CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 16 Mr. Sc. SAFET GERXHALIU Add: Studime e Poshtme Tel. +377 44 33 33 93 E-mail: safetg2002@yahoo.com FINAL EVALUATION REPORT “RECONCILIATION THROUGH CIVIC EDUCATION” Implemented by: Center for Civic Education from Los Angeles In cooperation with Civitas Kosova from Prishtina October 15, 2008 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 17 Table of Content: 1. Summary 3 2. Program background 5 3. Objectives 6 4. Objectives and Goals 8 5. Evaluation implementation period 11 6. Methodology 11 7. Analysis of evaluation results 12 8. Comments and interpretation of quantitative analysis 13 9. Comments and interpretation of qualitative analysis 26 10. Comments and interpretation of summer camp pre and post test 31 11. Conclusions and recommendations of evaluation 41 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 18 1. SUMMARY “Reconciliation through Civic Education” is a program utilizing a curriculum called Project Citizen, which aims to increase the civic responsibilities of children in Kosovo as well as their active participation in creation of public policies that impact their everyday life. All participating students have chosen very actual topics and understand their capabilities in attempting to have an impact in adopting public policies that influence them. They understand well the human rights and were very comfortable in the terms of ethnic and cultural tolerance which also helped them create interpersonal trust among the program participants. The students, during their work on project, have been very active and achieved influence on local and regional levels in order for their ideas on making public policies as well as their action plans to be implemented through concrete investments in school infrastructure and other areas. A Steering Committee (SC) has been created including academics, institutions, ethnicities, different gender and age. Thus, in the Steering Committee are represented Ministry of Education, Science and Technology (MEST), Pedagogy Institute of Kosovo, University of Prishtina, leaders of Serb community, representatives of teachers and students of different ethnicities as well as representatives of Civitas Kosova. In all meetings of the SC participated almost all members and there were present representatives of USAID, too. Program has included 35 schools from 7 regions of Kosovo, making available training of 65 teachers of Civic Education from grade 6 to grade 12 of junior and senior high public and private schools. This program included almost 2000 students of different ethnicities in Kosovo. Training was done through the materials taken and translated from the Center for Civic Education (CCE) and adapted to Kosovo circumstances, specifically the textbook Project Citizen has been translated into Albanian and Serbian languages. A number of 4000 Student Books have been published together with 100 Teacher Books in Albanian and 1000 Student Books and 100 Teacher Books in Serbian language. According to staff of Civitas Kosova, it is planned to translate and publish these books also in Turkish language. All schools by region have been selected in cooperation with MEST while the textbooks published are authorized by MEST and USAID. Program implementers CCE and Civitas Kosova have managed to successfully implement this program and involve all communities (Albanian, CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 19 Bosniac, Turks, Roma and Ashkali) with exception of Serb community who have refused participation. According to information received from members of Steering Committee, Civitas Kosova and CCE in cooperation with USAID have used all possible ways for their inclusion in the program but unfortunately, they were not successful. Although, there was no readiness by Serbs to participate in the program, I can consider that the implementation of the program has raised the awareness of all students for ethnic tolerance, democracy and civic responsibility. Training of the teachers has resulted with better success and the same success has been carried over to the students who have participated in the program. During the visits and quality and quantity evaluation, it is clearly visible that the effects of the program have been achieved to a very high degree. The awareness of the students for their actions, environment, democracy and freedom of expression and use of language and their readiness to confront real problems, is very high. Within the program, 13 teachers have been trained to be future trainers of this program. The training has been done by an American Trainer recommended by CCE and held in Ohrid in March 2008. The selection of candidates for future Trainers was made in cooperation with American and Irish Trainers as well as based on evaluation on successful program implementation. The Staff of Civitas Kosova, during program implementation period, visited at least twice each teacher. The Project Citizen student portfolio hearings on school, regional and national level, brought a competitive spirit to the students who with a lot of commitment and dedication dealt with the problems identified by them. The final national presentation (Show Case) showed maturity and core understanding of the problem by the teachers and by the students. Program has achieved its effects by increasing the level of communication and integration of students with each other without any ethnic division. This could best be seen in the Summer Camp organized in Ohrid where eight student teams representing all participating regions and ethnic groups were part of a big family with a lot of fun and learning without any language or cultural barriers. From discussions with trained Teachers and selected Trainers from trained Teachers, we learn about great commitment and the effects of this program that can be considered long-term since most of the Teachers and Trainers plan to implement this program even further. While from discussions with the students who have participated in the program as opposed to the ones who did not participate in the program, we learn that the participants in the CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 20 program understand better democracy and accept as normal language, cultural and religious differences. Most of them consider these differences as a treasure of Kosovo society since they think that they learn new things from children of other cultures. In principle it can be concluded that this program is very suitable for our schools since it is very practical, children get involved with it very quickly and learn to respect the rights and culture of others which is very necessary for Kosovo society. At the same time, this program can be a guideline to adapt the curriculum of the subject of Civic Education in the schools of Kosovo. 2. PROGRAM BACKGROUND Program “Reconciliation through Civic Education” aims to promote democracy and ethnic tolerance by building communication bridges among children of different nationalities and by creating a cooperation environment focusing on practical problems that children encounter in their daily life without distinction in age, nationality, race or region. The centerpiece program of this proposal is Project Citizen, a curricular program for elementary and secondary level students, which is intended to promote competent and responsible participation in local and regional government. It actively engages students in learning how to monitor and influence public policy and encourages civic participation among students, their parents, and members of the community. The program is based on sound research that shows that the active learning methodology of program has positive effects on political tolerance, inclusive politics, support for rights of citizenship, interpersonal trust, acceptance of the rule of law, commitment to constitutionalism, and support for minority rights. According to CCE, the program has resulted in real policy changes in communities around the world. Such changes have happened during the implementation of the program in Kosova as well. Civitas Kosova has reported for changes in the school infrastructure; building a fence around the school yard, planting plants around the school for better environment, identified the needs of handicapped students of all ethnicities in their community and planned for various assistance activities and community programs to their benefit. 3. OBJECTIVES CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 21 According to Program Description, The Center for Civic Education (Center), in partnership with the Kosovar non-profit organization, Civitas Kosova, proposed a program to develop and implement civic education programs in classrooms at 6th - 12th grade levels throughout Kosovo. These programs have been focused upon the development, among teachers and their students, of an understanding of the fundamental values, principles, and institutions of constitutional democracy, especially political tolerance, respect for the rule of law, and support for the equality of all citizens -- all of which assume reciprocity between citizen and state, and all fundamental to a sustained and properly functioning democratic system. The program has also targeted political and civic leaders, school administrators, community leaders, and pre-service university professors. Quantifiable Objectives The three main objectives of the proposed intervention are to: (i) decrease inter-group enmity within and between Kosovo’s various ethnic groups by establishing long-term intervention efforts at the 6-12th grade levels. (ii) introduce curricular programs to guide the development of the knowledge, skills, and attitudes required for competent and responsible participation in democratic self-government. (iii) implement sustainable elementary and secondary civic education programs in public and private schools throughout Kosovo’s seven educational districts. Expected Quantifiable Outcomes: CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 22  8-12 key community figures guiding the development of civic education in Kosovo.  100 school administrators will have attended the first day of the Project Citizen teacher training as an awareness session for the program.  70 teachers trained in the content and methods of Project Citizen and experienced in the use of the program in their classrooms.  15 lead educators trained in the content and methods of Project Citizen and experienced in training other teachers in the program.  4,000 Kosovo students instructed in Project Citizen curricular materials during the project period.  20-25 professors of education and instructors at pedagogical institutions will become conversant with the various components of the program.  60 students, 20 teachers and school directors, and 10-15 guests will have participated in a 5-day the Leaders of Tomorrow Summer Camp to build community leadership skills in youth to allow them to have a direct role in the development of civic education programs in their own communities (in partnership with youth from other ethnic groups). After analyzing work plan adopted at the beginning of the program one could say almost all these objectives have been achieved. The small digressions from quantifiable objectives are related to trained teachers, because according to Civitas Kosova staff 5 places for training have been reserved for Serb teachers. Using existing funds Civitas Kosova has published 2200 books more that it was planed and they have brought mores students to National showcase and to Summer Camp. In cooperation with CCE and USAID they brought Turkish team even though they were not selected through showcase. This was done aiming closer and more dynamic interethnic relations during summer camp, which was completely proved during the summer camp. 4. OBJECTIVES AND GOALS I. Creation and function of Steering Committee CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 23 Steering Committee was created according to plan and has institutional composition. Members of this committee have been representatives from Ministry of Education, Science and Technology, Pedagogical Institute, University of Prishtina, Civitas Kosova, Teachers and Albanian and Bosniac students as well as representatives of Serb community. All the members of the Steering Committee have regularly participated in the meetings and actively participated in the program, by visiting schools and participating in student presentations in regional as well as central level. Their participation can be considered closely to 100% and their commitment beyond these meetings can be said to be more than 20 hours for three months. II. Students texts and teacher guides published for use in Kosovo Civitas Kosova, from its budget translated the Student’s Book and the Teacher’s Book of Project Citizen in Albanian, Serbian and Turkish Language. In Albanian Language were published 4000 Student’s Books and 100 Teacher’s Books; in Serbian Language 1000 Student’s Books and 100 Teacher’s Books, and in Bosniac Language 1000 Student’s Books and 100 Teacher’s Books. This shows that Civitas Kosova has published more than planned 2220 books and from its budget translated the book to Turkish Language. About 2500 Student Books and 70 Teacher Books in Albanian Language were distributed free of charge for program participants. About 50 Student Books and 10 Teacher Books in Serbian Language were distributed while in Turkish Language about 500 Student Books and 10 Teacher Books. Altogether, were distributed 3050 Student Books and 120 Teacher Books, while the other part of the books has remained in stock at Civitas Kosova and is awaited distribution in continuity to students and teachers interested in continuation of the program. III. Identification of schools, principals, teachers and university professors to participate in various events of the program In the project participated 65 teachers of whom 59 were Albanian, 3 Turks and 3 Bosniacs. In the program, despite many offers and consultations done by Civitas Kosova and USAID with the Serb teachers and officials no teachers from Serbian schools participated. This was explained with the difficult political situation through which Kosovo has undergone during the project implementation. A number of 13 teachers CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 24 were trained for trainers of this program. The training was evaluated to be very successful. In each regional and also on national presentation participated over 120 participants, whether be students, teachers, parents, local NGO’s and local as well as national leaders. The summer camp gathered over 90 people of whom 8 teams from different regions of Kosovo, teachers, officials from MEST, school principals and staff from Civitas Kosova. It is important to mention that Civitas Kosova from its own budget has sent an additional team on top of planned in order to create the multiethnic environment of the Summer Camp. Program activities in overall have had a multiethnic character and have included Bosniac, Turkish, Roma and Ashkali minorities but have not had participants of Serb minority. Nonparticipation of Serbs is a result of political problems an also their refusal to participate. IV. Teachers are trained in the content and methods of Project Citizen From Teacher Training and evaluation of the Training by the Trainers and by the staff of Civitas Kosova can be concluded that the Training has been beneficial and has helped the teachers to understand and gain all required material and methodological resources and transfer them to their students. They have shown that they understand and can easily explain the public policy and believe that with a commitment they can have an impact in the process of public policies. Over 80 % of the teachers during the training have shown that they are equipped with knowledge, skills and experience to efficiently continue the program with their students. These data were gathered every day after the training and analyzed by the trainers and staff of Civitas Kosova. From the training and evaluation done is clearly visible that the teachers will be able to successfully implement the program with their students. A considerable number of teachers have implemented the program in more than one class. An average class has consisted of 30 students. Based on final evaluation, it results that 95% of the trained teachers have successfully implemented the program. V. Success of the Training of Teacher Trainers and their ability to further implement the program. Training of Teacher Trainers is evaluated to be very successful and they evaluate that this training has helped them to further their understanding CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 25 of the program and almost all of them have expressed their readiness to continue independent trainings. According to evaluation done at the end of the training by Trainers and Myself 11 out of 13 teachers are able to start with independent trainings while 2 of them have not shown sufficient commitment. This shows that about 85% of teachers have achieved the required level in Training of Trainers. VI. Evaluation of Implementation of Program Project Citizen by students as well as its impact in change or improvement of their understanding of being a good and responsible citizen. The Program has strongly influenced having the sense of political engagement of the youth, taking into consideration their engagement in public life, creation of public policies, civic responsibility and improvement of their commitments towards the community where they live, which are direct effects of the successful implementation of the program. The differences among the participant and nonparticipant students of the project are very huge, at some degrees even to 70%. Details of this evaluation can be seen under heading 9 of this report. VII. Evaluation of a group of young leaders and their will to improve their community, advocate for tolerance and reconciliation The Summer Camp has shown that the students have attained a very high level of tolerance and readiness to forgive and reconcile and for sure they will be advocates of the positive changes in Kosovar society. From Pre and Post Test can be seen that the understanding and their activity differ over 60%. In detail can be seen in chapter 10 of this report. 5. EVALUATION IMPLEMENTATION PERIOD Field evaluation was implemented during the months of May and June while Summer Camp evaluation was done at the end of the month of June 2008. Data gathering in field was accomplished by students hired to administer the filling of the questionnaires supervised by the evaluator while qualitative survey was done by the evaluator. 6. METHODOLOGY CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 26 The methodology in evaluation of this project has been determined by CCE and was required to have two basic tests in order to evaluate the effects achieved through implementation of this program. The evaluation was done through the method of quantity and quality analysis as well as using the comparative method. Basis for evaluation was a control group and focus croup: - Focus group consisted of students who implemented the program - Control group consisted of students who were not part of the program. For quantity analysis the size of the study group was the same and it was made through questionnaires. Questionnaires were distributed in 7 districts, including focus groups and control groups which included 30 students each. All together were collected 210 questionnaires from control group and 210 questionnaires from focus group. The questionnaires were same for program participants and also for non-participants in the program. 20% of questionnaires taken from both groups were analyzed and they represented sufficiently the evaluation of program success. The same procedure was followed also for quality evaluation consisting of students from control group and from focus group. Prior to that questions were prepared and they were verbally made to the students during discussion on success and impact of the program on their public life and increase of ethnic tolerance and development of democracy. The evaluation was done in field through distribution of questionnaires and through personal conversations with students and teachers of focus group and those from control group. Part of evaluation was also the personal observation of Training of Trainers and presentation on national level as well as summer camp of June 2008. Questionnaires contained basic questions related to: - Student civic behavior (civic responsibility, leadership, tendency to participate in public and political activities) - Student civic skills(community problem identification, creation of different solutions, negotiations, activity execution etc) - Political tolerance (respect of laws, of opinion of others, readiness for team work, for work with other communities etc) - Readiness for tolerance and civic reconciliation. CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 7. RESULT ANALYSIS AND EVALUATION Questionnaires were analyzed by the evaluator comparing the data from samples of focus groups and control groups and by doing the interpretation of empiric results and verbal discussions with students, teachers and trainers involved in the program. Based on comparison between the groups conclusions and recommendations were taken related to the impact of program reconciliation through civic education in schools of Kosovo. 8. COMMENTS AND INTERPRETATION OF QUANTITATIVE ANALYSIS The following graphs summarize program participant and non-participant responses to sets of survey questions. The evaluator’s interpretation of the data follows each graph. 27 Participant Non participant 1. As a class participant or for any other reason, have you: 68% 10% 15% 7% 41% 12% 31% 16% 10% 20% 30% 40% 50% 60% 70% 80% 0% More then once Once Not yet Never a) Discussed contradictory issues? b) Discussed the aftereffects of the war and the influence they have on you? c) Have you attended lessons or worked with other ethnicity colleagues?, d) Have you discussed about tolerance and equality with your friends or family?, e) Have you thought about public problems with your community or school is faced with?, f) Have you worked with the others to improve your school or neighborhood? g) Have you listened carefully to the others even those you disagree with?, h) Have you explained your ideas to the others? i) Have you tried to convince the others in order to support your solutions to a problem in your community or your country?, j) Have you discussed with or written a letter to any CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT Comment: From the responses to the above questions it can be seen that the program participant students show a more open approach (68%) to discussing contradictory issues and accept the opinion of others, as well it can be seen that their classes have discussed about tolerance, impact of war, readiness of students to deal with the community problems where they live as well as their readiness to attempt and impact the local authorities towards approval of their proposals. From the graph is visible that the cumulative number of responses to questions made reflects clear distinction about the program participant students being more open and ready to discuss contradictory issues that may also raise debates among the students. 28 2. As part of school assignment or for any other reason, have you gathered information about problems in your community or your country: 54% 50% 60% 33% 13% 36% 31% 33% 0% 10% 20% 30% 40% Often Sometimes Never Participant Non participant CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT a) LIbraries, b) Newspapers c. Radio, d) Television, e) Internet, f) Teacher or students, g.) Lawyers or judges h) Community organizations or Non Governmental organizatios (NGO), i) Governmental officess , j) Family and friends Comment: A realistic and pragmatic approach to analyzing a societal problem includes gathering data from a variety of sources. Here it can be seen that program participant students in a great degree 54% often use different sources of information to address and argue their actions to problem solution in the community where they live. Students who did not participate in the project show that 33% of them have never gathered information while only 36 % often use libraries, newspapers and other media or contact any institution in order to find information to be used for solving their problems. 29 3. Please tell if you agree or disagree with the following statements . 62% 52% 50% 60% 70% 32% 4% 2% 35% 12% 1% 0% 10% 20% 30% 40% I strongly agree Agree I disagree Strongrly disagree CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT Participant Non participant a.) I am informed about the problems which my community faces with b) I feel capable to participate in the public life of my community , c) I can cooperate with the others to deal with the problems in my community , d) I can find the authorities responsible for solution of special problems in my community , Comment: Program participants strongly agree 62% that they are informed, they are ready to deal with their community problems and are ready to work with the others to influence competent authorities towards problem solution in their community. Also, the students who have not participated in the program show a relevant maturity but which is quite different from program participants. It is also worth mentioning that in verbal discussions with them; most of them were not clear on what we understand with community and which the public policies are on which they can have an influence. 30 4. There is no right or wrong answer to these questions.Please mark with “X” the box in the columne which best responds to your opinion 43% 31% 23% 52% 30% 23% 40% 50% 60% 19% 7% 2% 0% 10% 20% Agree in something Agree I disagree I disagree in something CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT Participant Non participant a) Knowing other people’s culture and customs helps you understand their attitudes , b) Where I live, it would be a better place if people share different culture and customs, c) Having different cultures and customs within the country it does not mean that there will always be conflicts among them , d) It is my responsibility to learn other people culture and customs, e) Having people of different cultures and customs within the country is good for everyone, f) Knowing other peoples cultures and customs helps you to get a long with them. Comment: Knowing other people’s culture and responsibility to learn and respect them was considered as something necessary for our society by the program participant students. Students from control group although they have a good orientation and understand the challenges of democracy and life in multiethnic society, their answers differ from program participants in each question to a considerable degree. This shows that the education programs in civic education are welcome and have influence in approach and civic behavior of children. 31 5. Democracy 22% 21% 19% 31% 13% 25% 20% 22% 20% 15% 20% 25% 30% 35% 7% 0% 5% 10% Very bad for democracy Something bad for democracy Something good for democracy Very good for democracy I do not know / it is not applied CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT Participant Non participant 1) When the press is free of all government control, 2) When press is restricted in publication of stories which would offend several groups, 3) When people are critical about the government, they are not allowed to participate in discussions, 4) When courts and judges are influenced by the politicians, 5) When there are many available organization for people to belong in, 6) When the minimal income is ensured for everyone, 7) When people refuse to abide the law that denies human rights, 8) When the rich businessmen have more influence on the government than the others, 9) When people protest peacefully against the law they believe is unfair. Comment: Most of the students, both participating and non￾participating, understand what is useful and what is bad for democracy. Students responded that the tendency of authorities to control the independent media or different interest groups to influence them, have a negative effect on development of democracy. Program participant students show a high level of maturity and almost to all questions have a more organized approach and understand better the responsibilities of respective authorities to create legal conditions for freedom of press and electronic media. Participating students also have stronger opinions than non-participating students about what is good and bad for democracy. 32 6. Which of the following statements is a problem which we can try to solve through public policy? Circle one. 88% 42% 40% 50% 60% 70% 80% 90% 100% 8% 2% 2% 19% 23% 16% 0% 10% 20% 30% Factories are polluting the lake next to your school The moon is getting further from the Earth each year Maybe Your friend refuses to answer the teacher’s question in class. CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT Participant Non participant a) You do not wish to visit your uncle’s home, b) Your friend refuses to respond to teacher's questions in the class, c) Factories are polluting the river near your school, d) The moon is every year getting further from the Earth. Comment: Identification of public policies and the way to solve them is of interest for community and stakeholders who feel responsible to improve them. From the graph it is clearly visible that the program participant students understand the public policy (88%) and know the way how it can be changed while students from control group are more unsure and are not clear on what the public policy is. 33 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 7. If you want to change any laws in your city , who do you have to address? 26% 3% 71% 0% 0% 48% 2% 50% 0% 10% 20% 30% 40% 50% 60% 70% 80% Prim e Minister Your Teacher City officials Police Participant Non participant • Your teacher, • City officials, • Police, • Prime minister Comment: Distinction of local public policies from the central ones is of very great importance for active life of the citizens since it enables to accurately plan the action to select it. Students from Focus group responded that the change of a law on city level is possible through responsible city officials, while the students from control group consider that the teacher and the police are competent for such a thing. This once more shows the difference in understanding of public policy, where the focus group is clear and accurate in responses. 34 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 8 Would you try to change any law in your city 39% 34% 27% 0% 43% 24% 23% 10% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Possibly Maybe Of Course No Participant Non participant • Of course • Possibly • Maybe • No Comment: Tendency for change of a law is on the focus of both study groups, but with a small difference. Basically, any citizen could try an attempt to change a law in the community where lives but this approach must be well organized. The previous responses of the control group students have shown that they do not understand public policies and are not clear which are possible actions to change them. With this argument can be explained 10% of responses by control group where they would not attempt to change a law in their community. 35 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 9. Do you think you can change a law if you try? 48% 43% 9% 0% 7% 33% 48% 12% 0% 10% 20% 30% 40% 50% 60% Possibly Maybe Of Course No Participant Non participant • Of course • Possibly • Maybe • No Comment: Page: 36 Note especially that 91% of participating students think it is “possible” or that they can “maybe” change the law. They are very realistic. They believe that they can probably/maybe do it, do not take it as a certainty. One reason for this might be that they now understand better the process of changing a law. They understand that they can have an influence but that they are not the final decisionmaker. They can influence and promote policies, but they alone do not change the policies. 36 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 37 10. Describe three methods through which the citizens can participate in improvement of your community. Comment: Students from control group consider that the best way to participate in improvement of the community where they live is through talking to Prime Minister of the country, to regulate the infrastructure and organize the citizens to identify the problems. A certain number of them consider that dissemination of brochures to raise the awareness influences the community where they live. Our aspect to this response is that they consider that the central authorities of a country should solve their problems and always talk in third person about actions to be undertaken but are not clear that these actions must be undertaken by themselves. Students from focus group are much clearer regarding their role in the community. They consider that an awareness campaign, personal responsibility for activity, petitions, leaflets and civic cooperation can influence creation of public policies that impact their community. They consider that it is their right and active citizens can influence improvements in community where they live. Thus, opposed to students who did not participate in project they consider themselves responsible for the community where they live. 11. If you do not agree with your friends, what can you do to solve the problem. Comment: The feeling that problems with classmates should be solved by the principal, school management or organizing meetings to discuss the problems and the tendency to find a compromise are characteristic for the students from the control group. While readiness to discuss and respect the opinion of the others based on the arguments and facts justifying the opposite are a good indicator that the Project Citizen has raised awareness of students to respect the others and democratic behavior to solve the problems discussing on the best forms of the solution are key to success of active and responsible citizenship. CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 12. We want to learn more about the lesson. Please indicate if: 3% 11% 23% 63% 8% 18% 33% 41% 0% 10% 20% 30% 40% 50% 60% 70% Never Seldom Som etim es Often Participant Non participant 1) Students discuss about actual political issues , 2) Students felt free to discuss about the human rights, tolerance and civic equality , 3) Students felt free expressing their disagreements openly to the teachers regarding political and social issues during the lesson, 4) Students felt free expressing opinions in class even when their opinions were different from majority of other students , 5) Teachers respect our opinions and encourage us to express them during the lesson, 6) Teachers teach and students take notes, 7) Teachers encourage us to cooperate in solving the problems Comment: Relation of will and readiness to learn on political issues, on human rights, freedom of expression of thought even when they are opposite to class majority, freely express disagreement to teacher on different social and political issues, is build based on the knowledge and encouragement of students to act in this way. Participants show that 63% very often discuss and are ready to face with different situations in the classroom, while more uncertain approach can be seen with students from control group. The teacher’s actions and the classroom environment of participating students is reportedly more conducive to open discussion. At the same time, less discussion of societal issues and student opinions is occurring in non-participating classrooms. 38 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 1. As a result of taking this class, I have learned: 0% 20% 40% 60% 80% 100% 120% Yes No Participant Non participant 1) New skills to actively participate as a citizen, 2) how to find solutions to the problems my community is facing with, 3) New methods of research to support my ideas, 4) how to speak publicly about the issues I am interested in, 5) how to explain my ideas to the others, 6) how to work with the others even when I disagree Comment: The purpose of the question is to show that students taking the Project Citizen class believe they have learned all of the skills mentioned in the question. This shows that the students think that they have learned all of the skills that the program is trying to teach. Please note that this question was only supposed to be asked to students participating in the program. 39 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 2. Thinking about your Project Citizen during the last school year, please inidicate if you agree or disagree with each of the following statements. 2% 5% 42% 51% 7% 11% 51% 31% 0% 10% 20% 30% 40% 50% 60% Strongrly disagree I disagree Agree I strongly agree Nxenesit ne projekt Nxenesit Participant Non participant a) I learned what means to be a good citizen, b) I thought about tolerance and importance of working with others, c) I have contributed in the plans and activities on Project Citizen, d) I discussed my ideas in the class, e) I discussed Project Citizen at home, f) My research on Project Citizen helped the class or my group, g) I learned things which I will use again, h) What we learned about Project Citizen helped our school or community, i) Our action plan was successful j) The adults listened to our ideas, Comment: Study shows that the experience gained from Project Citizen has positively affected the students. They are happy to have learned how to become good citizens, to discuss with the others, to respect other people’s ideas. Program students have shown great readiness to use the learned since they will help their school and their community. It is quite indicative that on all these issues focus group students strongly agree 51%, while the ones from control group 31%. One should notice that non participant students have heard about the program from their colleges, therefore their statements are only based on assumptions and information thy got from their friends. 40 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 41 9. COMMENT AND INTERPRETATION OF QUALITATIVE SURVEY According to previously prepared Project Evaluation, a set of questions was prepared narrowing the choice on more specific ones in order to have a very clear and easier discussion on the effects of the Program. This has helped in preparing a thorough survey between the participants directly involved in the Program and the others. The interviews were very interesting and from the very start it was possible to detect a dualism in opinion among the participants and non-participants of the Program and the way how they saw the problems in their vicinity and society. Following are my observations during personal interviews: 1. Please, explain the forms of communication to other students and teacher in the classes of civic education. (How do you communicate to other students/teacher? What type of activities do you practice? In the interviews with the surveyed, on explaining the forms and methods of communication with other students and pedagogues or teachers as well as their colleagues, there is a distinct difference in approach to communication in this respective matter. The program participants (Focus group) are characterized with an advanced knowledge of thinking in a democratic spirit and tolerance, thus giving them more self-confidence which encourages them to be freer in their communication and achieve their objective through communication and dialogue. There can also be noticed, to a certain degree, the use of modern literature regarding the civic education and as such it reflects bold questions and a spirit of willingness for team work. This cannot be observed with the non-participants (control group) of the Civic Education Program, which can easily be noticed through interviews with them. They are characterized with silent and closed approach, lack of courage to confront openly challenges and a hesitation in expressing their opinions. CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 42 2. Is there a difference in the form of communication and cooperation with students and teachers in other classes held? If there is a difference, describe the ways? As for the participants of the program, their form of communication is in a democratic spirit, with tolerance and flexibility in accepting others even when they are a minority in the process. Their characteristic behavior is expressed in team work and their readiness to contribute and minimize the problems as well advance in their solution in a democratic way through different activities of social, educational, economic and political character. With the program participants, a transparency in the communication and readiness for dialogue can be noticed, which at the same time reflects an interaction or active dialogue professor-student or student-student and student-professor. A culture of conversation and communication is noticed with the mentioned Observation of the non-participant students has shown that they are more inclined in traditional ways of communication, “respecting” formal relations between teachers and students. They are not very open for opinions from others trying either to escape discussions or to impose without arguments their ideas. A kind of contextual communication which is hard to be understood was observed within those students. 3. Do you think that the cooperation to the others on the forms of communication will impact improvement of your community? Is there a difference in the form you practiced before Project Citizen? Flexibility and adaptation to different circumstances of importance to community is present with the participants and also a spirit of cohabitation and cooperation within community to advance the processes in general. Students and teachers have reported a certain difference even among the program participants before and after the end of program on civic education. Students who have participated in the program, before attending the program describe the form of thinking and approach to others and community as closed and ghettoized as well as a lack of self-confidence in presenting their opinion through a democratic dialogue. Certainly, a change can be observed in approach to dialogues that deal with CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 43 minorities in the community, their acceptance in society and collective involvement to advance the processes in community. Positive effects after the completion of the program Project Citizen are reported by teachers and students. This has been explained through contacts with local and school officials aiming improvement of their communities. Students understand their obligations and responsibility to work for better citizenship, and they have admitted that they were not such active before taking PC. I found very exciting students engagement among each others during the portfolio works. They were communicating days and nights with colleagues and their parents trying to find better understanding and support for their public policies and for their action plans. 4. How do you feel when you work with people of different cultural/social background? Cohabitation in Kosovo is an issue that is discussed everyday and is very present in media in Kosovo. All this communication sends an only message and that is the creation of a multiethnic state of Kosovo is of interest for its inhabitants. Participant students in program show a very high maturity and understand the work with people of different culture as something real and part of civic responsibility of different communities. They are convinced that cooperation with people of different cultures and different social levels enrich the society and opens new paths to normal life. They also state that this takes time but nevertheless consider themselves as part of activities to contribute to stabilization of communication and cooperation among different ethnicities. Observing the students who were not part of the program shows that they are aware of the issue from the media and different media programs in Kosovo but consider this as an obligation of the state and do not consider themselves responsible for such a thing. They expressed themselves that the local and country authorities are under obligation to create this environment and in later stages the cooperation among different ethnicities can occur. CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 44 5. How do you feel about communication to your local government on the problems you are confronted with? Is there a difference in how you felt before Project Citizen? Students participating in the program show that before the program they were not active and convinced that they could change the things and influence the public policies impacting their lives. They state that they had considered these things as responsibility of the others including parents, school and local authorities. They confirm that the program has raised the awareness and prepared them to be more active citizens who do not wait the things to be changed by someone else but contribute to their community to improve their life. After the program, they consider that good citizens are those who take their responsibilities in society and those who respect the others and say the cooperation is the only way for an organized society. In the discussion with students not participating in the program, it is obvious their curiosity to get acquainted and be part of the program offered for other students. However, they show some basic previous knowledge on civic education taken from regular education process. The thing that distinguishes these students is that they understand the civic education as a tool to understand the society and institutions of Kosovo and not as something that enables them to be an active part of public life in the community where they live. 6. What do you think about the presence of tolerance and human rights protection in Kosovo? Tolerance and human rights are considered as issues of special value by both groups of students. The thing that distinguishes them is the understanding of tolerance and the way of protection of human rights. Students participating in the project consider that ethnic tolerance is a virtue of the society and such can be built with mutual trust through communication and cooperation on everyday issues. They state that in Kosovo there is tolerance but it has to emerge to surface since it is still not very actual. To the question of what they understand by tolerance and human rights they stated that tolerance and human rights are allowing each person without discrimination on race, religion or ethnicity to express freely. It is important to say that most of these students believe in tolerance and are absolutely ready to work in achieving their rights. They consider that there is still needed further support in this direction. CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 45 Other part of the students shows that they understand the need for tolerance and human rights protection but consider it quite resent in Kosovo. On request for arguments on this, they refer to media and institutional activities in this direction not considering themselves part of these processes. 7. What is the importance of civic education for the future of Kosovo? Please explain your answer (why it is or not important?). Both groups of students consider as very important civic education for the future of Kosovo. They are aware that the education is a very important part of the society but the distinction between two groups is that program participating students understand the role of civic education as a tool for raising civic responsibility and consider that civic education contributes to tolerance, communication, cooperation and coordination of activities to give their life direction. This according to them creates active citizens who are also responsible but who require responsibility as well from public policy makers. While, the students not participating in the program consider civic education as a subject in schools and its importance is in getting to know the institutions and their function. They consider that if they understand well the function of institutions, they will be good citizens without mentioning their role in society. 10. COMMENTS AND INTERPRETATION OF SUMMER CAMP PRE￾TEST AND POST-TEST CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 1. A teacher tells her students to sit down and to pay attention in class a) Does she have the authority to do this? 46 48% 52% 100% 0% 0% 20% 40% 60% 80% 100% Yes No 120% Pre Past b. If so, how does she get this authority? 38% 46% 16% 2% 17% Law Customs The Constitution 81% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Pre Past Comment: Authority of the teacher in the class and his/her right is differently understood from students in pre and post test. Post test has shown that they consider that teacher has that authority (100 %) while pre￾test shown that only 48% believe that. Quite big distinction to be seen is the source of authority, where student responses after test consider the source of this authority to be law 81%, customs 7% while constitution 12%, whereas pre test consider that law gives this authority to degree of 38%, customs 46% and constitution 16%. This difference indicates that their activity during the camp has changed their understanding of the role of the law, customs and constitution. 2. A bank robber steals money from the bank. CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT a) Does he have the authority to take the bank’s money? 43% 57% 4% 96% 0% 20% 40% 60% 80% 100% 120% Yes No Pre Past c b) If so, how does he get this authority? 2% 0% 2% 0% 0% 5% 10% 15% Law Customs The Constitution 20% 21% 20% 25% Pre Past Comment: Pre test understanding of the authority has drmaticaly changed in the post test evaluation. Students in the post test consider up to 96% that robber has no authority to steal money from the bank, while pre-test shows that 43% of them consider that robber has that authority. While very small difference can be observed in the source of that authority in the pretest and post test evaluation. 3. School principals, policemen, mayors, and Presidents are all in a position of authority. How are positions of authority useful? (In other words, why do we have positions of authority) 47 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 48 Comment: Students tested before the training in summer camp consider the authority deriving from law and such is of benefit for society in general. They also consider this authority as basis for keeping order and solving problems. Thus, my observation is that the authority issue in pretest is seen on legal grounds and is strong to the length law ensures such a thing. Results of the post-test show that the understanding of authority has evolved in a positive direction since the students consider the authority to be given by law but such must be based on professional competence and good social management principles, preventing such from their unilateral actions based on subjective estimates. Human rights and democracy are considered of special importance to enable best possible and fair use of the authority. 4. The city of Los Angeles is having a problem with teenagers who vandalize property and paint graffiti on the walls of homes and businesses at night. The city council proposes a city-wide curfew. The new rule is that anyone under 20 may not be outside after 10 p.m unless they are with an adult family member. Comment: Responses of the students from pretest and posttest are almost same and they consider that weakness of this initiative is lack of freedom of movement, and consider that it is not a sufficient measure stopping the communication since such a measure would have no effect without awareness campaign of the children and their parents on the damage they can cause. At the same time they consider as weakness of this initiative the fact that due to a group of villains others can be prosecuted who might have emergency needs for movement through city. On the action plans observed by the student responses on how they would improve this rule, it is clearly dominant the suggestion of an awareness campaign of children through lectures, posters, forming societies to deal with this issue. Another important suggestion is defining the places where the children can draw graffiti and express their revolt or admiration regarding different social issues of environment where they live. 5. Define “responsibility” Comment: Student responses in pre-test can be classified into three basic groups. They consider that responsibility is a duty or obligation to do or not do something that is a moral feeling similar to duties and how much it is legal obligation for actions of individuals. Whereas, in student responses in post-test, responsibility is defined to be more as an obligation to abide the CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 49 legal and moral rules on execution of duties or obligations. In many answers can be seen that they connect the definition of responsibility to professional competence. 6. Identify one responsibility you have that comes from the laws in your society. Comment: Almost all students in pre-test and in post-test consider as their own responsibility good behavior in society, environment protection, respect of human rights, no discrimination on race, religion or gender, preservation of school inventory, politeness to others without ethic distinction, school attendance and care for family. They consider that fulfilling of these responsibilities helps them and they feel better in clean environment, contribution to the country, peace and quiet in society and with respect of others follows mutual respect, as well as to be considered that personal responsibility of each brings human understanding among different cultures. Some of them consider beneficial for society also economic development as result of fulfilling obligations towards the country. Responses to these questions show that students are aware of their role in society and the obligations and their rights towards the society and community where they live. 7. Do you intend to keep in touch with students from other schools who are participating in this camp? CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 62% 38% 100% 0% 0% 20% 40% 60% 80% 100% 120% Yes No Pre Past Comment: It is important to see the effects of the summer camp activities which tell us that 62% of the students in pre test declare that they will continue keeping in touch with other students while post test shown that 100% of students will stay in touch after the summer camp. It is obvious that summer camp has succeded to raise cooperation among students and that they do respect their friends regardless culture and ethnicity. 8. There are no right answers and no wrong answers to these questions. Please place an “X” in the box in the column which best fits your option a) I am interested in knowing about points of view that are different from my own. 33% 41% 82% 30% 40% 50% 60% 70% 80% 90% 15% 11% 18% 0% 0% 0% 10% 20% Somewhat agree Agree Disagree Somewhat disagree Pre Past Comment: From responses of students is to be seen that the summer camp has affected extension and appreciation of their knowledge about other cultures. All students post-test agree 82% or samewhat agree 18% to learn and understand different pints of view from theirs, while pre-test gives us an understanding that students still think that this is not really possible (41% agree on this). b) There will always be conflict between people who have different points of view. 50 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 25% 41% 28% 6% 16% 13% 49% 21% 0% 10% 20% 30% 40% 50% 60% Somewhat agree Agree Disagree Somewhat disagree Pre Past Comment: From these responses can be evaluated that the students participating in program to a degree of over 70% consider that there will be no conflict between people with different point of view. However, it is visible that in pre test a considerable number of them think that this conflict will exist (66%). This in a way shows that the impact of last war is still present but a summer camp has provided a great opportunity for students to understand others and consider that differencies will not be a source of conflicts. c. It is not my responsibility to learn about the points of view of other people. 38% 21% 28% 23% 54% 19% 30% 40% 50% 60% 13% 4% 0% 10% 20% Somewhat agree Agree Disagree Somewhat disagree Pre Past Comment: Students differ in their approach pre and post test in the area of responsibilities to learn about other people’s point of view. Over 84% of them disagree or somewhat agree to this statement. This shows that the summer camp has had an influence and created a perception that to know points of view of other people is human value of everyone. 51 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT d. I am willing to work with people who have a different point of view from my own 28% 48% 15% 11% 30% 0% 5% 0% 10% 20% 30% 40% 50% 60% Somewhat agree Agree Disagree Somewhat disagree 70% 65% Pre Past Comment: Again we see here a big difference of perception to work with people who have different point of view. Post test shows that 95% of them are willing to work with people who have different point of view, while pre test shows that 26% of students are not willing and 28 % of them are willing to work with people whi have different point of view. e) I do not trust people who come from a culture, tradition, or ethnic group different from my own. 48% 43% 79% 50% 60% 70% 80% 90% 5% 5% 5% 4% 11% 0% 10% 20% 30% 40% Somewhat agree Agree Disagree Somewhat disagree Pre Past Comment: From responses to this question it is seen a considerable difference pre and post test, where they consider to a degree of 79% for a change from pre-test that only 43% of students trust people who come from different cultures. 52 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT f) Discussing and understanding the points of view of other people helps you to get along better with them. 26% 43% 23% 8% 12% 88% 0% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Somewhat agree Agree Disagree Somewhat disagree 100% Pre Past g) People who are critical of the government should not speak at public meetings. 23% 33% 28% 16% 7% 9% 16% 0% 10% 20% 30% 40% 50% Somewhat agree Agree Disagree Somewhat disagree 68% 60% 70% 80% Pre Past Comment: From two graphs is seen further attitude of the students pre and post test reflecting a considerable difference. Post test proves that 88% students fully understand that discussion and understanding of other people points of view as freedom of expression are sustainable elements of an open and multiethnic society such as the one of Kosovo, while pre test shows that only 43 % fully agree to above statement. A huge difference is observed in the rights of the people to publicly speak while criticizing government. 68% of post test students disagree and 28% of pre test students disagree with this question. 53 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT h) The government should change laws that are unfair to women 18% 36% 21% 25% 4% 89% 7% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Somewhat agree Agree Disagree Somewhat disagree Pre Past i People should be free to peacefully protest laws that they think are unjust 21% 44% 8% 27% 11% 0% 0% 0% 10% 20% 30% 40% 50% 60% Somewhat agree Agree Disagree Somewhat disagree 89% 70% 80% 90% 100% Pre Past Comment: The right of government to change laws of gender equality type is considered up to 89 % a legal right although a number of 7% students from post test consider that this should not occur. Only 35% of pre test students considered as a legitimate the need for changing unfair laws for women. The right to protest against the unjust laws, 89 % post test students considered as a legitimate right, while only 45% of students considered this legitimate. 54 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT j) Newspapers should be free of all government control 31% 46% 3% 10% 14% 82% 0% 4% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Somewhat agree Agree Disagree Somewhat disagree Pre Past Comment: Control over media by the government is considered as disadvantageous by students in pre and post test. Results of the post test show a great certainty (82%) about the need for freedom of press and freedom of expression. Contrary to post test, 46% of pre test students consider that newspapers should be free of all governmental control. 55 CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 56 11. CONCLUSIONS AND RECOMMENDATIONS OF THE EVALUATION Conclusions 1. The mentioned evaluation addresses the role of civic education in creating a society based on human and cultural values without ethnic or language discrimination. 2. According to my evaluation, the mentioned program has to full extent achieved specified objectives. This conclusion is based on the responses of the students involved in the program and those not involved in the program. Positive differences can be seen with program participants in: a. Understanding the role of civic education b. Understanding the public policies and community as well as readiness of the children to be active in addressing these issues. c. Understanding the democracy and freedom of expression, considering that the right of language, idea and expression is the right of all members of a society. d. Readiness to contact and cooperate with students from other communities. This has basically shown that although there have been no students of Serb community in program, the effects of the program are very huge since the program has made available to the children to get to know and appreciate the others and to get ready for a multiethnic society. It can be freely said that all children in the program are very comfortable in cooperation with people of other ethnicities. 3. From qualitative evaluation is seen that students participating in the project are very open-minded and much more free in discussion. They are open to discuss on different subjects and are very ready to listen to opinions of others. Also, they consider that ethnic and cultural differences are acceptable and are a source of inter-national color which is an additional value of democratic societies. They understand that war problems have affected the cohabitation but are also sure that cooperation and authentic education through clear and active programs such as Project Citizen creates a convenient and more relaxed environment. 4. From observation and discussion with selected students to participate in summer camp can be seen that the students have been informed about the program but their activities were focused to initiate cooperation and as well create a network of students to work and use up together different subjects. The work done with them during the camp has resulted with an unseen bond among them where as most of them stated, the camp has left un-forgetful impressions and has created new friendships which they have pledged to continue. It is CENTER FOR CIVIC EDUCATION FINAL PERFORMANCE REPORT 57 considered that the camp, in reality has created bonds that have brought to limelight leaders of tomorrow, who for sure will influence the development of democracy and stability in the region. Recommendations Project Citizen is a project of special importance for actual development in Kosovo. Curricula of public schools in Kosovo are not directed to active participation of the youth in public and social life. They are more theoretical and teach behavior through explaining the institutions and their role in society. Therefore, they develop and have a more observing and tutorial character which do not give students skills and abilities to actively participate in improvement of life in the community where they live. Based on this, I consider that further extension of Project Citizen and maybe the tendency to influence the Ministry for Education Science and Technology to revise the existing curricula of civic education subject, are of utmost importance. The engagement of students and teachers was impressive and they were very grateful to Civitas Kosova, to Center for Civic Education from Los Angeles and to USAID, which has made possible such a program. I consider that this program has completely met its objectives, thus a continuation or extension of it would contribute the students to be more active in improving their life and contribute more to a multiethnic society in Kosovo. Having in mind the fact, that democracy is not developed by administrative measures but with authentic education, I consider that such a program would be of interest to all students of schools in Kosovo and maybe also for the adults.