A defined population in the periphery – without adequate public support. The programs provide a practical response to high school students in the periphery, for whom, despite efforts, the public education system still does not offer sufficient solutions.

Free Education: Students’ participation in the programs is free, with no participation fees of any kind.

Program Activities Include: Guidance, program coordination, teaching/learning, practice, hosting learning marathons, transportation to learning marathons, and meals.

In collaboration with the government, the program activities are carried out:

•In cooperation with the Ministry of Education, the education divisions in local authorities, and educational bodies.

•According to the Ministry of Education’s curriculum.

•In schools that have agreed and wish to participate.

•In sectors in the periphery where, despite efforts, the public education system still does not provide sufficient support to the populations targeted by the programs.

•With high school students in the periphery, for whom the public education system still does not offer sufficient support.

•By learning teams (coordinators, teachers, disciplinary mentors) from participating schools.

Empowerment and Mobility for School Teams:

The implementation of the programs by teacher teams from the participating schools:

•Strengthens and empowers the school staff.

•Provides an additional role mobility for teachers (management, coordination, guidance, etc.) both within the school and outside.

Periphery at the Center: Even the mentors in the programs come from the periphery, with pedagogical mentors from various sectors and schools where the programs operate.

“Everyone Can”: Not just a slogan, but an approach, method, pedagogy, specific didactics, training, guidance, and proven results over many years.

In the program’s framework, the programs contribute to the school and its staff: First and foremost, an approach, method, pedagogy, and specific didactics developed for the targeted population, delivered by the pedagogical mentors of the association to the program teams at schools, and used by learning teams in schools with students in other classes not in the program. This is expressed through tailored pedagogical guidance and specific methods, pedagogy, and didactics — including guidance booklets, tools, and resources tailored for the programs.

Along with the approach, method, pedagogy, and specific didactics: Resources – within the program’s framework, the programs contribute additional budgetary resources to the existing public funding, which is insufficient. Additional financial resources raised for the operation of the programs complement the school’s public budget.

We believe that all these factors together enable a full, organized activity that provides a response to the required needs and goals.

Implementation of the Yecholot Start and Yecholot Hasam Programs for Matriculation has already been integrated into some schools and operates independently with full integration by the school teams.

Stability of Pedagogical and Financial Support: The Yecholot Start Program (three-year program) requires both intensive pedagogical support and significant additional funding to the insufficient public budget. It has been operating in schools for many years (over a decade), with continued pedagogical and financial support stability.

Success of Schools in the Periphery with Program Populations:

•Strengthens school teams and administrations.

•Enhances the prestige of public schools and the community.

•Strengthens parents’ trust in the school.

•Enhances students’ trust in the school, their integration, and sense of belonging.

•Strengthens and consolidates public schools as meritocratic institutions.

•Increases opportunities for social mobility for populations where education is the almost only alternative for advancement.

•Assists the public system in establishing the belief that indeed “everyone can succeed” in school, as a lever for continued and expanded success.