Education Ultimately, pedagogues from all of the secondary schools became members of the network, which is considered the greatest success of the project. The selection of committed leaders of the network, which was done by the pedagogues themselves, was important for the project’s success and continuation. The network members also explored the option to formally register the network so as to provide it with a solid legal basis. Overall, the project significantly improved co-operation and communication among pedagogues across ethnic lines. 2. Conflict prevention through education A country’s education system had been characterized by separation among pupils, students, and teachers from different ethnic communities. Youth from the two ethnic communities, which make up roughly 90 percent of the overall primary and secondary school population, followed a separate curriculum in their own language and did not interact with other communities when at school. In primary education, a full curriculum was offered in more than half of the national languages. This multilingual approach led, in some cases, to a limited knowledge of the language spoken by the majority population. Concerning secondary education, there were very few multi-ethnic secondary schools in the country. To ensure access to higher education for all ethnic groups, minority quotas were introduced at state universities. Since many universities, both state and private, started to provide classes in some non-majority ethnic languages, the interest in minority quotas for the students decreased. 52