Report on Monitoring Visit of the EQOPP Project Equal Opportunities

Transcription

Report on Monitoring Visit of the EQOPP Project
Equal Opportunities for Students With Special Needs
in Higher Education
25 November – 4 December 2014
Herbert Loicht (WU), Carolina Madeleine, Mario Guilló (UA)
Reported delivered on Wednesday 28th January 2015
1
516939-TEMPUS-1-2011-1-BA-TEMPUS-SMHES
REPORT ON MONITORING VISIT OF THE EQOPP PROJECT ....................................................... 1
25 NOVEMBER – 4 DECEMBER 2014................................................................................................... 1
INTRODUCTION ..................................................................................................................................... 3
BACKGROUND INFORMATION ............................................................................................................................. 4
MEETING WITH MINISTRIES REPRESENTATIVES: ........................................................................................... 5
I.
II.
OVERALL PROJECT RECOMMENDATIONS .......................................................................... 7
REPORT OF UNIVERSITIES MONITORING VISITS ............................................................ 8
UNIVERSITY OF SARAJEVO ................................................................................................................................ 8
UNIVERSITY OF EAST SARAJEVO ........................................................................................................................ 9
UNIVERSITY OF MOSTAR ...................................................................................................................................10
UNIVERSITY OF SVEMO ...................................................................................................................................11
UNIVERSITY OF ZENICA .....................................................................................................................................12
UNIVERSITY OF TUZLA ......................................................................................................................................13
UNIVERSITY OF BIHAC .......................................................................................................................................14
UNIVERSITY OF BANJA LUKA ............................................................................................................................15
III. CONCLUSIONS .............................................................................................................................16
ANNEX: Institutions and Participants ……………………………………………………………………………....18
2
Introduction
The purpose of this report is to represent the results of the quality control
foreseen within work package 5 “Quality Plan”, activity 5.2. with the aim to assess
the project progress in line with the objectives of the EQOPP project.
During the monitoring trip, the team of external evaluators visited the eight public
universities involved in the EQOPP project. The evaluators’ team was composed
representatives of the Vienna University of Economics and Business (WU) and the
University of Alicante and accompanied by the University of Sarajevo as Project
Coordinator. The EQOPP partner universities all provided a comprehensive report
previous to the visit and gave a presentation about the establishment and for
further development of the Support Offices and their involvement in the EQOPP
project. It shall be noted the positive attitude towards the monitoring visit and
willingness to answer the evaluators´ questions. The report reflects the points
identified by the evaluators as the most relevant for the work package 5 “Quality
Plan” and it shall be noted that the monitoring intention was not to evaluate the
entire project and Support Office.
The questions were relatives to the most relevant areas that are:







Establishment and functioning of the Disabled Students Support Office
The identification process for the disabled students
Services provided to disabled students and the university Community on
issues related to disabled students integration and learning support
Training of administrative and academic staff on disabled students special
leaning needs
Dissemination & promotion activities
Work plan and the revision and integration of the workplan
Financing & sustainability of the Disabled Students Support Office
3
Background information
The UN Convention on the Rights of People with Disabilities clearly and explicitly
bans discrimination against any person on the basis of disability. These legal
stipulations contribute to the overall goal of strengthening the inclusion of people
with disabilities and/or chronic illnesses into society and the job market.
The goal of the project was to set new standards in terms of barrier-free
accessibility. However, accessibility means not only eliminating physical barriers
and obstacles, but also working to make it easier for students with disabilities or
chronic illnesses to successfully complete their degree programs. There are many
students with disabilities who have to abandon their studies prematurely because
the studying conditions are not up to the standards they require. It was our goal
working on the implementation of further improvements to eliminate such
problems step by step.
The goal of the project is to provide help and support to a broad range of students,
from students with hearing loss who drop out of their degree program because
there are no equal opportunities for them to participate in the classes to students
with anxiety disorders who fail right before completing their studies. There are
many obstacles and barriers that need to be eliminated. We are firmly committed
to our goal of achieving full inclusion into society and the job market for everyone.
EQOPP is a Project in the Framework of the TEMPUS Program, to improve access,
fulfil needs and rights and enhance studying experience of students with special
educational needs in all public universities in Bosnia and Herzegovina (BH). This
project aims to support BH universities in improving quality, modernising higher
education and making it open to all students, who in turn are expected to
increasingly enrol in and complete university courses as a result. Specific project
objectives are:
I. To provide analysis of the current situation for students with SEN in BH
II. To develop policies, institutional procedures and models of inclusion suitable
for all BH universities
III. To assure equal access to higher education in BH for students with SEN
IV. To promote equal access and opportunities in secondary and higher education
in BH
V. To encourage and establish network mechanisms between students with and
without SEN, NGO disability organization and BH universities.
4
Meeting with Ministries representatives:
The evaluators’ team had a meeting with the representative from the Federal
Ministry of B&H and the Ministry of the Republic of Srpska.
The representative from the Federal Ministry of B&H was involved in the project
as external advisor. The Ministry representative assessed the project progress very
positively and underlined the project’s contribution to the inclusion of the social
dimension as a priority within the 2012-2022 strategic directions in the
Federation “social dimension in education” that says “The state should take care of
all level of education, and to support disabled and vulnerable students …”
Today there exist some legislation documentation activities in favour of equal
access to disabled students or students with special needs, in particular:
 Strategic direction: 2012-2022;
 Registration sheets to gather data on disabled students;
 Subsidies to students in less developed cantons and for accommodation;
 Activity to support all vulnerable students: scholarships, based on physical
disability, and for Roma students;
 Inclusion of student’s organization in the international activities.
However, the Representative of the ministry noted the difficulties related to
putting more emphasis on providing disabled students equal access, as the budget
for Higher Education is decreasing. This hampers the good practice of taking care
of students on an individual basis.
To conclude, the Representative of the ministry highlighted that the best practices
of the EQOPP project have been the following:
 Develop the Student Support Office
 Provide access to students with special educational needs
 Help HEis to give a new approach to the social dimension in order to
increase the number of that population in the future
He expressed his willingness to get involved in the long term to help and
financially support the universities if a clear action plan and detailed budget was
provided by each university.
The Ministry of Education from the Republic Srpska was represented by Mrs.
Sanela Dojčinović; responsible for HE. The meeting took place in Banja Luka,
where the Ministry of Education is based. Since 2007, the Ministry is actively facing
educational special needs issues, in particular:
- Providing resources: covering student fees.
- Mapping students with special educational needs outside the university (in
connection with other HEIs)
- Supporting university proposals (projects) oriented to improve the situation of
students with special educational needs.
5
The attitude of the Universities towards the Ministry of Education and Culture of
the Republic Srpska is positive. They underline that the Ministry has provided
support for the project from the beginning. Some measures are particularly
welcome by Universities such as: “students with disabilities are exempt from
paying the costs of study. In accordance with their capabilities and the proposals
and suggestions that are coming primarily from the Office, the Ministry shall
support the implementation of these proposals and suggestions in order to
improve the situation of students with impairments”. As reported by the
Universities, the Ministry is currently working on “amendments to the Statute of
the University and to the Law of High education in order to facilitate the situation
of students with mental and emotional disabilities. Of course it is expected that the
ministry will give adequate financial support in terms of infrastructure
improvements, equipment and other resources.”
6
I.
Overall Project Recommendations
Current
Activities













Social
Deficits



Next Steps 




Networking
Project
Management












Strengthen the institutional integration of the SO
Strengthen the self-confidence of disabled students
Keep on working for the identification of students with disabilities
Tell them the advantages of being supported (by the SO) as soon as
possible.
Strengthen the contact with students with special needs
Make the rights of students with disabilities clear and visible
Ensure equality in the teaching-learning process
Train the administrative and academic staff learning needs and
special learning conditions of disabled students
Foster the use of Assistive Technology
Ensure quality assurance in all the processes
Keep track of the activities and systematically review the WorkPlan
Find technicians that help installing and using your technical
equipment. In many universities, the technical equipment is only
partly in use. Only one university used the Braille Printer.
Think about recognition for volunteering: practical work, ECTS
recognition…
Social exclusion needs a long time to disappear or to lessen.
Nevertheless, many students with disabilities feel much more at
home in the university than in the outside world.
Establish an extra office or ombudsman for people that are part of
an ethnic minority or have a low socio-economic status.
Final conference, sharing of best practices and strengthening of
networking
Show the success story of the SO
Avoid delays, do not change the team. Motivate your staff.
Show success stories of students with special needs
Make recommendation to the authorities about important legal
aspects: fail and loose right for free education
More focus should be placed on the teaching and learning process
More focus should be placed on the use of the AT
Sharing of best practices, in particular of disabled students,
volunteers and teachers
Create network of volunteers: exchange of ideas and best practices
Create network of external stakeholders (NGOs, city welfare, …)
Influence Ministries as one voice
Use the Final Conference to formalise the EQOPP network
Use the LFM
Collect Best Practices in the Network
Ensure sustainability of the network
Solve financial situation of the project
Focus on Final conference
7
II.
Report of Universities monitoring visits
1
Support
Office/Center
University of Sarajevo
The SO will be fully integrated by the end of the project by adding a special article in the
university law and statutes and it is planned to employ a person full time, but it first needs
the agreement from the Ministry. A legal document about workplaces is under discussion
and once finished, it will be presented to the Senate of the University. The SO is planned to
be an independent and integrated body within the university.
Today, the SO is located at the Faculty of Philosophy because of its good location and
affinities but there is also another plan, namely to integrate the SO in the University library
within 2 years.
Identification
of disabled
students
Services
provided
Training adm
and academic
The Vice-rector fully supports the institutional integration of the SO office in the university.
In his opinion, the SO works very well and there is a good coordination of data. Satisfaction
of the Rectorate about the data and enrolment sheet.
The application for students with disabilities takes place in the SO. Despite several ways of
facilitating contact with these students (Information days, training, using the WWW), only
eight students contacted the SO by themselves in the previous year, and only one of these
declared identification. Since WS14, there is a new form of communication, based on the
enrolment forms. The SO contacted disabled students directly. The communication between
the SO and each faculty, and the student services at each faculty improved significantly. 70
students have identified themselves as students with special needs (enrolment sheet at the
beginning of academic year), not all of them have asked for support from our office yet.

Support to disabled students: Identification form and recommendation to professor.
Recommendations: providing guidelines, giving extra time in examinations, making
documents accessible (large font).

Equipment in use

Database of books and articles
During the EQOPP project, the teaching assistant from the department of Psychology is part
time SO coordinator, with strong support from students volunteers.
Active volunteering system, currently there are 5 volunteers. In November 2014, an initial
training of 6 new volunteers started:

Counselling a large number of students, Broad interpretation of the term “students
with special needs”, from anxiety to physical needs.

Facebook page about the SSE. In contact with the association of disabled students,
student organisation

Anti-discrimination law

Encourage the opportunity to work with disabled students

Training of volunteers, database of volunteers, volunteer request on demand

Visit of all the faculties. 5 minutes presentation for first year students

Volunteering meeting. 2 days a week
Training plan complete according to the project objectives.
Plan to train the professors in competences. The training focusses on the academic staff.
Dissemination
& promotion
activities
The information about the SO and the services provided is done at faculty’s level, on
Facebook, and in the web of the university.
Volunteers visit all the faculties on the information day to disseminate information about
the SO and the project.
Contact with high schools is established on open days and in trainings, they send invitation
to high school, most of the attendees were from high school. Not on a regular basis.
High interest of media, mentioning several activities.
Work plan
The three-year work plan was submitted before the monitoring visit and it is said to be a
“good basis for periodically reviewing and building a permanent work plan for the SO”.
However it was not evident during the monitoring visit that the work plan is reviewed
periodically, in a consultative manner and the results integrated by the team. The results of
the workplan should be disseminated and made visible to the rest of the University.
Undergoing
Financing &
sustainability
8
2
Support Center
Identification of
disabled students
Services provided
University of East Sarajevo
Currently under the Vice-Rector for International Relations, will soon be under the ViceRector for culture, art and humanities. The Senate has approved the SO as well as the staff
and clear position of the SO. There are two persons in charge and they have their own
office. Besides, there is 1 student appointed to help.
Statutes of the University: 2 paragraphs that proclaim what student can use and
examinations (online).
Follows the principle of integrating disabled students opinion with the development of
the SO activities.
During the monitoring visit the identification process for disabled students was not clear
to the evaluators; however the office says that they do have one. They “estimate that not
all students with special needs are on the list of our office. The Reason is probably that the
students do not understand the role of the office yet and that most of the students do not
like that somebody else knows about their disability. We have only 15 students with the
official cards. On the other hand the procedure for identification of those students is well
defined.”
The identification process should be made clear to the student community and be
available on the Office website.

Provide special card, so called “card of disability”, to each disabled student so
that he/she can show it to the professor; it explains the disability of the student

Registration: identification form

The office works with all faculties and the QA office

Help students to make a request and meeting the vice rector of studies
Training of
administrative and
academic staff
2 trainings for professors in 2 two centers (Pale na Lukavica-8 faculties) faculties or case
by case + 2 professors that work with them.
Efficient use of the guidelines for professors.
Dissemination &
promotion
activities
Dissemination is done through the faculty brochure. The brochure shows what students
can expect, the same goes for the website that includes a box office for student with
special needs. The office did a big campaign in the brochure and on the website making
clear what student with special needs can expect.
There is a seminar on equal opportunities open for everyone in each faculty. 40-45 people
attended in each campus.
However, there is no interaction with high school, but there is cooperation with NGOs
dealing with disabled students.
The office is in charge of the work plan and they use it
Work plan
Financing &
sustainability
No Budget allocated to the SO.
The salaries are taken into account.
The governing board decides and approves extra expenses if needed.
Best practices
Positive points about the project: raising awareness, and methodology on how to deal
with students, now the office should show results.
Literature and guidelines at university level, decentralisation of the equipment and
material, new teaching methodology, cooperation with a NGO on how to introduce
assisting technology (on website), defectology department is developing material that
should help the university.
The SO is getting integrated in the university, with more and more people using the
service.
A representative from the support office in each faculty, the VR contacts the Dean of the
Faculty to discuss the needs of the students. Involvement of students from the beginning
of the project.
9
3
Support Center
Identification of
disabled students
Services provided
Training of
administrative and
academic staff
Dissemination &
promotion
activities
University of Mostar
The SO is established by decision of the Rector in September 2012 in the Office of Quality
insurance (QA). The SO needs further approval by the Canton for staff employment.
Official opening hours are from 10:00 to 13:00.
As reported by the SO, the Office was established “by the new Rulebook on internal
organization and job classification within University of Dzemal Bijedic from June 2013 (it
shall come into force upon the integration of the University, planned for 2015). One of the
tasks of the Officer for student's standard is giving support to students with special needs.
Employee who will work at the position of the Officer for student's standard as well as in
the SO are employed by the University (he is performing other duties until the new
Rulebook comes into force).”
Application by the student to receive information about the office (13 students)
So far, they have gathered the number of students through our meeting with Vice-rectors
and through the number of scholarships for disabled students.
Integral help for 2 students
Develop a systematic approach identifying disabled students
Transportation support
No use of AT
As reported by the Office, the “training activities have been done according to the Project
work plans. The detailed list of trained team members, teaching and non-teaching staff
and students is presented in the Report for the Monitoring visit.” However it is not clear
to the assessor teams that a training plan has been established to train the teacher and
how to deal with and teach students with special needs.
Project activities completed: open days: 60 participants
Good external communication and internal with top manager
News in student magazine, Facebook and TV show and radio.
Strong links with NGOs and local community.
Work plan
A three-year action plan has been developed within the Project work plan but it is not
clear how the Office undergoes the assessment process.
Financing &
sustainability
Under negotiation
Best practices
Relation with external stakeholders in particular NGOs and association
Good integration of the Quality Assurance Unit
Committed team with different backgrounds
10
4
Support Center
Identification of
disabled students
Services provided
University of SVEMO
The SO was created in 2012 and fully integrated in the University in 2014 by approval of
the Senate. It has the right to employ one coordinator full time. Strong commitment from
the university management team
Support office physically accessible to students
Disabled students: 14 permanent students
Individual plan for 2 students out of the 14 students because of strong need
Total number of students: 16.000
Collecting data independently: survey to 1500 students. Analysis of the results in
progress.
Contrary to most of the other Universities, the survey identified a very high number of
disabled students, although only 14 official permanently disabled students were
identified.
Counselling, material support,
Selection of one representative per faculty appointed by the Dean
Sign language course: 80 students (39 medical students)
Training of
administrative and
academic staff
No systematic teachers’ training on how to deal with learning requirements for disabled
students, however for a blind student the professor adapted the teaching and learning
methodology. As said by the SO, measures are taken that“all deans and representatives
from the ranks of teachers got specific instructions related to the support office and
teaching strategies when it comes to students with special needs. We organized training
for teachers who work with the blind student. We usually meet with teachers to inform
them if additional support is needed.”
Dissemination &
promotion
activities
Excellent communication strategy and use of social media: newsletter, Facebook page.
Great success of the Open days
Created video material for raising awareness
Strong link with the community: visit all high school in the Republic and interact with
other organisations
Strong link with the Faculty of philosophy, especially with the departments: psychology
and social work
A three-year workplan has been developed and it is seen as a good basis for the
development of the Office work. However, the Office does not make a systematic review
of the workplan or disseminates the results to the University Community. Further
explanation should be sought on the methodology for reviewing the workplan. Assistance
from the Quality Assurance Unit of the University should be highly recommended.
Work plan
Financing &
sustainability
Best practices
Achieved
Support office fully integrated in the University structure, position for 1 person
Great dissemination strategy and stakeholders involvement:

Volunteers visit all high schools in the region

Existence of the SO disseminated within the University

Volunteers and coordinator of the SO completed research on the topic of
“Communication between health professionals and deaf and hard of hearing
patients”
11
5
University of Zenica
Support Center
The SO is part of the Quality Management Office
The organization, management it is regulated by the university status
Submit a yearly report to the Vice-Rector for International cooperation and Quality
Assurance, with monthly meetings
Identification of
disabled students
Identification of students: more than 284 participants participated in a general survey
Total number of students: 5354 students
Support 10 students with special needs
Services provided
Process of implementation of support (7 steps)
Full individualized service
Training on
administrative and
academic staff
They provide guidelines on how to deal with disabled students
No training delivered
Dissemination &
promotion
activities
Strong dissemination campaign: high number of participants, media coverage.
Every student received contact list
Social media: Facebook
Website updated
Invite high schools
Created video material for raising awareness
Work plan
Yes, on continuous basis
Financing &
sustainability
Ensure by the University
Full support
Best practices
Process of implementation of support divided in phases
Integration of a QA culture within the SO.
Provide full support to the students: meet teacher to inform about additional support
Full support from the University Management Staff
Continuous monitoring of the workplan
12
6
Support Center
Identification of
disabled students
Services provided
Training of
administrative and
academic staff
Dissemination &
promotion
activities
University of Tuzla
The Support Office is integrated in the University since 2012 by decision of the Senate and
approved by the Ministry of Education of the Canton.
The Vice-Chancellor for Academic and Students Affairs organises the work of the Center,
the decisions, rules and workplaces and the coordination with the Rector of the
university.
70% of students with disabilities are exempt from tuition fees & to 25% there apply
internal regulations of extra time at exams
Official Opening Hour
Underwent a survey to a large number of students
Currently they are providing support to 10 disabled students
Total number of students: 18.000
Provide knowledge in the field of HE of special needs
Personalised support to students with special needs when completing the identification
form
Provide support in: material and equipment, teaching-learning process, developing
learning skills and providing special conditions in examination and evaluation
No systematic teachers training on how to deal with learning requirements for disabled
students. However, training was conducted for academic and administrative staff on the
SO activities. They provide 6 guidelines on how to deal with disabled students.
Training was delivered to 48 volunteers and tutors.
According to the Project Plan (Open days, Website update, sensitization of professors)
Work plan
Use and review Work plan
Responsible person: coordinator
Financing &
sustainability
Strong support by the University top management team
No fixed budget allocated to the SO, this is done by Vice Chancellor in coordination with
the Chancellor on demand. They received 5000 euro extra from the project for equipment
of SO from the University
Creation of the centre
Identify students and introduce them to the services of the university SO & students want
to be tutors and be part of the centre
Develop methodology and organizational support for the office. Each of the 10 students
with disabilities has an individual support plan and support from academic staff and
tutors
Association of students with disabilities and volunteers since 1998
Best practices
13
7
University of Bihac
Support
Office/Center
The SO has been established in September 2012 by a decision of the Senate of the
University.
The SO is a separate unit within the Center for all students, under the jurisdiction of the
Vice rector for teaching and student affairs.
The OC is on a volunteering basis, like everybody else in the SO. In the future it is planned
to have a person with a permanent position. This will be part of the new Regulations on
organization and systematization of jobs of the University of Bihac.
Identification of
disabled students
Opportunity to express their special educational needs by filling out the Identification
questionnaire.
Copies of the questionnaire as part of the enrolment materials.
They only identified students with mobility problems, and some of them do not think they
need help.
Stigma of discrimination is identified as huge barrier.
Studying adaptation plans for attending university implies coordination between
faculties, teachers and students (i.e. more time for exams).
Architectural barriers: no new constructions, but they can make suggestions (i.e. moving
the lessons attended by SEN to classrooms in accessible buildings).
Database of books and articles is available in the premises of the office.
Facebook page of SO is created. SO is also presented at the University website. Official
documents (i.e. identification questionnaire) for download available.
Support for students with mobility or psychological problems are offered; and support to
student with psychological problems as well.
Teachers were informed from the beginning.
The teachers think the info spread by the SO is really useful.
Technical support (assisting technology): not used, but they see it as good starting point
for the networking with NGOs and public institutions outside the university.
Services provided
Training of
administrative and
academic staff
Dissemination &
promotion
activities
Connection with city welfare (spreading info among potential students and their families)
They identified one person responsible for inclusion in the Ministry of Education and will
start networking.
Work plan
Work plan is well structured, but could be more concrete in some points (i.e. networking
activities).
Financing &
sustainability
Dependent on the employment problem (common problem in the whole country).
They have the space and the equipment but no money allocated for the sustainability of
the SO.
The decision in financial issues is made at government level (canton). University have a
kind of independence in financial issues, but the government can decide in the end.
The University will include the SO costs in their budget, but the final decision is made by
the Cantonal Assembly.
From the evaluator perspective it was not clear which was the best practice because there
is no systematic approach of dealing with disabled students. Support depends on a large
extent on the willingness and availability of the academic, administrative and support
staff. At this point, SO services (i.e. information dissemination) are more used and valued
by teaching staff than by the students themselves.
Best practices
14
8
Support Center
Identification of
disabled students
Services provided
Training of
administrative and
academic staff
University of Banja Luka
SO office was an existing unit before the EQOPP project began (6-7 years ago).
SO is established in the Secretariat at Rectorate level. The senate made this decision by
statutes.
2 persons employed full time (administrative staff): assistants for helping students with
disabilities.
They have facilities for personnel, volunteers and also students with disabilities (rooms
for students are under construction and will be finished soon). The technical equipment is
located there.
In the last years they focused on the technical equipment for helping people with
disabilities.
People from the Department of Social Work are actively collaborating within the SO. The
coordinator comes from this department on a volunteering basis in order to support the
office in other ways (see below).
32 students identified: they all use the SO, but the intensity of the use depends on the
people, kinds of disabilities,…
The coordinator states that this is the main issue for next years.
Possibility of declaring disability in the enrolment questionnaire, then they get a
scholarship.
Perfect technical assistance.
Car for mobility (driving students from home/town to the university).
They get benefits for housing.
They do not pay any university fee, but no other financial support.
Annual meetings for students (usually in December).
Trying to educate teachers.
Role book delivered to every faculty (to quality coordinators, vice deans,…).
Mapping potential participants in the training activities within the university (this is an
on-going task): pedagogy, psychology, social work…
Dissemination &
promotion
activities
They organize social meetings for introducing the SO and the team to the students.
Partner NGOs: Lead by people with disabilities, using premises for free and they give
English classes in return.
Very good networking with NGOs.
They need help within another project (long term) for other actors.
Empowerment: students, teachers…give them confidence in handling situations.
Work plan
They already have identified priority areas but they do not go further because of the lack
of an annual budget.
They are trying to elaborate concrete projects for getting funds.
Working closely with the ministry: policy-making,
Ministry will have an active role in the future task: providing resources, mapping actors,…
No money allocated, but they can ask for money for concrete activities.
Financing &
sustainability
Best practices
SO firmly integrated in the university structure.
Identified alumni best practises and involved them in dissemination and promotion
activities.
They are using Facebook as tool for sharing experiences and information.
15
III.
Conclusions
In the last six months, the EQOPP project made a great step towards Inclusion and
Empowerment of students with disabilities. All public universities worked very
hard and made significant progress. Every public university established a Support
Office and organizes Info-Days for students with disabilities, but also for the
academic and non-academic staff. Most of them established mentoring programs
for students with disabilities. With the financial support of the project, all this
effort was successful.
We hope, and are confident that by the end of the project, the whole team will
continue to strive for Inclusion and Empowerment. Much work has been done and
much work is still to do.
16
ANNEX: Institutions and Participants
1. UNIVERSITY OF SARAJEVO – UNSA ( www.unsa.ba )
Prof.dr. Adila Pasalić Kreso, Coordinator of the EQOPP project
Prof.dr. Faruk Mekic, Vicerector of University of Sarajevo
Mr. Zenan Sabanac, MA, Asistant Coordinator of the EQOPP project
Ms. Mirna Markovic Pavlovic, MA, Coordinator of the UNSA SO (suport office)
http://unsa.ba/s/index.php?option=com_content&task=blogcategory&id=190&Itemid=396
Mr. Adnan Kafedzic, BA, Administrative Assistant in the EQOPP project
2. SUS BiH – SUS (www.sus.ba )
Mr. Haris Muhic, World university service partner in the EQOPP project
3. UNIVERSITY EAST SARAJEVO- UES ( http://www.ues.rs.ba )
Prof.dr. Dejan Bokonjic, Vicerector and Coordinator of the project at UES
Ms. Jelena Soknic, Coordinator of the UES SO (absent due to illness)
Ms. Bojana Klacar, associate in UES SO
Mr. Nenad Markovic, Coordinator for Quality Assurance at UES
Mr. Predrag Radojcic, student with visual impairments
4. FEDERAL MINISTRY OF EDUCATION AND SCIENCE - FMON ( www.fmon.ba )
Mr. Zlatan Buljko, Sector for Higher Education and Bologna process
zlatan.buljko@fmon.gov.ba
5. UNIVERSITY “DZEMAL BIJEDIC” MOSTAR – UNMO (www.unmo.ba )
Dr.sc. Maja Čolakovic, Assistant Professor at the Faculty of Law – Coordinator of the EQOPP
project at UNMO and Coordinator of the SO at UNMO
Ms. Mirsada Behram, International relation officer – EQOPP Team member (administrative and
technical support and Member of the project Consortium)
Mr. Alim Abazovic, Officer for quality assurance at UNMO – EQOPP Team member
Ms. Rebeka Kotlo, Assistant Professor at the Faculty of Law at UNMO – EQOPP Team member
University „Džemal Bijedić“ of Mostar http://www.unmo.ba/
Support Office at UNMO http://www.unmo.ba/eqopp.aspx
6. UNIVERSITY OF MOSTAR – SVEMO (www.sve-mo.ba )
Dr. sc. Vesna Varunek, Assistant Professor at the Medical Faculty, Project coordinator at the
University (SVEMO), and SO coordinator
http://www.mefmo.ba/ured-psspp/index.php/dokum
Dr. sc. Izabela Dankic, Vicerector of the SVEMO
Ms. Josipa Istuk, volunteer
Ms. Daniela Sose, volunteer student with special needs
Mr. Jakov Matić, volunteer student with special needs
17
7. UNIVERSITY OF ZENICA – UNZE (www.unze.ba )
Ms. Azemina Durmic, MA, Teaching assistant, Coordinator of SO at UNZE
http://www.unze.ba/ba/ured_za_podrsku.html
Prof. dr. Darko Petkovic, Vicerector for International Cooperation and QA of UNZE
Prof.dr. Edina Vejo, Head of expert project activities
Ms. Amra Muslic Halilovic, interpreter
Ms. Emina Brka, student with visual impairments
Ms. Anida Duduc, student volunteer
8. UNIVERSITU OF TUZLA – UNTZ (www.untz.ba )
Prof.dr. Alma Dizdarevic, Coordinator of the EQOPP project at UNTZ
Doc. Dr. Maliha Bijedic, Coordinator of the SO at UNTZ
http://www.untz.ba/index.php?page=centar-za-podrsku-studentima-sa-posebnim-potrebama
9. USSPiV (Association of Students with special needs and volunteers) at UNTZ
Mr. Zoran Palavra, student of medical study, Head of Association as volunteer
palavra_zoran@hotmail.com
Mr. Lonic Mensur, student with special needs
Mr. Asmir Hadzic, student with special needs
10. University of Bihać – UNBI (www.unbi.ba)
Prof. Dr. Refik Šahinović, Rector
Prof. Dr. Fadil Islamović, Vice Rector for Academic and Student Affairs
Ms Amela Mujagic, SO Coordinator
http://unbi.ba/index.php/2-uncategorised/39-ured
Mr. Evedin Sedic
Ms. Lejla Cavkic
11. Ministry of Education, Republic Srpska
Ms. Sanela Dojcinovic, Head of Department for HEIs
S.Dojcinovic@mp.vladars.net
12. University of Banja Luka (http://www.unibl.org/)
Prof. Dr. Simo Jokanovic, Vice Rector for Academic and Student Affairs
Mr. Ozren Trisic, University QA Coordinator
Ms. Olivera Grbic, SO Coordinator
Sasa Grbic SOexpert associate http://www.centar.rs.ba
http://www.google.com/cse?cx=partner-pub-9314986315234356%3Ay7f3wh-wvk0&ie=UTF8&q=Kancelarija+za+studente+sa+posebnim+potrebama&sa=%D0%9F%D1%80%D0%B5%D1%82%D1%80%D0%B0
%D0%B3%D0%B0#gsc.tab=0&gsc.q=Kancelarija%20za%20studente%20sa%20posebnim%20potrebama&gsc.page=1
18
13. The Assessor Team
Dr. Herbert Loicht, Ombudsman & Disability Commissioner,
Vienna University of Economics and Business, (WU), www.wu.ac.at
Ms. Carolina Madeleine, Senior Project Manager, University of Alicante (UA)
http://www.ua.es/
Mr. Mario Guilló, Senior Project Manager, University of Alicante, http://www.ua.es/
19

Report on Monitoring Visit of the EQOPP Project Equal Opportunities

Transcription

Similar documents

Help us to make the world a better home for disabled children

A Benefits For Children

Ministry of Sound and its worldwide evolution to the present

If you are an employer or can influence your

here

Children with Disabilities

Document 6513873

What is Independent Living?

International Armsport Federation for Disabled (hereinafter IAFD)

“AN INITIATIVE TOWARDS “SOCIAL RESPONSIBILITY”