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
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Towards Creative Change in Palestinian Education
Towards Creative Change in Palestinian Education
Programs

I) Human Rights & International Law program: Education is recognized as a powerful tool that allows individuals to escape poverty and fully practise their rights and citizenship. Both International Human Rights Law IHRL and International Humanitarian Law (IHL) are intended to protect education as a whole. International Human Rights Law focuses on an individuals right to receive a good education whereas IHL focuses more on facilitation of education during conflict times. Since the occupation of the Palestinian Territories in 1967 Palestinians have systematically been subject to denial of their fundamental freedoms and basic rights including the right to education. Within this context, none of the education-related provisions in both International Law Regimes has gained respect.  The separation Wall, restriction on mobility, forced displacement, demolitions of facilities and denial of permissions to infrastructures are among the Israeli occupations policies that have limited Palestinians access to good quality education irrespective of age or location. On the other hand, the continuous violation of Palestinian youth and childrens right to education has been accompanied by a deterioration of their rights to decent life, protection, participation and to freedoms of thought, expression and association. The continuous aggravation in the HRs status of Palestinians, accompanied by the prevalence of poverty and the revival of patriarchy, has resulted in a destabilization of belief in the HRs values among the citizens, which resulted in the widespread of phenomena like school dropout, child labour and Gender-Based Violence. In addition, the failure of the PNA to integrate HRs standards into the school curricula, lack of capacities of educational cadre in HRs values and standards and the serious life conditions of school teachers have contributed to minimizing the role of education in promoting HRs culture in the society, which further led to deepening patriarchy, inequalities and gender-based discrimination in the society. This program is aimed at:

Influencing the positions and attitudes of the Palestinian government and decision-making level to increase spending on education, especially educational developmental programs, healthcare for children and mothers, inclusive education for children with disabilities and social programs concerned with persons with disabilities.  
Promoting awareness, understanding, appreciation and practise of IHRL and IHL among CSOs, governmental officials and youth in Palestine. 
Promoting the education sectors 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.
Promoting Gender Equality in the educational curricula, policies and practises
Changing the educational gains of girls and women to a reality in terms of empowerment and equal participation.
Promoting social recognition and protection for Human Rights Defenders, especially youth and women HRs defenders 
Promoting inclusive education for Palestinian children with intellectual and physical disabilities.
Combating child labour and school dropout. 


Type of activites implemented within the framework of the Human Rights & International Law program includes: 1) advocacy and public awareness activites to stimulate the government to reallocate financial resources in a manner that ensures increased spending on education, healthcare for children and mothers, inclusive education and social programs concerned with persons with disabilities; 2) training courses for CSOs, teachers, school youth and university students in HRs-based budget analysis and monitoring; 3) training courses for teachers, education supervisors; school youth and CSOs in themes related to IHRL and IHL and their co-applicability in Palestine; 4) training sessions for school youth on the IHRL/IHL Civic Link technique ; 5) training courses for school youth on UN mechanisms and procedures;  6) analytical workshops to analyze the educational curricula from a HRs perspective; 7) national seminars and workshops to discuss the role of education sector and curricula in promoting respect for Human Rights and IHL among Palestinian citizens; 8) Public Hearings through which school and university students introduce the results of their working on documenting, analyzing and promoting HRs-based alternatives for violations of HRs to the public and the decision-making level; 9) establishing electronic youth forums to enable youth to publicize their work on documenting HRs violations; 10) presentations by school youth in the Human Rights Council; 11) training courses for teachers, parents councils, youth and girls on gender issues, gender and development, womens rights, adolescence and gender-sensitive advocacy; 12) advocacy campaigns to stimulate the decision-making level to enact the penal code and family laws; 13) advocacy campaigns to press the decision-making level to adopt more gender-sensitive educational policies and practises; 14) raising awareness sessions for children on their rights; 15) raising awareness workshops for parents on the socio-economic impacts of the child labour phenomenon; 16) training courses for teachers on coping mechanisms to reduce school dropout; 17) advocacy campaigns to induce the decision-making level to enact the provisions of Palestinian Child Law no. 7 2004 and the Labour law no. 7 2000, especially those components related to the child labour and to strengthen the monitoring system of child labour in Palestine; 18) raising awareness workshops for citizens and parents on the rights of persons with physical and intellectual disabilities;   19) training courses for classteachers on basic methods and principles of integration of persons with physical and intellectual disabilities to the public education system; 20) establishing resources rooms for the benefit of children with disabilities; 21) advocacy activities aimed at promoting national budgets transparency and responsiveness to the rights of persons with disabilities including their right to inclusive education, enacting the provisions of law # 4 for the year 1999 especially when it comes to inclusive education for persons with disabilities and its requirements like preparing and equipping school to become accessible for children with disabilities and creating the appropriate curricula for their integration in the public education system, encouraging local media tools to shed light on the rights of persons with intellectual disabilities and stimulating local universities to include Special Education in their educational programs and 22) promotion and visibility activities like T.V episodes, Radio spots, debates and conferences. 


2) Civic Education Program: Democracies need democrats. This insight forms the core precept of the civic education program operated by TCC.  The program is aimed at creating an informed Palestinian citizenry that is actively involved in governance through equipping the Palestinian children and youth with competencies, needed knowledge, skills and tools that enable them from intervening responsibly and effectively in the political and civic aspects of the public life in Palestine.  TCCs civic education program works with Palestinian children and youth to develop:

Civic Disposition and confidence to participate in civic life; take up the roles, rights and responsibilities that are associated with active citizenship; internalize basic democratic values such as tolerance, fairness and transparency and exercise their rights and responsibilities in a responsible manner;
Civic Knowledge and understanding of their political context as well as their social, economic, political and civil rights;
And Civic Skills including the ability to explain, analyze, interact, evaluate, defend a position, and monitor processes and outcomes. 

Within TCCs civic education program, four promising sub-programs exist: These are: 
a) Foundations of Democracy: This is concerned with building the capacities of teachers and school children in Concepts & Foundations of Democracy. The sub-program is focused on 4 concepts in the Foundations of Democracy module applied by TCC. These are Justice, responsibility, authority and privacy. The training methodology applied in the introduction of these concepts makes use of 4 stories around the 4 concepts. The stories have a certain flow and progress to different levels starting with a definition of the concept, progression to its application boundaries, pros and cons of the concept, how its application differs among individuals, groups and countries. A case study or scenario related to the concept is employed and activities are designed for better understanding of the concept. Story telling is usually accompanied by various methodologies of delivery including the use of puppets, drama, singing, .etc.   
b) Citizenship: Through this sub-program, students are capacitated in the Developmental Problem-Solving Technique applied by TCC project Citizenship. After receiving the relevant training, students start to identify and rank developmental priorities of their communities according to their urgency. After selecting the most urgent problem or the problem that affects the community most, students start gathering information on the public policies, laws and legislations related to this concern or problem. Following, students meet and propose a number of right-based solutions for this concern or problem, selecting finally the most applicable one through voting. Following, students commence dialogues with various social and development actors to obtain a social recognition for the selected solution. Then, they hold negotiations with the relevant duty- bearer and decision-making level to stimulate them to adopt the proposed solution.  
c) Democratic Debate: This is concerned with building the capacities of school students in democratic debating techniques. The focus of this program is on a number of related themes including public speaking, methods for implementing debate research, body language, how to structure speeches and rebuttals, debate format, debate rules and other related topics. Debate rules highlight good listening skills and respect for others opinions especially during rebuttal. 
d) Social Audit: Through which students are empowered and capacitated to investigate, analyze and monitor local and public budgets from several perspectives including the responsiveness of these budgets to the rights and needs of the marginalized sectors in their communities like women and children. After being empowered in such topics, students get involved in analyzing local and public budgets based on ranked priorities and needs. Following, students use the results of their analyses to advocate for rights-based budgetary allocations in their communities and at national level. Through this sub-program, students are also empowered to monitor and audit developmental projects implemented by the government in their communities to the ends of combating corruption, promoting the values of accountability and transparency in the society and holding the government accountable to the citizens. 

Type of activites implemented within the framework of the Civic Education program includes:

Capacity building trainings for teachers and school children mainly 4th and 5th graders in Concepts & Foundations of Democracy Mainly the concepts of Justice, Responsibility, Authority and Privacy using a specialized module developed by TCC Foundations of Democracy Module
Capacity building trainings for school teachers, school principals and school students 9th and 10th graders in Governance and Citizenship and the Developmental Problem-Solving Technique applied by TCCs project Citizenship with school students to enable them to identify developmental concerns of their communities, rank these concerns according to priority, suggest HRs-based alternatives for these concerns and advocate for proposed alternatives.
Capacity building trainings for school students in democratic debating skills and techniques.
Capacity building for 11th graders in investigating, analysing and monitoring local and public budgets from several perspectives including the responsiveness of these budgets to the rights and needs of the marginalized sectors in their communities like women and children. After being empowered in such topics, students get involved in analysing local and public budgets based on ranked priorities and needs. Following, students use the results of their analyses to advocate for rights-based budgetary allocations in their communities and at national level. 
Capacity building for students to monitor and audit developmental projects implemented by the government in their communities to the ends of combating corruption, promoting the values of accountability and transparency in the society and holding the government accountable for its responsibilities and obligations to fight against all forms of corruption in public life affairs.  
Promotion and visibility activities like T.V episodes, Radio spots, debates and conferences. 

3) Psychosocial Support Program
The ongoing political violence perpetrated against the Palestinian people has extremely provoked acute psychological problems among the Palestinians including the post-traumatic stress disorder. The effects of this violence go far beyond the sphere of the individual to pervade, disturb and paralyze the whole community including children, who also suffer from other kinds of violence such as school violence and family violence, resulting mainly from politically-motivated violence. The effects of the political violence inflicted upon the Palestinians are not limited to the psychological symptomology. Indeed, the psychological status of individuals and communities and their socio-economic functioning are positively associated, meaning that psychological symptoms negatively affect the socio-economic functioning of individuals and communities. Regarding Palestinian children and youth, the prevalence of violence, associated with the psychological symptoms have noticeably affected their learning environment and achievements. 
This program is mainly concerned with restoring the normal life conditions as well as the socio-academic functioning of children with psychological and behavioral problems and children victims of domestic and political violence through psychosocial assistance sessions, remedial classes and therapeutic camps. 

Major activities and services provided under this program include:

Provision of individual Psychotherapy treatment sessions for children suffering from mental health symptoms including PTSD
Provision of group therapy sessions for groups of affected women and children
Provision of family therapy sessions for affected families.
Provision of consultation sessions for children, women and individuals who are at risk of developing mental health symptoms. 
Provision of psycho-education workshops for parents, youth, women and teachers in order to create understanding on some basic concepts such as: psychosocial; stress and trauma; coping and resilience; impact of violence, as well as the role of the parents and teachers to support children.
Distribution of Awareness Leaflets to raise public awareness on the effects of war on the psychological well-being of children, trauma, trauma-related symptomology, mental health as a fundamental Human Right, Psychoeducation, roles of schools and families and other related themes. 
Commemoration of the World Mental Health day 10th of October
Organizing capacity building trainings for school teachers and counselors from affected neighborhoods in diagnosing and counteracting cognitive and socio-emotional learning challenges including psychological symptoms associated with war-related trauma of Palestinian children. 
Training workshops for parents of school students and school community committees in utilizing intervention strategies to identify and overcome types of cognitive and socio-emotional learning challenges of their children.
Organization of remedial classes and therapeutic camps for children experiencing law academic achievements associated with cognitive and socio-emotional learning challenges.  

Crosscutting themes: As crosscutting themes, TCC also works on:
Gender Equality & Poverty Reduction
Palestine is classified among the states that suffer most from the prevalence of poverty. Women and children are the most affected sectors. The ongoing occupation of Palestine has resulted in weakened governmental, societal and economic structures causing: struggling economy; destruction of basic infrastructure; poor service delivery; insecurity; and lack of accountability and transparency in the public service provision. Its TCCs firm belief that Education is a powerful tool that allows individuals and communities to escape poverty. Through the Civic Education and HRs programs, TCC works on empowering youth, women and communities to interfere with public policies aimed at combating poverty, resulting in an improved state of accountability and service provision.  
Gender inequalities are addressed in the majority of initiatives implemented by TCC. TCC works on expanding girls and women access to quality education including vocational education. Additionally, TCC works to transform the educational gains made by girls and women into benefits in terms of equality and equal participation. TCC also works on combating girls school drop-out, discrimination against women in public life domains including education and workplace and gender-based violence.