ICA community development initiatives use a variety of empowerment strategies and impact economic, political and cultural development.

id	Project	Short	Description	Country
34	Integrating Disabled Peoples	With groups of disabled peoples and their families and organizations, their happiness and integration from Guatemala.	With groups of disabled peoples and their families and organizations, their happiness and integration. With ICA Chile. Joaquina Rodriguez Ruz from Guatemala, in Chile. from ToPSurvey (antiD) l	Guatemala
55	Youth Agency - USA	South Bay Community Services - a youth agency in Chula Vista	They were one of the first groups to start with our CYD teams actively involves youth and the participatory methods in their work. Erika Johnson has been the leader with the full support of her boss Mauricio Torre. His participaton and support was crucial. Aja Howell	USA
56	Grant Review	First 5 Placer uses the Foc. Conversation for grant review & in every aspect of their work, in Sacramento, USA.	First 5 Placer uses the Foc. Conversation for grant review & in every aspect of their work. Heidi Kolbe, USA from ToPSurvey	USA
57	Prioritizing College Courses - USA	The villages of Savoonga, Shishmaref and Teller, Alaska that helped the college determine what courses were important in their village	The villages of Savoonga, Shishmaref and Teller, Alaska that helped the college determine what courses were important in their village. Dawn Salesky	USA
65	Independent Team Members	Las Virgenes VAPA Task Force: independence of team members who are highly valued by their district, enjoy thinking creatively in a participatory setting.	Las Virgenes VAPA Task Force: independence of team members who are highly valued by their district, enjoy thinking creatively in a participatory setting. when I set up a solid process they ran with it. Topsurv	USA
72	Handicapped Youth - Chile	PELP programme, Santiago, Chile. Programme for Training Participative Leaders. Leadership training for mixed groups of handicapped and non handicapped youth.	PELP programme, Chile. Programme for Training Participative Leaders. Leadership training for mixed groups of handicapped and non handicapped youth. Nigel Blackburn, Chile from ToPSurvey	Chile
137	Multicultural Team Synergy - Taiwan	The formation of a new business unit in a multi-national company merging 2 projects with different styles and cultures. We later facilitated a program including expat sales & marketing people and the local support team who were able to respect each others contribution in a new way, in Taipei, Taiwan.	MULTICULTURAL TEAM SYNERGY The formation of a new business unit in a multi-national company merging 2 projects with different styles and cultures. Accomplished through: 1) Individual dialogue sessions and facilitation of programs to clarify reasons for the merger without acrimony. Personal sharing and providing open space for expressing concerns facilitated healing and moving ahead. This was an opportunity for the new M.D. from outside the company to clarify his assignment from head office which enabled understanding of the need for an outsider style. We later facilitated a program including expat sales & marketing people and the local support team who were able to respect each others contribution in a new way. We were able to go beyond the expats doing all the talking and local people keeping their head down; everyone contributed. ICA Taiwan (antiD)	Taiwan
168	RARE International Conservation	RARE, an international conservation organization in USA trains local leaders to use social marketing and participatory planning methodsto engage communities in biodiversity conservation through a program called Pride. This has spread to 52 countries.	RARE, an international conservation organization, trains local leaders to use social marketing and participatory planning methods (Technology of Participation, ToP	USA
178	Womens Center Renovation	Village centre in Conacaste Village, Guatemala, is being renovated and expanded, and furnished with appropriate training materials and equipment. This center serves citizens of 25 surrounding villages, and also invites participants from Central America. Taught at this center is literacy, health and sanitation, organic farming, reforestation, and the training of teachers.	Conacaste village, with a population of 750, is approximately 50 km from Guatemala City. It is located in a dry region of Guatemala, and its development is even slower that other local areas. Key to the success of this area is the education of rural women, providing outreach to those who cannot travel to programs normally offered in distant cities. Consequently the village training center is being renovated and expanded, and furnished with appropriate training materials and equipment. This center serves citizens of 25 surrounding villages, and also invites participants from Central America. Taught at this center is literacy, health and sanitation, organic farming, reforestation, and the training of teachers. Villagers use the center for making community plans and for exchange programs. Women will be trained to assist in educating their children, and to prepare for taking leadership roles in their family and community.	Guatemala
180	Facility Improvement Plan of Vocation School in Lagos	Funding and monitoring of the construction of 60 primary schools in Lagos, Nigeria,	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.	Nigeria
197	Investigation of establishment of support technique training institution - Kenya	Investigation of establishment of support technique training insitution - Kenya	ICA Japan	Kenya
205	Zambia Youth Vocational Training	Kapini, Zambia is centre for youth vocational training which includes farming, nutrition, sanitation, irrigation, windmill power, tailoring, brick laying,	7. ICAs progect center, with the accomodation for staffs and volunteers, and the meeting room. There are now two JOCVs, two volunteers from ICANetherlands, two from ICAJapan, and the caretakers here. 8. The windmill built by ICA. Peopl share water pumped from underground by this windmill. Theres enough wind in dry season, but little in rainy season, when people use wells instead. There	Zambia
206	Zambia Youth Vocation training welding carpentry bricklaying	Training in Chongwe village, Zambia. (Welding, Carpentry, Poultry, Bricklaying, Tailoring & Agriculture)	Eager youth anticipating becoming full time students of welding, carpentry, poultry and brick laying. The journey towards their lifes vocation began when ICA provided training in Kapini. A great change is being brought to the society of the future as youth learn to live effectively in their rural communities. ICA Japan	Zambia
213	Improving Food Security and Income generation in rural areas, Kenya	In Siaya, Kenya, organized agricultural and business management training seminars for 15 groups of 450 women. They learned techniques in organic agriculture and sales. Peoples attitude toward farming has changed, and the productivity has increased through the project.	In Siaya, agricultural productivity is low because of poor soil and a hot and dry climate. There are no major stable businesses in the district, either. ICA conducted a health care project in the area in 1994 and found it necessary to increase their family income in order to improve their nutrition condition. This year we organized agricultural and business management training seminars for 15 groups of 450 women. They learned techniques in organic agriculture and sales. People_	Kenya
214	Cote dIvoire AIDS prevention, Health Care Education and Agriculture training for youth	Cote dIvoire AIDS prevention, health care education, and agricultural training for youth	ICA Japan location	Cote dIvoire
216	Youth Vocational Training - Brobo Cote DIvoire	Youth Vocational Training for the income generation and social independence of Youngsters in Brobo, Bouake Prefecture, Cote dIvoire	Youth Vocational Training for the income generation and social independence of Youngsters in Brobo, Bouake Prefecture, Cote dIvoire ICA Japan location -	Cote DIvoire
218	Youth Training Cente Construction in Brobo	5 trainees in Brobo, Cote DIvoire were established and this training center was renovated. Provision of training materials, instructors salaries and Japanese technical support of the program. Expansion of facilities to train at least 100 students each year	Brobo is a town in the Brobo sub-prefecture with about 4,000 residents. The population there has been increasing rapidly because of the high birth rate and the influx of refugees from strife-ridden neighbouring countries. Unemployment is a serious problem, and the youth go to cities searching for a job, or stay idle in their village. In 1995, vocational training courses in carpentry, weaving, sewing and hairdressing for 35 trainees were established and this training center was renovated during the school break in 1996. We are continuing to support this program providing training materials, instructors salaries and Japanese technical support of the program. We are also expanding the facilities so that we can train at least 100 students each year. - ICA Japan	Cote dIvoire
220	Vocational Training for young girls in Colombia	Project in Sebate Village, Columbia is giving girls, who used to be street kids, wide-ranging vocational skills, from ceramics to weaving and dressmaking, so that they can be self-supporting. We are providing sewing, pottery and wool spinning materials, and vocational instructors. The girls are now making efforts to become independent by utilizing their newly acquired skills.	Sibate village is an hours drive from Bogota. A growing inflow to the metropolitan area of young people seeking jobs is now emerging as a serious problem. In this village, 128 girls between the ages of 6 and 14 who were street children due to child abuse, are living in a community facility with 11 nuns who provide the girls with basic education. They are forced to leave when they complete primary school education due to the lack of funds. Unless they also receive job skill training, it is extremely difficult for these girls to make a living when they leave. This project is giving the girls wide-ranging vocational skills, from ceramics to weaving and dressmaking, so that they can be self-supporting. We are providing sewing, pottery and wool spinning materials, and vocational instructors. The girls are now making efforts to become independent by utilizing their newly acquired skills. location -	Colombia
240	Functional Literacy in Monduli Tanzania	In Monduli, Tanzania 60 functional teachers were trained from the community members and 11 (320 people) functional classes were ran for a period of 18 months.	The level of illiteracy in Monduli is very high. Based on the national literacy test and evaluation reports literacy rate in Monduli is around 34% of the population and for the Maasai community it is much less. Among the 5 Maasai women groups ICA Tanzania was working with, for example, only one or two individuals in each group could read or write. Under this activity 60 functional teachers were trained from the community members and 11 (320 people) functional classes were ran for a period of 18 months. People who attended the functional classes can make informed decisions about participating fully in the general elections and voting for a candidate of their choice since they can read the names, something they could not do before and also can keep records of business transactions, read important documents including HIV/AIDS brochures. Before the programme intervention they could only communicate orally. - Tanzania	Tanzania
245	Participatory Development in Handeni District, Tanzania	80 groups, district/ward/village leaders were trained in participatory development approaches and various exchange forums were organized in Handeni District, Tanzania.	ICA Tanzania supported by Misereor of Germany introduced this three year programme in Handeni District in October, 1999. The emphasis of this programme was on training local leaders on planning and leadership, share experiences, solve problems, and to discuss alternatives for the future. Under this programme, 80 groups, district/ward/village leaders were trained in participatory development approaches and various exchange forums were organized. - Tanzania	Tanzania
246	Youth as Facilitative Leaders - Tanzania	Over 1000 young people have been trained & educated on the various issues like gender issues, substance abuse, social change, HIV Aids. 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	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 childrens 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
270	Cyclone Sidr relief and life skills - Bangladesh	One-year long project for 30 orphan high school children from 4 union parishads(councils) of Sharonkhola Upazila from 8 schools in cooperation with Taipei American School Foundation, Taiwan. Bangladesh.	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.	Bangladesh
300	Youth Participation Strategy with BARCA - Leeds UK	Youth participation events for Bramley and Rodley Community Action, or BARCA, to deliver a range of health, education and personal development services to young people and adults in West Leeds.	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.	UK
304	Bhutanese Learning Basket	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	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	Bhutan
310	Learning Basket	Parents and caregivers teach babies through play in the first three years which are extremely important in a childs brain development	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 babys 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.	USA
311	Service Learning Program - USA	A new generation of leaders in the US who reflect the contemporary realities and have the practical knowledge to lead.	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.	USA
312	Chronic Disease Self Management	a program that will have optional time designs: a two or three week intensive experience; a semester/ term experience; and a one week experience that works well as a between semesters opportunity	ICA-USA has signed a license agreement with Stanford University Medical School to provide Chronic Disease Self Management Courses (e.g. Living Well with AIDS) in the United States and in Africa. Officially registered as a Private Voluntary Organization with USAID, ICA is able to collaborate on RFPs with other global ICAs. ICA envisions a program that will have optional time designs: a two or three week intensive experience; a semester/ term experience; and a one week experience that works well as a between semesters opportunity.	USA
318	Novella Project - Tanzania	Educating over 1,800 farmers on constitution formation and their obligations within community development objectives.	To improve the efficiency of local government groups, training is given on resource management, planning and communication skills, including sustainable natural resource management. In 2007, ICA Tanzania launched the Novella Project which educated over 1,800 farmers on constitution formation and their obligations within community development objectives. Over the past decade, ICA Tanzania has established numerous projects which have furthered human development in areas across the country. While focusing on increasing the capacity of community members to participate in their own personal progress, the ICA Tanzania acts as a resource for community development.	Tanzania
319	Participatory Design Module - Greensboro	Physical planning and implementation of improvements to an existing neighborhood, tested in	Development of the Participatory Design Module. First developed in 2003 with a team of design professionals who are all ToP trained, this program is similar to a Human Development Consult except that the products are the physical plans and implementation of improvements to an existing neighborhood. The PDM Manual is available for purchase	USA
330	Expanding Horizons School Partnerships	EXPANDING HORIZONS is a partnership between schools in China and Australia with a vibrant working relationship with schools in Nanjing, Chengdu, Yangzhou and the Pudong District of Shanhai, as well as strong friendships with authorities in Beijing, Zhengzhou and Jiangsu Province.	EXPANDING HORIZONS is a partnership between schools in China and Australia. In 2007, the Sydney Region of the NSW Department of Education and Training formed a working party of principals and regional State curriculum officers to identify key strategies to enhance learning and teaching in the Sydney Region through a focus on Asia. As a result we now have a vibrant working relationship with schools in Nanjing, Chengdu, Yangzhou and the Pudong District of Shanhai, as well as strong friendships with authorities in Beijing, Zhengzhou and Jiangsu Province. This partnership is now being extended and developed with schools in India. Sister School partnerships, a professional learning program in Asian Studies for teachers, a Principal shadowing program, video-conferencing between schools and regular communication and visits between countries and schools, are a few of the initiatives of the Expanding Horizons project. Robyn Hutchinson,	Australia
331	Chikhale School - India	The Chikhale Human Development Project built a school which equips students from villages to become leaders within their communities.	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,	India
374	ICA Togo and HIVAids	Expanded our HIV/AIDS campaign into rural areas.	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	Togo