Educational and cultural development is the
justification of AFKAR’s existence– AFKAR for Educational & Cultural
Development. We still view quality of education, as a holistic concept,
valid as a basis for framework for future action. Moreover, the culture of
debate remains an effective tool towards a truly civic society. Both concepts
are effective pillars upon which AFKAR has paved its foundations. Human rights
education and other crosscutting themes such as gender perspective and good
governance have guided our work. The content of AFKAR’s work centers on
knowledge, skills, values, attitudes and behavior required for individuals to
achieve their self-esteem and activate their roles in society, consistent with
human, national, democratic and civic values.


Our vision of education is reflected in the
way we carry out our work. All our programs and projects are based on needs
identified with our stakeholders and are designed for students, teachers and
supervisors. Working closely with partners is essential in defining their
specific objectives, logistical preparations, facilitation and follow-up.
Shifting from teacher-centered approach towards students–centered and active
learning approaches is our priority and entrenched in our work.


Based on our Palestinian educational
situation, AFKAR believes there should be a national, regional and
international cooperation and coordination for more effective learning
development. Partnerships should be diversified to include all sectors of
society, believing that education is an intrinsic component of comprehensive
development in any society. 


Knowledge, life Skills, attitudes, behaviors
and participatory approaches are major modules to quality education, and debate
culture. They don’t remain at the theoretical level at AFKAR. We have designed
our programs as these ideals are built-in components. The emphasis is on
practicing those principles availing active learning process to freely
encourage the share of personal experience with others and be proactive to
provide alternatives for their current status quo. This serves up to build
self-implemented mechanisms which lead to independency and sustainability of
the desired goals and mission.


Accordingly, an MoU has been signed with the
Ministry of Education and Higher Education. By its terms, AFKAR, as a local
NGO, participates in education development via its programs. We, at AFKAR have
been striving since our establishment in 2009 to disseminate debate culture
among children, which has now translated into our foremost program known as the
Palestinian National Debate Championship (PNDC). Using a
participatory-based approach, and scientific-based research, all educational
beneficiaries are provided opportunities to capacity building and empowerment
to reach the goals desired. Every year, more than a hundred schools get
involved, reaching more than 1000 children and over 200 supervisors and
coordinators within those schools. Debate clubs were also created in schools
involved to promote sustainability. Another understanding has also been done
with the Ministry of Affairs by which AFKAR works on capacity building for its
social centers. Tens of summer camps are yearly targeted in Roles Balancing
project (RB). This assists life skills development and offers unique
extracurricular activities for children in summer camps. Besides, psychosocial
support for marginalized children is also an essential part in our work.


AFKAR strives to help its beneficiaries to
improve their wellbeing to be future proactive leaders, equipped with quality
of learning, HRE, democracy and good governance values. This will likely lead
to be active in world policy change and contributors in global knowledge



Feedback received from our participants is a testimony
to the effectiveness of our approach:


“For the first time ever, I have got
fruitful and enjoyable trainings that boosted my spirit and willingness to work
hard with my colleagues.” A directorate’s supervisor.


“ For me, being a debate contestant has given
me a great opportunity to discover my abilities in oratory skills which helped
me practice my critical thinking skills and encouraged me to read more to be
able to logically convince others. A student in PNDC 2013



“Roles Balancing project is one of a
kind that gives children something they are in dire need of. Most of our
children need encouragement and self confidence. This project, I believe has
offered such concepts. A leader of a summer camp 2014.





For Educational

& Cultural Development




November, 2014



برومو مؤسسة أفكار للتطوير التربوي والثقافي