Al-Fakhoora Dynamic Futures Programme
Semi Annual progress Report
June 1st – December 31st , 2013
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Al-Fakhoora Quarterly Cover Sheet
Office Use Only:
(Please use as cover page)
Project Department:
Project Information
Project ID
Date Submitted:
Year of Report
Quarter of Report
10th January
2014
1st
From
(Reporting
1st June 2013
 2nd ×3rd
x 4th
Period) To
31st December 2013
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
Subcontractors involved in project (if any)
Al Fakhoora Campaign
UNDP/PAPP
Date contract signed
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)
October 22, 2009 (Phase I)
$ 2,426,330.00
In cooperation with :
Islamic Development Bank IBD
Contracted project start date
October 22, 2009
Actual project start date
Anticipated completion date
October 2009
EXTENSION REQUEST
Amendment
Anticipated
completion date
Total Value of Contract (in
US dollars)
Requests for extension*
Phase II (Amendment 1) -
9. Oct.2010
4,422,203.00
■ 1st 2nd
Phase III (Amendment 2)
Oct.2011
4,619,190.00
1st
Total project cost (All 3 Phases)
3rd
■ 2nd 3rd
4th
4th
$ 11,467,723.00
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Programme Administrators
Programme Analyst and Team leader
Programme Manager
Scholarships Coordinator
Nasser Al-Faqih
Mozna Abumery
Mahmoud Alhindy
Communications coordinator
Finance specialist
IT specialist
Ibrahim Al-Sourani
Hani Skik
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
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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.
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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During 2013 , the outcomes of the programme were updates to be as follow :
Outcome 1 : Access to scholarships and empowerment
The program’s first outcome will ensure qualified marginalized youth have access to Dynamic
Futures Scholarship & Empowerment Program. The program will ensure graduates successfully
gain access to a quality education that leads to economic empowerment matching educational
outcomes to market-driven needs and global 21st century soft skills.
Outcome 2: Driving educational success through student affairs and development
The second outcome ensures that each student has access to high-impact student services and
development programs, which focuses on the critical development necessary to enhance studentlearning outcomes and enhance the scholarship and empowerment program. This includes
successfully researching, evaluating, assessing, and strategically planning effective student-affairs
and development-services programs. The student affairs and development program unit will act as a
senior administrator, guiding the vision, mission, and operational polices that identify, interpret and
promote the interest of students to ensure student success.
Outcome3: Actualizing leadership (locally and globally)
The program will provide scholarship recipients and graduates with the opportunity to take part in
an exciting collaborative and student-driven network where participants contribute to societal
change in their own communities and abroad.
Outcome 4: Enhancing Alumni
The alumni program will serve as a portal to further develop and enhance post graduate engagement
into the workforce, local and global community. Strategic goals and objectives will focus efforts on
market-related activities in order to have the greatest impact. The Alumni program will engage
students through the lifecycle of the Dynamic Futures’ Scholarship and Empowerment Program. The
alumni program will focus on information and data management to ensure the program is market
relevant. The Alumni will use meet-ups and social media to help with employment, collaborate and
connecting, fundraising.
Outcome5 : Bridging Sustainable Economic Growth
The final outcome delivers long-term sustainable economic growth that benefits the whole family
through bridging education to employment by redistribution of wealth through income and other
opportunities, and contributing to economic growth by improving innovation and competitiveness.
The program will offer graduates and their families micro financing, grants, entrepreneurial
initiatives, small and micro-business support services such as developing a business plan, market
research, managing small business, marketing, business development, and more.
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Contents
PROGRAMME ADMINISTRATORS
3
PERFORMANCE SUMMERY
7
AL FAKHOORA DYNAMIC FUTURES INSTITUTIONALIZATION
10
AL FAKHOORA DYNAMIC FUTURES’ PORTAL
10
AL FAKHOORA HOUSE
11
AL FAKHOORA ALUMNI
15
UNDERGRADUATE SCHOLARSHIPS
17
GRADUATION CEREMONY
25
COMMUNITY SERVICES
27
INTERNATIONAL UNDERGRADUATE SCHOLARSHIP
28
INTERNATIONAL MASTERS SCHOLARSHIP
30
SKILLING
36
UNIVERSITIES CAPACITY BUILDING
42
ADVOCACY
49
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Performance Summery
This report covers the implementation progress of Al-Fakhoora Dynamic Futures Programme (DF)
during the second half of year 2013 and for the period from June 1st –December 31st, 2013 . UNDPDF continued to develop working approaches in a very a dynamic manner to meet the Dynamic
Futures implementation commitments.
During 2013, weekly technical online meetings were conducted between the UNDP FD team and AlFakhoora campaign team. Programme re-visioning and outcomes revising activities were discussed
among the two teams. During November, and in the side of the WISE summit, the UNDP team
attended Al Fakhoora think-tank in Qatar with international key specialists. The think-tank was
organized by Al-Fakhoora Campaign – Qatar in order to take in-depth approaches to creatively
analyzing strategic objectives/outcomes of the Dynamic Futures program to Circumventing
obstacles that prevent marginalized youth from being educated, intellectually able to lead their
families and communities toward cohesion and prosperity. On November and December, UNDP- FD
worked with 2 international consultants seeking a documenting evaluation of the programme
activities and future strategic planning. The final reports will be produced during the 1 st quarter of
2014.
During this reporting period, UNDP- DF continued the institutionalization of the programme. On
October, a bid for establishing DF management information system ( The Portal) was announced,
and by November 15, the programme contracted the winner company in Gaza. It is estimated that
the Al-Fakhoora information Portal will be active by the 1st of April. During November, and
December, the programme conducted rehabilitation and set up activities for Al Fakhoora House, as
the future Student Services Unit for Al Fakhoora scholars and Alumni. The process of establishing
and existing “Al Fakhoora House Association “ as the Alumni association was officially started
during November with the national local authorities. During November , the UNDP-DF printed its 1st
Programme Boucher to properly present the FD programme to Puclic.
For the undergraduate scholarships, The year 2013, was a fruitful year for Al Fakhoora Dynamic
futures, as by July 2013, 52 undergraduates who were contracted in the 1st phase of 2009 and the
2nd phase of 2010, have successfully completed their undergraduate academic programs, and 8
international Masters graduates have also completed their Masters studies abroad and returned to
Gaza. On the 5th of October, Al-Fakhoora DF marked its first Graduation Ceremony with 60
Graduates, the 52 undergraduates, and the 8 International Masters Graduates. The Graduation
Ceremony was a remarkable gathering for students, their families, academics and community
figures with more than 500 attendances.
By the end of December, the local partners’ updated statistics showed that of the 291 of the
contracted undergraduate students of the three phases there are currently 52 graduated , 17
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dismissed and apologized , and 222 still studying in the different academic programs of the local
universities.
During September, UNDP-DF activated the international undergraduate scholarships , where on
October 2 students from Gaza joined the Veterinary Medicine at the Jordanian University for
Science and technology in Jordan. during November, the programme completed the selection of 2
new additional students , who were selected also to join the Veterinary Medicine college in
February 2014. On the academic year of 2013-2014, 4 students from Gaza will benefit from the
international undergraduate scholarships to study 5 years Bachelor degree in Vet. Medicine.
For the international Masters component, by September 2013, Dynamic Futures completed the
process of awarding and sending a group of 17 International Masters students to the UK to pursue
their Masters studies in a variety of fields ranged from engineering , paramedic , entrepreneurship ,
midwifery , Education to Management. Specializations that are highly requested to meet the need
of Palestine development goals and the local market. By sending this group of 17, the Dynamic
Futures reached its targets of 30 International Masters scholars trained in different specializations
from different world countries, a number that has placed FD in the front of the existing International
Masters Programmes in Gaza in terms of quantity of scholars and the variety of specializations. By
31st of December 2013, 10 Masters students of the 1st and 2nd Phases graduated and returned back
to Gaza.
During the fourth quarter of 2013 , Dynamic Futures started two Skilling programs ; the English
Language Capacity building at the American AMIDEAST center, and the “Graduates Professional
Training Program” with the University College of Applies Sciences (UCAS). Both programs meant to
bridge the gap between university studies and the market needed skills. 240 students took the
English language placement test at Amideast, however, by the end of December, a number of 156
students have attended and completed 1 level of English language training. For, the Graduates
Professional Training , the plan was to engage all the 52 Al Fakhoora graduates in this training, only
26 Al Fakhoora graduates attended while the 36 remained have apologized, accordingly , 16 non-Al
Fakhoora graduates from UCAS offered the chance to benefit , as a pilot experience to offer non-Al
Fakhoora scholars to benefit from the dropped chances by the current Al Fakhoora students.
For the Universities Capacity building component, under Engage Youth project with the University
College of Applies Sciences (UCAS) the work was progressing towards enhancing the capacities of
UCAS Academic Staff, by organizing the first International Conference on Applied Sciences which
was a very informative and a well-organized international academic and professional gathering, and
the completion of all the contracted tasks under the Engage youth project with UCAS by the 31st of
December. Another project was initiated and signed to with UCAS on July, which is the Capacity
Building for Academic Institutions’ libraries in Palestine to distribute 2040 books to 10 Palestinian
universities’ libraries . The project will be completed on April 1st, 2014.
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For the Advocacy component, the activities on the international and local levels were running
smoothly, a notable participation has taken place in the Virtual Majlis in both US ,UK, and
Georgetown Qatar. During the third quarter, 12 students completed a new training course with
WinC partner, named as the ‘Advanced Virtual Majlis’ AVM . The course provided the students with
valuable skills of facilitation. On the other hand, the 8 Technical Assistants (TAs) have continued to
liaise with the students, and by October , the programme recruited a new group of 7 TAs. The
programme maintained 4 TAs of the 1st group and recruited new 7 TAs of the 2nd group. By
December, 11 TAs ( students leaders) were contracted to lead the students and coordinate the
advocacy activities for the year 2014. During September, the programme completed the selection
process for 13 students to attend the WISE summit in Qatar. Unfortunately , due to the closure of
Rafah terminal, 12 students were not able to travel to the summit, and participated through video
conference from Gaza and only 1 student attended.
This following reported information explains the progress in the activities of Dynamic Futures in
details, reflecting the achievements completed under this reporting period.
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Al Fakhoora Dynamic Futures Institutionalization
Programme Evaluation and Re-visioning
During November and December 2013 UNDP-FD worked extensively to develop the Scope of Work
to produce key Dynamic Futures Programme’s documents, polices and evaluation. Al Fakhoora
worked with two consultants from the US and Canada to agree on the methodology for FD
programme evaluation and the re-designing of the programme vision ,outcomes, and indicators. The
consultants will provide their reports during the 1st quarterly of year 2014.
By October, 2013 , UNDP- Al Fakhoora Dynamic Futures printed its 1st Brochure for public usage.
On October, UNDP-FD team participated in the WISE summit 2013 in Qatar, and the 2 days Al
Fakhoora think-tank which was coordinated by Al-Fakhoora campaign Qatar, and hosted
international experts in education and advocacy from different world countries. The programme
and by the end of the 1st quarter of 2014, expects to present a new redesigned and prevised
programme document.
Al Fakhoora Dynamic Futures’ Portal
By October, 2013 Al-Fakhoora Dynamic Futures announced the bid to attract local IT companies to
design, develop and install a Management Information System that will be Al-Fakhoora portal for an
interactive database that has all Al Fakhoora Dynamic Future’s beneficiaries information. According
to the bid the Management Information System would be developed to serve Al Fakhoora’s
application forms for scholarship, and to produce automated reports and statistics.
Objectives:




To ensures accurate recording to all students’ information, and minimizes human errors.
Management of the information of Al Fakhoora beneficiaries.
Have an online dynamic system which is accessible by the programme’s administrators and
donors who will be provided with different levels of logging authorities.
A flexible system that is ready to accommodate the growth and the development of
programme’s components and beneficiaries’ per year.
The planned MIS will enjoy all the following features:





Usability
Scalability for too many users, and too many sites
Accessibility across sites and remote sites
Database security and safety, since it will be hosted remotely on the server
Ability to audit every transaction on the system across all sites
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Al Fakhoora Dynamic Future – PMU received four competitive offers to meet the requirements
above. A committee from Dynamic Futures PMU members, technical expertise, and a contracting
specialist has analyzed the four offers based on each company experience record, project team,
quality of the offer, and the cost. The Committee has awarded the contract to Al Tareq Company
for System and Project. A contract signed with the company early December 2013 with a plan to
accomplish the whole process of design, development, installation and training by April, 2014. The
cost reached to 19000 USD.
Al Fakhoora House
By the end of December, 2013 Al Fakhoora Dynamic Futures Programme and in partnership with the
local implementing partners has officially completed the perpetrations to officially re-open Al
Fakhoora students House in Gaza after the conducted renovation work during November and
December. The House has been further equipped to meet an ambitious plan of the Dynamic Futures
of being the destination of all Al Fakhoora students as Al Fakhoora Dynamic Futures’ Students
Service Unit. The house will reunion the local partners teams of Natuf and YMCA in one place , and
will open its doors to volunteers and any one of the public interested or have inquiry about Al
Fakhoora scholarships Programme.
Equipped with comfortable general meeting room, students activities room, and a video conference,
the house will provide starting from 2014 an adequate environment to host the students. AlFakhoora students can also use the house and benefit of high quality internet line and electricity
during the working hours. The initial objective of the House is to provide services to the contracted
291 undergraduate students, and the 30 international Masters Students, and the future Al-Fakhoora
alumni, and offers a residence for the students" meetings and workshops".
The House will host Al-Fakhoora Students Services Unit which will be the coordination unit to
provide Career and academic Advisory, Internship opportunities, community services, and advocacy
Activities.
The house will also host the office of the representative of Al-Fakhoora campaign in Palestine.
To empower the structure, the UNDP-Dynamic Futures has advertised two positions by early
December namely Al Fakhoora House Officer that will be responsible in managing the entire House
staff, including the partner organizations, Advocacy activities, and the students services, and the
Admin Assistant that will work in the front line of the House to manage all students and visitors
inquire to the right staff and developing statistical records. All Staff are planned to be in place
during January, 2014.
UNDP supervised the local partner Natuf to accomplish the House setup preparations, where the
overall rehabilitation and procurements activities were as follow:
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#
Activity
Notes
1
Painting the house
The painting included all the first and second floor.
2
Office security fixtures
(Steel Doors, Windows,
Rehabilitation)
Securing the house with the needed adjustments
3
Furniture
4
Equipment
5
Generator
6
Kitchen equipment
Electrical and others
7
Others
This includes all electricity work, plumping work, and stationary
( employees desks, file cupboards, office chairs, conference table
with chair, and chairs for reception)
(Laptops, Pc Computer, UPS's, Printer, photocopier, fax, LCD
projector with its screen, Office network, and phones)
This includes a 22KVA generator, with a barrel storage of 1000
liter of solar.
Fakhoora House – Marking all involved donors and partners
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Fakhoora house General Meetings Room
Fakhoora House Advocacy Activities Room
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Fakhoora House – Electrical Generator
Fakhoora House- Metal works to secure the House.
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Al Fakhoora Alumni
During November 2013, UNDP - Al Fakhoora Dynamic Futures called for a meeting for all graduates to trigger
the process of registering the Al Fakhoora Alumni Association as non-governmental organization in Palestine
according to the local authority and the national legal regulations.
A number of 30 students gathered at Al Fakhoora House to discuss the Alumni as an organization ; vision,
mission, objectives and the by law of the organization including all the rules of elections and membership.
According to the national law of NGOs, an odd number of people can be selected as Board of Directors, but
not less than three. As new learning experience for the graduates, it has been agreed to selected 11 Board
members, where a specific quota with seats is assigned for the International Masters graduates.
Group of students nominated themselves to join the first Board of Directors. A number of 11 students
approved from the attendees of the meeting, who by law considered the first General Assembly of the
Association.
A major discussion taken place over the name of the organization, objectives and the formation of an
Advisory body for the organization.
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With regard to the name, it has been agreed that the organization would be called “ Al Fakhoora House
Association” with a clear mandate that it established as an Alumni body for Diploma, undergraduate and
graduate students.
Al Fakhoora House Association’s Objectives as stated in the By law as follow :
Develop, exchange, and enhance social, cultural and scientific relationships among the members within
Palestine and between the members and other counterpart / peers / similar members in other Alumni
organizations in Palestine and outside Palestine.









To establish and maintain an alumni structure that facilitates and enhances the relationship between
Al Fakhoora Dynamic Futures Programme and its alumni.
To promote and develop relationship with common and/or similar objectives in and outside
Palestine.
To support an effective advancement programme through collaboration and cooperation with Al
Fakhoora Dynamic Futures Programme.
To provide the necessary technical support for Al Fakhoora scholarship candidates.
To provide a focal point of contact among alumni through the implementation of a programme of
reunions, events and functions; through printed and electronic communications; and through the
creation of networking opportunities for self- development.
To strengthen ties among alumni and to encourage them to participate in the various cultural, social
and scientific activities.
To encourage and adopt scientific research and creative skills for areas within the mandate of the
association.
To encourage the volunteerism spirit among the members.
To organize scientific, educational, social, developmental, and cultural that are necessary to achieve
the objectives of the Association for the benefit of its member and the community.
With regard to the Advisory body, it has been agreed by the general assembly that an Advisory Board will be
established with membership of Al Fakhoora Dynamic Futures Stakeholders, including the Dynamic Futures
and the partner Associations with no more than 5 members headed by the UNDP -Dynamic Futures
Programme Manager.
The objectives of this Advisory Board will be:




To serve as a champion for the Alumni Association and its programs.
To provide technical consultancies on the strategic direction and the development of programs of the
Alumni Association
To provide feedback on strategic issues that is brought up at Board of Directors meetings.
To serve as a reference body for approving the hiring of the key paid positions of the organization,
changes in the bylaw, and altering the mission of the organization.
As by the end of December, 2013, the final draft of the bylaw has been developed, to start the process of
registration by the year 2014.
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Undergraduate Scholarships
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Summary
With total number of 291 contracted students during the three phases of the programme, the
undergraduate scholarships component keeps to be a unique and a flagship Scholarship programme
in Palestine. Contacting 100 students annually, since 2009- 2011, the Dynamic Futures provided
students with university fees, books, stationary, transportation allowance, in addition to coaching,
,guidance and follow up through the Dynamic Futures’ local partners on the ground; the Natuf
organization and YMCA. Each Academic Semester, Registrar Staff in the partner organizations,
review academic progress, successful and failure of credit hours, plans vs. achievement.
This report reflects the current statues of the undergraduate students in three phases. It analysis
the achievements made within each phase with regard to their academic performance. In over all,
as showed by the Table 1 the current enrolled students in the local universities is 222 students, a
number of 52 graduated and a number 17 students between dismissed and apologized Al Fakhoora
Dynamic Futures Scholarships. It is worth to mention that all the 52 graduates are mainly from
phase 1 and phase 2 , specialized in social sciences and management either in a diploma or Bachelor
programs.
The following table 1 shows the updates on the undergraduate students’ figures and statistics
during the 3rd and 4th quarters of 2013:
Table 1: Updates on the Al-Fakhoora Undergraduate Student’s Statistics up to December 31, 2013
#
Academic
Year
Total
contracted
per phase
# of
Dismissed
students
per phase
#
of # of graduated
apologize
students
students
per phase
per phase
# of current
Students per
phase
Phase 1
2009-2010
100
0
1
37
62
Phase 2
2010-2011
100
41
1
15
70
Phase 3
2011-2012
91
0
1
0
90
291
Contracted
14
Dismissed
3
Apologized
52
Graduated
222
Current Students
Total
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According to the data below, Currently, there are 188 students enrolled in the undergraduate programmed , in addition to 11 students
who are still in two years diploma programs, and 23 students bridged from diploma to Bachelor after completing their diploma
studies. According to this, the total number of students who are still in university seats is 222, divided into : 105 students managed
and followed up by Natuf organization, and 117 students managed and followed up by YMCA organization.
Table 2 provides the statistics of scholars as distributed to partner organizations up to the end of December 2013.
Local Partner
Natuf
YMCA
Bachelor
Diploma
Bridge
Dismissed
Apologize
Graduated
Bachelor
Diploma
Bridge
Dismissed
Apologize
Graduated
1st phase
37
0
2
0
1
10
14
1
8
0
0
27
2nd Phase
0
0
0
0
0
0
47
10
13
14
1
15
3rd Phase
66
0
0
0
0
0
24
0
0
0
1
0
Total
103
0
2
0
1
10
85
11
21
14
2
42
111 contracted students by Natuf
101 students currently supervised by Natuf
175 Al-Fakhoora contracted students by YMCA
117 students currently supervised by YMCA
Contracted students 291 …….. Currently No. 222 …… Graduated 52……. Dismissed 14…… Apologized 3
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Students’ Academic Performance
During the period from June to December, 2013, the academic performance of the 222
undergraduate students has improved compared with the previous reporting period of 30th of May
2013.
From June – December, the number of students who got accumulative grade point average of
(CGPA) 85% and above have increased from 17.31% to 20.18%. In addition, the students who got
CGPA equal to or greater to 65% and equal to or less than 85% has increased from( 72.31%) to
(73.85%). and the number of students with least academic less than 65-60 % performance have
decreased with (4.42%).
Academic Perfomance for All Students
0.8
percentage
0.7
73.85%
0.6
0.5
0.4
0.3
20.18%
5.96%
0.2
0.1
0
No. of students with
CGPA>=85
No. of students with>=65
<85
No. of students with<65
(Chart 1)
On December 2013, the local partners traced and updated the records of all Al-Fakhoora
undergraduates who successfully completed the second semester and summer semester from July –
October 2013. The following (Chart 2) shows the academic performance for each phase during the
second semester 2013. The graph indicates the cumulative grade point average for all the students
of each phase.
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Academic Perfomance during second
semester 2012-2013
percentage
0.8
79.72%
78.08%
73.29%
0.75
0.7
First Phase
Second Phase
Third Phase
(Chart 2)
The following will present the academic performance per each phase
Academic Performance for 1st phase: The following chart reflects the ratio of academic
performance of the first phase students; The students who have CGPA equal to or greater to 65%
and equal to or less than 85% reached 74.68%, and the students who have CGPA equal 85% or
above reached (22.78%) while the students in CGPA less than 65% reached (2.53%).
Academic Perfomance For First Phase
74.68%
Percentage
0.8
0.6
0.4
22.78%
0.2
2.53%
0
No. of students with
CGPA>=85
No. of students with>=65
<85
No. of students with<65
(Chart 3)
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Academic Performance for Second phase students:
the following chart shows that the ratio of students with CGPA located between (85%-65%) reached
to 83.02% , and the students with CGPA equal or above 85 % is (3.77%), and students who have
CGPA less than 65%.reached 13.12% .
Academic Perfomance for Second Phase
percentage
1
83.02%
0.8
0.6
0.4
13.21%
3.77%
0.2
0
No. of students with
CGPA>=85
No. of students with>=65
<85
No. of students with<65
(Chart 4)
Academic Performance for third phase students who were contracted on 2011: The following chart shows
the number of students with range of CGPA in (<= 85 %& >=65%) reached (67.44%), and the students with
CGPA equal 85% and above reached (27.91%), and students with CGPA less than 65% have the lowest ratio
with (4.65%).
Academic Perfomance for Third Phase
percentage
0.8
67.44%
0.6
0.4
27.91%
4.65%
0.2
0
No. of students with
CGPA>=85
No. of students with>=65
<85
No. of students with<65
(Chart 5)
22 | P a g e
The comparison between First, Second and third Phase students shows that:
1. Most of students located between the range CGPA (65%> and 85 %<=).
2. The highest number of student whose CGPA above 85% earned by the Third phase students
who were contracted on 2011 which means that they are the group with best students.
3. The highest number of student whose CGPA equal or below 65% located in Second Phase
students who were contracted on 2010, which means that they are the least performance
students.
4. The performance ratios of the students of the 1st and 3rd phases are mostly similar.
Graduate Students
Distribution of graduate students per: Degree (Bachelor/ Diploma) / Specialization / Graphically:
By the end of December, 2013, the total number of graduated student has reached to (52) students
from Bachelor and Diploma programme, (31) of the 52 students graduated during the second and
summer semesters of 2012-2013.
Distribution per Degree: The Pie Chart shows that distribution of the total number of graduated
students (52) up to date per their academic degrees type ; (31) graduates from the different
Bachelor programmes representing a percentage of (59.61%), and (21) students from the 2 years
Diploma programmes representing a percentage of (40.38%) .
Distribution of Graduate Students Per
Degree
Diploma, 21,
40%
Bachelor, 31,
60%
Chart 6
23 | P a g e
Distribution of graduates per Specialization
The following chart 7 shows the graduated students number per specializations , there is up to (9)
different specializations . The below chart reveals that the Education major has the highest share
compared to the other specializations with (16) students, the second major is health related which
include (Nursing, health monitoring…) with (12) graduated students, and (10) students from
commerce, and (4) from Engineering (civil, agriculture), (3) from Law & Shareaa , (2) from each of
(Social Science, Psychology)and finally (1) from each of ( Speech Therapy, Multimedia).
Distribution of Graduate Students by Specialty
17
18
16
No. of students
14
12
12
10
10
8
6
4
3
4
2
2
2
0
Engineering Education Commerce
Series1
4
17
1
1
Law &
Shareaa
Health
Related
Social
Science
Psychology
Speech
Therapy
MultiMedia
3
12
2
2
1
1
10
Chart 7
Graduates Distribution per Graphical area
Graduated students distributed to the 4 main areas in Gaza Strip (North, Middle, Gaza, and South).
The following pie chart reflects the number of graduated students in each area.
24 | P a g e
Geographical Distribution of Graduate Students in
Gaza Strip Governorates
North Gaza , 9
South Gaza , 14
Gaza city, 12
Middle area, 17
Chart 8
Graduation Ceremony
On July, 2013, Al Fakhoora Dynamic Futures started to have its first harvest of the human capital
investment of Al Fakhoora scholars; a group of 60 students from various local and international
universities were paving the path of their dynamic futures after intensive studies and exclusive
engagement in a new educational model that envisioned building leaders for Palestine. A number of
52 students graduated from local universities in a variety of specialties, and 8 International Masters
Students who completed their degrees in different specialties and from different world countries.
Al Fakhoora scholars have gathered to mark their graduation, divided into different committees of
logistics, drama, reception, students’ speaker, Palestinian Folklore, and most importantly were Al
Fakhoora Anthem. Students decided to make the ceremony as their own achievement; thus over
August and September, students developed transcripts for a play that reflects the students’ life
before and after graduation, Al Fakhoora Anthem lyric and musical composition, speeches and
more..
25 | P a g e
By fifth of October, in a marvelous place in Gaza that reflects the beauty of the Palestinian historical
design, held the first graduation Ceremony in Al Deira Hotel. With attendance of over 500 people
gathered graduates, their families, fellow Al Fakhoora scholars, Academics and Heads of
universities, as well as Representatives of international organizations.
Brining a valuable and rich new knowledge to Gaza, eight International Masters scholars marked
their graduation from different fields ranged from poverty reduction, water resources management,
development, international communications, accounting to information technology.
The Graduation party sections included singing them Al Fakhoora Anthem, speeches by different
stakeholders of the Dynamic Futures Programme team, giving awards to best students, and
distributing certificates of achievements to the students as well as Drama Sketch done by Al
Fakhoora students and Palestinian Folklore
26 | P a g e
Community Services
Community Service is one of the most important components of the Dynamic Futures undergraduate
scholarship. It aims to build the values of initiative, community-spirit, team work, and volunteerism.
The students when contracted are requested to volunteer for 100 hour each year in the field of his\her
study in one of the local institutions / community organization that works in health, Women, social
services, Education or disability. Students can achieve these 100 hours at any time of the year, for
example during summer break. Some students prefer to do one month internship during the summer
break, attending 4.5 hours daily in 22 working days, or divide the 22 working days over the two month
summer break. Attendance is agreed between the students and the hosting organization, where he or
she are supposed to serve along with informing the Dynamic Futures teams in the partner organizations
YMCA and Natuf to follow up their attendance, commitment and feedback.
According to the data out of the existing (222) students , a number of ( 37) Students didn’t get involved
in community services Programme for different reasons. The remaining students 185 students
volunteered for 42425 hours. The following chart shows the distribution of accomplished community
services hours per sectors. It is indicates the highest ratio students volunteered at Community and
Development sectors.
The Distribution of Students percentage per sectors
60.00%
55.43%
50.00%
40.00%
30.00%
17.93%
20.00%
10.00%
6.52%
2.72%
5.43%
4.89%
3.26%
1.63%
2.17%
0.00%
(Chart 9)
27 | P a g e
Community Services - Graduated Students
Graduated student volunteered in many sectors including (Woman & Children’s Affairs, Education,
Community development, Disable & Social Affairs). They achieved 10528 hours during their studies. (49)
Students out (52) graduated student who’s actually volunteered (3) Of graduated student didn’t
volunteered yet for family reasons.
The following (Chart 10) shows the number of graduates number per the sector of community services
they volunteered at. The chart shows that the highest number of Graduates have completed their
community services in community and development sector with 65% , then in woman and children
affairs sectors with 17% , and finally in Disable and Social Affairs, Health, Education sectors with 4%-8%.
Distribution of the community Service of
Graduate students
Woman &
Children’s Affairs
Sector
17%
Education Sector
4%
Community
Development
Sector
65%
Health Sector
6%
Disable & Social
Affairs
8%
(Chart 10)
International undergraduate Scholarship
International Undergraduate Scholarships was budgeted in the Al Fakhoora Dynamic Futures- third
phase of 2011-2012. During 2012, the programme received a report and a request from the ministry of
agriculture stating the need for Veterinary doctors in Gaza for the coming years. the veterinary
medicine specialization is also not available in any local Palestinian university . The request was shared
28 | P a g e
with the programme team leader and the donors. Approvals were made to offer international
Undergraduate scholarships in veterinary medicine for Gaza students. Four students were nominated
from the Ministry of Agriculture , and their selection process was approved by the programme and the
donor s, and during 2013 , the 4 students listed in the table below were awarded 4 scholarships to
study veterinary medicine in Jordan , however, due to the closure of Rafah crossing terminal, and their
inability to register to their faculty on time , accordingly , their attendance to their studies in Jordan was
delayed to the 1st academic term of September 2013. By October 2013 , 2 of the 4 students attended
their studies in Jordan and 2 apologized as they were already enrolled in local universities .
Student Name
Situation
Mr. Ahmed H. A. Hammad
Already enrolled in the 1st year of Veterinary medicine in
Jordan since October 2013 at Jordanian university of Science
and technology (Just)
Mr. Murtada M. K. Salman
Was enrolled and returned for a justified reason and he will
return to Jordan on February 2014
Mr. Belal A. R. Shaban
Apologized
Mr. Nael H. A. Abuowda
Apologized
As 2 have apologized , the FD decided to announce the 2 scholarships to other local students in Gaza
On 12 September, an advert released on the universities homepages and www.jobs.ps requesting
interested eligible applicants to apply for the Scholarships to study Veterinary medicine.
The scholarship Application was attached to the advert, and applicants were requested to submit their
applications with the required documents to AL Fakhoora email address. The programme received 4
applications who fully meet the criteria. On the 3rd of October the interviews by the selection committee
was conducted with the four applicants. Each member of the interviewing panel filled in an evaluation
form for each students. The total score for each interviewee was follow :
Name
High school
grade
Interview panel
scoring
Decision
Motasem Adnan Ali Qaddoura
96.1
64
Accepted
Bashar M. R. Serdah
90.9
63
Accepted
FATEN A. S. SARHAN
96.3
54
Waiting
Mohammed M. M. Sabah
93.8
44
Rejected
The programme conducted communications with Dr. Ahmed Al Majali, the Dean of the Veterinary
Medicine college at the Jordanian university of Science and technology (Just)Jordan to finalize the
acceptance letters for the 2 new students and other needed procedures to start their studies on
February term of 2014.
By February 2014, Al-Fakhoora dynamic Futures will be supervising 4 students from Gaza studying
their 1st year of Veterinary medicine in Jordan. The 4 students are supposed to complete their 5 years
Bachelor degree in Veterinary Medicine and return to Gaza on year 2018.
29 | P a g e
International Masters Scholarship
30 | P a g e
Summary
During this reporting period, Al-Fakhoora Dynamic Futures continued to work intensively to
meet its target of reaching to 30 International Masters students. From June- December, UNDPAl-Fakhoora DF Team continued to follow up the International Master scholars of the three
phases. while an intensive work was carried up to follow up the placement of the third phase
students with 17 students from Gaza going to UK. The Dynamic Futures team continued to
monitor the 13 students and graduates of the first and second phases, follow up their job
hunting, and advice wherever possible on the job placements. Within this context, UNDP-DF
team continued to communicate with all students on weekly basis and when needed. The
means of communication is done through email, Skype and telephone when needed. For
grades reporting, the follow up with all students was done on semester basis.
The following section details the International Masters Component activities taken place from
June and up to December, 2013.
The First Phase:
Out of 10 targeted students for the first phase of Fakhoora Dynamic Futures, only 6 students
were awarded the scholarship , four of them joined British Universities, One to Italian
University, and One to Egyptian University. by December 2013, the following is the current
status of the six awarded Students:
1. Ms. Nuha Bashier is back from Pavia University; Italy finalizing her degree in
International Cooperation and Development and got a full time job in USAID funded
assignment in Gaza.
2. Ms. Laila Barhoum is back from Essex University; UK finalizing her degree in Poverty and
Development and got a full time job in the Small Enterprise Center SEC in Gaza.
3. Mr. Fadi Hania is back from the York University, UK finalizing his degree in Computer
Software Engineering and got a senior full time job in the University College of Applied
Sciences in Gaza.
4. Mr. Sari Sisalem back from University of East Anglia, UK finalizing his degree in Water
Security Management and works as an Intern in the Coastal Municipality Water Utility.
5. Ms. Rania Al Najjar is back from City University, UK, finalizing her degree in International
Communication and working full time in Palestinian NGOs Network.
6. Mr. Mattar Jojo is still studying for his 2 years Master program in Criminal Law in
Alexandria University and expected to finish his course on July, 2014.
31 | P a g e
The Second Phase:
Out of 10 annually targeted international Master students , for the second phase Al-Fakhoora
Dynamic Futures has reached only to 7 students. This stage characterized by opening up
choices of students to more options in selecting universities all over the world, yet main
condition was to choose accredited universities and English taught programs. 4 of them joined
British Universities, 1 to Malaysian University, and 1 to Turkish University, and 1 to Cyprus
University. by the end of 2013, the following details the situation of the Seven awarded
Students:
1. Mr. Mohammed Al Shurafa is back from De Montfort University, UK finalizing his degree
in Accounting with distinction and got a full time job in Ernst & Young - Gaza Branch .
Ernst & Young is one of the "Big Four" accounting firms in the World.
2. Mr. Samir Matter is back from Universiti Sains Malaysia, Malaysia finalizing his degree in
Solid Waste Management and got a Project-based job in Ministry of Environment in
Gaza, and also teaches at the Islamic university of Gaza in hour basis.
3. Ms. Alia Shaheen is back from Sheffield University, UK finalizing her degree in
Educational Psychology, returned to Gaza in November 2013.
4. Ms. Fidaa Fayad is back from Brunel University, UK finalizing her degree in Water
Resources Management and got a full time senior position in a local NGO in Gaza.
5. Ms. Israa Abu Shanab is back from Royal Holloway, UK finalizing her degree in Hospitals
Administration, and works at the Islamic university of Gaza.
6. Mr. Qasem AlYazji is still studying at Near East University, Cyprus and will expected to
finish his course by May 2014.
7. Ms. Ghada AlRae ( a student with Disability) is still studying at Eastern Mediterranean
University, Turkey and expected to finish her course by April 2014.
Third Phase
The third phase offered a number of 17 international masters scholarship as the 10 targeted
annual scholarships plus the 4 remained scholarships of phase 1 , and the 3 remained
scholarships of phase 2.
Summary of stages done during the first half of the year 2013: Prior interview planning:
several meetings took place with the project team and the interviewing panel. Shortlisting: 79
students were eligible. 14 applications received late, only 5 applicants from the late were
considered because the late period was few hours. The total of eligible candidates is 79 + 5 late
= 84 candidates. Shortlisting was done based on GPA & age. Second stage shortlisting was done
based on the TOEFL/ILETS exam results. Further shortlisting ended by approving a total of 45
students to be interviewed. Interviewing panel preparatory meetings: agreement on the
32 | P a g e
criteria, interview form amendment, and agreement on dates for interviews and interview
schedules and discussion the interview mechanisms.
Interviews: Interviews were conducted over 7 days. Each student had the chance of 30 minutes
for the interview this includes a 10 minutes presentation and 20 minutes defense. After
interviewing each candidate all panel members filled separately the Interview Evaluation Form.
Financial capabilities Assessment was conducted for the shortlisted 34 students. Home visits
were conducted for each student ,who passed the interview, in order to assess the applicant
ability to fund his studies by evaluating his/her home condition and the financial status of each
applicant/ Family.
In June, 2013, UNDP-Dynamic Futures team continued the process to finalize the selection of
the targeted 17 students. during July the students received their official Award Letters from the
UNDP. Each candidate asked to confirm his/her acceptance in writing and those who
apologized were requested to put their apologies in writing. 5 students apologized as follow:





Amir Eid Shurrab for receiving a scholarship form Karim Rida Said foundation in UK.
Fuad N. Al Habill for receiving a scholarship from HASPAL in UK
Basma El Haddad for receiving a scholarship from HASPAL in UK
Rasha R. A. Abed for Family reasons
Shady Hady A. El Tanani for receiving a scholarship from the French consulate.
The five applicants whom apologized were replaced by the next five on the list. A final detailed
report of accepted and apologized candidates was issued and signed by the Interviewing Panel
members and the project manager. The final list of the students is as follows:
#
Candidate Name
Specialist
1.
Said Yousef Zaaneen
Management & Implementation of
Development Projects
2.
Ola Maher Skeik
Advanced control & systems
Engineering
3.
Ahmed J. Alajrami
Advanced Computer Science
4.
Essam Ali El-Zinaty
MSc Advanced Computer Science
5.
Mohammed Habboub
Geometrics Engineering
6.
Mohammad Y. El Baghdady Terrorism, Security & Society
7.
Nour Bader Abu Hwaila
University
University Of
Manchester
University Of
Nottingham
Midwifery
33 | P a g e
8.
Ahmed Kamal Abudayya
Strategic Human Resources
Management
University Of Leeds
9.
Abeer Hasan Alabyad
International Education
Management
10.
MAYSARA AL ARABEED
Master in Social Media
11.
Yasmin Nabeel Alghalayini
Management and Finance
12.
Heba Kamal Farajalla
Midwifery
University of Aberdeen
13.
Rami Atta Abuanza
Critical Care
Queen Mary University
14.
Mona Al Nabahin
Entrepreneurship
University of Liverpool
15.
Hend M. Bashir
Translation
University of
Westminster
16.
Saleh Dahman
E-Business
Oxford Brooks
University
17.
Saddam S. Zourob
Advanced Software Engineering
Birmingham City
University
During July and August, UNDP- Dynamic Futures team worked on the placement of the students in the
University and tackling a financial management, contractual issues and installment payment for all
students.
The 17th universities tuition calculated and each university approached for discount offer. The Dynamic
Futures team managed to get the following discounts:

Manchester University 10% discount
Name
Specialty
University
Tuition
Discount
Said Yousef Zaaneen
Management & Implementation of
Development Projects
Advanced control & systems
Engineering
Advanced Computer Science
University Of
Manchester
Manchester
15,200
1,520
17,500
1,750
University of
Manchester
Manchester
16,500
1,650
16,500
1,650
£ 6,570
Ola Maher Skeik
Ahmed J. Alajrami
Essam Ali El-Zinaty
Total
Computer Engineer
34 | P a g e

Nottingham University 10% discount
Name
Specialty
University
Tuition
Discount
Mohammed Habboub
Mohammad Y. El
Baghdady
Nour Bader Abu
Hwaila
Total
Geometrics Engineering
Nottingham
16,510
1,651
Terrorism, Security & Society
Nottingham
14,080
1,408
Midwifery
Nottingham
12,830
1,283

Birmingham City University 800 GBP Per student discount
Name
MAYSARA AL
ARABEED
Yasmin Nabeel
Alghalayini
Total

£ 4,342
Specialty
Master in Social Media
Management and Finance
University
Birmingham
City University
Birmingham
City
Tuition
Discount
800
10,500
800
10,500
£ 1,600
Oxford Brooks University 10% Per student discount
Name
Specialty
University
Tuition
Discount
Saddam S. Zourob
Advanced Software Engineering
Oxford Brooks
SALEH DAHMAN
E-Business
oxford brooks
12,440
12,530
1,244
1,253
Total
£ 2,497
In parallel to securing discount offers, UNDP-Dynamic Futures team worked with all the 17 selected
candidates to secure university acceptances and CAS Statements from the UK Border Agency. During
August, visas and CAS Statements were secured for all students. In addition, arrangements for travel
through Rafah crossing established. Contingency of other travel arrangement through Eritz also not only
considered but established. As each scholar got ready to leave, students signed an official Student
Contract between the UNDP and each student. In addition, contracts between each university and the
UNDP Special Representative.
Challenges and lesson learnt.


Money transfer for students. Regardless of all attempts made to do the money transfer early,
this year also we faced the same problem of delays in money transfer, because of the delayed
responses of the UK Universities with their bank account number in a stamped letters from the
banks.
The closure of Borders crossing to Egypt, as it has been always a challenge.
35 | P a g e
Skilling
36 | P a g e
Summary
During this reporting period, UNDP- Fakhoora Dynamic Futures continued to implement the
skilling component as a key strategy to bridge the gap between the local market needed skills
and the earned skills through students’ academic studies in the universities. For this purpose,
Dynamic Futures continued to offer training programs based on the local market demands for
skills . From June – December, the Programme focused on two tracks of Skilling: English
Language Training for all students with AMIDEAST, and the Graduates Professional Career
advising Training with UCAS. This report will reflect the progress on both tracks.
AMIDEAST English Language Training
Based on the Training Needs Assessment (TNA) study that was conducted at the inception
phase of “Engage Youth Project”, by the University College of Applied Sciences, Al Fakhoora FD
scholars showed a great interest in English language training . Based on this, Dynamic Futures
worked to choose the best training institution of English Language with : a high reputation, an
international accreditation, accessibility to all students, advanced and well-designed training
curriculums, Processional testing mechanism, well-deigned evaluation instrument and
advanced teaching approaches. Taking this criteria into consideration, the Dynamic Futures
chosen AMIDEAST , an American English Language Tainting Center with more than 15 years of
experience in Gaza.
By August, 2013 Al Fakhoora students were called to attend a Placement Test to evaluate each
student’s level of English Proficiency. This English placement test ranks students from 1 to 12,
where 1 is the lowest and 12 is the highest. A number of 240 students of the 291 contracted
have attended the test. The result was as following:
Students' level based on
Placement tests
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Level 9
Level 10
Level 11
Total Number of Students
Number of students
10
53
63
29
22
19
11
11
14
8
240
37 | P a g e
This table show that significant number of students (177) are in levels 6 to 1, which reflects a
weak level of English proficiency among AL-Fakhoora Dynamic Futures’ scholars.
Based on these results, the Dynamic Futures agreed with AMIDEAST to provide each student
with THREE Levels of training. Yet, according to the policies of the AMIDEST student can attend
one level, and based on the success of not less 70 %, he or she would not be placed in a higher
level. Besides, any student misses more 20 % of his classes would not be issued a certificated
and would be not be placed into a higher level. Thus, the Dynamic Futures agreed with
AMIDEST to carry out three different agreements that depend on each other. So the first
agreement will offer the 240 students, One English Level, and second Agreement will offer One
English Level for only those will pass the courses they attend with the first agreement and the
third Agreement will offer One English Level for only those will pass the courses they attend
with the second agreement.
The training courses are made available to the students on very flexible schedules. Al Fakhoora
students are allowed to get enrolled with English courses offered by the AMIDEAST according
to his/her placement test whenever the time is fine for them. As at end of December, 2013 a
number of 156 students, attended the English language Training. The results are reflected in
the following chart:
38 | P a g e
Progress of English Language Training by
AMIDEAST
Failed
14%
Ongoing
9%
Over 90%
33%
Over 70%
18%
Over 80%
26%
The chart shows that 33 % of 156 students performed with a result more than 90 % at the end
of course exam , which is an outstanding performance, in addition, 26 % got over 80 % result ,
and 18 % over 70 % result.
A percentage of 14 % of the students failed the courses either of being absent of more 20 % or
failed the end of course exam. Those students will not be qualified to further courses, unless
they repeat the course again with 50 % payment of fees excluding the books paid by the
student’s self-recourses.
The Dynamic Futures keeps following up with the remaining 84 students to attend the training
to finalize the first phase. Most likely, the second phase will start by February, 2014.
Graduate’s Professional Career Training Programme
Graduate’s Professional Career Training Programme was developed to meet the situation of
having 60 Al-Fakhoora graduates on the ground who completed their academic degrees by the
summer of 2013. The objectives of this training is to build the graduates’ knowledge and
information on means to enable them to successfully link with the local market through
empowering them with skills for job hunting, interviews, preparation of resume, cover letters,
time management, future planning, and leadership and communication skills. The training
recognizes that there is a massive need for such skilling as these practical skills and topics are
not covered by the university curriculum.
39 | P a g e
Dynamic Futures identified these gaps in cooperation with University College of Applied
Sciences UCAS. UCAS recruited 3 trainers to assist in designing the Graduate’s Professional
Training Programme as a apart of Engage Youth Project (EYP).
In addition to career advising, the training helped graduates who aim to continue their
postgraduate education and study Master degree with a scholarship from abroad. The training
provided them with ‘academic advisory’ sessions in which they learned how to apply for
international programs and scholarships. Further the programme included a basic training on
how to consider startups and self-employment rather than just waiting for the job.
The training provided 150 training hours in 30 training sessions which were designed by UCAS
team and the three consultants who showed experience in providing training on graduates’
needed skills in the local labor market, and the advancement of their academic career. The
programme duration was 45 days, and implemented through November and December, 2013,
with the following topics the training topics :
Course Title
No. of Hours
per Group
Career Advisory
- Job Hunting
- CV preparation
- Cover letter writing
- Decision making Skills
- Self Confidence
- Defining life objectives and Future
Planning
60
Interview Skills
10
Time Management
15
Communication Skills (Verbal + Written)
20
Leadership and Teamwork Skills
15
Creativity Thinking
15
Academic Advisory
15
Program Outputs : The total number of trainees in the program is 42 students ; 26 graduates from Al
Fakhoora scholarship attended the training courses., 16 other graduates ( a collection of graduates with
Excellent GPA from different specialties from UCAS) were added to compensate the lack of Al Fakhoora
scholars’ commitment.
40 | P a g e
This training was planned to target 52 graduates from Al Fakhoora FD, divided into two groups
(26 graduates per group). A number of Al Fakhoora students’ apologized to attend as they
started already commitment of unpaid internships to develop their practical experience or
others who involved in after-study training that qualify them to be official practitioners in their
fields such as Lawyers who are required to get training in a Lawyer office for two years to have
official law practice License. Dynamic Futures and in discussion with UCAS agreed – and as a
pilot experience - to replace the empty seats in the training with Top graduates from UCAS who
had Excellent GPA, from different specialties ,and committed to attend the whole training . A
number of 16 graduates form UCAS and out of Al Fakhoora students attended the training.
Deliverables: To achieve this training different from traditional theoretical teaching in the universities,
the trainers used simulations approaches such as creating a similar “interview environment”, and filling
a Master programme and a “Scholarship Application” . at the end of the training Each graduate has
been required and motivated to deliver his own copy of the following documents:
o
o
o
o
o
English and Arabic versions of the CV
Cover Letter for jobs
Personal Statement for postgraduates studies
Scholarship Application
job interview
41 | P a g e
Universities Capacity Building
42 | P a g e
Summary
Capacity building for academic institutions is one of the components of the Dynamic futures
that aims to enhance the Academic Institutions Infrastructure and improve the post-secondary
education delivery. Two projects were implemented in this regard;
1) “Engage Youth Project” :
For the past 18 months and from 1st of June 2012- 31th of December 2013 , the
“Engage Youth Project” included a set of activities that aimed to provide capacity
building to develop the Information technology Infrastructure and the academic staff of
the University college of Applied Sciences UCAS. To achieve this goal, the Dynamic
Future agreed with UCAS to develop:
 21 classrooms with Advanced IT equipment such as LCD, Laptops etc. to enable and
interactive learning classrooms which were finalized and fully equipped early summer of
2013 as mentioned the 2nd quarterly report.
 Organize the “International Conference on Applied Sciences” (ICAS), which was held on
24-25 Sep to enrich the academic research over Applied Sciences.
 Developing 20 Courses in Information Technology specialties
 Develop the Capacities of Information technology Staff through advanced training
By the end of December, 2013 the “Engage Youth Project” had concluded all its
activities successfully.
2) “ Capacity Building for Academic Institutions’ libraries in Palestine” project :
During July 2013, Dynamic Futures contracted UCAS to implement the libraries project
to enrich central libraries in the West Bank and Gaza Strip’s universities with the Arabic
translated books. The projects aims to Deliver 2040 books for 10 local universities in
Gaza Strip and West Bank. The books are coming from Lebanon through Egypt to Gaza.
the project was supposed to be completed on September 30 th ,2013. due to the closure
of crossing terminals to Gaza, the project was amendment 2 times , the 1 st amendment
up to 31st of December 2013, and the 2nd amendment up to the 1st of April 2014.
This report will highlight the activities taken place during the period of the report in both
“Engage Youth Project” and “Libraries Project”.
Engage Youth project
The “International Conference on Applied Sciences” (ICAS)
Over two days of Interesting Scientific debates, the 1st International Conference of the Applied
Sciences was held at the University College of Applied Sciences, titled “Towards a
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Developmental Technological Environment”. The conference which has been held on the 24th
and 25th of September 2013 was attended of over 500 people among which heads of Gaza local
universities, leading community and academic figures, representative of civil society
organizations, prominent researchers and students, and with a notable international online
presence, Due to its significance, vital contribution and being the first of its kind in the Arab
region, the conference was co-sponsored by the Association of Arab Universities, and Islamic
International Educational, Cultural and Scientific Organization in addition to Dynamic Futures.
The conference reflected a very dynamic scientific event with number of papers presented the
debates over new educational approaches and use of technology vs. traditional educational
approaches. Several interesting themes Papers presented at the conference by local and
international experts from all around the world including Jordan, Kuwait, Iraq, Egypt, Malaysia,
Germany, France, and the United States. The number of submitted papers reached 40, yet the
number of accepted papers were 19 which have been presented and debated over the two
days of the conference.
The following are titles of research papers were discussed in the conference:
Impact of Prerequisite Course on Prediction of Students’ Academic Performance
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Improving Technical Instructor Performance through Conducting Computer Based – Training.
Students’ Attitude and Motivation Towards E-learning
Users' Perceptions on Usability of Mobile Dua and Zikr For Hajj (MDZ4H)
Mobile Based Linear Programming Solver Application (MBLPSA)
Towards a Bilingual French-Arabic Lexical Tool: Language, Cultural and Educational issues
SOCIAL NETWORKING SITES USAGE AND STUDENTS' ATTITUDES TOWARDS INFORMATION
DISCLOSURE AND PRIVACY ISSUES
Toddlers EduGame Trough Multimedia Learning
Improving vocational training through Knowledge Capsules roadmap
Unpacking Environmental Technology Transfers to Poor Communities
Recommendations of the Conference
1. Conducting comprehensive surveys on the importance of applied sciences and the needs of
graduates of technical and vocational education, mainly job vacancies and proficiency.
2. Using strategic planning as an administrative technique, that helps the educational
institutions to cope up with both, the internal and external environments.
3. Identifying new, outstanding characteristics to the graduates of technical and vocational
education, which cope up with the requirements of the modern life and work market locally
and regionally, seeking to build up their critical thinking, leave alone their practical and
academic abilities, comparing their counterparts in the developed countries.
4. Adopting up-to-date, educational, students-centered teaching techniques, i.e., cooperative
teaching, brainstorming, etc.
5. Starting off specialized units to help teachers prepare the electronic teaching materials.
6. Providing students with labs, necessary to help them do their homework.
7. Equipping the rooms with LCDs to create an educational environment that encourages
active cooperation.
8. Preserving the programmed teaching process, related to the applied programs, and
equipping teachers with the needed potentials.
9. Conducting research studies in order to identify the students' attitudes and their families' in
the technical and applied programs.
10. Preparing technical programs that meet the needs of the handicap people, and preparing
academic staff that are able to serve their specific needs.
11. .Providing books and recent, digital researches that serve students in general, and
concerned handicaps in particular.
12. Paying more attention to the practical and training side to become more flexible and
effective.
13. Establishing communications and information network, which link universities and applied
colleges to each other inside and outside Palestine.
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14. Activating the laws and regulations, linked to preserving ideas patent, and intellectual
property rights.
15. Supporting electronic incubators and enhancing the public and the private sector to adopt
some durable developmental projects that solve social problems.
16. Making use if the similar experiences in adopting creative ideas in the field of applied
sciences from the world especially from the surrounding countries.
17. Focusing on the quality of the local technological products in order to compete with its
regional and international counterparts through setting the Palestinian measurements for
technological products in the Palestinian territories.
18. Supporting the specialized programs in electro-mechanic to fulfill the Palestinian market
needs for specialized and technical stuff.
Developing 20 Courses in Information Technology specialties
As reported on the 2nd quarterly report of 2013, UCAS has conducted a comprehensive
assessment study targeting 7 curriculums of IT specialties. The study concluded that a number
of 20 are courses in a very massive need to be improved and developed, provided guidelines
and various recommendations that could develop and enrich each course in order to keep up
with the rapid development in the field of information and communication technologies.
During the third quarter of 2013, UCAS formed 20 committees, each of 4-4 members. Each
headed by an Academic staff, mostly the Instructor of the Course, with academic members
from UCAS, other universities, and the private sector.
Using systemic methodologies, the committees took 2 months to review and finally define the
new curriculums required to meet the demands to develop the 20 courses. The committees
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recommended the following:



Break up one of the courses into 2 courses. So in total a curriculums structure for 21
courses.
Start preparing new books or adding new chapters to existing books
Keep the committees meet on quarterly basis to review the progress of development of
the curriculums.
UCAS held a workshop to discuss the recommendations of the 20 committees in participation
with heads of committees, the Academic Development Unit of UCAs and Dynamic Futures Staff,
where participants affirmed the recommendation and UCAS management presented a the
methodology of how they would develop the required new curriculum in including the books
and the new chapters.
Develop the Capacities of Information technology Staff
As reported on the 2nd quarterly report, it was planned to train members of UCAS academic
staff abroad either in Jordan or Egypt. The external training was planned to start by June, 2013,
Yet due to the limited access of movement, selected Academia were not able to travel out of
Gaza. As an alternative , Dynamic Future agreed with UCAS to replace these trainings with other
highly needed certified courses that can be conducted in Gaza, or can be accomplished online.
During October, November and December, UCAS finalized the training of 42 academic staff,
who received 4 training courses with total 140 training hours. The courses were carried-out by
a group of professional trainers who have excellent training experiences in the different topics.
It’s worth to mention that one of trainers was Fadi Hania who has been sent by the Dynamic
Futures for pursue his International Masters in the Software Engineering among the first phase
group. Fadi is well-known in Gaza of his professional training abilities and advanced knowledge
that is highly required in Gaza.
The following are the list of achieved courses:
#
1.
2.
Training Title
Starting Date
Advanced Android
Mobile
Programming
2013/11/22
Advanced Software
Design Pattern
2013/11/22
End date
2013/12/4
Trainer Name
Training Hours
Eyad El Aga
40
2013/12/2
Said Marouf
30
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3.
4.
IREB Preparation
Course
2013/11/22
2013/12/2
Fadi Hania
Photography,
Editing and
Scriptwriting
2013/11/22
2013/12/4
Khaled Shber
30
40
2)Capacity Building of Academic Institution’s Libraries in Palestine
Project
This project has been signed in July, 2013 aiming at disseminating the global literary and
scientific production on the broadest segments of Arab readers and enriching the Arabic
scientific content. It also encourages the development of textbooks and curriculums as it helps
to improve the quality of education deepen the understanding of the scientific content.
The proposal of Capacity Building of Universities’ Libraries in Palestine came out to light as a
result of the workshop which was held in Beirut, Lebanon and attended by the Islamic
Development Bank, University College of Applied Science, Arab Organization for Translation,
and Arab Scientific Community Organization. The project’s main delivery is 2040 copy of books that
will be distributed to the libraries at 10 Universities and Colleges in Gaza strip and West bank namely:
1. An-Najah National University - Nablus
2. Birzeit University – Birzeit
3. Palestine Polytechnic University - Hebron
4. Bethlehem University - Bethlehem
5. Hebron University - Hebron
6. Al-Azhar University – Gaza
7. Al-Aqsa University – KhanYounis
8. Islamic University – Gaza
9. UCAS – Gaza
10. UCAS – KhanYounis
The nominated books are translated by one of the biggest translation institute in the Arabic
Region; the Arab Organization for Translation; which is specialized in translating English and
French books and curriculums into Arabic within a professional methodologies and procedures.
The project has been scheduled for three months, yet due to the limited access in Gaza
crossings and shipment of books to Gaza and West Bank, the project is still encountering some
challenges in terms of bringing the books into Gaza. UNDP- Dynamic Futures is working closely
with UCAS to help in facilitating the entry process of the book, where were up to end of
December located in Egypt. The project estimated end date is the 1st of April 2014.
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Advocacy
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Summary
During this reporting period, UNDP-Dynamic Futures continued to work with the TAs and the
students on Advocacy activities either at the International or the local stages. Dynamic futures
continued encouraging students to take the lead in brainstorming, designing and implementing
the local activities. With regard to International activities, Dynamic Futures continued to work
with Penn-State University, and the Palestine Solidarity Campaign in conducting Virtual Majlis
sessions. In addition, the Dynamic Futures in cooperation with World in Conversation Project
held an Advanced Virtual Majlis ( AVM) training “Facilitators Training” to advance the
Facilitation skills of the technical Assistants and other potential students who are having
leadership characteristics. The following section reflects more details about the implemented
Advocacy activities
Recruitment of new Technical Assistants
By the end of July, 2013 the agreements of first eight Technical Assistants has ended. Other Al
Fakhoora students showed a great interest to practice in this leadership model. Dynamic
Futures management unit initiated a new selection process to choose new leaders / Technical
Assistants for the coming year 2014. The criteria was mainly focusing on having an adequate
level in English Language, and Advocacy Record and Activism as the basic criteria to shortlist
the group of candidates for the position of the new Technical Assistants ( Students leaders).
As Students were just passed the English Language placement Test of AMIDEAST, it has been
agreed to give a chance for all students who achieved 9, 10, and 11 levels. Total number of
students was 25 students.
The recruitment of the new 7 students was achieved through intensive interviews to select the
best of them and who are improvising to dedicate themselves to the program. Dynamic futures
used an evaluation sheet and criterion were prepared which include questions to check the
student\s information about education, attitude, personality and any previously activities.
As interviews conducted, for the 25 interviewee, the best top scores were taken; a number of 8
students have been selected.
Dynamic Futures offered the new contract per hour, Rather than paying a lump sum of 300 USD
per month as in the last year contracts. The programme agreed with the students to pay them
per the achieved hours per month. In addition, the programme maintained a group of 4 TAs of
the 1st year TAs, to guide the new group of TAs. The total Technical Assistants for 2013/2014
has increased to 11 Students, 7 females and 4 males. The Following is the list of names of the
Technical Assistants for 2013-2014 :
#
1.
Names of TAs 2013-2014
Esraa Saber
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2.
Hassan Moustafa
3.
Fatma AlJamali
4.
Balqees AlNabahen
5.
Yasmeen Dawwas
6.
Talab Hamoda
7.
Asmaa Masoud
8.
Karoline AbdelJawad Abo Kwaik
9.
Mustafa AlRobaee
10.
Israa Yaseen
11.
Abdul Rahman Jarour
It was agreed with the TAs, that they have to show commitment and dedications. Also the
programme assigned to the TAs the ‘students leader’ task , where each TA is responsible for a
group of 20 Al-Fakhoora students to monitor and follow up, and ensure that they are informed
and updated and reachable by the programme management.
130 students only of the 222 current undergraduate students attended Al-Fakhoora house to
fill in the surgery . The TAs are trying to reach the remained students.
Summer Facilitation Training
Started on June 17th, the WinC partner ‘World in Conversation’ provided a 2‐week intensive
online facilitation training course for 12 students in Gaza. The 12 students have been selected
by being the standout participants in terms of commitment, engagement and overall high level
of activity as participants in the More than Words and Virtual Majlis Programs over the last past
year. The goal of the program for the scholars in Gaza was to:




Establish fundamental facilitation skills.
Develop Skills in intercultural and transnational dialogues
Refine proficiency with nuanced arguments and critical thinking related to the
socioeconomic issues affecting Palestinian Youth
Development of conflict mediation skills.
The following are training topics of the training
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





Introduction to Facilitation
The Socratic Method
Open-Ended Questions
Reflective Listening
Connectivation
Rapport/Group management
During the 6 weeks training, the twelve students met with WinC coaches three times a week.
Each week, the students learnt a new skill and the lessons are followed by two practicum
sessions and live coaching from the trainers. During the practicum sessions, the students got
the chance to facilitate themselves and evaluate the outcomes of the discussion.
The students have been graded and evaluated. Based on their achievement the 12 students
have been awarded either Certificates of completion or attendance from the World in
Conversation project.
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Virtual Majlis
Northampton University Virtual Majlis
On the 21st of October, students meeting was held among ten students from Al-Fakhoora
Program and students from Northampton University (5 students from each side) handling the
daily life of the students and their suffering from the Palestinian siege since years, the foreign
students show their support to the Palestinian students. Dan Langley, from Northampton
University’s Palestine Society , and Zuhdi Alfrangi, student from Al-Fakhoora program were the
facilitators of the online meeting with supervision of PMU.
The discussion took place was about occupation, siege, the two wars on Gaza, and the tragic
stories for some of our students ‘families and the unemployment topic. and it was clear that
the students of Northampton university were unaware about the above discussed causes which
showed the importance of such sessions.
Georgetown Virtual Majlis
Started on the 28th of October and up to the 28th of November , the Georgetown Virtual Majlis
was conducted between Gaza and Qatar. The online Dialogue program Joined students from
the Georgetown School of Foreign Services in Qatar and Al-Fakhoora students in Gaza. Both
students exchanged thoughts and opinions on issues relating to justice and peace. The program
encouraged discussion on conflict resolution and other issues of the student interests .
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during the 1 month period , only three sessions were held , the topics were about the freedom of
transportation in Gaza-Palestine, siege and the problems that Gaza suffer in sectors such as health,
water and Education. The VM was attended by ten students, five from each side. The impact was
noticed as the students of George Town prepared a campaign in solidarity with Palestinian people, and
AlFakhoora students participated in it. One of Al-Fakhoora students , Musalam Abo Khaleel, talked
about his experience during the siege, and another female student , Asmaa Masoud, prepared a video
about children suffering during the war. the two short videos were posted on:
1) by Musalam Abo Khaleel :
https://docs.google.com/file/d/0B027WKTXMmVKWWNtTFByYTlUMTg/edit?pli=1
2) by Asmaa Masoud
https://docs.google.com/file/d/0B-mKbKaVjFp7dkE0bEtfeFdLZE0/edit
US Virtual Majlis
Seven sessions were held among the planned twelve sessions for this term. The students from
Al-Fakhoora and Penn-State University met every Tuesday handling different issues such as the
Palestinian war on Gaza Strip, governments, the daily life of Gazan students and recognizing the
American student’s impression on Gaza.
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The WISE : Participation via Video Conference
During October, 2013, a number of 14 students (11 undergraduates and 3 postgraduates
students) have been accepted as participants in WISE , the “World Innovation Summit on
Education” that was held in Doha, Qatar from the 29th - 31st of October.
All logistic arrangement including, interviews and selection process , Visas, flight tickets,
accommodation were arranged and students were ready to participate in a unique experience
at WISE. Yet, due to the closure of Rafah crossing, the only out Gaza available crossing,
students were not able to leave, except one Masters student who left early and stated in Egypt
then travelled to Qatar.
Despite that this was a hard experience to the students; the conference opened a window for
the students by participating online in four different sessions in order to deliver Gaza students
message through three conducted sessions, one of them handling the Virtual Majlis experience
with American students, while the other two dialogues were with participants and activists
from Arab and foreign countries in the conference. The effective participation for students was
considered as compensation for the real physical presence in the conference.
Expressing her anger from preventing her from travel to participate in WISE due to blockade on
Gaza, Israa Yaseen wrote an article that published widely in the social media. Although she
didn’t travel but she conveyed her voice and cause in all over the world through social media
channels
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Local advocacy Activities
local Trips
On 4th and 8th of July, Al-Fakhoora Program organized leisure trip after the end of exams for 60
male and 60 female students at Chalet with swimming pool in Gaza strip. Al-Fakhoora Dynamic
objectives were to provide the students with social support through the entertainment
activities and recreations for them, and in order to encourage more and more participations
and belonging of the students to the programme.
Another students trip was held on the 5th of September to Sharm-Park In Gaza – based on the
students’ request from the programme - to entertain 170 students before the beginning of the
academic year and to reduce the burdens on them. as reported the students mentioned on the
programme facebook page that it was a remarkable day for them.
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Social Advocacy activities : Al-Amal Orphanage Visit
On 6th of August, an initiative visit made by group of twenty Al-Fakhoora students to Al-Amal
Orphanage home in Gaza city in order to draw a smile on the children’s faces by playing with
them and giving them some presents in coordination with the institution.
This emphasizes the social responsibility of Al-Fakhoora program and put the spirit of
philanthropic of the students. The students were so glad to participate and they expressed their
eager to repeat such social initiatives. The visit made a good impact on the children and also
the administrative officer of Al-Amal orphanage home, who requested from the students to
pay such visit frequently.
Filming
During the month of July, a script film was written about the history of Palestine through
several workshops jointly with Al-Fakhoora and PSC in the UK. Several hours were spent in
shooting by TAs. The shooting were finished since the summer, and the TAs are planning to do
the film montage during the 1st quarter of 2014. during the 4th quarter of 2013, the TAs, and the
students were busy planning for graduation ceremony and the WISE attendance perpetrations.
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This video will be publish through social media to help in advocate for the Palestinian cause and
to enlarge the awareness about the history of the Palestinian people.
Sketch Play Al-Fakhoora Students
On 15th of September, Fifteen Al-Fakhoora students formed a ‘Theatre team’; their roles were
as actors, script writers ,and photographers. They cooperated in order to make a play sketch to
clarify to the audience the value of aid to education sector in Palestine. With the help and
recommendations of a professional Director ‘Ziad Khader’, the sketch was prepared
successfully. The team was trained efficiently and the play was displayed in the graduation
ceremony. Israa Yaseen , one of the TAs, wrote the script and the director developed the idea.
It is worth to mention that the theatre team are preparing themselves for another play to
memorize Al-Fakhoora tragedy any time during the 1st quarter of 2014.
local Workshops
Workshop on Health-Care Waste Management
On December, Sameer Matar, one of AlFakhoora international Master graduates, completed his
study of Solid Waste Management in Malaysia on 2013 presented a lecture about health-care
waste management in Gaza. The lecture was held at the University collage of applied sciences
and attended by more than 70 attendances.
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Workshop on Time Management
On 21st of November, TAs and advocacy assistant planned a Workshop about time management
and the challenges of electricity cut in the daily life of university students in Gaza. The
workshop was given by the trainer Mr. Mohammed Al-Ghefari who is one of the social activist
in Gaza. A number of 20 students attended the workshop.
The workshop followed by an open discussion about some problems in Gaza , and the facilitator
correct some ways of thinking of some students to clarify the problem enough, and he try to
give supportive measures by all ways to increase the students productivity even in the presence
of problems such as electricity problem .
At the end of this workshop , the facilitator make a virtual network of the community and tried
to simplify how it works in interchangeable manners , and how the problems can affect the
community. The workshop was conducted at Al-Fakhoora house.
Workshop on Breast Cancer
On 28th November, the TAs with the advocacy assistant planned for a workshop entitled ‘
Breast cancer’ at Al-Fakhoora house. Dr Riham Abu Hussein a student in the fifth year of
general medicine _ gave a PowerPoint presentation about the topic ,including:
•Brief introduction about “Breast Cancer” and most vulnerable groups to breast cancer.
• Factors that could increase the likelihood of breast cancer.
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• Factors that help to avoid breast cancer.
• Tools and ways in which females can check for breast cancer.
9 female students attended and expressed the importance of such workshop to increase the
awareness of the students about such important subject.
Advocacy by international Masters students in the UK
Al Fakhoora international students from Gaza have networked with students from London
Palestine societies while attended a reception by the Palestine Solidarity Campaign UK in
London .Two students have presented a speech on Palestine and Gaza.
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