OPEN SOCIETY INSTITUTE EDUCATION PROGRAM SUPPORT UNIT EDUCATION IN BOSNIA-HERZEGOVINA PRIORITIES FOR RECOVERY July 31,19951 DRAFT *School data revised August 9, 1995 (page 3) ARVACSKA UTCA 6, H-1022 BUDAPEST, HUNGARY (361) 212 2029, FAX (361) 212 2092 EDUCATION IN BOSNIA-HERZEGOVINA PRIORITIES FOR RECOVERY July 31, 1995 I. Introduction and Background A. Pre-War Education System B. Basic Data Table I - Primary Education in RBH Table 2 - Secondary Education in RBH Table 3 - Higher Education in RBH II. Education in War Time A. Current Functioning of the System B. Political Context C. Issues for Relief, Recovery, and Development III. Priorities for Action A. Restoring Physical Plant Table 4 - Damage Assessments of Primary Schools in RBI Table 5 - Damage Assessments of Secondary Schools in RBI Table 6 - Damage Assessments of University Buildings in RBI B. Providing Essential Educational Materials C. Fostering School-Based Initiatives and Community Involvement D. Increasing Efficiency in Utilization of Existing Space E. Integration of Displaced Children IV. Toward Recovery and Development of Education A. Assistance to the Ministry of Education and Pedagogical Institute B. Curriculum Reform C. Textbooks D. Teacher Training Appendix A - Donor Efforts in Education in Bosnia and Herzegovina Appendix B - Access to Grazed, Sarajevo, Bihac Pocket, and Central Bosnia Education Program Support Unit Open Society Institute of the Soros Foundation Network This report was compiled by Heather Iliff, with contributions from Dianne Cullinane of the Sarajevo Education Project and Mabel Wisse Smit of the European Action Council for Peace in the Balkans. The report draws upon information from UNICEF, Ministry of Education, Culture, Science and Sports of the Republic of Bosnia and Herzegovina, UNHCR, and other organizations active in Bosnia. EDUCATION IN BOSNIA-HERZEGOVINA PRIORITIES FOR RECOVERY 1. INTRODUCTION AND BACKGROUND Education in the Republic of Bosnia and Herzegovina (RBH) has been devastated by the war. Widespread damage and destruction of school buildings has greatly reduced the infrastructure for learning. Since the 1991-92 academic year, there has been no operating budget for education. Shortages of basic educational materials and school supplies are severe. An undetermined number of qualified teachers have been lost through migration, mobilization into the military, and war casualty. Many teachers currently in the classroom are wartime volunteers; the vast majority work without compensation. The security situation, confrontation lines, lack of space and heating have greatly reduced time spent on learning by Bosnian children. In addition to the emergency relief and recovery needs of wartime, the Bosnian education system is also in need of restructuring and reform. As in other education systems of the region, education in RBH has an inherited legacv of over-specialization in secondary technical and vocational education, an overloaded curriculum with an ideology of the past, and outdated teaching and learning methodologies. Recover-v of the education system in Bosnia must therefore address emergency requirements to restore a basic standard of service delivery as well as lay groundwork for curriculum reform, teacher training, and systemic change. Initiatives undertaken in wartime must be innovative logistically as they aim at feasible solutions to the problems of space, shortage of qualified teachers, and teaching materials. Looking beyond the war, the challenge to Bosnian education will be how to structure recovery programs to build a foundation for deeper educational change and quality improvement. This chapter briefly discusses the pre-war education system in Bosnia-Herzegovina and provides what basic data are available on education in RBH. Chapter 11 describes how the education system currently functions, and outlines the political context and practical issues that may constrain donor efforts. Chapter III makes recommendations on actions which could be taken to improve the basic/short-term situation. Chapter IV outlines possible actions to address more systemic needs. The information in this report refers primarily to the territory currently controlled by the government of the Republic of Bosnia-Herzegovina (RBH) in Sarajevo. This includes the territory of central Bosnia, as well as the Croat dominated areas of Herzegovina. Very little information is available about schools in the territory controlled by the Bosnian Serb Army (BSA). According to reports, the level of physical destruction is not as severe. but the lack of teaching materials and general degradation of quality of learning have seriously damaged the education system in those territories, as well. A. PRE-WAR EDUCATION SYSTEM In 1964, education in the former Yugoslavia was formally devolved to the republics. Education ministries in each republic were responsible for the school system, including curriculum design. Education was financed from each republic's budget. Priorities for disbursement of all funds in education and culture were set by the Self-Governing Committees (SlZs) which were comprised of members of various institutions and organizations. In practice, the actions of the SlZs were basically controlled by the Communist Party. There was no formal Federal authority over education. However, due to the nature of the one-party state, the differences between the school systems in the republics were not large, and they all had the same basic structure. The structure of the school system in pre-war Bosnia consisted of pre-school (ages ' )- 6), compulsory basic education up to grade eight (age 7-15), and a variety of secondary schools (3 or 4 years), offering academic (gymnasium), technical, vocational, and arts education. In grades 1-4, one teacher covered all subjects, and in grades 5-8, as well as in all secondary schools, teachers were specialized in subjects. There were 4 universities in RBH (Sarajevo, Mostar, Tuzla and Banja Luka which, were comprised of 46 institutes and faculties. Textbooks were produced by two state publishers in Bosnia-Herzegovina. Textbook manuscripts were written by authors chosen through open competitions, based on the official curriculum of the Ministry of Education. Students were responsible to purchase their own textbooks. In the mid 1970s and early 1980s, a major education reform movement in all republics aimed to shift the focus of secondary education toward vocational and professional subjects. The role of general secondary education was significantly reduced, and even in the gymnasium students were encouraged to study for specific professions in the last two years of secondary school. The Constitution of the Socialist Federal Republic of Yugoslavia identified five official languages-. Serbo-Croatian, Slovenian, Macedonian, Hungarian, and Albanian. Other minorities were entitled to education in their languages (such as Ruthenian, Slovakian and Italian) and were required to take at least one subject in the official language of their republic. In addition, students were required to learn the language of their local community. For example, Serbian children in Vojvodina were required to study Hungarian. In the constitution of the Yugoslav Republic of Bosnia-Herzegovina, the official languages were Serbo-Croatian and Croato-Serbian. Generally, the Serb population referred to the language as Serbian, the Croat population referred to the language as Croatian, and the Muslim (and Yugoslav) populations referred to the language as Serbo-Croatian or Croato- Serbian. There were no significant minorities in Bosnia requiring instruction in other languages. The student-teacher ratios in Bosnia-Herzegovina before the war (1990/91) were 24:1 in primary school and 19: 1 in secondary school.' The low ratio in secondary school reflects the high level of specialization of teachers. Most secondary teachers taught only one subject. B. BASIC DATA Reliable data on education in Bosnia-Herzegovina are scarce for several reasons. 1) Political fragmentation within the Federation and parallel structures (discussed in Chapter 11) make it difficult for educational authorities to share information with one another. 2) Difficulty in reaching certain areas makes it impossible to collect data or otherwise assess the actual present situation, and 3) In some areas, the situation changes from day to day as a result of the war. The following statistics should be treated with some caution. The Ministry of Education in Sarajevo calculates the number of schools to be the number of institutions that are still in operation. In areas where the schools were destroyed, classes are being conducted in basements, abandoned buildings or other make-shift structures. In the front-line Sarajevo suburb of Dobrinje, for example, all schools were destroyed. However, the school leaders continue to hold classes in several locations, maintaining the names of the previous schools. In this situation, the three schools in Dobrinje are included in the number of schools listed below. The number of actual buildings and the level of destruction is discussed in Chapter 111. The numbers of teachers are based on the payroll list kept by the Ministry of Education in Sarajevo. ' Calculated from data provided by RBH Ministry of Education, Science, Culture and Sports; July 24, 1995. 1 II. EDUCATION IN WARTIME The Ministry of Education, teachers, school leaders and parents have managed to provide limited education during the war. Where schools were destroyed, classes continued in abandoned buildings, basements, and shops. Where school buildings remain, classes go on although many classrooms lack windows, electricity or heating. In the absence of textbooks, students copy lengthy lessons from the chalk board into scarce notebooks, sometimes having to erase previous work to make room for new lessons. Schools operate in multiple shifts, and classrooms are sometimes crowded with 40-45 children of different ages. The system is faced with constantly changing student populations, a severe space crisis, and a lack the most basic teaching and learning materials. A. CURRENT FUNCTIONING OF THE SYSTEM All aspects of education have been disrupted by the war. The most severe difficulties that the system faces are the lack of adequate teaching space, missed class time due to security and lack of space, and the shortage of qualified teachers. The Ministry of Education has also been seriously affected by the war, and is operating with reduced staff and resources. I 1. Crisis of Space and Time for Learning With the outbreak of war in April 1992, education was disrupted throughout the country. Where there was heavy fighting and shelling, especially in Sarajevo and the other enclaves, official instruction was halted for almost a year. Improvised classes were held in teachers' and parents' homes during this period, but official teaching in schools did not recommence until March 1993. During the first year of the war many school buildings were either destroyed or taken over for use by the army or as collective centers (housing for displaced persons). The school as an administrative entity still existed, often housed in apartments or abandoned offices. Each school was responsible for finding space in the neighborhood for classes. In some areas, difficulties in finding adequate space delayed the beginning of classes; in others classes were never resumed. For security reasons in many areas, classes were held in basements, shelters or garages. These so- called "war schools" still exist in most of the front-line areas or where schools were destroyed. In order to maximize ' use of space and accommodate the massive influx of displaced persons (DPs), most schools function in two or three shifts of 3 1/2 hours. The 1993 academic year consisted of a maximum of 18 weeks of classes (as opposed to 38 weeks in peace time)2. With the public transport system no longer running, children in rural areas and even in city suburbs have difficulties reaching school. Disruptions in education occurred differently in several areas of Bosnia, depending on the war circumstances. The following is a summary of the situation 'in Sarajevo, Mostar and Herzegovina, and Middle Bosnia. Information on Bihac and the Eastern Enclaves is not readily available as those areas have been isolated since the start of the war. Sarajevo. Classes resumed in September 1993 and continued until November when the lack of heat and renewed shelling forced schools to close until March 1994. The beginning of the 1994-95 school year looked promising - some schools had been repaired and reopened following the cease-fire. A new curriculum and 56 textbooks were published, providing teachers with much needed resource materials. In Sarajevo the student numbers increased, in part due to more secure conditions and to the influx of displaced persons. However, renewed shelling and increased sniping caused schools to close again in Spring, 1995. At the date of this report (July 1995) the circumstances are very similar to those of the early days of the war. UNICEF, "Children and Women in Bosnia Herzegovina: A Situation Analysis", 1994. Herzegovina, Mostar and West Herzegovina, intense fighting between the Croats and 1993-94 caused stoppages similar to the beginning of the war in Central Bosnia. Schools were converted into collective centers, barracks or even field hospitals. The current cease-fire in the Federation territories has allowed children in these areas to return to school, however frequent interruptions continue. Middle Bosnia and Tuzla: In some areas, such as Zenica, schools have managed to continue operating throughout the war. All but three school buildings in Tuzla have been used to house displaced persons, and schooling continues in homes and basements. The recent attacks on the Eastern enclaves have displaced thousands, which has led to conversion of any available space to emergency shelter. The result of these interruptions in basic schooling is described in a document produced by UNPROFOR Sector South West for this report-. There is also the problem of the "education black hole" that now exists within the Federation and which has come about as the result of a whole generation of children having had little or no schooling for the past 3-4 years. As these children mature and attempt to take their adult place within society there will be a noticeable slump in the educational and technical skills available to the employment market. These losses will probably be overcome by the recruitment of foreigners to fill key posts with a resultant increase in local unemployment. A huge investment of capital and resources is required if this trend is to be reversed. This phenomenon is exacerbated by disruptions in university education. Universities face similar problems of lack of space and destroyed facilities. Most natural science laboratories as well as facilities for engineering and electrical-technical subjects have been destroyed by shelling or looting, University libraries have been devastated, and there are no possibilities for current research since they are isolated from the outside world. Universities are functioning on a shortened academic year, and many subjects are no longer available at all. For reasons of access, two faculties of the University of Sarajevo have begun operating in Zenica. And, the engineering and medical faculties of the University of Tuzia have started in Zenica for students who do not have the means to travel to Tuzla. 2. Shortage of Qualified Teachers Since the beginning of the war, many qualified teachers left the country, were drafted into the army, left the teaching profession for more lucrative positions in international organizations active locally, and some have been killed. The student teacher ratios (27: 1 in primary school, 14 -.I in secondary school 5 ) do not indicate an overall shortage of teachers. However, departure of specialized teachers has left a gap of qualified teachers for certain subjects. There is an overall shortage of teachers of foreign languages. Shortages in other subjects vary from school to school depending on which teachers remained. In the former system, the vast majority of teachers were only qualified to teach one subject, and therefore it is difficult for the remaining teachers to fill the gaps. Some schools are overwhelmed with influx of students that have been displaced, and others may have a surplus of teachers. 3 Bosniac refers to a person who considers himself ethnically Bosnian (as opposed to Croat, Jew, or Serb). Bosniacs are predominantly, but not necessarily, Muslim. 4 The improvised medical faculty had 75 students in the first year, while 800 students applied to the program. 'Me classroom is provisional (in the hospital). They need all kinds of material -- books, microscopes, research equipment, etc. Calculated from data provided by RBH Ministry of Education, Science, Culture and Sports; July 24, 1995. This situation is acute in the universities, The most qualified professors have had better means to pursue a career abroad. And, many professors left the university to work in the ministries or with international organizations. The brain-drain has resulted in the discontinuation of certain subjects at the University. Some professors were left without a university if their faculty ended up on the other side of the confrontation lines. 3. Ministry of Education 'Me education system of the Republic of Bosnia-Herzegovina (RBH) is under the direction of the Ministry of Education, Science, Culture, and Sports. The Ministry is operating on a skeleton staff, 6 and only a handful are dedicated solely to education. The Pedagogical Institute is part of the MOE, and consists of 46 staff. The Pedagogical Institute is responsible for curriculum and textbook development, teacher training, directives to the school system, and other research and development activities. In addition, the cantons of Bosnia- Herzegovina have education ministries and pedagogical institutes with jurisdiction over the canton. The MOE has tried to keep the system functioning under impossible circumstances. International organizations such as UNICEF, International Rescue Committee (IRC), the Soros Foundations, and other NGOs and bilateral donors have made substantial efforts to provide emergency relief to the school system in delivery of school supplies, school repair and reconstruction, and assistance to the Ministry of Education in textbook production (see Appendix A). However, acute shortages of materials and lack of space continue to be significant problems in all areas of Bosnia- Herzegovina. B. POLITICAL CONTEXT The war in Bosnia has created sustained ethnic fragmentation which has presented the education system with some of its most difficult challenges. The political aim of the war has been to create ethnically pure states, and therefore the possibility of genuinely integrated schooling has become more remote. There is no contact between educators in the Bosniac-Croat Federation and their counterparts in the self-proclaimed Srbska Republic. However, the confrontation lines cut through towns and municipalities that once functioned as united school systems. Furthermore, although hostilities have ceased between the Bonsai's and Croats, most of the Federation territory remains strictly segregated as a result of the Bosniac-Croat war. 1. Bosniac-Croat Federation The territory of the Federation is still -- unofficially -- divided in two parts, according to the former (February 1994) confrontation lines. These two parts are governed by two parallel government structures, and freedom of movement is limited for civilians across the former confrontation lines. Those areas that were controlled by the Army of the Republic of Bosnia and Herzegovina (ARBiH) in February 1994 are governed by the Bosniac authorities, operating within the structure of the internationally recognized government of RBH - based in Sarajevo. At the same time, the areas that were controlled by the paramilitary of the self-declared Croat Republic (HVO) in February 1994 arc governed by Croat authorities, which are organized and operate in accordance with the regulations of the government of the self-proclaimed "Croat Republic of Herzeg Bosna" (CRBH) based in Mostar. The Federation intends to integrate this system of dual power. At present, integrated Federation authorities are being established. For example, the federal government is composed of 6 The Assistant Minister for Education has 4 staff. The rest of the Ministry consists of Assistant Ministers for Science, Culture, Sport, Information, and Finance and the relevant staff. 7 Bosniac and Croat (deputy) ministers . It is unlikely that the system of dual power will completely dissolve until the integrated Federation institutions have been established and are operational on all levels - federal, cantonal, and municipal. This continued system of dual power has created difficulties in several areas of education: 1) education governance, 2) language of instruction, 3) financing of education, and 4) student access to education (especially secondary and higher education). 2. Education Governance The Ministry of Education, Science, Culture and Sports, located in Sarajevo (hereafter, MOE), is meant to oversee education in the Federation. It is headed by a Bosniac Minister with a Croat Deputy Minister. The Deputy Minister does not reside in Sarajevo, and has been reluctant to get involved in the operations of the MOE. Furthermore, the education authorities in the CRBH do not consider the MOE in Sarajevo to have authority over the school system in the HVO controlled areas. As a result, the Ministry has a direct impact only on those areas that are controlled by the Army of the Republic of Bosnia Herzegovina (ARBiH). Parallel education authorities exist in the Croat areas. 3. Language of Instruction Before the war, Serbo-Croatian or Croato-Serbian was used in Bosnia, Croatia and Serbia, with some geographic pronunciation variations and Cyrillic script was used in Serbia. Now there are three "separate" languages. The differences between the languages are minimal and people have no difficulty understanding one another. However, the Croats are updating the vocabulary of Croatian language in order to make it more "Croatian" thus accentuating the differences in the languages. At the same time, the Bosniacs are institutionalizing the differences of Bosnian language which now replaces the subject of Serbo-Croatian in grammar school. Although the Federation Constitution allows for both Croatian and Bosniac languages', there remains an impasse between the Bosniacs and the Croats regarding language of instruction in schools. Croats in Herzeg-Bosna insist on education in Croatian, while Bosniacs under control of the government of RBH insist on education in Bosnian language. The issue is not easily solved by drawing geographical lines because the population remains mixed. This is a particularly difficult issue when it comes to children of mixed families and other minorities (including Serbs) remaining in Federation territories. And, it naturally hinders any movements toward reunification in divided communities. In Spring of 1994, the Pedagogical Institute (of the Sarajevo MOE) updated the curriculum of to remove ideology and include new subjects such as Bosnian history and language. In the same year, the MOE managed to print and distribute 56 new textbook titles for primary and secondary schools. The textbooks were newly produced through competitions of authors. The subjects covered include world history, Bosnian history, Bosnian language and culture, and reading. The emphasis on Bosnian language and history in the new curriculum and textbooks caused Croats in Herzeg-Bosna to reject the materials prepared by the MOE in Sarajevo. Teachers in HVO controlled areas follow the Croatian curriculum from the Ministry of Education in Zagreb, and students learn from Croatian textbooks. The new textbooks of the Sarajevo MOE are considered by the Croat authorities to be part of Muslim state building, regardless of the fact that they were written by authors of all three nationalities. 7 The Cabinet of the RBH, restructured in accordance with the Federation Constitution, carries out the functions of the Federation, as well as the Republic. 8 The Federation Constitution, Chapter 1, Article 6 (1) states that "The official languages of the Federation shall be the Bosniac language and the Croatian language. The official script will be the Latin alphabet." Article 6 (2) states that "Other languages may be used as means of communication and instruction." The language of instruction issue will remain even after a more satisfactory political settlement in the Federation territory is established. Therefore, solutions should be considered in the context of compromise such as printing of the same books in two languages or printing bilingual volumes. There is an understandable reluctance at the MOE to consider such compromises since they are costly and may represent a step towards "division in three." 4. Financing of Education With an on-going war and dwindling resources, the government of RBH has no regular budget for education. Teachers basically -work on a volunteer basis with occasional humanitarian parcels 9. No funds exist for basic school repair, sanitation, or school materials. The MOE relies on outside donors for major new initiatives, including textbooks. The CRBH, on the other hand, has a steady inflow of revenue from its collection of illegal tariffs on the borders between Croatia and Herzegovina. Because of its geographic position, the self declared CRBH controls all aid and commercial traffic that enters Bosnia. It is estimated that up to I million DM is collected per day. This revenue is retained by the CRBH, not the Federation. This revenue serves to finance the parallel system in Herzeg-Bosna, including its education institutions. Teachers receive as much as 200 DM per month in Herzeg-Bosna, limited educational materials are available, and many schools have been repaired. The financial disparity between the two systems provides disincentives for the Croats to work more closely with the Bosniacs as long as they arc able to maintain financial independence. 5. Access to education Access to schools, especially in secondary and higher education, is restricted in municipalities that are divided in HVO and ARBiH controlled areas. Generally, teachers and pupils go to the schools within their part of the municipality, i.e. they do not cross the former confrontation lines. There are three reasons for this immobility: (1) the freedom of movement (FOM) regulations impede and/or complicate the access of students and teachers to schools on "the other side" 10, (2) both pupils and teachers believe they cannot go to '@e other side" for safety reasons, and the curricula, textbooks, and the language used on "the other side" are different. In those municipalities where secondary schools are located on "the other side," the secondary students generally, do not attend classes in that school, but instead travel to secondary schools in neighboring municipalities of the same ethnicity. For example, most of the secondary students from the ARBiH controlled part of Novi Travnik go to school in Travnik and Zenica, despite the fact that there are two secondary, schools operating in the HVO controlled area of Novi Travnik. In cases where students have no means of transport, they may have no access to secondary school. Mostar: This situation is particularly acute in Mostar. Nine of the eleven secondary schools are under Croat control, and the remaining two (music school and textile school) on the East (Bosniac) side are heavily damaged. Most students on the East side have access only to provisional secondary schooling -which is temporarily housed in over- crowded, ill- equipped primary schools. Since the European Union Administration of Mostar's primary mandate is to unite the city, it does not fund projects which promote a parallel system of secondary 9 In November, 1994, the Ministry of Education managed to pay teachers 50 DM worth of BH dinars. This was the last time teachers have been paid except for the distribution of humanitarian parcels. In areas of central Bosnia and Tuzla, it is possible to purchase some food items with BH dinars. Due to the DM economy in Sarajevo, BH dinars are virtually worthless there. 10 For example, in Mostar, only 250 people are permitted to cross the former confrontation line each day, and this excludes males between the ages of 16 and 60. ' ' education. " Therefore, it the EUAM is reluctant to fund initiatives to build new secondary schools in East Mostar despite the lack of space. Furthermore, the entire University of Mostar is located on the Croat side. The professors and students who were forced to leave the university due to their ethnicity are not permitted to teach or study at the Croat University of Mostar.' Again, the EUAM does not support university activities in East Mostar lest they contribute to the creation of a parallel system. Sarajevo. Sarajevo was surrounded from the beginning of the war by the paramilitary of the Bosnian Serb Army (BSA) and there was never an outbreak of fighting between Bosniacs and Croats there. Therefore, schools that are under control of the government of the RBH in Sarajevo are integrated with Croats and Bosniacs. The University of Sarajevo has lost its electrotechnical faculty and its agricultural faculty which are now located on the Serb side. Most secondary schools, however, are on the Bosnian government side. This causes similar problems of access for students on the Serb side of Sarajevo. C. ISSUES FOR RELIEF, RECOVERY AND DEVELOPMENT The war situation has created unique constraints to implementing programs. The most difficult areas for donors are negotiating the difficulties in access to areas of Bosnia and handling the political difficulties associated with donor assistance. 1. Access to Needy Areas The most difficult aspect of donor aid to education in Bosnia is obtaining access to needy areas. Crossing former and current confrontation lines can be problematic, costly, and sometimes dangerous. Organizations are often faced with difficult choices of paying illegal taxes or percentages to the Bosnian Serb or Bosnian Croat authorities in order to deliver aid to the intended recipients. Impeded access is difficult to plan for and results in unexpected delays and increased costs in project implementation. Food aid is generally easier to get through than other types of materials. Paper and construction materials are not classified as humanitarian aid by the Bosnian Croats or Bosnian Serbs. It is sometimes possible to transport these items, but it takes careful maneuvering with the relevant authorities. For a more detailed description of the access issue, see Appendix B. 2. Political Nature of Donor Aid The continuing division within the Federation and war with the Bosnian Serbs creates a difficult political aspect of all donor activities. If aid is given to one side, in most cases, the other side demands equal treatment. The European Union Administration of Mostar promotes reunification of city services, and therefore encounters constant political difficulties in project implementation. Similarly, the Special Coordinator for Sarajevo is working to restore essential services in the city by working on the Government and the Serb-held sides of the city. Since the BSA is able to block access to Sarajevo and, to a lesser degree, the HVO is able to complicate access to central Bosnia, they are in a position to demand percentages of aid or deny access to the intended areas of work. " The EUAM attempts to negotiate freedom of movement for students to increase access to education. However, very little progress has been made due to obstruction by the Croat authorities. '2 The Rector of the University of Mostar insists that all are welcome, but they must accept Croatian as the language of instruction. However, students from East Mostar do not have freedom of movement to attend classes in West Mostar. 111. PRIORITIES FOR ACTION Immediate action must be taken to restore adequate learning space and basic learning materials. In addition, there arc several areas to improve the quality of learning in the short ten-n. They include supporting, increased teacher, community and parental involvement in improving education, increasing the efficiency in utilization of existing space, and integration of displaced children. Overall sector recovery and development should be the central aim to educational programs in Bosnia-Herzegovina, rather than attempting to use education aid to bring both sides together. Donors must be careful to set the ground rules in the beginning that aid to education will be distributed on the basis of need rather than on the basis of percentages. Improvement of educational standards may indeed foster an environment where parents are more interested in sending their children to newly improved schools on the "other side." However, this should not be the main objective of education projects. A. RESTORING PHYSICAL PLANT The majority of schools in Bosnia-Herzegovina have been damaged by war, vandalized, or fallen into disrepair due to lack of resources. Many schools have been totally destroyed, or are under control of the BSA. There is a general lack of classroom space; schools operate on split sessions and in many areas basements or unfinished buildings are utilized. Nearly all schools lack heating, plumbing, and electricity. School repair and reconstruction is urgently needed to increase available classroom space. The following estimates of school damages in the area of Bosnia controlled by the ARBIH were provided by the Ministry of Energy and Industry. Figures are not available for the schools in the territory controlled by the HVO. These figures refer to the numbers of buildings rather than the numbers of institutions. The Pedagogic institutions is currently working with UNICEF to conduct updated damage assessments. Table 4: Damage Assessments of Primary Schools in RBH Level of Damage m2 Number of buildings Est. cost of Repair(in DM) Undamaged 572,313 601 n/a Under 15 % damaged 283,955 298 19,768,580 15 - 40% 169,387 178 37,107,870 40 - 60% 140,757 148 51,564,095 Over 60% damaged 86,866 91 48,487,460 TOTALS: 1,253,278 1,316 156,928,OO5 Table 5: Damage Assessments of Secondarv School Buildings in RBH Level of Damage m2 Number of buildings Est. cost of Repair (in DM) Undamaged 244,185 69 n/a Under 15% damage 114,273 32 7,908,765 15 - 40% 70,202 20 15,280,567 40 - 60% 58,572 16 21,385,055 Over 60% damaged 30,109 8 16,791,750 TOTALS: 517,341 145 61,366,137 Table 6: Damage Assessments of University Buildings in RBH Level of Damage m2 Number of buildings Est. cost of Repair (in DM) Undamaged 53,365 10 n/a Under 15% damaged 44,240 9 3,080,698 15 - 40% 36,553 7 8,020,107 40 - 60% 33,173 6 12,161,63O Over 60% damaged 13,270 35 7,404,461 TOTALS: 180,601 35 30,666,896 Source: Ministry of Energy and Industry of the Republic of Bosnia and fferzegovina, May 1, 1995. Donors that have been active in school repair are the International Rescue Committee (IRC), Soros Foundations, European Union Administration of Mostar, UNPROFOR, UNESCO, Norwegian Refugee Council, and Swiss Disaster Relief (see Appendix A). A good deal has been learned from these projects about availability of materials, local expertise, and cooperation with local authorities. Exchange of information on these projects should be a first step in any new reconstruction initiatives. 1. Developing Cost Estimates The M@ of Electricity and Industry offers an assessment of the total school reconstruction costs in Bosnia-Herzegovina to be 250 million DM. However, these costs were estimated using the former system of cost assessment which calculated a cost per square meter rather than calculating necessary labor hours and material costs. Therefore, reconstruction projects must begin with a mote accurate assessment of costs. Local capacity must be developed to carry out cost estimates based on the international standard. Generally, projects can be implemented at a much lower cost than indicated by the first round of specifications. 2. Scope of work Phase 1: Emergency Repairs: In order to maximize the available space for instruction with limited resources, the first phase of school rehabilitation should be to carry out emergency repairs in all accessible schools. Although total reconstruction may be more desirable, handling emergency priorities first will make more schools accessible and bearable for more teachers and students. Emergency repairs include: roof repair, repair of holes in the structure due to shelling or weather damage, replacement of windows, repair of heating systems, repair of plumbing and sanitation facilities, and electricity. Phase 2.- Basic School Reconstruction: Once emergency repairs have been completed, essential school reconstruction will help produce effective learning space. Work includes: plaster and painting of walls, repair/replacement of blackboards, furniture, flooring, doors, and fixtures. Phase 3: School/Classroom Refurbishment-. The final phase of school rehabilitation includes the reconstruction of lab facilities, replacement of essential equipment, school libraries, repair of facade and outdoor facilities, office refurbishing, etc. This phase should be completed with the extensive involvement of the community and school leaders. Phases I and 2 should be considered the priorities for all schools, rather than selecting a smaller number of schools for total school rehabilitation. In this way, available classroom space will be hi maximized making education accessible to more students for more hours per day. Also, this will provide time to allow the priorities for system change to emerge which will help set the agenda for what types investments should be made in equipment, lab facilities, libraries, etc. 3. Involvement of the School and the Community Many capable and creative school leaders try to improve the physical and academic atmosphere of their schools, but lack even the most basic resources to do so. For example, schools may be provided tool kits, paint, or wood to make basic repairs on their own. And, parents and members of the community should get involved in the repair and refurbishment of schools. 'Mere are many specialized technical and vocational secondary schools where students are unable to complete the practical part of the curriculum without the necessary materials. For example, the woodworking school does not have the money to buy wood. These technical schools could be a valuable source for providing basic materials for schools - i.e. woodworking students could repair damaged school furniture or build new bookshelves; the construction school could learn on the job by repairing damaged classrooms. B. PROVIDING ESSENTIAL EDUCATIONAL MATERIALS Even the most basic school materials such as notebooks, pens and chalk are not available. 14 Donor efforts in this area have been stop-gap measures to deliver varying quantities of supplies to selected areas or schools. As a result, supplies have been irregular and unpredictable, and some areas such as Bihac and Gorazde have not received any school supplies since the war began. Most donors In Sarajevo last Fall, 13,500 notebooks were produced by the students and teachers of the secondary Graphical School. This same school also printed enrollment forms, registration books and wall charts. Students were able to fulfill the practical part of their training and at the same time provide themselves and fellow-students with notebooks. The school was able to procure the paper and used its own machines to print. The money earned was used by the school to buy spare parts and remunerate the teachers and students for their work. 14 School materials are sometimes available on the market for purchase in DM. For example, notebooks and pencils have been available in Sarajevo for of 3 DM per notebook and 1.5 DM per pencil. The vast majority of families cannot afford these prices. have concentrated on bringing in bulk shipments of materials from the outside, and therefore they face the problems of not being able to deliver due to the security situation or logistical problems. And, an atmosphere of dependency on outside aid has developed among schools and school leaders. RECOMMENDATIONS 1. Utilize local production Bosnia has firms capable of printing, construction, furniture making, and other industries necessary for education renewal. Many firms have capacity for immediate production but lack funds to procure raw materials. In other cases, spare parts are needed to repair damaged machinery. The revitalization of these industries is more sustainable and cost effective than bringing materials from the outside. Use of local production helps stimulate the economy, helps rebuild local capacity. reduces dependence on outside commodities and minimizes the difficulties caused by customs, tariffs, and transport. Consumable Materials.- These include regular supplies of notebooks, pencils, pens, and art supplies for students- notebooks, chalk, scissors, tape, and pens for teachers, and ink, paper, typewriter ribbons, and other office supplies for administrators. Furniture: Many chairs and desks (for teachers and students), book shelves and cabinets were either destroyed during shelling or burned for firewood. This furniture needs to be replaced or in some cases simply repaired. For example, in some schools that were utilized as collective centers, the inhabitants burned the wood part of the chairs and desks but the metal frames remained. By providing the wood and materials, local firms are able to repair the broken furniture. Schools also need blackboards, bulletin boards, bookshelves and cupboards. Given necessary materials, furniture can be made and repaired by local firms and even by carpentry students. Teaching aids: Until textbooks are available for all subjects (discussed in Chapter IV, wall charts and supplementary materials (for grammar, geometry, physics, chemistry, etc.) could be used as interim solutions in otherwise empty classrooms. These could be made quickly through local producers, and are relatively easy to distribute. 2. Assist MOE in textbook provision The MOE published and distributed 56 new textbook titles in the 1993-94 school year in the social sciences, reading and Bosnian language. There are shortages of textbooks in natural sciences and math. The MOE has developed a plan to publish textbooks in all subjects, however it lacks the resources to do so. Assistance in textbook provision should be considered in the context of curriculum development. This is discussed in section IV. 3. Develop a plan for providing necessary school equipment Provision of audio-visual equipment, chemistry and physics laboratories, as ,veil as other school equipment is considered to be a high priority to educators in Bosnia. Needs in these areas should be addressed in the context of curriculum and methodology changes discussed in Chapter IV. The MOE and Pedagogic Institute should be assisted in setting priorities in this area. C. FOSTERING SCHOOL-BASED INITIATIVES AND COMMUNITY INVOLVEMENT Teachers face impoverished classrooms and lack basic teaching materials. Lack of compensation and the difficulties of teaching in war time have led to disillusionment and bum-out among teachers. Those who have remained in the profession should be encouraged to stay by ' ' giving them the means to carry out their work. RECOMMENDATIONS 1. Support school-based initiatives In order to fully utilize available resources, motivate teachers, and provide additional educational opportunities for children, teachers should be encouraged to launch special curricular and extracurricular programs. These programs can be used as a basis to provide small stipends to teachers as well as provide them -with a small budget for materials to enhance learning and improve the atmosphere in impoverished schools and classrooms. 15 2. Develop programs for community involvement Many parents and members of the community have free time as a result of increased unemployment caused by the war. These members of the community should be encouraged to participate in schools. Three important areas where parents and members of the community could make are significant contribution to schools are: Remedial tutoring of children who are behind in learning.- Due to difficulties in access to education, some children are more behind in learning and need special help. Members of the community could help tutor in reading and math or other basic subjects. After-school activities for children: The reduced school day and the dangers of outdoor play leave children with a lot of idle time. Members of the community should get involved in establishing youth clubs other kinds of after-school activities. Repair and rehabilitation of schools: Parents and members of the community should be encouraged to participate in painting schools, minor repairs, and (where safe) refurbishing school yards and playgrounds. D. INCREASING EFFICIENCY IN UTILIZATION OF EXISTING SPACE Secondary education in Bosnia is based on a structure that was inherited from the former Yugoslavia and is heavily weighted toward technical education. In a large or medium sized city there may be five or six technical schools (mechanics, construction. tourism and trade, textile, pedagogic music, railroad, economic, and electro-technical) for every general education school ("gymnasium"). As in other former communist countries, this system served a planned economy and in many ways is inadequate to serve a modem market economy. In addition to this dilemma, the system is faced with a shortage of facilities since buildings and equipment have been destroyed by the war. " A successful pilot program was launched by the Soros Foundation in Fall 1994. It called on teachers from primary and secondary schools to submit proposals for activities that would enhance or improve the educational system. 200 small grants (less than 500 DM each) were provided for projects in math, drama, art, ecology, foreign language, etc. Teachers were given 50 DM per month coordinator's fee per program. Teachers designed valuable programs for children and were motivated by the opportunity to use otherwise unavailable materials for lessons. The stipend, was a significant morale booster for teachers who have been working without compensation for three years. As a curriculum and systemic reform will take years to develop and implement, the current updated curriculum still calls for this type of secondary system. However, the facilities are no longer sufficient to support all the technical subjects. This has given rise to rather absurd situations where, for example, construction is being taught in the gymnasium building without any equipment or materials. The current emergency mode of secondary schooling must be better designed to stress general education and to appropriately utilize space available. Teachers in the tourism school have altered their lessons to stress more relevant topics such as restaurant management and foreign languages. However, teachers remain geared toward the old system and will continue to teach technical subjects -whether the experience is effective or not (see Chapter IV for recommendations in teacher training). Assistance should be provided to the MOE and Pedagogical Institute to re-structure secondary education to more appropriately serve the needs of the students in the emergency phase. RECOMMENDATIONS: 1. Strengthen general subjects in all secondary courses Stress strong general subjects in all schools, including technical schools, for all students. Work with teachers to and school headmasters to help them shift the concentration toward strong general subjects and only crucial technical subjects as long as the emergency situation remains. 2. Make secondary school accessible In applicable areas, students should attend secondary school according to their neighborhood rather than according to the subject of study. In light of the safety risks and the lack of public transportation, students should not be required to travel across town if another secondary school facility is closer to their home. 3. Utilize existing space efficiently In many areas, secondary school buildings which are still functional tend to cling to their past (technical) identity rather than redeeming the space to serve the changed situation. Since man secondary school buildings were destroyed, space must be re- organized to serve the needs of the general secondary school population. Redefine the roles of school directors to relate to the physical school building. Currently, four school directors may be housed in one school building trying to run four different schools. There may be reluctance to take on this issue since school directors are -working for free, have been traumatized by the loss of their schools and students, and all that may remain is their svmbolic position. However, more practical solutions to the use of space should be explored, and school directors must be actively engaged in the process. E. INTEGRATION OF DISPLACED CHILDREN There are an estimated 1,327,000 displaced persons (DPs) in Bosnia, including those displaced within the Federation territory as well as those expelled from BSA-held areas. 16 An unknown number of these are children. Due to the nature of the war and the location of occupied territories, most DPs moved from the rural areas to the cities. As a result, displaced populations face difficulties in adjusting to cosmopolitan life and customs, as well as the difficulties of their dislocation caused by war. These issues are evident in education. There are three main challenges to the education system in integrating displaced children: 16 UNHCR Information Notes on the Former Yugoslavia, No. 5/95; May 1995. RECOMMENDATIONS: 1. Provide remedial education Many children from rural areas, especially girls, worked with their families and did not regularly attend school. Therefore, many fall behind the other students in basic skills such as reading and math. Remedial tutoring of displaced children would help them catch up to their peers and enable them to join the appropriate classes for their age levels. 2. Develop a system to track and register DPs in schools Many children have had to move several times or remained constantly on the move over the past three years. As a result, they may have missed up to three years of school, do not have access to their past school records, and may not know how to re-register in the school system. These displaced children need assistance in coming back into the system, and the system needs to be prepared to place them properly. 3. Establish programs to improve acceptance of DPs in communities and schools Displaced children face prejudices related to their predicament. Many are without homes or resources of their own, and they occupy space which "belongs" to permanent residents (DPs are housed in schools, community centers, etc.). Furthermore, many from rural areas are subject to the classic rift between the cosmopolitan society and that of the countryside. The school system is perhaps reluctant to address these issues directly since it considers DPs to be a temporary problem. However, many of the displaced may never be able to return to their homes. Programs must be developed to help displaced children become integrated into the community and to help the schools and the community accept them. Examples include community youth centers and after-school activities. IV. TOWARD RECOVERY AND DEVELOPMENT OF EDUCATION A. ASSISTANCE TO MINISTRY OF EDUCATION AND PEDAGOGICAL INSTITUTE The continuing brain drain in Bosnia has had an impact on the MOE and Pedagogic Institutes which now have few education specialists and operate with significantly reduced staff. With very little resources, these institutions must tackle some of the most difficult challenges facing any education system in the world. There is minimal funding for basic needs, and practically nothing for professional training and development. RECOMMENDATIONS 1. Provide basic needs The MOE and Pedagogic Institutes have not been able to update their office systems and still operate with typewriters and carbons even for the most crucial correspondence and data collection. In order to salvage the remaining school records, maintain current data, manage international aid to education, and maintain the regular functioning of the system, computer systems and training must be provided. Photocopiers, computers, printers, office supplies, and relevant software for word processing, prove data management, and spreadsheets should be provided immediately. 2. Assist in professional training and development Members of the MOE and Pedagogical Institutes have been isolated over the past three years from professional networks and recent developments in the field of education. Training in management of educational change and development is necessary to raise the professional level of the MOE and Pedagogic Institutes and to expose them to crucial developments in education. Experts should be provided to help develop strategic plans for curriculum reform, teacher training, textbook development, school improvement programs, etc. This would also help lay the groundwork for future systemic reform. These programs could be realized by a combination of sending international experts into Bosnia and bringing personnel out for international training and networking. 3. Set investment priorities As a consequence of the war, the Bosnian education system will face scarcity of resources for perhaps the next two decades. In this framework, the MOE should be assisted in making difficult choices 'in deciding priority areas for investment. B. CURRICULUM REFORM The Pedagogic Institute completed a curriculum updating in 1993-94 to introduce the subjects of the new state: Bosnian history, language, and culture. It also removed state ideology from the previous system and made adjustments to certain subjects. 1 7 However, the curriculum updating was carried out quickly, and the overall structure and approach of the curriculum was not changed. As in other republics of the former Yugoslavia and East/Central European countries, the curriculum is heavy with many subjects and is highly structured, with instructions on what to cover week by week and day by day. The schools are traditionally organized for lectures with limited opportunity for group work, discussions, or other methods in the required academic subjects. At the secondary level (grades nine through twelve) the curriculum is made more complex by the provision of separate curricula for general, specialized and secondary schools." This structure was developed to serve a planned economy where students chose their fields at grade 8 with guaranteed employment upon graduation. Curriculum and systemic reform must be a component of a major emergency recovery plan. Without it, donors would be in a position to restore the old system which will not be compatible with the needs of a nation recovering from war in a newly developed market economy. Or, valuable resources will be spent on printing textbooks which may serve the old style of teaching, and learning. Some technical subjects should be enhanced (such as construction or carpentry), while others should be given less emphasis or incorporated into the general subjects. Members of the Ministry of Education recognize that real curriculum change is necessary. However, during the crisis situation of the war, they must concentrate on t@' 9 to restore the system to something that people know and understand. Therefore, during the emergency phase, programs should lay the foundations for curriculum change carefully and at a manageable pace considering the circumstances. The following recommendations do not advocate a curriculum overhaul in the near term. Rather, they give suggestions to introduce the concepts of curriculum change and develop a 17 One example of a subject adjustiuent was in chemistry: the vocabulary was simplified for general education to teach the Bosnian language names for elements rather than the Latin names. For chemistry specialists, the Latin names continue to be taught. " Information provided in report produced by UNICEF-. "The Education Sector in Bosnia- Herzegovina and Possible Long-Term Options for Educational Policy, PlanninR and Development Assistance." p. 13-15. framework for Ministry efforts to restore the system without making investments in steps "backwards" toward restoring the former system. RECOMMENDATIONS 1. Introduce new curricular concepts Teachers, ministry officials, and pedagogues should be exposed to options in curriculum approaches and new styles of teaching and learning. This can be accomplished through a combined effort of providing consultants to work with a curriculum reform "team" and to provide opportunities for these individuals to attend programs and visit school systems abroad. 2. Develop a plan for curriculum reform 'II guide the education recovery Develop the general framework for curriculum reform that WI efforts. Although it may take years to complete an overall curriculum reform, donors and the MOE itself will need guidance as to the priorities in reconstruction and provision of equipment and materials. Establishment of a general plan or policy statement on the direction of curriculum change will provide the necessary framework for other donor efforts. C. TEXTBOOKS In the past, textbooks in RBH were produced by two state publishing firms and students purchased their own texts. These firms no longer had the capacity produce new textbooks during the war, so the MOE took on the role of the textbook publisher. Fifty-six textbooks were produced to support the new curriculum in the new subject areas (Bosnian history, language, geography, etc.). Two math textbooks have been produced with the assistance of UNICEF, but in general books are lacking in the subjects of math and sciences. The MOE has printed an additional 10 titles in natural sciences and English, but these have not yet been distributed to schools. RECOMMENDATIONS 1. Assist the MOE in identifying core textbooks The current list of 270 textbooks that the MOE plans to produce includes many specialized texts that are highly detailed and are designed to support the complexities in the present curriculum. In order to utilize resources more efficiently, this list of texts should be pared down to just those texts that are essential to the core curriculum. In addition, some of the subjects should be combined or restructured in order to provide for an emphasis on general subjects. 2. Develop plan for textbook production Following the development of the curriculum reform plan and the streamlining of subjects, the MOE should be assisted in organizing the production of these texts. Furthermore, the MOE should be assisted in developing acceptable options to handle the language of instruction issue in the production of textbooks. D. TEACHER T Teacher training is needed to 1) increase the number of qualified teachers and further develop the qualifications of existing teachers-, and 2) to improve the quality of teaching and learning in accordance with new teaching methodologies and planned curriculum change. RECOMMENDATIONS 1. Develop in-service and pre-service basic teacher training to fill gaps in subject areas There is currently a shortage of qualified teachers in certain subject areas. 19 In some cases, classes arc being taught by parents and volunteers who may not have any training to do so. In- service and pre-services training in the short-term should be developed, emphasizing strong general subjects to help teachers cross over Into more than one subject area. The MOE must be assisted to develop plans for in-service and pre-service teacher training in the short term to fill the gaps in certain subject areas. 2. Introduce new subjects and new teaching/learning methods Currently, teachers are trained in the traditional style of lecturing students with little room for creative methods of teaching and learning. And, as new subjects and new ways of teaching old subjects are introduced, training will be necessary to introduce the concepts. 19 Shortages of teachers in subjects vary from school to school depending on which teachers have remained. There is an overall shortage of foreign language teachers. APPENDIX A Donor Efforts in Education In Bosnia- Herzegovina International Rescue Main areas of activity: Zenica, Tuzla, Mostar Committee IRC has provided extensive school repair and renovation. In addition, it has provided fuel for school buses, wood/coal burning Split, Croatia stoves for schools, tool kits, furniture, school materials, and Tel: (385 21) 583 987 sports equipment. IRC compliments UNICEF efforts by providing Fax (385 21) 45 178 materials Program cost: USD 3 million Norwegian People's Main areas of activity: Tuzla, Zenica, Sarajevo, Maglaj, Travnik, Aid Fojnica, Zepce, Tesanj Oslo, Norway: School Repairs: Provided extensive repairs (including repair of Tel: (4722) 03 77 00 roof and walls, sanitation, electrical work, and painting) of 33 Fax: (4722) 20 08 70 schools in Tuzla, Zenica, Sarajevo and central Bosnia. Program cost: USD 1.3 million Schuler Helfen Leben Main areas of activity: Sarajevo, Tuzla region, Mostar, and Zenica School Repairs: Provided full and partial repairs to 4 primary Zagreb, Croatia: schools and 10 kindergartens. Tel: (3 85 1) 42 42 74 School supplies: Delivered over 4 1,000 kits of school supplies, Fax : (385 1) 42 42 86 arts,supplies, and sports equipment to schools in Mostar, Sarajevo, Tuzla region and Zenica region. Furniture, equipment: Delivered 80 blackboards in East Mostar, provided oven furniture to two of the schools and kindergartens reconstructed. Soros Foundation Main area of activity: Sarajevo School Repairs: Completed repair and reconstruction of 4 primary Sarajevo, via satellite:schools and 3 secondary schools in Sarajevo, rehabilitating 140 Tel: (I 412) 873 46 36 classrooms. fax: (I 412) 873 46 39 Furniture: Provided 1,000 new desks and 2,000 new chairs for Sarajevo schools. Repaired 2280 chairs and 500 desks. Textbooks, Curriculum: Provided funding to the Ministry of Education for printing of new textbooks and new curricula. School-Based Initiatives: Sponsored over 200 school-based initiatives in the areas of foreign languages, arts, science, mathematics, and extracurricular activities. Teachers were provided with stipends and materials to carry out special programs for primary and secondary students. University: 1,000 university scholarships awarded (100 DM/mo for 10 months) to students and 300 research grants (300 DM/mo for 12 months) awarded to professors. 16 laptop computers supplied to University of Sarajevo and University Library. Program cost: USD 3.5 million Swedish Rescue Main area of activity: Srebrenica Services Agency School Repairs: Repaired three primary schools and one secondary school in Srebrenica, benefiting 2,500 students. Delivered school Karlstad, Sweden furniture for 600 students. Tel: (4654) 10 40 00 Program Costs: USD 100,000 Fax: (4654) 10 33 44 UNICEF Main areas of activity: All territories of Bosnia-Herzegovina School Supplies: UNICEF purchased and distributed more than 3 Zagreb, Croatia million notebooks and pencils for 280,000 primary school pupils Tel: (385 1) 233 2610 and provided basic teaching aids for 10,000 teachers. I 10 pre- Fax: (385 1) 233 3010 school received kits and sports equipment. Distance Education: UNICEF broadcasts I t/2 hour children's program daily on Sarajevo Radio Zid. The program covers mine awareness, conflict resolution, psycho-social advice, rights of children, language and math, etc. This is taped and distributed to other towns in Bosnia. Textbooks: Funded the production of math textbooks for first and second grade students. Sponsored curriculum guide for teachers working with children with disabilities and special needs. Sponsored education "Roundtable": At the request of the Ministry of Education and the Pedagogic institute sponsored conference dealing with education policy and the financing, of the education system. Program cost (1994): USD 2 million UNPROFOR: Main areas of activity: Central Bosnia School Repairs: Completed emergency school repair in 20 schools in Zagreb, Croatia Bosnia-Herzegovina. Approximately 6 of these have been fully Tel: (385 41) 180 011 repaired and (Civil Affairs) officially re-opened. The work ext. 3021 includes repair of roofs, walls, heating and plumbing, painting of Fax: (385 41) 170 099 classrooms and corridors, repair of gymnasiums and floors, and winterization. Mine Awareness: UNPROFOR battalions have carried out mine awareness education for approximately 2,800 children in 15 towns in Bosnia. Emergency Supplies and Winterization: UNPROFOR has provided food parcels, blankets, personal hygiene items, cleaning supplies, plastic for windows and roofs, building materials, and other supplies to schools. Delivery of Materials: UNPROFOR has assisted UNICEF and international NGOs in delivering school supplies to isolated areas. Delivery of Textbooks: UNPROFOR has assisted the Ministry of Education in delivering textbooks to isolated areas. APPENDIX B Access to Eastern Enclaves, Sarajevo, Bihac Pocket, and Central Bosnia Frequent interruptions in the airlift and other transportation difficulties has caused the UNHCR to store an excess of priority food to be transported and therefore rarely has capacity to carry goods for other programs. Commercial trucks are available for transport of goods into Bosnia, and prices vary depending on the load and the security situation (approx. 1,500 - 2,000 DM per 10 tons to Tuzla or Zenica). However, commercial trucks are not always able to cross the airport into Sarajevo, and they cannot cross confrontation lines. Most NGOs station logistics bases in Split, Croatia. The UNHCR also uses Metkovic which is at the border crossing into Bosnia. Eastern Enclaves: The remaining eastern enclave of Gorazde is one of the most difficult to reach. The UNHCR and other organizations must negotiate with the Bosnian Serbs for right of passage. These negotiations often lead to the turning over of a percentage of the aid to Serb authorities. And even when permission is granted, convoys can sit at checkpoints for days or even weeks before they get through. Sarajevo: Sarajevo is surrounded on three sides by the Bosnian Serbs and on one side by the air-port, controlled by the UN. There are three ways for aid to reach Sarajevo. The first is ,la the UNHCR/UNPROFOR airlift into the city. UNPROFOR planes operate from Zagreb and UNHCR planes operate from Ancona, Italy. The UNPROFOR airlift is used primarily for transporting personnel and the UNHCR airlift is used mainly for priority, food aid. Warehouses in Zagreb and Ancona are full of food, so it is generally difficult to get education aid onto the planes. And, due the escalation of hostilities, the UNHCR airlift has been suspended since April, 1995 The second way to get materials and supplies into the city s via land routes through Serb- held territory (Sierra 1). Permission must be requested from Pale in advance, and in the case of convoys, certain percentages must be turned over to the Serb authorities. Since the recent escalation of hostilities, it has become more difficult to obtain permission to transport aid through Serb-held territory. The third way to bring materials into Sarajevo via the land route over Mt. Igman, the remaining high ground still held by the Bosnian government. The air-port, controlled by the UN, stands between the Mt. Igman route and the interior of the city. There arc two roads to enter Sarajevo from the airport: through the Bosnian-held suburb of Dobrinje or through the Serb-held Sierra 4 route. UNPROFOR uses the Mt. Igman route regularly, however UNHCR has recently begun using the Mt. Igman route since it is no longer possible to use the main route (through Serb-held territory). Several NGOs use this route, despite the danger, and find themselves blocked by the UN at the airport. As part of the unwritten agreement between the UN and the Serbs to operate the airport, UNHCR uses only the Sierra 4 route into the city where they are subject to approval and inspection by Bosnian Serb authorities. Therefore, UNPROFOR often denies access to the Dobrinje route lest they jeopardize the overall UNHCR agreement with the Serb side. Central Bosnia, Mostar-. Access to Central Bosnia and Mostar is not as difficult as the above mentioned cases, but it can be problematic. The Herzeg-Bosna authorities institute new regulations, tariffs, and bureaucratic processes on a regular basis. To avoid paying the tariffs, one must be well versed in the constantly changing regulations and maintain good relations with the Herzeg-Bosna authorities. This can be accomplished by identifying certain aid projects inside Herzeg-Bosna to balance projects in Central Bosnia. Access to Sarajevo is also affected by the Herzeg-Bosna authorities.