Best practice examples for educational projects in five European countries



Analysis of five european countries: Croatia, Italy, Spain, Slovenia and Macedonia



 The GOOD initiative for the introduction of systematic and high-quality education for human rights and democratic citizenship in schools

The GOOD Initiative that started in 2008 has conducted a number of activities focusing on introducing and improving standards of civic education in schools, and, on the other hand, on supporting the reform of national educational policies through education, action and advocacy.

The various projects conducted by the GOOD Initiative have comprised educational and informative components (non-formal training, applied analytical activities). Over the years, the Initiative has built up a strong coalition of stakeholders interested in seeing the educational standards in Croatia improved in various ways, especially concerning the implementation of various aspects of civic education systematically and in a relevant manner.

Goals of the GOOD Initiative include, among others, the recognition of education as a public and common good, affirmation of the right to education that includes civic education as a key resource of democratically oriented social change, and advocacy of pluralism and inclusion in education as a reflection of democratic endeavours.

The three main clusters of the Initiative’s activities include:

  • Mobilization of interested stakeholders (teachers, youth, parents, CSOs, trade unions) for improvements in education in terms of openness, inclusiveness, orientation towards needs and dedication to imparting civic competence;
  • Encouraging the democratization of schools and adoption of democratic models of school governance, as well as good examples of using civic competencies in practice;
  • Conducting critical monitoring and reporting on various educational policies and practices, promoting good practices, and warning about bad practices and systemic weaknesses.

Taking into account that the GOOD Initiative’s membership also includes several staff of scientific institutions, the Initiative’s work is based on evidence from policy and practice, and all of the Initiative’s advocacy efforts draw on existing professional and scientific papers.

Further, the experience of advocating for the Initiative’s goals in the Croatian context has repeatedly shown the necessity of networking and working together across sectors to achieve social impact and social change. These efforts have included: the further development of stakeholder networks, especially with trade unions in science and education; this collaboration has proven that numerous people can be included and mobilized; enabling the Coalition to organize two major protests under the Croatia can do better! moniker, which have brought together more than 50,000 people (2016) and another 30,000 (2017) in mass action around the country

The first Croatia can do better! protest, Jun 1, 2017 (source:


Nansen Dialogue Centre from Osijek is a Croatian CSO founded in 2001 with the mission of social reconstruction of post-conflict and multi-ethnic communities. Osijek is in Eastern region of Croatia that is very multicultural but also was a war-inflicted area in the past. Getting to know other cultures and their customs, opening communication, building relationships with others, and raising awareness that the building of the community which we live in is only possible with the inclusion of all the participants is necessary not only to overcome the consequences of war and encourage the process of establishing trust between members of different ethnic groups, but also to prepare for a future life in the united, multicultural Europe.

Education programme Cultural and Spiritual Heritage of the Region (CSHR) is program that allows children who live in multicultural and multi-ethnic communities to learn more about their own country, the culture and customs of the people who live in this area, with the aim of better understanding and respect for others, which is of essential importance for building relationships and intercultural society ( After a positive evaluation and a recommendation by the Education and Teacher Training Agency programme implementation was initiated. The results of evaluation confirm the quality of the program.



  • participants will acquire basic intercultural competences
  • participants will be able to establish satisfactory interaction and communication with people of other cultures,
  • participants will adopt intercultural attitudes, knowledge and skills with aim to better understand and respect “others” and difference,
  • participants will adopt effective behaviour in other cultures – intercultural sensitivity,
  • participants will develop and expand personal knowledge and communicative competence in working with culturally different students.

***Key concepts: culture, multiculturalism, interculturalism, identity, differences, groups, prejudices and stereotypes, education for accepting differences

Description of activities

Modular, three – day training for teachers and expert associates

Forms of work: teaching workshops, experiential work in groups, discussion, presentations


The Forum for Freedom in Education (FSO) is a CSO that organizes professional training seminars and educational activities, studies and analyses, campaigns and creative competitions, and works directly with teachers and schools ( FSO organizes training for civic education with the goal to develop civic and societal competences among children and youth, as well as among all citizens. The program activities explore various issues to strengthen the role of education in forming a democratic culture, they actively work to introduce civic education in schools, and organize creative competitions and activities with children and youth to enable them to know how to be active citizens. The program consists of three professional training seminars: Law in Everyday Life, Anti-Corruption Education, and Education on the European Union. Another program called “Improving teaching” is focused on high-quality teaching and gives students an incentive to participate, collaborate and think critically. It consists of two seminars: Reading and Writing for Critical Thinking and Active Learning and Critical Thinking in Higher Education. In addition, FSO organizes a seminar for mediation as a way of conflict resolution. The program promotes non-violent behaviour in education and society through training events, the creative competition “Colour the World”, working with children and youth, and publications on various topics. A particular value was discovered in combining mediation and volunteering as a new incentive for a non-violent society and care for others. Basic and advanced professional training seminars on mediation have been created for teachers and other experts. All participants who successfully graduate from the course can apply to be listed in the Registry of Conciliators with the Ministry of justice.


GONG is a civil society organization founded in 1997 to encourage citizens to actively participate in the political processes. Its goal is promoting human and civil rights, as well as encouraging and empowering citizens to participate in the political processes.

GONG conducts training of teachers for CE. The program educates school teachers through three modules on how to teach democratic and active citizenship to students. This professional training program contributes to the development of civic competences as well as social and political competences of educational workers and enables them to contribute to the democratization of schools and society.

Given the complexity of the modern social processes the program is divided into three modules: political literacy (democracy, human rights, and civil society), EU literacy and media literacy.

The Croatian association of social pedagogues/social educators: TRAINING OF LIVE SKILLS

The Croatian association of social pedagogues/social educators developed a “Training of live skills” focused on social skills development of students int the first few grades of elementary school.

Parents Association “Step by Step”: CHILD ASSAULT PREVENTION

The “Step by step” Association of parents organized CAP[1] programme for prevention of child abuse and violence towards other children.

It is programme of primary abuse prevention which strengthens children in the prevention of abuse from their peers, attack coming from unknown persons, and attack coming from the known adult person. CAP aims to integrate best sources of help in community in order to reduce vulnerability of children and youth to verbal, physical and sexual abuse.  Workshops are held in preschools, elementary and high-schools.


POU “Step by step” organizes “Step by step” education which is aimed at teachers in order to advance educational processes and to create preschools and schools aimed at children, in which children and young people are allowed to actively participate in educational process, to freely and creatively express themselves, to develop critical thinking, autonomy, responsibility and care for others and environment, and to realize all of their potentials in accordance with their interests and capabilities in an environment which supports democratic relations and respects differences[2].

The Centre for Peace Studies: CIVIC EDUCATION

The Centre for Peace Studies (CMS) has been engaged in civic education (CE) through advocacy, education of teachers and associate specialists as well as supporting schools in their efforts to introduce and conduct CE.

Within the framework of the experimental introduction of CE in school year 2012/2013, they have developed, along with partner organisations- GONG and The Croatian Youth Network, a curriculum and educated teachers in six schools, monitored and supported their work and efforts in integrating this content into their classes. In school year 2013/2014, they have expanded this process to eighteen schools, both primary and secondary, and offered their teachers and staff professional development courses and workshops with a focus on non-violence. These three educational cycles were comprised of two modules in which participants were introduced to the CE curriculum.  The first module covers three structural dimensions of the Curriculum (social, human rights and intercultural dimensions of CE), the second is a practical module during which the participants have a chance to try out new teaching methods, prepare CE lessons as well as design school and community projects.

CMS is also developing a specific work strain aiming at strengthening the system for integration of children with minority and migrant background through education and community work. Part of this work is organizing intercultural education trainings within the civic education framework.

The centre for peace studies: PEACE STUDIES

The Centre for Peace Studies (CMS) program called “Peace Studies” is an interdisciplinary education relying on a number of social sciences and humanities, as well as the experience of lecturers and participants ( It seeks to understand the cause of conflict, develop approaches to prevent and stop violence, war and serious human rights violations and build sustainable peace – fair systems and societies strong enough to resist violence, inequality and injustice. Basic clusters of the program are: Introduction to Peace Studies, Human Rights: Theory and Practice, Peace Building, Combating Racism and Xenophobia and Social Solidarity.

They also organize MIRamiDa Youth programme, training of peace-building, and youth participation in the development of local youth policy. Training is focused on teamwork, communication and shared decision making, local youth policies, public advocacy, and activism of youth in the community.

The centre for Women’s Studies: WOMEN’S STUDIES

The Centre for Women Studies organizes educational program of women and gender studies and different educational activities that promote gender equality ( Women’s Studies program is interdisciplinary educational program that offers an insight into the diverse themes of feminism and gender studies, women’s culture and history, women’s rights and gender equality.


The Croatian Youth Network ( together with its member organizations and with other partners, organizes an educational programme for youth called Studies about youth for youth that covers several topics about the Youth and Society, Youth Work and also about Youth and public policies and Participation in Decision-Making Processes. The Studies aim to give concrete knowledge and skills that will help participants in working with young people and advocating for youth policy and youth participation in the decision making processes. 

Other civil society organizations: various studies

A number of other different educational programs were developed by civil society organizations in the field of sustainable development where Green Action (Eco seminars, School of sustainability) and ZMAG (permaculture workshops, Permaculture academy) are very active or in the field of volunteering where the Croatian Network of Volunteering Centres is very active. A good example of a program experimentally started in 2015 that had great success was Demo Academia organized by the Volunteer Centre Osijek. It is a one-year educational program focused on developing knowledge, strengthening skills and forming attitudes and behaviour important for social and political participation and also for practicing human rights and civic responsibility. There are six basic topics: Democracy and Civil Society, Human Rights, Social Cohesion, Culture of Peace, Sustainable Development, and EU.

Youth organizations from Croatia (e.g Ambidekster club, Status M and Igra/Play) organize non formal educations and trainings for youth as well as Forum for freedom of education.

Initiative Welcome!

Start/ duration: Ongoing since mid-September 2015

The Centre for Peace Studies (CMS) has initiated wide gathering of citizens, civic groups and non-profits and has established an initiative ‘Welcome’. The main aim is to provide direct support to refugees while at the same time advocating and campaigning for revision of current migration policies in the EU as well as in Croatia. The initiative ‘Welcome’ has five main pillars of work: advocacy at national and the EU level, pro-refugee and anti-xenophobia activism, media campaign and sensitization of public, educational work in local communities, and humanitarian and direct support to the refugees.

When the so-called Balkan route was open, Initiative gathered more than 60 civil society organizations, one football club and more than 400 volunteers who gave support to the refugees on the ground on everyday basis – from humanitarian support and coordination with local organizations, but also providing information to refugees about current procedures regarding entering and leaving Croatia.

In addition to that, because of better communication with the public, the web page was also published – – which displays news from the ground and publishes useful information for refugees as well as anyone else who finds it useful.

Initiative Welcome! insists that the Republic of Croatia needs to take the political initiative and to advocate finding sustainable and adequate solutions for this humanitarian crisis, which are based on international humanitarian law, protection of human rights, intergovernmental cooperation and solidarity.

Goals of the Initiative Welcome!, among others, are immediate response to humanitarian refugee crisis in Croatia, long-term integration of refugees in Croatian society, sensitizing Croatian public while preventing xenophobic violence, and advocating immediate and quality response of the EU and the Croatian government in protection of refugees.

After more than two years of expansion of the humanitarian crisis, there is still need for advocacy and humanitarian support. In cooperation with institutions, freelance volunteers and other initiatives we have a great potential for further educational work against racism and xenophobia; and for raising awareness in the local communities.

Target groups are: general public, decision makers, policy makers, students, and volunteers.

Initiative uses a combination of different methods and approaches in order to improve the quality of refugees’ lives.

Welcome Initiative is a good example how to coordinate large numbers of the volunteers without whom relief efforts on the ground would not have been possible as they provide education sessions, trainings, and supervision for the volunteers. In addition, Welcome Initiative is a good example to follow when it comes to advocating for forced migrants’ rights and issues. Putting and keeping the refugee issues constantly on political and media agenda is a central part of their mission.

In order to confirm and to keep a “good” and positive discourse about the refugee crisis that was present in Croatian media, Initiative decided to make a TV video for general public. The idea of the video was to show the solidarity Croatians showed and how they responded to this humanitarian crisis. Videos are available here. The public has reacted very well; the last video had more than 18.000 views on Facebook in just one day. Videos were broadcasted on Croatian National Television and some private ones, too.

Initiative launched call for high school students for “Ambassadors of solidarity”. The three day educational training session for seventeen (17) high school pupils was held in Slavonski Brod. Training was composed of workshops and discussions addressing myths and prejudice towards refugees, refugee flow and refugee crisis with additional perspectives of crisis of solidarity and political/governance crisis, examples of solidarity and aid work in refugee camps (with guests speaking from NGOs and INGOs) and public communication and advocacy of solidarity expression in school and public.

This training was successful in many ways, especially due to the fact that high school pupils readily accepted titles of ambassadors of solidarity with made plans of a number of solidarity activities in their schools and communities. They all conducted workshops in their schools and some primary schools addressing prejudice and barriers in integration of refugees as well as the urge for solidarity and intercultural integration, then human libraries with hosting refugees and migrants living in Croatia in their schools or public libraries, also quizzes and surveys on Facebook and other social media as well as several public actions. Their independent work was mentored by three CPS mentors. Ambassadors made a video about their motivation to support refugees. After the training they did workshops in their own schools, and reports are available online.

On the occasion of a Refugee Week, youth ambassadors visited Zagreb for two days. The encounter has started with evaluation of their work in past months and has continued and ended with solidarity action in front of Porin – Asylum Seekers Reception Centre in Zagreb. During that Week one had opportunity to hear presentations of primary school Fran Galović that organized a local manifestation called Dugave pedaliraju (engl. Dugave Neighbourhood Cycling). It was an action of solidarity with refugee children in their school. Another school, Nikola Tesla from Rijeka, presented their civic education classes and extracurricular activities addressing inclusion of refugees and other vulnerable groups. The third school was Tin Ujević from Osijek whose pupils presented their documentary movie on school vox populi on refugees and their school debates on social changes in terms of refugee flow and reactions of public. Another two schools made their campaigns on promotion of refugee rights too, and these were schools from Vukovar, both primary schools Siniša Glavašević and Dragutin Tadijanović, working through integrated class of Serbian and Croatian children.

Initiative organized Third Refugee Week with more than ten organizations – it was a three week agenda for the public, full of integration activities and raising awareness events. Reach and public reactions were very good.

The most valuable lesson was working with high schools students through the Ambassadors of solidarity activity – they became a group of young ambassadors and spokespersons of our key messages and young advocates for refugees’ rights. In our future work we should take more effort in forming the legal base and translators’ base that they could work directly with the refugees.

Another initiative that is a good practice example in providing direct support especially to refuge children for their inclusion in education, as well as access to information to the refuges on their way to EU, is the Intiative “Are You Syrious?” that can be found on FB 


Dealing with the past: BOLZANO EXAMPLE

The small northern Italian town of Bolzano may provide the model, in according to the Guardian, for a better way of dealing with such thorny issues. For some time, what are now the town’s financial offices have been housed in a fascist-era building displaying a massive bas-relief of Benito Mussolini on horseback, bearing the slogan “Credere, Obbedire, Combattere” (“Believe, Obey, Combat”) on the side. Although Italy’s fascist past is officially condemned, the monument stood untouched until a 2011 directive from the national government formally required the municipal administration to do something about it.

A public bid was launched, soliciting ideas over how to “defuse and contextualize” the politically charged frieze. Open to artists, architects, historians, and “anyone involved in the cultural sphere”, the bid explicitly stated that the intention was to “transform the bas-relief into a place of memory … so that it will no longer be visible directly, but accessible thoughtfully, within an appropriately explanatory context”.

Almost 500 proposals were submitted and evaluated by a jury composed of local civil society figures, including a history professor, a museum curator, an architect, an artist and a journalist. This jury recommended five proposals, voted upon by the municipal council. All the proposals and proceedings were transparent. The winning proposal is an LED-illuminated inscription of a quote “Nobody has the right to obey” by the German Jewish philosopher Hannah Arendt that reads in the three local languages: Italian, German and Ladin. More about the intervention can be seen on the link:

Provincial Centers for Education of Adults: EDUCATION OF ADULTS

Provincial Centers for Education of Adults which offer education to adults, including foreigners, and young people who are 16 and in possession of the concluded first cycle of education, demonstrating that they can not attend day classes. They also take place in prevention and penal institutions.

They are organized in different courses:

– first-level education courses,

– literacy and learning of Italian language courses,

– second-level education courses.

The first two courses are realized by the Provincial Centers for Education of Adults, while the third are conducted by schools of technical, professional and artistic instruction. 

Corporate Training Account Best practice example in non-formal education in Italy

The company SETA, in the north of Italy, has presented two training programs for its own Corporate Training Account.

Their aim is:

– to update and raise the skills and professional skills of the operators, especially giving space to the theme of communication with citizens, with the overall objective of improving the relationship between the company and the territory (citizens) and the processes of communication and coordination between managers and other workers;

– to update and raise the levels of Health and Safety at Work, using the tool of interaction and involvement, even among workers with different tasks, drawing from their everyday experiences;

– to increase the efficiency and effectiveness involving managers and other workers in certain economic and sometimes even financial choices.



“Young Ambassadors of Intercultural Dialogue”, the project conducted by Mladinski center Dravinjske doline, is a project with the prupose to set strong foundations for multicultural societies to become intercultural societies. This means that relationships of open interaction, exchange and versatile recognition, respect of values and lifestyles are (re)established amongst different cultural, ethnical and other groups who are living together.

The most important content pillar of the project YAID is the selection of young ambassadors of intercultural dialogue (herein referred to as young ambassadors) through educational modules “Hours of intercultural dialogue” on the themes Roma, Islam, LGBT community and migrants. The function of being a young ambassador is voluntary and means active representation of one of the member countries of the Council of Europe and the Mediterranean states and engagement in the peer to peer sensitization regarding the values of intercultural dialogue. Young ambassadors are also given the opportunity to cooperate with a peer mentor from the represented country in order to get first-hand information about the culture and at the same time to be the ambassadors of Slovenian culture in mentor’s country. Youngsters aged between 12 and 18 years that are engaged in the project YAID directly contribute to intercultural dialogue in the open and pluralistic societies and develop opportunities for acquiring intercultural competences in one’s early days with various forms of active participation in society.

In the project YAID, circumstances for quality non-formal education for youth workers are established through hands-on training also. The educational modules include learning about other cultures, methods for promotion of intercultural dialogue and stimulation of coexistence of different cultures and through all mentioned help improve social, cultural and civil competences and strengthen active citizenship of youth and other pedagogical workers.

Within the project YAID in the pillar “Culture”, the accessibility of culture, sports, and arts are being enhanced through organisation and implementation of intercultural events hand in hand with ethnic and cultural minorities such as LGBT community, elderly people associations, Roma, disabled people, religious and other cultural and ethnic minorities. Also sport events named “Igre kultur” (translation Culture games) are organized and carried out. The ethnic and cultural minority groups are actively involved throughout all the mentioned activities of the project in all four content pillars of the project YAID.

The fourth content pillar of the project YAID is the informational and dissemination process regarding the theme intercultural dialogue. Through the years a lot of publications were published (you can find some of them on this page also in English language in section “Projekt-Publikacije”): “Zgodbe iz barvastega lonca” (translation: “Stories from the coloured pot”), “Urice medkulturnega dialoga” (translation: “Hours of intercultural dialogue”), two publications named “Mladi ambasadorji medkutlurnega dialoga” (translation: “Young ambassadors of intercultural dialogue”) and 6 issues of the newspaper “Mladi ambasadorji medkulturnega dialoga”. Also in this content pillar, periodical surveys about the level of tolerance regarding different minority and ethnic cultures among youngsters are being implemented.

Establishing intercultural dialogue is a process that should be based on direct contact and exchange of information, experiences and opinions between different cultures. Projects such as YAID are due to activation in different areas and through different channels big contributors to this cause. Project YAID promotes active citizenship and volunteering among young people, links programs of formal and non-formal educational institutions, raises the level of development of youth culture in local communities, sensitizes youngsters and is a strong brick in the establishment of a sustainable system for continuous development in progress-oriented intercultural relations in society.[3]

Amnesty International Slovenia: SCHOOL OF HUMAN RIGHTS

The project “School of human rights“ run by Amnesty International Slovenia is a project that aims to create a culture where human rights are understood, protected and respected. Thus Amnesty International Slovenia since 1999 in schools and various organizations implements various free of charge activities, such as: trainings/seminars for teachers, educators and youth workers on the use of participatory methods for learning about human rights; workshops for primary and secondary schools on human rights, poverty, discrimination, human dignity and tolerance; electronic monthly newsletter (for around 1000 teachers) in the field of human rights education and suggestions for various activities in the classroom; educational materials such as books, posters, videos, playing cards, proposals for workshops etc.;  various cultural activities such as the night of the book, documentary film festival, documentary film public tender, participation of volunteers at cultural events etc.

In 2016, Amnesty International Slovenia implemented 61 workshops on human rights, refugees, discrimination etc. around Slovenia with around 1200 participants in elementary and high schools.

Also in school year 2016/17 Amnesty International Slovenia offers five free workshops as a part of School of human rights:

  • The Universal Declaration of Human Rights & Human Rights and Amnesty International

The workshop pays special attention to the Universal Declaration of Human Rights. It is important that young people are familiar with and aware of human rights and with human rights connected responsibilities, that they understand and above all manifest human rights in everyday life. Through workshop participants learn and discuss also about human rights in our country and around the world, and about how important it is to keep our human rights.

  • Diversity makes us richer

The workshop addresses discrimination and its effects on individuals and specific groups. Through social games, case studies and role play we aim to encourage young people’s sensitivity to the situations in which other people find themselves second. We develop empathy and tolerance of differences. Particular attention is paid to breaking prejudices and stereotypes and to focus on concrete ways to overcome them.

  • Look at a refugee – see a human being

Arrival of a larger number of refugees in Europe has raised many questions, especially because also unverified information and many prejudices spread in the public. We prepared a set of educational materials to help educational, professional and youth workers to address this topic by themselves, but because the topic is complex and the actual situation is changing rapidly, also Amnesty International Slovenia staff is conducting workshops on this topic. During the workshop, first basic concepts are defined (who is a refugee, who is a migrant, who has the right to international protection…) and the participants get to know the current situation (how many refugees are in the world, where they come from, which countries host most refugees…). In the second part of the workshop, we break the most common prejudices about refugees with activities tailored to the age of the participants.

  • How would you feel?

One of the areas of human rights, where we still perceive prejudice and discrimination in Slovenia, is respect for the rights of LGBT+ persons. Participants get to know through the workshop who formes this diverse community, and talk about the prejudices this community faces. Do we also have prejudices? Can our attitudes or words hurt our schoolmates/classmates feelings? Workshop is an open and tolerant space for discussion on homophobia and other forms of discrimination against LGBT+ people.

  • Great people for a better world

The workshop focuses on the life story of (random) people who with their decisions and actions achieved a change for greater equality and human rights and they have contributed to a better tomorrow. We focus on questions, what changes can we achieve as individuals and how this can lead to a society where human rights values ​​are respected. We encourage participants to contribute to a more tolerant and equal society their own everyday actions.[4]


The project “Global education workshops“ run by Association Humanitas consists of global education intercultural workshops dealing with prejudices, stereotypes, discrimination, diversity, migration etc. The workshops are conducted in primary and secondary schools and are directed towards teachers and students, but are also availabile to civil society organizations, youth centres and all others who are interested in topics of global learning.

The objectives of the workshops are to i) explore the role of the individual in the interdependent global society, ii) to develop critical views towards available information and to research backgrounds of one’s own views on key issues of common concern to humankind (environmental sustainability, unequal distribution of goods and the functioning of the consumer society, intercultural communication), iii) to explore opportunities for active participation in the direction of positive social change.

As for the content of the workshops, it is through group work, role play, simulations and structured discussion on the basis of audio-visual materials that participants develop skills for group work, acquire knowledge and develop critical and reflective attitude towards available information through discussions.  Participants explore the possibilities of (media) manipulation, and discover the importance of concealed or inaccessible data. Through experiential learning and group dynamics they learn about the different starting points of marginalized social groups and attitudes of the majority society towards them. Through role play they develop intercultural communication skills and respectful attitude towards the groups and individuals who originate from other socio-cultural backgrounds. By interactively displaying the difference between the so-called the global North and the global South, participants get to know the causes of global migration and critically evaluate concepts such as the promotion of human rights, unequal distribution of global wealth, climate change, equal opportunities etc.

Workshops are held according to the principles of non-formal education around Slovenia throughout the school year and are prepared for different age groups (preschoolers, primary and secondary schools). The preferred number of participants is between 10 and 20. The workshop program is modular, thus adjustments are possible (duration from 8 to 15 hours), and parallel education of teachers is recommended. Humanitas’ offer of workshops for 2016/2017 school year:

In 2012 Humanitas started to work with Through Other’s Eyes methodology in strong cooperation with one of its authors Vanessa Andreotti. Humanitas implements more than 100 workshops and seminars per year, holds regular and continuous contacts with more than 30 schools, otherwise cooperates with more than 150 schools throughout Slovenia, and is active also in the EPTO (European peer training organization) network, which organizes anti-discrimination and diversity trainings for trainers.

In 2016 Humanitas began performing unique global education workshops with the emphasis on migration and refugees. Besides stimulating empathy, the workshops also follow the objectives of the Agenda 2030 and raise awareness about the new sustainable development goals (SDGs). With their mission, the workshops follow especially the SDG nr.4.7 and 16, i.e. promoting a peaceful and inclusive society for sustainable developmentensuring access to legal protection for everyone and creating effective, responsible and inclusive institutions at all levels.

The project Through the refugee’s eyes” is innovative and different from workshops and events of many other NGOs because Humanitas’ stance is that we cannot speak about refugees without them, everything we do as a society ‘for’ migrants and refugees, should be at the same time done ‘with’ and ‘by’ them. This is why they have developed (1) innovative interactive workshops on migration and refugees in schools, colleges and youth centres, and (2) experiential theatre play “Through the refugee’s eyes”,that actually give an opportunity to recapture the feelings of distress and feel the violation of the rights of people on the run. This effectively turns previous convictions of participants upside down and often puts them into question. Involved in the workshops, refugees and migrants are actually an integral part of the interactive experience, often resulting in new acquaintances, FB contacts, teachers’ invitations etc.

Through the experiential theatre play participants try to identify themselves with the fate of the refugees using innovative methods of guided visualization and are put to the test of re-living the plight of the refugee, the perilous journey and numerous breaches of human rights on the way. After exiting the role, facilitators guide the participants through the debrief activities in which they recognize the importance of social inclusion at all levels, and introduce them to a living library method, where they can “read” a “living book”, in this case, people with migrant and refugee experience. The method of living library offers participants the opportunity to confront their own stereotypes and prejudices and openly discuss them with our guests. They encounter stories about extremely complex and dangerous refugee and migrant routes and bureaucratic (and other) barriers to integration into Slovenian society. People with migrant and refugee experience co-create educational workshops and give them a special personal touch, while at the same time they themselves get the opportunity to reflect upon and evaluate their own difficult experiences through the workshops, build personal social networks and promote intercultural dialogue.


Organization Slovene Philanthropy organizes ‘Workshops on Interculturality, Migration and Volunteering’  which are basically Slovenian Philanthropy programs for schools. In the school year 2016/2017 this program that teaches volunteering, intergenerational cooperation, interculturalism and learning about migration is offered to schools and other educational institutions. It consists of a selection of workshops, training sessions and events, which can complement and upgrade the existing educational and training programs.

The current offer contains four sections: i) Support for professionals (teachers, educators, youth workers), ii) Volunteering as an opportunity for personal development of children and young people, iii) Inter-generational cooperation; iv) developing intercultural competences and learning about migration.

A concrete example of the workshop on interculturalism, migration and volunteering for students consists of students meeting with refugees from Syria and having a facilitated and open discussion about interculturalism, migration, solidarity and volunteering. Participants learn about the causes of migration, about examples of successful integration in the new society, and explore how they can help people who have come from other cultures. This workshop opens the space for questions about media exposed aspects that cause doubts and fears of the refugees among general population. The workshop is also suitable for classes where students or teachers have intolerant attitudes towards refugees. Duration of this workshop is two teaching hours, it is open to up to 16 participants and two people and one refugee are involved in its implementation.

Project consortium of various CSOs: WITH GLOBAL LEARNING TO GLOBAL GOALS

The project »With global learning to global goals«, implemented by the project consortium consisting of the platform SLOGA, Association Humanitas, Zavod Global, Institute for African Studies, Zavod Voluntariat, Association for Culture and Education PiNA, Peace Institute, ADRA Slovenia, Umanotera, Focus, Amnesty International Slovenia, United Nations Association for Slovenia and Association Hope Jesenice.

The project consists of workshops on sustainable development goals in connection to global education – workshops are implemented in schools (for students and also for teachers) on various specific topics (human rights, development, gender equality, intercultural dialogue, inequality, globalization, migration, environment, climate changes, water, cotton, food, consumerism, volunteer work, humanitarian aid, etc.)

Sources available of the project partners:

Association Humanitas:

Zavod Global:

Institute for African Studies:

Zavod Voluntariat:

Association for Culture and Education PiNA:

Peace Institute:

ADRA Slovenia:



Amnesty International Slovenia:

United Nations Association for Slovenia:

Association Hope Jesenice:



In- take: 2007, 2008 and 2009

The General Union of Workers, with the backing of the Directorate for Immigrant Integration and the European Fund for Integration will continue throughout 2009, as in previous years, to support those initiatives undertaken to date, incorporating new actions to further develop intervention and help to make inter-cultural education a broader reality within the Education System.

The following are the main axes of the programme:

  • Awareness raising and specific training aimed at education professionals and managers to consolidate attitudes of acceptance of diversity among educators and enable them to acquire not only the necessary experience to be able to respond to diversity, but also a series of working strategies related to organization, planning and methodology.
  • Advice and training provided to education professionals, in communicational proficiency, conflict mediation and leadership, in order to take on a driving role implementing participatory processes and changes in educational centers, in such a way that changes taking place on a personal level are reflected in the medium and long-term period within said centers’ structures, to include processes involving family and community participation.
  • To spotlight experiences or best practices within the field of education and generate informative feedback to contribute to the communication of knowledge while simultaneously allowing  participants to enjoy raised profiles and be empowered as the real protagonists (pupils and teaching professionals) of the achievements attained; as well as to create spaces for research, exchange and debate among teaching professionals.
  • To identify and analyze “social beliefs” (prejudices, stereotypes, fears present in the educational community) which might generate attitudes, discourses and/or practices, or which may, in turn, be generating latent or obvious conflicts.
  • Raising awareness for the prevention of, and fight against, racism and xenophobia.

Spanish league for education and popular culture: OPEN INTERCULTURAL CLASSROOMS

In-take: 2007, 2008 and 2009

The “Open Intercultural Classrooms” programme is framed within the work that has been carried out by the Spanish League for Education and Popular Culture to safeguard immigrant and underprivileged students’ access to high-quality public education services, and to encourage their continued presence within the education system, with measures to prevent absenteeism and scholastic drop-out.

The programme focuses on students enrolled in centers of education, the majority in deprived geographic areas, with a high level of immigrant students with specific requirements and educational support needs involving linguistic compensation and refresher courses.

The aim of the activities undertaken in these classrooms is the socio-educational integration of the immigrant and most underprivileged student body, creating intercultural spaces, valuing diversity, encouraging co-existence and developing ethical/ civic values, both in educational support and bolstering as well as in leisure and free-time options, and attempting to compensate for inequalities rooted in social, economic, cultural and ethnic fields or any other.

Assembly of Peace Cooperation: SCHOOLS WITHOUT RACISM

In take: 2007, 2008 and 2009

In the educational field in Spain, ACPP faces work and studies aimed at supporting and developing education for peace and awareness education. Their goals for the society to take an active position in the defense of human rights are promoting social participation, tolerance, solidarity and interculturalism while combating racism and xenophobia

Schools Without Racism started in Antwerp (Belgium) in 1988 as movement reacting against the increasing situations of violence, intolerance and racism in society. Its leaders are a group of educators who understand education and the education system more specifically, as a truly efficient instrument to create a new citizenry that opposes racism and xenophobia and which defends values such as equal rights, peace and dialogue.

From its inception, it has the vocation of becoming a European network of education centers that commit to fight xenophobic attitudes through the field that will most influence future citizens: education. It is born as a flexible and open tool working towards intercultural and non-racist education in schools that affords an understanding of differences and integrates local cultural elements with those from other collectives, creating an intercultural atmosphere where children and young people with different origins can get to know, value and understand each other, growing together.

SWR is currently present in education centers in Belgium, Netherlands, Austria, Italy, Ireland, Portugal, Germany, United Kingdom and Spain.

Schools without Racism helps centres to have tools to work on solidarity, tolerance and the North-South difference through materials and activities that teachers use to insert in their classroom, the education for development that implies education in values, that cover the function that the School has in the formation of citizens.  The participation of the whole Educational Community becomes decisive in this project. Both the teachers and the other agents involved in the education of students, are the ones who implement the project and also those who decide, together with the students, if they wish to be a “School without Racism”. Throughout the year different activities are carried out that consolidate the values that the school has chosen.

Some activities[5] include for example: exhibitions that, throughout the course, shows the prejudices, stereotypes, covert and non-concealed that we all have. At the end of this activity, one wonders if one’s way of seeing realisy is the only one possible and urges one to question why one sees it as it does and not otherwise. To do this one has to cross seven different sections, fill a passport with a partner and answer questions and tasks related to prejudice, scapegoating, differences between an objective fact and an opinion  etc. The aim is for one to understand that there are different points of view about the same reality and to reflect on one’s own. Other exhibition deals with the reflection on Democracy and participation as citizens, fair trade, gender issues, external debt and the reality of migrants and refugees throughout the history. Then there is a Tolerance test conducted on a computer, which presents 15 situations of everyday life in which different social groups (immigrants, disabled, women, homosexuals, etc …) suffer the consequences of discrimination. You will have to measure your degree of tolerance before answering the Test questions and comparing it with the score obtained after it. What is important, obviously, is not the measurement of the personal level of tolerance, but the reflection and the debate that is provoked among all about our degree of tolerance and respect for others. Movie watching about geographically and cultually distant spaces and afterward reflection about undiscovered similarities is also one activity. Forum theater is also used, as are exchange programs in which students meet with students from different countries and exchange their experiences in dealing with conflicting situations and investigates unity in their differences.

The objectives and methodology of this movement fit in with how ACPP understands education. That is why the ACPP since 1991 makes a commitment to extend this network across the schools in the country as an instrument towards social change and the creation of a new citizenry. It started a process to adapt the SWR programme to Spanish society that settled in 2001 when a number of circumstances concurred that made it possible to start the programme: sufficient structure and presence of the ACPP in Spanish society as an organization; proven history and expertise, the right understanding of the social reality and education centers, availability of quality materials adapted to the educational context of the time and the support provided to the institutions.

They started working in schools in the Region of Madrid and gradually over the past six years, the Schools Without Racism network has extended to many other regions: Castilla-La Mancha, Castilla y León, Andalusia, Catalonia, Comunidad Valenciana, Extremadura, Principado de Asturias, Basque Country, Galicia, Aragon and the Balearic Isles.

Foundation for Comprehensive Development: BETWEEN TWO SHORES

In-take: 2010, 2011 and 2012

Project subsidized by the Directorate General on Migration (Ministry of Employment and Social Security), co-financed by the European Integration Fund.

Entre dos Orillas (Between Two Shores) is an initiative that fosters equal treatment and non-discrimination using culture as the instrument to achieve its goal. The main resources used to carry out this job are a set of artists in different disciplines and with different nationalities that make up a network of professionals that currently brings together more than 250 creators. People who use art to raise awareness on the wealth of difference, the value of migration, the defense of human rights and reporting injustice.

When it started, the essential aim of the project was to act as a voice to this group of people, people who for one reason or another had to leave their country of origin, helping them make their work known through promoting the meeting of cultures, fostering diversity and interculturality, especially in a country such as Spain which is the receiver of a large amount of migrants from all over the world.

Over time, Entre dos Orillas expanded as an awareness project aimed at a diverse audience (organizing seminars, awareness workshops regarding interculturality, etc.) and as promotion and visibility of the professional profile of our beneficiaries, thus fostering the social and labour integration of this collective (online training on cultural entrepreneurship, talks by cultural agents to increase professionalism and innovate in their artistic fields, advice in person, group workshops to manage and present one’s own projects, etc.).

All of this with the use of specific visibilization tools to promote the artistic activity of this collective (online roster of migrant artists, professional profiles on Facebook, social networks, etc.) and the creation of different awareness materials.


In- take: 2010, 2011 and 2012

The aim is to create intercultural meeting and participation spaces for young people, which foster solidarity, commitment and co-responsibility. To this end, several groups of young people established in each area are accompanied through raising awareness and educating in values. After coming into contact with the different inequality realities in the area and detecting unmet needs, the group promotes community volunteering activities that respond to these needs. The aim is to generate a process that transforms from individual participation into group commitment and, as a result, to co-responsibility towards improving one’s surroundings.

Esplai Foundation (Red Conecta Migration): DIGITAL LITERACY FOR IMMIGRANTS

Red Conecta Migration, an initiative of Foundation Esplai, is a digital literacy 135 programme which works for the social integration of immigrants over 15 years of age through the use of information and communication technologies, or ICTs. Red Conecta Migration (hereinafter RCM) works with a Network of ONGs, associations, not-for-profit organizations and town councils located throughout Spain. Each of the centers is driven by a local association, which assumes the programme to implement in its district or city, thereby facilitated the coming together and the participation of people in the activities, and generating participative and coexistence dynamics in its area.

Esplai Fundation provides advice and methodology support to facilitate the suitable implementation of the programme; national meetings are organized and a plan of continuous training is offered for the citizenship and for motivators such as ICT trainers dealing with cultural diversity.

In RCM, work is carried out through a participative and horizontal methodology, based on the creation of materials adapted to the needs and demands that the organizations identify, through direct intervention, guaranteeing the sustainability and effectiveness of the project in the local organizations.

RCM has a global intercultural perspective, where the objective of the programme is based on social cohesion and improvement of coexistence through promoting actions of welcome, training, support and free access to the Web. 


This is a project of continuity in the subject of interculturalism and gender equality, which addresses, as its objective and in its methodology, the increase of an extracurricular intercultural and coeducational approach in schools in Andalusia and Extremadura.

The activities of the project include:

  • Training with the teaching staff. Workshops aimed at 20 educators on the intercultural and coeducational approach. The workshops have a duration of approximately 10 – 12 hours
  • Teaching interventions to the pupils. We conceived the game as a tool with which children learn about other cultures, and experience the wealth of cultural diversity. For that reason, the intervention is developed through Games of the World, a series of intercultural and coeducational dynamics and games, developed in recreation time, with the pupils of at least 10 Infants and Primary Schools (IPS).
  • Training with AMPAS (Students’ Parents Associations) and Parent Schools. Workshops aimed at 10 AMPAS and/or Parents Schools on the intercultural and coeducational approach, oriented to encourage active participation. As with the teaching staff, the workshops have duration of approximately 10 – 12 hours. 


This is a continuous project that began in 2006, and which has a long history.  The project proposes interventions which are aimed at providing personal autonomy to pupils of foreign origin, facilitating the necessary support for the education agents in the management of diversity, and, for the families of foreign origin, for their participation and involvement in the process of their children’s learning, as well as favouring the construction of an intercultural society. The proposed work is developed as much in the scholastic field as in the extracurricular.

The project is structured into the following lines of action:

  • Central action aimed at young people and children of diverse socio-cultural origins, in which interventions are developed that are aimed at education reinforcement, promotion of inclusive citizenship, specific schooling difficulties, school absenteeism, the process of integration, processes of regrouping, support in the management of the pain of migration, etc.
  • Complementary Actions aimed at education agents and families: Teaching materials, advice and methodologic tools, were offered, as well as enabling channels of communication and closeness to the families.
  • With respect to the actions aimed at the families: Interventions were carried out aimed at: Encouraging the participation and involvement of migrant families in the education system, addressing difficulties in relation to schooling, preventive actions, etc. 


The Crisol Junior programme of Diaconía is structured of three blocks:

  1. Raising awareness: In this block there are awareness activities, through the creation of common spaces between national and foreign children and young people, bringing about the creation of a collaborative and integrating awareness.
  2. Diffusion and promotion: One of the initiatives in this axis which is emphasized is the production and diffusion of the Crisol Junior Manifesto, which is read at all the activities held for young people. In addition, the aforementioned manifesto is more accessible to children, as it is adapted and used as the storyline for the animated short film titled “Say yes to the differences”, directed voluntarily by Curro Royo, one of the scriptwriters of the famous Cuéntame cómo pasó television series. This short film has been shown during the activities that were held, aimed at children. In addition, 4 radio spots were recorded and broadcasted and press release was published on the programme and the Crisol Junior Day held on 22 March, which was recorded by TVE. The broadcast of this programme was also supported by Spanish National Radio.
  3. Training and Reflection: we see it as necessary to develop training in TWO aspects:
  • Education in values of intercultural coexistence.
  • Parent’s Schools.


The programme has as its ultimate goal the promotion of the inclusion, integration and intercultural coexistence of immigrant children at risk of exclusion in the District of Tetuán. It is aimed at immigrant school children of between 6 and 14 years of age from the Jaime Vera School and San Antonio School, in the district of Tetuán, who are at risk of exclusion and have remedial educational needs. Specifically, the programme seeks to have an impact on the prevention of scholastic failure and absenteeism (active and passive), with special attention to those students whose passivity in the learning process is manifest, as it is important to look into the social and academic causes of the low self-esteem that they present. These needs are considered from a perspective that brings together the three fundamental dimensions of personal development: cognitive, affective and social. Transverse working content within the 3 lines of action are proposed:

  1. Intervention of school support for children at risk of exclusion, developed through:
  • School Support in the Hispanic-Dominican Integration and Participation Centre and in the Jaime Vera School.
  • Nutritious snacks for the children participating in the School Support activity.
  • Individual and family psycho-educational counseling and social care. Urban Summer Camps, with nutritious breakfasts.
  • Cultural and fun outings to encourage the feeling of identity.
  1. Work with families of immigrant children at risk of exclusion through:
  • Parents’ school in co-ordination with the Jaime Vera and San Antonio Schools Parents and Students Associations.
  • School Mediation.
  1. Training and awareness programme for teachers of the Jaime Vera and San Antonio Schools in the intercultural sphere. 


The project CACE (Call 2013, Centros de Atención y Compensación Educativa – Educational Care and Remediation Centers), began in 2002 in a co-ordinated manner, to promote the initiatives of Youth Centers in the development of these types of projects.

It is located within the initiatives, responses and services in favour of young people following the educational option inspired in the preventive criterion. It intervenes, preventing problem situations, by means of a style of hosting and presence.

CACE undertakes its action in different areas of intervention such as: family, school, leisure and free time and complementary activities, transverse activities on relationships, health, tutoring and personal development. Comprehensive and customized work is sought, based on the specific needs of each boy and girl. Social skills are dealt with in a transverse manner and by undertaking specific activities such as group dynamics. 



Preschool education in the R. of Macedonia is not part of the obligatory formal education, but the Mosaic Model of preschool education has proved to be a positive and successful project since its creation in 1998, and for that reason in 2012 the Mosaic groups in the kindergartens were institutionalized as part of the educational system in the country.

The Mosaic Model for preschool education offers bilingual mutual education to children from different ethnic communities of ages 3 to 6. The primary objective of the project is the daily socializing of children and teaching them about tolerance and respect for different cultures from an early age when they haven’t formed prejudices and stereotypes yet.  The preschool teachers that work with Mosaic groups of children work as a tandem and use two languages in all activities.

This approach, in a wider context, serves as a good basis for building interethnic tolerance and confidence in everyday relations between different ethnic communities in our country.


The Nansen Model for Integrated Education (NMIE) is a new model of education in the Republic of Macedonia, which enables successful integration of students, parents and teachers from different ethnic communities through a modern educational process. The Model was developed as a result of the benefits and outcomes of the Program for Dialogue and Reconciliation, implemented in post–conflict areas.

NMIE is a contemporary educational model that fosters, encourages and integrates multiethnic values, bilingualism and at the same time promotes and supports partnership relations between students, teachers and parents, encourages community participation through establishing harmonious relations based on respecting differences.

The model was developed and practically applied in 2007 after a 2 years’ work on promotion and facilitation of dialogue and reconciliation projects in post-conflict and segregated communities in Macedonia. Throughout the years, the model has been successfully implemented in several selected primary and secondary schools in different municipalities of the R. of Macedonia and has demonstrated excellent results.

The main aim of the Nansen Model for Integrated Education is to promote the integration of students, parents and teaching staff from different ethnic background and with the help of the Programs for students, the Program for cooperation with parents and the Training programs for teachers, decrease the gap and tendency of segregation. The Nansen Model for Integrated Education has a separate program for students and a program for parents.

The main goals of the Nansen Model Programs for Students are to offer students high quality extracurricular activities which will help them develop life skills and abilities, expand their knowledge and improve their self-confidence and interpersonal relationships. The most important goal and role of the Nansen Model for Integrated Education is to decrease the gap and tendency of segregation of students from different ethnic, religious and cultural background. The program for students is implemented through extracurricular activities which are carried out bilingually, with students from different ethnic communities, and with two teachers. These extracurricular activities are carried out twice a week, before or after the regular teaching process, and last around 45 minutes. The NDC Skopje team has drafted Annual Programs for Extracurricular Activities for primary and secondary education. Each Annual Program contains three different sections/clubs for students. In total, over 34 different sections have been created for students of primary and secondary education, sections such as: the Art section, Music section, Little Explorers, Sports section, Program for Peace and Tolerance, Little Constructors, Eco section, CIVITAS, People of the world etc.

All of the activities from different sections are organized and carried out using different, fun, interesting, and stimulating games, working in small groups, working in tandems, group discussions, role-playing etc.

The Nansen model for integrated education offers integrated bilingual extracurricular activities that allow the cultivation of positive socio–emotional climates and constructive team work in the groups with heterogeneous ethnic composition. The extracurricular activities according to the Nansen Model are implemented before or after the regular teaching process, which is carried out in the native language of the students, and they represent a complement to the compulsory curricular contents.

These activities are carried out by a tandem of teachers, who have the opportunity to choose whichever section they want from the three offered in the Annual programs for extracurricular activities (annual programs for both nine–year primary and 4–year secondary education), to implement with their students. Through a wide range of games and encouraging research activities, students develop positive feelings and views on the “other” culture and its values, they get to know each other, socialize, develop the communication and interaction with each other, and learn elementary words and phrases from the other language in a very easy, unobtrusive and spontaneous way.

In 2012, NDC Skopje and the Ministry of Education and Science of the R. of Macedonia founded the Nansen Model Training Centre, which offers different training programs for teachers, school psychologists, pedagogues and school principals. The programs help the professionals from the field of education strengthen their intercultural competencies, promote and support their personal transformation, promote the vision of intercultural education with the intention such transformation to be transmitted and reflected in the work with students, parents and other members of the school.


USAID’s four–year project on Interethnic Integration in Education can be listed as another positive example. The project started its implementation in 2011, and its main goal was the creation of political, social and economic environment which is necessary for Macedonia in order to achieve a sustainable interethnic integration in schools and other educational institutions and in society at large. The focus of the project activities are students, parents, teachers and school board members in primary and secondary schools in the R. of Macedonia. They are all involved in various activities with multi-ethnic character, in cooperation with the Bureau for Development of Education and the State Education Inspectorate, as well as local communities and authorities.

The interethnic cooperation in schools is strengthened through carrying out extracurricular activities, while there are also other forms of promoting interethnic cooperation in the local community.

These activities provide an opportunity to create a positive socio–emotional climate in the class, learn about children’s rights, and about one’s own culture as well as the culture of others.


“Readers are Leaders” is a project developed and implemented by USAID, which aims to assess early grade reading and numeracy, strengthen teachers’ pedagogical skills, as well as increase community recognition and appreciation of reading and numeracy skills. The Ministry of Education and Science of the R. of Macedonia, and other educational institutions are partners in the implementation of the project. Early-grade students from all primary schools within the country, along with the school staff, parents and local communities are all included in the project. A holistic approach is applied in order to asses and improves the early stages of literacy and numeracy, within the country, so the project activities are implemented through five interrelated components:

  • Reading and Numeracy Assessment
  • Professional Development
  • Learning Communities
  • Digital Learning Resources
  • Family and Community Involvement


The USAID funded Teacher Professional and Career Development Project was implemented between years 2012 and 2015, by the Macedonian Civic Education Center in cooperation with the Step by Step Foundation for Educational and Cultural Initiatives. The aim of the project is to upgrade and improve the system for professional and career development of teachers and thus contribute to a better quality of teacher performance and higher student achievements in the R. of Macedonia.

The three main project aims are:

  1. development of teacher standards and competencies;
  2. provision of a comprehensive legislative framework for professional and career development;
  3. development of financial scenarios for proposed solutions.



The Foundation “Step by Step” in collaboration with the local NGOs Nadez and Dendo Vas has started implementing the Project for Roma Empowerment and Awareness for Democracy through Education, financially supported by the by the European Commission and Open Society Foundation. The Project has the overall objective of improving the situation of the Roma community, that is marked with inadequate educational levels, participation and achievements, lack of knowledge and skills for improving employability and quality of domestic and community life and poor financial situation, which has precluded Roma from benefiting from opportunities for education, employment and from participation in democratic decision – making processes on local and national level.

This project offers activities that will improve education achievements, including school readiness of pre–schoolers, school performance of primary school children and literacy levels of women, and information and skills levels of Roma families for better parenting practices and proactive responsible citizenship. It will also promote Roma democratic participation in community processes. The Project is implemented until August, 2017.

Ministry of Education and Science of the Republic of Macedonia, The Embassy of the Kingdom of Netherlands, the Governments of Switzerland and Ireland and the OSCE Mission in Skopje: BUILDING BRIDGES FUND

“Building Bridges Fund” is another positive initiative which is a joint project of the Ministry of Education and Science of the R. of Macedonia, The Embassy of the Kingdom of Netherlands, the Governments of Switzerland and Ireland and the OSCE Mission in Skopje. The main aim of this project is to increase the interaction, understanding and integration in school environments. The project provides opportunities for the municipalities, students, teachers, parents and schools that are interested in organizing joint activities with students from all communities, which follow the regular teaching process in different languages of instruction.

*In general, there are a number of positive initiatives and projects that have been implemented or are still currently being implemented in both the formal and informal sphere of education, however it can be concluded that despite the success of projects while they are being implemented, mechanisms for their sustainability are not provided yet, and wider effects of all undertaken activities are in a way limited. Especially in the sphere of informal education, the projects regarding the promotion of intercultural relations in the education system should be conducted systematically, on institutional level, by using the experience of the models that have proved to be effective.

UNICEF, Center for Human Rights and Conflict Resolution, Ministry of Education and Science of the Republic of Macedonia and the Bureau for Development of Education: CHILD FRIENDLY SCHOOL

“Child Friendly School” is a project that aims to create a school that:

  • promotes peace, freedom, tolerance, dignity, equality and solidarity, physical and
    mental health and wellbeing;
  • builds learning environment that enables acquiring skills and knowledge that the children
    would need in their everyday life, and
  • encourages children to participate in the decision making process for decisions that are
    affecting their life in the school and in the community.

Through enhancement of the school capacities by permanent education and support supervisions, the project activities aim towards developing these 6 dimensions:

  1. Inclusiveness: promotes inclusion of all children, regardless of their background and capabilities
  2. Effectiveness: provides effective and relevant learning, directed to the needs of the children
  3. Health, Safety and Protection: provides conditions for appropriate social, emotional and physical development of the children
  4. Gender Sensitivity: nourishes gender equality and respects the needs of the both genders
  5. Participation: provides participation of the pupils, the parents and the community in the school life
  6. Children’s Rights and Multiculturalism: promotes and protects the children’s rights and prepares them for living in a multicultural society.

This project was financed by UNICEF and implemented through years by the Center for Human Rights and Conflict Resolution in partnership with the Ministry of Education and Science of the R. of Macedonia and the Bureau for Development of Education.

A number of other initiatives came out as a result of the implementation of this project, which was undertaken by different organization.  




[4] Sources: