Moderators: ·
Prof. Dr. Wolfgang Höpken, Member of the Board, Southeast Europe Association; Director Georg Eckert-Institute, Braunschweig, Germany ·
Prof. Dr. Stefan Troebst, Professor of East European Cultural Studies at the University of Leipzig; Deputy Director of the Leipzig Centre on Eastern Europe; Leipzig, Germany
Rapporteurs: ·
Dr. Christian Voss, University Freiburg i.Br., Freiburg, Germany ·
Dr. Michael Schmidt-Neke, Historian, Kiel, Germany

Introduction
The Working Group participants identified three general topics and one specific topic for discussion: university education; elementary, primary and secondary education; the role of folklore and history in interethnic relations; and education using Albanian as the language of instruction. No representatives from the Tetovo-based universities were present, a fact which was regretted by participants.
1. University Education The following issues were identified by one or more members of the Working Group:

South East European University
On 1 October 2001, the South East European University (SEEU) in Tetovo (a.k.a. Van der Stoel University) is scheduled to open its doors. Its planned capacity is for 2,800 students and its curriculum is scheduled to focus on economics, law and computer science, as well as teacher training. Albanian, English, and Macedonian will be the languages of instruction and the curriculum will exclude history instruction; the humanities will be restricted to teachers' training.

Given both the current conditions in Macedonia and the various organisational and logistical considerations associated with creating a university, participants were doubtful that the full curriculum will be in place or that instruction will begin in October, as planned.

The creation of SEEU means that there will be two universities operating in Tetovo, both intended to serve the Albanian population of Macedonia. While sharing resources and even integrating the structures of the new university with those of the University of Tetovo (UT, founded in 1994) would be efficient and cost effective, participants felt that the likelihood of such co-operation is small. Several participants viewed the prospect for the success of SEEU with scepticism.
Neither a state nor a private university, SEEU's funds come mainly from the EU designed under the Stability Pact for the Republic of Macedonia. The University's limited capacity will not allow it to accept more than a part of those students interested in studying there, and as a result, it might well attract only the regional elite.

The intended trilingual curriculum will be seriously hampered by a lack of appropriate knowledge of Albanian, Macedonian and English on the part of students and professors.

Some participants argued that non-ethnic Macedonians received more favourable consideration in terms of admission to studies at the two state universities in Bitola and Skopje, than the ethnic Macedonians did. In connection with student recruitment, several participants expressed concern that the creation of SEEU would negatively impact recruiting efforts at the existing state universities and that meagre efforts to recruit a diverse student body would be relaxed Status of Albanian Teachers and Scholars in State Academic Institutions
At present, there are very few Albanian educators employed in state universities or research institutions, and in particular, in the Academy of Sciences. Furthermore, they are not represented on the governing bodies of such institutes and organisations. As the nomination and election of a scholar or scientist to such a position depends on his or her individual qualifications, there was no consensus as to what should be done. However, it is clear that enhanced educational opportunities for Albanians is one avenue open to correcting this over the long term.

Recommendations by the participants (not necessarily shared by all):
1. Re-establish the inter-university round table (it existed until 1995).
2. Reform the high school curricula and implement the TEMPUS programme.
3. Change the qualifications for employment for SEEU staff. At this time it virtually excludes ethnic Macedonians. Reorganise the staffing of institutions of higher education and research institutions to reflect the ethnic composition of the country.

2. Elementary, Primary and Secondary Education
While participants agreed that today ethnic loyalty is paramount in the Balkans, the aim should be to create a "state" loyalty. That notwithstanding, several participants did not agree with the notion of fostering a multiethnic state or society in Macedonia. Further, there was no agreement on the need for a general reform of the education system, as coexistence in education and science, according to those who subscribed to this point of view, is actually working. Problems, they said, are not typical and might well be overcome by closer co-operation.
A very controversial discussion on understanding the present crisis and its links to problems of the economy and the educational system occurred. While some speakers saw a defective education system as a partial explanation, others saw the violence as imported from abroad and instigated by the 1998 Platform of the Albanian Academy of Sciences.

Whatever the cause of the tensions, ethnic Albanians, and especially ethnic Macedonians, show no great eagerness to learn the language of the other community. Moreover, neither textbooks nor school curricula reflect the multicultural makeup of Macedonian society. Even so there are several bi-ethnic kindergarten playgroups with ethnic Macedonian and ethnic Albanian educators working together harmoniously.

The question of whether an integrated or a segregated system of education for the two major ethic communities is best was introduced. So, too, was the question of whether to develop textbooks for specific geographic regions of the country. Though neither of these issues came to closure, the Working Group felt that integrating links between the communities (for example, standardised examinations) are essential. A member suggested an analysis of the British experience with separate textbooks and curricula for England, Scotland, Northern Ireland, and Wales might be useful in the above connection.

There is a great need for institutions with curricula dedicated to teacher training; however, such institutions are not feasible at present because of a lack of funds. Macedonia should join initiatives for teacher in-service training programmes such as those offered by organisations like EURO-CLIO.

A participant queried whether the quantitative educational indexes (e.g. pupils per class, pupils per teacher, etc.) differ significantly between the areas where there is a majority of ethnic Albanians and areas that are predominately ethnic Macedonian.

Members took to task Western European advisers who are said to be too fixed on their own national experiences, thus ignoring the need for creating other, more appropriate, materials that are compatible with Macedonia's needs.
Representatives of the Roma minority took an active part in the discussion, as did an expert on Vlach affairs. The Turkish, Serbian and other ethnic groups were, regrettably, not represented.

Recommendations by the participants (not necessarily shared by all):
1. Reform the education system.
2. Encourage the founding of and subsidise bi- and multi-ethnic kindergartens.
3. Introduce a pedagogical norm that requires teaching based on common values, including tolerance, peaceful coexistence, mutual understanding and openness to other cultures.
4. Reform the teacher training system.
5. Introduce a common curriculum in the state system with standardised examinations.

3. The Role of Folklore and History in Interethnic Relations
It was a common conviction among the participants that ethnic violence is harmful to achieving political goals. Seeking means to allay this is important. One way to help accomplish this is to halt the creation and propagation of national myths. In this connection, a heated discussion occurred on the popular notions of history, as well as on the presentation of history in museums and textbooks in Macedonia and abroad. The existing Institute of Folklore in Skopje was held up as a case of successful interethnic co-operation and no suggestions were made to reform this enterprise. This organisation typifies the notion that the values of each people should be respected and that the different cultures bring an overall richness to the state. Unfortunately, the round table established for the discussion of cultural problems, like this SOG sponsored dialog, stopped functioning in 1996. In any event, until now, the discussion lacked a European dimension, although the Republic of Macedonia has started to work as a partner with various European institutions.

Recommendations by the participants (not necessarily shared by all):
1. Macedonia's cultures should be presented in an integrated form, in the education system, within textbook, by cultural institutions and thus reflect the multiethnic and multicultural realities of the Macedonian society.
2. History textbooks should not contain ethnocentric presentations. Interethnic teams of authors might collaborate on these works and in preparing a "History of Macedonia". The history of minorities (e.g. the Roma) should no longer be ignored in these works. Perspectives (going beyond nation and statehood, integrating social and cultural history) should be taken as a working principle.
3. The nation's wide students' contest in history which up until now has only be frequented by ethnic Macedonians should overcome its current ethnically exclusive character and try to involve more students from other ethnic groups by including topics which are more referring to the history and cultures of all ethnic groups in Macedonia and to common aspects of history.
4. The interethnic round tables on culture should be re-established.
5. Instances of glorification of ethnically motivated violence should be removed from all textbooks. The European dimension in culture, education and science should be strengthened.

4. Education in the Albanian Language
This aspect was seen as crucial for the country's future, but is presently superseded by the politicisation of the debate. One of the basic problems after establishing SEEU, will be the future of UT and its 4,000 students who cannot be fully integrated in SEEU, as it has a capacity of only 2,800 students. The problem is all the more difficult because SEEU will not have faculties for history, culture, or the Albanian language. A potential new student exodus to Prishtina (as occurred before 1990) was therefore discussed.

The idea of integrating these institutions into the state university system was met with strong opposition by some participants. Moreover, the hard-line stand on this issue by the present UT leadership makes it seem unlikely, at least for the present. Accompanying this problem is the issue of the diplomas from UT which are not recognised as valid in Macedonia by state authorities.

Recommendations by the participants (not necessarily shared by all):
1. Increased governmental and international funding of the language and history branches in the existing state universities.
2. Recognition of UT diplomas by the Macedonian state.

Dr. Christian Voss
Dr. Michael Schmidt-Neke