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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 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 NZRCD, 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 is a testament to innovation, collaboration, and the drive to enhance non-formal education in the civil society sector. At its core lies the creation of a high-quality Quality Assurance System, which received widespread acclaim from those it was presented to. Through diverse collaborations, the project extended its reach far beyond its original circle, gaining interest from artistic organizations, language schools, and other groups not primarily focused on education.
The system''s presentations brought together 186 participants, including representatives from CSOs and key institutions. Beyond these events, additional outreach ensured that critical information reached an even larger audience. By the project’s end, 26 organizations had successfully undergone evaluation and earned the Skockano quality mark, symbolizing their commitment to excellence.
A comprehensive public campaign expanded the initiative''s visibility, reaching over 1 million people. It celebrated the vital work of CSOs, particularly those in education, and promoted the learning platform and e-modules developed during the project. These e-modules, open and free for use, offer valuable resources on non-formal education methodology and its application in digital environments. They serve as a sustainable tool for capacity-building, benefiting CSOs, educational institutions, and anyone seeking professional development.
The project also produced advocacy documents with recommendations to improve the environment for planning and implementing non-formal educational programs. These recommendations successfully captured the attention of key institutions and stakeholders, with endorsements from organizations like AMPEU, UZUVRH, and NZRCD. While some stakeholders actively disseminated the guidelines and incorporated them into their activities, challenges remain in driving actionable change, particularly with cities, counties, and schools citing bureaucratic hurdles and shifting responsibilities.
Despite these challenges, the project forged strong partnerships, fostered mutual learning among team members, and built a foundation for the continued promotion and sustainability of the SOK Skockano system. The initiative’s success lies not only in its tangible results but also in the strengthened relationships and collective commitment to advancing non-formal education and ensuring the long-term impact of the project''s achievements.
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.