12 June 2020

PROJECT PROPOSAL GUIDELINES

Project Data

Project Title Al Darb Al Ahmar Arts School – DAAS

And

Aswan Music Project – AMP

Organisation name Aga Khan Music Programme – AKMP

Registration number The Aga Khan Trust for Culture – AKTC: CHE-100.893.333

Address 1-3 Avenue de la Paix, 1202 Geneva, Switzerland

Landline telephone number +41 22 909 7233

Email address [email protected]

Contact person Egypt Ashraf Kenawy

Mobile phone number +201281611228

Email address [email protected]

Starting date of the project 1st April 2021

End date of the project 31 March 2023

1. Starting Situation / Context

The Problem: Al Darb Al Ahmar is a district in Historic Cairo that has been an important part of the city’s urban fabric dating back to the tenth century, and many of its residents have lived in the area for generations. Located south of Al-Azhar mosque and the Khan al-Khalili bazaar, the district constitutes approximately one third of Historic Cairo, and stands out because of its mix of residential property and small workshops. Less than two centuries ago, Darb Al-Ahmar was one of the wealthiest neighborhoods in Historic Cairo, and in more recent times, this densely populated urban community flourished with artisans and small enterprises. The approximately 100,000 inhabitants of the district are among Cairo’s poorest. While featuring one of the highest concentrations of historic Islamic architecture in the world, the district suffers from a lack of adequate basic infrastructure and services such as water and sanitation. Subsequently, poverty continues to prevail. Al Darb al-Ahmar households live on the equivalent of one and a half US dollar per capacity per day. The district suffers from a number of associated negative social, economic and physical factors and lags behind other parts of Cairo. The absence of essential facilities and services and substandard education leads to only minimal private sector investments. Children are obliged to contribute to the family income from a very early age onward, thereby discontinuing their education. This traps them in a cycle of poverty, in which their lack of basic education and limited training keeps them from developing the ability to earn a decent living. The minimal level of education, social services, and health care along with limited economic opportunities have also led to drug abuse, poor health and destabilized family structures. This insecure physical and social environment has a significant impact on the behavior of the children of this district.

Aswan has a rich musical heritage and is a crossroads of Nile Valley cultures in Upper Egypt. The music scene uses traditional Arab musical instruments such as the oud, kawala, duff, and tabla, as well as local instruments such as the tambour (lyre) and global instruments such as brass. There is a legacy of Nubian music ranging from traditional village drumbeats to newer urban sounds influenced by jazz and other global genres. Musical knowledge and skills have been passed down orally through the generations; this heritage is at risk of being lost. Tourism has been the main driver of Aswan’s economy and musical production, over the past decades, Egypt has heavily relied on the tourism industry as a means for economic development. After the 2011 political transition, the number of tourists visiting Aswan dropped dramatically and has not since recovered. There are limited employment opportunities, especially for youth, and poverty is on the rise. Nubian communities in Aswan, who have historically been marginalized and were particularly reliant on tourism, have been disproportionately affected. As job opportunities in Aswan decrease, youth have immigrated to larger cities for work, which severs the familial ties and social cohesion upon which musical heritage has historically relied. Compounding these challenges is the lack of institutions with sufficient space for musical training and collaboration, particularly in the more remote areas of Aswan governorate. Individuals who wish to train in music encounter high costs that are out of reach for middle and low income families. In addition to the above, centralisation has affected the arts and culture sector. Festivals and concerts have become largely limited to Cairo and Alexandria only, depriving the people of Aswan of the opportunity to attend live concerts and celebrate local music.

Aswan Music Project - AMP is an attempt to harness music’s tremendous power to mobilize and promote socio connection towards stronger social integration with a particular focus on the youth.

Potentials: (Cairo), Since the opening of Al-Azhar Park in 2005, which is located directly east of Al Darb Al Ahmar, a number of promising development initiatives have been set in motion by local entities – often supported by external funds. Agencies have focused on socio-economic programs in the neighborhood, addressing basic social services (health, education and sanitation), economic development, rehabilitation of key historic monuments and infrastructural improvements, thereby aiming at long-lasting improvements in the socio-economic living conditions of the population of the area. This has already led to improved housing, restoration and rehabilitation of a number of historic monuments, introduction of visitor routes through the area, revitalization of traditional crafts and, through DAAS, revival of traditional and introduction of new elements to the living culture – which is the subject of this proposal.

(Aswan), Om Habibeh Foundation – OHF, a locally registered NGO established since 1991, is an affiliate of the Aga Khan Development Network (AKDN) and the implementing partner of the Aga Khan Foundation (Egypt). OHF supports the social, economic and civil society development of disadvantaged communities in Aswan Governorate. The Foundation empowers local capacity to advance healthcare, education and income generation initiatives. Om Habibeh Foundation – OHF began its long-term development activities in 2005. As a result of studies conducted in the Governorate, OHF began working with communities in Kom Ombo – the poorest district in the Governorate. AKDN’s work globally has shown quality of life improves faster and more sustainably when a number of community development needs are addressed simultaneously. OHF therefore undertakes a Multi-Input Area Development (MIAD) approach to community development. This involves working with communities to address Health, Education and other community needs including sanitation and local services. Working closely with communities has enabled OHF to develop community relevant solutions, and where appropriate, has shared these across the Governorate. OHF also works to address Governorate-wide issues – such as improving the quality of Nursing Education and employability.

Project rationale: Al Darb Al Ahmar Arts School (DAAS) and Aswan Music Project – AMP are projects for educating youth between the ages of 8-18 in Cairo’s Al Darb Al Ahmar district and up to 25 years in Aswan in artistic disciplines that can lead to future employment opportunities as performing artists. The new employment prospects that will be created for children and youth in both cities through their training in the fields of art and creativity will provide them with the means for securing a substantial level of financial independence and avoiding harsh working conditions, unemployment, poor lifestyle choices, and exploitation. The project also aims to raise the level of awareness of the value of the arts and their role in community and economic development among the people in the two cities.

2. Project Outline

Overall goal: The main goal of the projects is to provide children and youth of Al Darb Al Ahmar and Aswan, with the ability to become engaged in the fields of art and creativity in order to enlarge their future base for income generation and to prevent them from working in abusive professions that limited their development.

Objectives: 1. Raising the awareness of citizens and people of Al Darb Al Ahmar and Aswan of the value of art and its economic role in community development. 2. Reviving the cultural sector of Aswan by improving the provision and participation of cultural Interventions, enhancing the role of cultural institutions to increase cultural awareness and interest in the cultural heritage of Aswan. 3. Revitalize the cultural and artistic scene in Aswan and strive to revive Aswan's performing arts in a sustainable manner. 4. Strengthening the role of girls in the musical scene to be an active party and a maker of artistic events. 5. Strengthen the capacity of local CSOs to jointly delivered sustainable cultural and socio- economic programming. 6. Enhance the communities’ access to livelihood and seek to revive performing arts, enhance social cohesion, and generate new possibilities for future employment in the Art sector. 7. Improve livelihoods of budding artists by increasing income levels from art-related activities.

Expected results: 1. Admission of 150 children and youth from Al Darb Al Ahmar and Aswan of both genders, to the school annually. 2. 100 talented youth have been selected and are being fast-tracked to become professional artists in the future. 3. Improved health conditions and social climate for all 100 participants. 4. 50 trainees have participated in public events 5. Partnerships with 4 institutions involved in child welfare related to art have been established 6. Students have obtained basic computer skills, English language skills and social skills in an effort to broaden their opportunities for securing employment.

Activities: (Cairo) Al Darb Al Ahmar Arts School (DAAS) contributes to community participation, social communication, and formation of independent music groups. The project works on the assumption that these groups will ultimately emerge as self-supporting - contributing to a broader musical civil society and fostering stronger, more independent communities. Under its previous management, the music training started with Percussion, Music “Saxophone, Trumpet, Trombone, Clarinet and Accordion” and Circus. The current project aims to: • Add more music instruments to project activities such as Oud, Violin, Nay and Qanun . In addition to musical training, participants will have Solfège classes. DAAS cooperated with local musicians as permanent trainers and will continue this practice. However, the music training activities will also include a training of trainers (TOT). Professional artists from elsewhere in Egypt, from the MENA region and from beyond the MENA region will be invited to build the capacity of the local trainers, with the aim of promoting sustainability of musical education. • Improve training for circus arts and skills. These do not depend on animals, but entirely on the artistic talents of the circus performers. Trainers are from the artists of the national circus, who are very experienced and highly efficient with the circus. • A selection will be made of the 75 best performing youth for fast-tracking through advanced training. Selection will be guided by an established protocol • Regular health check-ups of all students will take place and records will be kept. Where necessary and if affordable, essential medicine will be provided • Public events will be organized involving around 50 students as performers • In order to broaden support for DAAS’ activities, relationships will be established with four to five Egyptian Child Welfare organizations or associations. The objective will be to link child welfare with the performing arts. Representatives of these organizations are expected to visit and interact with DAAS’ project on a regular basis • Basic computer skills, knowledge of basic English at conversational level and basic social skills will be taught, in an effort to prepare youth for entry in the job market

(Aswan)

A. Music Training

The project takes place in Aga Khan Egypt / Om Habibah foundation - OHF building in Aswan city. Training contributes to community participation, social communication, and formation of independent music groups, the project expect that these groups will ultimately emerge as self-supporting, contributing to a broader musical civil society and fostering stronger, more independent communities. The music training started with Percussion Tabla and Duff aim to add more percussion instruments, Oud and Tanbour “manufacturing and Playing” in the first phase, project aims to add more music instruments like Violin, Nay, Brass, Qanun and Accordion. In addition, of the musical training the trainees have Solfège classes. AMP cooperated with local musicians as permanent trainers; the music training activities will also include a training of trainers (TOT). Professional artists from elsewhere in Egypt, region and globally will invited to build the capacity of the local trainers, which promotes sustainability of musical education.

The training takes place in OHF building, each music training two hours per day, two days per week, which means eight times per month.

Each group will be maximum 15 trainee.

Oud, there are four classes two for Children and two for Youth.

Percussion, there are two classes, one for Children and one for Youth.

Tanbour, started with one class

The project provide all musical instruments, trainer fees, and other costs for workshops.

Besides training in musical performance, Project has also two other kinds of training: Instrument manufacturing: Instrument manufacturing: Project started already with the oldest heritage music instrument, “Tanbour” so, the trainees now playing on their own instruments they made it from scratch, and will add manufacturing in Doff, Nai, Kawala…etc. Such this kind of training not only will create new job opportunities but also will help preserve these instruments from being extinct.

Sound engineering: Alongside our focus on music Alongside our focus on music, there is also an urgent need for training in the field of sound engineering and audio editing, for amplification and recording of live performances, and subsequent publication or broadcast. Nearly all sound specialists in Aswan lack minimal knowledge of sound engineering, and professional sound equipment is not available. Most sound technicians in Aswan are electricians; for major events, staff and equipment brought from Cairo at great expense. This kind of training will provide new economic opportunities and support youth to obtain employment in this sector, while also training a cadre of workers to staff AMP events. It would also be desirable to include small sound studios in the music- training center, with a primary teaching studio at the OHF to provide practice for budding sound engineers, and as centers for recording tradition, within the research initiative.

Sound Engineering Training is a project for educating youth for both genders with age starting from 18 years, in artistic disciplines that can lead to future employment opportunities as a technical specialist and also for professionals to grow their technical skills, the project aims to target groups from two different Egyptian governorates Cairo and Aswan.

Sound Engineering Training will be working on three axes, the first is to enhance the skills of junior sound engineers / technicians for live concerts.

Second to build new generation of active sound engineers in the field of live sound reinforcement.

The third axis to build new generation working as professional audio technicians.

This creative activity will provide them with a means for securing financial independence fighting unemployment. The project also aims to raise the level of awareness of the value of the art production and its role in the community and economic development.

Sound and backline operations are very important requirements of the music scene in Egypt. Cairo has a limited number of sound engineers and operators. Most active operators did not attend classes or get proper technical education, they rather depend on experiences they captured during concerts or festivals they worked on which of course yields to inconsistent results.

The project aims to target groups from Cairo as it hosts most major corporate events, concerts, music festivals, and most recordings / music productions. The project also aims to attract other candidates from governorates in Upper Egypt.

In fact, during all events happened outside Cairo especially in Upper Egypt the organizers should hire sound engineer and technical team from Cairo who are usually on a busy schedule. In addition there are no proper schools / institutes that offer specialized live sound education in the country.

Sound Engineering Training will accommodate at least 50 Youth from both genders, of ages from 18 to 30 years. The program shall include live sound reinforcement, system design and installation, mixing, staging and technical knowledge, safety on site and backline installation. The curriculum will be expanded into a two-year (four semester) program, with 25 candidates per semester, for a total of 100 active sound professionals.

The program will be managed by a staff of five headed by the Project Headmaster, the Technical Manager, Project Coordinator, Accountant and social media coordinator will oversee the successful implementation and management of the entire project.

Project Context and Analysis

Egypt is a major country in the Arab world and Middle East, with a huge music scene, thus a hungry market for industry professionals. The population of Egypt has exceeded the barrier of 100 million people and the number of artistic and cultural events, both public and private in Cairo and other cities, has exceeded the threshold of 500 per month, but the number of sound engineers unfortunately still within the limits of a dozen, which is not commensurate with the statistics mentioned.

As for technicians, unfortunately, there are no specifications or criteria to choose them, A/V companies and rental houses use general labor with no knowledge of safety, proper system wiring, etc. they rely on their physical strength to lift and move heavy equipment and distributing electrical appliances in a dangerous manner that may cause harm or death sometimes, the presence of trained technical experts with aid in a safe working artistic environment that benefits the performers and the whole event.

Enabling youth to work in the artistic and cultural fields as sound operators and technicians is not only enriching the artistic movement in Egypt but also creating a lot of job opportunities, that reflects and economically impacts the Egyptian family. In addition to creating a new generation conscious and open to the cultural movement inside and outside Egypt through constant knowledge of the artistic groups and artists through events they work on.

Main goal of the project:

The main goal of the project is refining the skills of the existing live sound operators and creating a new generation of highly skilled technical teams opening employment opportunities for youth not only in Cairo but also in other governorates as well as encouraging them to engage in fields of arts and creativity.

The project also aims to raise the awareness of the residents outside of Cairo about the value of art and its economic role in community development. By providing a space for youth to work in the field of art, the project plans to develop this program into permanent Academy for youth building on the resources and facilities it already has.

Strategies for success of the project:

• Work closely with partners in Cairo and Aswan and use our and their network which has an existing presence and they interest in improving the lives and skills of its youth. • Work closely with art and culture organizations and social development and donor institutions, as well as official bodies. • Develop ties with events organizers, local venues owners and operators, and other entities to ensure community buy-in.

Project Objectives:

• Founding a sound academy that educates not less than 50 candidates annually, from both genders, of between the age of 18 to 30 years, which refines their talents and trains them on basic sound skills. • Providing practical training on real musical events. • Enabling participants to take part to working in performances in the program of theaters, concerts, festivals and at other events.

Target Groups and beneficiaries:

1- Egyptian young sound operators from different ages, sectors, and Governorates. 2- The resident and visitors international sound engineers in Egypt. 3- Culture and arts spaces. 4- Technicians working in the field. 5- The live music industry, and venues 6- The Media. 7- Embassies and donors. 8- Governmental/ independent institutes.

Expected results:

• 100 youth from Cairo and Aswan admitted to the sound training annually. • Enhancing candidates work skills and opening new job opportunities. • Applicants participate in the live events in different venue and studios and at other performance opportunities sponsored by us and other organizations.

Factors that ensure the success of the project:

• Relevance of and need for the project currently. • Experience and history of the partner organization in the art and cultural field operating in the Egyptian context. • Excellence of the project management team and strong links in the local cultural field. • Enthusiasm and commitment of the participating youth in pervious workshops. • Commitment and skill of trainers and staff for the project.

Direct Beneficiaries

• 100 participants from Cairo and Aswan in age starts from 18 who will attend the training. • 15 venues, theaters, studios, festival operator and organizers. • 2 technical trainers. • 2 Sound engineers

Indirect Beneficiaries

• The culture and art scene in Egypt. • 5 partner organization, and other donor agencies, • The artistic fields that the participants will be trained in. • 100 families: the participants will improve their economic life, creative and artistic potential, and with the aim of having a diversity of gender and social and intellectual diversity.

The benefits to the participants will be the chance to learn a skill that is not only a form of creative expression but that will provide potential job opportunities through the learning. Being able to earn an income through the skills will give the participants a way to become productive citizens and support themselves.

Monitoring, evaluation & reporting

Monitoring mechanisms:

The applicant will monitor project development and activities in order to assess quality of training, participant’s responsiveness and their development in the program.

Quarterly progress reports and financial and administrative reports.

Trainers will provide monthly progress assessments

Project coordinator will prepare an administrative monthly report that includes attendance records for trainers, participants, and newcomers.

A financial report will be prepared to include trainers' salaries, as well as other related expenses.

A monthly meeting of the project team will be conducted to follow-up on all project developments and requirements. An evaluation will be conducted at the end of each training term, to assess the overall functioning of all aspects of the project, the applicant and project teams, the procedures and mechanisms for the overall project, so that changes and improvements can be implemented.

Project evaluation mechanisms:

• A comprehensive report prepared by project manager and project coordinator. • Annual and semi-annual meetings • Meetings with partners to present the report and receive feedback • Evaluations provided by trainers • Feedback from questionnaires completed by applicants • A comprehensive academy records system to track attendance, performance. • Documentation of program by still photography and videography

Sustainability vision The Sound engineering training project will start in only two cities in Al Darb Al Ahmar and Aswan city and villages to reach into the all other governorates in Egypt. ensuring that through this aspect of its programming, it will benefit a socio-economic class that typically has been underrepresented in its audience and community makeup. It is also a part of our mission to support the development of the next generation of artists behind the stage, and we belief in the role of arts and culture as a tool of social transformation. It is hoped that eventually this community cross-over will spread into other aspects of programming, for example by attending the applicants into all performances organizing and operating by us and by our partners and our network.

The sound engineering training will be sustained after its initial launching and development period by diversifying funding sources to include new national and international donors, including from individuals as well as sponsorship from corporate partners. A variety of options for support and sponsorship could be developed and expanded on, such as asking the applicants of who can afford the costs of study and asking sound equipment agents in Egypt to be sponsor. In addition to this, it is hoped that partnerships can be formed with other official bodies and social development organizations to potentially offset costs by donation of training space or equipment and other forms of contribution.

Also, there will be an attendance fee, for sure this fee will not cover the actual cost but it help sustain of the project.

B. Public Events Initiative To foster greater awareness and appreciation of performing arts, Project aims to implement a series of events and organise a big music festival happening in the midterm vacation in January each year, the festival will take different places in Aswan like the open-air theatre on Nile, Nubian Museum amphitheatre, and the Nile Museum. These events include concerts featuring local, national, and international groups, with music workshops with local musician from Aswan and with student in Aswan music training. In this way, Aswanese will learn about local musical talents and traditions, as well as having the opportunity to hear music from other parts of Egypt and the world; such concerts will inspire greater participation in the musical civil society we aim to develop in the region.

Gender: The project will involve around 150 children and youth, both girls and boys. The project aims at achieving a gender balance in line with the 50/50 gender divide that AKTC’s research found for both projects.

Sustainability: The interest of Aga Khan Music Initiative (AKMI) in Al Darb Al Ahmar Arts School (DAAS) and Aswan Music Project - AMP is key to ensuring the sustainability of the projects. Both projects are expected to remain sustainable by continuing to operate through a diversified base of funding sources. For this purpose, new local, regional and international donors are being attracted. For those who have benefitted from training, sustainability is defined as the income earned by graduates who have since been performing at professional level in local groups at weddings, Nile cruises, hotels, concerts and other events. Expectations are that results will be similar as those in the past with more than 50% being able to earn most of their income from performances. In addition to beneficiaries who choose to perform after graduation, there are also students who will use the training to complete their academic studies in specialized musical and artistic institutions.

Beneficiaries: Direct and Indirect Beneficiaries The direct beneficiaries of DAAS and AMP are the children and youth between the ages of 8 : 18 and 18 : 25 years who will attend the school. Their parents, trainers and staff of the school are also part of the beneficiaries. The indirect beneficiaries include the people of Al Darb Al Ahmar area and Aswan city, the partner organizations, and other donor agencies, as well as the artistic fields that the children and youth will be trained in. Student beneficiaries are selected on the basis of economic need, creative and artistic potential, physical ability (circus section), and with the aim of having a diversity of gender and social and intellectual diversity.

The direct benefits to the students will be the chance to learn a skill that is not only a form of creative expression but also that will provide potential job opportunities through the learning of business, and provide a supportive learning structure that may prevent them from dropping out of the school system completely. Being able to earn an income through the arts will give the children a way to become productive citizens and support themselves

Indirectly, the residents of Al Darb Al Ahmar and Aswan will benefit from having a school with such positive aims in their district, and from the young people of the district having more options and making better lifestyle choices a s a result of their training. The area will continue to be positively enhanced by the presence of the school, and having an artistic and social project in the neighbourhood will draw the attention of press and media, bringing greater awareness to the other social needs of its residents. The areas directly surrounding the school will benefit from school activities through the attention paid to making it a clean and hygienic place. Ongoing events at the school will attract a completely new audience, helping to revive the neighbourhood and its cultural and touristic heritage.

3. Information Regarding your Organisation

Profile, competencies and organisational structure: The Aga Khan Music Initiative (AKMI), the parent organisation to DAAS and the contractual entity for this proposal, is an interregional music and arts education programme with worldwide performance, outreach, mentoring, and artistic production activities. The initiative was launched by His Highness the Aga Khan to support talented musicians and music educators working to preserve, transmit, and further develop their musical heritage in contemporary forms. AKMI began its work in Central Asia, with projects in Kazakhstan, Kyrgyzstan, Tajikistan and Afghanistan, and subsequently expanded its cultural development activities to include artistic communities and audiences in the Middle East and North Africa, South Asia, and West Africa. The Initiative designs and implements a country-specific set of activities for each country into which it invests, and works to promote revitalization of cultural heritage both as a source of livelihood for musicians and as a means to strengthen pluralism in nations where it is challenged by social, culture, and economic constraints. AKMI works in three distinct but closely interlinked areas: music education and mentoring; international performance and outreach; and artistic production and dissemination. In addition to this, AKMI plays a key role in the Aga Khan Music Award – a prestigious recognition for people who have left a lasting mark on the performances and dissemination of traditional music.

Aga Khan Music Initiative, an interregional music and arts education programme with worldwide performance, outreach, mentoring and artistic production activities. Launched in 2000 to support talented musicians and music educators working to preserve, transmit, and further develop their musical heritage in contemporary forms, the Music Initiative began its work in Central Asia, subsequently expanding its cultural development activities to include artistic communities and audiences in the Middle East, North Africa, and South Asia. The Initiative promotes the revitalisation of cultural heritage both as a source of livelihood for musicians and as a means to strengthen pluralism in nations where it is challenged by social, political, and economic constraints. Its projects have included publication of a comprehensive textbook, The Music of Central Asia (Indiana University Press, 2016), a 10-volume CD-DVD anthology, Music of Central Asia, co-produced with Smithsonian Folkways Recordings, a worldwide performance and outreach program that nurtures “East-East” as well as “East-West” musical collaborations, and a network of music schools and centers that develop innovative music curricula and curriculum materials in the Music Initiative’s regions of activity. (http://akdn.org/akmi). AKMI’s head office is in Geneva, Switzerland. AKMI has another music project in Aswan, Egypt through the Aswan Music Project – AMP. This project aims to create new and alternative job opportunities for youth in the cultural sector and revitalize the musical scene in Aswan, enhance awareness of Aswan’s rich musical heritage.

General project experience: AKMI has been fully immersed in music education, performances, recordings and research since it was created in 2003. With regard to the activities of DAAS, its Egyptian entity in Cairo: this organisation has carried out educational activities in Al Darb Al Ahmar since 2010 as a sub-entity of El Genaina Theatre, which in turn was funded by AKMI. As of December 2018 El Genaina Company ceased to exist. However, AKMI decided to continue DAAS’ activities through new registration, whereby AKMI would keep its previous role as supervising agency.

Also in Aswan the pilot project started in 2017 in many different cities and villages in Aswan before the official project launched in 2018.

4. Risks and Mitigation Measures: The risks to which DAAS and AMP will be exposed during implementation of the projects, their possible impact on the projects and the planned mitigation measures put in place are as follows:

Risk Possible consequence/impact Mitigation measures Insufficient funding for future Reduction in activities after 12 Expand donor base well ahead of time years months Demands from local youth for Members of local community feel Ensure admission policies with local admission exceed capacity rejected community are clearly communicated Physical injuries resulting from Families may sue, resulting in Ensure all children and youth are insured training sessions for acrobatics financial and reputational losses during classes and during performances

Potentials influencing projects implementation in a positive way: • Exposure of Aswan and Al Darb Al Ahmar as a preferred destination to go to for cultural and tourism visits. • Strengthening of the local economy, in particular the local manufacturing and services sector. • Increased sense of ownership among residents with regard to the historic environment in which they live. • Increases in household incomes. • A stronger association and synergy between culture, tourism and development could result in catalysing a revival and re-orienting of the Aswan economy. This can be achieve through ongoing cultural activities, enabling local people to participate in addition to tourists, availability of goods and access to essential services.

Constraints and opportunities to women and men's equitable participation, access to decision-making and benefit from the project: DAAS has been running since 2010 and AMP in 2017 both projects have been fully accepted by the local population at all levels. All major artistic and cultural entities as well as the media, cultural centres and embassies have embraced the project. When DAAS was closed by El Genaina, it seemed clear that AKMI had to relaunch it.

5. Visibility / Communication: AKDN website: https://www.akdn.org/akmi. The official pages on Facebook: https://www.facebook.com/AgaKhanMusicInitiative/. https://www.facebook.com/Daas.elgenaina.org/. https://www.facebook.com/aswan.music.project.AMP/ The organization and projects manager has good network with media, press, radio and TV. Narrative and financial reports: AKMI/DAAS/AMP will provide visibility to SDC by acknowledging its gratitude for co-funding in reports, film/video and all other means of communication.

6. Project Organisation Projects Manager Job description: Research funding prospects and opportunities for the projects. Monitor and provide oversight of both projects operations, adherence to procedure, guidelines and curricula. Hire training and administrative staff for both projects; resolving any administrative problems for the projects as needed. Oversee financial management of the projects.

DAAS Director Job description: oversee the school’s daily operations, including training schedule, school calendar, schedule of exams, and end-of-year concert, in conjunction with Project Manager. Supervision of the quality of teaching methods and implementation of the curriculum by teachers. Monitoring attendance and supervision of the attendance records with the School Coordinator. Writing periodic progress reports of the school.

DAAS Coordinator: Job description: Maintain and update daily attendance sheets and other relevant reports and documents for filing. Monitor and address any social problems faced by students. Field visits to homes of absent children. Provide classroom supervision of children’s behaviour during training classes. Receiving and processing new student applications. Creating and maintaining student files for each student containing medical and social status and contact information. Other administrative and facilities-related tasks.

AMP Coordinator: Job description: Maintain and update daily attendance sheets and other relevant reports and documents for filing. Monitor and address any social problems faced by students. Field visits to homes of absent trainees. Provide classroom supervision of trainees’ behaviour during training classes. Receiving and processing new student applications. Creating and maintaining student’s files for each student containing medical and social status and contact information. Other administrative and facilities-related tasks.

Artistic Trainers Job description: Develop curriculum in respective artistic fields (percussion, music and circus) for students. Conduct ongoing daily training classes in respective fields, to reach professional level Devise and administer artistic progress assessments/tests to students on agreed-upon schedule and in accordance with curriculum. Make periodic progress assessments and recommendations to School director, as needed. Coordinate program and logistics for public performances, student recitals, and other events.