2 EAA AT A GLANCE

3 CONTENTS PAGE 06 Foreword from Her Highness Sheikha Moza bint Nasser

08 Board of Trustees Governance / Members

10 Executive Committee Governance / Members

13 Education Above all (EAA)

25 Educate A Child (EAC)

47 Protect Education in Insecurity and Conflict (PEIC)

65 Al Fakhoora

81 Partners EAA AT A GLANCE

Foreword from Her Highness Sheikha Moza bint Nasser How do we ensure that children even in the most remote or It is only by bringing together such a crucial blend of partners and civil impoverished communities can fulfil their basic human right to primary society, that we will ensure that education programs are culturally schooling? What can be done to make sure that children and young relevant, globally replicable and that they will equip students of all ages adults living in conflict zones don’t miss out on learning to the long-term with the skills they need for the employment market. In other words, detriment of themselves and their communities? How can the education sustainability is at the heart of all that we do. sector work with the health, sanitation or employment sectors to We all have an interest in the future of human development. We all have overcome some of the barriers preventing children from being in a stake in education. school? Moza bint Nasser These challenges are being faced by communities across the world, Founder and Chairperson of Education Above All Foundation from Brazil to Bangladesh. We must search for solutions that can be replicated on a global scale.

At Education Above All (EAA) we have a comprehensive approach to education that aims to enable human development by improving access for vulnerable and marginalised people wherever they may be.

The EAA programs, delivered through our strategic and implementing partners, have many years of experience and accomplishments in their field. By bringing them together, we are catalysing the cross-fertilisation of innovative ideas that can make a lasting difference on the ground.

Collaborating for strength is the essence of EAA. Our partners range from small grassroots NGOs, to UN agencies, and from human rights bodies to selected multinational corporations.

06 Photo Credit: Maher Attar / HHOPL 7 EAA AT A GLANCE

EAA Governance The Board of Trustees As per Article 9 of The Articles of Association, the Board of Trustees shall serve as the highest authority in the organization. Their governance activity is to consist of:

Stewarding the values, vision, mission and strategy of the organization

Providing overall direction for the organization

Approving the annual plan and budget

Overseeing audits

Reviewing overall operational outcomes

Recruiting, supporting and evaluating the CEO

08 Members of the Board of Trustees HH Sheikha Moza bint Nasser Chairperson of Qatar Foundation and Founder and Chairperson of Education Above All Foundation Chair

HE Sheikha Al Mayassa Bint Hamad Al Thani Chairperson of Qatar Museum Authority Board of Trustees and Chairperson of Reach Out To Asia Vice-Chair

Dr. Allan E. Goodman President and Chief Executive Officer, Institute of International Education Member

Dr. Mazen Jassim Al-Jaidah Chairman of the Executive Committee of EAA and Member of Board of Directors of Qatar Foundation Member

HE Ambassador Koichiro Matsuura Former Director-General of UNESCO Member

Mr. Sunil Bharti Mittal Chairman & Group CEO, Bharti Enterprises Limited Member

HE Mr. Nassir Abdulaziz Al-Nasser UN High Representative for the Alliance of Civilizations Member

Mr. Luis Moreno Ocampo Lawyer and former Chief Prosecutor at the International Criminal Court Member 09 EAA AT A GLANCE

The Executive Committee As per Article 11 of The Articles of Association, The Executive Committee will manage Board matters between Board of Trustees meetings, reporting to the Board and operating with delegated authority. Their governance activity is to consist of:

Developing the strategic plan

Developing the annual budget

Developing investment and finance policies

Monitoring operational outcomes

Assessing annual performance

Approving organizational structure

10 Members of the Executive Committee Dr. Mazen Jassim Al-Jaidah Member of the Board of Directors at Qatar Foundation Chairman

Mr. Marcio Barbosa CEO of Education Above All Foundation Member

HE Dr. Ahmed Mohammed Al Meraikhi Ambassador, Director of International Development Department Ministry of Foreign Affairs, State of Qatar and Director General of Qatar Development Fund Member

Mr. Mohammed Abdulaziz Al-Naimi Director of the Planning and Programming Directorate, Office of Her Highness Sheikha Moza bint Nasser Member

Mr. Abdulla Zaid Al Taleb Chairman of Qatar Mobility Innovations Center, Qatar Science and Technology Park Member

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EAA AT A GLANCE

Context Education is a critical tool for positive social change throughout the EAA headquarters a number of international programs that protect and world: the key to progress in developing nations, and to prosperity promote access to education. EAA programs work to ensure that all worldwide. The essential foundation for human resource development, children in the developing world — particularly the 57 million who are education builds equity both among population segments at a national currently out of school — will be able to fulfill their right to education. level and among nations. The goal of ensuring access to a quality Additionally, and in line with the Social and Human Development education for all cannot be addressed in isolation. It must be pursued pillars of Qatar’s 2030 Vision, EAA plays a significant role in the global as part of a wider effort: from national commitments to international partnership for development. Through capacity-building, resource solidarity. It is a goal that is best served when it is shared, when mobilization, and multi-sectorial partnerships and alliances, EAA all sectors collaborate with one another and participate with equal addresses educational issues with a special commitment to the most responsibility. underserved populations of the world. Education Above All (EAA) is a global initiative founded by Her Highness Sheikha Moza bint Nasser of Qatar. In support of her commitment to the universal right to education, Sheikha Moza serves as UNESCO Special Envoy on Basic and Higher Education, a United Nations Millennium Development Goal Advocate, and Steering Committee member of UN Secretary-General Ban Ki-moon’s Global Education First Initiative.

14 15 EAA AT A GLANCE

16 Vision To bring new life chances and real hope and opportunities to poor and marginalized children, youth and women in the developing world.

Mission The mission of EAA, under the leadership of HH Sheikha Moza bint Nasser, is to measurably improve access to high quality education for vulnerable and marginalized people in developing countries, as an enabler of broader human development. Through its specialized programs, EAA:

Implements with partners, and executes proven and innovative interventions in education

Protects the right to education in circumstances where it is under threat

Advocates to draw international attention to some of the critical global education issues

Collaborates with leading global organizations to help resolve selected issues related to education

17 EAA AT A GLANCE

Objectives Today, EAA is in the process of developing its current programs and projects to ensure their impact towards the fulfillment of the current MDGs (2015), and establishing itself as a global brand. As EAA grows over the next two years, it will work towards expanding its program portfolio and scope to address high-need areas in education in developing countries and to tackle new education development goals.

Second Wave Expand

New EAA First Wave Initiatives Initiative

Today 2 years 5 years

No major new EAA Initiatives Develop new initiatives and/or programs accounting for external ( e.g. education development goals, after 2015) and internal factors (e.g. mandates)

18 MULTI-SECTOR ALLIANCES: DELIVERING A HOLISTIC APPROACH Operational Model With education at the core of EAA activities and focus, EAA:

Brings together educational programs, each with their PARTNER 4 own clear identities, mandates and projects, that serve PARTNER 1 the EAA mission and vision Security Nutrition Forms direct relationships with implementing partners on the ground with proven track records

Mobilizes resources to achieve program and operational goals Builds strategic partnerships with other global entities EAA working in education, and with selected public and private entities keen to address key strategic issues Education

Fosters collaboration with partners in related sectors, such as healthcare, security, nutrition and social development, in order to pursue a broader holistic impact and sustainability PARTNER 3 PARTNER 2 Evaluates quantitative and qualitative project performance through a robust monitoring and evaluation (M&E) framework Social Healthcare development to ensure maximum impact and transparency Collaboration

“New life chances and real hope for marginalized children, youth and women”

19 EAA AT A GLANCE

PEIC

Strategic & multi-sectorial alliances (collaborative approach with strategic partners) EAC Al Fakhoora

(Flexible scopeinitiatives/programs) evolves and accommodates new

EAA Headquarters (supports programs and fosters collaborations) EAA leadership and strategy (steering the organization)

20 Activities EAA programs today focus on various education segments and targeted areas of intervention. Educate A Child (EAC) focuses on primary education; Protect Education in Insecurity and Conflict (PEIC) focuses on legal and advocacy work; and Al Fakhoora focuses on scholarship programs and infrastructural rehabilitation.

Education Segments

Early Primary Secondary Tertiary Vocational Adult Childhood Education Education Training Training Learning

Access and Quality EAC Al Fakhoora (Future program to be approved)

Advocacy PEIC (PEIC could extend its advocacy and policy and Policy Making making activities in support to other programs)

21 EAA AT A GLANCE

Ongoing Activities Educate A Child (EAC) Al Fakhoora Launched in November 2012, Educate A Child (EAC) is a global Launched in 2009, Al Fakhoora is committed to defending the right to initiative that aims to trigger significant breakthroughs in providing protect education in areas of conflict and views education as a crucial primary education to millions children who currently have no access building block in helping societies recover from hostilities. Al Fakhoora to schooling. EAC works with a broad range of international, national works to provide education opportunities to students in Gaza, despite and local partners to reach the world’s poorest and most marginalized the difficulties that face them and their families. Through its scholarship children. Its focus is on nurturing innovative approaches to reach these program, Al Fakhoora has supported 300 undergraduate and graduate children, and on replicating and scaling-up successful programs. Within university students each year to pursue higher education, as well a few months of its launch, EAC was already supporting primary as training in leadership and communication skills. In addition, the schooling for 600,000 pupils. Today EAC maintains through partnership organization has helped to rebuild educational institutions and supports projects in 24 countries in Africa, the Middle East, Asia and Latin health and well-being services for families. America. It aims to reach millions more by 2015 and beyond. For more information, www.fakhoora.org For more information, www.educateachild.org.qa

Protect Education in Insecurity and Conflict (PEIC) Founded in 2009, Protect Education in Insecurity and Conflict (PEIC) is a policy, research and advocacy organization concerned with protecting the right to education in insecurity and conflict. It serves as a catalyst for concerted action among global partners to prevent attacks against education and to respond more effectively to attacks that do occur. In September 2012, PEIC launched an international law handbook that explains and examines the intersection of international human rights, humanitarian, and criminal law with respect to violations of the right to education and other relevant rights during insecurity and armed conflict.

For more information, www.educationaboveall.org

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EAC AT A GLANCE

EAC AT A GLANCE

28 Context Educate A Child (EAC) was born out of the belief that we have to think differently — and think big.

Today, an estimated 57 million primary school-aged children in the world have no access to education. The majority of these children live in some of the most marginalized sectors of society, and many in extreme poverty. They may live in countries shaken by armed conflict, depleted resources, infrastructural degradation, natural disasters, or other crippling scenes of deprivation from which there seems no way out. They may face increasing vulnerabilities as young girls, children with disabilities, refugees, or as members of a religious, ethnic or linguistic minority, threatened by sporadic bursts of everyday violence.

29 EAC AT A GLANCE

30 31 EAC AT A GLANCE

About EAC EAC is, at its heart, a commitment to millions of children. Motivated by the proven power of a primary education to lift children and their families out of the cycle of poverty, EAC and its partners work in some of the world’s most conflict-affected countries to ensure that the children who live there can receive a good quality primary education.

In 1990 at Jomtien, Thailand, the international education community committed to a quality basic Education for All. In 2000, while progress had been made, there were still at least 70 million out of school children (OOSC). EAC, inspired by the Millenium Development Goal (MDG2), aims to increase enrollment and retention of OOSC, and is guided by the principle that a quality primary education is a human right.

Since 2009/10 the global trend indicates stagnation in the effort to decrease the number of OOSC. In practical terms, EAC’s goal is to reverse this trend and contribute to further reduce the number of OOSC world-wide.

Changing the direction of this curve is important for at least two reasons. First, a free quality primary education is enshrined in the first human rights convention. Second, the resources that are currently available to finance basic education have decreased. A significant injection of new resources is a global imperative to attract new sectors and contributors to invest in education.

32 OUT OF SCHOOL CHILDREN TRENDS AND EAC DESIRED IMPACT

45M 2015/16 TARGET 40M DECREASE OF 10 MILLION OOSC 35M

30M

25M

20M

15M

10M

5M

0

1990 1995 2000 2005 2009 2013 2014 2015 2020

Sub Saharan Africa South & West Asia Rest of the World

33 EAC AT A GLANCE

Vision EAC envisions a world where every child has the opportunity to learn through a quality primary education.

Mission Together with its partners, EAC aims to trigger significant breakthroughs in providing out of school children (OOSC) in poverty, crisis and conflict- affected environments with a full course of quality primary education.

34 35 EAC AT A GLANCE

Objectives With a current focus on quality primary education, EAC has set the following strategic objectives for the next 2-4 years: Influence OOSC enrolment and retention to decrease the number of OOSC by at least 10 million

Support the development of educational quality so that children who attend school stay in school and have an opportunity to learn

Support EAA fundraising efforts to mobilize $1 billion to support education for OOSC

Keep the issue of out of school children at the top of the global and national agendas

36 BY 2015/16 EAC AIMS TO DECREASE NUMBER OF OOSC BY 10 MILLION

37 EAC AT A GLANCE

Operational Model The needs are great, but EAC recognizes that to make a difference it Emphasizing quality for retention and learning would have to focus its resources and efforts. To accomplish its goals, EAC is based on the principle that every person has the right to a quality EAC works through a set of operating principles: basic education that will contribute to that individual being able to act A rights-based approach on his or her behalf and make informed choices that lead to a dignified and meaningful life. EAC believes strongly that children must have every EAC believes that education is not only a fundamental human right opportunity to survive and thrive. for all children, but also a clear lifeline to those in the most challenging circumstances. EAC’s focus is on contributing to the elimination of obstacles that impede children from fulfilling this right.

Selecting priority countries Through research and analysis EAC has identified over 30 countries with large numbers of OOSC.

Relying on solid data-based underpinnings EAC undertakes initial analytical work to identify countries with large numbers of OOSC, as well as partners with a demonstrated track record of successful interventions in these countries. EAC works to support these existing initiatives by providing technical and financial support on a matching basis.

Working within the context of national education plans EAC recognizes education as a national responsibility. While EAC does not fund governments directly, activities it supports are consistent with national education plans.

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EAC AT A GLANCE

Recognizing the power of partnerships Creating added value To maximize reach and impact, EAC works with established expert With its desire to catalyze and foster acceleration in addressing OOSC, partners, ranging from major international educational, development, EAC looks for ways to expand existing work with organizations that and humanitarian organizations to locally based groups. have a demonstrated track record of successful interventions with OOSC. EAC encourages creative approaches that address the needs EAC recognizes the value of different kinds of partners: of OOSC in the context of particular locations, barriers, and needs. Strategic partners Requiring ownership and sustainability Through their reputation and worldwide presence they support EAC EAC support, although multi-year, is not a long-term solution. EAC with advice, intellectual input, and access to their resource networks. aims to serve as a catalyst that fosters sustainable responses at greater Implementing partners scale than the current situation, ensuring that implementing partners These are the non-governmental organizations that have demonstrated have sustainability plans that address post-EAC support. their understanding of the obstacles that OOSC face and implemented Learning from monitoring and evaluation successful approaches to enable children to overcome these obstacles. Implementing partners co-fund with EAC (at least a 50/50 match) and EAC believes that it is essential to collect, analyze and use data on participate in a range of monitoring, evaluation, and knowledge sharing overcoming the obstacles that children face as they access and activities as part of the EAC network. successfully complete an education.

Advocacy partners Advocating for OOSC Recognizing that every situation has its own unique political, social and EAC, as a partner in the global community, is advocating for others economic context, EAC works with a broad range of advocacy partners to join the movement. EAC promotes OOSC issues on the national, to bring their expertise, energy, and persuasive influence to surface regional and international scale, educating influential stakeholders on OOSC issues at national, regional and international levels. the human and economic costs of not educating children. Intellectual and financial resource partners EAC works with partners that can provide both intellectual and financial resources. In particular, EAC is interested in: learning what is known about OOSC and what works for them at scale; examples of useful innovations that are practical, appropriate and affordable; and financial investments drawn from multiple sectors. 40 OOSC IN EAC PRIORITY COUNTRIES

Nigeria 10,542,105 DRC 5,613,574 OOSC Pakistan 5,435,834

Sudan 2,947,765 WORLDWIDE Ethiopia 1,702,685 57 MILLION India 1,673,997 Philippines 1,460,431 EAC COUNTRIES 1,160,732 Cote d'Ivore 39 MILLION Burkina Faso 1,014,824 Kenya 1,009,592 EAC COUNTRIES Niger 957,170

Yemen 948,934 NEARLY 70% OF South Africa 678,531 ALL OOSC 640,632 Ghana

Thailand 611,222 594,657 Brazil 561,533 Chad 501,445 Iraq

Angola 492,591

Uganda 439,143

Mauritania 131,001 122,639 Morocco

Algeria 71,430

Cambodia 31,040

0 2M 4M 6M 8M 10M 12M

Source: UIS data base for OOSC 17.10.2013 UIS OOSC estimates not available for the following EAC priority countries: Afghanistan, Bangladesh, Haiti, Somalia and South Sudan EAC addresses OOSC refugees in seven countries: Iran, Jordan, Lebanon, Malaysia, Myanmar, Rwanda and Syria

41 EAC AT A GLANCE

42 Activities EAC is committed to learning and sharing best practices. Its focus is on replicating and scaling-up successful quality programs, promoting innovative approaches and encouraging collaboration, to ensure the best outcomes for children and their communities.

Initial efforts have focused on providing schooling for refugee and internally displaced children, encouraging learning for girls, addressing issues resulting from poverty, promoting new solutions for nomadic or pastoralist children whose mobile lives can make attending school difficult, and helping children in disaster-prone areas. EAC encourages creative approaches that address the needs of OOSC in the context of particular locations, barriers, and needs.

While each situation is different, they are joined by a common aim: to find creative, cost-effective and sustainable solutions that can be replicated or adapted on a larger scale to enable millions more children to complete a full course of primary education.

EAC is currently supporting 27 projects in Africa, the Middle East, Asia and Latin America is set to expand this work over the coming years.

43 EAC AT A GLANCE

Achievements For 2012/13 EAC targeted enrolment of 500,000 OOSC: EAC’s implementing partners reached and overshot this mark

At its launch in November 2012, EAC had 14 partnership agreements in place to implement activities. EAC is building momentum, having added since then 11 more partners, including advocacy and funding partners, with over 20 partnerships in development

EAC has worked with 24 countries to start, and as a sign of continuous growth, will likely add 7 more in the 2013 / 2014 academic year

EAC’s partners are on track to bring more than 2 million OOSC into education programs in 2013 / 2014

The co-funding ratio is currently 30% EAC, and 70% partner contributions

EAC has found excellent collaborators in government ministries of education. At a meeting in April 2013,17 government ministries agreed to collaborate with EAC and increase the priority on OOSC issues, demonstrating widespread buy-in with EAC’s mission and activities

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PEIC AT A GLANCE

PEIC AT A GLANCE

Context Schools and universities should be safe havens, zones of peace and Protect Education in Insecurity and Conflict (PEIC) was founded to spaces of learning and mutual respect. In times of extreme insecurity promote and protect the right to education in these circumstances. and conflict, fear, danger and violence may deprive students of the right As members of an increasingly interconnected world, it is critical that to education; and the disruption of national life may lower education all nations recognize the fundamental right to education at all times. All standards and opportunities for all. should ensure that this right is protected and fulfilled, as a powerful tool Teachers and students may be killed, injured, imprisoned or threatened. to lift families out of poverty and build a stable and prosperous future. Children may be recruited into the state military or non-state armed groups. Schools and universities may be severely damaged or destroyed, either deliberately or as a form of collateral damage. Military forces may use the premises as barracks, for storage of munitions or even as firing positions, which renders them vulnerable to attack by opposition forces.

When there is widespread insecurity, many students and teachers stay home – or flee the area - for their own safety, and schools may be shut down. Insecurity also results in widespread economic disruption, meaning that some families go hungry and/or cannot afford to send their children to school or college. Commonly also at such times governments cannot provide textbooks or pay teachers on time – or at all. Moreover, many people are displaced by force within and across national borders with consequent interruption of access to education.

In short, insecurity and armed conflict mean that education in some locations is delayed, damaged or devastated. The harm is felt in the short, medium and long term: it is felt by students, communities and nations alike.

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PEIC AT A GLANCE

About PEIC 1 Protect Education in Insecurity and Conflict (PEIC) was founded in 2009 by Her Highness Sheikha Moza Bint Nasser to promote and protect the right to education in areas affected by crisis, conflict and insecurity. PEIC is a policy, research and advocacy program, which brings together practitioners and specialists in education, international law and child protection.

1Initially PEIC operated under the name of Education Above All. 52

PEIC AT A GLANCE Vision PEIC envisions a world where all who wish to learn, teach and research can do so in peace, security and dignity.

Mission PEIC aims to promote and protect the right to education in areas affected or threatened by crisis, insecurity or armed conflict.

55 PEIC AT A GLANCE

Objectives PEIC’S aims include: Bringing global attention to the harm caused to education by direct attacks, collateral damage and insecurity.

Strengthening understanding and implementation of education-related international, regional and domestic law in areas affected by insecurity and conflict.

Increasing the capacity of education agencies and ministries to protect education and develop education policies that reduce the risk of conflict and its recurrence.

Changing mindsets to make attacks on education unthinkable and to ensure that education contributes to peace-building and respect for human rights.

56 Operational Model PEIC works through partnerships with leading organizations, including with UN agencies, internationally recognized legal organizations, academic institutions, governments, non-governmental organizations and civil society groups. PEIC has taken on a lead role in the founding, funding and activities of the Global Coalition to Protect Education from Attack (GCPEA)2 , supporting both its research and advocacy work for the protection of students, staff and educational infrastructure in times of conflict and insecurity.

PEIC comprises a Legal Program and an Education Program, which work in close and complementary collaboration.

2 Council for Assisting Refugee Academics (CARA), Human Rights Watch (HRW), Institute of International Education (IIE), The Office of the United Nations High Commissioner for Refugees (UNHCR), Protect Education in Insecurity and Conflict (PEIC), Save the Children, United Nations Children’s Fund (UNICEF), The United Nations Educational, Scientific and Cultural Organization (UNESCO)

57 PEIC AT A GLANCE

The PEIC Legal Program The PEIC Legal Program promotes the use of international law to unique practical and scholarly insight into the law of reparations for protect the right to education, through its research, capacity building violations of international law in times of insecurity and conflict, and and advocacy activities. The Legal Program works with a wide covers a broad range of national, regional and international perspectives range of government and civil society actors to increase support for for both scholarly and practical use. education-related legal protections and to build the capacity necessary United Nations Human Rights Mechanisms and the Right to to implement them. Education in Insecurity and Armed Conflict (2013) Filling the gaps in contemporary legal literature on the protection of Authored by Geneva Academy of International Humanitarian Law education in insecurity and conflict, PEIC commissioned an inaugural and Human Rights, the study examines the role of UN human rights series of innovative research studies by leading legal academics and mechanisms in the protection of education and gives recommendations practitioners. These studies examine the legal tools used to provide on how they can strengthen that protection in times of insecurity and protective measures to education, hold rights violators accountable, conflict. secure reparations for victims, and act as deterrents to future harm. The three authoritative publications, each accompanied by a separate PEIC’s Legal Program applies its research in practice to achieve summary written for non-legal practitioners, are: concrete results in facilitating the legal protection of education on the ground. In partnership with the United Nations Human Rights Protecting Education in Insecurity and Armed Conflict: Training and Documentation Centre for South-West Asia and the An International Law Handbook (2012) Arab Region (OHCHR-Doha Centre), PEIC is leading a regional legal Authored by the British Institute of International and Comparative Law, capacity building project to strengthen the legal protection of education the study identifies the international human rights, humanitarian, and within the Arab region. Through its regional work, PEIC is producing criminal laws that protect education, and provides recommendations for innovative region-specific materials, convening regional fora, providing their implementation on international and regional levels. grants for regional projects, and developing regional legal stakeholder networks. Education and the Law of Reparations in Insecurity and Armed Conflict (2013) The Legal Program organizes high-level conferences, roundtables, and specialist seminars in an effort to enhance global coordination in Authored by reparation specialists within the British Institute of education-related rights work. International and Comparative Law, this comparative study gives a

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PEIC AT A GLANCE

The PEIC Education Program The PEIC Education Program leverages global partnerships with experts Education under Attack reports of education in emergencies to help address the challenges confronting Documenting the extent of attacks against education is critical to education in times of insecurity and armed conflict. raising awareness and guiding responsive action. PEIC co-funds and Approximately 28 million primary school-aged out of school children live plays a leading role in the production of the Global Coalition to Protect in conflict-affected countries. Their access to education is constrained Education from Attack (GCPEA)’s flagship publication series Education by insecurity and compounded by the disruption of government under Attack. The third such report, Education under Attack 2014, is services, the economy and national life. The Education Program designed to illustrate the wide range of attacks on students, teachers sponsors research into the extent and nature of attacks and other harm and educational infrastructure taking place in over 30 countries. The caused by conflict, and means of protective action and prevention. report examines the reasons behind these attacks and measures of prevention and response. It includes country profiles, which highlight Who is affected? the need for action by national and international agencies to enhance PEIC works with partners to further investigate the numbers of children the protection of students, teachers and school and college buildings and young people whose access to education is restricted by insecurity and facilities. and conflict in their countries, and the specific factors that limit access. Costs of conflict Building upon a PEIC-commissioned feasibility study conducted in Much of the harm to education takes the form of collateral damage, 2011 by the Columbia Group for Children in Adversity, PEIC aims to in particular, in situations where there is bombardment of urban areas. strengthen the monitoring and reporting of direct attacks on education. PEIC research includes an attempt to document the costs of conflict on Further research will cover the workings of the UN Monitoring and education systems. The aim is to sensitise donors to the need for more Reporting Mechanism, which provides feedback to the Secretary support to education in affected areas and to advocate for preventive General and the Security Council on children and armed conflict, measures. Such measures include ensuring that education policies including the current status of attacks against schools and the support peace building, to avoid the damage that conflict does to the perpetrators. well-being of children and young people and to their future prospects.

The PEIC Education Program works with partners to find ways of making education safer and ensuring that education policies help

60 reduce the risk of conflict and its recurrence. To this end, the Education Field-based Responses Program supports projects that help build the capacity of education PEIC plays an active role in the Global Partnership to Protect Education ministries and other education providers. from Attack (GCPEA)’s research and advocacy on ways that schools Protecting Education project can be protected from direct attack. This includes studies of good practice on the role of local communities and in the protection of PEIC worked with the Global Education Cluster to develop reader- teachers against attack. friendly booklets and workshop manuals on education policies that protect education in times of insecurity and conflict. These materials were piloted in 2012 in Education Cluster trainings in Mindinao in the Philippines and in Pakistan, and are now being shared widely.

Crisis-sensitive Education project PEIC works in partnership with the UNESCO International Institute for Educational Planning (IIEP) and other global institutions to build the capacity of education ministries to reduce the risks associated with crisis. This project focuses on building capacity to develop education plans and programs that reduce discrepancies in education access, and to take actions to improve safety and security throughout the education system.

The project seeks to help education ministries ensure that curricula, textbooks and teacher training are aligned to crisis risk reduction, including skills training for peaceful conflict resolution, respect for human rights, humanitarian norms and responsible citizenship, as well as disaster preparedness.

61 PEIC AT A GLANCE

Building networks PEIC is progressively building a worldwide network of organizations and specialists concerned with protecting the right to education in times of insecurity and conflict. Through this network and advocacy work in numerous international fora and at the regional and national levels, PEIC aims to make education safe for future generations, encouraging them build a world where human rights are respected.

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AL FAKHOORA AT A GLANCE

AL FAKHOORA AT A GLANCE

Context Al Fakhoora takes its name from a United Nations school in Gaza’s Jabaliya refugee camp that was the scene of an attack by Israeli tank shells in 2009.

The attack resulted in at least 43 fatalities that included children, and 100 victims suffered life-altering injuries.

Al Fakhoora symbolizes a response to the unlawful targeting of schools during war, and the safekeeping of educational institutions during aggression.

The school was being used as a shelter for those who were fleeing hostilities. The symbolism of the name ‘Al Fakhoora,’ as a place of refuge for conflict-affected children, is mirrored in the support that the organization receives from its partners, who offer their continued time, guidance, funding and facilities.

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AL FAKHOORA AT A GLANCE

About Al Fakhoora Al Fakhoora works to secure access to education for students under siege and occupation, by providing scholarships, training, improved healthcare and educational building reconstruction, and a globally connected online advocacy platform, as part of a comprehensive support system for higher education in Gaza and the West Bank.

With a multidimensional approach to intervention, Al Fakhoora implements three core project areas to support higher education in Gaza and the West Bank that include: Dynamic Futures; flagship scholarship and empowerment project, Reconstruction; rehabilitation and restoration of educational institutions; and Health and Wellness; psychosocial and disability services.

“My study in law, taught me that education is a right and seige is unjust. With education, we can build our homes, and overcome the seige”

Ahmad Jendia, 2nd Level, Law, Al Azhar University

70 Mission The core mission of Al Fakhoora is to advocate and measurably improve the quality of education for marginalized youth living in conflict and post conflict-affected areas.

Vision Al Fakhoora envisions enabling a generation of marginalized youth with access to quality education that will lead them and their families towards cohesion and prosperity.

“It is a blockade of ports and never will be a blockade of minds. Through doing my masters, I have achieved the dreams of the women in my family. It’s the time for the rest to live their dreams”

Laila Barhoum, MA Degree graduate, Poverty Reduction and Development, Essex University

71 AL FAKHOORA AT A GLANCE

Objectives Provide marginalized youth the opportunity to attend university and ensure that they successfully graduate with an undergraduate and / or graduate degree

Enrich and enhance educational programs through specialized courses that provide leadership, advocacy and soft skills training

Enhance student learning outcomes through a high impact student services program to identify, support and promote the interests of students

Facilitate the actualization of student leadership skills through local community engagement and online global outreach

Effectively engage alumni through in-person and online platforms to enable them to connect and collaborate with each other towards career development and continuing education goals

Bridge long-term sustainable economic growth through entrepreneurial initiatives and support services, including micro-financing and grants, and small business support services for both graduates and their families

Fund and manage the reconstruction and upgrading of damaged educational buildings

Build capacity of healthcare centers and refurbish its buildings and infrastructures

Provide specialized support, facilities and care for youth with disabilities

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AL FAKHOORA AT A GLANCE

Operational Model In order to achieve cumulative impact and maintain accountability, Driven by local and international expertise and best practices, Al Fakhoora collaborates with a wide range of stakeholders, from Al Fakhoora’s results-oriented programs stem from rigorous research local and national government institutions to NGOs and civil society studies and use shared measurement systems that mutually reinforce organizations. By actively engaging partners who understand the activities through continuous communication. local landscape and work with a national team on the ground, Al Fakhoora ensures that local, regional, cultural, economic and political environments are always taken into account.

DONATIONS PUT INTO ACTION

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8M

7M

6M $5.98M 5M $2.50M 4M $2.20M

3M $1.50M 2M $2.53M $2.50M

1M $1.50M

0 SCHOLARSHIP PSYCHO /SOCIAL RECONSTRUCTION RECONSTRUCTION EMPOWERMENT & DISABILITY PHASE 1 PHASE 2 PROGRAM

Al FAKHOORA ISLAMIC DEVELOPMENT BANK 74 Activities

Dynamic Futures FACEBOOK STATISTICS FOR #IMFROMGAZA CAMPAIGN For over four years, Al Fakhoora has measurably improved the quality of education of over 300 Palestinian students living in Gaza and the West Bank. 713 3,083 10,666 816 In partnership with UNDP, the Dynamic Futures project successfully offered higher education opportunities to talented young students in Gaza by providing grants for undergraduate and graduate education, TOTAL LIKES PEAK DAILY ENGAGEMENT 28 DAY ENGAGEMENT PEAK DAILY REACH alongside an enriching ‘Empowerment & Advocacy’component. SOCIAL MEDIA STATISTICS: FACEBOOKSEP – DEC 2012* Awarded to promising and deserving youth in Palestine, Dynamic Futures successfully offered 100 Bachelor’s degree and 10 Master’s degree grants each year, with the grant lasting for the entire duration of the period of study. The graduate degree programs, geared 555 1,478 6,582 1,946 towards the specialized areas of expertise that Gaza needs, are often undertaken abroad, while undergraduate placements remain in Gaza and the West Bank. TOTAL LIKES +21% PEAK DAILY ENGAGEMENT 28 DAY ENGAGEMENT PEAK DAILY REACH

As part of the Dynamic Futures’ objective to foster a holistic educational experience, it provides an Empowerment Initiative that provides training, SOCIAL MEDIA STATISTICS: TWITTERSEP – DEC 2012* putting marginalized and disadvantaged students at the center of learning. Students also benefit from career development services, including internship and job placements. 260 375 1,946 With a proven track record of servicing and supporting youth in dire circumstances, Al Fakhoora plans an expansion beyond Palestine to benefit marginalized youth across the world. TWEETS +187% FOLLOWERS +117% FOLLOWERS +9%

75 AL FAKHOORA AT A GLANCE

Notable achievements: 98% of the recipients awarded scholarships would have not otherwise been able to attend university

89.4% of students reported the Dynamic Futures project made a moderate to exceptionally strong impact on their communication skills, self-esteem and an increasing hope in the future

96.65% of international Master’s degree scholarships awarded by Al Fakhoora focused on specializations unavailable in Palestine or offered by any other scholarship program

43% student increase in English language skills

5.9% academic improvement after implementing the student services program

A student-launched 28 day social media campaign amassed 3,083 Facebook engagements, 816 likes and 8,910 hits on YouTube through fakhoora.org

77.09% of the students’ family businesses have remained operational, contributing to their ability to provide education to one or more of their children

76 DISTRIBUTION OF SCHOLARSHIPS OVER SPECIALTIES (TUITION FEES ONLY)

NUMBER OF STUDENTS COST PAID TO DATE IN US$

MEDICINE 27 17 10 $ 148,235 ENGINEERING 28 20 8 $ 74,479 SCIENCES 4 4 $ 5,779 OTHER HEALTH STUDIES 34 12 22 $ 59,042 SOCIAL SCIENCES 20 11 9 $ 47,592 LITERATURES 7 1 6 $ 6,048 BUSINESS/COMMERCE 45 23 22 $ 74,056 TECHNICAL STUDIES 11 8 3 $ 6,914 EDUCATION 98 27 71 $ 76,910 LAW AND SHARIAA 9 7 2 $ 61,775 SPEECH THERAPY 1 1 $ 2,820 POLICE STUDIES 2 2 $ 6,663 TOTAL STUDENTS 286 TOTAL $ 570,311

MALE STUDENTS 128 FEMALE STUDENTS 158

77 AL FAKHOORA AT A GLANCE

Reconstruction and Rehabilitation Notable Achievements: Educational institutions require safe, clean and comfortable learning 83% of universities and colleges in Gaza benefited from the environments for their students. Al Fakhoora has notably improved the program, including 86,330 students, 2,620 faculty and 100,400 higher education infrastructure of academic institutions in Gaza through indirect beneficiaries through key higher education construction and the construction, reconstruction and rehabilitation of educational rehabilitation projects buildings and equipment, computer and science laboratories, and other Reconstructed 93,360 sq meters of destroyed or dilapidated fundamental infrastructural resources. buildings Al Fakhoora is currently in the process of completing the construction Ensured continuity of higher education by rehabilitating 65,800 of the Agriculture building at Al Azhar University, and the rehabilitation of square meters of buildings, labs and conference halls. the Engineering and ITC labs at Al Azhar University. Enhanced 21st century learning through upgrading and rehabilitating 29 engineering, medical, science and computer labs.

RECONSTRUCTION TIMELINES

PHASE III

PHASE I

2010-2011 2012-2013

2011-2012 2013-2014 PHASE II PHASE IV

78 Health and Wellness Services

Al Fakhoora’s health and wellness services focus on building the Notable Achievements: capacity and infrastructure of local health and higher education Governmental institutions, civil societies and international organizations centers who serve those who do not have the resources due to working with disabled will now have access to a comprehensive data the continuing emergency situation in the Gaza. Al Fakhoora has base disseminating the needs of 1.2 million men, women, youth and worked with government insitutions, international organizations children and civil society groups to enhance health and wellbeing services focusing on the health problems that could restrict access to 64,013 direct and 106,495 indirect beneficiaries had an increase of education. health and wellness through projects ranging from psychosocial support, physiotherapy, rehabilitation, diabetes, posttraumatic stress disorder In partnership with the Qatar Red Crescent, the program benefits support, disability, hearing, visual impairment and disabled youth 50,000 people struggling with both physical and mental health disabilities in the blockade. Enhanced physiotherapy, mental health, disabled services by building capacity of 353 health professionals Over the next two years, Al Fakhoora will support Capacity Building Organizations (CBOs) that work with youth with disabilities to: treat Pilot Youth Small Business and Economic Empowerment Project children with cochlear implants; disseminate a disability assessment Al Fakhoora provided career skills training, set up income generation of 1.3 million persons to government institutions health officials, civil projects and enhanced employment opportunities for marginalized and society groups and international aid organizations so as to develop disabled youth in Gaza. specialized economic empowerment and psychosocial programs to youth with disabilities; finalize the development of the “neighborhood Notable Achievements: makeover” that will adapt neighborhood environments to special needs youth; continue to monitor and evaluate the impact of the Empowered 200 marginalized youth, including youth with disabilities, Palestinian Red Crescent Society’s “Play Center” for youth with to achieve economic self-reliance through vocational and managerial disabilities and their families. training, enhancing employment opportunities Provided a grant to create income generation projects to 50 individuals that in turn provided income to 800 indirect beneficiaries.

79

EAA PARTNERS EAA PARTNERS

Strategic Partners

United Nations Educational, Scientific and Cultural Organization

82 EAA Partners

EAC

Gyan Shala

Iraq Office ﻣﻜﺘﺐ ﺍﻟﻌﺮﺍﻕ

United Nations Educational, Scientific and Cultural Organization ﻣﻨﻈﻤﺔ ﺍﻷﻣﻢ ﺍﻟﻤﺘﺤﺪﺓ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻢ ﻭﺍﻟﺜﻘﺎﻓﺔ

PEIC

Geneva Academy of International Humanitarian Law and Human Rights Geneva Académie de droit international humanitaire et de droits humains à Genève Academ International Institute for Educational Planning

AL Fakhoora GCPEA

world in conversation center for public diplomacy

* List of partners until September 2013

83