Local News
Gray Academy excels at online teaching during pandemic with ‘Gray Away”
and Annie (Gr. 6)
By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.
While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.
Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”
How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”
Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”
School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)
Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”
Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”
Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).
Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”
Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.
I asked whether there is a full slate of classes, including Judaic studies, for all students?
Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”
I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?
Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”
Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.
Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”
I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”
Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.
“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.
Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.
Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.
Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”
Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”
Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.
Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s
Local News
Who is Rabbi Ephraim Bryks and how did his time in Winnipeg prove so convulsive?
By BERNIE BELLAN (Posted December 30) Thirty-five years after Rabbi Ephraim Bryks left this city his name is now back in the news as the result of a new lawsuit that names Rabbi Bryks, the Adas Yeshurun Herzlia Congregation – for which Bryks served as rabbi for 12 years, and two rabbinical organizations as defendants. You can read more about that lawsuit and what it alleges elsewhere on this website at “lawsuit filed.“
But, aside from questions about why this lawsuit was filed now – some 38 years after the acts for which Bryks is accused of having committed against the plaintiff, there are still so many unanswered questions about Rabbi Bryks’ time in Winnipeg.
In his seminal history of the Jewish people of Manitoba, Allan Levine wrote: “The biggest controversy in the Herzlia’s history – in fact, arguably the most controversial matter in the annals of the Winnipeg Jewish community – involved Rabbi Ephraim Bryks, the synagogue’s rabbi from 1978 to 1990. Bryks arrived in Winnipeg in 1978 at the age of twenty-four, with his wife Yochevaed…”
Levine noted that “Under Bryks’ leadership, the synagogue’s membership increased. He established new programs for youth and immersed himself in the Jewish community. He also initiated Torah Academy, an Orthodox elementary school that operated out of Herzlia and soon had a sizable (sic.) enrollment (sic.).” (Gee Allan, didn’t anyone check your book for spelling mistakes?)
Levine’s story about Bryks goes on to note that controversy first began to circulate openly around Bryks in 1985 in the pages of what our paper was then called, which was the Jewish Post. (We didn’t become The Jewish Post & News until 1987, which was when we took over what had been The Western Jewish News.)
Bryks had been writing a weekly Torah commentary in our paper until three rabbis – Rabbis Rappaport, Weizman, and Neil Rose, sent a letter to the editor (who was my late brother, Matt, at the time) accusing Bryks of having plagiarized several of his columns from a book by Rabbi Reuven Bulka. Matt investigated and discovered that Bryks had indeed plagiarized at least two columns from Bulka’s book. When Matt reported what he had found, Bryks stopped writing his column for us.
“Far worse was yet to come,” Levine’s section about Bryks continues. “In 1987, several parents of young (male and female) children attending Torah Academy alleged that Bryks had sexually abused their children. The Herzlia board properly investigated the matter and heard evidence. According to a CBC-TV documentary on the case, the parents and their children were accused of being liars.”
Levine goes on to note that Winnipeg South Child and Family Services were asked to investigate the matter by the synagogue board, but the agency concluded that “Bryks’ behaviour of having children sit on his lap while he tickled them was ‘neither appropriate nor professional’, but not illegal. That might have been the end of it, but another allegation was made, this time to the Winnipeg Police by parents of an eight-year-old boy who claimed Bryks had fondled him. The police consulted a Crown lawyer, who decided not to pursue it since it came down to the child’s word against that of a rabbi.
“The case tore the Herzlia congregation apart, and some members left the synagogue,” Levine writes.
In 1990, Bryks left Winnipeg for Montreal, where he had been hired to head a Jewish school until parents there learned of the allegations against him in Winnipeg and the offer of employment was rescinded.
Subsequently, Bryks moved to New York, where he founded another private religious school in Queens – this time for children of Russian immigrants.
In 2003, however, Bryks resigned his membership in the Rabbinical Council of America. According to a report on “Newsday,” Bryks had “been dogged by allegations of sexual abuse against at least one Winnipeg child for more than 15 years.” He had headed two different yeshivas in New York, but no longer did so.
That Winnipeg child’s name was Daniel Levin. He was the son of Martin and Sarah Levin. (Martin Levin had been editor of the Jewish Post until 1983. He later became the books editor of the Toronto Globe & Mail.)
In Allan Levine’s account of what happened, “Daniel Levin had attended Torah Academy from kindergarten to Grade 2. …A troubled teenager, Daniel alleged that Bryks had molested him. According to Sarah Levin, Bryks had given Daniel candy to keep him quiet and told him that God would punish him if he ever told anyone what had transpired. The threat of retribution was echoed by other children who came forward. Daniel (who, by 1993, was living in Toronto) gave a taped statement to the Toronto Police, who inexplicably botched the taping and requested he repeat his statement. He never did. On Yom Kippur, 1993, Daniel, seventeen years old, committed suicide.”
In 1994, the CBC aired a documentary about the Bryks controversy titled “Unorthodox Conduct.” Myron Love wrote a detailed report about the airing of that documentary and the subsequent reaction to it from members of the Herzlia. You can read Myron’s full article on our website simply by entering the name “Rabbi Bryks” in our Search Archive portal. The first two articles to appear will be the first and second pages of Myron’s comprehensive report.
According to information online Rabbi Bryks now works as a mortgage broker in New York. For a time, he was also a self-styled marriage counsellor, providing services to women seeking religious divorces.
In 2018, we spoke with a woman in New York who told us that, 18 or 19 years prior, she had contacted Rabbi Bryks to try to help her get a “get” (religious divorce) from an uncooperative husband. That woman claimed that Rabbi Bryks showed up at her apartment and tried to take advantage of her under the guise of offering to help her obtain a “get” from her husband. As the woman continued her story, she said Rabbi Bryks had forced himself upon her to the point where he pushed her on to her bed and lay on top of her. She was eventually able to break free and demanded he leave her apartment.
There are many other references to Bryks on the internet. The recently filed lawsuit only adds to what is already one of the most controversial stories about a rabbi you’re ever likely to read.
Local News
Former Winnipegger files lawsuit against Adas Yeshurun Herzlia Congregation, former Herzlia Rabbi Ephraim Bryks, and two other defendants over allegations of sexual abuse and assault by Rabbi Bryks in 1987
By BERNIE BELLAN (Posted December 29, 2025) A former Winnipegger by the name of Ruth Krevsky (née Pinsky) has filed a lawsuit in Court of King’s Bench in Winnipeg on December 9, 2025 naming “Ephraim Boruk Bryks, Adas Yeshurun Herzlia Congregtion Inc., Union of Orthodox Jewish Congregations of America, and Rabbinical Council of America” as defendants.
The lawsuit seeks damages in the total amount of $4,200,000.
In the 30-page statement of claim Krevsky alleges that “In or around 1984, when the Plaintiff was approximately 19 years of age, Bryks sexually abused and assaulted the Plaintiff. The particulars of same include, but not (sic.) are not limited to the following:
” (a) initiated and engaged in physical contact of a sexual nature with the Plaintiff in his bedroom;
” (b) strapped the buttocks of the Plaintiff;
” (c) engaged in other sexual activities with the Plaintiff; and
” (d) in order to facilitate the abuse Bryks engaged in a pattern of behaviour which was intended to make the Plaintiff feel that she was special in the eyes of Bryks and Judaism.
“The abuse occurred in Bryks’ house located in Winnipeg, Manitoba.”
The lawsuit goes on to allege that “After the aforementioned abuse occurred, Bryks exploited his position of seniority and the trust he had cultivated with the Plaintiff to manipulate and control He used this dependency to discourage the Plaintiff from disclosing his actions, including by threatening her and by withholding reference letters essential for her academic and professional advancement.”
The lawsuit further alleges that “In or around 1987, while employed by the Congregation, Bryks was accused by (sic.) of several sexual offences involving young girls and women, including students at the School. (Ed. note, the reference is to Torah Academy, which Bryks started.) Although no criminal charges were filed at the time, the allegations were brought to the attention of the Congregation, the Union (of Orthodox Jewish Congregations of America) and/or the Council (Rabbinical Council of America). Since then. additional individuals have come forward with similar allegations of sexual abuse by Bryks.”
The lawsuit also names the Adas Yeshurun Herzlia Congregtion Inc., as defendant, citing ten different rules that “the Congregation taught the Plaintiff as well as other members of the Synagogue, including
“that it was forbidden to report a Jewish religious figure such as a rabbi to secular authorities and that any such reporting would constitute a serious violation of religious duty and loyalty to Judaism.”
Further, “The Plaintiff pleads that the aforementioned rules, principles and ideologies of the Congregation created an opportunity for Bryks to exert power and authority over the Plaintiff. The power and authority allowed Bryks to engage in the aforementioned behaviour and to continue to engage in same without resistance or question of the Plaintiff, without risk of getting caught, and thereby put the Plaintiff at risk of being abused by Bryks…
“As a result, the Congregation is vicariously responsible and liable for the actions of Bryks.”
The lawsuit goes on to list a series of behaviours in which it alleges Bryks was engaging and alleges the Congregation ignored many aspects of Bryks’ behaviour, including, among others: “Bryks’ difficulties with alcohol” and “Bryks’ difficulties with his sexuality.”
The lawsuit lists a long series of damages the Plaintiff alleges she has suffered as a result of Bryks’ behaviour and the refusal of the other defendants, including the Herzlia Congregation, to take any action against Bryks.
We have reached out to Ruth Krevsky, her counsel, counsel for the Adas Yeshurun Herzlia Congregation, and the president of the congregation for comment. To date, we have not heard from either Ms. Krevsky or her counsel. We did hear from the president of the congregation, who asked us to refer any questions to counsel for the congregation. We did speak with counsel for the congregation, but at this point he indicated that he had just been recently hired to represent the congregation and was just beginning to acquaint himself with the file.
The Rabbi Bryks story was one that tore the Winnipeg Jewish community asunder. The Jewish Post had a number of stories about the allegations that were levelled against Rabbi Bryks. (You can find those stories by going to our “Search Archive” link and entering the name “Rabbi Bryks.”)
We will have much more about Rabbi Bryks in the days to come. Keep referring to this website as we add to the story.
Local News
Newly announced Vivian Silver Centre for Shared Society to further former Winnipegger’s lifelong efforts to foster Jewish-Arab co-operation in Israel
By MYRON LOVE Vivian Silver (oleh Hashalom) devoted her life to working toward dialogue and collaboration between Arabs and Jews in Israel. The culmination of her efforts was the Arab-Jewish Center for Empowerment, Equality, and Cooperation – Negev Institute for Strategies of Peace and Economic Development (AJEEC-NISPED), which she co-founded 25 year ago with her sister peace activist, Dr. Amal Elsana Ahl’jooj.
Tragically, Vivian was of the 1,200 Israeli Jews, Bedouin and foreign farm workers who were slaughtered during the Hamas-led pogrom of October 7, 2023.
Last month, AJEEC-NISPED announced plans to create the Vivian Silver Center for Shared Society in her memory – a new national hub for Jewish-Israeli Arab collaboration and social innovation in Be’er Sheva – backed by an initial $1 million donation from UJA-Federation of New York, along with support from the Meyerhoff Foundation, the Gilbert Foundation, and other philanthropic partners committed to strengthening shared society in Israel.
“It’s a great honor and a beautiful gesture,” comments Vivian’s son, Yonatan Zeigen, “and I hope it will be a central building for civil society, both in the physical sense, that it will become a substantial home for the organization and for other initiatives that will use the spaced and also symbolically, as a beacon for this kind of work in the specific location in the Negev.”
As this writer noted n an article earlier this year in relation to the announcement of the launch of the Vivian Silver Impact Award by the New Israel Fund (NIF) – of which she was a long time board member, and which was developed in conjunction with her sons, Yonatan and Chen), Vivian made aliyah in 1974. She first went to Israel in 1968 – to spend her second year at university abroad at the Hebrew University of Jerusalem, studying psychology and English literature.
In an article she wrote in 2018 in a publication called ”Women Wage Peace,” she related that during her final year at the University of Manitoba, she was among the founders of the Student Zionist Alliance on campus and was invited to its national conference in Montreal. There she met activists in the Habonim youth movement who planned on making aliyah and re-establishing Kibbutz Gezer. The day she wrote her last university exam, she boarded a flight to New York to join the group.
She spent three years in New York, where she became involved in Jewish and Zionist causes, including the launch of the Jewish feminist movement in America.
“It was a life-changing period,” she recalled. “I came to understood that in addition to being a kibbutz member, I was destined to be a social change and peace activist.”
Vivian and her group made aliyah in 1974 and settled on Kibbutz Gezer. In 1981, she established the Department Promoting Gender Equality in the Kibbutz Movement. She moved to Kibbutz Be’eri near the Gaza border in 1990, along with her late husband, Lewis, and their two sons
In 1998, Vivian became the executive director of the Negev Institute for Strategies of Peace and Development in Beer Sheva, an NGO promoting human sustainable development, shared society between Jews and Arabs, and peace in the Middle East. Soon after, she was joined by Amal Elsana Alh’jooj as co-directors of AJEEC-NISPED, winning the 2011 Victor J. Goldberg Peace Prize of the Institute for International Education.
In the article she wrote for “Women Waging Peace,” she noted that “while we later focused on empowerment projects in the Bedouin community in the Negev, initially we worked with Palestinian organizations on joint people-to-people projects. I spent much time in Gaza until the outbreak of the second intifada. We continued working with organizations in the West Bank. I personally know so many Palestinians who yearn for peace no less than we do.”
According to a report in the Israeli newspaper Arutz Sheva, in the November 24th edition, the Vivian Silver Centre – which is expected to open in the spring – will be located within AJEEC-NISPED’s soon-to-open AJEEC House, and will provide a permanent home for programs that promote equality, leadership, and cooperation among Israel’s diverse communities.
“The Vivian Silver Center for Shared Society, within AJEEC’s headquarters, “the Arutz Sheva report noted, “will serve as a regional platform for dozens of Israeli Arab and Jewish social organizations. Through AJEEC’s educational, vocational, and leadership programs, the center will support thousands of young adults each year – offering mentorship, professional training, and opportunities for cross-cultural collaboration.
“These programs,” the report continued, “already reach more than 15,000 participants nationwide, helping young people integrate into higher education and meaningful employment while narrowing social and economic gaps.”
AJEEC House is located in Be’er Sheva’s Science Park, near Ben-Gurion University. The three-storey AJEEC House has been designed to foster cooperation and dialogue. It will host community partnerships, provide shared workspaces for social entrepreneurs, and serve as a hub for initiatives addressing social and economic development across the Negev and beyond.
Readers who may be interested considering a donation can dial into NISPED’s website – – for further information.