Israel

The Jaffa Theatre holds two major siccessful annual festivals, a three day Festival of The Arab Hebrew Woman, which includes plays, dance, panel discussions, film screenings and poetry readings all created and performed by women. Highlighting achievements of Arab women and usually takes place in March in conjunction with International Woman's Day. During Succot Holiday the theatre holds the “International Festival of Children's Theatre" in Arabic and Hebrew. In addition, the theatre offers acting workshops for Arab and Jewish youth, and internships for playwrights and other theatre artists. Both festivals bring together for the first time populations that otherwise don't meet and share common interests.

Ma’ase operates all volunteer frameworks currently available in Israel:
• AFAK - Volunteer Year for Arab-Israeli Youth in Civic Service framework or a private volunteering year
• ACHVA - Volunteer Year for Young Women of Low Socio-Economic Background – Primarily of Ethiopian Origin in National Service framework
• EITAN - Multi-year track including volunteer year and military service in Nahal
• YACHAD - Pre-army year of volunteer service
• GAL - Pre-army leadership academy
All programs include (1) quality, significant long-term volunteer service in the local communities in formal and informal education frameworks, (2) development of personal and social skills through leadership training, (3) improvement of formal scholastic achievements and career development.
In addition to volunteer programs, Ma'ase also operates a Knowledge Development Center, Alumni Organization which includes a range of follow-up programs, Entrepreneurship Department serving as a greenhouse for new social projects and a Training and Services Department which acts as a source of revenue.

Academic Programs:

Mabat runs yearlong programs at Haifa University, Beit Berl College, and Azrieli College of Engineering Jerusalem, facilitating mixed Arab-Jewish leadership and dialogue groups. Through a sequence of meaningful meetings between participants from diverse social backgrounds, students gain valuable conflict resolution and reconciliation skills and learn to reflect upon personal and mutual experiences. Our activity plan is derived from a range of theoretical models in the field of multicultural education, group facilitation, and experiential learning that involves hands-on workshops including outdoor education, photography, music, and more. Students receive academic credit for their participation in Mabat courses and also work in various volunteer schemes to contribute to their communities.
To date, we have run over 88 groups across Israel, changing the perceptions of more than 1,000 participants. Our in-house and external evaluations have revealed significant personal change in participants and positive influence on fostering multicultural dialogue on both campuses and in the community at large.
At the moment, we are working to expand our work to additional campuses where Mabat programs can be integrated as academic courses, accredited community outreach activities, and training programs for community leadership.
✓ Lasting an entire academic year of weekly meetings, the transformative process takes students from personal reflection to inter-group encounter, coming to fruition with community service.
✓ Rooted in experiential learning, our curriculum includes a range of methodologies such as outdoor education, photography, theatre, and music.
✓ Each class is a microcosm of the diversity of Israel; we ensure an equal number of Arab and Jewish participants and also give voice to the multiplicity of complex identities within each group, i.e. gender, religion, sexual orientation etc.
✓ Facilitated sessions: Our facilitators—one Arab and one Jewish in each class—are trained to handle cultural and linguistic sensitivities.
✓ We turn cultural difference into a resource that leads to creation and joint-action.
Community Outreach Towards Social Change
Mabat is an entrepreneurial project. Our students are driven to take what they have learned out of the classroom and implement on campus and in their communities.
✓ Multicultural Tours: Our students and alumni are trained to run joint tours for Jewish and Arab pupils in Haifa’s multicultural and multireligious neighborhood Ein HaYam.
✓ Mabat students organize multicultural home-concerts in Haifa. Students learn to create space for intercultural encounters, to manage small budgets and to formulate artistic programs.
✓ “Multicultural Festivals” adopted by the university: campus-wide roundtables and discussion groups.
✓ Our model is easily replicable: We run workshops, trainings, and seminars for educators and students where they learn to facilitate groups using the Mabat model. We also run tailored diversity seminars for other groups.

BEING PART OF THE GAME
Soccer centers in peripheral regions, in development towns in northern and southern Israel provide activity framework for children at risk.
PLAYING TO LEARN
Combined soccer-tutorial centers for underprivileged children in need of educational support.
MACCABIM OLIM TO THE FIELD
Fostering the social and educational integration of young immigrants.
The project promotes the educational and social integration of new immigrants, especially from Ethiopia.
PLAY IT FORWARD
A soccer track to full matriculation in cooperation with boarding schools that serve children from severely distressed homes.
GOALS FOR PEACE
This project brings together Arab and Jewish children in Israel through overnight camps consisting of intensive soccer training, dialogue sessions and other coexistence programming.
Kaleidosport
A combination that fosters the development of the social, emotional and physical skills proven by research to be critical to the well-being of children and youth.
Coaperation of Maccabim with The Rosh Pina Mainstreaming Network

Collective Rights Program
-The theory and policy concerning indigenous minorities and collective rights of the Palestinian minority in Israel.
Collective Rights and the Political Future Program
-The program is based on the Haifa Declaration and what has been achieved through it.
Political Monitoring Program
-Israeli political thought and practice have witnessed a major shift in recent years, particularly since the outbreak of the Palestinian Intifada and the mass protests of October 2000 within Israel.
Information Program
-Established in 2002 in an attempt to provide accurate information about Palestinians in Israel and to contextualize the information from the perspective of the indigenous Palestinian minority.
Historical Narrative Program
-The History Program at MADA is entitled, “Reframing the Historical Narrative of the Palestinians in Israel”.
Gender Studies Project
-This project stresses the urgency in establishing a gender project to study the status of Palestinian women in Israel and gender related issues.

Nowadays we are working on the 3rd level of Madrasa (lessons 15-22), and we wish to finish the building of the 3rd level in Dec 2017.
Other than that, we wish to initiate meeting between Jews who learn Arabic together, and between Jews and Arabs who learn both languages. in these meeting (that we've just started having)  people will meet as a community and share knowledge and experiences related to learning the languages. 
 

Each of the seven Jewish and Arab communities in which MT operates runs the following programs:
- Academic and pedagogical tutoring
Each child in the Learning Community receives two weekly hours of individual tutoring and two hours of group activities from trained university students who receive incentives for social involvement. Each child has his or her own work-plan, which outlines anticipated improvement and is decided upon by the parents, teacher, and the tutoring student. Emphasis throughout the year is put on reading and writing skills, on developing learning methods, on improving the ability of independent learning, on developing the communal sense of belonging amongst the children, and on identity, self-image and self-confidence issues.
- Parental involvement
In each Mahapach-Taghir community, there is a work team comprised of six to twelve local parents and other residents that take on the role of the community board. This board, the Steering Committee, forms the crux of the pedagogical work done at the Learning Community and the communal work of Mahapach-Taghir. The Steering Committee is encouraged to hold responsibility for the Learning Community, to set its program and agenda, and to become actively involved in shaping the community’s future. Steering Committee members take active roles in organizing the Learning Community’s public activities, such as the Community Action Days, workshops, and local campaigns organized throughout the year. Each Steering Committee meets at least twice every month.
- University Student Activism
Embedded within the Learning Community framework is the opportunity for university students to tutor children and adolescents while receiving a scholarship for social involvement. Mahapach-Taghir encourages the students to become involved in community work beyond their role as tutors by taking part in local Steering Committee sessions and local campaigns, staying in touch with the parents, and meeting with students in other communities and organizations in order to create new channels of cooperation. The students attend two national seminars every year: one dedicated to pedagogical training, and the other to community work and activism. In both seminars (and especially in the second one), they are exposed to the work of other organizations for social change that Mahapach-Taghir brings in as speakers. In addition, they attend five workshops throughout the year that provide them with the tools and knowledge essential to pedagogical and communal work.
- Building Women’s Leadership in Education
In line with Mahapach-Taghir’s identification as a feminist NGO, the organization takes active, definitive steps towards fostering the ongoing empowerment of mothers with children active in the Learning Communities, for whom equal educational opportunities have been identified as a shared concern and a common ground for inclusive cooperation. This includes systematic empowerment training that exposes participating women to human rights concepts, feminist agendas, and the practices of civil society. This training allows them to gain experience in initiating and carrying out communal campaigns while encouraging them to engage in inter-communal cooperation.

Our main projects include:
•The Arab-Jewish Regional Center for Excellence in Physics Research
•Jewish-Arab Theater Workshops and Productions
•Israel Cultural Heritage, a multi-disciplinary Jewish education program for middle school
•Theater Workshop for the Mentally Disabled (Voluntary work in ENOSH club)
•Social & Economic Justice Seminar, resulting in 50% of graduates volunteering to national service before the army
•Fringe theater series for theater students in the Galilee
•Kadar Center for Research-based Learning

On 7 October 2023, Maoz's parents, Bilha and Yakovi Inon, were killed when their house was hit by a close-range missile in the Hamas attack on Israel. After the attack, Maoz Inon has appeared on international media outlets across the world calling for an end to the violence in the region and the need for peace between Israelis and Palestinians. Maoz Inon has called for the Israeli government to negotiate a ceasefire with Hamas. On November 7, Inon and Yaakov Godo, another Israeli who had lost a relative in the October 7 attacks, began a vigil in a mourner's tent outside the Knesset, saying they would not leave until prime minister Benjamin Netanyahu resigned

1. Our core project has been the development of a new vision of education by allowing innovative educational practices to evolve within the first Arab experimental school in Israel.
Masar School was established in 1998 and has been growing by one class each year since. Today we cater to 234 students KG-9th Grade and we hope that it will be a KG-12th Grade school in a few years time.
2. Capacity building for educators
3. Research. presently we have 2 research projects: one with the Bernard Van Leer Foundation on language literacy and critical thinking and the other funded by the Kathryn Ames Foundation on Swimming as a tool for dialogue.
4. Consultancy, outreach and networking with other NGO's and academia.
5. influencing official educational policies and practices to better suit the Arab community in Israel.