Fidel, founded in 1996, by Ethiopian new immigrants and native Israelis, empowers Ethiopian children, youth and parents within and beyond the Israeli educational system.  Today, Fidel operates four educational projects throughout the country that reduce the gaps felt by Ethiopian children and youth within the school system and ensure that youth who are either on the verge of dropping out or have dropped out find their way to normative educational frameworks.  A fifth program develops leadership amongst Ethiopian youth while encouraging them to take responsibility for their own lives and give back to their communities.

At Fidel we believe that education enable each child to maximize their potential and to become contributing members of Israeli society; intensive, significant and culturally sensitive efforts are needed to allow these children to attain the achievements they need to integrate successfully into Israeli society.

by Pamela Deutsch

“I have decided to change my personal narrative.  Most Ethiopians including myself usually start by saying…I was born in a small village, I trekked to Sudan, spent a year in Sudan…what I believe Israelis hear that the Ethiopian community is a deprived community.”

Michal is 38 years old, married and mother of two children ages 6 and 3.  She has a master’s degree in educational counseling from the Univeristy of Haifa, was born in Ethiopia,  and made aliyah at the age of 9.

Michal’s family lives in Kfar Saba and Michal attended Ulpanat Tsfira. As a national service volunteer, she worked in the caravan settlement for Ethiopians at Hatzrat Yasaf, where she led parent groups and worked with young children.  Her motivation for doing so, was that she might be able to prevent these parents and children from making the same mistakes she and her family made during the absorption process.

After completing national service, Michal attended the University of Haifa where she studied education.

During her master’s degree, Michal continued working with children and youth, but also held another er position simultaneously;  through the Israel Institute for Democracy, she worked as a research assistant for the Knesset immigrant and absorption committee under the direction of MK Naomi Blumenthal.  After completing her master’s degree, Michal was chosen by the Israeli Ministry of Foreign Affairs, and the staff of the Disney Corporation to work in the Israeli Pavilion at Disney World Orlando for a year.  “ I really enjoyed the experience and was very proud to represent Israel, as a black Jewish Israel woman.”

Upon returning to Israel, Michal was looking for an opportunity to work with the Ethiopian community and at the same time to lead change.  She talked with all kinds of Ethiopian organizations.  At Fidel she was challenged to present her ideas and explain how she would implement them. Michal understood that Fidel was an organization that empowered people to grow.

Fidel has two goals to train Ethiopians to be mediators and to empower them so that they will be able to provide good and professional services to the Ethiopian community.  But, more than that, the training provides the employees with skills and opportunities for life.  And this is what turned Michal on!

Michal began working at Fidel in 2000 as the Professional Training Director and over the years her job description expanded.  From 2006 to 2011 she served as deputy CEO of Fidel before assuming the position of CEO in 2011.

Since Michal began working at Fidel, the Ethiopian community has changed – particularly in terms of leadership.  Today, the young people, particularly those in there early thirties, who completed the majority of their education in Israel, and who have made Israeli culture their own, are now the leaders, and they are well able to express themselves on topics such as absorption, education, where resources are needed and where they should be going.  And they are not afraid to ask hard questions. There is no question that the new leadership at times challenges those who became for them.

Just as Michal has changed her personal narrative, she believes that it is time for the organizations working with Ethiopians to change their narrative as well.  Michal has already begun to take a good hard look with her staff and board, at Fidel’s strategy, whether their programs continue to be effective, whether their resources being used in the most effective manner, and how can they as an organization improve and learn in order to achieve the goals they feel are important for the Ethiopian community.

“Fidel since its establishment, has created very strong infrastructures in the communities where it works; our next step is to figure out how to mobilize the children and youth of these communities to become leaders within their own localities.”

“Serious Jewish education should demand doing and learning, that changing lives is much more difficult than writing a lecture.”

Levi grew up in Cleveland, Ohio in a very committed Jewish home; committed to Israel, and committed to Jewish tradition. He attended public schools, and simultaneously a rigorous daily Jewish/Hebrew education program, which met 10 hours a week. Levi’s parents in his own words were “profoundly Jewishly undereducated”.  However, their commitment to Jewish education was unshakeable and they overcompensated in how they educated their child.  Attendance at his Jewish education program was not up for discussion and as far as his parents were concerned being Jewish was the most important part of his identity and it was important that he know all about it. According to Levi, Cleveland’s eastern suburbs were a good place to grow up Jewish, because there is little else to do.  The Jewish community is very organized and they put the wealth to good use.

Levi’s parents were leftist in their politics and humanistic in their understanding of the world.  His mother taught for many years in a school where almost everyone was African-American, and Levi grew up understanding that while life is be lived, paying attention to those who are disadvantaged is just as important. His household was one that took civil rights very seriously, but being a Jew was the most important part of your identity.

“I always knew I wanted to be a Rabbi,” says Levi, as modeled by the rabbi in his synagogue, someone who was powerful and influential, who stood on the pulpit and gave sermons, but was not necessarily very learned.  Levi attended the University of Cincinnati, studying political science and simultaneously studied for a rabbinical degree at Hebrew Union College.  Spending his junior year at Hebrew University in Jerusalem was the most decisive year of his life for several reasons.  Being out of reach of his very protective parents taught him he could make it on his own.  Falling in love with Chaya, his wife of 44 years, made living in Israel crucial, as she was already committed to making aliyah.

Levi went back to the US, completed his degrees, and worked for 4 years as Hillel Director at the University of Missouri.  The post included teaching at the University and serving as the rabbi of the synagogue in Columbia, Missouri.

In 1976, the Lauer family made aliyah.   Chaya found work nearly immediately as a social worker at Hadassah Hospital.  Levi struggled to find work until after applying to be a student at Pardes, he was offered the job of director..

Levi served as Director of Pardes for 17 years, taking an organization with 20 students and an overdrawn bank account to an organization with 85 students and money in the bank.  At the time, Pardes was the only co-ed, post-university, halachic institution of learning.  It was a place for seriously searching adult Jews who wanted an environment committed to halacha, but without insistence on any particular standard of halachic commitment and practice.  The young people who attended were among the best and the brightest; people who wanted to synthesize humanism and devotion, lishma – for its own sake, not for professional training.

During these years, Levi describes two formative experiences.  One was serving in the Israel Defense Forces in a combat artillery unit.  His service taught him a lot about the implications of power, and what it is like to agree to a democratically made decision that you disagree with in political principle.  He also learned about his own capacities and tolerance that he never knew he had and also came into contact with all kinds of people to whom he would never had a chance to be exposed.

The second was working for 6 summers at the Brandeis-Bardin Camp Institute in Simi Valley, California.  At the Institute, Levi had the opportunity to work with Alvin Mars and Danny Gordis, who helped him far better understand what good teaching was and his own capacities as teacher.

After leaving Pardes, Levi spent time working at both Melitz and the Shalom Hartman Institute.  However, at a certain point he realized that doing is more important than learning for the sake of learning.  Serious Jewish education should demand doing and learning, that changing lives is much more difficult than writing a lecture. “It would be good if I were to be able to make a little difference dealing with urgent needs in Israel; affect younger people by giving them work and make it possible for them to be infected with an appetite for social activism.  Demand creates a kind of adrenalin – they will be so addicted to making a change in people’s lives that they will be addicted to it forever,” says Levi.

ATZUM was established in 2002 with one of its goals exploring moving the beit midrash to the street.   It is an organization that addresses the needs of people too little attended or ignored and avoids duplicating the efforts of other organizations. Levi was inspired by Paul Farmer who believes that among the essential ingredients to being a serious agent of social change are the courage to fail (humility) and believing that you do not have the right to be tired.  This was particularly good for Levi as he has endless energy.  With the help of a devoted staff, ATZUM has grown from an organization that worked with 18 terror victims and their families to working with more than 450 families.  Its other projects include, working with Righteous Among the Nations, a task force against human trafficking, and an oral history project for Ethiopian teens and Ethiopian Prisoners of Zion.

As I talked to Levi, I understood that ATZUM works because Levi juggles.  He is constantly on the phone, excels at putting people together,  and making 1+1 equal 3.

Levy and Chaya live in Jerusalem.  They have 2 daughters and 2  grandchildren.

ATZUM, founded in 2002, creates and manages programs which address the urgent needs of those who lack the public or private means to do so – one person and one family at a time.  ATZUM encourages young people to become activists and agents for social change, believing that by working with young people it can encourage lifelong commitment to social change.  By maintaining a fundamentally lean organization, ATZUM maximizes the assistance it provides to those in need.

The State of Israel as a Jewish State can be an example to the world in how it deals with its social ills.  Through its network of volunteers and support of its donors, ATZUM is addressing the some of the most urgent and pressing needs in Israeli society.

We celebrated the end of the school year in June, with our traditional “trip to the theater” when all the MAKSAM pupils enjoyed a performance by the Orna Porat Children and Youth Theater, at Hadera’s Rene Shani Auditorium.  Every year, thanks to a donation from one of our many friends and supporters, the theater company travels to Hadera specially to perform for MAKSAM’s pupils.  Our pupils eagerly look forward to this treat every year.   This year over 200 pupils (accompanied in some cases by family members) enjoyed “Adventure at the Circus”, the pupils were greeted before the performance by the Director General of the Hadera Municipality.

The Amuta is the result of the Ethiopian community expressing their own needs and working to obtain the solutions they desire.

The name they chose, “MAKSAM”, is an Amharic word describing the work of the bee passing from flower to flower collecting nectar, and producing honey.

Over the ensuing 13 years, MAKSAM has grown from a homework help program run by volunteers, to a Network of 5 After- School Study and Enrichment Centers in neighborhoods of Hadera with a large population of Ethiopian Israelis, providing professional programming to the pupils and support and enrichment to their parents.

The Program doesn’t dictate solutions, but offers empowerment and responsibility giving the community the tools to develop into a proactive group, working cohesively to better their lives and the future of their children.  This is the only program that has successfully involved not only the children but their parents and extended family members, in creating the supportive framework that has brought about such significant improvement in the children’s academic and social performance.

In Ethiopia, the Sigd was marked with a half-day fast and a pilgrimage to the top of the nearest high mountain. There, the community’s religious leaders would chant from the Torah and lead the community in prayer, praying for the restoration of Jerusalem and the reconstruction of the Holy Temple and for their dream of making aliyah to Israel to come true.  The day would end with a festive meal.

Since 2009 the Sigd has been incorporated into the Israeli calendar as a National Holiday for the Ethiopian community, many of whom travel to Jerusalem where they gather on the Talpiot Promenade, overlooking the Old City of Jerusalem for a day of prayer and festivities.

The Ethiopian pupils of the MAKSAM Network of After School Study and Enrichment Centers in Hadera celebrated the Sigd with a modest ceremony, including readings, songs and dancing, in the delighted presence of their parents and invited guests.

The pupils were excited by their awesome task, and their parents were overjoyed to watch their Israeli born “Ethiopian Sabras” celebrating the Ethiopian community’s most holy day with such reverance.