UNDP/BiH/96/001 Bosnia and Herzegovina: Overview of the Education Sector Technical Report 1

Review

of the education system

in the Federation

of Bosnia and Herzegovina

bY

Rodolfo Almeida John Beynon

Antoine Gennaoui Lidija Kolouh-Westin

Stamenka Uvalic-Trumbic

Education Sector

PREFACE

The United Nations Educational, Scientific and Cultural Organization was created in the aftermath of the Second World War to construct ‘the defenses of peace in the minds of men’. Two decades later, the United Nations Development Programme was created as the UN system’s engine to promote economic development.

As the world adjusts to political changes, many countries are obliged to pass through a period of transition to find a new place in the community of its nations. Tragically, this transition often brings out stresses in society which break into open conflict. Such was the case in Bosnia and Herzegovina where the noble objectives of peace and development were overwhelmed by conflict and destruction.

The war in Bosnia and Herzegovina was a major preoccupation of the United Nations system. UNESCO expressed its solidarity with Bosnian people of all cultures through humanitarian assistance projects in education, mass media and culture.

The guns at last begin to fall silent, the time has come for the onerous task of reconstruction and reconciliation.

With this study, UNESCO and the UNDP have joined forces with the national authorities to contribute to healing after the war by defining the urgent needs in education. It is our collective hope that re-establishing education will provide the children and youth of Bosnia and Herzegovina with a foundation for reconstructing their country and maintaining a lasting peace.

Federico Mayor

Director-General of UNESCO

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CONTENTS

INTRODUCTION 9

1. THE COUNTRY CONTEXT 11

1.1 Political context 11 12 The constitution 11 1.3 Population movements 11 1.4 Multicultural context 12

2. THE SOCIO-ECONOMIC CONTEXT IN EARLY 1996 13

2.1 Context 13 2.2 The economic outlook 13 2.3 The labour market 14 2.4 The labour market and information systems 15

3. EDUCATION SYSTEM: ADMINISTRATION AND STRUCTURE 16

3.1

3.2

3.3

Legal and organizational 16 3.1.1 Legislation 16 3.1.2 Ministry of Education (MOE) of the Federation 16 3.1.3 The pedagogical institutes 17 3.1.4 Cantons 17 3.1.5 Municipalities 18 Education system 18 3.2.1 Early childhood development 18 3.2.2 Primary education 19 3.2.3 Secondary education 19 3.2.4 Special education 20 3.2.5 Private schools 21 3.2.6 Adult education 22 3.2.7 Higher education 22 Evaluation of enrolment data 1994-1996 23 3.3.1 Primary education 23 3.3.2 Secondary education 24 3.3.3 Higher education 24 3.3.4 Efftciency of the education system 24

4. TRANSVERSAL ISSUES 26

4.1 4.2 4.3 4.4 4.5

Curriculum development 26 Teachers 26 Teaching supplies and textbooks 27 The state of educational buildings 27 Educational administration and management 28 4.51 Administration 28 4.5.2 Management 29

5. FINANCING AND COST OF EDUCATION 30

5.1 Educational budget 30 5.2 Educational expenditures 30 5.3 Present teachers’ salaries and perspectives 31 5.4 Emergency and development needs 31

5.4.1 Salaries 31 5.4.2 Pre-school level 31 5.4.3 Possible expansion in primary education 32

6. OVERVIEW OF INTERNATIONAL EDUCATION ASSISTANCE AND CO-OPERATION IN THE FEDERATION 33

7.

6.1 International agencies and governments 6.2 Non-governmental organizations

CONCLUSIONS FOR THE FEDERATION

7.1 7.2 7.3 7.4 7.5

7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13

Ensuring access to education Teacher availability Teacher training Reversing brain drain of educational personnel Secondary-education reform and modernizing of teaching methods Multicultural education Private education sector Educational spaces and school furniture Higher education Management, administration and information systems Finance Communication and directives between levels Human resources development in public administration

8. PROJECT PROFILES

1 Human resource development: creation of a national institute for public administration

2 Capacity building: modernization and development of the labour department’s functions

3 Strengthening and networking cantonal education institutions

4 Pilot project on microplanning 5 Standards and design guidelines for educational

buildings and furniture 6 Compensation education for pupils and youth

affected by war 7 Support of secondary-education reform

33 34

36

36 36 36 36

36 37 37 37 37 37 38 38 38

41

43

45 48

50

53 56

8 Education for peace, conflict resolution and multiculturalism

9 Reinforcement of secondary-science education 10 Foreign language teaching and learning programme 11 Higher education change and development 12 Repair and furnishing of educational buildings

58 60 62 64 66

9. ANNEXES

1 Map of the Federation of Bosnia and Herzegovina 2 Political organization of BiH according to

the Dayton Agreement, December 1995 3 Organizational structure of Ministry of Education, Sport,

Culture and Information (MOESCI) 4 Organizational structure of Central Pedagogical Institute

71

72

73 74

5 Organizational structure of the Tuzla Pedagogical Institute 75 6 Organizational structure of the Municipality of Tuzla 76 7 Organizational structure of the Municipality of Bihac 77 8 The education system in the Federation 78 9 Consolidated primary education by region 1994-1996 79 10 Consolidated secondary education by. region 1994-1996 80 11 Secondary-schools, classes, enrolment and staff 1995/96 81 12 Staff-salary support for 1995/96 82 13 Higher education 83 14 List of suggested subjects for policy and sectoral studies 93

LIST OF ACRONYMS 95

INTRODUCTION

Bosnia and Herzegovina has experienced a devastating and divisive war. The international community is co-operating with the national bodies to lay the basis for the reconciliation and reconstruction of a unified country. This report gives an approach to undertaking this complex task.

UNESCO has been co-operating with Bosnia and Herzegovina in education during the period of conflict through undertaking several activities that address specific local needs. In late 1995, with the signing of the Dayton Agreement, the time came to take a broader view of the current situation in Bosnia and Herzegovina, examine its prospects for the future and explore the implications for education. The United Nations Development Programme (UNDP) also undertook a series of sector reviews including labour, agriculture, industry, telecommunications and education in the Republic of Bosnia and Herzegovina. In view of the similarity of objectives of the two organizations it was decided to combine resources. and to work jointly with the national authorities on the overview of the education system in Bosnia and Herzegovina.

As the Dayton Agreement creates two political entities in the country, the Federation of Bosnia and Herzegovina and the Republika Srpska, each with its own governmental structures, it is necessary to examine each entity separately in order to have a complete p’icture. This report covering the Federation, will have a companion volume for the Republika Srpska.

The current document is the complete report of the UNESCO/UNDP work done in the Federation of Bosnia and Herzegovina. This report is based on a observations and findings of a UNESCO mission to Bosnia and Herzegovina composed of John Beynon, mission leader, Rodolfo Almeida, UNESCO architect, Stamenka Uvalic-Trumbic, UNESCO higher education specialist, Antoine Gennaoui, education economist, and Lidija Kolouh-Westin, general educator. Colin Kaiser, head of the UNESCO Sarajevo office, and Raul Romeva, UNESCO Sarajevo education co-ordinator, have organized the field work support and contributed substantively. While every effort was made to ensure the accuracy of the data collected, not all figures have been verified and should not, therefore, be quoted as authoritative.

The field work took place between 19 January and 29 February 1996. During this period the mission toured Sarajevo, Zenica, Tuzla, Mostar and Bihac. This report was completed in Paris on 30 May 1996 with the editorial assistance of Zeynep Varoglu.

On the basis of this analysis and the outcome of the review of the projects undertaken by the UNESCO-Bosnian Joint Committee at its second session on 31 March 1996, a set of twelve project profiles was prepared and is included in this report. Some of these will be taken into consideration by UNDP in its overall programme of assistance to Bosnia and Herzegovina. Project 12 and any other not taken up by UNDP will also be presented to other donors through UNESCO channels. These project profiles represent the beginning of future assistance programmes for Bosnia and Herzegovina. While priorities have been established, the list of projects and the contents of each will be continually under examination

9

to ensure that the rapidly changing situation in the country is taken into.account when each project is designed in detail. Thus, the introduction of new projects may also be foreseen.

The mission wishes to thank the many people who have contributed information and given their views on this work. Srebren Dizdar, Secretary of the Federation Ministry of Education and President of the UNESCO National Commission has been the principal government spokesperson with the support of Mr Kemal Bakarcic, Secretary General of the UNESCO National Commission. In addition the Central Pedagogical Institute has supported the mission throughout as has various departments of the Ministry of Education.

UN agencies including the United Nations Children’s Fund (UNICEF) and the Office of the United Nations High Commissioner for Refugees (UNHCR) have been supportive of the effort through their professional comments and assistance with logistic support.

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1. THE COUNTRY CONTEXT

1.1’ Political context

(1) The Socialist Republic of Bosnia and Herzegovina was a member of the Federal Republic of Yugoslavia prior to the dissolution of the country. The Republic of Bosnia and Herzegovina was recognized as an independent country in March 1992 and admitted to the United Nations as a full member on 2 May of that year. The war involving the Republic of Bosnia and Herzegovina and its neighboring states of Crate and Yugoslavia started on 4 April 1992; the Dayton Agreement was signed in Paris on 14 December 1995.

(2) Annex IV of the Dayton Agreement contains the proposed new constitution of the country. This new constitution changes the country’s name to Bosnia and Herzegovina, (BiH). It also specifies that the two political entities in the country will be the Federation of Bosnia and Herzegovina and Republika Srpska (the terms ‘Federation’ and ‘Republika’ used in this report refer to these two entities). Annex 1 provides a map of the Federation of Bosnia and Herzegovina.

(3) As this report covers the Federation only, the statistics herein concern exclusively that entity. A similar report is planned for the Republika Srpska.

1.2 The constitution

(4) The Dayton Agreements have proposed a new political structure for BiH, which is illustrated in Annex 2. According to the proposed BiH constitution, the presidency shall consist of three members, a Bosnian, a Croat and a Serb. The highest governing institution shall be the Parliamentary Assembly which will have two chambers, the House of Peoples and the House of Representatives. Elections for these are expected to be held between 14 June 1996 and 14 September 1996. The capital of Bosnia and Herzegovina is Sarajevo.

(5) The House of Peoples is to have fifteen delegates, two-thirds from the Federation (five Bosnian Croats and five Bosnian Muslims) and one-third Serb from Republika Srpska. Nine members of the House of Peoples will compromise a quorum provided at least three members of each nationality are present.

(6) The House of Representatives is to have forty-two members, one-third from Republika Srpska and the rest from the Federation. Each minister should have a vice-minister from each nationality.

(7) The government of Bosnia and Herzegovina retains only those functions that enable it to act as the government of the internationally recognized state of Bosnia and Herzegovina. Other functions, including education, science and culture, are transferred to the Federation and Republika.

1.3 Population movements

(8) According to the 1991 census there were 4,377,033 inhabitants (43.4 per cent Bosnian Muslims, 31.2 per cent Serb, 17.3 per cent Croat and the rest divided among approximately 20 minorities) in Bosnia and Herzegovina. In 1995 there were 2,751,2901 inhabitants in the Federation. It is estimated that 1,250,OOO people from the Federation and the Republika have found refuge in more than

1. Source: MINISTRY FOR REFUGEES - SARAJEVO. ‘You Can Help Us - We Know How’. 1995.

11

a hundred countries worldwide. Another 850,000 are displaced persons. Approximately 200,000 people, including 22,000 children, were killed. There are 17,600 registered invalid persons including 4,000 children. The impact of these developments varies greatly from region to region.

1.4 Multicultural context

(9) In former Yugoslavia multicultural integration was a fact of life since at least the nineteenth century. Pre-independence Bosnia-Herzegovina was. a multicultural society where several ethnic groups - Bosnian Muslims, Bosman Croats and Bosnian Serbs - interacted in all spheres of life and knew each others customs. During this period secondary and higher education was spread out in the country. Through personal contacts, students learned about other cultures informally. In the post-war period, with ethnic cleansing and major population movements having taken place, this is no longer the case.

(10) This has some implications for educational programmes. At present, education reforms in BiH have identified ‘national’ subjects (e.g. national language, geography, literature, art, music, and sociology) which cantons are empowered to modify. Consequently, multiculturalism is no longer formally taught and education in BiH is moving away from multiculuturalism, contrary to the trend in many modern European countries.

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2. THE SOCIO-ECONOMIC CONTEXT IN EARLY 1996

2.1 Context

(11) The population of BiH before the war was 4.4 million inhabitants.2The annual demographic growth was less than 1 per cent and the rate of dependency was 55 per cent. There were 1,050,OOO people (24 per cent of the total population) employed in all sectors of the economy.

(12) Some 480,000 employees were engaged in the industrial, mining and energy sector which consisted of 1,550 enterprises. The most important branches in terms of employment were mining (31,000 emplo employees) non-ferrous metal (6,600 employees 3

ees), hydro-electric (20,000 and oil refining (3,300

employees). All other sectors employed less than 600,000 employees.

(13) The main characteristics of the industrial sector were intensive capital investment, over specialization in the first stages of processing mineral resources (e.g. coal, aluminum-oxide, chemical products and steel) and a high level of depreciation (65 per cent).

(14) The breakdown in 1991 of the total active population according to qualifications was:3 - 13 per cent university and higher education level; - 20 per cent secondary school level; - 5 per cent elementary education level; - 7 per cent highly skilled workers; - 40 per cent skilled and semi-skilled workers; and - 15 per cent unskilled workers.

2.2 The economic outlook

(15) In the pre-war period, and particularly in the 198Os, unemployment caused by a growing surplus of manpower in relation to the economy’s absorption capacity was a serious problem. According to the last existing pre-war data (1991), in spite of constant emigration from BiH, there were more than 300,000 unemployed people. In the same period it is estimated that more than a third (approximately 14,000 people) of secondary-school graduates and a high percentage of university graduates faced unemployment.

06) The dissolution of former Yugoslavia lead to the loss of BiH’s traditional export market and consequently to the dramatic drop in the production of its main resources, e.g. metallurgy, coal and aluminum. A new economic development policy in the industrial sector aimed to address over capacity in some basic industries and under capacity in consumer products was elaborated. However the implementation of this policy was interrupted by the war. New conditions emerged after the peace accords and Dayton Agreements.

(17) The post-war economic policy of BiH is based on restructuring the economy in order to initiate the privatization process. This economic policy aims

2.

3.

Source: Economic Institute Sarajevo Report 1995.

Op. Cit.

13

to take into consideration the historical context of the country as well as lessons learned in comparable countries undergoing transition (e.g. Slovenia, Poland and Hungary).

(18) This policy gives priority to an emergency investment programme and mid-term investment programme both funded by external aid led by the World Bank. The emergency programme considers projects oriented towards increasing the purchasing power of households.

(1% The emergency investment programme will address previously neglected projects oriented towards final demand such as the agro-industry, wood and textile industries, hygiene and pharmaceutical products, construction and building materials, and metal processing projects.

(20) The mid-term investment programme for the 1996-2000 period of some US$4-5 billion for the Federation and the Republika will focus on the reconstruction of all infrastructures - railroads, roads, telecommunications and public works - destroyed or damaged by the war and other public facilities.

2.3 The labour market

(21) The Ministry of Industry estimates that there are now 120,000 people engaged in the industrial sector. The implementation of the emergency investment programme is expected to provide employment for a further 50,000. The jobs created by this programme will be located in rural and semi-rural areas and therefore will increase capacity and income in these areas.

(22) The Labour Ministry estimates current unemployment at 650,000 (this figure was 336,000 before the war) or 70 to 80 per cent of the active population of less than 2 million living in the territory controlled by the BiH army. The unemployment rate is expected to increase by more than 100,000 after total demobilization.

(23) The Labour Ministry intends to provide skills training for 40,000 people in 1996. However, no information is available concerning the qualifications of the workers who will be needed for implementing the reconstruction programme.

(24) The Labour Ministry objective is modest in terms of the huge current number of unemployed people and the projected needs of the reconstruction programme. However, this task will be very challenging when the Labour Ministry’s poor organization and lack of modern equipment is taken into consideration.

(25) One example would illustrate the above idea. No estimation exists concerning the sectoral needs of the labor market. The Labour Ministry is running without a jobs profile and qualification matrix. On the other hand, no data base on employment exists in Mostar East, Tuzla or Bihac. In Bihac for instance no cantonal Labour Ministry exists for a population of over 200,000 inhabitants with a 90 per cent unemployment rate. In Mostar East (population more than lOO,OOO), three qualified people were found working in impossible conditions to manually register people seeking part-time employment.

(26) Consequently, no coherent short- or medium-term employment policy is expected to be produced soon in the Federation.

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2.4 The labour market and information systems

(27) While it is essential that the new job opportunities generated by different investment programmes be classified in terms of trades with qualifications and training requirements, no such guide is currently available. This planning exercise is based on vocational qualifications studies which cannot be done in BiH.

(28) In general studies in vocational qualifications include a systematic description of types of jobs (definition, functional situation, description of activities, level of education, elements of qualification, responsibility, degree of autonomy, access conditions and accessible jobs). These elements would be of great interest to the Labour Ministry as well as the central and regional training institutes in order to determine adequate educational programmes and methods required by the labour market. Furthermore, this information and the related job classification should be permanently updated according to the new economic situation, e.g. new job structures and technological change. These parameters have changed profoundly, however, since the pre-war period in BiH.

(29) At present, the major challenge for the Labour Ministry is to build a modern administration capable of adapting this programme to the needs of the labour market. This would entail preparing central and regional administrations to assess the qualifications of unemployed people.

WV Links need to be re-established between the pedagogical institutes which elaborate the secondary technical and vocational curriculum according to the country’s expected employment needs and the Labour Ministry which has a role in defining employment needs‘ and the Ministry of Finance which needs to give its support to actions that support economic development, including the training of human resources.

3. EDUCATION SYSTEM: ADMINISTRATION AND STRUCTURE

3.1 Legal and organizational

3.1.1 Legislation

(31) A school law for primary and secondary education emphasizing decentralization was established in 1990.’ In 1992 new legislation was developed for war circumstances, covering:

standards for the protection of teachers and students, the organization of school work during the war, the role of teachers, the use of textbooks, and evaluation and documentation.

(32) In 1992 the number of periods per school year was reduced and the curriculum was compressed by approximately 50 per cent. Teaching-certification standards were changed to allow graduates with higher-education degrees to teach at the primary- and secondary-school level without completing formal pedagogical training.

(33) In 1993 legislation for primary and secondary schools was modified again, moving back to a situation very similar to that under pre-war legislation. The major changes were an introduction of religious secondary schools, private schools and secondary- level teacher-training schools which prepare teachers for the first four grades of primary school.

(34) According to the Dayton Agreement the cantons have no obligation to follow the existing 1993 school law.

3.1.2 Ministry of Education (MOE) of the Federation

(35) MOE is part of the Ministry of Education, Science, Culture, Sport and Information (MOESCI), see Annex 3. The Minister of Education, assisted by two deputies and one general secretary heads MOE. MOE consists of seven departments under two bodies, one for education (Republicki Pedagoski Zavod) and one for the protection of historical monuments, (Repuhlicki Zavod Za Zastitu Kultumo-Historijskog I Pcirodnog N&i Jedja). Three departments, each headed by an assistant minister, are concerned directly with education. These departments are:

the Department of Education which supervises pre-school, primary, secondary and higher education (staff of eleven);

the Department of Administrative Inspection which inspects the administration of schools and higher-education institutes. This department is in permanent contact with the High Commission for Education, the consultative body which ceased its activity during the war; and

the Department for Legal and Economic Matters which insures for the main educational standards, budgeting, studies and programming of activities for MOE. This highly technical department has two divisions: the Legal and

4. Source: Central I’cdagogical I~SIIILIIC and the Ministry of Education. Sarajevo. 1995

16

Administrative Support Division (staff of thirteen) a’nd the Economics, Finance and Statistics Division (staff of twelve).

(36) Though’ MOE is currently located in Sarajevo, political agreements indicate that it may be moved to Mostar in the near future.

3.1.3 The pedagogical institutes

(37) The pedagogical institutes of the MOE, which existed before the war at the regional and central level, continue to carry out important functions. Annex 4 provides an organizational chart of the Central Pedagogical Institute. The Central Pedagogical Institute (which has forty-five full- and part-time employees) is responsible for the following areas:

- the inspection of teachers’ performance and the maintenance of teaching standards;

- the organization of schools, teaching systems and school buildings. This function includes pedagogical research, in-service teacher training, the consolidation of national data on schools, technical advice to schools, design guidelines for buildings, furniture, equipment and school mapping; and

- administration and publishing.

(38) In the future the Central Pedagogical Institute, which currently functions with the support of the Federation MOE, may be attached to the BiH government to serve the entire country. There are professional contacts between the Central Pedagogical Institute and the cantonal pedagogical institutes, though the latter are part of the cantonal administration.

3.1.4 Cantons

(39) The Washington Agreement (March 1994) established the cantonal system in the Federation, bringing together a number of municipalities to form a regional government. The proposed constitution of the Federation states that each canton will elect its own legislature. The cantons are often known by the name of the cities that represent a geographical or political centre.

(40) The cantonal government will be responsible for conceiving, implementing and enforcing policies and cantonal laws as well as those responsibilities assigned to it by the Federation government. The Washington Agreement and the proposed Federation constitution (section III, article 4) assigned the following educational functions to the cantons:

- the establishment of educational policy, legislation and content; and - providing secondary and higher education.

(41) In March 1996 there were three legally established cantons, Tuzla, Zenica and Bihac. Each of these cantons have established a cantonal pedagogical institute. The organizational structure of the Tuzla Pedagogical Institute is provided in Annex 5. East Mostar had the embryo of a cantonal administration. The remainder of the country - including the special cases of Sarajevo and Gorazade - are still under discussion. Cantonal governments still need to be established for the geographical areas of Posavina, Middle Bosnia, Neretva and West Herzegovina/Livino.

(42) Pending resolution of the cantons there are some areas where Okmg (county) administrative mechanisms are in place. These cantonal administrations

17

(known as canton ministries of education) work in close contact with the eantonal pedagogical institutes and municipalities.

3.1.5 Municipalities

(43) Municipalities - the city/town and the surrounding region - are the basic administrative level in BiH. There are ninety-one municipalities in the Republic but, because of the unclear cantonal borders, it is not clear which cantons are responsible for which municipalities.

(44) According to the draft Federation, constitution each municipality is to exercise self-rule on local matters. The municipalities will have statues consistent with the constitution of their respective cantons and will conform to any relevant cantonal legislation. The Opstinkso Ujece (Municipality Governing Council) is elected by universal vote for two years. It enacts regulations and ordinances, and levies local taxes to manage the municipality. The Municipal Council elects the city Mayor and the Municipal Executive Bureau.

(45) Though different structures of municipalities exist (populations of municipalities vary greatly), they are similar in their main functions. Annex 6 and 7 illustrate the organizational structure of Bihac and Tuzla Municipality respectively. The example of Zenica illustrates one other structure in use. The organizational set-up of the Zenica Municipality (Opcina-Vjece) consists of:

- the eighty-two member municipal council which is elected by universal vote,

- the city mayor who is elected by the municipal council, and

- the Executive Bureau which is elected by the Council to manage the municipality. The Council also elects the members of the three functional secretariats: the secretariat for local finances and administration, the secretariat for industrial affairs and the social secretariat.

(46) The Division of Social Affairs which is responsible for education, culture and sport undertakes the administrative inspection of schools, provides furniture and assures the construction and maintenance of schools. This division co- operates with the cantonal pedagogical institutes and the county or canton administration.

(47) The Upravni O&or (school board) of five to nine members is elected at the school level. One member (generally the Headmaster) should be designated by the school and the other members are either local administrators or students’ parents.

3.2 Education system

(48) Annex 8 provides a chart of the education system in the Federation.

3.2.1 Early childhood development

(49 Before the war the government financed pre-school establishments through Self- Management Interest Associations (SIZ) and approximately 15 per cent of all children attended pre-school, more in urban than in rural areas. In 1992 there were 224 pre-school establishments with a total enrolment of 34,136

5. SK5 (Self-Managcmcnt lntcrcst Associations) were a form of local organization involved in planning, financing and implementation in the public sector. At the municipal lcvcl the board consisted of users and workers with common concerns.

children. During the same period in Sarajevo there were 45 pre-schools establishments, 700 teachers and approximately lo-14 thousand children enrolled.

(50) Today in the Federation there are 25 pre-school establishments with a total enrolment of 4,256. Currently in Sarajevo there are 9 pre-schools establishments 19 play-centres, 88 teachers and 1,763 children. Due to the shortage of pre-schools during the war, the concept of play centres emerged. These consist of 2 hours/day last 7-8 hours/day.

of instruction in comparison with pre-schools which

3.2.2 Primary education

(51) In 1991 nearly 100 per cent of school-age pupils and students were enrolled in obligatory and free schools. In January 1996 there were 291 primary schools, 7,528 classes, 212,182 pupils and students and 8,656 teachers in the territory controlled by the BiH army. Double shifts are common, particularly in areas which have refugees and displaced persons. In 1992 ‘war schools’ - schools where pupils gathered in cellars and private homes - were established and teachers were assigned to different districts. In the 1993/94 school year the 50 per cent reduced or compressed curriculum was instituted. The following school year a new primary school curriculum and policy was introduced but not fully implemented due to the post-war situation.

(52) An average classroom has 30-40 pupils who have 25 regular periods per week in a 38-week, 190-working day school-year. The curriculum is expected, by the authorities, to be covered in 36 weeks (180 working days). No precise information is available concerning the number of contact hours and the quality of education during the war, when in some areas the compressed curriculum was practised. The regular primary-education system has two stages:

- Grades l-4 in which the entire curriculum is taught by one classroom teacher and

- Grades 5-8 in which subjects are taught by different teachers who have specialized in a particular subject.

(53) Since the war primary-school education has remained free and compulsory, and changes to the structure have been made. However, difficult post war conditions and population movements render full access to all students problematic.

3.2.3 Secondary education

(54) This level of education includes general gymnasium leading to university, secondary skills-training in vocational education leading to the labour market and technical education which may lead either to further polytechnical education or to finding a job. Secondary education has undergone three major reforms in recent decades, all of which are related to the current situation.

(55) Between 1958 and 1979, a four-year programme was instituted for general secondary and technical programmes while vocational education was fixed at three years. Numerous specializations were offered in both technical education and vocational education.’ The general secondary stream was highly selective.

6 Source: POTKONJAK, N,ikola. ‘The System of Education and Upbringing in Yugoslavia’. Belgrade, 1980.

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(56) A major revision took place from 1980 to 1991, based on the ‘Socialist Self-Management Education System’. Entrance examinations to secondary education were dropped and a two-phase programme was introduced. The first phase of two years provided general cultural topics (36 per cent of total classes), society and economics (17 per cent), natural sciences and mathematics (32 per cent), technology and production (7 per cent) and extra curricular (8 per cent). The second phase, for which entry was by examination, offered two streams with even more specializations than the previous system: a three-year vocational programme offered ninety specializations and a four-year vocational programme fifty specializations. For reasons of efficiency, given the large number of specialized options, individual schools offered as many as twenty specialized programmes.

!%!tuted. In 1991 a new reform which drew heavily on the 1958 to 1979 model was

(58) Currently there are 141 secondary schools in the Federation with 2,382 classes, 69,348 students and 4,631 teachers. The secondary education system consists of four- year and three-year programmes. Four-year programmes include teacher-training schools, religious schools,gymnasiu (5 specializations), art schools (3 specializations) and technical schools (which have 21 specializations with 58 trades). There are also three-year vocational schools which have 16 specializations with 103 trades. These schools have increased emphasis on on-the-job training, but opportunities to continue education are available only through an extra year of studies and an examination.

(59) Several new programmes have been introduced: a general four-year secondary school for training primary-school teachers, information technology, religious secondary schools and private schools. In secondary schools there are 30 classes per week in a 36-week school year. The 1994/95 school year was shortened to 30 weeks due to final examinations.

(60) Secondary education will be the responsibility of the cantonal government.

3.2.5 Special education

(61) The current policy is to integrate handicapped children and youth into the normal school system insofar as possible. Before the war there were specialized primary and secondary school centres located in Sarajevo for children with severe visual7 and hearing8 impairment, and mental retardation.’ These schools remain open but with much reduced numbers in attendance.

(64 The centre for students with visual impairment served all parts of the BiH and consisted of pre-school and primary education (in which the regular and special primary-school curricula were followed), a secondary music school (with 36 students and 4 teachers), and a centre for body orientation and mobility. The centre provided both boarding facilities and a day school at the primary level. In 1992 there were 98 students, 35 specialists and 15 teachers and technicians in-the primary school. Currently there are ap Sarajevo (in BiH army-controlled areas 7

roximately 90 students who live outside without professional help or education.

7. Blind children and those with severe sight problems.

8. Deaf children and those with severe hearing difficulties.

9. Children with a slow rate of maturation and a reduced learning capacity and/or inadequate social adjustment.

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(63) The centre for students with hearing impairment consisted of pre-school to secondary-school facilities as well as a centre for diagnosis, mapping and evaluation for children with hearing impairments. In 1992 there were 180 students from all parts of the Republic and 60 from the Sarajevo area. There were 20 specialists, 81 teachers and administrative staff. Students from outside the Sarajevo area were housed with families.

(64) The centre for students with mental retardation provided a primary school and special after-school activities as well as workshops for small-scale production and skills training for students. The primary school had 240 students, 27 classes, 55 teachers, 34 of which were special education teachers, 10 specialists and 23 other employees. Students were either boarded at the school or with families.

(65) Currently in Tuzla there is a facult for special education. Due to the brain drain out of this area there is a need or more special education teachers. fy Many students with special education needs are not participating in any education at all.

(66) During the war, special education was a special topic examined by MOE. In 1994, the Sarajevo Pedagogical Institute held a seminar on this issue and studies on the subject were presented and published.

3.2.5 Private schools

(67) The 1991 government policy encourages the establishment of private schools at all levels. Under this policy, cantonal governments are able to authorize the opening of new private schools. The number of pupils and students enrolled in private institutions is still quite modest, only 2,000 or 3,000 pupils and students in the territory controlled by the BiH army.

(68) The mission visited Catholic and Muslim secondary schools and a religious teacher-training school.

(6% In the four institutions visited, it was apparent that headmasters’ strong personality coupled with their social position played an important role in their capacity to manage and overcome the issues facing the school or the students. All of the headmasters interviewed insisted on the school’s ambition to be a model of educational innovation for public schools in BiH.

(70) The schools differed in their organization (daily routine and regulations), recruitment standards for teachers (e.g. some used special recruitment committees made up of university professors), teacher’s salary scales, pupil selection (some schools held three-day entrance examinations in math and the Bosnian language), teaching methodology, use of modern equipment (e.g. multimedia technology, science laboratories), extracurricular activities (clubs, external visitors) and international relationships (twinning through Associate Schools, Euro-Schools).

(71) Each school’s curricula comprised the basic official subjects (which made up the core curricula) and additional topics (e.g. mathematics, science and foreign languages). The range of choice offered to students both in academic and extracurricular activities was impressive.

(72) While their first priority is to educate Catholic or Muslim children, no formal religious discrimination exists. There are several students of mixed parents in the Muslim schools and significant percentage (about one-third of the total) of Muslim students in the Catholic schools. In Muslim secondary schools, Islam is not taught as a subject, but the history of religions is part of the curriculum. Islam and Catholicism are taught in Catholic primary and secondary schools.

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(73) The high academic quality and level of academic success makes these schools attractive to donors. Catholic primary and secondary schools are financed by the church while Muslim secondary schools are financed by a myriad of private donations.

(74) For the time being, no fees are charged since the majority of students cannot afford to pay fees. The position of the headmasters in charge of the schools visited indicate that they hope to attract fee-paying students in due course, but they will institute scholarship programmes to ensure access to talented students unable to afford fees.

(7% If the private school system maintains this high quality, it may attract sufficient students and resources to release the public budget from some recurrent and investment costs. On the other hand, this emphasis on quality may draw the most talented students and teachers away from the public education system.

3.2.6 Adult education

(76) in 1981.

Illiteracy in BiH has declined from 40 per cent in 1953 to 14.5 per cent While there are no recent statistics on adult illiteracy, the Central

Pedagogical Institute feels there is a demand for adult education classes. The Central Pedagogical Institute has prepared a curriculum which has not yet been implemented.

(77) In the areas of skills retraining and continuing education, the most recent survey of needs was undertaken by the Central Pedagogical Institute in 19851986. In the new political and economic context, in particular given the massive numbers of unemployed, the numbers of amputees resulting from the war and the de-mobilization of military, these data are no longer relevant; the urgency to take action is growing. MOE and the Ministry of Labour are both concerned but have not been working together on this issue.

(78) NGOs have been active in adult education both as regards literacy and skills training. It is reported that they have encountered difficulties finding qualified teachers.

(7% MOE and pedagogical institutes have no overview of NGO’s involvement in this area. They have given approval and verified some education programmes organized by NGOs, but do not have any power to monitor results.

3.2.7 Higher education”

(W Universities in BiH are made up of a loose association of member institutions (faculties, colleges, research institutes and libraries) represented in the university governing bodies. The university, itself, which consists of its supporting Rectorate and Secretariat, is not in a strong position of power.

(81) Prior to independence there were four university centres, three of which were located in the territory of the present Federation: Sarajevo, Tuzla and Mostar. In the 1990/91 academic year, according to unofficial figures, there were a total of 25,007 full-time and 6,481 part-time students enrolled at the three universities compared to the 15,632 full-time and 1,540 part-time students enrolled in 1995/96. Although the three centres coincide with three of the eight cantons proposed, there is no co-ordinating mechanism between the cantons at the legislative, financial or academic level.

10. A detailed report on higher education is provided in Annex 13.

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(82) As a consequence of the war, there has been growth in the network of higher education institutions (four-year faculties and two-year colleges), particularly at the regional level. The network has grown with the creation of sixteen new institutions, fifteen of which are in the regions (Tuzla, Zenica and Mostar) and one in Sarajevo. The University of Mostar has divided into two, largely based on linguistic/ethnic considerations and has doubled its faculty.

(83) enrolled

Student enrolments have fluctuated dramatically. The number of students at Sarajevo University dropped from 20,000 in the pre-war period to

7,000 in 1994/95, rising again to over 10,000 in 1995/96 (the first year of peace). Enrolments have grown in the other university centres. Enrolment at Tuzla University grew from 2,927 in 1990/91 to 6,033 in 1995/96. The combined total enrolment in Mostar climbed from 2,440 in 1992 to 4,796 in 1995/96. More than half of these students are enrolled at the University of West Mostar and the remaining are studying at faculties in East Mostar.

(84) With regard to teaching staff, Sarajevo has lost 50 to 60 per cent of its faculty. Though 150 academic staff left durin Tuzla University has grown from 429 in 1991 92 to 490 in 1995/96. B

the war years, teaching staff at

(85) Although figures on pre-independence Mostar University are not available, in the current academic year West Mostar has 238 teachers and assistant teachers for the over 3,000 students enrolled. East Mostar currently has 95 staff members teaching 1,669 students.

(86) The Federation has maintained the distinction between teaching at faculties and research at research institutes. Tuzla University, for example, has the following research institutes: Building Materials and Non-Metals, Occupational Safety and Education, Mining, Economics. An inter-disciplinary research project, “Ecological Aspects of Mining, Energy and the Chemical Industry in the Tuzla Basin” carried out during the war years shows that research activities have continued at Tuzla University.

(87) Numerical indicators normally used to show quality may be misleading. For example, although student/teacher ratios at the University of Sarajevo are favourable as a result of the massive decrease in student enrolments (e.g. the Faculty of Architecture, 5:l) the total isolation of the academic staff from professional literature and exchanges, coupled with massive brain drain, has had a negative impact. Furthermore, though staff volunteered time to keep the education system functioning during the war years, this enthusiasm is decreasing due to lack of financial renumeration and limited intellectual stimulation.

63) The infrastructure serving the higher education system is lacking. Sarajevo, for example, has lost five faculty buildings while its remaining buildings have suffered damage or have leaking roofs or no heating. Libraries have been destroyed and textbooks are lacking.

3.3 Evaluation of enrolment data 1994-1996

3.3.1 Primary education

(8% The consolidated tables of primary education by region (Annex 9) for 1994/95 and 1995/96 suggest that primary education has undergone very little change in this period. There was a very moderate growth in enrolments and teacher recruitment, iess than 2 per cent. Only Bihac and Travnik experienced a relatively significant growth in students and teachers (6 per cent). There was stability in all other regions with the exception of Sarajevo, its suburbs and Mostar which experienced a decline.

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(82) As a consequence of the war, there has been growth in the network of higher education institutions (four-year faculties and two-year colleges), particularly at the regional level. The network has grown with the creation of sixteen new institutions, fifteen of which are in the regions (Tuzla, Zenica and Mostar) and one in Sarajevo. The University of Mostar has divided into two, largely based on linguistic/ethnic considerations and has doubled its faculty.

(83) Student enrolments have fluctuated dramatically. The number of students enrolled at Sarajevo University dropped from 20,000 in the pre-war period to 7,000 in 1994/95, rising again to over 10,000 in 1995/96 (the first year of peace). Enrolments have grown in the other university centres. Enrolment at Tuzla University grew from 2,927 in 1990/91 to 6,033 in 1995/96. The combined total enrolment m Mostar climbed from 2,440 in 1992 to 4,796 in 1995/96. More than half of these students are enrolled at the University of West Mostar and the remaining are studying at faculties in East Mostar.

(84) With regard to teaching staff, Sarajevo has lost 50 to 60 per cent of its faculty. Though 150 academic staff left durin

B the war years, teaching staff at

Tuzla University has grown from 429 in 1991 92 to 490 in 1995/96.

(85) Although figures on pre-independence Mostar University are not available, in the current academic year West Mostar has 238 teachers and assistant teachers for the over 3,000 students enrolled. East Mostar currently has 144 staff members teaching 1,449 students.

(86) The Federation has maintained the distinction between teaching at faculties and research at research institutes. Tuzla University, for example, has the following research institutes: Building Materials and Non-Metals, Occupational Safety and Education, Mining, Economics. An inter-disciplinary research project, “Ecological Aspects of Mining, Energy and the Chemical Industry in the Tuzla Basin” carried out during the war years shows that research activities have continued at Tuzla University.

(87) Numerical indicators normally used to show quality may be misleading. For example, although student/teacher ratios at the University of Sarajevo are favourable as a result of the massive decrease in student enrolments (e.g. the Faculty of Architecture, 5:l) the total isolation of the academic staff from professional literature and exchanges, coupled with massive brain drain, has had a negative impact. Furthermore, though staff volunteered time to keep the education system functioning during the war years, this enthusiasm is decreasing due to lack of financial ienumeration and limited intellectual stimulation.

W ) The infrastructure serving the higher education system is lacking. Sarajevo, for example, has lost five faculty buildings while its remaining buildings have suffered damage or have leaking roofs or no heating. Libraries have been destroyed and textbooks are lacking.

3.3 Evaluation of enrolment data 1994-1996

3.3.1 Primary education

(89) The consolidated tables of primary education by region (Annex 9) for 1994/95 and 1995/96 suggest that primary education has undergone very little change in this period. There was a very moderate growth in enrolments and teacher recruitment, less than 2 per cent. Only Bihac and Travnik experienced a relatively significant growth in students and teachers (6 per cent). There was stability in all other regions with the exception of Sarajevo, its suburbs and Mostar which experienced a decline.

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(97) Before the war, ‘special adult courses’ (a sort of second-chance education) existed within MOE in order to enable primary- and secondary-school drop-outs to continue their education. These courses were held in the formal system or in job training centres run by the Department of Labour (which was in charge of the placement of unemployed people). This programme has ceased to exist since the war.

(98) Currently, due to the population movements, reliable statistics of school enrolment by age-group do not exist. Nevertheless partial data indicate that the primary-school drop-out rate, especially in areas severely damaged by the war and/or with a large number of displaced persons, increased dramatically during the war, particularly for girls. The drop-out rate is higher for girls for several reasons. Girls often stop attending school due to their increased domestic responsibility (for instance in Travnik). If they return to school, they often find that they are expected to repeat grades and thus are placed with younger pupils. In such a situation, they often abandon their studies altogether.

(99) The current drop-out rate in higher education is not available. However, according to 1992 data, the four-year course of study at social science faculties on average was completed in six years. There is reason to believe that there were an overly large number of university graduates, but many were poorly qualified. These factors together led to high unemployment upon graduation.

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4. TRANSVERSAL ISSUES

4.1 Curriculum development and teaching methods

(100) Curriculum development is the responsibility of MOE and the Central Peda 1994 7

ogical Institute. A new secondary-school curriculum was introduced in the 95 school year, but changes made were not fully implemented due to the

post-war situation. The educational re-orientation consisted of content change in so-called ‘national subjects’ (history, national language, literature, geography, art, music and sociology), with major changes in literature, history and national language which constitute about 20 per cent of the curriculum.

(101) At the secondary level a general four-year secondary-school programme was introduced. In addition to content reforms in national subjects, information technology was introduced as a new subject. The curriculum appears to be very demanding and could therefore be the subject of a future evaluation.

(102) The Federation’s stated objective is to maintain a multicultural approach to education. In actual fact the Bosnian curriculum is taught in the parts of the country controlled by the BiH army and Croatian curriculum is used in areas controlled by the Bosnian Croat HVO army.

(103) In February 1996 the Council of Ministries was made responsible for the recognition of diplomas. MOE does not recognize diplomas from Herzeg Bosna or Republika Srpska.

(104) At all levels and throughout the country, teaching methods lag behind current Western practices as they stress rote learning and involve minimal emphasis on critical thinking or ‘active methods’.”

(105) The new curriculum gives more emphasis to on-the-job training than did the curriculum in use in 1992. This change can be seen in both the four-year technical programmes and the three-year vocational schools.

4.2 Teachers

(106) Teachers are trained in four-year secondary-school programmes, two-year pedagogical academies attached to faculties of philosophy in the umversttres or m normal four-year programmes at the faculties of philosophy. Secondary school graduates are eligible to teach primary Grades 1 to 4 only, while academy graduates may teach any primary grade.

(107) There is an acute demand for primary teachers due to the large number of teachers who have retired, left the country, been killed or changed professions because of the minimal wages received during and after the war (this is particularly true for teachers of foreign languages). The secondary-level teacher training has been instituted in large part as an emergency measure.

(108) At the secondary level the number of graduates in the sciences is limited due to the non-availability of equipped science laboratories necessary for passing examinations. The official tables on secondary-school teachers (Annex 11) indicate three categories: a)trained teachers, b) teachers authorized to teach during the war and post-war period, and c) non-qualified teachers. The percentage of

11. source: U.NICr+ 1093

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teachers in ‘b’ and ‘c’ is not substantial. This categorization, which was established by the authorities during the war, is still valid. Primary- and secondary-school teachers are required to be qualified in their fields but are no longer required to have pedagogical training. A further important and urgent issue is the need to train teachers to cope with persons traumatized by the war.

4.3 Teaching supplies and textbooks

(109) A total of sixty-six different textbooks for primary and secondary schools in the Federation have been printed in Slovenia, with an emphasis on ‘national subjects’. Some seventy-two different textbooks are ready for printing and eighty- five more are in the phase of manuscript evaluation.

(110) There is an unusually large number of textbook titles in use: eighty at the primary level (ten different textbooks for students of each of the eight grades) and twelve to fourteen for each grade at the secondary level multiplied by the number of specializations offered. Reprinting school textbooks is a government priority.

(111) Supplementary readers are not available in each classroom. These are given a low priority by officials as the heavy curriculum leaves little time for learning by discovery.

(112) The following pedagogical institutes have been involved in textbook development: Bihac, Tuzla, Zenica and Sarajevo.

(113) For each course, the pedagogical institutes have developed detailed guidelines for teachers and administrators. The guidelines heavily influenced by the pre-independence system for each course, include issues of educational content and method as well as equipment lists and sketches for required spaces.

(114) The most recent reprinting of textbooks has been done country. The Federation aims re-establish national and regional printing.

4.4 The state of educational buildings

outside the capacity for

(115) Before the war, responsibility for establishment of equipment and space norms and standards was with the Central Pedagogical Institute. The norms for buildings are based on old teaching methods and do not reflect the results of UNESCO and other research on how to achieve the maximum cost-benefit from capital investment.

(116) Well over half of all school buildings in Bosnia and Herzegovina have been seriously damaged, destroyed, taken over by the army or used to house people displaced by the war. In the remaining available spaces pupils, students and teachers occupy many classrooms that have been poorly maintained and have no glass in the windows, no doors and no heat.

(117) During the war, as schools were destroyed or became unsafe, one administrative entity became responsible for finding alternative space m the neighborhood for classes - often in apartments, shelters, garages or abandoned offices. These ‘war schools’ still exist in most front line areas and wherever schools were destroyed.

(118) Currently, to accommodate pupils of destroyed schools and the influx of displaced persons, certain changes have been made. Many schools function in two or three shifts of three-and-a-half hours and offer instruction in an abbreviated school year, eighteen weeks at most, instead of the thirty-eight weeks called for

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in the curriculum. Since the public transport system is no longer running, children in rural areas and city suburbs have difficulty reaching school.

(119) Furniture is still found in most functioning schools but is generally in bad repair due to lack of maintenance or systematic replacement. The country has the capacity to manufacture school furniture.

(120) In September 1995, the Ministry of Energy and Industry prepared a detailed assessment of the total reconstruction needs at each level of education in the Federation. According to this assessment some US$170,000,000 will be needed for building repairs.

(121) A map showing the location of all schools during pre-war times is available in the Central Pedagogical Institute. The map has not been updated to show war damages or population movements.

(122) A project implementation capacity was developed during the war. Sarajevo has several operating technical units which have done school buildings (including the Directorate for Reconstruction and Development for Sarajevo) and several NGOs such as Soros Foundation and HOPE ‘87. At canton level, governmental and NGO mechanisms exist.

(123) International organizations, e.g. the European Union (EU), UNHCR and UNESCO, have been active across the country. The EU mechanism is the International Management Group (IMG) which has offices throughout the country. It is the designated project unit for the first World Bank project.

4.5 Educational administration and management

4.5.1 Administration

(124) The cantonal pedagogical institutes in Tuzla and Zenica represent two different models for school inspection which are also used in other cantons.

(125) The Tuzla Pedagogical Institute develops its teaching control process on a sub-sector basis (pre-school, primary and secondary). The pedagogical advisors, who are often involved in teaching activities, are responsible for all of the schools in the municipality regardless of subject specialization. In principle, each advisor is expected to supervise 100 teachers; however, due to the brain drain which has taken place since 1992 (it is estimated that about half of the staff and teachers have left) and the lack of means of transport, many districts remain without educational inspection.

(126) The Zenica model is subject-centred. Each pedagogical advisor is specialized in one subject and inspects the teaching of this subject throughout the canton.

(127) Though it has been argued that the differences between these two models result from the lack of professionals, at the time of this report the number of pedagogical advisors in both areas was the same. An evaluation of both approaches in the context of the post-war period is necessary.

(128) The municipality, through its social secretariat for education, culture and sport, oversees the planning and finance of schools. This model of administration has been inherited from the previous system.

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4.52 Management

(129) MOE manages, administers and defines policies for the country’s education system. The Economics, Finance and Statistics Division of MOE collects and consolidates educational statistics at the central level. It also shares certain tasks concerning schools and enrolments with the school buildings division in the Central Pedagogical Institute which uses enrolment data for its operations. This division treats data only for the territory controlled by the BiH army. The Croatian part of the Federation does not communicate its educational data to the Central Pedagogical Institute. The Economics, Finance and Statistics Division is responsible for educational budgeting, plans for teachers’ salaries and school equipment as well as other current expenditures.

(130) One weak aspect of the educational planning system in the Federation - and this goes back well into the pre-war period - is the poor distribution of schools over the country. In some regions there is a surplus of useable school space while in others there are serious shortages. This can cause major problems, as in Zenica where education authorities face difficulties managing the existing network of schools in relation to the location of the population. The origin of these discrepancies likely lies in the fact that the provision of educational services is decided by two different bodies. Enrolment and appointment of teachers is decentralized, while funding and buildings are centralized. Some change has occurred in recent years. The lack of communication between regions and municipalities, which was caused by isolation during the conflict, has-strengthened local initiatives.

(131) With the formation of the new cantonal structure, under the new constitution the central MOE will cease almost all its activities dealing with the elaboration and implementation of educational policies. These activities will be taken over by the cantonal administration.

(132) The adoption of an integrated planning approach at the canton level would provide a solution for this issue. The tasks involved in such an approach include collecting data on population, enrolment, staff and buildings, data processing, elaborating indicators, estimating costs and cost analysis. All these could be handled by one administrative body.

(133) Major reforms will be inevitable in order to adapt the education system to the new context. The lack of data means that a number of policy studies (Annex 15) need to be undertaken to map out alternative approaches to key reforms.

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5. FINANCING AND COST OF EDUCATION

5.1 Educational budget

(134) In the pre-war period education, culture and science accounted for 6 per cent of GDP. Between 1952 and 1991 education was financed by several autonomous public funds decentralized to the regions from the central government. Education boards consisting of government and institutional (e.g. primary-, secondary- and higher- education staff) representatives elaborated financial policy and regulated all expenditures.

(135) During the war an emergency budget made the regions responsible for raising a portion of their funds through tax collections while the central government support continued at a reduced scale. As of October 1995,12 central funding ceased officially and the regional authorities were made responsible for financing education at all levels. The budget procedure during the war was simplified with central funding paying only teacher salaries. Given the paucity of available resources there was little or no negotiation between the Ministries of Finance and Education over the amounts provided. A variable monthly amount was offered by the Ministry of Finance according to funds available.

5.2 Educational expenditures

(136) It is unclear when central funding ceased for higher education, scientific and cultural institutions. A debate about the rationale for transferring higher education funding to the cantons continues at the Ministry of Finance. It is premature to forecast future enrolments in the school system due to the lack of accurate and detailed educational data as well as the sizeable number of unsettled refugees. For this reason, it is difficult to estimate future educational finance requirements. This being said, the government should expect the pre-war percentage of the total population in primary school to be re-established and budget accordingly.

(137) As a consequence of new regulations and the post-war situation the cantonal MOEs are still unable to manage their own regular annual budgets and instead are running under monthly budgets. This renders impossible programming effective future educational expenditure, which is subject to the changing daily priorities of each canton. The difficult financial situation experienced during the war by the central MOE has been transferred to the newly established cantons.

(138) The government budget covers a very modest part of total educational expenditure. Teachers at primary, secondary and university level who agreed to teach for two years on a near-to-voluntary basis were the most important contributors to maintaining a functioning education system.13 At the moment, it is impossible to estimate the contribution of donations and grants obtained from different internal and external bilateral and multilateral sources. These contributions are likely to play a meaningful role in financing basic and secondary education. Additional outside funds were obtained from Bosnians living abroad.

12. This act was published in the Official Gazette 15 December 1995 and became effective 1 October 1995.

13. At the height of the war teachers’ salaries were DMS. In some area no salary was paid and bonds were used for providing food. However, the budget covers the contribution to pension funds (DM8 per employee).

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5.3 Present teachers’ salaries and perspectives

(139) The public service salary scale in BiH has eight levels, each of which have several grades. This salary scale was based on the degree of complexity of tasks which in turn was related to the level of academic qualifications. In January 1996, the value of the basic level was DM32 per month. Teachers’ salaries, including those of secondary-school heads, varied between the third and fifth levels of the public service salary scale. Thus, their salaries were determined by multiplying DM32 by a co-efficient of between 3.6 and 4.8.

(140) By following this ratio the teachers’ salary range - including secondary school heads - is currently between DMlOO and 150 per month. It should be noted that this range is rarely observed in the cantons. Salaries vary between different centres by as much as 1 to 3. The scale seems to operate more as a reference than a unified norm. The value of the co-efficient is consequently very different from one city to another. It has been observed that there are major discrepancies between cantons. While Zenica is quite close to the median reference (DMlOO-130), in Tuzla the range is between DM50 and 75 a month. In Mostar East the cantonal MOE estimates teachers’ salary at DM50 to 110. The Bihac MOE intends to pay teaching staff between DM150 and 250.

(141) When the well paying Mostar West is included, a teacher’s basic salary ’ varies from 1 to 7. Disparities are exaggerated by the differing cost of living: in

January 1996, the cost of living in Mostar East was 20 per cent higher than in Mostar West.14

(142) There are other disparities in terins of effective and regular payment. In Tuzla and Bihac, teachers and administrators met by the mission claimed that they have not received any salary for several months. In Mostar East salary payment is irregular and seems unpredictable.

(143) The Federation MOE intends to increase teachers’ salaries to reach DM300 per month to stop the loss of teachers. This level is in fact a pre-requisite for maintaining an acceptable salary situation in the education system.

5.4 Emergency and developments needs

5.4.1 Salaries

(144) MOE estimates that in early 1996 annual staff salaries (teachers and other administrative staff) were US$15.65 million a year on the basis of DMlOO per month for teachers and DM58 for other staff. Annex 12 provides a table of staff salary support for 1995/96. If MOE were to achieve its objective of DM300 per month, the cost for salaries alone would rise to US$48 million a year.

5.4.2 Pre-school level

(145) Pre-school establishments were financed by a specific scheme of private and company contributions. At the moment no significant contributions can be expected from parents in the urban areas where the need is greatest. No accurate figures exist for the Federation level but several cantonal authorities (e.g. Zenica, Tuzla and Mostar) confirm the urgent need for development of this sector. According to Sarajevo figures only twenty-eight per cent of its pre-school establishments are still running. The government programme of rehabilitation,

14. Source: EU Fxonomics Department in Mostar.

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reconstruction and equipment includes repair of these institutions as well as a programme to fund current staff salaries for an estimated 700 employees.

(146) If Federal and cantonal MOEs were to programme on the basis of re- establishing the pre-war percentage of pre-school attendance running costs would be six or seven times higher than at present.

5.4.3 Possible expansion in primary education

(147) If MOE has to assume the costs for enlarging the access to education, which could be facilitated by the normalization of the socio-demographic situation (including a partial return of refugees) to reach approximately the percentage in the total population (12 per cent for primary school P

re-war while

maintaining the system at the current level (e.g. same student-teacher ratios, identical salary scale, minimal educational structure), other inputs such as buildings, equipment, teachers and textbook are required.

(148) All these developments would induce other new educational projects in the system, namely expansion in teacher-training facilities, new equipment, etc.

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6. OVERVIEW OF INTERNATIONAL EDUCATION ASSISTANCE AND CO-OPERATiON IN THE FEDERATION

(149) During the conflict a large number of external donors contributed to maintaining educational services. The assistance has been ad hoc, addressing the most urgent needs. Government support of these activities has been substantial thus creating a sense of partnership. To put more order into these efforts, donor co-ordination meetings are now being held every second week in Sarajevo, hosted by UNICEF and chaired by UNESCO.

6.1 International agencies and governments

(150) UNICEF has undertaken a subsector study in basic education and is providing educational materials, organizing emergency teacher-training programmes at pre-school establishments and primary-schools, distributing mine awareness leaflets and expanding the distance education curriculum. Most of this work has been done under contract with the Institute for International Studies in Education at the University of Pittsburgh. Future areas of work include an in- depth analysis of teacher education, curricula assessment, achievement testing, strategic planning at the canton level and in-service training for teachers, as well as adult and youth education through canton education centres.

(151) UNESCO, since 1993, thanks to the German Commission for UNESCO, and at the request of the government, has built three primary-school/education centres for refugee children, one for each-ethnic group. UNESCO, in co-operation with the European Administration of Mostar and again with the support of the German Commission remodeled military barracks in Mostar and transformed them into an education centre for training in the field of textiles. The ‘Skender Kulenovic’ primary school in Dobrinja has also begun to receive urgent assistance to remodel approximately 150 m2 of another apartment to alleviate overcrowding in its present temporary premises. Finally, with the support of the German Commrssion and through the NGO HOPE ‘87, a primary school was refurbished in Sarajevo.

(152) UNESCO has given support to education for international understanding, has been active through its Associated Schools Project (ASP) and has provided counseling and skills training for handicapped youth. ‘The International Conference on Co-operation and Support for Higher Education in Bosnia and Herzegovina’ was held in Barcelona in April 1996.

(153) UNDP and UNESCO have jointly contributed to preparing this overview of the education system at all levels and to present project profiles for urgent action (see Part II of this report).

(154) The European Community Monitoring Mission (ECMM) includes information about schools visited by their forty-four teams which work mainly in the Federation, but also in Republika Srpska.

(155) The World Bank is expected to become a major donor for primary and secondary education. Buildings will be repaired, schoolbooks for the Federation will be printed and education materials will be provided. US$5,000,000 has been provided for salary support.

(156) The European Union Administration for Mostar (EUAM) has been very active in school repairs, mainly in Mostar. EAUM have also established a sktlls- training centre accessible to Mostar East and Mostar West inhabitants.

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(157) Finally a secondary-school providing training related to textiles, identified and co-financed by the UNESCO German National Commission, has been created.

(158) The International Management Group (IMG) supported by the European Union assesses the infrastructure reconstruction including pre-school establishments, primary- and secondary- establishments, faculties and other educational centres.

(159) The United States Agency for International Development (USAID) provides short-term training opportunities in the United States. USAID is currently discussing support to UNICEF for follow-up of the basic education sub- sector review. The United States Information Agency (USIA) is launching a pilot project on civic education.

(160) Governments of countries including Abu Dhabi, Austria, Denmark, France, Germany, Italy, Japan, Kuwait, Norway, Qatar and Saudi Arabia have been donors for the reconstruction of damaged school buildings. These projects have been mainly implemented through NGOs.

6.2 Non-governmental organizations

(161) Non-governmental organizations have been active at all levels of education. The Soros Foundation Open Society has been particularly generous and has funded its own actions. Its main activities include:

- the provision of materials, equipment and family food parcels for teachers and professors; - school reconstruction and preparation; and - printing new curricula.

(162) The repatriation of professionals is a major objective. Soros supports fellowships for university students abroad and in BiH, as well as initiating alternative educational programmes such as computer use, English as a second- language, business and journalism.

(163) Other NGOs have sometimes disbursed their own funds and sometimes served as implementing bodies for funds from other sources. Areas which have received assistance and the major parties are:

- Primary-school repairs and equipment: Soros, Norwegian Refugee Council, Enfants de Bosnie, Schuler Helfen Leben, Catholic Relief Services, Europa per Bosnia, International Rescue Committee, Islamic Circle of North America, Islamic Relief Agency (ISRA), Medicins Sans Frontieres Holland, Muslim Aid-United Kingdom, Solidarite;

- Textbooks: Soros along with Abu Dhabi and Qatar;

- Trauma and war injuries: Hope 87, Norwegian Refugee Council World Vision and others;

- Youth work: A French non-governmental association and others;

- Secondary-teacher school: High Saudi Arabian Aid Commission;

- Psycho-social work in secondary schools: World Vision; and

- Higher education (covering counseling, scholarships, surveys and needs for

34

equipment, building repairs, e-mail communication): World University Service (WUS), Council of Europe, Soros Foundation, Association of European Universities-Task Force.

35

7. CONCLUSIONS FOR THE FEDERATION

(164) The war period profoundly disrupted the education system. Rapid and profound institutional changes during and after the conflict transformed the character of the state and the public structures. New bodies are being created, public servants are moved to new posts or experiencing changes of responsibilities in their current ones. Public education authorities in the central and cantonal level are in the process of trying to adapt to the new legislation and procedures. All these developments are expected to have consequences on the behaviour and attitudes of the civil service.

(165) At the moment, the Federation and cantonal MOE, as well as the municipal education authorities, simultaneously face a series of problems and issues which are summarized below.

7.1 Ensuring access to education

(166) Access to primary education is now probably around 75 to 80 per cent. The rebuilding of the teaching forces and the stabilization of the demographic situation will remain the main factors influencing the present situation. Local access to education, especially in many rural areas, suffers from lack of transport for pupils. The war situation has led to an implicit temporary acceptation of lower quality of pupils’ educational attainment. This attitude with regard to admission and drop-out has to be reversed.

7.2 Teacher availability

(167) The teachin cent. The majority o I!

force experienced a dramatic brain drain of up to 50 per the teaching force was replaced by voluntary and untrained

teachers. Quality discrepancy problems between schools in the urban and rural area are undoubtedly major.

7.3 Teacher training

(168) One major negative consequence of the war on the education system in BiH is the creation of a non-homogeneous structure regarding new teachers’ qualifications and teacher training. One of the biggest challenge facing cantonal MOEs and pedagogical institutes during the present period is to re-establish a standard for quality of education by eliminating differences in initial qualifications of teachers and by strengthening substantially in-service teacher-training for both primary and secondary education.

7.4 Reversing the brain drain of educational personnel

(169) The brain drain is probably not at an end, Many professional people will likely try to solve their individual problems by emigrating if the general and financial conditions do not improve.

7.5 Secondary-education reform and modernization of teaching methods

(170) The secondary-education reform is now in the implementation phase. Its first results will be assessed by the Central Pedagogical Institute whose conclusions will be of great importance for evaluation and future orientations. It could be wise to concentrate all efforts on the implementation of what has been done (including teacher training and improving the teaching process) before undertaking new developments. While a tactical pause in this area is necessary,

36

efforts are needed to re-establish the quality of science teaching and to prepare the eventual adaptation of technical and vocational schools to the future labour market.

7.6 Multicultural education

(171) In spite of the war and ‘ethnic cleansing’ Bosnia and Herzegovina is a culturally mixed country. Before the war multiculturalism was a natural part of everyday life and it is the only solution for the future.

(172) There is a large need for the implementation of conflict resolution, peace and multicultural education in schools.

7.7 Private education sector

(173) The involvement of the private sector in education is still modest but expected to grow. Private initiatives in this sector would release the public budget from assuming running costs as well as capital costs,

(174) Private schools aim to attract paying students by offering a higher quality of education. MOE will face challenges in standardizing the educational quality and keeping fees for private education at a reasonable level.

7.8 Educational spaces and school furniture

(175) Buildings and equipment need repairs and replacement; this has become a first priority in re-establishing the education system at all levels. Guidelines for school design and equipment are needed to set an optimum and up-to-date standard for all schools to achieve, thus reducing inequities. Microplanning procedures are needed to determine which existing schools need expansion and where new schools should be built.

7.9 Higher education

(176) Legislative mechanisms for inter-cantonal co-operation, including student exchanges, are lacking. The growth in numbers of institutions coupled with the decrease of student enrolments in the framework of a highly decentralized system will not produce a cost-effective higher education for a country with a small population. The ongoing debate on higher education reforms and finance needs to continue until national solutions to structure quality and co-operation are found. A prerequisite for this work will be the formal creation of an institutional co-ordinating body.

7.10 Management, administration and information systems

(177) Legally the central MOE will cease almost all its activities related to the elaboration and implementation of educational policies. With the formation of the cantonal structure, the cantonal MOEs will be in charge of funding, administrating and managing the education system in their respective territories. While it is not yet clear how the period of transition will be managed to help the new local authorities in leading their own system, the role of the Federation MOE will focus mainly on co-ordination of the cantonal educational policies and defining an overall guidelines for the Federation.

(178) Cantonal educational administration is still young and faces problems of scarcity of resources and inexperience in defining adequate cantonal educational policy. Their new responsibilities empowers cantons to make decisions in the management and the funding of their education systems.

37

(179) A microplanning approach which will probably entail a reorganization of res onsibilities between the municipal and cantonal levels is needed. The de inition of functions, training of personnel, and P communication equipment all need to be addressed.

provision of computer and

(180) The methodological basis for drawing u (P

educational statistics at the canton and federal level has to be modernized an completed. This will facilitate the production and application of educational norms. Training on new techniques, software, data collection and analysis will improve the analysis capacity of responsible institutions.

7.11 Finance

(181) In the long term the Federation will be able to fund its education system as was done in the pre-war period; in the short term, it will face a serious crisis to fund current costs as well as development projects. Massive international aid will be necessary to support the education system (in particular pre-school and primary education) until the Federation’s fiscal capacity is fully restored.

(182) Teachers’ salaries remain the most urgent issue and critical input is required in order to keep the education system operating.

7.12 Communication and directives between levels

(183) The different cantons’ perceptions of the Federation’s role is not homogeneous. The information available at the Federation level concerning the educational situation in the cantons is general but inaccurate. More transparency regarding decision-making is needed. Establishing a regular conference of education ministers at the canton and Federation level would promote these objectives.

7.13 Human resource development in public administration

(184) The shortage of administrative skills dealing with educational matters in the municipalities and cantons is apparent. The staff in charge of important responsibilities are often new to the present institutional context and unprepared in terms of specific skills and experience.

(185) Furthermore, a shortage of high-level managerial personnel in many other ministerial departments is also evident (e.g. social matters, finance, international aid and law). While there are some highly qualified people with important responsibilities and dealing with strategic functions, they are few and often overworked. In fact, the new political situation means that increased skills and higher qualifications are required for the management of public affairs.

(186) Currently there is no governmental training agency for the post-war administration and the building of a new country. A special institution for the development of human resources in this area is urgently needed.

38

40

PROFILE 1

1. Project title: Human resource development: creation of a national institute for public administration

2. Status and duration: Medium-term development activity: 36 months

3, Possible starting date: October 1997

4. Executing agency: The Prime Minister: office of the Prime Minister in BiH in co-operation with UNESCO/IIEP

5. Background:

It is crucial that the government prepare its human resources for national reconstruction, but at the same time avoid building heavy and costly governmental machinery. The process of the redistribution of responsibilities and functions between different administrative and political bodies (Republic, Federation and Republika, cantonal/regional), coupled with the task of creating entirely new administrations in some cases, requires a mechanism for introducing modern management in a homogeneous way throughout the public sector.

6. Objective:

1. To prepare a cadre of national officials responsible for the development of a country based on the principles of the Dayton Agreement and the draft constitution. 2. To create a high-level staff-training institution for public administration service in Bosnia and Herzegovina. This institution will provide initial and in-service training for public servants

7. Target area and beneficiaries:

A. National: the executive bodies of the Federation and Republic governments and cantonal or other regional bodies. B. Top- and middle-level public administrative personnel throughout the country.

8. Inputs required:

A. Material and financial requirements: Personnel -Salary support for national professional administrative support staff -International technical assistance for programme developments in:

a) management and administration

41

b) finance and economics c) social services and human resources development

(education, health, labour and housing) Training -Training abroad of national cadres -Support for national training programmes Premises and equipment -Repair and refurbishing of institute headquarters and branches -Furniture and equipment for offices and teaching spaces -Educational materials -Library and electronic hook-ups

B. Institutional requirements: Consultive experts’ committee -Steering committee -Networking with similar institutions in other countries (France, United Kingdom, etc.)

9, Budget (in US dollars):

Personnel Training Contracts & Equipment Misc. Agency Costs

600,000 600,000 400,000 170,000 230,000

mm-m--e------- TOTAL 2,000,000

PROFILE 2

1, Project title:

2. Status and duration:

3. Possible starting date:

4. Executing agency:

Capacity building: modernization and development of the labour department’s functions

Medium-term development activity: 24 months

September 1997

The labour department of the Ministry of Refugees and Social Affairs in the Federation in co-operation with UNESCO/IIEP and IL0

5. Background:

The labour department was seriously affected by the war. Its headquarters in Sarajevo was totally destroyed and almost all its regional decentralized structures were dismantled. The unemployment rate, in the part of the Federation controlled by the BiH army is estimated at 75 per cent of the working population.

Currently, the labour department does not have any facilities (e.g. physical facilities, information, training staff or qualified administrators) to provide services for unemployed people. The labour department needs to be rebuilt both in regards of programmes and infrastructure.

6. Objective:

1. To link educational programmes to work opportunities 2. To enable the labour department to re-start operations at the central level as well as in selected decentralized cantons. 3. To develop the department’s network throughout the Federation and thereby rebuild its capacity to assume its normal functions and responsibilities.

7. Target area and beneficiaries:

A. The Federation and cantonal executive bodies B. The staff of the labour department C. Unemployed people in the cantonal areas where labour centres will be located.

8. Inputs required:

A. Material and financial requirements: Personnel -salary support for key management personnel -International technical assistance on management approaches

43

Contracts a. Policy studies in:

a) the role of the Labour Department b) manpower needs in the Labour Department c) job profiles

Premises and equipment -Refurbishing of existing premises -computers and communication equipment to link the MOE and seven cantonal centres Training -Training abroad of ten key staff and study tours on policy issues for top management -Training of trainers seminars -Pilot vocational training programmes for unemployed persons

B. Institutional requirements: -Link between the Labour Department and education authorities -Link between the Labour Department and industrial authorities -International technical assistance

9. Budget (in US dollars):

Personnel 400,000 Training 300,000 Contracts 200,000 Equipment 300,000 Misc. 127,000 Agency costs 173,000

__------------ TOTAL 1,500,000

44

PROFILE 3

1. Project title:

2. Status and duration:

3. Possible starting date:

4. Executing agency:

Strengthening and networking cantonal education institutions

Urgent: 36 months

July 1996

Federation MOE in co-operation with UNESCO

5. Background:

The war period isolated different regions in BiH and imposed de facto decentralization of decision making in the education system. The establishment of the Federation of Bosnia and Herzegovina in March 1994 institutionalized the decentralized system.

Unilateral decisions made by individual cantons during the war concerning standardization of secondary and higher education certification are still pending. The canton pedagogical institutes are small and unable to carry out curriculum reform work or to produce their own learning materials. Staff is too few and ‘in need of training, equipment nearly non-existent

Clear inter-cantonal policies concerning educational infrastructure funding, teacher training and teachers’ salaries are still not established nor is there any agreement on which issues need a collective approach. This is because there is no mechanism for concertation of action between these authorities and the high cost and complications of communication. The Tuzla Pedagogical Institute, which is one of the best staffed amongst the cantons, has expressed interest in developing its own capacities through a programme of modernization.

A further complication, until recently, was the lack of co-ordination between donors concerning external assistance and institutions targeted for aid. In March 1996, UNESCO and UNICEF initiated a co-ordination committee between donors and the Federation authorities. This committee has been recognized by MOE, the World Bank and the European Union but it needs to become more operational and the formal links between it and the Federal and cantonal MOE have to be developed.

6. Objectives:

1. Upgrading the canton level pedagogical institutes as regards introduction of modern educational concepts and increasing delivery capability. 2. The establishment of an official and regular mechanism for communication and co- ordination between cantonal education authorities. 3. The establishment of a co-ordination link between the Federal MOE, cantonal MOEs and the donors’ co-ordination committee.

45

7. Target areas and beneficiaries:

A. Cantonal ministries of education and pedagogical institutes, with Tuzla being the pilot canton B. Federation ministry of education C. Staff of the ministries of education and pedagogical institutes at the Federation and canton levels

8. Inputs:

A. Material and financial requirements: Personnel -International technical assistance on educational programmes and teaching methodology -International technical assistance for setting up inter-cantonal co-ordination mechanisms and advising on equipment requirements -International technical assistance for development of the donor co-ordination mechanism -local consultants for training activities -assistance with staff salaries Contracts -Studies on the educational situation in the cantons: data-base; the effectiveness of education supervision; costs -Policy study to determine areas of inter-cantonal co-operation -Support to cantons for holding inter-cantonal ministries meetings Training -Study tours to selected countries (e.g. France, Germany and Norway) on the use of statistical indicators in research design and policy setting -Workshops for upgrading cantonal pedagogical staff in curriculum development, supervision and management of post-graduate programmes -Support for post-graduate training programmes for canton MOE and pedagogical institute staff at BiH universities -Training cantonal secretariat responsible for technical organization of inter-cantonal MOE meetings Equipment -Library books and periodicals -Office, data processing and desk-top publishing equipment for canton pedagogical institutes -Electronic linkages between cantons and with the Federation MOE, and associated communication equipment -Office and conference equipment for secrersriat of the cantonal ministers conference secretariat -Vehicles

B. Institutional requirements:

-Consolidation of the pedagogical insti .‘!res in each canton and legislation or administrative directives defining their functions and designating focal points for inter- cantonal co-operation.

46

-Formal co-operation agreement between cantons.

9. Budget (in US dollars):

Personnel 1,500,000 Training 500,000 Contracts 500,000 Equipment 2,000,OOO Misc. 115,000 Agency costs 385,000

_-_--______-__ 5,000,000

10. Co-operating agencies and projects: UNICEF, University of Pittsburgh

47

PROFILE 4

1. Project title: Pilot project on education microplanning

2. Status and duration: Short-term development activity: 18 months

3. Possible starting date: January 1997

4. Executing agency: The Central Pedagogical Institute and Zenica Ministry of Education in collaboration with UNESCO ED/EAR

5. Background:

The war has destroyed and damaged over 50 per cent of all school buildings thereby changing the configuration of the network of schools and their catchment areas. Furthermore, population movements have increased these disparities between geographical locations in terms of provision of educational services, availability of buildings, teachers and other inputs.

6. Objectives:

1. To provide the Federation with a coherent methodology to be used at the municipal and canton level which would enable local authorities to make rational decisions concerning investment in the educational system. 2. To develop the methodology through a microplanninig pilot exercise.

7. Target areas and beneficiaries:

A. Zenica will be the initial target area for the trial phase for methodology development; subsequently, target areas will be extended to other cantons and municipalities. B. The project aims to benefit the technical staff, the educational planners and educators of the pedagogical institute and the canton MOE, as well as municipality authorities.

8. Inputs required:

A. Material and financial requirements: Personnel -International consultants (educational planners, sociologists, educational economists, architect, and professional educators) -Local consultants (economists, statisticians, professional educators, administrators, sociologists and architects) Contracts -Production and printing of studies concerning the pilot project Training -Training of national personnel through seminars at national, canton and municipality levels -Fellowships and study tours at UNESCO, IIEP (France) and in other countries

48

Equipment -Technical documentation -Office equipment and supplies, computers, photocopiers, fax, vehicles, etc.

9. Budget (in US dollars):

Personnel 200,000 Training 200,000 Contracts --- Equipment 100,000 Misc. 31,000 Agency costs 69,000

--m--m-m----m_ TOTAL 600,000

49

PROFILE 5

1. Project title: Standards and design guidelines for educational buildings and furniture

2. Status and duration: Urgent: 18 months

3. Possible starting date: June 1996

4. Executing agency: The Central Pedagogical Institute in collaboration with UNESCO

5. Background:

Well over 50 per cent of school buildings in the Federation have been seriously damaged, destroyed, taken over by the army, or used to house people displaced by the war. In the remaining available space students and teachers occupy classrooms with no glass in the windows and no heat, classes are even held in rooms missing their doors. As schools were destroyed or made unsafe by shelling, the administration of each school became responsible for finding alternative space for classes, in apartments, bomb shelters, garages, or any other available space. In addition, as the majority of school buildings are old and lack maintenance, even undamaged buildings are in poor repair.

The pedagogical institute is responsible for the development of curricula and of standards which includes design guidelines for buildings, furniture and equipment.

Having been cut off from contacts outside the country for several years, the Federation uses space norms that are out of date in relation to those in Western Europe. Science laboratories, specialized rooms, classrooms, workshops, outdoor playing space, etc. are designed for outdated teaching methods and propose unsuitable layouts, furniture and installations.

6. Objectives:

1. To contribute to the modernization of education in the Federation through generating standards and design guidelines for educational buildings and furniture which correspond to the new curricula and teaching methods being introduced through other projects. 2. To optimize capital investment through developing common standards that will be applied at the canton and municipality levels and followed by communities, international financing agencies and NGOs. 3. To establish a technical documentation centre on educational buildings at the Central Pedagogical Institute that networks with the cantonal branches. 4. To elaborate Federation, canton and municipality strategies for planning, design, construction, and provision of furniture and equipment. 5. To establish a mechanism for inter-agency, co-ordination and co-operation in the implementation of capital assistance programmes.

50

7. Target area and beneficiaries:

1. Federation, cantons and municipalities 2. The technical staff, educational planners and educators of the Central Pedagogical Institute, headmasters/headmistresses, teachers and students who will use the required or new educational facilities adapted to the pedagogical requirements 3. The results of this project will also be applied to school repairs and school construction projects funded by international agencies and bilateral sources

Note: UNESCO is transmitting project profiles for building repairs to potential donors.

8. Inputs required:

A. Material and financial requirements: Personnel -International consultants (educators, architects and furniture designers) -Local consultants (educators, architects, furniture designers and draftspersons) and local subcontracts Fee contracts for production and printing of technical documents and reports such as: -Educational briefs, typology of buildings, architectural briefs, standards and design guidelines for all the school buildings spaces per level of education (teaching, administrative, circulations, sanitary facilities, libraries, laboratories, workshops, outdoor spaces and playing fields, etc.). Examples of various layouts to’facilitate the learning process (sketches of possible functional relationships and groupings of the different spaces) -Guidelines for furniture design, production, transportation and installation -Physical comfort standards and safety norms -Manuals for the management of schools and their use for other community, social and cultural activities -Construction of prototypes Training -Study tours to countries with relevant experience (i.e. United Kingdom, Morocco, Norway) -Seminars at Federation, canton and municipal level Equipment -Office equipment -Drafting equipment and related computers, photocopiers etc. -Vehicles Miscellaneous and agency cOsts

B. Institutional requirements: -Regular linkages between the Central Pedagogical Institute and cantons

51

9. Budget (in US dollars): Personnel 125,000 Training 75,000 Sub-contracts 100,000 Equipment 300,000 Misc. 64,000 Agency costs 86,000

m--m---------- TOTAL 750.000

10. Co-operating agencies or projects: UNICEF/USAID activities in development of primary education

52

PROFILE 6

1. Project title: Compensation education for pupils and youth affected by war

2. Status and duration: Urgent: 36 months

3. Possible starting date: July 1996

4. Executing agency: Pedagogical institutes in Sarajevo, Tuzla, Zenica, Bihac, Travnik, Gorazde and Mostar with technical support from UNESCO and UNICEF

5. Background:

Due to war, large population movements and introduction of a compressed curriculum in 1993/1994 (in content and time), many pupils have educational gaps and consequently drop-out has become a new phenomenon at the primary-school level.

The attendance, rates in the pre-war period were almost 100 per cent. One pilot study included nine municipalities in Tuzla shows that hardly 90 per cent of pupils are completing the upper grades (5-8) with girls having the highest drop out rate. Some pupils were unable to follow any schooling at all due to danger, illness, wounds, etc.

UNICEF is very much involved in quality improvement at the primary level.

6. Objectives:

1. To provide counselling and skills training to youth amputees and demobilized soldiers 2. To provide pupils who have had disrupted primary education with learning skills so they can develop their full potentials and finish primary school. 3. To raise the overall quality of basic education and thereby mitigate a negative development of accepting lower educational quality at the secondary level which could eventually lead to lower standards for higher education.

7. Target area and beneficiaries:

1. Amputee youth and demobilized soldiers in Sarajevo’ 2. Primary- and secondary-school children in Zenica and Gorazade 2. Primary-school children in Sarajevo, Tuzla, Bihac, Mostar and Travnik

8. Inputs required:

k Material and financial requirements:

Personnel -International consultants in evaluation -Local consultants in programme design and implementation

53

-Financial compensation for teachers who run classes after school hours Contracts -Survey to identify specific target groups -Development of special training materials for intense concentrated courses -Sub-contract to NGOs for skills training of youth Training -Study tours to investigate experiences in other countries (e.g. West Bank and Gaza strip, Mozambique, El Salvador) -Training of teachers responsible for compensation education Equipment -A.V. equipment for accelerated teaching methods Miscell&e&.u and agency costs

-

9.Total amount (in US dollars):

PART 1 Personnel Training Contracts Equipment Misc. Agency costs

TOTAL

PART 2 Personnel Training Contracts Equipment Misc. Agency costs

TOTAL

PART 3 Personnel Training Contracts Equipment Misc. Agency costs

TOTAL,

GRAND TOTAL

50,000 30,000 200,000 10,000 20,000 40,000

_--_--____--_- 350,000

18,000 20,000 ---

80,000 15,000 17,000

--_-__--_----- 150,000

125,000 250,000 -a-

100,000 25,000 58,000

-____-_--_---- 500,000

-w-----D------ 1,000,000

54

10. Co-operating agencies: Part 1 activities will be supported by Germany as a follow-up of previous activities implemented by HOPE ‘87. Part 2 will be 50 per cent funded by AGFUND and implemented in co-operation with SOROS. Donors are sought for Part 3.

PROFILE 7

1. Project title:

2. Status and duration:

3. Possible starting date:

4. Executing agency:

Support of secondary-education reform

Medium-term development activity: 24 months

September 1997

Central Pedagogical Institute and the Federation Labour Department in co-operation with UNESCO and IBE

5. Background:

In 1992, MOE initiated a major reform in secondary education in which a new curriculum was developed and tested. The first cohort of students to go through the curriculum will graduate in 1996. Though the war has disrupted the full implementation of this reform (e.g. teacher training and equipment for schools were effected), an assessment of this curriculum is needed.

The reform provides for four-year technical education programmes and three-year terminal programmes. While the MOE is currently pleased with this arrangement, there is a need to align this scheme with that of other countries and with the job market.

Furthermore, changes to the current economic policy that will focus on new economic sectors will be introduced. Adjustment of the present technical and vocational schools cannot be excluded.

More than half of all technical and vocational schools are not equipped at the moment and at least 20 per cent of secondary schools need modern equipment.

6. Objective:

To prepare an updated policy for secondary education (including general, technical and vocational) which takes into account the new configuration of the economy that will evolve during the reconstruction period.

7. Target area and beneficiaries

A. The Central Pedagogical Institute and the labour department in the Federation B. Secondary-school leavers and job seekers

8. Inputs:

A. Material and financial requirements: Personnel -International technical assistance on methods for evaluation of the results of the revised curriculum

56

-

-Local consultants to carry out the evaluation Contracts -Sub-sector study of secondary education including general, technical and vocational aspects -Guidelines for standards for secondary education Training -Study tours to countries having passed through political transition (Hungary, Czech Republic, Poland) and those using similar programmes (e.g. Germany, Switzerland, Norway, Belgium, Luxembourg, France, Iceland and Jordan) -Workshops and seminars to debate approaches to secondary education reform Equipment -Procurement of curricula used in other countries Mkcellaneous and agency costs

9. Budget (in US dollars):

Personnel 250,000 Contracts 80,000 Training 150,000 Equipment 20,000 Misc. 3 1,000 Agency costs 69,000

_~~---~~~~--~~ TOTAL 600,000

10. Co-operating agencies: The World Bank

PROFILE 8

1. Project title: Education for peace, conflict resolution and multiculturalism

2. Status and duration: Urgent: 24 months

3. Possible starting date: September 1996

4. Executing agency: BiH National Commission for UNESCO

5. Background:

The seeds of conflict are instilled at a very early age by the environment, adults, older children and peers. In spite of the war and population movements to achieve ethnic concentration, BiH remained a country where multiculturalism is a part of everyday life and will be inevitable for the future.

The legacy of the war, however, is memories of violence and injustice. To find an alternative to violent revenge there is a massive need for teaching conflict resolution, education for peace and multiculturalism at the primary and secondary level.

This problem is shared by all countries of former Yugoslavia. At philosophical faculties in Belgrade and Skopje (where the majority of teachers are trained), the psychological institutes have developed conflict-resolution programmes for primary- and secondary- schools, with teacher manuals, student materials and special training seminars for teachers.

6. Objectives:

1. To build the basis for peace in the minds of the new generation 2. To implement conflict resolution, peace and multicultural methods among teachers and students in order to offer them an opportunity to face and internalize an alternative approach to respond to conflict situations. 3. To reach all schools in BiH with standard materials on tolerance and international understanding 4. To expand the network of UNESCO Associated School Project (ASP) in the Federation. 5. To stimulate exchanges of experiences in conflict resolution at philosophical faculties in The Former Yugoslav Republics of Macedonia, Serbia, Croatia, and countries in other regions

7. Target area and beneficiaries:

The target areas are at Federation, canton and municipal levels. The primary beneficiaries will be teachers and students in primary and secondary schools. These groups will be reached through teachers and psychologists at philosophical faculties.

58

8. Inputs required:

A. Material and financial requirements: Personnel -International consultants in education for tolerance and inter-cultural understanding -Local consultants to manage training programmes Contracts -Support for cantonal and Federation-level conferences on education for tolerance -Preparation of training materials -Support for meetings between ASP school and libraries in each canton and others Training -Study tours to experience how other countries are addressing similar problems -Local training for staff involved in

a)pilot phase of schools b)major implementation for 200 schools

Equipment -Educational materials used in other countries for use in resource centres -E-mail linkages between Associated Schools in co-operation with other activities -Educational materials for 1000 schools Miscellaneous and agency costs B. Institutional arrangements: -Selection of one or two schools in each canton to join the Associated Schools Project

9. Budget (in US dollars):

Personnel 200,000 Contracts 200,000 Training 600,000 Equipment 250,000 Misc. 77,000 Agency costs 173,000.

Total 1,500,000

10. Co-operating agencies and projects: The initial phase is to be supported through the German Commission for UNESCO. The project will be done in close liaison with the civic education project supported by the United States Information Agency (USIA) and their contractors (an American NGO and the Council of Europe). E-mail linkages between Associated Schools will be supported through the UNESCO General Information Programme.

59

PROFILE 9

1. Project title: Reinforcement of secondary-science education

2. Status and duration: Medium-term development activity: 24 months

3. Possible starting date: August 1997

4. Executing agency: The Central Pedological Institute and the Federation Ministry of Education

5. Background:

The secondary education system is dominated by technical and vocational education schools. While these will need to be adapted to the economic evolution of the country, the quality of science education needs to be maintained as a foundation for educational reform. Secondary education in the Federation has suffered greatly from the war. Secondary schools lack basic educational materials and laboratory equipment. Learning by doing has become virtually impossible.

6. Objectives:

1. To create interest in each canton in adopting modern science-teaching approaches through demonstration schools. 2. To instil in the teaching staff a sense of self-reliance and creativity in order to achieve cost-effectiveness in science teaching. 3. To demonstrate to 20 per cent of science teachers how cost-effective science education can be carried out.

7. Target area and beneficiaries:

A. One demonstration secondary school in each canton B. 20 per cent of all secondary-school teachers, students and pedagogical institutes in the Federation

8. Inputs required:

Material and financial requirements: Personnel -International consultants in modern, cost-effective science teaching which emphasizes discovery learning and practical exercises -Local consultants to work in the Central Pedological Institute for developing new science teaching materials adapted to the national context; Contracts -Priority to science-education materials

60

Training -Participation of national personnel in science-teaching workshops in other countries (training of trainers) -National training for teaching for staff of demonstration schools -National seminars on science teaching for neighbouring schools Equipment and premises -Remodeling and repair of laboratory space in schools -Furnishing laboratories -Laboratory equipment -Science resource centre libraries for each canton

9. Budget (in US dollars):

Personnel 500,000 Contracts 300,000 Training 700,000 Equipment l,OOO,OOO Misc. 55,000 Agency costs 345,000

-__----------- Total 3,000,000

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PROFILE 10

1. Project title: Foreign language teaching and learning programme

2. Status and duration: Urgent: 12 months

3. Possible starting date: July 1996

4. Executing agency: MOE, Central Pedagogical Institute, in co-operation with UNESCO and bilateral or NGO bodies

5. Background:

The post-war period in BiH shows the dramatically increased need for foreign language learning and the serious shortage of foreign language teachers, many of whom have left the country while others are working with international agencies (due to the non- competitive level of teachers’ salaries in MOE). MOE has also identified this problem and stated that it intends to intensify foreign language teaching and to renew teaching methodologies.

6. Objectives:

1. To establish a demonstration and resource centre for foreign language teachers in primary and secondary school. 2. To strengthen the capacity of the Central Pedagogical Institute to provide leadership as regards national education priorities (in this case the knowledge of foreign languages) and to achieve a multiplier effect through its activities, particularly the training of trainers.

7. Target area and beneficiaries:

A. Sarajevo and other cantons that chose to make use of the facility B. Students, foreign language teachers, foreign language teaching advisors, Central Pedagogical Institute staff

8. Inputs required:

Material and financial requirements: Personnel 1. International consultants to help design a cost-effective approach suitable for school- level foreign language instruction and to plan installation of technical equipment in the Central Pedological Institute

62

Contracts -Study of current teaching practices in primary and secondary schools -Study of needs and demand for foreign language teaching -Development of methodologies for teaching second and third languages in the BiH context. Training -Training of advisors and trainers in selected institutions abroad. -Training of national personnel on use of computer-assisted CD Rom laboratory -National training of selected language teachers Equipment -Specialized library on language teaching -Audio-visual laboratory with self-study materials (15 posts) -Computer-assisted CD Rom language learning laboratory (6 posts) Miscellaneous and agency costs

Institutional requirements: -Strengthening of foreign language unit of the Central Pedagogical Institute

9. Budget (in US dollars):

Personnel 50,000 Contracts 100,000 Training 150,000 Equipment 110,000 Misc. 32,000 Agency costs 58,000

TOTAL 500,000

PROFILE 11

1. Project title:

2. Status and duration:

3. Possible starting date:

4. Executing agency:

Higher education change and development

Urgent: 12 months

September 1996

Initially the National Commission of UNESCO of BiH and eventually a national council for higher education, in co-operation with UNESCO-CEPES (European Centre for Higher Education, Bucharest)

5. Background:

The four years of war in Bosnia and Herzegovina devastated the higher education institutions and resources. All four university centres (Sarajevo, Mostar, Tuzla and Banja Luka) have been effected in different ways. Sarajevo has suffered the heaviest physical damage (loss of infrastructure), the greatest brain drain (some 60 per cent of the academic staff has left) and the highest decrease in student enrolments (l/3). Mostar has split into two parallel institutions, based on ethnic/linguistic considerations with Mostar West functioning according tti Croatian models. Tuzla has increased enrolments and institutions due to population migrations. Banja Luka, located in the Republika Srpska is part of a different education system and faces different types of problems, catering for higher education demands of a large nu’mber of refugees. Other cities such as Zenica and Bihac have developed their own faculties through arrangements with one or several of the four university centres.

The quality of the teaching/learning process has decreased due to the total isolation from professional developments. Infrastructures are effected, basic educational materials are lacking.

The decentralization of education in the Federation to the cantons with no mechanisms for inter-cantonal co-operation makes the situation even more complex. Consequently, there is no functioning system of higher education either for the Republic or in the two entities (Federation and Republika Srpska).

6. Objectives:

1. To re-establish an operational system of higher education (short-term) 2. To design and implement a strategy for higher education change and development, both at the systemic and institutional level, to provide a quality of teaching/learning process adapted to the specific needs of Bosnia and Herzegovina. 3. The elaboration and operationalization of a strategy of higher education development, including the foundations of a cost-effective System that would include adequate inter- cantonal funding and co-operation mechanism. (medium-term) 4. To propose legislation in higher education to the governmental authorities to promote institutional development and establish links to the international academic community.

64

7. Target area and beneficiaries: National higher education institutions

8. Inputs required:

Material and financial requirements: Personnel -International consultants to share experiences of other countries and to support the process of developing a national council on higher education -National personnel to direct the setting up of the national council on higher education Contracts -Detailed analysis of enrolment, staff and resources available for higher education Training -Study visits to countries having university grant committees (e.g. United Kingdom, India) or councils for higher education co-ordination (e.g. United States, West Bank and Gaza Strip) and decentralized governments (e.g. Switzerland and Belgium) Equipment -Office equipment including computers, copy printers, etc.

B. Institutional requirements: -Creation of a council of higher education

9. Budget (in US dollars):

Personnel 150,000 Contract 50,000 Training 200,000 Equipment 100,000 Misc. 3 1,000 Agency costs 69,000

_-__--_______- TOTAL 600,000

65

PROFILE 12

1. Project title: Repair and furnishing of educational buildings

2. Status and duration: Urgent: 24 months

3. Possible starting date: May 1996

4. Executing agency: The International Management Group, the Central Pedagogical Institute in co-operation with UNESCO and other competent UN and canton bodies

5. Background:

Well over 50 per cent of school buildings in Bosnia and Herzegovina have been seriously damaged, destroyed, taken over by the army or used to house people displaced by the war. In the remaining space available, students and teachers occupy classrooms with no glass in the windows and no heat; classes are held in rooms missing glass and doors. As schools were destroyed or became unsafe, each school as an administrative entity was responsible for finding alternative space in the neighbourhood for classes - often in apartments, shelters, garages or abandoned offices. These ‘war schools’ still exist in most front-line areas and wherever schools were destroyed. Examples of such schools are the Skender Kulenovic Primary School as well as primary and junior secondary schools in Dobrinja, Sarajevo, where children were kept underground from April 1992 until 1993. At these schools gas and electricity were cut off and many of the children did not see daylight during this period.

To accommodate students displaced by destroyed schools and the influx of displaced persons, most schools function in two or three shifts of 3 l/2 hours and offer instruction in a very abbreviated school year - 18 weeks at most, instead of the 38 weeks called for in the curriculum. With the public transport system no longer running, children in rural areas and even city suburbs have difficulties reaching school.

Schools lack even the most basic educational materials needed for effective learning, notebooks, pens and chalks are often no1 available as well as scissors, tapes, pens for teacher, ink, paper, typewriter ribbons, etc.

During the UNESCO mission to review the education system in the Federation of Bosnia and Herzegovina (January-March 1996) the mission’s architect visited schools in Sarajevo, Tuzla, Zenica, Mostar and their surroundings in order to verify the above- mentioned situation and identify projects for external financing in collaboration with the Central Pedagogical Institute, the Ministry of Education, the authorities of Sarajevo, Tuzla, Mostar and Zenica, the University of Sarajevo, the European Administration of Mostar and the International Management Group.

Based on the above facts and findings the mission received requests from central, canton and other agencies and consequently prepared project profiles for the repair and

66

furnishing of some thirty education buildings to search for external financing for an amount of approximately $7,000,000.

6,Objective:

1. To provide immediate assistance for repair of those educational buildings to which central and canton authorities have given priority. 2. To raise the quality of education through providing suitable educational buildings. 3. To get children out of inadequate schools, basements, shelters, and offices so that t they can study in a proper educational environment. 4. To provide support to local labour and industries (contractors, furniture production, teaching material, etc.).

7. Target area and beneficiaries:

The selected schools being spread in different cantons, all the students and teaching staff in these schools will benefit from having a proper learning environment.

8. Inputs required:

A. Material and financial requirements Personnel: -International technical assistance for project preparation and follow-up of repair work -Local consultants’ for preparation of tender documents, analysis of quotations and management of work Contracts: -Construction work and production of furniture (see appendix to Profile 12 for lists of schools to be considered) Equipment: -Furniture Miscellaneous and agency costs

9. Budget (in US dollars): Personnel 200,000 Contracts 5,800,OOO Training 100,000 Equipment 30,000 Misc. 65,000 Agency costs 805,000

-m-----s------ TOTAL 7,000,000

10. Co-operating agencies or projects:

The German Commission for UNESCO has been requested to support the repair of five schools.

Note: These funds will cover only part of the amounts.

67

APPENDIX TO PROFILE 12

SCHOOLS TO BE CONSIDERED FOR REPAIR

Note: Names of countries and organizations in brackets indicate that they have been contacted regarding an interest to provide funding.

URGENT PRIORITIES FOR 1996

SARAJEVO 1. Civil engineering and surveying technical school (Denmark) 2. University of Sarajevo, Faculty of Philosophy (Italy) 3. Skender Kulenovic Primary School (Germany) 4. S.S. Kranjcevic Primary School (Japan) (HOPE ‘87) 5. Sabrinja Primary School 6. Pinokio Kindergarten (Germany)

TUZLA 1. Rainci Gornji Primary School (Kaljesa)

ZENICA 1. Vozuca Primary School 2. Gnusi u Gnusima Primary School 3. Aleksa Santic Primary School

MOSTAR 1. Textile Technical School (Germany) 2. Music School 3. Polog Primary School

PRIORITIES FOR 1997

SARAJEVO 1. School gardens for environmental education 2. Mejmed Beg Kapetanovic Ljubusak Primary School (HOPE ‘87) 3. Isak Samokdovlija Primary School 4. Musa Cazim Catic Primary School (HOPE ‘87) 5. University of Sarajevo, Faculty of Medicine 6. Rosica Kindergarten 7. Iskrica Kindergarten 8. Nafija Sarajlic Primary School (city) 9. Nafija Sarajlic Primary School (suburbs)

TUZLA 1. Gornja Primary School 2. Rainci Gornji Primary School

68

ZENICA 1. Miroslav Kirleza Primary School 2. Isidoro Sekulic Primary School

MOSTAR 1. Electra-technical equipment for Technical Schools 2. Masinsko-Saobracajna Technical School

69

Annex 1. Geographical regions

NORl-kl BO!SNlh! \...

5AR4~EvO ; i -a

LJ upper \

baS Kivtr Aras ‘\.

U Sam\cvo - 2cnica hsk

l--J Nest kni& .--..- . . ..__..... ‘.%‘.‘.‘.‘.‘.‘.:~.~.~.~...~,~.~,.,.,. ,.,‘,.,‘,.,‘,‘,.; ~:~:::::::~:~~:.:.:.:.:.:,:~~:.:.:.:.:.:

kZl LOW\cXn& H*cef 04&q. \;- ,:::.‘:” ....... ....................... .......................... *:;; ..; ,.,.; ............ ,...:,...:.:.:.:.: .I ...................

..~.:.:.:.:.:.:.:.:.:.~.~.~.:.~.~.:

- bodcrs. of ----m borders Of

GEOGR+W-i t CAL REGWi-5

TYE 0oRDER5 SiiOWH ON THIS M4P /ARE NOT &X&CT. AIJD, FURTHERMORE , DO Nol- IrlPc,\/ ANY JUD6EMENT OH I-YE LEGAL StATUS OF I-HE ‘T-EKfc\TORY OF ANY ErlPDRSEMEtYT OR kCcEFi+ANCE OF S&i-f BuRPERS or4 l-YE PART OF UNESCO.

71

OfS

Annex 2. Political organization according to Dayton Agreement, December 1995

\:

Presidency ‘) 1 of BiH I

Parliamentary Assembly - House of People I - House of Representatives ‘\

“\

1) Will consist of 3 members: One Bosnian Muslim One Bosnian Croat One Bosnian Serb

2) To be elected in 1996

72

Federation2’ ‘I! Assembly ,, !’

2:

/ /

/

Annex 3. Organizational structure o fthe Ministry of Education, Science, Culture, Sport and Information

MOESCSI

i Central Pedagogical

Institute I

\

\ \\ :! ‘1 _\ ‘-.._/i’ /”

Education Department (Pre-school,

Primary, Secondary &

Higher Education)

Science Department

Culture Department

Sport Department.

Inspection Department I

Information, Media and TV Department

Annex 4. Organizational structure of the Central Pedagogical Institute

Central Pedagogical Institute

Teaching Process Division

Established Posts: Vacancies: Stat?

Staff Qualification ‘?

21 2 19

a> 1 b) 2 c) 16

School Organization and Building Division

~~-__- ~~~-~ .~~ Established Posts: 9 Vacancies: 1 Staff 8

Staff Qualification ‘) : b) 1 4 7

I Number of staff with the following qualifications: a) Doctorate b) Master c) Degree d) Diploma e) Secondary education f) Primary education

Annex 5. Organizational structure of the Tuzla Pedagogical Institute

Pedagogical Institute (Director)

L

I Educational Division in each Muni$ality served:

Primary School Sector

Pedagogical Adviser

1

Pre-school Section Primary School Section

1. Pedagogical Advisors have a horizontal responsibility; they inspect prc-sdhool establishments as well as primary and secondary schools. specialized subjects’ inspection. 2. The education section in the municipalities ensure administrative inspection (control of tcachcr movements and availability) at the prc-school, 3, University inspection is the responsibility of’ a specialized body at the level of the Republic.

Amex 6. Organizational structure of the Municipality of Tuzla

MUNICIPAL COUNCIL

2

RECONSTRUCTION AND 3EVELOPMENT DEPARTMEN?

Town Planning and Environmental Board

Housing Construction and Public Services Board

Real Estate Committee

ECONOMIC, FINANCE AND PLANNING DEPARTMENT

Auditing Board

Rcvcnuc Board

Rescue Services Committee

MUNICIPAL BOARD

FINANCE DEPARTMENT

Board for Energy and Technical Production

Public Services Board - Traflic Committee - Water and Sewage Committee - Funeral Committee - Public Cleaning Committee

I SOCIAL WELFARE DEPARTMENT

Committee for Refugees and Displaced Persons

Veterans and Disability Support Committee _- Health and Medical Services

School Services Board

Cultural and Recreation Support Committee

Social Welfare Services Board

1

+ --~ ~~___-

Secretariat for Communal Issues (Communication, . . .)

Annex 7. O rganizational structure of the Municipality of Bihac

MUNICIPAL BOARD

1 Secretariat for Urban Planning of Resources & Protection of the Environment

Secretariat for General Issues (Culture, Education, Health, . . .)

I

Secretariat Common Interest Issues

Annex 8. The education system in the Federation

/__ 27

!- 26 I

I L-

I--

i

t

t L

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

.5

4

3

2

1

0

Faculties & Universities 1

(4-5 years) Colleges , (2 yeas)

7 gnnasium TECHNICAL SECONDARY SCHOOLS I

general Teacher- Technical Art Schools Religious language Training Schools -art Schools nat. science School - music mathematics - ballet sport (4 years)

Primary School - general - music - ballet - special education

(8 years)

Vocation Schools

(3 y=s:

Pre-School Establishments (5 years)

- I a1 I

j

1

*2

*1

1. In order to enter gymnasia, teacher-training schools, technical schools, art schools and religious schools pupils and students must pass an entrance examination. Vocational schools do not have an entrance examination.

2. Students who finish gymnasia teacher-training, art and religious schools may enter tertiary institutions after passing a university and faculty administered entrance examination. Students who finish vocational schools must complete extra courses in addition to passing the university entrance examination in order to enter tertiary institutions.

Source: Ministry of Education, Sarajevo.

78

REGION BIHAC GORAZDE MOSTAR EAST SARAJEVO City SARAJEVO Suburbs TRAVNIC TUZLA

Annex 9. Consolidated primary education by region 1994-1996

1994/1995 No of 1 No. of 1 No. of 1 Staff 1 No. of 1 No. of 1 No.

schools 1 35 5

20 51 18 27 93 46

pupils Teachers 1 Other 28220 1035 333

4 563 119 39 II 538 544 165 32012 1534 396 13964 555 181 20720 694 235 60301 2196 839 38485 1623 462

158

Total

5 709

schools

20 1930 51

1368

736

35

18 929 27

3035 89

160 4600

classes

467

pupils

11118 1 187

1 000

30443

30

453 13779 912 22050

2042 61 ZENICA

Source : Ministry of Education, Sarajevo, 1996

GORAZDE . MOSTAR EAST SARAJEVO City SARAJEVO Suburbs TRAVNIK TUZLA

Annex 10. Consolidated secondary education by region, 1994-1996

1994 No. of 1 No. of 1 No. of

schools classes pupils 14 212 5658

3 64 1784 13 152 4 134 35 506 14 780

7 142 4 221 10 149 4 557 37 616 19 490

1995 199E Staff No. of No. of No. of

Teachers! Other / Total schools classes pupils 328 93 421 14 240 6 000 101 27 128 3 64 1800 322 53 375 15 170 1416

1128 365 1 493 35 490 13374 219 54 273 6 170 4700 261 66 327 10 159 5059

1170 311 1 481 37 674 21 000

Source : Ministry of Education, Sarajevo, 1996 .

Annex 11. Secondary schools, classes, enrolment and staff 1995/96

BIHAC GORAZDE DOBOJ ISTOK EAST DOBOJ JUG SOUTH MOSTAR SARAJEVO City SARAJEVO Suburbs TRAVNIK

= TUZLA

No. of No. of Institutions I I II

11 61 54 42 29 186 2010 1476 3 16 22 19 5 62 510 618 8 26 27 25 11 89 820 756 4 29 26 24 6 85 915 718

15 52 53 44 19 168 1414 1385 35 132 157 149 85 523 3690 4682 6 49 52 43 14 158 1470 1685

10 75 54 30 16 175 2382 1566 31 184 185 172 80 621 5840 6180 20 112 110 85 40 347 3260 3680

z l- t

asses by grade I No. of s III 1 IV / Total 1 I I II

rdents by grade III / IV I Total

i i 1076 749 5311

528 132 1788 586 306 2468 624 168 2425

1 139 478 4416 4340 2380 15092 1145 385 4685

840 448 5236 5120 416 17556 2580 1120 10640

A* Qualified teachers B* Teachers authorized to teach during the war C* Unqualified teachers

Source : Ministry of Education

* While this information was provided by MOE it does not fully correspond to Annex 10.

REGIONS

BIHAC Teachers Other

ZENICA Teachers

Other - ~~.. MOSTAR Teachers

0;her

SARAJEVO Teachers

E Other ~. ~~~ -~~ __-. ~

TRAVNIK Teachers Other

TUZLA Teachers Other _~___~~~~ .-__ -___

GORAZDE Teachers Other

TOTAL. ‘. Tea&y5 other :

GRAND TOTAL

Average salary

/month 70 40 70 40 70 40 70 40 70 40 -___ 70 40 70 40 70.

..' 40

Annex 12. Staff salary support for 1995196

Pre-school Primary Secondary Higher education No. of Amount No. of Amount No. of Amount No. of Amount staff $000 staff $000 staff $000 staff $000

31 26 1250 1050 430 361 381 32 21 10 400 192 120 58 28' 13 ~~~ ___~~

-. 70 59 1477 I-241 676 568 86 72 47 22 535 257 196 94 ----551 .-_--A'

,,,4;:' 348 5 8656 40 7.271 19

+3 2 989 I..435 '. ',

4631. 27 3890 13 1553 I.305

'277 I'.. 1 307 62;1 814 391 691 481 11 6451 87061 5938 4 517 23671 1 696

Source : Ministry of Education

Annex 13

Higher education

(1) In order to follow technical studies in tertiary institutions students must complete a four-year secondary-school programme in the specialization they wish to study in the tertiary institution. Students whose proposed specialization at the higher education level does not correspond with their secondary studies must pass a special examination.

1. Legislation

(2) At present, the ‘Law on the University’ and the ‘Law on Scientific Research’, both adopted 16 November 1990 and amended several times since, regulate higher education and research.

(3) Under the proposed constitution, cantons will be responsible for higher (and secondary) education. The enabling legislation is not yet passed nor is there any foreseen mechanism for inter-cantonal co-operation. To date university centres exist in only one established canton (Tuzla). The other centres (Mostar and Sarajevoj do not have canton status.

2. Financing

(4) In the pre-war period, higher education was free and only foreign students paid tuition fees. Additional financial sources found through co-operation projects with industry accounted for up to 40 per cent of the budget for some disciplines.

(5) The procedures for budget allocations used before the war continued with some modifications under the Dayton Agreement. The budget allocated to higher education institutions is under two basic categories - salaries and maintenance costs (electricity, water, heating etc.) with the central government meeting the salary budget and the localities meeting the maintenance budget. The ratio between these two categories before the war was 4:1, i.e. 80 per cent for salaries and 20 per cent for maintenance costs.

(6) The war further weakened the already frail education sector. The country’s system of production and transportation came to a complete halt, bringing the financing system into a total crisis. By following old criteria for financing education, maintenance costs reached 97 per cent of total payments while only 3 per cent went to salaries. The respective funds were abolished and the budget centralized. Finally the central government could only pay token salaries of DM0.5 per month.

(7) The situation worsened and between 1993 and 1994 higher education, like all other sectors of education, was financed exclusively by humanitarian aid and donations by international organizations or funds. Higher education was kept operational

83

through voluntary work and the enthusiasm of both academic staff and students. Humanitarian aid was used for salaries while the maintenance needs were simply noted. When funds were not available to cover salaries, donations in food and clothes were offered to teachers.

O-9 Within the institutions, a ‘Regulation on Salaries in the Public Sector’, adopted during the war years, fixed the salary ratio at universities to 1:6 (e.g. a cleaner’s per salary would be DM20, while a professor’s would be DM120).

(9). From 1 August 1995 co-operation with the parts of the Federation controlled by the Croatian army was established and funds were decentralized to the cantons, as stipulated by the Dayton Agreement. Thus, as of March 1996, 100 per cent of the maintenance costs and 60 per cent of the salaries were to be covered by the canton, the remaining 40 per cent of the salaries to continue being covered by the Federation and Republika Ministries. Implementation has proven difficult. The money available in the budget is distributed on a monthly basis, with priority to salaries. As the situation varies from month to month and from university to university, there are no effective salary scales.

3. Management

(10) The universities in BiH are made up of a loose association of member institutions (faculties, colleges, research institutes and libraries) represented in the university governing bodies. As these member institutions were directly financed by the central government and the proposed constitution places higher education under the cantons, it is not yet clear how they will be funded.

(11) The university, itself, which consists of its supporting Rectorate and Secretariat, is not in a strong position of power. The university’s governing bodies are:

- The University Council, the highest managing body of the university with representatives from each member institution, the students (one per member institution) and the political body (three representatives of the Assembly). This council deals with legal, financial and developmental issues (e.g. policy and planning, student enrolments and establishment of new institutions, etc.) of the ,university and its members.

- The Control Committee of the Council which consists of three members (the President or Vice-President of Council are ineligible). This Committee inspects and controls the functioning and financial operations of the university. It adopts the financial plan, oversees i&s implementation and reports to the Council on a regular basis.

- The Rector, supported by his/her Secretariat, is the executive of the university. The Rector is elected by the Council. The Rector, three Vice-Rectors and the General Secretary comprise the Collegium of the Rectorate.

- The Teaching/Scientific Board made up of the Rector and Vice-Rectors, Deans of faculties, directors of research bodies and two professors from each faculty/institution, is the professional body dealing with substantive issues at the member institutions.

84

(12) During the war years, some university centres, such as Sarajevo, reduced the number of governing bodies in order to deal with emergency situations. At present, authorities are studying ways to create a more efficient university management system.

4. Institutions

(13) Higher education in the former Socialist Republic of Bosnia and Herzegovina was delivered through undergraduate studies (two-year colleges, four- to five-year degree programmes) and graduate studies granting the following degrees: Specialist (one year), Master (two years) and Doctorate. The language of instruction is the ‘ijekavski’ dialect of Serbo-Croatian.

(14) Before the war a total of forty-five higher education faculties, colleges and academies in Bosnia and Herzegovina were united into four university centres, Sarajevo, Tuzla, Mostar and Banja Luka:

- Sarajevo University, established 1849, is the oldest and largest university centre. It consists of twenty-four higher education institutions: twenty faculties, two two-year colleges and two faculties located in Zenica. In the 1991/92 academic year it had 1;751 teaching staff and 25,268 enrolled students.

- The University of Tuzla, established in 1976, had six institutions in BiH - four faculties, one college, as well as one faculty located in Broko, now part of the Serbian Entity. In the 1991/92 academic year it had 192 teaching staff and 4,132 students enrolled.

- The University of Dzemal Bijedic’ in Mostar, also established in 1976, had five institutions - four faculties and one college. In the 1991/92 academic year, there were 2,506 students enrolled and 376 teaching staff.

- The University of ‘Djuro Pucar Stari’ of Banja Luka, established in 1975 had seven institutions, six faculties and one college located in Bihac. In the 1991/92 academic year, there were 6,056 students enrolled and 466 teaching staff. According to the Dayton Agreement, this university is now part of the Serbian Entity.

(15) As a consequence of the war, there has been growth in the network of higher education institutions (four-year faculties and two-year colleges), particularly at the regional level. The network has grown by the creation of sixteen new two-year colleges and four-year faculties between the 1991/92 and 1995/96 academic years. Fifteen of these new institutions are in the regions (Tuzla, Zenica and Mostar) and one is located in Sarajevo. Furthermore, the University of Mostar has divided into two, largely based on linguistic/ethnic considerations, and doubled its faculty.

(16) The growth in the number of institutions is the consequence of two different trends, the claim for cultural identity and specific needs for coping with the war (e.g. displaced students, transportation problems and loss of territory).

85

(17) The splitting of Mostar University’ into two parallel structures and practically doubling the number of institutions is an example of the claim for cultural identity. Mostar East has kept four faculties and one college. Mostar West has kept the four faculties and promoted the Pedagogical Academy from a two-year college into a four- year faculty. It has also introduced two new faculties: Agronomy (1994/95) and Fine Arts (1995/96). In total the network of Mostar higher education institutions has grown from five to twelve.

W.9 The war has also brought about changes in other institutions. Four new institutions have been opened in Zenica as new branches of Tuzla University (the Faculties of Medicine, Electrical and Mechanical Engineering, Law and Economics).

(19) Three new faculties have opened in existing university centres: Criminology at Sarajevo University, and Special Education and Philosophy at Tuzla University as an extension of its previous Teacher-Training College.

(20) In Bihac, a new two-year teacher-training college has been opened and the existing technical college which previously belonged to Banja Luka University is now associated with Sarajevo University.

(21) One of most striking changes is that as a result of the population movements caused by the war, the existing university centres and member institutions now correspond to the three major ethnic groups living in Bosnia and Herzegovina and function according to three different education systems. While the universities of Sarajevo, Tuzla and Mostar East have a predominance of Bosnian/Muslim students and teaching staff, Mostar West has a majority of Croats and the University of Banja Luka has a majority of Serbs. Sarajevo, Tuzla and Mostar East follow the legislation of the former Republic of Bosnia and Herzegovina. Mostar West and Banja Luka have adopted the laws and curricula of present Croatia and Serbia, respectively.

5. Academic staff and student enrolments

(22) Teaching staff and student enrolments have both been effected by the war. In the 1995/96 academic year, there are a total of 1,660 teaching and assistant teaching staff in the Federation. In the 1990/91 academic year, according to unofficial figures, at the four university centres, three of which were located in the territory of the present Federation, Sarajevo, Tuzla and Mostar, there were a total of 25,007 full-time and 6,481

. I Though East Mostar University had no buildings and is located in a heavily damaged part of the city, the Muslim

staff have kept the university operating. Classes are held in basements and what is left of primary- and secondary- school buildings. During the war academic staff moved to smaller towns such as Jablanica and Konjic to teach students closer to their homes, thereby minimizing casualties sustained while traveling.

The University of West Mostar, which is in a significantly better position institutionally also has developmental needs.

In spite of strong tendencies to maintain hvo distinct Mostar structures, both sides proclaim an openness to dialogue. Students from both sides have attended meetings initiated by NGOs such as WUS about scholarship programmes. There seems to be a consensus among the students that such meetings are necessary on a regular basis. While a unified university in Mostar would be more cost effective and in a better position to maintain a higher quality of teaching and research, conditions for such a reunification do not seem to exist at present.

86

part-time students enrolled at the three universities. Currently there are to 15,632 full- time and 1,540 part-time students enrolled.

(23) Sarajevo has lost 50 to 60 per cent of its faculty members. In 1990/91 there were 1,751 full-time professors; there are 837 in 1995/96. The majority (46 per cent) have left the country. Others either retired, were killed or were wounded.

(24) Student enrolments have fluctuated dramatically. Between the 1990/91 and 1995/96 there has been a drastic decrease in student numbers at Sarajevo University and an increase in enrolment at the universities of Tuzla and Mostar. The number of students enrolled at Sarajevo University declined by 72 per cent from 25,268 in 1990/91 to 7,000 in 1994/95, but rose again to over 10,000 in 1995/96 (the first year of peace). Exact figures are impossible to establish as students register in faculties throughout the year and transportation systems have improved in the first year of peace.

(25) Part of the decrease in student numbers at Sarajevo University can be explained by the fact that approximately 30 per cent of its students came from the republics of former Yugoslavia (mainly Serbia, Montenegro and Croatia). It also attracted students from developing countries. Finally, transportation problems arising from damage to the transport system, lack of security and active war resulted in a decrease in student numbers from nearby regions.

(26) While in the 1980s there was a trend towards increased enrolment in science and technological subjects at the expense of humanities, this tendency seems to have been reversed during the war years at all BiH universities. At the University of Sarajevo the highest student enrolments are at the Faculty of Economics, followed closely by the Faculty of Law, which remain comparable to those of the pre-war period.

(27) At the same time there was a dramatic decrease in enrolments in Engineering Sciences. Civil Engineering students declined from 1,100 to 227, Mechanical Engineering from 2,451 to 576, Electrical Engineering from 1,875 to 558, Mathematics and Natural Sciences from 1,236 to 332, and Medicine from 1,337 to 608. Enrolments have gone down dramatically at the Faculty of Philosophy as well.

(28) These enrolment figures are not a prevailing national trend but a consequence of the situation in Sarajevo. The faculties of Law and Economics, for instance, re-absorbed a large number of the student population that were returning from the army. In these faculties, attendance was not compulsory and students were in a position to sit for exams without attending classes. The damage of certain faculty buildings contributes to the decrease in student enrolments in Electrical Engineering, Mechanical Engineering, Natural Sciences and Philosophy.

(29) Enrolment at regional universities, however, has grown, At the University of Tuzla the student population grew from 4,132 in 1990/91 to 5,340 in 1995/96. The figures that are most striking are those of the Faculty of Economics, previously located in Broko, which had less than 500 students enrolled before the war and now has 1,084.

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(30) Teaching staff at Tuzla University grew from 429 in 1991/92 to 490 in 1995/96 despite the fact that 150 academic staff left during the war. Promotion of junior staff, opening of new institutions and employment of staff from occupied territories account for this growth.

(31) There has been a growth in faculties at Zenica. In addition to the existing faculties of Metallurgy and Mechanical Engineering which are part of the University of Sarajevo, branch institutions of the Sarajevo University have been created in Zenica: the faculties of Economics (465 students) and Law (193 students). Tuzla University has also opened branches in Zenica: the faculties of Medicine (130 students), and Electrical and Mechanical Engineering (104 students). Discussions are underway for creation of a Teacher-Training College which is also expected to be established in Zenica.

(32) The combined total enrolment in Mostar has almost doubled, climbing from 2,440 in 1991/92 to 4,576 (East 1,449; West 3,127) in 1995/96.

(33) In pre-war Mostar University there were 376 staff teaching 2,506 students. In the 1995/96 academic year, at West Mostar, there are 238 teaching and assistant teaching staff. Together the Mostar universities have a total of 382 staff members for 4,576 students.

6. Research

(34) The Federation has maintained the distinction between teaching at faculties and research at research institutes.

(35) In Sarajevo twelve research institutes existed during the pre-independence period. These institutes are no longer member institutions of the university, but employ academic staff on part-time projects.

(36) Tuzla University has the following research institutes: Building Materials and Non-Metals, Occupational Safety and Education, Mining, Economics. An inter- disciplinary research project, ‘Ecological Aspects of Mining, Energy and the Chemical Industry in the Tuzla Basin’, carried out during the war years shows that research activities have continued at Tuzla University. Mostar West has the following research institutes as members of the university: Economics, Agronomy, Civil Engineering and Mechanical Engineering.

(37) The majority of the teaching staff are overloaded and underpaid. Furthermore, the majority of the academic staff who remained have been totally isolated from developments in their respective disciplines. In spite of isolated cases of returning academics, there are indications that the brain drain may continue.

(38) A common problem throughout the Federation is subscription to professional periodicals and literature (a hard-currency problem), and the provision of missing literature for the past four years by faculty and discipline. This is just as necessary as the provision of indispensable educational materials (e.g. pencils and computers) for keeping the system operational.

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(39) Providing access to disciplinary data bases and strengthening the electronic networks of all universities are also prerequisites for Federation universities’ becoming part of the international academic community.

7. Effkiency

(40) Numerical indicators normally used to show quality may be misleading. Although student/teacher ratios for the Federation is 13:l or even less, (such as at the Faculty of Architecture at Sarajevo University where it is 5:l) as a result of the massive decrease in student enrolments, the total isolation of the academic staff from professional literature and exchanges, coupled with massive brain drain, has had a negative impact. Furthermore, though staff volunteered their time to keep the higher education system alive during the war years, this enthusiasm is decreasing due to poor salaries and limited intellectual stimulation.

(41) To compensate for the departure of academic staff that went abroad, junior staff were promoted, existing staff were given extra assignments and re-deployed, retired staff were re-employed and the migration of populations brought academic staff from occupied territories.

8. Infrastructures

(42) The infrastructure serving the higher education system is weak. Sarajevo, for example, has lost five faculty buildings (Agriculture, Forestry, Electrical Engineering, Transportation and Physical Education). The faculty buildings for Philosophy, Mechanical Engineering, Natural Sciences and Mathematics were located at the front lines and thus have been seriously damaged. Other buildings have also suffered different degrees of damage. Libraries have been destroyed, textbooks are lacking, roofs are leaking and heating is non-existent.

(43) Different estimations are given of the budgets needed to cater to the urgent needs for infrastructure and educational materials.

(44) Sarajevo University estimates that US$90 million is needed to repair damaged buildings and provide indispensable educational materials. The breakdown is as follows:

- buildings US$63 million - furniture US$5 million - laboratory equipment US$22 million

(45) These figures may be incomplete or unreliable: the World Bank estimates US$20.7 million for building repair throughout the Federation and WUS estimates US$130 million but includes building repairs, furniture, equipment and libraries. A needs assessment report has been prepared by the foundation Youth Support Former Yugoslavia (YSY) for Tuzla University with detailed specifications for each faculty.

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9. International assistance

9.1 International agencies and bilateral support

(46) The international community has shown an interest in supporting higher education in Bosnia and Herzegovina.

World University Services (WUS) (47) Through its Graz Austria office, WUS has started its activities in assisting specific needs of Bosnian2 students, professors and institutions in 1994. WUS activities are focused on:

- establishing a ‘clearing house’ of assistance to Sarajevo University from the European academic community on the basis of specific needs. A Manual on Co-operation with the University of Sarajevo was published in January 1996, with lists of priority needs for infrastructure and services, educational materials and equipment for each faculty of Sarajevo University including:

- exchange programmes for students and professors;

- providing top-up salaries for academic staff; and

- fund-raising for Bosnian universities with governments and individual foundations.

(48) Accurate information on funds involved and sources of funding is not available. However, as reported by the Graz Conference (15-16 March 1996) a co-operative effort of Austrian and Bosnian universities has been made. To date, the Austrian Federal Chancellor has supported Bosnian universities with 13 million Austrian schillings and announced a further 6 million schillings for 1996.

Association of European Universities - Academic Task Force (CRE-ATF) (4% CRE established an Academic Task Force (ATF) in mid-1994 to assist the rehabilitation of higher education institutions effected by war in BiH and Croatia. CRE- ATF has set up university networks or ‘consortia’ for its target ATF universities in Bosnia and Croatia. The following consortia have been set up for universities in Bosnia and Herzegovina:

University of SARAJEVO Lead university: Consortium members:

Lyon 2 Paris X, Barcelona, University of Louvain B, Brussels, Graz, Vienna and Mannheim

University of TUZL4 Lead university: Amsterdam

2 This includes aid to Banja Luka which is now part of the Serbian entity according to the Dayton Agreement

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Consortium members: Twente, Frieburg, Goteborg, Lisbon, Jagellon, Cracow, Cukurova/Adana and Leicester

University of MOSTAR Lead university: Consortium members:

Florence Udine, Graz, Lisbon, Bogazici, Istanbul and Cukorova

w CRE-ATF has’regular meetings where specific co-operation programmes are developed. Information on funds involved and sources of funding are not available.

Open Society Institute Fund’Bosnia and Herzegovina (SOROS): Higher Education Support Programme

(51) The SOROS foundation, through its Open Society Fund in Bosnia and Herzegovina, has been offering continuous assistance to higher education institutions development. This assistance is given in the form of:

- financial support to MA and PhD candidates; - printing of university books; - travel costs for academics travelling abroad to conferences and meetings; and - purchasing technical equipment;

(52) The assistance was administered through the Higher Education Support Programme for Bosnia and Herzegovina (HESP). In 1995 and 1996 US$lOO,OOO per year was provided. For 1996 an additional US$200,000 has been granted for curriculum development in the Humanities. Sarajevo University, as it had the strongest and most numerous faculties in Humanities, was the recipient of most of these funds..

Council of Europe (53) The Committee on Higher Education and Research (CC-HER) has included in its budgets for 1995 and 1996 100,000 FFR for each year respectively for higher education in Bosnia and Herzegovina. This funding was sub-contracted to NGOs (WUS, YSY and others) for sponsoring certain activities. A budget of 250,OOOFFR is proposed for 1997.

European Union (54) The European Union has not been involved in education in Bosnia and Herzegovina. It is announced, however, that the Assistance for Economic Restructuring in Countries of Central and Eastern Europe programme (PHARE) will become accessible to Bosnia and Herzegovina before the end of the year.

Youth Support Former Yugoslavia (YSY) (55) This foundation, established in 1994, is closely connected to the University of Amsterdam. Its activities, mainly targeted towards the University of Tuzla, are:

- A needs assessment manual for Tuzla University (produced in February 1996); - organization of a 1996 Summer IJniversity;

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- English as a second-language courses; and - exchange programmes.

(56) Though a part of these programmes have received funding from other sources, additional funds are necessary for their completion.

8.2 UN system and other international agencies

The World Bank (57) The Bank has sent several missions to Bosnia and Herzegovina. An overall discussion paper prepared by its Central Europe Department: Priorities for Recovery and Growth (September 1995) has an annex devoted to education, which was elaborated with the assistance of the Open Society Institute (OSI) in Budapest. This annex includes higher education. It is still not known to what extent the World Bank will fund higher education.

UNESCO (58) A Memorandum of Understanding, signed between the Director-General of UNESCO and the national authorities of Bosnia and Herzegovina (December 1995) includes, as one of its priorities, assisting the development of higher education institutions.

(59 A UNESCO higher education specialist (UNESCO Bucharest Office) was included in the int‘ersectoral education mission that visited Bosnia and Herzegovina in January/February 1996. A UNESCO Chair on ‘Higher Education Development’ is in the process of being established at Sarajevo University. An International Conference on Co- operation and Support for Higher Education in Bosnia and Herzegovina was organized by UNESCO in Barcelona (18-20 April 1996). Both activities were designed to initiate and further implement short-term and long-term activities to assist the restructuring of higher education in Bosnia and Herzegovina.

(60) Prior to this systematic approach, sporadic activities in favour of higher education in Bosnia and Herzegovina were carried out:

- a representative of the Ministry of Education, Culture and Sports attended, at the expense of UNESCO, the Seventh session of the Regional Committee for the Application of the Convention on the Recognition of Studies, Diplomas and Degrees concerning Higher education in the States belonging to the Europe Region (Budapest, 16-19 June 1994); and

- a representative of the Bosnian academic community attended, as a speaker, at the expense of and organized by UNESCO, a session on higher education in Bosnia and Herzegovina at the annual Conference of the European Association of International Education (EAIE) (Milan, October 1995).

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Annex 14

List of suggested subjects for policy and sectoral studies

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

The role and functions of the Labour Ministry of Bosnia and Herzegovina

Feasibility study for a governmental public servant training agency

Needs assessment forecast of the Federation labour market

Job-profiles update

Institutional links between Labour Ministry authorities, MOE and related

education authorities and Ministry of Finance

Areas and modalities of co-operation between cantons

Criteria and modalities for implementation of a microplanning pilot project

Design of methodology for assessment of

secondary-school student’s achievement

Educational standards for secondary education

Foreign language teaching practices and methodology

Comparative cost of education at the canton level

Cost of higher education at the canton level

Financing future secondary and higher education

Internal efficiency

Current organization of technical and vocational schools

Administration and inspection at the canton level

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AGFUND

BiH

CC-HER

CRE-ATF

DIA

ECMM

EUAM

GDP

HESP

HOPE ‘87

HVO

IMG

ISRA

MOE

MOESCI

NRC

PHARE

PI

SIZ

UNDP

UNESCO

UNHCR

USAID

USIA

wus

Arab Gulf Programme for United Nations Development

Organizations

Government of Bosnia and Herzegovina

Council of Europe Committee on Higher Education and Research

Association of European Universities - Academic Task Force

French Association

European Community Monitoring Mission

European Union Administration for Mostar

Gross Domestic Product

Higher Education Support Programme

Hundreds of Original Projects for Employment

Bosnian Croat Army

International Management Group

Islamic Relief Agency

Ministry of Education

Ministry of Education, Sport, Culture and Information

Norwegian Relief Council

Assistance for Economic Restructuring in Countries of Central and

Eastern Europe

Pedagogical Institute

Self-Management Interest Association

United Nations Development Programme

United Nations Educational, Scientific and Cultural Organization

Office of the United Nations High Commission for Refugees

United States Agency for International Development

United States Information Agency

World University Service

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