Taloom project 2019
Title: Educational Games Room
Jenin camp – Jenin
Jenin camp is located to the west of Jenin city, a distance of no more than one kilometer, most of its 27,000 population come from Haifa. The camp was about 372 Acers and has expanded to about 473 Acers. Most of the camp's residents work as employees either at the UNRWA or Jenin City Municipality or non-governmental organizations, camp residents receive education, relief and health services by UNRWA, the camp residents suffer from a high unemployment rate and overcrowding and the lack of extensive areas for construction in addition to the repeated occupation raids of the camp, and camp residents suffer from the lack of Green spaces or public entertaining sites or gardens, the population also suffers from a reduction of UNRWA services both for education or therapeutic transfers.
Within the framework of a project implemented by Teacher Creativity Center and the Right to Play "Taloom" which extends over three years, aimed at contributing to improving the positive and participatory learning environment and enhancing the learning methodology through child-centered play. It also contributes to strengthening the civil society partnership to improve education outcomes for children and youth. TCC and Right to Play has enabled 8 grassroots organizations, enabling them to implement community-based initiatives that enhance the right of Palestinian children in marginalized areas to quality education, through a play-based learning methodology.
In this context, "Not to Forget" Foundation - one of the eight targeted institutions in the project - worked to launch and implement a community initiative in Jenin camp aimed at establishing an educational games room in the association, which will contribute to improving the social and academic performance of the camp's children, and will enable psychosocial and educational services provided by the room to create a safe atmosphere in which the child feels safe and free, it is worth noting that the local community had a prominent role in the establishment of this room by providing specialized volunteers in addition to educational and recreational means that were made by the camp women, this room is not considered as an alternative for school class, but that its role is integrated with the school class in terms of improving the social, psychological and academic student level, by learning through play.
One of the mothers, Mrs. Maysa Zayoud, mentioned that such a space and room may not meet the needs of many, but it is a beautiful dream for her children and others, as she mentioned her children go and spend an enjoyable and beautiful time and learn to play with others, it is considered fun, beautiful things and helps in the learning process, she confirms that her children are returning to a better psychological situation and they learn many principles through these educational games.
The child Muhammad Natour, 8 years old, who was sitting, playing and talking with children, "I am very happy with this place. The wall colors are very beautiful. The synthetic toys are beautiful. As for Lujain Lutfi, 9 years old “I play here. I feel that I am able to practice my hobby by playing. There is no space in my house, there are no games, and here I feel joy. I hope this room will remain to benefit disadvantaged children.
One of the coaches mentioned that she felt a optimism and beautiful feeling with the presence of this room, she felt that what she was deprived of in her childhood had been achieved in this room.
This story undoubtedly clarifies that the promotion of the right to education can only be done by promoting other rights for the child, such as the right to play, participation and expression, in line with the principle of the indivisibility of human rights, and it also explains the importance of integrating society and its members as well as the private sector in projects aimed at promoting children's rights in general, and their right to quality education in particular, as well the community’s involvement would contribute to promoting social outcomes for education such as equality, citizenship, participation and equal opportunities. The Center has adopted this development approach since its foundation in 1995, and will continue to develop it in line with the needs of Palestinian children under the prevailing social and economic conditions as the center was able to reverse the methodology of work in Taloom project.