3.2 Infrastructure 
ainings and meetings 
le of pedagogical faculties 
3.2.3 Linkages and networks 
3.3 Sustainability 
issemination and empowerment 
rganisation and monitoring 
3.3.3 Mainstreaming 
3.3.4 Indicators 
ecommendations 
Appendices 
1. Abbreviations 
2. Evaluation schedule 
3. Scope of Work 
4. Literature 
trecht, June 15, 
rs. Truus de Haan M 
Taseva 
't Rood (team leader) 

The APS-evaluation team has developed a coherent and comprehensive format for the 
final evaluation of the ivic Education proj acedonia, focussing on the project 
implementation period between May 2002 ay 2004. This format is based on the 
programme documents made available by n advance, with an emphasis on the 
roject Extension roposal and the ort (for evaluation methods, 
see par. 1.2.3). 
The following goal and the lists of objectives and indicators evaluated, have been taken 
from the Project Extension Proposal: 
bjectives 
Objective 1 
Students acquire skills to 
actively participate in civil 
society through ongoing and 
sustainable implementation of 
civic education in all primary 
schools in Macedonia 
Objective 2 
Primary school parent 
councils and parental 
networks acquire skills to 
actively participate in 
educational decision-making 
in Macedonia 
esults indicators 
Number of schools teaching 
civic education; 
Percent of school support 
teams actively involved in 
implementation of civic 
education curricula; 
Percent of schools where 
students take collective action 
on a community issue as 
result of lessons learned in 
their civic education classes; 
Civic education standards 
developed for future 
implementation on national 
level; 
Pedagogical faculties define 
concept for civic education 
curricula implementation. 
Percent of school support 
teams who actively include 
and involve parents in the 
implementation of civic 
education curriculum in the 
classrooms; 
Number of meetings between 
representatives from school 
support teams, the local 
parent councils, and local 
government officials; 
Parental support to civic 
education activities; 
School support teams and 
parental networks apply 
organisational skills and 
established mechanisms to 
address education issues at 
the local and national level 
School support teams receive 
training for trainers through this ' 
project; 
BED and CRS publish an 
newsletter and case studies 
publication an civic education; 
The training session on school 
level are completed by the end of 
the project, by schooi support 
teams; 
Quality of the examination 
programmes, the evaluation 
instruments and development of 
realistic standards and final 
reports; 
University professors' receive 
support to develop a concept 
paper for integration of CE 
curricula at pedagogical faculties. 
BED and CRS publish an 
newsletter and case studies 
publication an civic education; 
The training session on school 
level are completed by the end of 
the project by school support 
teams 
The "results indicators"were not assessed by the evaluation team, as far as they are 
quantitative: the team provided confirmation by CRS, BED and other stakeholders. 
In a focus group debate teachers express 
concepts related to citizenship, democrati 
through their reactions on questions from 
roup debate parents express their understanding of terms and concepts 
related to citizenship, democratic cesses and citizen participation, through their 
reactions an questions from the e atnrs (related t~ the Macedoniar! context); 
Teachers and parents (and students) show their understanding of terms and 
d to citizenship, democratic processes and citizen participation, 
anisation of (participatory) activities they are developing I 
implementing themselves, in and around their school and community; this way they 
express the level of emp 
For sustainability purposes e developed a clear and functional 
relationship, for creating ownership of the Civic Education contents, means 
and processes; 
For sustainability purpos ther, have developed a functional 
- term support struct ual schools (including stu 
hers and parents) to ment and integrate the 
Educational programme. 
These impact indicators were assessed through focus group debates, individual 
interviews and observ 
The following recommendations were taken from t 
evaluation team has assessed the imp 
recommendations. 
1 Definition of empowerment: people take control over their own lives and resources; indicator 
for empowerment: the capacity to organise oneself in a caring, responsible and safe manner. 
ore background information, .vantrood.nl (the Empowerm 
required should not be under-estimated, especially if student assessment is introduced. 
9. It is recommended that care be exercised to avoid a situation of "teacher overload". 
At present it is clear that almost all teachers welcome Civic Education but this situation 
could easily change if additional work is imposed upon at a time when they are 
trying to gain confidence with the existing kindergarten 
10. There is a need to audit existing textbooks with a v 
material to the culture, traditions and institutions of the 
1 I. Some teachers and arents considered the picture 
. This issue should be addressed. 
dvice was requested by tea 
the stages through to action planning for 
13. The project managers are considering the use of new technology to share different 
ideas between different nationalities using web cam links to promote peace and 
tolerance. If funding becomes available this could be further investi ated. In the first 
instance a web-site, with links to other resources, could be establis 
14. The production of guidance materials for parents relating to ways in which they c 
assist their children in citizenship education was requested by some parents and 
on national and/or regional working groups for the 
cation in Macedonia as the a key role with 
respect to donor funding. require to ensure that any material, with which they are 
associated, subscribes to their mission, vision and value statements as an 
. Teachers are 
tisfactory imple 
For evaluation purposes the evaluation team has develop impact indicators in advance, 
based on the proj al. These impact indicators were communicated with and 
approved by the roject leadership before the field visits started. The team has 
put an emphasis on the assessment of output and impact indicators (since this is a final 
evaluation). 
The eva!uatnrs have made Gse of the fsllowing methods: 
tudy of project documents made available by CR 
Interviews with stakeholders; 
Focus group debates with stakeholders; 
0 Observations; 
SWOT analysis2; 
Restitution meeting with key stakeholders (including provisional conclusions 
recommendations). 
T analysis (a participatory method) took place at the final day of the 
evaluation. Repres ves of all stakeholders participated in it. The evaluators 
as facilitators. The T analysis serves various goals: 
and 
acted 
0 It creates ownership among stakeholders regarding the evaluation outcomes; 
It deepens the understanding of the outcomes in a comprehensive manner; 
r It might provide new information; 
All information is triangulated instantly; 
It prepares for a restitution of evaluation outcomes. 
T analysis confirmed all findings and observations of the evaluation team. 
Finally, the provisional recommendations of the evaluation team were shared with the 
key stakeholders in the C project. They suggested minor modifications, which have all 
been applied (see chapter 4). 
e end of each day, and at the end of the evaluation, the evaluators invit 
team to share their views regarding the evaluation process, thus avoid 
2 trengths and Weaknesses are related to the project design and implementation itself, 
while Opportunities nd Threats are related to outside factors. 

ain conclusions: 
hindered the qualitative growth, regardin 
pedagogical faculties, regarding pupil's 
solving skills, and regarding the development 
All initiatives foreseen in the project proposals have 
of Authority and 
equate copies provided. 
made to further the programming and 
provide follow up to existing programs. 
ain recommendations: 
n curriculum and concepts 
Within the existing CE method, revise the CE curriculum and its textbooks, 
envisage crucial changes in CE concepts, and adapt concepts, examples and 
pictures truly to Macedonian circumstances, conditions and cultures (thus helping 
the children to identify themselves easier with the concepts and their textbook 
characters); 
The evaluators strongly recommend the introduction of a fifth concept, which 
integrates the other four in a comprehensive manner. We suggest to call it " 
or "t-iiumanity"; 
e evaluators strongly recommend changes in the concepts of "Authority" and 
cy". We suggest respectively "Leadership" and "Integrity"; 
Carry out a b se line survey on the reception and perception of the revisions, 
before introducing them on a larger scale. 
n Teaching approaches and awareness 
Provide, through mainstreaming and integration of topics and methods of Civic 
Education into other teaching subjects, pre- and in-service support to the further 
introduction of problem oriented teaching and interactive teaching approaches. 
@ It is strongly recom to consider additional revisions in the existing CE 
textbooks, in order them more effective and understandable 
comments on curriculum and concepts. 
the children to 
anisation and monitoring 
advisory board for overall and professional co-ordin 
organisation and contents, seat and se 
r; members: one senior official from MO 
from pedagogical faculty Stip, one from ucation Team, four members 
(one from a parents committee, three fr s); membership based on 
co-optation; 
For CE sustainability, monitoring and self-evaluation s m to be furthe: improved, 
for regular assessments on the quality of CE trainings 
trainersladvisors and teachers, the quality of th books, the impact of 
lessons in schools (all in co-operation with the assessment unit), as 
the effectiveness of networks and linkages, and the further implementation of CE 
throughout Macedonia. 
On mainstreaming: 
MOE to approve CE goals; CE to be made an integral part of the nation 
iculum and the national assessments; 
@ CE sustainability, time efficiency in classes, and overall impact and 
effectiveness, integrate CE meth concepts into (most of) the other teaching 
subjects in schools. Co-ordinatio D, content based matters by pedagogical 
faculties, technical assistance b 
For CE sustainability, and for a decisive impact on families, schools and society. 
continue to build and emphasise the self-organisational capacities developed 
through CE, for problem solving and conflict resolution needed for improving the 
analytical capacity of the students and self-reflection competencies. Leadin 
on content based matters by PF in tip, co-ordination by technical assistance 
RS (or its spin off). 
ents (textbooks etc) by evaluation team. 
n team, division of tasks: 
ier van 't Rood, Truus de Haan MA, Prof.dr. Marija 
team: Ms. Nata ilosevska, Ms. Loreta Georgieva, 
Ms. Tulaha Tahir, Ms. Svetlana Gasoska, Mr. Vladimir Petreski 
The short history of the CRS participation in the project: 
S in Macedonia started with nt School Partnership (P 
pacity building trainings for ouncils and small grants 
reconstruction. The good collaboration ID in the context of this 
resulted in defining the next goal: civic . After first contacts wit 
connected with this goal, C 
eting on the theme AID and the Center for Civic 
ucation (CCE) Cala anised the meeting. After that 
made a co-operation agreement with Calabasas, which was compl 
r, the two institutions still exchange information relevant to 
implementation of C project activities in Macedonia. 
The first joint engagement with Calabasas was in gust 1999 concerning the 
goal of preparation of Macedon aching materials. nian translations were used 
as a base for these materials. 
A rough version of teaching materials was used during the first traini 
The trainings finished with an assessment. The remarks of the parti 
into consideration during the preparation of the mat 
edition is still in use. Every year new copies of this 
The illustrations in the textbooks were American. 
s The development of the project afler 1999: - Two kinds of training designs for the training of trainers were developed: 
r (introducing in the pro 
cracy) - 3 day seminar; 
ry school (with the act of the 
ice (pedagogue, psychologi 
rs. The trainings were realized b 
teaching and were financed and supported by 
improve the abilities of School Support Teams 
school psychologist, pedagogue, so teachers, supporting the further 
of CE in their school) for immediate p to the teachers, support of the 
monitoring, etc. 
Evaluation of the trainings was made by the questionnaire with 17 questions, divided in 
three groups: 1) independent variables; 2) remarks the progr mme; 3) assessment of 
the trainers. The results of the research are: 75% very high satisfaction. 
The participants received a certificate. 
The impressions of the CRS team from mid-term repotf: 
hared high satisfaction from all mbers of the team. They are convinced that 
training the teachers for the Civi ucation programmes produced improvements in 
the educational process as a w the new interactive methods adopted in the 
context of these programmes were used in all teaching processes. Of course, it can't 
be said that all teaching is interactive, but obviously the teaching has the elements of 
interactivity. 
The CRS team notifies that the teachers who teach in 5th and grade complained 
of shortage in time for realization the programme My school, community in the 
first school semester and We the people.. . Project second 
semester. The list of the planned future activities (C 
tion of all activities conne 
culties concerning pre-service training; 
o Work on standards; 
the direction of improving the role of the 
s in educational processes; 
uation of the collaboration with 
o Making connections with international associations; 
o Looking for funds needed for next steps in the project. 
The selection of CCE Calabasas: 
It is not clear to the actual CE team how CC alabasas was selected. 
the Parent Councils. 
Participants: Mr amii Dzeiadini (Direct ors; Ms. Loreta 
Georgieva, Ms. tasa Milosevska and 
General remark: All participants of the meetings in the €3 had some knowledge 
concerning the real purpose of the external evaluation. 
Th 
fB ssing through a process of reorganisation at the moment is 
responsible for: curriculum design for pre-elementary, elementary and secondary 
education; in-service training; monitoring of the educational process; advisory 
support of teachers; development of educational methodology; involving 
innovations; all activities connected with educational development; professional 
technology of making schoolbooks; approval of schoolbooks; 
research activities for innovations in edu 
instruments for external exams (mother I 
education). 
The planned n organisational structure of 
entre for vocational ed ureau - responsible for the 
pment (pre elementary, elementary, and secondary). 
in Civic education 
@ The project has an important pl role in all plans of the B 
Current realization of Civic programmes is connected with many problems: 1) 
(1-4): a part of the teachers don't have necessary experience, a part of them are 
motivated and only one part works conform requirements; 2) 5-6 (My 
ty): shortage of time to realize the programme; 3) 5-6 (We the 
ken): without problems because it was realized as a free 
activity out of regular classes during th homeroom class. 
Initiatives for increasing teacher's motivation on 
f the not motivated teach 
The role of the trade-union in preparation of law 
The trade union is involved in the process of preparin 
The role of the principal in the civic programmes: 
In the current situation of a centralised educational system all responsi 
BED and MOE. The principals and the teachers are implementers only, and they 
don't necessarily feel responsible for any failure. This situation changes slowly in 
the direction of growing sense for responsibility. Additional acts in the area of 
democratisation shall make this process more intensiv 
The causes of differences in students achievement on ethnic base: 
Educational level of parents; 
ion of Albanian population; 
Differences in school facilities (one of the important goals of the aforementione 
reforms is to equalise the school facilities in the whole country) 
Additional training of teachers is also necessary. 
The textbooks and ethnic heterogeneity: 
As far as the director is concerned, in the present situation of cen 
curricula the free choice of schoolbooks (there are three schoolb 
est way for coping with the needs of ethnic and cultural 
heterogeneity. 
The additional adaptations to the cultural characteristics of the students are still 
needed. 
The role of the parents in the civic educafion: 
very school has a Parent Council. The parents from a number of councils 
attended the training. ne of the main goals of the training was to improve the 
parent's consciousne that their role in school is as important as that of the 
teachers. 
has been trying to consult the Par nt Councils on each important step in 
work. 
It is possible to recognis 
lities, but everybody 
standard, and a ve of 
the regional trainings o is in such a way that the weaker trainers work 
together with the more capable ones. 
The number of advisors - trainers is 30. 
Coordinators for civic education do not necessarily have to be trainers. They are 
often officials in regional centres. The number of coordinators is much bigger than 
the number of regional centres because in linguistic h terogeneous regions there 
are separate coordinators for every linguistic group. 
ED was composed of 13 units (1 2 regional and 1 central). 
The differences between advisors? 
The differences are mostly based on personal abilities of the advisors and the 
teachers. 
nt condition for the success is the working experienc 
The sensitivity of Calabasas experfs for the culfural characteristics of the population, 
concerning the cultural heterogeneity of the region: 
Not enough. 
ional structure: at t 
sample for trainer 
the advisors. 
0 They were good trainers and they were of big help to local staff included in the 
project. 
Preferences: 
Mrs. Gjiorgjievska made a comparison between civic programmes from the U 
and the European countries and she gave priority to the European ones. 
The advisor's influence on the programmes: 
6 The advisors have the opportunity to suggest changes, and this o 
strengthened in the futu ration of the new 
curriculum, as well as in 
rticularly in the dom 
+ The acquired experience in the con used in the whoi 
process. During the trainings teachers were involved in the interactive technology 
and later they, many of them, used this technology for instruction 0th 
Some of these technologies were experienced by the teachers during involvement 
in other projects (projects for active learning). 
ne can observe some positive changes in school climate. 
References? 
The educational system is in process of reorganisation and the civic education 
should be in the centr of the reforms. 
The excellent collaboration between BE could be used 
example in the next steps of the reform. 
I centre for civic education and it's ma 
any things, but this is not enough yet. 
orica Mickovska, lea 
The role of the CE tandards Development roup in the project. 
They were included in the project during its last phase, when the sustainability 
issues was raised. 
The first task was the organisation of the seminar for the advisors and 
on the technology of preparation of test assignments; to adapt the proj 
curriculum to Macedonian standards; to prepare test a nments for the first 
external examination. 
first external examination was to 
rnal examination on th 
e influence of the ethnic factor on th 
ure the influence thnic) factors. T 
fluence of the sta h are measurab 
differences are: I level of the teaching staff; 2) 
es; 3) rural-urba cher's behaviour. 
edonian students. 
The influence of the gender factor on the results? 
The differenc ere expected and they reflect the eneral differences at that age. 
Females at that age have better writing abilities. 
The four concepts and the assessment of results? 
They suppose that the differences are connected with the differences in the family 
the programme are opposite to the real situation in the 
local family and the community. 
The unofficial conversation between teachers nd advisors said t 
programmes not enough adapted to Macedonian circumstances, but in official 
conversation pinion failed. 
Th m for assessment: 
sessment: 5 persons; 
the items: 15 persons (advisors and teachers). 
orgievska, teacher; 
eshovska, principal (Ms. Tulaha Tahir) 
ch the teacher in 
arolina the fish". 
as a group on the story, and they made drawings on the theme. 

is in favour of a child's w case of domestic v 
evaluation team, C 
Civic education in higher education curricula: 
In Macedonia there are four 
the ways to prepare student 
itola introduced a special for democracy and te 
the FOD. The pedagogical facultie pje, Stip and Tetovo 
ecision to implement democracy an pics in existing cour 
t) have an explicit conceptual 
ctions and ideas of PF 
y concerning civic education 
es should be developed dida Y.; 
ction of interactive teaching. 
ected results: 
It is possible that younger professors will follow the 
Iso depends on the professor's personal capabilities. 
uen, sub-regional representative; Mr 
threats of the project: 
@ likes this pr is not in an position to suppo 
nai funding. as stated that the project has 
years and considers that the goals have been met and that c 
funding is not an option. 
First steps for creating optimal conditions: 
The first steps have een made with U 
business plan for at least t 
The Macedonian staff of ncial support from 
other foreign organisations. 
International relations: 
In Macedonia few international NGO's act in the field of civic education, but their 
activities are not connected. The competition among them prevents activities of 
networking. 
acedonia know each other, they have 
, but they did not establish collabo 
communication with The National 
7-h 
@ ; the design of textbooks an 
the rise of motivation for the next steps. 
Parent's inclusion: 
They have got some experience from the 
start with networking on Ilo 
connections with other loc make regional association.) 

esponsi bility 
- writing 
, Vl, Vll, VIII 
from the public life 
collecting and analysis of 
information's presence at 
in terweavin 
- Using computer network usin computer network 
INTERACTIVITY 
Work in small groups 
Listening 
iscussion for the public questions 
articipation in the associations and 
nflict resolution 
Volunteer work in the school or corn 
sing computer network 
Petreski) 
ily atmosphere: the father reads the newspaper, the mother irons, 
mrna to play or to prepare his homework. 
by the children on the theme democracy. 
the Roma conscience for education 
the Parent Council. 
roblems: 
ortage of teaching materials. 
k of textbooks and teachers 
The shortage of time for realizing the programmes. 
Need to make better integration of the civic topics in the curriculum of regular 
courses. 
The schoolbooks are not clear enough. 
not enough present in the realization of civic pro 
The attainments from the civic programmes: 
increase of the student's openness to tell their own opinion. 
ensitivity for public m 
ntify and to solve the roblem, but they still 
olutions: the gap bet theory 
oolbooks to the local cultural con 
aiming at the development of sk 
olbooks of regular courses. 
s could not spontaneously show their project 
y were prepared for the visit; also questions and answers were prepared 
ot present because of their lack of competencies in 
work has been 
sible adaptation of the content of FO to the local cultural circum 
resentatives condir.med the S conclusion th t the Civic education 
methodology could be more effective if the four FQD concepts will chan 
adapted to the Macedonian cultural context (for example: privacy and a 
and if they will be supplemented with additional concepts (for example: security, 
concept actually included in all four concepts, but not analysed separately as a 
particular concept). They also agreed, that the stories in the t xtbooks should be 
better linked to the local cultural context. 
Next steps? 
Approval of the APS suggestion that a self evaluation system should be developed; 
0 Approval of the APS suggestion that the PF training should be reconsidered. 
AID conclusion that the additional foreign expert's help should be necessary, 
despite the good experience and high motivation of the local teachers. 
teachers still use old methodologies. 
What after September 2004? 
USAlD is aware that the there might be a financial gap 
D has some small funds, which can be used for bridging a finan 
are willing to help making new linka 
: main decisions in t on come from M 
shortage of its funds, realisation of so 
D has some resources to help ecially the projects connected with 
the process of dece lisation, but the final decision on how these funds will be 
spent depends on 
e USAlD suggests aff to develop better linkages with MO 
responsible for th tional process, but most of the decisi 
earch for Common Ground in Macedonia); S evaluators; CRS 
(Ms Loreta Georgieva; Ms. Tulaha Tahir) 

7-h 
0 
Some of these teachers have interest working on the imp 
s well as on the preparation of new schoolbo 
pi-e sei-ivice training of students: 
Curriculum includes practice in pre- school classes and in 1" - 4th elementary 
school classes. uring this practice, they have the opportunity to follow F 
implementation in schools. 
In the near future ED advisers will realise a two-day workshop for the students of 
last year of study. The aim of the workshop is information on CE programs 
(especially FOD). 
The PF professors already discussed the adequacy of the four concepts 
them propose 'humanity' as a fifth one, integrating the other four. The d 
that the concept 'leadership' should repla the concept 'authority'. He also prefers 
'integrity' instead of 'privacy'. For him 'int ans self confidence and self￾improvement, as well as the respect for t 
Wor h students 
The n team attended a workshop for students. The workshop was 
facilitated by Mrs. orgjievska. There were bout 25 students (of who 
one male student!). They were all students who were finishing their study within 
some weeks. The students attended the workshop on voluntary basis. 
In the first part of the workshop Mrs jievska introduced the students to the 
civic education programme. In the s part the students were introduced to one 
exercises on the concepts. 
Comment: the evaluation team had expected that t dents were already mor 
informed about the content and teaching methods These were very initial 
steps at the very end of the academic education of these students. 
Participants: Ms Slobodanka istevska (former leader of the working group); 
APS evaluators; CRS (Ms. Svetlana acovska, Mr. Vladimir 
The applicafion of F curriculum in schools: 
The program has been integrated in the regular curriculum; 
to monitor their 
Project Cifi-zen? 
m is to increase the abilities of the children to understand 
s the first project that gave oppofiunity to students to 
re this the teacher was the only source of information 
for the students; 
ne of the problems of this roject is the lack of experience of the teachers to help 
e students to select a pro em that can be solved. 
itizen: presentation of portfolio and organization of competition 
roject Citizen - competition (organised on three levels: school, regional); 
ssessment was made by three judges (parent, teacher, 
edagogue/psychologist); 
regional competitions the practice is to elect jud 
est challenge of C 
teachers behaviour and attitudes; 
To make changes in the teach 
To adapt th I cultural circumstances; 
@ To make normative regulatio "My school, my community". 
If you could do it all over a at would you like to change? 
Analyse the current co 
E program adapted to our cultural 
step: Pedagogical faculties to include the C 
To provide li ture (translations); 
0 To integrate stories in schoolbooks (mother I 
nature and society etc.). 
nt' 
more successful par 
positive opinion 
programmes are important for th 
institutional issu s in the country. 
The CE-textbooks are not enough a to our circumstances, an 
translation is not good enough. 
Comment: 
The evaluation team was impressed by the high quality of the 
commitment of the participating parents. 
articipants: Mr. nd students from first 
grade Albanian I age elementary sch s. Tulaha Tahir) 
icture of the school: 
d 71 teachers. 
e third - 1,30h); 
he problem of space become 
number of schoolrooms is insufficient, and the solution for the growin 
children is found in the growing number of childr 
standard is 34, but in some classes in this school 

"The external examination ? 
The exte 
students 
teachers. 
arent 3 inclusion ? 
The parents are included in CE, but not Ir! a big number. 
Class visit: 
6 The first grade class ith 31 students, grouped in 6 groups (boys and 
together). 
Teacher confirmed that grad textbook has too much text for 
The class atmosphere was pleasant, immediate, convenient for interactive 
teaching. 
Teachers are trained 
Teachers' dedication and devotion 
Implementation at national level 
ED advisors are trained 
Programs well accepted by parents 
Rises parents' public awareness - parents come more engaged 
Interactive approach has impact on other top~cs 
- development of grade 5-8 curriculum 
rity - creation of emocratic culture 
lear focus among all stakeholders 
Concepts are not internalised in ways of doing (culture) on all levels 
rnent of participatio edagogical faculties and of th 
seline survey) of concepts 
ate child abuse etc. 
not in national strategy 
- support - MOE no 
ntal changes might reflect 
terests might jeopardize f 
o Interfering political interests 
o Lack of regional BED - support 
o Curriculum not accepted by MOE and universities 
All SWOT outcomes fully confirmed previous obs mations by the APS evaluation team. 
It was proposed by the evaluators, to include the opportunities and threats in the 
business plan, and to develop strategies for creating or avoiding them. 
Participants: Mrs. 
Assessment Unit; 
At the restitution meetin -evaluators presented their provis 
recommendations, and em with major stakeholders: the C team, 
international staff, U -representatives, C he recommendations 
were fully understood by all participants, and (with some minor modifications) fully 
accepted by all. 
e. These concepts are co 
ncepts of Aiifiorify, Re 
For example: 
entify what responsibility is (to recognize exam 
s important to be responsible 
s of fulfilling or not fulfilling a r sponsibility in a 
s in two groups - costs and b 
and benefits of fulfillin 
whether to accept n 
not) 
The evaluators welcome the advantages of this clear and well elaborated structure of 
the curriculum. The evaluators were also impressed by the impact of the G 
on primary schook in Macedonia. 
Not withstanding these previous remarks, the evaluators would like to suggest to 
consider some adaptations in the curriculum - development in the future. 
Cultural context of the concepts 
The concepts Authority, Responsibility, Privacy and Justice raise some important 
questions. These concepts were taken from the Californian curriculum. 
major adaptations in the way these concepts were applied to t 
it became quite cle in the evaluation research that most con 
interpretation in th acedonian context than they have in the 
where they were adopted from. Most of all there are differenc 
meaning of the concepts of Authority and Privacy. In almost all interviews and focus 
groups discussion the conceptual content of the curriculum was discussed. In 
and every case the evaluators found that the fou ncepts have to be reconsider 
Authority is (because of the recent socialistic c history of the country) 
linked to a far more top-down practice than in on context. In Macedonia, 
be associated with 'good behaviour'. 
vacy in the curriculum is often connected with the family, not to 
ity. A major item is the individual right to keep secr 
obvious right to do so, the evaluators would like to warn for a serious problem in cases 
as domestic violence, alcoholism and child-abuse. In all those cases it is necessary for 
the child to be open about 'family secrets'. 
The evaluators would like to recommend to reconsider the concept of authority and 
to consider the concept of 
instead of privacy. 
Interrelation of concepts 
concepts Authority, Resp~nsibiIity~ cy and Justice hav many interesting 
interrelations, but these concepts are ta separately in the C curriculum. These 
rit 
nd coherence should be undertaken by 
eaching aim of the civi roject is to invest in the 
ss and skills of the childr donia and to build 
schools. 
leaching approaches 
teaching takes approximately one hour per week, as part of one of the regu 
jects of the school-curriculum (grade 1-4), or in the homeroom class (grade 
participants of the focus groups strongly expressed the importance of the 
curriculum. They also made very clear that the interactive and student centred way of 
teaching influenced their teaching practice in a very positive way. At the other hand, 
there is not enough time for further implementation of these important themes in 
daily school practice. Therefore, the evaluators recommend mainstreaming the C 
curriculum through an integration CE subjects into the other subjects of the 
primary schools. cause of the highly appreciated student centred 
, the evaluators re mend pre-service and in-service training to focus 
on problem oriented and interactive teaching. 
ethod in Macedonia is strongly influenced by the method, as it is developed 
made it almost impossible to develop major 
. The stories, examples and exercises show 
elements which do not relate to Mac ly life realities of most children. 
Examples of misfits are the story of ' ntext of authority), the 
worm in Carolina the fish (priva ity). The pictures too show 
a lack of meaningfulness for M n. They show elements of an urban 
and American culture, instead often rural and muiti-ethnic context. 
Pictures in general are very powerful instruments, especially for young children. 
Therefore the evaluators recommend to adapt stories (etc.) and pictures truly to 
Macedonian circumstances, conditions and cultures, thus helping the children to 
identify themselves easier with the concepts and with the textbook characters. 
Regarding grade 1 there were also remarks on the length of the texts in the book. 
Because the children of grade 1 are at the very start of learning to read t 
was recommended by teachers to shorten the text for grade 1 and to rn tions 
to the capacities of pupils of this 
commendation of the 
de level should be established. Th 
n forward on a regional basis. 
ry schools. Until now 
me (including the problem 
ach), and first steps are made to t 
articipate in workshops on a volu 
In recent years the introduction and implementation of CE is the result of the combined 
involvement of C (with a substantial financial support from U 
existence of linkages and networks between 
the key role playe potential partners, for example 'Search for Common 
Ground in Maced ', an NGO aiming at resolving (ethnic) conflicts and 
preventing violence. Until now no institutional relations between organisations within 
the same domain of conflict prevention and conflict resolution have been established. 
There are at least two good reasons for developing good professional linkages and 
networks: 
the need for civic education in the period of transition in the acedonian society 
asks for a powerful educational infrastructure; 
might quite will be m interested in investing in a professional 
's than in indivi 
me domain as strength by the creation of mutual win￾win relations. Therefore the evaluators recommend t 
ional national network, including universities 
, all in the domain of education, peace and civil so 
mutual professional support, exchange of ideas, materials, knowledge and 
experiences, and mutual sharing on an equal basis of support structures and contacts 
(like media, training networks, donor contacts, professional inputs from foreign 
partners, etc.). Also, the evaluators recommend to explore, exploit and maintain 
(international) linkages for both further professionalism and for donor diversification. 
Parental involvement 
The second objective of the CE programme is as follows: "primary school parent 
councils and parental networks acquiring skills to actively participate in educational 
decision-making in Macedonia." CRS, together with Dl has trained many parent 
councils. In Ohrid the evaluation team observed an example of a network of parent 
councils from the Ohrid region working together on general skills of project 
development and specific skills of rn essments. The trainers of the 
workshops were parents, trained by ainers. The evaluation team was 
impressed by the high quality of the e commitment of the parents. The 
parents confirmed their improved kn of CE, by reading the 

s the evaluators have said before, to create sustainab 
between more organisations, on region 
individual level it is necessary that lead 
uators see now, is that knowledge and skills are concentrated at a few spots 
ied further by a few individuals. Now me has come to make strong effclrts 
to create leadership on many spots (regional 's, pedagogical faculties, parental 
networks) and to empower the many w kers in the field to carry out C 
The evaluators strongly recommend to ED to organise a nation wide 
knowledge and leadership. 
As to organise a professional coordination and monitoring of the programme the 
ators propose to make a clear distinction b een the roles of 
. Because of the independent position of C and its outstand 
lities the evaluators recommend RS (or its spin off) to coordinate and monitor the 
-programme in the future. 
ecause of the professional qualities of the content of programme the evaluators 
recommend BED to coordinate the dissemination of C 
dissemination of further professionalism and knowled 
regarding pre- and in service trainings. 
evaluators also recommend a powerful participation b 
: invite profess0 nd faculties who show profession 
commitment to the programme for revisions an 
curriculum and text ks, and for introducing com 
their faculties. 
The evaluators recommend the installation of a C advisory board for overall 
professional development, monitoring and organisation of the programme. 
The evaluators recommend monitoring and self-evaluation syste 
improved, for regular assessments on the quality of CE trainings 
trainersladvisors and teachers, the lity of the textbooks, the i 
schools (all in co-operation with the D assessment unit), as well as for 
effectiveness of networks and linkages, and the further implementation of 
throughout Macedonia. 
this part of the an the evaluators refer to the following recommendations of 
Mid-Term Review rt : 
clear distinction has to be made between assessment and evaluation. The 
development of standards should be considered over the whole programme. 
or this part of the analysis the evaluators refer to the 
. It is recommended that care 
this situation could easily change if additional work i 
hen they are trying to gain confidence 
provision. 
d by the skills learned by the (older) pupils. The 
and the practical applications of their work within their 
meaningful. Time limits however, hinder further an 
served that the pupils are not yet capable to 
t their solutions in practice, nor to reflect on sible results. The 
tical experiences the solutions to proble 
ed, and self-refle of great importance for 
mselves for society. The 
to mainstream itizen in the curriculum; 
f solutions developed b 
students; 
he skills of research and development to an extent that students are 
es and learn to r flect on themselves, 
llowing recommendations of 
ly by teachers w 
one lesson per 
sustainable implementation of 
civic education in all primary 
SC~OO~S in iviacedonia. 
Primary school parent councils 
and parental networks acquire 
skills to actively participate in 
educational decision-making in 
Macedonia. 
civic education; 
Percent of school support te 
actively involved in 
implementation of civic 
education curricula; 
Percent of schools where 
students take collective action 
on a community issue as result 
of lessons learned in their civic 
education classes; 
Civic education standards 
developed for future 
implementation on national 
level; 
Pedagogical faculties define 
concept for civic education 
curricula implementation. 
Percent of school support teams 
who actively include and involve 
parents in the implementation of 
civic education curriculum in the 
classrooms; 
Number of meetings between 
representatives from school 
support teams, the local parent 
councils, and local government 
officials; 
Parental support to civic 
education activities; 
School support teams and 
parental networks apply 
organisational skills and 
established mechanisms to 
address education issues at the 
local and national level. 
training for trainers thr 
newsletter and case studies 
publication an civic education; 
The training session on school 
level are completed by the end 
of the project by school support 
teams; 
Quality of the examination 
programmes, the evaluation 
instruments and development of 
realistic standards and final 
reports; 
University professors' receive 
support to develop a concept 
paper for integration of CE 
curricula at pedagogical 
faculties. 
BED and CRS publish an 
r and case studies 
publication an civic education; 
The training session on school 
level are completed by the end 
of the project by school support 
teams. 

rovide, through mainstreaming and integration of 
ducation into other teaching subjects, pre- and in￾ction of problem orie 
wareness, through trul 
donian stakeholders (emphasis on teac 
advisors, faculty professors, and parents 
implications, before further introducing C 
It is strongly recommended to consider additional revisions in th 
textbooks, in order to make them more effective and u 
tbook should be 
rriculum and text 
to organize a nation wid 
d for overall and professional co-ordination 
co-ordination of CE in-service training 
es towards pedagogical 
ort to nation wide parental support, an 
nation of knowledge and leadership 
analytical capacity of the students and self-reflection 
sustainability, develop a sound and com ehensive action plan 
s plan for spinning off CE activities thro creation of a local 
In co-operation with and pedagogical faculties, more efforts sho 
on the further devel nt of some qualitative aspects of CE, regar 
levels of involvement of parents and pedagogical faculties, regardin 
capacities to implement their problem solving skills, and regarding the 
development of CE standards. All in combination with the previously mentioned 
issues (with an emp sis on the curriculum and textb 
involvement of ped gical faculties, and further insti 
through networks, I ges and the establishment of 
and project implementing partners to take the initiative to bring all relevant 
stakeholders together for i plementing all recommendations above, starting 
creating the advisory boar as mentioned under 4.3.2. 

ations - Kindergarten an with teacher and 
Friday May 21,2004 
09:00 - 1 1 :00 Travel to Kochani 
I 1 :00 - l2:3O Classroom Observations and Interview with teachers and students 
- Foundations of Democr 
ervations and In 
Weekend 
Weekend 

as international non-governm 
present in Macedonia since 199 ver the past 12 years in 
community services, peace buil 
enliceslMacedonia 
the Macedonia Ministry of Educatio 
began implementation of the Unite 
cation project, taking the first st 
parents on the important role th 
development of civil society. The programme works with 
school management staff, parent councils, university professors and students. 
To date the civic education curricula has been im in all 344 main 
and satellite schools in Macedonia. The key acco 
curricula development, teacher trainings, capacity building o 
provision of textbooks and publication of newsletters, docu 
development of pilot standards for civic education, instituti 
education curriculum at the pedagogical faculties, stren 
council mechanisms for participation within educational 
awareness campaigns and monitoring and evaluation activities. 
jectives of the Civic roject, include the followin 
dents acquire the skills to pa icipate in civil society through th 
ducation into primary schools at 
6 levels; 
rimary school parent councils and parental networks acquire skills to 
actively participate in educational decision-making in Macedonia. 
The activities that correspond to these objectives can be rouped under the followin 
blishing and maintaining working relationships with impl menting partners 
icula and Textbook development 
pport Teams Trainings 
ds development 
n of the civic education curriculu 
assist their children in civic education. 
The activities that correspond to project objectives can be 
areas: 
on of civic education ac 
cula, initially developed by the 
rnia), and modified by Macedo 
n introduced throughout the elementary education 
4 QA is the national body in Scotland responsible for the development, accreditation, 
assessment, and certification of qualifications other than degrees. SQA also supports the 
lifications systems through the provision of consultancy services and 
civil unrest in Macedonia in 2001, the evaluation was delayed slightly from 
primary schools and kindergartens. In 2004 
standards for mathe 
evelopment of civic e 
level. 
evaluation of the project is planned prior to the en 
that the time spent on evaluation activities will re 
working days in Macedonia. It is expected that the consul 
period of time prior to the evaluation for research of existi 
and evaluation design in coordination with C 
after for report writing. 
io 
l u e will involve the following k 
individuals and information; 
Training database 
Id comprise two (2) team members, on 
n, development, evaluation and/or 
requested below for the consultancy post no later then 15 
Text books