Education The added value of the tool was that two schools started to work jointly on introducing and implementing the methodology by deciding on joint priorities for all schools in the area regardless of the language of instruction or curricula. The OSCE was invited to continue co-operation and to support some of the activities. Network of pedagogues In the midst of violent conflict, secondary schools followed a curriculum that was adapted for each ethnic group. Two ethnic curricula were introduced and education was carried out in two different languages. The OSCE recognized a need and potential for more organized co-operation between pedagogues across ethnic lines. Consequently, the OSCE supported the formation of an informal network of pedagogues from secondary schools in an ethnically-mixed town. The process started by advocating with schools and pedagogues to establish a joint network. The network met on a regular basis and pedagogues had, among others, a chance to develop proposals for improving certain aspects in the field of education and their professional development. Since the network members stayed in contact and remained active over several years, some pedagogues even established more concrete collaboration between their schools. This included visiting their peer’s school and holding lectures on various topics, jointly working on improving their school’s plans for the prevention of violence, or drafting common projects. 51