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

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PROFITABILITY A machine tool company of 1300 people was not quite making its targets year after year. The Managing Director wanted a way to focus efforts, especially on quality, customer responsiveness, development of special purpose machine tools and teamwork. The M.D. was a bright local manager of a wholly owned German company who was head and shoulders in capability above everyone else in the company. In several participatory planning and implementation programs including leadership training and mentoring with the top team of 20, the M.D. learned to facilitate instead of direct, to empower task forces instead of try to do things himself and to encourage instead of be critical. Others were able to take on more responsibility, to delegate many of their own tasks which also helped their subordinates take more responsibility. Five years later the company won the first Baldridge Award given in their country. They realized that the ICA programs had created the human infrastructure for Total Quality Management. When the company was sold two years following, that country operation was the most profitable of the 16 country operations and is still the Flagship Company, even more successful than the German Mother Company. ICA Taiwan

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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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2002 Initial training on HIV/AIDS, Facilitation, Communication & Gender issues with groups of 30 young people from 6 different schools around Johannesburg (Kagiso, Alexandra & Eldorado Park) Celebration event for representatives of all participating schools Intensive training of 20 representatives (total) from all schools in Facilitation methods and skills 2003 - Ongoing development of core group of 20 young people as YFL membersIntensive training with Street Children at Twilight Shelter, Johannesburg 2004 - Appointment of 1st young person as YFL Programme co-ordinator Intensive Gender training of core group through Men As Partners network 2005- Participation by Programme Co-ordinator in Africa Unite, Youth Conference organised by UNICEF in Ethiopia Collaboration with UNICEF (SA) on various youth-related events Selection of 2nd young person as YFL Programme co-ordinator 2006 -Development of new training programme with 10 groups (in-and-out of school) in Johannesburg and North West Throughout the programmes life, there has been ongoing training, meetings and support for core members of the group. The training has included the following: Participatory Facilitation Skills and Methods; Assertive Communication skills; Gender; Understanding & Tackling Racism & Sexism; Youth-Adult Partnerships; Co-Counselling The YFL programme has successfully been fulfilling its vision of encouraging social change, through the young people who have been part of the programme, who can be seen as social change agents. A few examples of their many activities are as follow Community work in orphanages, care centres, other schools and youth centres Facilitation of youth issues discussions on community radio Co-Facilitation of training programmes with Itereleng:ICA at other schools, in rural areas and with street-children in Johannesburg Development of support groups to prevent suicide (depression issues) and other Organisation of a street campaign to lobby for children's rights Peer education activities within schools around issues of gender, HIV/AIDS, childrens rights, substance abuse, self-awareness & anti-oppression etc. The activities have included training, carnivals, motivational talks, school assemblies, drama, creation of materials & distribution of information Over 1000 young people have been trained & educated on the various issues detailed above Young people have discussed how they have been able to effectively use new skills in difficult situations they have faced at home, school and in their communities One group were ministers at their school and have been involved in a range of initiatives, such as visits to parliaments, meetings with MECs and ministers etc. The other significant success of the programme has been that YFL members have not only developed a wide range of skills and shared these with others, but have also grown into an effective team, who are able to work collectively and individually. As advocates for youth issues, YFL members have excelled in many different settings, such as in their schools, with other organisations and in various workshops, presentations and conferences. In short, they represent South African youth with pride, intelligence and dignity.- South Africa

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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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Bramley and Rodley Community Action, or BARCA, delivers a range of health, education and personal development services to young people and adults in West Leeds. In November 2004 their Youth Work Manager asked ICA:UK for some help in developing a youth participation strategy for the organisation. Although they had some young people involved in running individual clubs and programmes, they felt that not all of their staff were on the same page as to what youth participation actually meant and entailed. Process After several meetings and phone calls, ICA:UK facilitated an Away Day for BARCA in February 2005, designed to get their young people, staff and volunteers talking about youth participation and what it meant. During the day, BARCAs people: discussed the benefits and dangers of their young people participating in the organisation looked at the needs that young people had in order for them to participate, and the resources the organisation had to encourage that involvement learnt about Roger Harts Ladder of Young Peoples Participation see and ranked their own activities against that ladder ; created their own vision for young peoples participation within the organisation identified some next steps that each participant would take to make that vision happen. Outcomes BARCA has recently conducted an evaluation with the young people who attended the Away Day, to see what has changed within the organisation from their perspective. Amongst other activities, young people have now had the opportunity to: plan an event to recruit new members to one of their groups; interview new staff; train adults on how young people want to be trained; and evaluate their After School Club. Overall, the young people said that they were happy that workers listen and respond to their ideas and suggestions, and with their own current level of involvement. Thank you for facilitating our Away Day and assisting us to create our vision to take Youth Participation forward in both our business plan and, more importantly, within the delivery of our work. ... One important thing we learned that day was that we should never underestimate the ability of young people to deal with complex issues and, equally, to never underestimate adults ability to undermine young peoples participation. - Diane Law, Y outh W ork Manager, BARCA-Leeds.

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ICA teamed up with the Bhutanese Community Association of Illinois (BCAI) through RefugeeOne to introduce the ICAs Learning Basket_ to 20 refugees and newcomers in the U.S. It was an abbreviat ed program and took place at the BCAIs headquarters, located in the Rogers Park neighborhood. The training consisted of six twohour sessions. The BCAI provided an interpreter. ICAs Learning Basket consultant Katie Kretzmann and the participants incorporated playtime after each session, allowing the at tendees to test the newly acquired knowledge and skills immediately. At the end of the course, the parents and grandparents improved their skills to interact with their children. They learned how to stimulate in fant and toddler cognitive skills and enjoy more quality time with them. One enthusias tic mother said, The session taught me that even if I only have a few minutes to play with my child, I should take the time with him. I learned that with a simple piece of cloth I can teach my baby many things. USA

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The Learning Basket_ program is an individualized educational program for infants and toddlers, their parents, and their teachers. Developed in 1990 by K. Elise Packard, Ph.D., it has been implemented in over 40 locations, in the U.S., Mexico, Peru, and Haiti. With the support of a local foundation, the Learning Basket has been able to expand from one part-time staff member supporting the work to three part- time ICA employees. The Learning Baskets fundamental concepts include: Parents and caregivers are a baby's first teachers Children learn through play The first three years are extremely important in a childs brain development Any simple object can be a teaching and learning tool. The approach begins with an actual basket, filled with simple and appealing hand-made toys and household items. These baskets are woven by a local church group and donated to the ICA. Play to Learn, the accompany- ing curriculum, provides examples of what to do with children ages 0-3 at each stage of development. Materials are available in many languages. The easily implemented approach provides participants with a number of concrete parenting skills and activities. It also develops literacy and leadership abilities. In addition, the approach teaches parents the basics about child development and motivates parents to spend time in quality interactions with their children.

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Service Learning Program in response to interest from several local and national institutions of higher education. There are many creative programs already link- ing higher education and civic engage- ment. Service learning has been an inte- gral part of the post-secondary educa- tional journey for many years. What is ICAs particular contribution to service learning? The Institute of Cultural Affairs envisions a new generation of leaders who reflect the contemporary realities and have the practical knowledge to lead. Therefore, the intent of the program is to develop a curriculum that emphasizes leadership development. This requires enhancing the conceptual tools and life skills that prepare students from diverse academic and social backgrounds to actively partic- ipate in the challenges and changes of our time. We are also interested in creat- ing a program that fosters a creative connection between higher education and local community efforts. The program time design will be seg- mented into academic work, community action projects and life in a learning com- munity. These curriculum modules will meet the academic requirements of participating colleges and universities. Students will receive academic credit from their insti- tution for participation in the program. The curriculum draws on ICA trade- marked facilitation methods and will provide conceptual tools and applied skills. Students will gain leadership skills that equip them to: recognize and honor contributions of all; help a group deal with more data in less time; pool individ- ual contributions into larger and more informative patterns; welcome diversity while minimizing polarization and conflict; and deliver information and insights in a compelling, professional manner. Participants will be directly involved in ICAs on-going programs or will be en- gaged with other community-based agencies. Students will have the oppor- tunity to do meaningful service that meets a wide-ranging variety of local social needs.

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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