تعيين صفحة رئيسية المفضلةاتصل بنا اللغة
Launching the Global Action Week 2014 ActivitiesMonitors quench citizens’ thirst for improved service delivery in PalestineEqual right, equal opportunity: inclusive education for children with disabilities The Central Arbitration for the Social Audit ProjectClosing a Training Session on Project CitizenStudents in Palestine empowered to make a difference in their communities through Social Audit Project -Master of Arts in Human Rights and Conflict Management (a.y. 2013-2014). dvv international, UNESCO, UIL and ICAE launch 2nd Global Report for Adult Learning and EducationThe Second Political Participation Conference Issued a Request to the International Social Forum for the Need to Adopt A global Social Feminist Forum in 2014Our Students Evaluating ProjectsPalestinian Feminist Educational ForumChronicles from Rio+20 The education we need for the world we wantThe Global Campaign for Education Kicks OffGlobal Campaign for Education- Media Outreach about the Realities of Childhood in Palestine Government schools with damageGaza Schools Address Environmental Problems When the students succeedAmeria School Students Brief Jenin Governor on Pollution IssuesMeeting with Coordinators of Local Educational Councils600 Students Implement the Social Audit ProjectLocal Educational Councils- Training Workshop in Development of Intervention Projects to Improve the Educational Environment
دمج الأطفال ذوي الإعاقة مجتمعياً
دمج الأطفال ذوي الإعاقة مجتمعياً
الحملة العالمية للتعليم
الحملة العالمية للتعليم
مسابقة " أفضل معلم في العالم "
مسابقة " أفضل معلم في العالم "
الخطة الاستراتيجية
الخطة الاستراتيجية
التقرير المالي
التقرير المالي
فينود راينا
فينود راينا
Towards Creative Change in Palestinian Education
Towards Creative Change in Palestinian Education
Achievements
Since its establishment in 1995, TCC has made numerous achievements in its field of working. These include but are not limited to: 

1) In 2014, the advocacy efforts made by TCC within the framework of 2-year project financed by the EU, fruited the signing of an agreement between TCC and the University of Al-Istiqlal/ Jericho; according to this agreement the university adopted the Sign Language as a University Requirement course for its undergraduate students. 

2) In 1997, TCC worked with the Center for Curriculum Development, which is part of the Ministry of Education, on developing the Civic Education curricula for Palestinian school. TCC’s participation came in response to a request from the Ministry of Education.

3) In 2000, TCC participated in evaluating the civic education curriculum for the 6th grade upon a request from the Ministry of Education. 

4) In 2000, TCC, jointly with the Ministry of Education and school teachers from all over the West Bank and Gaza Strip, initiated a long-term project aimed at Integrating Human Rights, Democracy, and Gender Concepts into Education. The project was culminated with the publication of a guide for teachers concerning the integration of human rights issues into education.

5) Annually, TCC celebrates the Global Action Week abbreviation GAW: a worldwide campaign organized by the Global Campaign for Education GCE to raise awareness on and advocate for education for all in Palestine through the launching of advocacy and awareness campaigns aimed at promoting Palestinian childrens right and access to quality, inclusive, compulsory and free education, as enshrined in the international law and according to the EFA goals. Within this framework, TCC has made the following achievements: 

a) In 2010, the GCE’s Global Action Week was focused on advocating for increased government spending on education.  TCC succeeded to lobby various stakeholders including CBOs, CSOs, Parents Councils, municipalities, schools, activists, members of the legislative council and public officials as part of this action week. A study was conducted by TCC and was used during the campaign to show to which extent the government was no considering the educational needs in Palestine.  All schools throughout the West Bank and Gaza Strip were mobilized to implement activities and many parent councils, Legislative Council members and parents took initiative and implemented advocacy activities demanding the government to increase spending on education. As a result of this collective advocacy work, the government decided to increase the education budget from 16% to 18% of the general budget. 
b) In 2011, the GCES Global Action Week was focused on the discrimination against girls and women in education. TCC conducted another study tackling the inequalities and discrimination against girls and women in education. More than 80000 Palestinians participated in the campaign. TCC succeeded through this campaign to gain support from many public figures and legislative council members to give more attention to girls education in Palestine. The campaign succeeded also in mobilizing media and journalists to address this issue more elaborately in their programs. 
c) In 2012-2013 thousands of educational and community stakeholders were mobilized as advocates in promoting Education for All during the GCEs Global Action Week. The two GAWs focused on education and care for early childhood and teachers rights. Therefore, one of the main successes was the strong involvement of the Teachers’ Union in the Global Campaign for Education. During the GAW 2013 the government met with the Union and made commitment to implement major parts of the Unions demands. The agreement stated that changes will start to take place at the beginning of the next academic year (September 2013). In September 2013, the agreement was enforced. 
d) In 2014, the GCEs Global Action Week was focused on the rights of persons with disabilities, especially their right to inclusive education. The advocacy efforts of this week, aimed at raising community awareness and formal attention to the rights of persons with disability. 25 youth with disability received intensive training program and started implementing awareness and legal literacy workshops for other persons with disability and for the community. In addition, a group of advocacy visits to decision makers were carried out. These advocacy efforts were culminated with the agreement with the Higher Council of Persons with Disability to adopt the recommendations of the youths advocacy work and coordination with the General Union of Persons with Disability to achieve PWDs consensus on those recommendations.     

6) In terms of capacity building in human rights and civic education, the Center was able to increase competencies of various levels of educational cadre including Ministry officials, educational supervisors, school principals and teachers. More than 1200 teachers and 1200 school principals benefited from capacity building trainings in themes related to 1) democratic governance, civil society principles, development approaches, Community-Driven Development, youth and governance, crisis management and developmental problems-solving techniques applied in TCCs project Citizen; 2) mutual reinforcement between HRs and democratic governance, challenges to democratic governance, social responsibility, rights-based budget analysis, monitoring and advocacy, integrity, corruption, anti-corruption best practises and rights-based social auditing and 3) skills and mechanisms applied to diagnose and counteract  cognitive and socio-emotional learning challenges including  psychological symptoms associated with war-related traumas faced by Palestinian children in the early schooling stages.  

7) Since 2004, nearly 30,000 school students from 1000 schools have applied the TCCs Project Citizen Problem-Solving Technique in their communities to solve a wide spectrum of developmental problems in fields like environment, energy, water, infrastructures and Human Rights. Students applied this technique following capacity building trainings provided by TCC.  
8) Since 2009, 4020 school students from 134 schools  have audited 134 projects implemented by governmental institutions in their communities to the end of investigating corruption in the implementation of these projects. Students applied Social Auditing following intensive trainings in this field. 

9) Since its establishment, TCC worked on the formation of 42 youth forums in 42 marginalized villages in West Bank and Gaza Strip. The formed forums have acted as shadow councils to analyze and monitor the municipal budgets from a HRs perspective.

10) Since 2014, TCC has empowered more than 900 9th and 11th graders in IHL and IHRL and their co-applicability in Palestine, which enabled them from launching 29 initiatives aimed at documenting 29 violations of both international law regimes in Palestine.  

11) Since 2010, 1800 children from the 2nd, 3rd , 4th and 5th grades have had their academic performance improved by remedial classes and psychosocial support programs

12) TCC is the founder and actual coordinator of the Palestinian Coalition for Education for All

13) TCC is a co-founder of the Arab Campaign for Education for All (ACEA) 

14) TCC is a member of the Global campaign for Education (GCE); 

15) Regional Secretariat for the Civil Society Education Funds (CSEF): In May 2012, the Center, as a leading organization of the Arab Campaign for Education for All (ACEA), signed an agreement with the GCE to become the chair organization of the CSEF’s Secretariat for MENA and East Europe regions. The role of the Secretariat is to support and strengthen national coalitions which are part of the GCE, monitor and evaluate their projects. For the first year of the project, 4 countries were targeted; Yemen, Somalia, Sudan and Albania. The Center started in May and June 2012 supporting the national coalitions in these countries in their proposals for the fund, in order to increase their chances. The Center is part of the approval committee, and is therefore taking part in the decision making process of the GCE. Second phase of the project included TCC follow up for the national coalitions in their implementation of the projects, examining their needs, building their capacities, and reporting to the GCE on the progress and evaluation of projects.  

16) TCC is a member of the World Social Forum (WSF) through its presidency to Alternatives International Network.

17) TCC is a co-founder of El-JOUSSOUR Mashreq-Maghreb Regional Network.

18) TCC is a member of the International Council for Adult Education (ICAE): 

19) In 2012, TCC was considered formally a member organization in the UNESCO. By the end of 2012 TCC became an elected member in the NGOs Consultancy Committee for EFA Goals (Post 2015) representing MENA, and in the Teacher Task Force within the UNESCO.
 
20) In 2012, and based on a recommendation from Transparency Palestine ¨AMAN¨, TCC was honored by New Vision as one of the organizations that are most committed to the Good Governance standards and practices.