* Creation of a piloting committee charged of the coordination of different actions through the national network.
* Project : national network action entitled : "Youth and dynamic of Barcelona"
* Implication of the youth issued of the civil society in order to give them the vision for the Barcelona process.

First Festival of Sciences (July 22 to August 3, 2002), - Participation in the National Week of science (March 2003), - Conference: “seismic risks and the application of the RPS-2000” (July 2003), - Participation in the National Week of science (March 2004), - Caravan of sciences (March 2004), - Second Festival of Sciences (26- July 31, 2004), - Opening of the Web site: www.fondationsigma.org, - Day of study on “the City of sciences in Tangier” (December 16, 2004), - Conference on “marine Pollution” (June 4, 2005), - Celebration of 2005 as World Year of Physics - Presentation of the report of UNESCO on the City of sciences (2, , February 2006)

• Culture and Arts Programme (CAP)

CAP has a long track record of twenty years in grant-making in Palestine with the purpose of providing development opportunities for individual artists, collectives and organisations working in performing, audio-visual and visual arts, and literature. It offers and manages production, promotion, and specialised training grants, in addition to designing and implementing training and capacity building initiatives besides other scholarships and residency grants awarded on a competitive basis. 

• Educational Research and Development Programme (ERDP)

AMQF has over the past 17 years been contributing to the development of a better learning environment for children in schools, through Teachers’ Professional Development Programmes. The ERDP has been working towards raising the standards of education and learning by providing resources, training and support for teachers to move past traditional methods of teaching. The Foundation sees teachers as facilitators of knowledge, and seeks to empower them by developing their skills to help students make connections between what they learn and real life. AMQF also believes that working with teachers is a real investment for them not only as teachers but also as humans.

• Child Centre – Gaza (CCG)

The Child Centre in Gaza (CCG) was established in 2005. It aims to nurture children’s curiosity, expand their knowledge, facilitate their access to outside cultures, and enhance their appreciation of arts and sciences. Although located at the heart of the city, the CCG serves children all around the Gaza Strip (annually serving +33,000 children members/visitors within its premises, and +57,711 children in some of the most remote and marginalised areas of the Gaza Strip), and it enjoys a strong network and high level of credibility with the local community. The CCG has one of the largest specialised children’s libraries in the Arab World with more than 91,450 children books, educational materials and other media. It offers a wide range of library, information technology, cultural, scientific, and recreational interactive services to children up to the age of fifteen along with their parents.

• Public Programme (PP)

The Public Programme, launched in 2006, is a transformative programme based on a series of curated events and activities that aim at questioning the intricate social and economic processes that shape our contemporary landscape. The Programme caters its activities to a wide array of audiences and geographies, each according to their specific culture and cognition. This is achieved through fostering critical thinking, research, creativity, collaborations, networking and production of knowledge, aiming at providing inspiring models of a just social cohesion, multiplicity, and independency. The Public Programme is foreseen to combine an approach of reciprocal development of public activities together with the aforementioned programmes, while keeping a balance between its own cultural directions and the Foundation’s interests yet focusing on the provision of inclusive and excellent standards of public service.

Ashtar’s work falls into two main categories: 1) The provision of drama training courses to teachers and schools, colleges and universities’ students. Also, since Ashtar is the only professional group in the field of the Theatre of Oppressed in the Middle East area, Ashtar started its training on forum theatre techniques both on local and regional levels. 2) The production of theatrical performances both experimental and forum theatre productions, in addition to various theatre productions with the students.

1.THEATRE :
Basma has a noticeable record in Gaza over the last years ,Basma has the following achivements in this area :
.Forming an educational puppetry theatre , wich conducted successful shows and had a lot of acceptance amomg children's community .
2. VIDEO :
Pending the interest of Basma theatre activities and the braodcasting drama for children.
3. Music and the popular arts :
Basma has a remarkable impact in this area , since it producted the following activities :
.Forming a popular artistic band in Jan.1995 that conducted several shows of popular dance and participated in many local festivals and events .
.Forming "El Warcha" theatre .
4. CULTURE :
Basma aims to develop local initiatives and support cultural structures.
Basma seeks the compliance of its goals by:
-Enhacing its role as a pioneer organization in areas of theatre and music .
- Developing the Jawal theatre and the children's video club .
-conduct cultural festivals in music and theatre among unive

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- 1. Building and developing the capabilities of youth and women and enabling them to participate in effective social participation.
  2. Raise men's participation in societal issues aimed at raising awareness of the importance of women's participation in public life and reducing gender-based violence.
3. Develop forms and tools of creativity, cultural and artistic openness, and concern for the cultural heritage of the Palestinian people, in a manner that guarantees an effective contribution to the youth sector in all areas of creativity.
4 - Using and integrating drama in education by providing educational games in the southern regions that do not have entertainment

The ICB’s main programs are:
al-Kahf Arts and Crafts Center: the activities involve vocational training in ceramic, stained glass, glass fusing, glass blowing, mosaic and jewelry; hosting national and international art exhibitions;promoting and marketing the work and production of the artists and artisans through al-Kahf Giftshop and online website: www.bethlehemchristmasmarket.org.
The Music program: in partnership with the National Music Conservatory, musical performances are hosted but also students learn to play instruments, both classical Arabic and western instruments, take solfege lessons, music interpretation and different choirs and bands are formed.
The Bright Stars program: it focuses on children and youth , where they gather in different art, music, sports, communication and environmental clubs according to their talents and gifts and are encouraged to develop those gifts.
The Ad-Dar Cultural and Conference Center: It is used for all types of performing arts, theate

(max. 100 words)
A. Good Governance and Democracy Program
1. Empowerment of Young Palestinian Leadership
-Political and Community Leaders.
2. Empowerment of Palestinian Women Leadership
a. Women in Elections -Women Elections
Support Pointed- (WESPs)
b. Women in Peace.
c. Advocacy in RH.
3. Media –related activities (Keshev).
- Media monitoring.
4. Policy formulation.
B. Media and Information
C. External Relation.