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

id	Project	Short	Description	Country
54	Private Sector Strategic Plan - Australia	Ozanam Industries, enhancing the lives of people with disabilities, enabled teamwork across the organisation with first strategic plan, in Australia.	Ozanam Industries, enhancing the lives of people with disabilities, enabled teamwork across the organisation with first strategic plan. Richard Maguire, Australia from ToPSurvey	Australia
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
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
142	Closing a company Respectfully - Taiwan	A two-partner Joint Venture required to close down, the question addressed was how to do it with profound respect. ICA facilitated and mentored 2 senior expats and the HR manager. Taipei, Taiwan	DIFFICULT ACTIONS WITH PROFOUND RESPECT A two-partner Joint Venture required to close down, the question addressed was how to do it with profound respect. ICA facilitated and mentored 2 senior expats and the HR manager 1) Ongoing, transparent communication, telling people everything (several times), 2) Making adequate time for employees to grieve, 3) Helping people (mostly engineers) find other jobs in the vicinity, 4) Enabled the HR manager to remain centered avoiding becoming a target. ICA Taiwan	Taiwan
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
244	Youth As Facilitative Leaders - South Africa	Youths are trained in Tanzania in participatory leadership and planning skills. Also, they are lead into identifying their responsibility in combating the current number one youth enemy, i.e. HIV/AIDS which is related to drug and alcohol abuse. Clubs are formed	This programme aims at creating awareness of youth as facilitative leaders. Youth should become agents of development change instead of being targets of those changes. In this programme youths are trained in participatory leadership and planning skills. Also, they are lead into identifying their responsibility in combating the current number one youth enemy, i.e. HIV/AIDS which is related to drug and alcohol abuse. Clubs are formed to ensure that, the gained knowledge is distributed to others and is sustained. - Tanzania	South Africa
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
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
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
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
321	Southwest Central Durham Quality of Life Project - North Carolina	ToP training resulting in amazing internal capacity.	The second CD initiative is the process consulting work we (greenschemes) has done with the Southwest Central Durham Quality of Life Project since 2002. An artist was invited to the community and did a Face Up project a few years ago. The project runs on ToP operating systems. They have sent several people each year to ToP training and now have amazing internal capacity. The staff person for the project is Mayme Webb-Bledsoe of the Duke Office of Community Partnerships. She is now a ToP Qualified Trainer.	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
335	Women Empowerment Group, Nepal	Training and self reliance and self empowerment from hidden talents in women in training centres in Nepal		Nepal
363	Accelerate 77 Sharefair – Chicago, USA.	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.	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 Chicagos 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 Chicagos 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.	USA
387	Leadership Training and Integrated Development, ICA Kenya	Positive self management programme People living with HIV and AIDS need much love and care. The high levels of stigmatization in marginalized communities hinders many from accessing medication due to fear of being rejected.It is for this reason that Leadership Training and Integrated Development takes the initiative to empower people living with HIV by equipping them with positive Self management skills so that they live comfortably and positively	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.	Kenya