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CHILD-FRIENDLY SCHOOLS PROJECT
BOSNIA AND HERZEGOVINA
External Evaluation of the “Child-Friendly Schools” Project (2002-2007)
UNICEF Staff Contact Point: Sanja Kabil
FINAL EVALUATION REPORT
Joachim Friedrich Pfaffe (Team Leader)
A. E. M. (Ans) Smulders
06 December 2008
PROMAN SA
68, rue Michel Hack – 3240-Bettembourg +352 / 25 46 84 –1 +352 / 25 46 81
[email protected] - www.proman.lu
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report i
LIST OF ABBREVIATIONS
BiH Bosne i Hercegovine (Bosnia and Herzegovina)
CCM Child-Centred Methodology
CEE Central and Eastern Europe
CEI Centre for Educational Initiatives
CEPOS Centre for Policy Studies
CfS Child-Friendly Schools
CIS Commonwealth of Independent States
CRC Convention on the Rights of the Child
DP Development Partner
DPA Dayton Peace Agreement
ECD Early Childhood Development
EFA Education For All
EU-TAC European Union Training and Consultancy Project
FGD Focus Group Discussion
ICT Information and Communication Technology
INSET In-service Education and Training
ISSA International Step by Step Association
M+E Monitoring and Evaluation
MDG Millennium Development Goals
MDG-F MDG Achievement Fund (Spain)
MoE Ministry of Education
MTSP Mid-Term Strategic Plan
NGO Non-Governmental Organisation
OSCE Organisation for Security and Co-Operation in Europe
OSI Open Society Institute
PTA Parent/Teacher Association
RWCT Reading and Writing for Critical Thinking
RS Republika Srpska
SbS Step By Step
SEN Special Educational Needs
SI School Improvement
TA Technical Assistance
TOR Terms of Reference
TOT Training/Trainer of Trainers
TTI Teacher Training Institute
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF United Nations Children‟s Fund
USD US Dollar
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report ii
TABLE OF CONTENTS
Executive summary iv
1 INTRODUCTION 1
1.1 Background 1
1.2 Framework of this external evaluation 2
1.2.1 Purpose and objective of the evaluation 2
1.2.2 Scope and context of the evaluation 2
1.3 Methodology 2
1.3.1 Preparatory Phase 3
1.3.2 Data Collection Phase 3
1.3.3 Reporting Phase 4
1.3.4 Assessment of degree of stakeholder participation in the evaluation 4
1.3.5 Summary of processed evaluation tools 5
2 KEY CONCEPTS OF “CHILD-FRIENDLY SCHOOLS” 6
2.1 Human Rights-based approach to programming 7
2.2 Operationalisation of CfS key concepts 7
2.3 Child-friendly schools within the context of BiH 8
3 OVERVIEW OF THE CfS PROJECT IN BiH 10
3.1 Key challenges 10
3.2 Current status of the project 10
3.3 Anticipated outcomes 12
4 EVALUATION OF THE CfS PROJECT 13
4.1 Relevance 13
4.1.1 Global references 13
4.1.2 Relevance regarding availability, accessibility, acceptability and
adaptability of education
13
4.1.3 CfS in relation to the UNICEF Medium Term Strategic Plan and its
contribution to education reform
15
4.1.4 Primary stakeholders’ needs 16
4.1.5 Degree of “child-friendliness” of participating schools 17
4.2 Effectiveness at school level 18
4.2.1 Outcomes for pupils 18
4.2.2 Outcomes for teachers 21
4.2.3 Outcomes for communities and parents 22
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report iii
4.3 Efficiency 22
4.3.1 Role and contribution of UNICEF and other stakeholders 23
4.3.2 Project costs versus project scope and project outcomes 24
4.4 Inclusiveness 26
4.4.1 Participation of marginalised and vulnerable groups 26
4.4.2 Responses to cultural and ethnic diversity 27
4.5 Sustainability 27
5 CONCLUSIONS AND RECOMMENDATIONS 29
5.1 School and community implementation level 30
5.2 Policy and system level (State, Entity, Canton and Departments) 32
5.3 UNICEF institutional and organisational level 33
5.4 Validation of evaluation findings and recommendations 34
5.5 Cost implications 36
List of persons contacted 37
List of documents consulted 38
Appendices
Appendix 1: Terms of Reference
Appendix 2: Detailed Agenda of the Mission
Appendix 3: Evaluation Tools Manual
Appendix 4: Guidelines for Structured Interviews and Focus Group
Discussions (FGDs)
Appendix 5: Questionnaires (English original)
Appendix 5a: Questionnaires (Bosnian translation)
Appendix 5b: Questionnaires (Cyrillic version for Republika Srpska)
Appendix 5c: Questionnaires (Croat translation)
Appendix 6: Summaries of responses to questionnaires
Appendix 7: Validation Workshop programme, summary of workshop
outcomes and list of participants
Appendix 8: Workshop presentations
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report iv
EXECUTIVE SUMMARY
Background
(1) The Child-Friendly Schools (CfS) Project in Bosnia and Herzegovina (BiH) was initiated in 2002 as a
three year project. Following an evaluation in the autumn of 2004, the project was continued within the
framework of the 2005-2008 programme cycle. It has two overall objectives, i.e. (i) to introduce and
implement quality child-centred education and child-friendly environments in all primary schools in
BiH from kindergarten to 4th
grade (children age 6-10); and (ii) to create conditions for sustainable
systemic change and ongoing professional development in primary education.
(2) The child-friendly school concept thus aims at promoting child-centred, gender-sensitive, child-seeking
and inclusive, community-involved, protective and healthy approaches to education. These approaches
are meant to increase the effectiveness of teaching and learning, and also the efficiency and
accessibility of education systems. In BiH, the CfS project specifically focussed upon equitable access
to quality basic education for Roma children and children with special educational needs (SEN), and at
creating conditions for sustainable systemic change and ongoing professional development in primary
education.
(3) The objective of this formative evaluation is twofold and comprises (i) an assessment of the potential
modalities and strategies of the project to be replicated and scaled up with a particular focus on three
elements of the CfS framework (inclusiveness, effectiveness and stakeholders' participation with the
view of documenting and disseminating the best practices in order to contribute to the Education Sector
Reform); and (ii) the formulation of recommendations regarding the future of the CfS Project
depending on the outcomes of the first objective above, and related to the question if the project has
sufficient potential to be scaled up, replicated and mainstreamed in the education system within a
reasonable timeframe, at a cost that is affordable to the UNICEF Country Programme in BiH and the
respective MoEs.
Evaluation design and methodology
(4) The evaluation revolves around the evaluation criteria stipulated by the Development Assistance
Committee (DAC) of the Organisation for Economic Cooperation and Development (OECD), i.e. (i)
relevance, (ii) efficiency, (iii) effectiveness, (iv) impact and (v) sustainability. In addition, the issue of
inclusiveness will be assessed since the response of the CfS project to the diverse needs of all students
in a multi-cultural society is regarded to be a core element of the CfS framework.
(5) Particular attention has been given to (i) assessing the status of the implementation of the project, (ii)
providing detailed analytical information for future planning; (iii) reflecting upon lessons learnt; and
(iv) strengthening existing synergies between different groups of stakeholders in terms of promoting
child-friendly schools.
(6) A sample of 15 schools across BiH was visited by the consulting team. At every school, in-depth
interviews with principals and pedagogues were conducted, together with Focus Group Discussions
with teachers, students (Grades 5-7) and parents. In addition, 4,258 questionnaires were completed by
principals and pedagogues (N=27), teachers (N=467) and students (N=3,764) from the fifteen schools
included in the evaluation. Responses were differentiated between the three groups of the evaluation (N
questionnaires Group I, most advanced=1,541; N questionnaires Group II, intermediate=1,770; N
questionnaires Group III, only initial CfS training=947).
Achievements
(7) By the end of 2007, 97% of lower primary school teachers and 58% of upper primary school teachers
had received basic or advanced child-centred methodology training. This includes 82 trainers for
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School Improvement, advanced child-centred methodology, and for the advanced Reading and Writing
for Critical Thinking (RWCT) programme. Principals and management teams received training in
school improvement planning. Since all primary schools in BiH have implemented at least some of the
CfS principles and approaches, it can be said that the CfS project has made CfS available and
accessible to children nation-wide.
(8) The context of the CfS project is a challenging systemic issue which cannot easily be addressed by the
project alone. The most striking results of the application of child-friendly principles by schools
(inclusive, protective, and effective education in which communities are actively involved) were (i) an
increased (gender) equality in enrolment, in particular the enrolment of children from minority groups
and inclusion of children with special needs in regular classes; (ii) children reporting on positive
learning experiences, more freedom of expression in communication with their teacher and classmates,
and an increased sense of self-esteem; (iii) established local partnerships in education; (iv) girls and
boys having been socialised in a non-violent environment; and (v) increased participation of children in
school and community life.
(9) However, principals, pedagogues, teachers and students have similar opinions across all sample groups,
with no hard evidence of differences in child-friendliness between schools. Differences between
schools can most likely be explained by the people involved, in particular the principal, rather than
being exposed to the CfS concept. It could be worthwhile for UNICEF to explore why some of the
people involved accept the concept more deeply and completely than others instead of focusing on
what has changed and how much.
Key recommendations
(10) Within the concept of the “Whole school approach”, teachers in the schools require ongoing in-service
support through mentoring and peer coaching. In particular, it will be important to reach operational
consensus on how to operationalise key concepts of “child-friendliness”, and how to create the
necessary flexibility between individual work, group work, participatory learning and learning by
teacher instruction. There are quite considerable misconceptions in terms of setting boundaries and
saying “no”, up to the perception that within the framework of a child-friendly school the learner is
“always right”.
(11) The school environment needs to be put in context with the larger societal environment. By supporting
processes of reconciliation and cross-cultural understanding at school and implementation level, the
CfS project can make an invaluable contribution to reinforcing prospects for peaceful co-existence and
social cohesion. The aim is to promote interculturalism among the peoples of BiH and lay a sound base
for the future, which is prerequisite for economic revitalisation.
(12) The CfS project (through UNICEF) should exert a stronger influence when it comes to the selection of
schools for support, and should stronger focus on divided (“two schools under one roof”) and
remote/rural schools. Educational interventions at school level need to be based on data gathered from
independent, external research on the root causes for ethnic segregation and the common elements for
possible future cooperation. Research on the attitudes and value systems of individuals with regard to
cultural identity will be used to define communication strategies at the national and community levels,
including strategies to deepen understanding through ongoing exchange and debates. Behaviour change
communication is a challenging, but critical developmental intervention, particularly in this highly
sensitive area.
(13) The future direction of the CfS project needs to put a stronger focus on providing policy advice, thus
utilising positive experiences (“best practice”) from the field to influence policy-making dialogue, also
in order to contribute to the realisation of systemic impact.
(14) There is a need for providing concrete support to the finalisation of legal regulations regarding
curricular issues and inspectorate services, also utilising experiences form the CfS approach to
contribute to the development of common outcome-based framework curricula and quality standards.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report vi
(15) At policy and system level, policy development is dependent on sound feedback processes from the
field to the policy-making level, and likewise on a functioning communication strategy from the
policy-making level to the field. Within such a hermeneutic set-up, the CfS project also needs to ensure
that activities delivering positive cross-cultural messages at the local level will incorporate strategies to
address barriers to cross-cultural tolerance.
(16) The development of approaches to address issues of ethnic discrimination, exploitation and segregation
in education at the community level is therefore directly related to the operationalisation of overarching
policies. Likewise, through reporting procedures on the implementation of activities, experiences from
the field level will inform policy makers who in turn receive valuable inputs into the policy debate.
(17) The issue of culturally-based social exclusion will need to be continuously addressed by enhancing the
quality and inclusive nature of education at all levels. UNICEF‟s on-going work with technically
specialised NGOs, such as Civitas and Step by Step, should continue, as will the facilitation of
coordination and dialogue between NGOs and cantonal/entity ministries. Good practice models from
the community level will be documented and vertical communication channels ensured to maximise
upstream benefits.
(18) In order to develop appropriate multicultural educational approaches, external and independent
research needs to be undertaken regarding the existing behavioural attitudes and mindsets of
community members as far as different forms of segregation in education are concerned. Outcomes of
the research can then be utilised for the creation of community-based educational interventions
envisaged to take place both in school and school environments. These interventions will address issues
of ethnic discrimination, exploitation and segregation within primary and secondary schools in the
country.
(19) At UNICEF institutional and organisational level, UNICEF‟s leading position in supporting primary
education in BiH needs to be utilised for increased policy support at Ministerial levels. The pursuance
of policy involvement will thus lead to enhanced efficiency and strengthened sustainability of the
project.
(20) Evaluation findings and recommendations were discussed with key stakeholders during a two-day
validation workshop. Participants agreed that (i) findings and recommendations are in line with
perceived needs for the school/community/implementation level as well as the policy/system/
organisational level; (ii) achievements need to be given a solid, formal base through legislation and
certification; (iii) there is a need to clarify roles and responsibilities, for all levels of the education
system; (iv) there is a need for continuous, professional support through professional networks and
networking between teachers and schools, and professional associations, in order to avoid isolation, to
ensure inclusion, and to consolidate achievements. In addition, participants felt a strong need for a
framework (to be developed) to structure and harmonise future actions, i.e. the contextualization of the
CfS conceptual framework incorporating/reflecting realities and CfS practices in BiH.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 1
1 INTRODUCTION
1.1 Background
The Child-Friendly Schools (CfS) Project in Bosnia and Herzegovina (BiH) was initiated in 2002 as a
three year project. Following an evaluation in the autumn of 2004 (PROACTIVE Information
Services 2005), the project was continued within the framework of the 2005-2008 programme cycle.
It has two overall objectives:
Objective 1
To introduce and implement quality child-centred education and child-friendly environments in all primary
schools in BiH from kindergarten to 4th grade (children age 6-10).
Objective 2
To create conditions for sustainable systemic change and ongoing professional development in primary
education.
The organisational structure of the project has been developed to ensure maximum participation and
ownership by all stakeholders and to bring about sustainable systemic change. Technical advisors
from the Centre for Educational Initiatives (CEI) Step by Step (SbS) guided the project
implementation process, working closely with project coordinators and implementation teams from
each of the participating cantons in the Federation, regions in the Republika Srpska (RS) and Brcko
District. Project coordinators were nominated by the Ministries of Education (MoEs).
Training centres and practice classrooms were established in each canton, region and district
throughout the country to ensure improved school management and ongoing professional
development. The training centres have been used for the training of coordinators, school directors,
pedagogues, trainers, teachers, special education advisors and parents (if and when appropriate). They
also served as resource centres and libraries.
With the aim to place a special focus on the creation of a quality school model, an initiative called
„School Improvement‟ was introduced as part of the CfS project in 2005. This initiative started in 16
primary schools. School Improvement is an ongoing process, focussing upon providing support to
schools to use the existing resources (knowledge and skills of teachers, pedagogues, school principals
and students) for the development of the school and with full participation of all stakeholders. The
School Improvement Programme consists of several key elements, including the development of a
joint vision, an analysis of the current situation, the creation of the school development plans, and the
process of self-assessment.
The process of sustaining systemic change in school management and teacher training was enhanced
through the development of documents to assist the project implementers, school managers, teachers
and trainers. Using a participatory approach involving stakeholders, documents were developed which
included manuals for teachers (based on the existing curricula for pre-school up to Grade 4), teacher
training modules, guidelines for establishing systemic change, and school/teacher certification and
accreditation standards.
In order to facilitate child-centred teaching and learning approaches, the project included a supply
component which made it possible to provide schools with equipment such as round tables, chairs,
bookshelves, display boards, books and teaching aids.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 2
1.2 Framework of this external evaluation
The main users of the evaluation report will be the concerned governments of BiH (especially MoEs,
Pedagogical Institutes, Agency for pre-primary, primary and secondary education) implementing
partners (Centre for Educational Initiatives, Step by Step), the UNICEF BiH Country Office, and
other stakeholders providing support to the education sector. The findings and recommendations of
the evaluation of the CfS Project will be used to inform planning for the new country programme
cycle (2010-2014) of the UNICEF BiH Country Office.
1.2.1 Purpose and objective of the evaluation
The objective of this formative evaluation is twofold and comprises
(i) an assessment of the potential modalities and strategies of the project to be replicated and scaled up
with a particular focus on three elements of the CfS framework (inclusiveness, effectiveness and
stakeholders' participation with the view of documenting and disseminating the best practices in order
to contribute to the Education Sector Reform); and
(ii) the formulation of recommendations regarding the future of the CfS Project depending on the
outcomes of the first objective above, and related to the question if the project has sufficient potential
to be scaled up, replicated and mainstreamed in the education system within a reasonable timeframe,
at a cost that is affordable to the UNICEF Country Programme in BiH and the respective MoEs.
The evaluation will therefore necessitate an assessment of the sustainability of the project, the degree
of ownership by the BiH Governments, and the actual possibilities existing for the best practices
initiated through the CfS initiative to be mainstreamed in mainstream education policies.
1.2.2 Scope and context of the evaluation
The main objective of the external evaluation is to measure the relevance, effectiveness, efficiency
and sustainability of the project. The project is evaluated in relation to its external environment, in
particular in relation with government plans and with similar approaches or programme interventions
tested by other partners. In view of the current scope and duration of the CfS Project in BiH, the
evaluation also addresses issues of overall impact on individuals (children, teachers, parents) as well
as on institutions and communities.
1.3 Methodology
The evaluation revolves around the evaluation criteria stipulated by the Development Assistance
Committee (DAC) of the Organisation for Economic Cooperation and Development (OECD), i.e. (i)
relevance, (ii) efficiency, (iii) effectiveness, (iv) impact and (v) sustainability. In addition, the issue of
inclusiveness will be assessed since the response of the CfS project to the diverse needs of all students
in a multi-cultural society is regarded to be a core element of the CfS framework.
Particular attention has been given to (i) assessing the status of the implementation of the project, (ii)
providing detailed analytical information for future planning; (iii) reflecting upon lessons learnt; and
(iv) strengthening existing synergies between different groups of stakeholders in terms of promoting
child-friendly schools.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 3
The approach for this external evaluation has been based on the principles of participation and
cooperation. The evaluation team has liaised with the different key players, such as UNICEF Office,
local consultants, Government officials and CEI/SbS representatives. UNICEF has also contracted a
local research company (EU-TAC) for providing support in terms of logistics and translation, and for
carrying out Focus Group Discussions (FGDs) at field level. Such cooperation with a local consulting
team enabled the international team to benefit from their sensitivity and knowledge towards
contextually appropriate behaviour in carrying out the data collection process, specifically regards to
different cultures, local customs, religious beliefs and practices, personal interaction and gender roles,
disabilities, age and ethnicities.
1.3.1 Preparatory Phase
During the preparation phase, the evaluation team started with studying the available information and
documentation related to the CfS project. Documentary sources included progress reports and interim
evaluation reports, UNICEF planning and programming documents, relevant and related professional
publications and documentation.1 In the second half of the preparatory phase the team prepared a set
of evaluation tools, such as guidelines for structured interviews/focus group discussions and
questionnaires for the different stakeholders.2 These included principals, pedagogues, teachers,
students and parents from three groups of selected schools.
A sample of 15 primary schools was identified by UNICEF BiH. The main criterion was the degree to
which the schools have become “child-friendly”. Given that in BiH all primary schools adopted some
elements of CfS, schools were selected at different levels of “child-friendliness”: five that are most
advanced, five that are at intermediate level and five that had only initial training. Criteria also
included geographic focus, urban and semi-urban/rural schools, and schools where two different
curricula (using the same methodology) are being taught, as represented by the so-called Two Schools
Under One Roof model.
Before the arrival of the international consulting team in BiH, UNICEF distributed questionnaires in
the 15 target schools. The consulting team prepared easy-to-understand instructions for the
completion of the questionnaires by the target groups in the schools.3 Completed questionnaires were
then already available for collection and subsequent data processing when the consulting team arrived
at the schools, thus allowing a deeper concentration on interviews and FGDs during the school visits.
1.3.2 Data Collection Phase
The data collection phase commenced with a one-day “Mini-Workshop” which provided a hands-on
introduction into the evaluation tools and the Evaluation Manual. This introduction was directed at the
local research company EU-TAC with their local consultants, recruited by UNICEF, who supported
the data collection process.
For the data collection, the two international consultants split up into two teams with one local
consultant and one translator each. Local consultants were supported by the evaluation team both
through a process of on-the-job supervision and coaching. While visiting the targeted schools, the
evaluation team collected the previously distributed and completed questionnaires, conduced
interviews and focus group discussions and constantly validated the methodology. Between the first
1 A complete list of documents consulted can be found at the end of this report.
2 All tools can be found in Appendices 2-3c.
3 For the evaluation tools manual, please refer to Appendix 3.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 4
and second round of field visits, the two international consultants processed collected data and
reflected upon the school visits. The data collection phase concluded with a debriefing at UNICEF.
1.3.3 Reporting Phase
Immediately following the field phase, the evaluation team prepared the Draft Evaluation Report and
submitted it to UNICEF for review and commenting. After having received comments, the Second
Draft Evaluation Report (including an executive summary and statistical charts) was prepared for
submission to UNICEF, and was subsequently reviewed by UNICEF BiH Country Office and also
shared with the Regional Office.
A Validation Meeting was held in BiH to present, discuss and validate the Second Draft Evaluation
Report. This meeting was a truly participatory event, taking on the characteristics of a validation
workshop. Immediately following the Validation Meeting, the team prepared the Final Evaluation
Report for submission to UNICEF. This Final Evaluation Report incorporates all outcomes of the
Validation Workshop and the consolidated comments received by the UNICEF team. It will
subsequently be translated, printed and disseminated by UNICEF.
1.3.4 Degree of stakeholder participation in the evaluation
The mission considered it of utmost importance to include stakeholders from all levels in the
implementation, including those responsible for the management of the project. Entities participating
in the evaluation therefore included (i) primary stakeholders such as students, teachers, parents or
school directors; (ii) secondary stakeholders such as representatives from the MoE, and other
development partners/NGOs; and (iii) partners in overall management, i.e. CfS Coordinators and
representatives of the UNICEF BiH Country Office.
Stakeholder participation in the GE evaluation
Stakeholders Degree of participation
Questionnaire Interview Focus-group Liaison with
evaluation team
Part of
evaluation team
Validation of
evaluation
Preparation phase
Learners
Teachers
Principals
Pedagogues
UNICEF Country Office
EU-TAC
Field phase
Learners
Teachers
Parents
Principals
Pedagogues
UNICEF Country Offices
EU-TAC
MoE representatives
Development partners
Validation Workshop
All entities
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 5
During the preparation and field phase of the evaluation, the degree of participation varied between (i)
the provision of data by means of questionnaires, (ii) the direct consultation through interviews or
focus-group discussions, (iii) direct liaison with the evaluation team, and (iv) being integral part of the
evaluation team (i.e. taking active part in the team‟s consultations with stakeholders). During and up
to the end of the validation phase, all stakeholders are involved in the validation of the evaluation
through participation in the Validation Workshop. Any entity having participated in the evaluation
who might not be in a position to attend the workshop itself, should receive a copy of the proceedings
of this workshop through the UNICEF BiH Country Office. In the case of learners, teachers and
parents, such information could include the outcomes of the questionnaires which were filled by them,
and could be channelled through the respective principals‟ offices.
1.3.5 Summary of processed evaluation tools
In total, 4,258 questionnaires were completed by principals and pedagogues (N=27), teachers
(N=467) and students (N=3,764) from the fifteen schools included in the evaluation. Responses were
differentiated between the three groups of the evaluation (N questionnaires Group I, most
advanced=1,541; N questionnaires Group II, intermediate=1,770; N questionnaires Group III, only
initial CfS training=947).
Number of administered questionnaires
Target Group QST Group I Group II Group III TOTAL
Principals and Pedagogues 1 9 9 9 27
Teachers 2 156 175 136 467
Students, Grade 2, male 3 GR2
153 230 113 496
Students, Grade 2, female 149 218 112 479
Students, Grade 5, male 3 GR5
304 294 151 749
Students, Grade 5, female 261 271 127 659
Students, Grade 7, male 3 GR7
251 304 165 720
Students, Grade 7, female 258 269 134 661
TOTAL 1.541 1.770 947 4.258
The administration and analysis of questionnaires needs also to be seen within the framework of the
overall evaluation which placed responses in direct relation to information gathered through
interviews, Focus Group Discussions and class visits. This approach ensured the contextualisation of
responses, and likewise reduced the risk of over-interpretation of questionnaires. In total, 38 Focus
Group Discussions were conducted with students, teachers and parents of all three groups of schools.4
In addition, the Evaluation team consulted with representatives of MoE and CEI/SbS.5
4 For further details, please refer to Appendix 6.
5 Please refer to the list of persons contacted at the end of this report.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 6
2 KEY CONCEPTS OF CHILD-FRIENDLY SCHOOLS
According to the Child-Friendly School Framework (CHABBOTT 2004), five quality issues are being
matched with four child-friendly issues in order to assess the extent to which schools meet the
characteristics (criteria) of the UNICEF concept of a child-friendly school.
Following the inception of CfS programming in the 1990s, the approach to the implementation of a
CfS strategy has been different from country to country. There is currently a broad implementation
base with more than 50 countries actively involved, and with a solid base of evaluations gathered in
2004-06 from the most “mature” programming.
Central to UNICEF‟s philosophy, education has always been regarded as every child‟s right.
Accordingly, child-friendly schools reflect a quality environment and act holistically in the interest of
the whole child, which includes his or her health, nutrition and overall well-being. Similarly, child-
friendly schools are concerned with the child‟s contextual situation outside school, and thus reach out
to families and communities.
Child-friendly schools need to be seen within the larger framework of the EFA Dakar Goals and the
Millennium Development Goals (MDGs) “Achieve Universal Primary Education” (MDG 2),
“Promote Gender Equality and Empower Women “ (MDG 3), and “Develop a Global Partnership for
Development” (MDG 8). Also, there is a clear implicit linkage to the Convention of the Rights of the
Child (CRC) – not only as far as the “education articles” Articles 28 and 29 are concerned, but also
regarding Articles 12-14 in terms of promoting the child‟s right to freedom of expression.
Based on the EFA Dakar Goals (except for adult literacy), child-friendly schools fall within the
strategic planning of the UNICEF MTSP Focus Area 2 (Basic Education and Gender Equity) which
formulates as its strategic intent that “parents, communities and Governments acquire the capacity and
support necessary to fully implement their obligation to ensure the right of all children to free,
compulsory quality education“. child-friendly schools also support core values and purposes of
UNICEF, such as the incorporation of a human rights perspective into education, the promotion of
children‟s rights in all situations (here particularly the context of school and school-based learning),
the support of capacities of parents including the promotion of families as the fundamental group of
society.
The conceptual framework of child-friendly schools defines a school as “child-friendly” if it is
rights-based,
child-seeking and inclusive,
gender-sensitive,
participatory, and
quality-based.
Child-friendly schools can be described as child-centred learning environments which see and
understand the whole child in a broad context, thus making education relevant due to the
consideration of the reality of children‟s lives. Child-friendly schools reflect a quality environment
which is both effective for learning and protective of children, and likewise involved with families
and communities.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 7
2.1 Human Rights-based approach to programming
The goal of the current BiH country programme is to support the Government in meeting its
obligations under the Convention on the Rights of the Child (CRC) and the Convention on the
Elimination of all Forms of Discrimination against Women (CEDAW). It is specifically aimed at
ensuring inclusion of all children, young people and women in the provision of basic education, health
and child protection services with their increased and genuine participation. Together with
government and NGO counterparts, United Nations agencies and donors, the UNICEF country
programme seeks to ensure that (i) policy makers and community representatives will provide
leadership in developing national policies that contribute to the realisation of the rights of children,
young people and women; (ii) service providers and caregivers will adopt behaviours that facilitate
access to education, health and child protection services for the most vulnerable; and (iii) policy
makers and community representatives will encourage and facilitate the meaningful participation of
children and young people in their communities, including in addressing the risk of landmines.
2.2 Operationalisation of CfS key concepts
Due to the close linkage of quality issues to child-friendly issues, child friendly schools therefore
operationalise the need to realise quality learning in a non-threatening learning environment. Such
environment leads to learning activities which can be enjoyed by the children who also have a say in
the process of their own learning. Children are seen as partners in a learning context which includes
teachers, parents and communities who actively collaborate in order to ensure the realisation of their
rights. These rights include the right to education, health, play and leisure, and the right to be
protected from any form of violence. Child-friendly schools ensure the free expression of children‟s
views, and encourage children to participate in decision making processes according to their own
growing capacities. Overall, a child friendly school promotes quality learning and puts a strong value
on children participating in all activities affecting both their school and their immediate community.
This conceptual framework is further illustrated in the matrix below (cf also CHABBOTT 2004):
Conceptual framework of Child-Friendly Schools Child-friendly
issues
Quality issues
Inclusive / gender-
sensitive
Protective
(healthy and safe) Effective
Involved with the
community
Learners
(Gender) equality in
enrolment and
achievement
Safe from drugs,
corporal punishment
and harassment
Active, cooperative
and democratic
atmosphere
Children participate
in school and
community life
Content
Gender-appropriate
curricula, no gender
or other stereotypes
Life skills-based
education
Structured content in
child-friendly
presentation
Family-focussed and
based on community
needs
Teaching/learning
processes
Respects diversity
and ensures equality
of learning
Promotes physical
and psycho-social
emotional health
Quality materials and
resources
Encouraging local
partnership in
education
Environments
Socialises girls and
boys in a non-violent
environment
Children protected
from outside abuse
and harm
Commitment of
teachers towards
children‟s rights
Working with other
actors to ensure
children‟s rights
Outcomes
Respect for others‟
rights, dignity and
equality
Positive learning
experience, sense of
self-esteem
Quality learning
outcomes based on
children‟s needs
Harmonious
relationships between
children, parents,
teachers
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 8
2.3 Child-friendly schools within the context of BiH
BiH faces similar challenges in basic education as most countries in Central and Eastern Europe and
the Commonwealth of Independent States (CEE/CIS), notably in the following areas:
Equity in access to quality basic education, particularly regarding Roma children and children
with special educational needs (SEN);
Equity in learning outcomes of education;
Governance, management and financing of education systems.
Child-Friendly Schools require child-friendly systems and policies, practices and regulations. A key
issue that has a direct impact on child-friendliness relates to the promotion of cross-cultural
understanding and tolerance in BiH. However, the segregation of children in schools based on their
ethnic and religious origin, also known as the “Two Schools under One Roof” phenomenon, still
prevails in 50 schools in BiH. Such practice illustrates the ethnic segregation that affects all schools in
the country, and is a serious concern. Segregation is also in sharp contrast to existing human rights
treaties which have been signed and ratified by the country, in particular the Convention on the Rights
of the Child (CRC). The current system of segregation has an inherent risk of fuelling divisions,
intolerance and potential future conflicts. However, the education system needs to contribute to the
building of a peaceful, democratic, fair and just society, an objective to which the CfS Project aims to
make a substantial contribution.
The Education Reform Agenda (2002) and the subsequent Education Reform Strategy (2008-2015)
reflect the commitments that the Ministers of Education of BiH have publicly agreed. Both documents
set the goals that need to be achieved to reform the education sector as well as the strategies needed to
realise these goals. The documents‟ overriding objective is to depoliticise education while creating the
conditions that will ensure equal access to high quality, modern education throughout BiH. Apart
from this overriding objective, the 2002 document contains five pledges which are still very much in
line with the core principles of the Education Reform Strategy.
Three pledges are particularly relevant for the Child-Friendly Schools Project, as shown in the matrix
below:
BiH Education Reform Agenda related to CfS principles and anticipated outcomes
Education Reform Agenda of BiH CfS Principles and Anticipated Outcomes
Pledge 1: Ensure that all children have access to
quality education, in integrated multicultural
schools, that is free from political, religious,
cultural and other bias and discrimination, and
which respects the rights of all children
Child-friendly Schools are rights-based,
proactively inclusive and gender responsive
Child-friendly Schools promote a healthy
environment and are safe and protective of
children
Pledge 2: Provide basic education of good
quality at the pre-school, primary and general
secondary levels, with a modern curriculum and
a modern system of assessment and certification
for students and teachers. Ensure that students
are taught by well-trained teachers, in properly
equipped and efficiently managed schools
Child-friendly Schools promote quality learning
outcomes relevant to children’s need for
knowledge and skills
The infusion of CfS dimensions throughout
Grades 1-9 will enrich the teaching and learning
process and enable a higher level of curricular
cohesion and integration
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 9
BiH Education Reform Agenda related to CfS principles and anticipated outcomes
Education Reform Agenda of BiH CfS Principles and Anticipated Outcomes
New pedagogical approaches will vivify learning
and teaching
Teachers will acquire new skills and confidence,
and a new sense of professionalism and purpose
Students will make significant gains in
knowledge, understanding and skills
Students are likely to develop more pro-social
attitudes
Students will be more motivated within the
enhanced learning environment
Pledge 5: Ensure the transparent, equitable, cost-
effective and financially sustainable investment
of public resources, and implement education
legislation at all levels that is based on European
standards and norms, and grounded in
international human rights conventions.
Child-friendly Schools are actively engaged with
students, families and communities
School-level and Ministry-level educational
administrators will acquire new understanding
and skills in the development, monitoring and
evaluation of children-centred learning/teaching
approaches (thus contributing to enhanced
utilisation of public resources)
Best practices initiated through CfS will be
mainstreamed in education policies and
education reform goals
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 10
3 OVERVIEW OF THE CfS PROJECT IN BiH
3.1 Key challenges
A major challenge for the social and economic development of BiH is the complexity of its political
and administrative structure inherited from the Dayton Peace Agreement (DPA) which comprises a
total of five levels (State, Entities , Cantons, Towns, Municipalities). With 14 Ministers of Education6,
the education system is extremely fragmented, highly politicised and ethnicised. Within the systemic
context of BiH administration, State level Ministry and Federal Ministry only play a predominantly
coordinating role and do not exert direct control on policy interpretation and implementation at the
level of cantons, towns and municipalities. In addition, BiH faces similar challenges in basic
education as most countries in Central and Eastern Europe and the Commonwealth of Independent
States (CEE/CIS), notably in the following areas:
Equity in access to quality basic education, particularly regarding Roma children and children
with special educational needs (SEN);
Equity in learning outcomes of education;
Governance, management and financing of education systems.
3.2 Current status of the project
Currently, some CfS principles and approaches (mainly active learning and child-centred teaching
methodologies) are being implemented in all primary schools of BiH, although not in all classrooms.
In order to strengthen CfS principles in practice, the CfS project supports training in three areas, i.e.
Training of classroom and subject teachers;
Creating a professional network, mentor system for classroom-based support, set-up of local
training centres;
Setting up school improvement teams.
When the project started in 2002, it initially included 74 primary schools from six Cantons and one
entity. From November 2001 until December 2004 a total of 1,100 teachers were trained in child-
centred methodology, 480 of whom received advanced training, while 110 were trained to become
trainers or mentors. A total of fourteen training centres for teachers has been established. After the
local trainings were initiated, run by the certified teacher trainers and organised by the Ministries of
Education, the total number of participating schools was increased by 20% (from 60% in 2004 to 80%
in 2007).
In 2005, a new initiative called School Improvement was piloted in 16 primary schools, aiming at
supporting schools to use their existing resources for the development of the school and with full
participation of all stakeholders. In 2007, the initiative was extended to 32 new schools. At the end of
2007, nine different teacher training programmes7 for 1,050 primary school teachers were delivered.
6 10 Cantonal, 1 Federal, 1 Republika Srpska Entity, 1 Brcko District, 1 Ministry of Civil Affairs.
7 The nine training programmes include: (1) Child-centred methodology, basic; (2) Child-centred
methodology, advanced; (3) Child-centred methodology, Training of Trainers; (4) Child-centred learning
material development; (5) How to create a child-centred classroom environment; (6) Methods for the
development of critical thinking through reading and writing; (7) School improvement methods; (8) How to
evaluate teachers‟ training programmes; (9) Training on quality school standards.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 11
As a result, 96.5% of lower primary school teachers and 58% of upper primary school teachers in BiH
passed basic or advanced child-centred methodology training, including Training of Trainers (ToT)
training of 82 trainers.
The project addresses a wide range of stakeholders and addresses attitudes of key decision makers in
the educational and societal overall system, including
Government authorities at all levels;
civil society and the media;
school managers;
school teachers, principals and pedagogues (counsellors);
children, particularly girls and children with special needs, in and out of school;
parents.
UNICEF has been an important stakeholder in terms of the development of models for the promotion
of social inclusion. Practice has shown that lessons learnt from experience in the field and community
level need to be fed back to the policy making level in order to ensure future sustainability. UNICEF
achieved significant results at the policy as well as at school level, and seems to be considered as a
credible partner in the education sector at both levels. This is an important consideration for the future
development of activities by UNICEF:
The development of standards and regulatory frameworks for basic education and Early
Childhood Development (ECD) resulted in the recent adoption by the government of a
Framework Law on Pre-Primary Education;
The development of life skills standards for students and teachers focusing on the prevention
of risky behaviours were successfully integrated into the curriculum of secondary and even
primary schools in Republika Srpska;
The implementation of CfS approaches at school level led to most of the 600-700 schools in
the country actively applying some CfS principles, which open up paths for cross-cultural
dialogue particularly in non-formal (out of school) settings.
A strong field presence and stakeholder empowerment, combined with involvement in political
lobbying and advocacy against segregation in schools, have been strategies in the past for both
UNICEF and the Organisation for Security and Cooperation in Europe (OSCE).
However, these efforts have not been successful to end segregation in schools. UNICEF is currently
preparing a new initiative based on the development of a communication and advocacy strategy, also
within the framework of the Culture and Development project. Undoubtedly, the issue of segregation
is highly complex and requires a combination of various approaches (possibly also by various
stakeholders).
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 12
3.3 Anticipated outcomes
According to the TORs for this evaluation, the CfS Project anticipates seven major outcomes:
Anticipated outcomes of the CfS Project
1. The infusion of CfS dimensions throughout grades 1-9 will enrich the teaching and learning process
and enable a higher level of curricular cohesion and integration.
2. The new pedagogical approaches will vivify learning and teaching. There will be a move away from
predominant use of didactic methods employed in schools.
3. Students will make significant gains in knowledge, understanding, and skills; they are likely to evince
more pro-social attitudes; they will be more highly motivated within the enhanced learning
environment that will follow from learning/teaching style diversity and the teacher assuming a more
facilitative role.
4. Teachers will acquire new skills and confidence; a new sense of professionalism and purpose.
5. School-level and Ministry-level educational administrators and other supporting institutions will
acquire new understandings and skills in the development, monitoring, and evaluation of children-
cantered learning/teaching approaches. There will also be important lessons learned in terms of
approaches to teacher development and training, and in terms of the employment of new student
assessment strategies.
6. Teacher training courses based upon delivering the lower and upper primary school curriculum using
interactive learning approaches will have been tried and tested.
7. Best practices initiated through CfS will be mainstreamed in the education policies and education
reform goals.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 13
4 EVALUATION OF THE CfS PROJECT
The child-friendly school concept aims at promoting child-centred, gender-sensitive, child-seeking
and inclusive, community-involved, protective and healthy approaches to education. These
approaches are meant to increase the effectiveness of teaching and learning, and also the efficiency
and accessibility of education systems. In BiH, the CfS project specifically focussed upon equitable
access to quality basic education for Roma children and children with special educational needs
(SEN), and at creating conditions for sustainable systemic change and ongoing professional
development in primary education.
4.1 Relevance
The CfS project needs to be assessed within global references in the field of education; the larger
context of national and international priorities/policies; specific UNICEF strategies and policy
concerns; and primary stakeholders‟ needs.
4.1.1 Global references
The CfS project shows clear linkages to the EFA Dakar Goals and the Millennium Development
Goals (MDGs) “Achieve Universal Primary Education” (MDG 2) and “Develop a Global Partnership
for Development” (MDG 8). Also, there is a clear implicit linkage to the Convention of the Rights of
the Child (CRC) – not only as far as the “education articles” Articles 28 and 29 are concerned, but
also regarding Articles 12-14 in terms of promoting the child‟s right to freedom of expression.
Regarding MDG 3 (“Promote Gender Equality and Empower Women”), child-friendly schools stress
inclusiveness and equal opportunities also in terms of gender equity.
4.1.2 Relevance regarding availability, accessibility, acceptability and adaptability of education
QST 1 PRI-PED:
Comparison of Consent Value Averages across
Questionnaire Items between Principals and Pedagogues
By the end of 2007, 97% of lower primary school
teachers and 58% of upper primary school
teachers had received basic or advanced child-
centred methodology training. This includes 82
trainers for School Improvement, advanced child-
centred methodology, and for the advanced
Reading and Writing for Critical Thinking
(RWCT) programme. Principals and management
teams received training in school improvement
planning. Since all primary schools in BiH have
implemented at least some of the CfS principles
and approaches, it can be said that the CfS project
has made CfS available and accessible to children
nation-wide.
In general, principals and pedagogues have
similar opinions as could be observed in the
analysis of the questionnaire items (see chart on
the left). Items related to training received
support the importance of such training, and also
confirm the relevance of parental and community
involvement in school.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 14
Item 1: I am familiar with the aims and objectives of the Child Friendly Schools Project / SbS Initiative
Item 2: Apart from subject teaching, it is very important to teach practical life skills
Item 3: I regularly interact with my colleagues in order to teach better
Item 4: It is important for teachers to use a portfolio to document my journey of professional growth
Item 14: I wish there would be more advanced training on CfS since I would like to learn more
Item 16: Because of the training received, I (the teachers) do much less of the talking, and the pupils talk more
Item 23: It is important for me to have a lot of contact with the parents/communities of my pupils
The improvement of education envisaged by the CfS project does address key stakeholders needs.
Principals stressed that through parental and community involvement in school, enrolment of children
from minority or marginalized groups increased. They also stressed the importance of the
development of social and communication skills, and building self-confidence for the development of
society. Parents (mothers) talked with, highly valued the CfS concept because of the sense of well-
being of their children, increased sensitivity of teachers for their child‟s individual needs, and the
specific attention to social skill development, creativity and play. This was particularly the case for
mothers of children with special needs (although they mentioned that it only worked because they
were able to spent the full day with their child in the classroom.)
The school visits, interviews and focus group discussions (FGD) further revealed that full
comprehension of the concept, a willingness to invest time, and cooperation between stakeholders
contributed to successful implementation of the CfS concept. Schools with a clear and shared vision
on how to create a child-friendly school, and schools/principals that managed to generate motivation
and cooperation among stakeholders, had achieved more child-friendly characteristics than schools
without such vision and leadership. Teachers who invested additional time in (joint) lesson
preparation, designing learning materials, and the integration of subjects were most positive about the
effectiveness of their teaching i.e., the effectiveness of CfS methodologies. Schools cooperating with
higher levels of the education system (municipality, Pedagogical Institute, MoE) were most confident
about sustaining the application of CfS principles and methods.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 15
Whereas it is relatively easy to make stakeholders aware of the value of having (access to) child-
friendly schools, ensuring acceptability and adaptability requires a deeper understanding of the
underlying principles and assumptions of (all facets of) the CfS concept. In this respect, the project
has only been partly successful since only few principals and management teams fully appreciated the
CfS concept. In these cases, the concept had been translated in a clear vision on whole school
improvement and, consequently, CfS elements and approaches were applied effectively at the
classroom, school and community level. In these schools, principals and staff created a more healthy
and safe environment through community involvement and cooperation, for instance, through
community participation in repairing school buildings, toilets and playground fences, in campaigns
for road safety, or in better organising garbage collection and storage. In one school, safety of children
increased after the Ministry of Interior installed traffic lights, in another, the community secured the
open sewage system, an idea brought up by the students.
Also, these principals used the Annual Work Plan as a tool for school improvement planning by
including strategies on how to avoid youth delinquency or on how to develop professional capacity of
their teaching staff. To enable handicapped students to continue upper primary education, classes
were re-organised with teachers adjusting their classroom schedule to the need of the student. In
schools where a clear vision and management support were lacking, CfS principles remained mainly
theoretical (being able to state the “why”) and were not translated in practical strategies on how to
make it work. This indicates a need for (further) training of (school) managers in how to plan, manage
and sustain education reform.
At the classroom level, a key factor negatively affecting the implementation of CfS principles,
particularly for upper primary education (subject teaching), is the current curriculum. All (subject)
teachers mentioned that the (new) curriculum is textbook-centred, overloaded and focused on
cognitive development. This would explain the reluctance of classroom teachers in adopting CfS
methodologies. These are designed to develop social and higher order learning skills and are less
effective for transfer of factual knowledge. In addition, requirements of the MoE to frequently test and
record student subject knowledge hampers the implementation of CfS assessment instruments such as
self- and peer-assessment (see also Chapter 4.2.1). The inconsistency of the current curriculum with
child-centred approaches also explains why the CfS project has not been successful in achieving “a
higher level of curricular cohesion and integration.” Integration of subjects requires a curriculum
framework organised around developmental objectives whereas the current curriculum is organised
around subjects with a focus on subject-matter content.
4.1.3 CfS in relation to the UNICEF Medium Term Strategic Plan and its contribution to
education reform
Based on the EFA Dakar Goals (except for adult literacy), the CfS project falls within the strategic
planning of the UNICEF MTSP Focus Area 2 (Basic Education and Gender Equity) which formulates
as its strategic intent that “parents, communities and Governments acquire the capacity and support
necessary to fully implement their obligation to ensure the right of all children to free, compulsory
quality education“. The CfS project covers primarily seven interventions to be supported under the
UNICEF MTSP Key Result Area 3, “Equality and Quality Models: Educational quality improved and
school retention, completion and achievement rates increased” (cf UNICEF 2005:63-70):
(i) to improve the learning environment in schools through support for development of models to
make schools violent-free;
(ii) to enhance pedagogical quality in schools through teaching/learning processes that help ease
transition from home to school;
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 16
(iii) [to promote] interactive learning for knowledge, skills, attitudes, values and behaviour change
(e.g., rights, peace, democracy, management of “risk behaviour”);
(iv) to build capacity of teachers and their support networks;
(v) to build capacity of [learners and]8 parents to participate in school governance;
(vi) to promote modern technological skills and use of appropriate technologies/teaching methods;
(vii) to provide high-quality, relevant teaching-learning materials and other learning resources.
The CfS project also supports core values and purposes of UNICEF, such as the incorporation of a
human rights perspective into education, the promotion of children‟s rights in all situations (here
particularly the context of school and school-based learning), the support of capacities of parents
including the promotion of families as the fundamental group of society.9
4.1.4 Primary stakeholders’ needs
At an immediate, practical level, the CfS project has addressed primary stakeholders needs by (i)
contributing to children‟s‟ well-being and holistic development; (ii) bringing teachers‟ and principals‟
knowledge at par with the latest thinking about learning and education; (iii) upgrading teaching and
education management skills at school level; and (iv) by creating space for participation of parents
and communities in education. To sustain the results achieved so far, addressing stakeholders‟
practical needs has to continue although adjusted to emerging stakeholders needs. Teachers may
benefit more from school-based coaching and support than from continuation of teacher training
workshops. The existing network of mentors (principals and pedagogues) could become such school-
based support system. School principals and management teams may need further improvement of
their school-based management skills, skills in school improvement planning and monitoring. They
may also benefit from capacity building in how to overcome more emotional, illogical, subconscious
and psychological (human) factors that hamper improvement and change.
In addition, attention needs to be given to stakeholders‟ strategic needs, including, the alignment of
the current curriculum set-up and approach with CfS teaching requirements; and adjustment of the
pre-service teacher training to CfS approaches (in particular the inclusion of micro-teaching, i.e. the
development of teaching skills through application, feedback and reflexion on the effectiveness of
teaching behaviour).
Addressing strategic interests goes beyond the scope of the CfS project since it requires cooperation
and support of higher levels of the education system. However, the CfS project provides ample
opportunities to advocate and support stakeholders‟ strategic needs. First, evidence on how to ensure
(i) equal access to quality education, (ii) based on a modern curriculum and assessment system and
provided by well-trained teachers, (iii) in properly equipped and efficiently managed schools, through
(iv) a transparent, equitable, cost-effective and financially sustainable investment of public resources
(Pledges 1, 2, and 5, Paragraph 2.3), can be made available to decision-makers so that lessons learned
may feed into the current policy-making process aiming at a reform of the education sector. Second,
CfS experiences could be beneficial for curriculum developers when aligning the current curriculum
set-up and approach with new teaching requirements following the Education Reform policy. In a
similar way, the CfS project may be of value for the adjustment of pre-service teacher training (in
particular the inclusion of micro-teaching i.e., the development of teaching skills through application,
feedback and reflection on the effectiveness of teaching behaviour), as well as for the development of
new teaching standards.
8 Within the GE context, the focus is more on the capacity building of parents. This already is a rather
ambitious goal which, however, lies within the scope of the GE project. 9 cf also UNICEF 2005:13-14.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 17
4.1.5 Degree of “child-friendliness” of participating schools
As already stated, a school can be regarded as “child-friendly” if it is rights-based, child-seeking and
inclusive, gender-sensitive, participatory, and quality-based. Classroom observations and
questionnaire analyses showed that students seem to be adequately satisfied with their school
environment, and that males and female students are treated in an equitable way. Teachers are
generally viewed as the authority in the classroom who is concentrating power around him/her, which
however does not really reflect a high degree of child-centredness. This has also been reflected in
children‟s drawings which largely recognise the teacher, the blackboard or even desks (instead of
pupils!) as central focus of the classroom.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 18
It is interesting to note that the teacher rates highest (and pupils lowest) in Group I which has been
regarded as having the “most advanced” level of child-friendliness; this was certainly unexpected, and
might point to a paradox situation whereby the teacher – in attempting to give all the attention to the
children – actually attracts the most attention him-/herself. This could also be observed during class
observations in “child-centred” classes, where the teacher certainly played an unnecessarily and
overtly dominant role, and which should be continuously reflected by means of in-service coaching
and training.
4.2 Effectiveness at school level
In order to assess the effectiveness of the CfS project at school level, the evaluation team held focus
group discussions with key stakeholders (students, teachers, parents) at selected schools; observed
classes in schools of all three groups; and analysed the questionnaires presented in detail in Appendix
5-5c.
The purpose of the CfS project at the school level was (i) to enrich the teaching and learning process;
(ii) to enable a higher level of curricular cohesion and integration; (iii) to revive learning and
teaching; (iv) to make significant gains in knowledge, understanding and skills; (v) to evince more
pro-social attitudes and enhance motivation. School principals were expected to acquire new
understanding and skills in the development, monitoring, and evaluation of child-centred teaching-
learning approaches.
A clear indication of the effect of CfS activities is the decrease of the use of abusive language and
behaviour of pupils, an increase in the interest and motivation of students, greater parental
involvement in school, and a greater awareness of the importance of involvement of parents in school
by teachers. However, only few school principals were able to create an “effective, protective and
inclusive school in which families and communities are actively involved.” This may be explained by
the fact that the training provided under the CfS project focused predominantly on (i) creating
understanding of the CfS concept; (ii) building CfS teaching capacity, and (iii) on skill development
in using reading and writing to foster critical thinking. Only few principals referred to a school action
plan, only one school mentioned the establishment of a school improvement team, and no reference
was made to the quality school standards or their use for school improvement planning. It was also
understood that the use of school networking as a means for professional development did not
materialise. Conducting follow-up sessions, trainings or workshops stopped due to a lack of funding.
The lack of human resources, i.e. classroom assistants, speech therapists, child-psychologists
combined with little or no training in special needs education has a negative impact on effectively
including children with special needs in regular classes.
4.2.1 Outcomes for pupils
Almost all classroom teachers stated that Grade 1-3 pupils are more relaxed, enjoy the CfS approach
(learning through play), and improved their self-confidence and social behaviour (honesty, less
conflicts). Classroom observations in the lower Grades showed the application of CfS methods among
which whole group activities and small group work, teachers demonstrating the ability to engage
pupils actively in the teaching-learning process.
Focus group discussions with children from the Grades 5-7 (subject teaching) showed a different
picture, indicating that the majority of teachers in upper primary education (Grades 7 to 9) do not
apply CfS principles. These statements were confirmed by classroom observations. Most students
talked with considered their education to be boring, the teacher talking too much with no room for
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 19
discussion or exchange of opinions, and often no time to further explain or deepen a topic. Key
problems mentioned by many pupils were unpredictable and inconsistent teacher behaviour, too many
tests, marks given subjectively and as punishment, and verbal abuse.
It is interesting to note that perceptions of pupils from Grades 5-7 are coherent across grades, sample
groups (I-III) and even gender, apart form two deviations regarding “girls learning better than boys”
(with girls affirming and boys denying). This however makes it difficult to identify a specific impact
of the CfS project, or, in other words, the current perception of schooling by pupils in BiH seems to
be largely unaffected by the activities of the CfS project. This is further illustrated when comparing
the consent value averages across questionnaire items, sample groups and the whole sample, as shown
in the charts below:
Grade 5, male respondents:
Consent values for the three respective
groups
The coloured lines are basically
identical with the white line, showing the
average response values of the male
respondents. There are no statistically
significant differences across the three
sample groups, as is reflected in the
similar patterns.
The same applies to the charts for
Grade 5 (female), Grade 7 (male) and
Grade 7 (female), below from left to
right.
Students, like their teachers, struggle with the transition from lower primary (where CfS methods are
being applied to a more or lesser degree) to upper primary where CfS methods conflict, according to
many teachers, with curricular (Ministry) requirements. The responses to items 24 (teachers) and 21
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 20
(students) confirm that teachers and students alike view progressing to even higher grades with a
certain degree of apprehension, especially as far as the transition between Grades 5 and 7 is
concerned.
Item 24, Teachers: "I am worried what will happen when my pupils are progressing to higher grades which
are not supported by the child-friendly schools approach"
Item 21, Students: “I think when I go on to higher classes, the teaching and learning will get tougher since
teachers will teach differently”
There is generally high consensus across all sample groups (1=overall average, 2=Group I, 3=Group II,
4=Group III), particularly regarding Students in Grade 5.
Although one can say that there is a mismatch between curriculum set-up and CfS approach, the
problems referred to by students (and teachers) seem to be related to a misapprehension of “child-
friendliness”. Students (and teachers) need further assistance in learning how to communicate in a
“non-violent” way, without blaming or accusing. This means that if something is said or done in a
given situation, teachers and children need to learn to give the facts without judgement, point out the
feeling they get because of this action and why, and then clearly say what they need.
Ultimately, the success of the CfS project is measured at the level of the students, their gains in
cognitive, personal, social, moral, and artistic development. According to people talked with,
students‟ social and communication skills, self-awareness and self-confidence improved when
compared with the behaviour of children educated under the previous traditional education system.
There is less agreement about the extent to which the CfS project contributed to gains in knowledge.
The purpose and use of assessment instruments promoted by the CfS project were not understood by
most of the teachers or parents. With one exception, teachers did not report on the use of individual
student assessment for student self-reflexion and self-improvement and thus, for enhancing
responsibility for their own learning. Parents acknowledged the positive impact of positive, child-
friendly feed-back for children in the lower primary school age-group. For upper primary however,
they felt that testing and marks were more informative and easy to understand.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 21
The confidence in the testing and grading system for assessing cognitive development, by both
teachers and parents, is a reason for concern. Testing is not done objectively, there are no minimum
standards or standardised tests. Marks, therefore, do not provide a fair idea of what knowledge a
student acquired or comprehends. Furthermore, since CfS methods aim at the holistic development of
each child, its assessment instruments are designed to track progress in different developmental areas.
If this is not appreciated by the MoEs, teachers will remain reluctant in using the portfolio system,
peer- or self-evaluation, nor will they become effective in applying these assessment instruments to
improve learning.
4.2.2 Outcomes for teachers
Questionnaire QST-2, Teachers
As with the students, outcomes for teachers have
been assessed on the basis of class observations,
focus group discussions and questionnaires.
To create CfS, lower and upper primary school
teachers were trained in child-centred
methodology and in Reading and Writing for
Critical Thinking (RWCT). All teachers talked
with, recognised the central role of the student in
the teaching and learning process, all stressed the
importance of a more open relationship between
teacher and student(s), as well as giving children
the self-confidence to express their ideas and
opinions. Training has contributed to build
understanding of the importance of child-centred
teaching-learning approaches. However, as
already observed during the questionnaire
analysis regarding the outcomes for pupils
(4.2.1), perceptions of teachers are similarly
coherent across sample groups (I-III) with even
less deviations. Specific impacts from CfS
training do not become evident, at least not
regarding the teachers‟ mindsets and behavioural
attitudes.
Only few of the teachers observed, demonstrated an effective use of CfS methods such a group work.
It was understood that not all training was equally practical and that there has been little or no
opportunity to try out new methods and apply new skills in a controlled but real classroom set-up.
Also, teachers expressed a need for immediate feedback on the quality (soundness) of the application
of CfS teaching practices in their classroom. Such school-based support through classroom
observation and feedback was, however, provided by very few school principals and/or pedagogues.
This indicates that there is no mentor system or functioning professional network (2-3 network
schools linked to a model or pilot school) yet although principals, pedagogues and teachers all
mentioned the importance of the availability of such system, not only for (continuous) professional
development of teachers but also for sustaining achievements of pilot schools, and as a means to
exchange experiences between school directors.
Practical problems with the application of CfS principles mentioned by teachers include extensive
time required for lesson preparation, lack of materials and equipment, and the costs of development of
learning materials. Fundamental problems mentioned by many (subject) teachers is a decrease in
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 22
respect for teachers, lack of student discipline, and students claiming to be right all the time. This
observation was shared by principals, parents and recognised by students and may be explained by a
misapprehension of CfS principles the most important one being that “child-friendly” equals “having
to except everything the child does or says as good”. It is an issue that needs to be addressed urgently.
Teachers need to become skilled at acting in a child-friendly way in particularly in situations where
children explore boundaries and challenge restrictions.
Teachers primarily regarded it as a weakness that, in the CfS training provided so far, they primarily
had to practice “on each other” (colleagues pretending to be children) instead of in a real classroom
setting. The gap between some kind of „laboratory‟ training and the real classroom situation is
probably the main cause for gaps on the side of the teachers regarding the application of CfS methods,
together of course with the systemic constraints which however cannot be immediately addressed.
4.2.3 Outcomes for communities and parents
Generally, parents are well introduced to all modern trends in the process of teaching and learning, at
times even with schools running specific workshops for this purpose. Consequently, the expectations
of parents towards the teachers are raised but not always fulfilled, since the system does not
necessarily allow all changes introduced during the CfS approach. Parents got increasingly aware
regarding the importance of the „modern‟ way of educating, particularly in terms of team work and
team building; group work, humanity as a specific value, and open communication with all employees
at the school.
Parents appreciate creativity and the way creativity is encouraged by the CfS approach, including
innovations both by teachers and children. The CfS methodology is generally well accepted by
children and therefore by their parents, although parents are thinking that the curriculum is too large
with too many activities for children. Parents increasingly criticise the educational system which
would “push children to join the school at a too early age”. Also, the seating arrangement in groups is
at times understood in a too dogmatic way by teachers, with children not being able to see the
blackboard in a lecturing situation which of course still needs to remain part and parcel of a
diversified methodological and didactical approach.
Parents in their clear majority appreciate the fact that their children are happier with the school and
that they like to go to school if CfS principles are being applied. Teachers are generally regarded as
authorities, although there appears to be a tendency among parents to approach them in a more open
way even in problem situations. This is probably also related to the fact that parents observed that
children are “more free to express theirs opinion and in communication with teacher and their
classmates”.
Although many schools have established a parent council,10
parents (as community representatives)
do not yet fully utilise such fora for voicing their concerns in terms of teaching and management
issues. This should be explored further in future.
4.3 Efficiency
In assessing efficiency, it will be important to ascertain how the costs of the CfS project compare to
international benchmarks for similar projects, and how the most value can be generated from
UNICEF‟s initial investment.
10
At one school, the school board comprised parents, teachers and community members.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 23
4.3.1 Role and contribution of UNICEF and other stakeholders
In comparison to investments of other stakeholders, UNICEF‟s contributions for the CfS project are
rather small when compared to international benchmarks for investments in the education sector. That
is also why UNICEF‟s role will have to focus on the utilisation of outcomes of the CfS project for
future policy making processes, in terms of institutionalising worthwhile elements of their
interventions. Among other factors, such integration and institutionalisation of CfS components needs
to take into account different conditions across the political entities of BiH. Within such a context, it
will be important to liaise with other important stakeholders in the field in order to create synergetic
effects which are also at the core of UNICEF‟s corporate strategy. The following matrix analyses the
stakeholders who are crucial for enhancing efficiency of the CfS project.
The following definitions are used in this analysis:
Stakeholders
Individuals or institutions that may affect or may be affected by the outcomes of the action.
Beneficiaries
Those who benefit from the action
a) target groups: groups/identity directly affected by the main action at the project purpose level
b) final beneficiaries: those who benefit from the project at the long term at the level of society/sector at large
Project partners
Those who implement the action in the country
Indirect project partners:
Indirect project partners will neither be implementing, nor cooperating, direct or indirect, since they themselves
are employed by the project partners in order to deliver specific services as per their respective job
descriptions. In that role, however, they will be important agents of the project partners, and need to be
considered strongly for the successful implementation of the proposed intervention. This particularly refers to
the need for building up their specific capacities of service delivery.
Stakeholder Analysis – Key players for the creation of synergetic effects with the CfS Project
Stakeholders Main focus Stake-
holder
Beneficiary
Project
partner
Target
group at
purpose
level
Final
beneficiary
Ultimate target group (PURPOSE LEVEL)
Learners of BiH
Learners of BiH are affected directly by an increase
in quality in education, and by being able to benefit
from a healthy, safe and child-friendly learning
environment
yes yes yes
Government Agencies and NGOs
Ministry of Civil
Affairs and Federal
Ministry of
Education
Predominantly a coordinating role; little or no power
when it comes to enforcing legislation yes partly yes
Cantonal Ministries
of Education (10),
Republika Srpska
MoE and Brcko
District Education
Department
Have power to make and implement laws yes yes yes
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 24
Stakeholder Analysis – Key players for the creation of synergetic effects with the CfS Project
Stakeholders Main focus Stake-
holder
Beneficiary
Project
partner
Target
group at
purpose
level
Final
beneficiary
Pedagogical
Institutes
“Technical wing” of the MoEs, charged with the core
business of the MoEs, including curricular issues and
inspectorate services
yes yes
Pre-service teacher
training institutes Training of teachers yes
poten-
tially
CEI, Step by Step
Interactive methodologies for elementary school
teachers: Child-centred methodology (CCM) for
lower elementary grades; Reading and Writing for
Critical Thinking (RWCT) for upper elementary
grades; School Improvement [SI] for school
management and teachers.
yes yes
4.3.2 Project costs versus project scope and project outcomes
The following table is based on information provided by the BiH Country Office and shows the rough
unit cost calculation per school, based on the expenses UNICEF had to pay during the past years. This
is direct cost, and other elements such as communication, indirect cost, etc. are not included.
Summary of unit cost calculation
Type of cost Unit Cost (USD)
(1) School improvement training per school 2,000
(2) Social Justice Training per school 600
(3) RWCT training per school 2,000
(4) Child centred methodology (CCM) training per school 1,500
(5) Classroom furniture per classroom 1,500
(6) Development, adjustment and printing of didactical materials
(including pro rata expert fees) per school 22,400
TOTAL 30,000
Based on the history and current status of the project, as also documented in the TORs for this
assignment, the CfS project during the period 2002-2007 directly supported a total of 122 primary
schools (total 600 main schools in BiH) and provided training to a total of 2,150 primary school
teachers, out of which 480 teachers received advanced training, and 192 qualified as mentors and/or
trainers of trainers (ToTs). In 2008, no further investments were made, also pending the outcome of
this evaluation.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 25
Summary of provided support and project outcomes
Year Summary Primary
Schools Teachers
Advanced
training.
Mentors/
ToTs
2002 Start-up of CfS Project 74
2003
2004 2001-04: Training in CfS methodology 1,100 480 110
2005 School Improvement, Pilot 16
2006
2007 School Improvement, Extension 32 1,050 82
Delivery of 9 teacher training programmes
TOTALS 122 2,150 480 192
Given a total investment of USD 3.66 million (122 times the rough unit cost calculation per school as
outlined above) over 6 years, the total investment could be broken down as follows:
Summary of total investment
Type of cost Cost (USD)
(1) School improvement training 244,000
(2) Social Justice Training 73,200
(3) RWCT 244,000
(4) Child centred methodology 183,000
Sub-total: Training activities 744,200
(5) Classroom furniture 183,000
(6) Development, adjustment and printing of didactical materials (incl. pro rata expert
fees)
2,732,800
TOTAL 3,660,000
UNICEF thus invested 530,000 USD per year (direct costs), with 647,000 USD spent in total on
training activities for a total of 2,822 training beneficiaries. This results in an average unit cost per
trainee of approximately 230 USD (probably around 150 USD for basic training only). This is well in
line with international benchmarks and experience values for similar interventions.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 26
It needs to be borne in mind that the cost for “Development, adjustment and printing of didactical
materials” covered substantial material development costs (including the translation in three
languages) which do not have to e repeated at this scale for subsequent project phases (see also
budget proposal for the next phase, Section 5.4).
4.4 Inclusiveness
Within the context of BiH, inclusiveness revolves around (i) marginalised and vulnerable groups
(including learners with special educational needs), and also – maybe even more importantly – around
(ii) a strategy to overcome the current ethnical divide in schools. Due to the long-term aspects of such
objective, involving changing of attitudes and mindsets, and also due to the political sensitivities, such
strategies cannot be achieved through the more traditional approaches of advocacy alone.
Inclusiveness has been achieved mainly in terms of gender, minority background and children with
special needs. In terms of cross-cultural education, the CfS project has not been able to achieve
respect for diversity, for others‟ rights, dignity and equality, or for ensuring equality of learning
(existence of different curricula). This was to be expected, since integration is a distressing and long
process. Lessons learned from creating inclusive education could help in further developing a strategy
to address issues of segregation.
4.4.1 Participation of marginalised and vulnerable groups
Within the context of educational policy development and implementation, appropriate topics for
educational interventions towards social inclusion have been addressed by the CfS project. These
need to be strengthened further within the larger framework of community involvement, cultural
education and education settings, both formal and non-formal. Key issues include the following:
Topics for educational interventions within the CfS framework towards social inclusion Educational topic Relevance towards culturally-based social inclusion
Child centredness
Acknowledging the importance of the physical and emotional well-being
of the child as part of a multicultural society which allows for
intercultural dialogue
Critical thinking
Strengthening the capabilities of expanding existing mindsets and
behavioural attitudes in order to negotiate socio-psychological borders
within a multicultural context
School improvement Creating opportunities for multicultural encounter through improving
learning spaces and playgrounds, also in the school surroundings
Cultural education and
development
Infusing concepts of a variety of cultures and cultural expressions (i.e.
through the arts) into the educational set-up in order to initiate
intercultural dialogue
Anti-bias training
Reflecting existing perceptions and mindsets in order to create new
definitions and concepts, also integrating the reflexion on perceptions of
others
Children with special educational
needs (SEN)
Overcoming social exclusion of disadvantaged children, also with a view
to cultural constraints and disadvantages based on cultural values
Social justice Understanding the concept of justice in relation to cultural contexts,
specifically in terms of determinants for justice through a cultural lens
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 27
4.4.2 Responses to cultural and ethnic diversity
Following the Dayton Peace Agreement, the tripartite principle of equal representation and sharing of
power among the three main ethnic groups was established at the macro level. While the DPA
managed to stop the war, it did not bring reconciliation to the country. At the contrary, the tripartite
principle was institutionalised and has “trickled down” and dominates various spheres of the society
such as in the educational and cultural sector, with the current education system reinforcing the
separate identity. This contributes to further ethnicisation and segregation. As the UNICEF research
on divided schools has shown, children do not learn much about other ethnic groups in BiH apart
from their own but would like to learn more.
It must not be forgotten that the three main ethnic groups of BiH all are rooted in Slav culture, they
basically speak the same language and they share important eras in the Balkan history such as the time
of the medieval kings and the period of the communist government. In reality, the major cultural
difference in BiH comes down to religion. Thus, there is strong need for any development project to
promote the commonalities of peoples of BiH and counteract this tendency of reducing culture to
ethic/religious specificity.
UNICEF has been an important stakeholder in terms of the development of models for the promotion
of culturally-based social inclusion. Experiences from the CfS project in this regard need to be fed
back to the policy making level in order to ensure future sustainability of already achieved progress.
UNICEF achieved significant results at the policy as well as at school level, and seems to be
considered as a credible partner in the education sector at both levels. This is an important
consideration for the future development of activities by UNICEF also in cultural education:
However, the deliverance of positive cross-cultural messages at the local level has often been
negatively affected by deep-rooted mindsets and behavioural attitudes following the prolonged period
of war in BiH. Based on such mindsets which are strongly characterised by feelings of grief and
sorrow, particularly for those who lost relatives and friends during the war, it will be crucial to focus
on commonalities beyond cultural divisions (as can be found especially in contemporary arts and
culture, and also sports activities which should all be utilised in school curricula and/or school
activities for overcoming such divisions). UNICEF should thus strengthen its focus on providing
opportunities for multicultural encounter at schools (ranging from pre-primary and primary to
secondary schools) and surrounding environments such as playgrounds or youth clubs. This is clearly
justified on the basis of the Government‟s Education Reform Agenda (2002), the new Education
Strategy (2008-2015) and the ongoing preparation of BiH‟s National Development Plan and Social
Inclusion Strategy (2008-2012) which invites opportunities to advocate on key issues such as
overcoming current segregating structures.
4.5 Sustainability
The overall sustainability of the CfS project is determined by three main factors: (i) the methodology
of its initial design in terms of addressing key issues which might impact on its overall sustainability,
(ii) the specific context of the project within larger educational reforms and Ministerial capacities, and
(iii) the capacities (and powers) of the CfS coordinators. All these factors constitute the context within
which the intervention is placed and have direct bearing on the degree of future sustainability, even
before the actual implementation phase has started.
The context of the project within larger educational reforms and Ministerial capacities is of specific
importance since it relates to the question of political will (and ability) on the side of the BiH
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 28
educational ministerial authorities. This certainly is a challenging systemic issue which can not easily
be addressed by the project alone. However, sustainability for the CfS project can be ensured through
the utilisation of community level experience for informing the policy debate at policy level. If the
project succeeds in informing policy debate to such a degree that key “child-friendly” elements also
regarding ethnic discrimination, exploitation and segregation are taken on board, “behaviour change”
elements can be mainstreamed into the government system. Such mainstreaming primarily refers to
curriculum development and the integration of teacher training programmes focussing on issues of
social inclusion. Much will depend on achieving sound local ownership regarding the outcomes of the
CfS project, a task which greatly depends on the liaising capacities of the CfS coordinators who need
to bridge the gap between field and policy-making level.
The CfS project has certainly added value to the education reform efforts in BiH, although key
elements still need to be mainstreamed in the education system of the country. It will be crucial to
engage in direct exchange with teacher training institutions in order to create synergetic effects
already at pre-service training level. This particularly will need to refer to common quality standards
and the development process regarding a common outcome-based framework curriculum across BiH.
UNICEF will always remain an important partner in the country to ensure future sustainability of the
CfS-related programmes even if there would be further need for advocacy. Such need can be related
to addressing a major risk in case of a possible persistent resistance to overcoming segregation in
schools.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 29
5 CONCLUSIONS AND RECOMMENDATIONS
The most striking results of the application of child-friendly principles by schools (inclusive,
protective, and effective education in which communities are actively involved) were
an increased (gender) equality in enrolment, in particular the enrolment of children from
minority groups and inclusion of children with special needs in regular classes;
children reporting on positive learning experiences, more freedom of expression in
communication with their teacher and classmates, and an increased sense of self-esteem;
established local partnerships in education;
girls and boys having been socialised in a non-violent environment; and
increased participation of children in school and community life.
Findings and recommendations have been discussed during a validation workshop11
in which
representatives from evaluation sample schools, Ministries and Pedagogical Institutes, implementing
partners, and UNICEF participated.
First, results of the school environment becoming more child-friendly were presented from the
perspective of the teachers and other stakeholders to illustrate that project achievements can be
experienced as problematic:
Project achievements change working conditions presence of children from minority
groups and with special educational needs; developmental instead of cognitive objectives; and
integration of subjects/curriculum;
Project achievements create new issues to deal with children are more outspoken which is
felt as a loss of respect; active learning requires different teaching methodologies; lessons
need to be planned together, and teaching/learning materials need to be developed.
Evaluation findings were then related to the CfS conceptual framework (see Section 2.2). It was made
clear that (i) achievements are found predominantly at the level of the learners, the school and
parents/community, contributing to the first objective of the CfS project; and (ii) gaps are found in
creating conditions for sustainable, systemic change and ongoing professional development, the
second CfS project objective.
In working groups, participants explored (i) the dissonance between existing conditions and new
requirements; (ii) if current CfS insight, mindset, abilities, and skills are sufficient for seeing solutions
on how to deal with emerging issues and problems; (iii) if “higher” level requirements (frequent
testing of cognitive knowledge; subject oriented curriculum) still match the changing, “lower” level
realities; (iv) if barriers to change are accurately recognised and adequately managed; and (v) if
achievements are properly consolidated and supported.
CfS project achievements and gaps in terms of CfS characteristics (CHABBOTT 2004) are reflected
upon in the tables below. An outline of a framework for future actions is given in Section 5.4, as was
recommended by the validation workshop. However, it needs to be stressed again that the context of
the CfS project is a challenging systemic issue which cannot be easily addressed by the project alone
(see also Section 4.5).
11
Please refer to Appendix 7 for the Validation Workshop programme, a summary of workshop
outcomes and the list of participants.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 30
5.1 School and Community/Implementation level
Overview of CfS Project achievements and gaps, and recommended actions
School and Community/Implementation level
Specific objectives of the
CfS Project Achievements Gaps Recommendations
Inclusive, gender-
sensitive education
Increased (gender)
equality in enrolment, in
particular for children
from minority groups and
children with special
needs
Girls and boys socialising
in a non-violent
environment
Respect diversity and
ensure equality of
learning (classroom level)
Build deeper
understanding of child-
friendliness and the
concept of a child-
friendly school
Protective (healthy and
safe)
Positive learning
experiences
A sense of self-esteem
Safe from drugs, corporal
punishment and
harassment
Life skills-based
education
Promotion of physical
and psycho-social
emotional health
Children protected from
outside abuse and harm
Deepen school principals
and management teams‟
understanding of the
underlying principles and
assumptions of the CfS
concept, particularly
outside the classroom
situation
Promote the „whole
school“ approach
The school environment
needs to be put in context
with the larger societal
environment
Effective (quality of
teaching and learning)
Increase in structured
content in child-friendly
presentation (classroom-
level)
Availability of quality
materials and resources
(classroom-level)
Coherently active,
cooperative and
democratic atmosphere
(school-level)
Commitment of teachers
towards children‟s rights
Quality learning
outcomes based on
children‟s needs
Further develop school
networking for
professional development
of teachers and for
building a school-based
coaching and support
system
Involved with the
community
Children participate in
school and community
life
Increased local
partnership in education
Working with other
actors to ensure
children‟s rights
Established relationships
between children, parents,
teachers also outside the
school context
Segregation in (school)
communities effectively
addressed
Deepen communities‟
understanding of the
underlying principles and
assumptions of the CfS
concept
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 31
Key recommendations:
(1) Within the concept of the “Whole School Approach”, teachers in the schools require
ongoing in-service support through mentoring and peer coaching.
(2) Consensus on how to operationalise key concepts of “child-friendliness” need to be found,
and flexibility between individual work, group work, participatory learning and learning by
teacher instruction, created. Misconceptions in terms of how to deal with setting boundaries
and saying “no”, up to the perception that within the framework of a child-friendly school the
learner is “always right” need to be addressed.
(3) The school environment needs to be put in context with the larger societal environment. By
supporting processes of reconciliation and cross-cultural understanding at school and
implementation level, the CfS project can make an invaluable contribution to reinforcing
prospects for peaceful co-existence and social cohesion. The aim is to promote
interculturalism among the peoples of BiH and lay a sound base for the future, which is
prerequisite for economic revitalisation.
(4) The CfS project (through UNICEF) should exert a stronger influence when it comes to the
selection of schools for support, and should stronger focus on divided (two schools under
one roof) and remote/rural schools.
(5) Educational interventions at school level need to be based on data gathered from
independent, external research on the root causes for ethnic segregation and the common
elements for possible future cooperation.
(6) Define communication strategies at the national and community levels based on research on
the attitudes and value systems of individuals with regard to cultural identity. Deepen
understanding through ongoing exchange and debates. Behaviour change communication is a
challenging, but critical developmental intervention, particularly in this highly sensitive area.
(7) In order to develop appropriate multicultural educational approaches, external and
independent research needs to be undertaken regarding the existing behavioural attitudes
and mindsets of community members as far as different forms of segregation in education
are concerned. Outcomes of the research can then be utilised for the creation of community-
based educational interventions envisaged to take place both in school and school
environments. These interventions will address issues of ethnic discrimination, exploitation
and segregation within primary and secondary schools in the country.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 32
5.2 Policy and system level (State, Entity, Canton and Departments)
Overview of CfS Project achievements and gaps, and recommended actions
Policy/system level
Specific objectives of the
CfS Project Achievements Gaps Recommendations
To create conditions for
sustainable systemic
change
Gender-appropriate
curricula, no gender or
other stereotypes
Respect for others‟ rights,
dignity and equality
Life skills-based
education
Promotes physical and
psycho-social emotional
health
Children protected from
outside abuse and harm
Deepen the understanding
of Ministry staff, staff
from pedagogical and
from teacher training
institutes of the
underlying principles and
assumptions of the CfS
concept
Support capacity building
in the management,
planning, monitoring,
quality assurance, and
development of education
system in BiH
To create conditions for
ongoing professional
development in primary
education
Content is family-
focussed and based on
community needs
Quality learning
outcomes based on
children‟s needs
Build deeper
understanding of the
underlying principles and
assumptions of the CfS
concept at State, entity,
Canton and Department
levels
Key recommendations:
(8) Put a stronger focus on providing policy advice, thus utilising positive experiences (“best
practice”) from the field to influence policy-making dialogue, contribute to the development
of a common education policy based on CfS principles, in order to contribute to the
realisation of systemic impact.
(9) Use experiences from the CfS approach to contribute to the development of common
outcome-based curriculum framework.
(10) Concrete support needs to be provided to the finalisation of legal regulations regarding
curricular issues and inspectorate services, and to harmonise existing legislation with
reform documents.
(11) At policy and system level, policy development is dependent on sound feedback processes
from the field to the policy-making level, and likewise on a functioning communication
strategy from the policy-making level to the field. Within such a hermeneutic set-up, the CfS
project also needs to ensure that activities delivering positive cross-cultural messages at the
local level will incorporate strategies to address barriers to cross-cultural tolerance.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 33
(12) The development of approaches to address issues of ethnic discrimination, exploitation and
segregation in education at the community level is therefore directly related to the
operationalisation of overarching policies. Likewise, through reporting procedures on the
implementation of activities, experiences from the field level will inform policy makers who in
turn receive valuable inputs into the policy debate.
(13) The issue of culturally-based social exclusion will need to be continuously addressed by
enhancing the quality and inclusive nature of education at all levels. UNICEF’s on-going
work with technically specialised NGOs, such as Civitas and Step by Step, should continue, as
will the facilitation of coordination and dialogue between NGOs and cantonal/entity
ministries. Good practice models from the community level will be documented and vertical
communication channels ensured to maximise upstream benefits.
5.3 UNICEF institutional and organisational level
Key recommendation:
(14) At UNICEF institutional and organisational level, UNICEF’s leading position in supporting
primary education in BiH needs to be utilised for increased policy support at Ministerial
levels. The pursuance of policy involvement will thus lead to enhanced efficiency and
strengthened sustainability of the project, as shown in the diagramme below.
Policy and System Level
Infusing core outcomes of CfS project into
policy debate
Integrating CfS-related (child-centred)
methodology into pre-service training at teacher
training institutes
Presenting experiences based on CfS best
practice in terms of educational quality
UNICEF Institutional/Organisational Level
Pursuing involvement at policy level
Constantly informing the policy-making
process based on practical applications and
experiences
School and Implementation Level
Creating larger multiplier effects through
establishing base at institutes for teacher training
Pursuing on-the-job coaching for teachers
(through mentors and/or experienced teachers)
Enhancing efficiency of the project
Strengthening sustainability of the project
Community Level
Building and sustaining partnerships with
communities and with higher levels of the
education system
Conducting research on existing behavioural
attitudes and mindsets of community members
regarding different forms of segregation in
education
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 34
5.4 Validation of evaluation findings and recommendations
During the two-day validation workshop, participants agreed that:
Findings and recommendations are in line with perceived needs for the school/community/
implementation level as well as the policy/system/organisational level;
Achievements need to be given a solid, formal base through legislation and certification;
There is a need to clarify roles and responsibilities, for all levels of the education system;
To avoid isolation, to ensure inclusion, and for consolidation of achievements there is a need
for continuous, professional support through professional networks and networking between
teachers and schools, and professional associations.
Participants felt a strong need for a framework (to be developed) to structure and harmonise future
actions, i.e. the contextualisation of the CfS conceptual framework incorporating/reflecting realities
and CfS practices in BiH. The matrix below relates evaluation recommendations to workshop
outcomes:
Specific CfS
project objective
Recommendations,
Implementation level Actions to be taken
Responsible/
Involved
Inclusive,
gender-
sensitive
education
When selecting schools for support,
place a stronger focus on divided (two
schools under one roof) and
remote/rural schools
Explore why some of the principals/teams
involved accept the CfS concept more deeply
and completely than others
UNICEF,
implementing
partners
Protective
(healthy and
safe)
Consensus on how to operationalise
key concepts of “child-friendliness”
need to be found
Define minimum CfS quality standards for
schools (buildings, equipment, materials, etc.)
and for school management
Further training of school managers in how to
plan, manage and sustain education reform
(school improvement planning)
Bring in social pedagogues (social workers) into
the training
Train teachers in how to communicate with
children in a non-threatening way to secure
children‟s emotional well-being
UNICEF,
implementing
partners
Effective
(quality of
teaching and
learning)
Within the concept of the “Whole
school approach”, teachers in the
schools require ongoing in-service
support through mentoring and peer
coaching
Consensus on how to operationalise
key concepts of “child-friendliness”
need to be found
Define teaching standards and competencies of
teachers, mentors, and other education
professionals in line with CfS principles/
standards and clarify their roles and
responsibilities
Define and operationalise “effectiveness” and
“quality” of teaching and learning and
incorporate these definitions into CfS guidelines,
training material and brochures
Set minimum CfS quality standards for
education institutions (including schools) as well
as school management
Within minimum CfS standards, create space for
teachers and schools to voluntarily join the CfS
project and have them explore what approaches
work for them
UNICEF,
implementing
partners
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 35
Specific CfS
project objective
Recommendations,
Implementation level Actions to be taken
Responsible/
Involved Continue training of mentors in non-threatening
ways of communicating with teachers; in
classroom observations and in providing
feedback
Conduct further training of teachers in how to
use CfS assessment instruments to effectively
support individualised learning
Involved with
the
community
The school environment needs to be
put in context with the larger societal
environment
Community-based educational
interventions need to be based on data
gathered from independent, external
research on the root causes for ethnic
segregation and the common elements
for possible future cooperation
Develop approaches to address issues
of ethnic discrimination, exploitation
and segregation in education at the
community level
Conduct external and independent
research regarding the existing
behaviour, attitudes and value systems
with regard to cultural identity of
community members (behaviour
change communication)
Explore to what extent parents/communities
understand CfS terms and concepts and clarify
them if necessary
Develop strategies on how to communicate CfS
principles and approaches to the different target
groups within the community
Organise exchange of and debates on CfS
experiences for school principals
Provide further training of school managers in
how to build and sustain partnerships (with
communities and with higher levels of the
education system)
UNICEF,
implementing
partners
Specific CfS
project objective
Recommendations,
Policy and System level Actions to be taken
Responsible/
Involved
To create
conditions for
sustainable
systemic
change
Put a stronger focus on providing
policy advice, thus utilising positive
experiences (“best practice”) from the
field to influence policy-making
dialogue
Concrete support needs to be
provided to the finalisation of legal
regulations regarding curricular issues
and inspectorate services, and to
harmonise existing legislation with
reform documents
Ensure sound feedback processes
from the field to the policy-making
level, as well as from the policy-
making level to the field
Develop appropriate approaches to
multicultural education
Continue support to enhance the
quality and inclusive nature of
education at all levels
Define quality standards for schools and set
minimum requirements (including minimum
learning outcomes) based on/derived from CfS
principles and approaches
Support the development of clearly defined
functions, responsibilities and roles of
Ministries, Pedagogical Institutes and other
stakeholder/stakeholder institutes;
Support the incorporation of CfS principles into
guidelines for the Inspectorate
Exchange CfS findings and recommendations
on how schools achieved inclusive, protective,
effective education in which communities were
involved with Ministries and other educational
authorities
Undertake external and independent research
regarding the existing behavioural attitudes and
mindsets of community members as far as
different forms of segregation in education are
concerned
UNICEF/
Ministries of
Education/
Pedagogical
Institutes, etc
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 36
Specific CfS
project objective
Recommendations,
Policy and System level Actions to be taken
Responsible/
Involved
To create
conditions
for ongoing
professional
development
in primary
education
Use experiences from the CfS
approach to contribute to the
development of common outcome-
based curriculum framework
Use experiences from the CfS
approach to contribute to the
development of common teacher
competencies
Based on clearly defined responsibilities and
functions between Ministries and Pedagogical
Institutes, exchange CfS quality standards with
relevant stakeholders;
Organise exchange workshops on CfS findings
and recommendations with teacher trainers,
curriculum developers and inspectors on:
Harmonisation of the existing curriculum
with CfS approaches to teaching and
learning;
Curriculum content and methods of
working;
The “why” of curricular cohesion and
integration;
The “why” of CfS approaches to
assessment and testing.
Create professional networks between schools/
teachers; establish professional associations
UNICEF/
Ministries of
Education/
Pedagogical
Institutes, etc.
5.5 Cost implications
For the forthcoming three years (January 2009 until December 2011) UNICEF can expect
approximately USD 1.9 million from the Spanish MDG Achievement Fund (MDG-F) under the
“Culture and Development” window. A tentative activities and costing table for this component has
already been prepared for UNICEF in January 2008. In addition, UNICEF can probably expect USD
1.0 million from the Dubai Cares campaign and an additional USD 0.5 million from the 2007
Thematic Funding allocation requested by the Regional Office for BiH. In total, the expected funding
for three years would thus amount to a maximum of USD 3.4 million, including indirect costs.
The following table shows a proposed breakdown of funds according to thematic areas and funding
sources, in line with the recommendations presented in this report: While the expected funding
regarding the MDG-F has been allocated in full, only USD 1.0 million have been allocated for the
combined funding from the Dubai Cares campaign and the UNICEF Thematic Funding window, in
order to allow for possible budget reductions.
Summary of total investment
Activity / Thematic Area Funding
sources Cost (USD)
(1) Improvement of Policy and Legal Framework MDG-F 800,000
(2) Capacity building (MoEs/Government agencies/Teacher Trg. Institutions) MDG-F 150,000
(3) Improvement of cross-cultural understanding at community level MDG-F 950,000
(4) Training activities at school level (incl. in-service coaching) Dubai Cares
campaign/
Thematic
Funding
window
500,000
(5) School improvement training 200,000
(6) Supplies to child-friendly schools 100,000
(7) Adjustment and printing of didactical materials 200,000
TOTAL 2,900,000
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 37
LIST OF PERSONS CONTACTED
HADŽAGIĆ, Esma, Assistant to the Minister: Education Sector, Ministry of Civil Affairs, Sarajevo.
JAKIROVIĆ, Prof. Sabit, Inspector, Ministry of Education, Science, Culture and Sports,
Hercegovačko-neretvanski Kanton, Mostar.
JUSOVIĆ, Radmila Rangelov, Executive Director, Centre for Education Initiatives, Sarajevo.
KABIL, Sanja, Education Project Officer, Participation for Good Governance Programme, UNICEF,
Sarajevo.
KUNUGI, June, Representative, UNICEF, Sarajevo.
Principals, pedagogues, teachers, students and parents of the following schools (in alphabetical
order):
Dositej Obradovic, Banja Luka
Dzemaludin Causevic, Sarajevo
Fra Ilije Starcevica, Tolisa
Gornji Rahic, Brčko
Huso Hodzic, Tesanj
Il Osnovna, Mostar
Ilovaca, Gorazde
Ivan Goran Kovacic, Mrkonjic Grad
Kiseljak, Kiseljak
Mak Dizdar, Zenica
Marin Drzic, Buna
Pazar, Tuzla
Petar Petrovic Njegos, Banja Luka
Rudera Boskovica, Donja Mahala
Suljo Cilic, Jablanica
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 38
LIST OF DOCUMENTS CONSULTED
CENTRE for Educational Initiatives Step by Step (2005): Education for Democracy. April 2005.
CENTRE for Educational Initiatives Step by Step (2007): Child-Friendly Schools Project
Implementation Report. November 2007.
CHABBOTT, C. (2004): UNICEF‟s Child-Friendly Schools Framework. A desk review. New York:
UNICEF.
CHILD Friendly Schools as Foundations of Democracy. Second Progress Report to the Government
of Andorra and Andorra National Committee for UNICEF (2006).
CHILD Friendly Schools as Foundations of Democracy. Third Progress Report to the Government of
Andorra and Andorra National Committee for UNICEF (2007).
CHILD Friendly Schools as Foundations for Democracy. Final Report to the Government of Andorra
and Andorra National Committee for UNICEF (2008). Sarajevo, March 2008.
CONVENTION on the Rights of the Child, Adopted by the General Assembly of the United Nations
on 20 November 1989.
FUNCTIONAL Review of the Education Sector in Bosnia and Herzegovina. Final Report. The
European Union‟s CARDS Programme for Bosnia and Herzegovina. March 2005.
HUJIĆ, Faruk (2007): Report: Primary and Secondary Education in BiH Budget Quality Analysis.
LAW on Ministries and Other Bodies of Administration of Bosnia and Herzegovina. “Official
Gazette” of Bosnia and Herzegovina, 5/03.
OPEN Society Fund BH; CENTRE for Policy Studies (CEPOS) (2007): Education in Bosnia and
Herzegovina: What do we teach our children? Surveying attitudes of students and parents
about values in curricula and textbooks in primary and secondary schools in BiH. Sarajevo:
May 2007.
OSCE Mission to BiH Education Department (2007): Lessons from Education Reform in Brčko.
October 2007.
PFAFFE, Joachim Friedrich (1998): Contextual Pedagogy. The Didactics of Pedagogical
Emancipation within the Context of Disempowered and Marginalized Societies.
Frankfurt/Oder: Viademica Verlag.
PROACTIVE Information Services Inc. (2005): Evaluation of the Child-Friendly Schools Project.
Final Report. Prepared for UNICEF, March 2005.
READING and Writing For Critical Thinking (2005): http://cmw.ct-net.net/rwct_ABOUT.
REVISED Standard Joint Programme Document (2008): Improving Cultural Understanding in Bosnia
and Herzegovina. Programme Duration: 3 years, May 2008 – May 2011.
Child-Friendly Schools Project, Bosnia and Herzegovina: Final Evaluation Report 39
SCHOOLS as Foundations of Democracy. First Progress Report to the Government of Andorra and
Andorra National Committee for UNICEF (2005).
SMULDERS, Ans (2004): Child Friendly School Initiative Project, Kosovo. Evaluation Report.
November 2004. Bettembourg: PROMAN S.A.
SOROS, George (2000): Open Society: Reforming Global Capitalism. New York: Public Affairs
Publishing.
TESTOT-FERRY, Philippe (2007): Programme Support Visit in Bosnia & Herzegovina. Education
Component. Sarajevo, December 3rd
– 7th, 2007.
UNICEF (2004): UNICEF Evaluation Report Standards. September 2004. Evaluation Office.
UNICEF (2005): The UNICEF medium-term strategic plan, 2006-2009. Investing in children: the
UNICEF contribution to poverty reduction and the Millennium Summit Agenda.
E/ICEF/2005/11, 11 July 2005.
UNICEF Bosnia and Herzegovina (2007): Child Friendly Schools”. Submitted by Centre for
Educational Initiatives Step by Step, March 2007.
UNICEF Bosnia and Herzegovina (2007a): An Analysis of Teachers‟ Needs with Respect to In-
Service Teacher Training and An Analysis of the Budget for Quality in Primary and
Secondary Education. UNICEF Bosnia and Herzegovina 2006-2007. Sarajevo, December
2007.
UNIVERSITY of Jyväskylä; GOPA Consultants (2008): Institutional and Capacity Building of
Bosnia and Herzegovina Education System. Final Documents. Book 1-3.
APPENDIX 1:
Terms of Reference
1
PROJECT EVALUATION
Terms of Reference for Institutional Consultancy Services
TITLE
External Evaluation of the “Child-Friendly Schools” Project (2002-2007)
in Bosnia and Herzegovina
(CEE/CIS Region)
BACKGROUND
The Child-Friendly Schools Project in Bosnia and Herzegovina was initiated in 2002 as a three year
project with the overall objectives:
To introduce and implement quality child-centred education and child-friendly environments
in all primary schools in BiH from kindergarten to 4th grade (children age 6-10)
To create conditions for sustainable systemic change and ongoing professional development
in primary education
The organizational structure of the project has been developed to ensure maximum participation and
ownership by all stakeholders and to bring about sustainable systemic change. Technical advisors from the
Centre for Educational Initiatives Step by Step (CEI) guided the project implementation process, working
closely with project coordinators and implementation teams from each of the participating cantons in the
Federation, regions in the Republika Srpska and Brcko District. Project coordinators were nominated by
the Ministries of Education.
Training centres and practice classrooms were established in each canton, region and district throughout
the country to ensure improved school management and ongoing professional development. The training
centres are used for training the coordinators, school directors, pedagogists, trainers, teachers, special
education advisors and parents (if and when appropriate) as well as serving as resource centres and
libraries.
With the aim to place a special focus on the creation of a quality school model, an initiative called „School
Improvement‟ was introduced as part of the CFS in 2005. This initiative started in 16 primary schools.
School Improvement is an ongoing process consisting of several key elements such as: development of the
joint vision and the joint mission, analysis of the current situation and creation of the school development
plans, the process of self-assessment etc. The goal of this training programme was to support schools to
use the existing resources (knowledge and skills of teachers, pedagogues, school principals and students)
for the development of the school and with full participation of all stakeholders.
The process of sustaining systemic change in school management and teacher training was enhanced
through the development of documents to assist the project implementers, school managers, teachers and
trainers. Using a participatory approach involving stakeholders, documents such as teachers manuals,
based on the existing kindergarten through fourth grade curricula, teacher training modules, guidelines for
establishing systemic change and school and teacher certification and accreditation standards were
developed.
2
The project also had supply component and provided schools with equipment such as round tables, chairs,
bookshelves, display boards, books and teaching aids to facilitate child-centred teaching and learning
approaches.
Overview of Child-Friendly Schools
The child-friendly school concept, introduced in the mid to late 1990s, is based on the principles of child
rights as expressed in the Convention on the Rights of the Child. The framework promotes child-seeking,
child-centred, gender-sensitive, inclusive, community-involved, protective and healthy approaches to
schooling and out-of-school education. These approaches are intended to increase the learning
effectiveness, efficiency and reach of education systems and to enable all children to realize their right to
learn. They also help expand the focus of attention beyond formal schooling per se into the broader
environments and spaces where learning of all sorts takes place. This is in line with the holistic, child-
centred approach that stresses connections between home, school and the larger environment. The child-
friendly framework - in its various dimensions – has been applied in many settings around the world, in
both formal and non-formal education, early child development, and educational responses to
emergencies. In all such settings, the CFS/learning space is promoted as the locus for fulfilling many of
the rights of the child and – as such – calls for intersectoral partnerships and stakeholder participation in
educational processes and outcomes that aim at the holistic development of the child within a supportive
and protective environment.
Child friendly schools are:
1. Rights-based and proactively inclusive
2. Gender-responsive
3. Promoting quality learning outcomes relevant to children‟s need for knowledge and skills
4. Healthy, safe and protective of children
5. Actively engaged with students, families and communities
Moreover, they require:
6. Child friendly systems and policies, practices and regulations
C Child Overview of the Project
The CFS project started in 2002 and initially included 74 primary schools from 6 Cantons and one
entity. During the three-year implementation of the Child-Friendly Schools Project in Bosnia and
Herzegovina (November 2001 – December 2004) a total of 1,100 teachers from all over Bosnia and
Herzegovina were trained in child-centred methodology, 480 of whom received advanced training,
while 110 were trained to become trainers or mentors. The child-centred methodology is being
implemented in over 60% of the schools in Bosnia and Herzegovina. 17% of class teachers (i.e. those
teaching in junior grades in primary schools) and 5% of subject teachers (i.e. those teaching particular
school subjects) received a comprehensive training.
Aiming to strengthen and develop modern and sustainable teacher professional development system
and increasing professional training capacities, a training centre was established and adequately
equipped in each administrative area (canton/entity/district). The aim of these centres is to gather
trainers and mentors who are qualified to carry out trainings independently.
3
In the autumn of 2004, UNICEF and CEI Step by Step, launched an external evaluation of the Child-
Friendly Schools Project. Proactive Information Services Inc., Canadian company specializing in
educational evaluation, was contracted to oversee the evaluation. Recommendation from the evaluation
was considered in planning the continuation of the CFS project for 2005-2008 programme cycle.
In 2005, nine training centres out of the total of fourteen have been put in place, in which more than
500 lower primary grade teachers received training. Besides being more efficient, training at a local
level also offers a possibility to hold workshops in a real classroom environment while using the
materials adapted to the needs of community and children.
After the local trainings were initiated, run by the certified teacher trainers and organized by the
Ministries of Education, the total number of participating schools was increased by 20% (from 60% in
2004 to 80% in 2007)
In 2005, project started with the new initiative called School Improvement which was piloted in 16
primary schools. School Improvement is an ongoing process consisting of several key elements such
as: development of the joint vision and the joint mission, analysis of the current situation and creation
of the school development plans, the process of self-assessment etc. The goal of this training
programme was to support schools to use the existing resources (knowledge and skills of teachers,
pedagogues, school principals and students) for the development of the school and with full
participation of all stakeholders.
In 2007, School Improvement initiative was extended to 32 new schools
At the end of 2007, nine different teacher training programmes for 1,050 primary school teachers were
delivered. As a result, 96.5 per cent of lower primary school teachers and 58 per cent of upper primary
school teachers in BiH passed basic or advanced child-centred methodology training. This included
ToT training of 82 trainers for School Improvement, Advanced Child-Centred methodology and
Advanced Reading and Writing for Critical Thinking programme.
It can be stated that some CFS principles and approaches (mainly active learning and child-centered
teaching methodologies) are implemented in all primary schools of BiH, although not in all
classrooms.
Anticipated Outcomes of the CFS Project
The infusion of CFS dimensions throughout grades 1-9 will enrich the teaching and learning process
and enable a higher level of curricular cohesion and integration;
The new pedagogical approaches will vivify learning and teaching. There will be a move away from
predominant use of didactic methods employed in schools.
Students will make significant gains in knowledge, understanding, and skills; they are likely to evince
more pro-social attitudes; they will be more highly motivated within the enhanced learning
environment that will follow from learning/teaching style diversity and the teacher assuming a more
facilitative role.
Teachers will acquire new skills and confidence; a new sense of professionalism and purpose.
4
School-level and Ministry-level educational administrators will acquire new understandings and skills
in the development, monitoring, and evaluation of children-centered learning/teaching approaches.
There will also be important lessons learned in terms of approaches to teacher development and
training, and in terms of the employment of new student assessment strategies.
Teacher training courses based upon delivering the lower and upper primary school curriculum using
interactive learning approaches will have been tried and tested.
Best practices initiated through CFS will be mainstreamed in the education policies and education
reform goals.
PURPOSE OF THE EXTERNAL EVALUATION
1. Assess potential modalities and strategies of the project to be replicated and scaled with a particular
focus on three elements of the CFS framework: inclusiveness, effectiveness and stakeholders'
participation with the view of documenting and disseminating the best practices developed through
the project and thus contribute meaningfully to the Education Sector Reform. This will specifically
necessitate an assessment of the sustainability of the project, degree of ownership by concerned
governments and actual possibilities existing for the best practices initiated through the CFS initiative
to be mainstreamed in the education policies.
2. Make recommendations regarding the future of the CFS Project according to the following scenarios:
(1) The project can be scaled up, replicated and mainstreamed in the education systems within a
reasonable timeframe, at a cost that is affordable to UNICEF Country Programme in Bosnia and
Herzegovina and the respective Ministries of Education; (2) The project cannot be replicated, scaled
up, mainstreamed in the education systems within a reasonable timeframe, at a cost that is affordable
to MOEs and UNICEF Country Programme in Bosnia and Herzegovina and therefore, it should be
phased out.
The main users of the evaluation report will be the concerned governments (ministries of education,
pedagogical departments and institutes …), implementing partner (CEI Step by Step), UNICEF Country
Office in Bosnia and Herzegovina, IFIs supporting the education sector and other stakeholders. The
findings and recommendations of the evaluation of the CFS Project will be used for planning of the
remaining current programme cycle as well as to inform planning of the new country programme cycle of
the UNICEF Country Office in Bosnia and Herzegovina.
SCOPE AND FOCUS OF THE EXTERNAL EVALUATION
The main objective of the external evaluation will be to measure the relevance, effectiveness, efficiency
and sustainability of the project. The project will be evaluated in relation with its external environment, in
particular in relation with government plans and with similar approaches or programme interventions
tested by other partners. In view of the current scope and duration of the CFS Project in Bosnia and
Herzegovina the evaluation will also assess the overall impact on individuals (children, teachers, parents)
as well as on institutions and communities.
More specifically, for each of the above criteria, the external evaluation will provide answers to the
following questions which – for many of them – derive directly from the anticipated results of the CFS
Project:
5
Relevance
What is the relevance of the CFS in BiH with regards to four criteria, i.e. availability, accessibility,
acceptability, adaptability of education.
What is the value of the CFS Project in relation to primary stakeholders‟ needs, national priorities,
national and international partners‟ policies and global references such as human rights and in
particular, the Convention on the Rights of the Child (CRC), and the Concluding Recommendations of
the UN Committee of the Rights of the Child made to Bosnia and Herzegovina?
For UNICEF, what is the relevance of the CFS Project in relation to the 2006-2009 Medium-Term
Strategic Plan (MTSP) and its contribution to the Education Reform?
For stakeholders, what is the relevance of the CFS in relation to their involvement in planning and
design of the project based on their needs and priorities?
What is the contribution of the CFS project to the Education Reform (for MoE, Pedagogical Institutes,
other stakeholders such as international development organizations etc.)
The evaluation will also investigate the extent to which primary schools meet the characteristics
(criteria) of the UNICEF concept of a child-friendly school. Are all participating schools “Child-
Friendly”? In other words, are they inclusive, effective, healthy and protective, gender-sensitive and
involving children, families and communities?
How relevant are networks of teachers and training centres for Ministries of Education, Pedagogical
Institutes and schools?
Effectiveness :
In general terms, the formative evaluation will measure the effectiveness of the project at school level
in terms of school environment, teaching and learning methods, assessment methods, and identify key
achievements and lessons learnt. In particular, the extent to which the CFS project has enriched and
added value and relevance to the teaching and learning process by applying CFS themes as well as the
degree to which the learning and teaching environment has been renewed through the implementation
of interactive and participatory methodologies, will be assessed.
More specifically, the external evaluation of the CFS Project will look at the following:
Effectiveness of the CFS Project at school level in terms of outcomes for pupils
To what extend did the CFS project resulted in: Greater class participation? Freedom to engage in
dialogue and opinion exchange? Improved problem solving skills? Improved learning achievements?
Improved capacity for relationship building and increased tolerance for difference? Improved self-
esteem and improved participation of pupils in their own learning process?
Effectiveness and relevance of the CFS Project at school level in terms of outcomes for teachers
6
To what extend did the CFS project resulted in: Increased satisfaction and comfort of teachers with
interactive and participatory teaching methods? Increased effectiveness in keeping pupils engaged in
the learning process and improved academic achievement? Improved understanding of their role as
facilitators and not as lecturer merely imparting information? Increased capacity of teachers to develop
and tailor their own lessons, exercises and pedagogical activities? Improved capacity to test and
evaluate pupils‟ learning achievements through unbiased and transparent assessment methods?
Were the CFS trainings considered useful and effective? Has the CFS Project increased the capacity of
trained teachers to train their colleagues? Is there a demand for more advanced training and
development of a training of trainers model?
How effective and relevant are the networks of trainers and training centers created through project?
Have teachers found the implementation of the CFS Project more time consuming than the traditional
model of the past and have they been able to cover the entire curriculum within the given teaching
time?
Were the pedagogical resource allocated for the activities adequate or is there a need for more
technological and reference resources to implement the project as planned?
Effectiveness of the CFS Project in terms of outcomes for communities and parents
To what extend did the CFS project (School Improvement initiative) resulted in: Improved school and
community relations? Creation or strengthening of Parent-Teacher Associations? Greater involvement
from parents in pilot school governance and management?
Efficiency
How do the actual costs of the CFS Project compare to international benchmarks for similar projects
(MOE staff capacity building, teacher and school principals training, curriculum development or
revision …)?
What would be the most cost-effective way to obtain the expected CPD results (i.e. 1. To introduce and
implement quality child-centred education and child-friendly environments in all primary schools in
BiH from kindergarten to 4th grade (children age 6-10), 2. To create conditions for sustainable systemic
change and ongoing professional development in primary education
Inclusiveness
How much did the CFS Project managed to address and respond to the diversity of needs of all
students through increased participation of marginalized and vulnerable groups.
To what extend did the CFS Project enriched the educational experience by reflecting cultural and
ethnic diversity, and gender analysis in its programme?
To what extend is the CFS Project sensitive to cultural and ethnic diversity?
Is CFS project ensuring that students are able to form relationships with, and treat all persons with
respect and dignity irrespective of such persons‟ cultural and ethnic beliefs and orientations?
Sustainability
Has the CFS Project appeared to strengthen or add value to the lower primary grade curriculum reform
effort in the education systems of Bosnia and Herzegovina (introduction of 9-year primary education)?
7
Has the CFS Project been in any way mainstreamed by MoE in the school curriculum, training of
teachers, participatory and interactive teaching methods …etc?
Are there any quantitative or qualitative outcomes that can be measured at national level?
Have teacher training institutions (Pedagogical Institutes, Pedagogical Academies and Universities)
become partners in the project?
To which extent has the CFS Project complemented and created linkages as well as synergetic or
multiplier effect with education projects implemented by other partners?
Is UNICEF and its implementing partners seen as essential to the present state of achievement of the
project?
To which extent the CFS Project has developed the capacity of teachers to independently develop and
design lessons and exercises in line with active learning and participatory teaching methods?
To which extend the CFS Project has developed the capacity of project coordinators to plan, coordinate
and mainstream the CFS themes and approaches into ongoing pedagogical activities and annual work
plans of the Pedagogical Institutes and Ministries of Education?
Have school principals, inspectors, administrators of education departments at all levels as well as
MOE officials all strongly supported the implementation of the CFS project?
Are school principals, inspectors and administrators of education departments at all levels promoting
in-service training within their regions and in which manner?
Are there a political will and available resources by MoE/Pedagogical Institutes to bring the project to
scale and mainstream the CFS concept and principles in the education system? How is this reflected in
MoE annual and/or long-term programme planning and budgetary allocations?
What would be the cost of scaling up the project?
What would be the cost implications of scaling up the project and mainstreaming its worthy
components in the national education system?
Results-Based Management
In examining the relevance, efficiency, effectiveness, outcomes/impact and sustainability of the CFS
Project, the external evaluation will explore some underlying questions as to how the project was designed
and is managed and what information stakeholders at different levels have had access to and used to take
key decisions in design and implementation:
Did the initial project proposal include a result log frame with result-oriented objectives (specific,
measurable, achievable, relevant and time-bound)? What indicators the programme/project had
planned to use to monitor programme/project performance?
What indicators were used and how they were used?
How they influenced adjustments to the programme/project?
These indicators may not be explicit. The evaluation may rather document the reasons for programme
adjustments and comment on whether this process was driven by a focus on results.
8
Human Rights-Based Approach to Programming
The goal of the current BiH country programme is to support the Government in meeting its obligations
under the Convention on the Rights of the Child and the Convention on the Elimination of all Forms of
Discrimination against Women. It is specifically aimed at ensuring inclusion of all children, young people
and women in the provision of basic education, health and child protection services with their increased
and genuine participation. Together with government and NGO counterparts, United Nations agencies and
donors, the UNICEF country programme seeks to achieve the following three major outcomes:
(a) policy makers and community representatives will provide leadership in developing national policies
that contribute to the realization of the rights of children, young people and women;
(b) service providers and caregivers will adopt behaviours that facilitate access to education, health and
child protection services for the most vulnerable; and
(c) policy makers and community representatives will encourage and facilitate the meaningful
participation of children and young people in their communities, including in addressing the risk of
landmines.
Geographical focus of the formative evaluation
Bosnia and Herzegovina, 15 primary schools (5 advanced, 5 intermediate, 5 beginners). Schools will be
distributed in both urban and rural areas. One school “2 schools under 1 roof” will also be part of the
evaluation. 1
EXISTING INFORMATION SOURCES
Project Proposal for CFS in Bosnia and Herzegovina– 2002.
CFS External Evaluation, 2004.
UNICEF Guidelines on “Child Friendly schools”.
Country Programme Documents (CPDs), Country Programme Action Plans (CPAPs) and Annual
Work Plans (AWPs) from Bosnia and Herzegovina.
CFS Project Budget (itemized planned and actual expenditure) for CFS in Bosnia and Herzegovina
The Convention on the Rights of the Child
Concluding Recommendations of the UN Committee of the Rights of the Child made to Bosnia and
Herzegovina.
Education reform documents
Education sector review and relevant analysis and evaluations done by other donors
1 The international community supported the establishment of “two schools under one roof” as a means of
supporting the return of refugees to their pre-war places of residence. This permitted the ad hoc schools formed by
returnees (often in private homes) to be moved into a local school building instead. They were supposed to be strictly
a temporary measure. The phenomenon known as “two schools under one roof” is currently the most discussed issue
in education in Bosnia and Herzegovina today. But this phenomenon is more complicated – and more widespread –
than it first appears. “Two-in-one” schools themselves actually fall into two general categories. The first
encompasses schools in the same building but administratively separate and with differing curricula. The second
encompasses schools where the main school operates on one curriculum and one or more branch schools of the main
school operate on a different curriculum, often with little communication between the two.
9
EVALUATION TEAM COMPOSITION AND QUALIFICATIONS
Composition of the Team
In view of the purpose, scope, focus of the evaluative work, the evaluation will be conducted by an
external institution or consulting firm with expertise in evaluation of education projects, quality of
education, teacher and curriculum development, education policies, formulation of education sector plans,
planning of education programmes and coordination of research work.
The consulting firm/institution will have to put together a multidisciplinary team, composed of at least 2
international consultants with different responsibilities, as follows:
The first consultant will have the responsibility to:
conduct school observations in the field
assess the changes induced by the CFS project at school level in terms of:
teaching and learning environment,
curriculum revision,
teachers capacity
teaching methods,
examination and assessment methods,
school governance and management,
parents, teachers and students participation
report writing
The second consultant will have the responsibility to:
investigate the potential of the project to be scaled up
assess specific elements and best practices of the project to be mainstreamed into government
policies ensure the oversight and coordination of the entire evaluation
report writing.
The competencies required from the consultants will be the following:
Advanced degree in Educational Sciences.
8-10 years of professional experience at the national and international level.
Previous experience of research, documentation and evaluation of education projects; 2-3 major
publications an asset.
Ability to work in an international environment; previous experience of working in CEE & CIS
countries an asset.
Excellent analytical and report writing skills.
Familiarity with UNICEF‟s mission and mandate an asset.
Fluency in English.
STAKEHOLDER PARTICIPATION
During country visits, local stakeholders - coordinators, specialists from MOE‟s departments, teachers,
principals and pupils, staff from pedagogical institutes, NGOs and other partners working on the project
will be involved in the evaluation process, in particular at the planning stage as well as during the
validation process. In addition, two national consultants may be hired by UNICEF Country Offices to
10
assist and support the external consultants before and during their field missions in Bosnia and
Herzegovina and will provide them with relevant information about the respective national education
systems. Scenarios for focus group discussions, questionnaires and interview sheets will be designed by
the Evaluation Team and reviewed by and discussed with the local stakeholders and consultants.
The external evaluation team will have meetings with education policy makers and planners and
administrators (officials from MOE, pedagogical institutes, etc) as well as with donors (European Union,
Council of Europe, OSCE, World Bank …) and other partners/actors in the field of education (Save the
Children UK, Save the Children Norway and other NGOs).
ACCOUNTABILITIES
The evaluation of the CFS Project is country office undertaking initiated by the UNICEF Office in Bosnia
and Herzegovina. The Education Project Officer will be the primary responsible for the evaluation work;
the external evaluation team will report to her.
At country level, the UNICEF Representative will provide the external evaluation team with the technical
assistance and logistical support required in the design, planning, and organization of the evaluation work.
If needed, the UNICEF Country Representatives may wish to establish a Task Force composed of
members of the MOE, the external evaluation team and UNICEF Education Focal Point, in order to
facilitate and guide the evaluation process during and after the country visit.
MoE coordinators and UNICEF Country Office will be responsible for organizing the field visit
schedules, providing access to the pilot and non pilot schools, and coordinating the other local
stakeholders.
The Evaluation Team will be responsible for conducting the desk review of the project, organizing the
technical preparation of the field visits (scenarios for focus group discussions, questionnaires, interview
sheets …), undertaking the field visits and writing the draft and final reports. The Evaluation Team will
take measures and will put mechanisms in place to ensure that the evaluation process was ethical and that
stakeholders were protected, and will address any ethical dilemmas or issues that could emerge. These
could include an initial process of ethical review of the evaluation design.
Possible responsibilities of the national consultants – who will work under the supervision and
coordination of the UNICEF Education Project Officers, could be:
Assist in the preparatory work of the appraisal in advance of the arrival of the international expert in
Bosnia and Herzegovina
Assist the international experts in the design of the questionnaires for the interviews;
Collect and select project documents for evaluation;
Coordinate and support evaluation activities: focus groups, classroom observations, meetings, etc;
Brief the international experts about key relevant issues of the national education systems;
Gather relevant information at school level (school records, enrolment and attendance records,
dropouts, tests marks and results, inspector records ....) , and organized this information in English;
Propose specific recommendations for the respective Ministries of Education;
Comment on the intermediate and final evaluation reports and provide inputs as appropriate;
Accomplish other tasks to assist the international experts as required.
11
The UNICEF Country Offices and respective MOEs will be responsible to organize a validation meeting
during which the findings and recommendations of the evaluation work will be presented by the external
evaluation team. The UNICEF Regional Office for CEE/CIS and Baltic States and UNICEF BiH Country
Office will approve the final product and arrange its dissemination.
EVALUATION METHODS AND PROCESS
Desk Review of all documents related to the CFS project and UNICEF Programmes of Cooperation
implemented in the countries concerned by the evaluation: reports and evaluations as listed above,
model lessons, teacher guides, students achievements reports ….etc. The desk review will not be
limited to UNICEF documentation but will take the external environment of the education sector into
account, and will also include the review of national education plans, PRSPs, reports and publications
produced by the World Bank and the EU, existing analyses of the education sector, evaluations and
documentation of similar projects implemented by other partners …
Field Observations in Bosnia and Herzegovina where the CFS Project has been actually implemented
at school level: focus discussions with children, review of school records and interviews of principals,
teachers, administrators, pupils, parents, and other stakeholders (local NGOs and community-based
associations involved in the project). Necessary tools such as focus group guides, interview protocols
and questionnaires will be developed. Field observations will be conducted in both CFS and non-CFS
schools (controls) in order to establish relevant and unbiased comparisons.
Meetings and Consultations with education policy makers, planners and administrators (officials from
MOE, pedagogical institutes, regional and district education directorates …) as well as donors (
European Union, OSCE, World Bank, CoE …) and other partners/actors in the field of education (Step
by Step Association, Save the Children UK, Save the Children Norway and others).
The Evaluation Team will spend 7 days in their duty station to conduct a thorough and comprehensive
Desk Review of all documents related to the CFS project and UNICEF Programme of Cooperation
implemented in Bosnia and Herzegovina (see “Existing Information Sources” above). The Evaluation
Team will also spend 3 working days in their duty station to undertake the technical preparation of the
country visits (Scenarios for Focus Group Discussions, Interview Sheets, Questionnaires …). The
Evaluation Team will spend 10 days (+ travel time) in the country. During these ten days they will visit 5
advanced CFS schools, 5 intermediate level CFS schools and 5 regular/beginners schools (non CFS).
Interviews with key stakeholders (to be determined in coordination with UNICEF Country Offices) and
consultations with donors as well as other partners and actors in the education sector (also to be
determined in coordination with UNICEF Country Offices) will be conducted as required. One focus
group discussion with children and one round table with 25 parents and community leaders will be
organized by partner NGO and conducted by consultant, with the technical support of UNICEF Country
Office. Once the country visit will have been completed, the Evaluation Team will have 10 working days
to prepare a draft evaluation report. The draft report will then be presented by the Evaluation Team to all
stakeholders of the project during a validation meeting organized by UNICEF Country Offices and
respective MOEs. Following the validation meeting, the Evaluation Team will have 5 days to produce a
Final Evaluation Report which will then be translated into local language and disseminated.
12
Tentative Timeframe
28 Feb. : TOR finalized by Regional Office
3 March. : Final TOR forwarded to potential institutions/consulting firms for bidding
15 March. : Bids received from potential institutions/consulting firms for bidding
April : UNICEF Internal process for Institutional Contract preparation
April/May : Evaluation work* – Desk Review (7 working days)
May. : Evaluation work – Technical preparation of the consultancy (3 working
days)
May. : Evaluation work – Field Visit (10 working days + 2 days travel)
May. : Evaluation work – Draft Evaluation Report prepared in English – 10
working days
June. : First Draft Report reviewed by Country Office and shared with
Regional Office for review and comments June : Evaluation work – Comments from Country Office and Regional Office
incorporated in the first draft evaluation report (5 working days)
July : Second Draft Report reviewed by Country Office and shared with
Regional Office (comments will be given to the evaluation team
during the Validation Meeting) August : Evaluation work - Validation meeting and Presentation of the second
draft Evaluation Report by the Evaluation Team – (2 working days
meeting + 2 days travel)
August/September. : Evaluation work - Final Report prepared and submitted by the
Evaluation Team to UNICEF Country Office in Bosnia and
Herzegovina – (3 working days)
September. : Final Report translated into local language and printed
October. : Final Report disseminated
* Evaluation work: work carried out by the Evaluation Team.
Logistics
Office space, cars, meeting rooms, translators, interviewers and drivers will be provided by the local
partner contracted by UNICEF Country Offices (external evaluators are expected to come with their own
laptop computers.
Any specific information - regarding work schedule considerations, special procedures, for example on
relations with press, security, evacuation in emergencies; benefits and arrangements such as insurance;
seasonal constraints, travel constraints/conditions and socio-cultural conditions that may influence data
collection; reporting requirements apart from products to be delivered (e.g. as accompanying invoices) –
will be provided by the concerned Country Offices and/or by the CEE/CIS Regional Office.
PRODUCT
By the end of September 2008, the Evaluation Team is expected to provide UNICEF Bosnia and
Herzegovina Office and CEE/CIS Regional Education Advisor with a final evaluation report of 60 pages
(maximum) in 3 sections; the first part will be devoted to the evaluation of the relevance, effectiveness
and efficiency of the CFS Project in Bosnia and Herzegovina; the second part will provide an analysis of
sustainability of the of the CFS Project and its potential to be scaled up and mainstreamed in the national
13
education systems; and the third part will focus on recommendations for future directions of the project.
Annexes will provide detailed information collected during field visits (focus discussion reports,
summaries of interview sheets, summaries of responses to questionnaires ….).
Schedule of deliverables:
Desk review report and evaluation tools (May 2008)
First draft project evaluation report (June 2008)
Final draft project evaluation report (September 2008)
The report – in both its format and content - will have to comply with the UNICEF Evaluation Report
Standards, which will be made available to the Evaluation Team at the beginning of the consultancy. The
report will have to contain an assessment of the evaluation methodology, including its limitations.
The report will be typed in Word Format, Font Times New Roman 11. UNICEF reserves the right to
withhold all or a portion of payment if performance is unsatisfactory, if work/outputs are incomplete, not
delivered of for failure to meet deadlines.
ESTIMATED RESOURCE REQUIREMENT
Institutional Fees
The institutional fees (lump sum payable against deliverables) will include the following:
2 consultants (at P5 level) x 30 working days
Travel for field mission to Bosnia and Herzegovina (by the most direct and economic route)
Travel for Validation Meeting (by the most direct and economic route)
Daily subsistence allowance (when on travel)
Any other cost related to the consultancy
Local Costs
2 national consultants
PCA with local NGO (for logistical support, translation, transportation, organization of meetings,
etc.)
Validation Meeting – 1 day (conference room, translation, coffee break …),
Translation Fees
APPENDIX 2:
Detailed Agenda of the Mission
APPENDIX 3:
Evaluation Tools Manual
EXTERNAL EVALUATION OF CHILD FRIENDLY SCHOOLS PROJECT
BOSNIA AND HERZEGOVINA
EVALUATION TOOLS AND MANUAL
Joachim Friedrich Pfaffe (Team Leader)
A. E. M. (Ans) Smulders
21 August 2008
PROMAN S.A.
68, rue Michel Hack – 3240-Bettembourg +352 / 25 46 84 –1 +352 / 25 46 81
[email protected] - www.proman.lu
External Evaluation of the Child-Friendly Schools Project – Manual for administration of evaluation tools 1
0 INTRODUCTION
This Manual for the Administration of Evaluation Tools is based on (i) the Terms of
Reference for the External Evaluation of the Child-Friendly Schools Project (2002-
2007) in Bosnia and Herzegovina (BiH) and (ii) the Organisation and Methodology
contained in the Technical Proposal agreed upon between UNICEF and PROMAN. It
also takes into account the consultations with key stakeholders during a previous
mission to BiH by the Team Leader from 20 January to 01 February 2008.
Specifically, the Manual
(i) summarises the objectives of the external evaluation;
(ii) presents an operationalisation of the Child-Friendly Schools (CfS)
concept based on the available UNICEF documentation and the January
consultations;
(iii) outlines the general design of the evaluation;
(iv) provides corresponding evaluation tools together with implementation
guidelines.
The Manual will also serve as accompanying training material for the briefing of local
researchers1 before the onset of the field visits.
1 OBJECTIVES OF THE EXTERNAL EVALUATION
The objectives of the evaluation are
(i) to assess potential modalities and strategies of the CfS project to be
replicated and scaled up;
(ii) to make recommendations regarding the future of the CfS project.
The evaluation revolves around the five OECD/DAC evaluation criteria, i.e. (i)
relevance, (ii) efficiency, (iii) effectiveness, (iv) impact and (v) sustainability. This is
explained in more detail in the table below:
1 “Mini-Workshop” scheduled to take place on 15 September 2008.
Relevance
Value of the project to address education reform, in relation to stakeholders’ needs, national and international policies and priorities;
Consistency of the project with contextual conditions of learners in a multi-cultural environment, specifically seen against current overall development policy and promotion of ownership at all levels;
Degree of relevance of networks of teachers and training centres for Ministries of Education, Pedagogical Institutes and schools, and degree of integration into the existing social context;
Appropriateness of CfS project objectives to the problems that it was supposed to address and to the physical and policy environment within which it operated, also seen against the 2006-2009 Medium-Term Strategic Plan;
Assessment of the quality of project preparation and design – i.e. the logic and completeness of the planning process, and the internal logic and coherence of the project design.
Efficiency
Economical utilisation of existing resources in order to achieve targeted results;
Adequacy of intervention design versus cost and purpose;
Assessment of how well inputs and means have been converted into results, in terms of quality, quantity and time, and the quality of the results achieved.
Effectiveness
Degree of achievement of results versus stipulated objectives;
Analysis of reasons for (non-) achievement of objectives, including proposals for enhancing overall effectiveness;
Assessment of the contribution made by results to the achievement of the project purpose and how assumptions have affected the project achievements.
Assessment of the extent to which teaching and learning is child-centred
Assessment of school and community relations
Impact
Analysis of community, educational, and social impact of the Project;
Degree of beneficiaries’ and implementing agents’ perception of directly benefiting from the project, also in terms of possible capacity development at Ministerial level;
Assessment of measurability of changes related to the project;
Assessment of the effect of the project on its wider environment.
Assessment of impact of the CfS project on stakeholders’ perceptions on gender issues and cultural and ethnic diversity
Sustainability
Degree of the project having become (or being in the process of becoming) part of the national education system in terms of school curriculum, teacher training, participatory methods, financial viability and the degree of generated “added value”;
Appropriateness of applied methods and strategies for long-term integration into the education system of BiH;
Degree of opportunity for future replication and adaptation of the project;
Assessment of the likelihood of benefits produced by the project to continue to flow after external funding has ended and with particular reference to factors of ownership by beneficiaries, policy support, economic and financial factors, socio-cultural aspects, gender equality, appropriate technology, environmental aspects, and institutional an management capacity.
In addition, the evaluation will focus on issues of (i) coverage (of groups having been
reached by the project), (ii) coordination (with other stakeholders), (iii) coherence
(across policies) and (iv) protection (in terms of adequacy of the project’s response
to protecting vulnerable groups).
Particular attention will be given to
(i) assessing the status of the implementation of the project;
(ii) providing detailed analytical information for future planning;
(iii) reflecting upon lessons learnt;
(iv) strengthening existing synergies between different groups of
stakeholders in terms of promoting child-friendly schools.
Also, an overall focus on marginalised, vulnerable and hard-to-reach groups will
emphasise the social context which in turn determines the current status of
education within the prevailing larger social context.
2 OPERATIONALISATION OF CfS KEY CONCEPTS
According to the Child-Friendly School Framework2, five quality issues are being
matched with four child-friendly issues in order to assess the extent to which schools
meet the characteristics (criteria) of the UNICEF concept of a child-friendly school.
Following the inception of CfS programming in the 1990s, the approach to the
implementation of a CfS strategy has been different from country to country. There is
currently a broad implementation base with more than 50 countries actively involved,
and with a solid base of evaluations gathered in 2004-06 from the most “mature”
programming.
Central to UNICEF’s philosophy, education has always been regarded as every
child’s right. Accordingly, child-friendly schools reflect a quality environment and act
holistically in the interest of the whole child, which includes his or her health, nutrition
and overall well-being. Similarly, child-friendly schools are concerned with the child’s
contextual situation outside school, and thus reach out to families and communities.
Child-friendly schools need to be seen within the larger framework of the EFA Dakar
Goals and the Millennium Development Goals (MDGs) “Achieve Universal Primary
2 Chabbott, C. (2004): UNICEF’s Child-Friendly Schools Framework. A desk review. New
York: UNICEF.
Education” (MDG 2), “Promote Gender Equality and Empower Women “ (MDG 3),
and “Develop a Global Partnership for Development” (MDG 8). Also, there is a clear
implicit linkage to the Convention of the Rights of the Child (CRC) – not only as far
as the “education articles” Articles 28 and 29 are concerned, but also regarding
Articles 12-14 in terms of promoting the child’s right to freedom of expression.
Based on the EFA Dakar Goals (except for adult literacy), child-friendly schools fall
within the strategic planning of the UNICEF MTSP Focus Area 2 (Basic Education
and Gender Equity) which formulates as its strategic intent that “parents,
communities and Governments acquire the capacity and support necessary to fully
implement their obligation to ensure the right of all children to free, compulsory
quality education“. child-friendly schools also support core values and purposes of
UNICEF, such as the incorporation of a human rights perspective into education, the
promotion of children’s rights in all situations (here particularly the context of school
and school-based learning), the support of capacities of parents including the
promotion of families as the fundamental group of society.
The conceptual framework of child-friendly schools defines a school as “child-
friendly” if it is
rights-based,
child-seeking and inclusive,
gender-sensitive,
participatory, and
quality-based.
Child-friendly schools can be described as child-centred learning environments
which see and understand the whole child in a broad context, thus making education
relevant due to the consideration of the reality of children’s lives. Child-friendly
schools reflect a quality environment which is both effective for learning and
protective of children, and likewise involved with families and communities.
Quality issues are being matched with child-friendly issues. Child friendly schools
therefore operationalise the need to realise quality learning in a non-threatening
learning environment. Such environment leads to learning activities which can be
enjoyed by the children who also have a say in the process of their own learning.
Children are seen as partners in a learning context which includes teachers, parents
and communities who actively collaborate in order to ensure the realisation of their
rights. These rights include the right to education, health, play and leisure, and the
right to be protected from any form of violence. Child-friendly schools ensure the free
expression of children’s views, and encourage children to participate in decision
making processes according to their own growing capacities. Overall, a child friendly
school promotes quality learning and puts a strong value on children participating in
all activities affecting both their school and their immediate community.
This conceptual framework is further illustrated in the matrix below:
Conceptual framework of Child-Friendly Schools
Child-friendly issues
Quality issues
Inclusive / gender-sensitive
Protective
(healthy and safe) Effective
Involved with the community
Learners Gender equality in enrolment and achievement
Safe from drugs, corporal punishment and harassment
Active, cooperative and democratic atmosphere
Children participate in school and community life
Content Gender-appropriate curricula, no gender stereotypes
Life skills-based education
Structured content in child-friendly presentation
Family-focussed and based on community needs
Teaching/learning processes
Respects diversity and ensures equality of learning
Promotes physical and psycho-social emotional health
Quality materials and resources
Encouraging local partnership in education
Environments Socialises girls and boys in a non-violent environment
Children protected from outside abuse and harm
Commitment of teachers towards children’s rights
Working with other actors to ensure children’s rights
Outcomes Respect for others’ rights, dignity and equality
Positive learning experience
Quality learning outcomes based on children’s needs
Harmonious relationships between children, parents, teachers
3 CHILD-FRIENDLY SCHOOLS WITHIN THE CONTEXT OF BiH
BiH faces similar challenges in basic education as most countries in Central and
Eastern Europe and the Commonwealth of Independent States (CEE/CIS), notably
in the following areas:
Equity in access to quality basic education, particularly regarding Roma
children and children with special educational needs (SEN);
Equity in learning outcomes of education;
Governance, management and financing of education systems.
Child-Friendly Schools require child-friendly systems and policies, practices and
regulations. A key issue that has a direct impact on child-friendliness relates to the
promotion of cross-cultural understanding and tolerance in BiH. However, the
segregation of children in schools based on their ethnic and religious origin, also
known as the “Two Schools under One Roof” phenomenon, still prevails in 50
schools in BiH. Such practice illustrates the ethnic segregation that affects all
schools in the country, and is a serious concern. Segregation is also in sharp
contrast to existing human rights treaties which have been signed and ratified by the
country, in particular the Convention on the Rights of the Child (CRC). The current
system of segregation has an inherent risk of fuelling divisions, intolerance and
potential future conflicts. However, the education system needs to contribute to the
building of a peaceful, democratic, fair and just society, an objective to which the CfS
Project aims to make a substantial contribution.
The Education Reform Agenda (2002) reflects the commitments that the Ministers of
Education of BiH have publicly agreed; this concise but comprehensive document
sets the goals that need to be achieved to reform the education sector as well as the
strategies needed to realise these goals. The document’s overriding objective is to
depoliticise education while creating the conditions that will ensure equal access to
high quality, modern education throughout BiH. Apart from this overriding objective
the document contains five pledges, of which three are relevant for the Child-Friendly
Schools Project, as shown in the matrix below:
BiH Education Reform Agenda related to CfS principles and anticipated outcomes
Education Reform Agenda of BiH CFS Principles and Anticipated Outcomes
Pledge 1: Ensure that all children have access to
quality education, in integrated multicultural schools,
that is free from political, religious, cultural and other
bias and discrimination, and which respects the rights
of all children
CFS Schools are rights-based, proactively inclusive and gender responsive
CFS Schools promote a healthy environment and are safe and protective of children
Pledge 2: Provide basic education of good quality at
the pre-school, primary and general secondary levels,
with a modern curriculum and a modern system of
assessment and certification for students and
teachers. Ensure that students are taught by well-
trained teachers, in properly equipped and efficiently
managed schools
CFS Schools promote quality learning outcomes relevant to children’s need for knowledge and skills
The infusion of CFS dimensions throughout Grades 1-9 will enrich the teaching and learning process and enable a higher level of curricular cohesion and integration
New pedagogical approaches will vivify learning and teaching
Teachers will acquire new skills and confidence, and a new sense of professionalism and purpose
Students will make significant gains in knowledge, understanding and skills
Students are likely to develop more pro-social attitudes
Students will be more motivated within the enhanced learning environment
Pledge 5: Ensure the transparent, equitable, cost-
effective and financially sustainable investment of
public resources, and implement education legislation
at all levels that is based on European standards and
norms, and grounded in international human rights
conventions.
CFS Schools are actively engaged with students, families and communities
School-level and Ministry-level educational administrators will acquire new understanding and skills in the development, monitoring and evaluation of children-centred learning/teaching approaches (thus contributing to enhanced utilisation of public resources)
Best practices initiated through CFS will be mainstreamed in education policies and education reform goals
4 EVALUATION DESIGN, TOOLS AND IMPLEMENTATION GUIDELINES
A sample of 15 primary schools has already been identified by UNICEF BiH.
The main criterion was the degree to which the schools have become “child-friendly”.
Given that in BiH all primary schools adopted some elements of CfS, schools were
selected at different levels of “child-friendliness”: five that are most advanced, five
that are at intermediate level and five that had only initial training. Criteria also
included geographic focus, urban and semi-urban/rural schools, and schools where
two different curricula (using the same methodology) are being taught, as
represented by the so-called Two Schools Under One Roof model.
Before the arrival of the international consulting team in BiH, UNICEF will
already distribute the questionnaires contained in this manual to the 15 target
schools.3 Questionnaires will be completed by Principals/Pedagogues,
Teachers and Students (Grades 2, 5 and 7). Completed forms will be
collected during the school visits by the consulting team and processed by the
end of the field mission.
The main data collection phase commences with a one-day “Mini-
Workshop” which will provide a hands-on introduction into the
evaluation tools and the Evaluation Manual. This introduction is directed at
the local researchers to be recruited by UNICEF who will support the data
collection process, in order to combine expert input from the evaluation team
with the utilisation of local expertise.
Data collection will be done in two rounds of four days each, with the two
international consultants splitting up into two teams with two local researchers
each. While visiting the targeted schools, the evaluation team will collect the
previously distributed and completed questionnaires, conduct interviews and
focus group discussions and constantly validate the methodology.
An in-depth interview will be held at every school with the Principal and
the Pedagogue, followed by Focus Group Discussions (FGDs) with (i)
students and (ii) teachers. Time and availability of parents permitting, an
additional FGD can be conducted with Parents.
Between the first and second round of field visits, the two international
consultants will process collected data, reflect upon the school visits and hold
further consultations with UNICEF and/or the local consultants as deemed
necessary. This interim period can also be utilised for meetings with
additional stakeholders, even on an informal basis.
3 Completed questionnaires will then already be available for collection and subsequent data
processing when arriving at the schools. This will allow a deeper concentration on interviews and FGDs during the school visits.
Three types of participatory evaluation tools (questionnaires, focus group
discussions and interviews) will be administered for four different target groups as
presented in the table below:
Target group Evaluation tool Minimum output of
completed tools Evaluation Sheet No.
Principals and Pedagogues
Interview with Principal 15
INT PRI-PED
Interview with Pedagogue
15
Questionnaire 2x15 = 30 QST-1 PRI-PED
Teachers
FGD with teachers 15 FGD-1 TEA
Questionnaire 15 x N(all Teachers) QST-2 TEA
Students (mix of Grades)
FGD with students 15 FGD-2 STU
Students Gr. 2 Questionnaire (Gr. 2 by means of drawings to be made)
15 x N(Students Gr. 2)
QST-3
STU-GR2
Students Gr. 5 Questionnaire 15 x N(Students Gr. 5) STU-GR5
Students Gr. 7 Questionnaire 15 x N(Students Gr. 7) STU-GR7
Parents (optional) FGD with parents optional FGD-3 PAR
The procedure for data collection comprises two phases:
Before the arrival of the international consulting team, the team of local
researchers will distribute all questionnaires to the 15 schools. They will be
administered in time to be ready for collection during the schools visits of the
international consulting team.
During the main data collection (Field Phase: 14-27 September 2008), the
team of local researchers will join the international consulting team. Local
Researchers will be primarily responsible for conducting the FGDs and for
assisting in the interviews and class observations (to be led by the
international consultants).
This is further illustrated in the table below:
Procedure for Data Collection
Step Task Evaluation Tool
Local Researchers (Before the arrival of the international consulting team)
1a Distribute all questionnaires to the 15 schools, to be completed by (i) Principals and Pedagogues
4, (ii) all teachers, (iii) all students
in Grade 2, (iv) all students in Grade 5, (v) all students in Grade 7.
QST-1 PRI-PED
QST-2 TEA-ALL
QST-3 STU-GR2
QST-3 STU-GR5
QST-3 STU-GR7
1b
Administer all questionnaires before the arrival of the international consulting team. Completed forms will be collected during the school visits.
Local Researchers and International Consulting Team (Field Phase 14-27 September 2008)
2a
At the school, first visit the Principal and explain the purpose of the evaluation. The Principal also needs to organise a focus group discussion (FGD) with a group of 8-12 teachers which s/he should not attend. If possible, s/he should invite parents to attend a FGD as well (optional).
INT-1 PRI-PED
2b Conduct in-depth interview with the Principal and Pedagogue.
2c If possible, visit a representative of the relevant Ministry of Education and conduct an interview (before, after or during school visit).
INT-2 ADM
3 International Consultant to observe teaching in at least one Grade 2, 5 and 7 class.
Notes taken by international consultant
4a Conduct the focus group discussion with teachers nominated by the Principal.
FGD-1 TEA
4b Conduct the focus group discussion with students from a mix of Grades.
FGD-2 STU
4c Conduct the focus group discussion with parents (optional). FGD-3 PAR
During the course of the field visits, the two international consultants will process
and analyse collected data, reflect upon the school visits and hold further
consultations with UNICEF and/or the local consultants as deemed necessary.
Following the field phase, the Draft Evaluation Report will be prepared (including an
executive summary and statistical charts) and submitted to UNICEF for review and
commenting.
4 Should a school have more than one Principal and/or Pedagogue, all should complete a
separate form. Deputies should complete the form as well.
APPENDIX 4:
Guidelines for structured interviews and Focus Group Discussions (FGDs)
Child Friendly Schools Evaluation, BiH Guidelines for structured interviews / focus group discussions
FGD-1 TEA: Teachers INT-1 PRI-PED: Principals and Pedagogues
Topic 1: Introduction What is your background? What is your involvement in education now? How were you trained? How do the training centres for professional development relate to the pre-service training conducted at teacher training
institutions?
Topic 2: Expectations of CfS concept For you, what does “child-friendly school” and “child-centred learning” mean? How is the CfS approach different to the “standard” education policy? What does the CfS concept mean for your country as a whole? What are the benefits of the CfS approach? Should the CfS approach continue to grow, what would you expect to see in three/five/ten years time? How can the CfS approach help students to develop into socially competent individuals?
Topic 3: Most important challenges of child-centred learning In your opinion, what are the most important challenges that Child-friendly schools are facing? (then to be followed up from the challenges mentioned; if not mentioned, additional questions should be asked as listed
below) Critics say that child-centred learning is too time-consuming. What is your opinion on that? Critics say that child-centred learning and new teaching methodologies might be too costly in the long run. What is your
opinion on that? We heard that the CfS approach is duplicating what the “standard” policy (and related training) is already doing. Based
on your experiences, what would you say to that? Personally as a teacher, what is the most important challenge you are faced with professionally when it comes to the
implementation of child-centred learning and “child-friendliness” in BiH?
Topic 4: CfS in practice – classroom experiences Judging from your day-to-day teaching experience, how well were you prepared for teaching? What was of particular
benefit, what would still be needed? How exactly do you infuse CfS methodology into your daily teaching? Can you give an example? What new skills or methods do you use most? When do you use them and what for? How often do you interact with your colleagues? What changes do you observe in the students when comparing to earlier times when you did not apply CfS
methodology? In what ways (how) do you assess students’ performance and progress? When, how often? What are the advantages
of this way of assessment/testing? How do you resolve conflict in the classroom, and in what way does the CfS philosophy help you to achieve that?
Topic 5: Cooperation with students, parents and communities Child-centredness should address the whole individual in the teaching process. In what way do you involve parents and
communities in that process? Assessment is always an important issue. How do you involve the students in the assessment process? Do they have
an opportunity to assess themselves? How do they do that? Judging from your discussions with parents, how do you think they feel about the CfS concept? Can you give us an example that shows how cooperation with either students, parents or communities is different from
what used to happen in more “traditional” settings? In order for us to understand better what the CfS philosophy means for the student, can you describe for us how you
facilitate better cooperation and mutual respect in the classroom?
Child Friendly Schools Evaluation, BiH Guidelines for structured interviews / focus group discussions FGD-2 STU: Students
Topic 1: Introduction Tell us about yourselves – where do you come from? What are your professional aspirations?
Topic 2: Expectations of GE concept For you, what does “child-friendly school” and “child-centred learning” mean? In your opinion, how does the CfS concept help you to become a better student? Where would you like to be in three/five/ten years time? How can the CfS approach help you personally in BiH?
Topic 3: Most important challenges of child-centred learning In your opinion, what is not working so well at the moment in school? (then to be followed up from the challenges mentioned; if not mentioned, additional questions should be asked as listed
below) Some people say that child-centred learning wastes a lot of time in the classroom. What is your opinion on that? Critics say that child-centred learning is too expensive. What is your opinion on that? Thinking of yourself, what would you like to see improved in your class?
Topic 4: CfS in practice – classroom experiences Just think about an average school day. How do you experience your teachers in the classroom? In what way are they
different from other teachers you knew? Thinking of your classmates, has the CfS approach made them different in any way? How? If you have a problem with someone in class, how do you go about it? Can you give an example? In your personal experience, how do teachers react to you if you don’t really understand the lesson? How do you know how well you are doing in school?
Topic 5: Cooperation with students, parents and communities Are your parents or your parents’ friends interested in what is going on at school? If so, what do they do? In school, there are many tests and teachers assessing you. How do you participate in what teachers have to say about
you? When you talk to your parents at home, how do they feel about school? How do you feel about your teachers? How do you think your teachers feel about you and your classmates?
Child Friendly Schools Evaluation, BiH Guidelines for structured interviews / focus group discussions FGD-3 PAR: Parents
Topic 1: Introduction What is your background? Tell us a bit about your children – how many, how old, which classes? What would you like your children to be one day? What are your own “school memories”?
Topic 2: Expectations of CfS concept For you, what does “child-friendly school” and “child-centred learning” mean? How can the CfS concept help your child to become a better student? What does the CfS concept mean for your country as a whole? What are the benefits of the CfS approach? Should the CfS approach continue to grow, where would you like to see your child in three/five/ten years time? How can the CfS approach help your child to develop into socially competent individuals?
Topic 3: Most important challenges of child-centred learning In your opinion, what are the most important challenges that Child-friendly schools are facing? (then to be followed up from the challenges mentioned; if not mentioned, additional questions should be asked as listed
below) Critics say that child-centred learning is too time-consuming. What is your opinion on that? Critics say that child-centred learning and new teaching methodologies might be too costly in the long run. What is your
opinion on that? Thinking of your children, what would you like to see improved in their class?
Topic 4: CfS in practice – experiences with your children Just think about an average school day. What do you hear from your children about school? Is it different in any way
from what you hear (heard) from other children? Can you think of an example of a very special lesson that your children might have told you about? Thinking of your children, has the CfS approach made them different in any way? How? Has the CfS approach changed the behaviour of your children at home? Can you give an example? How do your children feel about going to school? How do they feel about their teachers? How do you know how well your child(ren) is (are) doing in school?
Topic 5: Cooperation with students, parents and communities Are you or your friends interested in what is going on at school? If so, what do you do? In school, there are many tests and teachers assessing your children. How do you participate in what teachers have to
say about your children? How do they feel personally about school? Can you give us an example that shows how you as a parent contribute to the success of the CfS philosophy How do you feel about the teachers of your children? How do you think the teachers feel about your children and about
you as a parent?
Child Friendly Schools Evaluation, BiH Guidelines for structured interviews / focus group discussions INT-2 ADM: Administrators
Topic 1: Introduction What is your background? What is your involvement in education now? What is your role, what are your responsibilities?
Topic 2: Expectations of CfS concept What is the long-term vision for education in your entity/canton? What is the ambition of your entity/canton in terms of educational (in relation to socio-economic) development? Where
do you expect your entity/canton to be in 20 years time? How is the CfS approach different to the “standard” education policy? What does the CfS concept mean for your country as a whole? What do you see as advantages and disadvantages of the CfS approach? Should the CfS approach continue to grow, what would you expect to see in three/five/ten years time? What kind of students/adults does your entity/canton need, what kind of qualifications do you expect them to have when
leaving school?
Topic 3: Most important challenges of child-friendly education In your opinion, what are the most important educational challenges your entity/canton is facing? In your opinion, what are the most important challenges regarding the implementation of Child-friendly schools? (then to be followed up from the challenges mentioned; if not mentioned, additional questions should be asked as listed
below) Critics say that child-centred learning is too time-consuming. What is your opinion on that? Critics say that child-centred learning and new teaching methodologies might be too costly in the long run. What is your
opinion on that? We heard that the CfS approach is duplicating what the “standard” policy (and related training) is already doing. Based
on your experiences, what would you say to that? Personally as an administrator, what is the most important challenge you are faced with professionally when it comes to
the implementation of child-friendly education in BiH? How would you assess the resources (human, financial, time) required to implement CfS versus resources available?
Topic 4: CfS in practice – experiences In what way are you involved in the CfS project and implementation process? What kinds of external assistance have you or your organisation received over the last 5 years? How often do you (or your institute) interact with other educational partners on the CfS project? What are the benefits of
these interactions? How do you know about the performance of CfS? And what about the performance of the “traditional” education
system? Can you think of any changes in the set-up or functioning of your organisation since the introduction of CfS? What kind
of changes?
Topic 5: Cooperation and partnerships How is the quality of education assessed or assured in your entity/canton? What about the quality of CfS? Based in the
information you have, how do you feel about the CfS concept? Have responsibilities of your (and other) educational institutes changed since the CfS concept was introduced? Can you give us an example that shows how cooperation with other educational partners is different from what used to
happen in more “traditional” settings?
APPENDIX 5:
Questionnaires (English original)
Please tick appropriate box
Child-Friendly Schools Project, Questionnaire 1 (QST-1 PRI-PED): Experiences of Principals and Pedagogues
Your Canton/Entity: Your Općina: Principal Pedagogue Male Female
To be completed by Principals and Pedagogues of a school
No. of years in the project:
No. of years you have been teaching:
No. of trainings you have received:
No. of training days:
Instruction: The purpose of this exercise is to collect information on the Child Friendly Schools Project, and how it might have influenced you and the teachers in your school. The information provided by you will help us improving the Project. It will also help improving education in your country.
We therefore ask you to sincerely and carefully provide the relevant and appropriate information as much as possible. There is no “right” or “wrong” answer. The information given will be treated strictly confidential, and will not be used against anybody. Please help us by answering all the questions by ticking the appropriate box, and by supplying the correct information as necessary.
In the following, please indicate how strongly you agree or disagree with the given statements:
No Statement strongly agree
agree disagree strongly disagree
1 I am familiar with the aims and objectives of the Child Friendly Schools Project / Step By Step initiative
2 Apart from subject teaching, it is very important to teach practical life skills
3 I regularly interact with my colleagues in order to teach better
4 It is important for teachers to use a portfolio to document my journey of professional growth
5 I know the pupils of my school well and also know what their particular problems are
6 Parents should not interfere with what is going on in my classroom
7 Pupils in our school usually share the teacher’s opinions and views
8 Girls learn better than boys
9 In our school, children with different cultural backgrounds are encouraged to work together in mixed groups
10 Girls participate more in class when compared with boys
11 The training that I received through the project did not change the way I approach education
12 The child-friendly methodology does not really fit into the existing instructional plan and programme
13 Children from minorities (e.g. Roma children) make classroom management more difficult
14 I wish there would be more advanced training on Child Friendly Schools since I would like to learn more
15 It is not important that all children of one grade fulfil similar grade level expectations
16 Because of the training our teachers received, they now do much less of the talking, and the pupils contribute more
17 It happens that older pupils push the younger ones around or bully them
18 It is easier for a pupil to be taught by a teacher sharing the same religion
19 Teachers do not need a mentor to develop professionally
20 At home, boys need to spend less time than girls to do work for the family
21 Outside school, every ethnic group should be with their own ethnic group
22 Female pupils and male pupils can equally share their problems with the teacher
No Statement strongly agree
agree disagree strongly disagree
23 It is important for me to have a lot of contact with the parents/communities of my pupils
24 I am worried what will happen when pupils taught through the child-friendly schools approach are progressing to higher grades which are not supported by a similar methodology
25 The environment of my school is not a safe place for my children
26 I am very interested in the opinions of pupils, even if they differ from my own
27 It is not always possible to apply child-centred methodology in the classroom
28 It is more difficult for a girl to perform well at school
29 Good education is the most important factor to realise a strong and positive future of my country
30 Parents are generally very interested in what is happening in class
31 It is good to have two schools under one roof
32 Our teachers visit parents’ homes if a child does not attend school
33 Boys are more often non-attendant than girls
34 When assessing pupils, it is important to know how they assess themselves
35 The reasons for non-attendance are the same for boys and girls
36 Active and child-centred learning methodology is more costly than the traditional way of teaching
37 Within my school, all children are treated equally, regardless their ethnicity, skin colour or religion
38 Children with special needs (i.e. hearing impairment, visual impairment) cannot be taught together with children without special needs
39 Child-friendly teaching methodology is already part of all teacher training (not only at project-supported Training Centres)
40 Children prefer to share worries and fears with me rather then with the teachers directly
41 It is important to organise meetings with parents
42 Parents often approach me because they are very interested in what the Child Friendly Schools are all about
43 During class visits, I observed that there is much more interaction “on task” between the boys and girls
44 I could not tell an outsider what the idea of the Child Friendly Schools Project is all about
45 Teachers need to have all the power in the classroom
46 Girls and boys at my school respect and help each other
47 When there is a problem in the classroom, teachers and pupils find a solution together
48 It is important to test all pupils together at regular intervals
49 It is more difficult for a girl than for a boy to find a job after school
50 The Child Friendly Schools Project is not really adequate for the situation my country is in
Thank you for your cooperation!
Child-Friendly Schools Project, Questionnaire 2 (QST-2 TEA-ALL): Experiences of Teachers
Your Canton/Entity: Your Općina: Grades you teach: Male/Female:
To be completed by ALL teachers of a school
No. of years in the project:
No. of years you have been teaching:
No. of trainings you have received:
No. of training days:
Instruction: The purpose of this exercise is to collect information on the Child Friendly Schools Project, and how it might have influenced you in your teaching and/or the way you think about education. The information provided by you will help us improving the Project. It will also help improving education in your country.
We therefore ask you to sincerely and carefully provide the relevant and appropriate information as much as possible. There is no “right” or “wrong” answer. The information given will be treated strictly confidential, and will not be used against anybody. Please help us by answering all the questions by ticking the appropriate box, and by supplying the correct information as necessary.
In the following, please indicate how strongly you agree or disagree with the given statements:
No Statement strongly agree
agree disagree strongly disagree
1 I am familiar with the aims and objectives of the Child Friendly Schools Project / Step By Step initiative
2 Apart from subject teaching, it is very important to teach practical life skills
3 I regularly interact with my colleagues in order to teach better
4 I like to use a portfolio to document my journey of professional growth
5 I know my pupils well and also know what their particular problems are
6 Parents should not interfere with what is going on in my classroom
7 My pupils usually share my opinions and views
8 Girls learn better than boys
9 I encourage children with different cultural backgrounds in my class to work together in mixed groups
10 Girls participate more in my classes when compared with boys
11 The training that I received through the project did not change the way I teach
12 The child-friendly methodology does not really fit into the existing instructional plan and programme
13 Children from minorities (e.g. Roma children) make classroom management more difficult
14 I wish there would be more advanced training on Child Friendly Schools since I would like to learn more
15 It is not important that all children of one grade fulfil similar grade level expectations
16 Because of the training I received, I now do much less of the talking, and the pupils contribute more
17 It happens that older pupils push the younger ones around or bully them
18 It is easier for a pupil to be taught by a teacher sharing the same religion
19 I do not need a mentor to develop professionally
20 At home, boys need to spend less time than girls to do work for the family
21 Outside school, every ethnic group should be with their own ethnic group
22 Female pupils and male pupils can equally share their problems with me
No Statement strongly agree
agree disagree strongly disagree
23 It is important for me to have a lot of contact with the parents/communities of my pupils
24 I am worried what will happen when my pupils are progressing to higher grades which are not supported by the child-friendly schools approach
25 The environment of my school is not a safe place for my children
26 I am very interested in the opinions of my pupils, even if they differ from my own
27 It is not always possible to apply child-centred methodology in the classroom
28 It is more difficult for a girl to perform well at school
29 Good education is the most important factor to realise a strong and positive future of my country
30 Parents are generally very interested in what is happening in class
31 It is good to have two schools under one roof
32 I visit parents’ homes if a child does not attend school
33 Boys are more often non-attendant than girls
34 When assessing my pupils, I am interested in how they assess themselves
35 The reasons for non-attendance are the same for boys and girls
36 Active and child-centred learning methodology is more costly than the traditional way of teaching
37 Within my school, all children are treated equally, regardless their ethnicity, skin colour or religion
38 Children with special needs (i.e. hearing impairment, visual impairment) cannot be taught together with children without special needs
39 Child-friendly teaching methodology is already part of all teacher training (not only at project-supported Training Centres)
40 In my school children share worries and fears with the teachers or the guidance teacher (pedagogue)
41 It is important to organise meetings with the parents of my pupils
42 Parents often approach me because they are very interested in what the Child Friendly Schools are all about
43 In the lesson, there is much more interaction “on task” between the boys and girls
44 I could not tell an outsider what the idea of the Child Friendly Schools Project is all about
45 As teacher, I have all the power in the classroom
46 Girls and boys at my school respect and help each other
47 When there is a problem in the classroom, we all try to find a solution together
48 It is important to test all pupils together at regular intervals
49 It is more difficult for a girl than for a boy to find a job after school
50 The Child Friendly Schools Project is not really adequate for the situation in my country
Thank you for your cooperation!
Child-Friendly Schools Project, Questionnaire 3 (QST-3 STU-GR2): Experiences of Students (Grade 2)
What is the name of your Canton/Entity?
What is the name of your Općina?
To be completed by Students in GRADE 2 only
How old are you?
Are you a girl or a boy?
We are interested to learn from you about your life in school and at home!
We therefore ask you to draw us four pictures below. Will you help us? Thank you very much!!
1. Please make a drawing of your classroom. Show us also where you sit, where your friends sit and where the teacher is.
2. What do you need to be happy at school? Show us in a picture.
3. Please draw a picture of the teacher teaching. Show us where you are.
4. Please show us how you play at school.
Thank you!!
Child-Friendly Schools Project, Questionnaire 3 (QST-3 STU-GR5): Experiences of Students (Grade 5)
What is he name of your Canton/Entity: What is the name of your Općina:
To be completed by Students in GRADE 5 only
How old are you? Are you a girl or a boy?
Instruction: The purpose of this exercise is to collect information on the Child Friendly Schools Project, and how it might have influenced you in your teaching and/or the way you think about education. The information provided by you will help us improving the Project. It will also help improving education in your country.
We therefore ask you to sincerely and carefully provide the relevant and appropriate information as much as possible. There is no “right” or “wrong” answer. The information given will be treated strictly confidential, and will not be used against anybody. Please help us by answering all the questions by ticking the appropriate box, and by supplying the correct information as necessary.
In the following, please indicate how strongly you agree or disagree with the given statements:
No Statement strongly agree
agree disagree strongly disagree
1 The Child Friendly Schools Project (Step By Step Initiative) is well known in my school
2 Apart from learning mathematics or languages, it is important to learn how to live together with others
3 I like to use a portfolio to document my learning
4 I think my teachers know me well and also know where I need help
5 My parents should not really interfere with what is going on in school
6 I usually have the same opinions and views that my teacher has
7 Girls learn better than boys
8 In my class, children with different cultural backgrounds work together in mixed groups
9 Girls participate more in my class when compared with boys
10 I am happy with the way my teachers teach me
11 For our class, we have all defined our own classroom rules
12 I wish my teachers would receive more training to help us learning
13 I feel that I can contribute well in the classroom
14 I would like older students not to push us around or bully us
15 It is easier for me to be taught by a teacher sharing the same religion
16 I am looking forward to being in Grade 7 in two years time
17 At home, boys need to spend less time than girls to do work for the family
No Statement strongly agree
agree disagree strongly disagree
18 Outside school, every ethnic group should be with their own ethnic group
19 I can share my problems with my teacher
20 My teacher has a lot of contact with my parents
21 I think that when I go on to higher classes the teaching and learning will get tougher since teachers will teach differently
22 I do not really feel safe outside my school
23 The teacher is very interested in my opinions, even if they differ from her/his own
24 I prefer it when the teacher just talks to us instead of asking us to work in groups
25 It is more difficult for a girl to do well at school
26 For a good future of my country, receiving good education is the most important thing
27 My parents are generally very interested in what is happening in my class
28 It is good to have two schools under one roof
29 The teacher visits my parents if I do not attend school
30 Boys are more often absent from school than girls
31 When my teacher is giving us marks, she/he is always interested to know what marks we would give ourselves
32 Children in our class are my friends, no matter their race, skin colour or religion.
33 Children with special needs (i.e. hearing impairment, visual impairment) cannot be taught together with children without special needs
34 If I have problems, I speak to my teacher or the pedagogue
35 In the lesson, we often work in groups
36 Teachers need to have all the power in the classroom
37 Girls and boys at my school respect and help each other
38 When there is a problem in the classroom, we all try to find a solution together
39 We are tested by the teacher at regular intervals
40 It is more difficult for a girl than for a boy to find a job after school
Thank you for your cooperation!
Child-Friendly Schools Project, Questionnaire 3 (QST-3 STU-GR7): Experiences of Students (Grade 7)
What is he name of your Canton/Entity: What is the name of your Općina:
To be completed by Students in GRADE 7 only
How old are you? Are you a girl or a boy?
Instruction: The purpose of this exercise is to collect information on the Child Friendly Schools Project, and how it might have influenced you in your teaching and/or the way you think about education. The information provided by you will help us improving the Project. It will also help improving education in your country.
We therefore ask you to sincerely and carefully provide the relevant and appropriate information as much as possible. There is no “right” or “wrong” answer. The information given will be treated strictly confidential, and will not be used against anybody. Please help us by answering all the questions by ticking the appropriate box, and by supplying the correct information as necessary.
In the following, please indicate how strongly you agree or disagree with the given statements:
No Statement strongly agree
agree disagree strongly disagree
1 The Child Friendly Schools Project (Step By Step Initiative) is well known in my school
2 Apart from learning mathematics or languages, it is important to learn how to live together with others
3 I like to use a portfolio to document my learning
4 I think my teachers know me well and also know where I need help
5 My parents should not really interfere with what is going on in school
6 I usually have the same opinions and views that my teacher has
7 Girls learn better than boys
8 In my class, children with different cultural backgrounds work together in mixed groups
9 Girls participate more in my classes when compared with boys
10 I am happy with the way my teachers teach me
11 For our class, we have all define dour own classroom rules
12 I wish my teachers would receive more training to help us learning
13 I feel that I can contribute well in the classroom
14 I would like older students not to push us around or bully us
15 It is easier for me to be taught by a teacher sharing the same religion
16 I am looking forward to continue my education after Grade 9
17 At home, boys need to spend less time than girls to do work for the family
No Statement strongly agree
agree disagree strongly disagree
18 Outside school, every ethnic group should be with their own ethnic group
19 I can share my problems with my teacher
20 My teacher has a lot of contact with my parents
21 I think that when I go on to higher classes the teaching and learning will get tougher since teachers will teach differently
22 I do not really feel safe outside my school
23 The teacher is very interested in my opinions, even if they differ from her/his own
24 I prefer it when the teacher just talks to us instead of asking us to work in groups
25 It is more difficult for a girl to do well at school
26 For a good future of my country, receiving good education is the most important thing
27 My parents are generally very interested in what is happening in my class
28 It is good to have two schools under one roof
29 The teacher visits my parents if I do not attend school
30 Boys are more often absent from school than girls
31 When my teacher is giving us marks, she/he is always interested to know what marks we would give ourselves
32 Children in our class are my friends, no matter their race, skin colour or religion.
33 Children with special needs (i.e. hearing impairment, visual impairment) cannot be taught together with children without special needs
34 If I have problems, I speak to my teacher or the pedagogue
35 In the lesson, we often work in groups
36 Teachers need to have all the power in the classroom
37 Girls and boys at my school respect and help each other
38 When there is a problem in the classroom, we all try to find a solution together
39 We are tested by the teacher at regular intervals
40 It is more difficult for a girl than for a boy to find a job after school
Thank you for your cooperation!
APPENDIX 5a:
Questionnaires (Bosnian translation)
Označite odgovarajuće polje
Projekt «Škole po mjeri djeteta», Upitnik 1 (UPI-1 DIR-PED): Iskustva direktora i pedagoga
Kanton/entitet: Općina: direktor pedagog muškarac
ţena
Popunjavaju direktori škola i pedagozi
Broj godina na projektu:
Godine iskustva u nastavi:
Broj treninga koje ste pohaĎali:
Broj dana treninga:
Uputstvo: Svrha ove vježbe je da se prikupe informacije o Projektu “Škole po mjeri djeteta”, te o tome kako je moguće uticao na vas i nastavnike u vašoj školi. Informacije koje nam date pomoći će nam da projekt usavršimo. Također će pomoći unapređenju obrazovanja u vašoj zemlji.
Stoga vas molimo da tačno i pažljivo pružite relevantne i prikladne informacije, koliko god je to moguće. Nema “tačnih” i “pogrešnih/netačnih” odgovora. Informacije koje nam pružite su strogo povjerljive prirode i neće se koristiti ni na čiju štetu. Molimo vas da nam pomognete odgovarajući na pitanja označivanjem odgovarajućeg polja, te pružanjem tačnije/preciznije informacije gdje je to potrebno.
Molimo da naznačite koliko se snažno slažete ili ne slažete s navedenim izjavama. No Izjava U
potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
1 Poznati su mi ciljevi i svrha projekta “Škola po mjeri djeteta”/STEP by STEP inicijative.
2 Veoma je bitno, pored nastavnog predmeta, podučavati djecu i u praktičnim životnim vještinama.
3 Redovno sarađujem sa svojim kolegama kako bismo unaprijedili podučavanje.
4 Za nastavnike je bitno da koriste portfolio kako bi dokumentirali sopstveni dnevnik profesionalnog uspona.
5 Dobro poznajem učenike u svojoj školi i upoznat/a sam s njihovim specifičnim problemima.
6 Roditelji se ne bi trebali miješati u to što se događa u mojoj učionici.
7 Učenici u školi obično dijele mišljenje i viđenja svojih nastavnika.
8 Djevojčice bolje uče nego dječaci.
9 U našoj su školi djeca iz različitih kulturoloških sredina ohrabrena da zajedno rade u mještovitim grupama.
10 Djevojčice više učestvuju u nastavi nego dječaci.
11 Trening koji sam pohađao/la kroz projekt nije promijenio način na koji pristupam obrazovanju.
12 Metodologija po mjeri djeteta/prijatelj djeteta se baš i ne uklapa u postojeće nastavne planove i programe.
13 Djeca pripadnici manjinskih grupa (npr. Romi) otežavaju vođenje nastave.
14 Priželjkujem napredniji trening o školama po mjeri djeteta jer želim naučiti više o tome.
15 Nije važno hoće li sva djeca istog razreda ispuniti sličan nivo očekivanja za taj razred.
16 Nakon treninga koji su pohađali, naši nastavnici mnogo manje pričaju, a učenici mnogo više doprinose.
17 Dešava se da stariji učenici grubo zadirkuju mlađe ili da su nasilni prema njima.
18 Za učenika je lakše da ga/je uči nastavnik/učitelj iste vjeroispovijesti.
19 Nastavnicima nije potreban mentor za profesionalni razvoj.
20 Kod kuće dječaci trebaju provesti manje vremena obavljajući kućne poslove nego djevojčice.
21 Van škole bi se svaka etnička grupa trebala držati svoje etničke grupe.
No Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
22 Učenice i učenici mogu jednako podijeliti probleme koji ih muče sa svojim nastavnikom.
23 Za mene je bitan intenzivan kontakt s roditeljima i zajednicama svojih učenika.
24 Zabrinut-a sam šta će biti s učenicima koji su prošli program škole po mjeri djeteta kad pređu u starije razrede koji ne podržavaju sličnu metodologiju.
25 Okruženje moje škole nije sigurno mjesto za moju djecu.
26 Veoma me zanima mišljenje učenika, čak i kad se razlikuje od mog.
27 U učionici nije uvijek moguće primijeniti metodologiju usmjerenu ka djetetu kao centru nastavnog procesa.
28 Djevojčicama je teže postići dobar uspjeh u školi.
29 Dobro obrazovanje je najvažniji faktor osiguranja snažne i pozitivne budućnosti moje zemlje.
30 Roditelji su općenito veoma zainteresirani za to šta se dešava na nastavi.
31 Dobro je imati dvije škole pod jednim krovom.
32 Naši nastavnici posjećuju roditelje ako dijete ne pohađa nastavu.
33 Dječaci češće izostaju s nastave nego djevojčice.
34 Prilikom ocjenjivanja učenika, važno je znati kako oni sami sebe ocjenjuju.
35 Razlozi nepohađanja nastave isti su i kod dječaka i kod djevojčica.
36 Aktivna i ka djetetu usmjerena nastavna metodologija skuplja je od tradicionalnih nastavnih metoda.
37 Sva djeca u mojoj školi imaju jednak tretman, bez obzira na njihovu nacionalnost, boju kože ili vjeroispovijest.
38 Djeca s posebnim potrebama (npr. oštećenjem sluha ili vida) ne mogu pohađati nastavu skupa s djecom koja nemaju takve potrebe.
39 Metodologija nastave po mjeri djeteta već je dio sveobuhvatnog procesa obrazovanja nastavnog kadra (a ne samo kroz trening centre podržane kroz projekt).
40 Djeca radije podijele svoje brige i strahove sa mnom nego direktno sa svojim nastavnicima.
41 Važno je organizirati sastanke s roditeljima.
42 Roditelji mi često pristupe jer su jako zainteresirani o čemu je riječ u školi po mjeri djeteta.
43 Tokom posjeta razredima, primijetio/primijetila sam da ima mnogo više interakcije između dječaka i djevojčica u obavljanju radnih zadataka.
44 Ne bih znao/znala objasniti nekome sa strane šta je u stvari ideja Projekta Škole po mjeri djeteta
45 U učionici sva moć mora biti u rukama nastavnika.
46 Djevojčice i dječaci u mojoj školi se uzajamno poštuju i pomažu.
47 Kad se pojavi problem, nastavnici i učenici zajednički nalaze rješenje
48 Važno je vršiti ocjenjivanje svih učenika u redovnim intervalima
49 Djevojčicama je po završetku škole teže pronaći zaposlenje nego dječacima.
50 Projekt «Škole po mjeri djeteta» nije adekvatan za situaciju u kojoj se moja zemlja nalazi
Hvala na saradnji!
Projekt «Škole po mjeri djeteta», Upitnik 2 (UPI-2 NAS-SVI): Iskustva nastavnika
Kanton/entitet: Općina: Razredi kojima predajete:
Muškarac/žena:
Ispunjavaju svi nastavnici u školi
Broj godina na projektu:
Godine iskustva u nastavi:
Broj treninga koje ste pohaĎali:
Broj dana treninga:
Uputstvo: Svrha ove vježbe je da se prikupe informacije o Projektu “Škole po mjeri djeteta”, te o tome kako je možda uticao na vas i nastavnike u vašoj školi. Informacije koje nam date pomoći će nam da projekt usavršimo. Također će pomoći unapređenju obrazovanja u vašoj zemlji Stoga vas molimo da tačno i pažljivo pružite relevantne i prikladne informacije, koliko god je to moguće. Nema “tačnih” i “pogrešnih/netačnih” odgovora.
Informacije koje nam pružite su strogo povjerljive prirode i neće se koristiti ni na čiju štetu. Molimo vas da nam pomognete odgovarajući na pitanja označivanjem odgovarajućeg polja, te pružanjem tačnije/preciznije informacije gdje je to potrebno.
I Molimo da naznačite koliko se snažno slažete ili ne slažete s navedenim izjavama. Br. Izjava U potpunosti
se slaţem Slaţem se Ne slaţem
se Nikako se ne slaţem
1 Poznati su mi ciljevi i svrha projekta “Škola po mjeri djeteta”/STEP by STEP inicijative.
2 Veoma je bitno, pored nastavnog predmeta, podučavati djecu i u praktičnim životnim vještinama.
3 Redovno sarađujem sa svojim kolegama kako bismo unaprijedili podučavanje
4 Volim koristiti portfolio kako bih dokumentirao/la sopstveni dnevnik profesionalnog uspona
5 Dobro poznajem svoje učenike i upoznat/a sam s njihovim specifičnim problemima.
6 Roditelji se ne bi trebali miješati u to što se događa u mojoj učionici.
7 Učenici obično dijele moje mišljenje i viđenje stvari.
8 Djevojčice uče bolje nego dječaci.
9 Na svojim časovima ohrabrujem djecu iz različitih kulturoloških sredina da zajedno rade u mještovitim grupama.
10 Na mojim časovima, djevojčice su aktivnije na nastavi nego dječaci.
11 Trening koji sam pohađao/la kroz projekt nije promijenio način na koji pristupam obrazovanju.
12 Metodologija po mjeri djeteta/prijatelj djeteta se baš i ne uklapa u postojeće nastavne planove i programe.
13 Djeca pripadnici manjinskih grupa (npr. Romi) otežavaju vođenje nastave.
14 Priželjkujem napredniji trening o školama po mjeri djeteta jer želim naučiti više o tome.
15 Nije važno hoće li sva djeca istog razreda ispuniti sličan nivo očekivanja za taj razred.
16 Nakon završenog treninga, mnogo manje pričam, a učenici mnogo više doprinose.
17 Dešava se da stariji učenici grubo zadirkuju mlađe ili da su nasilni prema njima.
18 Za učenika je lakše da ga/je uči nastavnik/učitelj iste vjeroispovijesti.
19 Nije mi potreban mentor kako bih se profesionalno razvijao/razvijala.
20 Kod kuće dječaci trebaju provesti manje vremena obavljajući kućne poslove nego djevojčice.
21 Van škole bi se svaka etnička grupa trebala držati svoje etničke grupe.
Br. Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
22 Učenice i učenici mogu jednako podijeliti probleme koji ih muče sa mnom.
23 Za mene je bitan intenzivan kontakt s roditeljima i zajednicama svojih učenika.
24 Zabrinut-a sam šta će biti s mojim učenicima koji su prošli program škole po mjeri djeteta kad pređu u starije razrede koji ne podržavaju sličnu metodologiju.
25 Okruženje moje škole nije sigurno mjesto za moju djecu.
26 Veoma me zanima mišljenje učenika, čak i kad se razlikuje od mog.
27 U učionici nije uvijek moguće primijeniti metodologiju usmjerenu ka djetetu kao centru nastavnog procesa.
28 Djevojčicama je teže postići dobar uspjeh u školi.
29 Dobro obrazovanje je najvažniji faktor osiguranja snažne i pozitivne budućnosti moje zemlje.
30 Roditelji su općenito veoma zainteresirani za to šta se dešava na nastavi.
31 Dobro je imati dvije škole pod jednim krovom.
32 Odlazim u posjetu roditeljima ako dijete ne pohađa nastavu.
33 Dječaci češće izostaju s nastave nego djevojčice.
34 Prilikom ocjenjivanja učenika, važno mi je znati kako oni sami sebe ocjenjuju.
35 Razlozi nepohađanja nastave isti su i kod dječaka i kod djevojčica.
36 Aktivna i ka djetetu usmjerena nastavna metodologija skuplja je od tradicionalnih nastavnih metoda.
37 Sva djeca u mojoj školi imaju jednak tretman, bez obzira na njihovu nacionalnost, boju kože ili vjeroispovijest.
38 Djeca s posebnim potrebama (npr. oštećenjem sluha ili vida) ne mogu pohađati nastavu skupa s djecom koja nemaju takve potrebe.
39 Metodologija nastave po mjeri djeteta već je dio sveobuhvatnog procesa obrazovanja nastavnog kadra (a ne samo kroz trening centre podržane kroz projekt).
40 U mojoj školi djeca podijele svoje brige i strahove s nastavnicima ili uz podršku pedagoga.
41 Važno je organizirati sastanke s roditeljima.
42 Roditelji mi često pristupe jer su jako zainteresirani o čemu je riječ u školi po mjeri djeteta.
43 Na nastavi ima mnogo više interakcije između dječaka i djevojčica u obavljanju radnih zadataka.
44 Ne bih znao/znala objasniti nekome sa strane šta je u stvari ideja Projekta Škole po mjeri djeteta
45 Kao nastavnik, svu moć u učionici držim u svojim rukama.
46 Djevojčice i dječaci u mojoj školi se uzajamno poštuju i pomažu.
47 Kad se pojavi problem u učionici, zajenički pokušavamo naći rješenje.
48 Važno je vršiti ocjenjivanje svih učenika u isto vrijeme u redovnim intervalima
49 Djevojčicama je po završetku škole teže pronaći zaposlenje nego dječacima.
50 Projekt «Škole po mjeri djeteta» nije adekvatan za situaciju u kojoj se moja zemlja nalazi
Hvala na saradnji!
Projekt Škole po mjeri djeteta, Upitnik 3 (UPI-3 UČE-RAZ2): Iskustva učenika (II razred)
Ime tvog entiteta/kantona?
Ime tvoje općine je?
Samo učenici drugog razreda popunjavaju upitnik
Koliko imaš godina?
Jesi li dječak ili djevojčica?
Zanima nas da saznamo više o tvom životu u školi i kod kuće!
Zato te molimo da nam ispod nacrtaš 4 crteža. Hoćeš li nam pomoći? Puno ti hvala!
1. Molim te, nacrtaj svoju učionicu. Pokaži nam gdje sjediš, gdje sjede tvoji prijatelji i gdje se nalazi nastavnik/učitelj.
2. Šta ti je potrebno da bi bio/bila sretan/sretna u školi? Pokaži nam crtežom!
3. Nacrtaj učitelja/učiteljicu kako drži čas. Nacrtaj i sebe – gdje se nalaziš.
4. Pokaži nam kako se igraš u školi.
Hvala ti!!
Projekt «Škole po mjeri djeteta», Upitnik 3 (UPI-3 UČE-RAZ5): Iskustva učenika (V razred)
Tvoj kanton/entitet zove se: A općina:
Ispunjavaju samo učenici V razreda Koliko imaš godina? Jesi li dječak ili djevojčica?
Svrha ove vježbe je da se prikupe informacije o Projektu “Škole po mjeri djeteta”, te o tome kako je moždauticao na tebe i na to kako razmišljaš o svom obrazovanju. Informacije koje nam date pomoći će nam da projekt usavršimo. Također će pomoći unapređenju obrazovanja u vašoj zemlji.
Stoga vas molimo da tačno i pažljivo pružite relevantne i prikladne informacije, koliko god je to moguće. Nema “tačnih” i “pogrešnih/netačnih” odgovora. Informacije koje nam pružite su strogo povjerljive prirode i neće se koristiti ni na čiju štetu. Molimo vas da nam pomognete odgovarajući na pitanja označivanjem odgovarajućeg polja, te pružanjem tačnije/preciznije informacije gdje je to potrebno.
Molimo da naznačiš koliko se snažno slažete ili ne slažete s navedenim izjavama:
Br. Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
1 Projekt “Škole po mjeri djeteta” (Step By Step inicijativa) je dobro poznat u mojoj školi.
2 Osim što učimo matematiku ili jezike, važno je naučiti i kako se živi zajedno s drugima
3 Volim koristiti portfolio kako bih pratio/pratila svoje učenje
4 Mislim da me moji nastavnici dobro znaju, te da znaju gdje mi je potrebna pomoć
5 Moji roditelji se baš i ne bi trebali miješati u to šta se događa na nastavi
6 Uglavnom mislim i gledam na stvari isto kao moj nastavnik/ca.
7 Djevojčice uče bolje nego dječaci
8 U mom razredu djeca različitog kulturološkog porijekla zajedno rade u mješovitim grupama
9 Djevojčice su u mom razredu aktivnije na nastavi nego dječaci
10 Sretan sam s tim kako me nastavnici uče
11 Mi smo uvijek određivali pravila za svoj razred
12 Volio/voljela bih kad bi moj(i) nastavnici prošli kroz još treninga kako bi mi još bolje pomogli u učenju
13 Osjetim da mogu dobro doprinijeti na nastavi
14 Volio/voljela bih da nas stariji učenici grubo ne zadirkuju i da ne budu nasilni prema nama
15 Za mene je lakše da mi predaje nastavnik iste vjeroispovijesti
16 Nadam se da ću za dvije godine biti u VII razredu
17 Kod kuće dječaci trebaju provesti manje vremena obavljajući kućne poslove nego djevojčice.
Br. Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
18 Van škole bi se svaka etnička grupa trebala držati svoje etničke grupe.
19 Mogu podijeliti svoje probleme sa svojim nastavnikom
20 Moj nastavnik intenzivno kontaktira s mojim roditeljima
21 Mislim da će nastava u starijim razredima biti teža jer će je nastavnici predavati na drugačiji način
22 Ne osjećam se baš sigurno van svoje škole
23 Nastavnika/cu jako zanimaju moja mišljenja i stavovi, čak i ako nam se mišljenja razlikuju
24 Više volim kad nastavnik/nastavnica sam/a govori nego kad nas raporedi da radimo po grupama
25 Za djevojčicu je teže da postigne dobar uspjeh u školi
26 Dobro obrazovanje je najvažnija stvar za dobru budućnost moje zemlje
27 Moji roditelji su općenito veoma zainteresirani za to šta mi se dešava na nastavi
28 Dobro je imati dvije škole pod jednim krovom
29 Nastavnik/nastavnica obilazi moje roditelje ako ja odsustvujem s nastave
30 Dječaci češće izostaju s nastave nego djevojčice
31 Kad nas ocjenjuje, moj nastavnik/nastavnica je uvijek zainteresiran/a šta bismo sami sebi dali kao ocjenu
32 Djeca iz razreda su mi prijatelji, bez obzira na njihovu nacionalnu pripadnost, boju kože ili vjeroispovijest
33 Djeca s posebnim potrebama (npr. oštećenjem sluha ili vida) ne mogu pohađati nastavu skupa s djecom koja nemaju takve potrebe.
34 Ako imam neki problem, razgovaram s nastavnikom/nastavnicom ili pedagogom.
35 Na času često radimo u grupama
36 Nastavnik treba da svu moć u učionici drži u svojim rukama
37 Djevojčice i dječaci u mojoj školi se uzajamno poštuju i pomažu.
38 Kad se pojavi problem u učionici, zajednički pokušavamo naći rješenje.
39 Nastavnik/ci nas testira(ju) u redovnim vremenskim intervalima
40 Djevojčici je po završetku škole teže pronaći zaposlenje nego dječaku
Hvala na saradnji!
Projekt “Škole po mjeri djeteta”, Upitni 3 (UPI-3 UČE-RAZ7): Iskustva učenika (VII razred)
Naziv tvog entiteta/kantona: Općina:
Ispunjavaju samo učenici VII razreda
Koliko imaš godina? Jesi li dječak ili djevojčica ?
Uputstvo: Svrha ove vježbe je da se prikupe informacije o Projektu “Škole po mjeri djeteta”, te o tome kako je možda uticao na tebe i na to kako razmišljaš o svom obrazovanju. Informacije koje nam date pomoći će nam da projekt usavršimo. Također će pomoći unapređenju obrazovanja u vašoj zemlji.
Stoga vas molimo da tačno i pažljivo pružite relevantne i prikladne informacije, koliko god je to moguće. Nema “tačnih” i “pogrešnih/netačnih” odgovora. Informacije koje nam pružite su strogo povjerljive prirode i neće se koristiti ni na čiju štetu. Molimo vas da nam pomognete odgovarajući na pitanja označivanjem odgovarajućeg polja, te pružanjem tačnije/preciznije informacije gdje je to potrebno.
Molimo da naznačiš do koje se mjere slažeš ili ne slažeš s navedenim izjavama:
No Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
1 Projekt “Škole po mjeri djeteta” (Step By Step inicijativa) je dobro poznat u mojoj školi.
2 Osim što učimo matematiku ili jezike, važno je naučiti i kako se živi zajedno s drugima
3 Volim koristiti portfolio kako bih pratio/pratila svoje učenje
4 Mislim da me moji nastavnici dobro znaj, te da znaju gdje mi je potrebna pomoć
5 Moji roditelji se baš i ne bi trebali miješati u to šta se događa u školi
6 Uglavnom mislim i gledam na stvari isto kao moj nastavnik/ca.
7 Djevojčice uče bolje nego dječaci
8 U mom razredu djeca različitog kulturološkog porijekla zajedno rade u mješovitim grupama
9 Djevojčice su u mom razredu aktivnije na nastavi nego dječaci
10 Sretan sam s tim kako me nastavnici uče
11 Mi smo uvijek određivali pravila za svoj razred
12 Volio/voljela bih kad bi moj(i) nastavnici prošli kroz još treninga kako bi mi još bolje pomogli u učenju
13 Osjetim da mogu dobro doprinijeti na nastavi
14 Volio/voljela bih da nas stariji učenici grubo ne zadirkuju i da ne budu nasilni prema nama
15 Za mene je lakše da mi predaje nastavnik iste vjeroispovijesti
16 Radujem se nastavku svog školovanja po završetku osmog razreda
17 Kod kuće dječaci trebaju provesti manje vremena obavljajući kućne poslove nego djevojčice
No Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
18 Van škole bi se svaka etnička grupa trebala držati svoje etničke grupe.
19 Mogu podijeliti svoje probleme sa svojim nastavnikom
20 Moj nastavnik intenzivno kontaktira s mojim roditeljima
21 Mislim da će nastava u starijim razredima biti teža jer će je nastavnici predavati na drugačiji način
22 Ne osjećam se baš sigurno van svoje škole
23 Nastavnika/cu jako zanimaju moja mišljenja i stavovi, čak i ako nam se mišljenja razlikuju
24 Više volim kad nastavnik/nastavnica sam/a govori nego kad nas raporedi da radimo po grupama
25 Za djevojčicu je teže da postigne dobar uspjeh u školi
26 Dobro obrazovanje je najvažnija stvar za dobru budućnost moje zemlje
27 Moji roditelji su općenito veoma zainteresirani za to šta mi se dešava na nastavi
28 Dobro je imati dvije škole pod jednim krovom
29 Nastavnik/nastavnica obilazi moje roditelje ako ja odsustvujem s nastave
30 Dječaci češće izostaju s nastave nego djevojčice
31 Kad nas ocjenjuje, moj nastavnik/nastavnica je uvijek zainteresiran/a šta bismo sami sebi dali kao ocjenu
32 Djeca iz razreda su mi prijatelji, bez obzira na njihovu nacionalnu pripadnost, boju kože ili vjeroispovijest
33 Djeca s posebnim potrebama (npr. oštećenjem sluha ili vida) ne mogu pohađati nastavu skupa s djecom koja nemaju takve potrebe.
34 Ako imam neki problem, razgovaram s nastavnikom/nastavnicom ili pedagogom.
35 Na času često radimo u grupama
36 Nastavnik treba da svu moć u učionici drži u svojim rukama
37 Djevojčice i dječaci u mojoj školi se uzajamno poštuju i pomažu.
38 Kad se pojavi problem u učionici, zajednički pokušavamo naći rješenje.
39 Nastavnik/ci nas testira(ju) u redovnim vremenskim intervalima
40 Djevojčici je po završetku škole teže pronaći zaposlenje nego dječaku
Hvala ti na saradnji!
APPENDIX 5b:
Questionnaires (Cyrillic version for Republika Srpska)
Означите одговарајуће поље
Пројект «Школе по мјери дјетета», Упитник 1 (УПИ-1 ДИР-ПЕД): Искуства директора и педагога
Ентитет: Општина: директор педагог мушкарац жена
Попуњавају директори школа и педагози
Број година на пројекту:
Године искуства у настави:
Број тренинга које сте похађали:
Број дана тренинга:
Упутство: Сврха ове вјежбе је да се прикупе информације о Пројекту “Школе по
мјери дјетета”, те о томе како је можда утицао на вас и наставнике у вашој
школи. Информације које нам дате помоћи ће нам да пројект усавршимо. Такођер
ће помоћи унапређењу образовања у вашој земљи.
Стога вас молимо да тачно и пажљиво пружите релевантне и прикладне информације, колико год
је то могуће. Нема “тачних” и “погрешних/нетачних” одговора. Информације које нам пружите су
строго повјерљиве природе и неће се користити ни на чију штету. Молимо вас да нам помогнете
одговарајући на питања означивањем одговарајућег поља, те пружањем тачније/прецизније
информације гдје је то потребно.
Mолимо да назначите колико се снажно слажете или не слажете с наведеним изјавама.
бp Изјава У потпуности се слажем
Слажем се Не слажем се
Никако се не слажем
1 Познати су ми циљеви и сврха пројекта “Школа по мјери дјетета”/СТЕП бy СТЕП иницијативе.
2 Веома је битно, поред наставног предмета, подучавати дјецу и у практичним животним вјештинама.
3 Редовно сарађујем са својим колегама како бисмо унаприједили подучавање.
4 За наставнике је битно да користе портфолио како би документирали сопствени дневник професионалног успона.
5 Добро познајем ученике у својој школи и упознат/а сам с њиховим специфичним проблемима.
6 Родитељи се не би требали мијешати у то што се догађа у мојој учионици.
7 Ученици у школи обично дијеле мишљење и виђења својих наставника.
8 Дјевојчице боље уче него дјечаци.
9 У нашој су школи дјеца из различитих културолошких средина охрабрена да заједно раде у мјештовитим групама.
10 Дјевојчице више учествују у настави него дјечаци.
11 Тренинг који сам похађао/ла кроз пројект није промијенио начин на који приступам образовању.
12 Методологија по мјери дјетета/пријатељ дјетета се баш и не уклапа у постојеће наставне планове и програме.
13 Дјеца припадници мањинских група (нпр. Роми) отежавају вођење наставе.
14 Прижељкујем напреднији тренинг о школама по мјери дјетета јер желим научити више о томе.
15 Није важно хоће ли сва дјеца истог разреда испунити сличан ниво очекивања за тај разред.
16 Након тренинга који су похађали, наши наставници много мање причају, а ученици много више доприносе.
17 Дешава се да старији ученици грубо задиркују млађе или да су насилни према њима.
18 За ученика је лакше да га/је учи наставник/учитељ исте вјероисповијести.
19 Наставницима није потребан ментор за професионални развој.
20 Код куће дјечаци требају провести мање времена обављајући кућне послове него дјевојчице.
21 Ван школе би се свака етничка група требала држати своје етничке групе.
22 Ученице и ученици могу једнако подијелити проблеме који их муче са својим наставником.
бp Изјава У потпуности се слажем
Слажем се Не слажем се
Никако се не слажем
23 За мене је битан интензиван контакт с родитељима и заједницама својих ученика.
24 Забринут-а сам шта ће бити с ученицима који су прошли програм школе по мјери дјетета кад пређу у старије разреде који не подржавају сличну методологију.
25 Окружење моје школе није сигурно мјесто за моју дјецу.
26 Веома ме занима мишљење ученика, чак и кад се разликује од мог.
27 У учионици није увијек могуће примијенити методологију усмјерену ка дјетету као центру наставног процеса.
28 Дјевојчицама је теже постићи добар успјех у школи.
29 Добро образовање је најважнији фактор осигурања снажне и позитивне будућности моје земље.
30 Родитељи су уопштено веома заинтересовани за то шта се дешава на настави.
31 Добро је имати двије школе под једним кровом.
32 Наши наставници посјећују родитеље ако дијете не похађа наставу.
33 Дјечаци чешће изостају с наставе него дјевојчице.
34 Приликом оцјењивања ученика, важно је знати како они сами себе оцјењују.
35 Разлози непохађања наставе исти су и код дјечака и код дјевојчица.
36 Активна и ка дјетету усмјерена наставна методологија скупља је од традиционалних наставних метода.
37 Сва дјеца у мојој школи имају једнак третман, без обзира на њихову националност, боју коже или вјероисповијест.
38 Дјеца с посебним потребама (нпр. оштећењем слуха или вида) не могу похађати наставу скупа с дјецом која немају такве потребе.
39 Методологија наставе по мјери дјетета већ је дио свеобухватног процеса образовања наставног кадра (а не само кроз тренинг центре подржане кроз пројект).
40 Дјеца радије подијеле своје бриге и страхове са мном него директно са својим наставницима.
41 Важно је организирати састанке с родитељима.
42 Родитељи ми често приступе јер су јако заинтересирани о чему је ријеч у школи по мјери дјетета.
43 Током посјета разредима, примијетио/примијетила сам да има много више интеракције између дјечака и дјевојчица у обављању радних задатака.
44 Не бих знао/знала објаснити некоме са стране шта је у ствари идеја Пројекта Школе по мјери дјетета
45 У учионици сва моћ мора бити у рукама наставника.
46 Дјевојчице и дјечаци у мојој школи се узајамно поштују и помажу.
47 Кад се појави проблем, наставници и ученици заједнички налазе рјешење
48 Важно је вршити оцјењивање свих ученика у редовним интервалима
49 Дјевојчицама је по завршетку школе теже пронаћи запослење него дјечацима.
50 Пројект «Школе по мјери дјетета» није адекватан за ситуацију у којој се моја земља налази
Хвала на сарадњи!
Пројект «Школе по мјери дјетета», Упитник 2 (УПИ-2 НАС-СВИ): Искуства наставника
Ентитет: Општина: Разреди којима предајете:
Мушкарац/жена:
Испуњавају сви наставници у школи
Број година на пројекту:
Године искуства у настави:
Број тренинга које сте похађали:
Број дана тренинга:
Упутство: Сврха ове вјежбе је да се прикупе информације о Пројекту “Школе по мјери дјетета”, те о томе како је можда утицао на вас и наставнике у вашој школи. Информације које нам дате помоћи ће нам да пројект усавршимо. Такођер ће помоћи унапређењу образовања у вашој земљи
Стога вас молимо да тачно и пажљиво пружите релевантне и прикладне информације, колико год је то могуће. Нема “тачних” и “погрешних/нетачних” одговора. Информације које нам пружите су строго повјерљиве природе и неће се користити ни на чију штету. Молимо вас да нам помогнете одговарајући на питања означивањем одговарајућег поља, те пружањем тачније/прецизније
информације гдје је то потребно. Молимо да назначите колико се снажно слажете или не слажете с наведеним изјавама.
Бр Изјава У потпуности се слажем
Слажем се Не слажем се
Никако се не слажем
1 Познати су ми циљеви и сврха пројекта “Школа по мјери дјетета”/СТЕП бy СТЕП иницијативе.
2 Веома је битно, поред наставног предмета, подучавати дјецу и у практичним животним вјештинама.
3 Редовно сарађујем са својим колегама како бисмо унаприједили подучавање
4 Волим користити портфолио како бих документирао/ла сопствени дневник професионалног успона
5 Добро познајем своје ученике и упознат/а сам с њиховим специфичним проблемима.
6 Родитељи се не би требали мијешати у то што се догађа у мојој учионици.
7 Ученици обично дијеле моје мишљење и виђење ствари.
8 Дјевојчице уче боље него дјечаци.
9 На својим часовима охрабрујем дјецу из различитих културолошких средина да заједно раде у мјештовитим групама.
10 На мојим часовима, дјевојчице су активније на настави него дјечаци.
11 Тренинг који сам похађао/ла кроз пројект није промијенио начин на који приступам образовању.
12 Методологија по мјери дјетета/пријатељ дјетета се баш и не уклапа у постојеће наставне планове и програме.
13 Дјеца припадници мањинских група (нпр. Роми) отежавају вођење наставе.
14 Прижељкујем напреднији тренинг о школама по мјери дјетета јер желим научити више о томе.
15 Није важно хоће ли сва дјеца истог разреда испунити сличан ниво очекивања за тај разред.
16 Након завршеног тренинга, много мање причам, а ученици много више доприносе.
17 Дешава се да старији ученици грубо задиркују млађе или да су насилни према њима.
18 За ученика је лакше да га/је учи наставник/учитељ исте вјероисповијести.
19 Није ми потребан ментор како бих се професионално развијао/развијала.
20 Код куће дјечаци требају провести мање времена обављајући кућне послове него дјевојчице.
21 Ван школе би се свака етничка група требала држати своје етничке групе.
22 Ученице и ученици могу једнако подијелити проблеме који их муче са мном.
Бр Изјава У потпуности се слажем
Слажем се Не слажем се
Никако се не слажем
23 За мене је битан интензиван контакт с родитељима и заједницама својих ученика.
24 Забринут-а сам шта ће бити с мојим ученицима који су прошли програм школе по мјери дјетета кад пређу у старије разреде који не подржавају сличну методологију.
25 Окружење моје школе није сигурно мјесто за моју дјецу.
26 Веома ме занима мишљење ученика, чак и кад се разликује од мог.
27 У учионици није увијек могуће примијенити методологију усмјерену ка дјетету као центру наставног процеса.
28 Дјевојчицама је теже постићи добар успјех у школи.
29 Добро образовање је најважнији фактор осигурања снажне и позитивне будућности моје земље.
30 Родитељи су уопштено говорећи веома заинтересовани за то шта се дешава на настави.
31 Добро је имати двије школе под једним кровом.
32 Одлазим у посјету родитељима ако дијете не похађа наставу.
33 Дјечаци чешће изостају с наставе него дјевојчице.
34 Приликом оцјењивања ученика, важно ми је знати како они сами себе оцјењују.
35 Разлози непохађања наставе исти су и код дјечака и код дјевојчица.
36 Активна и ка дјетету усмјерена наставна методологија скупља је од традиционалних наставних метода.
37 Сва дјеца у мојој школи имају једнак третман, без обзира на њихову националност, боју коже или вјероисповијест.
38 Дјеца с посебним потребама (нпр. оштећењем слуха или вида) не могу похађати наставу скупа с дјецом која немају такве потребе.
39 Методологија наставе по мјери дјетета већ је дио свеобухватног процеса образовања наставног кадра (а не само кроз тренинг центре подржане кроз пројект).
40 У мојој школи дјеца подијеле своје бриге и страхове с наставницима или уз подршку педагога.
41 Важно је организирати састанке с родитељима.
42 Родитељи ми често приступе јер су јако заинтересовани о чему је ријеч у школи по мјери дјетета.
43 На настави има много више интеракције између дјечака и дјевојчица у обављању радних задатака.
44 Не бих знао/знала објаснити некоме са стране шта је у ствари идеја Пројекта Школе по мјери дјетета
45 Као наставник, сву моћ у учионици држим у својим рукама.
46 Дјевојчице и дјечаци у мојој школи се узајамно поштују и помажу.
47 Кад се појави проблем у учионици, заједнички покушавамо наћи рјешење.
48 Важно је вршити оцјењивање свих ученика у исто вријеме у редовним интервалима
49 Дјевојчицама је по завршетку школе теже пронаћи запослење него дјечацима.
50 Пројект «Школе по мјери дјетета» није адекватан за ситуацију у којој се моја земља налази
Хвала на сарадњи!
Пројект «Школе по мјери дјетета», Упитник 3 (УПИ-3 УЧЕ-РАЗ5): Искуства ученика (V разред)
Твој ентитет зове се: А општина:
Испуњавају само ученици V разреда Колико имаш година? Јеси ли дјечак или дјевојчица?
Сврха ове вјежбе је да се прикупе информације о Пројекту “Школе по мјери дјетета”, те о томе како је можда утицао на тебеи на то како размишљаш о свом образовању. Информације које нам дате помоћи ће нам да пројект усавршимо. Такођер ће помоћи унапређењу образовања у вашој земљи.
Стога вас молимо да тачно и пажљиво пружите релевантне и прикладне информације, колико год је то могуће. Нема “тачних” и “погрешних/нетачних” одговора. Информације које нам пружите су строго повјерљиве природе и неће се користити ни на чију штету. Молимо вас да нам помогнете одговарајући на питања означивањем одговарајућег поља, те пружањем тачније/прецизније информације гдје је то потребно.
Молимо да назначиш колико се снажно слажете или не слажете с наведеним изјавама:
Бр.
Изјава У потпуности се слажем
Слажем се Не слажем се
Никако се не слажем
1 Пројект “Школе по мјери дјетета” (Степ Бy Степ иницијатива) је добро познат у мојој школи.
2 Осим што учимо математику или језике, важно је научити и како се живи заједно с другима
3 Волим користити портфолио како бих пратио/пратила своје учење
4 Мислим да ме моји наставници добро знају, те да знају гдје ми је потребна помоћ
5 Моји родитељи се баш и не би требали мијешати у то шта се догађа на настави
6 Углавном мислим и гледам на ствари исто као мој наставник/ца.
7 Дјевојчице уче боље него дјечаци
8 У мом разреду дјеца различитог културолошког поријекла заједно раде у мјешовитим групама
9 Дјевојчице су у мом разреду активније на настави него дјечаци
10 Сретан сам с тим како ме наставници уче
11 Ми смо увијек одређивали правила за свој разред
12 Волио/вољела бих кад би мој(и) наставници прошли кроз још тренинга како би ми још боље помогли у учењу
13 Осјетим да могу добро допринијети на настави
14 Волио/вољела бих да нас старији ученици грубо не задиркују и да не буду насилни према нама
15 За мене је лакше да ми предаје наставник исте вјероисповијести
16 Надам се да ћу за двије године бити у ВИИ разреду
17 Код куће дјечаци требају провести мање времена обављајући кућне послове него дјевојчице.
Бр.
Изјава У потпуности се слажем
Слажем се Не слажем се
Никако се не слажем
18 Ван школе би се свака етничка група требала држати своје етничке групе.
19 Могу подијелити своје проблеме са својим наставником
20 Мој наставник интензивно контактира с мојим родитељима
21 Мислим да ће настава у старијим разредима бити тежа јер ће је наставници предавати на другачији начин
22 Не осјећам се баш сигурно ван своје школе
23 Наставника/цу јако занимају моја мишљења и ставови, чак и ако нам се мишљења разликују
24 Више волим кад наставник/наставница сам/а говори него кад нас рапореди да радимо по групама
25 За дјевојчицу је теже да постигне добар успјех у школи
26 Добро образовање је најважнија ствар за добру будућност моје земље
27 Моји родитељи су уопштено веома заинтересовани за то шта ми се дешава на настави
28 Добро је имати двије школе под једним кровом
29 Наставник/наставница обилази моје родитеље ако ја одсуствујем с наставе
30 Дјечаци чешће изостају с наставе него дјевојчице
31 Кад нас оцјењује, мој наставник/наставница је увијек заинтересиран/а шта бисмо сами себи дали као оцјену
32 Дјеца из разреда су ми пријатељи, без обзира на њихову националност, боју коже или вјероисповијест
33 Дјеца с посебним потребама (нпр. оштећењем слуха или вида) не могу похађати наставу скупа с дјецом која немају такве потребе.
34 Ако имам неки проблем, разговарам с наставником/наставницом или педагогом.
35 На часу често радимо у групама
36 Наставник треба да сву моћ у учионици држи у својим рукама
37 Дјевојчице и дјечаци у мојој школи се узајамно поштују и помажу.
38 Кад се појави проблем у учионици, зајенички покушавамо наћи рјешење.
39 Наставник/ци нас тестира(ју) у редовним временским интервалима
40 Дјевојчици је по завршетку школе теже пронаћи запослење него дјечаку
Хвала на сарадњи!
Пројект “Школе по мјери дјетета”, Упитни 3 (УПИ-3 УЧЕ-РАЗ7): Искуства ученика (VII разред)
Назив твог ентитета: Општина:
Испуњавају само ученици VII разреда
Колико имаш година? Јеси ли дјечак или дјевојчица ?
Упутство: Сврха ове вјежбе је да се прикупе информације о Пројекту “Школе по мјери дјетета”, те о томе како је можда утицао на тебе и на то како размишљаш о свом образовању. Информације које нам дате помоћи ће нам да пројект усавршимо. Такођер ће помоћи унапређењу образовања у вашој земљи.
Стога вас молимо да тачно и пажљиво пружите релевантне и прикладне информације, колико год је то могуће. Нема “тачних” и “погрешних/нетачних” одговора. Информације које нам пружите су строго повјерљиве природе и неће се користити ни на чију штету. Молимо вас да нам помогнете одговарајући на питања означивањем одговарајућег поља, те пружањем тачније/прецизније информације гдје је то потребно.
Молимо да назначиш до које се мјере слажеш или не слажеш с наведеним изјавама:
Но Изјава У потпуности се слажем
Слажем се Не слажем се
Никако се не слажем
1 Пројект “Школе по мјери дјетета” (Степ Бy Степ иницијатива) је добро познат у мојој школи.
2 Осим што учимо математику или језике, важно је научити и како се живи заједно с другима
3 Волим користити портфолио како бих пратио/пратила своје учење
4 Мислим да ме моји наставници добро познају, те да знају гдје ми је потребна помоћ
5 Моји родитељи се баш и не би требали мијешати у то шта се догађа у школи
6 Углавном мислим и гледам на ствари исто као мој наставник/ца.
7 Дјевојчице уче боље него дјечаци
8 У мом разреду дјеца различитог културолошког поријекла заједно раде у мјешовитим групама
9 Дјевојчице су у мом разреду активније на настави него дјечаци
10 Сретан сам с тим како ме наставници уче
11 Ми смо увијек одређивали правила за свој разред
12 Волио/вољела бих кад би мој(и) наставници прошли кроз још тренинга како би ми још боље помогли у учењу
13 Осјетим да могу добро допринијети на настави
14 Волио/вољела бих да нас старији ученици грубо не задиркују и да не буду насилни према нама
15 За мене је лакше да ми предаје наставник исте вјероисповијести
16 Радујем се наставку свог школовања по завршетку осмог разреда
17 Код куће дјечаци требају провести мање времена обављајући кућне послове него дјевојчице
Но Изјава У потпуности се слажем
Слажем се Не слажем се
Никако се не слажем
18 Ван школе би се свака етничка група требала држати своје етничке групе.
19 Могу подијелити своје проблеме са својим наставником
20 Мој наставник одржава интензиван контакт с мојим родитељима
21 Мислим да ће настава у старијим разредима бити тежа јер ће је наставници предавати на другачији начин
22 Не осјећам се баш сигурно ван своје школе
23 Наставника/цу јако занимају моја мишљења и ставови, чак и ако нам се мишљења разликују
24 Више волим кад наставник/наставница сам/а говори него кад нас рапореди да радимо по групама
25 За дјевојчицу је теже да постигне добар успјех у школи
26 Добро образовање је најважнија ствар за добру будућност моје земље
27 Моји родитељи су уопштено веома заинтересовани за то шта ми се дешава на настави
28 Добро је имати двије школе под једним кровом
29 Наставник/наставница обилази моје родитеље ако ја одсуствујем с наставе
30 Дјечаци чешће изостају с наставе него дјевојчице
31 Кад нас оцјењује, мој наставник/наставница је увијек заинтересиран/а шта бисмо сами себи дали као оцјену
32 Дјеца из разреда су ми пријатељи, без обзира на њихову националну припадност, боју коже или вјероисповијест
33 Дјеца с посебним потребама (нпр. оштећењем слуха или вида) не могу похађати наставу скупа с дјецом која немају такве потребе.
34 Ако имам неки проблем, разговарам с наставником/наставницом или педагогом.
35 На часу често радимо у групама
36 Наставник треба да сву моћ у учионици држи у својим рукама
37 Дјевојчице и дјечаци у мојој школи се узајамно поштују и помажу.
38 Кад се појави проблем у учионици, зајенички покушавамо наћи рјешење.
39 Наставник/ци нас тестира(ју) у редовним временским интервалима
40 Дјевојчици је по завршетку школе теже пронаћи запослење него дјечаку
Хвала ти на сарадњи!
APPENDIX 5c:
Questionnaires (Croat translation)
Označite odgovarajuće polje
Projekt «Škole po mjeri djeteta», Upitnik 1 (UPI-1 RAV-PED): Iskustva ravnatelja i pedagoga
Ţupanija/entitet: Općina: ravnatelj pedagog muškarac žena
Popunjavaju ravnatelji škola i pedagozi
Broj godina na projektu:
Godine iskustva u nastavi:
Broj treninga koje ste pohaĎali:
Broj dana treninga:
Uputstvo: Svrha ove vježbe je da se prikupe informacije o Projektu “Škole po mjeri djeteta”, te o tome kako je moguće utjecao na vas i nastavnike u vašoj školi. Informacije koje nam date pomoći će nam da projekt usavršimo. Također će pomoći unaprijeđenju obrazovanja u vašoj zemlji.
Stoga vas molimo da točno i pažljivo pružite relevantne i prikladne informacije, koliko god je to moguće. Nema “točnih” i “pogrešnih/netočnih” odgovora. Informacije koje nam pružite su strogo povjerljive prirode i neće se koristiti ni na čiju štetu. Molimo vas da nam pomognete odgovarajući na pitanja označivanjem odgovarajućeg polja, te pružanjem točnije/preciznije informacije gdje je to potrebno.
Molimo da naznačite koliko se snažno slažete ili ne slažete s navedenim izjavama.
No Izjava U potpunosti se slaţem
Slaţem se
Ne slaţem se
Nikako se ne slaţem
1 Poznati su mi ciljevi i svrha projekta “Škola po mjeri djeteta”/STEP by STEP inicijative.
2 Veoma je bitno, pored nastavnog predmeta, podučavati djecu i u praktičnim životnim vještinama.
3 Redovno surađujem sa svojim kolegama kako bismo unaprijedili podučavanje.
4 Za nastavnike je bitno da koriste portfolio kako bi dokumentirali sopstveni dnevnik profesionalnog uspona.
5 Dobro poznajem učenike u svojoj školi i upoznat/a sam s njihovim specifičnim problemima.
6 Roditelji se ne bi trebali miješati u to što se događa u mojoj učionici.
7 Učenici u školi obično dijele mišljenje i viđenja svojih nastavnika.
8 Djevojčice bolje uče nego dječaci.
9 U našoj su školi djeca iz različitih kulturoloških sredina ohrabrena da zajedno rade u mještovitim skupinama.
10 Djevojčice više učestvuju u nastavi nego dječaci.
11 Trening koji sam pohađao/la kroz projekt nije promijenio način na koji pristupam obrazovanju.
12 Metodologija po mjeri djeteta/prijatelj djeteta se baš i ne uklapa u postojeće nastavne planove i programe.
13 Djeca pripadnici manjinskih skupina (npr. Romi) otežavaju vođenje nastave.
14 Priželjkujem napredniji trening o školama po mjeri djeteta jer želim naučiti više o tome.
15 Nije važno hoće li sva djeca istog razreda ispuniti sličnu razinu očekivanja za taj razred.
16 Nakon treninga koji su pohađali, naši nastavnici mnogo manje pričaju, a učenici mnogo više doprinose.
17 Dešava se da stariji učenici grubo zadirkuju mlađe ili da su nasilni prema njima.
18 Za učenika je lakše da ga/je uči nastavnik/učitelj iste vjeroispovijesti.
19 Nastavnicima nije potreban mentor za profesionalni razvoj.
20 Kod kuće dječaci trebaju provesti manje vremena obavljajući kućne poslove nego djevojčice.
21 Van škole bi se svaka etnička skupina trebala držati svoje etničke skupine.
22 Učenice i učenici mogu jednako podijeliti probleme koji ih muče sa svojim nastavnikom.
No Izjava U potpunosti se slaţem
Slaţem se
Ne slaţem se
Nikako se ne slaţem
23 Za mene je bitan intenzivan kontakt s roditeljima i zajednicama svojih učenika.
24 Zabrinut-a sam što će biti s učenicima koji su prošli program škole po mjeri djeteta kad pređu u starije razrede koji ne podržavaju sličnu metodologiju.
25 Okruženje moje škole nije sigurno mjesto za moju djecu.
26 Veoma me zanima mišljenje učenika, čak i kad se razlikuje od mog.
27 U učionici nije uvijek moguće primijeniti metodologiju usmjerenu ka djetetu kao centru nastavnog procesa.
28 Djevojčicama je teže postići dobar uspjeh u školi.
29 Dobro obrazovanje je najvažniji faktor osiguranja snažne i pozitivne budućnosti moje zemlje.
30 Roditelji su općenito veoma zainteresirani za to što se dešava na nastavi.
31 Dobro je imati dvije škole pod jednim krovom.
32 Naši nastavnici posjećuju roditelje ako dijete ne pohađa nastavu.
33 Dječaci češće izostaju s nastave nego djevojčice.
34 Prilikom ocjenjivanja učenika, važno je znati kako oni sami sebe ocjenjuju.
35 Razlozi nepohađanja nastave isti su i kod dječaka i kod djevojčica.
36 Aktivna i ka djetetu usmjerena nastavna metodologija skuplja je od tradicionalnih nastavnih metoda.
37 Sva djeca u mojoj školi imaju jednak tretman, bez obzira na njihovu nacionalnost, boju kože ili vjeroispovijest.
38 Djeca s posebnim potrebama (npr. oštećenjem sluha ili vida) ne mogu pohađati nastavu skupa s djecom koja nemaju takve potrebe.
39 Metodologija nastave po mjeri djeteta već je dio sveobuhvatnog procesa obrazovanja nastavnog kadra (a ne samo kroz trening centre podržane kroz projekt).
40 Djeca radije podijele svoje brige i strahove sa mnom nego direktno sa svojim nastavnicima.
41 Važno je organizirati sastanke s roditeljima.
42 Roditelji mi često pristupe jer su jako zainteresirani o čemu je riječ u školi po mjeri djeteta.
43 Tokom posjeta razredima, primijetio/primijetila sam da ima mnogo više interakcije između dječaka i djevojčica u obavljanju radnih zadataka.
44 Ne bih znao/znala objasniti nekome sa strane šta je u stvari ideja Projekta Škole po mjeri djeteta
45 U učionici sva moć mora biti u rukama nastavnika.
46 Djevojčice i dječaci u mojoj školi se uzajamno poštuju i pomažu.
47 Kad se pojavi problem, nastavnici i učenici zajednički nalaze rješenje
48 Važno je vršiti ocjenjivanje svih učenika u redovnim intervalima
49 Djevojčicama je po završetku škole teže pronaći zaposlenje nego dječacima.
50 Projekt «Škole po mjeri djeteta» nije adekvatan za situaciju u kojoj se moja zemlja nalazi
Hvala na suradnji!
Projekt «Škole po mjeri djeteta», Upitnik 2 (UPI-2 NAS-SVI): Iskustva nastavnika
Ţupanija/entitet: Općina: Razredi kojima predajete:
Muškarac/ţena:
Ispunjavaju svi nastavnici u školi
Broj godina na projektu:
Godine iskustva u nastavi:
Broj treninga koje ste pohaĎali:
Broj dana treninga:
Uputstvo: Svrha ove vježbe je da se prikupe informacije o Projektu “Škole po mjeri djeteta”, te o tome kako je možda utjecao na vas i nastavnike u vašoj školi. Informacije koje nam date pomoći će nam da projekt usavršimo. Također će pomoći unaprjeđenju obrazovanja u vašoj zemlji Stoga vas molimo da točno i pažljivo pružite relevantne i prikladne informacije, koliko god
je to moguće. Nema “točnih” i “pogrešnih/netočnih” odgovora. Informacije koje nam pružite su strogo povjerljive prirode i neće se koristiti ni na čiju štetu. Molimo vas da nam pomognete odgovarajući na pitanja označivanjem odgovarajućeg polja, te pružanjem točnije/preciznije informacije gdje je to potrebno.
I Molimo da naznačite koliko se snažno slažete ili ne slažete s navedenim izjavama.
Br. Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
1 Poznati su mi ciljevi i svrha projekta “Škola po mjeri djeteta”/STEP by STEP inicijative.
2 Veoma je bitno, pored nastavnog predmeta, podučavati djecu i u praktičnim životnim vještinama.
3 Redovito surađujem sa svojim kolegama kako bismo unaprijedili podučavanje
4 Volim koristiti portfolio kako bih dokumentirao/la sopstveni dnevnik profesionalnog uspona
5 Dobro poznajem svoje učenike i upoznat/a sam s njihovim specifičnim problemima.
6 Roditelji se ne bi trebali miješati u to što se događa u mojoj učionici.
7 Učenici obično dijele moje mišljenje i viđenje stvari.
8 Djevojčice uče bolje nego dječaci.
9 Na svojim časovima ohrabrujem djecu iz različitih kulturoloških sredina da zajedno rade u mještovitim grupama.
10 Na mojim časovima, djevojčice su aktivnije na nastavi nego dječaci.
11 Trening koji sam pohađao/la kroz projekt nije promijenio način na koji pristupam obrazovanju.
12 Metodologija po mjeri djeteta/prijatelj djeteta se baš i ne uklapa u postojeće nastavne planove i programe.
13 Djeca pripadnici manjinskih skupina (npr. Romi) otežavaju vođenje nastave.
14 Priželjkujem napredniji trening o školama po mjeri djeteta jer želim naučiti više o tome.
15 Nije važno hoće li sva djeca istog razreda ispuniti sličan nivo očekivanja za taj razred.
16 Nakon završenog treninga, mnogo manje pričam, a učenici mnogo više doprinose.
17 Dešava se da stariji učenici grubo zadirkuju mlađe ili da su nasilni prema njima.
18 Za učenika je lakše da ga/je uči nastavnik/učitelj iste vjeroispovijesti.
19 Nije mi potreban mentor kako bih se profesionalno razvijao/razvijala.
20 Kod kuće dječaci trebaju provesti manje vremena obavljajući kućne poslove nego djevojčice.
21 Van škole bi se svaka etnička skupina trebala držati svoje etničke skupine.
22 Učenice i učenici mogu jednako podijeliti probleme koji ih muče sa mnom.
Br. Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
23 Za mene je bitan intenzivan kontakt s roditeljima i zajednicama svojih učenika.
24 Zabrinut-a sam šta će biti s mojim učenicima koji su prošli program škole po mjeri djeteta kad pređu u starije razrede koji ne podržavaju sličnu metodologiju.
25 Okruženje moje škole nije sigurno mjesto za moju djecu.
26 Veoma me zanima mišljenje učenika, čak i kad se razlikuje od mog.
27 U učionici nije uvijek moguće primijeniti metodologiju usmjerenu ka djetetu kao centru nastavnog procesa.
28 Djevojčicama je teže postići dobar uspjeh u školi.
29 Dobro obrazovanje je najvažniji faktor osiguranja snažne i pozitivne budućnosti moje zemlje.
30 Roditelji su općenito veoma zainteresirani za to šta se dešava na nastavi.
31 Dobro je imati dvije škole pod jednim krovom.
32 Odlazim u posjetu roditeljima ako dijete ne pohađa nastavu.
33 Dječaci češće izostaju s nastave nego djevojčice.
34 Prilikom ocjenjivanja učenika, važno mi je znati kako oni sami sebe ocjenjuju.
35 Razlozi nepohađanja nastave isti su i kod dječaka i kod djevojčica.
36 Aktivna i ka djetetu usmjerena nastavna metodologija skuplja je od tradicionalnih nastavnih metoda.
37 Sva djeca u mojoj školi imaju jednak tretman, bez obzira na njihovu nacionalnost, boju kože ili vjeroispovijest.
38 Djeca s posebnim potrebama (npr. oštećenjem sluha ili vida) ne mogu pohađati nastavu skupa s djecom koja nemaju takve potrebe.
39 Metodologija nastave po mjeri djeteta već je dio sveobuhvatnog procesa obrazovanja nastavnog kadra (a ne samo kroz trening centre podržane kroz projekt).
40 U mojoj školi djeca podijele svoje brige i strahove s nastavnicima ili uz podršku pedagoga.
41 Važno je organizirati sastanke s roditeljima.
42 Roditelji mi često pristupe jer su jako zainteresirani o čemu je riječ u školi po mjeri djeteta.
43 Na nastavi ima mnogo više interakcije između dječaka i djevojčica u obavljanju radnih zadataka.
44 Ne bih znao/znala objasniti nekome sa strane šta je u stvari ideja Projekta Škole po mjeri djeteta
45 Kao nastavnik, svu moć u učionici držim u svojim rukama.
46 Djevojčice i dječaci u mojoj školi se uzajamno poštuju i pomažu.
47 Kad se pojavi problem u učionici, zajednički pokušavamo naći rješenje.
48 Važno je vršiti ocjenjivanje svih učenika u isto vrijeme u redovnim intervalima
49 Djevojčicama je po završetku škole teže pronaći zaposlenje nego dječacima.
50 Projekt «Škole po mjeri djeteta» nije adekvatan za situaciju u kojoj se moja zemlja nalazi
Hvala na suradnji!
Projekt Škole po mjeri djeteta, Upitnik 3 (UPI-3 UČE-RAZ2): Iskustva učenika (II razred)
Ime tvog entiteta/ţupanije?
Ime tvoje općine je?
Samo učenici drugog razreda popunjavaju upitnik
Koliko imaš godina?
Jesi li dječak ili djevojčica?
Zanima nas da saznamo više o tvom životu u školi i kod kuće!
Zato te molimo da nam ispod nacrtaš 4 crteža. Hoćeš li nam pomoći? Puno ti hvala!
1. Molim te, nacrtaj svoju učionicu. Pokaži nam gdje sjediš, gdje sjede tvoji prijatelji i gdje se nalazi nastavnik/učitelj.s.
2. Šta ti je potrebno da bi bio/bila sretan/sretna u školi? Pokaži nam crtežom!
3. Nacrtaj učitelja/učiteljicu kako drži čas. Nacrtaj i sebe – gdje se nalaziš.
4. Pokaži nam kako se igraš u školi.
Hvala ti!!
Projekt «Škole po mjeri djeteta», Upitnik 3 (UPI-3 UČE-RAZ5): Iskustva učenika (V razred)
Tvoj ţupanija/entitet zove se: A općina:
Ispunjavaju samo učenici V razreda Koliko imaš godina? Jesi li dječak ili djevojčica?
Svrha ove vježbe je da se prikupe informacije o Projektu “Škole po mjeri djeteta”, te o tome kako je možda uticao na tebe i na to kako razmišljaš o svom obrazovanju. Informacije koje nam date pomoći će nam da projekt usavršimo. Također će pomoći unapređenju obrazovanja u vašoj zemlji.
Stoga vas molimo da točno i pažljivo pružite relevantne i prikladne informacije, koliko god je to moguće. Nema “točnih” i “pogrešnih/netočnih” odgovora. Informacije koje nam pružite su strogo povjerljive prirode i neće se koristiti ni na čiju štetu. Molimo vas da nam pomognete odgovarajući na pitanja označivanjem odgovarajućeg polja, te pružanjem točnije/preciznije informacije gdje je to potrebno.
Molimo da naznačiš koliko se snažno slažete ili ne slažete s navedenim izjavama:
Br. Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
1 Projekt “Škole po mjeri djeteta” (Step By Step inicijativa) je dobro poznat u mojoj školi.
2 Osim što učimo matematiku ili jezike, važno je naučiti i kako se živi zajedno s drugima
3 Volim koristiti portfolio kako bih pratio/pratila svoje učenje
4 Mislim da me moji nastavnici dobro znaju, te da znaju gdje mi je potrebna pomoć
5 Moji roditelji se baš i ne bi trebali miješati u to šta se događa na nastavi
6 Uglavnom mislim i gledam na stvari isto kao moj nastavnik/ca.
7 Djevojčice uče bolje nego dječaci
8 U mom razredu djeca različitog kulturološkog porijekla zajedno rade u mješovitim skupinama.
9 Djevojčice su u mom razredu aktivnije na nastavi nego dječaci
10 Sretan sam s tim kako me nastavnici uče
11 Mi smo uvijek određivali pravila za svoj razred
12 Volio/voljela bih kad bi moj(i) nastavnici prošli kroz još treninga kako bi mi još bolje pomogli u učenju
13 Osjetim da mogu dobro doprinijeti na nastavi
14 Volio/voljela bih da nas stariji učenici grubo ne zadirkuju i da ne budu nasilni prema nama
15 Za mene je lakše da mi predaje nastavnik iste vjeroispovijesti
16 Nadam se da ću za dvije godine biti u VII razredu
17 Kod kuće dječaci trebaju provesti manje vremena obavljajući kućne poslove nego djevojčice.
Br. Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
18 Van škole bi se svaka etnička skupina trebala držati svoje etničke skupine.
19 Mogu podijeliti svoje probleme sa svojim nastavnikom
20 Moj nastavnik intenzivno kontaktira s mojim roditeljima
21 Mislim da će nastava u starijim razredima biti teža jer će je nastavnici predavati na drugačiji način
22 Ne osjećam se baš sigurno van svoje škole
23 Nastavnika/cu jako zanimaju moja mišljenja i stavovi, čak i ako nam se mišljenja razlikuju
24 Više volim kad nastavnik/nastavnica sam/a govori nego kad nas raporedi da radimo po skupinama
25 Za djevojčicu je teže da postigne dobar uspjeh u školi
26 Dobro obrazovanje je najvažnija stvar za dobru budućnost moje zemlje
27 Moji roditelji su općenito veoma zainteresirani za to šta mi se dešava na nastavi
28 Dobro je imati dvije škole pod jednim krovom
29 Nastavnik/nastavnica obilazi moje roditelje ako ja odsustvujem s nastave
30 Dječaci češće izostaju s nastave nego djevojčice
31 Kad nas ocjenjuje, moj nastavnik/nastavnica je uvijek zainteresiran/a šta bismo sami sebi dali kao ocjenu
32 Djeca iz razreda su mi prijatelji, bez obzira na njihovu nacionalnu pripadnost, boju kože ili vjeroispovijest
33 Djeca s posebnim potrebama (npr. oštećenjem sluha ili vida) ne mogu pohađati nastavu skupa s djecom koja nemaju takve potrebe.
34 Ako imam neki problem, razgovaram s nastavnikom/nastavnicom ili pedagogom.
35 Na času često radimo u skupinama
36 Nastavnik treba da svu moć u učionici drži u svojim rukama
37 Djevojčice i dječaci u mojoj školi se uzajamno poštuju i pomažu.
38 Kad se pojavi problem u učionici, zajenički pokušavamo naći rješenje.
39 Nastavnik/ci nas testira(ju) u redovnim vremenskim intervalima
40 Djevojčici je po završetku škole teže pronaći zaposlenje nego dječaku
Hvala na suradnji!
Projekt “Škole po mjeri djeteta”, Upitni 3 (UPI-3 UČE-RAZ7): Iskustva učenika (VII razred)
Naziv tvog entiteta/županije: Općina:
Ispunjavaju samo učenici VII razreda
Koliko imaš godina? Jesi li dječak ili djevojčica ?
Uputstvo: Svrha ove vježbe je da se prikupe informacije o Projektu “Škole po mjeri djeteta”, te o tome kako je možda utjecao na tebe i na to kako razmišljaš o svom obrazovanju. Informacije koje nam date pomoći će nam da projekt usavršimo. Također će pomoći unapređenju obrazovanja u vašoj zemlji.
Stoga vas molimo da točno i pažljivo pružite relevantne i prikladne informacije, koliko god je to moguće. Nema “točnih” i “pogrešnih/netočnih” odgovora. Informacije koje nam pružite su strogo povjerljive prirode i neće se koristiti ni na čiju štetu. Molimo vas da nam pomognete odgovarajući na pitanja označivanjem odgovarajućeg polja, te pružanjem točnije/preciznije informacije gdje je to potrebno.
Molimo da naznačiš do koje se mjere slažeš ili ne slažeš s navedenim izjavama:
No Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
1 Projekt “Škole po mjeri djeteta” (Step By Step inicijativa) je dobro poznat u mojoj školi.
2 Osim što učimo matematiku ili jezike, važno je naučiti i kako se živi zajedno s drugima
3 Volim koristiti portfolio kako bih pratio/pratila svoje učenje
4 Mislim da me moji nastavnici dobro znaj, te da znaju gdje mi je potrebna pomoć
5 Moji roditelji se baš i ne bi trebali miješati u to šta se događa u školi
6 Uglavnom mislim i gledam na stvari isto kao moj nastavnik/ca.
7 Djevojčice uče bolje nego dječaci
8 U mom razredu djeca različitog kulturološkog porijekla zajedno rade u mješovitim skupinama
9 Djevojčice su u mom razredu aktivnije na nastavi nego dječaci
10 Sretan sam s tim kako me nastavnici uče
11 Mi smo uvijek određivali pravila za svoj razred
12 Volio/voljela bih kad bi moj(i) nastavnici prošli kroz još treninga kako bi mi još bolje pomogli u učenju
13 Osjetim da mogu dobro doprinijeti na nastavi
14 Volio/voljela bih da nas stariji učenici grubo ne zadirkuju i da ne budu nasilni prema nama
15 Za mene je lakše da mi predaje nastavnik iste vjeroispovijesti
16 Radujem se nastavku svog školovanja po završetku osmog razreda
17 Kod kuće dječaci trebaju provesti manje vremena obavljajući kućne poslove nego djevojčice
No Izjava U potpunosti se slaţem
Slaţem se Ne slaţem se
Nikako se ne slaţem
18 Van škole bi se svaka etnička grupa trebala držati svoje etničke grupe.
19 Mogu podijeliti svoje probleme sa svojim nastavnikom
20 Moj nastavnik intenzivno kontaktira s mojim roditeljima
21 Mislim da će nastava u starijim razredima biti teža jer će je nastavnici predavati na drugačiji način
22 Ne osjećam se baš sigurno van svoje škole
23 Nastavnika/cu jako zanimaju moja mišljenja i stavovi, čak i ako nam se mišljenja razlikuju
24 Više volim kad nastavnik/nastavnica sam/a govori nego kad nas raporedi da radimo po skupinama
25 Za djevojčicu je teže da postigne dobar uspjeh u školi
26 Dobro obrazovanje je najvažnija stvar za dobru budućnost moje zemlje
27 Moji roditelji su općenito veoma zainteresirani za to šta mi se dešava na nastavi
28 Dobro je imati dvije škole pod jednim krovom
29 Nastavnik/nastavnica obilazi moje roditelje ako ja odsustvujem s nastave
30 Dječaci češće izostaju s nastave nego djevojčice
31 Kad nas ocjenjuje, moj nastavnik/nastavnica je uvijek zainteresiran/a šta bismo sami sebi dali kao ocjenu
32 Djeca iz razreda su mi prijatelji, bez obzira na njihovu nacionalnu pripadnost, boju kože ili vjeroispovijest
33 Djeca s posebnim potrebama (npr. oštećenjem sluha ili vida) ne mogu pohađati nastavu skupa s djecom koja nemaju takve potrebe.
34 Ako imam neki problem, razgovaram s nastavnikom/nastavnicom ili pedagogom.
35 Na času često radimo u skupinama
36 Nastavnik treba da svu moć u učionici drži u svojim rukama
37 Djevojčice i dječaci u mojoj školi se uzajamno poštuju i pomažu.
38 Kad se pojavi problem u učionici, zajednički pokušavamo naći rješenje.
39 Nastavnik/ci nas testira(ju) u redovnim vremenskim intervalima
40 Djevojčici je po završetku škole teže pronaći zaposlenje nego dječaku
Hvala ti na suradnji!
APPENDIX 6:
Summaries of responses to Questionnaires
QST-1 PRI:
Comparison of Consent Value Averages across Questionnaire Items,
Sample Groups and Whole Sample
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
12 3
45
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
2122
232425
262728
2930
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
4647
4849 50
Group 1
Group 2
Group 3
Overall Sample
QST-1 PRI:
Comparison of Mean Deviation across Questionnaire Items,
Sample Groups and Whole Sample
-0,2000
0,0000
0,2000
0,4000
0,6000
0,8000
1,0000
1,2000
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49
Item #
Mea
n D
ev
iati
on
Group 1
Group 2
Group 3
Overall Sample
QST-1 PED:
Comparison of Consent Value Averages across Questionnaire Items,
Sample Groups and Whole Sample
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
12 3
45
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
2122
232425
262728
2930
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
4647
4849 50
Group 1
Group 2
Group 3
Overall Sample
QST-1 PED:
Comparison of Mean Deviation across Questionnaire Items,
Sample Groups and Whole Sample
0,0000
0,2000
0,4000
0,6000
0,8000
1,0000
1,2000
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49
Item #
Mea
n D
evia
tio
n
Group 1
Group 2
Group 3
Overall Sample
QST 1 PRI-PED:
Comparison of Consent Value Averages across Questionnaire Items
between Principals and Pedagoues
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
12 3
45
67
8
9
10
11
12
13
14
15
16
17
18
19
2021
2223
242526
272829
3031
32
33
34
35
36
37
38
39
40
41
42
43
44
4546
4748
49 50
Principals
Pedagogues
QST-2 TEA-ALL:
Comparison of Consent Value Averages across Questionnaire Items,
Sample Groups and Whole Sample
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
12
34
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
2223
2425
2627
2829
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
4748
4950
Group 1
Group 2
Group 3
Overall Sample
QST-2, TEA-ALL:
Comparison of Mean Deviation across Questionnaire Items,
Sample Groups and Whole Sample
0,0000
0,0500
0,1000
0,1500
0,2000
0,2500
0,3000
0,3500
0,4000
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49
Item #
Mean
Dev
iati
on
Group 1
Group 2
Group 3
Overall Sample
QST-3 STU-GR5, Male Respondents
Comparison of Consent Value Averages across Questionnaire Items,
Sample Groups and Whole Sample
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
1
23
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
1920
21
2223
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
3940
Group 1
Group 2
Group 3
Average, Male Respondents
Average, Female Respondents
QST-3 STU-GR5, Female Respondents
Comparison of Consent Value Averages across Questionnaire Items,
Sample Groups and Whole Sample
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
12
34
5
6
7
8
9
10
11
12
13
14
15
16
17
1819
2021
2223
24
25
26
27
28
29
30
31
32
33
34
35
36
37
3839
40
Group 1
Group 2
Group 3
Average, Male Respondents
Average, Female Respondents
QST-3 STU-GR7, Male Respondents:
Comparison of Consent Value Averages across Questionnaire Items
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
12
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
1920
2122
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
3940
Group 1
Group 2
Group 3
Average, Male Respondents
Average, Female Respondents
QST-3 STU-GR7, Female Respondents:
Comparison of Consent Value Averages across Questionnaire Items
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
12
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
1920
2122
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
3940
Group 1
Group 2
Group 3
Average, Male Respondents
Average, Female Respondents
QST-3 STU-GR5 / QST-3 STU-GR7:
Comparison of Consent Value Averages
between Grades 5/7 and Male/Female Respondents
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
12
34
5
6
7
8
9
10
11
12
13
14
15
16
17
1819
2021
2223
24
25
26
27
28
29
30
31
32
33
34
35
36
37
3839
40
Grade 5, Male Respondents
Grade 7, Male Respondents
Grade 5, Female Respondents
Grade 7, Female Respondents
APPENDIX 7:
Validation Workshop Programme,
Summary of Workshop Outcomes
and
List of Participants
Validation Workshop, 01-02 December 2008
Presentation and Discussion of Key Evaluation Findings
Participants
Representatives from school/community level (including parents), implementing partners
(CEI step-by-step), CfS project coordinators (Ministry level), UNICEF
Aim
To find consensus on and to validate the findings and recommendations as proposed in the
evaluation report.
Timetable
Monday, 01 December 2008
Time Activity Methods and content Resources
9.30-10.00 Introduction Welcome, introduction to the workshop,
explaining workshop set-up and topics
10.00-11.15
PowerPoint
presentation,
Questions and
answers
Presentation of evaluation findings in the context
of the CfS concept/conceptual framework
PowerPoint
equipment
Flip chart paper,
pens, post-its
11.15-11.30 Tea and coffee break
11.30-12.30 Introduction to working sessions
Flip chart and
paper, pens,
post-its
12.30-13.30 Lunch
13.30-15.00
Small group
work
Summarise key
findings
Working sessions to discuss evaluation findings
for different stakeholders:
Discuss possible dissonance between
conditions now and new requirements;
Discuss possible barriers to/for change
Pens, paper,
post-its
15.00-15.15 Tea and coffee break
15.15-15.45
Small group
work
Present key
findings in
plenary
Working sessions, small group work (continue)
Hang flip chart papers on the wall;
Ask each group to summarise key observations;
Note observations on flip chart;
Summarise
Flip chart and
paper, pens,
post-its, sticky
tape
15.45-16.00 Informal
discussion Tea and coffee
Tuesday, 02 December 2008
Time Activity Methods and content Resources
09.30-10.00 Presentation Recapture workshop “conclusions” regarding
dissonance and barriers for change
Flip chart
papers, sticky
tape
10.00-11.00
Small group
work;
Summarize key
findings
Working sessions (continue):
Discuss needs/ways to support (consolidation
of) change
Flip chart
paper, pens,
paper, post-its
11.00-11.15 Tea and coffee break
11.15-12:30
Group
presentations in
plenary;
Questions and
answers
Hang flip chart papers on the wall;
Ask each group to summarize key observations;
Note observations on flip chart;
Summarize findings and conclusions;
Discussion, validation;
Wrap-up
Flip chart
papers, sticky
tape
12.30-13.30 Lunch
Workshop outcomes, first day:
1. The recommendations are in line with perceived needs for both the school/community/
implementation level and the policy/system/organisational level
2. It was felt necessary to phrase the recommendations in a more clear way, less ambiguous;
3. There is consensus that achievements need to be given a solid, formal base through legislation
and certification. Achievements also need to be consolidated through the formulation of
minimum standards for child-friendliness for both education organisations and professionals
(including mentors);
4. The need to clarify roles and responsibilities, for all levels of the education system, is
recognised and acknowledged
5. It was acknowledged that i) Teaching standards and teaching competencies; ii) Minimum
learning outcomes and curriculum standards; and iii) Quality standards for schools and
management need to be defined and set based on or derived from CfS principles and
approaches;
6. Participants agreed that the curriculum framework and teacher competencies (teacher
training) need to be harmonized with CfS approaches to teaching and learning;
7. There is a need for continuous support. To avoid isolation, to ensure inclusion, and for
consolidation of achievements there is a need for more/better professional support through
professional networks and networking between teachers and schools, professional
associations.
Workshop outcomes, second day:
The groups today focused the discussions on barriers and possible solutions. Participants felt a strong
need for a framework to structure and harmonise future actions (adjustment of the CfS conceptual
framework to realities and CfS practices in BiH):
1. CfS terms and concepts need further clarification. To what extent do different stakeholder
groups (parents, communities, Ministry staff, etc) understand CfS concepts? How have
concepts and terms been communicated, and isn‟t it necessary to communicate differently
with different target groups? (behaviour change communication);
2. Understanding CfS concepts (by experts in educational legislation) is also required for
harmonising the existing legal framework with reform documents. Currently, there is a
contradiction between legislation and reform documents;
3. Quality is a term that needs to be (re)defined, operationalised more clearly and
unambiguously. This new definition of „quality‟ needs to be included in guidelines, manuals,
brochures etc.
4. If minimum standards for child-friendliness (for schools and professionals) are set, the project
can provide space for teachers and schools to voluntarily join the project without being
„forced‟ to work in one pre-scribed, child-friendly way. It creates space to explore approaches
that work for them (since the minimum requirements are clear). If professional standards for
mentors are set, they will be able to support and facilitate implementation of CfS methods and
approaches, gradually;
5. Next to physical security there is a need to ensure emotional security of children and teachers.
Teachers need training in communication with children, pedagogues in communication with
teachers.
List of participants:
June Kunugi, UNICEF
Sanja Kabil, UNICEF
Nedzada Faginovic, UNICEF Bosnia and Herzegovina
Sabit Jakirovic, the Ministry of Education of the Hercegovina – Neretvian Canton
Marko Nedic, the Ministry of Education of the Canton Posavina
Zoran Matosevic, the Ministry of Education of the Canton Central Bosnia – Travnik
Ernest Sehic, The Educational Council of DC Brcko
Mensura Alibegovic, the Pedagogical Institute, Zenica
Hasa Albinovic, Elementary School Dzemaludin Causevic, Sarajevo
Selma Dzemidzic, Elementary School Dzemaludin Causevic, Sarajevo
Marko Dominikovic, Elementary School Fra Ilija Starcevic, Tolisa
Dragan Andjelic, Elementary School Rudjera Boskovica, Donja Mahala
Nizama Djozic-Mulamujic, The Eight Primary School, Dc Brcko
Vitka Grgic, Elementary School Kiseljak, Kiseljak
Vedrana Misanovic, Elementary School Kiseljak, Kiseljak
Mustafa Dzafic, Druga Osnovna Skola, Mostar
Zinadia Livnjak, Druga Osnovna Skola, Mostar
Edin Idrizovic, Elementary School Suljo Cilic, Jablanica
Resud Subara, Elementary School Suljo Cilic, Jablanica
Semso Aganspahic, Elementary School Hasan Turcalo Brzi, Gorazde
Elvina Husic, Elementary School Hasan Turcalo Brzi, Gorazde
Aida Muratovic, Elementary School Huso Hodzic, Tesanj
Lejla Mulalic, Elementary School Huso Hodzic, Tesanj
Milos Celic, Elementary School Ivan Goran Kovacic, Mrkonjic Grad
Milenko Lekic, Elementary School Ivan Goran Kovacic, Mrkonjic Grad
Mensur Milak, Elementary School Mak Dizdar, Zenica
Selvedin Delic, Elementary School Mak Dizdar, Zenica
Davorka Djikic, Elementary School Marina Drzica, Buna
Salar Njavro, Elementary School Marina Drzica, Buna
Sanja Handzar, Step by Step, Sarajevo
Radmila R. Jusovic, Step by Step, Sarajevo
Slobodanka Zivkovic, Step by Step, Sarajevo
Melisa Gazdic, EU TAC
Emina Pasic, EU TAC
Nina Seremet, Association EU TAC
Alisa Uzunovic, translator
Emina Mukovic, translator
Elisabeth Didriksen, University of Oslo
APPENDIX 8:
Workshop Presentations