SKOCKANO – quality standard of civil society organisations constructively engaged in non-formal education

Project facts

Project promoter:
Center for Peace Studies(HR)
Project Number:
HR-ACTIVECITIZENS-0044
Status:
Completed
Final project cost:
€198,233
Donor Project Partners:
Phronesis SA(NO)
Other Project Partners
Centre for Civile Initiatives Poreč(HR)
Forum for Freedom in Education(HR)
GOOD Initiative for systematic and quality introduction of human rights and democratic citizenship education into the formal education system(HR)
Human Rights House Zagreb(HR)
Programme:

Description

By implementing SKOCKANO project partners aim to influence sector challenges: insufficient and uneven knowledge and skills of CSOs and rare or unsystematic education of civil society for providing non-formal education (NFE); insufficient competencies for e-learning; uneven quality of provided NFE and lack of clear quality criteria and standards; spread of anti-constitutional values; inadequate recognition of FFE in RoC; fluctuation of workers in CSOs resulting in loss of knowledge and skills in NFE area. We will contribute to our general goal: To increase the influence of CSOs in NFE area through sustainable quality assurance system (QAS), capacity building, firming of sectoral and intersectoral cooperation and increase of visibility –by reaching of specific goals; SG1 Establishing of quality standard for CSOs NFE activities; SG2 Strengthen the capacities for NFE implementation, QAS application and increasing of work quality of SCOs in NFE; SG3 Improve the framework and environment for activity of CSOs providing NFE through promotion of quality NFE and strengthening of sectoral and intersectoral cooperation.  Longterm, the SKOCKANO project, through strengthening the sector and the quality of the NFE programs, contributes to empowering active citizens to engage in creating a fairer and a more sustainable society.  In order to assure a higher quality, adoption and widespread use of project results we will include key stakeholders in activities implementation. Those are: CSOs that provide NFE, schools, local and regional administration units, relevant institutions, and citizens. Implementation of creation and application activities of QAS in area of NFE will result in an increase of civic sector sustainability in area of providing NFE.

Summary of project results

This sectoral innovation aimed to address several challenges and issues identified within the sector (together with members of the GOOD Initiative and based on available research data), including:

a) Approximately 75% of activities are educational programs, yet over the past 20 years, the sector has lacked systematic and continuous education programs that CSOs could utilize to build the capacity of their human resources in the field of education. This would enable them to provide higher-quality work in the community. This issue is particularly pressing due to generational shifts in the sector, with many younger individuals lacking opportunities for professional development. Organizations within the GOOD Initiative, as well as those surveyed during the early stages of the project, confirmed their need for support in improving the quality of their work and for greater exchange/support within the sector.

b) The quality of outcomes achieved by organizational programs is often questionable due to a lack of structured knowledge about the effective preparation, implementation, and evaluation/improvement of programs. There is a need to guide organizations toward defining learning outcomes that contribute to the development of desired competencies among participants. It was also important for us to encourage the integration of values such as democracy, human rights, inclusivity, and solidarity into the programs of organizations, which we incorporated into the Quality Assurance System.

c) Research shows that the reputation of organizations, and public trust in them, is relatively low. We considered it essential to contribute to establishing high-quality organizational work and to support organizations in improving and achieving such quality.

d) Collaboration between CSOs and schools or local and regional governments (LRGs) is relatively weak and inconsistent. We aimed to contribute to recommendations (and their presentation) to enhance the relevance and impact of organizations in building society and to increase the trust of communities and these key stakeholders.

e) The framework for CSO work, particularly in the field of education, is relatively poor. Our intention was to contribute to the improvement of public policies in this area.

The project encompassed a comprehensive set of activities aimed at developing and implementing the Quality Assurance System (SOK) for non-formal education, strengthening the capacities of civil society organizations, improving collaboration with institutions, and promoting the recognition of non-formal education through advocacy and public outreach:

  • Development and Implementation of the Quality Assurance System (SOK) for Non-Formal Education: The project involved establishing a working group to develop the Quality Assurance System (SOK) for non-formal education, mapping existing educational activities provided by civil society organizations (CSOs), and drafting the SOK framework. Internal sector consultations were conducted to refine the framework before finalizing it. A visual identity was created to support the system’s recognition and accessibility. The implementation phase included pilot testing, evaluation, and broader dissemination of the SOK within the sector.
  • Capacity Building for CSOs in Non-Formal Education: To strengthen the capacity of CSOs in delivering non-formal education, an assessment was conducted to identify key training needs. Based on this, a curriculum on non-formal education was developed, along with educational materials and e-learning modules. These resources were tested, refined, and finalized to ensure their effectiveness in supporting CSOs.
  • Enhancing Collaboration Between CSOs, Local Authorities, and Schools: The project facilitated online consultations and analyses to identify strengths, challenges, and gaps in cooperation between CSOs and local or regional authorities. Based on these findings, guidelines were created to improve collaboration. A similar process was undertaken to assess cooperation between CSOs and schools, leading to the development of recommendations for strengthening partnerships. Additionally, consultations were held with CSOs to examine challenges in funding and evaluating non-formal education projects, resulting in the creation of funding criteria, recommendations, and evaluation guidelines. These were later presented to decision-makers at the national and regional levels through advocacy activities, meetings, and panel discussions.
  • Promotion and Advocacy for SOK and Non-Formal Education: A national conference on the quality of non-formal education was organized to highlight key findings and promote best practices. The SOK framework and e-learning modules were introduced to stakeholders at the national level. A registry of CSOs implementing the SOK system was established, maintained, and regularly updated. Public outreach efforts included a nationwide awareness campaign, targeted promotional activities for CSOs, and engagement with schools and other educational institutions. Finally, a long-term strategy for the sustainability and further development of the SOK Skockano initiative was developed.

The Skockano project exceeded expectations on many fronts, achieving remarkable reach and engagement. An online campaign planned to connect with 50,000 people reached an astounding 1,094,293. The project activities, initially targeting 220 participants, engaged over 500 diverse stakeholders, including CSOs, educators, and institutional representatives. The initiative succeeded in attracting CSOs outside its usual network, showcasing their interest in improving their work quality and gaining recognition in their communities.

The Skockano quality mark proved particularly motivating, as it offered organizations a way to build trust with program users and key stakeholders like schools, local governments, and ministries. To broaden awareness, the team leveraged various communication channels, including social media, mailing lists, direct outreach, and collaboration with partners like AMPEU, the Association of Cities, and the NCRCD. These efforts helped reach previously inaccessible organizations, amplifying the project’s impact.

Although 10 advocacy meetings with decision-makers were planned, some could not occur due to unresponsiveness from key institutions like the City of Zagreb’s departments, AZOO, and the Ministry of Labor. However, those meetings that took place were well-received, initiating discussions on improving the environment for CSOs in non-formal education (NFE). Educators welcomed the Skockano system and its guidelines, with many starting the e-modules designed to strengthen cooperation between CSOs and schools.

The project successfully developed and tested a curriculum of four e-learning modules, involving 10 CSOs in the process. By mid-2024, over 40 CSOs and numerous school representatives had used the platform, far surpassing initial expectations. These modules, grounded in best practices and experience, now serve as a sustainable resource for improving NFE methodologies and implementation in the sector.

While the project made strides in advocacy, systemic change proved challenging. Structural barriers, lack of institutional interest, and bureaucratic constraints limited progress in achieving long-term advocacy goals. However, unexpected support came from AMPEU, the Association of Cities, and the National Foundation for Civil Society Development, with the latter expressing willingness to design a support model for maintaining and enhancing Skockano. Additionally, cultural organizations showed interest in adopting the system, an unanticipated outcome that underscores the broad relevance of the initiative.

Despite these successes, challenges remain in promoting the system among CSOs and increasing the number of organizations using and advocating for Skockano. Variability in online engagement strategies, differing organizational priorities, and limited advocacy capacity in the sector have hindered broader participation. Nevertheless, the project highlighted a clear need for recognition, quality assurance, and collaboration, reinforcing the importance of Skockano’s continued growth.

Looking ahead, the initiative’s success depends on sustained promotion, broader CSO engagement, and advocacy for a supportive framework for civil society. While external and internal factors have reduced CSOs'' advocacy potential in recent years, opportunities exist to rekindle interest, build alliances, and secure resources for future projects. The Skockano initiative has laid a solid foundation, and with time and effort, it can continue to elevate the sector and foster meaningful change.

The "SOK Skockano" initiative represents a significant step forward in enhancing non-formal education within the civil society sector. At its core is the development of a high-quality Quality Assurance System, which has been widely recognized for its impact. Through extensive collaboration, the project expanded its reach beyond its initial scope, attracting interest from artistic organizations, language schools, and other groups not primarily focused on education.

A key achievement of the project is the establishment of an e-platform that ensures long-term access to training modules on non-formal education for civil society organizations and schools. This platform strengthens the capacities of CSOs, particularly for newly hired staff, while also providing schools with a structured tool for collaboration with CSOs. Since no similar resource previously existed, its introduction fills a critical gap, supporting the sector in delivering high-quality non-formal education programs.

The Skockano system’s quality standards have been made publicly available, offering a structured checklist for organizations and individuals seeking to enhance their engagement in non-formal education. With all key quality criteria compiled in one place, this resource serves as a practical tool for improving the effectiveness of non-formal education programs. Presentations of the system gathered 186 participants from CSOs and key institutions, ensuring that information about its benefits reached a wide audience. By the end of the project, 26 organizations had successfully undergone evaluation and earned the Skockano quality mark, symbolizing their commitment to excellence.

A public campaign significantly expanded the visibility of these efforts, reaching over 1 million people. It highlighted the essential role of CSOs in education, promoted the e-learning platform, and showcased the newly developed e-modules on non-formal education methodology and its digital applications. Open and free for use, these resources now serve as a sustainable tool for capacity-building, benefiting CSOs, educational institutions, and individuals seeking professional development.

Beyond capacity-building, the project played a crucial role in raising awareness of the importance of quality in non-formal education. Efforts focused on promoting the work of associations, encouraging broader recognition of non-formal education within local communities, and supporting organizations in effectively presenting their work to partners, beneficiaries, and donors.

Advocacy and research efforts initiated dialogue with local and regional authorities, schools, and donors to improve conditions for CSOs operating in non-formal education. Perspectives from various stakeholders were gathered, leading to the development of recommendations for enhanced cooperation, evaluation, and funding. These recommendations attracted the attention of key institutions such as AMPEU, UZUVRH, and NZRCD, some of which actively disseminated and incorporated them into their activities. However, challenges remain, particularly in overcoming bureaucratic barriers at the local level.

New partnerships have been established beyond the initially planned collaborations, with organizations from diverse sectors—including culture, media, youth work, and environmental protection—joining the Skockano system. These connections have broadened the system’s reach and strengthened its role as a sector-wide resource. An unexpected collaboration with the Croatian Audiovisual Centre (HAVC) also emerged, facilitating the introduction of the quality system within the arts sector and increasing awareness among new organizations and communities.

Despite the challenges, the project fostered strong partnerships, encouraged mutual learning, and laid the foundation for the continued promotion and sustainability of the SOK Skockano system. The initiative’s success is reflected not only in its tangible results but also in the strengthened relationships and collective commitment to advancing non-formal education. These achievements ensure a lasting impact, reinforcing the importance of quality education programs and the vital role of CSOs in their implementation.

Summary of bilateral results

The project partner from Norway, Phronesis SA, provided support in the development of the Quality Assurance System (QAS). In the first year of the project, given their expertise in non-formal education, their involvement was significant in terms of system development as well as the creation of standards and criteria. Through joint meetings and reviews of working drafts, we refined the system and consulted with them on the usability and applicability of the criteria and their ranking.By involving the Norwegian partner organization through a bilateral initiative (additional funding for exchange and learning), we strengthened bilateral cooperation between Croatian CSOs and organizations from donor countries. A study visit to Norway expanded our collaboration with Norwegian organizations. During the visit, we had the opportunity to present our sectoral innovation and project results, which allowed us to strengthen bilateral knowledge exchange and gain insight into the functioning and activities of the civil sector in Norway.

Information on the projects funded by the EEA and Norway Grants is provided by the Programme and Fund Operators in the Beneficiary States, who are responsible for the completeness and accuracy of this information.