It is difficult to believe that it is only a matter of months since I was given the privilege of chairing ESRA. Continuing my learning curve – visiting branches and projects - it is nothing less than amazing what this organization of ours manages to achieve. Simultaneously we experience an enjoyable and satisfying time by contributing towards a meaningful and better life for others. This is the clear message received from our ESRA volunteers.

Sitting in on the distribution preparation for ESRA MAGAZINE I witnessed the professionalism, commitment and enjoyment of some 20 volunteers as they prepared bundles of magazines ready to be collected by other volunteers from different cities and neighborhoods. When I expressed how impressed I was with the whole process, I was told by one volunteer, there with her husband, “You can’t imagine how ESRA changed our lives when we made aliyah some four years ago – suddenly we found a new family – one who spoke the same language, gave us an opportunity to make new friends and be able to contribute towards helping others. We do not know how we would have managed without ESRA.”

ESRA’s role is twofold – the supportive activities carried out by our volunteers, as well as our contribution towards improving the lives of others. The reality remains that whilst Israel appears to have escaped the worldwide economic downturn the gap has widened between the “haves” and the “have nots”. This is also reflected in the worrying educational downturn in our schools. ESRA’s policy is to support people rather than buildings. We recognize that new immigrants require particular support but we also see that some who came many years ago are still struggling to survive.

Between 1984 and 1985 Operation Moses brought to Israel the first arrival of the beautiful and refined Ethiopian community. Operation Solomon followed in 1991 bringing many more. Today some 120,000 Ethiopians have made Israel their home. For many it has been a challenge to find their way in what must appear to be a strange environment. ESRA’s manifold support programs have played a major part in helping this community to adjust to a new way of life. Anyone visiting Heftzibah in Netanya cannot fail to be impressed with ESRA’s programs for both adults and children. One such program is Students build a neighborhood. Here we succeed, simultaneously, in helping different sections of society. Many Israeli students are unable to afford the cost of university fees. ESRA offers them financial support and provides accommodation in exchange for the students living in this Netanya neighborhood. Here they give lessons after- school to those children requiring help with their studies. The end result is youngsters whose school experience becomes positive because of the mentoring by the students. At the same time the students experience the joy of contributing towards a new life for their pupils.

ESRA is a unique organization because its raison d’être is people. Whether it is the opportunity to help matric students prepare for their English oral examination, volunteering to counsel those who have recently suffered loss, helping to run a bookshop or organizing an event, ESRA’s volunteers carry out their responsibilities in a most professional way. Their reward is the knowledge that they are changing someone’s life for the better.

ESRA’s donors are equally unique because they are giving without having their “name in lights” - we do not have buildings on which to put names. The reason our donors give to ESRA is because they know that their contribution is making a difference. ESRA is proud of the fact that our organization is based on volunteers with a minimum (but excellent) staff. Its members and supporters bask in the knowledge that they are helping create a better tomorrow both for the individual and for the State of Israel.

 

Brenda Katten is ESRA’s chairperson.

 

 

 

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About the author

Brenda Katten

Brenda Katten was born and educated in London, UK.  She was a member of Bnei Akiva and the Federation of Zionist Youth (FZY). Professionally she worked as a Relationship and Educational C...
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