ABOUT US

Our vision

 

The overall vision of our program is to facilitate long term public change by developing a generation who will be forward-thinking, responsible, trustworthy and community-oriented.

 

Building Trust

 

Responsibility 2048 is a nonprofit organization (NPO 580560076) that was established in 2012 with the aim of preparing the millennial generation to take more responsibility for the quality of their local community in a rapidly changing, individualistic world, and increasingly fragmented society. 

In Israel, it teaches young students - Jews, Arabs, Druze, Bedouins, Muslim, and Christians – to take initiative and find solutions for local problems with the support of the local government. This collaboration is the key to obtaining the common good, as well as solving the societal problem of lack of trust at all levels - intrapersonal, interpersonal, and institutional.

 

  • Intrapersonal: People do not believe their actions can make a difference in their community.
  • Interpersonal: People do not trust the intentions of others.
  • Institutional: People do not have confidence that the local government acts in the public interest.

 

 

In Israel we have real-world examples of how the Responsibility 2048 program combines its unique educational curriculum with problem-based learning and a solution-seeking orientation in order to create real civic change and to build trust.

Educational Curriculum

 

Responsibility 2048 is designed for students in grades 7-12 and higher education institutions. It is accredited by the Israel Ministry of Education. Students from all sectors of society and all levels of academic ability participate in the program, including gifted, on-level, special education, and at-risk teens.

 

The annual curriculum focuses on the language and concepts embedded in the four pillars of the program: civic responsibility and engagement, cooperative problem resolution, project management, and community building. Expanding beyond students, it includes group training sessions throughout the year for all the teachers involved as well. It is unique in its merging of diverse groups of students and teachers under a common thread of academic and hands-on learning. Learning the four pillars prepares teachers and students for the more active problem-based learning stage of the program.

Responsibility 2048: Creating Common Good and Trust in a Fragmented Society

Problem-Based Learning (PBL) and Solution-Seeking Orientation

 

Once the students have acquired the initial concepts of the four pillars of the program, they move on to the Problem Based Learning stage. The students are divided into groups, and they then begin the process of identifying a community problem on their own, and begin working with local government in order to solve it. This stage enables the students to put into practice the concepts they learned in the academic phase. They are faced with real challenges in decision-making, communication, and problem-solving- all which give students the opportunity to practice and perfect their newly learned skills. The teachers act as their mentors, guiding them through the process. At the higher academic levels of learning, students actively take part in a wide range of internships with local and regional institutions. 

 

Some Recent Projects:

 

  • Be'er Sheva – Municipal Bonds used towards improving after-school activities for youth.

  • Jerusalem – Production of a video clip to raise awareness about accessibility for the handicapped

  • Wadi Salame – Creation of a Bedouin Heritage Center

  • Modi'in – Creation of a Brain Game Park

  • Ofra – Improving the Public Transportation System

  • Haifa – Creation of a Roller Blade Park

  • Um El Fahm – Cleaning the area surrounding the school and building a running track in place of the trash.

Regional and National Conferences

 

At the end of each year, each community hosts a symposium where the students present their projects to local leaders. During the second year in the program they partner with the local authorities to implement the projects that they presented.

 

Following the local symposium, The Ministry of Education hosts a national conference, inviting representatives from all of the programs. The national conference includes round-table discussions about responsibility and the common good.  The participants also exchange ideas and practices that contributed to the success of their projects.

 

The end-of-year forums contribute to the moral and practical recognition that young students in the community can contribute to the greater good by working with their local government. All participants feel heard, empowered, and valued. The forums are also beneficial for the local governing authorities, for they help them to recognize the needs of the young citizens in their community. They also enable them to create an ongoing dialog with the younger generation, in the hopes that they will one day become successful, active and positive leaders in society. 

 

The Programs

 

Responsibility 2048 currently has four ongoing programs operating in both the formal and informal educational systems. 

 

  • Regional Responsibility- Grades 7-9 in formal educational settings.
  • National Responsibility- Grades 10-12 in formal educational settings.
  • Municipal Responsibility- Ages 13-18 in informal educational settings.
  • Responsibility 2048 Practicum- academic program for students of excellence in university settings.

 

All of the programs use same model and curriculum, which is based on building a common language and has a systematic methodology that is relevant for everyone. Projects are dramatically different and are tailored to needs of each community.

 

Our Founder

 

Yaron Jacobs has a long history of holding high-level positions in both the private and public sectors and in higher education. He is a lecturer at the law school and the political science departments at a variety of academic institutions. He has served in a number of executive positions in companies and organizations in the private sector, including chairman of the board, board member, and CEO. In addition, he has also held prominent positions in the public sector, including serving as the legal advisor to the Central Bureau of Statistics, Senior Advisor to the Interior Minister, Policy Advisor to the Foreign Minister (Mr. Ehud Barak), and the Director General of the Government Companies Authority.  This unique interdisciplinary vantage point enabled him to create a multi-faceted, cross-cultural adaptable educational model and curriculum that is already changing the face of Israeli society.