What We Do

Our students are among the most highly educated in the region. Since the 1960s, girls have made up around half of UNRWA students.


LftF was developed in 2013 to improve the quality of educational leadership in UNRWA schools through addressing the knowledge, understanding and skills required by leaders to enable them to lead and manage sustainable change.

It adopts an open, blended learning approach; this takes into account differences in learners’ styles and their starting point. Interactive materials, both print-based and online, along with a practical school-based focus, provide opportunities for school leaders to combine their existing knowledge and skills with new approaches. The materials reflect and build upon the different experiences of school principals and deputy school principals to help them enhance their capacities.

School principals and deputy school principals are encouraged to carry out implementation tasks which require a high level of self-reflection and analysis, and to apply their newly gained insights to their day-to-day work. They will keep a learning log and a portfolio to capture the completed implementation tasks. Through their study of the programme, they will be empowered to better lead and manage effective and sustainable improvement in teaching and learning in their schools.

To help them get the most from the programme, the school principals and deputy school principals are directly supported through three face-to-face group workshops, peer learning groups, and learning communities. They also receive ongoing support from the Strategic Support Units (SSUs), area education officers, and education specialists.  During their study of the programme, school principals and deputy school principals collect evidence and information regarding their school performance and compare it to the baseline information data they collected at the beginning of the programme.   In this way, they can see any progress made, or any challenges to be addressed.

LftF also builds participants’ confidence, and their competence, to coach and improve the performance of their staff

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