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CATHOLIC RELIEF SERVICESIMACEDONIA

"CIVIC EDUCATION: PATH TO A CIVIL SOCIETY" PROJECT

QUARTERLY PROGRESS REPORT

Award Number: Progress Report No: Reporting Period:

165-00 16-G-SS-81 02-00 13 September 21, - December 21, 2001

PROGRESS TOWARDS OBJECTIVES:

Preparation for and implementation of regional Civic Education teacher training seminars

for Kindergarten and Grade 1-4 teachers throughout Macedonia, implementation of

awareness raising seminars for Parent Council representatives, distribution of textbooks

and newsletters and in-class observations of Civic Education lessons in kindergarten and

lower elementary classes comprise the core activities implemented by CRSlMacedonia

Civic Education project staff in close cooperation with the Bureau of Educational

Development of Macedonia during this reporting period.

1 CATHOLIC RELIEF SERVICES

1.1 Staffing and Infrastructure Changes

During the reporting period September 21, through December 21, 2001 there were no

staffing and infrastructure changes in the Civic Education team.

1.2 Education Department Five-Year Strategy I Two-Year Implementation Plan

Education Department Five-Year Strategy I Year Three Implementation

On-going implementation of CRS/Macedonia's five-year strategy on education

programming continues with year-three of the strategy implementation. Please refer to

Annex 1, for further details. The Education Department has implemented a number of

key activities and projects to ensure the success of the Education Department's strategic

goals.

The process for selecting new schools and Parents Councils to participate in the new

Parent-School-Partnership program started in October 2001 and involved a number of

key stages. These included; inviting every school in Macedonia to participate in the

program by submitting a formal request! to participate, selecting 30% of responding

schools for assessment based on established criteria, assessment, selection of 25% of

assessed schools for based on established criteria, final confirmation of 14 selected

schools for participation in PSP to Ministry of Education and the schools.

During spring 2002 these selected schools will participate in a cycle of training,

workshops and activities to build school partnerships. This includes community

prioritization, Strategy Planning I Community Action Planning, Project Planning, Writing

and Implementation, Linkages, Networking and Partnership, and Fund-raising, as well as

a variety of specific needs-based workshops.

1 Including information on the socia-economic and ethnic status of the school, challenges facing the school

and any achievements of the school community.

The implementation of Civic Education curricula at the upper elementary level continues through the implementation of regional trainings for all Grade Five teachers, and textbook production. The program has also financially supported a BED initiative for the development of Grade Five and Six textbooks that address the structure of the school, local community and local and national government. In negotiation with the local USAID mission a one-year no-cost extension request was submitted to USAID Regional Contacting Office in Hungary, and is in process of review. The no-cost extension aims to ensure that during the period September 2001- September 2003 planned Civic Education activities at lower elementary level are implemented, and that Civic Education at upper elementary education is included as a component of the USAID funded program. Please refer to the Annual Report 3, September 2000 - September 2001 for further details.

The Children's Initiative program in fiscal year 2001 facilitated parent - teacher support of extra-curricula activities for primary school students in eight pilot schools. Parents and teachers have developed long-term action plans to provide a variety of activities for children in the community. The results of this program and on-going assessment on child­focused needs in Macedonia indicate that the program should be implemented on a wider level; the program will involve I 5 schools during 2002.

The Education Department participated in annual program planning for fiscal year 2002. This resulted in effectively planned implementation plans for all programming areas, and built the level of responsibility and ownership of all staff involved in programming. Team activities in Autumn 200 I also resulted in the development of the Department vision and mission statements. Please refer to Annex 2 for further details.

2 TECHNICAL ASSISTANCE 2.1 International Technical Assistance 2.1.1 CCE On-going communication and negotiation continues with the Center for Civic Education, USA (CCE) during the reporting period. Due to the instability in the country and the associated safety concerns, CRS and CCE were unable to implement planning activities in Macedonia for future program development originally proposed for autumn 2001. CRS and CCE priorities are in the field of Civic Education program quality management. Both organizations plan international technical support in the form of consultancy to the Civic Education program during the next year. A planning session involving CRS, CCE and BED is planned for March 2002.

2.2 Local Technical Assistance 2.2.1 BEDIMOE/Civic Edncation Working Group The Bureau of Educational Development Civic Education Working Group continues to be active in the planning and implementation of project activities. Specific Working Group activities during this reporting period include planning and organizing seminars for Parent Council representatives, implementation of in-class observations, and preparation for the Civic Education newsletter.

CRS staff presented the Civic Education annual implementation plan for 2002 to representative of the Bureau of Education Development including the Director, the Deputy Director and the Leader of the Working Group. The group accepted the plan of activities and the proposed timeframes. All parties agreed that it was necessary to revise the existing Memorandum of Understanding to reflect the programming changes. CRS will work directly with the BED during the next reporting period to draft a revised MoU.

3 MINISTRY OF EDUCATION / BUREAU OF EDUCATIONAL DEVELOPMENT OF MACEDONIA During the last reporting period student displacement was the key issue affecting the ministry of Education. During this reporting period the general security situation in the country improved, and displaced students returned to their communities and schools in the majority of conflict-affected regions.

The Ministry of Education has faced challenges as a result of conflict in 2001. In a high school in Kumanovo students from different ethnicities refused to attend lessons during the same teaching shifts. The Ministry also faced challenges in accommodating regular students in a number of student dormitories, which had been housed by a large number of internally displaced people who had not returned to their homes due to the perceived security risks.

During the reporting period the Law for Local Self Government was passed. The Minister for Education expressed commitment to a gradual progression towards decentralization in education. He emphasized that local government should be involved in the maintenance of the school buildings, but that a number of crucial education issues such as the curricula should still remain with national decision-making in the Ministry of Education.

4. PROJECT RELATED ACTIVITIES 4.1. Regional Kindergarten and Grade One through Four Foundations of Democracy Teacher Trainiug During the reporting period regional teacher trainings continued, with on-going coordination with the BED ensuring successful implementation of all training activities throughout the country. All planned training seminars for this period were successfully implemented; training seminars in Debar and Tetovo that had been previously postponed for security reasons were also conducted under improved conditions.

Between September and December 2001, the second cycle of regional Grade One through Four Foundations of Democracy trainings were implemented, with a further 282 Grade One through Four teachers trained in the curricula program. Please refer to Annex 3 for the summary evaluation of Grade One through Four seminars implemented.

The third and last cycle of regional Foundations of Democracy kindergarten trainings was implemented during October and November 2001. Eight regional trainings were implemented, with 159 pre-school teachers trained. Please refer to Annex 4 for the summary evaluation of Kindergarten seminars implemented. Monitoring and evaluation

of the events indicated that the majority of seminars had a high level of attendance and participation.

4.2 TraiNet Database The USAID TraiNet database is updated on a regular basis ensuring that information on participants, trainers, evaluation and cost per training is inputted for each Kindergarten and Grades 1-4 seminar conducted during the reporting period. Please refer to Annex 5 for summary reports from the updated TraiNet database.

4.3 Production and Distribution of Textbooks During this reporting period the following textbooks were printed in Macedonian, Albanian and Turkish languages, and distributed throughout Macedonia.

Teaching Gronp Quantity Grade Two 30,816 Grade Three 3,540 Grade Five 31,608 The textbooks were distrIbuted dunng early October 2001. Due to securIty issues and hence poor access 15 schools in the Skopje region, in the villages of Aracinovo, Brest, Grusino, Rasce, Radusa, Bojane, Ljuboten, were unable to be supplied with textbooks. The textbook distribution in these schools is postponed until the security in these locations improves.

4.4 ConsnItancies - Mid Term Evaluation and Training on Evaluation for Implementing Partners. During this reporting period communication continued with the UK based consultancy organization, International Management Association (IMA) for engagement of Dr. Gina Holdar, who was selected to run the Mid-Term evaluation. The organization continued to express its concerns on the security status in Macedonia and the involvement of Dr. Holder. CRS transferred to IMA 50% of the payment for the evaluation design prepared by Dr. Holdar. The remainder of the payment will be transferred upon completion of the mid-term evaluation.

Communication also continued with International NGO Training and Research Center (INTRAC) on provision of a training seminar for developing evaluation tools for a core group of Civic Education stakeholders in Macedonia. The goals of the training seminar are to facilitate the development of effective Civic Education evaluation tools, which review the skills, attitudes and knowledge gained by students participating in the Civic Education program, whilst introducing a variety of methodologies associated with evaluation to training participants. It has been discussed with the Bureau of Educational Development that the outcomes of the training will form the basis of a pilot to be introduced in a sample of schools involved in the program during this school year, and expectation that in future this pilot will form the basis for national evaluation of students in Civic Education. This activity, originally planned for Spring 2001, was postponed until spring 2002 due to the instability in Macedonia.

4.5 In-class Observations In-class observation schedules for academic year 200112002 were developed in coordination with the BED advisors. 12 schools (10%) from the pilot 120 Grade 3 classes were selected as a sample for in-class observations, 36 schools (10%) from Kindergarten, Grade 1 and Grade 2 were selected as a sample for national in-class observations. Sample schools were selected according to proportional representation of; ethnicity in Macedonia, rural urban location and representation of schools across the twelve educational regions in Macedonia. Please refer to Annex 6 for a list of the in-class observation schedules for the academic year.

BED Advisors responsible for specific grades and regions and CRS staff will attend each of the in-class activities and review a checklist of qualities of a Civic Education lessons to evaluate the success of the lesson and the work of the teacher. The checklist was developed utilizing CCE technical assistance through the work of the BED Civic Education Working Group and CRS staff. Please refer to Annex 7 for copy of the in-class observation tool and checklist. From the planned 48 observations in kindergarten, Grade One, Grade Two and Grade Three classrooms for the entire academic year, there were 19 implemented between November and December 2001. The remaining in-class observations will be implemented during the second semester of the academic year. Completed in-class observation reports indicate good program accomplishments from the students to date. Please refer to Annex 8 for a summary evaluation of in-class observation reports. BED Advisors conduct further observation of Civic Education lessons, the majority of BED Advisors forward copies of their reports to CRS for monitoring purposes.

4.6 Newsletter Production In September 2001 the third edition of the "Civic Education - Today" Newsletter was printed and 147,862 copies distributed in three languages to parents, teachers and directors of all kindergartens and elementary schools throughout Macedonia. CRS continues to distribute the newsletter to regional BED offices for internal regional distribution, and directly distributes to schools in Skopje. Please refer to Annex 9 for examples of the third edition Civic Education Newsletter.

Preparation for the fourth edition newsletter started in November, with a proposed distribution at the beginning of the second semester 2002. The Civic Education newsletter editing committee involving the BED and CRS facilitated collection and selection of articles.

4.7 Regional Seminars for Parent Council Members Civic Education Parent Councils seminars introducing parents to the Foundations of Democracy and the Project Citizen programs of study have continued in the Kocani, Strumica, Ohrid, Struga and Skopje regions. These seminars provide the representatives of the Parent Councils with opportunity to gain experience in the Civic Education program, to learn more about the concepts and methodologies used, and gain knowledge and skills of citizen participation. To further support this activity BED and CRS staff worked together in developing an informational brochure for distribution to parents. This will be distributed to all Parent Councils in spring 2002.

During this reporting period, representatives from 114 Parent Councils attended Civic Education awareness seminars. Participants who attended the seminars were overwhelmingly pleased with the content; they actively participated in all aspects of the event. Please refer to Annex 10 an example evaluation of Parent Council seminars implemented. Even so, there was considerably low attendance at all of the seminars conducted; according to the BED Advisors knowledge and understating of the relationships between the school management and the Parent Councils this was due to the untimely and inappropriate manner of informing the Parent Councils. CRS have planned to postpone future planned Parent Council seminars to work with the BED in reviewing opportunities for building school and Parent Council relationships through the implementation of these events whilst ensuring high levels of attendance and participation.

5. OTHER ACTIVITIES - CRS Civic Education Activities The implementation of Civic Education curricula at the upper elementary level has been requested for inclusion in the existing USAID Civic Education project, and is detailed in the project no-cost extension, September 2002 - September 2003.

5.1 Regional Grade Five Teacher Trainings During the reporting period regional Grade Five teacher training seminars continued. The majority of planned training seminars for this period were successfully implemented; a number required postponing due to extreme temperatures and poor heating in the planned locations. Two training seminars in Tetovo that had been previously postponed for security reasons were conducted under improved conditions. Please refer to Annex 11 for the summary evaluation of Grade Five teacher training seminars implemented between May and December 200 I. Results from the evaluation show a very positive overall assessment.

5.2 Project Citizen Exchange Model As a follow up to the study visit to Northern Ireland in June, 2001, and further improved knowledge on a variety of Civic Link programs implemented globally, a new initiative for enriching the Civic Education "We, the People, Project Citizen" curricula program is planned. The Macedonian model, the Civic Education Exchange Model aims to establish strong linkages among schools with different ethnic background using computers, e-mail and the Internet. This program will be implemented during the second semester of the school year as a pilot program in two schools.

5.3 Study Visit in Netherlands During the period from November 19 - 25, 200 I a delegation of 8 staff from different CRS offices in the Balkan and Caucasus region attended meetings held with the National Center for School Improvement (APS) and participated in the European Research Network About Parents in Education (ERNAPE) Conference. The goal of the conference was to strengthen mechanisms for collaboration between parents, schools and community as a key component of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' performance.

CRS Regional Educational Support Office in Skopje and the APS have designed a three­year program to work together to support the CRS/Europe Education Network (EdNet) and CRSlEurope's local education partners by developing linkages within and with organizations in Eastern and Western Europe. The purpose of the meeting held in Utrecht in November 2002 was to learn more about APS and discuss expectations of the CRS -APS cooperation on Linkages. All Macedonian participants returned to Macedonia enthusiastic and motivated to further enrich the quality of linkages in CRS Education programs there-by establishing strong national and international linkages.

5.4 Textbook productiou In autumn 2001 Grade Five Civic Education, Project Citizen textbooks were printed and distributed to regional BED offices for all students in their language of instruction. The distribution by language of instruction was as follows

Munic~ality_ Macedonian Albanian Turkish Skopje 6.073 2.548 209 Gostivar 550 1.450 250 Bitola 1.700 85 25 Veles 700 200 0 Stip 1.900 0 50 Ohrid 1.900 1.400 38 Kavadarci 1.500 0 0 Prilep 1.600 130 21 Tetovo 600 2.900 50 Strumica 1.450 0 16 Kocani - Berovo 1.800 0 0 Kumanovo 1.650 1.050 0 Total 21.423 9.763 659 .. As reported prevIOusly CRS/Macedoma financIally supported prIntmg of a ClVlC Education textbook developed by the Bureau of Educational Development. Initially, BED requested printing of 20.500 textbooks in Macedonian, Albanian and Turkish language to distribute in the Macedonian elementary schools. The numbers of textbooks printed were insufficient to support all Grade 5 students. Therefore, in November 2001, BED requested support from CRS in printing of an additional 11.600 copies of the textbooks. CRS provided financial support for printing of these Civic Education (as with other Civic Education) textbooks in order to ensure that every student was able to receive a copy of the textbook.

5.5 Follow up on the Strategy Planning Session, May 2001 During this reporting period the key focus for follow to the Strategy Planning Session on Civic Education was preparing for involvement of special needs institutions into the Civic Education program. The Civic Education Working Group was actively involved in assessing the opportunity for introducing the curricula program in special needs schools. The Leader of the Working Group held meetings with representatives from several schools and institutes for children with special needs from Skopje and Bitola. Representatives, including teachers, directors, pedagogues, and psychologists from these schools were introduced to the Civic Education curricula programs. The meeting also

7

allowed for increased dialogue on special needs schools and institutes in Macedonia, existing curricula provision in respect of the students special needs, and identification of the most appropriate Civic Education curricula program for II distinct special needs target group. After this period of research the BED and CRS decided to pilot Civic Education curricula in two pilot Grade 3 classes from the Institute for children with hearing difficulties in Bitola. Professionals from the special needs institute in Bitola agreed that with minor adaptations the Grade 1 Civic Education curricula would be most appropriate for pilot in Grade 3 classes. CRS will provide supplies and textbooks for the students and the teachers, the BED will provide support with curricula adaptations.

6. FUTURE ACTIVITIES 6.1 Regional Teacher Training During the next reporting period, CRS Civic Education Project staff will continue providing support for a limited number of outstanding trainings mostly in the regions that were affected by the conflicts and thus postponed for later implementation. It is expected that all outstanding trainings for Grade 1-4 and Grade 5 teachers will be completed by the beginning of the second semester of the academic year 2001-2002.

6.2 Newsletter Edition four of the "Civic Education Today" Newsletter will be printed and distributed to schools throughout Macedonia by March 2002; all students, teachers and school management staff will receive a copy ofthe Civic Education Newsletter.

6.3 Regional Parent Council Seminars During the next reporting period the Civic Education Working Group will revise the existing and develop a new strategy for implementing regional Parent Council Civic Education seminars. In order to support this process of disseminating information about civic education reform and parental support for the curricula, brochures for Parent Council representatives will be distributed to each of the 344 Parent Councils. The Brochures will be printed in Macedonian, Albanian and Turkish language.

6.5 In-class observations CRS staff will continue attending in-class observations during the next reporting period with BED staff in Kindergarten, Grades One, Two, Three, Five and Six classes throughout Macedonia.

6.7 Training on Evaluation for Implementing Partners The training seminar on developing evaluation tools for evaluating students knowledge, skills and attitudes as a result of the exposure to the civic education curricula in schools, is planned for the next reporting period. An external consultant will conduct the training and a group of 20 civic education stakeholders will attend the four-day training session. The long-term goal of this activity is to support the Bureau of Educational Development in developing national Civic Education testing of students.

7 FINANCIAL ACTIVITY Please refer to Annex 12 for the Budget Comparison Report covering the period September 21, 2001- December 21, 2001.

ANNEXES

Annex 1 Teaching Right Relations Implementation Timetable

Annex 2 CRSlMacedonia Education Department Vision and Mission

Annex 3 Evaluation of Second Cycle Foundations of Democracy for Lower Elementary Teacher Training Seminars

Annex 4 Evaluation of Third Cycle Foundations of Democracy for Kindergarten Teacher Training Seminars

Annex 5 Summary reports ofTraiNet database

Annex 6 In-class observation schedules

Annex 7 In-class observation tool and checklist

Annex 8 Summary evaluation of in-class observation reports

Annex 9 Third Edition of the Civic Education Today newsletter

Annex 10 Compiled evaluation results form Parent Council training in Bitola

Annex 11 Evaluation of Second Cycle Project Citizen Teacher Training Seminars

Annex 12 Budget Comparison Reports covel'ing period September 21, 2001 through December 21, 2001.

Annex 1 Teaching Right Relations Implementation Timetable

10

/!

Teaching Right Relations - IMPLEMENTATION TIME TABLE 2001

Activities 09 1. Quality Program Management 1.1 M&E a) M&E development => b) M&E implementation c) M&E Review and Data Analysis d) Program Planning

2. Assessment and Selection a) Parent School Partnership b) Children Initiative

3. Awareness Raising a) Introduction to P SP b) Iotroduction to CI c) Bi-annual newsletter PSP ICl production and distribution d) Regional Study tour on Linkages and Partnership e) CI Exhibitions

4. Capacity Building a) PSP Module I - Effective Meetings I Parent Council Admin I Teamwork b) PSP Modole 2 - Decision-making I Community Action Planning c) PSP Module 3 - APP I Project Proposal Writing d) PSP Modole 4 - Small grants support e) PSP Module 5 - Linkages and Partnership f) PSP Modole 6 - Parent Council priority activities g) PSP Module 7 - Fundraising h) Cl Consultant - development of TOT topic i) Cl TOT for Parent Council and School Management j) Cl Consultant - development of in-house workshop Manual k) Cl in-house workshops

5.Program Implementation a) PSP - Small grant support b) Cl Small grant support c) P SP - Small grant approval d) Cl - Small grant approval e) PSP - Tender I Procurement I Distribution f) Cl - Tender I Procurement I Distribution g) PSP - Parent Council in-kind contribution h) PSP Reconstruction support i) Cl Io-school implementation support

6. Linkages a) Strategy Planning on Linkages b) Develop implementation Plan on Linkages c) Partnership Workshop with PSP schools d) Regional I Ioternational Conference on Linkages

SeptembeJ' 21, 2001- September 21, 2002 =:- 2002 =:-

10 11 12 01 02 03 04 OS 06 07 08 09 i I

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Annex 2 CRSlMacedonia Education Department Vision and Mission

Annex Z - Education Department Vision and Mission Statements - ZOOJ

Vision Statement

We the citizens of Macedonia, celebrate a diverse civil society, based on the principals of justice and equity, where all individuals are empowered and participate in decision-making and social change

Mission Sllltement

CRS/ Macedonia Education Department • Supports programs that-will lead to quality education • Supports and empowers citizens of Macedonia in building a civil society • Promote tolerance to manage differences peacefolly • Establishes linkages among schools and communities in order to support solidarity and sustainability

/~

Annex 3 Evaluation of Second Cycle Foundations of Democracy for Lower Elementary Teacher Training Seminars

/1

, ANNEX 3 Page 1

EVALUATIONS FOUNDATIONS OF DEMOCRACY· LOWER ELEMENTARY TEACHER TRAINING GRADES 1-4

1. Personal and Professional data

Total No of participants Total No. of answered questionarries

A. Age

2~ 28%

B. Gender

53%

C. WOrking experience in teaching

c::lliJ c=ffil

AGE

16%

%

GENDER

III From 20 to 30 yea

• From31 to 40 years

C From 41 to 50 yea

COVer 50 years

III Male

• Female

120.-----------------------------------------~

100+---------------~----------~--

80

60

40

20

o From 1 to 10 years From 11 to 20 years Over 21 years

ANNEX 3

D. Teaching language

Serbian

Turkish

Albanian

Macedonian Li#J~~~$~~

o 50 100 150

No. of participants

E. Mixed classes

Mixed classes

0% 25% 50% 75% 100%

F. Location of the participant's working place

Village

City

o 20 40 60 60 100 120 140 160 160

Number of participants

200

III Unmixed

• Mixed

Page 2

ANNEX 3 Page 3

;

2. Organization of the seminar

Participants response to seminar organization

(0) ... Excellent=5, Very good=4, Good=3, Poor=2, Very Poor=1

11

ANNEX 3

3. Content and methodology of the training seminar

Summary tables indicating participants agreement of the learning opportunity of the seminar

IStlltelne~'t:· " [was introduced to the contents and the requirements of the Program "Foundation of Democracy" "

{l 200

[ ·6 150 -1--,-----1: os Co 100 +-__ '0 ci 2 50+---

0+---

highly agree agree disagree

Statement:"[ expanded my knowledge of the methodology in teaching the concepts of the Drtltrnam Foundations of Democracy"

250

.l!l 200 c [ ·6 150 1: os .::- 100 o ci 2 50

o highly agree agree disagree

Page 4

ANNEX 3

10t(ltel'Tlel~t:" I became acquainted with the possibilities of incorporating the concepts in curriculum "

250

J!! 200

'" [ ·u 150 'E '" Co 100 '0 o Z 50

o highly agree

" I have shared

250

J!! 200

'" [ ·u 150 'E '" ~ 100 o o Z 50

o highly agree

agree disagree

and ideas with other teachers. "

agree disagree

Page 5

ANNEX 3

ISt/1teJrneJ'1t:" Ifeel ready to realize the Program "Foundations of Democracy" with my

"

250

~ 200 CIS

·fr 150 :e CIS Q. 100 '0 o z 50

o highly agree agree disagree

Page 6

ANNEX 3

Concept AUTHORITY

31 300 c 8. 250 en e 200 J!l c [ 150 'u 1: 100 .. Q,

'0 50 o z 0

A lot

Concept JUSTICE

31 300 c 8. 250 <II

e 200 ~ It 150

~ 100 III Q,

'0 50

o A lot

Some A little

Some A little

Page 7

IiiI Degree of understanding of concepts

• Degree of ability to work with concepts

o Degree of ability to implement the intellectual tnnlc::

1m Degree of understanding of concepts

• Degree of ability to work with concepts

o Degree of ability to implement the intellectual tnnlc:.

'2-1

ANNEX 3

RESPONSIBILITY

cp 300 .. c &. 250 .. I!! 200 J!! c a. 150 'u 'E 100 a. '0 50 o z o

A lot

Concept PRIVACY

300 :g S 250 a. .. I!! 200 J!! c a. 150 'u '5 100 a. '0 50 o z

o A lot

Some A little

Some A little

Il1I Degree of understanding of concepts

• Degree of ability to work with concepts

PageS

o Degree of ability to implement the intellectual tools

Il1I Degree of understanding of concepts

• Degree of ability to work with concepts

o Degree of ability to implement the intellectual tools

Annex 4 Evaluation of Third Cycle Foundations of Democracy for Kindergarten Teacher Training Seminars

",' / ANNEX 4

EVALUATIONS FOUNDATIONS OF DEMOCRACY- KINDERGARTEN TEACHER TRAININGS

1. Personal and Professional data

Total No of participants Total No. of answered questionnaires

A.Age

36%

B. Gender

96%

C. Working experience in teaching

0% 20% 40% 60%

c=:illl c==illJ

AGE

10%

GENDER

4%

25% • up to 30 years

• From31 to 40 years

IJ From 41 to 50 years

IJ Over 50 years

.Male

• Female

• From 1 to 10 years • From 11 to 20 years

IJ From 2t to 30 years

C Above 30 years

80% 100%

Page 1

2'1

ANNEX 4 Page 2

D. Teaching language

Serbian

Turkish

Albanian 15

----~----~----~--~-----L----~127

Macedonian

o 20 40 60 80 100 120 140

No. of participants

E. Participant's employment

Where do you work?

13% • Pre·school institution

• School

F. Location of the participant's working place

Village

Settllement

City

o 20 40 60 80 100 120

Number of participants

ANNEX 4

G. Participants's professional background

Level of Education 4%

• Faculty Pedagogy)

(Group

• Pedagogy Academy ( Group Kindergarten teacher)

D Other: (Secondary school)

Page 3

ANNEX 4 Page 4

20 Organization of the seminar

Participants response to seminar organization

(0) ... Excellent=5. Very good=4. Good=3. Poor=2. Very Poor=1

5.00

-.- 4.95 c~ (U , 4.90 0., :2 ! 4.85 1:: CD (Us::.

4.80 c..!. '0 CD 4.75 CD III

4.70 Clc f!! 0 CD 0. 4.65 > III cI: I!! 4.60

4.55 '" 1:- ~ c: ~ !B-o ~ " .c

.~ [ij d21 Co "0

~ c: 8 ai1B~~.~

'" El::u-Q) 1;;

c: .~~ ~ ~ ~ '" :g c:

~ '" '" ~ 0- >< ;: $

ANNEX 4 Page 5

3. Content and methodology of the training seminar

Summary tables indicating participants agreement of the learning opportunity, of the seminar

ISt,atement:" [was introduced to the contents and the requirements of the Program "Foundation of

"

120

Zl 100

C 1\1 80 Co 'u 'E 60 1\1 Co

'0 40 ci Z 20

0 highly agree agree disagree

Statement :"[ expanded my knowledge of the methodical approaches in teaching the concepts of the IlJr'1f!r.am "Foundations of Democracy""

120

100 /I) -c 80 1\1 Co 'u 'E 60 1\1 Co

'0 40 ci Z

20

0 highly agree agree disagree

ANNEX 4 Page 6

Statement:" I became acquainted with the possibilities of incorporating the concepts in specific subjects"

120

100

III .. c 80 os c. ·u 1: 60 os c. '0

40 ci z 20

0 highly agree agree disagree

" I have experiences and ideas

120

100 III .. c

80 os c. ·u 1: 60 os c. '0 40 ci Z

20

0 highly agree agree disagree

ANNEX 4 Page?

•

:" I ready to realize the Program "Foundations

120

100 1/1 ... c 80 <'IS Q. ·u 1: 60 <'IS Q. -0 40 c:i z

20

0 highly agree agree disagree

ANNEX 4

Concept AUTHORITY

140 CD II) c 120 0 Q. II) 100 I!! II) ~ 80 c ca Q.

60 ·0 'f ca 40 Q.

'0 20 0 Z 0

A lot

Concept .JUSTICE

140 CD II) 120 c 0 Q.

~ 100

.I!! 80 c ca Q.

·0 60 'f ca Q. 40 -0

0 20 Z

0 A lot

Some A litle

Some A litle

Page 8

• Degree of understanding of concepts

• Degree of ability to work with concepts

o Degree of ability to implement the intellectual tools

• Degree of understanding of concepts

• Degree of ability to work with concepts

o Degree of ability to implement the intellectual tools

31

ANNEX 4

RESPONSIBILITY

GI 140 U)

IS 120 c. ~ 100 U) ... 80 c «II C. "u 60 'E «II 40 c. "0 20 ci Z 0

A lot

Concept PRIVACY

140 ... U)

120 c 0 c. ~ 100

S 80 c «II C. "u 60 'E «II 40 c. "0

20 ci Z

0 A lot

Some A litle

Some A litle

Page 9

• Degree of understanding of concepts

• Degree of ability to work with concepts

o Degree of ability to implement the intellectual tools

• Degree of understanding of concepts

• Degree of ability to work with concepts

o Degree of ability to implement the intellectual tools

Annex 5 Summary reports of TraiNet database

1"</

)

Program

Program Status

Potential: 0

Planned: 0

Cancelled: 0

Active: 0

Terminated: 0

Completed: 0

Final: 282

Not Yet Entered: 0

Total 282

.Jt~ 03106/2002

Program Trainee Status Field of Study Status

Program Trainee Status Report Summary

USAID Funding

US ($):

Local ($):

Gender

Males: 129

Females 153

Total 282

8,009.00

0.00 •

Trainee Status Return Status

Candidate: 0 Unknown:

Not Selected: 0 Returned:

Alternate: 0 Non-Returnee:

Planned: 0 In-Country:

Cancelled: 0 Deceased:

In Training: 0 Not Yet Entered:

Terminated: 0

Achieved: 282 Total Not Achieved: 0

Pending: 0

Not Yet Entered: 0

Total 282

TraiNet

Starts End.

Termination Reasons

0 Academic: 0

0 Financial: 0

0 Employment: 0

282 Health: 0

0 Personal: 0

0 Not Yet Entered: 0

282 Total 0

4

Program Tramee Status Program Field of Study Status Starts Ends

Foundations of Democracy Grades 1 t Teaching Methodology Final 11/112001 1113/2001 Components Type __________________ Training Provider Starts Ends

Gostivar Seminar Bureau ofEducationalDevelopment 1110112001 //10312001

Funding Block Description US$ Local ($)

GostivarGrade 1, 3Nov2001 New Activity Funding Training 908.50

Trainees TraiNelID Gender Birth Date

Gostivar Grade I Teachers MKXCRS000143 Males: 25 Females: 8

Trainee Status: Achieved In-Country

Foundations of Democracy Grades 1 t Teaching Methodology Final 10/18/2001 10/20/2001 Components Type __ Training Provider Starts Ends

Kicevo Seminar Bureau ofEducationalDevelopment 1011812001 1012012001

Funding Block Description US$ Local ($)

Kicevo Grade 1, 200ct2001 New Activity Funding Training 810.50

Trainees TraiNelID Gender Birth Date

Kicevo Grade 1 Teachers MKXCRS000144 Males: 19 Females: 10

Trainee Status: Achieved In-Countrv

Foundations of Democracy Grades 1 t Teaching Methodology Final 10/4/2001 10/6/2001 Components _ ____ Type Training Provider Starts Ends Debar Seminar Bureau of Educational Development 1010412001 1010612001

Fundinfl Block De$c:riQtion US$ __ LQ_cg1iJl Debar Grade I, 60ct200I New Activity Funding Training 443.00

Trainees TraiNet ID Gender Birth Date

Debar Grade I Teachers MKXCRSOOO 146 Males: 5 Females: 9

Trainee Status: Achieved In-Countrv

Foundations of Democracy Grades 1 t Teaching Methodology Final 9/27/2001 9/29/2001 Components Type Training Provider Starts Ends Struga Seminar Bureau ojEducationaUJevelopment 0912712001 0912912001

Fundinz Block Description US$ Local ($) Struga Grade I, 29 Sep2001 New Activity Funding Training 590.00

Trainees TraiNet ID Gender Birth Date

Struga Grade I Teachers MKXCRS000147 Males: 7 Females: 13 Trainee Status: Achieved In-Countrv

!5r 03/06/2002 TraiNet 1

'. Program Trainee Status

Program Field of Study Status Starts Ends Foundations of Democracy Grades 1 t Teaching Methodology Final 9/28/2001 9/30/2001

Comoonents Tvpe Training Provider Starts Ends

Skopje Seminar Bureau ojEducationaUJevelopment 0912812001 0913012001

Fundinz Block Description US$ Local ($)

Skopje Grade 1, 30 Sep2001 New Activity Funding Training 835.00

Trainees TraiNetlD Gender Birth Date

Skopje Grade 1 Teachers MKXCRSOOO 148 Males: 15 Females: 15

Trainee Status: Achieved In-Country

Foundations of Democracy Grades 1 t Teaching Methodology Final 1 0/S/200 1 101712001 Components __________ Tvpe Traininz Provider Starts Ends

Skopje Seminar Bureau ofEducationalDevelopment 1010512001 1010712001

Fundinz Block Descrivtion US$ Local ($)

Skopje Grade 1, 70ct2001 New Activity Funding Training 810.50

Trainees TraiNetID Gender Birth Date

Skopje Grade 1 Teachers MKXCRSOOOl49 Males: 13 Females: 16

Trainee Status: Achieved In-Country

Foundations of Democracy Grades 1 t Teaching Methodology Final 11/9/2001 11/11/2001 Components Type Traininz Provider Starts Ends

Tetovo Seminar Bureau ojEducationalDevelopment 11I0912001 I III 112001

Fundinz Block Description [jS$ UJcal ($)

Tetovo Grade 1, 11 Nov2001 New Activity Funding Training 663.50

Trainees TraiNetID Gender Birth Date

Tetovo Grade 1 Teachers MKXCRSOOOl50 Males: 15 Females: 8 Trainee Status: Achieved In-Country

Foundations of Democracy Grades 1 t Teaching Methodology Final 11/9/2001 1111112001 Components Type Traininf{ Provider Starts Ends

Tetovo Seminar Bureau ojEducationalDevelopment 1I10912001 I III 112001

Fundinz Block DescriPtion US$ Local ($)

Tetovo Grade 1, 11 Nov2001 New Activity Funding Training 639.00

Trainees TraiNelID Gender Birth Date

Tetovo Grade 1 Teachers MKXCRSOOO 151 Males: 19 Females: 3 Trainee Status: Achieved In-Country

~ 03/06/2002 TraiNet 2

, rrogram Trainee Status

Program Field of Study Status Starts Ends

Foundations of Democracy Grades 1 t Teaching Methodology Final 9/2112001 9/23/2001 Components __ _______ Tvpe Traininf{Provider Starts Ends

Kumanovo Seminar Bureau o/EducationalDevelopment 0912112001 09/23/2001

Fundimz, Block DescriPtion US$ Local ($)

Kumanovo Grade I, 23Sep2001 New Activity Funding Training 884.00

Trainees TraiNetlD Gender Birth Date

Kumanovo Grade I Teachers MKXCRSOOOl52 Males: 3 Females: 29

Trainee Status: Achieved In-Country

Foundations of Democracy Grades 1 t Teaching Methodology Final 9/28/2001 9/30/2001 Comoonents Tvpe Trainin£ Provider Starts Ends

Hitala Seminar Bureau ojEducationalDeve[opment 0912812001 0913012001

Fundin~ Block ______ Description US$ Local ($)

BUola Grade 1,30 Sep2001 New Activity Funding Training 737.00

Trainees TraiNetID Gender Birth Date

Bitola Grade 1 Teachers MKXCRSOOOl53 Males: 1 Females: 25

Trainee Status: Achieved In-Countrv

Foundations of Democracy Grades 1 t Teaching Methodology Final 9/28/2001 9/30/2001 Components Type Trail'!i'lKProvider Starts Ends Prilep Seminar Bureau ojEducationalDeve[opment 0912812001 0913012001

Fundin;: _Block Description USS Local ($)

Prilep Grade I, 30 Sep2001 New Activity Funding Training 688.00

Trainees TraiNet ID Gender Birth Date

Prilep Grade 1 Teachers MKXCRSOOO 1 54 Males: 7 Females: 17

Trainee Status: Achieved In-Countrv

J'? 03/06/2002 TraiNet 3

Activity

Funding Pipeline Report by Activity

•

IFunding Block: I New Activity Funding Start Date: End Date:

Funding Source Name Funding Source Line Items - Budget Line Items - Actual

Bitola Grade I, 30 Sep 2001 US$: 737 737 499

Foundations a/Democracy Grad $. 0 0 0

Debar Grade I, 6 Oct 200J US $.' 443 443 406

Foundations of Democracy Grad $: 0 0 0

Costivar Grade ], 3 Nov 2001 US $: 909 909 722

Foundations a/Democracy Grad $. 0 0 0

Kicevo Grade I, 20 Oct 200J US $: 811 811 665

Foundations a/Democracy Grad $: 0 0 0

Kumanovo Grade J, 23 Sep 200J US $. 884 884 635

Foundations of Democracy Grad $; 0 0 0

Prilep Grade J, 30 Sep 200J US $; 688 688 505

Foundations of Democracy Grad $; 0 0 0

Skopje Grade I, 30 Sep 200J US$; 835 835 720

Foundations of Democracy Grad $; 0 0 0

Skopje Grade J, 7 Oct 200J US $; 811 811 840

Foundations of Democracy Grad $; 0 0 0

Struga Grade I, 29 Sep 200J US $; 590 590 609

Foundations a/Democracy Grad $; 0 0 0

Tetovo Grade I, J I Nov 200J US$; 664 664 509

Foundations of Democracy Grad $.' 0 0 0

Tetovo Grade J, I J Nov 200J US $; 639 639 635

Foundations a/Democracy Grad $; 0 0 0

Funding Block Totals for New Activity Funding

Balance Funding Block Funding Source Line Items - Budget Line Items - Actual

us $: -8,009.00 0.00 8,009.00 8,009.00 6,746.8J

$: 0.00 0.00 0.00 0.00 0.00

I Activity Totals I

us $: -8,009.00 0.00 8,009.00 8,009,00 6,746.81

$: 0,00 0.00 0.00 0,00 0.00

TraiNet Printed: 0310612002

< ,," -

Program

Program Status

Potential: 0

Planned: 0

Cancelled: 0

Active: 0

Terminated: 0

Completed: 159 Final: 0

Not Yet Entered: 0

Total 159

03/0612002 -.;',.

Program Trainee Status Field of Study Status

Program Trainee Status Report Summary

USAID Funding

us ($):

Local ($):

Gender

Males: 3

Females 156

Total 159

4,595.50

0.00

Trainee Status

Candidate:

Not Selected:

Alternate:

Planned:

Cancelled:

In Training:

Terminated:

Achieved:

Not Achieved:

Pending:

Not Yet Entered:

Total

TraiNet

Return Status

0 Unknown:

0 Returned:

0 Non-Returnee: 0 In-Country:

0 Deceased:

0

0 Not Yet Entered:

159 Total 0

0

0

159

Starts Ends

Termination Reasons

0 Academic: 0

0 Financial: 0

0 Employment: 0

159 Health: 0

0 Personal: 0

0 Not Yet Entered: 0

159 Total 0

3

,

Program Trainee Status Program Field of Study Status Starts Ends

Foundations of Democracy Kindergar Teaching Methodology Completed 10/17/2001 10/19/2001 Components Tvpe Traininz Provider Starts Ends

Skopje Seminar Bureau ofEducationalDevelopment 1011712001 1011912001

Fundinz Block Description US$ Local ($)

Skopje Kindergarten, October 19,2001 New Activity Funding Training 492.00

Trainees TraiNet ID Gender Birth Date

Skopje Kindergarten Teachers MKXCRSOOOl72 Males: 0 Females: 16

Trainee Status: Achieved In-Country

Foundations of Democracy Kindergar Teaching Methodology Completed 10/24/2001 10/26/2001 Components Type Traininz Provider Starts Ends

Silala Seminar Bureau ojEducationalDeve!opment 1012412001 1012612001

Fundinz Block Description US$ Local ($)

Silola Kindergarten, October 26,2001 New Activity Funding Training 786.00

Trainees TraiNet ID Gender Birth Date

Silala Kindergarten Teachers MKXCRSOOOl73 Males: 2 Females: 26 Trainee Status: Achieved In-Country

Foundations of Democracy Kindergar Teaching Methodology Completed 11114/2001 11116/2001 Components ____ .. _.IJ!pe Training Provider Starts Ends

Veles Seminar Bureau oJEducationalDevelopment 1/11412001 1111612001

Fundinz Block Description US$ Local ($)

Veles Kindergarten, November 16, 2001 New Activity Funding Training 614.50

Trainees TraiNet ID Gender Birth Date

Veles Kindergarten Teachers MKXCRSOOO 174 Males: 0 Females: 21

Trainee Status: Achieved In-Country

Foundations of Democracy Kindergar Teaching Specific Subjects Completed 10/17/2001 10/19/2001 Components Type Traininz Provider Starts Ends Skopje Seminar Bureau oJEducattonalDevelopment 1011712001 1011912001

Fundinz Block _._ Description US$ Local ($)

Skopje Kindergarten, October 19,2001 New Activity Funding Training 639.00

Trainees TraiNet ID Gender Birth Date

Skopje Kindergarten Teachers MKXCRSOOOl75 Males: 0 Females: 22 Trainee Status: Achieved In-Country

03/06/2002 TraiNet 1 -ya

" .'

w

Program 'l'rainee Status Program Field of Study Status Starts Ends

Foundations of Democracy Kindergar Teaching Methodology Completed 10/2412001 10/26/2001 Components Tvpe Training Provider Starts Ends

Skopje Seminar Bureau ojEducationalDevelopment 1012412001 1012612001

Fundin~ Block Description US$ Local ($)

Skopje Kindergarten, October 26,2001 New Activity Funding Training 859.50

Trainees TraiNetID Gender Birth Date

Skopje Kindergarten Teachers MKXCRSOOOl76 Males: 1 Females: 30

Trainee Status: Achieved In-Country

Foundations of Democracy Kindergar Teaching Methodology Completed 111712001 11/9/2001 Components Type Training Provider Starts Ends

Gevgelija Seminar Bureau ojEducationalDevelopment 1110712001 11109/2001

Fundinz Block Description US$ Local ($)

Gevge/ija Kindergarten, November 9,2001 New Activity Funding Training 590.00

Trainees

Gevgelija Kindergarten Teachers

Trainee Status: Achieved In-Country

TraiNetID

MKXCRSOOO 182

Gender Birth Date

Males: 0 Females: 20

Foundations of Democracy Kindergar Teaching Methodology Completed 10/26/2001 10/28/2001 Components Type Traininz Provider Starts Ends Debar Seminar Bureau ofEducationalDevelopment 10126/2001 10128/2001

Fundinz Block Description ________ yS$ Local ($)

Debar Kindergarten, October 28, 2001 New Activity Funding Training 614.50

Trainees TraiNet ID Gender Birth Date

Debar Kindergarten Teachers MKXCRSOOO 178 Males: 0 Females: 21 Trainee Status: Achieved In-Country

03/06/2002 TraiNet 2

Activity

Funding Pipeline Report by Activity

[Funding Block: I New Activity Funding Start Date: End Date:

Funding Source Name

Bilola Kindergarten, October 26, 2001 US$:

Foundations of Democracy Kind $:

Debar Kindergarten, October 28, 2001 US $:

Foundations of Democracy Kind $:

Gevgelija Kindergarten, November 9, 20 US $:

Foundations afDemocracy Kind $:

Skopje Kindergarten, October 19, 2001 US $ ..

Foundations a/Democracy Kind $:

Skopje Kindergarten, October 19, 2001 US $:

Foundations of Democracy Kind $:

Skopje Kindergarten, October 26, 200J US$:

Foundations a/Democracy Kind $:

Veles Kindergarten, November 16, 2001 US $:

Foundations of Democracy Kind $:

Funding Block Totals for New Activity Funding

Balance

US $: -4,595.50

$: 0.00

I Activity Totals I

US $:

$:

TraiNet

-4,595.50

0.00

Funding Block

0.00

0.00

0.00

0.00

Funding Source

786

a 615

a 590

a 492

a 639

a 860

a 615

0

Funding Source

4,595.50

0.00

4,595.50

0.00

Line Items - Budget

786

a 615

a 590

a 492

a 639

a 860

0

615

0

Line Items - Budget

4,595.50

0.00

4,595.50

0.00

Line Items - Actual

929

a 901

a 800

a 417

a 668

a 761

0

491

a

Line Items - Actual

4,966.09

0.00

4,966.09

0.00

Printed: 0310612002

•

Annex 6 In-class observation schedules

-_ ...... ,- .

In-class observation schedule

''If-

~

~J

In-class observation schedule for Grade 3 classes REGION LOCATION I SCHOOL NAME I semestar I CITY I VILLAGE I M A T BED ADVISOR DATE

atpla I Bitola ~R~ICElV'JI .--~,.- Iv. PS'Wk

':";; I"" ,P,S ,;'K.,~':~:f~~:~bY'lj/~;;;i: PS"Penko Zdravkov"

I,emvo s. Pirok PS"Sami Freseri" II -s.Dobridol PS"Jehona" II

I"" U!I" IS.Veles!a PS"Zini Hani" II

~ruep Is. Lazani PS" Mirce Acev" II

Kavadarci I ~ PS"Kiril i Metodii" II

I ,yI1,' UIIII\.Od

Kocani

sVasilevo PS"Goce Delcev"

'~'~~!:ilina' R66:iiI~:~~~~; Kocani

Ive,es IVeles PS"Blaze Koneski" I:

1

t 1

6

1

1

1

1

1

1

J~lijaDimitrovaI3c~~gl,~~

N'er~!PilP~ovska

1>21~f~Ni~t>IOv~ka 1 Liljana "'---,-

1 Kamil Dzeladini

1 Nedza! Abazi

1 N rdza! Abazi

1 Danica Talimdzioska

1 Gorgi Kosev ~

,,;];2;;;':1'

61""·' ~I'J ;11~qs'!ari~---"C" I

'iji:i;;:,j;;

,"

Annex 7 In-class observation tool and checklist

.... ~ ANNEX 7

IN CLASS OBSERVATION TOOL FOR FOUNDATIONS OF DEMOCRACY

I Date BED Advisor LRegion CRS staff

[SChOOl Pedagogue ·:·eacher I Grade/group iTeaching subject i Content of the lesson !Concept of "Foundations of Democracy" ! Lesson type I I o Elaboration of new content of the class o Revision

i OCombined I ~-----------~-.--

liN-CLASS OBSERVATION I i I Opening , !

I 1. What does the teacher use for introduction? I

OStudents experience

o Previously elaborated content of a lesson

OOther (list above)

2. Students show interest for the introduction of the class

OYes Highly o Partially

II Main activities

1. Activities are interactive with usage of the following techniques:

OGroupwork

DWork with materials

o Brainstorming

OSocial drama

ORoie playing

o Dramatization

o Interview

OSimulations

o Conversation

OOther (list above)

2. The instruction and questions given by the teacher are:

OClear and understandable o Partially clear and understandable

OThey are not clear and understandable

~-Cor1lrTlent ~~----------------------------------------------------------~

L

fI

~ ANNEX 7

!

3. The teacher set the timeframe for the given activities (only for Grade II. III and IV students)

DYes DPartially DNo

4 Teacher works with a great number of students:

DYes DPartially DNo

5 The teacher creates pleasant and cheerful atmosphere:

DYes DPartially DNo

III Debrief

1. The teacher planned and implemented a debrief:

Dplanned and realized DPlanned but not realized

DNot planned and not realized I

2. The teacher has used tools for comprehension of the level of gained knowledge:

DThe teacher used specially prepared tool for comprehension of the level of gained knowledge

DLead discussion (by asking questions)

3. The teacher started a discussion about where the knowledge and experience gained can be used in the real life experience of the students.

DYes DNo

Comment

c 4. The teacher asked questions in order to find out whether the opinions (attitudes)

of the students about the elaborated concept had changed.

DYes DNo -_._. __ .. " ...... _ ... -, .. _--_ ..

Comment --_.-

. . . __ IV!iecommedantlons gIven by the BED advIsor to the teacher

VI. C R S staff Impressions

2

Annex 8 Summary evaluation of in-class observation reports

, ANNEXa Page 1 of 4

IN CLASS OBSERVATION TOOL FOR FOUNDATIONS OF DEMOCRACY

Revision

Combined

Elaboration of new content of the class

o

Opening

1

Lesson type

2 3 4 5 6

What does the teacher use for introduction ? 14

12

10

8

6

4

2

o Students experience Previously elaborated content of a

lesson Other

Students show interest for the introduction of the class

6% 0%

94%

7 8

, ANNEX 8 Page 2 of 4

II I Main activities

18

16 14 12

10 8 6 4

2

o

Activities are interactive with usage of the following techniques

i E I!!

"

The instructions and questions given by the teacher are:

Partially clear and understandable

They are not clear and understandable

Clear and understandable

o 2 4 6 8 10 12 14

The teacher set the timeframe for the given activities

6% • Yes

• Partially

[JNe

16

, ANNExa

III I Debrief

0% 20%

Teacher works with a great number of students:

• Yes

• Partially

ClNo

The teacher creates pleasant and cheerful atmosphere:

40% 60% 80% 100%

The teacher planned and implemented a debrief:

Not planned and not realized

Planned but not realized

Planned and realized

o 2 4 6 8 10 12 14

Page 3 of 4

.Ves [JPartially

.No

16 18

• ANNEX 8

•

20

15

10

5

o

The teacher used tools for cmprehension of the level of gained knowledge

Page 4 of 4

[] The teacher usec specially prepared tool for comprehension of the level of gainec knowlecge

• Lead discussion (by asking questions)

• Other

The teacher started a discussion about where the knowledge and experience gained can be used in the real life experience of the

students

No

78%

The teacher asked questions in order to find out whether the opinions (attitudes)

of the students about the elaborated concept had changed .

20

15

10

5

o

• Ves

.No

Annex 9 Third Edition o.fthe Civic Education Today newsletter

tf

"I am proud of the QpiniQIlS and abilities sbQwn and attitudes ell pressed by my pupils and otbers involved

in the civic educational PfQgraID "We tbe People Project Citi~n. " I bOpe tbey will walk prQudly and prepared on the patb to beeoming

tbe ideal cltiz.lln. They will contribute to the development of pubUc affairs and to society." Makedonka VUarova· Teacher

QuotatiollS from students and their teacher from "BlagQj Kirkov" Primary Sl:bool· Veles

e) '11$'") G -'0.

HiM'S'" lIlImllI tOf edlleational d~velopment

of R. Mae.edonla '.111"

Upon the request of the initial developers (BED of Macedonia and CRS) of the "Civic-Education - A Path to A Civil Society" project, class observations of the "Foundations of Democracy" program were carried out in a number of first grade classes in schools in the Bitola area during the period of March -June 2001.

Training implementation of the program ItFoundations of Democracy!! . Birola

Highlights of the "Foundations of Democracy" program in Grade One Classes

These class observations were of jurisdiction of the BED in Bitola a diagnostic and controlled nature, following training and guidance meant to provide information in the provided at basic seminars. following areas: Concepts of the program are

- Classroom dynamics and to covered through: what extent the program had been Introductory activities, which applied through program themes require teachers to: ask pupils incorporated in appropriate first relevant questions about the subject grade subjects matter, guide discussion using

- To determine· the extent pictures, develop discussion to teachers were able to apply various 'include related experiences that teaching methods to the program pupils have had and organize role-discussed at basic seminars play activities.

Further information on the Applied activities, which require progress of the program was provided pupils to draw on their learning and through consultations with first to involves small group work, fourth grade teachers, school dramatizations, problem solving directors and the support staff activities, various types of drawing employed in these primary schools. and written expression.

Manner of program realization

The "Foundations of Demo­cracy" program was implemented in first grade classes under the

Through these class observations, comments from pupils and teachers, role-play and drawing activities and other creative activities involving painting, cutting, gluing and decorating, it was apparent that

pupils reacted positively and were delighted with these classes.

In the majority of observed classes, it was noted that there was a closing phase to either the class lesson or activity. This may have involved a short presentation by an individual or group, or there was a round off discussion of the concepts studied, where pupils summarized what they had learned about responsibility, justice, respecting the law or privacy.

Program strengths and short­comings:

- Pupils were able to correctly name the concepts and identify, describe and assess characters, situations and events related to stories, as well as doing the same for their own experiences as they related to new situations in school, at home or with their friends.

- Materials and activities that

were used to discuss the concepts ofthe program were met with interest and cooperation. Pupils found it fun to perfonn tasks either individually or through pair and group work.

- A class journal was kept which included how the concepts had been learned.

While there were notable accomplishments to the program, there were also a number of shortcomings. These include:

- The added burden to pupils and on classroom time required to cover all the material within each concept

- The complexity of the concepts of "authority" and "justice"

- The limited ability of first grade pupils to work individually

- The cost of added office supplies such as photocopies, paper, glue, etc. in some school

Teachers were consulted as to how to overcome or minimize the effects of the above-mentioned shortcomings.

Julija Dimitrova Grades 1-4 curricular advisor for the

BED, Bitola

"DEMOCRACY" - WHAT IS IT? Scene: Children's playground. Child #1 is sitting and drawing something. Four children arrive carrying a box that has·uPrinciples of Democracy: justice, responsibility, authority, privacir written on it.

Child #1: Hey, guys! What's that weird thing you're carrying? (tries to lift box) Wow, it's heavy!!!!! Child #2: No, it's not. Child #3: You only think it is. Child #4: The principles of democracy. Child #5: And they're great! Child #1: Democracy? What's that? Child #2: It's responsibility. Child #3: It's justice. Child #4: It's authority. Child #5: It's privacy.

Child #1: But I don't understand anything! All: Don't worry! We'll tell it to you straight without lying to you. (Child #1 listens and begins to write things down)

Child #1: It says here, "responsibility"!!? Child #2: It's our responsibility to be at school or at home on time. Child #3: It's good to study and to have our homework finished on time. Child #4: And we have to brush our teeth regularly. Child #5: And if we've got pets, we have to take care of them.

Child #1: "Justice," what's that? Child #2: Justice is when you share your snack with your friends. Child #3: Justice is when we have to answer for OUf mistakes. Child #4: Like when you break a school win­dow, justice means having to pay for it. Child #5: And justice is voting on what game we're all going to play.

Child #1: "Authority," and what's that all about? Child #2: My mom uses authority when she asks me to take care of my little brother. Child #3: Or when a policeman tells me where I'm allowed to cross the street. Or when the teacher tells us to do something. Child #4: Or when my friend tells me to give him the ball. I do it or else he'll beat me up. Child #5: That's not authority. He's using force without authority.

Child #1: Who's going to tell me about "pri­vacy"? Child #2: PriVaCy is when I'm in my room alone and no one can see what I'm doing.

Child #3: Privacy is when I decide to share a secret with my friend and not have to tell the others. Child #4: It's when I get a new toy and want to play all by myself. . Child #5: Privacy is not having to say who I really, really, like! Child #1: You're right, It's all like a simple song,

It took just a second to write, After I heard what you said. A verse about democracy It goes like this:

If you take responsibility, Good things will be said about you. "He's so responsible!1t And that gives you A lot of satisfaction, too.

Is it fair and just That you have something, and that I don't? And if you've done something bad, you must

Take the blame, of course. And justice comes Through your right to vote.

Authority is used by those people Who think about what's good for you. But if it's force, that's not the same, Instead your cheeks will burn!.

If you keep your own secrets, Or just want to bealone, That's privacy, I've learned!

All: Democracy is easy, It's like learning a simple song!

Ju/ijana Grozdanoska-Teacher "Hristo Uzunov" Primary School-Ohrid

-------------------------------------------------------

Presentation a/the program "We The People ... Project Citizen "in/ront a/the parents"

National Parent Conference On June 9th and 10th, 2001 a National Parent Conference was organized by CRS as

part of the "Strengthening of Parents Involvement in Primary Education" project in Ohrid. One hundred and thirty-five representatives from primary school Parent Councils

throughout Macedonia participated at the conference, as well as representatives and invited guests from parent organizations in Bosnia and Herzegovina, Bulgaria, Albania, Armenia and Yugoslavia.

During the portion of the conference that included educational projects implemented by the CRS, a presentation of the "Civic Education-A Path to a Civic Society" project was given. This presentation addressed programs implemented in pre-school and primary edu­cation in collaboration with the Ministry of Education and Science of Macedonia and the Bureau for Educational Development.

A special contribution to the conference was made by primary schuol pupils of "Hristo Uzunov" Public School in Ohrid.

The conference was an ideal opportunity for parents to be introduced to the concept of civic education and to learn how these programs are carried out in schools throughout Macedonia.

Svetlana Gasoska "Strengthening of Parents Involvement in Primary Education" Project Coordinator

"Delighted and I abo.

As a member of the Pam Council of "Goce Delcev" Primal School, I had an opportunity to attend training session for parents held on Ju] 5th, 2001 on "Civic Education-A Pat to a Civil Society." Presidents an deputies from other Parent Councils i Bitola and the surrounding villages c Resen and Demir Risar also attende this training session.

I must admit that receiving thi invitation caused me to think about cel tain questions, for which answers wer, to be found in the session itself.

My son is a second grade pupi where the "Foundations 0

Democracy" program has been imple· mented at his school. I have oftel heard him use the words "concepts responsibility, authority, justice and pri· vacy." These are difficult and comple, words indeed, but my son explainec their meaning to me in a very simph way.

The training session began with : presentation of the "Foundations 0

Democracy" program by pupils wh, had recently completed the seconr grade, and was followed by a presenw tion of the "We the People ... Proje( Citizen" program by recently complet ed sixth grade pupils from "Goc Delcev" Primary School in Bitola We, the parents, were amazed at hoy these programs were explained. I felt, bit proud as well, as I had already hean my son explain these programs much it the same manner as it was presented b)

PRESENTATIONS FROM THE K(J Primary schools in the municipalities of Kocani,

Vinica, Berovo and Delcevo held theit presentations at the end of May and at the beginning of June 200 I.

The accomplishments of the pupils and teach­ers from the region deserve high praisefor their efforts. Special recognition was given to the ~fth grade pupils from "Nikola Karev" and "K.iril i Metodij" Primary Schools in Kocani, YTodor Arsov"Primary School in Zrnovci .and "Kliment Ohridski" Primary School in Oblesevo.'

These presentations showed that children at this young age, through organisation and given informa­tion, were able to learn about democracy to their satis­faction. The "We The People ... Project Citizen" pro­gram, as part of the "Civic Education - A Path To A Civil Society" project, has been completely accepted by these pupils, teachers and parents. These civic education projects have provided the information and techniques required for learning "how" to think, instead of "what" to think.

Through these pre; pupils had learned the sk negotiation, collaboratior flicts and bringing about d sus. Through intensive c( their teachers and parents, ising themselves in the g given task and deciding OJ

Because of the shown for their children',

~py that my children will be learning what we saw and heard"

these pupils. We parents learned something

from these pupils' presentations. In the first presentation, we learned that com­plex words only seem to be complex , because they are not used often in our daily vocabulary, and that complex ',words need not necessarily imply com­plex meaning. These children under­stood that "responsibility" arises from family, from work and from within our­selves. These children understood why the director and teachers in their school are in "authority," and that the child who steals lunch money out of another child's pocket during recess is using "power without authority." They understood how things should be shared fairly, that they themselves are accountable for their own mistakes and also, that privacy meant not having to say something you did not want to.

Through the "We the People ... Project Citizen" program, we parents learned and became aware of how much those tiny little brains were capable of learning, what our children's eyes saw, what their little hands could make and what their lips were saying, which left us speech.less following the presenta­tion.

, Imagine .. , these children identi­fied one, everydOf problem in life, gathered information, created a colour­ful portfolio of argrunents, and through the power of the word, illustrations, and written texts, succeeded in convincing us that there was a need to continue

~ANI ltatiOns, it was rioted "Ii ;for bettler~()mIll.unic~~21~;~!: I'eaceful solUltions :isions by achi.eviIlgcl)i\: aboration and

where they had left off. The session continued with lec­

tures given by the trainers, Mrs. Slobodanka Ristevska and Mrs. Vera Dimovska. They organized us into workshops, where the parents were put into the role of children, in order for us to see if we could assess the effective­ness of the project. They explained why each activity was done the way it was and what it was intended to achieve. It was interesting and fun for all parents. It was the first time we saw what our children were learning about the foun­dations of democracy.

One of the most important things that I learned at this training session was that we should not ask that our chil­dren merely aquire knowledge for knowledge sake; the educated indivi­dual is not "educated" because he mere­ly possesses knowledge, but is so by nature of the fact that he has the ability and confidence to use his knowledge at will. This project not only gives our children an opportunity to gain know­ledge, but aids in developing their indi­vidual abilities and building individual opinions on various issues.

Fersonally I am delighted and happy that my children will be learning about what we saw and heard.

Dobre Bosilkovski Parent of child attending

"Goce Delcev" Primary School- Bitola

upils were capabl<,df()fgllli¥;i'B' L'.·"',;." i;~, i:;';ii;;}r;.~~$'; mering of information Of possible solutions. early interest parents l1ad efforts, they were asked to· .

Parents' and Children Learn

About Democracy

The "Civic Education-A Path to a Civil Society" project was implemen­ted in kindergarten· classes during the second semester of the 2000/2001 aca­demic year. Through various guided activities, the four concepts of the "Foundations of Democracy" program were introduced and practiced.

Learning is through interactive activities such as group and pair work and role play.

The program has been well received by both children and their par­ents.

Parents were introduced to the basic theory and primary goals of the "Foundations of Democracy" program at a parent's night meeting. Through performances that children put on, par­ents were able to see how the concepts of the program were applied. A num­ber of parents have shown the desire and interest to further support and become more involved with the pro­gram.

It may be concluded that the con­cepts behind "responsibility," "authori­ty," "justice" and "privacy" have been fully embraced by these children and parents, barring some differences on the meaning of "authority." Within a very short period of time, children exhibited positive reactions to these concepts.

A group of educators "Goce Delcev"

Primary School- Kavadarci

"Civic Education _. Path To A Civil Society"

Prospects for the Further Development of Civic Education In the Republic Of

Macedonia The primary goals and the importance of implementing civic education in

pre-school and primary education were reviewed during the session, as was the need for further education of teaching staff, .the improvement and upgrading of curriculum, as well as the raising of citizen awareness for the need and impor­tance of civic education.

A strategy planning session on civic education was held in Skopje on 7th and 8th of May 2001. Participants included representatives of the Ministry of Education and Science, the Bureau for Educational Development, university professors, students, Parent Council representatives, primary school teachers, as well as representa­tives of the American Agency for International Development (USAID), the Center for Civic Education in Calabasas, California and the Catholic Relief Services/CRS-Macedonia.

The two-day session was an ideal opportunity for all participant partners involved in the implementation of civic education in Macedonia to review its present status, assess its achievements and to address the prob-

lems that arose during its implementa­tion.

The primary goals and the impor­tance of implementing civic education in pre-school and primary education were reviewed during the session, as was the need for further education of teaching staff, the improvement and upgrading of curriculum, as well as the raising of citizen awareness for the need and importance of civic educa­tion. Concrete action to reach these goals was suggested and possible sources to secure required funding was discussed.

Natasa Grujevska Project Manager of the

"Foundations of Democracy" Program CRSlMacedonia.

Summer Seminar in Newcastle, Northern Ireland An international summer seminar

on civic education was held in Newcastle, Northern Ireland from June 10th -13th 2001. It was organized by the Center for Civic Education in Calabasas, California. Representatives from approximately thir­ty countries participated, including a de­legation of three from Macedonia.

The goal of the seminar was to share experiences on civic educational programs that had been implemented. Participants had the opportunity to dis­cuss their achievements and speak about the challenges and difficulties that they

ber of trained teachers and teacher trai­ning sessions.

Participants from Northern Ireland, the host country, had a particularly note-

The goal of the seminar was to share experiences on civic educational programs that had been implemented. Participants had the opportunity to dis­cuss their achievements and speak about the challenges and difficulties that they were faced with. It was bene­ficial to learn about how these pro­grams had been modified and adapted.

I I

,j

course of the activity, the two groups maintained contact and exchanged infor­mation and experiences. By sharing fin­dings from their own communities, pupils learned to compare both the simi-1arities and differences in the nature of the problem, thus realizing that differ­ences need not be threatening, but can be a catalyst for a brighter future.

These activities assist pupils in learning about and understanding their rights and responsibilities and how to develop their opinions of reality, both in the general and communal sense. This

.::: r ~.-

Summer Seminar for Civic Education, Ireland

were faced with, It was beneficial to worthy presentation on how the "We the learn about how these programs had been People Project Citizen" program had modified and adapted. The Macedonian been adapted and implemented to serve presentations of the "Foundations of their national strategy of reconciliation Democracy" and "We the People Project between the two communities of Citizen" programs drew great interest and Northern Ireland and the Republic of attention, as Macedonia is one of the few Ireland. Pupils from each community countries where civic educational pro- chose a mutual problem relevant to both grams have been implemented on a groups and worked to gather information national level encompassing a large num- from their own communities, During the

type of program enables the development of social, civic and political skills, allo­wing pupils to participate not only in their own communities, but also in a wider one,

Vera Kondik-Mitkovska Project Manager of the

"We the People Project Citizen" Program

CRSlMacedonia

.---------------

The "Peace Message" Contest From May 15th -30th, 2001, Catholic Relief Services (CRS), in cooper­

ation with the Bureau for Educational Development, promoted a poster draw­ing contest, inviting all sixth and seventh grade primary school pupils in the Republic of Macedonia to enter. The posters were to convey a "Peace Message."

The primary aim of the contest was to give pupils an opportunity to express their feelings, desires and thoughts on the need for peace through drawings that would convey a clear message to everyone: The need to live together in peace, irrespective of race, religion, nationality etc. Children's skillful hands were capable of speaking clearly and loudly.

Approximately 130 schools throughout Macedonia took part in the con­test and all the drawings received were exhibited at the Skopje City Museum.

The poster contest jury included many eminent public figures in the country: Klime Korobar, Rebeka, Ferid Muhic, Refet Abazi, Reshat Ahmeti, Vasko Todorov and Liljana Gjorgioska.

• First prize was awarded to "Maca Ovcarova" Public School in Veles. • Second prize was awarded to "Krume Kepeski" Public School in

Skopje. __ • Third prize was awarded to both "Kuzman J. Pitu" Primary School in

Skopje and "Sande Ste~oski" Public School in Kicevo. These schools received monetary rewards toward the purchase of teach­

ing aids for their schools.

Roza Perushoska Pedagogical Advisor at the BED- Skopje

PS "KRUME KEPESKl". Skopje • PS "SANDE STERJOSKl"~ Kicevo

1 Prize PS "MACA OVCAROVA"- Veles

PS "KUZMAN JOSIFOVSKI PITU"- Skopje

Annex 10 Compiled evaluation results form Parent Council training in Bitola

Adviser: Siobodanka Ristevska Date I Place 1 Participants I Questionnaires

06/07/01 I Prilep I 24 I 24

I. Personal data

1. Aae a. to 30 1

b. from 31 to 40 12

c. from 41 to 50 10

d. over 50 1

e. no answer 0

2. Gender

3. Place ou live:

C= __ ~a~.~C~it~Y __________ -+ _______ 1~1111 L .. , b. village 13

4 Level of education' a. University

b. Hiaher

v. Secondary

g. Primary

5. Type of educatIon: Medical faculty Facylty of economics Electrotechnical faculty Faculty of law Traffic engineering faculty Gymnasium Highschool Higher economics studies University Higher

6. You work as: Teacher (2) Unemployed (6) Project implementer (computer science) Associate to the Basic Court in Prilep

Director (2) Manager Higher associate

Medical doctor Director of the cultural house Driving instructor Kindergarten teacher Plumber Engine fitter Registrar Private firm businessmen (2) no answer (1)

11

5 7

1

QUESTIONAIRRE FOR

PARENTS - participants on seminar for "Civic Education - Path to a Civil Society

QUESTIONS 1. During the seminar I learnt more about: ·civil society, democracy, what the ideal citizen is (2) "democracy and civic society 'democracy (4) "the way how the democracy is taught in the primary schools

"civic education (3) ·democratic treatment of the children by the adults *democratic rights

"the work that will be implementet in the schools "'the things that students learn about civil society (4)

"the four pillars of democracy "the four comcepts of the Foundations of Democracy

"the projects about Civic Education "democracy and civic education that students learn in primary schools

no answer (2) 2. I was surprised by: ·simplicity and effectiveness of the presentations (2) ·being knowledgeable, not knowledgeable and not informed

'good presentations (3) ·elaborations of the adviser Siobodanka Ristevska

"'presentation "'the level of parents' interest "'grade II students presentation (2) "'portfolio presentation by the students

"'such work that contributes to more liberal way of teaching

"'the program "'the skillfulness of the presenters "'the work and program "'parents' discussions "'curriculum no answer (6) 3. I liked: *the curriculum "'the things that our children will learn and the way it was presented *the seminar ·the elaborations and presentations(2) *the way of presentation, participation and group-collective brainstorming "'acquaintances 'grade V students portfolio presentation (2) ·new program "'everything 'the way of work (2) "'the presentaions and activities "'the way how it will be taught in schools *the way how the seminar is organized and students' presentations *the work and participation no answer (7) 4. I did not liked: *Iow level of attendance *noisy contemplation, non-parliamentarianism *the behaviour of some parents, since they were talking during the presentations no answer (21)

1

5. I think that generally speaking, the seminar was: ·excellent (3) ·good (6) *exceliently prepared ·successful (6) *educational ·very good *relevant, the goal was achieved *very successful (3) *well prepared and implemented *good and such seminars should continue to be held, in order for us to be better trained 6. The most pleasant activity for me was: *bringing out the problems *the whole seminar (2) ·identifying the types of justice *the new things during the seminar *all topics *group work *the working part of the seminar *the students performances (presentations) (2) ·work on the exercises *Iack of hygiene, the source of contageous diseases no answer (13)

7. The seminar would have been better if: ·it had lasted longer (2) ·such seminars are held more often (2) *it had lasted longer and if we had been prepared for it in advance *it had been with greater attendance (2) *it had been implemented in few days no answer (16) 8. Your opinion about the project is: ·good (5) *very good ·relevant (2) *good and applicable *great project, more than needed in our state R. Macedonia ·positive (2) *very good, valuable and schould continue ·excellent (6) ·1 highly appriciate it *well designed, there might be some problems in the beginning; I wish the project to be successful *short duration no answer (2)

2

Annex 11 Evaluatron of Second Cycle Project Citizen Teacher Training Seminars

Annex 11

1

COMPILED QUESTIONNAIRE OF THE SECOND CYCLE OF PROJECT CITIZEN REGIONAL

TEACHER TRAININGS (MAY-DECEMBER 2001)

GENERAL DATA TOTAL NUMBER OF PARTICIPANTS 806

43.8 20

Maximuma e 62

1%

43% • Men

Page 1

• Women

Dnoanswer

3

- .... o 1: CP ~ '" .. CIlc.C .D .- 0 E .2 c. ::1'1::" Z Ii !!

Working. Experience

o - 10 years 10 - 20 years 20 - 30 years 30 - 35 years 35 years

Roma language

Serbian language

Turkish language

Albanian language

Macedonian language

o

0

4

7

181

100 200 300 400 500 Number of participants responses

605

600 700

~1

Annex 11

No answer

BA

Junior college

o 100

Page 2

519

200 300 400 500 600

Number of participants responses

• Macedonian language

• Albanian language

o MathlPhysics

o Biology/Chemistry

• History/Geography I!lMusic

• Techincal education

I!l Sports

• Foreign language

• Art

ANNEX 11 Page 3

2 ORGANIZATION OF THE SEMINAR

o 100 200 300 400 500 600

Number of responses

Excellent (5) Very good (4) Good (3) Sufficient (2) Unsufficient (1)

Excellent (5) Very good (4) Good (3) Sufficient (2) Unsufficient (1)

ANNEX 11

'0 ~ E " z

Excellent (5)

o

Very good (4)

100 200

Page 4

Good (3) Sufficient (2) Unsufficient (1)

300 400 500 600 700

Number of responses

ANNEX 11

CONTENT AND METHODOLOGICAL APPROACH TO THE IMPLEMENTATION OF THE ACTIVITIES

- co oEm a; :1 c .c 'u &. E 0- co ::I 1: .. z 8. ...

I don't agree

I partially agree

a

I completely agree

100 200

I completely agree

I partially agree I don't agree

300 400 500 600 700

Number of participants response

I partially agree I donOt agree

Page 5

800

11

ANNEX 11

E 800 :!. 700 :2 " 600 i ~ 500 Do 8. 400 '0 :a 300 .8 ... 200 E 100 :l1 0

Capable

Uncapable

Partially capable

5: c 8. '010

~ I!! ~ 10 E E ::I " Z.e.

" 1: :!.

Capable

o

Capable

100

Partially capable Uncapable

200 300 400 500 600

Number of participants response

Partially capable Uncapable

700

Page 6

• I completely agree

• I partially agree

o I don't agree

• Level of understanding the steps

• Level of capability

• Level of understanding

• Level of understanding the steps

• Level of capability

ANNEX 11

Uncapable

Partially capable

Capable

o 100

Capable

Uncapable

Partially capable

Capable

o 100

200 300 400 500 600

Number of participants response

Partially capable Uncapable

6:

200 300 400 500 600

Number of participants response

1% 4%

700

700

• Level of capability

• Level of understanding

• Level of understanding the steps

c:J Level of capability

• Level of capability

• Level of understandin

.It helped me a lot

Page?

• It helped me partially

o It didn't help me

DNoanswer

ANNEX 11

600

500

400

300

200

100

o It helped me a lot

o 100

Page 8

It helped me partially It didn't help me No answer

200 300 400 500 600

Number of participants response