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
221	Promoting Self-relianace of low caste women in rural Nepal	Promoting kitchen gardening, for food self-sufficiency and improving nutrient condition of villagers, in 5 village development committees of Parbat District, Nepal.	We are promoting kitchen gardening, for food self-sufficiency and improving nutrient condition of villagers, in 5 village development committees of Parbat District Nepal. Staff visiting villagers kitchen garden, advising how to grow vegetables utilizing sustainable agriculture techniques. We wish to continue supporting leadership development and followup programs, so that kitchen gardens which are in touch with nature and sustain villagers life, will spread throughout the area.	Nepal
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
247	Orphans/Vulnerable Children	A network of trained community-based care givers provide a wide variety of services and support to homes, orphans and vulnerable children in South Africa.	A network of trained community-based care givers provide a wide variety of services and support to these homes. There are currently 300 children receiving daily food packs from Itereleng: Institute of Cultural Affairs. As this programme expands its reach, household by household, it enables the community to develop a network of aware and capable households that provide proper nurturing to orphaned and vulnerable children. Identification and organization of households in crisis - Vulnerable families affected by HIV/AIDS are identified and registered as part of a 300-household where the homes are in walking distance from each other. The specific needs of these families are investigated and services are tailored to meet those requirements. Provision of support s Ten trained community care workers work in a cluster, each delivering life-supporting services to 15 families on a daily basis. These services include monitoring and assistance to orphaned and vulnerable children, HIV education to all family members, psycho-social and emotional support and counseling, assistance in accessing orphan grants, assistance for unemployed adults to engage in income generation projects, as well as the provision of daily food parcels. Families are monitored on a regular basis to support their progress towards living independently. South Africa	South Africa
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
328	Klobur Domin Rehabilitation Center - Timor-Leste	Inspiring projects enabled by dedicated Australian volunteers in the tradition of PALMS volunteers.	inspiring projects enabled by dedicated Australian volunteers, in the same tradition as that embraced by Mike Chapman who spent a couple of years as a PALMS volunteer at the Klobur Domin rehabilitation centre at Tibar, just west of Dili in 2002-2003. There are a number of PALMS volunteers working with various organizations in many districts. For example, Miriam and Damien work with Fr Adrian in Hatobuilico, the community with which the Blue Mountains is linked in a Friendship agreement. Damien is a nurse and Miriam has an engineering and community development background. In another project in the Ermera district, west of Dili, Dan and Beth Gilfillan have been volunteering for the past twelve months, working with a local committee to build a central library s Biblioteka Ermera - in Gleno. Dan has been working with the team on the building project while Beth has been working with staff on starting reading groups with children and mothers. I attended the opening of the library which is a beautiful building, both outside and within. John Telford. location -	East Timor
354	The Severely Marginalized People of Routa and Gopalpur Villages	Human Development Training and Facilitation by Wayne Ellsworth of ICA Japan, and Peter Lasrado of partner HDCI, for The Severely Marginalized People of Routa and Gopalpur Villages In Madhepura District, Bihar, India, October 2014 Funded by the Ministry of Foreign Affairs Japan	Nearly 250 people eagerly participated for four days from Routa and Gopalpur villages. They recalled what has happened in their villages since the flood of 2008, then listened to a Planetary Evolution talk. For the first time, they deeply understood how the world is rapidly changing. They realized their very existence here depends upon creating a new future. We all learned the steps necessary to change our lives, using the Octave of Learning system. The Economic, Social, and Educational Principles of Community Development had a resounding impact, especially the Village Educational Principles. They have school buildings, but the teachers are sub-standard, and the children from the project’s pre-schools are teaching their teachers and their parents! Sub-Groups of the participants wrote practical vision elements, thought deeply, then decided priorities and actions for working together for the next six months. location -	India
355	North India Bihar Village Aid	1.99 million inhabitants, with 16,000 yen average annual income were flood victims in 2011. The 99 percent illiterate residents of Madepura county of India, live in a region that is the least developed	1.99 million inhabitants, with 16,000 yen average annual income were flood victims in 2011. The 99 percent illiterate residents of Madepura county of India, live in a region that is the least developed. It has various severe problems like discrimination, child labor, immigration, exploitation, low education, poverty, and sub-standard agricultural technology. ICA Japan began development in 2012 towards its resolution. ICA is supported by the Ministry of Foreign Affairs of Japans NGO cooperation grant aid, and the local counterpart is HCDI.	India
370	HIV Aids Sensitization in Cote dIvoire	Three hundred people participated in two public sensitization programs in Brobo.	Cote d’Ivoire is a French-speaking country in West Africa. In 1998, when the HIV rate in the country was 12%, ICA Cote d’Ivoire began working on HIV. Three hundred people participated in two public sensitization programs in Brobo. As a result, they learned about HIV, how it is transmitted and learned to use a condom. Current HIV/AIDS work (2009 – 2010) The HIV rate in the country is now 4.7%. In addition to working on sensitization programs in Brobo, ICA Cote dIvoire is working to take care of the people infected by HIV and their families. 3,230 people have participated in sensitization programs. Two hundred eighty-nine people are receiving care. As a result, many people now use a condom and it is possible to talk about HIV anywhere. Lessons Learned ICA Cote d’Ivoire has learned that working with HIV/AIDS is a long term effort, and good results are difficult to sustain without adequate funding.There are many people who do not accept change	Cote dIvoire
373	ICA South Africa HIV Aids work	Focuses on educating and actively engaging with youth on HIV/AIDS related issues.	An estimated 5.7 million people were living with HIV in South Africa in 2009. In 2008, over 250,000 South Africans died of AIDS. National prevalence is around 11%, with some age groups being particularly affected. Almost one-in-three women aged 25-29, and over a quarter of men aged 30-34, are living with HIV. HIV prevalence among those aged two and older also varies by province with the Western Cape (3.8%) and Northern Cape (5.9%) being least affected, and Mpumulanga (15.4%) and KwaZulu-Natal (15.8%) at the upper end of the scale. The current work of ICA-South Africa on HIV focuses on educating and actively engaging with youth on HIV/AIDS related issues. Their Youth as Facilitative Leaders training is informing the Youth about HIV/AIDS and their role in prevention Youth as Facilitative Leaders (YFL) training focuses on gender, HIV/AIDS, communication and facilitation skills as well as the relationship between HIV/AIDS and gender based violence. Implementing various group activities – awareness raising events focused on the spread, prevention and care of HIV along with workshops. Working closely with the Department of Health. They have been able to assist in providing Testing Centers over the years during VCT Campaigns. Changing individual and community images about taking responsibility for their illness Development of action plans in schools to identify what can be done to create a positive impact on the community	South Africa