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Organization: World Links Arab Region
The following information may be cited or quoted as long as the source is accurately mentioned and the words are not taken out of context.
Posted: April 14 2010,04:37 If you wrote this report, you will find a button here that you may click
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Postal address of organization/institution

10 Ben Daniel Street, Shmeisani, P.O.Box 941192, Amman 11194, Jordan

E-mail address of organization/institution


Website address of organization/institution


Telephone of organization/institution

+ (962) 79 900 99 66

PRIORITIES: All of the organization's domains of culture of peace activity


TOP PRIORITY: The organization's most important culture of peace activity


PARTNERSHIPS AND NETWORKS: What partnerships and networks does your organization participate in, thus strengthening the global movement for a culture of peace?

Public Sector: Governments, as in Ministries of Education, Labour, Planning.
International Agencies: UNESCO, ISCESO, UNRWA, USAID.
Local Partners from the Civic Sector: NGOs.
Private Sector Donors.

ACTIONS: What activities have been undertaken by your organization to promote a culture of peace and nonviolence during the ten years of the Decade? If you already made a report in 2005, your information from 2005 will be included in the 2010 report.

- One of our activities is to train 1,000 school teachers in any country in the world; reach and directly impact about 200,000 students, via World Links Arab Region’s Teachers’ Professional Development content, a 2-years sustainable training program, to become self and lifelong learners and build a network of knowledge economies and societies. A global approach is of added value to network international learners and increasing academic and online content.

Students from different schools where project WLAR has been applied.

Objectives 2003-2010 :

-Train 1,044 school teachers and trainers, in any country in the world, as part of World Links goal to launch the program internationally.
-Target, namely, the governmental or public schools, through the any country’s Ministry of Education.
-Apply the Teachers’ Professional Development (TPD) program, of 160 direct training hours and 160 direct classrooms application, over 2 scholastic years with steady control measures, feedback and assessment. The program is composed of sustainable training-of-the-trainers models, customization and localizations to cultures and educational systems, evaluation, testing, projects competitions, certification and documentary film making.
-Instil safe and efficient use of information and communications technology (ICT) and upper order skills, such as critical thinking, problem solving, employing scientific research, working collaboratively in groups and gain enhanced communications skills.
-Reform and change traditional teaching into new classroom dynamics, built around new roles for the teachers and the students and new tools.
-Increase high quality academic and cultural based on the countries’ main language online content and based on the countries’ main language.
-Build in-country capacity and sustainability of the program that can is expandable into a self-run national roll-out by any country in the world.
-Work officially through governmental channels, namely the Ministry of Education, international donor agencies or local partners.
-Promote sound educational policies, vision and proper integration of technology in education, on national and regional levels. Promote closer international dialogue and cooperation, on educational levels, such as through organized policy-level workshop and technical workshops.
-Conduct quality-control measures through mentoring, classroom visits and continuous feedback.
-Respect the country’s traditions, religions and internal educational by-laws and curricula.
-Promote equity in learning. Focus on gender equity and geographical distribution / remote areas.
-Conduct national assessments to measure indicators and relativity of training outputs to market needs to enhance employability. Develop, eventually, regional or international indexes of success, according to measured indicators.
-Equate skills sets across borders, to facilitate successful transfer of workers.
-Engage an online community via e-learning training and collaboration e-portals, linked to Ministries’ portals.
-Document, preserve and link all teachers’ portfolios, online lessons, plans and projects.
Note 1: Expandability: the program has the potential to be self-run by countries in scaled up scenarios up to 100,000 simultaneous teachers training initiatives, to impact millions of students, bearing in mind that the project is a prudently and quality-oriented program over two scholastic years, on classroom application level.
Note 2: Future Expansion: the TPD program has succeeded in vocational training, higher education and community-based training. It also potential to use ICT in alphabetical illiteracy, early childhood learning and ICT for special needs. But focus of this proposal is just for ICT in Education: Public Schools Classes / Grades 1 – 12 to train: Trainers, teachers, students and relevant segments on all subjects.

Teachers use technology tools in explanation within computer labs


-Quantitative and qualitative measurable impact of 1000 trained teachers, 4 core trainers, and 40 master trainers, in insert country are trained via the TPD program.
-Establishment of a sustainable base of Core Trainers that can carry on the program in (insert country) and can train in other neighboring countries (exchange).
-A new generation of self and life-long learners, in insert counry.
-Impact and promote fragile areas, if they exist.  
-Teachers change their behaviour from being traditional instructors to become facilitators and active learners.
-New classroom dynamics, based on prepared class plans, connected learning (c-learning), direct application inside the classrooms, mentoring, incentives, activities and networking.
-Teachers and students are able to use available resources and technology safely and efficiently.
-Teachers and students gain new upper order skills sets, and become critical, analytical and creative thinkers, problem solvers who employ research methodologies as they work collaboratively in groups (as team-players, leaders, time mangers..), with advanced communications skills.
-High school graduates increase their employability opportunities, and enrolment rates into higher or tertiary education (this was tested by a World Bank assessment).
“The top 10 in-demand jobs in 2010 didn’t exist in 2004…we are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet”, Richard Riley, former U.S. Secretary of Education.
-Students become active and interactive learners and producers of online content, such as lesson plans and collaborative projects. Example, by training 8000 teachers, we get 150,000 online e-content projects produced by students just during training.
Note:  e-learning is not necessarily just about having an e-content or advanced digitized content, but rather a change of mind set and dynamics to employ tools such as classroom lesson plans, setting goals, distributing tasks, motivating students, self and group assessments, production-orientation and student centric focus, incorporating technology as an enabling tool…etc.
-Sustainable in-country management based on logistic and training teams. The Logistic Team is composed of the National and Local Coordinators, while the Training Team is composed of the Core and Master Trainers. These teams are capable to self run and control quality of the program.
-More aware and connected policy makers, who are able to make sound decisions towards best results, high quality, cost effective and maximum use of available resources, in order to build and retain their country’s competitiveness globally, and compatibility to market needs (based on feedback, assessments and final evaluation reports).
-Creation of a self-sufficient digitizing system. Digitizing content is one of the most expensive services. A program like World Links creates a new generation of students and teachers who are able to digitize their own material in line with their curricula and contribute to the Ministry’s objectives.
-New generations with increased employment opportunities and a good return on the investment, as studies of World Links showed that the return, in developing countries, of 1$ / student initiative rendered a chance of revenue for high school graduates upon employment of about $3000.- annually.
-Women have increased chances, through technology, to make breakthroughs within their communities, and are better equipped to rear up new generations and provide income.
-Capabilities and leaderships within training departments to better run World Links and other programs, and pave the way to future schools-community interactive training.

Implementation Experience:

World Links Arab Region (WLAR), is an independent Regional Arab Entity, established in 2003, and based in Jordan, having had been initiated in 1997 by the World Bank to become an independent non-profit organization in Washington D.C. in 1999. World Links Arab Region has its own independent Advisory Council and Board of Directors. It has so far trained about 10,000 teachers in more than 1,200 schools in five countries, thus reaching approximately 1 million Arab students (Figure 1). Globally World Links International has trained about 40,000 teachers and 4 million students (Figure 2). Due to its track of success, World Links Arab Region was given the international role, with a new task to spread the program worldwide, reaching hundreds of millions of youth.

Achievements in the Arab world:  

-Jordan: WLAR launched its pilot program in Jordan in 2003, and has trained 3,342 teachers with a new ongoing expansion of 1000 teachers in the south and reached to almost 623,054 students. The Ministry of Education issued an incentive of a 15% salary raise and raise in rank to all eligible teachers who complete the World Links TPD training program.
-Syria: The program has trained 1400 teachers, 400 educational supervisors and 100 school-principals, in 200 schools, thus reaching about 240,388 students.
-Yemen: WLAR trained 370 teachers in basic computer literacy in Sana’a and Aden in cooperation with dot.EDU Consortium, and 400 teachers in 12 schools in Hadhramout in cooperation Al Awn Foundation. A further expansion has just started (2009) to train an additional 1200 teachers. We are now discussing two other projects in Yemen in Higher Education and Vocational Training.
-Palestine (West Bank and Gaza), funded by OPEC and the Arab Fund for Social and Economic Development, we are training 2,000 teachers in 200 schools, to reach about 200,000 students, with support from UNRWA. A further expansion proposal for an additional 2000 teaches in the Wes Bank and Gaza is being prepared.
-Lebanon: The Hariri foundation for Human and Sustainable Development’s and UNRWA / Welfare Association are supporting the training of 700 teachers and trainers, to reach more than 140,000 student at the Public Ministry of Education and Higher Education schools, and the UNRWA schools.

Achievements worldwide:

-Africa: Botswana, Burkina Faso, the Gambia, Ghana, Mauritania, Mozambique, Nigeria, Rwanda, Senegal, South Africa, Uganda, Zimbabwe.
-ASEAN countries: Cambodia, Laos, Philippines, Vietnam.
-Asia: China, India.
-Europe: Macedonia, Turkey.
-LAC : Chile, Dominican Republic, Brazil, Costa Rica, El Salvador, Colombia, Peru, Paraguay


-2001 – 2002: World Links was honoured as the finalist in the Stockholm Challenge, sponsored by the King of Sweden, as the world's most innovative information technology program.
-2004: The World Economic Forum (WEF) rated World Links’ TPD educational program as the top initiative to bridge the global digital divide, among 75 candidate programs.  
-2006: Named finalist at the Development Gateway Award for its school-based tele-center program (Dominican Republic). Organized Central American Policymakers Seminar.
-2006: A World Bank-funded 10-country impact assessment on World Links programs found that Alumni earn higher salaries than average with significant higher education enrolment rates, 64% of teachers reported improved school attendance, 77% of students felt that computers in the classroom made them like school much more and 55% of out-of-school youth who use WL School-based Tele-centers are girls.
-2007: Trained half of Macedonia’s teachers. Organized Asia Policy Forum for 10 Asian countries.

World Links rigorously conducts advanced assessments at the end of its training programs, against credible and standardized educational indicators, to measure impact and improve future effectiveness.  Such independent authorities as the Stanford Research Institute, experts Dr. Bob Kozma and Dr. Edmond Gaible undertake these evaluations. Recent assessments included Syria, Jordan and Yemen. All assessments registered positive impact on:

“With a small screen and a keyboard, I have all the opportunities in the world in front of me!” said Mohammad, a 7th grade Syrian child with special needs.

“World Links has become an indispensable part of our vocational lives.”  Master Trainer, Dier Zour Governorate.

Educational groups:
“Our teachers became our friends, we could talk to them on the phone, on Messenger, and we could ask them any questions.” 11th grade student, Jamal Daowud School Lattakia.

-The World Bank global assessment of World Links (WL) in 10 countries (2006), revealed that:
•WLAR alumni gain above that average salaries
•Have a higher percentage of enrolment in higher education
•64% of the teachers reported higher attendance rates in schools after enrolling in the program
77% of the students felt that the computer in the classrooms made them love schools more
•55% of youth who are not enrolled in schools but use the computer labs in schools (community learning) are women.

-The Stanford Research Institute, in its assessment survey of 7 countries found out that:
•69% of teachers reported that using computers in teaching enhanced their students capabilities in terms of communicating with each other
•69% of the teachers said that the computer enhanced the tendencies of students towards learning in school and towards themselves as learners, to a large extent
•62% of the teachers said that the students tendencies towards collaborative group work has noticeably enhanced
•61% of the teachers said that using the computers has affected their abilities to meerg the computer in the curricula to a large extend.
•80% of the participating teachers thought that the computers helped them tremendously in perfecting the material they teach.

WLAR has achieved a high status support through its, Advisory Council, Board of Directors and Partners, management teams, supporting experts and partners.

In Summary and Program Points of Strength:

To pin-point main points of strength of the program, which we believe were among the contributors in the success of the program, we list the following:

•The program works by approaching and working with official governmental bodies and renowned agencies
•It respects religions, cultures, traditions and customs.
It respects local educational systems and local curricula.
•It applies its program slowly, and in sections to ensure direct and practical application inside the program. This results in immediate increase in high quality academic and online content.
•The program application ensures building inside capacities and sustainability to create self-run national roll-outs by countries.
•It works on the level of the student and the teacher in his / her own classroom and school environments, within feasible logistics.
•The program focuses on skills sets, effective and safe use of available resources and technology.
•It has immediate measurable impact and long term results.
•The program can be scaled up, to simultaneously train and reach 100,000 teachers and millions of students, respectively. It can be replicated and self-run by building sustainability and ownership.
•Technology is a fair platform to compete with the most advanced countries.  
•We target youth and women; both are eager sectors embracing technology and innovation.
•Indirectly the program boosts scholars, creativity and publication, other than the increase of online academic and social content, in all languages.
•High school graduates who took the World links program have compatible skills sets to modern market needs and increased chances of employment and higher education enrolment.
•It works well with other higher educational, vocational training and community sectors.
•Has the future potential to work on using ICT to combat alphabetical illiteracy, for early childhood learning and for special needs
• The sets of skills gained:
• Short / immediate terms: critical, analytical and creative thinking, problem solving, utilization of scientific methodologies in learning, teaching and working, ability to work collaboratively within a group (team work, leadership, changing roles ), enhance and advanced communications skills, correct dialogue habits, ethical sense, ability to change positively, usage of available resource and different technologies, effectively and safely, ability to produce and publish (academic, cultural and electronic) content. Self assessment, acceptance of constructive criticism.
• Medium range gains: become a self and lifelong learner, creation of employment opportunities / self development, ability to get a job, keep it and grow within a job.
• Long term / indirect impact: building of knowledge economies, decrease in unemployment and poverty, increased networking among countries within a global scene.

Table 1: World Links – Global Training
Region Teachers Trainers Students Schools
Arab Region 10,715 500 1,071,500      1,200
Africa   14,939  65   1,493,900     1,032
Asia         4,238      40          423,800        423
Latin America     7,652 30 765,200       461
Southern Europe 889 10      88,900      113
Total                 38,433   645     3,843,300   3,229

Table 2: World Links Arab Region Training
Country Year Teachers Students (Accumulative Count)
Lebanon 2007-2009 500 100,000
Lebanon – UNRWA 2007-2009 200 40,000
Syria 2005-2007 1,450 321,200
Jordan 2003-2008 3,342 493,400
Palestine- MoEHE 2007-2009 1,000 200,000
Gaza - UNRWA 2006-2008 1,000 200,000
Yemen 2004-2008 1,969 160,000
Total 10,461 9,461

Collaborative Projects: Typically these are emerging online projects produced by training 8000 teachers, and  do not include later on online productions.

Table 3: Resulting Activities and Online Projects per Teachers and Students
No. Type of Online Activities Phase T: Teachers
S:Studetns Applications/Teacher Total Applications
1 Knowledge Tours I 8,000 T 2 16,000
2 Distance Learning II 8,000 T 1 / 3 teachers 2,666
3 Merging ICT III 8,000 T 3 24,000
4 e-newsletters III 8,000 T 1 / 3 teachers 2,666
5 Online Sites II - IV 8,000 T 1 8,000
Students Products I - IV 1,500,000 S group of 10 150,000
Teachers’ Portfolios 4 8,000 T 1 8,000
Total 211,332
Council, Board and Management

Reem Bsaiso:CEO – World Links Arab Region (WLAR)
Samer Salty: Chair WLAR
Robert Eckelmann: Chair WL
Mustafa Nasereddin:Vice-Chair WLAR / Mem. WL
Mohamed Muhsin: Vice-Chair WL
HE Hala Bsaiso: Minister of Social Development, Jordan
Mr. Sam Carlson: WL Co-Founder-World Bank
Mr. Maxime Chaya:Corporate Ambassador-Bank Audi sal
Robert M. Chefitz:Private Equity Partner
Dr. Salwa Khoury:Assistant Professor,  UAE
Gassan Al-Kibsi:Partner at McKinsey & Company
Chris Mathias:UK-based Entrepreneur & Investor
Linda Sean McGinnis,Co-Founder WL:World Bank
Claudio Pinkus:Executive Chairman of RevCube, Inc.
Jean-Louis Sarbib:Managing Director, Wolfenson & Co. LLC
Keith Yocam:Adjunct Professor, Education ICT and Pedagogy
World Links Arab Region Advisory Council
HM Queen Rania     Al-Abdallah
HE First Lady Asma al-Assad
HE Mrs. Bahia Hariri
Mrs. Elaine Wolfensohn
HH Princess Zahra Age Khan
Ms. Lubna S. Olayan
Mr. Saed Abdul-Latif

PROGRESS: Has your organization seen progress toward a culture of peace and nonviolence in your domain of action and in your constituency during the second half of the Decade?

Yes, each project ends with an international level assessment survey, it has been found out that schools drop out rates were reduced, youth became more engaged, online content increased drastically and collaborative projects among children across boarders were produced and newsletters among nations were exchanged to communicate about issues of conflict in a friendly and peaceful manner. Employ ability chances increased for a World Links graduate with elevated and steady income, healthier communities based on knowledge evolved an poverty, a main social disease, was reduced.

OBSTACLES: Has your organization faced any obstacles to implementing the culture of peace and nonviolence? If so, what were they?

Yes, in Palestine the occupation, the siege and the wall affected the teachers training and student reach. but, in other countries, it was mostly connectivity and equipment.

PLANS: What new engagements are planned by your organization in the short, medium and long term to promote a culture of peace and nonviolence?

We Promote self and lifelong learners, able to seek their own truths. We are aiming to reach 100 million youth in the next decade, within a healthy networked, academic and cultural environment.

GLOBAL MOVEMENT: How do you think the culture of peace and nonviolence could be strengthened and supported at the world level??

Yes, we were a regional operation, operating in the Arab World, but our steady, sustainable and scalable systems of incorporating ICT into the lives of youth and women via education, community and vocational training, helped us to assume our next level responsibilities of spreading the program worldwide, in Asia, Africa,Latin America and East Europe.
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Organization: World Links Arab Region

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