1. Al-Fakhoora Dynamic Futures Scholarship and Empowerment Programme for Refugees and Internally Displaced Youth Creating the Next Syrian Leaders

2.  Fakhoora school destroyed in war  The Gaza Strip is the most challenged areas in the world  International isolation  Complete occupation  Access restrictions  Constrained movement of people  Political polarization  Socio-economic vulnerabilities  The 1.5 million plus population are in need of recovery and development opportunities.  Most want to be self-reliant and not a humanitarian assistance basket case.  Partnership platform: local/regional/international The Context

3.  Disconnect from daily operations and physical interaction between Gaza staff and staff based elsewhere  Frequent wars on Gaza, the unstable security conditions  Ever changing situation  Scenario-based planning and flexible to accommodate changes on the ground.  Phase 1: 2009 -2017: Co-funded : Al-Fakhoora organization- Qatar and the Islamic Development Bank (IDB)  Phase 2 : 2014- 2021: Fully funded by Education Above All –Fakhoora Programme – Qatar  Implemented: The United Nations Development Programme/ Programme of Assistance to the Palestinian People UNDP/PAPP Challenges to Implementation

4. A unique programme. How?  Inner-city model  Holistic Approach  Advocate for their cause (world in conversation, listening, communication, virtual Majless)  Leadership Development With IDB for every scholarship/Economic Empowerment for Families – Leaders are not mass produced  Students’ Services: a whole network that looks at social needs, psychosocial support.  Flexibility and based on KPIs of what works and not:  Lesson Learned: to be participatory and inclusive - students develop the programme components, ready for mistakes, etc.  Innovative and strategic approach with its partners to advance self-reliance, local development, recovery and reconstruction  Test-Driving for 6 years. Time to replicate globally. A Scholarships and Empowerment Programme

6. How?

7.  1000 Palestinian Youth leaders to be empowered  20,000 Palestinian Youth university students to benefit from the provided Services ( Job advisory, career counseling )  2,000 Palestinian students to benefit and join “ Al-Fakhoora leadership and advocacy certified program”  700 AlFakhoora Scholars ’ disadvantage Families to receive income generation small enterprises.  500,000 community work Hours to be conducted by Fakhoora Students  1000 Gaza employers to host 1000 Fakhoora Interns Target

8. Global Mapping Overview Global situation of Refugees Rationale for Intervention Needed The Global Exercise – 26 Countries Short Listing / Priority countries – 8 Countries – with IIE Pilot Country Intervention 4 Pilots Where Why Who What When How Budget

9. Basis for Candidate Countries’ Selection Crisis-Affected Contexts: impacted by extreme prolonged conflict/crisis, blockades, natural disasters: fragile failed states Disadvantaged population groups: specific populations’ segments who have been systematically disadvantaged Strategic impact potential: contexts, populations, and programming areas where a high potential for impact of educational access and youth empowerment stand to achieve the most dramatic results

10. Pilot Countries Long/short Listing Global Piloting Turkey; Lebanon; Jordan, West Bank & East Jerusalem, Iraq; Afghanistan; Kenya; Pakistan, Syria; Yemen; Mauritania; Bangladesh; Burundi; Central African Republic; Chad; Congo (DRC); Cote d’Ivoire; Ethiopia Guinea; Haiti; Liberia; Mali; Niger; Nigeria; Rwanda; Senegal. Proposed Pilot Countries Iraq; Afghanistan; Kenya; Pakistan; Turkey; Lebanon; Jordan, West Bank & East Jerusalem Immediate Piloting Turkey; Lebanon; Jordan, West Bank & East Jerusalem

11. Expected Results Al-Fakhoora Dynamic Al-Fakhoora Dynamic Futures Program DFP 1. Postsecondary youth refugees and IDPs through DFP access to education, circumvent political and socioeconomic obstacles that deprive them from access to market-relevant educational advancement. 2. DFP graduates, through economic empowerment, leadership development, students’ affairs, and life skills provided by capable and transparent institutions (UN agencies, international and national civil society organizations, academic institutions, the private sector, etc.) engage productively in the rebuilding of their societies and provide leadership within and outside of their own communities. 3. DFP Scholars are enabled through a visible multi-faceted, well-branded advocacy campaign to influence global media channels to communicate better key challenges facing refugees’/IDPs right to education.

12. Proposed Program Foundation Year Needs AssessmentLanguage Training Bridge Program to prepare for High School Certification Equivalency & Placement Education BA Programme Vocational Training/polytechn ic certification Associate internationally accredited diploma/degrees Distance Learning Students' Affairs Psychosocial supportSpecial NeedsAdvisory supportCareer CounsellingLegal Support Skills Development Economic Empowerment Leadership & Development

13. Students’ Selection Criteria Academic Documentation Academic Performance Language Requirements Students with Special Needs (5%) Financial Need Nationality (refugees/ IDPs) Motivation to Study Exclusivity of Support University Acceptance Host Community (5%) Gender (50%) 1. Eligibility 2. Pre- requisites 3. Special Criteria

14. Proposed Management Arrangement Intermediate Level DFP/Gaza Global Level EAA/Fakhoora Global Secretariat Regional Level United Nations Agencies; International Implementing Organizations Sub Regional Level Implementing Partners; government agencies; local organizations; Universities; NGOs

15. Partnerships: Complex situations require integrated multi-partner responses