Office Use Only:
Project Department:
Project ID
Al Fakhoora Quarterly Cover Sheet
(Please use as cover page)
1. Project Information
Date Submitted:
January 9th
From
(Reporting
1st June 2012
Year of Report
Quarter of Report
2013
 1st  2nd X3rd
Period)
X 4th
To
31st December 2012
Project Name
Sector
Country
City/Area
AlFakhoora Dynamic Futures
Youth Scholarships
and Empowerment
Palestine
Gaza Strip (Major)
West Bank and
Jerusalem(piloting)
Donors
Implementing Agency
Al Fakhoora Campaign
UNDP/PAPP
Subcontractors involved in project (if any)
In cooperation with :
Islamic Development Bank IBD
Date contract signed
October 22, 2009 (Phase I)
Contracted project start date
1- Natuf Organization for
Environment & Community
Development
2- The EAST Jerusalem YMCA
3- Penn State University’s World in
Conversation project and WinC
Partners ,LLC
4- University College for Applied
Sciences UCAS
Total Value of Contract (in US dollars)
$ 2,426,330.00
Actual project start date
Anticipated completion date
October 22, 2009
EXTENSION REQUEST
Amendment
Phase II (Amendment 1) - 9, Oct.2010
Phase III (Amendment 2)
Total project cost (All 4 Phases)
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Anticipated
completion date
Total Value of Contract
(in US dollars)
4,422,203.00
4,619,190.00
$ 11,467,723.00
Requests for extension*
■
■
2. Programme Administrators
Programme Analyst and Team leader
Nasser Al-Faqih
Programme Manager
Mozna Abumery
Scholarships Coordinator
Mahmoud AL Hendy
Communications coordinator
Ibrahim Al-Sourani
Finance specialist
Hani Skaik
IT specialist
Bilal TAMIMI
Executive Summary
Al Fakhoora Dynamic Futures programme aims at building a cadre of educated and trained leaders
who are civic-minded, intellectually able, and professionally skilled to become the community,
business, and national leaders of the future. In doing so, the objective of the programme is to avail
opportunities for Palestinian postsecondary students to actualize their professional and leadership
potential by overcoming socioeconomic, political and cultural limitations and becoming enabled to
productively engage in society. As many Palestinian students are unable to continue their education
as a result of the increasing poverty rates in the West Bank and the Gaza Strip, this objective gains
importance since it will contribute to building the human capacity of the Palestinian youth.
The programme offers Scholarships and empowerment opportunities for postsecondary Palestinian
students. Each year, 100 local undergraduate scholarships, and 10 international Masters scholarships
are made available to applicants from all Gaza governorates and with limits for West Bank and
Jerusalem. The Scholarship recipients may pursue an academic, technical or professional degree in the
field of their choice, though consideration will be given to those interested in pursuing the identified
specializations in the macroeconomic and labor market studies carried out by the programme. The
scholarship covers tuition for the designated programme of study, accident and health insurance,
housing if needed, a monthly stipend to cover basic living expenses, books and equipment, any special
needs required by the program of study.
The programme also aims to establish a structure for ‘Student Services Unit (SSU) to provide academic
counseling, career guidance, and psychological support to Al-Fakhoora students offered by
professional staff.
In addition, the programme aims to empower its students through two different training strategies;
first, by engaging the students in advocacy training, community services, and social media activities to
enhance their leadership and communications skills and enable them to successfully enter into the
labor market, creating a highly sought after commodity; second, by providing capacity and soft skills
building training activities. Al-Fakhoora students will receive trainings on English language,
international computer Driving license (ICDL), multimedia, management, and any other courses. The
training programme and the identified training course will be annually updated based on both the
students and the local market stated needs.
Al-Fakhoora Dynamic Futures and in addition to the human capital investment for the Palestinian
Households through the scholarship component, the programme, and in cooperation with UNDP/PAPP
Deprived Families Economic Empowerment Programme DEEP , offers another means to economically
empower AL-Fakhoora Students’ families. The students ‘families who are classified as poor according
to UN poverty score card and Sustainable Livelihood Assessment Approach will be granted a nonfinancial micro-business that is designed based on each family resources and needs.
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Goals and Objectives
Al Fakhoora Campaign and the United Nations Development Programme/PAPP share the vision of
building, among Palestinian students of underserved backgrounds, a cadre of educated and trained
leaders who are civic-minded, intellectually able, and professionally skilled to become the
community, business, and national leaders of the future, both, for doing so, are having the
objective to avail opportunities for Palestinian postsecondary students to actualize their
professional and leadership potential by overcoming socioeconomic, political and cultural
limitations and becoming enabled to productively engage in society.
The programme attempts to strike the right balance between the provision of strategic education
and empowerment interventions; capacity development of intermediate educational and societal
institutions, to create a globally acclaimed scholarship programme that has a direct impact on
improving the livelihood of the poor and better prepare its graduates for the labor market. The
targeted outcomes are:
Outcome 1: Postsecondary students, will be able to circumvent socioeconomic obstacles that
deprive them from access to market-relevant educational advancement
Outcome 2: Al-Fakhoora Scholarship graduates through empowerment, leadership development
and life skills provided by capable and transparent institutions (academic institutions, Civil Society
Organizations, the private sector, etc.) have opportunities to engage productively in society and
provide leadership within and outside of their own community.
Outcome3: Al-Fakhoora Scholars are enabled through a visible multi-faceted, well-branded
scholarship/empowerment advocacy campaign to influence global media channels to
communicate better key challenges facing Palestinian youth’s right to education under occupation.
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Contents
1. Project Information ......................................................................................... 1
2. Programme Administrators ............................................................................. 2
3. Performance Summary .................................................................................... 6
4. Systems ............................................................................................................ 8
5. Portal ............................................................................................................... 9
6. Structure ........................................................................................................ 10
6.1 Enhancing the UNDP-PMU Structure ................................................................................. 10
6.2 Enhancing local partners' teams structure ( Natuf , YMCA, UCAS)................................... 10
6.4 Defining the Structure for Al-Fakhoora Scholarship House in Gaza ................................. 11
7. Scholarships ................................................................................................... 12
7.1 Undergraduate Scholarships .............................................................................................. 12
7.1.1 Al-Fakhoora Undergraduate students’ Statistics and Figures ........................................ 15
7.1.1.1Distribution of AlFakhoora Students per Governorates per Phase ......................... 16
7.1.1.2Distribution of Al-Fakhoora Undergraduate Students per Gender .......................... 17
7.1.1.3 Distribution of undergraduate students per degree per phase .............................. 18
7.1.1.4 Distribution of Undergraduate Students per Phase per University ........................ 19
7.1.2 Evaluation of Undergraduate Pre-award Activities........................................................ 21
7.1.2.1 Evaluation of 1st Phase of Year 2009 ....................................................................... 22
7.1.2.2 Evaluation of 2nd Phase of Year 2010....................................................................... 22
7.1.2.3 Evaluation of 3rd Phase of Year 2011 ........................................................................ 23
7.1.3Undergraduate Specializations and Local Market Needs ............................................... 23
7.1.4 Community Services ........................................................................................................ 25
7.2 International Master Scholarships ................................................................ 27
7.2.1 International Master 1st phase (Academic Year 2010-2011).......................................... 27
7.2.2 International Master 2nd phase (Academic Year 2012-2013) ......................................... 28
7.2.3 Perpetrations for the International Master 3rd Phase.................................................... 29
Evaluation of 1st and 2nd phases of the international Master (output 9.4) ........................... 29
7.2.5 Leadership and Voluntary Work Activities ..................................................................... 30
8. Skilling ........................................................................................................... 30
8.1 ‘Engage Youth Project’ Activities Progress ........................................................................ 31
8.2
Al-Fakhoora Undergraduate Students Skills Development ......................................... 32
8.2.1 ICDL Training and Certification .................................................................................... 32
8.2.2 Soft Skills Training Needs Assessment (TNA) ................................................................. 33
8.2.3 Soft Skills Training ............................................................................................................ 33
8.3 UCAS Capacity building and Development Component .................................................... 34
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(Outcome 16) ............................................................................................................................ 34
8.3.1 Rehabilitation of IT labs ............................................................................................... 34
8.3.2Curriculum Assessment Study ...................................................................................... 35
8.3.3 Capacity Building for UCAS Staff .................................................................................. 35
8.3.5 Organizing IT conference .............................................................................................. 36
8.3
Constraints Encountered to project implementation .................................................. 36
9. Advocacy........................................................................................................ 36
9.1 Launching Advocacy Activities ........................................................................................... 37
9.2 Virtual Majles (VM) activity................................................................................................ 38
9.2.1 Pre-Majlis preparations................................................................................................ 38
9.2.3 Tracking the Impact of VM on Students ...................................................................... 39
9.4 More Than Words programme (MTW) .............................................................................. 40
9.5 Local Advocacy Activities .................................................................................................... 41
9.5.1 Media Advocacy ......................................................................................................... 45
9.5.2 Memorial Project ............................................................................................................ 45
10. Economic Empowerment .............................................................................. 47
10.1 Economic Empowerment Statistics and Figures .............................................................. 49
10.2 Highlights on Economic Empowerment ........................................................................ 51
11. Success Stories ............................................................................................... 52
11.1 Story 1 ............................................................................................................................. 52
11.2 Story 2 ............................................................................................................................... 54
12. Conclusion..................................................................................................... 55
Annex1: Report on the Second Batch International Scholarship For the year
2012-2013
Annex 2: Engaged Youth Project Implementation Plan
Annex 3: Training Needs Assessment plan TNA by UCAS
Annex 4: Training Needs Assessment Report by UCAS
Annex 5: UCAS Pre-Training English test by UCAS
Annex 6: Smart Classrooms Proposal by UCAS
Annex 7: Recruitment Process Report for Technical Assistants TAs
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3. Performance Summary
This report is to track the performance of Al-Fakhoora Dynamic Futures Programme during the
third and fourth quarters of year 2012, and for the reporting period from the 1st of June to the
31st of December 2012. The report will comprehensively present the on ground developments,
highlight accomplishments, and identify obstacles, lessons learned and success stories for each
outcome of the programme. The report will address each outcome as a separate component,
with its relevant process and indicators. The aim of this reporting strategy is to easily track the
successes and the shortfalls of each outcome.
Up to date, 290 undergraduate students (285 from Gaza, 5 from Jerusalem) signed contracts
and joined Al Fakhoora Dynamic Futures in its first, second, and third phases of the academic
years: 2009-2010, 2010-2011, and 2011-2012. On December, 2012, updated figured showed
that: the 290 contracted students are classified as follow: 220 students are still studying in
different Bachelor programs, 29 studying in 2 years diploma programs, 16 completed 2 years
diploma and registered to the 1st year of Bachelor program, 12 graduated from 2 years
diploma, and 13 students were dismissed during the academic year 2011-2012 due to their low
academic performance. There are currently 265 students benefiting from the Al-Fakhoora
undergraduate scholarship.
The programme will launch its 4th phase for the academic year 2012-2013, and avail new 100
local undergraduate scholarships (80 for Gaza, 20 for the West Bank and Jerusalem), and
additional 10 international undergraduate scholarships.
By December 31st, 285 Al- Fakhoora Students from Gaza of the 3 phases, have completed a
total 34167 hours of community services of the 492000 targeted hours.
13 International Master’s Students of the first and second phases of the academic years 20102011, and 2011-2012 have benefited from the programme and currently pursuing their master
studies in UK and different world universities. For 2012-2013, The Programme will launch the
third phase of International Masters scholarships for new 10 International Master’s Students. A
Consideration to offer 7 additional master scholarships, which have not been awarded during
the first and the second phases, will be discussed with the donor.
During this report period, the UNDP-PMU signed an agreement with the University Colleague of
Applied Sciences (UCAS) in Gaza to fund its proposed ‘Engage Youth project’, to be
implemented from June 2012 to November 2013. The project fulfills two outcomes, first, UCAS
will build its information technology capacity in terms of staff and assets, equip its classes and
laps with new equipment, and train its academic staff, in exchange of , UCAS providing capacity
building and soft skills training to the 285 Gaza Al-Fakhoora students. Up to 31st December
2012, 100 desktop Computers have been supplied and installed into three major Computer
labs. Capacity and soft skills building activities are planned and implemented for 290 contracted
AlFakhoora students. All Al-Fakhoora Students have been offered all training chances. Training
needs assessment plan was achieved, the results were reported to UNDP-PMU, and finally a list
of requested soft-skills training courses were identified. The Total # of students to have the
training in UCAS is 285, the Gaza contracted students only, excluding the 5 students from
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Jerusalem. Up to December 31st, 166 students have successfully completed International
Computer Driving License training (ICDL) and received their certificates of completion, 17 IT
students were excluded as they have already studied ICDL courses, 18 students from the
Medicine college agreed that they will take the training in summer vacation, and 84 students
did not attend the training due to different family conditions, and will take it later.
On January 2013, UCAS will start English language training courses and soft skills courses for all
students. UCAS plans to conduct 55 soft skills training courses. The courses were identified by
the students, and the local market through the training needs assessment plan which was
conducted by UCAS’s research team.
International Advocacy activities have continued in cooperation with different recognized
international organizations such as Penn State University’s World in Conversation project from
the USA, and with the Palestinian solidarity Campaign PSC in UK. Two agreements have been
signed, the first with World in Conversation Project to mark the second phase of working with
United States’ students of Penn-State University, and the second agreement with the Palestine
Solidarity Campaign, also to mark the second phase of working with different British
Universities. A creative achievement was accomplished as eight Al-Fakhoora students were
selected throughout a highly competitive process among many students, and hired to work as
Technical Assistants (TAs) for a part time paid job in the advocacy component. The students are
assigned to design, implement and supervise the Advocacy activities both on local and
international levels.
Different Local advocacy activities were implemented by AlFakhoora Students. A remarkable
local activity for Al-Fakhoora students was marked through the meeting of Al-Fakhoora
students with Her Highness Al-Shika Moza Bint Nasser at Al-Fakhoora House in Gaza, on
October 23rd.
Preparations for launching academic, professional advisory, and psychosocial support services
for Al-Fakhoora students are in process. The services will be provided at Al-Fakhoora House in
Gaza city, and through AlFakhoora Student Services Unit (SSU). Al-Fakhoora House will be
managed by UNDP’s local partners on the ground; Natuf Organization for Environment &
Community Development (Natuf), and East Jerusalem YMCA under the supervision of the
Dynamic Futures Programme management unit of the UNDP (UNDP-PMU).
242 Al-Fakhoora students’ families have established their micro-businesses under the
management and guidance of the UNDP/PAPP Deprived Families Economic Empowerment
Programme ‘DEEP’. For its coming 4th phase, the programme aims to reach 110 new
undergraduate students and their families. 110 new micro-businesses will be established for
4th phase student’s households. The process of selecting students’ families will start on the
second quarter of year 2013, and after finalizing the selection of the 4th phase targeted
undergraduate students during the first quarter of year 2013.
During this reporting period, efforts were made cooperatively between Al-Fakhoora Campaign
and the UNDP-PMU teams to identify a clear road map for the future implementation of AlFakhoora Dynamic Futures programme. A ‘Revised Project Proposal Template A’ was re-visited
by the UNDP-PMU and submitted to Al-Fakhoora Campaign, a more detailed template B ‘AlFakhoora Outcomes and Outputs Master Template B’ that clearly identifies Dynamics Futures
‘overall outcomes, outputs, activities and deliverables was also developed and shared with the
donor. Different on ground and online meetings were conducted to re-define programme’s
vision, strategic targets ,outputs, expected deliverables, performance indicators, and
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implementation plan for all components. Finally, a list of activities was identified to reach for
the overall outcomes, which are: Dynamic futures Programme’s systems, portal, structure,
scholarship (undergraduate and international Masters), skilling, Internship and placement,
Advocacy, Student Services Unit, economic empowerment, and academic institutions capacity
building. The following will present the progress of each outcome during the past 6 months
from June-December 2012.
4. Systems
The establishment and operationalization of systems and procedures for the effective and
transparent implementation of the programme was achieved in different ways (outcome11).
During the mid of September, and to ensure a joint re-defining of the programme’s vision,
outputs, expected deliverables and performance indicators for all components (Activity1.1.1),
Al-Fakhoora Campaign’s and the UNDP’s teams met in Amman, Jordan. The two teams
addressed the need to re-establish quality assurance systems to ensure an effective
institutionalization for the programme. The teams agreed on; re-building Al-Fakhoora
Scholarship's Financial System independent from DEEP; developing an effective monitoring and
evaluation system (M&E) for Al-Fakhoora Dynamic Futures Programme; and identifying a clear
reporting system with the donor.
During the month of October, the UNDP Programme management unit started the
procurement process for the M&E Specialist (activity1.3.1). The position was announced, and
potential applicants were invited for written exams and interviews. However, the interviews’
committee didn’t find qualified candidates. The position will be re-advertised on January 2013.
During the month of December, the process of building Al-Fakhoora Scholarship's financial
system independent from DEEP programme has started. The recently hired financial specialist
for Al-Fakhoora Dynamic Futures of the UNDP Mr. Hani Skik, started his duties on the 10 th of
December. In Coordination with DEEP Financial team, Al-Fakhoora Scholarship Financial
specialist reviewed all relevant documents and the previously signed agreements, determined
the Programme’s financial status in terms of funds received, expenditures, commitments and
financial forecast/projection (Activity1.2.2), and finally reported the findings listed in the
following Table1:
Phase I
Phase II
Phase III
Total
2,426,330.00
4,422,203.00
4,619,190.00
0
11,467,723
Remittances received
IDB
1,236,000.00
2,211,155.00
2,265,190.00
AL Fakhoora
1,190,330.00
2,211,048.00
2,354,000.00
0
0
5,712,345.00
5,755,378.00
$3,531,854.00
remaining commitments/ Not Yet received
$7,954,969.00
Disbursements Up to 10/2012
$3,512,754.00
Cash available
$19,100.00
Table1: Financial commitments and disbursements for Al-Fakhoora Dynamic Futures Programme
The outcome/activity numbering refers to the listed outcome and activity in template B ‘Al-Fakhoora Outcomes
and Outputs Master Template B’
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1
The process of building Al-Fakhoora Dynamic Futures’ financial system (activity 1.2.3) is ongoing.
UNDP/PAPP uses the online Atlas Financial System for all its programmes.
On December, the UNDP’s Programme management unit (UNDP-PMU) worked on developing
AlFakhoora Dynamic Futures’ branding and marketing strategies. Identified with AL-Fakhoora
Campaign’s communications manager Mrs. Lubna Al-Atiah the programme’s branding and
marketing strategies (Activity 1.4.2).
The newly hired Al-Fakhoora Dynamic Futures’ programme Manager Mrs. Mozna Abumery
started her duties on the 12th of December. During the third week of December, the
programme manager conducted field visits to the local partners’ residences of Natuf
Organization for Environment & Community Development, and East Jerusalem YMCA, and had
a sudden review of samples of the students’ records. The visit was conducted to meet the
partners and at the same time to investigate the quality of beneficiaries’ records keeping
(activity1.5.1). The programme manager agreed with the local partners to develop unified
software system for documenting the students’ records through the Programme’s Portal
(activity 1.5.2).
5. Portal
The aim of building the Programme’s portal (outcome 2) is to have: a management information
system that ensures accurate recording to all students’ information, and minimizes the human
errors; an online dynamic system which is accessible by the programme’s administrators and
donors who are provided with different levels of logging authorities; and a flexible system that
is ready to accommodate the growth and the development of programme components and
beneficiaries’ per year.
During this reporting period, the PMU completed the hiring of the IT specialist to establish and
maintain the portal. Mr. Ali Alazzeh, was appointed as the IT specialist for the programme. The
IT specialist surveyed different scholarship programmes and universities' portals to learn on
processes and functions, and conducted full system analysis for the scholarship programme
processes (Undergraduate and international master).
On December, different online meetings between the Programme manager and the IT specialist
were conducted to finalize the portal's system analysis, its design, and different functions
(Activity 2.1.1- 2.1.4). The Programme manager reviewed the suggested design for the dynamic
Portal, and reported the on ground developments to Al-Fakhoora Campaign’s Communication
Manager. The following developments were shared:
 The portal will be hosted on the UNDP’s server.
 The portal will be released online on the domain Fakhoora.ps.
 The interface of the portal is reflecting a website environment similar to Al-Fakhoora
Campaign website.
 The portal is already activated online in a testing period on link :
 http://www.fakhoora.ps/Website/Default.aspx?tabid=37&language=en-US
The PMU agreed with Al-Fakhoora Campaign’s communications unit to hold on the use of the
booked domain Fakhoora.ps, as it represents duplication with Al-Fakhoora Campaign website at
Fakhoora.org, and to change the portal’s interface. The PMU-IT specialist confirmed the
building for a database system that is accessible for all users and students through the link:
http://www.fakhoora.ps/Website/Default.aspx?tabid=37&ctl=Login&returnurl=%2fWebsite%2f
&language=en-US
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Efforts to finalize the portal will be completed through the month of January 2013. The portal
will be hosted on UNDP’s server to ensure timely and regularly database backup processes.
The portal will serve the online application process for both; the 3 rd phase of the international
Master’s applicants for the academic year 2013-2014, and the 4th phase of undergraduate
scholarship applicants for the academic year 2012-2013.
It was suggested to procure a management information system software programme from the
Market, but the PMU decided to hire IT specialist to ensure easier upgrading processes for the
portal during the coming phases.
6. Structure
6.1 Enhancing the UNDP-PMU Structure
During the fourth quarter of 2012, the process of hiring two new staff members was
completed. The Programme Manager for Al-Fakhoora Dynamic Futures programme was
appointed on 12 December, and the financial Specialist was appointed on the 10th of
December. The hiring of the programme monitoring and evaluation specialist is still in process.
The PMU planned to conduct a 2 days’ workshop during the month of January 2013 to highlight
the needed changes in the structure of the PMU. The main goals of the workshop at the
internal level are : to evaluate UNDP- PMU staffing needs as 5 staff members are already on
board; re-profile existing positions to better match skills & qualifications with needs; Assess
capacity building training needs for the existing staff in their specializations; Drafting of needs
(TORs)/ Develop/review TORs for additional urgent positions; Initiate hiring/recruitment
process for new positions; finalize management arrangements including reporting lines and
authorities within the UNDP teams and to donors ( Activity 3.1.1-3.1.7).
6.2 Enhancing local partners' teams structure ( Natuf , YMCA, UCAS)
During the third quarter and on July, Natuf started the process of hiring 2 new staff members,
the Scholarships assistant, and the Multimedia Assistant. A public announcement was posted in
local newspapers and on online forums. The hiring process was managed and attended by
Natuf project Local manager Mr. Hani Salah, the scholarship coordinator of the UNDP-PMU Mr.
Mahmoud Al-Hindi, and Al-Fakhoora Campaign’s representative in Gaza Mr. Shadi Salah. The
process was completed on August, and the two new staff members have been hired; Miss. Hala
Al-Alami as the Multimedia/Social media Assistant, and Miss. Nour Habib as the Scholarship
Assistant. The two members signed their contracts with Natuf. The workshop of January 2013
will host the local partners in Gaza (Natuf, YMCA, and UCAS) to work on the enhancement of
local partners' team structure (Activity 3.2.1-3.2.3).
6.3 Establishing new Senior Scholarship committee (FSC)
During the reporting period, the assigned Senior Scholarship (FSC) committee did not meet
collectively. Meetings took place with the members individually to discuss the progress of the
Dynamic Futures Programme, and the possible development of its different components. The
members of the committee are distinguished Palestinian figures, who are always having very
busy schedule. The UNDP-PMU decided to select new committee members for the coming year
2013, and mainly inviting members who are willing to meet collectively, and interested in
leading and monitoring the Dynamic Futures Programme as a national programme.
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During the month of December, a meeting within the PMU staff members was conducted to
nominate potential members for the new Senior Scholarship committee (activity 3.3.1). The
process will continue during January 2013 to finalize the formulation of the committee. The
PMU is also considering the establishment of 2 advisory committees; one for the
undergraduate scholarship, and one for the International master scholarship, to join the
meetings of the SFC and reflect collectively on the progress of each scholarship component. The
challenge of this output is to find knowledgeable and committed committee members who are
willing to gather on quarterly bases, and positively contribute to the programme.
6.4 Defining the Structure for Al-Fakhoora Scholarship House in Gaza
Al-Fakhoora House was rented during the second quarter of FY12, the annual rent for the house
is 18,000US$. The renting contract was signed between the UNDP’s local partner Natuf and the
House’s owner. On September, Natuf started the hiring process for a part-time architecture
engineer to follow and develop the internal design of the House, and to provide the needed
Bills of Quantities (BoQs) for the rehabilitation and maintenance activities.
A public announcement was
published by Natuf in the local
media
inviting
interested
candidates to apply. The hiring
interviews were attended and
monitored
by
AlFakhoora
Campaign’s representative in
Gaza Mr. Shadi Salah. In
addition, Natuf contracted 2
security guards to work in two
shifts.
Basic Furniture and
decoration was procured for the
first
floor
during
the
preparations for the visit of Her
Highness Al-Shika Moza Bint
Nasser to Gaza, and finally the house was officially opened during the visit of Her Highness to
the House on October 23th, as shown on photo1.
During the months of November and December, Al-Fakhoora House was partially activated.
On December, the Programme Manager of Dynamic Futures visited AlFakhoora House in GAZA
to look at the possibility of activating Al-Fakhoora House to host the Student Services Unit and
other activities ( output 3.4) .The first floor of the house is well designed, and equipped with
furniture, and high equality internet and phone lines that coat 250$ per month. The second
floor is empty and need to be equipped with furniture. The house is fully ready to host any
activity, and the working team. The question about the reason for the House’s partial closure
during the fourth quarter was answered by Al-Fakhoora Campaign’s Representative in Gaza,
Mr. Shadi Saleh, on phone, who explained that: the House is supposed to be the residence of
Al-Fakhoora Campaign in Gaza, at the same time; it will host the Dynamic Futures Programme
activities, and the Student Services Unit SSU. Mr. Saleh confirmed that he has already issued a
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Municipality license authorizing the opening of Al-Fakhoora Campaign office. The building
consists of 2 floors and the hired engineer is planning to add a third floor. According to Mr.
Saleh, the management of the House will be supervised by him in person while the activities of
Student Services Unit will be provided by the employees hired by Natuf, but without the
interfering of Natuf. The role of Al-Fakhoora house as a part of the Dynamic Futures
programme, its structure and its relation to Al-Fakhoora Campaign’s residence in Gaza should
be identified (Activity 3.4.1). The house is rented by Natuf, the UNDP’s local implementing
partner in Gaza, which is currently, and up to the 31st of December 2012, supervises 115 AlFakhoora undergraduate students in coordination with the second local partner East Jerusalem
YMCA, which supervises the other 162 Al-Fakhoora undergraduate students. The YMCA’s
presence and role in Al-Fakhoora House is still undefined.
A Major obstacle that is hindering the activation of Al-Fakhoora House, the Student Services
Unit, and the career development services is the above explained situation. The UNDP-PMU
consider this issue as top priority, that urgently need to be addressed by the PMU and AlFakhoora Campaign in Qatar in order to finalize the identification of roles and structures during
the first quarter of 2013.
During this reporting period, no specific services have been conducted by Al-Fakhoora house,
except the hosting of few meetings, and on December, the house hosted a workshop in Human
rights as one of the local advocacy activities for 30 AlFakhoora undergraduate students.
7. Scholarships
During the reporting period, UNDP-PMU and Al-Fakhoora Campaign’s teams agreed on the
identification of clear set of procedures in managing both the undergraduate and the
international Master scholarships. Efforts to build manuals for each scholarship were lunched
during the third and fourth quarters. The PMU conducted meetings with the local partners to
draw lessons and highlight the on ground processes. Both manuals are still under development
by the scholarship coordinator Mr. Mahmoud Al-Hindi, and the communications coordinator
Mr. Ibrahim Al-Sourani, and will be submitted to the Programme Manager for reviewing during
the 2nd week of January 2013(Activity 4.3.1, 4.4.1).
7.1 Undergraduate Scholarships
The undergraduate scholarship (outcome 7) is a main component of Al-Fakhoora Dynamic
Futures programme. Each year, and since the startup of the programme on October 2009, the
programme offers 100 local undergraduate scholarships for students from Gaza, West Bank and
Jerusalem. 300 Scholarships were provided in 3 phases, and the total number of contracted
students was 290 students from all phases, however, and due to the low academic
performance of 13 students, and the graduation of 12 students from 2 years diploma programs,
the current number of students who are benefiting from the scholarship is 265 students. Table
2 shows the undergraduate students’ numbers per phase, up to December, 31st, 2012.
During the reporting period, UNDP’s local partners in Gaza and Jerusalem have continued to
follow up and assist the UNDP-PMU in managing and monitoring of Al-Fakhoora
undergraduates. The partners work closely with different local universities and academic
institutions to follow up the students’ academic and social performance. Since the beginning of
programme, the local partners, Natuf and East Jerusalem YMCA cooperated together to unify
the used forms; scholarship application, contracts, and all other forms of documentation as
means of documentation and monitoring. For the three phases, Natuf has been contracted to
12 | P a g e
monitor 116 undergraduates from Gaza, and East Jerusalem YMCA has been contracted to
follow 174 students (5 students from Jerusalem+ 169 from Gaza).
Phase 1
Phase 2
Phase 3
Academic
Year
Total
contracted
per phase
2009-2010
2010-2011
2011-2012
Total
# of Dismissed
students
per phase
# of current Students
per phase
100
100
90
# of
graduated
diploma
students
6
6
0
1
12
0
93
82
90
290
contracted
12
Graduated
13
dismissed
265
Current students
Table 2: Dec. 2012 - Total #of contracted, dismissed, and current Al-Fakhoora Students per phase.
UNDP-PMU supervises and coordinates closely with the two local partners to monitor the
progress of the undergraduate scholarship component. Each local partner reports on AlFakhoora students under their supervision, and coordinate with each other’s, maintaining a
coherent and unified environment for all Al-Fakhoora undergraduate students. During this
reporting period, one of the major coordinated issues, was the agreement on the procedural
steps for dismissing and holding the scholarship from the students with low academic and social
performance. UNDP-PMU, Natuf, and YMCA conducted meetings to agree on procedures for AlFakhoora students’ dismissal; accordingly, 13 students were dismissed from Al-Fakhoora
scholarship. The UNDP-PMU followed up reasons behind the dismissal of the13 students and
reviewed back the selection process of the 13 students. In addition, the PMU requested the
local partners to submit statistics showing the Grade Point Average (GPA) for all current
students per each phase, as shown in table (3) below:
Phase
1st phase
2nd phase
3rd phase
# of Students
with outstanding GPA
(85>=)
# of Students
with Average GPA (7084)
# of Students
with below Average
(>70)
# of dismissed
Students
20
3
24
61
41
51
18
44
15
1
12
0
Table 3: # Al-Fakhoora students with outstanding/ Average/Below standing/ dismissed per phase for
the second academic semester from (January - July 2012)
The tables shows that the number of the outstanding Al-Fakhoora students is not exceeding the
percentage of 20% for phase 1, 3.4% for phase 2, and 26,6% for Phase 3. The 2nd phase’s
students are the students with the lowest academic performance and even 12 dismissed
students are coming from the same phase. The first and third phases have almost similar
number of students with same GPA percentages. The PMU and the local partners also
reviewed the reasons for the dismissal of the 13 students as shown in the following table 4. One
main reason was mainly illustrated as low profile students who were listed and nominated to
benefit from Al-Fakhoora scholarship based on their poverty rate and poor economic conditions
only without any consideration for their academic performance, or any other personal
capabilities.
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#
1
2
3
4
5
6
7
8
9
Failed
or
Withdr
awn
Hours
11
# of
Warns
# of
Meetings
with the
student
and parent
CGPA
One
last meeting
was on
11/8/2012
56.53%
four
0.00%
two
two
53.55%
phone
many times
Was phoned
many times
/never come
0.00%
Didn’t attend his university and the partner phoned
him many times and his mother said that he is
careless and he does not want to study.
Student Name
University
Collage
Passed
Credit
Hours
Essa Osama Essam
Mushtaha
Al Azhar UN.
Journalism
22
Al Azhar UN.
Nursing
UCAS
Internal
design Eng.
Al Azhar UN.
Journalism
UCAS
ICT
19
22
One
five
48.49%
He was dismissed from the university because of his
bad academic performance
General
5
23
two
four
37.75%
He failed
by phone
many times
Was phoned
many times
0.00%
Didn’t attend his university / the partner phoned him
many times and he never come to the office
Thaer Ashraf Abed
Rabu El kelanee
Jehad Raed Bassam
El ghoul
Mostafa Jamal
hussain El Saafeen
Jumaa khalid Jumaa
Syam
Ahmmad el-Fateh
Mahmoud El
Nakhala
Yousuf mohammad
yousuf el ashqar
Bassam bassam
nimer abu yousuf
Adham Kayed AlKar'aa
Al Azhar UN.
he signed contract but
did not study
23
19
He signed contract but
did not study
Accounting
Al Aqsa UN.
Journalist
6
25
two
five
41.09%
The student has low academic performance.
Al Azhar UN.
commerce
22
24
two
four
53.25%
Failed and low academic performance.
He signed contract but
did not study
Abdel Mohsen
Hamouda Al khodary
Al Azhar UN.
Law
18
39
Two
five
61.05%
11
Doaa Mohammed
Mostafa Dahman
Al Aqsa UN.
BA
39
57
One
three
57.33%
12
Esam Ahmad Ahmad
Abu Shaweesh
Al Aqsa UN.
BA
11
3
One
two + two
visits
66.27%
One
Two
meetings
with the
student and
his brother
13
GPA is low 56% for two semesters and he did not
study full year 2011-2012 , missed classes without
submitting logical reasons
The student did not attend first semester, and his
father stated that he is not studying
The student was dismissed from the university
because of his bad academic performance
Faculty of
Science and
Technology
10
Ahmed Ibrahim
Hasni Salhat
Reasons for Dismissal
Islamic
University
Medicine
26
12
65.18%
The student received two warnings and his
scholarship was frozen , even so his academic
performance was not improved
she has low academic performance ,failed and was
not able to continue studying
Two partner’s field workers visited his family at home
after he missed exams, and he refused to submit
documents regarding his absence
Failed in 4 subjects (12 Hours). The student benefited
from another grant (UNESCO GRANT). The Student
travelled to Turkey without informing Al Fakhoora
Programme.
Table 4: Dismissed students’ Names, Information, and Reasons for being dismissed
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7.1.1 Al-Fakhoora Undergraduate students’ Statistics and Figures
The following tables, charts and figures are to provide detailed information on Al-Fakhoora undergraduate scholarship component of the
three phases. The following table(5) provides information on the number of Al-Fakhoora Students who have joined either the Bachelor or
the diploma programs, the number of students who completed the 2 years diploma and bridged from diploma to Bachelor, the number of
the dismissed students, and the number of the Graduated students from 2 years diploma programme, up to December 2012.
Natuf
Local Partner
YMCA
Bachelor
Diploma
Bridge Dismissed Graduated
Bachelor
Diploma
Bridge
Dismissed
Graduated
1st phase
45
0
2
1
2
37
2
7
0
4
2nd Phase
0
0
0
0
0
48
26
7
12
6
3rd Phase
66
0
0
0
0
24
0
0
0
0
Total
111
0
2
1
2
109
29
14
12
10
116 contracted students by Natuf
113 Al-Fakhoora students currently supervised by Natuf
174
Al-Fakhoora contracted students by YMCA
152 Al-Fakhoora students currently supervised by YMCA
290 contracted Al- Fakhoora Students distributed as : 220 still Studying in different Bachelor programs + 29 still studying
diploma + 16 completed the 2 years diploma , bridged, and registered to 1st year Bachelor + 13 dismissed + 12 graduated
with 2 years diploma.
On ground there are 265 Al-Fakhoora students
Table 5: December 2012: # of Al-Fakhoora Students per type of degree/ bridged / dismissed/ Graduated from diploma programme
15 | P a g e
7.1.1.1Distribution of AlFakhoora Students per Governorates per Phase
Chart 1: December 2012, the on ground Al-Fakhoora students per Governorate
#
Governorates
Total Std. No.
1
2
3
4
5
6
Gaza
North Gaza
Middle Area
Khanyounis
Rafah
Jerusalem
Total
78
63
64
31
30
5
265
Natuf
Phase 1 Phase 3
16
14
20
18
8
20
2
7
3
7
49
66
Phase 1
13
8
15
8
6
YMCA
Phase 2
27
16
17
10
11
50
81
Phase 3
7
1
4
4
3
5
24
Table 6: Total # of on ground Al-Fakhoora Students per Governorate per each local Partner
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7.1.1.2Distribution of Al-Fakhoora Undergraduate Students per Gender
Chart 2: classify the undergardute students per Gender, up to December 31st the # of Al-Fakhoora female students reached 155 females , and the
# of male studnets is 110 males.
Natuf
Phase 1
Phase 3
#
Gender
Total Std. No.
1
Male
Female
110
155
27
20
Total
265
47
2
Phase 1
YMCA
Phase 2
Phase 3
20
46
18
28
33
49
12
12
66
46
82
24
Table 7 : shows the # of female/ male students per phase per partner, each local partner
17 | P a g e
7.1.1.3 Distribution of undergraduate students per degree per phase
The following Charts 3, 4, 5 are identifying the number of students in the Bachelor or diploma
academic programs, bridged students, Dismissed, and graduated per each phase.
Chart 3
Chart 4
Chart 5
18 | P a g e
7.1.1.4 Distribution of Undergraduate Students per Phase per University
7.1.1.4.1Distribution of 1st Phase Students per University
#
1
2
3
4
5
7
8
9
10
11
University
Std. No.
Natuf
YMCA
IUG
34
22
12
Al Azhar
25
19
6
Al Aqsa
15
0
15
UCAS
8
1
4
Open Univ.
4
3
4
Palestine
1
0
1
Arab Community College
1
0
1
Pal. Nursing col.
2
1
1
Palestine Security Academy
2
0
2
Gaza University
1
1
0
Sub Total
93
47
46
Dismissed
1
1
0
Graduated
6
2
4
Total
100
50
50
st
Table 8: distribution of 1 phase students of each partner per their universities
Chart 6: 1st phase students as distributed in the different local universities
7.1.1.4.2 Distribution of 2nd Phase Students per University
19 | P a g e
#
1
2
3
4
5
9
10
University
Std. No.
Natuf
YMCA
IUG
8
8
Al Azhar
18
18
Al Aqsa
12
12
UCAS
17
17
Open Univ.
13
13
Pal.Nursing col.
3
3
Gaza Univeristy
3
3
Faculty of Science and
11
3
3
Technology
12
Gaza Univ.
3
3
13
Palestine
1
1
SubTotal
81
81
Dismissed
13
13
Graduated
6
6
Total
100
100
nd
Table 9: Distribution of 2 phase students of each partner per their universities
Chart 7: 2nd phase students as distributed in the different local universities
7.1.1.4.3Distribution of 3rd Phase Students per University
20 | P a g e
#
University
1
2
3
4
5
6
7
8
IUG
Al Azhar
UCAS
Al Omah
Al Aqsa
Palestine
Open Univ.
Jerusalem
Total
Total Std.
No.
25
23
3
3
20
4
7
5
90
Natuf
YMCA
21
20
3
3
12
2
5
0
4
3
0
0
8
2
2
5
66
24
Table 11: Distribution of 3rd phase students of each partner per their universities
Chart 8: 3rd phase students as distributed in the different local universities
7.1.2 Evaluation of Undergraduate Pre-award Activities
During the reporting period, and for the aim of improving the selection process for the coming
4th phase undergraduate scholarship of the academic year 2012-2013, several meetings were
21 | P a g e
conducted with the local partners to assess the pervious undergraduates’ pre-award activities
(outcome 6) and selection criteria (output: 6.1, 4.1). The UNDP-PMU in coordination with the
local partners Natuf and YMCA, reviewed and tracked the selection processes for Al-Fakhoora
students of the three previous phases, and findings were as follow:
7.1.2.1 Evaluation of 1st Phase of Year 2009
100 students were selected through a nomination process. A list of 50 students’ names from
the sons/ daughters of poor families, who were rated as extremely poor families by the UN
poverty card ,and already were benefiting from the UNDP/PAPP Deprived families Economic
Empowerment Programme DEEP, was nominated by DEEP’s 6 local partners to YMCA. YMCA
followed up with the families, and requested them to ask their sons /daughters who had passed
high school education or in their 1st year of study in any credible academic program either
Bachelor or diploma, to fill in the scholarship application form and sign the scholarship contract.
Another list of 50 students was accomplished by Natuf, the second local partner. Natuf received
14 nominated students from DEEP’s local partners, and 36 nominated students from the
different universities of Gaza, particularly from Medicine and engineering faculties. The reason
for targeting students from Medicine and engineering was to complete the batch of targeted
specializations of the 1st phase. Due to the poor high school grades of most students coming
from DEEP Families, none of the students was registered to Medicine or engineering Faculties.
The PMU requested from Natuf to contact local universities and request scholarship
applications from 1st year students from Medicine and Engineering faculties.
For 1st phase, the 100 Al-Fakhoora undergraduate students were selected through two
different selection criteria: Firstly, the selection criteria for students coming from extremely
poor DEEP’s families, which have focused on offering the chance of education to the students,
who: 1)Have successfully completed their secondary education regardless their grades; 2)
Classified according to the UN poverty score card as members of households with extreme
poverty; 3)Registered to any credible academic program either Bachelor or diploma.
Secondly, the selection criteria for the students coming from Medicine and engineering
faculties, which targeted: 1) Students with high academic merit in their secondary education,
and currently in the first year of Medicine or engineering undergraduate studies; 2) Are listed to
receive social assistance in their universities; 3) Passed the UN poverty score card.
7.1.2.2 Evaluation of 2nd Phase of Year 2010
100 students were selected; 80 from DEEP with no consideration for their academic
performance, 17 students with disability nominated by the General Union for Disable People in
Gaza and also with no consideration for their academic performance, and 3 female students
nominated by the donor as they directly communicated Al-Fakhoora Campaign asking academic
support and assistance. For the 80 students from DEEP, and the 17 students with disability, the
selection criteria were similar to the 1st phase selection criteria to students from DEEP families.
For the 3 female students, they were meeting the second criteria having high academic merit
and coming from poor families. In the 2nd phase the programme supported undergraduate
students for both diploma and Bachelor degrees.
22 | P a g e
7.1.2.3 Evaluation of 3rd Phase of Year 2011
For the 3rd phase of year 2011, 90 students were selected. The students were nominated from
different sources: 5 students from DEEP families in Jerusalem through YMCA, 45 students from
DEEP local partners in Gaza, 7 students from the Ministry of Social Affairs ranked as members of
households with extreme poverty, and 39 students from different Palestinian universities.
Similar to the 1st and 2nd phases, two different selection criteria were applied; for the 5
students from DEEP families in Jerusalem, the 45 from DEEP families in Gaza, and the 7
students from the Ministry of Social Affairs, the selection was mainly concerned about
providing the chance of education for the poor students. However, with the local universities,
the selection criterion was mainly focusing on academic excellence and a proven need for
assistance which was documented through the scores of the UN poverty card. An additional
process was applied to the 3rd phase that is, all nominated students went through a personal
interview with a selection committee. In the 3rd phase, all students are registered only into
Bachelor programs.
During the reporting period, lessons from previous phases were learned and shared among all
involved actors. Suggested criteria and process for selection were initially identified for the
selection of the new Al-Fakhoora undergraduate students of the 4th coming phase. The new
selection criteria will be finalized in the coming Dynamic Futures’ workshop of January 2013 by
the PMU and the local partners, and then shared with Al-Fakhoora Campaign for final approval
and in line with the stated (outcome 6.6). The finalized selection criteria will be documented in
Al-Fakhoora Undergraduate Scholarship Manual.
7.1.3Undergraduate Specializations and Local Market Needs
During this reporting period, and based on the conducted evaluation meetings between the
PMU and the local partners, it was clearly figured that Gaza local Market’s needs for specific
undergraduate specializations (activity 6.1.6) was not taken in consideration while selecting the
290 Al-Fakhoora undergraduate students of the previous three phases. The main reason for this
shortfall was mainly because of the implemented selection processes and the used criteria for
the three phases as clarified previously in this report. However, the selected specializations for
the 290 Al-Fakhoora students in each phase were as following:
The 1st phase: as shown in Chart 9, 100 students were contracted, 1 dismissed Medicine
student who quitted and traveled abroad, 6 students were graduated, and 93 students are on
ground studying the following specializations up to this reporting period.
23 | P a g e
Chart 9: Al-Fakhoora 1st phase undergraduates: # of Male/Female students per each specialization
The 2nd phase: 100 students were contracted, 12 were dismissed from different specialties, 6
were graduated, and 82 students are on the ground studying the following specializations up to
this reporting period as in Chart 10.
Chart 10: Al-Fakhoora 2nd phase undergraduates: # of Male/Female students per each
specialization
24 | P a g e
The 3rd phase: As distributed in chart 11, for the 3rd phase, 90 students were contracted, and
maintained as 90 students on the ground studying the following specializations up to this
reporting period
Chart 11: Al-Fakhoora 3rd phase undergraduates: # of Male/Female students per each
specialization
During the month of December, The PMU started to communicate with different international
organizations in Gaza to follow on market needs assessment studies. On 2012, Mercy Corps
International published its local Markets Needs Assessment study; the study assessed and
reported the needs of Gaza local private sector. On August, 2012, the German technical
cooperation GIZ, and building on Mercy Corps study, enhanced the study to reach to the needs
of the vocational market in Gaza. On September 2012 Mercy Corps started a new market
assessment study the focuses on the E-economic needs, targeting the ICT private sector in
Gaza. For the governmental sector in Palestine, the latest document was the National
Employment strategy of November 2010, by the Ministry of labor in the West Bank and funded
by GIZ.
The PMU will conduct a new Gaza market needs assessment during the year 2013. It’s worth
mention, that during the different meetings or visits with either employers or the international
and local organizations in Gaza, there was an agreement among all, that the local market needs
are changing from year to year, and that the problem is not about the employers facing a
difficulty in finding some specializations, but mostly about facing a difficulty in finding quality
and qualified graduates that are equipped with the proper education and skills needed in the
labor market.
7.1.4 Community Services
25 | P a g e
Community services (Activity 7.5.3) are an essential activity of the undergraduate scholarship. It
is vital to increase the capacity of the students in two aspects; 1) as accumulative experience of
the Gaza market. The working community organizations have variety of fields that can enrich
the student’s experience. 2) Volunteerism work spirit: volunteering is important as it goes a
long way towards creating a healthy community. The student can take the community services
as part time activity during the study period, which makes it different from full time internship
after the graduation.
The process of registering to community services is as follow:
1- The Student has to identify an organization and an assignment of his/her interest. And then
seeks a letter of request from the local partner to the specified organization
2- The local partner evaluates the student’s request, and issue the letter of request to the
potential organization asking its support for the student to conduct community services hours,
that are monitored and documented in an attendance sheet.
3- The student submits a quarterly report to the local partner on his/her progress and any
learning experiences.
4- Al-Fakhoora Dynamic Future Programme’s local partner follows up the progress of the
students, and respond to any concerns or problems might arise.
5- The student must complete 100 hours per year, and by the end of the community services
activity, the student submits his/her attendance sheet recording the working hours, and a
report from the hosting organization that reflects on the student’s progress and achievement.
6- The partners keeps and updates the student’s community services records in their
residences, and report the accomplished tasks for the PMU in an excel sheet for all phases. The
excel sheet records the hours achieved, the place of community services, the activities
conducted, the contact information, and the student’s supervisor name and mobile number.
The partners conduct random field visits to the students in their work to monitor their
commitment.
Al-Fakhoora students have conducted their community service in various organizations working
in different fields including women, elderly, youth, clubs, agriculture, civil society organization,
charities, youth clubs or community centers all over the Gaza strip.
Local partner
Natuf
# of Students per
partner
115 + 1 dismissed
Targeted community
Services hours
21200
Achieved community
Services hours
13716
YMCA
162 + 12 Dismissed
28000
20451
Total
290
49200
34167
Table 12: December 2012, total # of community services Hours achieved by the 290 Al-Fakhoora
students per partner.
During December, and while assessing the undergraduate on award activities (outcome 7), the
PMU highlighted the importance of having planned community services that are conducted in
groups. Suggested activities such as: enhancing a better environment by cleaning the sea beach
during the summer, or cleaning and beautifying neighborhoods activities; Al-Fakhoora students
from same neighborhoods can cooperate together and in coordination with the municipality to
conduct periodic cleaning and beautification campaigns.
26 | P a g e
7.2 International Master Scholarships
During this reporting period, there are currently 13 Gaza’s Al-Fakhoora international master
students studying at different UK and other world universities, the following tables provide
more information on the students per reach phase:
7.2.1 International Master 1st phase (Academic Year 2010-2011)
The PMU scholarship coordinator continued to follow up the 6 students of the first phase of the
international master, and provided the following services:
Table 13: 1st phase International Master’s students and their information
#
Student name
University
Specialist
Country
Status
University of
East Anglia
Norwich
York
University
Water
Management and
Law
UK
Finished/ but still in UK
to get his certificate
ICT Education
UK
Will finish Jan 2013
Laila Ali Barhoum
University of
Sussex
Poverty and
Development
UK
Finished/ returned to
Gaza
Nuha Jameel Bashir/Masri
University of
PAVIA
Development &
Cooperation
International
Communication
and Development
Italy
Will finish Jan 2013
1.
Mohammed Sari Sisalem
2.
3.
4.
Fadi Zakaria Hania
5.
Rania Khalil Al Najjar
City
University
Matar Al-Gogo
Alexandria
University
UK
6.





Law
Egypt
Finished / and currently
having internship at
Islamic Relief- UK
2 years Master
programme/ he
finished his first year
and moved to the
second.
On daily basis, the coordinator followed up and responded the students’ e-mails or requests.
Assisted the students to meet and tackle any challenges they are facing.
Assisted the students in planning their internship placements.
Obtained financial report for all students and coordinated the transfer of all payments to the
universities on time, and the monthly allowances for all students.
Finalized all requested payments with the finance department at the UNDP.
Followed up the students’ development and academic performance; Grades of all students were
recorded and tracked obtained.
During the reporting period a documentary film was developed by Al-Fakhoora Campaign in Qatar
documenting the experiences of two international Masters Students’ in UK.
27 | P a g e
7.2.2 International Master 2nd phase (Academic Year 2012-2013)
During third quarter of 2012, travel’s arrangements for 7 international masters’ students were
ongoing. The following table 14 shows the names and information of the students:
#
1.
2.
Student name
University
Mohammed B. Alshurafa
De Mont Front
Samir Khalil Matar
University Sains
Malysia
Israa Ismail Abu Shanab
Royal Holloway
3.
4.
Specialist
Accounting and
Finance
Environmental
Engineering
Leadership and
Management in
Health
Water
Engineering
Biomedical
Engineering
Arts, Psychology
and Education
Country
UK
Status
Still Study
Malaysia Still Study
UK
Still Study
Brunel
UK
Still Study
University
5.
Near East
Cyprus/
Qasem Anwar Alyazji
Still Study
University
Turkey
6.
University of
Alia Murshed Shaheen
UK
Still Study
Sheffield
7.
Eastern
Cyprus/
Ghada Alraee
Mediterranean
Journalism
Still Study
Turkey
University
Table 14: The names and information of the 7 international Master students of 2 nd Phase
Fedaa M. Fayyad
During the second quarter of year 2012, 5 students achieved their unconditional offers, and on
the third quarter only 2 more students got their unconditional offers from their targeted
universities. The PMU scholarships coordinator assisted in the processes of achieving
universities’ acceptance, and identifying relevant courses. Unconditional offers were
accomplished before August 2012. Budget for all 7 students were finalized based on the
country of study and the period of study. Visa and border crossing arrangements were
managed for all students on time. All 7 students were sent to their universities on time, one or
two days prior to the induction training at their universities. Prior to their departure, local
induction training was done for all students. This induction mainly explained the scholarship
budget student and the students’ personal safety. 7 Contracts between UNDP and students
were signed, and 7 contracts between UNDP and the hosting universities were signed.
After the students’ arrival at their universities, the scholarship coordinator ensured that they
received arrival and settlement costs. During the fourth quarter, communications between the
scholarship coordinator, the students, and their universities were conducted on regular basis.
The scholarship coordinator finalized a brief report documenting all the processes and
procedures implemented to finalize the selection and contracting of the students of the 2nd
phase of the International Master. (Annex 1: Report on the Second Batch of the International
Master of 2011-2012)
28 | P a g e
7.2.3 Perpetrations for the International Master 3rd Phase
Evaluation of 1st and 2nd phases of the international Master (output 9.4)
During the fourth quarter, the PMU team conducted different meetings with key figures from
universities and international organizations. One of the meetings was on the 3rd of December,
at UNDP video conference room to discuss potential Master specializations. Another meeting
was conducted with Al-Fakhoora Campaign’s representative in Gaza, the PMU programme
manager, and the scholarships coordinator to highlight the reasons behind the shortfall of
reaching the targeted number of master students of each phase. For both the 1st and 2nd phases
of the international master scholarships, the PMU was not able to reach the targeted number
of students which is 10 international master’s students per phase. In the 1st phase, only 6
students of the targeted 10 have successfully joint their international master programs, and for
the 2nd phase, the target was to offer 10 international master scholarships plus the 4 remained
scholarships of the 1st phase. The total number of the offered scholarship of academic year
2012-2013 was 14 international scholarships. By September 2012, only 7 students were able to
get their unconditional offers and travel to their country of study.
The PMU highlighted the following findings and recommendations:
1- During the past 1st and 2nd phases of the international masters, the main reason for the
shortfall in reaching the targets of each year was mainly due to the inability of the
selected students to fulfill the English language required levels ( 6.in ITLES, and 550 in
TOEFL). Most of the students can secure conditional offers till they submit their scores
of any taken international recognized English language tests , and when they fail to
submit the document, they lose their conditional offers, and accordingly lose the
scholarship chance. The PMU recognized this situation, and for the 3rd coming phase of
international master academic year 2013-2014, an English language document to show
at least 530 scores in TOEFL/ 6.0 in ITLES must be attached with any applicant’s Master
application, and will be considered as a primarily condition for considering the
application, and for the eligibility to apply for Al-Fakhoora International Scholarships.
2- For the 3rd phase, it was decided to make the international scholarships open for all
specializations. The PMU decided to let the students defend the importance of their
selected specializations to the needs of Gaza local market and the Palestine’s
development priorities. At the same time and in parallel to that process, the PMU will
conduct a market needs assessment study to support the final selection process.
3- The PMU opened the limit of age which was only inviting applications from 25-35 years
old applicants. The new age limit is less than 36 years old.
4- The PMU will announce the invitation for applications to the international masters on
January 2013, and will give applicants 1 month to develop their application and collect
the needed documents. At the same time, the PMU will try to build an online database
system as a part of the scholarship portal, to receive the masters’ application online in
the second stage for applying. The online database system will enable the PMU to easily
filter and score the submitted applications (activity 9.4.2).
By having these changings on ground, the PMU will ensure to have:
- Qualified students with strong English language scores who can achieve their
unconditional offers at the end and meet the standards of UK universities.
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-
The Applicant’s ability to successfully defend his/her selected specialization in front of
the selection committee will indicate his/her other skills such as: leadership,
communications, creative thinking, and his/her potential chance of empowerment in
the community.
7.2.5 Leadership and Voluntary Work Activities
During the reporting period, the scholarship coordinator and the communications coordinator
have followed the international master’s students’ activities in their countries of study either
through the direct communications with the universities, the students, and other active online
forums. Many students’ activities were documented by photos and uploaded to Al-Fakhoora
international Master Students Facebook page. Up to this reporting period, only Ms. Laila
Barhoum, an MA student from the University of Sussex in poverty and Development returned
back to Gaza, and she will provide training hours to Al-Fakhoora students at Al-Fakhoora House
during the month of January 2013(outcome11.1). The Palestinian Solidarity Campaign (PSC) in
UK organizes events and invites Al-Fakhoora international master students to effectively
contribute.
8. Skilling
Skilling (outcome5) is one of the most important outcomes of Dynamic Futures programme.
The component is not only targeting the skilling of Al-Fakhoora local Undergraduate students,
but also it targets the capacity building of the local academic institutions. During the past three
years (2009-2012), skilling activities were not activated, and the 290 contracted Al-Fakhoora
scholars of the 3 phases have not got any chance for developing their skills through a quality
training in subjects such as soft skills, International Computer Driving License (ICDL), and English
language.
On June 1st, 2012, the UNDP-PMU granted and signed agreement with the University College of
Applied Sciences (UCAS) to implement the project entitled ‘Engage Youth Project’. The project
aimed the development of two main components; the first is capacity building for all AlFakhoora undergraduate students in the field of soft skills, while the second component is
dedicated to develop the IT infrastructure at UCAS (Annex 2: Engage Youth Project
Implementation Plan). It was agreed with UCAS, that UCAS will assess and identify two main
issues; first, what are the types and levels of soft skills do Al-Fakhoora students posse; second,
what are the required soft skills that can enlarge the opportunity for Al Fakhoora university
students to competently join the local labor market. After which, UCAS will conduct an
appropriate and relevant soft skills training program for Al Fakhoora students.
For UCAS’s capacity development activities, and based on the Engage Youth Project, the UNDPPMU agreed to rehabilitate 10 computer laboratories, develop 21 class rooms, evaluate 7 IT
curriculums, develop 20 IT courses and enrich UCAS library by several collections of IT books,
magazines and scientific references. By end of the project, UCAS will implement IT conference
that will mainly concerns in vocational and applied sciences education. The following summarizes
the progress in the project activities for the period June–December 2012.
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8.1 ‘Engage Youth Project’ Activities Progress
As mentioned above the project has two main components; the first focuses on Al Fakhoora
students' skills development while the second concerns on UCAS capacity development. The
following table briefs the progress in each activity of the two components.
#
Component
Activity
Status
Training
Needs
Assessment
(TNA) Study
completed
2.
ICDL Training
Course
In progress
3.
Soft Skills
Training
In progress
4.
Rehabilitatio
n of IT labs
In progress
5.
Curriculum
assessment
study
Capacity
Building for
UCAS staff
Establishing
Smart Room
In progress
7.
UCAS Development
6.
Students Development
1.
8.
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Comments
 Research team have conducted a workshop to
discuss TNA findings with UNDP, UCAS and Project
staff
 Research team have submitted the TNA final report
to UNDP/PMU
 166 students have successfully completed ICDL
course
 17 students have been excluded because they have
already studied ICDL course
 18 students of Medicine college will take it in
summer break
 84 students have not attended the course due to
different family conditions, and will take it later
Total = (285 of Gaza students only, the 5
Jerusalem’s students )
 A training plan has been prepared in accordance to
TNA results
 It is expected to start training session in winter
break( Mid -January 2013)
 Vendors have supplied and installed the equipment
(3 Laptops, 100 PCs, 300 ups batteries, and other IT
accessories )
 The TOR have been prepared and submitted to
UNDP for approval
 Academic affairs at UCAS is preparing list of
required courses and list of beneficiaries according
to their needs and priorities
In progress  Another INGO (Oxfam UK) has already established
Smart Room in UCAS. UCAS submitted a proposal to
reallocate the fund to develop 21 classroom
 PMU approved on Dec. 20th ,2012, now UCAS are
preparing tendering sheets
Organizing
In progress  Preparatory committee have been selected and
ICT
named Conference events and details have been
conference
prepared
Table 15: Progress per activity UCAS – Engage the Youth project
In progress
8.2 Al-Fakhoora Undergraduate Students Skills Development
8.2.1 ICDL Training and Certification
The UNDP-PMU agreed with UCAS Engage Youth project’s team to start the skilling training for
all the 2852 contracted Al-Fakhoora students from Gaza with the ICDL training. The ICDL training
(outcome 5.1) schedule started on the 7th of July and ended on the 25th of November. The total
number of provided training hours was 390 hours provided through 13 ICDL training courses.
One of the main obstacles during the implementation was the lack of commitment by many
students to take the training. As reported by UCAS at the end of the training and based on
recorded attendance timesheets, 84 undergraduate students didn’t attend the ICDL training.
The students provided different reasons such as: transportation fees, family conditions and
hardships, or being already engaged in other training courses and volunteering work.
At the end, 166 students have successfully completed the course and got certifications. 19
students were excluded as they have already studied ICDL as course in their curriculum study,
particularly UCAS students. 18 students of the Medicine College requested the delay of the
training till summer break. UCAS held a graduation ceremony for the 166 students who have
already completed the course. UNDP team, and the partners Natuf and YMCA representatives
have attended the graduation ceremony. The main objectives behind this event were to listen
to students' comments and feedbacks, give them some details about the soft-skills training
plan, and finally to distribute the ICDL certifications.
Photo 2: ICDL certificates distribution ceremony, 166 students received Certificates of Completion
The UNDP-PM, Al Fakhoora partners Natuf and YMCA, and UCAS conducted different meetings
to discuss the problem of the remained 84 students, and to study their conditions case by case.
The meetings produced some encouraging strategies to ensure the commitment of those
students in future trainings. The strategies suggested the design of the training session
according to students' academic agenda and free times, conducting long day sessions (5 hours)
including two breaks (coffee and lunch breaks), payback of transportation fees and other moral
incentives.
2
290 contracted students = (285 students from Gaza+ 5 from Jerusalem).
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8.2.2 Soft Skills Training Needs Assessment (TNA)
(Outcome 5.5) The soft-skills Training Needs Assessment (TNA) aims to analyze and identify two
main issues; first, the types and levels of soft skills that Al-Fakhoora students posse, second, the
required soft skills that can enlarge the opportunity for Al-Fakhoora students to competently
join the local labor market. UCAS’s TNA research team has conducted two focus group; the first
targeted a pilot of Al-Fakhoora students to identify their tendency and attitude toward soft
skills, whereas, the second focus group aimed to determine the types and priorities of soft skills
required from local employers’ point of view. UCAS prepared an action plan to conduct this
activity, more details are available in the attached Annex (Annex 3: Training Needs Assessment
TNA Plan). UCAS Research team filled in 274 questionnaires, analyzed the collected data, and
reported the attained results to UNDP-PMU. UCAS submitted the TNA final report to UNDP on
October 21st, as attached in (Annex 4: Al-Fakhoora Student’s Training Needs Assessment
Report by UCAS).
8.2.3 Soft Skills Training
Responding to the TNA study outcomes, UCAS contacted senior trainers and admin staff of its
Continuing Education Center (CEC) for the purpose of preparing and design the soft skills
training plan. UNDP-PMU agreed with UCAS to take in account the lessons learnt and students'
comments that are resulted from the ICDL training. A committee of the project team, CEC’s
admin and soft skills training consultants has been formed to supervise the evaluation of the
potential trainers, review and assess the training materials which were submitted by the
selected soft skills trainers. The training plan was prepared to start conducting the soft skills
training courses in the coming winter break of January 2013.
To ensure the commitment of Al-Fakhoora students in attending the training sessions, it was
agreed with UCAS to give the chance to all contracted 285 students, even the dismissed ones,
to receive the soft-kills training. The plan was designed in accordance to the following criteria
and principles: Results of questionnaire (students' need and trend); Academic agenda of all
universities and colleges; Place of residence of the student; Field of study of the student.
Photo 3: Local partners from UCAS, Natuf and YMCA meeting students at the Islamic university of Gaza IUG.
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A detailed information about training topics, groups and trainees' names was provided by UCAS
to UNDP-PMU in an excel sheet includes three sheets; the first shows a summary of the training
topics, training hours and groups, whereas the second one presents the distribution of the total
training hours among the six categories of specializations, and the third sheet illustrates the
training schedule.
8.2.4 English Language Training
UCAS’s Continuing Education Center (CEC) has got a long experience in providing English
courses. The UNDP-PMU looked at the used materials, met the trainers, and found that they
can effectively provide the first English language training course for all AL-Fakhoora students.
As agreed, while developing the training needs assessment study, the students will be asked
what kind of training in English they wish to have. A placement English test (Annex 5: UCAS Pretraining English test) will be given to all students during the month of January 2013. After
which, the students will be divided into groups based on their levels, and will take the training.
The PMU, requested to have Pre and Post training tests for all provided soft skills training,
however, for the English language, the PMU and after the students receive UCAS training, they
will be sent to the English language level test at AMIDEAST Gaza. The training in UCAS will be a
first step to judge the students’ levels. The PMU later on, and for the students with fair English
levels, will continue to support their training at AMIDEAST Gaza till they got their TOEFL test
and scores (Activity 5.2-5.3).
8.3 UCAS Capacity building and Development Component
(Outcome 16)
8.3.1 Rehabilitation of IT labs
This activity (Activity 16.1) aimed the development of IT infrastructure at UCAS campus. The
activity includes rehabilitation of three main computer laboratories and provides spare parts
and IT accessories and maintenance material for other 7 laboratories. Vendors have supplied
and installed the required equipment; 100 PCs, 3 Laptops, 300 UPS batteries, wireless network
switches and other IT accessories such as network access points, workstations and computer
spare parts. Academic staff have expressed that this rehabilitation and development of the 10
laboratories is a quantum leap in the IT infrastructure at UCAS. The developed laboratories will
provide IT training services and technology development opportunities for about 9,000
students at UCAS.
On the other hand, and based on UCAS’s report , UCAS students have expressed their
satisfaction and pleasure for the contribution of Engage Youth project in the new development
of the IT infrastructure and facilities in UCAS. They have found new computers, advanced
systems and application, easy access and penetration to not only their applications on UCAS
local network but worldwide Internet network from any point at UCAS campus.
An opening ceremony for the developed laboratories and technology facilities will take place by
the start of the new semester Feb 2013. UNDP team, UNDP partners; YMCA and Natuf
associations and UCAS admin are expected to attend this ceremony.
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8.3.2Curriculum Assessment Study
(Activity 16.2) As agreed on the Engage Youth project, the development of UCAS will not be
limited on the upgrading of IT infrastructure and facilities, but it also includes the evaluation
and improvement of the IT curriculums. During this project UCAS planned to carry out a
comprehensive assessment study targeting 7 IT specialties. The study is expected to evaluate
the courses of each specialty by defining deficiency gabs, if available, and identifying the way to
develop and enrich each course.
Two meetings have been conducted with Academic Affairs at UCAS and IT courses development
consultants to identify the specialties to be assessed. Another meeting has been conducted
with heads of IT departments at UCAS to listen to their comments and recommendations on
the list of specialties, and validate the need for this assessment. Finally, UCAS concluded that
the specialties to be assessed are followings:
 Geographic Information Systems
 Software and Databases
 Multimedia Technology
 Electronic devices Technology
 Medical Device Technology
 Technology Management
 Computer Maintenance
Project team has written down a concise and appropriate Terms of Reference (TOR) for this
task. The TOR have been prepared and submitted to UNDP for approval on December.
8.3.3 Capacity Building for UCAS Staff
The capacity building activity (activity 16.4) is dedicated to improve the IT skills of UCAS
academic staff by providing them a collection of advanced courses in information and
communication technologies. For the purpose of identifying the required training topics, UCAS
contacted the Academic Affairs to submit an email for all academic staff of UCAS; this email
included a list of 15 advanced IT topics that are nominated by the academic affairs, UCAS
instructors were requested to vote for the most important 10 topics. The email also gave the
opportunity for the instructor to propose 5 other topics that are not available in the list.
Several meetings have been conducted between project teamwork, UCAS academic affairs and
senior training consultant from the Continuing Education Center (CEC) at UCAs to filter the
choices of UCAS staff and identify the final list of courses. By doing this, the actual required
training topics that could improve the skills of UCAS staff are well identified.
Up to this reporting period, UCAS is working in cooperation with the Academic Affairs to select
the list of beneficiaries according to UCAS needs and priorities. It is expected to start training
sessions for these courses during the winter break of January 2013.
8.3.4 Establishing Smart Classrooms
During the preparations to sign the agreement of Engage Youth project with UCAS, UCAS
received fund from Oxfam UK and established its smart room. The allocated fund for
"Establishing smart class room" item in the agreement was 60,000 $ (Activity 16.3). Therefore,
UCAS submitted a proposal (Annex 6: Smart Classrooms proposal) to UNDP-PMU requesting to
utilize this fund for developing 21 class rooms. These class rooms will be equipped by instructor
units which include specific furniture, laptop computer, LCD projector and tripod, audio system,
and LCD screens. Doing this, UCAS will have 21 smart rooms, beside the main smart room that
35 | P a g e
was funded by Oxfam-GB. UNDP-PMU approved the proposal on Dec. 20th, 2012 to reallocate
the fund of the Smart room to develop 21 smart classrooms. Now, UCAS are preparing
tendering sheets.
8.3.5 Organizing IT conference
UCAS preparatory committee of the IT conference (Activity 16.5) has been selected and named.
The committee has begun their task by visiting some local universities who have an expertise in
implementing conferences such as Al Aqsa University and Islamic University Gaza. The
committee members have met several individuals and experts who have supervised
implementing such events. Project team and in cooperation with the preparatory committee
members have studied final reports of some conferences that recently taken place in some
education instantiations in Gaza. Now, the conference activities and sessions have been
prepared and responsibilities for each committee member are assigned.
8.3 Constraints Encountered to project implementation
UCAS Project Team has encountered some delay in providing the first payment and the letter
that states that UCAS project is A Zero-Vat project.
Different activities such as soft skills training, developing smart class rooms, have been
postponed waiting for approvals from UNDP-PMU throughout November 2012. On December
2012, the PMU provided all needed approvals.
With regard to ICDL training course, The Student’s response for joining the ICDL course was
weak, 84 out of 285 students apologized taking the ICDL course due to many excuses and
arguments such as: Training at hospitals, Volunteering work, Health conditions and problems,
Overload studying hours, Transportation, Travel.
Based on UCAS reports, and the meetings with UNDP/PMU, UCAS, and local partners, it was
clearly stated that the commitment is low. The main actors agreed that for the coming 4th
phase of undergraduate scholarships, new criteria that is highly considering academic merits
besides the financial need is a must.
9. Advocacy
During the past 6 months, a major development in the advocacy component (outcome 14.1)
was achieved. The UNDP-PMU, Al-Fakhoora campaign, and the Penn-state University -World in
conversation partner agreed on a new strategy in developing the Advocacy component within
Al-Fakhoora Dynamic Futures Programme. The strategy aimed to advance student’s
participation in the design, implementation and follow up of the Advocacy Activities in a
process to A) Enhance the Advocacy ownership among Al-Fakhoora students and B) Promote
the scholars as Leaders, Representatives, and Technical Assistants for their fellow scholars. The
UNDP-PMU conducted a selection process to choose the 8 students, and mainly from students
who showed outstanding performance in the Advocacy activities during the past three years as
well as having the capabilities to play leadership and technical assistant roles for the virtual
conversation activities and Al-Fakhoora scholars. The eight TAs were assigned in August for a 1
year part time paid assignment as Students’ Representatives and Technical Assistants (TAs). The
recruitment process of the 8 TAs was documented in a full report and shared with the AlFakhoora campaign in Qatar (Annex 7: Recruitment Process Report for Technical Assistants
TAs). Following the appointment of the Technical assistant students (TAs), the PMU distributed
the responsibilities of supervising the different advocacy activities on the TAs as follow:
Advocacy Activity
Responsible TAs
Time of Activity
# of Students
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Virtual Majles US/
1- Abdel Rahman Jarour
11 Sept.- 4 Dec.
15
2- AbdelRahem Mahallawi Ten sessions, 1
3- Hanen Mhanna
session per week.
From 1-2 hours
More than Words US/ 4- Abdullah Khoudary
15 Sept.- 15 Dec.
30
5- Karoline Abo Kwaik
Virtual Majles UK/
1 Nov. – 13 Dec.
8
Palestinian Solidarity 6- Zuhdi Afrangi
Five sessions/ 1
campaign (PSC)
session per week / 1.5
hours/
local Activities
7- Israa Yaseen
Open
All Al-Fakhoora
8- Moustafa Roboaai
students
Table 16: Al-Fakhoora 8 TAs, and their assigned advocacy responsibilities
Two agreements have been signed with international organizations, the first between the
UNDP-PMU with Penn-state University -World in Conversation Project to lunch the second
phase of working with United States’ students of Penn-state University, and the second
agreement with the Palestine Solidarity Campaign (PSC) in UK that was achieved through YMCA.
Both agreements focused on developing activities that aim to develop the leadership and
advocacy skills of Al-Fakhoora students, and enable them to well-understand how to address
their western counterparts. The UNPD-PMU assigned Ms. Hala Alalami, the multimedia/social
media assistant at the local partner Natuf, to closely monitor the coaching advocacy activities
with Penn-State to ensure appropriate engagement of the TAs and other Al-Fakhoora students
(activity 14.4). The Advocacy international activities are implemented in cooperation with Mr.
Karim Bataineh from Penn state University -World in Conversation, and Amena Saleem, Virtual
Majles UK, PSC who has been responsible for facilitating the sessions between UK and AlFakhoora students in Gaza.
9.1 Launching Advocacy Activities
During the reporting period, and on August 28th, the UNDP-PMU and its local partners in Gaza,
organized a gathering for all the Al-Fakhoora students, invited the 2853 Al-Fakhoora students.
The gathering was attended by the UNDP-PMU team, the UNDP’s Programme Analyst Mr.
Nasser Al-Faqih, and the local teams from Natuf and YMCA. Only 133 students attended the
gathering which was conducted at the Islamic university of Gaza. The purpose of the gathering
event was mainly to:
1- Introduce the 8 TAs to Al-Fakhoora students. The 8 TAs conducted a comprehensive
orientation to the attending students, introduced the advocacy component of AlFakhoora Dynamic Futures Programme, and the different planned activities; Virtual
Majles, More than words, and the Local activities.
2- Select Al-Fakhoora students who are interested in joining the different advocacy
activities. For this goal, the PMU distributed a questionnaire inquiring the 133 attending
students to list their preferred advocacy activities they wish to join.
3- Assess the capabilities of the students in IT and English language through the
questionnaire.
3
The 285 students are Al-Fakhoora students from Gaza.
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The TA's analyzed the questionnaire, and finally listed the students in groups based on their
first choice of interest. Applicants selected either to join Virtual Majles, More Than Words,
or the local activities. The results of the questionnaire were as following:
Activity
Total
applications
Potential students /
interviewed by the TAs
Targeted # of students to
join the activity
Virtual Majles US
26
20 students
15 students
More than Words
US
Local activities
39
35 students
30 students
68
No interviews for this activity
Open for all
students
Table 17: # of received students’ applications per advocacy activity
Al-Fakhoora
9.2 Virtual Majles (VM) activity
Virtual Majlis is one of the main Al-Fakhoora advocacy activities. It is a facilitated video dialogue
that fosters critical thinking, cultural exchange, and greater understanding between students at
Penn State University (PSU) and Al-Fakhoora students in Gaza. The goals of the VM
conversation include: increasing cultural understanding of both, build bridges between Penn
State students and Palestinians students in Gaza, broaden students’ views on their role in both
the conflict and in the world. During the reporting period and based on a clear selection
process and interviews with 20 potential students, 15 Al-Fakhoora students were placed in VM.
The TAs selected students based on the following: Strong English Skills; Ability of Speaking in
front of Audience; Their commitment of time and date to the VM sessions; Personal Attributes
and character.
9.2.1 Pre-Majlis preparations
On the 10th of September, The three TAs who have been responsible for the VM activity
conducted a workshop with the selected 15 students. The goal was to agree on the list of topics
they want to discuss with the US students.
The TAs shared the topics with World in conversation team and discussed all through Skype.
On the 11th of September at 4:00 pm Gaza time, the 1st session of the Virtual Majlis of 2012
was conducted. It was an introductory session, where students from both sides introduced
themselves, brought with them staffs they love to share with the US Students. On the other
side, US students also shared their stuffs, and explained why they are valuable for them.
9.2.2 Progress in Virtual Majlis
From the 11th of September to the 4th of December, 10 meetings between 15 Al-Fakhoora
Students, and 15 Penn-State University and through video conference were conducted. Each
time, 10 students from both sides were directly involved in the running discussion, in addition
to 5 additional students in each side, who were not participating in the video conference
discussion, but were ready to share effectively the running dialogue via twitter with other
online users(hashtage-#VirtualMajlis). The students discussed a variety of topics which were
related to their social, educational, and political lives.
10 preparatory meetings with the students from Gaza VM (Pre-Majlis meeting) prior to the
official VM meetings, were conducted by the facilitator in Gaza to enhance the discussion, and
prepare the students to be more active and prepared for the coming dialogue with their PennState counterparts.
38 | P a g e
The PMU and the 3 TAs conducted 10 Evaluation sessions with Dr. Laurie Mulvey and Karim
Bataineh from Penn-State, to constantly evaluate the students’ responses and progress during
the sessions. The VM Gaza’s students wrote articles in different topics and shared all with the
Penn-state students to assist them in improving their writing skills.
9.2.3 Tracking the Impact of VM on Students
The PMU and the World in conversations agreed on having pre-VM and post-VM surveys. The
aim of the surveys is to evaluate the impact of the activity on the students’ thoughts and skills.
On December and after the completion of VM activity, students on both sides filled in the postVM survey. The results will be analyzed by the Penn-State world in conversation, and then
shared between the actors during January 2013. (Activity 14.1.1).
Another way to trace the VM’s impact was the direct observation comments which were
reported by the involved TAs, the Multimedia Assistant, and Penn-state team. It was noticeable
that initially, the main goal of participation for the Palestinian students was to improve their
English language skills, but after several VM sessions, Gaza’s students showed a responsibility
and a dedicated will to advocate on Palestine, and to introduce the Palestinian life with all its
different aspects to their counterparts.
During the last 8-days war of November 2012, the VM students worked to raise the
international community awareness for the situation in Gaza. The VM students used social
media websites (Facebook & Twitter) to share what was happing in Gaza constantly.
Recognized friendships were built between students in Gaza and their partners in the US.
9.3 Virtual Majlis (VM) UK
The Virtual Majlis UK is a mirror advocacy activity to the Virtual Majlis US, where 4-8
participants from UK and the same number of participants from Gaza met every Thursday for 11.5 hours during the fourth quarter of 2012. The first session was on 1st of November, by the
December 13th, 5 sessions were completed.
Photo 4: # of AL-Fakhoora students attending the virtual Majlis UK
Back ground: Building on the success of the 2012 Advocacy project with Palestine Solidarity
Campaign, which was trialed in the first part of 2012 at Westminster University, Palestine
39 | P a g e
Solidarity Campaign continued to hold VM-UK with Westminster students, and draw in students
from other London universities, such as Imperial College and Kings College. Each semester,
Palestine Solidarity Campaign organizes a workshop via Skype with the students in Gaza. The
workshops cover: the use of social media; effective writing skills for campaigning; and
promoting a positive media image. This project as complementing the VMs taking place in Penn
State, the VMs with Penn State students give the students in Gaza an opportunity to engage
with an audience to ‘win over hearts and minds’. The VMs of UK give students in Gaza an
opportunity to engage with a different audience - sympathetic students, reflective of general
student populations in Britain and Europe; this gives them the opportunity to take their skills
forward on organizing others to advocate for the right to education. Engaging with an already
sympathetic audience will not only be affirming for students in Gaza, and give them an
indication of the level of support internationally for the right to education for Palestinians, but
will also present them with a different challenge of turning passive into active support.
9.4 More Than Words programme (MTW)
The MTW is a programme coordinated between Penn State University (PSU) and Al-Fakhoora
campaign to connect students from Gaza individually with students from PSU together via
Skype, Phones and social networks. The programme aims to support the character of the Gaza
students, to improve their English language skills, and to create focal points in the American
universities to support the Palestinian cause and rights.
Photo 5: MTW session with students from Penn-State University-US
The programme started on 10th of September 2012 and completed on the 15th of December.
30 students where linked with their partners from PSU via Skype and Facebook, and created a
Facebook page for the Gaza students.
As a result of the sessions between students and their partners, the students wrote articles and
shared all with their counterparts. During the 1st quarter of 2013, Penne-State University will
edit and upload the best Articles on the different online Blogs.
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9.5 Local Advocacy Activities
During the reporting period, the 2 assigned TAs for local activities, and in coordination with the
other TAs, and the PMU unit, planned, executed, and supervised the following local advocacy
activities:
On August 6th, the TAs organized “Ramadan’s Iftar” for all Al-Fakhoora students at Al- Muthaf
Restaurant in Gaza. The TAs organized interesting activities for the guest students such as
competitions. 130 students have answered the invitation and attended the event.
From 27thSeptember-1st October, 12 Al-Fakhoora students participated in the conference
‘Model United Nations (PALMUN)’ , a distinctive platform for expression based on the work of
the United Nations Organization, held in Gaza for 3 days. The PALMUN was a simulation for the
work of the United Nations Organization in form and content. A simulation of the General
Assembly, Security Council, ECOSOC and UNDP/PAPP was done by youth participants. The
conference was attended by the UNDP-PMU team members, and number of Al-Fakhoora
students. The effective participation and attendance of many Al-Fakhoora students enabled
them to gain experience and identify the political culture of other countries as well as gain
some knowledge on UN organs. The students received certificates confirming their participation
in the Conference.
Photo 6: Al-Fakhoora students participating in MUN preparation sessions
On September, number of students attended a training course about environment awareness
organized by Environment Quality Authority.
During October, The two TAs assigned for local activities conducted online meetings via Skype
with Mr.Shadi Saleh- AlFakhoora Campaign’s representative in Gaza, Mr.Rafeek Almadhoon the
acting programme manager for the UNDP-PMU, Mr.Karim from Penn-State university team,
and Miss.Hala -the social media assistance at Natuf. The meeting was to discuss local advocacy
activities and exchange ideas and suggestions. One of the main discussed issues was about
identifying an efficient contact method /strategy to reach all Al-Fakhoora students and have
them involved in different advocacy activities. It was also decided to lunch the local activity
‘Arabic Environment Day’.
On October 6th, 30 AlFakhoora students visited the six days EXPOTECH 2012. The TAs of local
activities invited all students to visit EXPOTECH 2012 Gallery, An annual information technology
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exhibition which regularly held on Rashad Al-Shawa Conference Center- Gaza city. It is worth
mention that some of AlFakhoora students from the faculty of engineering and IT participated
in the exhibition and showed their software products to public.
Photo 7: Al-Fakhoora TAs and other students visiting EXPOTECH 2012
October 10th, students were invited to a visit the International Book Gallery, which was held on
the land of Chalets- Gaza city.
Photo 8: Al-Fakhoora students at the International Book Gallery
October 14th -15th, the ‘Arabic Environment Day’ A campaign that was organized by AlFakhoora students in both Al-Azhar and Islamic universities and lead by the students,
implemented the Islamic University of Gaza on the 15th, and at the Al-Azhar University on the
14th. The focus of the campaign aimed to raise the students’ awareness on the importance of
wastes recycling to the environment. More than 100 of students attended the event around the
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Campaign booth. The campaign’s leaders distributed Campaign’s brochures, which were
designed and created by them in consultation with Al-Fakhoora students with Multimedia
backgrounds.
Photo 9: Arabic Environment Day at Al-Azhar University- Gaza
Photo 10: Arabic Environment Day at the Islamic University- Gaza
October 21st: A special film "I am from Gaza" on the advocacy, was developed by Lubna AlAttiyah , the Communications Manager at AL-Fakhoora Campaign Qatar, during her visit to
Gaza.
October 18th, students’ Meeting with Ms. Lubna Al-Attiyah, during her visit to Gaza to prepare
for the meeting with HH Sheikha Moza Bint Nasser, and arrange appropriate scenarios and the
distribution of roles.
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Photo 11: Students meeting with Al-Fakhoora Campaign team at UNDP
October 23rd: The Remarkable meeting for Al-Fakhoora students with H.H. Al-Sheikha Moza Bint
Nasser at Al-Fakhoora House- Gaza
Photo 12: H.H. Al-Sheikha Moza Bint Nasser at Al-Fakhoora House- Gaza
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October 28th: Number of Al-Fakhoora students to prepare for a cultural evening to be held on
01/11/2012.
November 1st: Meeting at Al-Fakhoora House with a number of students to prepare a short
film about the Balfour Declaration to be displayed during the cultural event, and the final
settings for the event.
November 1st , the Cultural Evening at Al-Mathaf Restaurant, Gaza city, 115 Al-fakhoora
students attended the evening. The activities were planned and executed by the 8 TAs
November 17th : during the last war on Gaza, students started an advocacy campaign using
online media for social communications. The students prepared and uploaded photoshop
designs to defend the cause of Gaza during the war and to clarify the seriousness of the
situation.
November 23th: Online meeting between the 8TAs from Gaza, and Al-Fakhoora Campaign in
Qatar to prepare for film about the war in Gaza. The students also organized a visit to war
casualties in Al Shifa hospital in Gaza.
November 23th: the students made a film about the war in front of some places destroyed by
the occupation
December 20th : A workshop marking human rights declaration day was held in Al-Fakhoora
House , attended by students in cooperation of human rights network organization. 30 students
attended the workshop and received certificates of attendance
9.5.1 Media Advocacy
During the reporting period and in line with (activity 14.5) , the students and in coordination
with the PMU and the Al-Fakhoora Campaign teams produced series of documentaries and
photography as well as create Al Fakhoora Presence the local and International Media.
Documentaries on : Atfaluna Deaf Restaurant as Creative Initiative ; Gaza stereotype
reflections; Virtual Majles project More than Words project ; After War Student’s Reflections
and Experiences; Qatari Delegation Documentary
9.5.2 Memorial Project
Under the local activities, Natuf the Local partner in Gaza lunched a project of planting a
number of 200 Palm trees each tree named after a child name of the victims of the War of
Gaza.
Trees have been planted in the middle island of the newly established Beach Road. The beach
road is one of the most important roads in Gaza because it connects all parts of Gaza Strip and
it is the access for the beach which is very important for tourism and recreation.
Al Fakhoora has supported this initiative to build stronger attachment with Al Fakhoora
Students who contributed in planting the trees in attendance of the children families.
The project is considered as a major land mark for Gaza, and vital achievement in cooperation
with Gaza City Municipality. The project has been well perceived from the public and the
families of the children. The project has been completed by planting all the 200 trees, with the
plates have been placed with names of the children.
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Photo 13: Al-Fakhoora Campaign’s Manager Mr. Farooq Burni plants a Palm tree to memories the
children of Al-Fakhoora School.
Photo 14: A Palestinian Family plants a Palm tree to memorize their son.
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10. Economic Empowerment
Since its launching, the donors of Al-Fakhoora Dynamic Futures; Al-Fakhoora Campaign of Qatar
and the Islamic development Bank (IDB) of Jeddah, agreed on a funding strategy that aims to
empower Al-Fakhoora students and their families. The programme’s document stated that : “
in addition to the human capital investment for the Palestinian Households through the
scholarship component, Student’s families, who will classified as extremely poor according to
UN poverty score card and Sustainable Livelihood Assessment Approach will be granted microbusiness based on the family resources and needs to economically empower the families “.
Accordingly, and in full coordination with the UNDP’s Deprived Families Economic
Empowerment Programme DEEP, and its local partners in Gaza and the West Bank, many AlFakhoora students’ families have benefited from the programme, offered the fund and the
opportunity to open their own small micro business that suit their skills and Knowledge, and
under the supervision of UNDP-DEEP and its working partners and teams. The students’
families have to successfully pass the UN poverty score card, and Sustainable Livelihood
Assessment Approach.
During the reporting period, and in the framework of undergraduate scholarship pre-awarding
activities assessment (output 6.1), the UNDP-PMU classified Al-Fakhoora students and their
families into 3 groups:
- The first group “Before Scholarship” identifies Al-Fakhoora students who were
nominated by the 6 local partners of DEEP coming from families that have already
received economic empowerment assistance. The family was economically empowered
through DEEP, before their son/daughter join Al-Fakhoora students;
- The second group “After Scholarship”, identifies the group of students who were
initially selected to benefit from Scholarship, and the Dynamic futures programme
nominated their families to benefit from DEEP after their awarding;
- The third group “didn’t benefit “ identifies the students who benefited from the
scholarship but their families didn’t benefit from DEEP or receive any assistance;
Up to the 31st of December, the total number of micro-businesses that have been established
for all Al-fakhoora students’ families, in coordination, and under the management of the
Deprived Families Economic Empowerment Programme DEEP has reached 242 businesses (174
before Scholarship + 68 after Scholarship), while 48 students’ families didn’t benefit from DEEP
and only benefited from the undergraduate scholarship, as shown the following chart.
Chart 12: Total # of students’ families who economically empowered per group.
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The following table shows the # of the students’ families and their classification, per group,
phase and per the local implementing partners Natuf or YMCA.
#
Group
1 Before Scholarship
2 After Scholarship
3 Did not Benefit
Total # of contracted students
Natuf
Total # of students
Phase
per each group
1
174
2
68
28
48
20
290
50
Phase
3
39
12
15
66
YMCA
Phase
1
50
50
Phase
2
82
16
2
100
Phase
3
1
12
11
24
Table 18: The # of Al-Fakhoora students’ families who were economically empowered by DEEP, listed per
group/ per phase/ per local partner.
The pervious statistics show that:
- Only 68 students’ families were empowered as are result of Al-Fakhoora Dynamic
Futures – Undergraduate scholarship and after their son/daughter awarded the
scholarship.
- 174 families were already benefitting by DEEP, before their son/daughter being
awarded Al-Fakhoora Scholarship.
- 48 students Families didn’t benefit from DEEP programme, and only benefited from AlFakhoora undergraduate scholarship.
The total 242 students’ families who have established their businesses are the result of two different
selection processes for Al-Fakhoora undergraduate students during the three previous phases. All the
242 families have been selected as a result of their successful pass the UN poverty score card and
Sustainable Livelihood Assessment Approach, the two means that are used by DEEP Programme to
evaluate the vulnerability of the families.
DEEP
Empowered
Families
Nominated 174
Students to
Al-Fakhoora
Al-Fakhoora
Nominates 68
students’
Families to
DEEP
Diagram1: 242 Students’ Families were targeted through different selection processes; Either through
DEEP to Dynamic Futures, or through Dynamic Futures to DEEP
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10.1 Economic Empowerment Statistics and Figures
The following charts and figures were reported at the end of the third quarter, to provide more
in depth knowledge on the profile of the non-financial assistant the families received.
Chart 13 : shows the economic sectors of the established micro-businesses and the percentages of the
total established micro-businesses. 42% of 242 students families established commercial business
such the Grocery shop, cell phones shops, ect., the minimum investment is in the industrial sector,
with 8%.
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Chart 14: shows that the established micro-businesses are distributed all over Gaza strip
governorates.
Chart 15 : idetifies the precentage of the established bussiness per the Gender of the AlFakhoora student. the chart shows that 57% of the established bussieess are for female
studnets’ families , and 43% for male Students families.
Chart 16 : classifies the gender of the student’s house hold who benifited from the ecnomic
empowerment. The micro-bussineses were provided to 23% Female headed house , and 77%
Male headed house.
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10.2 Highlights on Economic Empowerment
The aim of the agreed coordination and cooperation between Al-Fakhoora Dynamic Futures
Programme and Economic Empowerment Programme DEEP is to provide a unique package of
assistance to Al-fakhoora selected students. Al-Fakhoora Dynamic Futures’ modality aims to
empower the economic situation of the Students’ households on both short-term through
saving the education cost of the selected student, and on the long-term by investing in the
household’s human capital through providing higher education and Capacity development that
will lead to sustainable livelihood outcomes in future. DEEP aims to further invest in other
household’s resources; DEEP provides small enterprise for the poor families of the students in a
complementary manner. The small enterprises are given on the non- financial services
approach, DEEP works with the families on assessment of their resources, needs, and ideas to
build on a sustainable micro business that can secure a rewarding income for the household.
For the 1st, 2nd, and 3rd phases of Al-Fakhoora Dynamic Futures, the economic empowerment
activities for the families of the selected Al-Fakhoora students reached only to 68 students’
families 48 students’ families were not reached, while 174 DEEP’s families received a
scholarship assistance for their Children as an addition to their economic empowerment
business.
The UNDP-PMU and during the month of December, and to track the impact of the economic
empowerment component on Al-Fakhoora students, a full assessment for the economic
empowerment component is running, local partners in Gaza are working to update information
on Al-Fakhoora students’ families and their established businesses’ sustainability. The results
will be reported in the 1st quarterly of year 2013.
The UNDP-PMU, and in coordination with the local partners, identified a selection criteria for
AL-Fakhoora undergraduate students that will guide the selection of the 110 undergraduate
students of the coming 4th phase. The PMU will adopt new communication strategies to fairly
reach all potential students in Gaza. The PMU will announce the scholarships to public and will
put on hold the previously used students’ nomination strategy. All students from Gaza
governorates will have a fair and equal opportunity to apply for the scholarship, and later on to
be nominated for the economic empowerment non-financial assistance through DEEP.
For the coming 4th phase of Al-Fakhoora undergraduate scholarship, the targets is to reach 110
undergraduate students (80 from Gaza, 20 from Jerusalem, and 10 international undergraduate
students from Gaza). Accordingly, the expected number of new micro-businesses that will be
established is 110 businesses.
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11. Success Stories
11.1 Story 1
Montaser Obaid : “The intervention has enabled us to regain trust of better future. Both the
scholarship and the intervention had a great impact in improving the quality of my family life”
Montaser Obaid, 43 years old, a house hold of a five members family, living in Dair Al Balah city,
Middle area. According to the UN poverty score card, Montaser has been identified as a house
hold of a poor family, and when assessed by the Sustainable livelihood Assessment of the
UNDP/PAPP Deprived Families Economic Empowerment Programme DEEP; Monaster has been
identified as of having great potential for development and shifting the household from being
dependent on social and humanitarian assistance to economic independence.
Montaser did not have a regular job, he used to work, in temporary basis in installing TV
satellites with a limited income that did not exceed $ 100 - $ 150 per month .Taking into
consideration poverty indicators with the number of his family memebers and their ages. This
income left Montaser with extreme poverty.
Based on Montaser’s skills and technical resources, Montaser has been awarded economic
intervention from the join Al Fakhoora Campaign- Islamic Development Bank (IDB) initiative to
economically empower households. Montaser has established a Workshop to sell and install TV
satellites equipment. In addition to selling spare parts for PC desktops and providing PC
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maintenance. Montaser has started his project based on his social capital and relations that
developed during working with large sector of the community.
Montaser shop is part of his house, which is located in an area where the weekly city market is
being held, this has helped his business to flourish.
In parallel, Mostaser’s daughter “Islam” has received a scholarship from Al-Fakhoora Dynamic
Futures to study Multimedia at the University College of Applied Sciences. According to Islam
“This was my life dream I love technology and I always wished to be creative in my field, this
chance allowed me to acquire excellent skills”
Islam’s educational program was a 2 years diploma, which she started in 2009 and completed
on 2011, after which Islam continued to benefit from Al-Fakhoora and joined the Bachelor
program in development in University College of Applied Sciences under Al Fakhoora Dynamic
Futures. She has a record of excellence as being one of the best students.
“Al Fakhoora was more than a scholarship, I have been so happy engaging in the different
community activities. I helped Al-Fakhoora fellows in editing and producing documentaries as
students’ initiatives. We have excellent Al Fakhoora community, with students excellent in
media and organizing activities” Islam mentioned.
At the economic intervention level, Montaser showed his financial records which reflected a
variable improvement in his income : “It takes time to make my business famous, I am using the
shop as my resource for the spare parts when fixing things, both selling and maintenance feed
each other, after the project establishment, I feel so much trust that I am able to develop my
own private business” Montser said.
Montser records showed a net monthly income ranges between $ 300 to $ 350, Montaser has
worked excessively to develop his shop with using part of his revenue. He says “the project has
started to reflect our future. My son Ahmed, 18, is getting training on PC maintenance. The shop
income will help Ahmed to start his university studies; we will be able to fund him, particularly
as Al-Fakhoora greatly helped my daughter with comprehensive scholarship. We truly thankful
for all those that supported us”
Montser concluded “Both the shop and the scholarship has provided notable stability to the
family, a safety that we did not experience since years. The worry of being unable to secure
university education to my children was always there… I think education is the basic to endure
decent work. We do not want them to live our experience and depending on experience alone,
Education is very important for them”
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11.2 Story 2
Abd ElRahman: “Al-Fakhoora Dynamic Futures offered me many great
opportunities”
Abd Al Rahman Ja'rour , 23 Years old, from Gaza city, one of Al-Fakhoora students who received
the undergraduate scholarship of the 1st phase of year 2009 to study at the Faculty of
Engineering of the Islamic University of Gaza.
Abd AlRahman now in his third year of studies, he is one of the best students in his class, with a
very recognized strong and confident personality.
As many Al-Fakhoora ‘s students, Abd Al-Rahman applied on June 2012, to work in a part -time
assignment in the advocacy activities of the UNDP/PAPP Al-Fakhoora Dynamic Futures
Programme. After a very selective hiring process, Abd AlRahman got the job. He is now one of
the 8 technical assistants for Al-Fakhoora advocacy component. He is with his other 7 colleagues
assistants lead, plan, and execute advocacy strategy to empower other Al-Fakhoora students.
Last October, Abd AlRahman, and through Al-Fakhoora students’ capacity and soft skills
building activities, received his Certificate of completion for International computer driving
license courses ICDL.
Abd AlRahman said “AL Fakhoora achieved many dreams for me, developed my personality and
offered an educational scholarship, my father was died, and my mother is the house hold, so AlFakhoora reduced the burdens of paying the educational fees, and secured my dreams”
Added: “the program established for my family a small micro-project in order to empower me
and family financially. We have developed it to be as our main support in facing the hard life
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conditions. Al-Fakhoora Scholarship has also opened a new opportunities and allowed me to
know many people Inside and outside Palestine”
Highlighted: “I have gained new experiences, at the beginning, I didn't know photography, but
after joining the training courses within the Advocacy activities, I started to think of that field as
a way for a new professional life”.
Clarified: "I am able now to produce documentary films and to criticize any film from production
and photography sides”
Abd Al Rahman is a strong leader for most of Advocacy activities such as Virtual Majlis, and its
episodes and produced stories are to be published
He said, "Now, I can understand how the west thinks about Palestine and am trying to change
the stereotyping images through my participation in Al- Fakhoora advocacy activities “.
Finalized: “I can say that I have become a more responsible person, and capable of taking
decisions. I am proud that I belong to Al Fakhoora Dynamic Futures programme. And I am really
very ambitious to get a reputable and distinguished position after my graduation".
12. Conclusion
Al-Fakhoora Dynamic Futures is a unique programme of its kind. The full package of assistance
provided to students shall make a recognizable change in their character, personality, thoughts,
own lives and their surroundings’ lives. In one hand, this report has highlighted many
achievements on the ground, but in the other hand, many challenges and shortfalls have been
recognized. The coming undergraduate scholarship of the 4th phase, and the international
master 3rd phase are one of the major challenges. As reported, the selection processes of the
previous 3 phases of the undergraduates have mostly targeted students with hard economic
conditions regardless their academic performance level or their personal capabilities and well
to make a change in their communities, or positively respond to the empowerment activities
provided through the programme. The UNDP-PMU recognizes this challenge, and has started
to identify the means to reach to the most suitable profile of Al-Fakhoora students.
For the coming year 2013, UNDP-PMU and Al-Fakhoora Campaign must clearly review and
agree on the strategic vision for the Dynamic Futures programme, and the question of whether
the programme was implemented and funded to provide a free education and learning chances
to poor students coming from extremely poor families, or to provide the scholarship chances to
potential leaders from the poor families, shall be clearly answered by both sides.
One major goal of the program is to empower the students through education and make AlFakhoora students capable of supporting and assisting their families and surroundings. After
three years of the programme, the programme now works to identify specific and measurable
indicators to investigate the achievement of this goal.
Up to this reporting period, Al-Fakhoora Dynamic Futures Programme has reached many people
in need in Palestine, and successfully planted a chance and a hope in their lives. The challenges
of the coming years will be always presented on how to fairly reach those needy people, and on
addressing new strategies and means that year by year maximize the impact of the programme
on its beneficiaries’ lives and futures.
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