final narrative report - pdf.usaid.gov
TRANSCRIPT
ENHANCING AND ADVANCING BASIC LEARNING AND EDUCATION IN
BOSNIA AND HERZEGOVINA
This report is made possible by the generous support of the American people through the United
States Agency for International Development (USAID). The contents of this report do not necessarily
reflect the views of USAID or the United States Government.
ENHANCING AND ADVANCING BASIC LEARNING AND EDUCATION IN BOSNIA AND
HERZEGOVINA – ENABLE BiH
FINAL NARRATIVE REPORT
For the period September 2016 – September 2020
Submitted December 24, 2020
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ENHANCING AND ADVANCING BASIC LEARNING AND
EDUCATION IN BOSNIA AND HERZEGOVINA
Cooperative Agreement No AID-168-16-000001
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Table of Contents
LIST OF ACRONYMS ............................................................................................................. 4
EXECUTIVE SUMMARY......................................................................................................... 5
ABOUT THE PROJECT ENABLE BiH .................................................................................. 8
I. Purpose of the Project ...................................................................................................... 8
SECTION I .............................................................................................................................. 11
I. Analysis of Progress and Results ................................................................................... 11
A. Development of STEM and PPDM documents ....................................................... 11
II. Impact Analysis for the ENABLE BiH phase II ........................................................... 44
A. Monitoring and Evaluation ........................................................................................ 45
SECTION II – FINAL DATA, COMPARED TO BASELINE DATA FOR ALL
INDICATORS INCLUDED IN THE MONITORING AND EVALUATION PLAN ......... 47
SECTION III – SUMMARY OF PROBLEMS/OBSTACLES ENCOUNTERED AND HOW
THESE WERE ADDRESSED/OVERCOME IF APPROPRIATE ........................................ 51
SECTION IV – LESSONS LEARNED, BEST PRACTICES AND OTHER FINDINGS
FROM PROGRAM, ALONG WITH RECOMMENDATIONS FOR FUTURE
PROGRAMMING ................................................................................................................... 53
SECTION V – A COMPARISON OF ACTUAL EXPENDITURES WITH BUDGET
ESTIMATES, INCLUDING ANALYSIS AND EXPLANATION OF COST, OVERRUNS
OR HIGH UNIT COSTS, AND ANY OTHER PERTINENT INFORMATION ............... 55
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LIST OF ACRONYMS
APOSO Agency for Pre-Primary, Primary and Secondary Education of BiH
BiH Bosnia and Herzegovina
CCC Common Core Curriculum
ECCD Early Childhood Care and Development
ENABLE Enhancing and Advancing Basic Learning and Education
EU European Union
EWG Expert Working Group
HEA Agency for Development of Higher Education and Quality Assurance of
Bosnia and Herzegovina
IE Inclusive education
INGO International Non-Government Organization
LO Learning-outcomes
LoE Level of Effort
MEAL Monitoring, Evaluation, Accountability and Learning
MIS Management Information System
MoCA Ministry of Civil Affairs
MoE Ministry of Education
MOU Memorandum of Understanding
NWB Northwest Balkans
OSCE Organization for Security and Co-operation in Europe
OTC Operational Teaching Curriculum
PAB Project Advisory Board
PISA Program for International Student Assessment
PPDM Pedagogy, Psychology, Didactics and Teaching Methods
RS
SAA
Republic of Srpska
Same as Above
SAR Special Administrative Region
SC Save the Children
SLO Student Learning Outcome
STEM Science, Technology, Engineering and Mathematics
TE Teacher Education
TIMSS Trends in International Mathematics and Science Study
ToT Training-of-Trainers
UNICEF United Nations Children’s Fund
USAID United States Agency for International Development
WG Working Group
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EXECUTIVE SUMMARY
The ENABLE BiH project successfully
supported much needed education reform in
BiH. BiH reform was designed to meet its full
potential and prevent it from lagging further
behind other European nations in meeting its
economic and social needs.
While the project had many successes, major
accomplishments included delivering
improved STEM teaching and learning to over
2,500 students. For example, 77.78% of primary school students1 who participated in
SC´s internal evaluation stated they learn
STEM subjects easier with the STEM teaching
approach. Simultaneously, 75% of surveyed high school students2 answered that learning
STEM subjects is more comfortable through
the STEM teaching approach because it
connects different school subjects and
presents a practical approach to teaching and learning.
Equally importantly, more than 90% of surveyed students3 reported a change in their
perspective about STEM4, including more positive attitudes and opinions about STEM subjects
and careers.
When it comes to support to teachers, total of 326 teachers, master trainers, educators, and
other education representatives were trained on the roll-out of the new STEM Operational Teaching Curricula. In the project’s last year, more than half of the teachers5 reported
teaching more than 25% of the classes/extracurricular activities through the STEM teaching
approach.
Through in-depth interviews conducted
with representatives of master trainers and
teacher’s coordinators, the trainers and
coordinators stated they feel that students
show/express more interest in what they are
teaching. They also stated that students
clearly see the benefits of learning,
compared to when they were not familiar
with the STEM approach. They state that
1 Research was conducted on a convenience sample of primary and secondary schools in Sarajevo Canton, Herzegovina -
Neretva Canton, and Brcko District. The total sample size was 132 students (76 female and 56 male). 2 Research was conducted on a convenience sample of primary and secondary schools in Sarajevo Canton, Herzegovina - Neretva Canton, and Brcko District. The total sample size was 78 students (53 female and 25 male). 3 A total sample of 210 primary and high school students took part in the survey. 4 As per defined PIRSs in MEL plan, positive answers (agree or strongly agree on 5 points Likert Scale) on 60% (or more) of
questions related to changes in perspective about STEM would mean positive change regarding preference to STEM has
occurred. Given the indicator measured change and there is no baseline data, questions were formulated to measure changes
in relation to the previous period. The questions included “Compared to grade before I was taught STEM, this subject became
more interesting: math, physics, biology, chemistry, geography, (higher grade children)/math, nature and society, my
environment”. 5 Out of the 109 teachers who have reported on STEM implementation in ENABLE Year 4, 52% or 57 (42 F/15M) report
teaching more than 25% of the classes/extracurricular activities through STEM teaching approach.
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through the ENABLE project, students had
the opportunity to combine their knowledge to
develop not only productive but also logical,
innovative, and creative thinking while
teachers enhanced interdisciplinary
cooperation.
As well, school management representatives
pointed out ENABLES’s relevance lies in the
fact students acquired knowledge that will
help them be more competitive when
enrolling into faculty and entering the labor
market.
The ENABLE BiH project was
implemented in two phases from September
2016 to September 2020. The project
initiated the development of conditions
necessary to establish a PPDM-centered classroom approach for integrated STEM teaching. In
the first phase, the aim was to produce a set of Pedagogy, Psychology, Didactics and Teaching
Method (PPDM) and STEM documents that would enable the transformation of traditional
teaching methods based on memorization and reproduction of memorized content. This was
achieved with the assistance of a US partner that shared know-how and best practice models.
Phase I main deliverables included the following documents: Draft Operational Teaching
Curriculum (OTC) for STEM Proficiencies based on the Common Core Curriculum (CCC)
defined by Learning Outcomes; Operational Guidelines for Implementation of OTC for STEM
Proficiencies; Teachers Training Manual for Implementation of OTC for STEM Proficiencies:
Standards of Qualification for PPDM Education of Teachers in Bosnia and Herzegovina;
Operational Guidelines for Applying the Standards of Qualification for PPDM Education of
Teachers in Bosnia and Herzegovina; and, Resource Manual for PPDM University Professors.
Based on the developed materials, a training program was developed and rolled out in different
forms (training of trainers/mentors, training for model schools, refresher trainings) for 326
teachers, master trainers and education representatives in various training programs that built
competencies of teachers/educators so that they could roll-out the new OTC for STEM.
ENABLE Phase II modeled integrated STEM teaching in 12 selected model schools in
Sarajevo Canton, Herzegovina Neretva Canton, Brcko District, and Republic of Srpska. During
two school years, the STEM-integrated teaching was implemented in 7 out of 12 schools.
Through seven model schools, the project benefited 1,304 boys and 1,252 girls. Unfortunately,
the five model schools that were equipped and enabled with the STEM-related training program
could not incorporate the STEM-integrated teaching into the regular curriculum. Lack of
institutional support from the educational authorities in the Republika Srpska meant changes
were not made in the regular curriculum, but instead schools were only able to introduce it
through clubs and the non-formal curriculum.
More than half of the teachers surveyed through SC’s internal evaluation reported using active
STEM techniques in their classes and extracurricular activities1. Also, more than 90% of
surveyed students2 reported a change in their perspective of STEM, including more positive
attitudes and opinions on STEM subjects and STEM careers. Students now enjoy studying
STEM classes more than in the past and consider STEM careers more often compared to when
their teachers were using traditional teaching methods.
“I was not aware of the interconnectedness of
different sciences until we started using the STEM
approach in teaching. I gained a lot of new and useful
knowledge.”
Student (18, Sarajevo)
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Through the partnership with three main faculties for mathematics and natural sciences in
Banja Luka, Mostar, and Sarajevo, three STEM Centers of Excellence have been established.
The Centers’ aim is to improve pre-service training in STEM disciplines including emphasizing
the importance of STEM integrated teaching. In addition, the partnerships will build links with
other education institutions and promote STEM studies among prospective students.
Through collaboration with RoboKids of the EXIT Centre Banja Luka and Intera
Technological Park Mostar, informal STEM education centers were established. These centers
provided additional educational opportunities for 464 children and youths in the Banja Luka
and Mostar areas.
Promotion of STEM integrated teaching in BiH education systems was also part of the
ENABLE BiH activities. Intensive public campaigns, networking, and promotional activities
were implemented throughout the project. The final ENABLE on-line promotional activity on
STEM integration best practice and project achievements through an online campaign reached
over 405,000 people with videos, infographics, and success stories while a catalog of best
STEM class lesson plans was compiled and widely shared with the educational community.
In terms of project challenges, the implementation of programming in model schools in
Republika Srpska finally resumed in November 2019, after successful meetings between
USAID representatives and educational authorities in Republika Srpska. The request from the
Pedagogical Institute was the STEM ToT would be conducted first for Pedagogical Institute
advisors and then the formal endorsement/approval for STEM integrated teaching would be
provided for five model schools and the associated refresher trainings for their STEM teachers.
The project team planned to implement STEM-integrated teaching in the second semester of
the 2019/2020 school year in the Republika Srpska model schools. Unfortunately, the COVID-
19 pandemic hindered these plans, so the implementation was limited to extracurricular
implementation only and the refresher trainings (4 out of 5) were completed in September 2020.
The COVID-19 outbreak led to a lockdown and closure of educational institutions in mid-
March, which affected project implementation to a certain extent. To tackle the challenge,
COVID-19 adaptation activities were presented to USAID in the Activity Risk Mitigation
Plans. These plans included: online meetings and webinars, the use of 3D printers donated
through ENABLE BiH for the creation of personal protective equipment for frontline workers
during the COVID-19 initial lockdown, organization of different online STEM competitions
in schools, procurement of IT equipment, and distribution of PPE and hygiene products for
schools and universities. ENABLE showed how STEM-based teaching approaches could be
adapted to respond quickly to crises and changed work modalities.
The internship activities with the STEM-related companies for students in the final years of
primary and secondary schools were, unfortunately, most affected by COVID-19 pandemic,
and were cancelled. However, relationships were established and agreements signed with a
number of leading local companies and these will be leveraged for further promotion of STEM
professions and STEM education in Bosnia and Herzegovina as the business sector
demonstrates great interest in supporting necessary reforms in the education system.
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ABOUT THE PROJECT ENABLE BiH
I. Purpose of the Project
The project's overall purpose was to contribute to the improvement of learning outcomes in
primary and general secondary education in BiH. Specifically, Phase I of the ENABLE-BiH
project was to help BiH students acquire key competencies necessary to participate in a
knowledge-based economy and become future drivers of the country's economic development.
Building on the program’s phase I objective, phase II implementation focused on advancing
USAID's goals of improving STEM education in Bosnia and Herzegovina by implementing
the new Operational Teaching Curriculum in schools and rolling out new standards and
guidelines for improved STEM teaching methods in pre-service university programs.
ENABLE-BiH was based on two key components: Science, Technology, Engineering, and
Mathematics (STEM) and Pedagogy, Psychology, Didactics, and Teaching Methods (PPDM).
The focus on these components resulted from the need to change both the approach to learning
and teaching students in primary and general secondary education in BiH where, historically,
the focal point has been on lecturing, memorizing and reproduction. There is a need to shift to
modern and innovative educational approaches.
The need to shift the educational paradigm is critical for successful lifelong learning in BiH.
The dynamic combination of cognitive and meta-cognitive skills, knowledge and
understanding, communication, intellectual and practical skills, and ethical values enables
individuals to actively participate and work in the STEM subjects, and to respond to the needs
of a growing STEM industry and labor market.
The education process where students are the center requires changing teachers’ roles from
those who “teach lessons” to those who facilitate learning. This shift will improve learning by
encouraging students to develop a higher level of thinking, independent learning and problem-
solving skills; ensuring better engagement of students in the learning process; and, establishing
more quality interaction of students with their peers, teachers, and the subject matter. It will
also enable students to conduct research, inquire and find answers independently, think
critically, and apply what they have learned. By increasing teachers’ PPDM competencies, they
will better use teaching methods and active approaches to gain knowledge, skills and attitudes
in order to improve learning outcomes.
Therefore, the primary purpose of ENABLE’s PPDM pillar was to increase and harmonize
quality standards. It also aimed to align training programs for future teachers in the pedagogical
group of subjects during their initial training at teachers’ faculties, and at other faculties whose
graduates receive additional pedagogical training to work as teachers in primary and secondary
schools. Additionally, it anticipated increasing the quality of the educational-pedagogical
process and learning outcomes in BiH.
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Figure I: Phase I Schematic Overview
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Figure 2: Overview of Phase II Key Activities and Deliverables6
Figure 3: Phase II Intervention Sites
6 The number of educational professionals to attend the Training for STEM-PPDM trainers-mentors in June/July 2018, was
initially 25 (as planned per the original Project Application); with the cost extension, it was increased by 48, totaling 73
attendees. The organizing and implementing of ToT occurred during Project Phases I and II.
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SECTION I
I. Analysis of Progress and Results
A. Development of STEM and PPDM documents
STEM-related project pillar deliverables
Key STEM deliverables:
Draft Operational Teaching Curriculum (OTC) for STEM Proficiencies based on the
Common Core Curriculum (CCC) defined in Learning Outcomes;
Operational Guidelines for Implementation of OTC for STEM Proficiencies; and
Teachers Training Manual for Implementation of OTC for STEM Proficiencies
The STEM documents were created in a highly participatory, comprehensive and multi-
perspective manner, with strong local ownership by the relevant educational institutions. Thus,
with STEM-related ENABLE BiH project deliverables, a solid foundation for STEM education
was set. The STEM framework as presented in the three documents provides thorough
guidance with regard to: how to connect six STEM disciplines between or among each other;
how to connect them to the relevant knowledge-based economy (KBE) sectors; and, how to
link education to the economy from an early stage of schooling to enable a deeper
understanding of where different subjects fit in real life and why its adoption and application
are significant and critical. The framework provides an array of links between education areas,
components, indicators and outcomes and demonstrates how they help achieve quality STEM
education and, subsequently, long-term benefits for the country's economy. Particular attention
was paid to creating documents and a STEM framework that supports implementation in
practice, with a number of concrete examples ranging from community-based STEM projects,
STEM weeks, lessons, experiments and investigations that can immediately be applied by
using the existing curricular content. The guiding principle of a knowledge-based economy
pervades all the STEM documents and is built in the foundation of each document.
The STEM documents were developed through a collaborative and consultative work process
that involved: university professors in Sarajevo, Mostar, Banja Luka, Zenica and Tuzla; experts
from the United States of America – 21st Century Partnership for STEM Education;
representatives of all key institutions in BiH – BiH Ministry of Civil Affairs, Agency for Pre-
school, Primary and Secondary Education BiH, Agency for Development of Higher Education
and Quality Assurance BiH; all 12 Entity and Cantonal Ministries of Education in BiH, as well
as the Education Department of the Brčko District Government; seven pedagogical institutes;
and, representatives of five civil society organizations, international cooperation organizations
and schools in BiH (OSCE, UNICEF, OSF BiH, CIVITAS, Center for Educational Initiatives
“Step by Step”). The last step in finalizing the STEM and PPDM documents is their review
and approval by the Project Advisory Board comprised of 16 representatives from key
education institutions in BiH, after which the BiH Ministry of Civil Affairs recommend that all
the authorized education institutions in BiH use these documents.
Below, please find a detailed presentation of the STEM documents produced within this project
component of ENABLE BiH:
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1) The goal of the Draft
Operational Teaching
Curriculum (OTC) for
STEM Proficiencies
based on the Common
Core Curriculum (CCC)
defined in Learning
Outcomes (hereinafter:
Draft OTC for STEM
Proficiencies) is to
integrate different STEM
disciplines that are taught
separately in the existing
BiH education system
hence improving
students’ functional
knowledge. The Draft
OTC covers six
disciplines Mathematics,
Biology, Chemistry,
Geography, Physics and
Information Technology.
The guide moves away
from the approach that
students will only
memorize unconnected
facts towards higher
levels of learning where students can understand taught concepts, and apply and analyze. The
Draft is based on the CCC defined in learning outcomes for all six STEM disciplines, made by
the Agency for Preschool, Primary and Secondary Education (APOSO).
A very significant characteristic of the Draft OTC for STEM Proficiencies is that it is founded
on the knowledge-based economy (KBE). It also provides strong and direct links with how
different subjects are related and how they contribute to distinct KBE sectors, particularly those
relevant to BiH’s futher economic development potential.
Together with the accompanying documents - Operational
Guidelines for Implementation of OTC for STEM Proficiencies
and the Teachers Training Manual for Implementation of OTC
for STEM Proficiencies – the OTC for STEM Proficiencies
strives to provide more effective ways of creating curricula and
to provide necessary guidelines and tools to teachers for
planning and implementing, and, also, to monitor and evaluate
students’ achievement. In order to establish a direct link
between education and the growing STEM industry that will
require a workforce with a high level of STEM competencies,
the learning outcomes in the Draft OTC for STEM Proficiencies
within one/between several STEM subjects have been directly
linked with the selected sector of the knowledge-based
economy in BiH.
Experts’ views
The goal of the Reform Agenda is to achieve "a comprehensive
structural reform in order to maintain macroeconomic stability and
foster growth and competitiveness… The transition to STEM
education requires a change in the individual philosophy of
students, a new organizational culture of the society in general,
and, in particular, the academic institutions. Therefore, the STEM
movement is a long-lasting social process. Its essence requires that
the knowledge gained through the ENABLE BiH project is
constantly expanding not only in the field of education, but also in
the society as a whole. Bosnia and Herzegovina needs the STEM
movement as a framework for constantly reviewing its experiences
in creating a society and knowledge economy. Thanks to this
project, a solid foundation has been created.” Miloš Trifković, PhD, Academician"
Teaching physics in conjunction with other STEM disciplines is
important for better understanding of the phenomenon and
content of certain areas of the economy that our country wants to
develop since economic development in the future should be based
on knowledge. This specific knowledge should be provided to the
generations of school children now educated in our schools and
those who will be educated in the future, providing an innovative
educational approach of which STEM is a part. Only in this way
will quality professionals be educated in the country; they are
needed for the development of a knowledge-based economy." Lamija Tanović, PhD, member of the STEM expert group.
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2) Operational Guidelines for Implementation of OTC for STEM Proficiencies (hereinafter:
Guidelines) provides steps on how to use the draft OTC for STEM proficiencies. The guidelines
are intended for all teachers interested in an innovative approach to learning and teaching and
educational decision-makers as a guide to changing the paradigm of teaching and defining new,
correlated and integrated curricula. This document explains the methodology of the Draft OTC
for STEM proficiencies development, the content of the Draft OTC for STEM Proficiencies,
as well as the link between the existing documents: the existing curriculum, CCC and OTC for
STEM Proficiencies. Additionally, it provides guidelines on how to use them in teaching and
when developing new curricula based on learning outcomes.
3) Teachers’ Training Manual for Implementation of OTC for
STEM Proficiencies is intended to serve as a basis for the
professional development of teachers. It aims to strengthen their
competencies in the application of learning methods based on
learning outcomes during the teaching process in STEM
disciplines. The document’s main goal is to provide ideas and
guidelines for a more creative and innovative approach to the
teaching of natural science subjects (Biology, Chemistry,
Physics, Geography), Mathematics, Technique and Information
Technologies. In this way, teachers will be prepared for
upcoming changes of curricula focused on learning outcomes,
and will improve their competencies and teaching approach. A
special focus is placed on teaching methods and strategies
characteristic of STEM education and represents an integrative approach to the teaching of
natural sciences, mathematics and technology.
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Bearing in mind the importance of
the preparation of teachers in the
areas of pedagogy, psychology,
didactics and teaching methods
(abbreviated PPDM education), the
manual is designed to strengthen
teachers' competences from a
narrower professional area / scientific
discipline, through examples of
innovative preparations for teaching
activities and examples of STEM
projects. It also offers didactic
guidelines as well as guidelines for
teaching methods related to different
aspects of their work. It explains how
the integrated annual, semi-annual
and monthly plans based on learning
outcomes and topics from the
curriculum for all STEM subjects can
be developed; how to organize daily
lessons; in which ways students can
be further motivated to participate in
teaching activities; and, how to
evaluate learning outcomes and give
feedback to students.
As a result of cooperation between
more than 25 local and international
university professors, experts in
STEM scientific disciplines, extensive draft STEM documents containing almost 2000 pages
of material have been developed to lay the foundations for improving learning outcomes in the
area of natural sciences, technology, engineering and mathematics in primary and general
secondary education in BiH. The documents were discussed and revised at their different
stages, during four meetings of the extended STEM Working Group (WG), consisting of more
than 30 representatives of Ministries of Education and Pedagogical Institutes, agencies and
non-governmental organizations from all parts of Bosnia and Herzegovina. These
representatives provided input, comments and guidance regarding the content, structure,
relevance and application of the draft documents in schools.
The methodology for the development of the STEM documents included a:
Core expert team consisting of ten local experts (three Mathematics experts, one
Physics expert, one Chemistry expert, one Geography expert, two Biology experts, two
Technology and Engineering experts) and the expert STEM team from the USA project
partner 21P STEM. The core expert team produced the first version of the Draft OTC
for STEM Proficiencies based on CCC, and, later, the Implementation Guidelines and
Teacher Training Manual, as a preliminiary platform and draft documents for
presentation to the STEM WG. The core team, composed of local and international
experts, produced solutions and proposals for the aforementioned documents and
presented them to the extended STEM WG members during meetings for discussion,
input, and recommendations.
Experts’ views continued
"'Chemistry Education', according to the traditional
methodology of teaching, is based on observation of matter
in order to understand basic principles in chemistry; in
other words, it reflects the focus on substances, while the
so-called 'Education in Chemistry' puts human activity at
the center of attention. The impact of chemistry in
everyday life is expanding enormously by offering
information and solutions to various global challenges such
as environmental concerns, various diseases, energy
sources. The problems we face in our globalized society
are multidisciplinary and many require the integration of
multiple STEM concepts to solve them. Science and
technology in today's world are developing so rapidly that it
makes no sense to insist on knowing the abundance of
facts; it is better to prepare students for an
interdisciplinary understanding of big concepts, to learn
better to analyze information, to draw conclusions on
them, and to prepare and conduct research and
experiments, because that is the essence of the scientific
method and scientific work. The gradual integration of
traditional and new methods such as the STEM approach
will result in continuous improvement in teaching and
learning chemistry so that it is tailored to a changing
world.“
Milka Maksimović, PhD, member of the STEM expert
group, explains the change of the paradigm in the field of chemistry.
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The STEM WG consisted of the representatives of BiH educational institutions
appointed by their respective institutions, which were also the signatories of the
Memorandum of Understanding with Save the Children for cooperation on ENABLE
BiH project implementation.
The selection of the local STEM expert group was based on a public call and targeted university
professors and/or assistants with a minimum of ten years of teaching experience in relevant
fields and subjects; experience with curriculum development, knowledge and understanding of
the STEM approach and the possibilities of its application in BiH; published work in
international and national journals; participation in international and national conferences;
experience participating in similar working groups; and fluency in the English language. At the
selection process end, the STEM expert group was finalized to include: three experts for
Mathematics, one for Geography, one for Chemistry, one for Physics, one for Biology, and two
for IT. A list of the STEM Core Expert group is available in the list of attachments.
Ms. Marija Naletilić, Head of the Department for CCC in BiH from APOSO was also included
in the STEM core expert group to facilitate their work and make sure the development of OTC
for STEM proficiencies was fully aligned with the CCC, as well as other relevant documents
and processes developed by APOSO.
The STEM WG was established in addition to the core expert team, consisting of participants
from all relevant educational institutions and organizations. Guidelines put forth in theTerms
of Reference for the STEM WG members were followed to ensure the appointment of
representatives with the necessary knowledge and expertise as demonstrated by their
professional standing, scientific-research, as well as any advisory and practical work and
engagement in the educational-pedagogical process in primary and general secondary schools.
The requirements included: participation in working groups for the development of the CCC
defined in learning outcomes for primary and secondary education, and practical experience in
educational-pedagogical areas relevant to STEM subjects. The criteria was set this way to
ensure the STEM WG could provide substantial, constructive input and comments to the
produced documents that would increase their adaptation to and subsequent implementation in
the local context. A list of the STEM WG members is available in the list of attachments.
The development of the STEM documents was organized through four STEM WG meetings
that took place from June to October 2017 involving the STEM core expert team, US expert
team from the partner organization 21P STEM and the members of the extended WG.
After the preparation of the final draft of STEM-related documents, from November 29 to
December 27, 2017, a series of six consultative sessions were organized in Sarajevo, Mostar,
Tuzla, Brcko, Bihac and Banja Luka. The STEM-related documents were presented to and
reviewed by the BiH education professionals. The six consultative sessions were attended by
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345 professionals. The
consultative sessions were
organized by Save the Children
with a high level of participation
of the core expert team.
The response for participation in
the consultative sessions was
higher than initially planned
(120 participants planned). The
higher attendance demonstrated
the strong interest of the
professional public in education
reform processes.
The final documents were
endorsed by the members of the
extended WG as official
representatives of the
educational institutions as well
as the Project Advisory Board
(PAB).
PPDM-related project pillar
deliverables
Key PPDM deliverables:
Standards of Qualification for PPDM Education of Teachers in Bosnia and
Herzegovina;
Operational Guidelines for Applying the Standards of Qualification for PPDM
Education of Teachers in Bosnia and Herzegovina; and
Resource Manual for PPDM University Professors.
The PPDM documents were created combining international practices and local context in an
effort to set a strong foundation for the improvement of university education, both in the PPDM
subjects and other disciplines. In this way, BiH education would move closer to international
standards, enhancing students’ educational and work mobility while increasing the overall
quality of BiH education. The PPDM framework directly contributes to and goes hand-in-hand
with the anticipated STEM education where teachers’ roles will require a shift from the teacher
as lecturer to facilitator of the teaching process. This change is critical for developing
independent thinking and critical analysis, particularly in the STEM fields and industries.
Comments and feedback received from educational stakeholders during consultative sessions:
There were questions about the launch and the manner of
implementation of the Draft OTC in STEM Proficiencies in
schools, for example, how many schools and teachers will
be included and what kind of support the schools will
receive in this process;
It was observed that project-based teaching already in use
was lacking the correlations between/among school
subjects and the draft OTC will exactly address this gap
and enhance further project-based teaching with an
enhanced focus on STEM.
Teachers were concerned about what would be the
changes in their required administrative work if they begin
to implement the STEM approach and new lesson plan
format; will it be supported by the ministry and
pedagogical institute and will they be assured that
introducing STEM in schools will be carefully planned in
cooperation with the local educational authorities;
Participants recommended that the final materials be in a
more user friendly format, preferably in an online form
that would facilitate the usage of the STEM documents
and implementation of STEM in schools. They also
requested assurance that the web application will be
developed to serve teachers along with the printed copies.
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As stated in the key document, Standard of Qualification for
PPDM Education of Teachers at Universities in Bosnia and
Herzegovina, initial teacher education is a cornerstone of the
quality of education in each country. The standard of
qualification represents the basis for curricula development. It
is a link that allows the diploma to be recognized on the labor
market, both within the state and internationally. Standard
implies partial qualification, that is, the teachers’ competencies
that each student of the teacher education faculty needs to
acquire during his/her initial education to perform the teacher's
tasks. In addition to teacher competencies within university
education, students acquire more professional competencies
from the field in which they will teach. Only in combination
with the immediate professional and teacher competencies will
the student acquire the opportunity to enter an internship.
The Operational Guidelines for Applying the Standard of
Qualification for PPDM Education of Teachers at Universities
in Bosnia and Herzegovina has been prepared as an
accompanying document. Its purpose is to explain the
conceptual framework of principles, beliefs and values
important for the education of future teachers; to provide
background and context for the need of PPDM education
harmonization at faculties and departments; and, to practically
present the operationalization of the Standard in the teaching
curriculum. The Guidelines describe the process, key
principles, and goals of the development of the Standard of
Qualification for PPDM Education of Teachers at Universities
in Bosnia and Herzegovina.
The Resource Manual for University Professors is an
additional resource to enhance the professional development of
university professors who are working in initial teacher
education. As stated in the manual, successful university
professors, especially those working on initial teacher
education, should demonstrate exactly the skills that students
expect when applying theory to practice independently.
Experienced university professors educating future teachers
need many very specific skills. They must be able to: plan
teaching units and lessons based on research and theory; ensure
that these teaching units and lessons are following the
standards; and choose the best possible teaching methods that
will enable students to achieve the goals of a teaching unit or
lesson along with many other skills that are described in this
manual.
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The methodology for the development of the PPDM documents, similar to the STEM
documents, included a:
Core expert group
PPDM Working Group (PPDM WG) consisting of designated representatives
of relevant institutions. The Terms of Reference for the membership in the WG
set the following requirements:
o a thorough understanding of and deep insights into the reform of the education system
in BiH, particularly at the university level;
o knowledge of the content and extent of the existing programs of the initial teachers’
education, as well as the level of their harmonization with modern European trends and
the reform of the curriculum for preschool, primary and secondary education;
o knowledge of the quality of practical teaching within the initial teachers’ education
program;
o practical and theoretical experience in the applicability of PPDM knowledge and skills
in the teaching process in primary and secondary schools, i.e. the quality of teachers’
competencies acquired during their initial education.
Furthermore, it was required that PPDM WG members have knowledge on defining the
standards of education quality, qualifications, expertise, and certification of the education
providers. As well, they were expected to know the accreditation process for higher learning
institutions as well as the certification process of university professors in PPDM courses.
PPDM WG members were appointed by their institutions in accordance with the required
qualifications and competencies. A list of the PPDM members is available in the list of
attachments.
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Project deliverables were reached
through three PPDM WG meetings
from March to September, 2017. In
addition to the core PPDM expert
group, consisting of three BiH experts
and their US counterparts, 27
representatives of the extended WG
also took part in the WG meetings.
The overall PPDM WG dynamics were
much different from the STEM WG.
The key reason for this was the
composition of the WGs. The PPDM
WG consisted mostly of academics,
while the STEM WG was composed of
representatives from (non-academic)
educational institutions’ (such as
ministries, pedagogical institutes, and
schools), policy planners, decision-
makers and field practitioners.
Consequently, the PPDM WG work,
discussions, and outcomes were
viewed with much stronger academic
lenses, while the STEM WG had more
practical features. The very nature of
the PPDM group also influenced the
modification of the initially-planned
third PPDM outcome from “Outline
Training Program and Certification for
University Professors on PPDM-
Related Courses” to “Resource
Manual for PPDM University
Professors” as more suitable for the
target audiences and a specific manner
of decision-making at universities.
From November 2017 to February
2018, the developed PPDM documents
were presented to the interested
professional public via consultative sessions.
The general opinion expressed by the participants of the consultation sessions confirmed the
need for the Standards and accompanying documents and the participative manner in which
the documents were developed. PPDM Standards are seen as essential to quality education
across all levels, and as an indispensable part of the educational reforms and requirements the
European Union has set for BiH.
B. Implementation of Training of Trainers and roll-out
Training for STEM-PPDM Master Trainers/Mentors and replication of STEM-PPDM
training/Introductory STEM training in 12 model schools in four model areas (the
Sarajevo Canton, the Herzegovina-Neretva Canton, the Brcko District, and the RS)
Some key findings, inputs and recommendations, as
well as possible challenges, obtained during the
PPDM fact-finding mission include:
Students receive relatively little practical experience
during their initial education;
Teachers require a problem-, context-, research- and
systems-based pedagogy;
Textbooks are very traditional and out-of-date, but
teachers tend to follow them more than curricula;
There is no rigorous admission criteria for teacher
candidates and some are among the weakest secondary
school applicants;
Teacher induction consists of a one-year “internship”
followed by a professional examination;
The structure of university-based teacher education
mirrors that of the schools, not least in terms of lower
primary teachers (years P1–P4) being trained in one
faculty, while upper primary (years P5–P9) and
secondary (S1–S4) teachers are trained in a common
subject-based environment, both for content courses and
teaching-related courses; the rigid division of subjects is
present at this level as well;
There is a serious lack of recognition for the teaching
profession which results in low-performing students
enrolling in Teachers’ faculties or opting for a teaching
career upon university completion (often caused by the
lack of job opportunities in the field for which a
graduate is qualified);
There is a lack of professional development for teachers;
There is a need to retrain experienced teachers and
additional training for new teachers;
The low professional status of teachers is a challenge, as
are teachers not having the highest academic
qualifications, and students moving from university to
university if courses are considered too challenging;
There is a diminishing teacher/student ratio; for the last
seven years, while the population has decreased the
number of teachers has increased.
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The STEM expert team, consisting of the leading BiH experts and university professors in
STEM disciplines, developed the methodology, structure and content of the Training for
STEM-PPDM Master Trainers/Mentors. The ENABLE-BiH project team provided thorough
guidance to the expert team on how to structure the training due to its experience and direct
insight into the needs of the educational professionals that would attend the Training for
Trainers (primary and general secondary school teachers, advisors from the Pedagogical
Institutes, APOSO representatives etc.).
The key materials used for the training preparation were previously developed STEM
documents, which were used to develop presentations as well as a number of practical tasks
and workshop activities.
The candidates interested in attending the training for STEM-PPDM Master Trainer/Mentors
were selected on the basis of a public call in April-May 2018. A total 122 applications were
received. A Save the Children internal selection committee reviewed all the applications,
paying attention primarily to the: subject taught; type of school at which the applicant was
teaching (lower primary school, higher/subject primary school or secondary school); and, home
area of the applicant. The latter was important since a slight preference was given to the
applicants from the future STEM model areas – the Sarajevo Canton, Herzegovina-Neretva
Canton, Brcko District and the Republic of Srpska (in order to facilitate replication training as
well as a two-year mentorship program).
The number of applications from the Republic of Srpska was not as planned even though
project staff lobbied with the STEM WG and PAB representatives and wrote to the Minister of
Education and Advisor for the Preschool, Primary and Secondary Education (also a member of
the STEM WG) to appoint the missing candidates from the Republic of Srpska model schools.
The low level of applications was most likely because of the preference of the educational
institutions to have training sessions that focus only on Republic of Srpska teachers and not as
a part of a state-level initiative.
To reach the planned 73 training participants, three rounds of Training of Trainers (ToT) were
organized. The first 10-day training for a new group of STEM-PPDM Trainers/Mentors took
place in Sarajevo, from June 18-22, 2018 (Part I: focused on theoretical concepts and detailed
introductory to STEM and PPDM materials) and from July 9-13, 2018 (Part II: focused on
practicalities-simulations and mentorship) at hotel “Hollywood.” The key outcome of the ToT
was that a group of qualified educational professionals from the STEM model areas gained
deeper understanding of STEM-PPDM, relevant knowledge regarding how STEM can be put
into practice within the current BiH education system and the skills necessary to conduct
replication trainings and train teachers in 12 STEM model schools who will roll-out the STEM
program beginning in September 2018. In total, 42 persons completed the training.
The project team organized a second ToT Training for 25 additional BiH education
professionals to ensure the teachers in model schools would have full and relevant mentors for
their subjects. The second ToT was conducted from December 13 -15, 2018 and December 20-
21, 2018 (two rounds totaling five days).
Thanks to recordings of the first ToT Training (June/July 2018), and the fact the replication
trainings were all successfully completed in all 12 model schools, training days in the second
round of ToT was kept to five. New STEM-PPDM trainers-mentors were provided with an on-
line course (capturing key developments from the first 10-day ToT for STEM-PPDM
Trainers/Mentors from June and July 2018). The second training equipped an additional 25
educational professionals and field practitioners (Sarajevo Canton, Herzegovina-Neretva
Canton and Brcko-District ) with an in-depth understanding of STEM and PPDM
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concepts/approaches, concrete methods for implementing and integrating STEM into the
current curriculum and practical tools and guidelines to replicate STEM in the classroom
environment.
“XXX” Participants of the Training for STEM-PPDM Trainers-Mentors
The third and last ToT for STEM - PPDM Trainers/Mentors took place at the Hotel “Bosna”
Banja Luka, February 24-28, 2019. Save the Children organized a 5-day ToT to focus on key
elements and lessons learned from previous trainings and to bring together university
professors/STEM experts and representatives of STEM/PPDM trainers/mentors who provided
practical input of STEM implementation from model schools. The participants were from the
Republic of Srpska, Sarajevo Canton, Herzegovina-Neretva Canton and one Coordinator from
Brčko District BiH - Department of Education. Twenty-nine participants successfully
completed the ToT. After the ToT, participants from Sarajevo Canton and Herzegovina
Neretva Canton joined already established teams of STEM/PPDM trainers/mentors. The third
ToT equipped 33 master trainers/mentors from Republika Srpska as a group of educational
professionals in STEM subjects to support the STEM integration in five model schools in
Republika Srpska.
The key outcome of the ToT sessions was that a group of qualified educational professionals
from the STEM model areas gained a deeper understanding of STEM-PPDM, relevant
knowledge regarding how STEM can be put into practice within the current BiH education
system, and the skills necessary to conduct replication trainings and further train teachers in 12
STEM models.
The trainings covered the following topics:
Introduction to STEM
Presentation of the Common Core Curriculum based on Learning Outcomes
Presentation of the OTC for STEM Proficiencies in general with KBE sectors,
Presentation of the OTC for STEM proficiencies per individual subjects and Analysis
of the OTC per individual subjects
Inter-subject correlations
STEM Lesson Planning
STEM Approach to Project Teaching
Formative Assessment
PPDM Module
Simulation Sessions
Rollout of STEM program at model schools including mentorship
Replication of STEM-PPDM trainings for the teachers who would conduct the STEM program
beginning in the 2018-2019 school year took place August 28-October 6, 2018, in 12 STEM
model schools in Sarajevo, Mostar, Doboj, Bijeljina, Gradiška, Banja Luka and Brčko District.
The trainings were prepared and executed by 42 STEM-PPDM trainers/mentors who
completed the original 10-day training. The secondary model schools were required to appoint
at least 12 STEM subject teachers for the training participation (two Mathematics, two
Chemistry, two Biology, two Geography, two Physics, two IT teachers), while the primary
model schools were required to appoint at least four lower-subject teachers in addition to12
STEM subject teachers, for a total of 16 teachers.
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As the key outcome, teachers were trained to conduct STEM lessons within the existing
curriculum as well as STEM projects. They were provided with documents, guidance, concrete
tools, examples and templates to implement STEM lessons, as a basic unit of the teaching
process, and to later advance STEM teaching by implementing STEM projects. They were also
introduced to the mentorship process that was designed to support the STEM implementation
during the first year of the roll-out.
The replication trainings lasted five days. The schedule and content were created by the core
STEM-PPDM experts and simulated by the ToT participants during the last two days of the
ToT. It covered topics and modules of the ToT that were adjusted to a five-day replication
training and smaller groups. It included the following content and topics:
General Introduction to STEM
Common Core Curriculum and STEM OTC
STEM Lesson Plan
STEM Project Teaching
Formative Assessment
Monitoring and Mentoring Process
After setting up the STEM labs and implementation of STEM-integrated teaching during the
ENABLE BiH Phase II first school year (2018/2019), monitoring visits in schools and
discussions with the teachers and mentors, it was evident that additional capacity-building
support would be needed. This was particularly necessary to enhance the teachers' skills in
model schools to utilize the STEM labs' equipment as effectively as possible in their STEM
integrated teaching, particularly 3D printers, robotics, Arduino, etc. Refresher
Trainings/Workshops in Mostar, Brcko and Sarajevo were held in 2019/2020 for 122 STEM
teachers/professors, STEM coordinators, and STEM trainers/mentors. These workshops
provided additional capacity building of STEM teachers and professors. Using STEM labs,
teachers were trained in the use of equipment, didactics and other items. The training was led
by specialists who demonstrated the potential for using specialized equipment, such as 3D
printers, Arduino, and Robotics, in their daily lessons. Trainings were considered by the
participants as very useful.
The refresher trainings/workshops for the Republika Srpska model schools were negotiated
with the Pedagogical Institute of the Republika Srpska to be organized after the ToT for STEM
competencies for the pedagogical advisors. Once the ToT was conducted February 2020, the
refresher trainings for the model schools were scheduled. The first one was conducted in Banja
Luka in March 2020, at the Banja Luka Grammar School. The training was led by the
teacher/mentor from the Maoča (BD) model school. The trainer demonstrated the great
potential for using specialized equipment, such as 3D printers, Arduino and Robotics, in daily
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lessons. The training was received
positively and declared useful by
participants. Unfortunately, with the
outbreak of COVID-19 and lockdown, the
replication trainings for the remaining four
model schools were postponed until
August/September 2020. In three out of
four remaining model schools in
Republika Srpska training was conducted
by the teachers/mentors from Brcko
District. The final refresher for the PS
Istocna Ilidza did not happen as the school
management, despite the positive opinion
of the Pedagogical Institute of the
Republika Srpska and initial arrangements
on date and training participants, refused
to hold any trainings on school premises
following the decision of the Public Health
Institute of the Republika Srspka on
protocols for schools from September
2020.
Equipping 12 model schools with
modern STEM equipment and STEM
integration in regular education to
support teaching and learning in a
practical manner
Save the Children established STEM
laboratories by completing the
procurement of up-to-date STEM
specialized furniture, equipment and
materials for the 12 model schools to
facilitate learning. The equipping of 12
STEM labs was completed in December
2018. It was followed by a few public
events (Primary School Ilidza and Grammar School Mostar in December 2018, as well as
Grammar School Banja Luka and Grammar School Sarajevo in March 2019). The STEM labs
were functioning very well, providing students premises and equipment for experimenting and
innovating. The STEM teachers also recognized the potential and benefits of STEM labs. The
total value of the equipment provided to each of the model schools was 20,000 USD and
included furniture, IT equipment, and didactic materials for STEM subjects.
Following the STEM-PPDM replication training, the project team conducted several technical
meetings to discuss and agree on the modality and frequency of the STEM roll-out with the
Ministries/Departments of Education and the management of the STEM model schools,
STEM-PPDM trainers-mentors and teachers in STEM model schools. Two meetings took place
in the Sarajevo Canton, September 7 and 14, 2018, in the Brčko District on September 19,
2018, and in Herzegovina-Neretva Canton, Mostar on September 20, 2018.
Case study 1: “Ninth Primary School” Maoča
The first STEM class in the Ninth Primary School in
Maoča, Brčko District was conducted on September
23, 2018. The leading STEM subject was IT and the
topic was "FILE EXPLORER – creating, copying,
transferring data, renaming and deleting files and
folders”.
The class was correlated to Mathematics and
Geography. The pupils used the educational network
"Edmodo" to get prepared for the class. They have
chosen the names for the excursions sites they would
like to visit “Denmark” and “Lithuania” and had a
task to create in the folder “Documents” folders with
these names and to make sub-folders for photos and
data. In the “Photos” folder they copied photos they
made or found. In the folder “Data” they created a
textual file and entered numerical values of the
surface of the excursion sites and a number of
students that could step on the surface (¼ m2 for each
student).
At the end of the class they had to delete the folders.
In addition to the formative assessment table, the
summative results and grades were given to students.
Pupils were satisfied with the grades and said that the
lesson was very interesting and engaging. Teachers of
Technical Education and Chemistry were present at
this class too. They received a very practical and on-
the-spot insight into the execution of a STEM class,
saying that it clearly demonstrated the need and way
to connect STEM subjects, applying concepts to a real-
life situation and making pupils more motivated and
enthusiastic to participate in the class.
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These meetings provided additional clarifications to the participants. They agreed on
integrating STEM in schools in the last week of September. Coordination teams that would
include representatives of the Ministry/Department of Education, model schools’ management,
ENABLE-BiH team members and two trainers/mentors were also created. The STEM-PPDM
trainers/mentors had meetings with teachers in model schools and agreed the first STEM
classes would begin in September 2018. They also developed the work plan for the first
semester/year.
The STEM Teaching Matrix7 was defined in seven out of 12 Model Schools (the technical
meeting in the Republic of Srpska has been postponed until after the elections). STEM was to
cover approximately 25% of the regular education process in the 2018/2019 school year
through: STEM lessons integrated into the regular teaching process (this will include both
preparation and execution of the STEM lessons), projects, school clubs, and other educational
programs, events, fairs, and competitions.
From January - March 2019, the project team conducted a series of technical and consultative
meetings with the Ministries/Departments of Education, management of STEM model schools,
STEM-PPDM trainers-mentors and teachers in STEM model schools to finalize the modality
and frequency of the STEM roll-out. Participants finalized the STEM Implementation Plans on
how to implement STEM integrated teaching in schools, their frequency and density, and to
clarified and agreed upon the coordination and communication modality; that is, to introduce
coordination teams that included representatives of the Ministry/Department of Education,
model schools’ management, ENABLE BiH team members and two trainers/mentors. The
STEM-PPDM trainers/mentors continued to hold mentoring and advisory meetings with
teachers in model schools and worked on completing in the Implementation Plan.
For the second year of implementing the STEM-integrated teaching in the model schools in
FBiH and Brcko District the data is being completed based on the reports submitted by the
STEM school coordinators to determine the percentage of STEM-integrated teaching in the
2019/2020 school year.
Out of a total of 298 teachers educators, teachers, and master trainers (75 males and 223
females, 196 teachers) who were trained for the specific roll-out of the new OTC for STEM,
109 (80F/29M) reported on the percentage of implementation of STEM classes in ENABLE’s
Year 4. Out of the 109 teachers who reported on ENABLE Year 4 STEM implementation, 52%
or 57 (42 F/15M) reported teaching more than 25% of the classes/extracurricular activities
using the STEM teaching approach while 39% or 43 (31F/12M) reported teaching between
10% and 25% of classes/extracurricular activities through the STEM teaching approach.
Based on the reports collected from the model school STEM coordinators after the end of the
2019/2020 school year, five out of the seven model schools have successfully reached or
exceeded the targeted 25%. The main reasons for failure or success included support from
management, motivation by teachers, and quality of communication with STEM mentors.
7 A detailed and translated MATRIX Plan can be found in the list of attachments
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Table 1: Schools that integrated ENABLE BiH’s STEM approaches
School Name
% of STEM-disciplines
integrating in ENABLE
BiH approaches
Data Source
JU Gimnazija “Vaso
Pelagić” 18.25% Data collected from 12 teachers
9. OŠ Maoča 34.25% Data collected from 17 teachers
Gimnazija Mostar 28.37% Data collected from 20 teachers
JU OŠ „ZALIK“ Mostar 107.37%
Data collected from 18 teachers
The teachers from Primary School Zalik also
added in their implementation of different
projects and competitions.
Treća Gimnazija 55.37% Data collected from 13 teachers
Osma osnovna škola
„Amer Ćenanović“
Ilidža
34.00% Data collected from 13 teachers
Osnovna škola Petra
Bakule 19,42% Data collected from 16 teachers
Towards the end of the project, all teachers from model schools were contacted to share their
best examples of STEM preparatory lessons, which were subsequently reviewed by STEM
experts and published as a catalogue of best practices shared among the educational
professionals and posted on the ENABLE BiH web site.
The Catalogue of Best Practices of STEM preparatory
lessons is based on inputs from the teachers from seven
model schools implementing the STEM integrated
teaching for two school years in ENABLE’s Phase II. In
total 54 preparatory lessons were received and reviewed by
the selected STEM review committee. After review, 27
were assessed as having met all the criteria and were
compiled in the Catalogue of Best Practices ensuring the
representation of different disciplines and different levels
of education, from primary to general grammar schools.
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MATRICES FOR STEM CLASSES FOR THE SCHOOL YEAR 2018/2019
STEM Model school: Treća gimnazija, Sarajevo
Sample of a report on STEM integrated class from the 3rd Grammar School Sarajevo
Activity / STEM Class: Hook’s Law and Cardiovascular system
Duration: 45 minutes
Leading Subject: Biology
Correlating subjects/areas: IT, Physics
Children participated: 15 students
Short description of the STEM activities:
The main Student Learning Outcomes of Biology, IT and Physics for this correlation of activities was for
students to be able to create a model of a heart valve using a smart choice of materials.
The central theme as learned through Biology, IT and Physics was: Hook’s Law and the Cardiovascular system.
Various materials are an important part of new technologies and products designed by engineers. When
engineers of Bio Medicine need to design products and devices which will replace human organs or parts of the
body/organs, they need to make sure that these materials are safe. That is the reason why engineers are
studying the human body and organs (such as heart valves) in order to understand their structure, qualities
and functions. Engineers are also testing – and sometimes design – new materials that can simulate the
functioning of parts of the human organism. That is why engineers define forces which cause parts of the body
to suffer, observing tissue reactions and measuring other factors such as Young’s model of elasticity etc.
Main Student Learning Outcomes of Biology, IT and Physics was to correlate their teaching material and to
learn about Hook’s Law and Cardiovascular system using the STEM approach.
First the elasticity of materials was explored (through Physics); then the composition of the heart, blood flow
and structure of heart valves was explored (through Biology); and, finally, students designed a heart valve
model using a smart choice of materials (using the results of measuring Young’s elasticity model) and designed
graphics throughout IT.
During the Physics class, students learned about Hook’s Law, which presents elasticity of materials, and
analyzed Young’s elasticity model. Afterwards, they measured different materials using Young’s elasticity model.
Results of these measurements were gathered and entered into Excel sheets. Students created diagrams out of
this raw data.
During the Biology classes, students learned about the Cardiovascular system, structure and functions, blood
flows and the purpose of having heart valves. They dissected chicken and lamb hearts to demonstrate this.
During the next few classes of Physics, Biology and IT, students worked in smaller groups and created model
heart valves using the different measures, materials and data.
“XXX” Main Student Learning Outcome have been fully reached at the end, since students successfully created model of heart valves and
demonstrated its functionality. Every student created his/hers portfolio tracking their role, efforts and outcomes so the teachers had the
insight and could successfully assess their outcomes.
TEXT BOX
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Establishment of cooperation with three STEM universities in BiH and equipping three
STEM universities with STEM equipment
The Center of Excellence at the Faculty of Science and Education at the University of Mostar
To facilitate STEM-integrated learning at the pre-service level, the ENABLE BiH project team
targeted the three faculties of science and mathematics in Sarajevo, Mostar and Banja Luka for
partnership in Phase II of the project. The partnership was formalized through MoUs with each
of the Faculties. Consultations were held to determine the needed for STEM lab equipment for
each Faculty. The equipment was procured between July and November 2019. It was valued at
approximately 20,000 USD per institution. The official opening ceremony of the STEM labs
at the Faculties in Mostar and Banja Luka took place in December 2019. While the procurement
and equipping for the STEM lab at the Faculty in Sarajevo was done in the same period, the
official opening was delayed due to more extensive preparatory work needed on the premises
allocated for the STEM lab (windows and floors). After the work was completed, the opening
of the Center of Excellence (STEM lab) at the Faculty of Science and Mathematics was planned
for March 2020. However, due to the COVID-19 pandemic and the lockdown imposed, the
opening was took place in July 2020.
Once equipped, the Centers of Excellence at the Faculties of Science and Mathematics in Banja
Luka, Sarajevo and Mostar opened and activities began. The Centers of Excellence planned
activities for the students of mathematics, physics, chemistry and computer science, and
promoted the STEM discipline study programs. These were interrupted in March 2020 due to
COVID-19 lockdown measures. All University partners confirmed their commitment to
continuing activities once schools were opened.
The Faculty of Science and Education of the University of Mostar:
The Faculty of Science and Education of the University of Mostar successfully transferred the
initiated activities within the Center of Excellence online, after the outbreak of the pandemic.
This was completed due to the IT equipment donated through the ENABLE project, as well as
through the pre-existing e-learning system of the University of Mostar and the Google Meet
platform for which the hardware kit was purchased. Below are the online activities organized
by the mathematics and computer science departments during the COVID-19 lockdown:
Using robots in education, programming robots course/workshop (December 1,
2019 – February 1, 2020): 28 students participated in the workshop in five teams
(one group included three students) to implement various final projects. This
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course was successfully designed and implemented by Prof. Dr Sc. Boris
Crnokić.
Fundamentals of programming mobile applications (November 1, 2019 –
February 2, 2020): Graduate students in their second year of study of
informatics and one student from undergraduate study of informatics,
participated in this workshop (11 students).
Programming in Python using PyGame (March 15, 2020 – June 1, 2020) for
undergraduate study of Informatics (first year): The activity was implemented
for 45 students.
Development of web applications (March 2, 2020 – June 25, 2020): In this
workshop, students were trained to develop custom web applications as part of
the informatics graduate study program. A total of 46 students enrolled in this
workshop.
Virtual days of Mathematics and Informatics: The plan for this activity was to
gather pupils from various schools in the canton, but the COVID-19 outbreak
prevented this activity. The “Days of Mathematics and Informatics” was
planned for March 19, 2020, but because of COVID-19 restrictions, this activity
was postponed. To continue the work on the project a couple of activities were
designed and implemented online.
o The first activity was planned for teachers of Informatics and Mathematics with the
visiting professors from the University of Rijeka holding two workshops on the
following themes:
Jesu li naše tajne sigurne (Are Our Secrets Safe?) – Prof. Dr Sc. Bojan Crnković, Prof.
Dr Sc. Vedrana Mikulić-Crnković
geometriji gdje pravci nisu pravci (On Geometry Where Lines Are Not Lines) – Prof.
Dr Sc. Bojan Crnković, Prof. Dr Sc. Vedrana Mikulić-Crnković
o Students of mathematics and informatics also presented workshops for high school
students (Game development in Python – Students of informatics; Monte Carlo
simulation – Students of Mathematics)
The whole video broadcast can be viewed at the following link:
https://www.youtube.com/watch?reload=9&v=MlR6MhMf964
The Faculty of Mathematics and Natural Sciences of the University of Banja Luka:
The Faculty of Mathematics and Natural Sciences of the University of Banja Luka started with
activities in its Center of Excellence after its official opening in January 2020. Activities
focused on STEM lab experiments with undergraduate students of physics, mathematics and
IT. They included experiments with magnetic hysteresis (for students of physics), experiments
with the Mickelson interferometer (for students of physics) and programming in Python (for
students of mathematics and informatics).
Activities were also planned with students from primary and secondary schools through the
ChemSTEM program proposed by the Department of Chemistry, including the following
workshops: How to Practice STEM Safely in the Chemistry Lab; Chemistry All Around You;
and Chemistry of the 21st Century. Meetings were held with the chemistry teachers from the
Grammar School Banja Luka, as well as with the chemistry teachers of the primary school
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Georgi Stojkov Rabovski Banja Luka, to present the STEM lab at the Faculty and to establish
cooperation and possibilities for final year students of primary and grammar school to do
practical experiments at the Center of Excellence. For the final year students of the Grammar
School Banja Luka, the idea was to enable them to use the Center of Excellence lab when
conducting their experimental part of the high school theses in chemistry.
Unfortunately, these as well as other promotional activities for the Center of Excellence were
put on hold due to the COVID-19 pandemic. However, the teaching staff of the Banja Luka
Center of Excellence were active during the COVID-19 lockdown producing face shields on
3D printers donated via the ENABLE BiH project. (See the call-out box below.)
The Center of Excellence at the Faculty of Mathematics and Natural Sciences of the University
of Sarajevo:
The Center of Excellence at the Faculty of Mathematics and Natural Sciences of the University
of Sarajevo was officially opened, with a significant delay due to COVID-19. The opening
occurred in July 2020 when the epidemiological situation improved allowing small gatherings
to be organized at the premises. Their most notable success was the promotion of the STEM
approach and paradigm among the graduate students. Currently, one Master thesis on the
STEM approach in biology has been defended at the Department of Biology, while two more
Master theses are on-going at the Department of Biology and the Department of Mathematics,
as well as one PhD thesis at the Department of Mathematics. ENABLE BiH has directly
contributed to this, with its engagement of the teaching staff from these departments who
participated in Phase I of the project and with whom the project continued to cooperate on
setting up the Center of Excellence and further promotion of STEM principles and approaches
among future teachers in the STEM discipline.
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Establishing cooperation with the business sector with the aim of providing pupils and
students with internship opportunities to gain practical experience on the job arena
The second phase of ENABLE BiH also focused on building connections between the business
sector and the education system to facilitate practical job experiences for primary and
secondary school students from the model schools. The ENABLE team facilitated the
connections between the STEM-related industries and model schools. Successful partnerships
were established with Bit Aliance, ASA Holding Group and the Violeta company. In November
2019, students and teachers from the model schools paid a visit to the Violeta company which
was very responsive and interested in cooperation with the ENABLE project and model
schools.
A solid base of internships and visits to STEM-related companies was created during the
previous period by signing the MoU with Bit Aliance (alliance of over 50 IT companies in BiJ)
and ASA Holding Group (consisting of 17 different companies), and cooperation was
established with the Violeta company from Grude as well as with the mTel Group.
Unfortunately, these activities were put on hold during the reporting period and subsequently
assessed as not feasible for the remaining period of the project due to the COVID-19 lockdown,
closure of schools and movement restrictions. Visits to the companies as well as internship
programs were regarded as high risk for students’ health.
Based on stakeholder meetings in the preparatory stage, it is important to highlight the activity
was well received by all, the STEM-related companies in particular. During those meetings, it
was evident they recognize the problem presented by a future workforce not adequately trained
for STEM-related industries as well as the decreasing interest of students to pursue studies at
STEM-related faculties. They welcomed the opportunity to be part of the STEM promotion in
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general and in their particular field of industry among the final year students of primary and
secondary model schools. Unfortunately, it was not possible to organize these activities during
the remaining period of the project due to the project end date in September 2020.
“XXX” Case study 2: Jobs of the future are in Bosnia and Herzegovina
“When we buy products, we have no idea at all how long it took for that product to get on the shelf
from which we simply take it. I am interested in the labs, modern facilities. I could imagine myself
working in a company like this, in quality control jobs, working in a laboratory...” a student from the
Third Gymnasium Sarajevo Alma is impressed after visiting Violeta, a renowned factory of paper and
hygiene products from Grude in Bosnia and Herzegovina.
The visit was organized as part of the implementation of the Enhancing and Advancing Basic Learning and
Education in Bosnia and Herzegovina (ENABLE BiH) project supported by USAID BiH, whose main
objective is to enable the introduction of STEM principles into the BiH education system.
The students of the final grades of two primary schools, Ninth Elementary School Maoča and Eighth
Elementary School Amer Ćenanović Ilidža, and two secondary schools, Gymnasium Vaso Pelagić Brčko
and Third Gymnasium Sarajevo, had the opportunity to learn about the modern facilities of the Violeta
factory, what kind of technology they use, what it takes to run a successful production, and what profiles
of professionals Violeta employs.
“This should be a positive example that we should not leave BiH, that we can stay here and change
something and invest in progress, technology, in all that is innovative, and thus build a path for ourselves
here, develop ourselves, develop the environment,” Alma feels encouraged after the visit.
Her words are confirmed by a nutrition engineer from Violeta, Danijela Alilovic, who says that Violeta is
operated under the same conditions as in any other European country.
“Manufacturing is one branch of the industry that can mean a lot to the whole community, from finished
products to new jobs and opportunities to thrive. Violeta is open to any young person who is eager and
willing to work... This is where people are supervised, systematically recruited, and have a career plan
that is made with them, to see in what field they want to develop, what is good for both this person and
Violeta. Most of our employees are people who have just graduated,” says Danijela, adding that Violeta
employs professionals in various fields, from food and chemical engineers, electrical engineers,
economists, lawyers, to graphic designers.
Stevan, a high school student at Gymnasium Vaso Pelagic Brcko is impressed with the modern facility.
“This degree of automatization of the production process has delighted me, everything is at a high level,
from the office where everything is created, designed, to the production line, which is almost completely
robotic. We were told that only three people maintain complete production and that is astounding
information. In a way, I see a similar future for myself. Maybe not exactly in this area; however, I'm
planning something related to robotics because I think it's the future, so I see myself in a similar job.”
Chemistry teacher from the Third Gymnasium Sarajevo, Melisa Tvrtković, believes that visits like this one
are essential for students.
“Right now, many are still uncertain, regardless of their major in natural science subjects, what type of
university studies they would like to pursue. With this visit, we wanted to show them how much the
natural sciences are available everywhere, how interesting they are and how practical they are. In the
Violeta factory, they could really see a lot of things, from quality control to the analysis such as we did at
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our school, so they could also relate to some things in chemistry, biology, physics, mathematics, and so
on.”
Milan Ljubovic from the Pedagogical Institution of the Department of Education in the Government of
the Brcko District believes that the education system needs to be continuously improved, and curricula
should be aligned with the latest trends and the latest technology, and that the visit was of multiple-use.
“I think this is a real move in light of the kids thinking about staying here and having the opportunity to
do something here in the future rather than going abroad,” he points out.
Stevan plans to enroll in the Faculty of Electrical Engineering and hopes to find a job in BiH after
graduation. “The situation in BiH is challenging today, there is little work and generally the trend among
young people is to leave. However, if a suitable job is found, a good opportunity, why wouldn’t I stay?
This is my home country.”
To keep up with technological developments and the demands of the global economy, young people
today must master functional knowledge and be able to combine different disciplines into new
competencies. One of the goals of the ENABLE BiH project is to enable students to become drivers of
economic development in BiH and to develop key competencies needed for active participation in a
knowledge-based economy.
Establishing cooperation with technological parks for promotion of informal STEM
education
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To strengthen ENABLE-BiH activities within the STEM pillar and demonstrate practical
implementation of STEM education through an out-of-school program for children and youth,
during the ENABLE BiH Phase I, Save the Children signed the Partner Sub-Award Agreement
with EXIT Centre, NGO from Banja Luka in September 2017. The agreement was to establish
“ROBOKIDS – Centre for Advanced STEM Education” as an out-of-school STEM Education
Centre, offering special extracurricular educational programs for elementary, middle and
university students in STEM, based in Banja Luka.
The ENABLE team worked closely with the EXIT Center and provided support to conduct the
procurement of IT and other equipment for the Center and STEM courses to be provided, as
well as to develop promotional materials and organize media activities. The Robokids Center
was opened on December 21, 2017. Attending the opening were the donors (USAID, Save the
Children, Swiss Embassy and local companies), media, academia and other educational
professionals, parents and children. Following the official remarks by donor representatives
and Robokids staff, a number of demo lessons were shown and children took an active part in
different tasks.
Robokids Center was the first of its kind in the Republic of Srpska. It enabled children to
receive training and education in science, technology, engineering, and mathematics through
globally licensed programs. The Center provided children and youth with the opportunity to
attend courses and obtain knowledge in robotics, coding, programming, biochemistry,
electronics and other scientific disciplines based on the latest world trends and recognized
licenses. The overall objective of the project was to increase STEM literacy among students
between the ages of 10-24, so that all have the opportunity to learn deeply and think critically
in science, math, engineering and technology, develop a passion for it and pursue a job in a
STEM field.
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The “EXIT” Center established a total of 20 STEM courses including: LEGO Mindstorms;
LEGO WeDo 2.0; Makeblock Robotics 1I (Ultimaker); Fun Math; Chemical Kitchenette;
LEGO WeDo 2.0; Coding Through Gaming; Thingy Games: Brainworks; 3D Studio Max;
Arduino Basic; Arduino for Kids; Stop Motion Animation; Python Basic; 3D Printing; DIY
beauty photography; YouTube academy; IT for grandparents; Game development; 21st century
Chemistry; and, Little Bits. Although attendance by 150 students was planned, 164 students
attended the courses offered at the ROBOKIDS Centre during the sub-award period.
While it was planned for 400 students to benefit, nearly 1,000 have been reached through two
main promotional events: “Meet The Trainer” and “ROBOChats.” “EXIT” Center established
cooperation with eight IT companies (five were planned), three faculties (two were planned)
and five schools/educational centers to develop joint programs and initiatives; carry out
activities for promotion and presentation of STEM programs; exchange knowledge and
experience with teachers, in particular STEM ones; increase interest in STEM disciplines;
promote and present successful young people in new technical and scientific fields. “EXIT”
has also established a mini STEM Development HUB for adult members that is now being
used by 33 people, 17 more than the 16 planned.
In Phase II of the ENABLE Project, a partnership was established with Interra Technological
Part Mostar and its Centre for Technological Culture to further promote informal STEM
education in the targeted project locations. The partners signed a Memorandum of
Understanding where Save the Children provided necessary STEM-related equipment to
enhance the capacities of the Centre for the organization of new STEM-related courses, and
Interra was responsible for all related running costs, including salaries and stipends for the
centre staff. In this way, from the beginning, the Centre and its activities were organized in a
sustainable manner.
While Save the Children was completing the procurement of the STEM course-related
equipment valued at 30,321 USD, the Interra upgraded the Centre's premises. The official
opening of the Centre in the new premises was in December 2019. After two open-door
sessions that were held in January 2020, where the courses and the Centre were further
promoted in the local community, the enrollment in different STEM-related courses was
organized to include IT workshops (Minecraft, Kodu Game Lab, Scratch, Micro:bit, Python,
Web design), robotics and video editing. These courses benefitted approximately 300 primary
and secondary school students from the City of Mostar.
Due to the COVID-19 pandemic and lockdown measures, the Centre activities were put on
hold in mid-March 2020, and only started resuming in mid-July 2020, in line with the continued
epidemiological measures regarding social distancing, personal protection and enhanced
hygiene measures and disinfection. To implement epidemiological measures, the courses have
had to be organized in smaller groups of children during the summer.
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COVID-19 Adaptation: Girls taking back the science: Mostar students took part in
PythID-19 competition
Covid-19 has expedited change in the education landscape, accelerating internet technology
adoption as a teaching medium. Besides regular classes, extracurricular activities were also moved
online. ENABLE BiH project partner, Centre for Technical Culture Mostar thus organized an
online course in programming language Python, symbolically entitled PythID-19.
Twenty-three (23) students from ENABLE BiH STEM model schools – Primary School Zalik
Mostar, Primary School Petra Bakule Mostar and Mostar Gymnasium – participated in the course
and the competition that followed. A new element was that two-thirds of the attendees were
girls, showing growing awareness among girls that the IT sector is a promising sector for their
future careers.
These three schools are among 12 primary and high schools in BiH in which modern STEM labs
were equipped through the Enhancing and Advancing Basic Learning and Education in Bosnia and
Herzegovina (ENABLE BiH) project, supported by USAID BiH.
The course was organized in cooperation with the Faculty of Natural Sciences and Mathematics
of Mostar University. The classes were held online for a period of five weeks. The objective was
to introduce Python and the concept of algorithmic thinking to the students.
“Python is currently the most popular programming language because it is very logical and uses simple
syntax. We believe that with these basics, the students will have a great advantage if they decide to
pursue a career in the IT sector. Also, acquired knowledge about Python can be used for any other high
level programming language,” says Lucija Zubac, executive director in the Centre for technical
Culture.
Through five weeks of education, including two hours per week in online classes and homework,
students have expressed great interest in using the most famous programming language Python.
After testing, the mentors evaluated the algorithmic thinking of each individual, and had excellent
results.
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“Students enthusiastically solved the tasks they were given and showed how they learned the basic
concepts in a very short time. After each completed lecture, students stayed behind in the chat room to
use that time for additional questions. Students demonstrated a great desire to learn and it was a great
pleasure to work with such a group. It raised our work motivation. We see great potential in many of
them and hope to be their motivation and support in learning and laying quality foundations,” stress
course instructors Jozo Spajic and Karlo Susac.
Students with the best results also received awards through the ENABLE BiH project.
Organization of/participation in STEM fairs/conferences
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Upon completion of Phase I with its main STEM and PPDM deliverables and the initiation of
Phase II that aimed at modeling STEM in education, a two-day conference with the ENABLE
BiH project was organized in Mostar, April 16-17, 2019. The conference aimed to:
present/discuss and draw conclusions and lessons learned on Phase I key deliverables;
discuss how to successfully translate policy/documents into the practice of STEM and
PPDM in BiH through the STEM program’s implementation in 12 STEM model schools
in BiH, universities, technological parks and in relation to the business sector;
demonstrate STEM activities by BiH STEM model schools – Glimpse of STEM
teaching in classrooms and within the existing Curricula and Ways forward?
Advocating for quality and relevant Education in 21st Century, mobilizing professional
and general public and policy/decision-makers.
The conference was attended by more than 130 representatives and the highest officials from
the education and business sectors, civil society, the media as well as representatives of the
international community in BiH. The opening ceremony was also attended by the Minister of
Education, Science, Culture and Sports of the Herzegovina-Neretva Canton Rašid Hadžović,
USAID Democratization Office Director Shanley Pinchotti, numerous university professors,
doctors of science, professors and students from primary and secondary schools in BiH and
other representatives from the public and non-governmental sector. The conference also
included an exchange of experiences from around the world and the United States via a direct
link with F. Joseph Merlin, co-founder and president of 21P STEM, the US partner organization
on the ENABLE BiH project.
The first day of the conference was dedicated to discussions regarding the advancement of
primary education and learning. The panel discussions stressed that studies indicated 65% of
children enrolling in primary schools today would work in occupations that did not exist today,
and for which the traditional education systems could not prepare them. The statistics showed
BiH ranked 133rd in workforce competence after leaving school, 13th in human capital, but
remained one of the worst and lowest-ranked in innovation. The participants emphasized these
facts demonstrated the necessity of changes and improvement in education where the STEM-
integrated approach in teaching could play a vital role.
The principals and professors from the model schools pointed to the change they noticed in
their schools with the implementation of the STEM-integrated approach to teaching science,
mathematics and technology/IT. The classroom atmosphere improved, students were posing
more questions than in a classroom that is traditionally taught, students were doing more
research individually or in groups, stayed longer in class and continued their research at home.
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The second day of the conference was dedicated to presentations by the Technical Culture
Center Mostar, FabLab - guests from Croatia, and the EXIT Center – ROBOKIDS from Banja
Luka as examples of available non-formal STEM education opportunities. The most interesting
part of the conference was the presentation of STEM schools, where students and their
professors presented the results of their STEM classwork.
“The children have learned one, I must say very boring, lesson on Hooke’s law in a very
interesting way. They realized how it can be applied in real life. By combining subjects and
experimenting, they realized how this dry teaching material can be used in real life,” said Alisa
Ramić, a professor in Third Gymnasium Sarajevo, who came to Mostar with her second-grade
students who presented their Heart Valve Model project.
This project combined three science disciplines - biology, physics, and computer science. “The
children learned about the elasticity of materials in nature. They measured Young’s modulus
of elasticity, then entered measurement results into Excel spreadsheets in computer science
class and created stress graphs to determine the modulus of elasticity. When they learned this,
we told them that they would be doing a project related to this topic. They made a model of a
heart valve. In biology class, they learned about heart valves. Their biology professor taught
them this and even brought sheep and chicken hearts to demonstrate. They studied their
elasticity. They were delighted with their biology class. Then they used Young’s modulus of
elasticity to perform calculations and find the closest matching material. The second group of
students programmed and printed a 3D version, used the Internet to research materials used by
bioengineers and to learn more about this topic. After doing the research, they produced a
realistic model of a heart valve,” explained the professor.
However, this innovative school project that enabled students to apply theory in practice
required more hours than what was allotted in the lesson plan.
“I needed many more hours. The plan foresees only one hour for Hooke’s law. I invested five
hours and still more time was needed to research everything thoroughly. Students had to do
some research as part of their homework. Our curriculum doesn’t allow for such innovation;
there usually isn’t enough time. Our big wish is to introduce one STEM student class in schools
to allow children to really start learning physics and other sciences they ‘find difficult’ and let
them realize how these can be applied in real life,” said Ramić.
The other point made by the teachers from the model schools was that, although not all students
are interested in computer science, biology, mathematics, physics, etc., this teaching method
makes it easier to get their interest in these subjects.
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“I have a student who had little interest in my subject. But I tasked him with designing and
programming a 3D model of a heart valve. He was delighted; this was the first time he happily
came to my classes, we stayed after class and, for the first time, he was very attentive and took
notes in class. And behold, he kept on being attentive in class. The children are really
interested” said professor Ramić.
From ENABLE’s beginning of Phase
II, the trained teachers/mentors and
students from the selected model
schools were encouraged to take part
in different STEM-related
conferences/fairs to contribute to the
promotion of the STEM-based
approach of learning as well as to
establish networks for exchanging
experiences and best practices. During
Phase II, project partners participated
in The European Researchers’ Night.
In Year I of Phase II, on September 28,
2018, Save the Children/ENABLE
BIH project took part in “The
European Researchers’ Night,” the
theme of which was “Let’s STEAM.”
The aim of the 2019 “The European
Researchers’ Night” was to show that
science pervades every aspect of our
lives and that science is fun, too. It
aimed to celebrate the creative side of
science as well as the creative process
of scientific achievement.
In the second year of the ENABLE
BIH Phase II project, when the STEM model schools already had more experience in
implementing STEM-integrated teaching, the participation in the European Researchers' Night
(September 2019) was more sizeable. Ten primary and high schools presented their research
projects at this important event held in different towns in BiH. The model schools participated
in Sarajevo, Mostar, Brcko and Bijeljina promoting STE(A)M activities and innovations in the
areas of science, technology and the IT sector. In total, 88 students and 20 professors
representing STEM model schools took part. They presented a variety of experiments and
demonstrations such as STEAM is all around us, magnetic/live water; Experiment in the heart
of STEM, Science is not a fable; Globe Making; Model of riverbed: the lungs of Amazon. The
students from Banja Luka Gymnasium won first place in the competition for the best
experiment, while the Grammar School Filip Višnjić from Bijeljina won first place at the city event. All groups demonstrated they had achieved a high level of quality in their STEM skills8.
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European Researchers’ Night, September 2019
8 The following schools participated in the European Researchers' Nights: Deveta osnovna škola Maoča, Gymnasium Vaso
Pelagić Brčko, Treća gimnazija Sarajevo, Osma osnovna škola Amer Ćenanović Ilidža, Primary school Petra Bakule Mostar,
Primary school Zalik Mostar, Gymnasium Mostar, Gymnasium Banja Luka, Gymnasium Filip Višnjić Bijeljina and Primary school
Sveti Sava Doboj. Modern STEM labs in these schools were equipped through ENABLE BiH project.
Student views
“We worked on the Green Roof project, specifically
how to make a green roof. Although these are still not
permitted here, this is a good and current idea that
actually raises awareness about the environment.
Environment is important to the students. The question
was how all that relates to STEM. So, we combined
knowledge from many subjects. In geography we
learned about the climate factors in Mostar. We
combined this with biology to see which plants can be
planted on green roofs, examined the influence of
those climate factors... In chemistry, we learned how
the chemicals we would use to fertilize the plants
impact the plants and the environment. In computer
science, we did research, in physics and math how to
measure dimensions. The more measurements you
take, the more accurate the result. Besides, in school
we learned a lot about solving problems... although we
may not implement this project, it remains a great
idea for Mostar which doesn’t have much greenery”,
Ena Haznadar, student at the Mostar Gymnasium.
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Another important event during the ENABLE BIH Phase II was the two-day STEM Fair from
November 19-20, 2020, in Mostar.
The event included motivational speakers, including Bosnians and Herzegovinians who have
achieved international success. They shared their knowledge and experiences with students
from BiH primary and high schools. Speakers included Andrej Gajic, scientist, pilot,
paratrooper, and diver; Mislav Šramek an engineer at Rimac Cars, Sharklab National
Geographic; Adla Kahric, a director of the Bit Alliance Association Tatjana Vučić, CERN
physics researcher; Admir Greljo, mathematics professor; Ismar Volic from Wellesley College;
Luka Vucina and Marin Bevanda, founders of Amplius electronics; and, best-ranked BiH
tennis player and Save the Children Ambassador, Damir Džumhur.
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The STEM Fair brought together students and teachers from the 12 STEM model schools.
However, many others also gathered, including: interested schools not presently included
among the model schools, professional staff in the field of education, companies/partners of
the project, parents and the general public. The Fair was able to promote the STEM field,
Case study 3: Triumph at the Regional App Challenge
Although they will have to wait for the award (a trip to Portugal now on hold due to COVID-19), the
students of the Banjaluka Grammar School won first place in the Regional App Challenge organized
by the companies m: tel BiH, Telekom Srbija and m: tel Montenegro.
Members of the Linux team, consisting of Nikola Vujkovic, Sava Malinovic and Matija Mirkovic,
participated with the KuMe application (home manager), which is a set of multi-purpose sensors that
allows the user to monitor his home through the application.
“XXX” The regional app challenge is aimed at high school students from Bosnia and Herzegovina, Serbia and Montenegro, and
a total of 15 teams, five from each country, participated in the final competition.
During the presentation of the application, the Linux team demonstrated on the prototype device
what the KuMe application was doing, and thus delighted the jury and the audience, as they went a
step beyond their peers, dealing with a popular area called the Internet of Things (IoT).
"We put a lot of effort into developing the application, and compared to last year's participation we have
made a big step. We spent all summer learning new things, which we eventually managed to apply. I am
happy that the jury recognized our work and effort, and I am grateful that there is this competition, because
today we have been learning through the applications of our peers,” says Sava, one of the team members.
The Banjaluka Grammar School is one of 12 STEM model schools supported by the USAID's
#ENABLE BiH project. The project equipped the schools with modern #STEM labs. The
administration and teachers that completed a series of professional trainings within the ENABLE BiH
project that enabled these students to now compete at regional competitions.
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scientific work, research and achievement, critical thinking, creativity, and problem-solving to
a broad audience. Of great significance was the students from all across BiH participated
together in the event, driven by a common goal: to learn about and compete around a shared
interest in STEM.
The best student projects were also awarded on this occasion. The first prize was won by the
Second Gymnasium Sarajevo with the project "Eco friendly house"; the second prize was won
by the primary school Bijela from Brcko, with the project "School for life"; the third prize was
won by the students of the primary school Petra Bakule from Mostar; and, the audience award
was won by the Zalik Primary School from Mostar with the project "Taste Science, Try STEM
Cookies."
It is important to mention that the model schools themselves demonstrated many initiatives
which were showcased in other STEM-related competitions and hackathons organized and
sponsored by both the private and public sectors in BiH.
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Development of STEM Web-application and Web-site
Along with a limited number of hard copies and an electronic version of the OTC for STEM
proficiencies based on CCC, a STEM web-application has been developed. This will ease the
preparation of the STEM-based lessons for the teachers of primary and secondary schools in
BiH, enhance STEM education and its outreach among schools and teachers as well as enable
them to exchange examples of good practice and experiences in teaching STEM. The
application was developed by the US project partner, 21P STEM that had experience with
similar STEM web-applications, the ENABLE-BiH project team and an IT expert from the
local STEM expert group.
The web-application enables easier navigation among different parts of the STEM curriculum,
maintaining a strong and direct connection with KBE. The web-application will enhance STEM
education and its outreach among the schools and teachers, and make their teaching preparation
easier. Additionally, it will enable them to exchange examples of good practice and experiences
in teaching STEM. It should allow registered users to upload content and share relevant
materials among themselves thus enriching STEM-related resources.
The web application serves as a key platform and resource for STEM/PPDM and provides
support to a wide audience – educational professionals across all levels, academia, field
practitioners, policy planners and decision-makers as well as the business sector. In addition to
the online STEM OTC, the web application contains uploaded STEM and PPDM documents
developed within Phase I of the ENABLE-BiH project, information and news about the project
and a space for interaction and cooperation of teachers. While the key target audience is in
BiH, it is deemed that such an online platform can be of service and benefit to the wider region
(the neighboring countries in particular that share similar languages), serving as an example of
good practice and a guide to how STEM can become a part of the regular and formal education
systems.
A video tutorial explaining the use of STEM OTC web application located on the www.enablebih.org web site was developed and is now uploaded. The tutorial will facilitate
using the STEM OTC application for all interested teachers, researchers and others accessing
the site.
*For the purpose of uploading documents to the DEC, all personal information and pictures
were removed and replaced with “XXX”
The website is operational until September 2021 with the funds payed for the domain
maintenance with project funds. The plan is to transition it to the partnering ministries as part
of the in-service training program for STEM competencies within the TABLA activity.
Networking and Promotional Activities
“XXX”
From the beginning of the ENABLE BiH project in September 2016, it was evident that a key
part of the project's success would relate to different promotional and networking activities
performed by the ENABLE BiH team among professionals and the general public. The
ENABLE team actively shared project information with relevant national and international
educational actors in BiH to make connections and encourage cooperation among different
educational initiatives and to ensure efforts were not duplicated. Project information was
regularly provided to different education coordination forums as well as through face-to-face
meetings with representatives of BiH educational authorities.
The team recognized early on that the core groups of experts for STEM and PPDM were critical
for the promotion of the concepts among the professional public. Both STEM and PPDM core
groups of experts proved to be valuable allies in the promotion of the concepts, and readily
responded to the requests of the ENABLE Project team to participate in different promotional
events. These included the consultation sessions with the professional and interested public
where the developed key STEM and PPDM deliverables were presented, high-level meetings
with educational policymakers and appearances in different media outlets.
Other opportunities for promotion of the ENABLE BiH project as well as coordination with
other actors, including other USAID partners, were sought. ENABLE BiH took part in the
regional conference for educators, “Teachers in Action,” organized by the Centre for
Educational Initiatives “Step by Step” (USAID partner), the regular Education Reform
Coordination Group held by the Ministry of Civil Affairs, the education coordination group
held by OSCE, etc. Another promotional activity took place on June 20, 2019 wherein the
ENABLE BiH Project was presented at the Bosnian-Herzegovinian American Academy of
Arts and Sciences (BHAAAS) annual event, ‘The 11th Annual Days of BHAAAS in B&H’
(June 20-June 23, 2019). It was showcased as a successful example of a vital development in
terms of novelty, necessity, quality and relevance.
Save the Children also contributed additional funds to creating promotional materials that
would enhance visibility and promotion of the STEM component of the project, with formal
STEM education as its main objective. These materials included an animated infographic and
a video. The infographics present STEM education and its advantages, focusing on making a
connection among the natural sciences, mathematics and IT and solving real-world problems.
It highlights how ENABLE-BiH contributes to the inclusion of STEM education in a formal
school system in contrast to many smaller initiatives and extra-curricular courses. It is designed
in a simple yet attractive way to get children, parents and teachers interested in this new
approach to teaching, pointing out the better employment opportunities STEM provides and
encouraging the introduction of STEM activities at an early stage of children’s educational development. For the promotion of the project, different promotional materials9 were
developed:
9 The materials were communicated to and approved by USAID.
*For the purpose of uploading documents to the DEC, all personal information and pictures
were removed and replaced with “XXX”
Video:
BCS version – https://www.youtube.com/watch?v=dbsCzHtAYos&feature=youtu.be
(current setting “unlisted”)
English version – https://www.youtube.com/watch?v=-UEupIxfP7A&feature=youtu.be
(current setting “unlisted”)
Infographics:
BCS and English version – https://www.youtube.com/watch?v=-8-
Fgga0tIw&feature=youtu.be (current setting “unlisted”)
Additional ENABLE BiH promotional materials (fact sheets, posters, teasers, and leaflets) for
easier distribution and outreach to different target audiences were prepared and distributed
during the meetings, events, gatherings, etc. The materials were also published and posted on
the social networks that Save the Children uses and distributed to schools and other educational
institutions to raise awareness about STEM and the possibilities it offers. With these general
ENABLE BiH promotional materials and press releases regarding specific project elements,
the project managed to secure substantial visibility in different media outlets. Save the Children
and its partners have recorded over 55 stories related to the project in various media outlets
during the project. The list of ENABLE BiH media coverage is available in the list of
attachments.
Final promotional campaign
The public information campaign was implemented from July until the end of project
(September 24th, 2020). The outcomes of the campaign were:
12 impact stories from 12 model primary and high schools ('Deveta osnovna škola' Maoča;
Gimnazija 'Vaso Pelagić', Brčko; Treća gimnazija, Sarajevo; Osma osnovna škola 'Amer
Ćenanović', Ilidža; Osnovna škola 'Petra Bakule', Mostar; O.Š. 'Zalik', Mostar; Gimnazija
Mostar, Mostar; Gimnazija Banja Luka, Banja Luka; OŠ 'Vasa Čubrilović', Gradiška; Gimnazija
'Filip Višnjić', Bijeljina; OŠ 'Sveti Sava', Doboj; O.Š. 'Petar Petrović Njegoš', Istočna Ilidža);
A video presenting the most important results and activities of the ENABLE project:
https://www.facebook.com/savethechildrenNWB/videos/341485550609229
A Press Release at the close of the project
Media guest appearances by the SC Country Director
Video reportage about the opening of a STEM laboratory in PMF Sarajevo
A project impact brochure highlighting project results and impact stories (available at:
https://www.facebook.com/savethechildrenNWB/photos/pcb.1852612334880256/185261006
8213816/?__cft__[0]=AZVZsH67A-
s_jqNIbtHDUALtp38eIlvG7Ulf3sX9XQU3uTM_PyqCq_fwTkGZgKhtAEHJ9_KZeargwTkVk
wNlUnRXoBXnterH1uug8LpAVyLVbZSR29fWnEnCi5DvOrUBbXS_s-
9PzqZuIp7R9wRpeR3eyFWJUOIlDEV0I_GGL5P7wPpJLZwh593mIYHAS-
w4cSs&__tn__=*bH-R) and the Catalogue of the best STEM preparatory classes (available at:
https://nwb.savethechildren.net/sites/nwb.savethechildren.net/files/library/KATALOG%20DO
BRIH%20STEM%20PRAKSI%20FINAL.pdf), which were promoted online and distributed to all
schools and universities participating in the project.
Total reach via Social networks was 405,000, exceeding the goal of 150,000.
At least 10 major web portals published articles about the ENABLE project
2 national TV stations and 2 radio stations broadcasted ENABLE content
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Redirected funds from the ENABLE BiH project towards the COVID 19 response
Following USAID’s notification on September 1 regarding the possibility of redirecting of
funds, Save the Children requested USAID’s approval for the re-allocation of ENABLE project
funding to respond to the needs of project beneficiaries in the context of the Covid-19
pandemic. The total amount proposed and approved to be used for this purpose was 74,613
USD.
The Project team contacted the ENABLE project schools, universities and technological parks
to assess their needs in terms of protective materials that reduce the risk of spread and infection
of COVID-19 and IT equipment required to facilitate remote learning while schools implement
a combination of face-to-face and online teaching methods, to protect students, teachers and
families. Project beneficiaries provided information on the protective materials and IT
equipment most urgently needed to ensure uninterrupted, high quality learning and improve
the health and safety of the learning environment.
The following items were procured and distributed to project beneficiaries:
3,200 masks FFP2
320 packages of liquid disinfectant
160 packages of shoe covers
1,600 packages of hand sanitizer
1,600 packages of sanitizing wet wipes
1,600 packages of hand sanitizer gel
320 packages of liquid soap
320 packages of latex gloves
320 sets of 3D printer filaments
32 Lenovo laptops
The following educational institutions benefited from this support:
1. Deveta osnovna škola Maoča, Brčko District
2. Osma OŠ „Amer Ćenanović“ Ilidža
3. OŠ „Petra Bakule“ Mostar
4. OŠ „Zalik“ Mostar
5. OŠ „Vasa Čubrilović“ Gradiška
6. OŠ „Petar Petrović Njegoš“ Istočna Ilidža
7. Treća gimnazija Sarajevo
8. Gimnazija Mostar
9. Gimnazija Banja Luka
10. Gimnazija „Filip Višnjić“ Bijeljina
11. Gimnazija „Vaso Pelagić“, Brčko District OŠ Sveti Sava Doboj
12. PMF Sarajevo
13. PMF Banja Luka
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14. FPMOZ Mostar
15. Technological Park „Intera“ Mostar
II. Impact Analysis for the ENABLE BiH phase II
During the finalization of the ENABLE Phase II concept note, upon recommendation and
request of USAID, it was agreed that an impact analysis would be conducted with the aim to
examine the results of the ENABLE BiH project and the effects of the STEM program in
schools on students.
IMPACT AND PERFORMANCE EVALUATION OF USAID/BIH ENABLE ACTIVITY
The main goals of the evaluation are to answer the following questions:
1. Cause and effect
What is the effect/impact of the ENABLE BiH project on students' interest in STEM
subjects and careers?
2. Descriptions and formatives
What were the characteristics of the teachers who took part in the STEM
program?
What obstacles did the program encounter?
To what extent was the program conducted in accordance with the plan?
How was the program perceived by the beneficiaries, educational and other
institutions in BiH?
How did key stakeholders perceive the advantages and disadvantages of the
program and approach?
What did the beneficiaries and educational institutions think about replicating
the program in other schools?
Were there any differences in time and intensity with regard to implementation
in model schools?
o If the answer is yes, were there different outcomes?
A set of activities and approaches that would produce valid and reliable responses to the above
questions was envisioned. For that purpose, the evaluation has been composed of three
intertwining assessments: 1. impact evaluation, 2. performance evaluation, and 3. cost
assessment.
Save the Children submitted the methodology for approval to the Ministries/Departments of
Education in four STEM model areas and also requested access to the schools to conduct
research. Thus far, the requests have been approved by Sarajevo Canton, Herzegovina-Neretva
Canton and Brcko District. The approval of methodology by the Republic of Srpska was not
received by the time this report was drafted.
For the impact evaluation, the instruments were piloted in September 2018, and data for the
baseline report were collected in both treated and comparison schools. This included collection
of signed consent forms from pupils’ parents prior to the survey of pupils, as well as collection
of school-level data about pupils’ educational achievements. The baseline report was submitted
to USAID/BiH in May 2019, after which midline data collection in the same schools took place
in October-November 2019. The midline report was submitted to USAID/BiH in December
2019, and a revised report was submitted in June 2020. In addition to findings from the impact
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evaluation, both reports included findings from performance evaluation and initial data
instruments for cost assessment.
According to the original plan, endline data collection was planned for May 2020, but it was
postponed until early November 2020 due to the COVID-19 pandemic. Accordingly, the final
report will be submitted to USAID/BiH in March 2021. Currently, CREDI is awaiting the
decision of relevant authorities regarding how classes will be taught in the three STEM model
areas. Depending on the decision, it will decide what methods of to use for endline data
collection. All KIIs (key informant interviews) and data collection to inform the findings of
performance evaluation and cost assessment are almost completed.
The overall evaluation was conducted in close cooperation with Save the Children which is a
partner with the educational institutions relevant for the research, that is, the Ministries/
Departments of Education and schools.
A. Monitoring and Evaluation
ENABLE was assessed against a comprehensive set of fifteen indicators. For each project level,
one to three indicators were selected. The USAID report “Brief Assessment of Basic Education
in Bosnia and Herzegovina10” and “Secondary Analysis of TIMSS 2007” were used as a solid
value of performance indicators before the implementation of the activity to provide the basis
by which higher-level results were measured at the end of the project.
For most of the indicators, the baseline was set at zero due to the fact the ENABLE BiH was
mostly focused on building the teaching skills of teachers and the development of new curricula
and guidelines. Similarly, outcomes/outputs were zero due to the specific nature of this activity
in Bosnia and Herzegovina, and all output indicators were related to a particular input.
All program resources, the implementation period, and the development hypothesis implicit in
the results framework have been taken into account in the process of target definition. Value
of performance indicators (final targets) for the Activity Purpose has been defined based on the
overall activity idea and approach.
In addition, several values (interim targets) of Activity Sub-purposes 1 and Activity
Outcome/Output 1.1 and 1.2 have been defined. Interim targets were set for all the key
points of time in between the baseline and the above-mentioned final targets because change is
expected and data can be collected annually or quarterly.
The quality standards were regularly applied and monitored (prior to, during, and subsequent to each of the conducted activities) and the Quality Benchmarks Table11 was periodically
updated, serving as a tool to closely monitor, evaluate and improve the next activities if needed and maintain the required standards. The Indicator Tracker (Internal MEAL plan)12 was
developed to monitor lower-level output/outcome indicators and the achievement of the targets.
The Indicator Tracker was used and updated regularly for these purposes. A special evaluation
form was developed for each meeting of the STEM and PPDM working groups in accordance
with the standard SCNWB procedures and filled out by the participants on the last day of the
STEM and PPDM meetings.
10http//pdf.usaid.gov/pdf_doca/PA00M3PB.pdf 11 Quality Benchmark Table for Phase I and Phase II of the Activity available in Annex 2 and Annex 2a. of this report 12 The Indicator Tracker (Internal MEAL plan) available in Annex 1 and Annex 1a. of this report
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Internal Evaluation
The MEAL Department developed a methodology for Internal Evaluation of the ENABLE
Activity which was implemented via the Save the Children Evaluation Policy / Threshold for
Internal Evaluation. The aim of the evaluation was to provide a high-quality evidence base to
inform future project activities. The focus was on identifying practical transferable lessons
learned and examples of good practices. Data collected through the internal evaluation process
was also used to inform achievements per Activity indicator “% of students who changed their
perspective about STEM”. However, because of the COVID-19 crisis, the MEAL Department
had to adapt this activity to implement it fully remotely. At the same time, this activity
presented an opportunity to pilot an online evaluation modality.
The first phase of the evaluation included collection of the data from primary and secondary
school students in ENABLE model schools. The second phase of the data collection was
implemented in August/September 2020, where data from teachers/education practitioners,
coordinators, mentors, and ministry representatives were collected. The finalization of the
Internal Evaluation Report is planned for November/December.
SECTION II – FINAL DATA, COMPARED TO BASELINE DATA FOR ALL INDICATORS INCLUDED IN THE
MONITORING AND EVALUATION PLAN
UOM – Unit of Measure DD – Data Disaggregation BAS - Baseline
TAR – Target ACT – Actual % ACH - % Achievement
INDICATOR UOM DD BAS TAR AC
T % ACH ACCOMPLISHMENTS OVER LIFE OF THE ACTIVITY
Stage reached on the milestones for draft OTC
for STEM proficiencies based on CCC being
endorsed by the Conference of Ministries and
recommended for application by relevant
educational institutions (out of total of 5 stages)
Simple
number - 0 5 5 100%
The set target (5 stages to be completed) for the specific indicator was reached
in the 3rd year of the Activity (Phase II). The indicator measured the Activity
progress in developing the draft OTC for STEM proficiencies based on CCC
accompanied by Implementation Guidelines and Teacher Training Manual,
which is a complete set of documentation which was endorsed by the Ministry
of Civil Affairs (MoCA) and the Conference of Ministers of Education. Along with
this, trainings were provided to educational professionals regarding the
implementation of the endorsed documentation.
Stage reached on the milestones for PPDM
Standards and Operational Guidelines being
submitted for endorsement and training program
and certification for university professors/teaching
assistants developed (out of total of 4 stages)
Simple
number - 0 4 4 100%
The indicator measured the Activity progress in assistance to BiH Education
Institutions in developing the Standard and Operational Guidelines for PPDM-
related courses, which included, specifically, the development of three (3)
documents: 1) Standards for PPDM – Pedagogy, Psychology, Didactics and
Teaching Methods education and training for teachers; 2) Operational
Guidelines for PPDM – Pedagogy, Psychology, Didactics and Teaching Methods
education and training for teachers; 3) Outline Training Program and
Certification of the University Professors in the PPDM educational modules. The
set target which included four (4) stages to be reached was met in the second
year of the Activity.
Number of key stakeholders from relevant
education institutions involved in the
development of draft Operational Teaching
Curricula for STEM proficiencies based on
Common Core Curriculum and Implementation
Guidelines
Number
Total 0 40 44 110% The indicator measured the number of persons directly included in the
development of the Operational Teaching Curricula for STEM proficiencies
based on Common Core Curriculum and Implementation Guidelines. Thus,
persons from WG and from relevant BiH institutions (MoCA, APOSO, HEA,
cantonal MoEs, MoE RS and FBiH, Department of Education in Brcko District)
were included. The target was set at reaching 40 stakeholders. In the second
year of Activity Phase I, the target was reached – 44 stakeholders were attained
(18 males and 26 female).
Male 0 19 18 94.74%
Female 0 21 26 123.81%
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Number of documents related to draft
Operational Teaching Curricula for STEM
proficiencies based on Common Core Curriculum
developed (OTC, Implementation Guidelines,
Teachers Training Manuals)
Simple
number - 0 3 3 100%
The indicator was focused on measuring the number of the developed
documents which included the full process of document preparation and
development by relevant ENABLE-BiH working group/s and approved by the
PAB. The set target was reached in the second year of Activity Phase I.
Number of teachers/educators/teaching
assistants/representatives of relevant education
institutions trained
Simple
number
Total M/F 0 265 326 103.02%
A total of 298 teachers’ educators, teachers, and TOTs (75 males and 223
females) and 28 representatives of Education Institutions (RS Pedagogical
Institute, 11 male and 17 female) were trained for the roll-out of the new
Operational Teaching Curricula for STEM) during the life of the Activity.
Male 0 130 86 57.69%
Female 0 135 240 165.18%
Total 0 265 326 112.45%
Teachers 0 192 196 102.08%
ToT’s 0 73 102 139.73%
Represent
atives of
Education
Institution
s (RS)
0 25 28 112.00%
Number of key stakeholders from relevant
education institutions involved in the development
of Standards and Operational Guidelines for
implementing PPDM-related courses across all
teacher studies programs
Simple
number
Total 0 20 30 150% The indicator was focused on measuring the number of key stakeholders
directly included in the development of adjusted curricula for the preservice
education of teachers in PPDM and Operational Guidelines. The Working Group
consisted of 20 members. Those members were from four universities
representing the Psychology, Pedagogy, Didactic and Teaching Methods
departments, specifically the Universities of Sarajevo, Mostar, Banja Luka and
Zenica. Additional WG-members included pertinent international and local NGO
representatives (OSCE BiH, Center for Education Initiatives Step-by-Step, and
Civitas BiH) and two HEA members. The target was reached in the first year of
Activity Phase I where 30 key stakeholders (13 males and 17 females) were
attained.
Male 0 9 13 144.44%
Female 0 11 17 154.54%
Number of documents related to teachers’ PPDM
education/training developed (Standards,
Operational Guidelines)
Simple
number - 0 3 3 100%
The term “developed document” means the document has been prepared and
developed by the relevant ENABLE BiH PPDM Working group and approved by
the PAB. As targeted, three (3) documents were developed in the second year of
Activity Phase I.
Number of other teaching and learning materials
(TLM) provided with USG assistance
Simple
number - 1000 1000 100%
TLMs are the materials used by educators to help in teaching/instructing
effectively. In particular, this included 200 copies of PPDM Standards printed
and distributed, 200 copies of PPDM Guidelines, 200 copies of STEM OTC,
200 STEM Guidelines, 200 copies of STEM Manuals. In the second year of
Phase I, 1000 materials, as targeted, were distributed.
% of education practitioners who prefer STEM
teaching approach over traditional teaching
methods
Percent/Fr
action Total 0 30% 52% 57 total
Out of a total of 298 teachers’ educators, teachers, and TOTs (75 males and
223 females, 196 teachers) who were trained for the specific roll-out of the
new Operational Teaching Curricula for STEM, 109 (80F/29M) of them had
reported on the percentage of implementation of STEM classes in Year IV of
the Activity. Out of the 109 teachers who have reported on the STEM
implementation in the Year IV of the Activity, 52% or 57 (42 F/15M) of them
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Male 0 49% 26% 15 male
reports teaching more than 25% of the classes/extracurricular activities through
STEM teaching approach while 39% or 43 (31F/12M) of them reports teaching
between 10% and 25% of classes/extracurricular activities through the STEM
teaching approach. The overall percentage calculated to inform the indicator %
of education practitioners who prefer STEM teaching approach over traditional
teaching methods were based on the data delivered from 109 education
practitioners meaning that the calculation method includes calculation sample
of 109 where the numerator is “number of teachers who use STEM approach
more than 25% in their teaching and extracurricular activities” and is calculated
to be 57; while the Denominator is “the number of teachers trained in STEM
and reported on STEM implementation”; the total score is calculated to be
52% (57/109) which is above the previously targeted percentage of 30%. If we
look at the number of education practitioners who prefer STEM teaching
approach over traditional teaching methods (57) against the number of trained
teachers (196); (indicator Number of teachers/educators/ teaching assistants/
representatives of relevant education institutions trained), we reach the
percentage of 29%.
Female 0 51% 74% 42 female
% of students who changed their perspective
about STEM
Percent/Fr
action
Total 0 20% 193 92% The sample included in the Internal Evaluation included 210 students, while
193 or 92% of them showed a change in their perspective about STEM. The
calculation model used for this specific indicator measurement included the
following:
Numerator: number of students who gave positive answers (agree or strongly
agree) to at least 60% of the questions on the survey/ Denominator: total
number of students participating in the survey (N=384)
Male 0 49% 74 38%
Female 0 51% 119 62%
Number of partnerships established between
schools and STEM (Science, Technology,
Engineering and Mathematics) companies with
the aim of providing students with practical
experience in STEM
Simple
Number - 0 12 0 0
Formal partnerships (2 signed MoUs) were established with a company
consortium - AS Holding (counting 12 subsidiary companies) and association of
the largest IT companies in BiH – Bit Alliance (counting 55 software
companies). A partnership was also established with the company Violeta, but
the MoU was not signed due to Violeta’s internal procedures and requirements.
The negotiations with Mtel company were initiated prior to COVID-19 for the
organization of visits of students to their HQ in Banja Luka, but were not
completed due to the COVID-19 crisis.
Number of education institutions and businesses
engaged in ENABLE BiH STEM interventions)
Simple
Number
Total 0 42 18 42.85 % 12 primary and secondary schools across the country were identified, as well as
three universities. These places of learning served as an enriching and
stimulating area for the introduction, integration and expansion of STEM
(Science, Technology, Engineering and Mathematics). Cooperation with schools
and universities continues throughout the fourth year of the Activity. Three
University Centers of Excellence (one in Sarajevo, one in Mostar, one in Banja
Luka) were established and equipped with STEM tools and materials. While
STEM integration was implemented within regular curricula in 7 model schools
in the Federation and Brcko District, in five schools in the Republika Srpska, the
STEM activities remained at the extracurricular level. After a series of follow-up
meetings in the beginning of Year IV of the project with the educational
authorities in the Republika Srpska, an agreement was reached to start with
Schools 0 12 12 100%
Universitie
s 0 3 3 100%
Companie
s 0 27 3 11%
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STEM integration in regular curricula. Unfortunately, due to COVID-19, it was
not possible to implement this as planned.
Number of students provided with quality STEM
education by trained teachers
Simple
number
Total 0 3840 2556 66.56% A total number of 2556 of children were reached. Due to limited access in the
RS, activities in this entity were delayed and the target was not reached. Despite
efforts to ensure integration in the final year, it was not possible to implement
the planned activities in the model schools in RS due to COVID-19.
Female 0 1959 1252 63%
Male 0 1881 1304 69%
Number of students in ENABLE BiH secondary
schools who completed internship programs
organized by ENABLE BiH partner companies
Simple
Number
Total 0 24 0 0 Activities foreseen to contribute to achievement of this result were cancelled due
to the COVID-19 Pandemic as well as the end of school year and project close
out process. Female 0 11 0 0
Male 0 13 0 0
Number of STEM university students engaged as
mentors for students in ENABLE BiH secondary
schools who are doing internship
Simple
Number
Total 0 12 0 0 Activities foreseen to contribute to the achievement of this result were cancelled
due to the COVID-19 pandemic as well as the end of school year and project
close out process.
Male 0 5 0 0
Female 0 7 0 0
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SECTION III – SUMMARY OF PROBLEMS/OBSTACLES ENCOUNTERED AND HOW
THESE WERE ADDRESSED/OVERCOME IF APPROPRIATE
Low performance of the project partner in Phase I that required change of partner
The initial project partner, MWA, had performance issues in the first year of the project. This
caused a delay in the initiation of the processes with respect to the development of key STEM
and PPDM deliverables whose execution was planned by the expert STEM/PPDM groups
under the guidance of the US experts. The low performance and delays were caused by the low
recruitment capacity of the US expert counterparts on behalf of the project partner. The process
to change the project partner was initiated, in close communication with the donor, and another
US based partner, P21 STEM, was identified. The delays caused in the initial period were
erased through more intensive and frequent meetings of the STEM and PPDM working groups
in Year I. Only the final meeting of the PPDM WG was delayed and transferred to Year II of
Phase I of the ENABLE BiH project.
Low financial management capacity of the sub-awardee NGO EXIT Centre Banja Luka
The USAID BiH Mission increased funds for Phase I of the ENABLE BiH project to support
the establishment of the non-formal STEM education centre in Banja Luka through the NGO
Exit Centre. The iniative was worthwhile since STEM as a concept was a novelty in BiH and
the immediate demonstration through non-formal education regarding STEM was welcome
and needed while different STEM-related policy documents were being developed by BiH
experts. The establishment of the non-formal STEM education center called ROBOKIDS was
co-funded by Save the Children/USAID and the Swiss Development Agency (SDC). During
the financial monitoring of the sub-awardee by SDC, concerns were raised that the partner was
not charging project costs between the two sources of funds in the most transparent manner;
hence, Save the Children and SDC engaged an independent auditor to undertake an audit of the
project. While no fraud was confirmed, the audit identified significant weaknesses of the
partner in financial management. Both Save the Children and SDC agreed on the audit
recommendations and the management letter that was issued to the management of the sub-
awardee, which was accepted by the EXIT management. Close financial management
monitoring as well as support in financial management of the sub-grantee was required to close
the sub-award successfully.
Project staff turnover
During Phase II of the ENABLE BiH project, the key challenges related to the change of project
team: The initial Project Manager, Ms. Tatjana Slijepcevic, resigned after Phase I and left the
Project on December 1, 2018. Several attempts were made to hire a new Project Manager but
several recruitment efforts were not successful as either the interested candidates were not
meeting minimum requirements regarding education and experience or their written tests and
oral interviews were not satisfactory. During this period, the Save the Children Program
Development and Quality Director, responsible for the ENABLE BiH project technical support
to the project team, was appointed as acting Project Manager until November 2019 when a new
Project Manager, Ms. Vildana Bijedic, was hired. After the lockdown and work from home
period from March to May 2020, Ms. Bijedic resigned from her post. Since the project was
already in a pre-closeout stage, USAID’s communication was to proceed with the closeout
process and completion of the outstanding tasks with the home office and country office teams,
with Ms. Aleksandra Babic-Golubovic, Programme Development and Quality Director
stepping in as the focal point for the project in the close-out phase. The staff turnover caused
the delay and lower quality in the Year IV of the workplan and MEL documents.
*For the purpose of uploading documents to the DEC, all personal information and pictures
were removed and replaced with “XXX”
Withdrawal of the approval for STEM-integrated teaching in the regular curriculum for
five model schools by the Republic of Srpska educational authorities
The educational authorities from the Republic of Srpska participated in Phase I and provided a
letter of recommendation and an expression of interest for participation in Phase II of the
ENABLE BiH project. However, due to a change of leadership in the Ministry after the general
elections in October 2018, the project team encountered difficulties for the rollout of STEM-
integrated teaching in the regular curriculum in five model schools in the Republika Srpska.
The new Minister and the leadership of the Pedagogical Institute allowed only the STEM labs
and STEM-integrated teaching to be implemented as part of school clubs/projects. After a
series of meetings with the representatives of the Ministry of Education and the Pedagogical
Institute in November and December 2019, which also included critical USAID intervention
towards high level officials of the Republika Srspka Government and the Ministry of
Education, a positive sign for resolving the standstill was made by agreeing to the request of
the Pedagogical Institute to conduct a ToT STEM training for the pedagogical advisors of the
Pedagogical Institute before starting the rollout of STEM-integrated teaching in the five model
schools within the regular curricula for one semester of the 2019/2020 school year. Adhering
to the agreed plan, the ENABLE BiH team organized the ToT STEM training for the
Pedagogical Institute representatives in February 2020. A plan was made for refresher
trainings for the teachers from the model schools. The plan included preparing the teaching
plan for the second semester of the 2019/2020 school year for a minimum of 20% of integrated
STEM teaching within regular curricula in all five model schools. Unfortunately, with the
COVID-19 crisis, these plans were not implemented as planned. Only the first refresher was
implemented prior to COVID 19 crisis for the Banja Luka Grammar School, while tree
additional were implemented in the period end of Aug/beg Sept 2020. In one of the model
schools (PS Istocna Ilidza), despite the approval of the Pedagogical Institute, the management
of the school refused to hold the refresher training in September 2020 as the instructions of the
Public Health Institute for schools were against holding any trainings in school premises or
allowing external visitors to the schools.
Missing 3D printer from the model school in Doboj (RS)
During the delivery of the procured equipment for the STEM labs, one school (PS Sveti Save
Doboj) communicated to the Project team that the delivery of 3D printer, while duly signed by
the school representatives as received and recorded by the delivery company as delivered, was
missing. The school management notified the police and submitted the paperwork to the Project
team that the 3D printer was missing. After reviewing the whole information provided by the
Project Team and the school management, and with an apology to the AOR for late notification
of this particular case, Save the Children, procured an additional 3D printer with its own funds
to replace the missing one.
Increased workload of teachers for preparation of STEM-integrated lesson plans and
inadequate remuneration by the system
After the completion of the first school semester rolling out the integrated STEM teaching in
seven model schools, the ENABLE BiH team held a series of follow-up meetings, from April
– June 2019, with the MoE representatives, model schools’ management, STEM-PPDM
trainers/mentors and teachers in model schools. The goal was to assess how well the rollout
was going and the challenges and issues the implementation was facing in the schools. During
these technical-consultative meetings, the project-team faced a reduced but still significant
number of teachers in the model schools in the Sarajevo Canton, Herzegovina-Neretva Canton
and Brcko District who deemed that STEM implementation required significant additional
work, time and preparation. Consequently, they expected higher remuneration for the perceived
extra effort. The Sarajevo Canton MoE provided additional stipends for the teachers from the
*For the purpose of uploading documents to the DEC, all personal information and pictures
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model schools. This can serve as a basis for systemic recognition of schools that are piloting
and modeling initiatives as part of the education reform processes.
The COVID-19 crisis caused a lockdown and online education from March-June 2020,
impacting a number of activities, causing them to be modified or canceled due to the
epidemiological situation, restrictive measures and the closeout of the project
The biggest worldwide disruption, the COVID-19 pandemic, impacted the education system in
BiH after the lockdown of the country beginning in mid-March 2020. The school year was
completed online. The lockdown was lifted at the end of May 2020, but still many restrictive
measures remained in force. Within this context, a number of adaptations to the project were
required as communicated to the donor in two Activity Risk Mitigation plans. Also, activities
related to links with the business sector (internships and visits to companies) were canceled.
SECTION IV – LESSONS LEARNED, BEST PRACTICES AND OTHER FINDINGS
FROM PROGRAM, ALONG WITH RECOMMENDATIONS FOR FUTURE
PROGRAMMING
Bringing in external experiences and models led to positive results among key local STEM
experts and academia
Dynamics, cooperation, knowledge-exchange and opinion sharing between the local and US
experts’ core group were exceptional and had highly positive effects on the overall process and
development of the draft STEM documents. In addition to face-to-face meetings, online
communication, consultations and discussions among two teams were intense and highly
productive. Dedication to and ownership over the process and development of the documents
by the local core expert team were greatly visible. The communication of the local core expert
team and extended group demonstrated a high level of respect, understanding, appreciation of
different views and expertise as well as significant balancing between academia and more
practical inputs by the extended WG members. Diversified perspectives were immensely
important in creating documents and shaping a new approach to teaching and studying that
would encompass an array of needs, interests, capabilities and resources.
Within the ENABLE project, and as a one of the results of the quality cooperation, three
relevant documents related to draft OTC for STEM proficiencies based on CCC were
developed (OTC, Implementation Guidelines, Teachers Training Manuals) along with
documents related to teachers’ PPDM education/training.
Buy-in of the STEM paradigm among key national STEM experts as a key for promotion
of the concept among the professional public
The STEM activities in the beginning were marked by significant challenges in terms of the
extended working group’s understanding of the STEM approach as well as the anticipated and
indispensable shift of the educational paradigm. The goal was to use the current curriculum
and educational content to achieve different outcomes, that is, to replace pure memorization
with real-life application of the knowledge gained in the school environment.
However, with the support and buy-in for the STEM paradigm among the key national STEM
experts that were gathered in the core STEM expert group, the project team got an ally to ensure
the promotion and acceptance of STEM and the functional learning that it brings to the students.
This was clearly reflected by many members of the working group who said that the process
initially looked too ambitious, especially in the context of BiH. Thirty key stakeholders from
four universities representing Psychology, Pedagogy, Didactic and Teaching Methods
departments, specifically the Universities of Sarajevo, Mostar, Banja Luka and Zenica along
with additional members - international and local NGO representatives and two HEA members
were involverd in the project activities.
*For the purpose of uploading documents to the DEC, all personal information and pictures
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However, the overall intentions, sense and meaningful connections between STEM, KBE and
BiH education started emerging and were clarified as the project activities progressed.
Methodology reform does not need to wait for lengthy curriculum reform
The rollout of STEM-integrated teaching within the existing curricula has proved possible even
within the existing, non-reformed curricula due to two main reasons: some flexibility of
teachers to choose the content and methodology of their work, and an individual commitment
of dedicated teachers for professional advancement. In case of ENABLE, out of the 109
teachers who have reported on the STEM implementation, 52% or 57 (42 F/15M) of them
reported teaching more than 25% of the classes/extracurricular activities through STEM
teaching approach while 39% or 43 (31F/12M) of them reports teaching between 10% and 25%
of classes/extracurricular activities through the STEM teaching approach, which showed that
even with the limiting factors of the system the integration of the STEM methodology in
teaching process is possible. 92% of students who participated in the evaluation process and
who previously “enjoyed” benefits of the STEM teaching approach, reported a change in their
perspective about STEM, including more positive attitudes and opinions about STEM subjects
and STEM careers.
However, in order to sustain this change and make it systemic, rather than project-based and
driven by enthusiastic teaching professionals, further systemic recognition of professional
development and new methods of teaching need to be in place.
This must include appropriate remuneration and professional recognition as well as
adjustments to the administrative requirements for lesson planning formats that do not require
the duplication of efforts of the teaching staff.
The STEM-integrated model implemented by ENABLE was successful despite the lack of a
revised curriculum, demonstrating that we should not wait for curriculum revisions to improve
on methodologies. One way to tackle this issue and consequently influence the sustainability
of the ENABLE project results is through the TABLA project, which is currently implemented
by Save the Children.
Teacher behavior changes require extensive and intensive work and support
The importance of the teachers' role in the rollout of STEM-integrated teaching has been well
observed by Mr. Mateo Banovic, one of the most active mentors for the model schools in the
Brcko District. In his end of project feedback and observation, he points out the following:
“Within the education reform processes, my observation has been that in BiH schools there are
a number of teachers that are not in line with the expectation of 'lifelong learning.' Such a
profile of teachers opposes even smaller reform processes, let alone those proposed with the
ENABLE BiH project.... the new paradigm requires committed and innovative teachers that
will design the teaching process by using the most appropriate teaching content and methods.
This is not possible if the teachers are not committed to their profession and not open to the
lifelong learning process. ”
Through the in-depth interviews, the mentors stated that some of the teachers are accustomed
to working on one principle of work for more than a decade, and it is difficult for them to
approach and encourage them to use new methods
The new educational paradigm requires a shift so that: teachers become facilitators of the
teaching process rather than lecturers; more collaborative planning between/among the STEM
teachers of different disciplines takes place; and, teaching methods change. This is a long term
process and longer-term support by mentors has been crucial as the required change cannot be
achieved after one training session.
*For the purpose of uploading documents to the DEC, all personal information and pictures
were removed and replaced with “XXX”
The systemic changes regarding the teaching profession need to be continuously advanced and
the new USAID funded initiative TABLA – General Education Activity will be tackling the
systemic issues of licensing and accreditation of teachers in service as well as at the pre-service
level. The initiative will focus on key competencies that future teachers will be required to
practice themselves as well as to be able to transfer to their students (collaboration, critical
thinking, problem-solving, etc.).
Networking and exchange of good model/practices further support the change at the
school level
Phase II of the ENABLE BiH project targeted a change at the school level by different support
in equipment and capacity building, but also by providing networking opportunities for the
schools. The opportunities for bringing the schools together for exchanging and sharing best
practices and challenges has also been a good lesson learned that should be further promoted
in the ongoing reform processes because in so doing, the schools feel supported and do not feel
isolated in their reform endeavors. The school management also plays a crucial role in these
efforts: They should be a part of the information sharing, bringing them on board and seeking
their active support.
Private sector urges for reform of the education sector to create future workforce that
can fully contribute to the economic growth of the country
The full scale of cooperation with the STEM business sector and the STEM model schools was
not accomplished due to COVID-19, which caused the cancellation of the planned internships
and visits to STEM companies. However, based on the responsiveness of the business sector
to the partnerships and the recognition of the importance of the role they can play to influence
the education system towards changes regarding relevant and functional knowledge, this is an
area that should not be neglected in future endeavors. The private sector, being market-oriented
and pragmatic, sees the gaps in the existing education system and seems prepared to take a
more active role and provide support to the reform process.
SECTION V – A COMPARISON OF ACTUAL EXPENDITURES WITH BUDGET
ESTIMATES, INCLUDING ANALYSIS AND EXPLANATION OF COST, OVERRUNS
OR HIGH UNIT COSTS, AND ANY OTHER PERTINENT INFORMATION
The section below provides an overview of projected spending and utilization of the award budget
by end of the award.
Donor Budget Line Total Budget Variance
Total % to Budget
underspent/overspent
001 Personnel 295,919.71
294,820.60
(1,099.11) 100.37% -0.37%
002 Fringe Benefits 193,875.27
243,912.70
50,037.43 79.49% 20.51%
003 Travel 6,824.66
48,156.19
41,331.53 14.17% 85.83%
004 Supplies 3,359.45
3,375.77
16.32 99.52% 0.48%
005 Contractual 137,272.53
133,524.00
(3,748.53) 102.81% -2.81%
006 Other 682,170.05
642,028.22
(40,141.83) 106.25% -6.25%
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007 Subawards 403,392.49
403,392.74
0.25 100.00% 0.00%
Direct Expense Subtotal: $ 1,722,814.16
$ 1,769,210.22
$ 46,396.06 97.38% 2.62%
ICR Earned Amount: $ 300,824.82
$ 324,791.51
$ 23,966.69 92.62% 7.38%
Contract Fee Income: 0.00%
Award Total: $ 2,023,638.98
$ 2,094,001.73
$ 70,362.75 96.64% 3.36%
A total of 96.64% of the award budget was spent. A balance of 70,362.75 USD (3.36%)
remains. The main underspends relates to the following:
Fringe Benefits: Due to staff turnover, the calculated fringe benefits such as annual leave
entitlements, severance pay, annual life insurance were not executed as not meeting the criteria
for these payments as required by local legislation/ SC Rulebook for Employment of National
staff.
Travel: During Phase I, all activities/meetings/gatherings took place in Sarajevo/nearby
Sarajevo and did not require extensive travel costs for the project team. During Phase II, five
model schools’ implementation in the Republika Srpska was on hold, so monitoring
visits/meetings with these model schools did not take place as planned. The vehicle hire was
utilized only when the vehicles from the Save the Children fleet were not available for the
announced travel of the ENABLE project team. The anticipated international travel by the Save
the Children US project staff also did not take place due to travel restrictions related to the
COVID-19 pandemic; all project support provided by Save the Children US was done
remotely.