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TEMPUS Project

LIFELONG LEARNING IN PALESTINE

Work package three seminars
seminars delivered by  :  Dr. Ghassan Abdallah  / on 7/5/2013 at Birziet University and 21/5/2013 with Gaza Women Graduates Association.
Presenters :  Ms. Wedad Al Sourani and
Dr. Ghassan Abdallah
Outcomes :-

  • Presenting and commenting on the Leadership and Cultural work packages

  • Brainstorming and discussing the contents of the two work packages

  • Giving recommendations on how to follow up. One main suggestion to follow up was to invest in the role of Palestinian local university students in promoting LLL in Palestine using folklore and heritage to promote and foster national identity and belonging  through well planned voluntary work to produce short films.  This is to be under the title "Functioning Memory."  CARE is ready and willing to follow up this project with the present partners or any newcomers. CARE will develop a more detailed concept  note for this endeavor.

Feedback of relevance to sustaining the project of Lifelong Learning in Palestine beyond the project ?

  • The need to have more actual concrete coordination between partners in order to make this LLL viable and sustainable

  • The need to pay more attention to dissemination and outreach

  • The need to follow up this important work by starting to implement small projects that feed up the LLL in Palestine , involving as many partners as possible , giving youth, main actors , wider margin to participate

  • The need to evaluate and assess the work from time to time. The purpose is to find achievements, challenges and how to overcome these.

Any points that should feed into the final report?

  • To quote Partners and  participants reflections in the evaluation report

  • To  high lighten aspects of success , challenges and failures

  • Points that need to be valorized on the website?

  • Levels and forms of coordination and dissemination

TEMPUS IV : Life Long Learning in Palestine
University of Glasgow applied for the TEMPUS IV call for proposals under the action : Higher education and Society . It is a two years project started 15/10/2011 and supposed to end on 15/10/2013 .
Besides Glasgow university , the followings from Occupied Palestine  were partners in the project :-
CARE Center for Applied Research in Education / Palestine
Bethlehem University / Palestine
Birziet University / Palestine
Al Quds university / Palestine
The Islamic University – Gaza / Palestine
Society of Women Graduates – Gaza / Palestine .
This partnership was with :-
- The University of Glasgow /United Kingdom
- The University of Malta / Malta
- The NUIM university / Ireland
Wider objectives are to enhance the quality &relevance of LL capacities in HE institutions and non-university partners in Palestine by rolling out LL to society at large.
Specific objectives are to :-
1- construct a needs analysis of current education provision –WB &G- with a view to developing  Lifelong Learning collaborations between HE& relevant local groups.
2- Facilitate a collaborative approach to the development of LL in order to establish a sustainable structure for the future.
3- Provide relevant education &training events in CE centers of the five Palestinian universities & local NGO centers.
4- Prioritize education provision that focuses on equality ,women &other marginalized groups.   
5- Use technology to enhance communication between all the different partners & stakeholders in rolling out developments .
6- Identify accessible low-tech equipment for delivery & curriculum material of the LL programs.
7- Develop impact tools for medium & long term analysis .
8- Create ongoing conditions for project sustainability & widest possibilities .
9- Create the conditions for embedding LL in the institutional culture of Palestinian HE .
10- Provide research/development capacities in university & community partners for the dissemination .
11- Make policy recommendations  for decision makers  in the region that serves local and global developments .
Our outcomes are :
1- a well grounded LL needs assessment highlighting women & marginalized groups .
2- A  pool of LL trainers & a repertoire of communication & low – tech LL delivery practices .
3- An embedded/ sustainable  LL strategy of education and training events in the programs of fur key HE centers that connects to the work in NGOs & community groups .
4- Impact tools –medium & long –term.

Work package three seminars
seminars delivered by:

1-  The Society of Women Graduates  and IUG on 24/4/2013 at IUG and on 6/5/2013 at Almathaf.
2- CARE  and  Gaza Women Graduates Association on 21/5/2013
Presenters ; Ms. Wedad Al Sourani and Dr. GhassanAbdallah
3-  The Society of Women Graduates  (HayfaaShehaiber) on 25/5/2013 at SWG.
Outcomes :-
- Presenting and commenting on the Leadership and Cultural work packages
- Presenting and commenting on the importance of  lifelong learning  in Palestine.
- 60 participants attended the seminars.
Feedback of relevance to sustaining the project of Lifelong Learning in Palestine beyond the project ?
- Networking and communicating with other partners in Palestine and ERUPEAN.
- Orientation the LLL into entrepreneurship through encouraging the youth to participate in vocational training.
- transfer the outcomes of the project with other beneficiaries.
Any points that should feed into the final report?
Set up questionnaire to evaluate the project in all their phases to get the challenges, remarks and recommendation.
Points that need to be valorized on the website?
Disseminating the results of the seminars which were conducted through the Universities and organization.
Name / Date
The society of women graduates /16/7/2013

The packs of the third work package
‘Packs’ is just a term for the documents that will be in circulation on the different aspects of Lifelong Learning that first, need to be discussed, within the teams working on the project in each of the four Palestinian universities.  The following relates to the economics and employment pack.  Almost every point covered, came out of the benchmarking returns.  The individuals leading the different teams might start the discussions, noting points and ideas that emerge before more seminars are organized …
1-1 Lifelong Learning begins with talking about Lifelong Learning.  It is a relatively new concept in Palestine.  We are after a ‘national’ policy; so the first move is creating discussion on the ground that would be the start of a discourse all over the West Bank and Gaza.  Problems and ideas that come to mind in the team discussions should be noted.  Nothing is wasted on this project.
1-2 No one is expected to grasp the idea at one sitting.  No one is expected to pull out of the hat a program of actions.  First we need to discuss Lifelong Learning and consider what it might look like in our different areas, knowing that it has to link formal, non-formal and informal provision.  Are we all sure what these terms mean?
1-3 The emphasis in Lifelong Learning is on process and not place.  It recognizes that learning can occur at any time in one’s life and in just about every situation.  Not all learning is the sort we are used to as professional educators working in higher education.  We all work in formal settings.  Many in Palestine, like the Association of Women Graduates of Gaza, work facilitating learning in very informal circumstances.
1-4  Lifelong Learning considers employment important but it cannot be reduced to the single mission of addressing ‘under’ employment.  So Lifelong Learning is not just about employment but employment is an important aspect of human life; so serious considerations of employment are in Lifelong Learning.
1-5 Lifelong Learning is also about equality.  Considerations of employment then often target the under employed groups or sections of society.  In Palestine unemployment particularly hits young people, who constitute roughly 50% of the Palestinian population.  All the points mentioned so far need to be discussed in these early group seminars.
1-6 Special employment issues are going to come up in discussing East Jerusalem and the closure of Gaza.  But it is worth remembering that Lifelong Learning is not exclusively about work and the economy.  It is assumed however that when most of the Palestinian population are employed in meaningful employment, the economy starts to come to life and take care of itself …
2-1 Palestine is subject to an ongoing military occupation.  The West Bank is fenced in around a ‘separation’ barrier; and Gaza an electrified fence with gun posts.  Nothing goes in or out of Palestine that is not subject to Israeli approval in one way or another.   This means Lifelong Learning is being constructed in unique circumstances that are found nowhere else in the world.  Considerations of the occupation cannot be waived aside just because we are involved in a Tempus project.  Checkpoints are a reality of Palestinian life.  
2-2  Without its own borders and no way of trading independently with the rest of the world, Palestine cannot think about improving its economy by developing industry on a large scale.  But it can think about knowledge exchange as both a way of improving economic and civic life, which fits in nicely with Lifelong Learning.  Economics and civics are long-time issues engaging universities.  As indeed is democracy and social justice.  So these are more ingredients for our concept of Lifelong Learning.
2-3  Language mediates all forms of human life, communication is made possible through language, through society and employment.  So language plays a fundamental role in Lifelong Learning.  There are all sorts of terms that come up in the discourse of Lifelong Learning.  Go back to 1-1 and note that we are first intervening through generating a national discourse on Lifelong Learning.  So much will follow from this early activity.  
2-4  An increasing amount of human communication now goes on through the internet.  The internet needs no one’s approval to do its work.  Palestine is one of the most IT savvy populations in the world.  This is another factor we have to take into account.Lisa Anderson, the President of the American University of Cairo said recently …
Despite the dramatic transformation in the availability of information, many of us still operate as if the role of universities is to collect, interpret and disseminate scarce information …
2-5  Our role in Lifelong Learning is to facilitate knowledge exchange in networks that involve all the players in the Palestinian economy, at local, regional and national levels.  We no longer operate in conditions of information scarcity.  In this project we merely kick-start processes that once they take root, will work themselves out almost autonomously.  Experts are people of the past.
Again Anderson writes
It is the transformation in the availability of information that has diminished authority, undercut hierarchy, and challenged the organizational mechanisms by which knowledge is developed, collected, and disseminated in almost all domains of life.  This systemic environmental change has caused a dramatic decline in interest in and reference to universities, university professors, and university-based research around the world.
3-1  The very first task then is our discussion, and along with CARE in the West Bank and the Association of Women Graduates in Gaza, to draw up lists of possible partners and a program of seminars which will be organized by each university but include a variety of partners.
3-2  OsamaQunoo will be extremely important because these seminars must be put on our LLIP website and moved into circulation everywhere on the West Bank and in Gaza.  Anderson says of her own situation in Cairo:
Collecting information is the job of computers and algorithms, and compiling it into knowledge is within the reach of virtually anyone with an internet connection.
3-3  This first task however is meeting in our local teams and feeling ok about all the things that are coming.  We will have little time; so things will start to move at some pace.  In the economics pack we need to familiarize ourselves with the requirements amongst ourselves.  A much more detailed piece will be sent by email tomorrow …
3-4  The contents of these packs, which has already been pointed out is just another word for what we are talking about in the different themes, is open to local partners to decide about.  If it is thought that one should come before another (for whatever reason) then that is fine.  Also if the content is thought too ambitious for any local presentation then do edit.  Similarly if not enough local detail is in a pack then consult the pack organizer and suggest more is needed.
3-5  As we have moved into this project, the control is being transferred more and more to the Palestinian side.  So we do not to agree on everything.  We do not need a consensus on our every move now.   Things are slow at the moment because we are stepping back into the dynamic of it all …
3-6  The economics pack is substantial as we might expect.  Discussion has to start now.  Raid in Al Quds sent me some of his thought for setting up one or two moves in this part of the project which were brilliant.  IUG are constantly doing to the same with their incubators.  So there is already masses of material floating around … and do keep going back to the data in your benchmarking returns.  Look for what seems important on the employment front.  Much more will be with you by late tomorrow.
3-7  Bring CARE and the Women Graduates into things far more as thought emerges on rolling things out.  Discuss other players, mission statements, and national strategies that are everywhere on line.  Talk about how we key into these discourses as we organize the seminars.  I will try to phone everyone to make sure you are OK with things.Asma, Najwa, Hala and various women colleagues will be important because we know women are under represented in the employment issues.  So do involve them …

All the very best …
KH

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