Sustainable Education Through Renewable Energy in the Northern Governorates

Home , Bushra (Jordan), Irbid, Irbid Governorate

Sustainable Education through Renewable Energy in the Northern Governorates

Biannual Progress Report

July – December 2017

1. GENERAL INFORMATION Applying organization Princess Alia Foundation -PAF (Applicant) Future Pioneers for Empowering Communities (FPEC) (Partner organization) Horizons for Green Development (Partner Organization) E-mail address of the organization [email protected]

2. PROJECT INFORMATION Name of project Sustainable Education through Renewable Energy in the Governorates Affected by the Syrian Crisis Activity number (from MFA) 4000000434 Duration of project 23 months Starting date 2 July 2017 Ending date 31 May 2019 Project budget (in total and contribution 5,687,371 Jordanian Dinar from the Netherlands)

I. How did the project improve prospects for host communities and refugees? (Please describe how the activities have improved one or more of the three pillars: 1) Protection and legal status; 2) Expanded or improved local services (education, health care) and infrastructure, and/or 3) Improved economic development and job creation)

The aim of this project is to mitigate the negative impact the Syrian crisis has inflicted upon communities in the Northern Governorates by increasing social cohesion and dialogue between Jordanian and Syrian communities, through the use of Renewable Energy (RE) and Energy Efficiency (EE) systems in schools, which will in turn improve learning environments and increase enrollment and retention rates, and establishing training centers and opportunities for youth in order to include them in the ever-growing energy sector.

As the project is still in the early stages of implementation, progress is still currently being made on the implementation of these RE and EE systems. However, trainings and awareness raising sessions between the two communities have taken place and facilitators have already recognized a change in interaction and understanding.

Once the RE and EE systems are implemented, the learning environment throughout the selected 100 schools will begin to increase drastically and will be able to provide students with a sustainable and conducive learning environment through stable access to necessary resources and learning tools as well as providing students with well-maintained school facilities. Not only will the project improve the second pillar as listed above, but the establishment of Vocational Training Centers and training of youth will allow for future job creation in the energy sector.

II. To what extent has the project contributed to the National Plans? (Please describe to what extent your project has contributed to National Plans in the country. In Lebanon: LCRP, Lebanon Compact, Sector strategies etc. In Jordan: JRP, Jordan Compact, etc.)

The Jordan Response Plan (JRP) is a program designed to allow the Kingdom of Jordan to appropriately respond to the effects of the Syrian crisis. The plan is to further integrate refugees and to build community resilience in order to create stable systems and institutions. By working to mitigate the negative effects of the crisis throughout many sectors in the northern governorates, the communities will be provided with an additional platform to flourish and become sustainable. Through this projects’ contribution of bettering the learning environment for the communities younger population, increasing general knowledge of the environment and renewable energy to raise awareness on the importance of sustaining a community, installing and operating the RE&EE systems will decrease the pressure on the energy resources and will decrease the financial burdens on Ministry of Education, creating employment opportunities and facilitating discussion and understanding between the two groups, the team is working towards creating community resilience, mobility forward and integration of refugees in the host communities.

III. Biannual Progress (Please provide the progress of the project in relation to the project proposal. Follow the outline / logical framework of your proposal and also explain to what extent the proposed timeline / planning is still accurate. Also report on progress of activities and use a narrative to give explanation to the indicators. In case set targets have not been reached, please explain the reasons and clarify how this will possibly influence the realization of the intended goals.)

As outlined in the original proposal, the following activities under each output have begun:

Output 1.1 A clean source of energy is provided to the selected schools. To mark the beginning of the project implementation and to agree on a roadmap for implementation, a number of small-scale meetings took place between partners, relevant stakeholders, representatives from the Ministry of Foreign Affairs from the Government of the Netherlands and the Ministry of Education and Public Works from Jordan.

On 21 August 2017, a meeting was held between members of PAF, FPEC, Horizons and the Ministry of Foreign Affairs. During this day-long meeting, the projects mission, vision and activities were outlined and shared with all members involved to ensure all parties had the same level of understanding of the projects goal. The importance of gender mainstreaming throughout the entirety of the project was also highlighted. As much of the project relies on the support from women-led community-based organizations (CBOs) and the inclusion of women and girls in awareness raising sessions and trainings, discussing gender mainstreaming and the importance of a female presence throughout the project are key.

With the first step of the project underway, NERC, using their strong technical experience in energy, alongside other decision makers, drafted a Term of Reference to determine the tasks NERC will undertake in regards to the implementation of Renewable Energy (RE) & Energy Efficient (EE) systems. These tasks included the selection of the 100 requested schools based on the agreed upon selection criteria, which includes overcrowded primary schools, schools that host Syrian students and those that suffer from great electricity bills. The selection of the 100 schools proved to be slightly more challenging than expected as specific information could not always be allocated. Having been fed misleading information, the team was forced to use other means to collect the necessary data. Once the 100 schools were selected the team also selected an additional 20 schools for backup.

With the selected schools, NERC delivered a detailed report on electricity consumption, needed capacities, further specifications for the RE & EE systems and required rehabilitation and maintenance on 20 December 2017. Once assessments have been made, the required work will then be documented and divided amongst 3 – 4 qualified vendors to enable them in completing the required work. A public announcement will be made 3 during 10 – 16 January 2018. The work will be followed up by a measurement and verification study that will measure produced energy, reduced expenses, CO2 emissions and sold surplus to the government.

The field team also mapped out the present and available CBOs in the surrounding communities to determine which CBOs are capable of holding a 2-day awareness raising workshops on best practices to ration energy usage and social cohesion between the host communities and Syrian refugees. In addition to the 30 – 40 CBOs that will be cooperating in this awareness raising campaign, an additional 4 CBOs were selected to transform into a training hub in cooperation with local Vocational Training Centers (VTCs).

Output 1.2 Improve learning environment at the selected schools and increased student retention. As the project is still currently in the early stages of implementation, the installation of equipment and improvement and rehabilitation of schools has yet to take place. However, as NERC has compiled a list of 100 schools (with an additional 20 for back-up) and finalized a report outlining needs and current capacity to facilitate future installment. With the tender announcement and current discussion with potential companies, progress has been made for equipping the selected schools.

Output 1.3 Importance of using Clean Energy and its positive impact on educational, ecological, social & economic perspectives are promoted among students, teachers & surrounding communities. With the finalization of selecting the 100 schools, focal points and teachers from each school will soon be selected to remain in constant communication with the project team as well as participating in a training to gain further knowledge on climate change; the energy crisis in Jordan; best practices and tools for rationing energy use and reduce costs and CO2 emissions; and how to organize and implement team building activities between students from different backgrounds to ensure social cohesion and interaction.

These selected teachers, once completing the training, will then disseminate the newly gained knowledge to students on a weekly basis.

In addition to the awareness raising sessions and workshops following the training of teachers, a potential collaboration with JREDS, an environmental organization, has led to the introduction of their Eco School Initiative to the project. The initiative provides schools with the necessary information to accomplish different pillars to ensure a sustainable educational environment and society with a focus on the energy pillar. Once schools are enrolled in this initiative and carry out the necessary training and educational seminars, the schools will gain accreditation as an eco-school. It has been agreed that JREDS will provide volunteers and social workers to be trained on the activities that will be carried out in the schools under the initiative. An official Memorandum of Understanding (MoU) will be signed by both parties in 2018.

A part of this initiative is establishing an interactive Educational Toolkit to further draw in students to learn more about the environment and energy. Within this toolkit, three components will be brought to life. The first is a manual that is to be distributed throughout the schools outlining all relevant information related to renewable energy and the environment. The second is the development of an interactive CD game (10,000 copies will be distributed throughout all 100 schools). The final component of the Educational Toolkit is the development of a Virtual Reality program to teach students about the environment and energy in an engaging way. These measures will fully engage students and introduce them to best practices on energy saving and to promote green culture.

Outside of the school sphere, the project has completed a CBOs mapping activity where 60 CBOs were visited and assessed by our team. Almost 10-15 CBOs were selected for the awareness activities while four CBOs have been selected accordingly to be the main partner CBOs for Output 1.4.

The social cohesion objective, which is now combined with increasing the general knowledge on renewable energy, began implementation in December 2017 through collaboration with Youth Without Borders NGO. The first group of participants from Ramtha, consisting of Jordanian and Syrian women, participated in a climate change/renewable energy session in December 2017. The same group will then also participate in a social cohesion and relationship building session in January 2018. This initial group only consisted of women with the project planning to expand its audience in the coming months.

A plan has been set to complete the needed 100 training days by end of 2018.

Output 1.4: The role of women-led CBOs is empowered in reducing poverty and promoting the green culture in the surrounding communities. As mentioned above, 4 women-led CBOs have been selected to participate in the capacity building activities of youth and women throughout their communities. The project team will carry out an assessment in January 2018 to determine if there is a possibility of implementing income generating projects and initiatives for the selected CBOs that would not only support them but will also address their communities’ needs. Further discussions will be held in the beginning of 2018 to determine what responsibilities will fall under the CBO and what activities would best utilize their current capacity.

The project has also recruited a gender specialist who prepared a plan to reflect the gender aspects and mainstreaming in the schools activities. She managed to achieve the following so far:

- Selected one partner and improve their institutional capacity to integrate gender equality by conducting a gender assessment. - Developed draft Gender mainstreaming Guidelines for the Project that ensure decision making process throughout the consultation requirements of The Project has been gender mainstreamed - Developed questionnaire/checklist for training the CBOs and she tested the training for one of selected women CBOs. - Developed guidelines for the Action Plan for the installation of RE & EE systems to ensure gender considerations have been taken into account. - Issued Installation Manual gender sensitive guidelines.

Output 1.5: Promote advocacy at the policy level to support RE&EE at schools. This activity is one of our priorities and it is in process. It is worth mentioning that PAF has already managed to change the tariff of the electricity for the schools from commercial one to be a lower category as well as including the RE&EE systems in the school building codes.

Remaining points are in process.

Output 1.6: Social cohesion and interaction is ensured between the Syrian refugees and hosting communities. While social cohesion activities within the selected schools have yet to take place, the project team has begun to disseminate these workshops throughout selected communities, mainly targeting Jordanian and Syrian women at the moment. Through collaboration with an organization called Youth Without Borders, the field staff had managed to include an array of participants from different backgrounds.

It had been noted by the trainers and field coordinators that discussions and interactions between the two groups who have participated in the workshops had increased following the end of each session. Dialogue had improved and participants reported a greater level of understanding of the others plight and situation.

Workshops are ongoing with a set number of community members targeted per month.

There are pre and post surveys that are completed by the participants to be analyzed at a later date in order to measure knowledge gained and determine readiness for further social cohesion and dialogue.

IV. Risks and bottlenecks (refers both to past and future) (Please describe: - What expected risks and bottlenecks did you come across so far and what mitigating measure did you take? - What unexpected risks and obstacles did you come across? Did you manage to mitigate these risks? How? - What risks and/or obstacles do you foresee for the coming period? How do you propose to mitigate these risks) During the first six-months of project implementation, which consisted of numerous meetings, assessments, and mapping, no risks or bottlenecks were reported.

V. Sustainability (Specify what measures have already been taken to ensure sustainability of reached results after the project. In what way will the outcomes have a lasting impact for the target group?) Every activity outlined in the project document, one way or another, ensures sustainability once the project comes to an end. By providing schools with direct upgrades in equipment and systems, providing them with RE&EE systems, heating and cooling systems and rehabilitating the buildings to ensure efficiency, the project is ensuring that the school will remain a positive learning environment for future generations.

By training and raising the awareness of community members, the project is creating a cycle of learning that will be passed down from one community member to the next. By building the capacity of women-led CBOs and training trainers at VTCs, these trainers and CBO leaders can continue to train and educate other interested parties.

Moreover, the modified laws through the advocacy activity will ensure positive reflections for schools and students learning environment for the upcoming years.

By working diligently to assess the capacity of those the project are collaborating directly with, the project team is ensuring that all team members will be able to serve their community to the best of their ability and in the most sustainable way.

Throughout the entirety of project implementation, the work will be monitored and assessed to ensure that beneficiaries are receiving direct impact and change in the most beneficial way.

VI. Partnerships (In case the activities are implemented by several organisations (working in partnerships), please explain if the agreements made have been followed so far. If not, please explain to what extent this influences the proposed activities and intended goals. Furthermore, please discuss the level of cooperation with the Embassy) Prior to project implementation the roles and responsibilities of implementing partners were made clear. Princess Alia Foundation has been responsible for the project’s general management, procurement and the lobbying and advocacy of the work.

Future Pioneers for Empowering Communities was delegated to focus on social cohesion between community

6 groups by organizing awareness raising sessions and workshops, targeting a great number of women. Horizons for Green Development has been monitoring the progress of the schools, VTCs and CBOs. NERC, being a technical party, has been responsible for the drafting of assessments, evaluations and criteria’s concerning the selection of schools, their capacity and current systems that are in place.

All partners have been successfully carrying out their respective duties. In addition, the team attempts to keep in constant contact with the embassy with updates, questions or concerns to ensure that the project has been implemented to the best of its ability and to provide true transparency.

Through discussions held with JREDS, a possible collaboration is in the works and is to be followed up in 2018. This collaboration could lead to the implementation of their Eco School Initiative, which would transform the selected schools into green schools. VII. Adjusting activities (Please explain if there are any reasons for adjusting the activities as proposed in the project proposal.) During the first six-months, there have not been any deviations or delays in the implementation of activities. The remainder of activities are on schedule for implementation and have not deviated from the original proposal.

VIII. Personal stories (If you have examples (stories, photos or video’s) which show the impact of the activities on the personal lives of the beneficiaries, please share them here or upload in IATI via document link. Stories could be used for communication purposes. ) As this report is covering the first six months of the project, it is still early to capture and reflect concrete success stories of the project beneficiaries.

Success stories and videos will be detailed in the next reporting period.

IX. Budget (Justify / explain deviations. In case the Netherlands is co-funding the project, please explain to what extent pledged contributions of other donors have indeed been received. If not, please explain to what extent this influences the proposed activities and intended goals. )

There have not been any deviations or changes in the budget.

X. Additional information

None at this stage.

XI. Annexes

ANNEX A: CBO MAPPING

Mapping of Key Civil Society Organizations to be Engaged with Sustainable Education Through Renewable Energy in the Governorates Affected by the Syrian Crisis

Table of Contents Table of Contents ...... 8 Table of Tables ...... 11 1. Project Description: ...... 12 2. Targeted Group ...... 12 3. CBOs Mapping: ...... 14 3.1. Irbid: ...... 14 3.1.1. Al Ramtha District ...... 14 3.1.1.1. Zahret Al Frdos ...... 15 3.1.1.2. Takaful ...... 15 3.1.1.3. Al Ramtha CBO ...... 15 3.1.1.4. Al Abrar Women CBO ...... 15 3.1.1.5. Youth Without Borders ...... 15 3.1.1.6. Al Khansa’a Women CBO ...... 15 3.1.1.7. Al Tora Women CBO ...... 15 3.1.1.8. Al Darabseh CBO ...... 16 3.1.1.9. Al Tora CBO ...... 16 3.1.1.10. Huran CBO for Development and Charity ...... 16 3.1.1.11. Al Shajara ...... 16 3.1.1.12. Development and improvement of Al Shajara ...... 16 3.1.1.13. Sahel Horan ...... 16 3.1.2. Irbid Qasaba District ...... 16 3.1.2.1. Women of Bushra CBO ...... 17 3.1.2.2. Sal CBO ...... 17 3.1.2.3. Women of Rahoob CBO ...... 17 3.1.2.4. Women of Mghair CBO ...... 17 3.1.2.5. Al Mghair CBO ...... 17 3.1.2.6. Urban Development CBO ...... 17 3.1.2.7. Bait Ras CBO ...... 18

3.1.2.8. Al Banan CBO ...... 18 3.1.2.9. Al Farooq CBO ...... 18 3.1.2.10. Nasa’em Al Rahman CBO ...... 18 3.1.2.11. Social Works CBO ...... 18 3.1.2.12. Special Needs Children CBO ...... 18 3.1.2.13. Irbid CBO for Elders ...... 19 3.1.3. Bani Obaid District ...... 19 3.1.3.1. Al Sareh CBO ...... 19 3.1.3.2. Aidon CBO ...... 19 3.1.3.3. Nasa’em Al Janeh CBO ...... 19 3.1.3.4. Women of Al Hoson CBO ...... 19 3.1.3.5. Islamic Hoson CBO ...... 19 3.1.4. Bani Kinanah District ...... 20 3.1.4.1. Harema for Community Development ...... 20 3.1.4.2. Al Balad CBO ...... 20 3.1.4.3. Ahale Hatem Al Ta’ee CBO ...... 20 3.1.4.4. Bani Kinanah Youth Development ...... 21 3.1.4.5. Malka Development CBO ...... 21 3.1.4.6. Women of Yobla CBO ...... 21 3.1.4.7. Marriage Fund CBO ...... 21 3.1.4.8. Kharja CBO ...... 21 3.1.4.9. Zaher Al Roman CBO ...... 21 3.1.4.10. Kharja Women CBO ...... 21 3.1.4.11. Al Awn CBO ...... 21 3.1.5. Al Wasateyeh District ...... 22 3.1.5.1. Kufor Assad CBO ...... 22 3.1.5.2. Women of Al Wasateyeh CBO ...... 22 3.1.5.3. Hashemite CBO for Special Needs ...... 22 3.1.5.4. Al Amer for Community Developement ...... 22 3.1.5.5. Qom CBO ...... 22 3.1.5.6. Islamic Wasateya CBO ...... 22 3.1.6. Al Tayba District ...... 23 3.2. Al Mafraq ...... 23

3.2.1. North West Badiah District ...... 23 3.2.1.1. Al Khaldiya for Special Education ...... 23 3.2.1.2. Child Care CBO ...... 23 3.2.1.3. Women of Al Khaldiya CBO ...... 24 3.2.1.4. Al Msharfa for Community Development ...... 24 3.2.1.5. Halima Al Sa’edeya CBO ...... 24 3.2.1.6. Tawasel CBO ...... 24 3.2.2. Al Mafraq Qasaba ...... 24 3.2.2.1. Zain Al Sharaf CBO ...... 24 3.2.2.2. Thoghrat Al Job CBO ...... 24 3.3. Al Balqa ...... 24 3.3.1.1. Al Shoneh Shamalieh Women Society ...... 25 4. CBOs Mapping Outcomes: ...... 26

Table of Tables Table 1: Al Ramtha CBOs ...... 14 Table 2: Sal, Bushra and Mghair "Irbid Qasaba CBOs ...... 16 Table 3: Bait Ras "Irbid Qasaba" CBOs ...... 17 Table 4: Al Barha "Irbid Qasaba" CBOs ...... 18 Table 5: Bani Obaid CBOs ...... 19 Table 6: Bani Kinanah CBOs ...... 20 Table 7: Al Wasateyeh CBOs ...... 22 Table 8: North West Badiah CBOs ...... 23 Table 9: Potential CBOs at Irbid Governorate ...... 26 Table 10: Potential CBOs at Al Mafraq Governorate ...... 26 Table 11: Potential CBOs at Al Balqa Governorate ...... 26

1. Project Description: This project aims to contribute to the overall efforts aiming at mitigating the impact of the Syrian crisis in line with the Jordan Response Plan (JRP) focusing on the Northern governorates (Mafraq, Ramtha, Irbid, and North of Balqa’a Governorates) that are most affected by the Syrian crisis. This will be achieved through the use of Renewable Energy (RE) and Energy Efficiency (EE) systems to reduce the growing energy demands improve the learning environment in schools, increase enrollment and retention of Jordanian and Syrian students, improving the livelihood of surrounding communities and promote the social cohesion at the same time.

Providing the schools with innovative techniques to reduce expenditure in energy bills and generate income will greatly relieve the ministry of the financial burden as well as allowing students, regardless of geographic location and nationality access to a safe and healthy learning environment conducive to maximum academic achievement. A number of the smaller schools in remote areas across the country (such as those within the pockets of poverty) lack the needed funds to enhance the learning environment by maintaining the schools’ facilities and using the necessary resources and learning tools, such as computers, internet, and effective lighting. Tapping into the national grid, and selling excess generated electricity, is an added value that provides income that can be used towards the maintenance of the infrastructure of the school such as; replacement of broken windows, fixing of doors, bathroom facilities, paint etc.

This project is building upon the successful experience of Princess Alia Foundation (PAF) and its partners, and it aims to roll-out the installation of renewable energy and energy efficiency systems to schools in Mafraq, Ramtha, Irbid, and North of Balqa’a Governorates which are most affected by the Syrian crisis and host almost equal numbers of Jordanian and Syrian students. PAF has gathered preliminary data from UNICEF and the MOE about the schools’ sizes, electricity bills and needs.

Moreover, this project is in line with His Majesty King Abdullah II School Heating Initiative. This project will allow for the necessary roll-out of His Majesty’s initiative to all schools across the country, improving the school environment for students of all ages and in all areas to achieve the principle of equal opportunity through heating/cooling the schools using renewable energy.

2. Targeted Group Civil society actors have become significant players in the global development scenery for the delivery of social services and implementation of development programs, as a complement to government action, especially in regions where government presence is weak. Today, within the global changes witnessed in the region, civil actors are seen as change agents in their respective societies trying to improve the living conditions while thriving for a more equitable and just world. They are mediators in the transformation to a post-fossil society, able to influence the policy- making process while reshaping the general public interests and specific constituencies, such as consumers, workers and farmers. However, to date, civil society organizations and the broad public in the MENA region have been little engaged and involved in the development of the transformation process towards a sustainable development pathway (1).

Accordingly, the targeted groups to be engaged with Sustainable Education through Renewable Energy in the Governorates Affected by the Syrian Crisis are active local CBOs located in Irbid, Al Balqa and Al Mafraq Governorate.

3. CBOs Mapping: Three Governorate were targeted in the mapping procedure; Irbid, Al Balqa and Al Mafraq, each governorate was segmented by district as follows: 3.1. Irbid: The targeted schools at Irbid Governorate are allocated in the following districts:  Al Ramtha  Irbid Qasaba  Bani Obaid  Bani Kinanah  Wasateyeh  Al Tayba Accordingly, FPEC approached Ministry of Social development to provide the contact information for the CBOs in the surrounding communities of the targeted schools. Site visits were conducted to each district where more than 50 CBOs were assessed based on their facility, administration, and practical experience. In addition to that, each CBO were requested to fill a questionnaire that includes the data of their CBO.

The objective of the mapping was to detect 30-50 CBOs that we can cooperate with to conduct the community awareness workshops. Among these 30-50 CBOs, the strongest 4-5 CBOs will be selected who will coordinate the training programs with the project. These CBOs are called potential partners here.

3.1.1. Al Ramtha District Four locations were visited at Al Ramtha District; Al Shajara village, Al Tora Village, Sahel Horan Village and Ramtha City Center, were the following CBOs were assessed: Table 1: Al Ramtha CBOs Name Type Status 1. Zahret Al Firdos Women Active 2. Takaful Comprehensive Active 3. Al Ramtha Comprehensive Not Active 4. Al Abrar Women CBO Women Not Active 5. Youth without Borders Comprehensive Potential Partner 6. Al Khansa’a Women CBO Women Not Active 7. Al Tora Women CBO Women Not Active 8. Al Darabseh Comprehensive Not Active 9. Al Tora Comprehensive Active 10. Huran CBO for Development and Charity Comprehensive Not Active 11. Al Shajara Comprehensive Not Active 12. Development and improvement of Al Shajara Comprehensive Not Active 13. Sahel Horan Comprehensive Not Active

3.1.1.1. Zahret Al Frdos A developing women CBO, that has a short yet very fruitful experience in women empowerment and community development, they have a rented facility that takes up to a 100 women, although the CBO is developing yet it is very active, they conducted many projects and established free medical centers in Ramtha, Irbid and Al Mafraq. “Attachment 1: Full Application”

3.1.1.2. Takaful well-developed CBO, with an experience of over 12586 years, they own multiple facilities at Irbid Governorate, they worked with Acted, UNICEF, USAID, Merci Corps and multiple international agents, their work is well organized and they have a large database of around 3200 Syrians families located at Al Ramtha District, the CBO is considered a comprehensive CBO, that work on different educational, environmental, health and capacity development projects. “Attachment 2: Full Application”

3.1.1.3. Al Ramtha CBO Not an active CBO, with very limited resources and experiences, the facility is very old and cannot be used for proper awareness. “Could not fill the application”

3.1.1.4. Al Abrar Women CBO Local CBO with a limited experiences and resources, although the CBO is considered women CBO, yet their experiences were mainly in religious lectures and distribution of in kind assistance. “Could not fill the application”

3.1.1.5. Youth Without Borders Local Developing CBO, although their experience didn’t exceed the two years yet they have been very active in community development, women empowerment, capacity development, and youth training, where they are considered the local partner for Norwegian Refugee Council at the northern region, their facility is well equipped, and their staff is well educated and trained, accordingly they were shortlisted to be our partner at Al Ramtha District. “Attachment 3: Full Application”

3.1.1.6. Al Khansa’a Women CBO Local CBO with a limited experiences and resources, although the CBO is considered women CBO, yet their experiences were mainly in religious lectures and distribution of in kind assistance. “Attachment 4: Full Application”

3.1.1.7. Al Tora Women CBO Local CBO with a limited experiences and resources, although the CBO is considered women CBO, yet their experiences were mainly in religious lectures and distribution of in kind assistance. “Could not fill the application”

3.1.1.8. Al Darabseh CBO Local “Family” CBO, with very limited resources, worked on very limited projects to distribute in kind assistance. “Could not fill the application”

3.1.1.9. Al Tora CBO Active CBO, with sufficient experience of over 30 years in the local society, worked on conducting awareness session, capacity development training and minor projects to serve the local society. “Attachment 5: Full Application”

3.1.1.10. Huran CBO for Development and Charity Local CBO, with limited experience and recourses who worked mainly on community development through distribution of in kind assistance. “Could not fill the application”.

3.1.1.11. Al Shajara Inactive Local CBO, with long yet limited experience, who have worked on distributing in kind assistance and providing some awareness sessions and capacity development training. “Attachment 6: Full Application”

3.1.1.12. Development and improvement of Al Shajara Inactive Local CBO, with limited experience and recourses who worked mainly on community development through distribution of in kind assistance. “Attachment 7: Full Application”

3.1.1.13. Sahel Horan Active CBO, who established a center for handicapped children, the center was built with the help of Merci Corps, although the CBO is active yet it has limited experience with regards to capacity development and youth empowerment. “Attachment 8: Full Application”.

3.1.2. Irbid Qasaba District All villages around Irbid city are included in Irbid Qasaba, and they can be summarized as follows:

 Sal, Bushra and Mghair Villages “To the east of Irbid City”.  Bait Ras Village “To the north of Irbid City”.  Al Barha Village “To the west of Irbid City”.

For Sal, Bushra and Mghair Villages the following CBO were assessed:

Table 2: Sal, Bushra and Mghair "Irbid Qasaba CBOs Name Type Village Status 1. Women of Bushra CBO Women Bushra Active 2. Sal CBO Comprehensive Sal Not Active 3. Women of Al Rahoob CBO Women Mghair Not Active 4. Women of Al Mghair CBO Women Mghair Active 16

5. Al Mghair CBO Comprehensive Mghair Not Active

3.1.2.1. Women of Bushra CBO Women active CBO, with well oriented goals and sufficient experience with international agencies “i.e. UNICEF, USAID, …etc.”, they are currently considered the local partner for UNICEF hosting Makani Project at their facility.

Although they don’t own a well-equipped neither furnished facility, yet they are very active, always seeking a new opportunities and working on new projects. “Attachment 9: Full Application”.

3.1.2.2. Sal CBO Local inactive CBO, with limited experience and resources, the facility is located in an abandoned building, no permanent staff neither temporary, the CBO is currently out of business and focusing mainly on minor in-kind assistance for the local society. “Attachment 10: Full Application”.

3.1.2.3. Women of Rahoob CBO Women inactive CBO, with very limited resources and insufficient experience, their work is mainly on in-kind assistance and capacity development through vocational training. “Could not fill the application”.

3.1.2.4. Women of Mghair CBO Active women CBO, has a sufficient experience in vocational training and capacity development, and they are currently working on a renewable energy project with ministry of energy. “Attachment 11: Full Application”.

3.1.2.5. Al Mghair CBO Local inactive CBO, with limited experience and resources, worked mainly on in-kind assistance and capacity development. “Could not fill the application”.

For Bait Ras Village the following CBO were assessed:

Table 3: Bait Ras "Irbid Qasaba" CBOs Name Type Status 1. Urban Development CBO Comprehensive Active 2. Bait Ras CBO Comprehensive Not Active 3. Al Banan CBO Comprehensive Not Active 4. Al Farooq CBO Comprehensive Active

3.1.2.6. Urban Development CBO A very well oriented CBO, with clear goals, mission and vision, the CBO has worked with many international agencies “USAID, UNICEF, MERCI CORPS… etc.” and have a sufficient experience in capacity development and vocational training programs.

The CBO has well educated staff and well equipped facility. “Attachment 12: Full Application”.

3.1.2.7. Bait Ras CBO Local inactive CBO, with limited experience and resources, the facility is located in a kindergarten building, no permanent staff neither temporary, the CBO is currently out of business and focusing mainly on minor in-kind assistance for the local society. “Attachment 13: Full Application”.

3.1.2.8. Al Banan CBO Local inactive CBO, with limited experience and resources, the facility is located in a kindergarten building, no permanent staff neither temporary, the CBO is currently out of business and focusing mainly on minor in-kind assistance for the local society. “Could not fill the application”

3.1.2.9. Al Farooq CBO Local Active CBO, that focus mainly on providing medical aid to the in need local society, they own multiple medical centers at Irbid governorate, yet not very active with regards to capacity development and community awareness programs. “Could not fill the application”.

For Al Barha Village the following CBO were assessed:

Table 4: Al Barha "Irbid Qasaba" CBOs Name Type Status 1. Nasa’em Al Rahman CBO Women Not Active 2. Social works CBO Comprehensive Not Active 3. Special Needs Children CBO Special Needs Active 4. Irbid CBO for Elders For Elders Active

3.1.2.10. Nasa’em Al Rahman CBO Women inactive CBO, with limited experience and resources, the facility is located in a very old building, no permanent staff neither temporary, the CBO is currently out of business and focusing mainly on minor in-kind assistance for the local society. “Attachment 14: Full Application”.

3.1.2.11. Social Works CBO Local inactive CBO, with limited experience and resources, the facility is located in a kindergarten building, the working staff is mainly the CBO director along with his family, the CBO is focusing mainly on minor in-kind assistance for the local society. “Attachment 15: Full Application”.

3.1.2.12. Special Needs Children CBO A very active CBO, with sufficient experience with international agencies, they own a special needs center for children, they have worked closely with different embassies and gained multiple trophies, they are considered one of the success stories for the local CBOs. “Attachment 16: Full Application”.

3.1.2.13. Irbid CBO for Elders Local Active CBO, that focus mainly on hosting elders during the day, the CBO has an insufficient experience and a very limited resources where their facility is not equipped and their staff is not well trained. “Attachment 17: Full Application”.

3.1.3. Bani Obaid District The following CBOs were assessed at Bani Obaid District:

Table 5: Bani Obaid CBOs Name Type Status 1. Al Sareh CBO Comprehensive Potential Partner 2. Aidon CBO Comprehensive Active 3. Nasa’em Al Janeh CBO Women Not Active 4. Women of Al Hoson CBO Women Not Active 5. Islamic Hoson CBO Comprehensive Out of Business

3.1.3.1. Al Sareh CBO Active local CBO, that has sufficient experience in renewable energy projects where they have worked with Ministry of energy as well as world vision agency to install solar panels at the household level, the CBO own a well-equipped facility and a well trained staff which qualifies it to be a Potential Partner at Bani Obaid District. “Attachment 18: Full Application”.

3.1.3.2. Aidon CBO Local Active CBO with sufficient experience in vocational training and women empowerment, they established local women production kitchen, while also working with different international agencies to provide different awareness sessions to the local society, Aidon CBO owns a well- equipped facility and a well trained staff. “Attachment 19: Full Application”.

3.1.3.3. Nasa’em Al Janeh CBO Women inactive CBO, with very limited resources and insufficient experience, their work is mainly on in-kind assistance and capacity development through vocational training. “Attachment 20: Full Application”.

3.1.3.4. Women of Al Hoson CBO Women inactive CBO, with very limited resources and insufficient experience, their work is mainly on in-kind assistance and capacity development through vocational training. “Attachment 21: Full Application”.

3.1.3.5. Islamic Hoson CBO A local CBO, who have been out of business for the past 10 years, although the CBO was established in 1971 yet they lack experiences and well trained resources. “Could not fill the application”.

3.1.4. Bani Kinanah District Six villages were targeted at Bani Kinanah District:  Hareema  Hatem  Malka  Yobla  Hartha  Kharja Were the following CBOs were assessed: Table 6: Bani Kinanah CBOs

Name Type Village Status Harema for Community Development Comprehensive Hareema Potential Partner Al Balad Women Hatem Potential Partner Ahale Hatem Al Ta’ee Comprehensive Hatem Not Active Bani Kinanah Youth Development Comprehensive Malka Not Active Malka Development CBO Comprehensive Malka Potential Partner Malka CBO for Social solidarity Comprehensive Malka Out of Business Women of Yobla CBO Women Yobla Not Active Marriage Fund CBO Comprehensive Hartha Potential Partner Kharja CBO Comprehensive Kharja Not Active Zaher Al Roman CBO Women Kharja Active Women of Kharja CBO Women Kharja Potential Partner Al Awn CBO Women Bani Potential Partner Kinaneh

3.1.4.1. Harema for Community Development Active local CBO, that has sufficient experience in community awareness and capacity development projects, the CBO work on a large scale with national and international agencies, they have a well trained staff and well oriented goals. “Attachment 22: Full Application”.

3.1.4.2. Al Balad CBO Local women developing CBO, that has a well-trained staff and well equipped facility, the CBO was established recently, yet they were very active in community development activities through capacity building and different awareness sessions, although they lack experience with international agencies. “Attachment 23: Full Application”.

3.1.4.3. Ahale Hatem Al Ta’ee CBO Local inactive CBO, with limited experience and resources, the facility is located in a kindergarten building, the working staff is mainly the CBO director along with his family, the CBO is focusing mainly on minor in-kind assistance for the local society. “Could not fill the application”. 20

3.1.4.4. Bani Kinanah Youth Development Women inactive CBO, with very limited resources and insufficient experience, their work is mainly on in-kind assistance and capacity development through vocational training. “Attachment 24: Full Application”.

3.1.4.5. Malka Development CBO An Active Local CBO, who owns a large facility at Malka Village, they work mainly on community development through vocational training and awareness sessions.

3.1.4.6. Women of Yobla CBO Local women developing CBO, it was established in 2017 yet they have conducted various awareness sessions and different capacity development trainings, the CBO is considered to be very active. “Attachment 25: Full Application”.

3.1.4.7. Marriage Fund CBO Local women developing CBO, worked on various projects, conducted different awareness session and capacity development training, they have well oriented goals, clear vision and solid mission. “Attachment 26: Full Application”.

3.1.4.8. Kharja CBO Local Active CBO, yet they have limited experience and resources, the facility is located in a kindergarten building, the working staff is not educated, the CBO is focusing mainly on minor in- kind assistance for the local society. “Attachment 27: Full Application”.

3.1.4.9. Zaher Al Roman CBO Active women CBO, has a sufficient experience in vocational training and capacity development, and they are currently working with USAID on establishing a production Kitchen for women. They have an enthusiastic staff and a well-equipped facility, in addition to that they have clear goals and objectives. “Attachment 28: Full Application”.

3.1.4.10. Kharja Women CBO Women active CBO, with well oriented goals and sufficient experience with international agencies “i.e. UNICEF, USAID, …etc.”, they are currently considered the local partner for UNICEF hosting Makani Project at their facility. They own a well-equipped and furnished facility, they are very active, always seeking a new opportunities and working on new projects. “Could not fill the application”.

3.1.4.11. Al Awn CBO Active women CBO, has a sufficient experience in vocational training and capacity development, they have an enthusiastic staff and a well-equipped facility, in addition to that their goals are well oriented and in the right path to be achieved, accordingly they are considered to be our local partner at Bani Kinanah District.

3.1.5. Al Wasateyeh District The following CBOs were assessed at Al Wasateyeh District: Table 7: Al Wasateyeh CBOs Name Type Status 1. Kufor Assad CBO Comprehensive Out of Business 2. Women of Wasateyeh CBO Women Not Active 3. Hashemite CBO for Special Needs Special Needs Active 4. Al Amer for Community Development Women Active 5. Qom CBO Comprehensive Active 6. Islamic Wasateya CBO Comprehensive Active

3.1.5.1. Kufor Assad CBO Local inactive CBO, with limited experience and resources, the facility is located in an abandoned building, no permanent staff neither temporary, the CBO is currently out of business and focusing mainly on minor in-kind assistance for the local society. “Could not fill the Application”.

3.1.5.2. Women of Al Wasateyeh CBO Local women developing CBO, that has a well-trained staff and well equipped facility, the CBO was established recently, yet they were very active in community development activities through capacity building and different awareness sessions, yet they lack experience with international agencies. “Could not fill the application”.

3.1.5.3. Hashemite CBO for Special Needs A local active CBO, with sufficient experience and well trained staff, they own a special needs center for children, they have worked closely with different societies and gained multiple trophies, they have clear goals and well oriented objectives. “Attachment 29: Full Application”.

3.1.5.4. Al Amer for Community Developement Local women developing CBO, that has a well-trained staff and well equipped facility, the CBO was established recently, yet they were very active in community development activities through capacity building and different awareness sessions. “Attachment 30: Full Application”.

3.1.5.5. Qom CBO Active Local CBO, that has a sufficient experience with the local societies, they work mainly on capacity development and community empowerment, the CBO is well equipped and the staff are well trained, they have clear goals and objectives and their work is well oriented. “Attachment 31: Full Application”

3.1.5.6. Islamic Wasateya CBO well-developed CBO, with an experience of over 12586 years, they own multiple facilities at Irbid Governorate, they worked with Acted, UNICEF, USAID, Merci Corps and multiple international agents, their work is well organized and they have a large database Syrians families located at Al Wasateyeh District, the CBO is considered a comprehensive CBO, that work on different

educational, environmental, health and capacity development projects. “Could not fill the application”.

3.1.6. Al Tayba District There is only one CBO located at Al Taybeh District “Al Taybeh CBO”, the CBO has a long history in communities’ development through vocational training, capacity building, small projects funds, and providing awareness in different topics. The CBO has worked with many national and international agencies and achieved a lot of successful projects. Also, the CBO has a clear goal and objectives, well equipped facility and highly educated staff.

3.2. Al Mafraq The targeted schools at Al Mafraq Governorate are allocated in the following districts:  North West Badiah  Al Mafraq Qasabah Site visits were conducted to each district where around 10 CBOs were assessed based on their facility, administration, and practical experience. In addition to that, each CBO were requested to fill a questionnaire that include the data of their CBO.

3.2.1. North West Badiah District The following CBOs were assessed at North West Badiah District: Table 8: North West Badiah CBOs Name Type Status 1. Al Khaldiya for special education Special needs Not Active 2. Child Care CBO Comprehensive Active 3. Women of Al Khaldiya CBO Women Active 4. Al Msharfa for Community Development Comprehensive Not Active 5. Halima Al Sa’edeya CBO Women Not Active 6. Tawasel Women Active

3.2.1.1. Al Khaldiya for Special Education Local inactive CBO, with limited experience in special needs education, they worked mainly on minor initiatives and community development awareness sessions. “Attachment 32: Full Application”.

3.2.1.2. Child Care CBO A local active CBO, with sufficient experience and well trained staff, they own a special needs center for children, they have worked closely with different societies and gained wide experience in community development, they have clear goals and well oriented objectives. “Attachment 33: Full Application”.

3.2.1.3. Women of Al Khaldiya CBO Local women Active CBO, with sufficient experience in community development and capacity building, the CBO has worked with several international agencies “i.e. UNDP, USAID… etc.”, they have well equipped facility and very enthusiastic staff.

3.2.1.4. Al Msharfa for Community Development Local inactive CBO, with limited experience focusing on community development through capacity building, where the CBO has worked on minor initiative only. “Attachment 35: Full Application”.

3.2.1.5. Halima Al Sa’edeya CBO Women inactive CBO, with very limited resources and insufficient experience, their work is mainly on in-kind assistance and capacity development through vocational training. “Attachment 36: Full Application”.

3.2.1.6. Tawasel CBO Active women CBO, has a sufficient experience in vocational training and capacity development, and they are currently handling Makani program through UNICEF to reduce drop-out of schools among Syrians. They are well developed and their work is well done.

3.2.2. Al Mafraq Qasaba Name Type Status 1. Zain Al-Sharaf Women Potential Partner 2. Thaghrat Al Job CBO Comprehensive Active

3.2.2.1. Zain Al Sharaf CBO Zain Al Sharaf CBO”, the CBO has a long history in communities’ development through vocational training, capacity building, small projects funds, and providing awareness in different topics. The CBO has worked with many national and international agencies and achieved a lot of successful projects. their goals are well oriented and they are on the right path to achieve them and they are a potential partner.

3.2.2.2. Thoghrat Al Job CBO Active women CBO, has a sufficient experience in vocational training and capacity development, and they are currently working on several initiatives that support women rights and give awareness on gender equality. “Attachment 37: Full Application”.

3.3. Al Balqa The targeted schools at Al Balqa Governorate are allocated in North Shoneh District were the only active women CBO was Al Shoneh Shamalieh Women Society, accordingly it was selected to be our partner at Al Balqa Governorate.

3.3.1.1. Al Shoneh Shamalieh Women Society Active women CBO, has a sufficient experience in vocational training and capacity development, they have an enthusiastic staff and a well-equipped facility, in addition to that their goals are well oriented and in the right path to be achieved.

4. CBOs Mapping Outcomes: After assessing over 50 CBOs at Irbid and Ramtha, the following CBOs were shortlisted to be the local partners engaged with “Sustainable Education Through Renewable Energy in the Governorates Affected by the Syrian Crisis” project, the CBOs were selected based on their experience, well trained staff and good equipped facility and they can be summarized in Table 9 & 10 below: Table 9: Potential CBOs at Irbid Governorate CBO Type Location “District” 1. Youth without Borders Comprehensive Ramtha 2. Al Sareh CBO Comprehensive Bani Obaid 3. Al Awn Women Bani Kinanah

Table 10: Potential CBOs at Al Mafraq Governorate CBO Type Location “District” 1. Zain Al Sharaf CBO- Women Union Women Al Mafraq Qasaba

Table 11: Potential CBOs at Al Balqa Governorate CBO Type Location “District” 1. Al Shoneh Shamalieh Women Society Women North Shoneh

Accordingly, 5 CBOs will be engaged in the project, to develop their capacity and provide the local society with the needed awareness through them, these CBOs will be the local partner at Ramtha, Irbid, Balqa and Mafraq.

ANNEX B: ToR FOR ECO SCHOOLS

Terms of Reference of

Education for Sustainable Development Program

For the

Sustainable Education through Renewable Energy in the Governorates Affected by the Syrian Crisis Project

Starting period: Jan 2018

Foreseen delivery: Before March 2019

Location of assignment: Mafraq, Ramtha, Irbid, and North of Balqa’a Governorates

Introduction As Jordan strives to take its place as a modern country on the world map, education takes an even greater role in raising the future generation. A country with few natural resources, Jordan looks to its human resources as the key element for its success in the markets of the region, and the prosperity, health, and security of its people. The ability of the educational system to develop and nurture creativity and innovation among learners will be a cornerstone that contributes to the development of a knowledge economy in Jordan. Despite the very high enrolment rates and the availability of access to schools across the Kingdom, the quality of education remains uneven. One of the major challenges of the Ministry of Education is to provide the schools with the required budget to provide students with a safe and healthy learning environment conducive to maximum learning in all schools across the Kingdom. The schools in remote areas lack sufficient electricity to operate daily services such as providing efficient heating and cooling systems within the classrooms lighting the classrooms, connecting computers and online learning, in extreme temperatures and lack of sufficient financial resources to improve the schools’ environment.

This proposal will target the schools that are most in need in the above mentioned governorates; aiming at improving the living conditions of the surrounding communities of the selected schools through selecting and training unemployed youth from the local community (both Jordanians and Syrians, males and females) where a minimum of 10 per cent will be hired by the vendors of the RE systems to install and maintain the renewable energy systems over one year to ensure sustainability, while helping reduce unemployment in the community. After the one year experience, the youth will have the technical qualification and practical experience which will enable them to find jobs more easily especially as this field is new in the national and regional market and there is expected to be a need of 20,000 trained laborers in this field by 2020. This will promote green jobs for unemployed youth (both Jordanians and Syrians) and promote the social cohesion between the two.

TARGETED AREAS

This project will aims to roll-out the installation of renewable energy and energy efficiency systems to schools in Mafraq, Ramtha, Irbid, and North of Balqa’a Governorates which are most affected by the Syrian crisis and host almost equal numbers of Jordanian and Syrian students. A total of 100 schools are targeted over the project period.

ASSIGNMENT PURPOSES

Develop synergies between the project objectives and an international recognized eco- certification that will act to advance the exposure of this project at the international level.

DESCRIPTION OF THE ASSIGNMENT

Activities (to be completed by 14 March 2018):

o Provide a clear concept on how to implement synergies between the current project and an existing eco- certification program related to education o Provide a detailed action plan and a budget. The action plan shall integrate some success stories (SHAMOSEH) developed by Princess Alia Foundation/Horizons into the implementation phase and these are 1) o Implement the action plan, and provide a quarter reports (In English) to verify the project status o Ensure a high visibility of the project at all levels (local, national and international) levels o Train 200 Teachers within the targeted schools on how to use SHAMOSEH for their students, Climate change and rationalize use of Energy principles. o Assist the PMU on how to utilize the Mobile App to be used by all eco-schools globally.

Deliverables:

- An international educational program is implemented successfully in the 100 targeted schools. - And train 200 Teachers.

ANNEX C: GENDER SITUATIONAL ANALYSIS QUESTIONNAIRE

School Survey

Please fill the information below

School Name: ______

Location: ______

Submission Date: ______

Is the school head male or female? ______

# of school shifts______School Hours ______School teaching grades______

2015 2016 2017 Total # of teachers Total # of students Total # of students that have joined high school

Number of classrooms: ______

Number of classrooms with fan ______with A/C______with heating systems ______

How would the solar panel installation improve the learning environment of this school?

______

Capacity of each class room: ______Maximum number of students per class ______

Number of bathrooms for girls _____ for boys______

2017 Student information Enrollment Dropout Reason for Dropout Girls Boys Girls Boys Kindergarten Total # of students in Grade

__1__ Total # of students in Grade

__2___ Total # of students in Grade

__3___ Total # of students in Grade

__4___ 29

Total # of students in Grade

__5___ Total # of students in Grade

__6___ Total # of students in Grade

__7___ Total # of students in Grade

__8___ Total # of students in Grade

__9___ Total # of students in Grade

__10__ Total # of students in Grade

__11___ Total # of students in Grade

__12___ Total

Students :

How can the dropout rates of girls/boys be reduced?

______

Does your school have any record of children in the community who are in the school-going age but have not registered to school? If so, what is the approximate number ______

Are there any programs in place to reach out to these children? If so, what kind of programs?

______

How many children in the community are not in school and may never have enrolled (e.g. physically/mentally challenged, slow learners, dyslexic children whose parents are keeping them at home, children who are working, helping in family occupation, taking care of a sick family member, doing household chores and not enrolled in school. ______

______

What is the highest level of education achieved by students from this school?

______

Does every child have a pen or pencil and an exercise book? _____ If not, how many are missing?___

Does every child have a chair and table in the class room? ______If not, how many are missing? ____

# of teachers Year & Reason for 2017 Teacher information Teachers that have left leaving Female Male Female Male What are the highest qualiﬁcations of the women and men on the academic/teaching staff?

How do teachers appoimnt the class leaders? How often do they change roles?

In Mix classes ______

______

In single sex classes ______

______

#Girls/Wome Are these female/male characters Wall Posters #Boys/Men n portrayed in gender stereotyped ways? Total wall paintings / posters

Include pictures of wall paintings or posters

List co-curricular activities which exist for female and male students

List all gender exclusive co-curricular activities e.g. sports, clubs, societies

‹ How are the investment returns on educating girls and boys viewed? Is educating girls considered a good investment for the family? Is there an expectation that boys will support their parents in later life, thus making boys’ educational attainment more important than girls’?

______

‹ Is the education of girls considered an advantage or an impediment to marriage? What impact will education have on customs such as dowry or bride price?

______

‹ Are there concerns that the education of girls will make them unwilling to comply with their parents’ plans for their future?

______

‹ Is the labor of female children considered more necessary to the household than that of male children?

______

Are the sexes segregated in training programs, schools, or colleges because of social beliefs (e.g., that girls or women should be taught only by female teachers)?

______

‹ Do textbooks or other educational media promote gender stereotypes (e.g., images of women holding babies and men holding agricultural implements)?

______32

______

What are the problems faced in attracting:

(a) qualiﬁed women to work in the institution? ______

______

(b) qualiﬁed men to work in the institution? ______

______

What are the problems faced in retaining:

______

(d) qualiﬁed men in the institution?

______

What constraints and problems do:

(a) woman face in the institution? ______

______

(b) men face in the institution?

______

ANNEX D: LOGICAL FRAMEWORK (Attached separately)