Facilitator: Yousef Najajreh
BU: Mousa Rabadi and Manar Al-Ali
BZU: Osama Mimi
Care: Ghassan Abdallah and Jumana
IUG: Hatem Elaydeh and Hala El-khozondar- Via Skype
AQU: Yousef Najajreh
The Agenda: WP 2.6: developing of training material for LLIP with national considerations.
1) The participant discussed the developing of training material for LLIP with national considerations in the Palestinian context.
2) All agreed that Palestine is under continuous Israeli occupation and that limits drastically the ability of the Palestinian universities to adjust academic programs toward modernization. This adds more challenges to those facing universities functioning under normal conditions.
3) It was noted that Palestinian Universities suffer sever financial crisis that reflects itself on the limited ability of the universities to launch plans and implement them.
3) The EU universities charter for LL:
It was discussed and all agreed that Pal. Universities should do needed changes in order to make the curricula taught more market driven and enhance regional engagement.
The need for introducing structural and content changes in the curricula to make them more coherent with the social and economical needs
4) Limited strategic exercise:
There was a suggestion to go collectively in a limited strategic exercise that could be finalized within 2 months. The exercise will be lead by a neutral and experienced consultant:
A) Disc analysis of all the material collected during the project
B) Meetings with all the project partners and other stake holders of LL in Palestine.
C) Workshops that will involve with all stake holders
D) The exercise will end with recommendations to all the stake holders of LL in Palestine.
The above suggestion was considered as plan-A that needs the approval of the project coordinator and it has two practical limitation: 1) the need for funding for such exercise within the project 2) the time-frame for the project might not allow.
Yousef was asked to discuss that with the project coordinator and get an answer.
Workshop for all the VPs for Academic Affairs in the Palestinian Universities:
There was a suggestion to organize a workshop for the VP for academic affairs in the Palestinian universities in order to discuss with them the posisbilites of inclusion of LLIP in the academic curricula and future strategies of the higher education in Palestine.
Strategy for LLIP in Palestine:
The meeting got a note that the Palestinian Ministry for Higher Education is working on developing a strategy for LLIP.
All agreed that the ministry should be contacted and the partners to the project should be involved in the development of such strategy.
Developing Training Material:
The majority agreed to develop packs with training materials for national LLIP. Each packs will include 3-4 seminars (presentations) that will be uploaded to the project website and as material for enhancing LLIP. The agreement was that people who worked on the packs will cooperate in developing the training material:
1) Muosa (BU) and Raid (AQU): Economical Development and Entrepreneurship
2) Ghassan (Care) and Asma (AQU): Leadership
3) BZU: will develop a training material on one of the pack left (Pedagogy or Culture). Osama (BZU) will inform Yousef of which pack they will choose in two days.
4) IUG: the representatives of IUG underlined the fact that IUG had already developed their training material in all the packs and uploaded them on the project website.
Non-Funded extension: the majority of the participants were in favor of asking the extension of 3 month
Glasgow Dissemination Event: Due to the closure of Gaza Strip exits to the world All agreed to postpone the event.
The meeting was closed at 13:20
The aim of this project is to build networks of Lifelong Learning on the West Bank and in Gaza around university regional provision in collaboration with NGOs and local learning centers of all kinds in all situations.
The objective is to have key Palestinian universities on the West Bank and in Gaza linked up with NGOs and local learning centers in a national network of Lifelong Learning providers by the end of 2013.
CARE ( www.care-palestine.com ) was established in 1989, through the initiative of educationalists and intellectuals. The foundation’s legal status being based on the Israeli legislation ( Reg. No. 511 59343-6) and later on ( 7-25/106) the Palestinian legislation and International Conventions.
It is a nonprofit, voluntary institution whose objective is to initiate and promote activities that lead to the development of democracy, civic society, culture, and a more human world.
The foundation’s work mainly focuses on providing democratic knowledge and educating teachers, students, parents’ councils and elementary school children. Since 1989, CARE has initiated numerous programs and activities in cooperation with international institutions.
Our means to promote the realization of human rights and mutual understanding are, among others,workshops, round tables or seminars, and exhibitions organized in cooperation with local or international institutions and the school adminstrative bodies.
The training workshops offer training in teaching methodologies on how to introduce the issue of human rights and democracy concepts into primary and secondary classes.
Foundation representatives also regularly participate at conferences and seminars focused on human rights and civic education
CARE Structure :-
CARE Target Groups :-
Palestinian Teachers discuss the cultural Package
Palestinian Teachers discuss the Leadership work package
The Ramallah Museum is located in the old town of Ramallah. Originally, the building was the private home of the Al-Zaro family, a native of the city. It consists of three floors: the basement was built in the early 19thcentury, while the upper two floors were added in the early 20th century.
The Museum was restored by the Department of Antiquities and Cultural Heritage in 1997-1998 as part of the "Emergency Clearance Campaign of 100 Archaeological Sites in Palestine," funded by the Dutch government in order to utilize it as an educational museum in the Ramallah Governorate. The rehabilitation work was supported by UNESCO.
As part of the Lifelong Learning in Palestine Project, those of us working on the seminars and workshops of the third work package are now trying to connect learning centers in different areas of Palestine and Scotland. The idea is that we learn how areas integrate provision, right across formal and informal learning projects. The schools as well as universities are important here …
Learning Communities in Scotland
There are 25 Learning Communities in Glasgow which are split into the 3 areas of the City; North West Area, North East and the South.
Each Learning Community comprises of:
• At least one secondary school
• Associated primary schools
• Local early years establishments
• Where appropriate, local ASL school(s)
The priorities for each of the Learning Communities are:
Raising attainment and achievement for all children and young people
• The development of a curriculum 3-18 in line with the principles of Curriculum for Excellence
• Working in partnership with other agencies to improve outcomes for families
All leaders in the different centers within a Learning Community meet as a group at least once per year. They meet with the Education Officer or by a delegated person. Additional meetings are likely to be held by groups of heads of establishments within the Learning Community to take forward agreed priorities for improvement. For instance, primary schools could be encouraged to work with the secondary schools to improve the continuity of children's learning in science.
Joint Support Teams and Learning Networks
Joint Support Teams (JSTs) are multi agency groups which meet together to develop strategies to meet the needs of children and young people experiencing difficulties. Learning Networks are set up right across the city; there are examples of networks of establishments already working together to share good practice and provide staff development efficiently and effectively. Learning Networks can be a grouping within a Learning Community or can be across Learning Communities. The focus of a Learning Networks are the improvement of learning and teaching.
Examples of the seminars provided by the Learning Networks were:
• Thinking Skills
• Home writing project
• Teaching language through topics
• Quality feedback
• Effective questioning
Teachers and lecturers from local colleges frequently attend (and set up) seminars and discussions on good practice, with the result that standards have improved across different provision. Universities are now also getting involved as are training centers, museums and libraries. The ultimate aim is a far more integrated lifelong learning system where the people of Glasgow are able to access learning and training opportunities at any point in life.
Museums in Glasgow are a huge part of informal learning provision. Schools and colleges use resources constantly. Many tourists also visit venues like Kelvingrove Gallery. Already teams from the Museums of Glasgow have visited the West Bank. The museums and libraries are especially important for Adult Learning, as indeed is the program of classes offered in Open Studies of the University of Glasgow. University classes often provide histories of the different collections around the city.
Gaza and the West Bank
With a view to encouraging similar learning networks, there are seminars and workshops being initiated in Gaza and around Al Quds. So far the results have been very favorable. A conference planned for September in Glasgow will look at formalizing links between the projects in Palestine and Glasgow. The event will be posted on this website. We hope that a number of links will follow the event, allowing Lifelong Learning to go on and flourish well beyond 2013.
We have been trying to introduce the idea of Lifelong Learning (LLL) on the ground. We have started the process of discussion inside the universities with aim of it being rolled out to community based learning, NGOs and small businesses and employers. We have not sought to influence policy at a higher level. We assume this will happen however, as the learning culture of Palestine shifts.
According to the OECD (2000), LLL has four main features:
1. A systematic view: the LLL framework views the demand for a supply of learning opportunities, as part of a connected system covering the whole lifecycle and comprising all forms of formal and informal learning.
2. Centrality of the learner: this requires a shift in attention from a supply side focus (e.g. on formal institutional arrangements for learning) to the demand side of meeting learner needs.
3. Motivation to learn: requires attention to developing a capacity for ‘learning to learn’ through self-paced and self directed learning.
4. Multiple objectives of education policy: the lifecycle view recognizes the multiple goals of education (personal development; knowledge development; economic, social and cultural objectives) and that the priorities among these objectives may change over the course of an individuals’ lifetime.
What is a problem for the Lifelong Learning in Palestine consortium at the close of the third work package has to be bringing the different threads of the seminar themes together in a coherent picture of LLL in Palestine. So far we have discussed leadership, business and employment links, pedagogical implications and collective memory. Whilst each of these themes are important, they need bringing together in the concept that we wish to promote.
How is Lifelong Learning defined?
Lifelong Learning is defined as all learning activities undertaken throughout life with the aim of improving knowledge, skills and competencies, with a personal, civic, social and employment related intent. Lifelong Learning then includes all education, training and learning activities promoting the development of knowledge and competencies. It is intended to empower all citizens in adapting to the global knowledge economy so that more people can participate in all the different spheres of modern life. The aim here is more and more about people like the Palestinians taking control of their lives.
LLL includes formal (or planned and usually institution based) education, informal (or unplanned and not institutionally based) education. Lifelong Learning programs lead to the acquisition of technical training and skills, and vocational training. It also includes learning in the work-place.
Lifelong Learning thus can be based in schools, universities, local learning centers or the home. In short then, LLL can take place anywhere in society. Lifelong Learning policies should be seen as unrestricted learning that applies to men and women of all ages right across society. LLL is then a continuous process of planned activities that support the broader objectives of acquiring more useful knowledge, more understanding and skill that furthers the development of individuals, communities and in this case the whole of Palestinian society.
Countries like Turkey recognize that LLL is a driver. LLL is at the center of flexible and effective education and training systems that are most suited to the contemporary global knowledge economy. LLL as a competence based system recommends:
· Validation of prior learning
· European qualification frameworks for Lifelong Learning programs
· Development of teaching and assessment methods in line with the competence approach across all sectors and levels
· Capacity-building and ownership of policies by the different stakeholders – especially institutions of higher education
International competition in the labor market drives the concept. The need for people to cope with change gives it shape. Change is the one constant of modern life, which is experienced in different geographical areas to different degrees and at different rates. These differences give the concrete form of Lifelong Learning. But change is the driver. Lifelong Learning thus gives the overall nature of specific engagements of learning throughout life. It focuses on learning systems, systems that provide opportunities for learning that can be picked up as learners determine.
The EU 2000 Memorandum gave some of the more obvious policy applications of the concept. Again then, as is made clear in the Memorandum, Government and the decision making procedures of public administration’s become a target. Democratic processes often improve in parallel with decentralization and the strengthening of civic society.
The Memorandum has six key messages:
1. New basic skills for all
Guarantee universal and continuing access to learning for gaining and renewing the skills needed for sustained participation in the knowledge society. This means that LLL is about combating Bantustan formations and the promotion of active citizenship.
2. More investment in human resources
Visibly raising the levels of investment in human resources in order to give priority to Palestine’s most important asset – its people. This means more investment in learning.
3. Innovation in teaching and learning
Develop effective teaching and learning methods and contexts for the continuum of lifelong and lifewide learning. Lifelong Learning is about innovations in all these areas along with the development of new relational structures.
4. Value learning
Significantly improve the ways in which learning, participation and outcomes are understood and appreciated, particularly in non-formal and informal learning. LLL is about valuing all kinds and forms of learning, and new roles for different actors right across the different threads of Lifelong Learning.
5. Rethinking guidance and counseling
Ensure that everyone can easily access good quality information and advice about learning opportunities in Palestine. Lifelong Learning is about supporting the learner.
6. Bringing learning closer to home
Provide Lifelong Learning opportunities as close to the learners as possible, in their own communities, supported by efficient ICT facilities wherever appropriate. Lifelong Learning is about providing opportunities for everybody to learn.
More and more over the last six years Lifelong Learning has been discussed in terms of a unified integrated approach, which puts the individual Palestinian learner right at the center of the frame. It is this integrated approach to LLL that has presented this project with so many difficulties. Palestine is occupied and the impact of that occupation fragments learning as all other areas of Palestinian life.
The importance of the concept
The concept is essentially about cradle-to-grave learning. It associated now with UNESCO and the 1972 Faure Report. Palestine is a full member of UNESCO. Over the past ten years, Lifelong Learning has been pushed with renewed vigor around enthusiasms for the (ITC) information revolution that connects the knowledge society.
Again, the concept is associated with everything that is opposed to the conditions of Israel’s occupation in Palestine. It pushes against social exclusion, deepening social capital and considerations of equity, which then further imply the need for more and more flexible systems. The concept supports democratic culture. A standard critique of the concept is that it is without substance. It is said to be meaningless simply because it presents no blue-print for development. Lifelong Learning has no practical reality in old educational systems like that of Palestine. The concept of Lifelong Learning then has no coinage until it is in place connecting up all the different areas of education and work. Lifelong Learning works on any number of levels but always it extends the possibilities of learning in networks of trust. Without this, Lifelong Learning becomes nothing more that words.
KH 29/5/13 Glasgow
On Sunday March 10th, 2013, the Islamic University of Gaza (IUG) opened two computer labs for Lifelong Learning in Palestine project. The computer labs are equipped with 43 laptops, kindles (e-books), smart boards, printers, and scanners. Prof. Mohammed Shabat - Vice President for Academic Affairs cut the ripen. Dr. Yahya bin Ibrahim - Vice President of Sultan Zain Al Abidin University – Malaysia, Dr. Shafek Jundia - Dean of Engineering, Dr. Nabil Sawalhi - Deputy Dean of Engineering, Dr. Aladdin Aljmasi, and LLP team Dr. Fahad Rabah, Dr. Hatem Elaydi and Dr. Hala Khozondar were in attendance. Then, Dr. Hala gave a brief description of the project and the functions of the labs.
Beyond Resistance Art: Art Education in Palestine
During the 36th session of UNESCO’s General Conference, the Member States voted to admit Palestine as the 195th Member of UNESCO on 31st October 2011. Although this change has led the United States to freeze its aid to Palestine, it is a significant step for the progress of education and culture in Palestine. As a newly formed Member State, very little is known about art education in Palestine and this article hopes to shed some light in this direction. When we think of art in relation to Palestine, we often think of Graffiti art on the Israeli Wall or other forms of art in relation to the political unrest between Israel and Palestine. The Israeli Wall, which annexes about fifty percent of the West Bank region in Palestine, is about 760 kilometers long and eight meters in height. Over the years, the Wall has evolved as an interesting site for ordinary people as well as artists from Palestine and elsewhere in the world, who make art on the wall to express their solidarity with the Palestinian people. Figures 1 and 2 are examples of artworks made by British Artist Banksy. These varied forms of artistic expression on the Wall have become popularly known as ‘Resistance Art’ in Palestine.
From left to right: Figures 1 and 2 - Artworks by British artist Banksy
There is however more to art and culture in Palestine, beyond Resistance Art, and more to Palestinian life than what mainstream media generally portrays. Contrary to mainstream media’s biased portrayal of Palestinians as having negative attributes or only being faceless victims, there is more to the reality of life in Palestine.The Palestinian community has well established educational institutions, civil society organizations, infrastructure and opportunities for sports, and various forms of art practices that form an integral part of the daily life of the Palestinian people. These include literature, visual arts, folklore, music festivals, dance performances, theatre and film, as well as opportunities for education in the arts both in schools and in higher education institutions. Despite the continuous suffering of the Palestinians and daily violation of human rights under the occupation by Israeli military forces, which Palestinians and international human rights activists consider illegal, the Palestinian people's love for life and ability to find hope in the midst of despair and commitment to building the infrastructure for a viable state are what drives this vibrant and creative cultural and educational landscape. Figure 3 shows artists at the Diyar Dance Theatre performing their first production ‘Portraits of Fear’, which is a unique mix of a Palestinian folk dance (Dabka) and contemporary dance and theatre. The Diyar Dance Theatre, which was formed about four years ago, primarily includes young people in their teens through their mid-20s, who have performed throughout Europe and the Gulf countries, and more recently in the United States. Their effort is to use the arts to express issues of justice, empower young people and contribute towards peacebuilding.
Figure 3: Artists from the Diyar Dance Theatre performing a mix of Dabka and contemporary dance & theatre
With more than half of Palestinian population under the age of 19 years, education, and art and cultural programs aimed at young people are among the fastest growing in importance and scale, and civil society organizations are increasingly seeking new ways to create opportunities for human and cultural development in Palestine. This has important implications for art education both at the school level as well as at the higher education level. As a field, art education is of increasing importance to Palestine for a number of reasons. Firstly, there are a number of gifted and talented young people who are interested in studying the arts and interested in pursuing a career in the arts, and arts education. Not everyone is interested in the sciences. Secondly, although there is a heavy emphasis on the sciences in many schools, there is a need in Palestine to open up opportunities for alternate subjects such as the arts for young people to be able to choose alternate career paths. With thousands of Palestinian college graduates graduating in engineering and business management degrees (among other subjects), there are limited job opportunities in these fields due to the political climate in Palestine and an economy that is continuously in transition. Hence, investing in the arts and arts education would help build a creative economy that can sustain artists and human resources in arts related fields, at a time when opportunities in science, engineering and management are low (See mission statement of the Dar Al-Kalima College, Palestine)
From left to right: Figures 4 and 5: Student in a Fine Art class and students in a music performance
Further, in Palestine, there are many relief and voluntary organizations that work towards human and social development, some of which engage children and young people with the arts for psychosocial support, especially in the Gaza region and refugee camps, hence educational opportunities in the arts as a therapy would be significantly valuable in Palestine. Finally, with the ongoing political unrest in Palestine, art has evolved as a significant means of expression and visual communication not only for artists but also for children and young people. The Israeli Wall, which the Palestinians and international human rights activists consider a tool of colonization and oppression has been transformed and used by Palestinians, international peace activists and artists as a platform for expression and resistance. It is at the heart of Palestinian culture as a platform of creative expression and illustration of peace, especially positive peace.
Although art education is of increasing importance to Palestine, there are several challenges in the field. For example, in schools, art is taught as a required subject from kindergarten to high school, however, there is no standard curriculum that all the schools can follow. Each school sets its own arts curriculum, which further depends on factors such as the budget allotted to art in the school, or the type of school, whether private, public or run by the United Nations, and most importantly the qualification and expertise of the teachers teaching art. More importantly, not all schools take art as seriously as they take science courses. This is primarily because in the nation-wide standardized high school matriculation exam, art is not included. Apart from these issues, the most crucial challenge facing this domain in schools, as well as secondary vocational training centers that teach art is the need for qualified teachers in art education as well as in education through the arts. Lack of human resources within Palestinian territories has been a major problem for years. Most qualified teachers and educators are educated outside Palestine, and work outside Palestine. Furthermore, while there are many skilled visual artists teaching art, there is an increasing need for artists to be trained in teacher education.
Figure 6: Students working on their Glass Ceramics projects
In view of these challenges, many efforts are being made to develop human resources in the field by fostering education in and through the arts, especially at the vocational and higher education level. Amongst these efforts, the Dar Al-Kalima College (of higher education) in the West Bank region of Bethlehem has been making a significant difference for the past few years. The College has been offering higher education degree courses in the arts and communication studies such as Contemporary Fine Arts, Jewelry Production and Design, Glass and Ceramics, Documentary Film Production, Music Performance, Drama and Theater Performance, Tour Guiding and Culinary Art. Figure 6 shows Dar Al-Kalima College students working on their Glass Ceramics projects. Figures 7 shows a Dar Al-Kalima College student in Jewelry Production and Design class and Figure 8 shows another student in a Ceramics class. More recently, the College has started offering an Art Education degree course targeted especially for individuals interested in teaching art in primary and secondary education as well as artists interested in teaching the arts in schools and vocational centers. Further, the College provides a forum and a bridge for international communication that allows young people in the arts and education, to study with people from diverse geographical, religious and multicultural backgrounds, thereby promoting a culture of pluralism and diversity in education.
From left to right: Figures 7 and 8: Student in a Jewelry design class and student in a Ceramics class
Education is a key component in fostering a sustainable economy, and building a culture of peace in Palestine. The mission of Dar al-Kalima College is to provide quality education in the arts and communication studies that meets the social, cultural and economic needs of the people. Further, by offering alternate educational opportunities in the arts, apart from what other higher education institutions already offer, the College not only fills the gap in Palestinian Higher Education, but also contributes towards the much needed human resource development in the arts and education. In a community with limited natural resources and restricted access to them, the College believes that Palestine's human resources and its art and culture are its most valuable capital. Hence, development of the arts and education are critical for the future of the Palestinian people.
Figure 9: An installation by a student at an art exhibition in Dar Al-Kalima College
The Dar al-Kalima College and its umbrella institution, the Diyar Consortium represent the cultural, artistic and intellectual hub of the Palestinian people. By cultivating talent, providing education in the arts, and promoting the cultural heritage and identity of Palestine, the Consortium and the College in particular are empowering the youth to become future artists, educators and proactive citizens of Palestine.
About the Author
This article was written with the help of a researcher and resident of West Bank who divides her time between Palestine and the United States. For more information, please contact the editor. For more information on Dar Al-Kalima College, please visit the site (in Arabic).
LLIP colleagues met in the University of Glasgow for to review the results of Palestine’s first ‘national’ benchmarking exercise in early 2012. The benchmarking was one of the first tasks of LLIP, a second task involved community assessments where teams from Ireland and Scotland visited the West Bank and Gaza and were overwhelmed by the variety and richness of projects. One of the problems that has clearly emerged is linking different forms of provision. Examples of good practice now exists and has been recorded in the Universities of Birzeit, Al Quds, Bethlehem and the Islamic University of Gaza. Visits were carried out with the Centre for Research in Education and the Women Graduates Society in Gaza.
One of the next tasks is an extensive programmes of seminars. An ongoing task raised in these seminars and workshops will be linking education to employment and Palestinian civil society. Palestine has an incredibly learned population. People put their knowledge to work in all sorts of ways that improve life wherever it is possible.
Specific seminars will be on pedagogical issues following from flexible learning, the role of memory and collective identity in civic education, employment, women, IT communication and language skills in networks of informal learning and community-based provision. The project invites broader participation from NGO networks all over the West Bank and Gaza.
For any organization wishing to get involved in the seminars, please contact one of the following:
Further contacts are:
CARE - http://www.care-palestine.comSOCIETY FOR THE GRADUATE WOMEN OF GAZA
A full report of the meetings held in Glasgow will posted on the Lifelong Learning in Palestine website
There are a number of films on the website that record public lectures and round-table discussions.
Whilst in the UK visiting the University of Brighton, Professor Yousef Najajreh visited Scotland and the University of Glasgow, where he addressed a group of staff and students on Lifelong Learning in the Old City of Jerusalem. He stressed he looked forward to a long partnership with Glasgow, its university and its employment programs. In the picture, behind Professor Najajreh is the Lifelong Learning in Palestine website at http://lllp.iugaza.edu.ps/en/Project.aspx
CONNECTING THROUGH COLLABORATION: THE KEY TO LIFELONG LEARNING SUCCESS
Professor Najajreh visited the University of Glasgow on the 30th June and spoke to different groups over four days. He described the problems of connecting different forms of outreach education to the University of Al Quds in Abu Dis. Many of the questions focused on the specific problems of east Jerusalem. Other questions related to the benchmarking exercise that has just been carried out across the west Bank and Gaza and how the findings of that exercise translate into the next phase of Lifelong Learning in Palestine.
Local providers of Lifelong Learning in the city of Glasgow wanted to know how they could connect with the project in Palestine. Many email addresses were exchanged. The point of contact is the website for the project at
Professor Najajreh explained how workshops would be filmed and available to everyone through the website. Indeed, whilst Professor Najajreh was in Glasgow he gave a one- hour interview which will also be posted on the LLIP website shortly. He spoke of a new role for Palestinian universities in regional development and capacity building right across the West Bank and Gaza. He frequently underlined the fact that Palestinian universities were of one mind in now wishing to contribute to Palestinian societies broader global development. In this aim he said ‘we are one people’ ….
Several meetings in Glasgow focused around the promotion of employment, work placements for Al Quds students in Glasgow and staff and student exchanges. He also discussed possibilities of new joint PhD programmes. Professor Najajreh noted on several occasions that the experiences of Glasgow and Al Quds combined would bring many insights into how we further joint participation in the global knowledge economy where education and employment should work in a seamless way, providing each individual with opportunities throughout life. An advisory group has been set up in the University to assist Al Quds in developing Community Development courses which are work-based and would greatly improve life in the Old City and east Jerusalem. He stressed the importance of academics and employers working much more closely together now.
Also see published on
Whilst the Lifelong Learning in Palestine team were meeting in Al Quds, Jerusalem, Dr Nibal Nasser who works closely with Dr Moussa Ribadi who heads the LLIP in Bethlehem, met with Glasgow Councilors, Professor Mike Osborne, Fair Trade and local business representatives in Glasgow. In the photograph below are Leila Chalid, who is a scholarship student from Gaza, Pauline McNeil, a long time supporter of Palestine, Dr Nasser, and Glasgow City Councilors Alistair Watson. Discussed was the twinning and business collaboration between the cities of Bethelehem and Glasgow. Shared interests were explored around the problem of internet access – faster access – effective drainage systems in problematic locations and flooding prevention. They also talked about the Separation Barrier surrounding Bethlehem and the problems it causes in flooding. Movement in and out of Bethlehem is near impossible placing a huge burden on Bethlehem citizens and local businesses who spend a huge amounts on transport. Of particular interest in reports that followed was the way Lifelong Learning in Palestine might consolidate the relationship between Bethlehem and Glasgow in the future.
Councilor Alistair Watson and colleague in Glasgow City Council along with Dr Nasser and colleagues
A common agreement was that the Lifelong Learning project gives Glasgow and Bethlehem every reason for building their twinning arrangement. More visits and exchanges have been planned.
Mike Osborne of Glasgow University at Falafel
Professor Mike Osborne is Co-Director of PASCAL International Observatory and Director of the Centre for research and Development in Adult and Lifelong Learning. The Centre focuses on citizenship, community-based learning and widening access. Mike talked about PASCAL and life long learning the opening up of opportunities throughout the Middle East. He suggested that marketing students at Glasgow might take on the project of marketing the hand made soap from Bethlehem. Invitations were extended to Dr Nasser for participation in knowledge exchange between the two cities. Professor Osborne is one of the Glasgow Lifelong Learning in Palestine team.
Martin Rhodes Fair Trade Scotland
Fair Trade Scotland mostly raise awareness on foar trade issues. Martin suggested a number of points of contact. Hadeel retailers in Palestinian goods based in Edinburgh run by Carole Morton (email forwarded with details ) Martin will get details for Equal Exchange who import fair trade product , based in Edinburgh , there was a discussion on specialty teas, high end Olive oil products and how to market Soap. One World (which Nabil visited in Great Western Road ) was a good outlet and stocks Palestinian goods. Rachael Ferry is the contact for One world. Nativity sets and crafts were discussed. Traid Craft bases in Newcastle were a point of contact. Deal with Oxfam for Olive Oil discussed , valued at 3 million Euros. Margaret Mulgaven in Renfrew imports Palestinian produce for sale.
Esca Chisholm Street Glasgow with Azzam Mohammed
Discussion on marketing Olive products with local businessman Azzam Mohammed met top discuss Olive Aid, which is a project that allows people to donate for planting olive trees and helps to protect the land Pauline and Azzam offered to promote this project in Scotland.
Lifelong Learning in Palestine was among a number of international institutions and projects celebrating 60 years of UNESCO work at the Institute of Lifelong Learning on the 24th May. The opening lecture was delivered on Responding to Global Challenges through Lifelong Learning with Professor Pierre Gedeon, who is President of AUCE in Lebanon, speaking the next day on distance learning and integration strategy, which is a central aim of LLIP. Professor Gedeon was followed by Professor Mike Osborne who addressed ‘Openness and flexibility for adults to and through higher education’. Professor Osborne is part of the LLIP team in Glasgow and Co-Director of PASCAL in the School of Education in the University of Glasgow. The audience came from just about every part of the world. There was a great deal of interest in the Palestine project.
All the papers delivered during this event will be posted on this website by mid June.
The following was reported after entering Gaza in March 2012 by Professors Rebecca Kay and Alison Phipps of the University of Glasgow. Keith Hammond also took part in the visit but concentrated his time specifically on the LLIP project with partners in the Islamic University of Gaza.
Interviews were combined with extensive ethnographic observation, photography and informal discussions and exchange as well as the collection of materials produced by the organizations visited. This took place at a range of locations both in the offices of the organizations providing life-long learning and in the various contexts and projects where life-long learning is delivered. This made it possible for leadership to be documented in situ as well as collecting testimonies and narratives of a wider range of examples of leadership, its characteristics and underpinnings. The combination of approaches used in the visit was important in making it possible to see linkages and areas for enhanced co-ordination and development between and across sectors which cannot always be seen from within the frameworks of individual projects. This was already a benefit of an international EU supported project and complemented the benchmarking work undertaken in WP1 by providing thick description and contextualized insight into leadership, strategy and aspiration within Gaza. In particular WP2 was able to identify underlying commonalities in approach and some significant gaps in provision and unevenness in access to resource of all kinds (financial, structural, knowledge, international contact, advocacy, material, entrepreneurial). These are explored further as recommendations below.
Whilst the meetings and interviews focused on allowing leaders to present their projects, strategies, aspirations and needs for development, visits and other materials contextualized the leadership, in particular with regards to the conditions of day-to-day life in Gaza under conditions of siege and ongoing aggression. Emergent from the work was a very strong urgent focus on the needs of young people living with 65% unemployment and dire economic conditions which require a political solution.