Educational Research and Development Programme

2016-17 was a landmark year that featured remarkable transformations in functions of the Educational Research and Development Programme (ERDP), in terms of both the content and the sources. The ERDP continues its journey to create new transformations. Below is a synopsis of the most prominent ERDP achievements:

1. Over the upcoming months, the Science Studio will open its doors to the public. The Science Studio workshop will be completely operational for producing interactive science exhibits. A specialist team that is now in the final stage of training will supervise these exhibits. A broader support team will build up visions, concepts and activities relating to this project. The workshop will be linked to four spaces, which the ERDP has identified on the short term, for exhibition and interaction: (1) a space in the Studio; (2) the AMQF new building; (3) Ni’lin Teacher Centre; and (4) schools.
2. The Culture, Arts and Community Participation project has been developing organically, including in terms of researchers, artists, teachers, community animators, etc. Development has furnished a unique experience of cultural, intellectual and artistic interaction between these components. Outputs of this project can give rise to approaches and visions that pave the way to alternative education that varies from the prevalent educational system.
3. Day-to-day guidance-based interaction with teachers in the Drama and Professional Development of Childhood Educators programmes has resulted in the enhancement of both programmes and facilitated ongoing, effective and efficient classroom applications and research reflection.
4. Resumed operations in Gaza generates a new potential among teachers. However, movement restrictions have limited this potential. Other alternatives need to be explored to help build on this new starting point.
5. New challenges created by the AMQF new building and Public Programme require different interaction, which takes all new possibilities into account. The ERDP is in the process of building visions which can transform the new building, including all components, activities, events, exhibitions and exhibits, into a multidimensional learning context.
6. The ERDP has initiated a practical review of its programmes. In this context, the ERDP organised three extensive meetings, in which ERDP staff discussed their lines of activity both intellectually and technically. ERDP staff reached many conclusions which can enhance the working relationship with teachers and develop publications and tracks of research within the Programme.

The first goal of the ERDP Strategy provides that “teachers use high quality methods and sources to develop teaching practices”. This goal is being implemented on multiple levels. Most notably,

1. The ERDP developed the content of teaching courses in drama and early childhood, hosted outstanding scholars, and reviewed and developed previous courses though reflection and research exploration.
2. Production, translation or documentation of sources have shifted to a new level. The ERDP has developed a critical research paper, titled Drama in Education, which proposes new approaches in the field. The ERDP also published an integrated book, Methodology in Drama: Mantle of the Expert. This provides a solid foundation for integrated education. Additionally, the ERDP compiled an analytical, descriptive study on a component of the second year course of the Summer School: Drama in a Learning Context. The ERDP also continued to release outstanding publications, including in social sciences, education through project-based learning (EPBL) and drama in education. In addition, Ru’a Tarbawiyya introduces teachers’ intellectual writings and expertise. The ERDP further contributed six translated stories to the Arabic library of children’s literature.
3. The ERDP introduced learning based on the group work of teachers in multiple contexts, including research, classrooms and community.
4. Long term theory- and application-based learning has emerged in multiple forms. Of particular note was the training programme which targeted developers of science exhibits, who initiated their training at the Exploratorium: The Museum of Science, Art and Human Perception, San Francisco. After they returned home, the team started to design and experiment science projects with children.
5. The ERDP printed and distributed publications throughout the Arab world in partnership with the Al-Dar Al-Ahlia for Publishing and Distribution.
6. The ERDP delivered a year-long course on Cinema Culture in partnership with the Madrasati Palestine Initiative in Jerusalem. Comprising 114 training hours, the course provided training on filmmaking to school teachers across Jerusalem. The training course was supervised jointly by ERDP researchers and local filmmakers. Teachers transferred this experience to children in conjunction with the training event.

By its second strategic goal, the ERDP looks for “teachers who use investigation and research at work and reflect on their experience to develop themselves and inspire others”. This goal has manifested throughout ERDP programmes, particularly EPBL. The latter incorporates several projects, namely, Professional Development through Narration, Project-based Professional Development and Professional Development in the Gaza Strip. It also involves the Heirloom Seed Library, which was inaugurated in June 2016. The library is an environmental project that is integrated into education.

The ERDP’s third strategic goal aspires for “children who are capable of exploration, inquiry, imagination and expression in interactive learning environments”. This goal has materialised at the Ni’lin Teacher Centre, which functions along the lines of a diverse, multidimensional cultural, educational programme. The centre attracts a large number of children and parents in Ni’lin as well as in neighbouring villages.

Established more than seven years ago, teacher forums are now in operation in Halhul, Ya’bad, Jenin, Idhna and Dura. A total of 12 new forums have been founded.

The Culture, Arts and Community Participation project envisions “citizens who are engaged in artistic projects that articulate issues of their community”. Over its first year of operation, the project was implemented in three areas, namely Ni’lin, Jericho and Qalqiliya. In each location, the project was led by a team and supervised by ERDP researchers and coordinators. The project explores, simulates and engages with local community issues through art exhibitions, plays and publications.