ENHANCING AND ADVANCING BASIC LEARNING AND …

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This Work Plan is made possible by the generous support of the American people through the

United States Agency for International Development (USAID). The contents are the

responsibility of Save the Children and 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

Annual Work Plan – YEAR II

For the period September 26, 2017 – September 25, 2018

Submitted August 25, 2017

Cooperative Agreement: AID-168-A-16-000001

List of Acronyms

APOSO Agency for Pre-Primary, Primary and Secondary Education of BiH

BiH Bosnia and Herzegovina

CCC Common Core Curricula

CD Country Director

CSSP Civil Society Sustainability Project

ECCD Early Childhood Care and Development

ENABLE Enhancing and Advancing Basic Learning and Education

EU European Union

EWG Expert Working Group

FYR(OM) Former Yugoslavian Republic (of Macedonia)

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

MWAI Miske Witt & Associates

NWB Northwest Balkans

OSCE Organization for Security and Co-operation in Europe

OTC Operational Teaching Curricula

PAB Project Advisory Board

PISA Program for International Student Assessment

PPDM Pedagogy, Psychology, Didactics and Teaching Methods

RS Republic of Srpska

SAA 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

1

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Contents

I. PROGRAM OVERVIEW .......................................................................................................... 2

A. Summary of the ENABLE-BiH Activity .............................................................................. 2

B. Educational Context in Bosnia and Herzegovina ............................................................ 6

C. Overview of Year 1 ............................................................................................................... 9

1. Key Sub-Activities .............................................................................................................. 9

2. Possible Risks and Challenges........................................................................................13

D. Monitoring and Evaluation .................................................................................................13

II. ANNUAL WORK PLAN .......................................................................................................14

A. Detailed Activity Plan ..........................................................................................................14

1. Activity Sub-Purpose, STEM Pillar ................................................................................15

2. Activity Sub-Purpose, PPDM Pillar ...............................................................................20

B. Activity Management ...........................................................................................................24

1. The ENABLE-BiH Team .................................................................................................24

2. Project Advisory Board (PAB) ......................................................................................25

3. Partnerships and Collaboration Strategy ....................................................................26

C. Reporting ...............................................................................................................................41

ANNEXES ..........................................................................................................................................43

Annex I – List of the PAB Members ........................................................................................44

Annex II – List of the PPDM Working Group Members ....................................................46

Annex III – List of the STEM Working Group Members ....................................................48

Annex IV – Tabular Overview of the Project Activities for the Second Year Per

Months ............................................................................................................................................45

Page | 2 *For the purpose of uploading documents to the DEC, all personal information and pictures were removed and

replaced with “XXX”

I. PROGRAM OVERVIEW

A. Summary of the ENABLE-BiH Activity1 The overall purpose of the activity “Enhancing and Advancing Basic Learning in Bosnia

and Herzegovina” is to contribute to improvement of children’s learning outcomes in

basic education. The Activity sub-purpose is to submit for endorsement Draft

Operational Teaching Curriculum for STEM proficiencies based on Core Common

Curriculum and create preconditions for teachers’ Pedagogy, Psychology, Didactics and

Teaching Methods (PPDM) to be introduced to the faculties in an improved and

integrated manner. ENABLE-BiH will make progress towards the stated purpose and

sub-purpose by achieving the following two outcomes:

1. Development of Draft Operational Teaching Curricula for Science, Technology,

Engineering and Mathematics (STEM) proficiencies;

2. Development of Standards and Operational Guidelines for Implementing

Pedagogy, Psychology, Didactics and Teaching Methods (PPDM) related courses

across all teacher studies programs.

To achieve these outcomes, Save the Children and its U.S. partner have designed a two-

year activity which targets major gaps in the BiH education system. Specifically, the

ENABLE-BiH activity focuses on creating a paradigm shift in the BiH education system

by replacing a mere memorization teaching style and acquiring new information and facts

with a more involved, innovative approach and development of critical cognitive skills

and abilities.

In addition, this new approach aims to prioritize teachers’ capacities to engage students

with the appropriate methods and understanding of the learning process related to

specific subjects, instead of a lecture-based and lesson-plan centered curriculum. Known

as PPDM (Pedagogy, Psychology, Didactics and Teaching Methods), this integrated

teaching approach facilitates the development of students’ critical thinking and problem-

solving through exploration. It is particularly effective for science and mathematics-

centered subjects where a hands-on approach proves to be more successful than

traditional teaching methods.

As the BiH educational system demonstrates a rather urgent need for development and

implementation of a PPDM-centered classroom approach for STEM teachers, the

ENABLE-BiH activity is envisioned as two-folded. Namely, it would include (1) Laying

the foundations for learners in mathematics and science subjects (biology, chemistry,

physics and geography) so that an individual can probe deeply into any of these

disciplines and (2) Developing an integrated knowledge of STEM subjects through high-quality teaching and learning opportunities.

1 In accordance with the new USAID terminology, the term “project” that was used in the ENABLE-BiH

technical application is here replaced with the term “activity”.



In close cooperation with the key local institutions and experts (Ministry of Civil Affairs

of BiH(MoCA BiH), Agency for Pre-Primary, Primary and Secondary Education of BiH

(APOSO), Agency for Development of Higher Education and Quality Assurance of BiH

(HEA), Entity and Cantonal Ministries of Education (MoE), Department of Education of

the Brcko District, Universities of Sarajevo, Mostar, Banja Luka, Tuzla and Zenica,

relevant CSOs, schools etc.) as well as the US expert consultants, SC will, by the end of

the activity, finalize the Draft Operational Teaching Curricula (OTC) for STEM

proficiencies based on Common Core Curriculum (CCC) for classroom instruction

across all grade levels at the primary and secondary education level in BiH in all

jurisdictions. Moreover, it will develop a streamlined Standards and Operational

Guidelines to be used at the university level to instruct current and future teachers on

how to best implement PPDM-teaching approach in the classroom.

Specific steps and actions2 planned under the STEM pillar over the two-year Activity will

be comprised of the following:

1. Establishing the STEM WG composed of international and local experts

2. Drafting OTC for STEM proficiencies based on CCC across educational levels by

the STEM WG

3. Organizing and conducting 6 country-wide consultation sessions with educational

stakeholders in BiH on Draft OTC for STEM proficiencies based on CCC

4. Developing Implementation Guidelines for the newly developed Draft OTC for

STEM proficiencies based on CCC and Manual for Teacher Training

5. Presenting and submitting Draft OTC for STEM proficiencies based on CCC to

relevant stakeholders for consideration and endorsement

6. Printing, presenting and distributing Draft OTC for STEM proficiencies based on

CCC, Implementation Guidelines and Manual for Teacher Training to relevant

stakeholders

7. Designing and conducting a Training for Trainers (ToT) for roll-out of OTC for

STEM proficiencies based on CCC

On the other hand, PPDM WG, will provide a foundation for developing Standards and

Operational Guidelines that will be used at the university level to instruct current and

future teachers on how to best implement the PPDM teaching approach in the

classroom. The following steps and actions are planned under the PPDM pillar during

the two-year ENABLE -BiH activity:

1. Establishing the PPDM WG composed of international and local experts

2. Developing draft Standards and Operational Guidelines for PPDM-related

courses

2 Planned inputs and actions for Year 1I of the Activity implementation are elaborated later in this Work

Plan.



3. Organizing and conducting 3 country-wide consultation sessions with educational

stakeholders in BiH on draft PPDM Teaching Standards and Operational

Guidelines

4. Submitting PPDM Standards and Operational Guidelines to relevant stakeholders

for consideration and endorsement

5. Printing, presenting and distributing PPDM Standards and Operational Guidelines

to relevant stakeholders across BiH

6. Outlining training program for university professors on PPDM related courses

It should also be added that in order to ensure local ownership of all activities and sub-

activities, the ENABLE-BiH activity will have a Project Advisory Board, consisting of the

representatives of the relevant BiH Institutions (MoCA, APOSO, HEA, MoE RS and

FBiH, cantonal MoEs, Department of Education of the Brcko District etc.) SCNWB

coordinates the PAB’s work, convenes the meetings and provides the project updates to

the PAB members.3

3 More details on PAB are provided later in the Work Plan.



Figure 1 – Project Design



Figure 2 – Project Structure

B. Educational Context in Bosnia and Herzegovina

In order to improve the quality of education, majority of the countries in the world take

part in testing of various relevant fields. The internationally standardized tests TIMSS

(Trends in International Mathematics and Science Study)4, PIRLS (Progress in

International Reading Literacy Study)5 and PISA (Program for International Student

Assessment)6 are used to assess students’ abilities to understand content designated by

the curriculum and to practically apply adopted knowledge in relevant fields.

4 http://timss.bc.edu/ 5 Ibid. 6 https://www.oecd.org/pisa/



Indirectly TIMSS monitors teaching methods, its quality, the quality of textbook content,

as well as results of additional teachers’ training. Thorough analysis of the information

obtained through this testing enables a country to identify potential weaknesses within

the system and make appropriate changes.

In 2007 BiH participated in TIMSS testing for the first time. Mathematics and natural

sciences knowledge of 4,300 pupils from 150 schools was examined. Testing also

indirectly assessed 150 school principals and 724 teachers. The final results showed that

BiH was ranked 27th out of 50 countries. The points achieved (465.5 points) indicate

that the country positioned itself as low or medium quality education system, since the

international average score is 500 points.7

Only 1% of students have attained the advanced, highest level of mathematics

knowledge, whereas the international average stands at 2%. Some 10% of students in

BiH attained the high level, as opposed to the international average of 15%. Medium level was achieved by 42% of students, the international average being 46%. Most

students (77%) showed a low level of knowledge, 74% being the international average.

As for the cognitive domain, students achieved best results (score of 478) from applying

knowledge and skills, whereas lowest results are achieved from knowledge (score of

440). 8

In assignments where judgment is graded, the average score was 452. Only 2% of

students attained the advanced, highest level of knowledge in the area of science,

whereas the international average is 3%. Some 14% of students in the country attained

the limit of high level of knowledge (international average is 48%). Most students (80%),

attained the low level (78% is the international average). The analysis of average

students’ achievements in the science group of subjects and cognitive domain shows that

BiH does significantly worse than the international average in all domains. Students are

almost equally good or bad in biology, chemistry, physics, and geography. The highest

score was achieved in geography (469) and chemistry (468) which is worse compared to

the TIMSS average of 500 points. The lowest scores were achieved in physics (463),

while the biology score was 464 point compared to the TIMSS average of 500 points. As

for the cognitive domain, students scored best (468) in applying knowledge and skills.

The worst score was from judgments (452). In assignments where knowledge is tested,

the score was 463.9

Speaking of mathematics, as a backbone of the science disciplines, even though the

relevant content units i.e. numbers, algebra, geometry, data and probability are all part

7 http://www.cpu.org.ba/publications/the-advantages-of-timss-introduction-into-bih-educational-system/ 8 World Data on Education available at

http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-

versions/Bosnia_and_Herzegovina.pdf 9 Ibid.



of the mathematics curriculum in BiH, the results in TIMSS were rather poor. Secondary

analysis of TIMMS 2007 (conducted by APOSO in 2009 with the support and funding of

Open Society Foundation BiH, UNICEF and SC)10 showed that BiH was placed 27th in

mathematics, with an average of 456 points, while Slovenia was placed 12th and Serbia

18th. The analysis concluded that restructuring and unloading the curriculum, changing

the teaching concepts and methodology are highly needed in order to improve students’

performance in this field.

Moreover, the TIMSS study and its secondary analysis were greatly focused on the role

of the teacher in teaching and learning process. TIMSS 2007 in BiH included 724 math

teachers and teachers of natural sciences, who daily teach 16.880 students who were

included in the same TIMSS study. The findings showed that additional and quality

training of teachers in PPDM is necessary, and that the number of university classes in

PPDM need to be increased with the aim of students’ improved performance. Teachers

also need skills to create teaching plans that would enable students to think critically and

proactively, to comprehend the educational contents, listen actively, learn in teams and

through exchange with other students, solve problems and acquire life-learning habits.

The secondary analysis also found that BiH was below the international average in

regards with the percentage of students who stated to like being at school. The main

reasons behind this statement are found in outdated curricula, teaching methods and

knowledge transfer. Other reasons include poor conditions at schools, lack of technical

equipment such as computers and projectors, inadequate buildings, poor hygiene and

safety conditions.11

The above scores illustrate weaknesses of the BiH education system, but also reveal its

potentials. Root and systemic changes in methodology of teaching and curriculum are

necessary to tap these potentials, which is where ENABLE-BiH fits in and to which it

aims to contribute.

The ENABLE-BiH activity also corresponds to BiH’s participation in PISA 2018 and aims

to contribute to it as well. Even though PISA is undergoing changes within the PISA for

Development (PISA-D) project, a strategy to scale up the achievements and to expand

the geographical coverage of PISA12. Among the main outputs of the project is enhanced

capacity of a PISA participating country in assessment, analysis and use of results for

monitoring, policy development and decision-making. Moreover, the descriptive power of

cognitive assessments in reading, mathematics and science is to be enhanced to meet a

wider range of student abilities. This entails the extension of the conceptual frameworks

to describe in more detail baseline skills, the selection and use of existing PISA items that

10 APOSO (2010) Secondary Analysis of TIMSS 2007 in BiH. 11 http://www.unicef.org/ceecis/Bosnia_2010.pdf 12 PISA for Development (PISA-D) is designed to enhance PISA’s instruments to make these more

relevant to a wider range of countries, particularly middle-income and low-income countries, while

maintaining the technical integrity and standards of the PISA strategy.



are targeted on lower levels of student performance and enhanced to reflect the context

of a wider range of countries while also guaranteeing international comparability.

While the results and all of the outputs of the PISA-D project will not be available until

December 2018, OECD13 has offered BiH tailored support in the context of its

participation in PISA 2018. The foreseen support includes preparation of in-country

stakeholders; capacity building and support for country-specific data analysis and

interpretation of PISA results; capacity building for preparation of a country report on

PISA results, dissemination of results; and policy dialogue. The analysis and reporting is

expected to combine increased detail on the cognitive performance of students with non-

cognitive outcomes. The ENABLE-BiH activity is synergized with this intervention

primarily in the way that it targets some of the most relevant educational professionals

and practitioners, authorities and institutions that will be engaged in different stages of

the PISA 2018 and in parallel prepares them for this process and raises awareness of wider

key audiences on its importance. Long-term ENABLE-BiH paves the ways for

strengthening exactly those students’ abilities and capacities that PISA testing and analysis will focus on.

C. Overview of Year 1

1. Key Sub-Activities

The activities during the first year (Y1) of the ENABLE-BiH activity included the

following:

Recruitment of the Key Project/Activity Staff

The ENABLE-BiH project team consists of Project Manager (100% work-time), Project

Coordinator (100% work-time) and Project Assistant (50% work-time). Project

Manager, “XXX”, was appointed by Save the Children in North West Balkans (the main

project implementer) and approved by Save the Children US (the main applicant) and

started working as of October 3, 2016. The vacancy openings for Project Coordinator

and Project Assistant were published in September 2016, following the Cooperative

Agreement signing as of September 26, 2016. Following the written test and interviews,

Ms. “XXX” was selected for the position of Project Coordinator and started working as

of November 7, 2016, while for the position of Project Assistant, Ms. “XXX” was

selected and started working as of November 14, 2016.

Composing Project Advisory Board (PAB) Project Advisory Board (PAB) has been composed and it consists of 16 representatives

of the relevant educational institutions at all levels. The PAB members have been

appointed by their respective institutions and hold senior positions at their institutions.

13 PISA is implemented and managed by OECD.



They are entitled to provide guidelines and make decisions related to the realization of

all activities and processes the PAB will oversee. List of PAB members is attached as

Annex I.

Composing STEM and PPDM Extended WG

In addition to the expert STEM WG, whose primary task is development of the Draft

Operational Teaching Curriculum (OTC) for STEM proficiencies based on CCC,

Operational Guidelines and Teacher Training Manual, the extended STEM working WG

has also been established. The expert local team and international experts have been

producing solutions and proposals for the aforementioned documents, and presenting

them to the members of the extended STEM WG during meetings for discussion, inputs

and recommendations.

(1) Members of the extended WG have been appointed by their respective institutions and in accordance with their position and expertise. List of the STEM

members is attached as Annex II.

Similar to the STEM WG, the extended PPDM WG has been established. Task of the

PPDM WG, led by the team of local and international experts, is development of the

Standards and Operational Guidelines for PPDM as well as Resource Manual for PPDM

University Professors. The expert team will present draft documents to the extended

PPDM WG during working meetings for their initial review, inputs and comments.

(2) Members of the extended PPDM WG were appointed by their

institutions in accordance with the required qualifications and competences. List

of the STEM members is attached as Annex III.

Selecting Experts for STEM and PPDM WG

Following a public call and interviews, the STEM expert local group was composed. It

consists of the following experts: Mathematics – “XXX” (Full Professor, Department

of Mathematics, Faculty of Science, University of Sarajevo), “XXX” (Associate Professor

of Mathematics, School of Economics and Business, Sarajevo), “XXX” (Associate

Professor of Mathematics, International University of Sarajevo); Geography – Dr.

“XXX” (Full Professor Department of Geography, Faculty of Science, University of

Sarajevo); Chemistry – “XXX” (Full Professor, Department of Chemistry, Faculty of

Science, University of Sarajevo); Physics – “XXX” (Professor Emeritus, Sarajevo School

of Science and Technology); Biology – “XXX” (Associate Professor in fields of Botany

and Molecular Biology, Department of Biology, Faculty of Science, University of

Sarajevo), “XXX” (Associate Professor in Molecular Biology and Molecular Evolution,

Department of Biology, Faculty of Science, University of Sarajevo), IT – “XXX”



(Associate Professor in Computer Science, Faculty of Electrical Engineering, University

of Sarajevo).

Upon the public call and selection process, the local expert PPDM was composed and it

consists of: “XXX” (Faculty of Philosophy, University of Sarajevo), “XXX” (Faculty of

Philosophy, University of Sarajevo) and “XXX” (Faculty of Philosophy, University of

Sarajevo).

Development of Key STEM and PPDM Documents

The first two meetings of the STEM working group took place in Sarajevo, June 14-16

and July 12-16, 2017 respectively. The purpose of the first STEM WG meeting was to

introduce STEM as an approach to teaching, to present STEM international practices and

possible models, introduce Knowledge-Based Economy (KBE) as a foundation for the

STEM OTC and guiding principle of the ENABLE-BiH project as well as to identify

potentials and possible existing practices or initiatives of STEM approach in the BiH

education system. After the first STEM meeting understanding by the extended WG

what constitutes the BiH STEM approach was achieved, they identified connection

between STEM to KBE, while the roadmap to develop Learning Progressions and

alignment with international STEM models and frameworks was introduced and

discussed. These objectives were achieved. The second STEM WG meeting focused to

review and discuss conceptual connection of KBE to OTC, and to review and discuss

draft Operational Teaching Curriculum (OTC) Framework developed by the core

expert STEM group and gain feedback about this framework from the extend WG,

which was achieved.

35% of the Draft OTC for STEM proficiencies based on CCC has been developed, while

Initial framework for Draft Implementation Guidelines and Teacher Training Manual for

OTC for STEM proficiencies on CCC have been set.

It should be added that all the documents have been developed with guidance of “XXX”,

Head of Department for Common Core Curriculum in BiH from the APOSO. “XXX”

has been the member of the STEM core expert group since April 2017 (through

contribution of SC NWB) in order to facilitate their work and make sure that

development of OTC for STEM proficiencies is aligned with CCC, other relevant

documents and processes led by the APOSO.

In regards with the PPDM pillar, first two PPDM WG meetings took place in Sarajevo,

March 13-16, 2017 and July 4-6, 2017. The objectives of the first PPDM meeting were to

compare standards and approaches to Initial Teacher Education globally, regionally and

in BiH, analyze PPDM curricula at universities whose representatives are represented in

the PPDM WG, complete the analysis of deficiencies in PPDM courses and outcomes

with the results of research on how people learn to teach and get to know the best



teaching practices for developing the teaching skills of undergraduate students, which

were achieved. The second PPDM meeting focused on revision of the draft Standards

and Operational Guidelines prepared by the core PPDM experts and collect feedback

from the extended WG for preparation of the final versions, and to introduce and

discuss the outline of the Resource Manual for PPDM University Professors. These

objectives were also achieved.

So far, 50% of draft Standards and Operational Guidelines have been developed, while

the outline and content for Resource Manual for PPDM University Professors have been

set and agreed on by both core and extended PPDM WG. 14

Activity Implementation Challenges

The project has experienced significant implementation delays with regards to its

deliverables and deadlines due to factors outside of the project’s control, the details of

which are noted in Save the Children’s email correspondence to USAID on April 19,

2017. In response to the challenges referenced in the, Save the Children immediately

began recruiting for a replacement international partner and identified 21 PSTEM as a

suitable organization. Upon receiving USAID approval for partner change, the project

quickly entered into a sub-award agreement with 21PSTEM to address the

implementation delays and have made notable strides already with the launch of the first

extended STEM working-group meeting.

Another challenge was experienced with the representatives from the Republic of

Srpska who posed the question of organization of one of the STEM meetings at the

territory of the Republic of Srpska, of engaging at least one expert from the Republic of

Srspka in the core expert team, as well as providing the working materials in Serbian language version and letter. Immediately upon the first STEM meeting, Save the Children

sent an official communication to the representatives of the Republic of Srpska at the

Ministry of Education and Culture, to inform that the following actions would be taken:

third STEM meeting will be organized at the territory of the Republic of Srpska, from

the third STEM meeting all the working materials will be adjusted to Serbian language

and letter, that Save the Children has been working on engaging one more STEM expert

from the Republic of Srpska, while it was once again underlined that the Ministry of

Education and Culture of the RS can appoint additional members for the STEM working

group in accordance with their estimation what is the proper and well-proportioned

number of the RS representatives. The response to these proposals was positive

resulting in three representatives from the RS attending the second STEM meeting from

July 12-14, 2017 (the fourth representative was at her annual leave and therefore could

14 It should be added that the activities planned for the first year i.e. three meetings of the PPDM WG, second PAB meeting as well

as development of key PPDM documents will be completed within the first year. They are not reported on here due to the

submission date of the Annual Work Plan for the second year when the Project year is not finished yet. These activities will be reported on in the Annual Report. In regards with the STEM meetings and development of the key STEM documents a postponement of the fourth STEM meeting for a month (initially planned for mid-September) was approved by the AOR due to the

extensive work and realistic need for additional time for quality preparation of the fourth meeting and draft STEM documents.



not attend the second STEM meeting).

2. Possible Risks and Challenges

Some of presumed and identified risks and challenges that might occur during both first

and second year of the ENABLE-BiH implementation include: possible political influence

and interferences that could hinder attention on the education learning outcomes and

shift the discourse towards politics. Relevant institutions might appoint the WG

members and participants in public consultations only pro forma without considering

their capacities and background which, in turn, might affect outcomes of the Activity and

sub-activities. Resistance to accepting and implementing the proposed changes might

likely come from educational authorities at the administrative level. Planned dynamics of

the Activity and sub-activities might be hampered due to lack of interest and

commitment by the relevant stakeholders. On a more field and practical level, local

educational authorities, educational professionals and practitioners might find Draft

OTC for STEM proficiencies based on CCC difficult to roll-out due to lack of resources

and capacities. From the PPDM aspect, a potential risk and challenge is insufficient

interest and commitment of the BiH universities and faculties to introduce and apply

new approaches to PPDM related courses.

SC has already developed risk mitigation strategies and steps which primarily refer to

working closely with relevant educational institutions and authorities to make sure that

the focus does remain on the learning outcomes. Strong partnerships SC have

established with highly-positioned civil servants in key educational institutions will be

used to ensure that quality of education is not driven away from the reform processes.

The overall Activity intervention will benefit from SC’s past experiences, reputation, and credibility, built expertise and networks with a number of important professionals. All of

it will be used to ensure that most skilled and committed professionals participate in

WG, public consultations and final events for presentation of the sets of STEM and

PPDM documents, and thus facilitate outreach of the produced materials.

Save the Children’s 17-year engagement in the education sector of BiH, close

cooperation and strategic partnerships with an array of education authorities (such as

MoCA, APOSO, MoE of RS, 6 cantons in BiH and Brcko Dictrict) including also a

number CSOs and academia, have positioned SC as a leading actor in support to

education in policy, practice and culture. The existing partnerships and links will be

heavily utilized to ensure that activities and related outcomes comply with the planned

Activity dynamics.

D. Monitoring and Evaluation

Save the Children in North West Balkans (SCI NWB) completed Monitoring and

Evaluation Plan in cooperation with the USAID and MEASURE team, which was



approved as of April 12, 2017. With the support of the USAID and MEASURE team, SCI

NWB developed Performance Indicator Reference Sheets (PIRS) for the Activity

Purpose: “Contribute to improvement of children’s learning outcomes in basic

education.”

PIRS defines stages i.e. milestones for the Activity Sub-Purpose: Draft Operational

Teaching Curriculum for STEM proficiencies based on Common Core Curriculum

prepared for endorsement and operational preconditions created for teachers’

Pedagogy, Psychology, Didactics and Teaching Methods (PPDM) to be introduced.

In addition, SC MEAL Specialist, the Project Manager and Project Coordinator

developed the following tools to enhance monitoring and evaluation:

Quality benchmarks of service delivery and outputs/outcomes based on the relevant reference values that would ensure quality of the activities. The quality

standards were regularly applied and monitored (prior to, during and subsequent

to each of the conducted activities) and Quality Benchmarks Table was regularly

updated serving as a tool to closely monitor, evaluate and improve the next

activities if needed and maintain the required standards.

Indicator Tracker was developed to monitor lower-level output/outcome

indicators and achievement of the targets. Indicator Tracker was used and

updated regularly for these purposes.

The Story of the Month template was developed and it is used during the

meetings of the STEM and PPDM working groups to collect comments and

impressions from the participants.

A special evaluation form was developed for each meeting of the STEM and

PPDM working group in accordance with the standard SCNWB procedures and filled out by the participants at the last day of the meetings.

II. ANNUAL WORK PLAN

The annual work plan addresses activities that will be carried out in the second year of

activity ENABLE-BiH implementation, from September 26th 2017 to September 25th

2018. The plan identifies specific timeframes, sub-activities and results.

A. Detailed Activity Plan

The sub-activities described in the following plan will be implemented throughout the country and in close cooperation with educational authorities and other related sectors



with engaging field practitioners and wider audiences to contribute to the Activity

purpose – to contribute to improvement of children’s learning outcomes in basic

education and sub-purpose – to submit for endorsement Draft Operational Teaching

Curricula for STEM proficiencies based on Core Common Curriculum and create

preconditions for teachers’ Pedagogy, Psychology, Didactics and Teaching Methods

(PPDM) to be introduced to the faculties in an improved and integrated manner.

1. Activity Sub-Purpose, STEM Pillar Draft Operational Teaching Curriculum for STEM proficiencies

based on Core Common Curriculum submitted for endorsement

Activity Outcome/Output 1.1.

STEM Pillar: Draft Operational Teaching Curricula for STEM proficiencies

based on Common Core Curriculum is developed, along with

Implementation Guidelines and Teacher Training Manual.

The above stated overall activity outcome/output will be achieved through the set of the

following lower-level outcomes/outputs planned for the second year of implementation:


Nation-wide consultations with educational stakeholders in BiH on OTC for

STEM proficiencies based on CCC held.15

Considering that the STEM WG consists of a relatively limited number of professionals,

experts and field-practitioners, inclusion of a far greater number of professionals and

cross-sectoral stakeholders in shaping Draft OTC for STEM proficiencies based on CCC

is highly important. Therefore, in the second year of activity implementation, a series of public consultations (6 at minimum) will be organized throughout BiH in order to enable

a wider group of stakeholders from Federation of BiH and RS MoEs, Brcko District,

universities, schools as well as civil society, to take part in development of STEM

documents. The planned consultations will serve as a platform where a wider concerned

audience will be able to provide their comments and feedback on the Draft OTC for

STEM proficiencies based on CCC, as well as accompanying documents, Implementation

Guidelines and Teacher Training Manual. In this way, the Draft OTC for STEM

proficiencies based on CCC will be taken a look at from multiple-perspectives and

professional backgrounds which will facilitate its analysis and improvements in terms of

both content and practicability. The core expert group will finalize the Draft OTC for

STEM proficiencies based on CCC in accordance with the inputs and feedback received

from the consultations’ participants.

15 This activity follows the first year Activity Outcome/Output 1.2. Draft STEM based OTC across

educational levels developed and shared with relevant stakeholders: governmental authorities, schools and

teachers, higher education professors/stakeholders etc.



Activity Inputs:

Organizing and holding at least 6 consultation sessions throughout BiH

Reviewing, adjusting and finalizing the Draft OTC for STEM proficiencies based

on CCC, along with Implementation Guidelines and Teacher Training Manual

Anticipated Results:

6 consultation sessions on OTC for STEM proficiencies based on CCC with

Implementation Guidelines and Teacher Training Manual conducted throughout BiH

Inputs and recommendations on Draft OTC for STEM proficiencies based on

CCC gathered from all participants of consultation sessions and incorporated in

the document

Draft OTC for STEM proficiencies based on CCC reviewed, adjusted and

finalized, along with Implementation Guidelines and Teacher Training Manual

Anticipated Activity Timeframe: October 2017 – December 2017


Draft OTC for STEM proficiencies based on CCC submitted to relevant

stakeholders for consideration and endorsement.

Following public consultations with the STEM working group and wider target

audiences, SC and the core STEM expert group will incorporate inputs and feedback

into the STEM OTC and accompanying documents, Implementation Guidelines and

Teacher Training Manual. The documents will then be presented to the relevant

educational authorities for their consideration and possible endorsement (if these

authorities decide to endorse these documents). SC intends to leverage the Conference

of Ministers of Education for the presentation and dissemination of the developed draft

STEM documents. The Conference of Ministers is a tri-annual meeting of the Ministers

of Education of FBiH, RS and 10 Cantons, as well as representatives of the Brčko

District Department of Education. It is planned that the Ministry of Civil Affairs (MoCA)

conducts unveiling with the intent of using their role and support of the new curricula

processes as leverage for recommending adoption of the OTC for STEM by the relevant

ministries. 16

Activity Inputs:

16 MoCA has already confirmed the space for SC to present OTC for STEM proficiencies based on CCC

with the supporting documents. If the Conference of Ministers is not confirmed by the end of 2017.

MoCA and SC agreed to organize an education thematic event to present and disseminate the STEM

documents.



Gathering and analyzing comments, inputs and recommendations on the OTC

documents

Integrating comments and inputs in the STEM documents

Communicating and cooperation with MoCA in regards with organization of the

Conference of Ministers/or thematic educational event

Presenting the STEM documents to the relevant educational authorities at the Conference of Ministers/or thematic educational event


OTC for STEM proficiencies based on CCC along with the supporting

documents is improved and more context-adjusted due to the integration of

comments and inputs of the wider-target audiences

The package of STEM documents is presented at the Conference of Ministers

The relevant educational authorities recognize the potential of the presented

OTC for STEM proficiencies based on CCC with supporting documents and

consider their endorsement and application

Anticipated Activity Timeframe: December 2017 – February 2018


OTC for STEM proficiencies based on CCC, Implementation Guidelines and

Teacher Training Manual printed, presented and distributed to relevant

stakeholders.

Upon the finalization of the STEM documents and prior to their printing and

distribution, SC will make sure that the content demonstrates sensitivity to the BiH

context by drafting materials in Bosnia, Serbian and Croatian languages and, if needed,

tailor the content to appease the varying education programs. A final event will be

organized for at least 80 BiH education representatives to present the set of STEM

documents as well as overall outcomes and outputs of the ENABLE-BiH activity.

Activity Inputs:

Organizing printing, presentation and distribution of the OTC for STEM

proficiencies based on CCC, Implementation Guidelines and Teacher Training

Manual to the relevant educational stakeholders

Organizing final event to present the STEM documents and overall Activity

outcomes to the relevant public and stakeholders




The OTC for STEM proficiencies based on CCC, Implementation Guidelines and

Teacher Training Manual printed and distributed to the relevant educational

stakeholders

Final event to present the STEM documents and overall Activity outcomes to the relevant public and stakeholders successfully held and better recognition of the

potentials of integration of STEM into BiH education system achieved

Anticipated Activity Timeframe: March 2018 – September 2018


ToT program roll-out of OTC for STEM proficiencies based on CCC

developed and implemented.

SC will invite 25-3017 geographically and gender-balanced trainees from Pedagogical

Institutes, relevant government institutions, universities and schools with relevant

experience and skills to participate in a ten-day ToT program to familiarize them with

the OTC for STEM proficiencies based on CCC, Implementation Guidelines and

Teacher Training Manual. Once trained they will become local champions in support of

the new STEM based OTC curriculum, and pass on knowledge to the wider group of

educational professionals.

By developing and providing a ToT, SC and partners will facilitate the roll out of the

STEM based OTC and its implementation in schools. The ToT ensures the efforts of SC, its partners, USAID, and the WG do not occur in a vacuum but instead facilitate a long-

term improvement process of the classroom environment for BiH schools and its

students in STEM related subjects.

Activity Inputs:

Developing ToT program roll-out of OTC for STEM proficiencies based on CCC

Conducting ToT program roll-out of OTC for STEM proficiencies based on CCC for selected trainees/educational professionals


Developed ToT program roll-out of OTC for STEM proficiencies based on CCC

17 In light of the Phase II cost-extension modification dated April 20, 2018, this activity has been modified

to increase the number of training participants from 25 to 73 persons. The training participants have

primarily been identified through a public call announced for entire Bosnia and Herzegovina with a

particular focus on the model areas (the Sarajevo Canton, Zenica-Doboj, Brcko District, the Republic of

Srpska). Following the Training for Trainers, the training participants will replicate the training in model

areas and build capacity among 192 primary and general secondary school teachers to conduct STEM

education in the 2018-2019 school year.



Conducted ToT program roll-out of OTC for STEM proficiencies based on CCC

for selected trainees/educational professionals

25-30 trainees/educational professionals trained in application of OTC for STEM proficiencies based on CCC

Anticipated Activity Timeframe: February 2018 – August 2018


Replication of the STEM Trainings in Selected Model Areas.

As a result of the 10-day Training for STEM ToT Master Trainers / Mentors conducted

in two parts, 73 training participants (educational professionals and field practitioners)

will replicate the training at the end of August 2018 and build capacity of 192 teachers

and field practitioners. The goal of the capacity building training is to ensure the smooth

introduction and integration of STEM program in schools, as well as manage the quality

of STEM applications and instructions.

Activity Inputs:

Development of the STEM replication training’s program and supporting materials

Conducting replication of STEM trainings for 16 teachers /educational

professionals per model school (at a total of 12 model schools in the Sarajevo

Canton, the Herzegovina-Neretva Canton, Brčko District and the Republic of

Srpska)


192 teachers in model areas trained in application of OTC for STEM proficiencies based on CCC

STEM programs implemented in model schools from the beginning of 2018-2019

school year


Equipping STEM Model Schools, STEM-PPDM University Centers of

Excellence and Selected Technological Parks.

Procurement of up-to-date STEM equipment in order to facilitate STEM learning in

classrooms. These STEM classrooms will be established at model schools, three

University STEM-PPDM Centers of Excellence (Sarajevo, Banja Luka and Mostar) and

select Technological Parks to enable practical teaching, learning and application of STEM

skills. These locations will be provided with necessary STEM/PPDM related didactics,

equipment and teaching materials.



Activity Inputs:

Conducting a public tender for the procurement of the STEM equipment for

STEM model schools, universities and technological parks

Procuring and distributing the STEM equipment to STEM model schools,

universities and technological parks


Model Schools, universities and technological parks are equipped with up-to-date

STEM tools that support and facilitate STEM teaching and learning

Pupils and students adopt STEM knowledge and skills more easily through

practical application and hands-on experience

Anticipated Activity Timeframe: July 2018 – September 2018

2. Activity Sub-Purpose, PPDM Pillar Preconditions created for teachers’ Pedagogy, Psychology,

Didactics and Teaching Methods (PPDM) to be introduced


PPDM Pillar: Standards and Operational Guidelines for PPDM in pre-service

education of teachers developed.

The above stated overall activity outcome/output will be achieved through the set of the

following lower-level outcomes/outputs:


Nation-wide consultations with educational stakeholders in BiH on draft

PPDM Teaching Standards and Operational Guidelines held.18

Similar to the stages of the development process of the Draft OTC for STEM

proficiencies based on CCC, nation-wide consultations will also be organized for the

PPDM Teaching Standards and Operational Guidelines as well as Resource Manual for

PPDM University Professors. At least 3 consultation sessions will be organized and

conducted with mainly university representatives, university professors and teaching

assistants who will not be involved in WG. Since inputs and recommendations from

diversified audience, concerned parties and field practitioners are crucial to complete

PPDM Teaching Standards and Operational Guidelines in an inclusive and

18 This activity follows the first year Activity Outcome/Output 2.2. Expert WG composed of local and international

educational experts established and functional and Activity Outcome/Output 2.3: Draft Standards and Operational

Guidelines for PPDM related courses across all teachers’ studies programs developed



comprehensive manner, the wider relevant community will attend the process through

these consultation sessions.

While SC, its experts and partners will conduct the process and gather all the

comments and inputs in a neutral manner, the final decision on the need and justification

to adopt certain comments and do the accompanying modifications will remain within

the core and expert PPDM WG and PAB. Analyzed and selected comments will be

incorporated in the final version of the PPDM Standards and Operational Guidelines,

along with the Resource Manual for PPDM University Professors.

Activity Inputs:

Logistical preparation of the consultation sessions in selected locations

Mapping relevant stakeholders and educational professionals and inviting them to

take part in the consultation sessions

Carrying out at least 3 consultation sessions

Gathering comments, feedback and inputs on the draft PPDM Teaching

Standards and Operational Guidelines as well as Resource Manual for PPDM

University Professors and incorporating them in the documents


3 consultation sessions carried out in the selected locations

Comments, feedback and inputs on the draft PPDM Teaching Standards and

Operational Guidelines as well as Resource Manual for PPDM University

Professors gathered from the consultation participants and incorporated in the

documents

Anticipated Activity Timeframe: October 2017 – December 2017


Draft PPDM Standards, Operational Guidelines and Resource Manual for

PPDM University Professors submitted to relevant stakeholders for

consideration and endorsement.

Upon the review of the draft PPDM documents based on the comments and feedback

provided during three public consultation sessions, the set of these documents will be submitted to relevant stakeholders, primarily universities and HEA. It is planned that

four WG-represented universities pilot the incorporation of the draft PPDM documents

and suggested practices and approaches into university classroom instruction modules.

As the initial “agents of change,” SC can utilize their voice and support for the new

documents, relying on the endorsement by the HEA through PAB, for the wider

dissemination to the nine public universities across BiH and all respective faculties,

requesting its further integration and application in PPDM related courses.



Activity Inputs:

Using comments and inputs on Draft PPDM Standards and Operational Guidelines as well as Resource Manual for PPDM University Professors to

review and improve the documents

Submitting the set of draft PPDM documents to relevant stakeholders for

consideration, endorsement and possible application


Draft PPDM Standards and Operational Guidelines as well as Resource Manual for PPDM University Professors reviewed and finalized

Set of draft PPDM documents submitted to relevant stakeholders for

consideration and possible application

Four WG-represented universities pilot incorporation of the draft PPDM

documents and suggested approaches into university classroom instruction

modules

Anticipated Activity Timeframe: January 2018 – April 2018


PPDM Standards, Operational Guidelines and Resource Manual for PPDM

University Professors printed, presented and distributed to relevant

stakeholders across BiH.

Once the buy-in from relevant stakeholders is gained and their inputs added to the

Standards and Operational Guidelines, along with the Resource Manual for PPDM

University Professors, SC will print the final version of the documents. Like with the

draft STEM documents, consideration of the BiH context and related risks will be

mitigated by providing content and translation of the printed materials in Bosnian,

Serbian and Croatian languages. The HEA will present and disseminate final documents

at the National Thematic Conference to ensure visibility and further buy-in of the final

products. The presentation will maximize the HEA’s role and support of the new PPDM

standards as leverage for recommending adoption of changes by all relevant universities.

A final event for presentation of the draft Standards and Operational Guidelines along

with the Resource Manual for PPDM related courses to at least 60 representatives of

the higher education community will promote project outcomes and outputs in relation

to PPDM.

Activity Inputs:



Organizing printing, presentation and distribution of the Standards and

Operational Guidelines, along with the Resource Manual for PPDM University

Professors

Organizing final event to present the PPDM documents and overall Activity outcomes to the relevant public and stakeholders


Standards and Operational Guidelines, along with the Resource Manual for

PPDM University Professors printed and distributed to the relevant universities,

faculty and educational stakeholders

Final event to present the PPDM documents and overall Activity outcomes to the relevant public and stakeholders successfully held and better recognition of

the potentials of improving initial teacher education achieved

Anticipated Activity Timeframe: May 2018 – August 2018


Application of the Resource Manual for University Professors on PPDM

related courses.19

Though SC does not foresee conducting PPDM training programs within the two-year

ENABLE-BiH timeframe, it aims to create a comprehensive Resource Manual for use

by/after end-of-project so that WG-participants and other university and governmental

representatives are capacitated to disseminate the PPDM Standards and Operational

Guidelines across the wider university and education arena audience and professors.

The Resource Manual will provide best practices and processes for effectively

integrating PPDM-teaching methods into classroom instruction as well as how to

effectively broadcast the benefits for students taught with a PPDM-centered teaching

modality versus the traditional lecture style.

Activity Inputs:

Development, printing and dissemination of Resource Manual for University

Professors on PPDM related courses


Resource Manual for University Professors on PPDM related courses promoted,

used and recognized as a very helpful tool and resource primarily by the WG-

19 It was initially planned to create “Outline Training Program for University Professors on PPDM related

courses”, but during discussions among the expert PPDM group and extended group, it was concluded

that it would be much more helpful and needed to develop Resource Manual for PPDM University

Professors that would also be much better and more readily embraced by the academic community and

faculty.



represented four universities as well as other universities across BiH that have

PPDM related courses

Anticipated Activity Timeframe: July 2018

B. Activity Management

1. The ENABLE-BiH Team

The ENABLE-BiH activity team consists of the Project/Activity Manager,

Project/Activity Coordinator and Project/Activity Assistant (50% work-time).

Project/Activity Manager is responsible for the overall activity implementation,

technical oversight and supervision of Project/Activity Coordinator and Project/Activity

Assistant, coordination with stakeholders and preparing grounds for the activities to

come. The Project/Activity Manager will be responsible for the preparation of quarterly

and final reports and preparation and implementation of work plans for the entire

project; regular communication with other members of the activity staff and US partner

as well as local and US consultants. She will observe timely implementation of the

activities; provide appropriate information required for review of activity

implementation and coordinate monitoring and evaluation activities with responsible

staff. Project/Activity Manager will be the budget holder for the activity and will be

responsible for day-to-day monitoring of expenses and budget implementation.

Project/Activity Coordinator is responsible for day-to-day implementation of the

activities. She will be in charge of logistics and timely preparation of activities,

procurement of goods and services, communication with other staff and facilitating

communication with experts. She is responsible for ensuring smooth implementation of

all planned activities, providing appropriate information and inputs for monitoring,

evaluation and reporting purposes.

Project/Activity Assistant (50%) provides logistics and administrative support to

Project/Activity Manager and Project/Activity Coordinator throughout the life of the

Activity. The Project/Activity Assistant will be responsible for handling procurement,

contracts (travel costs coverage, experts, consultants), correspondence, preparation of

payment orders and other administrative and logistic requirements that may arise during

project/activity implementation.

The Project/Activity team will also be supported and provided with necessary guidance

by the SC’s Country Office senior leadership team and its technical and operational

expertise in regards with education area, finance, advocacy, media and communication,

monitoring and evaluation, and procurement if needed. In particular, Program

Implementation Manager will be engaged in the ENABLE-BiH activity (25% work-

time). As Program Implementation Manager leads on the delivery of high quality



program, she is responsible for ensuring technical and operational quality of the

project/activity implementation. Program Implementation Manager´s responsibility

includes keeping special emphasis on strategic positioning of the Activity, synergy with

other education projects and activities, especially those related to Student Learning

Outcomes and utilizing existing relationships with educational authorities and networks

for the benefit of the Activity and its purpose. Program Implementation Manager is key

to bringing together all stakeholders for the successful achievement of the Activity

objectives, due to her high level of involvement in development and implementation of

learning outcomes through SC’s programs.

Activity Inputs:

Daily implementation and technical oversight of the all activities and sub-activities

Coordination and communication with STEM and PPDM WG members

Coordination and communication with the US expert consultants

Coordination and communication with a wider audience of relevant institutional

and individual stakeholders and associates from various sectors

Quarterly and annual narrative and financial reporting in compliance with the procedures and deadlines stated in the Cooperative Award Agreement

Organization and coordination of media activities and appearances

Preparing success stories and/or good-practice cases


Activities and sub-activities implemented in accordance with the Annual Work

Plan and M&E Plan

Foreseen Activity outcomes/outputs achieved

Foreseen Activity purpose and sub-purpose fulfilled

Anticipated Activity Timeframe: October 2017 - September 2018

2. Project Advisory Board (PAB)

In addition to the above described project/activity team, ENABLE-BiH also has the

Project Advisory Board (PAB), that has been composed prior to the commencement of

the project activities. The PAB members include representatives of the MoCA, APOSO,

HEA, cantonal MoE, MoE of RS and FBiH, and Department of the Brcko District. As

already mentioned, the PAB is the coordination mechanism for ENABLE-BiH and

ensures and strengthens local ownership over the intervention. It will be providing

review on the work and recommendations of the STEM and PPDM WGs, serve as a

final check for the quality and appropriateness of the materials produced by the WGs

and make sure that there are no delays or roadblocks, or that they are kept to the

minimum, in the process of developing and finalizing Draft STEM based OTC and PPDM



Teaching Standards and Operational Guidelines, as well as providing support and

recommendations for their adoption and application in the final stage of ENABLE-BiH

implementation.

Activity Inputs:

Regular meetings of PAB

PAB’s consideration of Draft OTC for STEM proficiencies based on CCC

and providing inputs for its final content

PAB’s consideration of draft PPDM Operational Guidelines and Standards and

providing inputs for its their content and outlook

PABs’ promoting both Draft OTC for STEM proficiencies based on CCC and

PPDM Operational Guidelines and Standards

PAB’s providing recommendation for their adoption and application by the

relevant educational and academic institutions


Draft OTC for STEM proficiencies based on CCC and PPDM Operational

Guidelines and Standards promoted among relevant, professional stakeholders

and audiences

Draft OTC for STEM proficiencies based on CCC and PPDM Operational

Guidelines and Standards recognized and adopted by relevant educational and

academic institutions

Anticipated Activity Timeframe: October 2017 – September 2018

3. Partnerships and Collaboration Strategy

3.1. Project/Activity Partners and Associates

The table below outlines the partners and associates that will take part in ENABLE-BiH

sub-activities, their roles and advantages of their engagement in the Activity

implementation:

Organization Role Advantage



Save the

Children (for

North West

Balkans) –

Lead Agency

Overall Activity management and

leadership; communication with

and coordination among the

Activity relevant stakeholders;

conducting all necessary

procurement procedures related

to the Activity; organizing and

overseeing all sub-activities

and/or public events

Ensuring compliance with all

terms and conditions of the

award.

Ensure high standards of

technical and managerial quality

8-year active and extensive

engagement in pivotal educational

reform processes led by APOSO

Only I(NGO) fully involved in

reform process focus on quality of

education (2010 – Creation of 5-

year Strategic Plan with

implementation plan of APOSO;

2012 – Analysis of the curricula for

primary education in the RS; 2013-

2015 – Implementation of LO for

Literacy in Zenica-Doboj Canton;

2014-2015 – Supporting the

APOSO in defining and adopting LO

for mathematics)

Active cooperation with other BiH

(I) NGOs in education-focused

projects (2009 – supporting

APOSO during creation and

presentation of Secondary Analysis

of TIMSS 2007 Study; 2010 –

Defining Quality Standards for

Preschool Education and Upbringing

in BiH; 2010-2012 – Supporting the

APOSO in defining LO for literacy)

Save the

Children

Federation

Inc/US (main

applicant)

Providing possibly needed inputs

and consultations on the Activity

and sub-activities, particularly in

regards with cooperation and

coordination with the US expert

consultants; narrative and

financial reporting towards the

USAID in accordance with the

terms and conditions of the

Award

A global leader in humanitarian and development programming

worldwide

Working as a preeminent voice

for children with governments,

civil society and private sector

partners for over 80 years

Has worked in BiH since 1996 implementing programs and

assistance funded by a number of

donors

SC’s office in BiH has extensive

experience in managing and

implementing development

programs in cooperation and

partnership with government

institutions

Strong technical expertise of staff and wide range of strategic

partnerships with authorities and

CSOs engaged in key reforms



Applies participatory approach

and contextual understanding to

implementation of all projects and

activities

21st Century

Partnership

for STEM

Education

Initial inputs and international

perspective in relation to STEM

OTC and PPDM Standards and

accompanying STEM and PPDM

documents

Guidance and leadership to the

Core STEM Expert Group and

Core PPDM Expert Group

Providing inputs for development

of quality Operational Teaching

Curricula for STEM and for

Standards and Operational

Guidelines for increasing

teachers’ skills in pedagogy,

psychology, didactics, and

teaching methods to the

extended STEM and PPDM

Working Groups

Prominent international research

and development organization

specializing in science, technology,

engineering and mathematics (STEM)

education in grades k-16: basic,

preparatory, secondary and tertiary

education

10 years of experience with

approximately 45 staff and closely

affiliated secondary and university

STEM disciplinary and education

consultants with decades of

experience

Range of STEM and STEAM related

curriculum services in the US and

other countries, from STEM Course

Curriculum Analysis and Evaluation

and STEM Course Curriculum

Redesign to New STEM School

Curriculum Design

Major projects: Education

Consortium for the Advancement of

STEM in Egypt; The Math Science

Partnership of Greater Philadelphia;

Instability in Education Systems,

Randomized Controlled Trials, and

Children’s Achievement; Innovation

through Instructional Integration;

Engaging high school math students

and teachers through a Proficiency-

based Assessment and Reassessment

of Learning Outcomes)

Nearly $40 million in sponsored

grants and contracts from USAID,

the National Science Foundation, the

Institute of Education Science; the

Office of Naval Research, the Barra

Foundation, the Walton Foundation

and various school districts

Ministry of

Civil Affairs

of BiH

Membership at the PAB

Reviewing draft STEM and PPDM

documents

Coordination body among BiH

educational institutions

Signed MoU with SCNWB in

2016 on improvement of quality



Providing recommendations for

the adoption and application of

the OTC for STEM proficiencies

based on CCC and PPDM

Operational Standards and

Guidelines to relevant

institutions and lower-level

administrative units

of education and equal access for

all children in BiH and educational

reforms in BiH

Agency for

Pre, Primary

and

Secondary

Education

(APOSO)

Close cooperation with SCNWNB

for the last 11 years

Partnership with SCNWB in defining

SLO in mathematics

APOSO’s priority focus on

operationalization of teaching

curricula for mathematics based on

SLO of the Common Core

Curriculum

Support to creating standards and

guidelines for teacher education

across BiH universities in the views

of SLO

Membership and chairing of the

PAB

Providing experts or

recommendations on experts to

take part in STEM and/or PPDM

WGs

Providing institutional guidance

and recommendations on

development of STEM

documents

Agency for

Development

of Higher

Education

and Quality

Assurance

Membership in the PAB

Providing experts or

recommendations on experts to

take part in STEM and/or PPDM

WGs

Providing institutional guidance

and recommendations on

development of PPDM

documents

Promoting teaching methods

within the subjects related to

PPDM

Identifying the existing modules

to which new methods can be

integrated and recommending

this integration

The primary purpose and mission of

the HEA is establishing and ensuring

continuous development and

enhancement of quality standards of

higher education in BiH

Competent to set clear norms for

minimum standards in the field of

higher education

Competent to give

recommendations to the MoE of RS,

cantonal ministries and the Brcko

District on criteria and standards

for higher education as well as

restructuring criteria

Faculty of

Philosophy in

Sarajevo

Providing technical capacities

for joint identification of

experts who can contribute to

project and participate in the

project activities

Nominating representatives for

the PDDM WG

One of the main institutions in BiH

for educating pedagogues,

psychologists and language teachers

Participated in a number of

international and local projects

aimed at improving teaching

practices and methodologies



Identifying the existing modules

to which new methods can be

integrated

Faculty of

Philosophy in

Banja Luka



experts


the PDDM WG

Providing inputs on

improvement of both pre and

in-service education of

pedagogues and primary and

secondary school teachers

Offers programs for education of

pedagogues and primary school

teachers (1st – 5th grades)

Experienced in participating in

projects and reformative

interventions in relevant areas

Faculty of

Philosophy in

Zenica



experts


the PDDM WG

Providing inputs on





In addition to the above faculties,

also of the main institutions in BiH

for educating pedagogues,

psychologists and language teachers

Faculty of Philosophy in

Tuzla



experts


the PDDM WG

Providing inputs on





Same as above (SAA)

Faculty of

Science and

Education of

the

University of Mostar



the STEM WG

Conducts a range of study programs

in different scientific areas

Educates pre, primary and

secondary -teaching staff in science

subjects

The School

of Natural

Sciences and

Mathematics of the

University of

Sarajevo


Providing expert support and

advice on educating teachers of

mathematics, science and IT


the STEM WG

One of the main institutions in BiH

that educates primary school

teachers of mathematics, science

and IT (from 6th to 9th grade)

Educates general secondary school

and vocational school teachers of

these subjects



The above table presents the key implementing organizations along with government

and academic institutions and international experts. Cooperation and joint work with

the stated partners and associates is crucial to bring top-expertise to the Activity and

bridge dependable international practices and country-specific circumstances. Moreover,

regular and intensive engagement of the government institutions and their

representatives in various stages of the Activity is pivotal for building the local

ownership from the beginning, forming a foundation for its incorporation into the

systemic changes in the education field and ensuring sustainability and continuation of

the Activity outcomes. Finally, such a design is fully aligned with a long-standing practices

and manner of work of SC, i.e. establishing strategic partnerships with key state

institutions and government agencies that have expert capacities and mandate to lead

reform processes and be advocates of necessary changes.

3.2. Collaboration Strategy Along with the above listed key partners and associates, the project has foreseen

collaboration and/or synergy of project activities with (I)NGO and other organizations

implementing educational or thematically related and relevant projects. Possible

collaborators have included, but are not limited to, the following:

Project/organizations Advantage Collaboration strategy

OSCE Mission to

Bosnia and

Herzegovina

Education is central to the

work of OSCE BiH and its

field operations

It focuses on education

reform; establishing learning

outcomes and standards;

improving school

management; reducing

ethnic-based division and

other forms of exclusion etc.

To be kept informed on

the ENABLE-BiH Activity

progress, sub-activities

and purposes in order to

take part in the STEM WG

and consultation sessions,

as well as to identify and

utilize opportunities for

synergy of the project

activities

British Council BiH Engaging high-school

students, teachers,

employees of government

agencies and ministries in an

array of educational projects

and initiatives (“Global

Going”; “Connecting

Classrooms”,” Active

Citizens” etc.)

Same as above (SAA)

Council of Europe in

BiH Implementation of education

projects (“Regional Support

for Inclusive Education”;

“Strategic Development of

Higher Education and

SAA



Qualification Standards in

BiH 2013 – 2015.)”

Open Society Fund

BiH Implements projects, and

advocacy activities and

conducts researches focused

on quality, equal, accessible

and inclusive education

(“Good Practices in

Education”, “Školegijum”

etc.)

Participation in PPDM

WG and leverage best

practices

CIVITAS BiH 20-year work experience in

BiH

Runs educational programs in

the area of pre, primary,

secondary and university

education

Implements projects focused

on both formal and informal

education

Participation in STEM and

PPDM WG and leverage

best practices

Civil Society

Sustainability Project

(CSSP)

One of the project focus

areas is education

The project aims to increase

the readiness of BiH

authorities to cooperate with

CSOs

To increase the influence of

civil society organizations on

public policies

Leverage links with CSOs

to mobilize educational

and other cross-sectoral

experts and professionals

for participation in public

consultations

ACCOUNT Activity Network of NGOs,

institutions and individuals

which conducts advocacy

activities and concrete

actions on combating

corruption in BiH


the ENABLE-BiH

progress, activities and

objectives

Service Center for

Disabled Children

and their Families in

BiH (Sarajevo and

Banja Luka)

Experienced in enhancing

inclusive education for

children with disabilities,

engagement of personal

teaching assistants in

classrooms, adjusting the

curriculum to their need and

abilities


the project progress and

aims and to be involved in

consultation process

3.3. Expert Working Groups for STEM and PPDM



Key guidance, relevant expertise and initial input in the area of STEM and PPDM is

provided by selected international and local experts.

The international, US STEM expert team from the partner organization, 21st

Century Partnership for STEM Education, includes the following experts:

“XXX”, MA, (Cofounder and President) is one of the co-founders of The 21st Century Partnership for STEM Education (21PSTEM). He has served as its president

since its founding in 2007 and has 33 years of experience in education. He has been a

principal or co-principal investigator, and/or project director on numerous federal

grants. “XXX” currently directs a sub-award on a five-year USAID grant, Egypt STEM

School Project (ESSP) and led the design and implementation of a new integrated STEM

curriculum and assessment system for the Ministry of Education that is regarded as a

model for the country. He also is Co-PI on a five-year, NSF funded research project

studying Innovation through Institutional Integration in six higher education institutions.

He has been the PI for the six-year, IES-funded 21st Century Center for Research and

Development in Cognition and Science Instruction (Cog Sci Center) which involved 180

middle schools in a large scale randomized control trial to test the effectiveness of

cognitive science interventions to improve science learning.

“XXX”, Ph.D. (Math Curriculum Specialist) contributes to several of 21PSTEM’s

projects and services, including the Education Consortium for the Advancement of

STEM in Egypt (ECASE) and Instability in Education Systems, Randomized Controlled

Trials, and Children’s Achievement (NSF PRIME grant). In the past, he contributed to

the 21st Century Center for Research and Development in Cognition and Science

Instruction (Cog Sci Center) and the Math Science Partnership of Greater Philadelphia (MSPGP). “XXX” received his undergraduate degree in mathematics for the University

of Michigan and his Ph.D. from the University of Pennsylvania’s Graduate School of

Education in Teaching, Learning, and Curriculum.

“XXX” Ph.D. (Engineering, Physics and Math) has been an Associate Professor

of Mathematics & Computer Science at La Salle University for nearly 30 years where he

teaches physics, mathematics, acoustics & computer science. Specialty areas include

teaching with technology, acoustics of speech and hearing, physics pedagogy,

mathematical modeling & chaos theory. Administrative roles have included Chair of

Math/CSC department & Associate Dean of Arts and Science. Responsibilities included

program and curriculum development, database design and implementation for the

School of Arts and Sciences, roster construction, and coordination of adjunct hiring. His

doctorate is from the University of Pennsylvania in Materials Science and Engineering

and Experimental work for thesis performed his thesis at the U. Wisconsin-Madison

Synchrotron Radiation Laboratory.

http://21pstem.org/

http://21pstem.org/

http://21pstem.org/projects/i3/

http://21pstem.org/projects/past-projects-grants/21st-century-center-cognitive-science-instruction/


http://21pstem.org/projects/ecase/


http://21pstem.org/projects/prime/

http://21pstem.org/projects/prime/



http://21pstem.org/projects/past-projects-grants/mspgp/




“XXX”, Ph.D. (Science Curriculum Specialist) is the Da Vinci Science Center’s

Edward and Inez Donley Senior Director of Science and Strategy, a role in which he has

served since Oct. 2013. “XXX” also has been the Center’s Chief Scientist since 2012

and is a member of its Leadership Team. “XXX” served previously from 2002-2012 as

the Center’s Director of Professional Development. His responsibilities include leading

the development and implementation of the Da Vinci Science Center’s strategic plan;

informing the Center’s professional development programs for teachers, which he

created; ensuring the scientific accuracy of the Center’s exhibits and programs; and

serving as the Center’s primary spokesperson regarding scientific and technical issues.

“XXX” also is the Convener and Director of the STEM Valley Mentoring

Coalition founded by the Da Vinci Science Center. He was a 2014 recipient of the

National Science Teachers Association’s (NSTA) Distinguished Informal Science

Educator Award. Smith is a former Associate Professor at LaSalle University in

Philadelphia, Pa., and Director of Academic Operations for LaSalle’s Institute for the

Advancement of Mathematics and Science Teaching (IAMST). “XXX” holds a doctorate

in Geology from Stanford University in Palo Alto, Ca.

“XXX”, Ph.D (K-12 Math Curriculum and Learning Outcomes) is a Senior

Research Associate at 21PSTEM with expertise in quantitative research, program

evaluation, mathematics education, curriculum, and instruction. He has taught in urban

and suburban classrooms, with experience as an elementary school teacher and as a

secondary mathematics teacher. “XXX” current work with 21PSTEM focuses on

developing curriculum and assessments for the USAID grant the Education Consortium for

the Advancement of STEM in Egypt (ECASE). He is also helping to design 21PSTEM’s

new Keystone Graduation Initiative, which will focus on using feedback and other

support to help prepare Pennsylvania high school students graduate successfully. “XXX”

research interests are in formative assessment, proficiency based education, integration

of mathematics and physics curricula, and programs that promote active student

engagement and students’ ownership of their own learning. He is interested in program

evaluation, particularly design experiments focusing not only on “what works” but on

“how to make programs work.”

“XXX” (Curriculum and Learning Outcomes) is a Curriculum and Assessment

Specialist at 21PSTEM with over 35 years of experience in education as a public school

teacher and central office administrator. At 21PSTEM she created and currently

monitors an integrated math curriculum, aligned to Biology, Chemistry and Physics for

the Education Consortium for the Advancement of STEM in Egypt (ECASE) project. In

addition, she has expertise in creating district-wide exams based on standards and an

integrated curriculum. “XXX” provides professional development for teachers on the

math curriculum and on PARLO (Proficiency-based Assessment and Reassessment of

Learning Outcomes); a standards-based grading and reporting system of teaching and

learning. “XXX” worked in inner-city and magnet schools. In Norristown Area School

District, she acted as the Math Supervisor with the responsibility of the K-12 math

curriculum, instruction and assessment. In Quakertown Community School District, she

http://www.stemvalleymentoring.org/

http://www.stemvalleymentoring.org/

http://www.lasalle.edu/




http://21pstem.org/projects/parloproficiency-based-assessment/





assumed the role of Director of Educational Programs with the responsibility of the K-

12 curriculum, instruction and assessment of the following disciplines: Math, Science,

Technology Education, Family Consumer Science, World Languages and Business.

“XXX” (K-12 Biology Education) is a Senior Assessment and Science Education

specialist on the Education Consortium for the Advancement of STEM in Egypt

(ECASE) project that focuses on developing STEM schools in Egypt. In this role, he

assists in the development of assessment items and the collection and analysis of student

test data. Previously, he directed the professional development for the Content arm of

the 21st Century Center for Research and Development in Cognition and Science Instruction

(Cog Sci Center) where he was involved with 60 middle schools and over 250 teachers.

He was also responsible for assistance with the generation of assessment items” XXX”

has over 35 years of experience in public education as a central office and school

administrator, and a high school science and psychology teacher. “XXX” is the former

Chair of the National High School Psychology Association and a former National High

School Teacher of the Year. He has reviewed the National Science Education Standards, Project 2061 Benchmarks, NAEP Science items, and the Pennsylvania Science

Standards.

“XXX” (K-16 Chemistry Education) is one of the founders of The 21st Century

Partnership for STEM Education (21PSTEM) and has served the organization in

numerous executive capacities. Currently she is stationed in Cairo, Egypt where she

directs and manages 21PTEM’s operations on the Education Consortium for the

Advancement of STEM in Egypt (ECASE) projects. Her primary role in this project is

coordination of curriculum development, training and implementation. For nine years

she was Co-PI for on the Math Science Partnership of Greater Philadelphia

(MSPGP) where she oversaw relationship with higher education partners and faculty.

“XXX” has nearly 50 years of education experience. She is professor emeritus at

Arcadia University where she taught elementary and secondary science education

courses and directed the Science Education program for 14 years. While at Arcadia, Dr.

Pomeroy co-directed a Dewitt-Wallace grant, Students at the Center, for inner city

schools in Philadelphia. Additionally, she was actively engaged in the Bioko Biodiversity

Program in Equatorial Guinea and conducted a small education project there under the

sponsorship of the Marathon Oil Corporation.

The US PPDM expert team includes two experts:

“XXX”, Ed.D. is the Director of Professional Development, Pennsylvania Association

of Independent Schools, Plymouth Meeting, PA, 2016-Present involved in developing

conceptual framework for a Leadership Institute, New Teacher Institute, and STEAM

Center Initiative, assessing professional development needs of faculty and school





http://21pstem.org/

http://21pstem.org/







leadership of 113 member schools locally, regionally, and statewide, developing and

delivering professional development programming for Prek-12 teachers on pedagogy,

educational psychology, research based methodologies, assessment, and planning, and

planning and organizing large scale conferencing annually (115 50 minute workshops)

focused on cutting edge technology use in the classroom, best practices in teaching, and

leadership workshops for upper administration.

“XXX”, ED. D is a former special education teacher at both the elementary and

secondary levels. He has been a member of the La Salle University faculty since 1973.

Recently, “XXX” was appointed Assistant Director of the University Honors Program.

He received the Lindback Award for Distinguished Teaching in 1984 and the Provost's

Distinguished Faculty Award in 2001. In addition, he is the Founding Director of the La

Salle University Teaching and Learning Center for Faculty Development, and La Salle

University’s Philadelphia Center. His work has included consulting widely with school

districts on applying cognitive science to instructional practice. “XXX” has made

numerous presentations on student learning and faculty development in both basic

education and higher education, all focused on the application of research from cognitive

science in promoting deep learning and effective instruction. He co-authored a textbook

titled Methods of Teaching: Applying Cognitive Science to Promote Student Learning (2004,

McGraw-Hill).

The local STEM expert team includes the following experts /university

professors:

“XXX” (Expert in Biology), Associate professor in fields of Botany and Molecular

Biology at the Department of Biology, Faculty of Science University of Sarajevo had her

PhD in Biology-research fields Plant Molecular-Cytogenetics and Plant Phylogeny / MSc

in Biology-Plant Systematics / BSc in Biology Education, published in (co)authority 118

scientific publications: 11 books, 34 scientific papers and 73 conference proceedings.

“XXX” has 17 years of experience in University teaching and researching for different

fields of Biology (teaching and researching assistant (1999-2008), assistant (2008-2011),

associate professor (2011-present), as Associate professor in fields of Botany and

Molecular Biology teaches following courses: Plant morphology, Systematics of higher

plants, Plant resources, The Methodology of Scientific Research, Palynology, Molecular

cytogenetics of plants, Diversity of species, genes and ecosystems. She is the Head of

Department of Biology for the last four years, member of IAPT (International

Association for Plant Taxonomy); Bioethics Society of BH, Weed Society BH,

Association for the promotion of balanced development and quality of life –

“FONDEKO”, reviewed few University handbooks and manuals and significant number

of scientific papers for different scientific journals.

“XXX” (Expert in Biology), Associate Professor in Molecular Biology and Molecular

Evolution at the Department of Biology, Faculty of Science, University of Sarajevo is

University professor with 21 years teaching and experimental experience in Biology,



mostly Molecular and Cell Biology as well as Biochemistry, finished Marie Curie

Research Training Network, Postdoctoral Research/Study (Marie Curie Fellowship) /

PhD in Biology - Molecular and Cell Biology / Msc in Biology - Molecular and Cell

Biology / BSc in General Biology & BSc in Biology Education. “XXX” is Vice dean for

International Relations and Quality Control, Autecology national expert for bat species

(Chiroptera) and European expert for subterranean habitats (IPBES), researcher,

including more than 100 scientific papers: books (33), chapters and textbooks (20),

manuals (4) and conference proceedings (63) with the extensive experience in teaching

a variety of biology courses in a few universities in Croatia, Germany and Bosnia and

Herzegovina.

“XXX” (Expert in Physics), Professor Emeritus, Sarajevo School of Science and

Technology (SSST) had her PhD in Physics “Topographic Changes on Metallic Surfaces

Induced by Ion Bombardment” / Master in Technical Physics “Sputtering Effects of

Metallic Single Crystals Induced by Inert Gas Ions “/ Bachelor in Physics “Physics Laws

and Information Theory”. “XXX” spent most of her working years (from 1971 until the

present) in the education sector, teaching or organizing new forms of curricula. From

1971 to 1991, she taught in different capacities - from Teaching Assistant to Full

Professor - courses in General Physics and Solid State Physics at the Electrical

Engineering Faculty of the University of Sarajevo; From 2001 to 2013, taught various

courses in physics at the Physics Department of the Faculty of Science at the University

of Sarajevo (General Physics, Atomic and Nuclear Physics, Solid State Physics,

Biophysics, Experimental Methods in Modern Physics, Medical and Radiological Physics);

For the past three years (since 2014), as Professor Emeritus, she has been teaching

Medical Physics and Biophysics and Application of Modern Physics in Medicine at the

Medical Department of the Sarajevo School of Science and Technology.

“XXX” (Expert in Mathematics), Associate Professor of Mathematics at the

International University of Sarajevo had her PhD in Pure Mathematics - “Univalence Criteria for Analytic Functions” / Msc in Mathematics / BSc in Mathematics. ”XXX” has

wide range of experience in teaching and research in both Bosnia-Herzegovina and the

United States. Over the past 20 years she has taught at three large universities in the US

(Michigan, University of Texas and Penn State-Berks campus) as well as at the University

of Sarajevo and three private BH universities. For the last five years she is teaching at

the International University of Sarajevo - full range of courses over the years from

Freshman Calculus, Mathematics for Teachers, to engineering courses in Linear Algebra,

Probability and many others, to graduate courses in Complex and Functional Analysis.

She participated in training elementary and high school teachers both in the US and here

in Bosnia. She is a member of Editorial Board of Sarajevo Journal of Mathematics.

“XXX” (Expert in Mathematics), Full Professor of Mathematics at the School of

Economics and Business Sarajevo had PhD in Mathematics / Msc in Mathematics / BSc in

Mathematics. “XXX” is an expert for establishing the standards on learning

achievements, evaluating the achieved results and developing the common core curricula



in preprimary, primary and secondary education at the Agency for Pre-Primary, Primary

and Secondary Education (since 2003.). She is a member of American Mathematical

Society and B&H Mathematical Society / Teacher of Mathematics at high school and co-

founder and co-head of the “International Math School 2+2” / Head of the PhD

programme at the School of Economics and Business. ” XXX” participated in various

research projects involving international cooperation and published a number of

research papers.

”XXX” (Expert in Mathematics), Full Professor at the Department of Mathematics,

Faculty of Science, University of Sarajevo has PhD in Mathematics / Msc in Mathematics /

Postgraduate studies in Philosophy / Postgraduate studies in Mathematics / BSc in

Mathematics. “XXX” has been Full Professor at the University of Sarajevo, Department

of Mathematics since September 1993 till present, Rector of the University of Sarajevo

(2012-2016), Dean of the Faculty of Sciences in Sarajevo (1992-2000), Professor at the

University of Maryland College in Europe (1999-2002), Head of postgraduate studies in

Mathematics, University of Sarajevo (1991-2013), Associate Professor, University Dzemal Bijedic Mostar, Faculty of Civil Engineering (Sep 1987- Aug 1990), Associate

Professor, University of Sarajevo, Department of Mathematics (Sep 1990- Aug 1993).

He teaches several courses: Analysis I, Analysis II, Mathematics for Engineers,

Mathematics for Economists, Statistics, Introduction to Set Theory and Topology,

Elementary Number Theory, Mathematical Foundations of Computer Systems,

Computer Science, History of Modern Mathematics, Philosophy of Mathematics and

Natural Sciences.

“XXX” (Expert in Geography), Full Professor at the Department of Geography,

Faculty of Science, University of Sarajevo has PhD in Geographical Sciences "Influence of

Industry on the Development of Tuzla Valley"/ Msc in Geographical Sciences "Industry

as factor of Development of Northeast Montenegro" / BSc in Geography. “XXX” has

more than 30 years of progressive experience in the teaching of Geography, as a Full

Professor, Department of Geography, Faculty of Science, University of Sarajevo (2013 –

present), Associate Professor, Department of Geography, Faculty of Science, University

of Sarajevo (2008-2013), Assistant Professor Department of History and Geography,

Faculty of Philosophy, University of Tuzla (2002-2007), Senior Teaching Assistant

Department of History and Geography, Faculty of Philosophy, University of Tuzla (1997-

2002), Adviser in Institute of Pedagogy in Zenica (1995-1997), Professor of Geography

in Zenica (1990-1992). As the Full Professor, his responsibilities included making new

curricula for diverse geography subjects at Faculty, reviewing diverse geography books

for schools and introducing and practicing new teaching methods etc. Currently holds

following courses on I cycle of study: Human Geography, Conception and Methodology

in Regional and Spatial Planning, Urban and Rural Geography, Industrial Geography,

General Economic Geography, Transport Geography, Economy in Regional and Spatial

Planning, Economy in Regional and Spatial Plans, Political Geography, Tourism and

Economy, Tourism valorization of socio-geographic environment / Currently holds

following courses on II cycle of study: Development of geographical concepts in teaching



of geography, Methodology of identification and valorization of socio-geographic factors

for development of tourism, Risk management in tourism destinations, Urban and Rural

Tourism, Planning Documents, Spatial plans of administrative units of Bosnia and

Herzegovina.

“XXX” (Expert in Chemistry), Full Professor at the Department of Chemistry,

Faculty of Science, University of Sarajevo has PhD in Chemistry / Msc in Chemistry / BSc

in Chemistry. “XXX” has been working on Faculty of Science, University of Sarajevo

from 1977- present, Assistant Professor of Chemistry for students of Biology, Faculty of

Science, University of Sarajevo (1993-2003), Assistant Professor of Organic Chemistry,

Faculty of Pharmacy, University of Sarajevo (1996-1998), Associate Professor in the field

of organic chemistry and biochemistry and chemistry of non-core studies, Faculty of

Science, University of Sarajevo (2003-2009), Full Professor in the field of organic

chemistry and biochemistry and chemistry of non-core studies, Faculty of Science

University of Sarajevo (2009-present). She was a Head of the Department of Chemistry,

Faculty of Science, University of Sarajevo (2002-2004), Coordinator of International Cooperation Science (2007-2011) and the member of the Senate of the University of

Sarajevo (2010-2013).

“XXX” (Expert in IT and Engineering), Associate Professor at the Department of

Informatics, Faculty of Electrical Engineering, University of Sarajevo has PhD in Network

Security (2009) / MA in Cryptography and Security (2005) / BA Control and Electronics

(1995). “XXX” has been Assistant Professor since 2003 to present and also worked as

an Assistant professor of Architecture of computer systems and networks, Software

Engineer at CRPC Sarajevo (2002 – 2003), Head Hardware/Network department at Ping

Sarajevo (2000 – 2002), Software Applications Engineer at Siemens Minneapolis (1995 –

2000) and cooperated with industry over the past five years: Microsoft & ETF Sarajevo -

Microsoft Windows 7 and Office 2010 localization, Central Bank of BH – Penetration

test, EC – BH Presidency Informatisation, EC - Final Acceptance Certificates for e-

Government project, HJPC - Better Coordination Mechanisms between Police and

Prosecutors, EC Cards - Information Systems in the Police Services of BiH, Microsoft &

ETF Sarajevo - Microsoft Windows Vista and Office 2007 localization Patents and

protected rights. “XXX” is a member of specialist organizations such as IEEE (BiH) and

CISSP (Certified Information System Security Professional).

“XXX” (Expert in IT and Engineering) is Head of the Study program Mathematics

and Informatics, Faculty of Science, University of Banja Luka, with 16 years teaching

experience at the Department of Computing and Informatics, doctor of mathematical

science with PhD topic: "Solving some problems in teaching using combinatorial

optimization methods": Additionally, he is software development expert, e-learning

expert with many years of experience in the implementation of local and international

projects in the field of education and information technologies; currently in the election

phase for the member of the Council for the Development of Higher Education and

Quality Assurance within the Ministry of Education and Culture of the Republic of



Srpska. “XXX” possess high level of knowledge in various mathematical fields, including

theoretical and applied mathematics, knowledge of STEM approach: multi-year

experience in software development, in program and managerial positions, combined

with the concept of electronic education, participated in several local and international

projects in the field of improving the quality of education and improvement of the IT

sector and actively involved in a number of working bodies for the modernization of

curricula from mammography and informatics for elementary and high school in RS.

The Local PPDM expert team includes three experts:

“XXX” (Expert in Psychology and Pedagogy), Associate professor for

Measurement in Psychology, Organizational Psychology and Applied Psychology for

Teachers at the Department of Psychology, Faculty of Philosophy, University of

Sarajevo also works as an Associate professor at Faculty for Mathematics and

Natural Sciences, University of Sarajevo / Associate professor at Academy of Art, University of Sarajevo / Associate professor in Centre for Interdisciplinary Studies,

University of Sarajevo / Associate professor in Additional Training for Pre-University

Teachers (Learning outcomes, Assessment and Evaluation). “XXX” is the President of

Psychological Association in Federation of BiH and President of Psychological

Association in BiH, member of curriculum development working group for Department

of Psychology- undergraduate, graduate and doctoral studies. She conducted Analysis

and preparation of Strategy for education 2017- 2022 for primary education as a

member of Working group formed by Ministry of Education, Science and Youth in KS,

2016. She was involved in the development of Guidelines for Career Guidance in

primary and high schools, as an Expert for Ministry of education and science FBiH, 2016.

“XXX” was involved also in Evaluation of programs for basic education, development of

Standards for teacher’s profession and Guidelines for teachers training, development of

Common Core Curriculum for Humanity and Social Sciences for primary and high

schools, Common Core Curriculum for Cross-curricular and Intersubject areas for

primary and high schools and Guidelines for implementation of Core Curriculum for

Cross-curricular and Intersubject areas, preparation and conducting the research

“About learning 2016” to identify and explain the values pupils place on education and

learning, need analysis of preschool teachers for continuous professional development,

mapping the key competencies in education system in BiH.

“XXX” (Expert in Psychology and Pedagogy), Professor at the Department of

Psychology and Teacher Education, Faculty of Philosophy, University of Banja Luka

teaches several scientific group of subjects: Educational psychology, School psychology,

Evaluation of knowledge and learning outcomes Psychology of learning and teaching,

Children with special needs and education.” XXX” is a member of the team who

designed curriculum for Department of Psychology, Faculty of Philosophy /

Psychotherapist for children, youth and adults, member of Association of Psychologists

in Republic of Srpska / member of Association of Cognitive Behavioral Therapists. She



conducted Analysis of teaching study curriculums as part of the “Development of

Qualifications Framework for General Education” project - British Councils / Analysis of

the frequency of subjects in teaching study curriculums that develop competence of

teachers for inclusive education – Center for Interactive Pedagogy, CIP Beograd,

Evaluation of programs for basic education. She was a Leader of the Expert team for

monitoring the revision of the curriculum for primary schools in Republic of Srpska –

Ministry of Education and Culture / Team leader of the expert group for analysis of

national curriculum for primary schools – Ministry of Education and Culture and Save

the Children.

“XXX” (Expert in Teaching Methods and Didactics), Assistant Professor at the

English Language Department (Teacher Education Program) at the Faculty of Philosophy,

University of Sarajevo had her PhD in Education Sciences (Thesis: Intercultural

Communicative Competences of English Language Teachers and Students in Sarajevo

Canton) / Msc in International Development and Education / BSc in English Language and

Literature Teaching. “XXX” is an Assistant professor of Language Didactics and Teaching Pedagogies in Foreign Language Education, Early Primary Methods for Teaching

Languages, Secondary Teaching Methods for Languages, Intercultural and Peace

Education, Practice Teaching, Action Research in Education, at the Faculty of Philosophy

of the University of Sarajevo (Department of English Language Teaching), and at Sophia

University in Tokyo, Japan (Department of Education), member of professional bodies -

CREATIVUS: Youth Center for Communication and Creative Learning, Sarajevo, Bosnia

and Herzegovina, Chair of Board of Directors / SIETAR Japan: Society for Intercultural

Education, Teaching, and Research. Tokyo, Japan, Society member / President of the

Committee for Standardized Testing for English Language in the 9th Grade, Ministry of

Education of Sarajevo Canton, University member, 2015 / Committee Member and Main

Examiner for Teaching Pedagogies and Teaching Methods for English Language Teaching

Licensing Examination in Primary and Secondary Schools Ministry of Education, Sarajevo

Canton, 2009- present / Kingian Nonviolence, University of Rhode Island, International

Network of Nonviolence Trainers, Certified International Trainer.

C. Reporting

Quarterly and annual narrative and financial reports will be in compliance with USAID

requirements and will be submitted by Save the Children US and through the BH Perform

Online Platform.

Anticipated Activity Timeframe

Type of Report Due Date

Combined Quarterly (July–September 2017) and Annual Program

Performance Report (September 2016 – September 2017)

November 15, 2017

Quarterly Program Performance Report (October-December 2017) January 31, 2018



Quarterly Program Performance Report (January-March 2018)

April 30, 2018

Quarterly Program Performance Report (April-June 2018)

July 31, 2018

DRAFT of the Final Report (September 2016 – September 2018)

August 25, 2018

Final Report (September 2016 – September 2018)

December 25, 2018



ANNEXES



Annex I – List of the PAB Members

ENABLE BiH - PROJECT ADVISORY BOARD MEMBERS

PAB

No. BiH LEVEL NAME POSITION

1 BiH Ministry of Civil Affairs “XXX” Assistant minister for Education Sector

2 Agency for Pre-School, Primary and

Secondary Education of BiH

“XXX” Director

3 The Agency for Development of

Higher Education and Quality

Assurance

“XXX” Director

No. ENTITY LEVEL NAME POSITION

4 Ministry of Education and Culture RS “XXX” Advisor to the Minister of Education

5 Federalno ministarstvo obrazovanja i

nauke

“XXX” Advisor to the Minister for Legal and

Economic Issues

6 Federal Ministry of Education and

Science

“XXX” Head of Division for preschool and

primary education

No. CANTONAL LEVEL NAME POSITION

7 Ministry of Education, Science,

Culture and Sport of the Una-Sana

Canton

“XXX” Secretary


Culture and Sports, Posavina

“XXX” Assistant Minister of Education and Science


Culture and Sports of Tuzla Canton

“XXX” Director of the Pedagogical Institute

of Tuzla Canton


Culture and Sport of Zenica-Doboj

Canton

“XXX” Director of the Pedagogical Institute Zenica


Culture and Sport of Central Bosnia

Canton

“XXX” The main cantonal inspector

12 Ministry of Science, Education,

Culture and Sports of Canton 10

“XXX” Assistant Minister


Culture and Sport of West

Herzegovina Canton

“XXX” Minister counselor


Culture and Sports of Herzegovina-

Neretva Canton

“XXX” Adviser for pre-school and inclusive

education

15 The Ministry of Education, Science and

Youth of Sarajevo Canton

“XXX” Senior Advisor for machinery and

transport profession



16 The Ministry of Education, Youth,

Science, Culture and Sport of Bosnia-

Podrinje Canton

“XXX” Adviser for preschool and primary

education



Annex II – List of the PPDM Working Group Members

ENABLE BiH - PPDM WORKING GROUP MEMBERS

PPDM WG

BiH LEVEL

No. NAME POSITION

The Agency for Development of

Higher Education and Quality

Assurance

1 “XXX” Adviser for Science and Higher

Education

UNIVERSITIES/FACULTIES No. NAME POSITION

University of Sarajevo, Faculty

of Philosophy

2 “XXX” Associate professor

3 “XXX” Full professor

4 “XXX” Senior assistant



University of Banja Luka,

Faculty of Philosophy

7 “XXX” Dean / Associate professor

8 “XXX” Assistant professor

9 “XXX” Full profesor

10 “XXX” Full profesor

University of Zenica, Faculty of

Philosophy




14 “XXX” Assistant

University of Tuzla, Faculty of

Philosophy

15 “XXX” Dean for Academic Affairs /

Associate professor





Faculty of Philology

19 “XXX” Professor

NGOs No. NAME POSITION

Open Society Fund BiH 20 “XXX” Program Coordinator for Education

Educational Center for

Democracy and Human Rights -

CIVITAS BiH

21 “XXX” Pedagogue, CIVITAS Assembly

member / Coordinator

Center for Educational

Initiatives Step by Step

22 “XXX” Executive director

LOCAL EXPERTS No. NAME POSITION


of Philosophy



Faculty of Philosophy

24 “XXX” Professor




of Philosophy


INTERNATIONAL EXPERTS No. NAME POSITION

21PSTEM 26 “XXX” Consultant - PPDM expert

21PSTEM 27 “XXX” Consultant - PPDM expert

NWB Save the Children No. NAME POSITION

NWB Save the Children 28 “XXX” Programme Implementation Manager

NWB Save the Children 29 “XXX” Project Implementation Manager-

ENABLE BIH Project

NWB Save the Children 30 “XXX” Project Coordinator - ENABLE BIH

Project

NWB Save the Children 31 “XXX” Project Assistant - ENABLE BIH

Project



Annex III – List of the STEM Working Group Members

ENABLE BiH - STEM WORKING GROUP MEMBERS

STEM WG

No. BiH LEVEL NAME POSITION

1 BiH Ministry of Civil Affairs “XXX” Department of Education, Head of the

Department for Statistics, Analytics

and Reporting

2 Agency for Pre-School, Primary

and Secondary Education of BiH

“XXX” Advisor for Primary Education

No. ENTITY LEVEL NAME POSITION

3 Ministry of Education and

Culture RS

“XXX” Assisstant to the Minister for

preschool, primary and secondary

education

4 “XXX” Head of the Department for Primary

education – mathematics field

5 “XXX” Professor of Informatics in Primary

school „Vuk S. Karadžić“ in Banja

Luka

6 Federal Ministry of Education

and Science

“XXX” Advisor to the Minister for Legal and

Economic Issues

7 Government of Brcko District “XXX” Director, Primary School Šatorović

No. CANTONAL LEVEL NAME POSITION


Culture and Sport of the Una-

Sana Canton

“XXX” Senior Advisor for Inclusive Education


Culture and Sports, Posavina

“XXX” Biology professor, Primary School

Odžak


Culture and Sports of Tuzla

Canton

“XXX” Department of Education and Science,

Head


Culture and Sport of Zenica-

Doboj Canton

“XXX” Senior Advisor for Education in the

Pedagogical Institute Zenica


Culture and Sport of Central

Bosnia Canton

“XXX” Teacher of Informatics

13 Ministry of Science, Education,

Culture and Sports of Canton 10

“XXX” Assistant Minister




Culture and Sport of West

Herzegovina Canton

“XXX” Teacher of Informatics, Primary

School "Kočerin"


Culture and Sports of

Herzegovina-Neretva Canton

“XXX” Adviser for pre-school and inclusive

education

16 The Ministry of Education,

Science and Youth of Sarajevo

Canton

“XXX” Senior Advisor for mechanical and

transport profession

17 The Ministry of Education,

Youth, Science, Culture and

Sport of Bosnia-Podrinje Canton

“XXX” Adviser for preschool and primary

education

No. PEDAGOCICAL

INSTITUTES

NAME POSITION

18 Pedagogical Institute of the Una-

Sana Canton

“XXX” Senior Advisor for the database

19 Pedagogical Institute of Tuzla

Canton

“XXX” Advisor for Education

20 Pedagogical Institute Zenica “XXX” Advisor for Education

21 Pedagogical Institute Mostar “XXX” Adviser for Chemistry and Biology

22 Pedagogical Institute of Sarajevo

Canton

“XXX” Adviser for Biology

23 Pedagogical Institute of Bosnia-Podrinje Canton

“XXX” Director of the Pedagogical Institute, Master of Chemical Sciences

24 Institute for School Affairs

Mostar

“XXX” Advisor for Biology

25 Pedagogical Institute RS “XXX” Educational inspector – Advisor for

chemistry

26 Government of Brcko District,

Department of Education,

Pedagocical Institution

“XXX” Senior Advisor for Primary Education

No. NGOs NAME POSITION

27 UNICEF in BiH “XXX” Education officer

28 Educational Center for

Democracy and Human Rights - CIVITAS BiH

“XXX” Biology professor at the Gymnasium

Fra Grga Martic in Mostar

29 OSCE Mission to Bosnia and

Herzegovina

“XXX” National Programme Office, Access

and non-discrimination

No. UNIVERSITIES/FACULTIES NAME POSITION

30 Faculty of Mathematics and

Science, University of Sarajevo

“XXX” Associate Professor at the

Department of Chemistry (Teaching Methods of Chemistry)



31 Faculty of Natural Sciences and

Education, University of Mostar

“XXX” Senior Assistant at the School of

Informatics and Assistant Dean for

Student Affairs

No. LOCAL EXPERTS NAME POSITION

32 Faculty of Mathematics and

Science, University of Sarajevo

“XXX” Full Profesor / Expert in Mathematics

33 Faculty of Natural Sciences,

International University of

Sarajevo

“XXX” Associate Professor / Expert in

Mathematics

34 School of Economics and

Business Sarajevo

“XXX” Full Professor / Expert in

Mathematics

35 School of Science and

Technology (SSST)

“XXX” Professor Emeritus / Expert in Physics

36 Faculty of Science, University of

Sarajevo

“XXX” Full Profesor / Expert in Chemistry


Sarajevo


Biology


Sarajevo


Biology


Sarajevo

“XXX” Full Profesor / Expert in Geography

40 Faculty of Electrical Engineering,

University of Sarajevo


informatics

41 Agency for Pre-School, Primary

and Secondary Education of BiH

“XXX” Head of the department for CCC in

pre-primary, primary and secondary

general education

No. INTERNATIONAL

EXPERTS

NAME POSITION

42 21PSTEM “XXX” Cofounder and President of 21PSTEM

43 21PSTEM “XXX” Math Curriculum Specialist

44 21PSTEM “XXX” Engineering, Physics and Math Expert

45 21PSTEM “XXX” Science Curriculum Specialist

46 21PSTEM “XXX” K-12 Math Curriculum and Learning

Outcomes Expert

47 21PSTEM “XXX” Curriculum and Learning Outcomes

Expert

48 21PSTEM “XXX” K-12 Biology Education Expert

49 21PSTEM “XXX” K-16 Chemistry Education Expert

No. NWB Save the Children NAME POSITION

50 NWB Save the Children “XXX” Programme Implementation Manager

51 NWB Save the Children “XXX” Project Implementation Manager-

ENABLE BIH Project



52 NWB Save the Children “XXX” Project Coordinator - ENABLE BIH

Project

53 NWB Save the Children “XXX” Project Assistant - ENABLE BIH

Project

45

.

Annex IV – Tabular Overview of the Project Activities for the Second Year Per Months

Task Staff 12 1 2 3 4 5 6 7 8 9

10

11

12 Outputs/Benchmarks

Sep

Oct

Nov

Dec

Jan

2018.

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Project Management

Finalize recruitment of key staff

and procurement of office

equipment

Finance and

Support

Services

Director

Support

Services

Coordinator

All staff recruited and in

office

Set up Expert Working Group

for STEM and Expert Working

Group for PPDM

Project Manager

Program

Implementation

Manager

Education

Set up a Coordination

Mechanism for ENABLE -

Project Advisory Board (PAB)

with relevant B-H institutions

(MoCA, APOSO, HEA, Federal

MoE, MoE RS) to ensure

ownership over the intervention

and hold regular periodical

meetings

Project Manager

Program

Implementation

Manager

Education

Project Advisory Board

established with all

relevant stakeholders

participating

Page | 46 *For the purpose of uploading documents to the DEC, all personal information and pictures were removed and replaced with “XXX”

Prepare and sign MoUs with

APOSO and HEA and other

governmental and institutional

partners (cantonal ministries of

education and

Universities/Schools)

Project Manager

Project Officer

CD

MoUs signed for the

implementation of

ENABLE B-H

IR 1: IR1: Develop operational teaching curricula for Mathematics based on existing Student Learning Outcomes and the Common

Core Curricula

Set up a Working Group for

STEM based OTC development

with relevant sub-groups for 3

triades (9 grades) and secondary

general education (up to 40

participants)

Program

Implementation

Manager,

Project Manager

Project Officer

Expert Working Group

established with

international and local

experts

Fact finding mission by US

experts partner to carry out a

series of meetings with

stakeholders and gather

information from the ground

US partner

Fact finding mission

completed, relevant

information gathered and

analysis carried out

Organize and hold 4 Periodical

Meetings STEM WG

Project Manager

Project Officer

US partner

Expert Working Group

meets regularly

Draft STEM based OTC for 3

triades (9 grades) and

secondary general education

STEM EWG, US

partner, Project

Manager

STEM based Operational

Teaching Curricula for

primary school drafted

Send draft STEM based OTC to

PAB and relevant stakeholders

for review

Project Manager

Project Officer

Advocacy

Specialist

Draft STEM based

Operational Teaching

Curricula for primary

school reviewed and

approved by PAB


Organize and hold at least 6

consultation sessions with wider

working group throughout the

country to discuss the draft

OTC and identify adjustments

neded

Project Officer

Project

Manager, STEM

EWG

Advocacy

Specialist

Consultations held with a

wide group of

stakeholders across the

country

Review, adjustments and

finalization of draft OTC

STEM EWG, US

partner

Draft STEM based OTC

finalized

Develop Implementation

Guidelines

US partner,

STEM EWG

Implementation guidelines

developed

Develop Manuals for teacher

trainings

US partner,

STEM based

EWG

Manuals for teacher

trainings developed

Submission of Draft STEM based

OTC, Implementation

Guidelines and Manuals for

consideration to relevant

authorities and endorsement

CD

Advocacy

Specialist

Draft STEM based OTC,

Implementation Guidelines

and Manuals submitted

Layout, printing and distribution

of Curricula, Implementation

Guidelines and Manuals

Project

Manager,

Project Officer,

Communication

s Officer

Documents designed,

printed and distributed

Final event to present draft

STEM based OTC and

accompanying documents

Project

Manager,

Project Officer,

Advocacy and

New Business

Initiatives

Manager

Visibility of project and its

outcomes ensured

Awareness of new OTC

raised among education

professionals

General public informed

about the reform


Communication

Officer

Advocacy

Specialist

Develop and prepare a ToT for

educational professionals to roll

out the new STEM based OTC

STEM based

EWG

Roll-out the ToT to at least 30

professionals from across B-H

(two 5-day trainings)

STEM based

EWG

IR2: Design Standards and Operational Guidelines for Implementing PPDM-related courses across all teacher studies programs

Set-up WG for PPDM related

courses with relevant sub-

groups (up to 20 members)

Program

Implementation

Manager,

Project Manager

Project Officer

PPDM EWG set up

Fact finding mission by US

experts/PPDM partner to carry

out a series of meetings with

stakeholders and gather

information from the ground

US partner,

PPDM EWG

PPDM US expert

completed fact finding

mission and gathered

relevant information

Organize and hold 3 Periodical

Meetings of PPDM WG

US Partner,

PPDM EWG

Project

Manager,

Project Officer

3 meetings of PPDM WG

held


Draft standards and operational

guidelines for PPDM related

courses including

recommendations for

integration of standards and

operational guidelines in all

relevant courses/modules

US Partner

PPDM EWG

Standards and operational

guidelines for PPDM

related courses drafted

Send Standards and operational

guidelines to PAB and relevant

stakeholders for review

Project Manager

Standards and operational

guidelines for PPDM

related courses approved

by AB

Organize and hold at least 3

consultation sessions with wider

working group in relevant

locations (Universities) to

discuss the draft standards and

operational guidelines and

identify adjustments neded

PPDM EWG

Project

Manager,

Project Officer

Consultations on

standards and operational

guidelines for PPDM

related courses held with

a wide group of

stakeholders across the

country

Review, adjust and finalize

standards and operational

guidelines

PPDM EWG Finalized standards and

operational guidelines

Submit PPDM standards and

operational guidelines to

relevant stakeholders for

consideration and endorsement

CD

Advocacy

Specialist

PPDM standards and

operational guidelines

submitted to relevant

stakeholders for

consideration and

endorsement

Layout, printing and distribution

of Standards and Operational

Guidelines for PPDM

Project

Manager,

Project Officer,

Documents designed,

printed and distributed


Communication

s Officer

Final event to present Standards

and operational guidelines for

PPDM related courses

Project

Manager,

Project Officer,

Advocacy and

New Business

Initiatives

Manager

Communication

Officer

Advocacy

Specialist

Visibility of project and its

outcomes ensured

Awareness of PPDM

standards raised among

professional audiences

General public informed

about the reform

Outline training program and

certificaton for PPDM related

courses for university

professors/teaching assistants

PPDM EWG

Project

Manager,

Project Officer

Monitoring and Evaluation

Baseline analysis MEAL Specialist Baseline data available and

analyzed

Endline analysis MEAL Specialist Endline data available and

analyzed

M&E

Reporting

Finance Officer

Project

Manager,

Finance and

Support

Services

Reports compiled, drafted

and submitted to donor


Director

Program

Implementation

Manager

Documentation

Communication

s Officer,

Advocacy and New Business

Development

Manager

Processes, lessons

learned, success stories documented