “heart” of community and preventing violent
extremism.
The meeting served as an opportunity to discuss the key objectives and outcomes of each module
within the professional development program for school principals and pedagogues. Objectives and
outcomes are defined as “Standards for transforming school policies, practice and culture”, and could
be found in the Annexes.

Meeting also served for presenting the Module Framework, discussing and defining the content and
structure of training modules with examples of good practices and tools for school principals and
pedagogues. Moreover, documents, policies, laws and existing programs of professional development
for school principals in BiH were discussed.

Furthermore, experts were divided into 4 groups, according to their preferences for particular
module content, and thus, each group was responsible for developing of the outcomes of one to two
modules for school principals and pedagogues.

The meeting started with presenting and discussing on the results from research “Contemporary
youth in Bosnia and Herzegovina society: challenges and attitudes towards radicalization and
extremism”, conducted by PRONI. This research opened the discussion regarding contact of youth
with radical and violent extremist groups and individuals and their motives for joining those groups,
and also media, especially social media, role in those processes.

Main findings and conclusions of the meeting can be found in the Report on the Meeting attached in
the Annexes.

Reflecting more on role of Step by Step team on the second meeting, it shifted over from leader that
ensured both facilitation and content for conversation, to an expert role, equal to six externally
engaged experts. Detailed explanation of CEI role in professional development programme is
explained within the relevant section below.

1.1.5. Conducting two meetings with 10 school principals for consultation regarding resource kit
development

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First meeting with school principals and pedagogues was reported in the previous quarter, while the
second meeting will be organized during the next quarter. Meeting will involve a total of 10 school
principals and pedagogue who will be trained to serve as mentors and trainers to all schools involved
in the first and second project cycle and will provide continuous support to schools in implementation
of curriculum agenda and objectives. They will serve as critical friends and support to core expert
team during the process of resources development. Thus, their engagement will be of a crucial
importance throughout the process of curriculum development since they will review and provide
feedback on the relevance and applicability of the content.

As per plan, school principals and pedagogues will join the meeting with expert teams.

1.1.6. Developing Project web page with resources

During this reporting period the project web page has been developed in order to promote and make
available project resources. Ongoing meetings and consultations via MeisterTask online platform with
bidder contributed to the effectiveness and responsiveness on CEI needs.

For the purpose of effective project promotion, sharing of the resources, active participation of
schools in gathering and sharing good practices as well as providing detailed insights into the process
of schools’ transformation, the following elements are available on the web page: Main page, About
the project, Programme of professional development, Stories from schools, School’s profile and
News. The main idea is to have schools as institutions registered on the web and provide them with
the opportunity to network and take active participation in sharing and learning.

The page is available on the following link: https://skolausrcuzajednice.com/

By the end of the next quarter, all already developed resources, including reports on the events and
meetings will be shared on web page, while the page will be widely promoted through other CEI
online platforms, such as “inskola” and official CEI web and Facebook page.

In addition, closed Facebook group for school principals and pedagogues will be created after
consultation with school principals, in order to make exchanging experience in the process of school
transformation more efficient and effective. Materials developed by CEI and schools won’t be shared
on Facebook, as it would serve as a platform for asking peer support in dealing with some issues or
sharing success in another.

1.1.7. Developing resource kits for trainers for principals

During this quarter, a Module Framework was developed by using the proposed modules framework
updated after inputs collected at the first meeting with experts, as well as additional literature and
existing practices reviewed and collected by CEI Step by Step team.

At this point, Module Framework moved from structure and relevance of the content towards detail
description of each module. First draft of the following seven modules have been developed:

 Introduction module: School based on values and critical thinking

 Module 1: Living values, thinking critically
 Module 2: Standards and analysis of school data

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 Module 3: Developing school climate and culture

 Module 4: Developing policies and procedures
 Module 5: Partnership with families and community
 Module 6: Teaching process and quality improvement through professional development

Each module is consisted of module description, content and outcomes of the modules, requirements
from schools during the project implementation, list of sessions for each module and standards.
Standards are defined in the form of indicators of school climate and culture, and will be base for
development of baseline tools. The Module Framework is attached in the Annexes.

Moreover, development of the resources has been improved and broaden by organizing the second
meeting with experts, at the end of this quarter. However, for the purpose of this quarter report,
inputs such as concrete actions, tools, expert roles and responsibilities, literature and theories, from
the second meeting are not integrated into the Module Framework, but will be during October, 2018.
Therefore, the Module Framework developed is attached separately from the second meeting
minutes.

Due to effectiveness of discussion regarding training module development, and consequently

comprehensiveness of the meeting minutes, the Report on the Meeting will also serve as a guideline
and a main source for developing of ToRs for each training module. ToR for training modules will be
developed during the next quarter.

Furthermore, for the purpose of quality of training modules for school principals and pedagogues, CEI
organized a meeting with DVV International since they already piloted a programme for professional
development of teachers. They shared their experiences and good practices with secondary schools’
principals, which are mostly related to building capacities in the area of management and leadership.
However, information gathered will be taken into consideration.

Outcome 1.2
Capacities of school principals, pedagogues and improvement teams for creating and
implementing new value-based policies and practice enhanced

Activities:
1.2.1. Selection of 15 schools

Even the process of school selection is not rolled out yet, a significant and promising interest for
participation of schools can be observed. As reported in the previous quarter, more than 90% of the
Launching Conference participants (N=50) expressed their willingness to participate in the project, in
some of the proposed ways, such as direct participation in all project activities, contributing in
development of school manuals and training modules or participate in training for teachers, school
principals and pedagogues. In addition, direct contact with CEI partnering schools contributed to
increasing interest of schools for participation in the project and being involved in the process of
project resource development as well.

During this reporting period, the major event that served for mapping of potential schools was CEI
10th Regional Conference “Teachers in action”, held from 26 th to 29th August. The project “School at
The Hearth of Community” was presented on Conference, and all participants from more than 25

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different municipalities from BiH had the opportunity to attend the presentation session. In the CEI
10th Regional Conference evaluation survey, when being asked about the Conference highlight/the
most useful experience from the Conference, one participant valued the importance of this project
presentation session as highest, among other 150 presentations.

“The presentation on the topic ‘School at The Hearth of Community’ was very interesting and
useful”, a participant from the CEI 10th Regional Conference.

As a final result of efforts made through project promotion among educational institutions, including
schools, pedagogical institutes and ministries, process of acquiring approvals was with no
unpredictable issues.
After creating relevant documents needed to be sent to respected ministries, the process of obtaining
the approvals was started. At this point, approvals for project implementation are acquired for the
following 9 out of total of 12 ministries in BiH:
 Ministry of Education and Culture Republika Srpska,
 Ministry of Education, Science, Culture and Sport of Bosnia-Podrinje Canton,
 Ministry of Education, Science, Culture and Sport, Posavina Canton,
 Ministry of Education, Science, Sports and Culture of the Herzegovina-Neretva Canton,
 Education, Science, Culture and Sports West Herzegovina Canton,
 Ministry of education, science, sports and culture of the Central Bosnia Canton,
 Ministry of Education, Science and Youth of Sarajevo Canton,
 Ministry of Education, Science, Culture and Sport, Una-Sana Canton
 Department for Education of the Brčko District of BiH
Two additional approval are expected to be obtained during October, from:
 Ministry of Education, Science, Culture and Sports of Tuzla Canton,
 Ministry of Education, Science, Culture and Sport of Zenica-Doboj Canton

Communication with those two ministries is ongoing. As informed by Pedagogical Institute of Tuzla
Canton, they shared their positive opinion and recommendation for accepting the project
implementation in the schools from this Canton, but we are still waiting for the final approval from
Ministry. According to the Pedagogic institute it is just matter of time to receive it.
Regarding Ministry of Education, Science, Culture and Sport of Zenica-Doboj Canton, they asked for
submitting an additional form, and their response is expected in the next quarter.

As we assume, approvals from 10 ministries will be obtained in the end, since the Ministry of Science,
Education, Culture and Sports of Herzeg-Bosnia Canton declined the project implementation due to
various projects implementing in schools, as explained, and Ministry of Education, Science, Culture
and Sport of Zenica-Doboj Canton response is still unpredicted.

As planned this quarter was also used for mapping the potential schools that will be included in the
project. As reported in the previous quarter, CEI mapped the following communities from which the
selection of school will be made: Foča, Istočna Ilidža, Kotor Varoš, Banja Luka, Prijedor, Modriča,
Gornji Rahić Brčko, Stolac, Mostar, Bugojno, Busovača, Bužim, Cazin, Kalesija, Nemila and Zenica.

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During this quarter, CEI made a preselection of 15 schools in abovementioned municipalities. Some
information shared by IOM, USAID MESURE, PH International, PRONI and CEM (Centre for education
of youth) when mapping the vulnerable communities which are under the risk of extreme violence,
were also helpful when selecting schools. Additionally, CEI experience in working with schools were
taken into a consideration, as well as interest showed by schools during numerous already mentioned
occasions. Number of children in schools also impacted the decision.

However, the final selection will be made once we visit each school, which will happen during the
next quarter. Through direct contact with schools, CEI team consisted of Executive Director, CEI
Project Coordinator, CoH and Project Assistant, will ask for their motivation in regards to participation
in the project.

Moreover, we mapped at least one alternative school in many municipalities, if low motivation of
schools for involving into the project implementation occurred.

ACTIVITIES UNDER THE OBJECTIVE 2

OBJECTIVE 2.
Capacities of teachers to implement value-based education and improve critical thinking skills of
students increased
Outcome 2.1
Human and professional resources for improving classroom practice developed

Activities:
2.1.1. Develop curriculum for training program on classroom practices

As the project started, CEI team rolled out the process of developing two comprehensive training
modules and resources for teacher, aimed to improve their capacities to implement strategies for
critical thinking and creating classroom community based on values. Trainings for teachers are named
as follows: “School of Critical Thinking” and “School of Values”.

As reported in the second quarterly report, CEI used its financial resources to conduct four trainings
(two for “School of Critical Thinking” and two for “School of Values”), aiming to test the quality of
those trainings. Approximately 30 participants (university professors, preschool, primary and
secondary school teachers) participated on each training. It important to mention that some
participants attend both trainings. Based on their feedback and suggestions, training modules and
resources have been in the process of finalization within this quarter. Final versions of training
modules and resources will be printed during November and attached in the next quarter report.

Furthermore, CEI already mapped teachers to further develop their skills and take leading role in
transferring knowledge, after participating in ToT training which will be conducted within “School at
the Hearth of Community” project. In addition, “School of Values” trainings will be organized with
additional 30 participants during the next quarter to ensure wider network of potential trainings. ToT
is planned by the end of November, and by then CEI will finalize the list of ToT trainers.

Confirmation of the training modules relevance

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An additional confirmation of the relevance of module content have been explored through surveying
152 citizens and 150 teachers, during the CEI 10 th Regional Conference. 1 Based on their answers, it
could be stated that values, critical thinking, partnership with families and communities as well as
professional development of teachers is of a huge importance for improving quality of education and
putting schools at the hearts of communities.

For illustration, 66 teachers perceived critical thinking as a major ability that children need to develop
through schooling, while 42 citizens put critical thinking on the third place when it comes to abilities
needed.

Furthermore, teachers and citizens had the opportunity to list values that schools should promote.
The most frequent values were: responsibility, respect, tolerance, honesty, cooperation, self-
confidence, diligence, empathy, freedom, equality creativity, righteousness, friendship,
understanding, care of others, love and solidarity.

When it comes to capacities of teachers, 32 citizens perceive lack of competence among teachers,
while 21 of them suggest more opportunities for professional development of teachers.

Moreover, teachers also criticized their own competencies. For example, 13 of teachers emphasized
frontal teaching, 14 of them pointed out lack of teachers’ capacities, while 11 stated that lack of
financial resources for building that capacities, are something they do not like within education
sector. As a way for improving quality of education, 32 teachers suggested putting focus on
developing children life skills, while 19 of them stated that opportunities for professional
development of teachers should be increased.

Detailed results can be found the this link: https://inskola.com/rezultati-ankete-sta-misle-nastavnice-

i-nastavnici-o-obrazovanj/

V. Additional contribution to the project

During this reporting period, the project was presented on CEI 10 th Regional Conference “Teachers in
Action”, organized by CEI Step by Step in the period 23 rd – 26th August, in Hotel Holiday Sarajevo. The
major goal of the Conference was to present teaching practices. Project “School at the Heart of
Community was presented”.

Moreover, Step by Step director and CoH participated on the IOM PVE Conference “The Role of Local
Community in the Prevention of Violent Extremism” in the Parliamentary Assembly building of Bosnia
and Herzegovina. This would help CEI in planning the further measurement of the relevant constructs
to be explored.

CEI also developed preschools, primary and secondary schools in BiH database. Database is consisted
of main information regarding schools, such as address, contact, community, number of children,
branch schools etc., found on PIs and schools’ web pages, and also CEI internal documents. This will

1 The Conference was partially supported by USAID funds (2.000 USD), aimed at contribution to professional
development of teachers from project targeted communities.

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serve CEI, including the “School at the Heart of Community” project, when sharing information,
knowledge, announcements etc.

III. Challenges and Solutions

Challenges Impact of Challenge Solution identified

Development of During expert meeting it was
resource kid identified that experts do not
required more have such a broad knowledge
expert to be as needed for the programme
involved then especial in area of media
planned due literacy, critical thinking and
complexity of value base education. This
program outcomes specific knowledge had to be
additionally provided.
In addition to expert selected for specific
area of programme, CEI will ensure
additional expertize for programme
development. Furthermore, additional
experts are identified for specific sessions
and will be invited as guest speakers.

IV. Lessons Learned

 Participatory approach has again been one of the strongest features of SbS work in this quarter
noted by key actors in education area, including representatives of ministries of education,
pedagogic institutes, directors and pedagogues. Being aware that the project has still not started
to implement in schools, this recognition brings even more merit. During this reporting period,
SbS ensured stakeholders’ contribution and hearing their voices through ongoing conversations
regarding of proposed modules for schools’ transformation and involvement in resource
development. Meetings with other parties and partners engaged in the area of PVE, including
policy makers, were used for discussing the appropriate approach when talking about violent
extremism. During the next three years of project implementation, the SbS team will encourage
and enrich existing participation through different activities, especially resource development and
MEL related activities. By respecting principles of transparency and mutual interest, this will
ensure greater stakeholders’ level of commitment to work effectively and contribute to successful
project implementation.

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V. Outline of the activities in the next quarter

 Ministry approvals
Process of acquiring approvals from Ministry of Education, Science, Culture and Sports of Tuzla
Canton and Ministry of Education, Science, Culture and Sport of Zenica-Doboj Canton are expected to
be acquired not later than November FY18. Meeting with Minister of Ministry of Education, Science,
Culture and Sport of Zenica-Doboj Canton is planned to be organized during the next quarter, aiming
to provide additional clarification on project activities planned to be conducted in this Canton.

 TOR and Framework for training Module

Report on the Meeting organized with experts will serve as a main source for developing ToR and
Framework for training Module, since the meeting resulted in outcomes, recommendations and key
competences required for school principals and pedagogues to transform their schools.

 Third and fourth meeting with the experts

Third and fourth meeting with expert team members will be organized during next quarter.
Representatives of pedagogical institutes and school principals and pedagogues will join the meeting
in order to discuss the first draft of training modules and resources.

 Collecting good practices aligned with modules

The process of mapping good practices related to each Module in ongoing and will continue
throughout the next quarter.

 Selection of 10 school principals and pedagogues

10 school principals and one pedagogue have been selected based on their experience to contribute
curriculum developments. One more will be involved for the purpose of further meetings. ToR for
their engagement will be developed and agreement will be signed.

 Selection of schools
Schools will be mapped and meetings with school management will be initiated for assessment of
school’s commitment and motivation.

 Web page
Regularly share finalized project activities and/or announce new if occurred appropriate externally.

 BIHPLATFORM Submission
Sumbit Quarterly Report 2 for the period April-June 2018 and Financial Report 2 for the period April-
June 2018 on the USAID/BiH’s web-based performance management/geographic information system
– BIHPLATFORM for USAID/BiH approval.

 Monitoring, Evaluation and Learning

Support proMETE team in developing of Baseline methodology and tools.

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VI. Annexes - attached

1. Training Modules with Outcomes and Activities

2. Agenda for Meeting with Experts

2nd Meeting
Agenda.doc

3. Report on the Second Meeting with Experts

4. List of selected communities

R.B. Kanton/Entitet Opština

5. List of experts

Lista eksperata
USAID.xlsx

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