00:00What do you mean by Mirot?
00:30снешно
00:31кадвишто нема да има екзодуси, геноциди, протеарување,
00:36страдање, глад, сиромаштија, неписменност,
00:41исклучување, дискаминација...
00:44Едностабно, к adapt кога се демильтрезира умотам
00:50на донесувачите на одлуки,
00:52да не ги разделувашаат луѓето
00:57It's a different way, so it's a slothment for a good day and a good day for children,
01:05even a good day.
01:09That's why you should be able to do it.
01:12You should be able to do it.
01:13You should not be able to do it.
01:14You should not be able to do it.
01:21You should be able to do it.
01:25You should be able to do it.
01:26What do you mean to be able to do it?
01:27Yes, I'm not sure.
01:29It's like a simple thing.
01:32You have to do it, and you can't follow it.
01:34You have to do it?
01:36Yes.
01:37Yes.
01:39Can I say it?
01:44Yes.
01:48I don't want to go back to 15 years ago.
01:52How did you go back to 15 years ago?
01:58I don't want to go back to 15 years ago.
02:01I want to go back to 33,5 years ago,
02:04when the war began in the early Yugoslavia.
02:11The first of all, the first of all,
02:13the children of the first of all,
02:15the second of all, first of all,
02:16when the one was given the water for the first of all.
02:20When the families of the first of the year,
02:23in the end of all,
02:28when the two started the next day,
02:34April 19th, and it was a typical
02:37solidarity, and in fact, as the first
02:43ambassador, it began a peace organization
02:47not only for the culture for the peace
02:50and for the salvation of the children
02:54who were victims of all the nationalism,
02:58the civilization that happened in Yugoslavia.
03:05And we were literally
03:06devoted to the evacuation of the children
03:10in the first five years.
03:14After that, and in the Kosovo crisis,
03:16we were actively working with our
03:20volunteers, the volunteers,
03:24the Rdush, the Bojanese,
03:27and maybe even the camp.
03:29Our peace and activity activity,
03:33and the support of the people
03:35have been in 2001.
03:37When there was a conflict in Macedonia,
03:39when the BFM was the first
03:41agrarian organization that opened up
03:42their spaces, and we were able to
03:45four families.
03:48There were three children.
03:52There were three children.
04:15The parents, according to the
04:16family of the GFG,
04:18and there were three children
04:20that didn't allow us to
04:21move forward to transition
04:21without parents,
04:24or family members.
04:25because we had a big problem
04:29across the borderline
04:33as an organization for the protection of the children,
04:37I was able to give a speech to the 10.000 children
04:42who didn't know how to do it.
04:46With the program for the education of the children,
04:49we started in 2011,
04:53and I wanted to say that it was necessary.
04:58It was necessary because our society
05:00was
05:00as a and Indian intimacy,
05:05et 이야기。
05:09cultural status,
05:13the lack part of our activities
05:16and the lack of safety
05:20and work ofumentation
05:26and mental health method
05:26where all Hello
05:29that will live in a system that will allow us a perspective.
05:35And that will help us.
05:38And instead of being in a place with a different color,
05:42that will smell it, and that will be an example.
05:47For example, we are working with the MNATO,
05:52the non-defined conflict in 2001.
05:56We are dealing with the ethnic structure,
05:59especially during the elections,
06:02whether it is parliamentary, or local, or presidential.
06:07We are looking at the status quo.
06:10We are looking at the status quo.
06:11We are looking at the status quo.
06:13We are looking at the status quo.
06:23And we are looking at the status quo.
06:25and perspective on the middle of the education,
06:28because it's not a way to do it.
06:30It's not a way to create a culture for peace
06:33and justice.
06:35There is a great opportunity
06:37for the teachers,
06:39who are involved in our specific methodologies
06:43that we do with our teachers,
06:47to bring them to work
06:49with the students and the students
06:51in the university.
06:56And we have to reach out to our staff
07:00and to the staff,
07:03the staff,
07:05which we have to do,
07:09we do have a program
07:09and to help us
07:13with our students.
07:15and to our teachers,
07:15we also have to send
07:16a team to do
07:16the lobby group, where there is no problem to explain
07:22what we are doing with the program for the Mirovno образование.
07:27We have organized three Mirovni средs,
07:31two Mirovni, one minister.
07:33Now, the four Mirovni средs will do the Minister.
07:37One Mirovni средs, the previous minister,
07:39one of the most important things in Serbia,
07:45how important it is to be able to work with the students.
07:49During the educational process,
07:52we will be able to expand the efforts of the students.
07:58We have 300 students,
08:00we have 50 or 60 students.
08:02We have 50,000 students,
08:03and, in fact, the VA,
08:07the general developer of the UFN,
08:11of Germany,
08:12the BMZ,
08:13has not gone through the administration of us,
08:17not felt the benefit of our employees.
08:23It is necessary to achieve these problems
08:28for the problem,
08:29it is fundamental to the work.
08:34this is the result of 15,000 people.
08:37I have to go for a minute and then I will go for a minute.
08:42I will go for a minute.
08:46I will go for a minute.
08:55I will go for a minute.
09:00What are the results from 15 years ago?
09:05Do you feel the results, the improvement, or the previous process?
09:14First of all, my impression and impression is that the first teachers
09:20are motivated to work with the students.
09:25There are some activities that are not yet to expect,
09:32especially on the 25th of September, the day of the world.
09:36There are various activities, marches, events and so on.
09:43Second of all, my impression is that the second sector work
09:46between the institutions, the second sector, and the same schools.
09:53They are not yet to expect that they will be able to get training.
09:58We have basic, forward-to-forward training.
10:03We have a group for the education, where the same students
10:09feel like a big group of activists and activists in the change.
10:16And the same thing is that they have made the changes
10:20in the middle of the world where they live.
10:22A very simple example is, for example, a guest, I will remind you,
10:25where we have different topics in the program for the education
10:29of the education of the water, the water, and the water,
10:32and the bullying, the COVID-19 pandemic,
10:35the water, and many people are concerned about it
10:47and considering the kinds of...
10:48And the foot of the education of the water.
10:51And the situation that they can see
10:55as a lack of education and anxiety,
10:58that they can see that.
10:58They can see that they can see that they're able to get
11:01the access to the finden laws of the water.
11:04So the intersection of the water,
11:04that they can see that they have two people,
11:04as well, called the water.
11:04and other schools.
11:07The cities really feel different changes
11:11and we experience a support.
11:14And so we can provide
11:16the support of the ministries
11:19and the conference
11:22where they have
11:24the opportunity to talk directly
11:27with the minister's administration
11:31is a big benefit
11:33as the children can be heard
11:36and they can listen to the meetings
11:38and do their meetings
11:41in the ministry
11:43and they have a big need
11:47to be heard and understood
11:48and not only the support
11:50to the other groups
11:54that they have provided
11:55the BRO and MON
11:58and for me
12:00It's not just a big advantage of the actual activism in the place where they bring their skills
12:08through the program, the training and the training and the training and the training and the training and the training.
12:12And there are changes in a micro level.
12:17That's great. If you're talking about the question today, that's great.
12:24Can you tell me how is the feedback, or the support of the institution, how do you help?
12:36How do you listen to the speech?
12:39The support is...
12:41The only thing that they don't care about in the work for me is a great support.
12:46The second support is the support of the program,
12:51that we sign up for the program,
12:52that we sign up for not only a memorandum, but also a certificate for the participants.
12:58It's a guarantee that the quality of the program is on a very high level.
13:04And the training that we sign up for.
13:20It's a very high level.
13:34It's a very high level.
13:36It's a very high level.
13:38It's a very high level.
13:49and even the same education is so much partisan,
13:53and that the parents that the students in the school
13:58have a quality education,
14:00and they have a political education
14:03that they have to do with the educational education.
14:07And this is a big threat,
14:10and it is a big threat,
14:12where the children don't know who taught them
14:16and how they should be able to do it.
14:19But for a while, we managed to do the same thing
14:24that we have to do it in order to do it
14:26and to do it in order to do it.
14:30We have to do it in order to do it in order
14:35to do it in order to do it in order to do it.
14:42It's a way to do it in order to do it in order
14:46to do it in order to do it in order to do it in order to do it.
14:48Because it can be muted by talking,
14:52and to do it in order to do it in the original plan,
14:59and to do it in order to do it in order to do it in the local groups,
15:00in the unions偶集achen, Solar kuwens and so on.
15:05Dr. Jrich ofZika,
15:06my myself?
15:07Is it the best for me to do it on education as well,
15:13the other way to do some things?
15:17or should it be like a special event that would like to hear the students?
15:24Does the effect be a little bit like that?
15:27The argument is for and against the last event,
15:30one of the first event is for the first event,
15:31one of the first event is for the first event,
15:32which is the first event that can be used for the first event.
15:35On the other hand,
15:36I think of the most part of the program as a movement.
15:39We have a large number of professors,
15:42the movements of the world and the activity in the parliament,
15:48because of the part of the parliament,
15:50as well as we have been professors and the program,
15:54the modern activism is written to have every söyled great questions
16:00to be articulated when children,
16:04the children and the parents,
16:05and the child while the whole time,
16:08are going to be the same movement of the system.
16:11and that I want to know that my state and government will convey
16:24that they will bring it to their own decisions,
16:26and that the government doesn't do it,
16:31and that they will bring their own decisions
16:31to ensure that young children will have their own decisions.
16:32So that they will have the own decisions
16:34The other thing I have, I said,
16:37if they want young children to do that,
16:40to make the space, as we can, and our students,
16:44and if the children are used,
16:46we can already say that we can't imagine it as a girl.
16:51I would say that it is a really good thing
16:53and that we have to manage it if we can't provide attention.
16:58We don't have to stay with our children at the same time.
17:03And if we can't under the shiver,
17:07we can't wait for our children just to stay with our children.
17:10and more logistics and resources that can be presented with them.
17:16In some cases, we have to do the same thing.
17:20We have to make the students
17:21to make the students
17:24and to protect them
17:27and to protect them
17:29and to tell them all the problems
17:32that they have been in the same way.
17:34It's only for the education,
17:36the social media,
17:37of violence, of damage, of mental health, and even in the past, we have also
17:47the information on our telephone line for children and young children.
17:53It means that there is a lot of need to work with children.
17:56And in the school, and in the school, and in the school, and at home,
18:00even in the school, we encourage them to create educational programs
18:04and to explore them.
18:08In the past, we work with cyber-nasted,
18:10with sexual photographs of violent photographs,
18:15and so on.
18:16It is a wide range of diapason where the education of the age of children
18:20can be used for students and can be used in the program.
18:24And then we have the training, not only for the culture,
18:32culture, for us, there are also some of the themes that we have.
18:38That's a great question.
18:41You know, about the conference, the 4th and 7th conference,
18:44what do you see?
18:46How do you do the idea for the conference?
18:49How do you do the conference?
18:53We are in a specific,
18:55synergistic and symbiosis on our work
19:01with our partners from Germany.
19:04We have regional coordinator here in Skopje
19:08and the discussion with him about the organization
19:12of the same Mirovna Sredba,
19:17the first and second and third Mirovna Sredba,
19:20which gave us an idea that we call it a conference,
19:26because we have to tell the conference.
19:32We hope that we have a guest in the office
19:34who will share the experiences of how they work
19:38in these countries.
19:41We have a conference
19:49and we have a conference,
19:53and we will do that and we will be able to do the conference.
20:01We will organize three days.
20:05The first one is a classic conference conference
20:08with the participation of the other people.
20:10and we will expect the presence of the Minister,
20:14where they will be able to talk directly to the professors,
20:19to listen and to the professors,
20:23and to bring their expectations and experience
20:26and work on the program for the Mirovno Education.
20:30And the third day will be a conference,
20:33where we will know that we will make the framework
20:38of the Mirovno Education,
20:40which will connect with them
20:44and share their experiences based on all of these
20:49intensive 15 years of engagement.
20:55What are the plans for the Mirovno Education?
21:00The plans for the Mirovno Education?
21:01I will start with the beginning.
21:04Thank you very much.
21:05The Mirovno Education氏 had been a great part.
21:07The Mirovno Education Notes had been to support
21:11and the wish that became an event.
21:17The Mirovno Education was done on the territory of the Mirovno Education.
21:22The Mirovno Education and is also done both of the members.
21:25It came to be a great detail of the Mirovno Education.
21:29So, with the great great support,
21:33it's been a part of the budget,
21:39the impact of the movement,
21:43the criminal, the educational development,
21:47the misery, the pollution,
21:50the pollution of the water,
21:51the mental health,
21:54the activity of the young people
21:57in the nature of nature, and an active role in all the deviations
22:03that are happening, for those of us to be the main owners of the change,
22:08because this generation, my generation,
22:12I have to pay for it without the fact that
22:16the Macedonia will be a better place for life,
22:19and that there will be a better world.
22:22And another one, the first one,
22:23is that the environment is not only going to be implemented in schools,
22:31but that the parents are at home,
22:36and that the children will not be able to do it
22:41as an environment for them,
22:44but that the environment starts with the education
22:50and that the education is at home.
22:53That is the first thing that we expect to do,
22:56the education.
22:57What are you doing?
23:10I think that the parents have the ability to train and train
23:15children to train children.
23:16That's why they have to train children
23:18when children are at home.
23:22They need to train children on their own
23:24and they need to train children
23:25especially when they are in the first age.
23:27I would like to start with my own education as a high-quality education system,
23:35so that they would be a correction on their parents at home.
23:40Because it's hard to expect parents to get their education
23:44if they don't have a high-quality education system.
23:49And I don't know how many mediums might be able to make
23:54that the parents have such a concept of education and education.
23:58When the child will be a fair and fair,
24:05they can't be a correction on their parents,
24:08but on the other side of the school,
24:11on the relatives, on their parents,
24:13and on their parents,
24:14because it will be clear on the child's education
24:18what means to build a culture for the peace and the nation.
24:20So, how important is that it is for them to be a better place for their children,
24:25and that they don't lead to the danger of the fear of the upper-lead.
24:31And, only in this way,
24:33we can make a better place for our children,
24:38as soon as soon as soon as soon as soon as soon as possible.
24:39So,
