We Aim to provide Early Childhood Education for 300 Children age from 3 to 6 years , who are from Refugee camps and most vulnerable communities in Beirut



Ahlam Laje’ is a registered NGO (# 561 ) implementing projects across Seven Palestinian refugee camp of Lebanon, Palestinian gatherings and the adjacent Lebanese and Syrian communities. The NGO registered in 2011 had started two years earlier as a youth initiative focused on providing educational services for the kids of Shatila camp. While the initiative started in 2009 with 40 kids and with the provision of support lessons to families in need , today the NGO manages projects covering education, Youth , protection ,Wash , inclusion , governance, cultural initiatives, sports projects, GBV ,service provision projects and provide small grants to small initiatives and NGOs. ALA also implement rapid response aid and relief projects.
* our work In education :
- Kindergarten :ALA has 4 KGs among Beirut camps with more than 600 beneficiaries each year ( 3-5 years )
- Early Childhood Education program (ECE) : ALA has the Expression of Interest from MEHE to implement the program in Palestinian Camps , more than 500 beneficiaries benefit yearly from the services provided by this program
- YBLN , ABLN , YFS : ALA has the expression of interest from MEHE to implement these programs , Youth basic literacy and numeracy program implemented by ALA among the camps and include more than 300 beneficiaries each year from PRL , PRS , S and Lebanese youth .
- Retention : ALA has the Expression of interest from MEHE to implement retention activities , ALA has Remedial and support lesson programs among Palestinian camps with more than 500 beneficiaries yearly .

* This project aims to bridge the gap in quality education between kindergartens (KGs) and UNRWA schools in Palestinian camps in Beirut. It will focus on curriculum alignment, teacher training, and student preparedness to ensure a smooth and effective transition for children entering primary school

* Reason for the project :
The main challenges facing refugee children in the geographical area targeted by this grant? *

1. Educational Gaps and Limited School Readiness Many refugee children enter UNRWA schools without the necessary foundational skills, particularly in language, numeracy, and social-emotional development. The lack of curriculum alignment between kindergartens (KGs) and UNRWA primary schools exacerbates learning gaps, leading to academic struggles and higher dropout rates. Additionally, overcrowded classrooms and limited teacher training make it difficult for schools to provide individualized support. 2. Socioeconomic Hardships and Psychological Barriers Refugee families face high poverty levels, forcing many children into early work or unsafe living conditions that hinder their ability to focus on education. Displacement, conflict trauma, and economic instability contribute to high levels of stress, anxiety, and emotional distress, impacting children's ability to learn and integrate socially in school. Limited access to psychosocial support services further deepens these challenges. 3. Limited Parental Engagement and Community Support Many parents lack the knowledge, resources, or time to support their children’s education at home due to financial pressures and limited formal education themselves. There is also a lack of structured home learning programs and awareness campaigns that could bridge the gap between school and home. Without strong community-based support systems, children struggle to adapt to formal education settings.

* project idea :
The project introduces a transformative and "inclusive approach" to early childhood education, ensuring a smooth transition for children from kindergartens (KGs) to UNRWA formal schools in Palestinian camps in Beirut. A key innovation lies in the Curriculum Alignment & Development, where a transitional learning framework is designed to bridge learning gaps in language, numeracy, and cognitive skills. The project further introduces interactive, play-based learning methods, making early education more engaging and effective. Another pioneering aspect is the Teacher Training & Capacity Building initiative, where KG and UNRWA teachers undergo joint training and mentorship programs to synchronize teaching strategies and create a more cohesive learning journey. The project also prioritizes holistic child development by strengthening core domains such as language, mathematics, science, social-emotional skills, physical/psychomotor development, and artistic expression ensuring children enter Grade 1 fully prepared. Parental engagement and home learning play a crucial role in this model, with targeted workshops, guidance materials, and structured activities that equip parents with the tools to support their children’s transition. Lastly, through direct coordination with UNRWA schools, the project facilitates a seamless transition to Grade 1, reducing the risk of academic and social challenges. This multi-dimensional, child-centered approach fosters inclusive, high-quality early education, setting a new standard for education in Palestinian refugee communities.