1. More than 140 students from socially disadvantaged families received financial support (scholarship) to enrol in a school or to remain in the education system, despite the risk of dropping out. To facilitate the inclusion of the scholarship students, extracurricular activities with their classmates were regularly organised.
2. More than 500 unemployed persons took part in vocational skills trainings. Over 300 trained persons found employment after the successful completion of the trainings.
3. 22 schools throughout the country were renovated. This has provided better learning and working conditions for more than 15 000 students and 1 500 teachers.
4. In partnership with the UNICEF Office in North Macedonia and the Ministry of Labour and Social Policy, run-down facilities in the village of Bistrenci, Demir Kapija and the village of Bucin, Krusevo were renovated. The facilities were equipped with furniture and didactic materials for education of preschool children.
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5. In cooperation with the Youth Educational Forum, 18 youth actions were implemented for landscaping schoolyards and parks, turning school premises into youth centres, eco actions and similar volunteering initiatives. Through these actions, the students had the opportunity to cooperate with the local authorities and implement initiatives for improving the social challenges that concern them.
6. As a result of the new concept for Civic Education, more than 110 open days for Civic Education were organised in the primary schools. The students took part in various activities such as delineating pedestrian crossings in front of and around the schools, cleaning the environment, embellishing the school premises, organising campaigns, debates, workshops and meetings with representatives of the local authorities, organising humanitarian actions and establishing student representative bodies.
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7. On the initiative of the City of Skopje and the Ministry of Education and Science, six secondary schools in the City of Skopje implemented joint curricular classes on regular basis with students studying in different languages of instruction. The survey conducted with the students who took part in this initiative found that around 90% of them socialised, communicated and made new friends during the classes and 80% of them would like to have joint student classes in the following school year as well.
8. Around 50 multilingual schools organised regular meetings of the joint school clubs with students studying in different languages of instruction. The teachers, who used to run school clubs in a different language of instruction and their students worked together in one school club dedicated to the same topic in their school, where they got to know each other better, cooperated and created products together.
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9. Twenty two monolingual schools implemented extracurricular activities in partnership with monolingual schools with a different language of instruction.
10. The English Access Micro-scholarship Program for increasing the access to the English Language has spread to five more locations throughout the state. By means of various activities for learning by doing, 125 secondary school students who will join the program for the first time, will be able to learn the English language better.
11. Advisers from the Bureau for Development of Education and practitioners were trained in the new education program that covers topics such as life skills, career development and media competences within the PEACOCK Project – Peace through co-operation, competences and knowledge.
