Appendix 8 – Suggestions for Activities in the Education Arena

Organizations may submit proposals under the call for proposals, based on their work and desire to engage in the areas of activity detailed in this appendix and to the relevant audiences below:

Reducing the presence and impact of antisemitic content and narratives of delegitimization of Israel in K-12 public and charter education systems (in key geographies).
Encouraging implementation of curricula against antisemitism and dealing with anti-Israel narratives in public education systems (non-Jewish schools).
Exposing antisemitic and anti-Israel bias and content in teaching materials among state or district education ministries, teacher training bodies, district education administrations, and teacher organizations.
Working with educational institutions and teachers' unions in places that are challenged with implementing balanced and reliable alternative education systems.
Producing and implementing educational content against antisemitism and improving accessibility to existing educational systems.
Exposing the dimensions of the phenomenon, its causes, and its dangers among policymakers, teacher training bodies, education district administrations, and teacher organizations.
Any other activity that provides an effective response to the challenges that exist in this field.

Specific audiences will be determined based on the organizations chosen and the activities offered.

Bids for activities in Jewish education (formal and informal) will not be considered.
While approving bids, no payments will be made from the project budget that constitute support.
Bids must include details of the measurement and control tools for the proposed activity (accompanying research/mappings/surveys, etc.).
It is recommended to include a verbal explanation of the expenses included in the bid budget.

An increase in the knowledge and sense of ability of non-Jewish teachers to teach about Israel, Judaism, and antisemitism in a balanced and safe manner.
Percentage of textbooks / core curricula in target areas that have undergone change / precision / balance.
The number and quality of collaborations created between organizations in the field.
The extent to which policy recommendations or definitions (such as IHRA) have been adopted by official educational bodies.
The number of educational programs implemented and the scope of participants.