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

137

139

143

165

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)

178

180

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.

183

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.

220

238

244

246

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

254

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.

270

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.

300

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.

304

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

308

310

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.

318

363

Over 40 interns from around the US canvassed, documented and started inviting organizations to come to  the Share Fair, or Phase II. Ten of the forty students provided leadership throughout the summer staying on  for 10 weeks or longer, while most other student interns stayed on for 7 or 3 weeks.
The September 15th ‘Sharing Approaches that Work’ Share Fair aimed to showcase and mobilize the  sustainability work of organizations, initiatives, and individuals from each of the 77 communities. The event  provided participants an opportunity to share knowledge, highlight best practices on emerging trends  relating to urban sustainability, and learn about resources available to them.  The experiences, connections  and conversations that took place at the Share Fair are giving shape to Phase III of accelerate77
The ‘Sharing Approaches That Work’ Conference took place from 10am to 4pm on September 15, 2012 at  Truman College. Community level initiatives were then given the opportunity to share their work with attendees and conduct candid conversations with other member of Chicago’s sustainability community. The  event was organized to emphasize and highlight the sustainable work happening at the community level. In  addition to the main floor showcasing community level initiatives, a total of twenty- one ’connection seminars’ presented in break out rooms throughout the day. The citywide organizations presented on resources available within eight different categories: Food/Space, Transportation, Energy, Building Efficiency,  Community Organizing, Green Economy, Community Resources and Chicago Innovators.
Over 100  community organizations tabled and  shared information and approaches that work.
Over 400  attended the Share Fair itself and over 150  people attended connection seminars.
Over 10 city wide initiatives tabled.
21  presenters shared resources at the connection  seminars.
62  of Chicago’s 77 community areas were represented at the Share Fair. We are in the process of coordinating with organizations across the city to determine the structure of these programs so that they best meet the needs and visions of the communities they will serve.

374

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

387

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.