ICA International Community Development Matrix

ICA community development initiatives use a variety of empowerment strategies and impact economic, political and cultural development.
id Project Short Description Country
30 Model Community post-Katrina - USA Holy Cross Neighborhood Association - local residents in New Orleans, USA are determined to become a model community following Hurricane Katrina. Holy Cross Neighborhood Association - local residents determined to become a model community following Katrina. Jean Watts, USA from ToPSurvey Holy Cross Neighborhood Association - local residents in New Orleans, USA are determined to become a model community following Hurricane Katrina. Holy Cross Neighborhood Association - local residents determined to become a model community following Katrina. Jean Watts, USA from ToPSurvey USA
171 Rural Water, Animals and Training in Uquira, Peru ICA has conducted a decade long health, sanitation, and agriculture development project in Canete. Peru. The irrigation system was upgraded to cover a wider area by installing and extending new water pipes. Windmills, minidams, reforestation initiatives were undertaken. Canete Prefecture is located in the Coastal region, approximately 200 km south of the capital, Lima. Near-drought conditions in the past few years made life in this poverty-stricken area harder, since the people use river water from the Andes for agriculture. Beginning in 1992, ICA has conducted a health, sanitation, and agriculture development project in Canete. In 1996, the irrigation system was upgraded to cover a wider area by installing and extending new water pipes in Uquila village. A Japanese wind-power specialist was sent to repair the existing windmills for pumping up underground water and to install new ones. Also, in an effort to secure water, various programmes were carried out in other villages including a mini-dam construction in Uayanti, drinking water pipe extension in Alcadeno, and leadership training and reforestation to reclaim the desert in some other villages. In 1997, we will expand the water project to a wider area, add an environmental and reforestation program, and teach animal raising to increase child and family nutrition. We are providing materials and expert trainers to make this program a big success. icajapan Peru
233 Empowered Mothers - Peru 120 single mothers to be Promoters in Peru, in order to transform the lives of 2,000 single mothers to a new lifestyle of independence and role models Change the life pattern of these 2000 women so their children and the next generation in the community have new images of being a successful woman Empowered Mother: This project is designed to empower single mothers to be fully included in the dynamics of society, and to be respected leaders in their community. Trained single mothers will organize and lead groups of 10 women to become success models for their communities, like being a successful entrepreneur while being a good mother. ICA-Per__ has created a preliminary plan to assist in locating funding for this important demonstration project. Objectives: Demonstrate the viability of full empowerment of single mothers Train 120 single mothers to be Promoters, in order to transform the lives of 2,000 single mothers to a new lifestyle of independence and role models Change the life pattern of these 2000 women so their children and the next generation in the community have new images of being a successful woman Serve as a model for replication throughout the communities and neighborhoods of Peru Peru
268 Improving Quality of Life of Street Children in Bangladesh Long range project for street children in Phulki, Bangladesh, involving schools, nutrition, housing, medical care and advocacy Phulki Project Under this project, the children are provided access to non-formal basic education and basic life skills training. Basic education covers the basic part of the elementary schooling which includes alphabet learning, counting, addition, subtraction, multiplication, deviation, signature, learn how to read and write and understanding of meaning and basic theme etc. And under life skills they are taught healing techniques, citizenship, love, respect, herbal medicine, natural agriculture, social justice, environmental restoration, micro-credit, responsible internet access, leadership skills, basic computer knowledge. They are also made conscious about child rights, health and hygiene, disability, sanitation, HIV/AIDS, STDs, drug, environment etc. The children are offered learning materials including books, notes, monthly scholarship, school bag, school dress, Tiffin, stipend. Sport facilities, cultural and extra curricular activities like dance, drama, and water, electricity are also ensured under this project. The project was inaugurated by a Member of Parliament. The project also had a first year celebration. Educational and urgent materials distribution day was witnessed by the City Councilor. Before the launching, parents and local partners had a consultation workshop using ToP followed by the formal inauguration, cultural day, sports day, and concluding ceremony. Phulki is a Bengali word used by ICA for its children life skills and education project whether the children are street, slum, orphan or underprivileged. Phulki (meaning Sparking ) combines literacy and life skills in which guardians, community, local government and local voluntary clubs/non-profits/business are partners for the project. Basic education focuses on teaching how to read, write and understand. It s including general aptitude, language both Bangla and English and quantitative aptitude. Life skills training and awareness raising program includes youth leadership development such as process of group discussion, basic facilitation, conflict management, sewing machine and dress making training, computer fundamental, health and environmental awareness such as sanitation, pure water, pollution, sustainability, HIV/AIDS, juvenile delinquency, differential association, citizenship, love, respect ethics and morality. Children are also given some opportunity to learn and practice their extracurricular activities such as drama, recitation, song, dance and other cultural events, and some Indore game and sports). Before starting the project we went to every door of this community and talked about our project and collected their opinion about it. We arranged a community meeting at commissioner s house where the guardians of the children were attended and shared their views about this project. We followed ORID method and they responded spontaneously. Their realization is that, they are poor but poverty is not the main issue of their life. The main problem is they do not know how they can overcome from poverty. Their dream is to establish their children as a successful person but they have no way to make it happened. If their children involve with income generation they can minimize the immediate hunger in their family. But if somebody wants to take the responsibility to make their children educated and skilled, they must appreciate it and now they are agree to remain hungry to wait for the bright future of their children. The children are offered participatory learning environment and learning by doing along with facilitative leadership and life skills make them to be skilled, conscious and committed future leaders despite their socio-economic disadvantage. The parents, local community leaders, local government and local clubs were brought together to help the slum street children do not spoil. The students love the school and ICA very much. They feel this school as their own organization. They comment that the education system is different here. Teachers are very friendly and helpful. They are learning new things, which are different than other schools. Leadership training is very exciting to them. They also love to learn life skill, which has very good practical orientation. Having awareness raising on different social issues like leadership, patriotism, love, respect, birth registration, vote, HIV/AIDS, etc., they share with their parents and neighbors, they are appreciated and honored which is the best achievement for them. When they think, they are the future leader of their community, they feel empowered and strength. This children want to change their society. Children under the project were asked to write something about the project, funder and ICA. They wrote in their own words in their local language ? Bangladesh

id	Project	Short	Description	Country
30	Model Community post-Katrina - USA	Holy Cross Neighborhood Association - local residents in New Orleans, USA are determined to become a model community following Hurricane Katrina. Holy Cross Neighborhood Association - local residents determined to become a model community following Katrina. Jean Watts, USA from ToPSurvey	Holy Cross Neighborhood Association - local residents in New Orleans, USA are determined to become a model community following Hurricane Katrina. Holy Cross Neighborhood Association - local residents determined to become a model community following Katrina. Jean Watts, USA from ToPSurvey	USA
171	Rural Water, Animals and Training in Uquira, Peru	ICA has conducted a decade long health, sanitation, and agriculture development project in Canete. Peru. The irrigation system was upgraded to cover a wider area by installing and extending new water pipes. Windmills, minidams, reforestation initiatives were undertaken.	Canete Prefecture is located in the Coastal region, approximately 200 km south of the capital, Lima. Near-drought conditions in the past few years made life in this poverty-stricken area harder, since the people use river water from the Andes for agriculture. Beginning in 1992, ICA has conducted a health, sanitation, and agriculture development project in Canete. In 1996, the irrigation system was upgraded to cover a wider area by installing and extending new water pipes in Uquila village. A Japanese wind-power specialist was sent to repair the existing windmills for pumping up underground water and to install new ones. Also, in an effort to secure water, various programmes were carried out in other villages including a mini-dam construction in Uayanti, drinking water pipe extension in Alcadeno, and leadership training and reforestation to reclaim the desert in some other villages. In 1997, we will expand the water project to a wider area, add an environmental and reforestation program, and teach animal raising to increase child and family nutrition. We are providing materials and expert trainers to make this program a big success. icajapan	Peru
233	Empowered Mothers - Peru	120 single mothers to be Promoters in Peru, in order to transform the lives of 2,000 single mothers to a new lifestyle of independence and role models Change the life pattern of these 2000 women so their children and the next generation in the community have new images of being a successful woman	Empowered Mother: This project is designed to empower single mothers to be fully included in the dynamics of society, and to be respected leaders in their community. Trained single mothers will organize and lead groups of 10 women to become success models for their communities, like being a successful entrepreneur while being a good mother. ICA-Per__ has created a preliminary plan to assist in locating funding for this important demonstration project. Objectives: Demonstrate the viability of full empowerment of single mothers Train 120 single mothers to be Promoters, in order to transform the lives of 2,000 single mothers to a new lifestyle of independence and role models Change the life pattern of these 2000 women so their children and the next generation in the community have new images of being a successful woman Serve as a model for replication throughout the communities and neighborhoods of Peru	Peru
268	Improving Quality of Life of Street Children in Bangladesh	Long range project for street children in Phulki, Bangladesh, involving schools, nutrition, housing, medical care and advocacy	Phulki Project Under this project, the children are provided access to non-formal basic education and basic life skills training. Basic education covers the basic part of the elementary schooling which includes alphabet learning, counting, addition, subtraction, multiplication, deviation, signature, learn how to read and write and understanding of meaning and basic theme etc. And under life skills they are taught healing techniques, citizenship, love, respect, herbal medicine, natural agriculture, social justice, environmental restoration, micro-credit, responsible internet access, leadership skills, basic computer knowledge. They are also made conscious about child rights, health and hygiene, disability, sanitation, HIV/AIDS, STDs, drug, environment etc. The children are offered learning materials including books, notes, monthly scholarship, school bag, school dress, Tiffin, stipend. Sport facilities, cultural and extra curricular activities like dance, drama, and water, electricity are also ensured under this project. The project was inaugurated by a Member of Parliament. The project also had a first year celebration. Educational and urgent materials distribution day was witnessed by the City Councilor. Before the launching, parents and local partners had a consultation workshop using ToP followed by the formal inauguration, cultural day, sports day, and concluding ceremony. Phulki is a Bengali word used by ICA for its children life skills and education project whether the children are street, slum, orphan or underprivileged. Phulki (meaning Sparking ) combines literacy and life skills in which guardians, community, local government and local voluntary clubs/non-profits/business are partners for the project. Basic education focuses on teaching how to read, write and understand. It s including general aptitude, language both Bangla and English and quantitative aptitude. Life skills training and awareness raising program includes youth leadership development such as process of group discussion, basic facilitation, conflict management, sewing machine and dress making training, computer fundamental, health and environmental awareness such as sanitation, pure water, pollution, sustainability, HIV/AIDS, juvenile delinquency, differential association, citizenship, love, respect ethics and morality. Children are also given some opportunity to learn and practice their extracurricular activities such as drama, recitation, song, dance and other cultural events, and some Indore game and sports). Before starting the project we went to every door of this community and talked about our project and collected their opinion about it. We arranged a community meeting at commissioner s house where the guardians of the children were attended and shared their views about this project. We followed ORID method and they responded spontaneously. Their realization is that, they are poor but poverty is not the main issue of their life. The main problem is they do not know how they can overcome from poverty. Their dream is to establish their children as a successful person but they have no way to make it happened. If their children involve with income generation they can minimize the immediate hunger in their family. But if somebody wants to take the responsibility to make their children educated and skilled, they must appreciate it and now they are agree to remain hungry to wait for the bright future of their children. The children are offered participatory learning environment and learning by doing along with facilitative leadership and life skills make them to be skilled, conscious and committed future leaders despite their socio-economic disadvantage. The parents, local community leaders, local government and local clubs were brought together to help the slum street children do not spoil. The students love the school and ICA very much. They feel this school as their own organization. They comment that the education system is different here. Teachers are very friendly and helpful. They are learning new things, which are different than other schools. Leadership training is very exciting to them. They also love to learn life skill, which has very good practical orientation. Having awareness raising on different social issues like leadership, patriotism, love, respect, birth registration, vote, HIV/AIDS, etc., they share with their parents and neighbors, they are appreciated and honored which is the best achievement for them. When they think, they are the future leader of their community, they feel empowered and strength. This children want to change their society. Children under the project were asked to write something about the project, funder and ICA. They wrote in their own words in their local language ?	Bangladesh