For this blog, I sat down with Sara, one of our two UNESCO Fellows for the 2024/25 cohort, alongside Nene. Originally from Palestine, Sara brings a wealth of experience from her diverse educational and professional background. As a friend and fellow student, I’ve learned a lot from our conversations over the past semester and am grateful for the eye-opening exchanges we’ve had, which even this blog collaboration has enriched. Get to know her better and discover how the UNESCO Fellowship has paved her way to joining IEDP.
What were you doing before you started this program? What led you to decide for IEDP?
Before starting at Penn GSE, I served as the Education Programs Manager at Tomorrow’s Youth Organization (TYO), an American non-profit based in Palestine. In this role, I led the development and management of educational programs that integrated Social-Emotional Learning (SEL), Psychosocial Support (PSS), and non-formal academic interventions for Palestinian refugee children living in the West Bank. These programs were designed to provide stability, foster resilience, and promote holistic development for children navigating the challenges of high-conflict and emergency settings.
I oversaw three main educational initiatives that served children aged 2 to 18, collectively reaching over 1,500 children annually. My responsibilities included program design, teacher training, and monitoring and evaluation (M&E) to ensure impact and sustainability. Collaborating closely with local educators, caregivers, and community leaders, I worked to build capacity in education systems, enhance trauma-informed practices, and create safe, inclusive learning environments.
This work profoundly shaped my understanding of education as a transformative tool for healing and empowerment. Witnessing the resilience of children in these high-stakes settings fueled my passion for designing education systems that address not only cognitive development but also the emotional and psychological needs of students in crisis-affected regions.
How was your application experience? Was there something you needed to provide, especially for the fellowship?
The application process was detailed but straightforward. I focused on showcasing both my personal and professional experiences and why I am so passionate about education development. For the UNESCO fellowship, there is an extra section that you need to fill out to be considered, and you need to apply by the scholarship deadline. For me, it was important to demonstrate both professional and personal alignment with the values of Penn GSE and UNESCO.
What does the UNESCO fellowship entail for you?
The UNESCO fellowship provides me with financial support for my studies, which has allowed me to focus on my academic and professional growth fully. Without it, I would never have been able to pursue my studies. It also connected me to a global network of like-minded professionals and mentors committed to education development.
What advice would you give someone considering applying for this fellowship or a similar one?
Don’t say no to yourself—apply! Start early and tailor your application to the specific fellowship’s mission and values. Highlight how your experiences and goals align with their objectives, and be specific about the impact you aim to create and how the fellowship will help you achieve it. Don’t hesitate to reach out to current or past fellows for advice—they can provide invaluable insights into the application process.
When I was applying to Penn GSE, I connected with over 10 alumni on LinkedIn and ended up having conversations with five of them, four of whom were UNESCO fellows. Their advice and perspectives were absolutely invaluable to shaping my application and refining my approach. Those discussions not only helped me better understand what the program was looking for but also gave me confidence in my ability to contribute meaningfully. Please feel free to reach out to me or Nene on LinkedIn!
What does a day in your life look like as an IEDP student, and how do you balance academic pressure and your personal life?
I’ve found that staying organized and intentional is key to thriving in graduate school. My mornings and afternoons are typically spent in class. I usually dedicate my early evenings to working on assignments or group projects. Collaboration is a big part of IEDP —whether it’s brainstorming with peers or refining presentations.
As a Graduate Assistant (GA), my responsibilities extend beyond coursework. I dedicate time to supporting events, programming, and research. One evening a week, I shift gears to focus on my role as a Graduate Residential Assistant (GRA). Hosting events for my floor is a chance to create community and engage with residents. Stay tuned for my GRA blog, where I’ll share more behind-the-scenes details and tips! Balancing these commitments with personal well-being is no small feat, but it’s manageable with a structured approach. Here’s how I do it:
- Use a Calendar Religiously: I map out everything – from deadlines and class schedules to downtime and social events. This helps me stay on track and avoid last-minute stress.
- Check-in With Yourself Weekly: I take a moment every Sunday to reflect on how I’m feeling, what I’ve accomplished, and what needs adjustment for the week ahead. This keeps me grounded and ensures I’m prioritizing self-care.
- Embrace Learning as a Privilege: Graduate school is demanding, but I try to view every challenge as an opportunity to grow. Framing my tasks this way keeps me motivated, even when things get hectic.
- Prioritize Self-Care and Boundaries: I’m intentional about carving out time to recharge. Whether meeting a friend for coffee, taking a walk to clear my head, or simply saying no to extra commitments, I’ve learned that balance is key to sustaining productivity and happiness.
Graduate school is as much about personal growth as it is about academic achievement. I try to approach every day with curiosity, gratitude, and a commitment to making the most of this journey.
Can you share a particularly memorable moment from your studies?
One of the most memorable experiences during my graduate studies has been working on the semester-long tech proposal assignment. The focus of our project was Early Childhood Education (ECE) in Palestine, which gave me an incredible opportunity to combine my academic learning with my professional experience. The assignment was intense—spanning the entire semester, requiring extensive research, planning, and collaboration—but also deeply rewarding.
What made it stand out wasn’t just the scope of the work but the chance to dive deeply into a context I’m deeply passionate about. Focusing on Palestine allowed me to channel my knowledge of the region’s educational challenges and opportunities into crafting a project that felt personal and impactful. We explored innovative ways to address ECE in high-trauma settings, considering how to integrate Social-Emotional Learning (SEL) and Psychosocial Support (PSS) into programs tailored to the needs of Palestinian children.
My team made the experience even more remarkable. Group projects can be notoriously difficult, but this was different. Each member brought unique expertise and an open-minded approach, making collaboration productive and enjoyable.
What quirky or unexpected habit have you picked up since starting your grad program?
I’ve started keeping detailed notes in bullet points for everything—it’s my go-to way of organizing thoughts and staying on top of tasks. It’s unexpectedly therapeutic and keeps me focused in a fast-paced environment.
How will the opportunity to get the fellowship and study IEDP impact your future career or academic goals?
The fellowship has been transformative in allowing me to deepen my expertise in education development. It’s also opened doors to a global network of changemakers. My ultimate goal is to lead initiatives that address the intersection of education, mental health, and community development, and this experience has set the foundation for achieving that.
What’s the best advice you’ve ever received from a professor or mentor?
One of the best pieces of advice I’ve ever received from a mentor was: “Show up authentically as yourself.” It’s about more than being physically present—it means bringing your values, experiences, and unique perspective into every space you occupy.
This advice has shaped how I approach my work, especially in education. In my professional life, showing up authentically has allowed me to connect deeply with children and educators, building trust and fostering genuine relationships. It’s also guided me in graduate school, where staying true to myself helps me contribute meaningfully to discussions and projects.
The International Educational Development Program 