......Title................................Short.............................Project Description

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The Director of a small Chilean rehabilitation centre for children with disabilities was also a ToP practitioner. A media personality lead a campaign to raise money and ten new rehabilitation centres were built across the country. Everyone felt strange with the scale of this huge new operation, so the director engaged all the staff and children in creating a lot of internal projects to match the major changes needed. By using ToP everyone was able to participate and take ownership of the changes. Projects included art work shops for kids, music workshops for kids, scouts and many other things. Seeing the size of the Directors work the board hired a manager to assist the director with the financial and organizational side of things. The manager didn t like the all the participatory workshops and closed them all. However they continued underground because they were so participatory. The board decided to fire the new manager and continue all the workshops and one of them, the art workshop, became very famous across all Chile. Isabel de la Maza (antiD)

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The project is to be carried out in Lagos, Nigeria. This area is about 2,750 square kilometers and its population (of 12 million) makes up 10% of Nigerias total population. It is the largest city and also the chief port as well as the economic center of Nigeria. It is located in southwestern Nigeria on the Gulf of Guinea. About 80% of Nigerias exports go out from Lagos. The northern part of Lagos produces around 50% of the countrys manufactured products. The population increases about 4 % each year. It seems this increase is caused by people migrating from the rural areas. Lagoss population density as well as the unemployment rate is Nigerias highest. In particular, unemployed youths are many and as a result, most end up working as street vendors in traffic jams. In Nigeria, primary education is compulsory. Every year more than 3 million 6 year olds enter primary school (in 1990, only 72% graduated), resulting in a shortage of schools. From 2004 onwards, three central districts will begin construction of 60 primary schools using funds provided by Japan. The country expressed their gratitude in a newspaper advertisement. The students who continue their education, after finishing compulsory primary education, decreases with the level of education. By the time the students graduate from university, only 1 million students are left. There are vocational schools like POLYTECHNICS and MONOTECHNICS in Nigeria. Monotechnics is similar to the Japanese specialty schools and there are around 78 such schools in Nigeria. Every year, there are only 100,000 students graduate from these schools. There are private vocational schools but these schools only teach computer technical skills. Opportunities for vocational training are also very rare. The local partner of this project is Millennium Village Center. This center is used as a vocational training school for the Nigerian youths and was built in 2002 by the NGO Organisation Research of World Peace. When the school opened in Autumn 2002, it had only 2 classrooms: a teaching classroom (330 square meters) and a practical training classroom (276 square meters).At the moment the average class time for a student is only 10 hours a week. Ideally this should be about 4 hours a day or 20 hours a week. This is possible by increasing the number of classrooms. The plan is to build a teaching classroom big enough that each of the 120 students can have their own study desks. By adding two additional classrooms, the number of computer students can increase to 96 from 48. In addition, Japanese experts were brought in to help design the improvements for the multi-purpose hall and the water supply facility. Construction Plan - A two floor building with 5 teaching classrooms, 1 teachers room, 1 library and toilet facilities. This will be 378 square meters. A hall with a multi-purpose hall, a clerks office, a warehouse and toilet facilities. This will be 375 square meters. Water Supply Facility with a 50m deep well and a pump. Execution Plan - In 2005, we will be collecting funds for the construction and improvement of the school. We invite all donations at the moment. The completion of the construction is scheduled for completion at the end of 2006. At the same time, it is necessary for the people to learn how to operate the machinery and we are making a list of necessary training. With the list we will be looking for experts from all over to offer their assistance.

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Aim of the project is to Develop women's skills for promoting reliance and organization through wide-ranging trainings such as leadership, literate education, life skill, and occupation training. During women are taking trainings, we provide early childhood education for their children so that people in the Slum are able to improve quality of their life comprehensively. Terms of project was from from April 2005 to Marrh 2008 Cooperating organizations were Social Development Bureau and Education Bureau of the Chiapas State Government are cooperate as counterpart organizations. Local NGOs working in the project site area also participate in this Project. 6 model comunities in the city of Tuxtla Gutierrez(TGZ) and San Cristobal de Las Casas(SCC) in the Chiapas state in Mexico. Beneficiary of this project include Around 25 person of CP and NGO, and around 210 women who are participated into the trainings and their children. And after the women start to do their activity in their communities, beneficiary would be expected 2100 to 4200 women and their children. Photo report in the San Cristobal de Las Casas which our activity has already started. The residential compound of native people (left photo) and native woman selling their handicraft (right photo). There are variety of reason why those native people had to come to live in the city, but their circumstances of their city life is almost same in terms of inconvenient and poverty. Before trainings get started, project team organized community event for advertising the project and also animate the community on weekends in June. People learned vegetables by enjoying card game (center photo), and watched the Social Drama showing domestic violence (right photo). Since July, trainings have started. Women who knew this project through the event came to learn self esteem, medical plants, nutrition, etc. every 2 days a week in the training. On August 16 and 22, Sizuyo Sato and Wayne Elthworth from ICA-JAPAN had training for women. During their training, their children are took care of by person for early childhood education. Women who trained by social development bureau of Chiapas government before this prject also have participated into the leadership training of this project to be a leader in their community. On August 20, in the district of Patria Nueva in the TGZ, women of SCC and TZG got toghether and exchanged their experiences in the event. As on-demand traninig, mashroom plant trainigs have started. Mashroom house had bult by women and their family (left photo), and they are eagerly learning how to grow those mashrooms in the training(right photo). For the CP of the social development bureau and social education bureau of Chiapas government, ICA-JAPAN and ICA-USA had trainings for educating facilitation for the community. In this project, we also have activity to support to improve the quality of their life in the community. On August 22, ICA-JAPAN held community forum in the Cascajal district. Around 350 women and men discussed how they improve up the quality of their community through thinking of (vision) of 3 years after in terms of culture, economics, and politics. ICA-JAPAN shall support their activity as facilitator.

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Gender equality and justice are an integral part of the project. It is not an individual direction but it is the subject that comprises the whole project. Accordingly the working plan is arranged and conducted by focus groups in 5 targeted districts: Kanibadam, Asht, Mastcha, Zafarabad, Spitamen. Focus groups carry out the purpose of improving the DF members participation into the management process in the research fields and the introduction of these actions into Dehkan farms. PO s EHIO Farhang va Tarakkiyot in this project is responsible for providing focus groups in the following districts: Zafarabad, Spitamen (2007) and Dj. Rasulov. The focus groups discuss the following key items: Certificate on right of land tenure Certificate availability for share Debts to investors and other organizations, bodies Management issues Transparency s reporting Salary issues Debts of investors in DF Land share re-registration Fertilizers, machinery Access to resources Gender Participation Membership in DF Relation/correlation of DF members, hired personnel Legal rights Trainers/facilitators of PO s EHIO Farhang va Tarakkiyot are conducting training sessions in targeted districts of (Zafarabad, Dj. Rasulov and Spitamen) on the topics of: Bookkeeping and registration for the financial operations of a dehkan farm, Financial analysis of DF, Budgeting and cash flow calculation in DF, and the DF business plan. After such training, trained DF members work as accountants in their dehkan farms. Using the strategy, Leading Dehkan farm and united farms (neighbouring farms), relative to the research field; regular information for DF members and employees is provided both for men and women. It also collects regular information for timely response to all project components. Other topics and issues are discussed to develop practical steps for their introduction. Focus groups are used as a tool for each of the 5 project components. At the same time they complete a function relative to mobilization and the informing of members, (women and men). Special attention is paid to gender equality while carrying out these measures, not only within the project framework, but in the everyday activity of DF and the organizations partners.

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Considering the most affected sub-district under Bagerhat District and presence of hundreds of children who lost their either father or mother or both, Sharonkhola Subdistrict was selected for the whole project. The project included 102 parentless children belonging to 27 schools under 4 union councils of Sarankhola Upazila who are offered educational and urgent needs. One-year long project for 30 orphan high school children from 4 union parisads(council) of Sharonkhola Upazila from 8 schools in cooperation with Taipei American School Foundation, Taiwan. Students were assessed in terms of student status- regular or irregular in their study, age, sex. class, years to go college, vocational training of interest, cyclone tragedy, loss of parent, shelter and care giver, food giver and future plan. Two training locations were selected based on childrens preference in Sharonkhola Upazila. One is Tafal Bari School and College for computer applications and another is R K D S Girls High School for dressmaking at Rayenda. The survey identified the children are interested life skills training in livestock (cow, poultry etc.) rearing, dressmaking, computer training, mechanical and food processing. But finally three courses they enrolled and other courses they found not suitable to undertake due to their schooling period, distance, age and travelling issues. But they are interested to do these course when they are in class X, XII and XII.

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The research project seeks to find out the best ways to address gang and gun problems in Old Trafford. The project gathered reliable information about the nature of gang and gun culture directly from young people by young people, in order to develop practical proposals to address the problem. The young people have been trained as peer researchers to carry out this project, which entailed developing a research method, carrying out face-to-face interviews, creating on-line surveys and facilitating a focus group. The project was for young people by young people and they have come up with a list of recommendations for all key stakeholders such as the Youth Offending Service, Greater Manchester Police, Trafford Housing Trust, The Youth Service, Probation, Schools, Safer Trafford Partnership, Community groups, National Government and young people themselves. The outcomes of the project were: trained 5-10 young people in peer research methods, including: exploring what peer research is with examples. developing a method for research e.g. an event, interviews or a questionnaire and critiquing the methods to decide which ones will best fit the project brief. understanding research ethics. undertaking role play and piloting to test the methods used and to anticipate difficult situations. Generating risk assessments for their activities. supported the young people to undertake the project in action with between 20 and 50 respondents/ young people consulted. worked with the young people to evaluate the project. write a report on the project and to disseminate the findings to all the key decision making bodies within the area and beyond. skilled up and develop the young researchers in the following: transferable research skills. self-confidence. a greater understanding of the issues in their area. presentation and facilitation skills. support the young people to play a greater role in community leadership. For the participants to find out more about the issue, and feel an increased involvement in their community and solving community problems. disseminated the findings and recommendations to a range of decision makers and community leaders on a local, regional and national level enabled the young people to generate ideas which they can take forward directly to make change happen to reduce the gun and gang problem

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In 1989, Chikhale Ashram Shalla opened its doors to the first elementary grade level classes of tribal students from surrounding villages. By 2011, the school had grown to Click to enlarge serve 537 students, standards 1 through 12, in a residential environment where they can live, study and play together during the school year. Working in cooperation with the Government of India, ICA India and the Chikhale School administrative staff established both a science curriculum and a business and arts curriculum for the two upper grades. When the 5 boys in the 12th standard science curriculum take their final exams in March, they will become some of the first tribal students in their state to complete this level of course work. Their enthusiasm has encouraged 22 boys and girls to enroll in this years 11th standard science class. Completing the building and learning environment for the Chikhale School has involved many groups and organizations over the past 30 years. Recently, major financial support for expanding the training center was Donors visiting the kitchen where students meals are prepared, organized by ICA Japan. Several Lions Clubs in India also financed the furnishing of specific rooms within the building. In addition, business leaders from the area made substantial contributions including upgrading the school kitchen in which the students meals are prepared and providing sports equipment. A local bank donated computers for the schools Global Classroom. Nelson Stover,

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HIV prevalence is at 3.2%. 88,000 children are currently orphaned due to AIDS. 94% of these children who have been orphaned or made vulnerable do not receive any medical, educational or psychological support. Only 6.1% of HIV positive pregnant women receive anti-retroviral treatment (ARV) to reduce the chances of mother to child HIV transmission. Since ICA Togo’s inception in 2006, we have expanded our HIV/AIDS campaign into rural areas. This decision was made because individuals in rural areas are often overlooked and tend to be in the most vulnerable situations. Some of the programming that has been implemented thus far includes: an awareness raising program; peer educator training; support for disenfranchised youth; and workshops on income generating activities and loan management for the youth Worked with individuals in rural areas to assist an underserved population to know and understand their HIV status, and provide clothing to children in the area. Started an awareness raising program, trained peers educators on prevention, trained youth about income generating activities and loan management, and then disbursed micro-credit loans

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1.WATER LTID has helped Ngomano Community reduce the distance to water points for 180 households from 5kms to 2kms by construction of sub surface dams which serves as a great water reservoir to Ngomano Community.
5. 2.FOOD SECURITY: LTID has improved access to food for Ngomano Location from one meal per day to three meals throughout the year. This has been achieved by trainings offered to the community on dry land farming methods, provision of drought tolerant food crop seeds,farmers have been involved in improved poultry rearing and improved goat rearing.
6. 3.HIV and AIDS. LTID has been offering HIV and AIDS prevention education training to Ngomano Community. In addition LTID facilitates access to Voluntary Counseling and Testing Services through mobile VCTs. Those people living with HIV have been trained on Positive self management and are taking charge of their health by living positively. 
4.SELF HELP GROUPS. Village savings and Loaning Association (VSLA) through self help groups in each village has given the women voice and power to manage their saving by LTID. All the household basic needs are catered for at the self- help group level.30 self help groups have been established in Ngomano Location.
8. LTID distributes 30 male goats to 15groups in Ngomano Location. The goats are meant for Local goats upgrading. LTID distributes Ken brow chicken to Ngomano Community.

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ICA GreenRise aims to support the family-owned pharmacy and other tenants of the building by connecting them to one another and continuing to grow as a community hub. The 2014 Solar Launch and Uptown Share Fair was a great launch of these efforts.
Another event designed to help build ICA GreenRise as a accessible community space was a CSLN Hub event in March. The event showcased the GreenRise building, screened two separate films as part of the One Earth Film Festival (more on page 5), and finished the day with mini-workshops for hands-on learning.
In addition to single day events, this January ICA convened a cohort comprised of ICA GreenRise tenants, residents, and Uptown community members to discuss ways to build community around health and wellness. The group named itself ‘Nourish Yourself, Your Community’ and co-created a 6 month health and wellness curriculum led by cohort members.
Topics in the curriculum included stress management, meditation, pickling and sprouting, creative storytelling, and intro to improv, to name a few. The project, supported by a small grant from Thorek Memorial Hospital, aims to create a space for individuals to learn more about each other and exchange strategies to help serve themselves and the community more effectively. When the cohort concludes in June, the ICA GreenRise aims to continue to build on the community momentum as a north side sustainability hub. ICA staff and volunteers are currently in the planning process for the first official GreenRise Community Sustainability Hub Day, slated for June 20th.