FINAL NARRATIVE REPORT - pdf.usaid.gov

ENHANCING AND ADVANCING BASIC LEARNING AND EDUCATION IN

BOSNIA AND HERZEGOVINA

This report is made possible by the generous support of the American people through the United

States Agency for International Development (USAID). The contents of this report do not necessarily

reflect the views of USAID or the United States Government.

ENHANCING AND ADVANCING BASIC LEARNING AND EDUCATION IN BOSNIA AND

HERZEGOVINA – ENABLE BiH

FINAL NARRATIVE REPORT

For the period September 2016 – September 2020

Submitted December 24, 2020

*For the purpose of uploading documents to the DEC, all personal information and pictures

were removed and replaced with “XXX”

ENHANCING AND ADVANCING BASIC LEARNING AND

EDUCATION IN BOSNIA AND HERZEGOVINA

Cooperative Agreement No AID-168-16-000001



Table of Contents

LIST OF ACRONYMS ............................................................................................................. 4

EXECUTIVE SUMMARY......................................................................................................... 5

ABOUT THE PROJECT ENABLE BiH .................................................................................. 8

I. Purpose of the Project ...................................................................................................... 8

SECTION I .............................................................................................................................. 11

I. Analysis of Progress and Results ................................................................................... 11

A. Development of STEM and PPDM documents ....................................................... 11

II. Impact Analysis for the ENABLE BiH phase II ........................................................... 44

A. Monitoring and Evaluation ........................................................................................ 45

SECTION II – FINAL DATA, COMPARED TO BASELINE DATA FOR ALL

INDICATORS INCLUDED IN THE MONITORING AND EVALUATION PLAN ......... 47

SECTION III – SUMMARY OF PROBLEMS/OBSTACLES ENCOUNTERED AND HOW

THESE WERE ADDRESSED/OVERCOME IF APPROPRIATE ........................................ 51

SECTION IV – LESSONS LEARNED, BEST PRACTICES AND OTHER FINDINGS

FROM PROGRAM, ALONG WITH RECOMMENDATIONS FOR FUTURE

PROGRAMMING ................................................................................................................... 53

SECTION V – A COMPARISON OF ACTUAL EXPENDITURES WITH BUDGET

ESTIMATES, INCLUDING ANALYSIS AND EXPLANATION OF COST, OVERRUNS

OR HIGH UNIT COSTS, AND ANY OTHER PERTINENT INFORMATION ............... 55



LIST OF ACRONYMS

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

BiH Bosnia and Herzegovina

CCC Common Core Curriculum

ECCD Early Childhood Care and Development

ENABLE Enhancing and Advancing Basic Learning and Education

EU European Union

EWG Expert Working Group

HEA Agency for Development of Higher Education and Quality Assurance of

Bosnia and Herzegovina

IE Inclusive education

INGO International Non-Government Organization

LO Learning-outcomes

LoE Level of Effort

MEAL Monitoring, Evaluation, Accountability and Learning

MIS Management Information System

MoCA Ministry of Civil Affairs

MoE Ministry of Education

MOU Memorandum of Understanding

NWB Northwest Balkans

OSCE Organization for Security and Co-operation in Europe

OTC Operational Teaching Curriculum

PAB Project Advisory Board

PISA Program for International Student Assessment

PPDM Pedagogy, Psychology, Didactics and Teaching Methods

RS

SAA

Republic of Srpska

Same as Above

SAR Special Administrative Region

SC Save the Children

SLO Student Learning Outcome

STEM Science, Technology, Engineering and Mathematics

TE Teacher Education

TIMSS Trends in International Mathematics and Science Study

ToT Training-of-Trainers

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

WG Working Group



EXECUTIVE SUMMARY

The ENABLE BiH project successfully

supported much needed education reform in

BiH. BiH reform was designed to meet its full

potential and prevent it from lagging further

behind other European nations in meeting its

economic and social needs.

While the project had many successes, major

accomplishments included delivering

improved STEM teaching and learning to over

2,500 students. For example, 77.78% of primary school students1 who participated in

SC´s internal evaluation stated they learn

STEM subjects easier with the STEM teaching

approach. Simultaneously, 75% of surveyed high school students2 answered that learning

STEM subjects is more comfortable through

the STEM teaching approach because it

connects different school subjects and

presents a practical approach to teaching and learning.

Equally importantly, more than 90% of surveyed students3 reported a change in their

perspective about STEM4, including more positive attitudes and opinions about STEM subjects

and careers.

When it comes to support to teachers, total of 326 teachers, master trainers, educators, and

other education representatives were trained on the roll-out of the new STEM Operational Teaching Curricula. In the project’s last year, more than half of the teachers5 reported

teaching more than 25% of the classes/extracurricular activities through the STEM teaching

approach.

Through in-depth interviews conducted

with representatives of master trainers and

teacher’s coordinators, the trainers and

coordinators stated they feel that students

show/express more interest in what they are

teaching. They also stated that students

clearly see the benefits of learning,

compared to when they were not familiar

with the STEM approach. They state that

1 Research was conducted on a convenience sample of primary and secondary schools in Sarajevo Canton, Herzegovina -

Neretva Canton, and Brcko District. The total sample size was 132 students (76 female and 56 male). 2 Research was conducted on a convenience sample of primary and secondary schools in Sarajevo Canton, Herzegovina - Neretva Canton, and Brcko District. The total sample size was 78 students (53 female and 25 male). 3 A total sample of 210 primary and high school students took part in the survey. 4 As per defined PIRSs in MEL plan, positive answers (agree or strongly agree on 5 points Likert Scale) on 60% (or more) of

questions related to changes in perspective about STEM would mean positive change regarding preference to STEM has

occurred. Given the indicator measured change and there is no baseline data, questions were formulated to measure changes

in relation to the previous period. The questions included “Compared to grade before I was taught STEM, this subject became

more interesting: math, physics, biology, chemistry, geography, (higher grade children)/math, nature and society, my

environment”. 5 Out of the 109 teachers who have reported on STEM implementation in ENABLE Year 4, 52% or 57 (42 F/15M) report

teaching more than 25% of the classes/extracurricular activities through STEM teaching approach.



through the ENABLE project, students had

the opportunity to combine their knowledge to

develop not only productive but also logical,

innovative, and creative thinking while

teachers enhanced interdisciplinary

cooperation.

As well, school management representatives

pointed out ENABLES’s relevance lies in the

fact students acquired knowledge that will

help them be more competitive when

enrolling into faculty and entering the labor

market.

The ENABLE BiH project was

implemented in two phases from September

2016 to September 2020. The project

initiated the development of conditions

necessary to establish a PPDM-centered classroom approach for integrated STEM teaching. In

the first phase, the aim was to produce a set of Pedagogy, Psychology, Didactics and Teaching

Method (PPDM) and STEM documents that would enable the transformation of traditional

teaching methods based on memorization and reproduction of memorized content. This was

achieved with the assistance of a US partner that shared know-how and best practice models.

Phase I main deliverables included the following documents: Draft Operational Teaching

Curriculum (OTC) for STEM Proficiencies based on the Common Core Curriculum (CCC)

defined by Learning Outcomes; Operational Guidelines for Implementation of OTC for STEM

Proficiencies; Teachers Training Manual for Implementation of OTC for STEM Proficiencies:

Standards of Qualification for PPDM Education of Teachers in Bosnia and Herzegovina;

Operational Guidelines for Applying the Standards of Qualification for PPDM Education of

Teachers in Bosnia and Herzegovina; and, Resource Manual for PPDM University Professors.

Based on the developed materials, a training program was developed and rolled out in different

forms (training of trainers/mentors, training for model schools, refresher trainings) for 326

teachers, master trainers and education representatives in various training programs that built

competencies of teachers/educators so that they could roll-out the new OTC for STEM.

ENABLE Phase II modeled integrated STEM teaching in 12 selected model schools in

Sarajevo Canton, Herzegovina Neretva Canton, Brcko District, and Republic of Srpska. During

two school years, the STEM-integrated teaching was implemented in 7 out of 12 schools.

Through seven model schools, the project benefited 1,304 boys and 1,252 girls. Unfortunately,

the five model schools that were equipped and enabled with the STEM-related training program

could not incorporate the STEM-integrated teaching into the regular curriculum. Lack of

institutional support from the educational authorities in the Republika Srpska meant changes

were not made in the regular curriculum, but instead schools were only able to introduce it

through clubs and the non-formal curriculum.

More than half of the teachers surveyed through SC’s internal evaluation reported using active

STEM techniques in their classes and extracurricular activities1. Also, more than 90% of

surveyed students2 reported a change in their perspective of STEM, including more positive

attitudes and opinions on STEM subjects and STEM careers. Students now enjoy studying

STEM classes more than in the past and consider STEM careers more often compared to when

their teachers were using traditional teaching methods.

“I was not aware of the interconnectedness of

different sciences until we started using the STEM

approach in teaching. I gained a lot of new and useful

knowledge.”

Student (18, Sarajevo)



Through the partnership with three main faculties for mathematics and natural sciences in

Banja Luka, Mostar, and Sarajevo, three STEM Centers of Excellence have been established.

The Centers’ aim is to improve pre-service training in STEM disciplines including emphasizing

the importance of STEM integrated teaching. In addition, the partnerships will build links with

other education institutions and promote STEM studies among prospective students.

Through collaboration with RoboKids of the EXIT Centre Banja Luka and Intera

Technological Park Mostar, informal STEM education centers were established. These centers

provided additional educational opportunities for 464 children and youths in the Banja Luka

and Mostar areas.

Promotion of STEM integrated teaching in BiH education systems was also part of the

ENABLE BiH activities. Intensive public campaigns, networking, and promotional activities

were implemented throughout the project. The final ENABLE on-line promotional activity on

STEM integration best practice and project achievements through an online campaign reached

over 405,000 people with videos, infographics, and success stories while a catalog of best

STEM class lesson plans was compiled and widely shared with the educational community.

In terms of project challenges, the implementation of programming in model schools in

Republika Srpska finally resumed in November 2019, after successful meetings between

USAID representatives and educational authorities in Republika Srpska. The request from the

Pedagogical Institute was the STEM ToT would be conducted first for Pedagogical Institute

advisors and then the formal endorsement/approval for STEM integrated teaching would be

provided for five model schools and the associated refresher trainings for their STEM teachers.

The project team planned to implement STEM-integrated teaching in the second semester of

the 2019/2020 school year in the Republika Srpska model schools. Unfortunately, the COVID-

19 pandemic hindered these plans, so the implementation was limited to extracurricular

implementation only and the refresher trainings (4 out of 5) were completed in September 2020.

The COVID-19 outbreak led to a lockdown and closure of educational institutions in mid-

March, which affected project implementation to a certain extent. To tackle the challenge,

COVID-19 adaptation activities were presented to USAID in the Activity Risk Mitigation

Plans. These plans included: online meetings and webinars, the use of 3D printers donated

through ENABLE BiH for the creation of personal protective equipment for frontline workers

during the COVID-19 initial lockdown, organization of different online STEM competitions

in schools, procurement of IT equipment, and distribution of PPE and hygiene products for

schools and universities. ENABLE showed how STEM-based teaching approaches could be

adapted to respond quickly to crises and changed work modalities.

The internship activities with the STEM-related companies for students in the final years of

primary and secondary schools were, unfortunately, most affected by COVID-19 pandemic,

and were cancelled. However, relationships were established and agreements signed with a

number of leading local companies and these will be leveraged for further promotion of STEM

professions and STEM education in Bosnia and Herzegovina as the business sector

demonstrates great interest in supporting necessary reforms in the education system.



ABOUT THE PROJECT ENABLE BiH

I. Purpose of the Project

The project's overall purpose was to contribute to the improvement of learning outcomes in

primary and general secondary education in BiH. Specifically, Phase I of the ENABLE-BiH

project was to help BiH students acquire key competencies necessary to participate in a

knowledge-based economy and become future drivers of the country's economic development.

Building on the program’s phase I objective, phase II implementation focused on advancing

USAID's goals of improving STEM education in Bosnia and Herzegovina by implementing

the new Operational Teaching Curriculum in schools and rolling out new standards and

guidelines for improved STEM teaching methods in pre-service university programs.

ENABLE-BiH was based on two key components: Science, Technology, Engineering, and

Mathematics (STEM) and Pedagogy, Psychology, Didactics, and Teaching Methods (PPDM).

The focus on these components resulted from the need to change both the approach to learning

and teaching students in primary and general secondary education in BiH where, historically,

the focal point has been on lecturing, memorizing and reproduction. There is a need to shift to

modern and innovative educational approaches.

The need to shift the educational paradigm is critical for successful lifelong learning in BiH.

The dynamic combination of cognitive and meta-cognitive skills, knowledge and

understanding, communication, intellectual and practical skills, and ethical values enables

individuals to actively participate and work in the STEM subjects, and to respond to the needs

of a growing STEM industry and labor market.

The education process where students are the center requires changing teachers’ roles from

those who “teach lessons” to those who facilitate learning. This shift will improve learning by

encouraging students to develop a higher level of thinking, independent learning and problem-

solving skills; ensuring better engagement of students in the learning process; and, establishing

more quality interaction of students with their peers, teachers, and the subject matter. It will

also enable students to conduct research, inquire and find answers independently, think

critically, and apply what they have learned. By increasing teachers’ PPDM competencies, they

will better use teaching methods and active approaches to gain knowledge, skills and attitudes

in order to improve learning outcomes.

Therefore, the primary purpose of ENABLE’s PPDM pillar was to increase and harmonize

quality standards. It also aimed to align training programs for future teachers in the pedagogical

group of subjects during their initial training at teachers’ faculties, and at other faculties whose

graduates receive additional pedagogical training to work as teachers in primary and secondary

schools. Additionally, it anticipated increasing the quality of the educational-pedagogical

process and learning outcomes in BiH.



Figure I: Phase I Schematic Overview



Figure 2: Overview of Phase II Key Activities and Deliverables6

Figure 3: Phase II Intervention Sites

6 The number of educational professionals to attend the Training for STEM-PPDM trainers-mentors in June/July 2018, was

initially 25 (as planned per the original Project Application); with the cost extension, it was increased by 48, totaling 73

attendees. The organizing and implementing of ToT occurred during Project Phases I and II.



SECTION I

I. Analysis of Progress and Results

A. Development of STEM and PPDM documents

STEM-related project pillar deliverables

Key STEM deliverables:

Draft Operational Teaching Curriculum (OTC) for STEM Proficiencies based on the

Common Core Curriculum (CCC) defined in Learning Outcomes;

Operational Guidelines for Implementation of OTC for STEM Proficiencies; and

Teachers Training Manual for Implementation of OTC for STEM Proficiencies

The STEM documents were created in a highly participatory, comprehensive and multi-

perspective manner, with strong local ownership by the relevant educational institutions. Thus,

with STEM-related ENABLE BiH project deliverables, a solid foundation for STEM education

was set. The STEM framework as presented in the three documents provides thorough

guidance with regard to: how to connect six STEM disciplines between or among each other;

how to connect them to the relevant knowledge-based economy (KBE) sectors; and, how to

link education to the economy from an early stage of schooling to enable a deeper

understanding of where different subjects fit in real life and why its adoption and application

are significant and critical. The framework provides an array of links between education areas,

components, indicators and outcomes and demonstrates how they help achieve quality STEM

education and, subsequently, long-term benefits for the country's economy. Particular attention

was paid to creating documents and a STEM framework that supports implementation in

practice, with a number of concrete examples ranging from community-based STEM projects,

STEM weeks, lessons, experiments and investigations that can immediately be applied by

using the existing curricular content. The guiding principle of a knowledge-based economy

pervades all the STEM documents and is built in the foundation of each document.

The STEM documents were developed through a collaborative and consultative work process

that involved: university professors in Sarajevo, Mostar, Banja Luka, Zenica and Tuzla; experts

from the United States of America – 21st Century Partnership for STEM Education;

representatives of all key institutions in BiH – BiH Ministry of Civil Affairs, Agency for Pre-

school, Primary and Secondary Education BiH, Agency for Development of Higher Education

and Quality Assurance BiH; all 12 Entity and Cantonal Ministries of Education in BiH, as well

as the Education Department of the Brčko District Government; seven pedagogical institutes;

and, representatives of five civil society organizations, international cooperation organizations

and schools in BiH (OSCE, UNICEF, OSF BiH, CIVITAS, Center for Educational Initiatives

“Step by Step”). The last step in finalizing the STEM and PPDM documents is their review

and approval by the Project Advisory Board comprised of 16 representatives from key

education institutions in BiH, after which the BiH Ministry of Civil Affairs recommend that all

the authorized education institutions in BiH use these documents.

Below, please find a detailed presentation of the STEM documents produced within this project

component of ENABLE BiH:



1) The goal of the Draft

Operational Teaching

Curriculum (OTC) for

STEM Proficiencies

based on the Common

Core Curriculum (CCC)

defined in Learning

Outcomes (hereinafter:

Draft OTC for STEM

Proficiencies) is to

integrate different STEM

disciplines that are taught

separately in the existing

BiH education system

hence improving

students’ functional

knowledge. The Draft

OTC covers six

disciplines Mathematics,

Biology, Chemistry,

Geography, Physics and

Information Technology.

The guide moves away

from the approach that

students will only

memorize unconnected

facts towards higher

levels of learning where students can understand taught concepts, and apply and analyze. The

Draft is based on the CCC defined in learning outcomes for all six STEM disciplines, made by

the Agency for Preschool, Primary and Secondary Education (APOSO).

A very significant characteristic of the Draft OTC for STEM Proficiencies is that it is founded

on the knowledge-based economy (KBE). It also provides strong and direct links with how

different subjects are related and how they contribute to distinct KBE sectors, particularly those

relevant to BiH’s futher economic development potential.

Together with the accompanying documents - Operational

Guidelines for Implementation of OTC for STEM Proficiencies

and the Teachers Training Manual for Implementation of OTC

for STEM Proficiencies – the OTC for STEM Proficiencies

strives to provide more effective ways of creating curricula and

to provide necessary guidelines and tools to teachers for

planning and implementing, and, also, to monitor and evaluate

students’ achievement. In order to establish a direct link

between education and the growing STEM industry that will

require a workforce with a high level of STEM competencies,

the learning outcomes in the Draft OTC for STEM Proficiencies

within one/between several STEM subjects have been directly

linked with the selected sector of the knowledge-based

economy in BiH.

Experts’ views

The goal of the Reform Agenda is to achieve "a comprehensive

structural reform in order to maintain macroeconomic stability and

foster growth and competitiveness… The transition to STEM

education requires a change in the individual philosophy of

students, a new organizational culture of the society in general,

and, in particular, the academic institutions. Therefore, the STEM

movement is a long-lasting social process. Its essence requires that

the knowledge gained through the ENABLE BiH project is

constantly expanding not only in the field of education, but also in

the society as a whole. Bosnia and Herzegovina needs the STEM

movement as a framework for constantly reviewing its experiences

in creating a society and knowledge economy. Thanks to this

project, a solid foundation has been created.” Miloš Trifković, PhD, Academician"

Teaching physics in conjunction with other STEM disciplines is

important for better understanding of the phenomenon and

content of certain areas of the economy that our country wants to

develop since economic development in the future should be based

on knowledge. This specific knowledge should be provided to the

generations of school children now educated in our schools and

those who will be educated in the future, providing an innovative

educational approach of which STEM is a part. Only in this way

will quality professionals be educated in the country; they are

needed for the development of a knowledge-based economy." Lamija Tanović, PhD, member of the STEM expert group.



2) Operational Guidelines for Implementation of OTC for STEM Proficiencies (hereinafter:

Guidelines) provides steps on how to use the draft OTC for STEM proficiencies. The guidelines

are intended for all teachers interested in an innovative approach to learning and teaching and

educational decision-makers as a guide to changing the paradigm of teaching and defining new,

correlated and integrated curricula. This document explains the methodology of the Draft OTC

for STEM proficiencies development, the content of the Draft OTC for STEM Proficiencies,

as well as the link between the existing documents: the existing curriculum, CCC and OTC for

STEM Proficiencies. Additionally, it provides guidelines on how to use them in teaching and

when developing new curricula based on learning outcomes.

3) Teachers’ Training Manual for Implementation of OTC for

STEM Proficiencies is intended to serve as a basis for the

professional development of teachers. It aims to strengthen their

competencies in the application of learning methods based on

learning outcomes during the teaching process in STEM

disciplines. The document’s main goal is to provide ideas and

guidelines for a more creative and innovative approach to the

teaching of natural science subjects (Biology, Chemistry,

Physics, Geography), Mathematics, Technique and Information

Technologies. In this way, teachers will be prepared for

upcoming changes of curricula focused on learning outcomes,

and will improve their competencies and teaching approach. A

special focus is placed on teaching methods and strategies

characteristic of STEM education and represents an integrative approach to the teaching of

natural sciences, mathematics and technology.



Bearing in mind the importance of

the preparation of teachers in the

areas of pedagogy, psychology,

didactics and teaching methods

(abbreviated PPDM education), the

manual is designed to strengthen

teachers' competences from a

narrower professional area / scientific

discipline, through examples of

innovative preparations for teaching

activities and examples of STEM

projects. It also offers didactic

guidelines as well as guidelines for

teaching methods related to different

aspects of their work. It explains how

the integrated annual, semi-annual

and monthly plans based on learning

outcomes and topics from the

curriculum for all STEM subjects can

be developed; how to organize daily

lessons; in which ways students can

be further motivated to participate in

teaching activities; and, how to

evaluate learning outcomes and give

feedback to students.

As a result of cooperation between

more than 25 local and international

university professors, experts in

STEM scientific disciplines, extensive draft STEM documents containing almost 2000 pages

of material have been developed to lay the foundations for improving learning outcomes in the

area of natural sciences, technology, engineering and mathematics in primary and general

secondary education in BiH. The documents were discussed and revised at their different

stages, during four meetings of the extended STEM Working Group (WG), consisting of more

than 30 representatives of Ministries of Education and Pedagogical Institutes, agencies and

non-governmental organizations from all parts of Bosnia and Herzegovina. These

representatives provided input, comments and guidance regarding the content, structure,

relevance and application of the draft documents in schools.

The methodology for the development of the STEM documents included a:

Core expert team consisting of ten local experts (three Mathematics experts, one

Physics expert, one Chemistry expert, one Geography expert, two Biology experts, two

Technology and Engineering experts) and the expert STEM team from the USA project

partner 21P STEM. The core expert team produced the first version of the Draft OTC

for STEM Proficiencies based on CCC, and, later, the Implementation Guidelines and

Teacher Training Manual, as a preliminiary platform and draft documents for

presentation to the STEM WG. The core team, composed of local and international

experts, produced solutions and proposals for the aforementioned documents and

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

input, and recommendations.

Experts’ views continued

"'Chemistry Education', according to the traditional

methodology of teaching, is based on observation of matter

in order to understand basic principles in chemistry; in

other words, it reflects the focus on substances, while the

so-called 'Education in Chemistry' puts human activity at

the center of attention. The impact of chemistry in

everyday life is expanding enormously by offering

information and solutions to various global challenges such

as environmental concerns, various diseases, energy

sources. The problems we face in our globalized society

are multidisciplinary and many require the integration of

multiple STEM concepts to solve them. Science and

technology in today's world are developing so rapidly that it

makes no sense to insist on knowing the abundance of

facts; it is better to prepare students for an

interdisciplinary understanding of big concepts, to learn

better to analyze information, to draw conclusions on

them, and to prepare and conduct research and

experiments, because that is the essence of the scientific

method and scientific work. The gradual integration of

traditional and new methods such as the STEM approach

will result in continuous improvement in teaching and

learning chemistry so that it is tailored to a changing

world.“

Milka Maksimović, PhD, member of the STEM expert

group, explains the change of the paradigm in the field of chemistry.



The STEM WG consisted of the representatives of BiH educational institutions

appointed by their respective institutions, which were also the signatories of the

Memorandum of Understanding with Save the Children for cooperation on ENABLE

BiH project implementation.

The selection of the local STEM expert group was based on a public call and targeted university

professors and/or assistants with a minimum of ten years of teaching experience in relevant

fields and subjects; experience with curriculum development, knowledge and understanding of

the STEM approach and the possibilities of its application in BiH; published work in

international and national journals; participation in international and national conferences;

experience participating in similar working groups; and fluency in the English language. At the

selection process end, the STEM expert group was finalized to include: three experts for

Mathematics, one for Geography, one for Chemistry, one for Physics, one for Biology, and two

for IT. A list of the STEM Core Expert group is available in the list of attachments.

Ms. Marija Naletilić, Head of the Department for CCC in BiH from APOSO was also included

in the STEM core expert group to facilitate their work and make sure the development of OTC

for STEM proficiencies was fully aligned with the CCC, as well as other relevant documents

and processes developed by APOSO.

The STEM WG was established in addition to the core expert team, consisting of participants

from all relevant educational institutions and organizations. Guidelines put forth in theTerms

of Reference for the STEM WG members were followed to ensure the appointment of

representatives with the necessary knowledge and expertise as demonstrated by their

professional standing, scientific-research, as well as any advisory and practical work and

engagement in the educational-pedagogical process in primary and general secondary schools.

The requirements included: participation in working groups for the development of the CCC

defined in learning outcomes for primary and secondary education, and practical experience in

educational-pedagogical areas relevant to STEM subjects. The criteria was set this way to

ensure the STEM WG could provide substantial, constructive input and comments to the

produced documents that would increase their adaptation to and subsequent implementation in

the local context. A list of the STEM WG members is available in the list of attachments.

The development of the STEM documents was organized through four STEM WG meetings

that took place from June to October 2017 involving the STEM core expert team, US expert

team from the partner organization 21P STEM and the members of the extended WG.

After the preparation of the final draft of STEM-related documents, from November 29 to

December 27, 2017, a series of six consultative sessions were organized in Sarajevo, Mostar,

Tuzla, Brcko, Bihac and Banja Luka. The STEM-related documents were presented to and

reviewed by the BiH education professionals. The six consultative sessions were attended by



345 professionals. The

consultative sessions were

organized by Save the Children

with a high level of participation

of the core expert team.

The response for participation in

the consultative sessions was

higher than initially planned

(120 participants planned). The

higher attendance demonstrated

the strong interest of the

professional public in education

reform processes.

The final documents were

endorsed by the members of the

extended WG as official

representatives of the

educational institutions as well

as the Project Advisory Board

(PAB).

PPDM-related project pillar

deliverables

Key PPDM deliverables:

Standards of Qualification for PPDM Education of Teachers in Bosnia and

Herzegovina;

Operational Guidelines for Applying the Standards of Qualification for PPDM

Education of Teachers in Bosnia and Herzegovina; and

Resource Manual for PPDM University Professors.

The PPDM documents were created combining international practices and local context in an

effort to set a strong foundation for the improvement of university education, both in the PPDM

subjects and other disciplines. In this way, BiH education would move closer to international

standards, enhancing students’ educational and work mobility while increasing the overall

quality of BiH education. The PPDM framework directly contributes to and goes hand-in-hand

with the anticipated STEM education where teachers’ roles will require a shift from the teacher

as lecturer to facilitator of the teaching process. This change is critical for developing

independent thinking and critical analysis, particularly in the STEM fields and industries.

Comments and feedback received from educational stakeholders during consultative sessions:

There were questions about the launch and the manner of

implementation of the Draft OTC in STEM Proficiencies in

schools, for example, how many schools and teachers will

be included and what kind of support the schools will

receive in this process;

It was observed that project-based teaching already in use

was lacking the correlations between/among school

subjects and the draft OTC will exactly address this gap

and enhance further project-based teaching with an

enhanced focus on STEM.

Teachers were concerned about what would be the

changes in their required administrative work if they begin

to implement the STEM approach and new lesson plan

format; will it be supported by the ministry and

pedagogical institute and will they be assured that

introducing STEM in schools will be carefully planned in

cooperation with the local educational authorities;

Participants recommended that the final materials be in a

more user friendly format, preferably in an online form

that would facilitate the usage of the STEM documents

and implementation of STEM in schools. They also

requested assurance that the web application will be

developed to serve teachers along with the printed copies.



As stated in the key document, Standard of Qualification for

PPDM Education of Teachers at Universities in Bosnia and

Herzegovina, initial teacher education is a cornerstone of the

quality of education in each country. The standard of

qualification represents the basis for curricula development. It

is a link that allows the diploma to be recognized on the labor

market, both within the state and internationally. Standard

implies partial qualification, that is, the teachers’ competencies

that each student of the teacher education faculty needs to

acquire during his/her initial education to perform the teacher's

tasks. In addition to teacher competencies within university

education, students acquire more professional competencies

from the field in which they will teach. Only in combination

with the immediate professional and teacher competencies will

the student acquire the opportunity to enter an internship.

The Operational Guidelines for Applying the Standard of

Qualification for PPDM Education of Teachers at Universities

in Bosnia and Herzegovina has been prepared as an

accompanying document. Its purpose is to explain the

conceptual framework of principles, beliefs and values

important for the education of future teachers; to provide

background and context for the need of PPDM education

harmonization at faculties and departments; and, to practically

present the operationalization of the Standard in the teaching

curriculum. The Guidelines describe the process, key

principles, and goals of the development of the Standard of

Qualification for PPDM Education of Teachers at Universities

in Bosnia and Herzegovina.

The Resource Manual for University Professors is an

additional resource to enhance the professional development of

university professors who are working in initial teacher

education. As stated in the manual, successful university

professors, especially those working on initial teacher

education, should demonstrate exactly the skills that students

expect when applying theory to practice independently.

Experienced university professors educating future teachers

need many very specific skills. They must be able to: plan

teaching units and lessons based on research and theory; ensure

that these teaching units and lessons are following the

standards; and choose the best possible teaching methods that

will enable students to achieve the goals of a teaching unit or

lesson along with many other skills that are described in this

manual.



The methodology for the development of the PPDM documents, similar to the STEM

documents, included a:

Core expert group

PPDM Working Group (PPDM WG) consisting of designated representatives

of relevant institutions. The Terms of Reference for the membership in the WG

set the following requirements:

o a thorough understanding of and deep insights into the reform of the education system

in BiH, particularly at the university level;

o knowledge of the content and extent of the existing programs of the initial teachers’

education, as well as the level of their harmonization with modern European trends and

the reform of the curriculum for preschool, primary and secondary education;

o knowledge of the quality of practical teaching within the initial teachers’ education

program;

o practical and theoretical experience in the applicability of PPDM knowledge and skills

in the teaching process in primary and secondary schools, i.e. the quality of teachers’

competencies acquired during their initial education.

Furthermore, it was required that PPDM WG members have knowledge on defining the

standards of education quality, qualifications, expertise, and certification of the education

providers. As well, they were expected to know the accreditation process for higher learning

institutions as well as the certification process of university professors in PPDM courses.

PPDM WG members were appointed by their institutions in accordance with the required

qualifications and competencies. A list of the PPDM members is available in the list of

attachments.



Project deliverables were reached

through three PPDM WG meetings

from March to September, 2017. In

addition to the core PPDM expert

group, consisting of three BiH experts

and their US counterparts, 27

representatives of the extended WG

also took part in the WG meetings.

The overall PPDM WG dynamics were

much different from the STEM WG.

The key reason for this was the

composition of the WGs. The PPDM

WG consisted mostly of academics,

while the STEM WG was composed of

representatives from (non-academic)

educational institutions’ (such as

ministries, pedagogical institutes, and

schools), policy planners, decision-

makers and field practitioners.

Consequently, the PPDM WG work,

discussions, and outcomes were

viewed with much stronger academic

lenses, while the STEM WG had more

practical features. The very nature of

the PPDM group also influenced the

modification of the initially-planned

third PPDM outcome from “Outline

Training Program and Certification for

University Professors on PPDM-

Related Courses” to “Resource

Manual for PPDM University

Professors” as more suitable for the

target audiences and a specific manner

of decision-making at universities.

From November 2017 to February

2018, the developed PPDM documents

were presented to the interested

professional public via consultative sessions.

The general opinion expressed by the participants of the consultation sessions confirmed the

need for the Standards and accompanying documents and the participative manner in which

the documents were developed. PPDM Standards are seen as essential to quality education

across all levels, and as an indispensable part of the educational reforms and requirements the

European Union has set for BiH.

B. Implementation of Training of Trainers and roll-out

Training for STEM-PPDM Master Trainers/Mentors and replication of STEM-PPDM

training/Introductory STEM training in 12 model schools in four model areas (the

Sarajevo Canton, the Herzegovina-Neretva Canton, the Brcko District, and the RS)

Some key findings, inputs and recommendations, as

well as possible challenges, obtained during the

PPDM fact-finding mission include:

Students receive relatively little practical experience

during their initial education;

Teachers require a problem-, context-, research- and

systems-based pedagogy;

Textbooks are very traditional and out-of-date, but

teachers tend to follow them more than curricula;

There is no rigorous admission criteria for teacher

candidates and some are among the weakest secondary

school applicants;

Teacher induction consists of a one-year “internship”

followed by a professional examination;

The structure of university-based teacher education

mirrors that of the schools, not least in terms of lower

primary teachers (years P1–P4) being trained in one

faculty, while upper primary (years P5–P9) and

secondary (S1–S4) teachers are trained in a common

subject-based environment, both for content courses and

teaching-related courses; the rigid division of subjects is

present at this level as well;

There is a serious lack of recognition for the teaching

profession which results in low-performing students

enrolling in Teachers’ faculties or opting for a teaching

career upon university completion (often caused by the

lack of job opportunities in the field for which a

graduate is qualified);

There is a lack of professional development for teachers;

There is a need to retrain experienced teachers and

additional training for new teachers;

The low professional status of teachers is a challenge, as

are teachers not having the highest academic

qualifications, and students moving from university to

university if courses are considered too challenging;

There is a diminishing teacher/student ratio; for the last

seven years, while the population has decreased the

number of teachers has increased.



The STEM expert team, consisting of the leading BiH experts and university professors in

STEM disciplines, developed the methodology, structure and content of the Training for

STEM-PPDM Master Trainers/Mentors. The ENABLE-BiH project team provided thorough

guidance to the expert team on how to structure the training due to its experience and direct

insight into the needs of the educational professionals that would attend the Training for

Trainers (primary and general secondary school teachers, advisors from the Pedagogical

Institutes, APOSO representatives etc.).

The key materials used for the training preparation were previously developed STEM

documents, which were used to develop presentations as well as a number of practical tasks

and workshop activities.

The candidates interested in attending the training for STEM-PPDM Master Trainer/Mentors

were selected on the basis of a public call in April-May 2018. A total 122 applications were

received. A Save the Children internal selection committee reviewed all the applications,

paying attention primarily to the: subject taught; type of school at which the applicant was

teaching (lower primary school, higher/subject primary school or secondary school); and, home

area of the applicant. The latter was important since a slight preference was given to the

applicants from the future STEM model areas – the Sarajevo Canton, Herzegovina-Neretva

Canton, Brcko District and the Republic of Srpska (in order to facilitate replication training as

well as a two-year mentorship program).

The number of applications from the Republic of Srpska was not as planned even though

project staff lobbied with the STEM WG and PAB representatives and wrote to the Minister of

Education and Advisor for the Preschool, Primary and Secondary Education (also a member of

the STEM WG) to appoint the missing candidates from the Republic of Srpska model schools.

The low level of applications was most likely because of the preference of the educational

institutions to have training sessions that focus only on Republic of Srpska teachers and not as

a part of a state-level initiative.

To reach the planned 73 training participants, three rounds of Training of Trainers (ToT) were

organized. The first 10-day training for a new group of STEM-PPDM Trainers/Mentors took

place in Sarajevo, from June 18-22, 2018 (Part I: focused on theoretical concepts and detailed

introductory to STEM and PPDM materials) and from July 9-13, 2018 (Part II: focused on

practicalities-simulations and mentorship) at hotel “Hollywood.” The key outcome of the ToT

was that a group of qualified educational professionals from the STEM model areas gained

deeper understanding of STEM-PPDM, relevant knowledge regarding how STEM can be put

into practice within the current BiH education system and the skills necessary to conduct

replication trainings and train teachers in 12 STEM model schools who will roll-out the STEM

program beginning in September 2018. In total, 42 persons completed the training.

The project team organized a second ToT Training for 25 additional BiH education

professionals to ensure the teachers in model schools would have full and relevant mentors for

their subjects. The second ToT was conducted from December 13 -15, 2018 and December 20-

21, 2018 (two rounds totaling five days).

Thanks to recordings of the first ToT Training (June/July 2018), and the fact the replication

trainings were all successfully completed in all 12 model schools, training days in the second

round of ToT was kept to five. New STEM-PPDM trainers-mentors were provided with an on-

line course (capturing key developments from the first 10-day ToT for STEM-PPDM

Trainers/Mentors from June and July 2018). The second training equipped an additional 25

educational professionals and field practitioners (Sarajevo Canton, Herzegovina-Neretva

Canton and Brcko-District ) with an in-depth understanding of STEM and PPDM



concepts/approaches, concrete methods for implementing and integrating STEM into the

current curriculum and practical tools and guidelines to replicate STEM in the classroom

environment.

“XXX” Participants of the Training for STEM-PPDM Trainers-Mentors

The third and last ToT for STEM - PPDM Trainers/Mentors took place at the Hotel “Bosna”

Banja Luka, February 24-28, 2019. Save the Children organized a 5-day ToT to focus on key

elements and lessons learned from previous trainings and to bring together university

professors/STEM experts and representatives of STEM/PPDM trainers/mentors who provided

practical input of STEM implementation from model schools. The participants were from the

Republic of Srpska, Sarajevo Canton, Herzegovina-Neretva Canton and one Coordinator from

Brčko District BiH - Department of Education. Twenty-nine participants successfully

completed the ToT. After the ToT, participants from Sarajevo Canton and Herzegovina

Neretva Canton joined already established teams of STEM/PPDM trainers/mentors. The third

ToT equipped 33 master trainers/mentors from Republika Srpska as a group of educational

professionals in STEM subjects to support the STEM integration in five model schools in

Republika Srpska.

The key outcome of the ToT sessions was that a group of qualified educational professionals

from the STEM model areas gained a deeper understanding of STEM-PPDM, relevant

knowledge regarding how STEM can be put into practice within the current BiH education

system, and the skills necessary to conduct replication trainings and further train teachers in 12

STEM models.

The trainings covered the following topics:

Introduction to STEM

Presentation of the Common Core Curriculum based on Learning Outcomes

Presentation of the OTC for STEM Proficiencies in general with KBE sectors,

Presentation of the OTC for STEM proficiencies per individual subjects and Analysis

of the OTC per individual subjects

Inter-subject correlations

STEM Lesson Planning

STEM Approach to Project Teaching

Formative Assessment

PPDM Module

Simulation Sessions

Rollout of STEM program at model schools including mentorship

Replication of STEM-PPDM trainings for the teachers who would conduct the STEM program

beginning in the 2018-2019 school year took place August 28-October 6, 2018, in 12 STEM

model schools in Sarajevo, Mostar, Doboj, Bijeljina, Gradiška, Banja Luka and Brčko District.

The trainings were prepared and executed by 42 STEM-PPDM trainers/mentors who

completed the original 10-day training. The secondary model schools were required to appoint

at least 12 STEM subject teachers for the training participation (two Mathematics, two

Chemistry, two Biology, two Geography, two Physics, two IT teachers), while the primary

model schools were required to appoint at least four lower-subject teachers in addition to12

STEM subject teachers, for a total of 16 teachers.



As the key outcome, teachers were trained to conduct STEM lessons within the existing

curriculum as well as STEM projects. They were provided with documents, guidance, concrete

tools, examples and templates to implement STEM lessons, as a basic unit of the teaching

process, and to later advance STEM teaching by implementing STEM projects. They were also

introduced to the mentorship process that was designed to support the STEM implementation

during the first year of the roll-out.

The replication trainings lasted five days. The schedule and content were created by the core

STEM-PPDM experts and simulated by the ToT participants during the last two days of the

ToT. It covered topics and modules of the ToT that were adjusted to a five-day replication

training and smaller groups. It included the following content and topics:

General Introduction to STEM

Common Core Curriculum and STEM OTC

STEM Lesson Plan

STEM Project Teaching

Formative Assessment

Monitoring and Mentoring Process

After setting up the STEM labs and implementation of STEM-integrated teaching during the

ENABLE BiH Phase II first school year (2018/2019), monitoring visits in schools and

discussions with the teachers and mentors, it was evident that additional capacity-building

support would be needed. This was particularly necessary to enhance the teachers' skills in

model schools to utilize the STEM labs' equipment as effectively as possible in their STEM

integrated teaching, particularly 3D printers, robotics, Arduino, etc. Refresher

Trainings/Workshops in Mostar, Brcko and Sarajevo were held in 2019/2020 for 122 STEM

teachers/professors, STEM coordinators, and STEM trainers/mentors. These workshops

provided additional capacity building of STEM teachers and professors. Using STEM labs,

teachers were trained in the use of equipment, didactics and other items. The training was led

by specialists who demonstrated the potential for using specialized equipment, such as 3D

printers, Arduino, and Robotics, in their daily lessons. Trainings were considered by the

participants as very useful.

The refresher trainings/workshops for the Republika Srpska model schools were negotiated

with the Pedagogical Institute of the Republika Srpska to be organized after the ToT for STEM

competencies for the pedagogical advisors. Once the ToT was conducted February 2020, the

refresher trainings for the model schools were scheduled. The first one was conducted in Banja

Luka in March 2020, at the Banja Luka Grammar School. The training was led by the

teacher/mentor from the Maoča (BD) model school. The trainer demonstrated the great

potential for using specialized equipment, such as 3D printers, Arduino and Robotics, in daily



lessons. The training was received

positively and declared useful by

participants. Unfortunately, with the

outbreak of COVID-19 and lockdown, the

replication trainings for the remaining four

model schools were postponed until

August/September 2020. In three out of

four remaining model schools in

Republika Srpska training was conducted

by the teachers/mentors from Brcko

District. The final refresher for the PS

Istocna Ilidza did not happen as the school

management, despite the positive opinion

of the Pedagogical Institute of the

Republika Srpska and initial arrangements

on date and training participants, refused

to hold any trainings on school premises

following the decision of the Public Health

Institute of the Republika Srspka on

protocols for schools from September

2020.

Equipping 12 model schools with

modern STEM equipment and STEM

integration in regular education to

support teaching and learning in a

practical manner

Save the Children established STEM

laboratories by completing the

procurement of up-to-date STEM

specialized furniture, equipment and

materials for the 12 model schools to

facilitate learning. The equipping of 12

STEM labs was completed in December

2018. It was followed by a few public

events (Primary School Ilidza and Grammar School Mostar in December 2018, as well as

Grammar School Banja Luka and Grammar School Sarajevo in March 2019). The STEM labs

were functioning very well, providing students premises and equipment for experimenting and

innovating. The STEM teachers also recognized the potential and benefits of STEM labs. The

total value of the equipment provided to each of the model schools was 20,000 USD and

included furniture, IT equipment, and didactic materials for STEM subjects.

Following the STEM-PPDM replication training, the project team conducted several technical

meetings to discuss and agree on the modality and frequency of the STEM roll-out with the

Ministries/Departments of Education and the management of the STEM model schools,

STEM-PPDM trainers-mentors and teachers in STEM model schools. Two meetings took place

in the Sarajevo Canton, September 7 and 14, 2018, in the Brčko District on September 19,

2018, and in Herzegovina-Neretva Canton, Mostar on September 20, 2018.

Case study 1: “Ninth Primary School” Maoča

The first STEM class in the Ninth Primary School in

Maoča, Brčko District was conducted on September

23, 2018. The leading STEM subject was IT and the

topic was "FILE EXPLORER – creating, copying,

transferring data, renaming and deleting files and

folders”.

The class was correlated to Mathematics and

Geography. The pupils used the educational network

"Edmodo" to get prepared for the class. They have

chosen the names for the excursions sites they would

like to visit “Denmark” and “Lithuania” and had a

task to create in the folder “Documents” folders with

these names and to make sub-folders for photos and

data. In the “Photos” folder they copied photos they

made or found. In the folder “Data” they created a

textual file and entered numerical values of the

surface of the excursion sites and a number of

students that could step on the surface (¼ m2 for each

student).

At the end of the class they had to delete the folders.

In addition to the formative assessment table, the

summative results and grades were given to students.

Pupils were satisfied with the grades and said that the

lesson was very interesting and engaging. Teachers of

Technical Education and Chemistry were present at

this class too. They received a very practical and on-

the-spot insight into the execution of a STEM class,

saying that it clearly demonstrated the need and way

to connect STEM subjects, applying concepts to a real-

life situation and making pupils more motivated and

enthusiastic to participate in the class.



These meetings provided additional clarifications to the participants. They agreed on

integrating STEM in schools in the last week of September. Coordination teams that would

include representatives of the Ministry/Department of Education, model schools’ management,

ENABLE-BiH team members and two trainers/mentors were also created. The STEM-PPDM

trainers/mentors had meetings with teachers in model schools and agreed the first STEM

classes would begin in September 2018. They also developed the work plan for the first

semester/year.

The STEM Teaching Matrix7 was defined in seven out of 12 Model Schools (the technical

meeting in the Republic of Srpska has been postponed until after the elections). STEM was to

cover approximately 25% of the regular education process in the 2018/2019 school year

through: STEM lessons integrated into the regular teaching process (this will include both

preparation and execution of the STEM lessons), projects, school clubs, and other educational

programs, events, fairs, and competitions.

From January - March 2019, the project team conducted a series of technical and consultative

meetings with the Ministries/Departments of Education, management of STEM model schools,

STEM-PPDM trainers-mentors and teachers in STEM model schools to finalize the modality

and frequency of the STEM roll-out. Participants finalized the STEM Implementation Plans on

how to implement STEM integrated teaching in schools, their frequency and density, and to

clarified and agreed upon the coordination and communication modality; that is, to introduce

coordination teams that included representatives of the Ministry/Department of Education,

model schools’ management, ENABLE BiH team members and two trainers/mentors. The

STEM-PPDM trainers/mentors continued to hold mentoring and advisory meetings with

teachers in model schools and worked on completing in the Implementation Plan.

For the second year of implementing the STEM-integrated teaching in the model schools in

FBiH and Brcko District the data is being completed based on the reports submitted by the

STEM school coordinators to determine the percentage of STEM-integrated teaching in the

2019/2020 school year.

Out of a total of 298 teachers educators, teachers, and master trainers (75 males and 223

females, 196 teachers) who were trained for the specific roll-out of the new OTC for STEM,

109 (80F/29M) reported on the percentage of implementation of STEM classes in ENABLE’s

Year 4. Out of the 109 teachers who reported on ENABLE Year 4 STEM implementation, 52%

or 57 (42 F/15M) reported teaching more than 25% of the classes/extracurricular activities

using the STEM teaching approach while 39% or 43 (31F/12M) reported teaching between

10% and 25% of classes/extracurricular activities through the STEM teaching approach.

Based on the reports collected from the model school STEM coordinators after the end of the

2019/2020 school year, five out of the seven model schools have successfully reached or

exceeded the targeted 25%. The main reasons for failure or success included support from

management, motivation by teachers, and quality of communication with STEM mentors.

7 A detailed and translated MATRIX Plan can be found in the list of attachments



Table 1: Schools that integrated ENABLE BiH’s STEM approaches

School Name

% of STEM-disciplines

integrating in ENABLE

BiH approaches

Data Source

JU Gimnazija “Vaso

Pelagić” 18.25% Data collected from 12 teachers

9. OŠ Maoča 34.25% Data collected from 17 teachers

Gimnazija Mostar 28.37% Data collected from 20 teachers

JU OŠ „ZALIK“ Mostar 107.37%

Data collected from 18 teachers

The teachers from Primary School Zalik also

added in their implementation of different

projects and competitions.

Treća Gimnazija 55.37% Data collected from 13 teachers

Osma osnovna škola

„Amer Ćenanović“

Ilidža

34.00% Data collected from 13 teachers

Osnovna škola Petra

Bakule 19,42% Data collected from 16 teachers

Towards the end of the project, all teachers from model schools were contacted to share their

best examples of STEM preparatory lessons, which were subsequently reviewed by STEM

experts and published as a catalogue of best practices shared among the educational

professionals and posted on the ENABLE BiH web site.

The Catalogue of Best Practices of STEM preparatory

lessons is based on inputs from the teachers from seven

model schools implementing the STEM integrated

teaching for two school years in ENABLE’s Phase II. In

total 54 preparatory lessons were received and reviewed by

the selected STEM review committee. After review, 27

were assessed as having met all the criteria and were

compiled in the Catalogue of Best Practices ensuring the

representation of different disciplines and different levels

of education, from primary to general grammar schools.



MATRICES FOR STEM CLASSES FOR THE SCHOOL YEAR 2018/2019

STEM Model school: Treća gimnazija, Sarajevo

Sample of a report on STEM integrated class from the 3rd Grammar School Sarajevo

Activity / STEM Class: Hook’s Law and Cardiovascular system

Duration: 45 minutes

Leading Subject: Biology

Correlating subjects/areas: IT, Physics

Children participated: 15 students

Short description of the STEM activities:

The main Student Learning Outcomes of Biology, IT and Physics for this correlation of activities was for

students to be able to create a model of a heart valve using a smart choice of materials.

The central theme as learned through Biology, IT and Physics was: Hook’s Law and the Cardiovascular system.

Various materials are an important part of new technologies and products designed by engineers. When

engineers of Bio Medicine need to design products and devices which will replace human organs or parts of the

body/organs, they need to make sure that these materials are safe. That is the reason why engineers are

studying the human body and organs (such as heart valves) in order to understand their structure, qualities

and functions. Engineers are also testing – and sometimes design – new materials that can simulate the

functioning of parts of the human organism. That is why engineers define forces which cause parts of the body

to suffer, observing tissue reactions and measuring other factors such as Young’s model of elasticity etc.

Main Student Learning Outcomes of Biology, IT and Physics was to correlate their teaching material and to

learn about Hook’s Law and Cardiovascular system using the STEM approach.

First the elasticity of materials was explored (through Physics); then the composition of the heart, blood flow

and structure of heart valves was explored (through Biology); and, finally, students designed a heart valve

model using a smart choice of materials (using the results of measuring Young’s elasticity model) and designed

graphics throughout IT.

During the Physics class, students learned about Hook’s Law, which presents elasticity of materials, and

analyzed Young’s elasticity model. Afterwards, they measured different materials using Young’s elasticity model.

Results of these measurements were gathered and entered into Excel sheets. Students created diagrams out of

this raw data.

During the Biology classes, students learned about the Cardiovascular system, structure and functions, blood

flows and the purpose of having heart valves. They dissected chicken and lamb hearts to demonstrate this.

During the next few classes of Physics, Biology and IT, students worked in smaller groups and created model

heart valves using the different measures, materials and data.

“XXX” Main Student Learning Outcome have been fully reached at the end, since students successfully created model of heart valves and

demonstrated its functionality. Every student created his/hers portfolio tracking their role, efforts and outcomes so the teachers had the

insight and could successfully assess their outcomes.

TEXT BOX



Establishment of cooperation with three STEM universities in BiH and equipping three

STEM universities with STEM equipment

The Center of Excellence at the Faculty of Science and Education at the University of Mostar

To facilitate STEM-integrated learning at the pre-service level, the ENABLE BiH project team

targeted the three faculties of science and mathematics in Sarajevo, Mostar and Banja Luka for

partnership in Phase II of the project. The partnership was formalized through MoUs with each

of the Faculties. Consultations were held to determine the needed for STEM lab equipment for

each Faculty. The equipment was procured between July and November 2019. It was valued at

approximately 20,000 USD per institution. The official opening ceremony of the STEM labs

at the Faculties in Mostar and Banja Luka took place in December 2019. While the procurement

and equipping for the STEM lab at the Faculty in Sarajevo was done in the same period, the

official opening was delayed due to more extensive preparatory work needed on the premises

allocated for the STEM lab (windows and floors). After the work was completed, the opening

of the Center of Excellence (STEM lab) at the Faculty of Science and Mathematics was planned

for March 2020. However, due to the COVID-19 pandemic and the lockdown imposed, the

opening was took place in July 2020.

Once equipped, the Centers of Excellence at the Faculties of Science and Mathematics in Banja

Luka, Sarajevo and Mostar opened and activities began. The Centers of Excellence planned

activities for the students of mathematics, physics, chemistry and computer science, and

promoted the STEM discipline study programs. These were interrupted in March 2020 due to

COVID-19 lockdown measures. All University partners confirmed their commitment to

continuing activities once schools were opened.

The Faculty of Science and Education of the University of Mostar:

The Faculty of Science and Education of the University of Mostar successfully transferred the

initiated activities within the Center of Excellence online, after the outbreak of the pandemic.

This was completed due to the IT equipment donated through the ENABLE project, as well as

through the pre-existing e-learning system of the University of Mostar and the Google Meet

platform for which the hardware kit was purchased. Below are the online activities organized

by the mathematics and computer science departments during the COVID-19 lockdown:

Using robots in education, programming robots course/workshop (December 1,

2019 – February 1, 2020): 28 students participated in the workshop in five teams

(one group included three students) to implement various final projects. This



course was successfully designed and implemented by Prof. Dr Sc. Boris

Crnokić.

Fundamentals of programming mobile applications (November 1, 2019 –

February 2, 2020): Graduate students in their second year of study of

informatics and one student from undergraduate study of informatics,

participated in this workshop (11 students).

Programming in Python using PyGame (March 15, 2020 – June 1, 2020) for

undergraduate study of Informatics (first year): The activity was implemented

for 45 students.

Development of web applications (March 2, 2020 – June 25, 2020): In this

workshop, students were trained to develop custom web applications as part of

the informatics graduate study program. A total of 46 students enrolled in this

workshop.

Virtual days of Mathematics and Informatics: The plan for this activity was to

gather pupils from various schools in the canton, but the COVID-19 outbreak

prevented this activity. The “Days of Mathematics and Informatics” was

planned for March 19, 2020, but because of COVID-19 restrictions, this activity

was postponed. To continue the work on the project a couple of activities were

designed and implemented online.

o The first activity was planned for teachers of Informatics and Mathematics with the

visiting professors from the University of Rijeka holding two workshops on the

following themes:

Jesu li naše tajne sigurne (Are Our Secrets Safe?) – Prof. Dr Sc. Bojan Crnković, Prof.

Dr Sc. Vedrana Mikulić-Crnković

geometriji gdje pravci nisu pravci (On Geometry Where Lines Are Not Lines) – Prof.

Dr Sc. Bojan Crnković, Prof. Dr Sc. Vedrana Mikulić-Crnković

o Students of mathematics and informatics also presented workshops for high school

students (Game development in Python – Students of informatics; Monte Carlo

simulation – Students of Mathematics)

The whole video broadcast can be viewed at the following link:

https://www.youtube.com/watch?reload=9&v=MlR6MhMf964

The Faculty of Mathematics and Natural Sciences of the University of Banja Luka:

The Faculty of Mathematics and Natural Sciences of the University of Banja Luka started with

activities in its Center of Excellence after its official opening in January 2020. Activities

focused on STEM lab experiments with undergraduate students of physics, mathematics and

IT. They included experiments with magnetic hysteresis (for students of physics), experiments

with the Mickelson interferometer (for students of physics) and programming in Python (for

students of mathematics and informatics).

Activities were also planned with students from primary and secondary schools through the

ChemSTEM program proposed by the Department of Chemistry, including the following

workshops: How to Practice STEM Safely in the Chemistry Lab; Chemistry All Around You;

and Chemistry of the 21st Century. Meetings were held with the chemistry teachers from the

Grammar School Banja Luka, as well as with the chemistry teachers of the primary school

https://www.youtube.com/watch?reload=9&v=MlR6MhMf964



Georgi Stojkov Rabovski Banja Luka, to present the STEM lab at the Faculty and to establish

cooperation and possibilities for final year students of primary and grammar school to do

practical experiments at the Center of Excellence. For the final year students of the Grammar

School Banja Luka, the idea was to enable them to use the Center of Excellence lab when

conducting their experimental part of the high school theses in chemistry.

Unfortunately, these as well as other promotional activities for the Center of Excellence were

put on hold due to the COVID-19 pandemic. However, the teaching staff of the Banja Luka

Center of Excellence were active during the COVID-19 lockdown producing face shields on

3D printers donated via the ENABLE BiH project. (See the call-out box below.)

The Center of Excellence at the Faculty of Mathematics and Natural Sciences of the University

of Sarajevo:

The Center of Excellence at the Faculty of Mathematics and Natural Sciences of the University

of Sarajevo was officially opened, with a significant delay due to COVID-19. The opening

occurred in July 2020 when the epidemiological situation improved allowing small gatherings

to be organized at the premises. Their most notable success was the promotion of the STEM

approach and paradigm among the graduate students. Currently, one Master thesis on the

STEM approach in biology has been defended at the Department of Biology, while two more

Master theses are on-going at the Department of Biology and the Department of Mathematics,

as well as one PhD thesis at the Department of Mathematics. ENABLE BiH has directly

contributed to this, with its engagement of the teaching staff from these departments who

participated in Phase I of the project and with whom the project continued to cooperate on

setting up the Center of Excellence and further promotion of STEM principles and approaches

among future teachers in the STEM discipline.

“XXX”

Establishing cooperation with the business sector with the aim of providing pupils and

students with internship opportunities to gain practical experience on the job arena

The second phase of ENABLE BiH also focused on building connections between the business

sector and the education system to facilitate practical job experiences for primary and

secondary school students from the model schools. The ENABLE team facilitated the

connections between the STEM-related industries and model schools. Successful partnerships

were established with Bit Aliance, ASA Holding Group and the Violeta company. In November

2019, students and teachers from the model schools paid a visit to the Violeta company which

was very responsive and interested in cooperation with the ENABLE project and model

schools.

A solid base of internships and visits to STEM-related companies was created during the

previous period by signing the MoU with Bit Aliance (alliance of over 50 IT companies in BiJ)

and ASA Holding Group (consisting of 17 different companies), and cooperation was

established with the Violeta company from Grude as well as with the mTel Group.

Unfortunately, these activities were put on hold during the reporting period and subsequently

assessed as not feasible for the remaining period of the project due to the COVID-19 lockdown,

closure of schools and movement restrictions. Visits to the companies as well as internship

programs were regarded as high risk for students’ health.

Based on stakeholder meetings in the preparatory stage, it is important to highlight the activity

was well received by all, the STEM-related companies in particular. During those meetings, it

was evident they recognize the problem presented by a future workforce not adequately trained

for STEM-related industries as well as the decreasing interest of students to pursue studies at

STEM-related faculties. They welcomed the opportunity to be part of the STEM promotion in



general and in their particular field of industry among the final year students of primary and

secondary model schools. Unfortunately, it was not possible to organize these activities during

the remaining period of the project due to the project end date in September 2020.

“XXX” Case study 2: Jobs of the future are in Bosnia and Herzegovina

“When we buy products, we have no idea at all how long it took for that product to get on the shelf

from which we simply take it. I am interested in the labs, modern facilities. I could imagine myself

working in a company like this, in quality control jobs, working in a laboratory...” a student from the

Third Gymnasium Sarajevo Alma is impressed after visiting Violeta, a renowned factory of paper and

hygiene products from Grude in Bosnia and Herzegovina.

The visit was organized as part of the implementation of the Enhancing and Advancing Basic Learning and

Education in Bosnia and Herzegovina (ENABLE BiH) project supported by USAID BiH, whose main

objective is to enable the introduction of STEM principles into the BiH education system.

The students of the final grades of two primary schools, Ninth Elementary School Maoča and Eighth

Elementary School Amer Ćenanović Ilidža, and two secondary schools, Gymnasium Vaso Pelagić Brčko

and Third Gymnasium Sarajevo, had the opportunity to learn about the modern facilities of the Violeta

factory, what kind of technology they use, what it takes to run a successful production, and what profiles

of professionals Violeta employs.

“This should be a positive example that we should not leave BiH, that we can stay here and change

something and invest in progress, technology, in all that is innovative, and thus build a path for ourselves

here, develop ourselves, develop the environment,” Alma feels encouraged after the visit.

Her words are confirmed by a nutrition engineer from Violeta, Danijela Alilovic, who says that Violeta is

operated under the same conditions as in any other European country.

“Manufacturing is one branch of the industry that can mean a lot to the whole community, from finished

products to new jobs and opportunities to thrive. Violeta is open to any young person who is eager and

willing to work... This is where people are supervised, systematically recruited, and have a career plan

that is made with them, to see in what field they want to develop, what is good for both this person and

Violeta. Most of our employees are people who have just graduated,” says Danijela, adding that Violeta

employs professionals in various fields, from food and chemical engineers, electrical engineers,

economists, lawyers, to graphic designers.

Stevan, a high school student at Gymnasium Vaso Pelagic Brcko is impressed with the modern facility.

“This degree of automatization of the production process has delighted me, everything is at a high level,

from the office where everything is created, designed, to the production line, which is almost completely

robotic. We were told that only three people maintain complete production and that is astounding

information. In a way, I see a similar future for myself. Maybe not exactly in this area; however, I'm

planning something related to robotics because I think it's the future, so I see myself in a similar job.”

Chemistry teacher from the Third Gymnasium Sarajevo, Melisa Tvrtković, believes that visits like this one

are essential for students.

“Right now, many are still uncertain, regardless of their major in natural science subjects, what type of

university studies they would like to pursue. With this visit, we wanted to show them how much the

natural sciences are available everywhere, how interesting they are and how practical they are. In the

Violeta factory, they could really see a lot of things, from quality control to the analysis such as we did at



our school, so they could also relate to some things in chemistry, biology, physics, mathematics, and so

on.”

Milan Ljubovic from the Pedagogical Institution of the Department of Education in the Government of

the Brcko District believes that the education system needs to be continuously improved, and curricula

should be aligned with the latest trends and the latest technology, and that the visit was of multiple-use.

“I think this is a real move in light of the kids thinking about staying here and having the opportunity to

do something here in the future rather than going abroad,” he points out.

Stevan plans to enroll in the Faculty of Electrical Engineering and hopes to find a job in BiH after

graduation. “The situation in BiH is challenging today, there is little work and generally the trend among

young people is to leave. However, if a suitable job is found, a good opportunity, why wouldn’t I stay?

This is my home country.”

To keep up with technological developments and the demands of the global economy, young people

today must master functional knowledge and be able to combine different disciplines into new

competencies. One of the goals of the ENABLE BiH project is to enable students to become drivers of

economic development in BiH and to develop key competencies needed for active participation in a

knowledge-based economy.

Establishing cooperation with technological parks for promotion of informal STEM

education

“XXX”

To strengthen ENABLE-BiH activities within the STEM pillar and demonstrate practical

implementation of STEM education through an out-of-school program for children and youth,

during the ENABLE BiH Phase I, Save the Children signed the Partner Sub-Award Agreement

with EXIT Centre, NGO from Banja Luka in September 2017. The agreement was to establish

“ROBOKIDS – Centre for Advanced STEM Education” as an out-of-school STEM Education

Centre, offering special extracurricular educational programs for elementary, middle and

university students in STEM, based in Banja Luka.

The ENABLE team worked closely with the EXIT Center and provided support to conduct the

procurement of IT and other equipment for the Center and STEM courses to be provided, as

well as to develop promotional materials and organize media activities. The Robokids Center

was opened on December 21, 2017. Attending the opening were the donors (USAID, Save the

Children, Swiss Embassy and local companies), media, academia and other educational

professionals, parents and children. Following the official remarks by donor representatives

and Robokids staff, a number of demo lessons were shown and children took an active part in

different tasks.

Robokids Center was the first of its kind in the Republic of Srpska. It enabled children to

receive training and education in science, technology, engineering, and mathematics through

globally licensed programs. The Center provided children and youth with the opportunity to

attend courses and obtain knowledge in robotics, coding, programming, biochemistry,

electronics and other scientific disciplines based on the latest world trends and recognized

licenses. The overall objective of the project was to increase STEM literacy among students

between the ages of 10-24, so that all have the opportunity to learn deeply and think critically

in science, math, engineering and technology, develop a passion for it and pursue a job in a

STEM field.



The “EXIT” Center established a total of 20 STEM courses including: LEGO Mindstorms;

LEGO WeDo 2.0; Makeblock Robotics 1I (Ultimaker); Fun Math; Chemical Kitchenette;

LEGO WeDo 2.0; Coding Through Gaming; Thingy Games: Brainworks; 3D Studio Max;

Arduino Basic; Arduino for Kids; Stop Motion Animation; Python Basic; 3D Printing; DIY

beauty photography; YouTube academy; IT for grandparents; Game development; 21st century

Chemistry; and, Little Bits. Although attendance by 150 students was planned, 164 students

attended the courses offered at the ROBOKIDS Centre during the sub-award period.

While it was planned for 400 students to benefit, nearly 1,000 have been reached through two

main promotional events: “Meet The Trainer” and “ROBOChats.” “EXIT” Center established

cooperation with eight IT companies (five were planned), three faculties (two were planned)

and five schools/educational centers to develop joint programs and initiatives; carry out

activities for promotion and presentation of STEM programs; exchange knowledge and

experience with teachers, in particular STEM ones; increase interest in STEM disciplines;

promote and present successful young people in new technical and scientific fields. “EXIT”

has also established a mini STEM Development HUB for adult members that is now being

used by 33 people, 17 more than the 16 planned.

In Phase II of the ENABLE Project, a partnership was established with Interra Technological

Part Mostar and its Centre for Technological Culture to further promote informal STEM

education in the targeted project locations. The partners signed a Memorandum of

Understanding where Save the Children provided necessary STEM-related equipment to

enhance the capacities of the Centre for the organization of new STEM-related courses, and

Interra was responsible for all related running costs, including salaries and stipends for the

centre staff. In this way, from the beginning, the Centre and its activities were organized in a

sustainable manner.

While Save the Children was completing the procurement of the STEM course-related

equipment valued at 30,321 USD, the Interra upgraded the Centre's premises. The official

opening of the Centre in the new premises was in December 2019. After two open-door

sessions that were held in January 2020, where the courses and the Centre were further

promoted in the local community, the enrollment in different STEM-related courses was

organized to include IT workshops (Minecraft, Kodu Game Lab, Scratch, Micro:bit, Python,

Web design), robotics and video editing. These courses benefitted approximately 300 primary

and secondary school students from the City of Mostar.

Due to the COVID-19 pandemic and lockdown measures, the Centre activities were put on

hold in mid-March 2020, and only started resuming in mid-July 2020, in line with the continued

epidemiological measures regarding social distancing, personal protection and enhanced

hygiene measures and disinfection. To implement epidemiological measures, the courses have

had to be organized in smaller groups of children during the summer.



COVID-19 Adaptation: Girls taking back the science: Mostar students took part in

PythID-19 competition

Covid-19 has expedited change in the education landscape, accelerating internet technology

adoption as a teaching medium. Besides regular classes, extracurricular activities were also moved

online. ENABLE BiH project partner, Centre for Technical Culture Mostar thus organized an

online course in programming language Python, symbolically entitled PythID-19.

Twenty-three (23) students from ENABLE BiH STEM model schools – Primary School Zalik

Mostar, Primary School Petra Bakule Mostar and Mostar Gymnasium – participated in the course

and the competition that followed. A new element was that two-thirds of the attendees were

girls, showing growing awareness among girls that the IT sector is a promising sector for their

future careers.

These three schools are among 12 primary and high schools in BiH in which modern STEM labs

were equipped through the Enhancing and Advancing Basic Learning and Education in Bosnia and

Herzegovina (ENABLE BiH) project, supported by USAID BiH.

The course was organized in cooperation with the Faculty of Natural Sciences and Mathematics

of Mostar University. The classes were held online for a period of five weeks. The objective was

to introduce Python and the concept of algorithmic thinking to the students.

“Python is currently the most popular programming language because it is very logical and uses simple

syntax. We believe that with these basics, the students will have a great advantage if they decide to

pursue a career in the IT sector. Also, acquired knowledge about Python can be used for any other high

level programming language,” says Lucija Zubac, executive director in the Centre for technical

Culture.

Through five weeks of education, including two hours per week in online classes and homework,

students have expressed great interest in using the most famous programming language Python.

After testing, the mentors evaluated the algorithmic thinking of each individual, and had excellent

results.



“Students enthusiastically solved the tasks they were given and showed how they learned the basic

concepts in a very short time. After each completed lecture, students stayed behind in the chat room to

use that time for additional questions. Students demonstrated a great desire to learn and it was a great

pleasure to work with such a group. It raised our work motivation. We see great potential in many of

them and hope to be their motivation and support in learning and laying quality foundations,” stress

course instructors Jozo Spajic and Karlo Susac.

Students with the best results also received awards through the ENABLE BiH project.

Organization of/participation in STEM fairs/conferences

“XXX”

Upon completion of Phase I with its main STEM and PPDM deliverables and the initiation of

Phase II that aimed at modeling STEM in education, a two-day conference with the ENABLE

BiH project was organized in Mostar, April 16-17, 2019. The conference aimed to:

present/discuss and draw conclusions and lessons learned on Phase I key deliverables;

discuss how to successfully translate policy/documents into the practice of STEM and

PPDM in BiH through the STEM program’s implementation in 12 STEM model schools

in BiH, universities, technological parks and in relation to the business sector;

demonstrate STEM activities by BiH STEM model schools – Glimpse of STEM

teaching in classrooms and within the existing Curricula and Ways forward?

Advocating for quality and relevant Education in 21st Century, mobilizing professional

and general public and policy/decision-makers.

The conference was attended by more than 130 representatives and the highest officials from

the education and business sectors, civil society, the media as well as representatives of the

international community in BiH. The opening ceremony was also attended by the Minister of

Education, Science, Culture and Sports of the Herzegovina-Neretva Canton Rašid Hadžović,

USAID Democratization Office Director Shanley Pinchotti, numerous university professors,

doctors of science, professors and students from primary and secondary schools in BiH and

other representatives from the public and non-governmental sector. The conference also

included an exchange of experiences from around the world and the United States via a direct

link with F. Joseph Merlin, co-founder and president of 21P STEM, the US partner organization

on the ENABLE BiH project.

The first day of the conference was dedicated to discussions regarding the advancement of

primary education and learning. The panel discussions stressed that studies indicated 65% of

children enrolling in primary schools today would work in occupations that did not exist today,

and for which the traditional education systems could not prepare them. The statistics showed

BiH ranked 133rd in workforce competence after leaving school, 13th in human capital, but

remained one of the worst and lowest-ranked in innovation. The participants emphasized these

facts demonstrated the necessity of changes and improvement in education where the STEM-

integrated approach in teaching could play a vital role.

The principals and professors from the model schools pointed to the change they noticed in

their schools with the implementation of the STEM-integrated approach to teaching science,

mathematics and technology/IT. The classroom atmosphere improved, students were posing

more questions than in a classroom that is traditionally taught, students were doing more

research individually or in groups, stayed longer in class and continued their research at home.



The second day of the conference was dedicated to presentations by the Technical Culture

Center Mostar, FabLab - guests from Croatia, and the EXIT Center – ROBOKIDS from Banja

Luka as examples of available non-formal STEM education opportunities. The most interesting

part of the conference was the presentation of STEM schools, where students and their

professors presented the results of their STEM classwork.

“The children have learned one, I must say very boring, lesson on Hooke’s law in a very

interesting way. They realized how it can be applied in real life. By combining subjects and

experimenting, they realized how this dry teaching material can be used in real life,” said Alisa

Ramić, a professor in Third Gymnasium Sarajevo, who came to Mostar with her second-grade

students who presented their Heart Valve Model project.

This project combined three science disciplines - biology, physics, and computer science. “The

children learned about the elasticity of materials in nature. They measured Young’s modulus

of elasticity, then entered measurement results into Excel spreadsheets in computer science

class and created stress graphs to determine the modulus of elasticity. When they learned this,

we told them that they would be doing a project related to this topic. They made a model of a

heart valve. In biology class, they learned about heart valves. Their biology professor taught

them this and even brought sheep and chicken hearts to demonstrate. They studied their

elasticity. They were delighted with their biology class. Then they used Young’s modulus of

elasticity to perform calculations and find the closest matching material. The second group of

students programmed and printed a 3D version, used the Internet to research materials used by

bioengineers and to learn more about this topic. After doing the research, they produced a

realistic model of a heart valve,” explained the professor.

However, this innovative school project that enabled students to apply theory in practice

required more hours than what was allotted in the lesson plan.

“I needed many more hours. The plan foresees only one hour for Hooke’s law. I invested five

hours and still more time was needed to research everything thoroughly. Students had to do

some research as part of their homework. Our curriculum doesn’t allow for such innovation;

there usually isn’t enough time. Our big wish is to introduce one STEM student class in schools

to allow children to really start learning physics and other sciences they ‘find difficult’ and let

them realize how these can be applied in real life,” said Ramić.

The other point made by the teachers from the model schools was that, although not all students

are interested in computer science, biology, mathematics, physics, etc., this teaching method

makes it easier to get their interest in these subjects.



“I have a student who had little interest in my subject. But I tasked him with designing and

programming a 3D model of a heart valve. He was delighted; this was the first time he happily

came to my classes, we stayed after class and, for the first time, he was very attentive and took

notes in class. And behold, he kept on being attentive in class. The children are really

interested” said professor Ramić.

From ENABLE’s beginning of Phase

II, the trained teachers/mentors and

students from the selected model

schools were encouraged to take part

in different STEM-related

conferences/fairs to contribute to the

promotion of the STEM-based

approach of learning as well as to

establish networks for exchanging

experiences and best practices. During

Phase II, project partners participated

in The European Researchers’ Night.

In Year I of Phase II, on September 28,

2018, Save the Children/ENABLE

BIH project took part in “The

European Researchers’ Night,” the

theme of which was “Let’s STEAM.”

The aim of the 2019 “The European

Researchers’ Night” was to show that

science pervades every aspect of our

lives and that science is fun, too. It

aimed to celebrate the creative side of

science as well as the creative process

of scientific achievement.

In the second year of the ENABLE

BIH Phase II project, when the STEM model schools already had more experience in

implementing STEM-integrated teaching, the participation in the European Researchers' Night

(September 2019) was more sizeable. Ten primary and high schools presented their research

projects at this important event held in different towns in BiH. The model schools participated

in Sarajevo, Mostar, Brcko and Bijeljina promoting STE(A)M activities and innovations in the

areas of science, technology and the IT sector. In total, 88 students and 20 professors

representing STEM model schools took part. They presented a variety of experiments and

demonstrations such as STEAM is all around us, magnetic/live water; Experiment in the heart

of STEM, Science is not a fable; Globe Making; Model of riverbed: the lungs of Amazon. The

students from Banja Luka Gymnasium won first place in the competition for the best

experiment, while the Grammar School Filip Višnjić from Bijeljina won first place at the city event. All groups demonstrated they had achieved a high level of quality in their STEM skills8.

“XXX”

European Researchers’ Night, September 2019

8 The following schools participated in the European Researchers' Nights: Deveta osnovna škola Maoča, Gymnasium Vaso

Pelagić Brčko, Treća gimnazija Sarajevo, Osma osnovna škola Amer Ćenanović Ilidža, Primary school Petra Bakule Mostar,

Primary school Zalik Mostar, Gymnasium Mostar, Gymnasium Banja Luka, Gymnasium Filip Višnjić Bijeljina and Primary school

Sveti Sava Doboj. Modern STEM labs in these schools were equipped through ENABLE BiH project.

Student views

“We worked on the Green Roof project, specifically

how to make a green roof. Although these are still not

permitted here, this is a good and current idea that

actually raises awareness about the environment.

Environment is important to the students. The question

was how all that relates to STEM. So, we combined

knowledge from many subjects. In geography we

learned about the climate factors in Mostar. We

combined this with biology to see which plants can be

planted on green roofs, examined the influence of

those climate factors... In chemistry, we learned how

the chemicals we would use to fertilize the plants

impact the plants and the environment. In computer

science, we did research, in physics and math how to

measure dimensions. The more measurements you

take, the more accurate the result. Besides, in school

we learned a lot about solving problems... although we

may not implement this project, it remains a great

idea for Mostar which doesn’t have much greenery”,

Ena Haznadar, student at the Mostar Gymnasium.



Another important event during the ENABLE BIH Phase II was the two-day STEM Fair from

November 19-20, 2020, in Mostar.

The event included motivational speakers, including Bosnians and Herzegovinians who have

achieved international success. They shared their knowledge and experiences with students

from BiH primary and high schools. Speakers included Andrej Gajic, scientist, pilot,

paratrooper, and diver; Mislav Šramek an engineer at Rimac Cars, Sharklab National

Geographic; Adla Kahric, a director of the Bit Alliance Association Tatjana Vučić, CERN

physics researcher; Admir Greljo, mathematics professor; Ismar Volic from Wellesley College;

Luka Vucina and Marin Bevanda, founders of Amplius electronics; and, best-ranked BiH

tennis player and Save the Children Ambassador, Damir Džumhur.



“XXX”

The STEM Fair brought together students and teachers from the 12 STEM model schools.

However, many others also gathered, including: interested schools not presently included

among the model schools, professional staff in the field of education, companies/partners of

the project, parents and the general public. The Fair was able to promote the STEM field,

Case study 3: Triumph at the Regional App Challenge

Although they will have to wait for the award (a trip to Portugal now on hold due to COVID-19), the

students of the Banjaluka Grammar School won first place in the Regional App Challenge organized

by the companies m: tel BiH, Telekom Srbija and m: tel Montenegro.

Members of the Linux team, consisting of Nikola Vujkovic, Sava Malinovic and Matija Mirkovic,

participated with the KuMe application (home manager), which is a set of multi-purpose sensors that

allows the user to monitor his home through the application.

“XXX” The regional app challenge is aimed at high school students from Bosnia and Herzegovina, Serbia and Montenegro, and

a total of 15 teams, five from each country, participated in the final competition.

During the presentation of the application, the Linux team demonstrated on the prototype device

what the KuMe application was doing, and thus delighted the jury and the audience, as they went a

step beyond their peers, dealing with a popular area called the Internet of Things (IoT).

"We put a lot of effort into developing the application, and compared to last year's participation we have

made a big step. We spent all summer learning new things, which we eventually managed to apply. I am

happy that the jury recognized our work and effort, and I am grateful that there is this competition, because

today we have been learning through the applications of our peers,” says Sava, one of the team members.

The Banjaluka Grammar School is one of 12 STEM model schools supported by the USAID's

#ENABLE BiH project. The project equipped the schools with modern #STEM labs. The

administration and teachers that completed a series of professional trainings within the ENABLE BiH

project that enabled these students to now compete at regional competitions.



scientific work, research and achievement, critical thinking, creativity, and problem-solving to

a broad audience. Of great significance was the students from all across BiH participated

together in the event, driven by a common goal: to learn about and compete around a shared

interest in STEM.

The best student projects were also awarded on this occasion. The first prize was won by the

Second Gymnasium Sarajevo with the project "Eco friendly house"; the second prize was won

by the primary school Bijela from Brcko, with the project "School for life"; the third prize was

won by the students of the primary school Petra Bakule from Mostar; and, the audience award

was won by the Zalik Primary School from Mostar with the project "Taste Science, Try STEM

Cookies."

It is important to mention that the model schools themselves demonstrated many initiatives

which were showcased in other STEM-related competitions and hackathons organized and

sponsored by both the private and public sectors in BiH.



Development of STEM Web-application and Web-site

Along with a limited number of hard copies and an electronic version of the OTC for STEM

proficiencies based on CCC, a STEM web-application has been developed. This will ease the

preparation of the STEM-based lessons for the teachers of primary and secondary schools in

BiH, enhance STEM education and its outreach among schools and teachers as well as enable

them to exchange examples of good practice and experiences in teaching STEM. The

application was developed by the US project partner, 21P STEM that had experience with

similar STEM web-applications, the ENABLE-BiH project team and an IT expert from the

local STEM expert group.

The web-application enables easier navigation among different parts of the STEM curriculum,

maintaining a strong and direct connection with KBE. The web-application will enhance STEM

education and its outreach among the schools and teachers, and make their teaching preparation

easier. Additionally, it will enable them to exchange examples of good practice and experiences

in teaching STEM. It should allow registered users to upload content and share relevant

materials among themselves thus enriching STEM-related resources.

The web application serves as a key platform and resource for STEM/PPDM and provides

support to a wide audience – educational professionals across all levels, academia, field

practitioners, policy planners and decision-makers as well as the business sector. In addition to

the online STEM OTC, the web application contains uploaded STEM and PPDM documents

developed within Phase I of the ENABLE-BiH project, information and news about the project

and a space for interaction and cooperation of teachers. While the key target audience is in

BiH, it is deemed that such an online platform can be of service and benefit to the wider region

(the neighboring countries in particular that share similar languages), serving as an example of

good practice and a guide to how STEM can become a part of the regular and formal education

systems.

A video tutorial explaining the use of STEM OTC web application located on the www.enablebih.org web site was developed and is now uploaded. The tutorial will facilitate

using the STEM OTC application for all interested teachers, researchers and others accessing

the site.

http://www.enablebih.org/



The website is operational until September 2021 with the funds payed for the domain

maintenance with project funds. The plan is to transition it to the partnering ministries as part

of the in-service training program for STEM competencies within the TABLA activity.

Networking and Promotional Activities

“XXX”

From the beginning of the ENABLE BiH project in September 2016, it was evident that a key

part of the project's success would relate to different promotional and networking activities

performed by the ENABLE BiH team among professionals and the general public. The

ENABLE team actively shared project information with relevant national and international

educational actors in BiH to make connections and encourage cooperation among different

educational initiatives and to ensure efforts were not duplicated. Project information was

regularly provided to different education coordination forums as well as through face-to-face

meetings with representatives of BiH educational authorities.

The team recognized early on that the core groups of experts for STEM and PPDM were critical

for the promotion of the concepts among the professional public. Both STEM and PPDM core

groups of experts proved to be valuable allies in the promotion of the concepts, and readily

responded to the requests of the ENABLE Project team to participate in different promotional

events. These included the consultation sessions with the professional and interested public

where the developed key STEM and PPDM deliverables were presented, high-level meetings

with educational policymakers and appearances in different media outlets.

Other opportunities for promotion of the ENABLE BiH project as well as coordination with

other actors, including other USAID partners, were sought. ENABLE BiH took part in the

regional conference for educators, “Teachers in Action,” organized by the Centre for

Educational Initiatives “Step by Step” (USAID partner), the regular Education Reform

Coordination Group held by the Ministry of Civil Affairs, the education coordination group

held by OSCE, etc. Another promotional activity took place on June 20, 2019 wherein the

ENABLE BiH Project was presented at the Bosnian-Herzegovinian American Academy of

Arts and Sciences (BHAAAS) annual event, ‘The 11th Annual Days of BHAAAS in B&H’

(June 20-June 23, 2019). It was showcased as a successful example of a vital development in

terms of novelty, necessity, quality and relevance.

Save the Children also contributed additional funds to creating promotional materials that

would enhance visibility and promotion of the STEM component of the project, with formal

STEM education as its main objective. These materials included an animated infographic and

a video. The infographics present STEM education and its advantages, focusing on making a

connection among the natural sciences, mathematics and IT and solving real-world problems.

It highlights how ENABLE-BiH contributes to the inclusion of STEM education in a formal

school system in contrast to many smaller initiatives and extra-curricular courses. It is designed

in a simple yet attractive way to get children, parents and teachers interested in this new

approach to teaching, pointing out the better employment opportunities STEM provides and

encouraging the introduction of STEM activities at an early stage of children’s educational development. For the promotion of the project, different promotional materials9 were

developed:

9 The materials were communicated to and approved by USAID.



Video:

BCS version – https://www.youtube.com/watch?v=dbsCzHtAYos&feature=youtu.be

(current setting “unlisted”)

English version – https://www.youtube.com/watch?v=-UEupIxfP7A&feature=youtu.be

(current setting “unlisted”)

Infographics:

BCS and English version – https://www.youtube.com/watch?v=-8-

Fgga0tIw&feature=youtu.be (current setting “unlisted”)

Additional ENABLE BiH promotional materials (fact sheets, posters, teasers, and leaflets) for

easier distribution and outreach to different target audiences were prepared and distributed

during the meetings, events, gatherings, etc. The materials were also published and posted on

the social networks that Save the Children uses and distributed to schools and other educational

institutions to raise awareness about STEM and the possibilities it offers. With these general

ENABLE BiH promotional materials and press releases regarding specific project elements,

the project managed to secure substantial visibility in different media outlets. Save the Children

and its partners have recorded over 55 stories related to the project in various media outlets

during the project. The list of ENABLE BiH media coverage is available in the list of

attachments.

Final promotional campaign

The public information campaign was implemented from July until the end of project

(September 24th, 2020). The outcomes of the campaign were:

12 impact stories from 12 model primary and high schools ('Deveta osnovna škola' Maoča;

Gimnazija 'Vaso Pelagić', Brčko; Treća gimnazija, Sarajevo; Osma osnovna škola 'Amer

Ćenanović', Ilidža; Osnovna škola 'Petra Bakule', Mostar; O.Š. 'Zalik', Mostar; Gimnazija

Mostar, Mostar; Gimnazija Banja Luka, Banja Luka; OŠ 'Vasa Čubrilović', Gradiška; Gimnazija

'Filip Višnjić', Bijeljina; OŠ 'Sveti Sava', Doboj; O.Š. 'Petar Petrović Njegoš', Istočna Ilidža);

A video presenting the most important results and activities of the ENABLE project:

https://www.facebook.com/savethechildrenNWB/videos/341485550609229

A Press Release at the close of the project

Media guest appearances by the SC Country Director

Video reportage about the opening of a STEM laboratory in PMF Sarajevo

A project impact brochure highlighting project results and impact stories (available at:

https://www.facebook.com/savethechildrenNWB/photos/pcb.1852612334880256/185261006

8213816/?__cft__[0]=AZVZsH67A-

s_jqNIbtHDUALtp38eIlvG7Ulf3sX9XQU3uTM_PyqCq_fwTkGZgKhtAEHJ9_KZeargwTkVk

wNlUnRXoBXnterH1uug8LpAVyLVbZSR29fWnEnCi5DvOrUBbXS_s-

9PzqZuIp7R9wRpeR3eyFWJUOIlDEV0I_GGL5P7wPpJLZwh593mIYHAS-

w4cSs&__tn__=*bH-R) and the Catalogue of the best STEM preparatory classes (available at:

https://nwb.savethechildren.net/sites/nwb.savethechildren.net/files/library/KATALOG%20DO

BRIH%20STEM%20PRAKSI%20FINAL.pdf), which were promoted online and distributed to all

schools and universities participating in the project.

Total reach via Social networks was 405,000, exceeding the goal of 150,000.

At least 10 major web portals published articles about the ENABLE project

2 national TV stations and 2 radio stations broadcasted ENABLE content

https://www.youtube.com/watch?v=dbsCzHtAYos&feature=youtu.be

https://www.youtube.com/watch?v=-UEupIxfP7A&feature=youtu.be

https://www.youtube.com/watch?v=-8-Fgga0tIw&feature=youtu.be

https://www.youtube.com/watch?v=-8-Fgga0tIw&feature=youtu.be

https://www.facebook.com/savethechildrenNWB/videos/341485550609229

https://www.facebook.com/savethechildrenNWB/photos/pcb.1852612334880256/1852610068213816/?__cft__%5b0%5d=AZVZsH67A-s_jqNIbtHDUALtp38eIlvG7Ulf3sX9XQU3uTM_PyqCq_fwTkGZgKhtAEHJ9_KZeargwTkVkwNlUnRXoBXnterH1uug8LpAVyLVbZSR29fWnEnCi5DvOrUBbXS_s-9PzqZuIp7R9wRpeR3eyFWJUOIlDEV0I_GGL5P7wPpJLZwh593mIYHAS-w4cSs&__tn__=*bH-R






https://nwb.savethechildren.net/sites/nwb.savethechildren.net/files/library/KATALOG%20DOBRIH%20STEM%20PRAKSI%20FINAL.pdf

https://nwb.savethechildren.net/sites/nwb.savethechildren.net/files/library/KATALOG%20DOBRIH%20STEM%20PRAKSI%20FINAL.pdf



Redirected funds from the ENABLE BiH project towards the COVID 19 response

Following USAID’s notification on September 1 regarding the possibility of redirecting of

funds, Save the Children requested USAID’s approval for the re-allocation of ENABLE project

funding to respond to the needs of project beneficiaries in the context of the Covid-19

pandemic. The total amount proposed and approved to be used for this purpose was 74,613

USD.

The Project team contacted the ENABLE project schools, universities and technological parks

to assess their needs in terms of protective materials that reduce the risk of spread and infection

of COVID-19 and IT equipment required to facilitate remote learning while schools implement

a combination of face-to-face and online teaching methods, to protect students, teachers and

families. Project beneficiaries provided information on the protective materials and IT

equipment most urgently needed to ensure uninterrupted, high quality learning and improve

the health and safety of the learning environment.

The following items were procured and distributed to project beneficiaries:

3,200 masks FFP2

320 packages of liquid disinfectant

160 packages of shoe covers

1,600 packages of hand sanitizer

1,600 packages of sanitizing wet wipes

1,600 packages of hand sanitizer gel

320 packages of liquid soap

320 packages of latex gloves

320 sets of 3D printer filaments

32 Lenovo laptops

The following educational institutions benefited from this support:

1. Deveta osnovna škola Maoča, Brčko District

2. Osma OŠ „Amer Ćenanović“ Ilidža

3. OŠ „Petra Bakule“ Mostar

4. OŠ „Zalik“ Mostar

5. OŠ „Vasa Čubrilović“ Gradiška

6. OŠ „Petar Petrović Njegoš“ Istočna Ilidža

7. Treća gimnazija Sarajevo

8. Gimnazija Mostar

9. Gimnazija Banja Luka

10. Gimnazija „Filip Višnjić“ Bijeljina

11. Gimnazija „Vaso Pelagić“, Brčko District OŠ Sveti Sava Doboj

12. PMF Sarajevo

13. PMF Banja Luka



14. FPMOZ Mostar

15. Technological Park „Intera“ Mostar

II. Impact Analysis for the ENABLE BiH phase II

During the finalization of the ENABLE Phase II concept note, upon recommendation and

request of USAID, it was agreed that an impact analysis would be conducted with the aim to

examine the results of the ENABLE BiH project and the effects of the STEM program in

schools on students.

IMPACT AND PERFORMANCE EVALUATION OF USAID/BIH ENABLE ACTIVITY

The main goals of the evaluation are to answer the following questions:

1. Cause and effect

What is the effect/impact of the ENABLE BiH project on students' interest in STEM

subjects and careers?

2. Descriptions and formatives

What were the characteristics of the teachers who took part in the STEM

program?

What obstacles did the program encounter?

To what extent was the program conducted in accordance with the plan?

How was the program perceived by the beneficiaries, educational and other

institutions in BiH?

How did key stakeholders perceive the advantages and disadvantages of the

program and approach?

What did the beneficiaries and educational institutions think about replicating

the program in other schools?

Were there any differences in time and intensity with regard to implementation

in model schools?

o If the answer is yes, were there different outcomes?

A set of activities and approaches that would produce valid and reliable responses to the above

questions was envisioned. For that purpose, the evaluation has been composed of three

intertwining assessments: 1. impact evaluation, 2. performance evaluation, and 3. cost

assessment.

Save the Children submitted the methodology for approval to the Ministries/Departments of

Education in four STEM model areas and also requested access to the schools to conduct

research. Thus far, the requests have been approved by Sarajevo Canton, Herzegovina-Neretva

Canton and Brcko District. The approval of methodology by the Republic of Srpska was not

received by the time this report was drafted.

For the impact evaluation, the instruments were piloted in September 2018, and data for the

baseline report were collected in both treated and comparison schools. This included collection

of signed consent forms from pupils’ parents prior to the survey of pupils, as well as collection

of school-level data about pupils’ educational achievements. The baseline report was submitted

to USAID/BiH in May 2019, after which midline data collection in the same schools took place

in October-November 2019. The midline report was submitted to USAID/BiH in December

2019, and a revised report was submitted in June 2020. In addition to findings from the impact



evaluation, both reports included findings from performance evaluation and initial data

instruments for cost assessment.

According to the original plan, endline data collection was planned for May 2020, but it was

postponed until early November 2020 due to the COVID-19 pandemic. Accordingly, the final

report will be submitted to USAID/BiH in March 2021. Currently, CREDI is awaiting the

decision of relevant authorities regarding how classes will be taught in the three STEM model

areas. Depending on the decision, it will decide what methods of to use for endline data

collection. All KIIs (key informant interviews) and data collection to inform the findings of

performance evaluation and cost assessment are almost completed.

The overall evaluation was conducted in close cooperation with Save the Children which is a

partner with the educational institutions relevant for the research, that is, the Ministries/

Departments of Education and schools.

A. Monitoring and Evaluation

ENABLE was assessed against a comprehensive set of fifteen indicators. For each project level,

one to three indicators were selected. The USAID report “Brief Assessment of Basic Education

in Bosnia and Herzegovina10” and “Secondary Analysis of TIMSS 2007” were used as a solid

value of performance indicators before the implementation of the activity to provide the basis

by which higher-level results were measured at the end of the project.

For most of the indicators, the baseline was set at zero due to the fact the ENABLE BiH was

mostly focused on building the teaching skills of teachers and the development of new curricula

and guidelines. Similarly, outcomes/outputs were zero due to the specific nature of this activity

in Bosnia and Herzegovina, and all output indicators were related to a particular input.

All program resources, the implementation period, and the development hypothesis implicit in

the results framework have been taken into account in the process of target definition. Value

of performance indicators (final targets) for the Activity Purpose has been defined based on the

overall activity idea and approach.

In addition, several values (interim targets) of Activity Sub-purposes 1 and Activity

Outcome/Output 1.1 and 1.2 have been defined. Interim targets were set for all the key

points of time in between the baseline and the above-mentioned final targets because change is

expected and data can be collected annually or quarterly.

The quality standards were regularly applied and monitored (prior to, during, and subsequent to each of the conducted activities) and the Quality Benchmarks Table11 was periodically

updated, serving as a tool to closely monitor, evaluate and improve the next activities if needed and maintain the required standards. The Indicator Tracker (Internal MEAL plan)12 was

developed to monitor lower-level output/outcome indicators and the achievement of the targets.

The Indicator Tracker was used and updated regularly for these purposes. A special evaluation

form was developed for each meeting of the STEM and PPDM working groups in accordance

with the standard SCNWB procedures and filled out by the participants on the last day of the

STEM and PPDM meetings.

10http//pdf.usaid.gov/pdf_doca/PA00M3PB.pdf 11 Quality Benchmark Table for Phase I and Phase II of the Activity available in Annex 2 and Annex 2a. of this report 12 The Indicator Tracker (Internal MEAL plan) available in Annex 1 and Annex 1a. of this report



Internal Evaluation

The MEAL Department developed a methodology for Internal Evaluation of the ENABLE

Activity which was implemented via the Save the Children Evaluation Policy / Threshold for

Internal Evaluation. The aim of the evaluation was to provide a high-quality evidence base to

inform future project activities. The focus was on identifying practical transferable lessons

learned and examples of good practices. Data collected through the internal evaluation process

was also used to inform achievements per Activity indicator “% of students who changed their

perspective about STEM”. However, because of the COVID-19 crisis, the MEAL Department

had to adapt this activity to implement it fully remotely. At the same time, this activity

presented an opportunity to pilot an online evaluation modality.

The first phase of the evaluation included collection of the data from primary and secondary

school students in ENABLE model schools. The second phase of the data collection was

implemented in August/September 2020, where data from teachers/education practitioners,

coordinators, mentors, and ministry representatives were collected. The finalization of the

Internal Evaluation Report is planned for November/December.

SECTION II – FINAL DATA, COMPARED TO BASELINE DATA FOR ALL INDICATORS INCLUDED IN THE

MONITORING AND EVALUATION PLAN

UOM – Unit of Measure DD – Data Disaggregation BAS - Baseline

TAR – Target ACT – Actual % ACH - % Achievement

INDICATOR UOM DD BAS TAR AC

T % ACH ACCOMPLISHMENTS OVER LIFE OF THE ACTIVITY

Stage reached on the milestones for draft OTC

for STEM proficiencies based on CCC being

endorsed by the Conference of Ministries and

recommended for application by relevant

educational institutions (out of total of 5 stages)

Simple

number - 0 5 5 100%

The set target (5 stages to be completed) for the specific indicator was reached

in the 3rd year of the Activity (Phase II). The indicator measured the Activity

progress in developing the draft OTC for STEM proficiencies based on CCC

accompanied by Implementation Guidelines and Teacher Training Manual,

which is a complete set of documentation which was endorsed by the Ministry

of Civil Affairs (MoCA) and the Conference of Ministers of Education. Along with

this, trainings were provided to educational professionals regarding the

implementation of the endorsed documentation.

Stage reached on the milestones for PPDM

Standards and Operational Guidelines being

submitted for endorsement and training program

and certification for university professors/teaching

assistants developed (out of total of 4 stages)

Simple

number - 0 4 4 100%

The indicator measured the Activity progress in assistance to BiH Education

Institutions in developing the Standard and Operational Guidelines for PPDM-

related courses, which included, specifically, the development of three (3)

documents: 1) Standards for PPDM – Pedagogy, Psychology, Didactics and

Teaching Methods education and training for teachers; 2) Operational

Guidelines for PPDM – Pedagogy, Psychology, Didactics and Teaching Methods

education and training for teachers; 3) Outline Training Program and

Certification of the University Professors in the PPDM educational modules. The

set target which included four (4) stages to be reached was met in the second

year of the Activity.

Number of key stakeholders from relevant

education institutions involved in the

development of draft Operational Teaching

Curricula for STEM proficiencies based on

Common Core Curriculum and Implementation

Guidelines

Number

Total 0 40 44 110% The indicator measured the number of persons directly included in the

development of the Operational Teaching Curricula for STEM proficiencies

based on Common Core Curriculum and Implementation Guidelines. Thus,

persons from WG and from relevant BiH institutions (MoCA, APOSO, HEA,

cantonal MoEs, MoE RS and FBiH, Department of Education in Brcko District)

were included. The target was set at reaching 40 stakeholders. In the second

year of Activity Phase I, the target was reached – 44 stakeholders were attained

(18 males and 26 female).

Male 0 19 18 94.74%

Female 0 21 26 123.81%

*For the purpose of uploading documents to the DEC, all personal information and pictures were removed and replaced with “XXX”

Number of documents related to draft

Operational Teaching Curricula for STEM

proficiencies based on Common Core Curriculum

developed (OTC, Implementation Guidelines,

Teachers Training Manuals)

Simple

number - 0 3 3 100%

The indicator was focused on measuring the number of the developed

documents which included the full process of document preparation and

development by relevant ENABLE-BiH working group/s and approved by the

PAB. The set target was reached in the second year of Activity Phase I.

Number of teachers/educators/teaching

assistants/representatives of relevant education

institutions trained

Simple

number

Total M/F 0 265 326 103.02%

A total of 298 teachers’ educators, teachers, and TOTs (75 males and 223

females) and 28 representatives of Education Institutions (RS Pedagogical

Institute, 11 male and 17 female) were trained for the roll-out of the new

Operational Teaching Curricula for STEM) during the life of the Activity.

Male 0 130 86 57.69%

Female 0 135 240 165.18%

Total 0 265 326 112.45%

Teachers 0 192 196 102.08%

ToT’s 0 73 102 139.73%

Represent

atives of

Education

Institution

s (RS)

0 25 28 112.00%

Number of key stakeholders from relevant

education institutions involved in the development

of Standards and Operational Guidelines for

implementing PPDM-related courses across all

teacher studies programs

Simple

number

Total 0 20 30 150% The indicator was focused on measuring the number of key stakeholders

directly included in the development of adjusted curricula for the preservice

education of teachers in PPDM and Operational Guidelines. The Working Group

consisted of 20 members. Those members were from four universities

representing the Psychology, Pedagogy, Didactic and Teaching Methods

departments, specifically the Universities of Sarajevo, Mostar, Banja Luka and

Zenica. Additional WG-members included pertinent international and local NGO

representatives (OSCE BiH, Center for Education Initiatives Step-by-Step, and

Civitas BiH) and two HEA members. The target was reached in the first year of

Activity Phase I where 30 key stakeholders (13 males and 17 females) were

attained.

Male 0 9 13 144.44%

Female 0 11 17 154.54%

Number of documents related to teachers’ PPDM

education/training developed (Standards,

Operational Guidelines)

Simple

number - 0 3 3 100%

The term “developed document” means the document has been prepared and

developed by the relevant ENABLE BiH PPDM Working group and approved by

the PAB. As targeted, three (3) documents were developed in the second year of

Activity Phase I.

Number of other teaching and learning materials

(TLM) provided with USG assistance

Simple

number - 1000 1000 100%

TLMs are the materials used by educators to help in teaching/instructing

effectively. In particular, this included 200 copies of PPDM Standards printed

and distributed, 200 copies of PPDM Guidelines, 200 copies of STEM OTC,

200 STEM Guidelines, 200 copies of STEM Manuals. In the second year of

Phase I, 1000 materials, as targeted, were distributed.

% of education practitioners who prefer STEM

teaching approach over traditional teaching

methods

Percent/Fr

action Total 0 30% 52% 57 total

Out of a total of 298 teachers’ educators, teachers, and TOTs (75 males and

223 females, 196 teachers) who were trained for the specific roll-out of the

new Operational Teaching Curricula for STEM, 109 (80F/29M) of them had

reported on the percentage of implementation of STEM classes in Year IV of

the Activity. Out of the 109 teachers who have reported on the STEM

implementation in the Year IV of the Activity, 52% or 57 (42 F/15M) of them


Male 0 49% 26% 15 male

reports teaching more than 25% of the classes/extracurricular activities through

STEM teaching approach while 39% or 43 (31F/12M) of them reports teaching

between 10% and 25% of classes/extracurricular activities through the STEM

teaching approach. The overall percentage calculated to inform the indicator %

of education practitioners who prefer STEM teaching approach over traditional

teaching methods were based on the data delivered from 109 education

practitioners meaning that the calculation method includes calculation sample

of 109 where the numerator is “number of teachers who use STEM approach

more than 25% in their teaching and extracurricular activities” and is calculated

to be 57; while the Denominator is “the number of teachers trained in STEM

and reported on STEM implementation”; the total score is calculated to be

52% (57/109) which is above the previously targeted percentage of 30%. If we

look at the number of education practitioners who prefer STEM teaching

approach over traditional teaching methods (57) against the number of trained

teachers (196); (indicator Number of teachers/educators/ teaching assistants/

representatives of relevant education institutions trained), we reach the

percentage of 29%.

Female 0 51% 74% 42 female

% of students who changed their perspective

about STEM

Percent/Fr

action

Total 0 20% 193 92% The sample included in the Internal Evaluation included 210 students, while

193 or 92% of them showed a change in their perspective about STEM. The

calculation model used for this specific indicator measurement included the

following:

Numerator: number of students who gave positive answers (agree or strongly

agree) to at least 60% of the questions on the survey/ Denominator: total

number of students participating in the survey (N=384)

Male 0 49% 74 38%

Female 0 51% 119 62%

Number of partnerships established between

schools and STEM (Science, Technology,

Engineering and Mathematics) companies with

the aim of providing students with practical

experience in STEM

Simple

Number - 0 12 0 0

Formal partnerships (2 signed MoUs) were established with a company

consortium - AS Holding (counting 12 subsidiary companies) and association of

the largest IT companies in BiH – Bit Alliance (counting 55 software

companies). A partnership was also established with the company Violeta, but

the MoU was not signed due to Violeta’s internal procedures and requirements.

The negotiations with Mtel company were initiated prior to COVID-19 for the

organization of visits of students to their HQ in Banja Luka, but were not

completed due to the COVID-19 crisis.

Number of education institutions and businesses

engaged in ENABLE BiH STEM interventions)

Simple

Number

Total 0 42 18 42.85 % 12 primary and secondary schools across the country were identified, as well as

three universities. These places of learning served as an enriching and

stimulating area for the introduction, integration and expansion of STEM

(Science, Technology, Engineering and Mathematics). Cooperation with schools

and universities continues throughout the fourth year of the Activity. Three

University Centers of Excellence (one in Sarajevo, one in Mostar, one in Banja

Luka) were established and equipped with STEM tools and materials. While

STEM integration was implemented within regular curricula in 7 model schools

in the Federation and Brcko District, in five schools in the Republika Srpska, the

STEM activities remained at the extracurricular level. After a series of follow-up

meetings in the beginning of Year IV of the project with the educational

authorities in the Republika Srpska, an agreement was reached to start with

Schools 0 12 12 100%

Universitie

s 0 3 3 100%

Companie

s 0 27 3 11%


STEM integration in regular curricula. Unfortunately, due to COVID-19, it was

not possible to implement this as planned.

Number of students provided with quality STEM

education by trained teachers

Simple

number

Total 0 3840 2556 66.56% A total number of 2556 of children were reached. Due to limited access in the

RS, activities in this entity were delayed and the target was not reached. Despite

efforts to ensure integration in the final year, it was not possible to implement

the planned activities in the model schools in RS due to COVID-19.

Female 0 1959 1252 63%

Male 0 1881 1304 69%

Number of students in ENABLE BiH secondary

schools who completed internship programs

organized by ENABLE BiH partner companies

Simple

Number

Total 0 24 0 0 Activities foreseen to contribute to achievement of this result were cancelled due

to the COVID-19 Pandemic as well as the end of school year and project close

out process. Female 0 11 0 0

Male 0 13 0 0

Number of STEM university students engaged as

mentors for students in ENABLE BiH secondary

schools who are doing internship

Simple

Number

Total 0 12 0 0 Activities foreseen to contribute to the achievement of this result were cancelled

due to the COVID-19 pandemic as well as the end of school year and project

close out process.

Male 0 5 0 0

Female 0 7 0 0



SECTION III – SUMMARY OF PROBLEMS/OBSTACLES ENCOUNTERED AND HOW

THESE WERE ADDRESSED/OVERCOME IF APPROPRIATE

Low performance of the project partner in Phase I that required change of partner

The initial project partner, MWA, had performance issues in the first year of the project. This

caused a delay in the initiation of the processes with respect to the development of key STEM

and PPDM deliverables whose execution was planned by the expert STEM/PPDM groups

under the guidance of the US experts. The low performance and delays were caused by the low

recruitment capacity of the US expert counterparts on behalf of the project partner. The process

to change the project partner was initiated, in close communication with the donor, and another

US based partner, P21 STEM, was identified. The delays caused in the initial period were

erased through more intensive and frequent meetings of the STEM and PPDM working groups

in Year I. Only the final meeting of the PPDM WG was delayed and transferred to Year II of

Phase I of the ENABLE BiH project.

Low financial management capacity of the sub-awardee NGO EXIT Centre Banja Luka

The USAID BiH Mission increased funds for Phase I of the ENABLE BiH project to support

the establishment of the non-formal STEM education centre in Banja Luka through the NGO

Exit Centre. The iniative was worthwhile since STEM as a concept was a novelty in BiH and

the immediate demonstration through non-formal education regarding STEM was welcome

and needed while different STEM-related policy documents were being developed by BiH

experts. The establishment of the non-formal STEM education center called ROBOKIDS was

co-funded by Save the Children/USAID and the Swiss Development Agency (SDC). During

the financial monitoring of the sub-awardee by SDC, concerns were raised that the partner was

not charging project costs between the two sources of funds in the most transparent manner;

hence, Save the Children and SDC engaged an independent auditor to undertake an audit of the

project. While no fraud was confirmed, the audit identified significant weaknesses of the

partner in financial management. Both Save the Children and SDC agreed on the audit

recommendations and the management letter that was issued to the management of the sub-

awardee, which was accepted by the EXIT management. Close financial management

monitoring as well as support in financial management of the sub-grantee was required to close

the sub-award successfully.

Project staff turnover

During Phase II of the ENABLE BiH project, the key challenges related to the change of project

team: The initial Project Manager, Ms. Tatjana Slijepcevic, resigned after Phase I and left the

Project on December 1, 2018. Several attempts were made to hire a new Project Manager but

several recruitment efforts were not successful as either the interested candidates were not

meeting minimum requirements regarding education and experience or their written tests and

oral interviews were not satisfactory. During this period, the Save the Children Program

Development and Quality Director, responsible for the ENABLE BiH project technical support

to the project team, was appointed as acting Project Manager until November 2019 when a new

Project Manager, Ms. Vildana Bijedic, was hired. After the lockdown and work from home

period from March to May 2020, Ms. Bijedic resigned from her post. Since the project was

already in a pre-closeout stage, USAID’s communication was to proceed with the closeout

process and completion of the outstanding tasks with the home office and country office teams,

with Ms. Aleksandra Babic-Golubovic, Programme Development and Quality Director

stepping in as the focal point for the project in the close-out phase. The staff turnover caused

the delay and lower quality in the Year IV of the workplan and MEL documents.



Withdrawal of the approval for STEM-integrated teaching in the regular curriculum for

five model schools by the Republic of Srpska educational authorities

The educational authorities from the Republic of Srpska participated in Phase I and provided a

letter of recommendation and an expression of interest for participation in Phase II of the

ENABLE BiH project. However, due to a change of leadership in the Ministry after the general

elections in October 2018, the project team encountered difficulties for the rollout of STEM-

integrated teaching in the regular curriculum in five model schools in the Republika Srpska.

The new Minister and the leadership of the Pedagogical Institute allowed only the STEM labs

and STEM-integrated teaching to be implemented as part of school clubs/projects. After a

series of meetings with the representatives of the Ministry of Education and the Pedagogical

Institute in November and December 2019, which also included critical USAID intervention

towards high level officials of the Republika Srspka Government and the Ministry of

Education, a positive sign for resolving the standstill was made by agreeing to the request of

the Pedagogical Institute to conduct a ToT STEM training for the pedagogical advisors of the

Pedagogical Institute before starting the rollout of STEM-integrated teaching in the five model

schools within the regular curricula for one semester of the 2019/2020 school year. Adhering

to the agreed plan, the ENABLE BiH team organized the ToT STEM training for the

Pedagogical Institute representatives in February 2020. A plan was made for refresher

trainings for the teachers from the model schools. The plan included preparing the teaching

plan for the second semester of the 2019/2020 school year for a minimum of 20% of integrated

STEM teaching within regular curricula in all five model schools. Unfortunately, with the

COVID-19 crisis, these plans were not implemented as planned. Only the first refresher was

implemented prior to COVID 19 crisis for the Banja Luka Grammar School, while tree

additional were implemented in the period end of Aug/beg Sept 2020. In one of the model

schools (PS Istocna Ilidza), despite the approval of the Pedagogical Institute, the management

of the school refused to hold the refresher training in September 2020 as the instructions of the

Public Health Institute for schools were against holding any trainings in school premises or

allowing external visitors to the schools.

Missing 3D printer from the model school in Doboj (RS)

During the delivery of the procured equipment for the STEM labs, one school (PS Sveti Save

Doboj) communicated to the Project team that the delivery of 3D printer, while duly signed by

the school representatives as received and recorded by the delivery company as delivered, was

missing. The school management notified the police and submitted the paperwork to the Project

team that the 3D printer was missing. After reviewing the whole information provided by the

Project Team and the school management, and with an apology to the AOR for late notification

of this particular case, Save the Children, procured an additional 3D printer with its own funds

to replace the missing one.

Increased workload of teachers for preparation of STEM-integrated lesson plans and

inadequate remuneration by the system

After the completion of the first school semester rolling out the integrated STEM teaching in

seven model schools, the ENABLE BiH team held a series of follow-up meetings, from April

– June 2019, with the MoE representatives, model schools’ management, STEM-PPDM

trainers/mentors and teachers in model schools. The goal was to assess how well the rollout

was going and the challenges and issues the implementation was facing in the schools. During

these technical-consultative meetings, the project-team faced a reduced but still significant

number of teachers in the model schools in the Sarajevo Canton, Herzegovina-Neretva Canton

and Brcko District who deemed that STEM implementation required significant additional

work, time and preparation. Consequently, they expected higher remuneration for the perceived

extra effort. The Sarajevo Canton MoE provided additional stipends for the teachers from the



model schools. This can serve as a basis for systemic recognition of schools that are piloting

and modeling initiatives as part of the education reform processes.

The COVID-19 crisis caused a lockdown and online education from March-June 2020,

impacting a number of activities, causing them to be modified or canceled due to the

epidemiological situation, restrictive measures and the closeout of the project

The biggest worldwide disruption, the COVID-19 pandemic, impacted the education system in

BiH after the lockdown of the country beginning in mid-March 2020. The school year was

completed online. The lockdown was lifted at the end of May 2020, but still many restrictive

measures remained in force. Within this context, a number of adaptations to the project were

required as communicated to the donor in two Activity Risk Mitigation plans. Also, activities

related to links with the business sector (internships and visits to companies) were canceled.

SECTION IV – LESSONS LEARNED, BEST PRACTICES AND OTHER FINDINGS

FROM PROGRAM, ALONG WITH RECOMMENDATIONS FOR FUTURE

PROGRAMMING

Bringing in external experiences and models led to positive results among key local STEM

experts and academia

Dynamics, cooperation, knowledge-exchange and opinion sharing between the local and US

experts’ core group were exceptional and had highly positive effects on the overall process and

development of the draft STEM documents. In addition to face-to-face meetings, online

communication, consultations and discussions among two teams were intense and highly

productive. Dedication to and ownership over the process and development of the documents

by the local core expert team were greatly visible. The communication of the local core expert

team and extended group demonstrated a high level of respect, understanding, appreciation of

different views and expertise as well as significant balancing between academia and more

practical inputs by the extended WG members. Diversified perspectives were immensely

important in creating documents and shaping a new approach to teaching and studying that

would encompass an array of needs, interests, capabilities and resources.

Within the ENABLE project, and as a one of the results of the quality cooperation, three

relevant documents related to draft OTC for STEM proficiencies based on CCC were

developed (OTC, Implementation Guidelines, Teachers Training Manuals) along with

documents related to teachers’ PPDM education/training.

Buy-in of the STEM paradigm among key national STEM experts as a key for promotion

of the concept among the professional public

The STEM activities in the beginning were marked by significant challenges in terms of the

extended working group’s understanding of the STEM approach as well as the anticipated and

indispensable shift of the educational paradigm. The goal was to use the current curriculum

and educational content to achieve different outcomes, that is, to replace pure memorization

with real-life application of the knowledge gained in the school environment.

However, with the support and buy-in for the STEM paradigm among the key national STEM

experts that were gathered in the core STEM expert group, the project team got an ally to ensure

the promotion and acceptance of STEM and the functional learning that it brings to the students.

This was clearly reflected by many members of the working group who said that the process

initially looked too ambitious, especially in the context of BiH. Thirty key stakeholders from

four universities representing Psychology, Pedagogy, Didactic and Teaching Methods

departments, specifically the Universities of Sarajevo, Mostar, Banja Luka and Zenica along

with additional members - international and local NGO representatives and two HEA members

were involverd in the project activities.



However, the overall intentions, sense and meaningful connections between STEM, KBE and

BiH education started emerging and were clarified as the project activities progressed.

Methodology reform does not need to wait for lengthy curriculum reform

The rollout of STEM-integrated teaching within the existing curricula has proved possible even

within the existing, non-reformed curricula due to two main reasons: some flexibility of

teachers to choose the content and methodology of their work, and an individual commitment

of dedicated teachers for professional advancement. In case of ENABLE, out of the 109

teachers who have reported on the STEM implementation, 52% or 57 (42 F/15M) of them

reported teaching more than 25% of the classes/extracurricular activities through STEM

teaching approach while 39% or 43 (31F/12M) of them reports teaching between 10% and 25%

of classes/extracurricular activities through the STEM teaching approach, which showed that

even with the limiting factors of the system the integration of the STEM methodology in

teaching process is possible. 92% of students who participated in the evaluation process and

who previously “enjoyed” benefits of the STEM teaching approach, reported a change in their

perspective about STEM, including more positive attitudes and opinions about STEM subjects

and STEM careers.

However, in order to sustain this change and make it systemic, rather than project-based and

driven by enthusiastic teaching professionals, further systemic recognition of professional

development and new methods of teaching need to be in place.

This must include appropriate remuneration and professional recognition as well as

adjustments to the administrative requirements for lesson planning formats that do not require

the duplication of efforts of the teaching staff.

The STEM-integrated model implemented by ENABLE was successful despite the lack of a

revised curriculum, demonstrating that we should not wait for curriculum revisions to improve

on methodologies. One way to tackle this issue and consequently influence the sustainability

of the ENABLE project results is through the TABLA project, which is currently implemented

by Save the Children.

Teacher behavior changes require extensive and intensive work and support

The importance of the teachers' role in the rollout of STEM-integrated teaching has been well

observed by Mr. Mateo Banovic, one of the most active mentors for the model schools in the

Brcko District. In his end of project feedback and observation, he points out the following:

“Within the education reform processes, my observation has been that in BiH schools there are

a number of teachers that are not in line with the expectation of 'lifelong learning.' Such a

profile of teachers opposes even smaller reform processes, let alone those proposed with the

ENABLE BiH project.... the new paradigm requires committed and innovative teachers that

will design the teaching process by using the most appropriate teaching content and methods.

This is not possible if the teachers are not committed to their profession and not open to the

lifelong learning process. ”

Through the in-depth interviews, the mentors stated that some of the teachers are accustomed

to working on one principle of work for more than a decade, and it is difficult for them to

approach and encourage them to use new methods

The new educational paradigm requires a shift so that: teachers become facilitators of the

teaching process rather than lecturers; more collaborative planning between/among the STEM

teachers of different disciplines takes place; and, teaching methods change. This is a long term

process and longer-term support by mentors has been crucial as the required change cannot be

achieved after one training session.



The systemic changes regarding the teaching profession need to be continuously advanced and

the new USAID funded initiative TABLA – General Education Activity will be tackling the

systemic issues of licensing and accreditation of teachers in service as well as at the pre-service

level. The initiative will focus on key competencies that future teachers will be required to

practice themselves as well as to be able to transfer to their students (collaboration, critical

thinking, problem-solving, etc.).

Networking and exchange of good model/practices further support the change at the

school level

Phase II of the ENABLE BiH project targeted a change at the school level by different support

in equipment and capacity building, but also by providing networking opportunities for the

schools. The opportunities for bringing the schools together for exchanging and sharing best

practices and challenges has also been a good lesson learned that should be further promoted

in the ongoing reform processes because in so doing, the schools feel supported and do not feel

isolated in their reform endeavors. The school management also plays a crucial role in these

efforts: They should be a part of the information sharing, bringing them on board and seeking

their active support.

Private sector urges for reform of the education sector to create future workforce that

can fully contribute to the economic growth of the country

The full scale of cooperation with the STEM business sector and the STEM model schools was

not accomplished due to COVID-19, which caused the cancellation of the planned internships

and visits to STEM companies. However, based on the responsiveness of the business sector

to the partnerships and the recognition of the importance of the role they can play to influence

the education system towards changes regarding relevant and functional knowledge, this is an

area that should not be neglected in future endeavors. The private sector, being market-oriented

and pragmatic, sees the gaps in the existing education system and seems prepared to take a

more active role and provide support to the reform process.

SECTION V – A COMPARISON OF ACTUAL EXPENDITURES WITH BUDGET

ESTIMATES, INCLUDING ANALYSIS AND EXPLANATION OF COST, OVERRUNS

OR HIGH UNIT COSTS, AND ANY OTHER PERTINENT INFORMATION

The section below provides an overview of projected spending and utilization of the award budget

by end of the award.

Donor Budget Line Total Budget Variance

Total % to Budget

underspent/overspent

001 Personnel 295,919.71

294,820.60

(1,099.11) 100.37% -0.37%

002 Fringe Benefits 193,875.27

243,912.70

50,037.43 79.49% 20.51%

003 Travel 6,824.66

48,156.19

41,331.53 14.17% 85.83%

004 Supplies 3,359.45

3,375.77

16.32 99.52% 0.48%

005 Contractual 137,272.53

133,524.00

(3,748.53) 102.81% -2.81%

006 Other 682,170.05

642,028.22

(40,141.83) 106.25% -6.25%



007 Subawards 403,392.49

403,392.74

0.25 100.00% 0.00%

Direct Expense Subtotal: $ 1,722,814.16

$ 1,769,210.22

$ 46,396.06 97.38% 2.62%

ICR Earned Amount: $ 300,824.82

$ 324,791.51

$ 23,966.69 92.62% 7.38%

Contract Fee Income: 0.00%

Award Total: $ 2,023,638.98

$ 2,094,001.73

$ 70,362.75 96.64% 3.36%

A total of 96.64% of the award budget was spent. A balance of 70,362.75 USD (3.36%)

remains. The main underspends relates to the following:

Fringe Benefits: Due to staff turnover, the calculated fringe benefits such as annual leave

entitlements, severance pay, annual life insurance were not executed as not meeting the criteria

for these payments as required by local legislation/ SC Rulebook for Employment of National

staff.

Travel: During Phase I, all activities/meetings/gatherings took place in Sarajevo/nearby

Sarajevo and did not require extensive travel costs for the project team. During Phase II, five

model schools’ implementation in the Republika Srpska was on hold, so monitoring

visits/meetings with these model schools did not take place as planned. The vehicle hire was

utilized only when the vehicles from the Save the Children fleet were not available for the

announced travel of the ENABLE project team. The anticipated international travel by the Save

the Children US project staff also did not take place due to travel restrictions related to the

COVID-19 pandemic; all project support provided by Save the Children US was done

remotely.