Meir Kraus at UCLA's convention: "Israel in 3D": The Jerusalem Mosaic: A Delicate Balance
Visit us at jiis.org. to find out more
בקרו אותנו באתר מכון ירושלים לחקר ישראל למידע נוסף: jiis.org.il
Making a Difference Through Research: Myers-JDC-Brookdale 40th Anniversary Br...mjbinstitute
Celebrating 40 years of the Myers-JDC-Brookdale Institute, with testimonials from key partners and highlights of research impacts. Learn how MJB has used applied socal research to help shape Israel's social policy and social service landscape since 1974.
BRAC, an international development organisation based in Bangladesh, is the largest non-governmental development organisation in the world, in terms of number of employees as of June 2015
Meir Kraus at UCLA's convention: "Israel in 3D": The Jerusalem Mosaic: A Delicate Balance
Visit us at jiis.org. to find out more
בקרו אותנו באתר מכון ירושלים לחקר ישראל למידע נוסף: jiis.org.il
Making a Difference Through Research: Myers-JDC-Brookdale 40th Anniversary Br...mjbinstitute
Celebrating 40 years of the Myers-JDC-Brookdale Institute, with testimonials from key partners and highlights of research impacts. Learn how MJB has used applied socal research to help shape Israel's social policy and social service landscape since 1974.
BRAC, an international development organisation based in Bangladesh, is the largest non-governmental development organisation in the world, in terms of number of employees as of June 2015
Israelis on the margins seek the chance to participate fully in the nation they love. We make it possible, increasing independence, opportunities, and support.
Although menstruation is an integral part of human life, it is often considered a taboo and has met many negative cultural hindrances and attitudes. Women and girls in the Awutu Senya East municipality especially those in school suffer most from stigma and lack of services and facilities to help them cope with the physical and psychological pains. Other challenges include inadequate preparations for the young girls who have not yet menstruated, lack of materials to manage menstrual hygiene, lack of private space and wash rooms , as well as inappropriate facilities for disposal of menstrual materials.
The project therefore responds to these challenges by building the capacity of 10 schools and teachers to improve and uphold menstrual hygiene management among 1000 girls selected from public schools in vulnerable communities.
Proposed activities to achieve the goal include
i) Facilitate training sessions among beneficiary girls and senior women teachers to impact skills on other pupils,
ii) supporting and training girls to locally make reusable sanitary pads:
iii) Setting up welfare counselling rooms in all the 10 schools to provide psychological and emotional support for girls in menstrual period, and
iv) Conduct community advocacy and sensitization durbar on menstrual hygiene management.
1) How will you define success for this program?
The menstrual hygiene project will define success by the
i. Increase in the number of schools and senior women teachers who are equipped to teach menstrual hygiene and its management
ii. Improvement in school attendance of girls at age of menstruation iii) Reduced stigma and isolation of girls from boys due to improved knowledge and understanding on menstrual hygiene iv) Increase in the number of school girls who are able to manufacture re-usable sanitary pads v) Improvement in access to responsive information on sexual and reproductive health including menstrual hygiene among school girls and teenagers vii) Increase in access to hygienic and sanitary menstrual materials among menstruating girls
2) Provide an explanation of how this project is innovative within your local context, within a class of similar programs, or in its overall approach.
As girls resort to the use of old cloth, dirty napkins and other un-hygienic materials as means of coping with menstruation, the project will actively engage the beneficiary girls to learn the skills of making re-usable sanitary pad which is relatively a new concept in the Municipality. The girls will be encouraged through project assignments to replicate the skills at household and community levels by teaching peers, siblings, and parents. In addition, the project will through the welfare counseling room, provide emotional and psychological support to girls who menstruate during school sessions. The counselling room will be unique to the beneficiary school because all the programs on menstrual hygiene focuses on information sessions without provision
Appendix BHSM270 Version 35Associate Level MaterialAppe.docxrossskuddershamus
Appendix B
HSM/270 Version 3
5
Associate Level Material
Appendix B
Program Scenario One
Far West Elementary School
Organization Mission
As a team, parents and staff are dedicated to creating a caring, exciting environment that promotes responsibility, self-esteem, and academic achievement where differences are valued and learning is a lifelong goal. Our goal is to maintain a safe and caring public school for children, staff, and community by teaching skills that promote responsible, respectful behavior to self and others.
Brief Community Description
The community of Far West is a suburb of New Hampshire, which is a large metropolitan area with 2 million residents. Far West has a population of 30,000. Far West Elementary School has a student population of 700, 30% of the student having relocated from Asian countries within the last 2 years. Many of these students’ families are moving into the community to take advantage of the low cost of housing and are comforted by the presence of similar cultures. Many of the new residents have limited English writing, reading, and speaking skills.
Funding Opportunity
This funding opportunity provides professional development activities intended to improve instruction for students with limited English proficiency (LEP) and assists educational personnel working with these students to meet high professional standards. Projects should increase the pool of highly qualified teachers prepared to serve LEP students and increase the skills of teachers already serving them.
Authorized activities include
· Upgrade qualifications and skills of personnel who are not certified or licensed.
· Develop program curricula.
· Support for tuition, fees, and books.
Areas of focus may include but are not limited to
· Alternative certification programs
· Career ladder programs for paraprofessionals
· Bilingual Education/ESL (BE/ESL) certification for regular classroom teachers
· Special support for new teachers
· Improving the skills of higher education faculty
· Preparation of bilingual counselors, school psychologists, and other educational personnel
Program Scenario Two
Continental Senior Center
Organization Mission
Continental Senior Center, a City of Westminster agency, involves older adults in their community and in the senior center as leaders, teachers, and learners. It provides a balanced, diverse, and coordinated program and promotes the senior center as a model for the aging and aged. Continental Senior Center promotes successful aging. The organization’s tagline, "In the Heart of Things," not only refers to its downtown location, but also emphasizes that the senior center is actively involved in community activities, especially those geared toward seniors. It provides information and referral services for those seeking help with taxes, health, housing, and other concerns; as well as case management services 3 days per week; and computerized information assistance to help seniors and family members a.
More Related Content
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Israelis on the margins seek the chance to participate fully in the nation they love. We make it possible, increasing independence, opportunities, and support.
Although menstruation is an integral part of human life, it is often considered a taboo and has met many negative cultural hindrances and attitudes. Women and girls in the Awutu Senya East municipality especially those in school suffer most from stigma and lack of services and facilities to help them cope with the physical and psychological pains. Other challenges include inadequate preparations for the young girls who have not yet menstruated, lack of materials to manage menstrual hygiene, lack of private space and wash rooms , as well as inappropriate facilities for disposal of menstrual materials.
The project therefore responds to these challenges by building the capacity of 10 schools and teachers to improve and uphold menstrual hygiene management among 1000 girls selected from public schools in vulnerable communities.
Proposed activities to achieve the goal include
i) Facilitate training sessions among beneficiary girls and senior women teachers to impact skills on other pupils,
ii) supporting and training girls to locally make reusable sanitary pads:
iii) Setting up welfare counselling rooms in all the 10 schools to provide psychological and emotional support for girls in menstrual period, and
iv) Conduct community advocacy and sensitization durbar on menstrual hygiene management.
1) How will you define success for this program?
The menstrual hygiene project will define success by the
i. Increase in the number of schools and senior women teachers who are equipped to teach menstrual hygiene and its management
ii. Improvement in school attendance of girls at age of menstruation iii) Reduced stigma and isolation of girls from boys due to improved knowledge and understanding on menstrual hygiene iv) Increase in the number of school girls who are able to manufacture re-usable sanitary pads v) Improvement in access to responsive information on sexual and reproductive health including menstrual hygiene among school girls and teenagers vii) Increase in access to hygienic and sanitary menstrual materials among menstruating girls
2) Provide an explanation of how this project is innovative within your local context, within a class of similar programs, or in its overall approach.
As girls resort to the use of old cloth, dirty napkins and other un-hygienic materials as means of coping with menstruation, the project will actively engage the beneficiary girls to learn the skills of making re-usable sanitary pad which is relatively a new concept in the Municipality. The girls will be encouraged through project assignments to replicate the skills at household and community levels by teaching peers, siblings, and parents. In addition, the project will through the welfare counseling room, provide emotional and psychological support to girls who menstruate during school sessions. The counselling room will be unique to the beneficiary school because all the programs on menstrual hygiene focuses on information sessions without provision
Appendix BHSM270 Version 35Associate Level MaterialAppe.docxrossskuddershamus
Appendix B
HSM/270 Version 3
5
Associate Level Material
Appendix B
Program Scenario One
Far West Elementary School
Organization Mission
As a team, parents and staff are dedicated to creating a caring, exciting environment that promotes responsibility, self-esteem, and academic achievement where differences are valued and learning is a lifelong goal. Our goal is to maintain a safe and caring public school for children, staff, and community by teaching skills that promote responsible, respectful behavior to self and others.
Brief Community Description
The community of Far West is a suburb of New Hampshire, which is a large metropolitan area with 2 million residents. Far West has a population of 30,000. Far West Elementary School has a student population of 700, 30% of the student having relocated from Asian countries within the last 2 years. Many of these students’ families are moving into the community to take advantage of the low cost of housing and are comforted by the presence of similar cultures. Many of the new residents have limited English writing, reading, and speaking skills.
Funding Opportunity
This funding opportunity provides professional development activities intended to improve instruction for students with limited English proficiency (LEP) and assists educational personnel working with these students to meet high professional standards. Projects should increase the pool of highly qualified teachers prepared to serve LEP students and increase the skills of teachers already serving them.
Authorized activities include
· Upgrade qualifications and skills of personnel who are not certified or licensed.
· Develop program curricula.
· Support for tuition, fees, and books.
Areas of focus may include but are not limited to
· Alternative certification programs
· Career ladder programs for paraprofessionals
· Bilingual Education/ESL (BE/ESL) certification for regular classroom teachers
· Special support for new teachers
· Improving the skills of higher education faculty
· Preparation of bilingual counselors, school psychologists, and other educational personnel
Program Scenario Two
Continental Senior Center
Organization Mission
Continental Senior Center, a City of Westminster agency, involves older adults in their community and in the senior center as leaders, teachers, and learners. It provides a balanced, diverse, and coordinated program and promotes the senior center as a model for the aging and aged. Continental Senior Center promotes successful aging. The organization’s tagline, "In the Heart of Things," not only refers to its downtown location, but also emphasizes that the senior center is actively involved in community activities, especially those geared toward seniors. It provides information and referral services for those seeking help with taxes, health, housing, and other concerns; as well as case management services 3 days per week; and computerized information assistance to help seniors and family members a.
Similar to 1e73e7_11d20b8404c940f3be17316d111d408f (20)
Appendix BHSM270 Version 35Associate Level MaterialAppe.docx
1e73e7_11d20b8404c940f3be17316d111d408f
1. The Rashi Foundation manages an annual budget
of $335 million and reaches more than 300,000
children, youth and young adults every day.
ESTABLISHED
1984 – now celebrating 30 years
of high-impact change in Israel.
FOUNDED
By Perrier mineral water
company founder Gustave
Leven (1914-2008) and under
the leadership of Hubert
Leven, President of the Rashi
Foundation.
STATUS
One of the largest private
foundations in Israel.
VISION
To help build a strong, equal, just
Israeli society.
MISSION
To create high-impact initiatives
that address the root causes of
social inequality and drive social
mobility in Israel’s underserved
periphery.
TOTAL SCOPE OF ACTIVITY WITH
PARTNERS SINCE INCEPTION
~$2.5 billion
ANNUAL BUDGET
$335 million in 2014
FUNDING BREAKDOWN
* Rashi covers the entire cost of the
Foundation’s overhead and 100% of
partners’ money goes to the projects.
WHO WE SERVE – BIRTH TO EMPLOYMENT
Children, teens, young people and
families (0-30) living in the geographic
and social periphery.
69%
government
and local
municipalities
19%
philanthropic
partners*
12%
Rashi
WHAT WE DO
The Rashi Foundation
initiates, develops, co-funds
and operates national
game-changing solutions
from early childhood
through employment that
aim to create significant
and sustainable impact on
Israel’s educational and
social welfare systems.
HOW WE DO IT
Rashi identifies needs on the ground > Invests in start-up models
to test innovative social solutions > Recruits partners and investors
to develop these models into programs and services that set new
standards in the field > Builds handover strategies that lead projects
to self-sufficiency and sustainability – many times through transfer to
government bodies
RashiFoundationataGlance
2. AREAS OF ACTION
Improving Early Childhood Programs
•
Strengthening the Public Education System
•
Advancing Young People Towards Higher Education
•
Upgrading Services for Children and Youth At Risk
•
Providing Solutions for Special Needs People
FAR-REACHING IMPACT
Rashi’s eight subsidiary organizations,
each specializing in a different field of
activity or region, ensure professional and
efficient implementation of many of Rashi’s
programs:
Association for Change in
Education – nationwide
programs for children within the
formal education system.
Beit Yatziv – educational campus
with a broad range of science
programs; owned by Rashi and
Be’er Sheva Municipality.
Darca Association – network
of 25 high schools to advance
educational leadership and
improve scholastic achievement
in the periphery.
Gvahim Association – helps
highly-skilled new immigrants
find employment at their level of
qualification.
Ma’ase – volunteerism and young
leadership among pre-army
teens in the periphery.
Northern Goals Association –
advances and improves social
services for underprivileged and
at-risk populations in northern
Israel.
Yachdav – initiates, develops
and operates social projects
throughout the Negev for
children and youth-at-risk and
special-needs populations.
Yeholot Association – programs
aimed to increase matriculation
rates and decrease high school
dropout among teens in the
periphery.
ORGANIZATIONAL STRUCTURE
Internal Auditor
Spirit Committee
Supervisory Board
Rashi Foundation (Amuta)
Israel
General Director
Deputy Director
Subsidiary Associations
Yahdav
Association
Northern
Goals
Association
Gvahim
Association
Ma’ase
Association
Yeholot
Association
Darca
Association
Beit Yatziv
Association
for Change
in Education
Head Office Units
Evaluation &
Measurement
Research &
Development
Marketing &
Communications
Finance &
Human Resources
Legal Services
Partnerships
Information
Technology
Capital Projects
& Purchasing
3. CAPITAL PROJECTS
With a coalition of partners, Rashi has played a major role in completing 175 capital projects
with a total budget of $350 million over the past ten years.
• Higher education, science and excellence
• Children and youth at risk
• Elementary and secondary education
• Special-needs
• Community projects
HIGHLIGHTS INCLUDE:
• Bar Ilan Faculty of Medicine, Safed – Rashi
invested in Israel’s fifth medical school, and the
first one in the Galilee.
• Carasso Science Park, Beersheva – the largest
and most advanced science park in Israel.
• Regional Academic Colleges – significant
upgrade of facilities that is catalyzing growth in
the Negev and the Galilee:
- Tel Hai Academic College
- Kinneret Academic College
- Western Galilee Academic College
- Zefat Academic College
- Emek Yizrael Academic College
• Air Force Technical School, Be’er Sheva –
high school that leads to career opportunities
in the army.
• Mikve Israel Youth Village – creating a modern
educational campus and revitalizing this
historical site.
• Migdal Or – renovating facilities for this multi-
service center for blind and visually-impaired
people.
• Pharmadom Desert Spirit Village – the South’s
first and only drug and alcohol therapeutic
community.
• Early Childhood Centers – establishment of
seven centers to strengthen early childhood
services in the periphery.
NEW CAPITAL PROJECTS
Jusidman Science Center at Ben Gurion University – to advance science
education and excellence from kindergarten through high school.
Ramot Campus – a new campus for cyber studies in preparation to enter
the IDF’s Intelligence Corps.
Early Childhood Center Network – a total of 17 early childhood centers with
33 corresponding day care centers.
2050
48
29
28
4. For further information please contact:
Itzik Turgeman, Director General
T +972.8.9146620
E itzikt@rashi.org.il
Shira Ben-Or, VP of Partnerships
T +972.8.9146685
E shira@rashi.org.il
www.rashi.org.il
KEY PROGRAMS IN NUMBERS
Early Childhood (0-6 years)
8,000 children participate in activities through mobile science vans • Over 6,000 children served in seven Early
Childhood Centers
Children (6-12)
37,000 children in 1,200 schools and kindergartens receive educational enrichment through the Milat program
• 22,000 pupils in over 70 schools benefit from the range of pedagogic services provided by the Revadim
program • 1,400 children receive treatment at 13 Centers for Victims of Sexual Abuse
Teens (12-18)
12,000 students learn in the Darca network of 25 high schools • 4,600 high school students, including those
on the verge of dropping-out, graduate through the Tafnit program • 15,000 youth in the periphery advance
STEM learning at Regional Science Centers that tap into the knowledge and infrastructure of the academic
world • 700 bright young people in the periphery participate in Magshimim Leumi, Rashi’s national cyber
initiative • 150 highly gifted 9th graders participate in the Future Scientists and Inventors four-year program •
1,000 talented students in the Negev prepare for acceptance to competitive college science majors through the
Access to High Education program • 1,200 girls receive daily support in 60 Warm Homes for Teenage Girls in
Distress • 600 children at-risk receive a continuum of care at the Community Anchor Youth Village
Young Adults (18-30)
1,200 students are helped through the financial, social and academic demands of higher education through
the Katzir Scholarship Fund • 600 young people from the periphery are engaged in volunteer and leadership
programs • 100 former addicts rebuild their life skills at the Pharmadom Desert Spirit Village
Over 100,000 people of all ages have visited the Carasso Science Park in Be׳er Sheva since it opened in 2013.
Partners
Rashi believes in “Philanthropy through Partnership”. It has
built partnerships with over 170private donors in Israel and overseas,
philanthropic foundations, giving circles, community federations,
business leaders, public organizations, government ministries and
local municipalities. This synergy allows Rashi to leverage each
partner’s resources to achieve greater impact and sustainability.
LOCATION
The Ben Shemen Youth Village in central Israel, founded in 1927. The
historic courtyard, the heart of the Village, was restored by the Rashi
Foundation and now serves as its headquarters.