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
Success story- Deir Ballut

Deir Ballut is a Palestinian village in Salfeet District, located 15 Km west of Salfeet City.  According to the Palestinian Central Bureau of Statistics “BCBS”, the total population of Deir Ballut in 2007 was 3154, of whom 1600 were male and 1554 female. There were additionally 609 households recorded as living in 703 housing units.  According to the results of the PCBS Population, Housing and Establishment Census-2007, the illiteracy rate among Deir Ballut Population is approximately10%, of whom 82%are females. There are four public schools in the village; two of them are female schools, one male school and one mixed school. Most of the village residents are dependent on the agro-based economy “agriculture and livestock” and the Israeli labour Market to support their living. The agricultural sector of the village is mainly dependent on olive trees and the cultivation of rain-fed crops such as Okra, Snake Cucumber, Chick Peas, Barley, Corn, Onions and Wheat. Deir Ballut plain represents a major tributary of the agricultural production in the village. Women constitute about 80% of the workforce in the agricultural sector. This high percentage of women’s participation in the agro-economy doesn’t reflect the reality of women’s participation in Deir Ballut, as the bulk of this participation can be classified as non-formal, unpaid family work. Indeed, women’s participation in Deir Ballut at the various economic, social and political spheres is very limited. They are mainly entitled to traditional roles in the society, mainly household activities. They are also vulnerable to economic exploitation. Exploitation of Deir Ballut’s women at the economic level is best manifested in the degrading treatment meted out to women working in the Plain of Deir Ballut by vegetable traders from the village and from neighbouring villages.Two vegetable traders used to monopolize the agricultural products of those women at low prices that are terribly much less than the market prices. For long years, women could not sell their products for other traders due to undeclared agreement among traders from the area that allowed both traders to monopolize the products of those women. During this year, Deir Ballut Girls Elementary School took part in TCC’s project: Enhancing the National Education Sector’s Role in Promoting Respect for IHL and IHRL in Palestine. Funded by the Human Rights & International Humanitarian law Secretariat, the project is aimed at promoting the education role in the formation of informed, responsible and active citizenry prepared to abide by, defend and promote Human Rights culture, humanitarian law and the principle of respect for life and human dignity. Thirty girls from the 9th grade from this school were trained in IHL, IHRL and the “HRs Civic Link”technique.[1]

Following the training, the 30 students started to survey and list the various human rights violations experienced by residents of Deir Ballut. Following, students decided to select the economic exploitation of women working in Deir Ballut’s plain as the violation that is in urgent need to be addressed and ended. Following a deep analysis of the violation, identifying its root causes and implications, defining duty-bearers and right-holders and linking it with International conventions related to women’s rights including the International Covenant on Economic, Social and Cultural Rights and CEDAW, students met to discuss the various possible alternatives for this violation from the perspective of IHRL and decide on the most realistic one based on available resources. Students proposed three HRs-based alternatives to this violation. The first one was to provide raising awareness workshops for those women on women’s rights and building their capacities in marketing skills. The second was to form a committee including in its membership representatives of those women, municipal members and local feminist CBOs. The committee would take the responsibility of determining the prices of women’s agricultural products and negotiating with traders. The third alternative was to organize an annual shopping fest in the village in order to allow those women to offer their products directly to citizens. In order to achieve what they proposed, the thirty students adopted an advocacy plan through which they could meet with local CBOs, national NGOs and the municipality with the intention to lobby them against this violation. The work of girl students fruited the formation of the aforementioned committee, providing a training course for working women in marketing skills by YMCA and the organization of the Snake Cucumber festival in the village for the first time. The festival allowed women to sell their products at market prices for the first time. TCC held a number of interviews with working women during the festival. Interviewed women agreed that 2015 has constituted a pivotal year in their lives because it was the first time for them to feel fair treatment. They are not exploited anymore, they added.  

This story undoubtedly illustrates that the fulfilment of HRs in Palestine is a function that requires the concerted efforts of the Civil Society, the education sector and the private sector. Since its inception in 1995, TCC has tirelessly worked on integrating the efforts of all these sectors to enhance respect for Human Rights values and democratic governance.

 

 

 

 



[1]A  community-driven HRs activism technique that is applied by school students within the framework of HRs projects implemented by TCC in partnership with the Ministry of Education.  When empowered in this technique, school students become able to survey and document various violations of HRs and IHL in their communities. Students then choose certain violations “based on the magnitude of information available on them” to be analyzed. The analysis process includes defining the perpetrators and right holders, detailing the impact of this violation on the lives of people and linking this violation to a certain treaty, convention or agreement under one of the international legal regimes. Following, students meet to discuss several alternatives and decide on the most realistic alternative from the point of view of international law. Students bring this alternative to the community and the decision-making level through community mobilization and advocacy activities. Jointly with the lobbied community, students commence to press the relevant duty-bearer to approve the adopted alternative.