Tafnit

Tafnit's website
Tafnit brochure   

Tafnit (Hebrew for "turnaround") was launched in 2000 with the aim of closing the educational gap between underachievers and their classmates, and on reducing the disparity between low-performing schools in weak communities and schools in the center of the country. At the same time, Tafnit gives principals and teachers valuable tools to assist all their students fulfil their potential. This flagship program has grown over the years through  partnerships with governmental and philanthropic organizations.
 
Increasing Learning Success
   

Tafnit promotes effective models of intervention for different age groups. In elementary schools, Tafnit focuses on strengthening students' performance in the core subjects of math, English and Hebrew/Arabic, ensuring that students do not fall behind in these crucial subjects early on in their school career. In high school, Tafnit combats the phenomenon of high school drop out through the intensive multi-year Start program; and helps students succeed with their "obstacle subject" – the one that threatens to prevent them from gaining a full matriculation – through the Last Hurdle program.

During its first year, the Tafnit program was implemented in the southern region only, reaching a total of 2,450 pupils. This year, about 10,000 children in schools all across the geographic and social periphery are beneficiaries of Tafnit. The core principles and methods of Tafnit are at the heart of each of the programs. These are:

• Everyone Can Do It! – Every child, with very few exceptions, is capable of doing well at school.
• Chain of Success – Children must experience a repeated set of successes so as to build self-confidence and restore the teacher's and parents' belief in the child's ability.
• Accelerated Learning – Large gaps in knowledge can be sealed through accelerated learning that breaks the regular classroom routine.
• Results Orientation – The study program must be entirely driven by achieving good results, led by a teacher who can generate the will and motivation to succeed.
• Standards – The students must not merely improve their performance, but achieve high grades according to the national standard.
• Differential Treatment – Since children learn at different paces, there must be a differential investment of time and resources through small-group study and the employment of teaching assistants.
• Significant Others – A coalition of program teacher, coordinator and parents must be formed to encourage and direct the child towards self-confidence and scholastic success.

In 2006, the Center for Growth in Education at Ben-Gurion University conducted an evaluation of Tafnit which showed that the program is successful in contributing to educational achievement and also impacts positively on teachers, parents and on the participants' social and personal behavior.
 
The Tafnit Program enjoys full and rewarding cooperation with the Ministry of Education and local and regional councils, the Amit and Amal school networks, and from other social and educational organizations including: IsraCorps, Perach Tutoring Project, Association for Volunteering, Bat Ami Association, the Social Commitment Unit of Ben-Gurion University, PPSNI, DM Foundation and the Berman Foundation.