humanitarian organization genesis project … · project title: "bridges of trust and...
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ANNUAL REPORT "Genesis Project"
for 2016
HUMANITARIAN ORGANIZATION "Genesis Project"
Kalemegdanska 20 78000 Banja Luka
Bosnia and Herzegovina 00387 51 461 477
www.genesis-bl.org
The Genesis Project is a local, non-governmental, non-profit humanitarian organisation, set up in Banja Luka, Republika Srpska, Bosnia and Herzegovina, in June 1996, with the following main goals:
To educate children and adults about peaceful conflict prevention and resolution.
To implement peace building activities.
To educate children and adults about child safety and violence prevention, with goal of injuries prevention.
To reduce the negative impact that mines, UXO (unexploded ordinances) and SALW (small arms and light weapons) have on children and their communities in BiH.
To spread the idea of interactive education through live puppet show performances depicting different educational topics (conflict prevention, mine risk education, environmental protection, children rights, prevention of addiction diseases, etc.).
To produce high quality, educational children TV program.
To educate children and adults about ecology and environmental protection.
To educate children and adults about gender equality.
To educate children and youth about healthy life styles.
To develop and support various co-existence initiatives throughout BiH. In 2016, the Genesis Project was funded by UNICEF BiH, Stiftung Schüler Helfen Leben Germany, Stiftung Robert Bosch, Stichting Kinderpostzegels Nederland, US Embassy in BiH, Canada fund for the local initiatives, the Swiss Cooperation Office in BiH etc. Mission The Genesis Project is a Non-Governmental Organization which, through its professionals and dedicated individuals, helps children and adolescents throughout Bosnia and Herzegovina in fulfilling their rights to have free and correct psychophysical development regardless of their religious, ethnic and racial belonging whilst respecting their individual differences and potentials. Vision Bosnia and Herzegovina is a free and open society which will enable every individual to develop and assert to the fullest capacity and to achieve as a happy, conscious and free person capable of thinking critically and to act creatively.
PROJECT TITLE: "Bridges of trust and cooperation" DONORS: Stiftung Schüler Helfen Leben Germany, Robert Bosch Stiftung, Germany, US
Embassy in BiH, Swiss Cooperation Office in BiH, DURATION: May 2015 - April 2017 LOCATION: Bugojno, Gromiljak, Kiseljak, Busovača, Vitez, Fojnica and Jajce. SUMMARY: The project targets ethnically divided schools in the Middle Bosnia canton. In those “two schools under one roof”, the children are segregated on the basis of ethnicity, they are learning in different classrooms and are being taught by different teachers according to divided, ethnically defined curricula. This project contributes to overcoming the ethnic segregation through working with pupils, teachers and parents. The project targets 8 divided schools (hence, 16 ethnically defined schools). Planned activities for period of two years (May 2015 - April 2017):
Activity 1. Workshops for children: 280 workshops
Activity 2. Workshops for parents: 240 workshops
Activity 3. Workshops for schoolteachers: 116 workshops
Activity 4. Educational, puppet theatre performances for younger children: 80 puppet theatre performances
Activity 5. Educational, drama theatre performances for older children: 55 drama theatre performances
Activity 6. "Two seminars for 48 pupils and 16 schoolteachers/pedagogues from 16 targeted schools/8 roofs"
Activity 7. Development and printing of the educational brochures (brochure for parents and brochure for children)
Activity 8. "One-minute Junior Movies Film Festival"
Project activities are being implemented in the following primary schools:
1. P.S. ”Busovača” Busovača and P.S. ”Kaćuni” Busovača
2. P.S. ”I.G. Kovačić” Fojnica and P.S. ”Muhsin Rizvić” Fojnica
3. P.S. ”Braća Jezerčić” Divičani and P.S.”Berta Kučera” Divičani
4. P.S. „Gromiljak“ Kiseljak and P.S. ”Kiseljak 1” Bilalovac
5. P.S. ”Brestovsko” Kiseljak and P.S. ”Kiseljak 1” Bilalovac
6. P.S. „Vitez” Vitez, H-komponenta and P.S. ”Vitez” Vitez, B- komponenta
7. P.S. ”Berta Kučera” Jajce and P.S. ”13 rujan” Jajce
8. P.S. „I osnovna škola“ Bugojno and P.S. „III osnovna škola“ Bugojno.
For all of those activities, the main topics are: • social competencies (ethnic tolerance, appreciation of different religions and tolerance), • peaceful conflict resolution and prevention, • promotion of diversity and intercultural understanding, • child rights and social inclusion, • development of the communication skills,
• development of the peer-education skills and methodology We expect to target over 9000 direct beneficiaries from all three major groups (pupils, parents and teachers) until the end of the project. Project expected results are: • Level of cooperation between families and schools is increased. • Peer-education, as method of education, is affirmed and accepted. • Internationalism, respect and consideration of all people regardless of their skin, colour, religion,
and ethnicity are developed and improved. • Communication and peaceful conflict prevention skills are improved. • Changes of the attitudes and behaviours among project direct beneficiaries (lower level of
generalization, prejudices and stereotypes) have been improved. • Multi-ethnic cooperation has improved. • Increased knowledge and awareness of project topics, through proposed activities. • Interaction among children, teachers and parents of different ethnic groups (but also among
representatives of the same ethnic groups) is improved thanks to their participation in joint activities.
Project is implemented during period of two years and it is divided in following phases:
Year 1: May 1, 2015 - April 30, 2016
Year 2: May 1, 2016 - April 30, 2017 During Year 1. (implementation period May 1, 2015 - April 30, 2016) we implemented the following activities:
Activity 1. Workshops for children (152 workshops);
Activity 2. Workshops for parents (134 workshops);
Activity 3. Workshops for schoolteachers (63 workshops);
Activity 4. Educational, puppet theatre performances for younger children (50 puppet performances);
Activity 5. Educational, theatre performances for older children (30 performances). Activity 1. "Workshops for children"
During the reporting period (May 1, 2015 - April 30, 2016) we implemented 152 workshops / peer-education classes. In average, 22 children per divided school (both ethic groups, Bosniaks and Croats, were equally represented) were enrolled in the workshops. In 8 divided schools/hence 16 mono-ethnic schools, we directly targeted 183 children / peer-educators (age 10 - 12 years) and indirectly we targeted 527 children / class mates of the trained peer-educators, through educational activities in the classes. Conducted workshops were predominantly focused on the topics such as communication, communication skills, active listening, nonverbal communication, peer-education skills and methodologies, conflict prevention, violence prevention, stereotypes and prejudices, etc. Through these workshops we have developed social sensibility of the children, tolerance (ethnic, religious, racial, gender, etc.) and we promoted the importance of the inner-cultural understanding. Furthermore, through this specific activity, we pointed out bad influences which come out of prejudices, stereotypes and generalisation. It is important to remind that the Genesis Project team developed pre (entry)/post (exit)-testing questionnaire which enabled us to directly measure the effects of the workshops and to show how successful we have been.
Results of the internal evaluation were following:
In this most sensitive sphere of the research, regarding the interethnic relations, a more positive attitude at the end of the program was also noticed. As regards some statements these changes are minor, but are consistent in almost all the answers.
The pupils have at the end of the program shown greater willingness to socialize with their peers of other ethnicities. The results showed that the effects of the workshops with pupils are multiple useful.
Certain communication skills were improved, especially the usage of the “I messages”. Correspondingly, the pupils show a higher level of knowledge about the conflict, violence, abuse, etc. It is also very important that in the behavioural level they showed less participation in violence, but a higher level of activism too, or taking a more active role in stopping the violence in their inner environment.
There are small but consistent changes in the attitudes and behaviours in the field of the multi-ethnic relations. The pupils have shown a greater willingness to socialize with their peers of other ethnicities at the end of the program. It is similar with the prejudices which got reduced. These data are certainly encouraging. Thus, there has been some progress, but if you look at the statistics in detail, there is still a presence of ethnic distances and prejudices.
Activity 2. “Workshops for parents”
During the reporting period (May 1, 2015 - April 30, 2016) we implemented 134 workshops with parents. In total 1340 parents participated in the workshops. We managed to successfully form ethnically mixed groups of the parents who were participating in the activity together and 1340 parents accepted our invitations and actively participated in the implementation of this activity. The parents were satisfied with the workshops and expressed their interest to participate in the new workshops and to learn about new topics because they are hoping that this would have positive reflections on relationships between them and their children. In average, 20 parents were targeted per each conducted workshop. We conducted workshops with the parents which focused on the following topics:
The philosophy of parenting - communication with your child
Communication with your child -Workshop
Activity 3. “Workshops for schoolteachers” During the reporting period (May 1, 2015 - April 30, 2016) we implemented 63 workshops with schoolteachers. In total, 114 schoolteachers were enrolled in the workshops, instead of 96 originally planned. With the schoolteachers we conducted the workshops which were focusing on the ethnic tolerance, social competencies, appreciation of the differences and religious tolerance. Through conductance of 63 workshops, the schoolteachers have gained knowledge on the following topics:
Learning to live together - Understanding of oneself and the others;
Learning to live together - Appreciation of the differences;
Learning to live together - Accepting the oneself in compare with the others;
Ethnic tolerance
Appreciation of different religions
Intercultural understanding
Acceptance of different During the reporting period we also conducted the pre and post-testing activity with schoolteachers in order to be able to successfully measure impact of the workshops on the schoolteachers as target group. Pre (entry)-testing was conducted during May 2015. Post (exit)-testing was conducted during September 2015. As for the assessment of the effects of the implemented workshops to the multi-ethnic relations and attitudes towards the multi-ethnic relations and reconciliation, the testing results were distributed as follows:
70% of the teachers agree that the workshops can influence their attitudes and behaviours.
64% believe that the workshops can contribute to getting to know some colleagues in a completely different (positive) light.
72% of the teachers agree with the statement that during the workshops the communication with the colleagues from the other national components will be improved, and that after the implementation of the program it be easier to talk about some ”heavy” topics with the colleagues from the other national components, 41% thinks.
In relation to the entry test where 27% of the teachers considered that some workshops would create even more distance and disagreement among the participants, at the exit testing 13% agree with this statement.
At the entrance test 19% of the teachers thought that during the program they would spend more time with colleagues from other components outside the workshop. On the exit testing 32% of the teachers said that they are spending more time with the colleagues from the other components outside the workshop.
At the entry test 22% of the teachers believed that between them and the colleagues from the other national components will eternally exist certain gap and a disagreement on some issues, while at the exit test 18% of the teachers agreed with this statement.
32% of teachers in the entry test considered that the program will contribute to better connection of the teachers from both components of the school, and at the exit testing 48% of the teachers expressed the hope that the program will contribute to better cooperation between teachers.
At the exit testing 23% also thought that such programs cannot resolve the interethnic relations in the school and community, which coincided on the percentage of the consenting teachers in the entry test. We assume that teachers were assuming that they cannot resolve the inter-ethnic relations in school and certainly not in the community.
84% of the teachers agreed with the statement that such programs may lead to greater inter-ethnic tolerance and less prejudice.
64% of the teachers want to continue to participate in similar programs in the "mixed" composition.
20% of the teachers said that they need to as soon as possible enable the conditions for full cooperation with the other national component. The fear of losing national identity is still dominant.
27% of the teachers declared that they feel most comfortable in the company of people in which all members are of their ethnic group, and 19% of the teachers estimated that people of different ethnic groups in Bosnia and Herzegovina will never be able to trust each other.
At the exit testing 64% of the respondents would also not like their children to marry the members of other ethnicities in BiH.
We may observe that in most cases the answers of the respondents were saturated with positive experiences of the program and that the respondents expressed the satisfaction with the program. As for the teachers' attitudes before and after the workshop, in most cases, the teachers' attitudes are more positive after the workshops. Where this did not happen, the differences are either very small or it is regarding deeply intimate views that are difficult to alter (e.g., choice of a spouse of their child). After the workshop there is a slightly higher percentage of the teachers who are for the integration of the school components because they are still dominated by the fear of loss of national identity and a false sense of security given to them by the existence of the separate components. Therefore, we can conclude that there are positive effects of the workshops on the teachers’ attitudes, communication, cooperation, although there is still a significant ethnic distance. To gain a realistic picture of the results obtained at the entry and exit testing, we have to point out that this was a short-term impact of the event, i.e. the teachers have gone through a small number of the workshops, and consequently we did not expect more significant effects of any radical improvement of the interethnic relations. The results from the evaluation of this project activity are certainly encouraging. The activity was short lasting, but the teachers have been very satisfied with the implemented program and the proposal of the planned activities that we intend to do. The quantitative analysis of the questionnaires shows a positive trend. They are mainly related to the increased motivation to work with children on topics such as: Social skills, Peaceful conflict resolution, Promotion of diversity and intercultural understanding, Development of communication skills, Peer education and methodology skill, etc. The changes also apply to the increased tolerance, openness and willingness to cooperate more closely with other ethnic groups. We should not forget following two things:
The Genesis Project team has been present for four years already in these schools and through its programs has been implementing various activities: Work with teachers, students and parents as well as the realization of the theatre plays, recording the one-minute movies and the organization of the seminars and lectures.
The problem of the inter-ethnic relations cannot be solved easily. These problems have arisen as a result of the war, which is in this area, unfortunately, a common occurrence in every generation, and thus the history of Bosnia and Herzegovina is "condensed" quite incomprehensible and beyond any logic.
Activity 4. Educational, puppet theatre performances for younger children During the reporting period we conducted 50 educational, puppet theatre performances for 4579 children. Through this puppet show we educated the youngest pupils of the schools about coexistence, tolerance, mutual respect and respect of the other and different ones. The fact is that the puppet performances are the most appropriate and creative way of educating children from 6 to 11 years of age and that the puppet theatre performances lead to emotional, cognitive and social inclusion of the children/puppet show audience. Children actively participate in the puppet performances by asking and answering the questions. Furthermore, the children remember what they learnt through this type of education. They take the messages home and inform their parents and other persons from their environment.
It is important to emphasize the following: a. The puppet shows are the most appropriate and creative way of educating children from 6 to
11 years of age. b. The puppet theatre performances lead to emotional, cognitive and social inclusion of the
children/the audience. c. The children actively participate in puppet shows by answering and asking the questions in
return. d. The children remember what they learnt through this type of education. They will take the
messages home and inform their parents and other persons from their environment. This has been proved through the conducted evaluation of the puppet shows impact.
Some of the reactions of the teachers, present during the puppet show, were (we quote):
"Show is very creative and adapted to the children's age. It is educational and interactive. It also contains moral values."
"Shows is fantastic! It is educational, interesting and meaningful. Children are thrilled as well as their teachers."
"Show is educational and very interesting. It attracted the children’s attention during the whole show."
Activity 5. Educational, theatre performances for older children During the reporting period we have implemented 30 theatre performances "Who owns the well?" (which was in accordance with the project plan). Theatre play "Who owns the well?" was developed and performed for older primary schools children (age 13, 14 and 15) and, in total, 2442 pupils have seen it. The play "Who owns the well?" was designed for the pupils of the seventh and the eighth grade of the primary school (younger adolescents) and the play promotes moral values that every man needs to have in an interesting and entertaining way, with a clear message at the end, that strength, love and beauty do not lie in the weapons but in love and peace, and that prosperity is not in money but in true friends! Some of the reactions of the teachers, present during the theatre performance, were (we quote):
My sincere congratulations. I'll try to quote one sentence that carries a strong message, "Love will conquer hate." I hope, sincerely. I the actors and the entire project a lot of luck in their future work.
A modern play - vocabulary adjusted to the age of the children of the 7th and 8th grade. Outstanding performance.
Educational, adapted to the age of the audience. The actors are fantastic, and performance is shown in the right place, interesting. Proposal for improvement: It could not be more effective, and if it's possible to come more often.
During Year 2 (May 1, 2015 - April 30, 2016) we implemented the following activities:
Activity 1. Workshops for children (70 workshops);
Activity 2. Workshops for parents (53 workshops);
Activity 3. Workshops for schoolteachers (56 workshops);
Activity 4. Educational, puppet theatre performances for younger children (47 puppet show performances);
Activity 5. Educational, drama theatre performances for older children (25 performances will be conducted during year 2017);
Activity 6. "Two seminars for 48 pupils and 16 schoolteachers/pedagogues from 16 targeted schools/8 roofs" (2 two-days seminars);
Activity 7. Development and printing of the educational brochures (2 brochures: brochure for parents and brochure for children);
Activity 8. "One-minute Junior Movies Film Festival" (1 Film festival). Important remark: Implementation of this project phase continues in the 2017 (January 1 - April 30, 2017) and more of the project activities is scheduled for implementation during that period. Activity 1. Workshops for children During the reporting period we implemented 70 workshops for children. In total, 186 pupils participated in the workshops. Through the conductance of 70 workshops, the pupils have gained some basic knowledge on the “Children rights’” topics. The plan is to, by the end of the project, we implement 140 workshops in total for children. At this point, we have been satisfied with the fact that we managed to form ethnically mixed groups of pupils / future peer educators who (at least majority of them) meet in our workshops for the first time and are just starting to get to know each other. We have formed 8 ethnically mixed peer-educators groups (functioning “under 8 roofs”) and each group has, in average, 22 or 24 pupils. Implementation of this specific activity will continue in 2017.
Activity 2. “Workshops for parents”
During the reporting period we implemented 53 workshops for parents, which is in a full accordance with the project agreement and project time-table. In total, 1060 parents participated in the workshops, as planned.
Through the conductance of 53 workshops, the parents have gained some basic knowledge on the topic “Communication with your children”. This is an on-going activity and, until end of the project, we plan to implement, in total, 120 workshops for parents. According to the parents’ statements, this specific activity has motivated them to improve the way they communicate with their children. We also believe that, based on the interaction among parents during the workshop, trust among different ethnic groups is developing. Implementation of this specific activity will continue in 2017.
Activity 3. “Workshops for schoolteachers”
During the reporting period we implemented 56 workshops for schoolteachers, which is in a full accordance with the project agreement and project time-table. In total, 96 schoolteachers participated in the workshops, as planned.
Estimation of the results of the activity: Through the conductance of 56 workshops, schoolteachers have gained knowledge on the following topics:
Learning to live together - Understanding of oneself and the others
Learning to live together - Appreciation of the differences
Ethnic tolerance
Appreciation of different religions
Acceptance of different
Intercultural understanding
It was our estimation that, for successful completion of this specific activity, it was desirable that we focus on these topics. These topics were in direct correlation with the primary goal for this activity and that is "Overcoming the ethnic segregation". We have been extremely satisfied with the level of teachers’ participation, especially with the extent in which religious classes’ schoolteachers and teachers of subject "Culture of living" have been involved in the group work. We succeeded to help the schoolteachers to accept that variety of religions and cultures does not threaten affiliation to their own religion, spiritual or cultural tradition. We have developed the concept of mutual respect and acceptance of equality. We have tried to accomplish that the schoolteachers transfer the attitude to their pupils that no religion or ethnic origin is the privileged one and that it does not represent something superior neither in life nor in educational environment. The schoolteachers have accepted that it is necessary to have autonomy, independence, freedom of thinking, creativity and, most importantly, a capability to have critical thinking in order to have the sense of their own identity. In order to integrate the topics of the workshops in every day educational work of the schoolteachers, we have promoted the following educational materials:
manual "Learning to live together" (UNICEF BiH),
brochure "Forest school" (Genesis Project),
manual for schoolteachers for work in the class communities (Genesis Project),
"Communication with children" manual for professionals (author Bonnie Miller) and
TV serials / DVDs "Whose are the angles?" (Genesis Project) and "Forest school" (Genesis Project).
Implementation of this specific activity is completed. Activity 4. Educational, puppet theatre performances for younger children During the period May 1 – December 31, 2016 we have implemented 47 educational, puppet theatre
performances in the divided schools. We have targeted, in total, 3489 children age 6 to 10 years.
We have conducted puppet show called “Not all of us are fliers".
Impact of the puppet show was measured by the pre and post-testing questionnaires which enabled us to directly measure the effects of the theatre plays and to show how successful we have been. Usage of the evaluation instruments such as pre and post-testing questionnaires enables us to measure changes on the level of knowledge, changes in the attitudes and to, very transparently, present the effects of the project activities. Children (pupils) have, before they watched the puppet theatre play, answered the questions from the pre-testing questionnaire (approximately 7 days before). Children were instructed that the questionnaire is anonymous, that they should carefully read the questions and that they should circle the answer which they found to be correct or which is in correlation with their attitudes. Children (pupils) have fulfilled the same questionnaire after they have seen the play (again, approximately 7 days after). In total, 160 pupils (72 boys and 88 girls) have participated in the pre-testing and post-testing.
Based on the results of the evaluation we can conclude that the puppet show had a positive impact on children, that it has encouraged them to honestly express their feelings, that it has affected the increase in the level of care and empathy and that it affected the children to accept and respect the others and the different ones. We would like to share here our perception that the creative approaches in the upbringing and education of children are helping children to acquire new knowledge, skills and correct attitudes.
Some of the schoolteachers’ comments, after the show, are following (all these comments can be found on the bottom of “School stamped authorisation forms” which are submitted in the hard copy of the reporting documentation):
P.S. “1. Osnovna škola” Bugojno: Educational puppet show, adopted to the children age. It was interesting for children and children gladly participated in the show”.
P.S. “Bristovi” Bristovi: Puppet show is excellent! It is very educational. I especially liked how our pupils were involved in the show through asked questions. As a schoolteacher I would like to have more shows like this performed at our school.
P.S. “Muhsin Rizvić” Fojnica: Puppet show is very nicely developed and it is interesting for the children. I like the positive impact that show has on the children upbringing.
P.S. “Vitez” Vitez: Very nice, full of content, educational and cheerful. Costumes design and scenography are high quality and everything is fully adapted to the puppet show audience age.
P.S. „Braća Jezerčić“ Divičani/Jajce: Puppet show is excellent, it successfully keeps children attention, it's duration is well adjusted, actors and excellent, show is extremely educational and interesting.
P.S. „Kaćuni“ Busovača: Children have enjoyed and with great attention they have watched and experienced this educational show. Through well-established interaction with children and through excellent acting, actors succeeded in achieving the goal meaning to help children to discover and understand the message of the story.
Implementation of this specific activity will continue in 2017.
Activity 6. Two seminars for 48 pupils and 16 schoolteachers/pedagogues from 16 targeted schools/8 roofs The Genesis Project organized 2 seminars for the participants from all 8 "roofs" / hence 16 divided, mono-ethnic schools from Middle Bosnia canton. In average, per one divided school, we targeted 6 young people (3 from Bosniak department + 3 from Croat department) and 2 teachers/pedagogues. Young people were chosen from the groups of children who participated in the joint activities implemented by the Genesis Project in the divided schools such as "Workshops for pupils", which have been implemented during 2015. In total, we included 52 pupils / young people and 17 schoolteachers/pedagogues from 16 targeted schools/8 roofs. Before the seminars, we conducted various preparation activities such as: meetings with school management; meetings with children from the divided schools with whom we have worked during last year and half in order to prepare them for the participation in the seminars; obtaining of the parents’ approvals for their children participation in the seminars; etc. The seminars were also used for the evaluation of the previously implemented activities in the divided schools and during the seminars we got a close input on the needs of the pupils and their perspectives with a goal of further development of new joint activities for young people attending the divided schools in the Middle Bosnia canton. The seminars lasted a day and half (the pupils arrived in the morning of the Day 1 and participated in the seminar activities until mid-Day 2) and during that time we organised the following activities:
Lecture "Learning to live together"
Workshop "Learning to live together"
Focus group discussion: evaluation of the previously implemented activities and input in youth needs and perspectives.
The children also had good quality time to socialise, for free activities, to have a rest.
Seminar lecturers / workshops and focus groups facilitators were:
expert Consultant - Prof. dr Ivana Zečević (doctor of psychology, professor at the Banjaluka University – Teachers faculty and Faculty of Psychology)
workshops’ facilitator Azra Talić, professor of psychology and pedagogy
workshops’ facilitator Ljubiša Vasić, elementary school teacher. The response rate (children accepting our invitation to participate in the two-day seminar) was 100%. This made us very happy especially since it is not easy to organize an activity which requires children to be absent from school, even for a day. During the preparatory activities, we obtained the permissions from the school management and individual permissions from the parents for each child who participated in the seminar. While participating in the seminar, the children gained new friends and they met their peers from all distant parts of the canton. The children from different parts of the Middle Bosnia Canton had opportunity to exchange their experiences and to develop new social relationships.
An important activity during the seminars was the Focus group discussions, during which we discussed with children and schoolteachers about their views and opinions regarding previously implemented activities. We also made an input in the youth needs and perspectives regarding future activities. This was very helpful activity which will enable us to properly develop new two-year plan of project activities in the divided schools of Middle Bosnia Canton. It is our estimation that children have been very honest and open during their participation in the Focus Groups discussions and they provided us with some concrete recommendations of their future preferences.
Activity 7. Development and printing of the educational brochures (brochure for parents and brochure for children) We have designed two brochures: brochure for children and brochure for parents. The brochure for children is called “Knowledge is multiplied by division”, it has (in total) 56 pages and it is printed in full colour. It focuses on the following topics:
What is workshop?
What is peer education?
Set of fully developed workshops, which children (peer-educators) will conduct on their own in their classes, focusing on following topics: communication,
similarities and differences,
prejudices and stereotypes,
conflict,
discrimination and isolation,
peer violence,
empathy.
Covers of the brochure for children “Knowledge is multiplied by division” The brochure for parents is called “Hear what is not told to you”, it has (in total) 36 pages and it is printed in full colour. It focuses on the following topics:
What does it mean to be a parent?
Communication with your child.
Do you lose patience with your child?
Criticism.
Beating your child is not the effective way for child upbringing.
Rewarding.
Children memorandum.
Covers of the brochure for parents “Hear what is not told to you” Based on the long experience in working with children and their parents and knowing how to send easily understandable messages to these target groups, we developed both of these brochures. The texts from the brochures for children have been pre-tested and their comprehensibility has been checked among a group of children. Activity 8. "One-minute Junior Movies Film Festival"
During 2014 and 2015, the Genesis Project team (thanks to the support provided by project donors: German foundation Schüler Helfen Leben (SHL) and UNICEF BiH) produced 83 One-minute junior movies (OMJM1) with children living in 6 deeply divided communities of the Middle Bosnia canton, attending divided and segregated schools better known as the "two schools under one roof". Through these trainings, the children learned the basic film production methodologies and skills. The children also learned how to make scenarios, produce and edit the one minute videos. Through the use of the video media resources, the children pointed out the danger of ethnic distrust and animosity, further conflicts and a conspiracy of silence. Through this activity we tried to give a voice to the students and their ideas, by developing and screening 83 One-minute movies. The children, in ethically mixed groups, participated in this activity. These activities contributed to a process of reconciliation at and around the divided schools in the Middle Bosnia Canton. This activity provides a voice to the school children, whose ideas about their environment and future often remain unheard. The specific activity promotes the idea that diversity (ethnic, religious, gender, social, cultural, etc.) is richness, a possibility and precondition for a richer and more creative life. This activity promotes the child rights and human rights, as a precondition for the social inclusion on a larger scale. In December 2015, the Genesis Project team was awarded with the "Tomorrow's Peacebuilders" global award in the field of the inter-religious peace building. Beside international recognition of our work, the "Tomorrow's Peacebuilders" award also enabled us to implement the project called the 5th Festival of One-minute Junior Movies "Do you have a minute?". The Peace Direct donated the Genesis Project 10,000.00 USD which were used for the implementation of this specific project activity. The festival was organized on the 3rd and 4th June 2016, in Hotel "Blanca" Vlašić. As planned, the festival lasted one day (with overnight stay for all children (and adults) Festival participants). In total, 62 children and 19 schoolteachers/pedagogues from the divided schools took active participation in the Festival. Furthermore, some other / important guest such as donor representatives, Ministry of education representatives, media representatives, etc. were our guest during the Festival. In total, 100 children and adults participated in the Festival. The festival winners were awarded with the Tesla Tablets (Grand prix movie got the 8" tablet while other 5 winners got the 7" tablets). The children / Festival winners were very satisfied and happy with the awards.
1 One Minute Junior Movies trainings The One Minutes Junior video workshops for children present an activity developed by UNICEF through which children learn how to create the short movies on the topics related to the social protection and inclusion of children, Convention on the Rights of the Child and peace building. They learn through the series of workshops how to use video editing resources in order to prepare and produce screenplays for one minute videos, and to edit and produce one minute movies. The best movies compete on the The One Minutes Junior Movie Festival.
Genesis Project team in charge of the project implementation
Children voting for the Audience award
Children and teachers ready for the joint outing / walk in the mountain
Workshop
Movies projection
Festival winners (standing from left to right: Sajra Memija; Elizabeta Miličević; Monika Ivanić; Hana Kunić; Sadin Glamočić and Anto Petrović)
Movies authors with "Thank you" letters Ranije korištene fotografije za SHL, za izvještaj za 2015-u :
Project title: "Strengthening capacity of professionals in education on prevention, identification and referral of cases of violence in primary schools " Donor: United Nations Children's Fund (UNICEF) Project duration: 01/09/2016 - 31/05/2018. Location: The project is being implemented in the following municipalities in the Republic of Srpska: Celinac, Knezevo, Teslic, Sipovo, Doboj, Petrovo, Prijedor, Banja Luka, Bijeljina, Zvornik and in the following municipalities in the Federation of Bosnia and Herzegovina: Travnik, Busovaca, Donji Vakuf, Bugojno and Mostar. Project summary: The project "Strengthening capacity of professionals in education on prevention, identification and referral of cases of violence in primary schools” is a part of a large regional programme implemented by the United Nations Children's Fund - UNICEF in Bosnia and Herzegovina, Montenegro, the Former Yugoslav Republic of Macedonia, Serbia, Kosovo (UNSCR 1244), Albania and Turkey. The objectives of the regional programme are: - to empower civil society in order to better monitor the implementation of children's rights, - to improve inclusive and innovative services in civil society, - to increase support of civil society to protection of children from violence and social inclusion of
children with disabilities. The project objectives are: The overall objective of the project "Strengthening capacity of professionals in education on prevention, identification and referral of cases of violence in primary schools” is the creation of affirmative environment at the school in the prevention of bullying, and strengthening human and institutional capacities for management and monitoring activities for prevention of violence, which are based on the response of the entire school to the challenges of violence. The tasks of the project are: - To contribute to strengthening human and institutional capacities aimed at creating, developing
and implementing activities focused on the prevention of bullying in elementary school; - To increase levels of knowledge and skills of school staff and students on violence prevention and
response to violence; - To contribute to the establishment of the mechanism to monitor the phenomenon of bullying at
the primary school level; - To support the practical application of the "Protocol on the procedure in cases of violence, abuse
or neglect of children"; - To support the activities of the competent Ministry in planning, management and implementation
of activities focused on the prevention of bullying at the primary school level. Conducted project activities during year 2016: Out of total number of 24 schools that shall be targeted during implementation of this project, Genesis Project works in 11 schools during school year 2016/2017. We have 2 schools in Herzegovina-Neretva Canton, 4 schools in Middle Bosnia Canton and 5 schools in Republika Srpska. On regular basis, twice a month the Genesis Project organises visits to 11 primary schools in order to conduct peer violence prevention activities set out in the Programme document.
In each of 11 primary school we have established one School Coordination Board on Violence Prevention (SCB). SCB consists of: members of school management, school experts, representatives of Counsel of Parents, representatives of Counsel of Pupils and two representatives of Counsel of Teachers. This body has a multiple role and it is as follows: - To define and create School Action Plan for Violence Prevention; - To create, organize, monitor and evaluate violence prevention activities at the school level; - To be responsible for database on cases of violence; - To closely follow all regulations and recommendations set out in protocols for conduct in cases of
violence in primary schools in Republika Srpska/Herzegovina-Neretva Canton and Middle Bosnia Canton).
During the reporting period, regular coordination meetings of the SCB have been held in 11 primary schools. Members of the SCBs have been actively involved in the promotion and support of peer violence prevention activities in their schools. In the reporting period, the Genesis Project, supported by the representatives of the SCBs, started to organise and conduct quantitative assessment on the level and forms of violence at the level of pupils, teachers and parents in 11 primary schools. In each school, the Genesis teams along with the school representatives established a group of peer supporters. Each group consists of 10 peer supporters. In the reporting period we have conducted three workshops with the peer supporters. In total, we have mobilized 110 peer supporters that will be trained on communication and peer support skills by the end of the school year in May 2017. During November and December 2016 the Genesis Project, supported by a UNICEF Consultant Dženana Šabić Hamidović, organized and conducted trainings to strengthen the capacity of professionals for identifying and referring cases of violence against and amongst children in 4 Annex VII municipalities: Gradiška, Derventa, Živinice and Foča. Trainings were facilitated by a professor Ivana Zečević, doctor of psychological sciences from Banja Luka University and a professor Azra Talić from the Genesis Project. n total we delivered 6 trainings: 3 in Gradiška, 1 in Derventa, 1 in Živinice and 1 in Foča. In total 317 professionals were trained coming from primary schools, secondary schools, Centres for Social Work, Police departments, Health institutions, CSOs and associations for work with children with disabilities. The following topics were included in the training agenda: "What is violence, causes of violence and it's consequences on the participants of violent acts"; "Practical case studies: conflict, violence, abuse, neglect and exploitation"; "Planning of the preventive programmes" - Protocol/Guidelines for the code of conduct in the cases of violence against and among children. Generally, based on the feedback from the participants, we made a conclusion that these trainings were very much needed and they would support the mutual efforts undertaken by institutions taking care of the children in the local community level. During November and December 2016 the Genesis Project undertook the activities to equip the Day Care Centre in Gradiška. After the bidding process the Genesis Project indentified the best proposed offer and ordered the equipment for the Day Care Centre. The equipment, consisting out of 1 laptop computer and the decoupage material for occupational activities of the children will be used to support the Day care Centre work with children.
PROJECT TITLE: Prevention of Peer Violence and Gender Based Violence in Primary Schools DONOR: Stichting Kinderpostzegels Nederland and IN FONDACIJA DURATION: 01/09/2015 – 30/06/2016
01/09/2016 – 30/06/2017 LOCATION: Posavina canton, Federation of BiH, municipalities: Orašje, Donja Mahala, Vidovice, Bok, Domaljevac, Tolisa, Odžak. Summary of the project One of the basic problems which we have observed is the lack of awareness about the problem of violence amongst and against children in the BiH society. This is widely spread and an increasing problem and it is clear that without tackling this issue, BiH society will not have enough motivation to react nor to efficiently respond to suppress consequences of violence. This project was focused on development of sustainable capacities, management and monitoring mechanism that would enable more efficient violence prevention programmes within schools. Project was implemented in Posavina canton, Federation of BiH, municipalities: Orašje, Donja Mahala, Vidovice, Bok, Domaljevac, Tolisa, Odžak. Aim of the project: Provide children, teachers and parents with the appropriate tools, knowledge and skills in order to actively participate in putting in place effective responses to the risks posed by peer violence and gender based violence. Target group (brief description): Project target groups are pupils, teachers, parents, school management and representatives of Council of Parents from 10 targeted primary schools in Bosnia and Herzegovina.
90 parents (15 parents per school, 4 new schools)
60 teachers will participate in basic training (15 teachers per school, 4 new schools)
16 teachers trainers (4 trainers per school, 4 new schools )
90 pupils (15 pupils per school, 4 new schools and 2 old schools)
20 members School Coordination Boards on Non – Violence (5 members per school, 4 new schools )
50 pupils peer educators (4 old schools) Specific objectives:
To collect quality baseline information on attitudes, perceptions and knowledge on peer violence and gender based violence in targeted local communities is available and informs action planning at the school and community level.
To increase capacity of schools to respond to violence through definition of roles and responsibilities at the school level, defining cooperation with the community, increased technical knowledge and skills of school personnel, parents and children.
To establish mechanism for monitoring of violence at the school level.
Activities implemented during 2015/2016: During the reporting period, 3 trainings for trainers on peer violence and gender based violence prevention (teachers - mentors) were organised and conducted. Through participation in these trainings, 13 selected teachers gained the necessary knowledge and skills necessary to facilitate educational workshops with their pupils, with a goal of increasing their knowledge about violence prevention. These teachers, in all schools in which we implemented this activity, confirmed that they would be glad to be present during the implementation of the Activity 5. "Peer support workshops". Through the agenda of the Training for trainers, the participating teachers were introduced to the elements of the School Safety Network, how to support it and how to maintain it in the future. A contact with these teachers had been an on-going process during the implementation of the project in the selected schools, through different types of the activities. Educated teachers regularly participated during the peer-education workshops and after we finished the implementation of the peer-education workshops we developed a plan of their work, for the further period. A role of the educated teachers was to provide the necessary support to the peer-educators and to continue spreading the project idea after the project official completion. The teachers-trainers were working with other teachers to create the classroom rules regarding the prevention of violence. They were preparing the home room classes and promoted the system of the motivational methods. Teachers who were not trained were happy to cooperate with the colleagues because they have the obligation to organise the teaching contents on this project subject (the home room class). Furthermore, during the overall project implementation, in total 15 peer support workshops on peer violence and gender based violence prevention have been organized and conducted. In total, 69 pupils participated in peer support workshops. Through participation in these workshops, selected pupils gained necessary knowledge and skills to facilitate educational workshops with their peers. The children increased their knowledge about the sources of conflict, peer violence, communication skills, attitudes, stereotypes and prejudices, as well as about different reactions on conflict. We have raised the level of their consciousness about the necessity to be tolerant and about different ways to prevent violence among their peers. School Coordination Boards are part of the school structure and they were included in the implementation of the project activities. Members of the SCB did not write the reports because representatives of the Genesis Project were present on each SCB meeting and will closely follow all implemented activities and reached conclusions. The Genesis Project representatives facilitated the SCB meeting. The topics for the SCB meetings were closely following the project implementation stages. The SCB has role to define school values, roles and responsibilities and responses related to violence. The SCBs will put in place and maintain the elements of the School Safety Network during the overall project implementation. Members of the School Coordination Boards were also in charge of the presentation of the project, project activities and results of the survey to the Council of parents, Council of Pupils and Council of teachers. The Project Coordinators were also making recommendation to the members of the School Coordination Boards to share survey findings with the parents, during the parents-teacher meetings. Members of the School Coordination Boards were in charge of getting the feedback information from the meetings of the Council of parents, Council of Pupils and Council of teachers. During the overall project implementation, preparatory meetings with the school management were conducted in order to form a group of selected parents for workshops on violence prevention, forms, sources and consequences of violence. Through the participation in these workshops, 45 selected
parents gained necessary knowledge and skills to recognize and react to conflict. We have raised level of their awareness about necessity to be tolerant and about different ways to prevent violence among their children. During the overall project implementation, preparatory meetings with the school management were conducted in order to form a group of selected parents and selected pupils on violence prevention, forms, sources and consequences of violence. In total, 3 workshops with parents and pupils were organized and conducted. The main goal of these activities was to strengthen the emotional bond between the parents and children and to develop the workshops in which the parents and the children would participate, having the impact on the parents and children to create a positive ambiance at homes together which would deepen the relations and increase the level of trust between them. The main theme of the workshop was the communication - communication skills (The rules for good communication and active listening). A total of 45 parents and 45 children participated. These workshops had a classical structure with introductory, main and final part. A lot of games and interaction was integrated into them. The workshops lasted about an hour. Our impressions were very positive but we had a problem on the level of cooperation between the parents and children. The parents were not used to these kinds of activities and were less relaxed than the children. Regarding the return information, according to the statements of the school pedagogues the parents were permanently asking if there would be more such activities and they stated that only on later reflection they realized the significance, purpose and the objective of this activity. During the overall project implementation, preparatory meetings with the school management were conducted in order to form a group of selected peers on violence prevention. In total, 3 supporting transfers of knowledge for the peer educators were organized and conducted. During the overall project implementation the meetings were regularly held with peer educators and with them new workshops and new preparation for the homeroom class were developed. Through participation in these workshops, selected peer educators transferred their knowledge and skills necessary to detect and prevent conflict and violence in school. During overall project implementation, preparatory meetings with school management were conducted in order to put the School Safety Network in place. In total, 7 School Safety Network were organized. Pupils were extremely motivated to implement the educational workshops within their class communities. We have learnt that, in future, an important part of educational work with pupils must be about peer education skills and methodologies. We believe that the number of the workshops for peer educators must be increased. Number of the workshops should be flexible and adapted to the conditions in which specific primary school exists. Parents have been extremely motivated to participate in the project activities. Schoolteachers have expressed very high level of interest to conduct teachers-parents meetings which would focus on violence prevention activities so we made arrangement with teachers to help them while they are planning agenda for these meetings. Activities implemented during 2016/2017: The educational materials that Genesis received from the In Foundation helped us to create the training. We fit the training in 2 working days. The teachers understood better how to act in cases of violence. The schoolteachers expressed very high level of interest to conduct the teachers-parents meetings which would focus on the violence prevention activities so we made an arrangement with teachers to help them while they are planning the agenda for these meetings. We have reached the
conclusion that, in future, bigger emphasis must be put on closer cooperation with parents and their involvement in school activities. All teachers have agreed that family, as most important factor in an upbringing process, has most important role in prevention and early intervention of violent and inadequate behaviour. During the reporting period (August –December 2016), one Training for the school expert professionals was organised and conducted. In total, 7 school expert professionals from the partner schools in Posavina participated in the training. The training for the school expert professionals have been organised and conducted in Hotel "Kardial" Teslić, 25th -27th August 2016. Expert professionals were very satisfied with the training in Teslic. They began to use the protocol for dealing with cases of violence at school. Professional associates initiated that first parent-teacher meetings at school held together with teachers, and whenever there was a need to maintain individual meetings with the parents and children. Expert professionals initiated work with children who have been violent and their parents. The objective of the training was the education of the school expert professionals for acquiring new knowledge and skills in the implementation of the intervention measures and activities at schools in order to provide the adequate support and monitoring of the pupils who are victims or perpetrators of bullying within the school environment. This project has a main focus to develop sustainable capacities, management and monitoring mechanism that would enable more efficient violence prevention programmes within schools. Our goal is that the project reaches its sustainability in targeted schools meaning that it continues to be implemented through the School Safety Networks. The School Safety Network will ensure the implementation of responses related to peer violence and gender based violence with clearly defined roles and responsibilities of teachers, other school personnel, parents and pupils that will contribute to prevention of these types of violence in school environment. In all project activities, which we are implementing, we are trying to respect the gender policy meaning that we are trying to, following the gender structure of the school staff and pupils, form the project target groups. While conducting the survey with pupils, we insisted that approximately the same number of boys and girls participates in the survey.
NAME OF THE PROJECT: Supporting Intercultural, Inclusive and Peace Education and Prevention of Violence among Children in Canton 10 DONOR: United Nations Trust Fund for Human Security, UN agencies in BiH (UNICEF, IOM,UNHCR, UNDP) DURATION: January 1st 2016 – June 30th 2016 IMPLEMENTATION LOCATION: Canton 10 (Federation of Bosnia and Herzegovina); Municipalities in Canton 10 : Bosansko Grahovo, Drvar, Glamoč, Kupres, Livno and Tomislavgrad; Primary schools in Canton 10: - 3 primary schools located in the Municipality of Tomislavgrad; - 2 primary schools located in the Municipality of Livno; - 1 primary school located in the Municipality of Kupres; - 1 primary school located in the Municipality of Bosansko Grahovo; - 1 primary school located in the Municipality of Glamoč; - 1 primary school located in the Municipality of Drvar. GOAL OF THE PROJECT: The general objective of the project was to support intercultural, inclusive and peace education and prevention of violence among children in Canton 10 by strengthening the capacity and applying the developed appropriate methods through active participation of all stakeholders (especially pupils and teachers) as well as the representatives of the Canton 10 Ministry of Science, Education, Culture and Sports). Project forceded three main line of intervention:
Strengthen the child participation in promotion and support of intercultural, inclusive and peace education and prevention of discrimination and violence;
Strengthen the capacity of schools, Cantonal and Municipal authorities to promote and support
intercultural, inclusive and peace education and to prevent discrimination and violence among children;
Improve Community Responsiveness to Intercultural Understanding and Prevention of discrimination and Violence.
Project activities and results: During the project implementation, the Genesis Project organised the visits to each of 9 elementary schools twice a month in order to conduct:
Monitoring and support of peer support activities;
Meetings to support functioning of School Coordination Boards (SCBs). In each school, the Genesis Project along with the School Coordination Boards continued working with peer supporter groups, established during project in 2015. Each group is composed out of 10 peer supporters. During the project implementation in each school Genesis conducted four workshops with peer supporter groups. It was agreed with the Peer Supporters and approved by the School Coordination Boards that they perform 2 violence prevention presentations in classes by the end of the school year. These presentations covered: causes of violence, different forms of violence, consequences of violence, how to react to violence, how to offer support to the victims of violence and what should students in the elementary schools do to prevent violence in school setting. The idea was to perform a presentation through the interaction and active participation among peers with active exchange of experiences amongst them. Peer support violence and discrimination prevention
activities will be an integral part of the School Action Plan for violence prevention in the future as it is set out in the Canton 10 MoE's Guidelines for Violence Prevention in the elementary schools. In total, 90 peer supporters and 270 students have increased peer support skills on promotion and support of intercultural, inclusive and peace education. Teachers and school personnel members of the School Coordination Boards (SCB) were actively involved in the promotion and support of intercultural, inclusive and peace education and prevention of violence among children. As per Guidelines from Cantonal Ministry of Education each SCB is composed of expert school personnel, two teachers, two students (Counsel of Students) and two parents (Counsel of Parents). The Genesis Project gave support to the SCB at 3 meetings at each school (in total 27 meetings). We shared our expertise and experience from other elementary schools introducing the best violence prevention practices into the School Action Plans. In total, 36 teachers and school personnel, 18 parents and 18 students have increased skills in the promotion and support of intercultural, inclusive and peace education. During the project implementation, the Genesis Project organised visits to each of 9 elementary schools twice a month in order to conduct:
Meetings to support functioning of the School Action Plans/activities;
Technical support to the SCBs in identifying equipment necessary for the implementation of the School Action Plans;
Organised and conducted quantitative assessment in 9 primary schools. Specific meetings with the SCBs were held in order to evaluate and monitor the implementation of the School Action Plans (SAP) on violence prevention. Each school conducted activities set out in the SAPs in accordance with their needs and possibilities. Schools gladly accepted the role of the Genesis Priject to offer know-how, experience and support to implementation of the SAPs in each school. Since, this is the first year of implementation of the SAPs in schools, it was agreed with the representatives of SCBs (and confirmed with the Cantonal MoE) that they should take a slow pace and conduct individual and group activities in accordance with their needs and possibilities. During the school year, majority of the activities foreseen within the SAPs were implemented accordingly. Due to inexperience in planning and implementing the SAPs, some elementary schools implemented fewer activities than it was originally planned. This fact did not jeopardize implementation of the SAPs in general and therefore we can conclude that somewhere around 85% of all planned activities within the SAPs were successfully realized. Following this issue, the Genesis Project advised and instructed all schools to plan and prepare the SAPs in accordance with their needs, but also their possibilities. All elementary schools were obliged to submit a report on the implementation of the SAPs to the Canton 10 MoE. During March 2016, after consultations with the representatives of the UNICEF Office and Ministry of education of Canton 10, the Genesis Project offered support to the representatives of the SCBs in identifying technical equipment necessary for the implementation of the School Action Plans. Technical equipment was identified at the individual level of each school and in accordance with the respective SAP. Their request forms with the list of the necessary equipment were submitted to the Canton 10 Ministry of Education by the end of March.
The Genesis Project representatives along with the SCBs organized and conducted the second phase of the quantitative assessment at the level of students, teachers and parents in all elementary schools in the Canton 10. Upon the received approval from the Ministry of Education the quantitative assessment report was disseminated to all elementary schools during June 2016 and the findings were presented to the members of the respective SCBs. The Genesis Project conducted four meetings with the Canton 10 MoE’s Coordination and Support Expert (SCE) Group in order to:
Replicate and adjust the training materials used for primary school teachers’ trainings so that they can be used for the secondary school teachers;
Deliver training of high school trainers In total, the Genesis project facilitated 4 meetings of the CSE Group. The CSE group with the assistance of the Genesis Project adapted the guidebook originally developed for the elementary schools into publication "Practical use of Protocol of conduct in cases of violence in high schools in Canton 10". The Genesis Project team successfully replicated and adjusted for the use in the high/secondary schools all training materials originally designed for the primary schools teachers. Members of the CSE Group were, in detail, familiarised with the training materials and they were instructed on how to use these trainings materials in the secondary schools. Upon completion of the training with the CSE group the Canton 10 Ministry of Education appointed three persons - members of the CSE Group for organization and delivery of the trainings to the secondary school teachers. The first of these trainings was organised for 15 teachers from Livno Gymnasium on the 17th June 2016. During the meetings and in time between the meetings the members of the Group made the adaptation of the recommendations designed for the primary schools to correspond the high/secondary schools in regard to the development of sustainable mechanisms for the management and coordination that would enable more effective programs of intercultural, inclusive and peace education and violence prevention in secondary schools. They discussed the recommendations which would help in making the supplements to the current curriculum of secondary schools in order to make more efficient implementation of the program of intercultural, inclusive and peace education, prevention of violence and discrimination against children. Finally, as the third component of the CSE Group work, the members made the adaptation of recommendations designed for the primary schools, to correspond secondary schools, in order to enable the establishment of effective cooperation between parents and professionals in the school for the purpose of efficient prevention of violent behaviours of students. Final outcome was the publication "Practical use of the Protocol in the cases of violence in high/secondary schools in Canton 10". This publication was, in detail, reviewed by the Canton 10 MoE, approved for printing and distribution in all 8 secondary schools in the Canton 10. All Secondary schools in the Canton 10 (8 schools in total) have received, in average, 25 copies of the publication "Practical use of Protocol of conduct in cases of violence in primary schools in the Canton 10", for distribution to the teachers who will participate in the trainings.
Activities were conducted in full accordance to project plan and no constraints were observed during the implementation of these activities. Fourth One-Minute Movie Festival "Do you have a minute?"
During March, April and May 2016, the Genesis Project have prepared and organized the Fourth One-Minute Movie Festival "Do you have a minute?". The Festival was organized in close cooperation with the Canton 10 Ministry of Science, Education, culture and sport. Radio Livno was acmedia partner and they provided significant media attention for all Festival activities. The Festival took place on the 19th May 2016 in the Conference Hall at the Hotel Park in Livno. This was a half-day event for 53 children/movie authors from 6 municipalities in the Canton 10. The children jointly participated in a creative workshop and enjoyed watching their filmed OMJM’s. A creative workshop used for this activity was from the manual ‘’Learning to Live Together’’. The children had opportunity to socialize, get to know each other and watch each other’s movies. The winners were awarded valuable prizes (7" tablets and 8" table for the Grand prix), but especially interesting was a one-day socializing in Livno, prepared for all the children who participated in the filming process. The festival jury chose the best movie from each municipality and the "Grand Prix" for the best movie in the Festival. Furthermore, by voting on the Radio Livno Facebook page the movie that won the Audience Award was chosen. During the voting process, all movies gathered significant number of Facebook likes. In total, all movies have gathered 3691 likes. This Festival was an opportunity for children from all six different municipalities of Canton 10 to get to know each other and to socialize for a day. Festival was also visited by sixty (60) 9th grade pupils from the Primary school "Ivan Goran Kovačić" Livno. In total, over 120 children and 50 adults had the opportunity to see all one-minute movies and to participate in the Festival.
Focus groups The focus groups assessment regarding the attitudes of the residents regarding human security was conducted in 3 municipalities from the Canton 10: Drvar, Glamoc and Livno. The research covered all areas of the programme intervention in the Canton 10. An independent and qualified researcher was engaged to do the research, following instruction provided by the UNICEF authorized representative. Focus groups were facilitated and reported by prof. dr Srđan Dušanić, vice-dean for scientific work, Banjaluka University, Philosophical faculty – Department of psychology. Workshop in Tomislavgrad During April and May 2016 the Genesis Project provided full organisational assistance to the Cantonal Ministry of Work, Health and Social Welfare with the workshop “Strengthening multi-sector cooperation through education on Guidelines of conduct in cases of violence”. The workshop was organized on the 5th May 2016 and took place at the Canton 10 Assembly Hall in Tomislavgrad. Workshop was delivered by professor Elmedin Muratbegović from Sarajevo, an expert in the field of child violence. In total, 50 professionals from Livno, Tomislavgrad and Kupres municipalities (included upon their request) from different local institutions (kindergartens, elementary schools, CSRs, police, health institutions) took part in this workshop. The UNICEF and Genesis Project successfully implemented all foreseen project activities. Thanks to the active support by the Genesis Project and with the affirmative legal framework created to support the intercultural and inclusive education and violence prevention, the elementary schools in Canton 10 have got solid baseline and good prospect for their future work in this field. By inclusion of the Canton 10 secondary schools in the action to support the intercultural and inclusive education and violence prevention the UNICEF and Genesis Project additionally strengthened and scaled-up the mechanism within the educational institutions in the Canton 10. The application of these mechanism should create environment that will support higher level of tolerance, coexistence and therefore less violence and discrimination in the educational institutions. After the implementation of this project and on the basis of our three-year long experience in working with the educational institutions in the Canton 10, we can say that this kind of systematic approach in addressing the challenges of the intercultural and inclusive education and violence and discrimination prevention has proved to be very good and easily applicable. Therefore it can be replicated in other parts of Bosnia and Herzegovina which are facing similar challenges.
PROJECT TITLE: The implementation of the part of the action plan of the Coalition for the Protection of Children Banjaluka DONOR: World Vision International DURATION: 01.02-30.06.2016 LOCATION: Banja Luka Municipality (Bronzani Majdan, Karanovac, Kola and Stričići, Bočac, Srpske Toplice, Vrbanja) Project summary The project was implemented in the the following primary schools: • PS "Vojislav Ilić" Krupa on Vrbas • PS "Mladen Stojanović", Bronzani Majdan • PS "Petar Kočić" Kola (including the branch school in Stričići) • PS "Branislav Nušić", Srpske Toplice • PS "Stanko Rakita", Vrbanja • PS "Milan Rakić" Karanovac Target groups were: • Pupils waiting for transport (from school to home), after the classes. Groups of 20 pupils were
formed, that participated in educational meetings and workshops one day a week, in the average duration of 90 minutes. Six groups of pupils were be formed in total and the number of student per group varried.
• Pupils from grades 1 to 5, were covered by the project through the educational, puppet show "Not all of us are fliers."
Activities 1. Workshops with the pupils who are waiting for the transport home. 2. Puppet shows (6 performances for 6 primary schools). The plan was to perform the puppet show
"Not all of us are fliers" which has the objective to teach the children of the lower primary school age how to accept the different ones, how to be tolerant and how to relate to others without prejudice.
3. Research on the presence of violence. The overall objective of the project The overall objective of the project was to protect children and improve the safety of the pupils during the period after the classes until the first available transport home. Expected results • Improving the safety of the children. • Improving the communication skills of the children /workshop participants. • Developing the skills on peaceful conflict resolution of the children / workshop participants. • Development of tolerance and the elimination of prejudice. • A higher-quality implementation of the Protocol in the case of violence, abuse or neglect.
Results are achieved in accordance with the schedule of planned and implemented activities.
Safety of children was improved, since the children attened the planned activities during the workshop and their time was planned, and they were under the supervision of the moderators.
The gradual introduction of workshops, which had their chronological order, improved the communication skills of children/participants in the workshops and children were introduced during the first/introductory workshop with the basic terminology and methods, and during the subsequent workshop activities they developed and expanded their knowledge.
The children got the opportunity to get engaged in the dialogue during the planned workshops and activities, to listen and talk, to use communication to develop a better understanding of differences and others. The workshop moderators were paying extra attention to children who had not been active, and the report shows that some of the inactive children participated more in the activities.
It was worked on the ability of children to make or not make conclusions based on the information they had available during the workshop: the children's ability to make decisions based on ethical values that promote respect for others and different was developed.
The workshops dealt with topics of peaceful resolution of the conflict, what is violence, the ability of children for peaceful resolution of the conflict was developed.
The workshops have developed other social competences too. The younger elementary-school-age children have learned how to accept those who are different, how to be tolerant and how to behave towards others without prejudice.
The ability of children to recognize and solve problems, recognize their emotions and find a way to deal with unpleasant emotions was developed too.
The program of the workshops in Vrbanja had to be adapted for the youngest students, so their graphomotor skills were developed, and the workshops were tailored to the large number of students, as well as different times of arrival and departure from the workshop because of transportation and school activities.
During the workshops and work on the topics the teamwork was developed too.
The number of completed questionnaires for students was 78, and for parents 115. Children were taught what the teamwork was, verbal and nonverbal communication, how to listen, what violence was, they adopted the rules of active listening, then learned the importance of acquiring knowledge and skills, developed the graphomotor skills, they were learning about respect for the agreed rules, respect for the rights of others and different, consequently the children had more practical benefits. In addition to waiting for the bus in a safe place/school, the children had planned and organised time, they had useful and interesting activities, learning at the same time through play and fun creative activities. During the workshops the refreshments (soft drinks, snacks or sandwiches) were provided. Some children were coming just for food, so there was a possibility that some of them have not had snacks prepared at home. Children were happily coming to the workshops; they connected with the workshop moderators. The total number of students during the entire project was 244, although there were over 260 students, because at the beginning of the project the workshops were overcrowded, so that all children did not get the opportunity to sign the attendance sheets.
PROJECT TITLE: 6th One-Minute Junior Movies Festival DONOR: UNICEF DURATION: 2 months (October 12, 2016 – December 11, 2016) LOCATION: Banjaluka
Project summary In 2014 and beyond, UNICEF has been jointly with several UN Agencies (UNHCR, UNDP and IOM) implementing “Annex VII: Support to durable solutions of Revised Annex VII DPA Implementation Strategy” Project. This project aims to enable national actors to address the remaining obstacles to solutions for displaced persons and returnees in accordance with the Revised Annex VII DPA Implementation Strategy goals. UNICEF supports 10 target locations in the establishment of the Social Protection and Inclusion community model, through strengthening the local social protection and inclusion policy framework and service delivery for vulnerable families and children, with a focus on internally displaced persons and returnees.
During 2014, Foundation for Creative Development facilitated 10 One Minute Junior workshops and that resulted with production of over 100 One-Minute Junior movies. Selected movies (30 in total) were presented in the 6th One-Minute Junior Movies Festival that was held on the 23rd and 24th November 2016, in Banja Luka. During October and November 2016, the Genesis Project organized and conducted the 6th One-Minute Junior Movie Festival - Do you have a minute? The Festival took place on the 24th November 2016 in Banja Luka City Theatre Jazavac. This was a two-day event for 30 children/movie authors from 10 municipalities in Bosnia and Herzegovina (Bijeljina, Bosanski Petrovac, Brčko, Derventa, Foča, Gradiška, Maglaj (Bočinja), Mostar, Prijedor and Živinice). Children, coming from different parts of Bosnia and Herzegovina got the opportunity to socialize, get to know each other, exchange experinece and watch each other’s movies. Through the one-minute junior movies on the Annex VII of Dayton Peace Agreement children did their best to convey their wishes, attitudes and needs and send strong messages about peace, communication and tolerance.
Geeta Narayan, UNICEF country representative
Dance performance “City jazz”
One of the festival winners
Festival audience
Festival participants – movies authors
Activities On the afternoon and evening of the 23rd November, the Genesis Project and UNICEF organized two-hour workshop with children – Festival participants, on the Sustainable Development Goals. The goal of the workshop was to learn how the children see the SDG's and what do they say about the SDG's. This workshop was prepared in the framework of the UN consultative meetings on the SDG's. Workshop itself was organized in the form of focus group discussion using the SDG Board Game for adults. The course of the SDG Worksop was recorded and the report is submitted to UNICEF. On the morning of the 24th November, the children participated in the touristic sightseeing tour through Banja Luka. They enjoyed learning about historic facts and stories about Banja Luka's tradition and culture. Nevertheless, the highlight of the day was the presentation of the one-minute junior movies in City Theatre Jazavac. In the overcrowded theatre hall the emotions went sky-high when audience awaited to hear the names of the movie award winners. The Genesis Project established close cooperation with two nearby primary schools (“Petar Petrović Njegoš” and “Dositej Obradović”) who organized over 200 pupils to visit the Festival as peer-audience. The children were cheering loudly for their favourites and they have contributed to the excitement during the winners announcements. The Genesis Project also established close cooperation with the Dance club “City Jazz” whose members had two great hip-hop dance acts during the Festival. Media attention, given to the 6th OMJM Festival, was very noteworthy. There were over 30 media reports about the Festival and the Republic of Srpska Radio and television Station (RTRS) made the TV reportage about the 6th OMJM Festival. Link: http://www.rtrs.tv/av/pusti.php?id=65955.
PROJECT TITLE: "Preventing peer, gender-based and sexual violence in primary schools" DONOR: Canada Fund for Local Initiatives (CFLI) DURATION: November 2015 - February 2016 LOCATION: Brčko District, Federation of Bosnia and Herzegovina (Una Sana Canton), Republika Srpska (Brčko, Maoča/Brčko, Sanski Most, Fajtovci/Sanski Most, Slatina/Laktaši and Laktaši) Project purpose: The purpose of this project was to initiate, develop and support school and community-based responses to peer violence, gender-based violence and sexual violence through activities implemented with different groups of beneficiaries in selected locations. Project goal: To provide school teachers and children with the appropriate tools, knowledge and skills to facilitate their active participation in the establishment of effective responses to the risks posed by peer violence, gender based violence and sexual violence. The following planned activities have been implemented:
At the beginning of the project, we conducted the initial introductory meetings with the representatives of all 6 primary schools, where we presented the project goals and expected results. We also informed the schools on the time frame for the project activities, and formed the groups of pupils and teachers that will be participating. During the introductory meetings, we emphasized the fact that the implementation of this project is made possible thanks to the funding from Canada (CFLI).
Activity 1. Survey implementation in 6 selected schools
Activity 2. Establishment of School Coordination Boards on Non – Violence
Activity 3. Basic training for the education of teachers on peer violence, gender based violence (GBV) and sexual violence
Activity 4. Training for trainers on the prevention of peer violence, GBV and sexual violence (teachers - mentors)
Activity 5. Peer support workshops
Activity 6. Establishment of the School Safety Network in the 6 selected schools Summary: At the primary school level, the emphasis and particular focus of the Genesis Project work was put on the capacity building and development of peer violence prevention skills amongst the teachers and other school professionals. Through the basic training for education of the teachers the Genesis Project increased the human capacity and sensitization toward the challenges of peer violence and prevention of peer violence. This kind of joint activity provided an opportunity for the participants to exchange the experiences and challenges that the teachers and other school workers face in their everyday work. It also gave them the opportunity to consult with the lecturer who is able to respond to their questions about the challenges of violence, and how to react in certain situations. The cooperation with the schools regarding the organization and implementation of the training was at a high level. The meetings of the School Coordination Boards on violence prevention were held in accordance to the project plan. This concept of regular meetings with the representatives of the school proved to be very efficient in terms of organization, monitoring and evaluation of all project activities. In each school a group of peer supporters was formed. To all participants of the workshops we
explained the goal and what will be their role during the implementation of workshops, as well as after them. The participants had very positive reaction to the fact that they would be able to do something for themselves, their school and the local community in general in regard to the violence prevention. The increased capacity of schools to respond to violence through the definition of roles and responsibilities at the school level and increased technical knowledge and skills of the school personnel and children will enable them to initiate, develop and support the future school and community based responses to peer violence prevention. Offering know-how and providing the teachers and children with the appropriate tools, knowledge and skills, the Genesis Project enabled them to actively participate in the establishment of the effective responses to the risks posed by peer violence, gender based violence and armed violence in their environment.
The following expected outcomes were met:
Survey carried out in six primary schools to determine the level, form and prominence of violence; findings and conclusions will serve as a baseline for development of the school's roles, responsibilities and responses to the various forms of violence amongst children;
Established School Coordination Board on Non-Violence in all six targeted schools. Roles and responsibilities of all members of the School Coordination Boards have been in detail clarified with the school managements, and schools made the official appointment of the persons who will make up the respective SCB.
Conducted six teacher training sessions for 99 teachers (instead of planed 90 teachers) on peer violence, gender based and sexual violence prevention. The participants acquired the necessary knowledge to identify and react to violence, and carryout monitoring and referral procedures.
Conducted six train-the-trainers sessions in six targeted schools on the prevention of peer violence, GBV and sexual violence for 27 (instead of the planned 24) teachers. The teachers acquired knowledge and skills necessary to transfer their knowledge to other teachers and to conduct workshops with children aiming at increasing knowledge on violence.
Conducted 56 peer-support workshops (instead of planed 48) to train 15 pupils from 6 schools (total of 90 children) on support methodology and violence prevention. The participants learned to apply and integrate their knowledge on violence prevention to school and after school activities.
Formalized the School Safety Network as a support mechanism for children via definition of the responsibilities of the School Coordination Board. System of the Confidence box, where children can address violence issues in confidence and receive adequate response, is established in all six primary schools.
Additional benefits of the project which were not originally planned
We managed to conduct 8 peer-support workshops more than originally planned 48 workshops. In total, we conducted 56 peer-support workshops (16% increase) to train 15 pupils from 6 schools (total of 90 children) on support methodology and violence prevention. The Genesis Project was very economical in use of the approved funds and succeeded to implement more project activities and not to spend 100% of the budget. We trained 99 instead of originally planned 90 schoolteachers (10% increase); 27 teachers instead of the planned 24 also participated in train the trainers sessions. Furthermore, in cooperation with the “9th Primary School” from Maoča, Brčko District, we established a new award category for pupils who put an effort in violence prevention. There are different categories to be commended: - remarkable success in learning and behaviour,
- promotion of the school, - remarkable success in different sports’ competitions and - remarkable progress in the learning process.
As of this year, the Genesis Project has established an award, in cooperation with the management of the "9th primary school" Brčko district, to recognize pupils’ effort in violence prevention. It will show respect and appreciation for the pupils’ efforts in this regard. Correspondingly, we suggested to the other schools included in this project to establish similar way of awarding pupils for an effort put in the prevention of all kinds of violence in schools.
– slike promijeniti Following activities are being implemented:
ranija slika - Basic training for teachers
- Workshops with children RANIJA SLIKA