........Title..........................Short Description...............Complete Proposal
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     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >HIV AIDS PROPOSAL SUMMARY

ICA
ICA is intensifying its response to the HIV/AIDS crisis .  Activities include providing immediate support, resources and funding in order to update, expand and extend HIV/AIDS programming

With successful programs already launched in six countries, ICA groups, supported by partners are already helping many individuals and communities come to grips with the HIV/AIDS pandemic.  However, the need to find systemic, comprehensive, sustainable approaches far outweighs the capacity of local groups to respond so help from all sources is desperately needed.   

ICA is a registered charity that works in partnership with individuals and organizations to help build communities that promote a sustainable and just society. 

ICA’s philosophy, which is to maximise the participation of people in the process of taking responsibility for their own lives and for society as a whole, is manifested through its community-based approach to planning which identifies and addresses issues that most affect community members.  For over forty years, ICA has effectively helped people help themselves.  Starting at the grassroots level, issues are identified by community members through proven participative processes after which the community becomes actively engaged in formulating responses to these issues.  Facilitated programs are developed to focus on specific areas and help to ensure sustainable success.

Careful analyses of needs and capabilities were conducted through on-site discussions, meetings, interviews and research, culminating in a development plan and budget to support the work. 
To date, ICA has secured over 300,000 in funding from the corporate and private sectors since the 2006 launch of the project.  Those funds have already begun to flow to local ICA groups and planned program development work is underway. 

Our total funding goal for this initiative over a three-year period is approximately 2.8 million. the project is a call to people everywhere to join together in a collective, all-out, comprehensive, coordinated and systemic response to the worst plague in human history – one that can and must be stopped in this generation.  
Funding & Support
This proposal outlines the three-year funding requirements needed to update, expand and extend HIV/AIDS programming in six countries.  
All six operations are directed and managed by citizens of these countries.   

ICA is committed to support the first 12 months of HIV/AIDS programming 
In the subsequent two 12-month periods, ICA will increase its funding targets to 672,000 and then 1,784,000. 

In addition to helping raise the required funds, and in collaboration with other organizations ICA will plan and deliver programs in their communities. Further work will involve developing the required networks, infrastructure and resource capacity to systemically address the HIV/AIDS crisis as it manifests in each community.  

Our Request
ICA is requesting 50,000 per year for the next three years in support of this initiative to assist and support people in their resolve to fight the HIV/AIDS pandemic. Quarterly reports of program development and effectiveness will be provided. 

A detailed proposal is available that describes the work. That proposal is available.

Information about ICA


Currently Confirmed Funding:
FUNDING SOURCE	SUPPORT FOR YEAR(S) 	AMOUNT 	TOTAL
CORPORATE:
   FUNDER 1	
2005	
44, 600/YEAR	
133, 800
PRIVATE:
   FUNDER 2	
2006, 2007, 2008	
44, 600/YEAR	
133, 800
CAMPAIGN ACTIVITIES:
  
	
2006	
35, 680	
35, 680
		TOTAL:	303, 280
 
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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >multinational HIV Aids work
HIV/AIDS 
Action Now for Healing Tomorrow  </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >This proposal outlines the need for funding to assist HIV/AIDS programming ICA’s paramount approach to attacking this and other community crises has been tried and tested in many countries.  The existing ICA programs are well-established in the field and are already helping many to come to grips with the HIV/AIDS epidemic. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >multinational HIV Aids work
HIV/AIDS 
Action Now for Healing Tomorrow 
Index

	Page no.
A.  Executive Summary	1
B.  ICA —Our
      Strengths
C.  The Crisis	4

5
D.  Issues specific to area
E.  ICA Programs	7
11
F.  Help – Why US, Why ICA
G.  Funding and Support Requirements
H.  Monitoring, Evaluation &
      Accountability

Appendix 1: 
ICA Existing and Planned Programs	
       
	1.	Micro-Credit Financing
2.	Employment Skills Training
3.	Infrastructure Development
4.	Agricultural Training
5.	HIV/AIDS Testing, Counselling and Counsellor Training
6.	Youth HIV/AIDS Prevention
7.	Home Based Care
8.	Literacy: Functional and Legal
9.	ToP Training	i
	
	
	
A.	EXECUTIVE SUMMARY
The Institute of Cultural Affairs (ICA) is a registered charity that works with individuals and organisations to build communities and partnerships that promote a sustainable and just society..

This proposal outlines the need for funding to assist HIV/AIDS programming ICA’s paramount approach to attacking this and other community crises has been tried and tested in many countries.  The existing ICA programs are well-established in the field and are already helping many to come to grips with the HIV/AIDS epidemic.

The philosophy of ICA is to maximize the participation of people in the process of taking responsibility for their own lives and for society as a whole. ICA helps people help themselves. This is done by working at the grassroots level with active involvement of the local population to attack the issues that most affect them. ICA organisations are autonomous, with local decisions made at the local level in order to best address situations relevant to various regions. Programs are focused on specific areas to help ensure sustainable success.

With significant attention given to HIV/AIDS, considerable resources have been mustered to fight this overwhelming crisis. While the disease is still here, a great deal of progress has been made in the battle for those living with HIV/AIDS.  Many infected people would have already died prior to these advances, but are now continuing to live fulfilling, purposeful lives.

In the developing world, HIV/AIDS continues to ravage the population. The disease continues to decimate families and communities with 2.4 million AIDS deaths and 3.2 million new infections annually.  

The soaring rates of HIV/AIDS deaths and infections serve to exacerbate the already serious problem of poverty, create millions of orphans, and undermine the existing yet tenuous progress that has been achieved over the past few decades. The AIDS crisis literally threatens the entire region. Furthermore, the worst is yet to come.  It is estimated that there will be as many as 40 million AIDS orphans by 2010, and as many as 90 million AIDS deaths by 2025.

The problems outlined are intensified for a number of reasons. Even without HIV/AIDS, extreme poverty results in tenuous and primitive health care that is often inaccessible or simply non-existent in many areas. AIDS drugs are prohibitively expensive. The HIV/AIDS crisis simultaneously reduces the number of people in the workforce while it increases the need for care of those infected, resulting in a vicious spiral. Yet another consequence of widespread poverty is lack of education, resulting in poor job skills, inability to feed one’s family, insufficient funding for health care and ignorance about HIV/AIDS. Poverty and lack of education have driven many women into prostitution, creating another channel for the spread of disease. 

Social and cultural factors also play a part in the grasp the disease has on the people.  Fear of being ostracized by their family and community leads to silence and denial from those infected, contributing further to the stigma surrounding HIV/AIDS.  This shame prevents many from getting tested, adding to the proliferation of HIV/AIDS.  The extreme patriarchal customs throughout many parts of the region hold women as little more than objects; this, combined with widespread male promiscuity, is a further cause of the relentless spread of the virus.   

While many government and non-government organisations are providing some aid and assistance, it is clearly inadequate. UNAID believes that there will be an $18 billion shortfall in funding in the next two years alone. Financial support must come from all realms, particularly the wealthy Western world. Some countries have the means to provide assistance through its combination of wealth, resources, democratic society, education, modern technology and advanced health care expertise.

ICA has committed to addressing the HIV/AIDS issue through a collaboration with the ICA organizations.   ICA will assist at the local level to plan programs, develop networks and infrastructure, and above all, to provide funding to implement the plans.  The target is to raise xxx in the first year (2006), xxx in the second year (2007), and xxx in the third year (2008). 

This is a call to action for donors and sponsorships to provide financial support towards this crucial collaboration.  Monetary assistance is required to supplement support programs between global and local ICA’s, to implement capacity building initiatives, and to provide direct expertise and other assistance in the field. 

If nothing is done, this crisis will continue to ravage, threatening to wipe out an entire continent.  ICA has a plan and intends to take action against this crisis.   Support from all spheres of the community, including corporate sponsorship, government funding, and individual donations will make a critical difference.  Action now will bring healing tomorrow.


B.  	ICA:  INSTITUTE OF CULTURAL AFFAIRS—OUR STRENGTHS
The Institute of Cultural Affairs (ICA) is a registered charity that works with individuals and organisations to build communities and partnerships that promote a sustainable and just society. Individual ICA’s are governed and managed by local citizens who are best informed of cultural considerations, local needs and program efficiencies and effectiveness. As a result, all decisions are made locally within each region of each country.

The central focus of the ICA mandate is to maximise participation of people in the process of taking responsibility for their own lives and for society as a whole, helping communities and individuals help themselves. This is accomplished at the grassroots level with active involvement from local populations.  While planning and strategic development facilitation are key components to the work of ICA, significant indicators of success also include tangible achievements in the field following such planning. 

ICA has been actively involved in HIV/AIDS work for 5 years, cooperating with local people to establish practical programs that address the local and regional issues directly. These programs are continuously being developed and expanded in order to best meet the needs of those they serve.  Programs are generally positioned in two or three specific districts in each country in order to make the best use of minimal funding and bring about the greatest impact to those regions involved.  A complete list of successful initiatives for each country and theme is included in Appendix 1.

As a well established player in the HIV/AIDS humanitarian field, ICA continues to develop relationships with other major stakeholders in the international arena.  IAt the most concrete level, all ICA’s collaborate with national and local governments, non-government agencies, and local businesses in the field. 

With its well founded history, existing collaborations and grassroots philosophy, ICA continues to establish itself and build a reputation as an effective catalyst for action.
 

C.	THE CRISIS
AIDS is a devastating disease. HIV/AIDS has justifiably received much publicity as notable successes have been achieved in the prevention and treatment of it.  As alarming as the situation is, it pales in comparison to the HIV/AIDS infection and death rates in other regions. To describe the situation as a crisis is an understatement, and it would not be an exaggeration to suggest that the whole continent is at risk of succumbing to this disease.


The sub-Saharan region of Africa is home to just 10% of the world’s population, but has 60% of the world’s HIV infections. Families are decimated, millions are dead and millions more are orphaned. Statistics tell just a part of the story as the true nature of the tragedy can only be understood through witnessing the devastation first hand.

In 2005 there were 2.4 million AIDS deaths in the region and 3.2 million new infections, outrageous numbers.  Officially, there are 26 million people living with HIV/AIDS the region, but official statistics are considered by many to be unreliable because of poor measuring, political influence and underreporting due to the social stigma of the disease.  It is believed that the infection rate could be as much as 50 percent higher than is currently reported.













AIDS has ravaged with predictions from most experts that the conditions have yet to reach their worst – a scary thought in light of the current statistics.  Despite high birth rates common in this part of the world, it is estimated that populations in a number of countries in this region will begin to decline solely due to the AIDS crisis by the year 2010. UNICEF calculates that there will be 40 million AIDS orphans by the year 2010. UNAID has forecast the impact over the next 20 years.  The best-case scenario expects a steady increase in deaths until 2012 when a plateau is reached, followed by a modest decline thereafter; the worst-case scenario foresees continuing devastation and some 90 million deaths by 2025. 






The following chart illustrates clearly the impact of AIDS on life expectancy in the region. Progress achieved over the last 100 years has been wiped out in less than a decade.




Life expectancy continues to drop. life expectancy rate in the region in 2010 is forecast to drop to 36.5 years, the same level as England experienced in the 1700s.  







D.	ISSUES SPECIFIC
The status of one of the poorest regions in the world, even prior to the AIDS epidemic, renders it wholly inadequate to supply the required resources necessary to combat the ravaging disease. Hospitals are few and far between in many areas; those that do exist are ill equipped to handle even the most basic matters, let alone AIDS victims. Often transported via rudimentary means, such as by foot with the help of relatives, the people that are able to access a hospital at all are considered lucky.  These underdeveloped hospitals are only able to supply modest relief of suffering, providing a slight delay in the inevitable death of the AIDS victims that do arrive.  Sadly, many will never leave their villages to access these sporadic hospitals and will die without any modern treatment or support whatsoever.  

Typical of the problem is a lack or a severe shortage of AIDS drugs in most countries of the region. Due to the nature of the virus, particularly its ability to mutate rapidly and produce drug-resistant strains, it has not yet been possible to develop an effective vaccine; nevertheless, the existing HIV/AIDS drugs have had considerable success in delaying the onset of AIDS in HIV-infected individuals. The drugs serve to prolong life, reduce the suffering of those living with AIDS, and lessen the likelihood of passing the virus on, particularly between women and their foetuses and babies. 

Until recently, few to none of these remedies had been available to developing countries.  While stiff competition among pharmaceutical manufacturers and some international aid has resulted in a modest supply of drugs, the provisions remains woefully inadequate. A combined World Health Organization/UNAIDS estimate shows that only 800,000 of 4.7 million cases in the region are receiving AIDS drugs - a mere 17%.

Inadequate nutrition is another consequence of poverty that impacts the effect of HIV/AIDS on its victims.  Access to proper nutrition is also jeopardized by many societal factors such as ill health, lack of education and poor skills training. Proper nutrition is a fundamental building block of life, essential for successful early childhood development, maternal survival, and participation in school or the workforce.  Poor nutrition in the early years of life can greatly impair cognitive development.  

Lack of education presents multi-faceted challenges. From low levels of education ensue poorly-paying jobs that barely provide for daily survival, let alone self-improvement or HIV/AIDS treatment. The rule of life in many areas is “Don’t get sick because if you do, you will die.”  Low personal income levels result in low government revenues and the inability to fund even the most basic public services such as sanitation or safe water; consequently, AIDS programs are not considered a priority.

Due to a lack of education surrounding HIV/AIDS, many people still do not believe the virus exists.  Of those that do consider it a real threat, many are unaware of how it is passed on or what preventative measures to take.
	
Prostitution is a yet another saddening and devastating consequence of poverty and lack of education.  Many women are forced into prostitution in order to survive and provide for their often single parent families. Rampant in the region, prostitution can be traced along the major roads as truck drivers carry the virus from prostitute to prostitute and then back to their families.  Similarly, healthy prostitutes inevitably contract the disease and pass it on to their own families.  

The problem of HIV/AIDS is exacerbated by poverty and low education levels. As more people contract the disease fewer people are available to work, yet more workers are needed to care for the sick, and eventually, to look after the inevitable and expanding orphan population. As children are taken out of school to replace the dying workforce, the adults (usually women) are forced to fulfill the multiple roles of income earners, childcare providers, household managers, and healthcare workers.  





The basic problems of poverty and its consequences are compounded by the fact that there are many countries, each with its own culture, norms and beliefs.  Important government figures in some countries still deny the existence of HIV/AIDS, even forbidding treatment other than the “acceptable” ancient traditional remedies.  These views are often reinforced through the media.







While a few countries have addressed the problem rationally and have had some success, many countries still choose to devote their meagre resources to the military rather than to health care and infrastructure.  With these divergent issues, a “One size fits all” solution is obviously not feasible.
 
Many countries are very conservative, labelling HIV/AIDS with a terrible social stigma. This results in denial. It is common for a family member to contract AIDS and then hide that fact, ultimately passing the virus on to others in the family. Some have taken the drastic measures of dying without treatment rather than admitting to having what is seen as a shameful infection. This is particularly true of women, who are largely considered second class citizens. The patriarchal attitudes that are still prevalent in many countries pose major obstacles to HIV/AIDS prevention as men rule and women obey.   Polygamy is widely practised and it is not uncommon for wives to be “lent” to visiting male acquaintances for the night. This style of life is conducive to the spread of the virus, and is worsened by widespread promiscuity and use of prostitutes by many men. 

E.	ICA PROGRAMS
The first steps towards combating the ravaging effects of HIV/AIDS have begun in all six of the partner countries.  While some programming is currently taking place, additional support, training, and capacity building in a number of program areas has been identified by the ICA.  The following provides an overview of the main thematic areas of focus that will be implemented or expanded upon over the next 3 years in ICA’s.  Complete details of existing and planned programs relative to each country and theme are outlined in Appendix 1.

1.	Micro-Credit Financing
Stringent requirements associated with approved bank loans in many nations make it difficult for individuals or community groups to access credit financing.  Stable employment and sufficient collateral are beyond the reach of a majority of residents who do not own homes or land, rendering them ineligible for traditional loans.  Without start-up financing, there is little hope of creating venues for economic development and future sustainability.

The micro-credit projects focus on creating opportunities for economic development at the local level. Loans are provided to community-based clubs (approximately 10 members per club) to assist with the generation of economic based activities. Training will be provided to develop community leadership capacity and business management skills so that members become empowered, continuing to work towards economic self-sufficiency. 

2.	Employment Skills Training
Running successful economic ventures enables the micro-credit financing group members to overcome the debilitating effects of poverty.  Without marketable skills, however, the micro-credit training would be ineffectual. Skills training will be implemented to equip unskilled community members with functional and locally relevant skill sets.

3.	Infrastructure Development
ICA recognizes that infrastructure is key to accelerated growth, reduced poverty and enhanced living conditions. Sanitary living conditions and access to clean water are the exception rather than the rule in most areas. ICA will be working towards improved infrastructure through improvement or development of agro-forestry plots, water bore holes, water-shed development, communication and transportation systems.

4.	Agricultural Training
Food security is a major problem in many nations. On the rare occasions where there is an adequate supply, the main food source is maize. Diversification towards an increase in proteins, fruits and vegetables is greatly needed to provide a healthy diet to more citizens.  The diet requirements of “people living with HIV/AIDS” (PLWHA) are more diverse than those of the general population, and proper nutrition is essential in preserving their health and slowing the progression of the disease.  For those undergoing treatment, an adequate diet is necessary to avoid toxicity and maintain the effectiveness of drug therapies.  The goal of the agricultural training projects is to improve both the nutritional quality and quantity of the diets consumed by PLWHA in order to best assist those who have been severely affected by the disease.  

5.	HIV/AIDS Testing, Counselling and Counsellor Training
Directly addressing the prevention of HIV/AIDS will primarily be accomplished by training community members to become HIV/AIDS counsellors. HIV/AIDS counsellors will provide testing and counselling at Voluntary Counselling and Testing (VCT) centers, in informal community care centers and in homes. HIV/AIDS testing exists as the cornerstone of infection rate reductions. ICA’s have begun to address this need in various ways and will continue this work through increased testing, counselling, and counsellor training.

6.	Youth HIV/AIDS Prevention
These projects directly focus on the prevention of HIV/AIDS infections among youth.  Every ICA training program that is provided, whether in leadership, business skills or caretaking, includes a section on HIV/AIDS awareness, prevention and treatment.  The objective is truly grassroots in approach as the youth become the expert ambassadors to healthy living and HIV/AIDS awareness and education throughout numerous communities.

Facilitation training equips youth with the skills to take control of their own lives and share their knowledge with others.  Relevant socio-economic and life skills training will assist them with healthy decision making in all facets of life.  HIV/AIDS education and awareness mobilize youth toward improved sexual health and increased awareness about the prevention of HIV/AIDS.  The culmination of the ongoing training and skill development in facilitation skills will result in each youth team planning and implementing local HIV/AIDS initiatives within their local schools and communities, demonstrating in true form the positive effects youth can have in their own lives and that of their communities when given the opportunity for healthy, meaningful engagement.  

7.	Home Based Care
As HIV/AIDS infected people become too ill to leave their homes, the need for families and community members to become equipped with home-based care skills becomes increasingly important. The majority of families are lacking the knowledge and the most basic medical supplies to provide palliative care for critically ill family members. Home-Based Care training will equip families and community members with the skills to provide basic first-aid care for those ill from HIV/AIDS.  Training will focus on administration of pain-relief medications, bathing procedures, safety methodologies for dealing with bodily fluids, proper nutrition, and provision of comfort to families and individuals infected with or affected by HIV/AIDS.  Along with training, Home-based Care kits will be provided to assist with nutrition, hygiene and comfort to the ill.

8.	Literacy – Functional & Legal
Four out of ten are illiterate, and the consequences are many.  Much of the general public is unable to understand media campaigns promoting safe-sex, HIV/AIDS prevention, family planning, and basic hygiene - all messages intended to stem the HIV/AIDS pandemic and improve public health.   Without the appropriate literacy skills, opportunities for viable income-generating work among 40% of the population, becomes particularly limited.  

Without knowing their rights, women are taken advantage of in a variety of ways. The situation of widows is of great concern especially in light of the HIV/AIDS pandemic. With the death of a man there is a crisis for his nuclear family. The traditional expectation is that his property will return to his family—his brothers, leaving the wife and children without any means of support. The legal systems provide property rights for women. Training in human and legal rights is fundamental to enable women to feed their family and provide a home.

Continuation and enhancement of existing ICA literacy programs will include training in human rights, legal aid, property rights and gender equity.

9.	ICA Technology of Participation (ToP) Training
ToP methods have been central to the basic strategy for building plans and commitment at the village level in all of the partners.  This grassroots training facilitates community capacity building as skills are acquired and advanced to others.  The participatory nature of the training, including Group Facilitation, Strategic Planning and Project Management enhance civil society development throughout the communities, contributing greatly to the future sustainability and self-sufficiency of successful programs and development projects.


F.	HELP –WHY ICA 

The HIV/AIDS crisis is so colossal that by some estimates, annual spending of $10 billion will be required to prevent, contain and comfort. The sizable funding provided by the international community through the United Nations, national governments, government agencies, non-government organizations and private organizations is a fraction of what is actually required. 

The countries themselves devote relatively large amounts of public money to healthcare generally, but regional poverty means that the absolute amounts are pitifully inadequate. For example, in 2003, a country spent 8% of GDP on healthcare,, but this resulted in just $6.63 per sufferer being spent on HIV/AIDS. Not even a drop in the bucket.

With all the benefits of a wealthy civilization, we are privy to a free society within a peaceful democracy.  We have a thriving economy, an abundance of resources, a well educated population, access to modern technology and advanced and accessible medical expertise.  These factors create an ideal combination for providing much needed financial aid and other assistance to meet this crisis head on.

ICA is the ideal vehicle to provide the necessary program expertise and assistance. The programs are as varied as the requirements dictate. We have an excellent network of contacts and collaborators among UN agencies, national and local governments and major NGOs. Lastly, our philosophy is ideal in that it emphasizes the need to maximise the participation of people in the processes of taking responsibility for their own lives and for society as a whole.




G.	Funding and Support Requirements

1.	Funding
The existing goal is to raise $xxx,000 in 2006. The basic budget needs for the six partner countries total $830,000 for the year 2006; an additional $320,000 is required for program expansion and new programs, for a total of $1,150,000.   

Funding is requested from a number of sources: locally through the sale of non-charitable services and fundraising, 

  ICA has committed to raising $330,000 for programming in 2006. We expect our fund-raising expense to amount to $20,000 so we need to raise a total of $350,000. 

We have a successful start to the program and so far have secured funding and pledges of $100,000. But obviously we still have some way to go. 

The ICA planning initiatives and respective budget currently spans three years.  Plans include advancement of existing programs, introduction of new ones, and expansion of programming into new regions. 

As plans continue to develop in partnership with local ICA’s, funding requirements are expected to increase significantly, totalling US $5 million by 2008. fund-raising efforts are subsequently targeted at $750,000 for 2007 and $2,000,000 for 2008.


2.	Skills Sharing
Other forms of support, collaboration and direct participation are also requested from interested parties.  The variety of expertise available within sponsoring bodies would prove invaluable if shared directly with partnering African countries, creating opportunities for organizational capacity building and the advancement of civil society development.

To this end, ICA is seeking agencies and corporations who are willing to champion this cause by financially supporting their own delegation of staff and volunteers for short-term assignments, sharing skills and experiencing the situation first-hand.   Local ICA’s have identified expertise and training needs in the following areas:

•	Medical professionals
•	Teachers
•	Agriculturalists
•	Finance, accounting and credit management experts
•	Engineers
•	Lawyers
•	HIV/AIDS counsellors
•	Social workers
•	Non-specialised assistance

This type of skills-sharing program will provide considerable benefit to the participants, the national ICA’s at the organizational level, and the participating population in general.  It provides employers with the opportunity to offer worthwhile service programs and leaves of absence to valuable employees who will also benefit greatly from such an experience.

3.	Local Fundraising Support
Other types of collaboration are needed for fundraising and event sponsorship.  This type of support is endless in variety, including such things as advertising and marketing campaigns, printing services, sponsorship of guest speakers at fundraising events, etc.   

As an example, ICA has been approved as a beneficiary of a Marathon. This affords opportunities for organizations to become involved through participation of employees who run on behalf of ICA, and or to sponsor runners already running for ICA. We are also looking for corporate sponsorship to cover the overhead costs of this event.

In return, ICA will provide speakers about HIV/AIDS and the initiatives for private staff sessions and/or public events at the request of supporting organizations.
 
H. 	Monitoring, Evaluation, and ACCOUNTABILITY

The right philosophy, the right people and the right programs are necessary ingredients for any community development project, but we need to hold ourselves accountable to ensure the level of success that we seek. And we need to hold our local representatives to account as well.

We start by having each country prepare annual and quarterly plans together with a detailed budget. Each will provide a regular quarterly report on its activities and a more comprehensive one at each year-end.

The financial segment of each report will provide statements that track revenues and expenditures against the budget for each program, including the key elements within each program and all non-program expenditures.   An updated full-year estimate, including explanation of all actual and projected variances, will also be provided.  Plans for dealing with adverse variances will be addressed when necessary as the situation dictates.  

The package will also include non-financial statistical data measuring program performance. Key data includes such items as number of new crop trees planted, number of AIDS counsellors trained, number of micro-credit grants made, micro-credit repayment rate, number of people tested, number of home-based care visits, etc. Measurable outcomes will be provided to all donors so that progress can be tracked.

Annual plans, financial budgets, interim and year end reports will be made available to all sponsors.
 

IF NOTHING IS DONE…


“Are human rights just for a few on the planet or are they indeed for all?” – Romeo Dallaire 
ICA PROGRAMMING:  EXISTING & 2006 PLANS

1.	MICRO-CREDIT FINANCING
Stringent requirements associated with approved bank loans in many nations make it difficult for individuals or community groups to access credit financing.  Stable employment and sufficient collateral are beyond the reach of a majority of residents who do not own homes or land, rendering them ineligible for traditional loans.  Without start-up financing, there is little hope of creating venues for economic development and future sustainability.

The micro-credit projects focus on creating opportunities for economic development at the local level. Loans are provided to community-based clubs (approximately 10 members per club) to assist with the generation of economic based activities. Training will be provided to develop community leadership capacity and business management skills so that members become empowered, continuing to work towards economic self-sufficiency. 

Micro-Credit Financing
	Existing Programs	Planned 2006 Programs
Kenya		•	In order to generate some funds to assist with caring for village orphans and others who are sick, income generating projects will be planned and implemented at the village level. 
Area A	•	ICA pays each group back 5% of their original repaid loan to allow members to loan to one another. 
•	20 community income generating groups have been identified and launched in xxx; 10 are currently receiving loans from ICA.
•	25 groups have been identified and trained in yyy and will receive loans this year.  
•	20 groups in yyy have established businesses without loans because they had the Participatory Strategic Planning, Basic Business Skills training and credit management training.
•	400 people have been trained in Basic Business Skills.
•	ICA has given loans amounting to 12 million Shillings to approximately 310 people through the micro-credit scheme.
	•	Provide second loans to renewing groups
•	Increase loans to experienced groups
•	Identify and loan to 10 new Income Generating Groups in xxx
•	Identify and loan to 5 new Income Generating Groups in yyy
•	Provide 3 training events (3 days each with 150 participants) for new members in Basic Business Skills and credit management
•	Provide loan supervision and repayment training 

Area B	•	Implemented successful micro-credit projects specific to the farming industry involving 54 households.
	•	Organize an income generating project in each of the 5 villages in zzz District in the Southern Province.
•	Offer training to members of 15 families in each of 5 villages on income-generation methods.
Zimbabwe	•	25 income generating groups have been launched and have successfully paid back their loans. Significant impact has been made in the lives of approximately 250 families.
	•	Loans will be given to 10 community based women’s clubs (totalling 50 loan disbursements), providing start-up costs for members to initiate income-generating activities.  
•	5 business skills training programs will be launched 
•	4 marketable products skills training programs will be launched
•	10 leadership skills training programs will be launched 
•	A year-end “Market Festival” will be held to host all micro-credit clubs as a venue to display and sell products. 

2.	EMPLOYMENT SKILLS TRAINING
Running successful economic ventures enables the micro-credit financing group members to overcome the debilitating effects of poverty.  Without marketable skills, however, the micro-credit training would be ineffectual. Skills training will be implemented to equip unskilled community members with functional and locally relevant skill sets.

Employment Skills Training
	Existing Programs	Planned 2006 Programs
Area D	•	Through the Widow’s Empowerment Programme, 3 groups have been formed and trained in business management. As a result of the training, each of the 3 groups have established successful businesses, 2 of them are buying and selling cereals and one is buying and selling chickens. 
	
Area A		•	Provide Marketable Skills training in chalk and candle making to 80 community members in the xxx and yyy districts.

Area B	•	Implemented a vocational youth skills training in carpentry, welding, tailoring, bricklaying and poultry production involving 450 youth who were unable to finish school due to lack of school fees in ddd and fff districts.
•	Trained groups of farmers in leadership skills and project management to enable them to register as community based organizations (CBO’s) with legal status to seek their own funding and with the capacity to implement income generating activities, micro-credit, and seed multiplication projects.
	•	Provide 4 Marketable Skills Training workshops including candle making, baking skills, batik making, and perma-culture skills. 100 participants will attend these workshops.








3.	INFRASTRUCTURE DEVELOPMENT
ICA recognizes that infrastructure is key to accelerated growth, reduced poverty and enhanced living conditions. Sanitary living conditions and access to clean water are the exception rather than the rule in most areas of the six participating nations. Some of the ICA's will be working towards improved infrastructure through improvement or development of agro-forestry plots, water bore holes, communication and transportation systems.

Infrastructure Development
	Existing Programs	Planned 2006 Programs
Area C	•	ICA successfully completed an integrated development programme in the nnn District. Eleven water boreholes were dug; and agri-forestry plots established. The program benefited 16,000 people. 
	•	Improve transport and communication for People Living with HIV/AIDS
•	in order to address transportation and communication issues related to the isolation of more rural communities, a health professional will be deployed to the villages once per month to assist PLWHA
•	A medical emergency cell phone (where service is available) will be identified or provided for use at each of the project villages.  
•	The feasibility of a bicycle ambulance service and possibly a medical taxi-service will also be investigated.
•	Collaborate with communities by sharing their considerable expertise and experience related to bore hole locations, costs, and additional requirements.
•	Link communities with appropriate organizations that may be able to provide hands-on support to drill the bore holes.

Area E	•	Introduced culturally acceptable smoke removal interventions such as chimneys, windows, and improved stoves in 150 traditional houses in 9 villages. 
	•	Currently working toward expanding this indoor air pollution project in village homes in the zzz District.
•	Currently working toward providing pure drinking water facilities through introduction of filtering systems.
•	Demonstrating a pit latrine sanitation scheme in several locations to create awareness for improved sanitation. 

Zambia	•	Constructed 37 secure wells in mmm and nnn Districts
•	Constructed 300 toilets
•	Provided sanitation training	•	Improve access of residents in distant villages to the highway, the clinic, ICA and markets



4.	AGRICULTURAL TRAINING
Food security is a major problem in many nations. On the rare occasions where there is an adequate supply, the main food source is maize. Diversification towards an increase in proteins, fruits and vegetables is greatly needed to provide a healthy diet to more citizens.  The diet requirements of “people living with HIV/AIDS” (PLWHA) are more diverse than those of the general population, and proper nutrition is essential in preserving their health and slowing the progression of the disease.  For those undergoing treatment, an adequate diet is necessary to avoid toxicity and maintain the effectiveness of drug therapies.  The goal of the agricultural training projects is to improve both the nutritional quality and quantity of the diets consumed by PLWHA in order to best assist those who have been severely affected by the disease.  

Agricultural Training
	Existing Programs	Planned 2006 Programs
Area A	•	In 2004, sustainable agriculture training was given to 420 farmers within 24 groups. 
•	Successfully completed a 3 year programme on food security in ppp District. As a result of this programme, 350 farmers were trained in animal management and organic farming. 	
Area B	•	With the assistance of a funder, farmers are being educated in the planting and cultivation of Allanblackia tress on their current properties to harvest the seeds. The seeds are an excellent alternative resource for making low-cholesterol cooking oil.	•	ICA is using its community base to mobilize the farmers in the process of growing, maturing and harvesting seed yields. 
•	100 farmers will be trained.
•	Estimated 500 trees planted.
Area C	•	Constructed 600 improved storage bins for preserving seed and food crops for individual households.
•	Constructed 75 improved community storage sheds in four different areas for marketing crops.
•	Increased seed multiplication projects in aaa, bbb and ccc districts.
•	Currently undergoing an initiative to improve food supply by teaching village members how to manage, process, preserve, and prepare products from small livestock and vegetable production, primarily chickens, goats, and a variety of vegetables. 	•	Training in nutrition and crop diversification.
•	Education to increase understanding of what makes a healthy diet for PLWHAs.
•	Demonstrate best practices of food production and preparation in the larger community.
•	Comprehensive training in HIV/AIDS prevention education, home based care, nutrition, and food production. 
•	15 families will be selected from each of 5 villages (75 families) based on one or more of the following criteria: having one or more orphans, a female-headed or child-headed household, or having people living with HIV/AIDS.

5.	HIV/AIDS TESTING, COUNSELLING AND COUNSELLOR TRAINING
Directly addressing the prevention of HIV/AIDS will primarily be accomplished by training community members to become HIV/AIDS counsellors. HIV/AIDS counsellors will provide testing and counselling at Voluntary Counselling and Testing (VCT) centers, in informal community care centers and in homes. HIV/AIDS testing exists as the cornerstone of infection rate reductions. The partner ICA’s have begun to address this need in various ways and will continue this work through increased testing, counselling, and counsellor training.

HIV/AIDS Testing, Counselling and Counsellor Training
	Existing Programs	Planned 2006 Programs
area A	•	A major campaign was held in 2004 on prevention of HIV/AIDS. 
•	40 people were voluntarily tested during the campaign.
•	District personnel, assisted by ICA trainers continually provide training in counselling and home-based care.	•	2 counsellors trained in each of 44 villages (88 counsellors total) to assist PLWHA and those who learn that they are HIV positive. 
•	Initiate a mobile VCT program and HIV/AIDS training for additional villagers to provide a support system for people living with HIV/AIDS and their caregivers at the local level.
•	90 additional villagers throughout 6 villages will receive 3 days of HIV/AIDS prevention education, 1 day of counsellor training, and 1 day of home care training.
•	Continued weekly group meetings in villages for self-management of PLWHA.  
Area B	•	Started free pre-counselling, testing and post counselling in 2003. 500+ people tested  
•	Trained 106 community HIV/AIDS counsellors from 23 villages to provide HIV/AIDS and general health counselling. 
•	60 HIV/AIDS counsellors trained in Handeni.
•	Four information exchange forums organized in xxx district, with more than 90 HIV/AIDS counsellors in attendance.
•	Distribution of 70,000 condoms per 3 months.	•	Set up a new VCT center. 
•	Provide greater access to VCT services (via the new center), condoms and ARV supplies.
•	Equip the VCT’s with new testing equipment and hire a new VCT counsellor
•	Provide HIV/AIDS community counsellor training in 2 new areas 
•	Provide HIV/AIDS awareness training for traditional healers—4days of training for 40 traditional healers.

Area C	•	Voluntary Counselling and Testing (VCT) implemented at zzz Rural Health Clinic.
•	112 people tested in 10 months, with approximately 75% positive for HIV/AIDS.
	•	HIV/AIDS testing and counselling will be made available to 15 families from each of five villages (75 families total) selected for a new research and demonstration project.
•	Comprehensive training and care for families with an orphan, a female-headed or child-headed household, or with PLWHA.
Area D	•	Through the Youth Friendly Corner, ICA is initiating regularly scheduled HIV/AIDS testing and counselling services.	•	Provide 10 HIV/AIDS training events
•	Establish an HIV/AIDS testing camp

6.	YOUTH HIV/AIDS PREVENTION
These projects directly focus on the prevention of HIV/AIDS infections among youth.  Every ICA training program that is provided, whether in leadership, business skills or caretaking, includes a section on HIV/AIDS awareness, prevention and treatment.  The objective is truly grassroots in approach as the youth become the expert ambassadors to healthy living and HIV/AIDS awareness and education throughout numerous communities.

Facilitation training equips youth with the skills to take control of their own lives and share their knowledge with others.  Relevant socio-economic and life skills training will assist them with healthy decision making in all facets of life.  HIV/AIDS education and awareness mobilize youth toward improved sexual health and increased awareness about the prevention of HIV/AIDS.  The culmination of the ongoing training and skill development in facilitation skills will result in each youth team planning and implementing local HIV/AIDS initiatives within their local schools and communities, demonstrating in true form the positive effects youth can have in their own lives and that of their communities when given the opportunity for healthy, meaningful engagement.  

Youth HIV/AID Prevention
	Existing Programs	Planned 2006 Programs
Area A	•	24 community groups (240 people) were trained for 5 days on behaviour changes, such as methods of reducing the spread of HIV virus.
•	4 ICA staff members were trained in Positive Self Management programmes on HIV/AIDS. The staff then facilitated this training for 36 people living with HIV/AIDS in the city and region.	
Area B	•	Currently initiating a pilot program which mobilizes youth in three schools as a research and demonstration project to stop the spread of the disease in the future. 
•	Students will be trained in interactive communication and leadership skills.
•	These students will then design and implement their own program to inform their fellow students about HIV/AIDS. 	•	Train leaders and peer-education teams (50 peer-educators trained) that will influence their peers, families and communities with the message of HIV/AIDS prevention (5000 students impacted).
•	Train students in other areas of life such as leadership development, basic hygiene, human sexuality, personal development planning, and youth empowerment through agro-business and mentoring.
•	Equip youth with communication skills and leadership skills
•	Create health teams in 5 schools
Area D	•	ICA has been involved with HIV/AIDS work since 2002 with their youth program, Youth as Facilitative Leaders (YFL)
•	The project trains students in participatory facilitation skills (including assertiveness and communication skills), HIV/AIDS prevention, gender equity, abuse of children and women, drug awareness, sustainable community building in schools, peer education, and the development of life skills. 
•	To date, more than 1,000 young people have been informed about HIV/AIDS through ICA trainings.	•	Focus on 4 areas to engage youth as social change agents in their schools and communities.  
•	Develop YFL teams among 8 school systems and 2 youth groups.  
•	10 training sessions in participatory facilitation skills (including communications and assertiveness skills)
•	10 training sessions in HIV/AIDS (including issues of gender equity, teen pregnancy, and violence against women)
•	Facilitate 10 action plans with youth teams (8 from schools, 2 from youth groups)
•	Monitor and evaluate implementation of action plans
Area E	•	School outreach activities offered HIV/AIDS education to 1380 students from 2 secondary and 2 primary schools.
	•	Equip local youth, men and women, traditional healers, and local leaders with knowledge of HIV/AIDS through school awareness campaigns and leadership training.
•	Create 10 student HIV/AIDS clubs in Secondary Schools
•	Set up four education scholarships for girls to complete full Secondary School education.
Area F	•	A major pillar of the existing prevention thrust is the Youth Friendly Corner (YFC) programme, which provides HIV/AIDS prevention education, counselling and training, and condom distribution to young people in a youth-friendly environment. 
	•	6 additional YFC’s will be developed.  
•	Libraries will be incorporated into 2 of the new YFC’s. 
•	A new Resource Center will expand services of the YFC by also offering regularly scheduled HIV/AIDS testing, access to counselling, an extensive library, and an internet café.  
•	Annual training in leadership, management, and HIV/AIDS education will be offered at various YFC locations for youth.  
•	As part of the sustainability plan for the centers, 30 youth will participate in technical training geared towards eventual management of the YFC’s by youth themselves.  
•	Increased self-esteem and valuable skills will result from participation of youth in the planning and implementation of the celebratory “Youth Friendly Centers’ Annual Gala & Sports Tournament”.



7.	HOME BASED CARE PROGRAM
As HIV/AIDS infected people become too ill to leave their homes, the need for families and community members to become equipped with home-based care skills becomes increasingly important. The majority of families are lacking the knowledge and the most basic medical supplies to provide palliative care for critically ill family members. Home-Based Care training will equip families and community members with the skills to provide basic first-aid care for those ill from HIV/AIDS.  This combined education can then be disseminated to local villages through family, neighbours, and women’s clubs. Training will focus on administration of pain-relief medications, bathing procedures, safety methodologies for dealing with bodily fluids, proper nutrition, and provision of comfort to families and individuals infected with or affected by HIV/AIDS.  Along with training, Home-based Care kits will be provided to assist with nutrition, hygiene and comfort to the ill.

Home Based Care Program
	Existing Programs	Planned 2006 Programs
Area A	•	Currently implementing an initiative to provide one-week training programs in six locations to approximately 15 villagers at a time. 
•	Training includes: three days review of HIV/AIDS prevention education, one day on counselling, and one day on home-based care. 	
Area B	•	Through partnership with local government and other NGO’s, ICA has been providing Home-based care services to 51 HIV/AIDS patients in Handeni.
	•	Conduct research on orphan care and establish a care structure for orphans of HIV/AIDS deceased parents.
•	Expand home-based care services by training new home-based care providers
Area C		•	Provide counselling, prevention education, and nutrition and food preparation as part of the home-based care initiative.
•	Provide home-based care kits to 15 families in each of 5 villages to aid family members and community members in caring for the ill.
Area D	•	The community Caretakers Training Program was launched in four communities in 2005.  
•	Training has been provided for 84 volunteers. 	•	Offer 10 Home Caretaker training events in 5 communities, training 200 new caretakers. 
•	1000 Home Caretaker medical kits assembled and distributed to assist locals with looking after the terminally ill.
•	Identify primary school-aged orphans and other vulnerable children for funding to pay for school fees and uniform costs.  

8.	LITERACY – FUNCTIONAL & LEGAL
Four out of ten are illiterate, and the consequences are many.  Much of the general public is unable to understand media campaigns promoting safe-sex, HIH/AIDS prevention, family planning, and basic hygiene - all messages intended to stem the HIV/AIDS pandemic and improve public health.   Without the appropriate literacy skills, an opportunity for viable income-generating work among 40% of the population becomes particularly limited.   Without knowing their rights, women are taken advantage of in a variety of ways. The situation of widows is of great concern especially in light of the HIV/AIDS pandemic. With the death of a man there is a crisis for his nuclear family. The traditional expectation is that his property will return to his family—his brothers, leaving the wife and children without any means of support. The legal system provides property rights for women. Training in human and legal rights is fundamental to enable women to feed their family and provide a home.  Continuation and enhancement of existing ICA literacy programs will include training in human rights, legal aid, property rights and gender equity.

Literacy:  Functional and Legal
	Existing Programs	Planned 2006 Programs
Area A	•	ICA implemented the Widows Empowerment Programme in May 2005 to improve the living standard of widows by training them in para-legal skills and facilitating them to initiate income-generating projects. 
•	150 member within 24 groups participated in 8 workshops on civic human rights 	•	Village leaders and government administration trained in human rights, legal aid, and gender equity.   
•	Provide a para-legal to project villages to enhance support and advocacy for women.
•	Develop human & legal rights misconduct reporting system.  
•	Form “widow’s group” to facilitate continued education and support.
•	Continued weekly group meetings in villages for legal aid and human rights.  
Area B	•	8 classes of adult education were conducted on a one year basis for women and youth and some continue to operate.
•	A lawyer was hired by ICA staff from 2003-2005 to operate a legal clinic which was established in 2002. The lawyer provided legal advice to the public on specific legal problems.  
•	Legal manuals were created and distributed, and legal issues were raised at Public Dialogues and in Exchange Forums. 
•	ICA visited 4 seriously under serviced villages providing legal and HIV/AIDS education. 
•	196 people in various districts were provided with legal manuals to share with community members.	•	Train 60 teachers in REFLECT functional literacy over a 2 week period. Graduates will then set up 1 year classes for 12 to 20 women and youth at the local community level.
•	5 new literacy classes implemented.
•	Hold 3 public dialogues and 3 exchange forums on functional literacy in 2 districts.
•	Hire another lawyer to replace the previous one.
•	Offer two 5-day training events for community legal advisors with 25 participants in each.


9.	ICA TECHNOLOGY OF PARTICIPATION (TOP) TRAINING
ToP methods have been central to the basic strategy for building plans and commitment at the village level in all of the partner ICAs.  This grassroots training facilitates community capacity building as skills are acquired and advanced to others.  The participatory nature of the training, including Group Facilitation, Strategic Planning and Project Management enhance civil society development throughout the communities, contributing greatly to the future sustainability and self-sufficiency of successful programs and development projects.

ICA Technology of Participation (ToP) Training
	Existing Programs	Planned 2006 Programs
Area A	•	All members of the 20 community income-generating groups have been trained in Group Facilitation methods and Strategic Participatory Planning skills (total 400 participants). 
•	In Districts: 50 community groups (100 participants) received training in Participatory Strategic Planning and Group Facilitation.	•	Introduce ToP methods to Government departments, NGO community and other sectors of society to demonstrate effectiveness of methods and support the participatory approach being used at the local level.
AAA District:
•	Provide 10 community leadership training events in Group Facilitation Methods (GFM) and Participatory Strategic Planning (PSP)- 5 day sessions for 10 new groups (200 participants)
•	Local Government Officers will be trained in GFM and PSP training—16 participants from 3 new divisions
•	Scholarships will be set up for 4 girls
BBB/CCC District:
•	1 training event for the 5 Ward Councillors and Officers in 5 Divisions—20 participants
•	2 training events for 3 Wards of Kilindi District with a total of 40 participants
Area B	•	ToP training has been implemented in the Youth as Facilitative Leaders programmes. Young people are provided training in Group Facilitation, and Participatory Strategic Planning.	
Area C	•	ToP training has been implemented in the Youth as Facilitative Leaders programmes. Young people are provided training in Group Facilitation, and Participatory Strategic Planning.
	
Area F	•	Offered 24 training sessions in Leadership Facilitation Skills for community work. 
•	Throughout 2005, provided additional courses in Strategic Planning, Training of Facilitator Trainers, Participatory Project Management and Group Facilitation.	





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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Proposal for Immigrant Service Delivery Consultation </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >ICA will manage the design, logistics, facilitation and reporting of all the consultation focus groups which would be referred to as “Forums” on the immmigrant settlement services throughout the state. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Proposal for Immigrant Service Delivery Consultation

ICA is a non-profit organization whose purpose is to facilitate a culture of participation in every sector of society.

ICA trains over 1000 people each year in group facilitation skills, including consultants, government employees, and private and volunteer sector supervisors and managers.

ICA consults with dozens of clients each year and facilitates public consultation, strategic planning, community development, organizational transformation, team building and problem solving.

ICA is a member of an international network of ICA’s in 30 countries and holds Consultative Status Category II with the United Nations Economic and Social Council. 
Purpose of the Consultation


Products of Consultation

1. A comprehensive picture of the needs of newcomer immigrant, and how they could be met (new solutions that might not be used by current agencies)
2. Needs of newcomers
3. Needs of Service Providers in meeting newcomers needs
4. Priorities

These products are needed in order to:

1. create RFP framework for “one time only” money
2. have information for input into shifts in policy procedures
3. know where to research in the future


Experience of participants in the consultation

1. there will be authentic participation
2. dependable
3. everyone will feel heard
4. everyone will have had the means of being heard

 


Focus Groups - Referred to as Tasks II, III and IV

ICA will manage the design, logistics, facilitation and reporting of all the consultation focus groups which would be referred to as “Forums” referred to in 
Tasks II, III and IV.

The proposed method of consultation for these Forums is for ICA to select locations and dates and to be given lists by THE CLIENT or from THE CLIENT-designated partners which can be used for invitations. THE CLIENT would be referred to as the client and end user of the consultation. ICA would take complete responsibility for the 20 meetings and would need THE CLIENTs assistance in developing briefing materials for recruitment and for presentations at the Forums.

 
Schedule of Forums
Schedule will be revised to reflect the possiblity of full day Forums

Draft Schedule of Consultations

June 15	June 16
	June 22	June 23	June 24	June 25
1. Newcomer Clients Forum in The major city

2. Education Community Meeting in The major city

3. Education Community Meeting in The major city
	4. Service Providers Forum 

5. Service Providers Forum	6. Service Providers Forum

7. Service Providers Forum

8. Francophone Forum in The major city
	9. Education Community Forum 

10. Service Providers Forum

11. Education Community Forum

12. Service Providers Forum
	13. Education Community Forum in The northern city

14. Education Community Forum in The capital city

15. Education and Service Providers Forum in The capital city - 

16. ISAP and LINC Forum in The major city
	17. Service Providers Forum in The northern city

18. Service Providers Forum in The capital city

19. Gov’t and Private Funders Forum

20. HOST Forum



June 15

1. Newcomer Clients Forum in The major city
30 people from ISAP, HOST or LINC programs will be paid an honorarium

2. Education Community Meeting in The major city
with 16school teachers, ESL Coordinators, Adult ESL teachers, multicultural liaison coordinators, school principals, former ESL students

3. Education Community Meeting in The major city
with 16 school teachers, ESL Coordinators, Adult ESL teachers, multicultural liaison coordinators, school principals, former ESL students

June 16
4. Service Providers Forum 
with 16 staff from non-profit housing, legal aid, social planning council, Mayors committee

5. Service Providers Forum 
with 16 staff from non-profit housing, legal aid, social planning council, Mayors committee

June 22
6. Service Providers Forum
with 16 staff from community and public health, womens shelters, community centres for women, children and seniors, family and childrens services  

7. Service Providers Forum
with 16 staff from community and public health, womens shelters, community centres for women, children and seniors, family and childrens services  

8. Francophone Forum in The major city
with 16 from mix of above. 

June 23
9. Education Community Forum
with 16 school teachers, ESL Coordinators, Adult ESL teachers, multicultural liaison coordinators, school principals, former ESL students

10. Service Providers Forum
with 16 staff from non-profit housing, legal aid, social planning council, community and public health, womens shelters, community centres for women, children and seniors, family and childrens services

11. Education Community Forum in Whitby
with 16 school teachers, ESL Coordinators, Adult ESL teachers, multicultural liaison coordinators, school principals, former ESL students

12. Service Providers Forum
with 16 staff from non-profit housing, legal aid, social planning council, community and public health, womens shelters, community centres for women, children and seniors, family and childrens services

June 24
13. Education Community Forum in The northern city
with 16 school teachers, ESL Coordinators, Adult ESL teachers, multicultural liaison coordinators, school principals, former ESL students

14. Education Community Forum in The capital city
with 16 school teachers, ESL Coordinators, Adult ESL teachers, multicultural liaison coordinators, school principals, former ESL students

15. Education and Service Providers Forum in The capital city - French

16. ISAP and LINC Forum in The major city
16 people would be brought in from across Region with travel and lodging expenses paid by the Settlement Directorate. They would represent ISAP workers and LINC childminders. 

June 25

17. Service Providers Forum in The northern city
with 16 staff from non-profit housing, legal aid, social planning council, community and public health, womens shelters, community centres for women, children and seniors, family and childrens services

18. Service Providers Forum in The capital city
with 16 staff from non-profit housing, legal aid, social planning council, community and public health, womens shelters, community centres for women, children and seniors, family and childrens services

19. Government and Private Funders Forum
16 people from funding stakeholders.

20. HOST Forum
16 people representing HOST volunteers and Private Sponsors

Forum Design
Presentation will be designed in consultation with THE CLIENT staff.
Part I - Short Presentation to be developed, based on
Newcomer needs
1.	search for employment / retraining / access to trades, professions
2.	acquire language ability
3.	obtain stable housing
4.	obtain legal assistance
5.	mental, dental and general health services
6.	learn coping strategies to handle stresses of cultural adjustment
7.	family reunification

Newcomer current situation:
1.	majority of newcomers use own network of family and friends to fulfil needs
2.	20% use community services to find language training and job related services
3.	43% had not accessed any community programme.

Service Providers needs
1.	underpaid workers, need for more workers
2.	funds for administration and services for refugee claimants
3.	high turnover
4.	lack of training
5.	better and consistent communications between and amongst clients, THE CLIENT and agencies to coordinate services
6.	services for particular groups, such as lifeskills training for women leaving abusive situations, counseling for torture victims.
7.	services sensitive to the needs of those fleeing untenable situations
8.	youth and seniors

Part II - Brainstorm of Additional Needs
This will be a brainstorm in which everyone is encourage to add to the lists above to see if there is any change in the general prioritation, especially of newcomers needs

Part III - Blockages to Meeting the Needs
This will begin with a brainstorm of the issues, irritants, blocks and difficulties that have been experienced in handling the needs of newcomers. The participants will then discuss the information to determine the major recurring blockages that seem to be systemic in nature. These systemic blocks are points of leverage around which new and innovative strategies must be created if anything is to change.

Part IV - Innovative Strategies and Programs
This will begin by small teams generating approaches for dealing with the major blocks. It is at this point that innovation and creativity will be generated. This will be followed by the entire group looking for patterns in the approaches and ideas. We will be looking for a consensus at this point, which will help THE CLIENT to decide new strategies and innovative programs that are necessary.

The Forums would be promoted as 9:00 a.m. - 12:00 noonwith lunch included.after that. Participants who wish can stay and have further discussions in the afternoon

Forum Products

For data collection the Forums will use a combination of:
1.	worksheets for each participant which will be gathered at the end of the Forum
2.	individual’s prioritized items which will be discussed by the group
3.	new items which come from small group discussions
4.	consensual items which go through group processing

In total, the product we anticipate is:
4,800 bits of data suggested by individuals
1,040 items which will be discussed by the group
300 consensual items
100 new approaches that are well thought through
A set of 30 prioritized items covering all aspects of THE CLIENT’s work

These products would be documented in the final report with back up references sourced from the various meetings.
Forum Costs
Facilitation	$20,000 	(reflecting cost of potential full days) 
Honorariums	2,000	(for 1 The major city Newcomers Forum)
Documentation	2,500
Lunch for 320 people @ $15	4,800	(can be reduced if no lunch required)
Recruitment 	$11,000
Room, equipment Rentals	$4,000
Travel, etc	$3,000
Analysis	$4,000
Report	$2,000
Total	$53,300
	
Methods of selecting Forum participants

Method 1 - ICA sets up Forums directly

ICA would set the locations of all forums, generally in hotels in an area, and proceed to invite organizations directly from mailing lists provided by THE CLIENT. 
Sample letter from ICA / THE CLIENT to hundreds of service providers.

Dear Service Provider, May 28
	Citizenship and Immigration would like your opinion on how to fine tune and enhance those bridging services and programs which assist newcomers to become self reliant and participating members of society as soon as possible.

There are two methods of input:
a) ICA will conduct Forums
b) a questionnaire will be administered in early July. If you cannot attend the Forums, you will receive a questionnaire. 
16 seats at the Forums will be handed on a first-come first serve basis. 

If you would like to personally attend the Forum in your area, or send a delegate on your behalf, please let us know by June 4. 


 
Needs Analysis Questionnaire - Referred to as Task I

The best use of a needs analysis questionnaire in this consultative process is 
1) to quantify the value of the new innovations developed during the Forums from the perspectives of the Service Providers. 
2) to bring general ideas of the new innovations to the attention of all service providers.

Surveys are not good at developing innovative ideas, and as needs assessment tools they only give a first impression of needs of the respondents. 

For this reason, in this consultation process we propose that the questionnaire be done after the focus groups and Forums have been completed.

In this consultation the Forums will develop dozens of new ideas and innovations, many of which will have a high degree of consensus around them. They will be qualitative in nature, but the processes used during the Forum will give priorities to the ideas and innovations. 

A questionnaire can serve as a check to the Forum results and will give an additional acceptable framework of quantification which will be helpful in deciding procedures and dollar values of new programs.

When organizations are polled, and not people, it is almost impossible to have a statistically accurate survey, because we have no idea who will actually answer the survey. Nevertheless, anyone who takes the time and effort to answer the questionnaire will give valuable input into the perspective of that organization on the innovations and ideas developed from the Forums. 

About 2,500 will be sent out. Steps will be taken to ensure at least 300 are returned for analysis. In this case, since the survey is not a random sample, the percentage error is not the main consideration. The key consideration is “Did a large number of stakeholders, who have a great deal of experience in the topic, get the chance to participate?” and “What do these questionnaire results tell us about the priority given to particular Forum results.”

ICA has the expertise to determine the questions, select the sample size, administer the survey by mail and fax, and evaluate the results.
Cost will be $11,000, based upon:
1. 2,500 surveys mailed out with return envelopes
2. a maximum of 10 multiple choice and 5 open-ended questions
3. general respondent within the organization.

Some agencies will be approached to ensure that the questionnaire has a broad enough distribution.
1. 	Region Council of Agencies Servicing Immigrants
2. 	Continuing Education School Boards Association
3. 	Association of Colleges
4. 	Teachers of English as Second Language (TESL)
5. 	Ethno Cultural Council
7. 	Francophone Association

ICA will work with THE CLIENT to determine the mailing lists necessary to send out to a general broad distribution. It is assumed that THE CLIENT has electronic mailing lists of about 2,000 people and that another 500 may be purchased by ICA from certain Service Providers..
 
Sample letter to respondents

Dear Service Provider, June 30
	Citizenship and Immigration would like your opinion on how assist newcomers to become self reliant and participating members of society as soon as possible.

The following questionnaire reflects answers from Forums involving 320 people. Could you please comment on the results of those forums?. The results of the questionnaire will be used to develop program and service enhancements from a one-time infusion of additional funds from the Federal Government in 1998 which could become available to partnering organizations for important and innovative programs and services that meet the needs of newcomers.


While the questionnaire would be conducted in English and French, the complilation, analysis and final report would be in English. 


Costs of the Questionnaire - Options

ICA mail out and fax questionnaire	$11,000
 

One on One Interviews - Referred to as Task V

The purpose of the one-on-one interviews is to test the innovations developed from the Forums against the requirements and expections of employers and Police.

There is sufficient literature on what employers want from employees to make it unneccesary to use these interviews for that purpose.

General Research Questions

1) What experiences does the employer have with newcomers? What made them positive or negative experiences? 

2) Which new innovations would make the newcomer more employable from the perspective of the employer, and which new innovations would be irrelevant?

3) What level of support would the employer be prepared to give to existing programs and new innovations if it helps provide qualified workers?

4) What steps taken by THE CLIENT or Service Providers would be relevant to assist employers in hiring qualified newcomers?

Sample Size

The sample size need only be large enough to determine:
a)	if any results of the Forums and Questionnaires contradict employer policies
b)	if any results run contrary to employer philosophy or practice
c)	which results would be beneficial to employers in their hiring practices
d)	which results could be promoted from an employer’s point of view

The best respondents will be employers who have enough experience with newcomers to know if the innovations determined during the Forums and Questionnairs will have any beneficial impact on the employees. We propose face to face interviews with the owners of 17 medium size businesses (10-50 employees) who have a history of hiring newcomers, and three police. These medium size businesses are run by people who have a wide range of experience in dealing with all types of people and problems, but who are also generally interested in the lives of their employees. 

The interviews would be done face to face and would take about one week to complete.

Costs of One on One Interviews

Set up	$3,500
Interviews	$4,500
Transciption	$1000
Analysis	$1,500
Total	10,500

 
All Other Newcomers - Referred to as Task VI


There are two times when Newcomer input would be most valuable.

At the very beginning of the consultation, in order to confirm the past research on newcomer needs and to confirm a set of general priorities which can be responded to by the the Service Providers during their Forums.

At the very end of the consultation, to look at the new innovations and ideas which have been generated by the research, and to make a newcomer’s judgement on how useful it actually might be.

Two Forums at the beginning and two at the end would be sufficient to do this work. 

Twenty-five people could attend each Forum, which would be held in The major city.

Newcomers Costs
Facilitation	$4,000
Honorarium - 100 participants @ $40	4,000
Documentation	1,000
Recruitment 	$3,000
Rentals	$800
Analysis	$2,400
Report	$500
Forum Costs Total		$15,700
 

Consolidated Budget to THE CLIENT

Forum Costs
Facilitation	$20,000
Honorariums	2,000
Documentation	2,500
Lunch for 320 people @ $15	4,800
Recruitment 	$11,000
Room, equipment Rentals	$4,000
Travel, etc	$3,000
Analysis	$4,000
Report	$2,000
Total		$53,000	

Questionnaire
ICA mail out and fax questionnaire		$11,000

One on One Interviews
Set up	$3,500
Interviews	$4,500
Typing	$1,000
Analysis	$1,500
One on One Inteviews Total		10,500


Newcomers Costs
Facilitation	$4,000
Honorarium - 100 participants @ $40	4,000
Documentation	1,000
Recruitment 	$3,000
Rentals	$800
Analysis	$2,400
Report	$500
Forum Costs Total		$15,700
Training Session & THE CLIENT Staff Forum		3,600
Compilation of all Results and Report		4,800
Travel and Per diems for Participants		15,000
Send out short report to all participants		2,500

Total		$116,100

GST		$8,127

Grand Total		124,277
 


Payments out
Hotel costs
Room Rental to Hotels	10*100	1,000
Room rental to orgs	14*200	2,800
Coffee to hotels	10*16*5	800
Coffee to Organizations	14*16*3	672
Lunch to Hotels	10*16*15	2,400
Lunch to Organizations	10*15*16	2,400
Total to orgs ($5,872 or 587 each)
First Mailout
Postage 	2,500*.45	1125
Printed envelopes	2,500*.15	375
Printed Letters	2,500*.12	300

Faxes Long distance	200*.20	40
Long distance recruitment	400*.40	160
New telephone chip		400
New telephone		200
New phone line		90
Room Rental 2 months	2*450	900
Survey subcontract		8,000
Admin Assistant (May 25-June 30)		2,500
Honorarium to Newcomers (June 11, July 15)	$40* 100	4,000
Honorarium to Newcomers (June 15)	$40* 30	1200

Forum Travel and per diems
The capital city The major city The capital city - flight with taxi		400
The major city The western city the major city by car		100
The major city the major city by car		80
The major city the major city by car		50
The major city The major city flight with taxi		600
The major city The northern city The major city flight with taxi		1000
Per diems for above		500

Extra Facilitators
French in The capital city ()		600
French in The capital city ()		600
French in The capital city ()		600
English in The capital city ()		600

Computers
Admin assistant computer rental 2 months	2*200	400
Computer 	3*200	600

Taxis around the major city for facilitators	50 rides * 10	500

Materials
Final Report design and printing		300
Report to Participants design and printing	2,500*$.50	1250
Mailing short report out to participants	2,500 * .58	1,450

Total Expenditures Out		$38,992		
	
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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >INTERNATIONAL GRANTS PROGRAMME APPLICATION </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >a)	advancing the education of the public and in any part of the world in matters relating to the relief of poverty and distress, and 
b)	the relief of need, hardship and distress in any part of the world </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >INTERNATIONAL GRANTS PROGRAMME APPLICATION
(BLOCK FUNDING ONLY)

A.  Applicant Organisation
The ICA Development Trust has the objectives of 
a)	advancing the education of the public and in any part of the world in matters relating to the relief of poverty and distress, and 
b)	the relief of need, hardship and distress in any part of the world

The main activity of the Development Trust is the International Partnerships Programme (IPP). Through this programme ICA Development Trust plays an active role in enabling and supporting members of the ICA Network to develop and grow as organisations. To date this initiative has been incorporated a number of strategies, which are described in more detail in Appendix A. Other ICADT programmes, together with the staffing and structure of the Trust, are also described in that Appendix.

B. Goals

The Goals of this application are:

1.	Building the capacity of ICA country organizations to expand its involvement with displaced people and migrant communities
2.	Developing the capacity of 20 local groups

C. Needs   
The identified needs for this proposal have emerged from the experience of the eighteen months which ICA has been engaged with the twenty groups the  District. The District is characterised by a high level of immigration, and are faced with the challenge of changing  from a nomadic, pastoralist lifestyle to one more settled, more agriculture based. They recognise they are at a crossroads and are seeking support in helping them to decide which way to go, and in the implementation of that decision. ICA’s intervention to date has been on strengthening and planning with women’s groups in the area. Progress has been made and the groups are now ready to move onto a new stage of development and to start implementing projects for themselves and the wider community they live in.  

The specific needs are:
a)	Strengthening of the groups in leadership and participatory management and facilitation skills
b)	Development of business skills within the groups to enable them to manage projects of their own and promote sustainability, as well as being able to pass on their skills to others
c)	Training of teachers in functional literacy. Some of the group members are illiterate and feel the need to learn how to communicate better with people outside their own community.
d)	The wider community has a number of specific needs including poor health (caused by poor quality housing,  poor water and sanitation, etc.), environmental degradation. Specific groups have shown an interest in developing their skills in these different areas in order to work with the community to address the issues.
e)	The level of legal literacy in the groups and community is low. Given the current situation of the people, awareness of rights and the ability to exercise them is a clear need. 
f)	In order to guide and support the groups through this next stage of their growth, ICA needs to improve and expand its current skills and strengthen its base.

D. Beneficiaries
The beneficiaries from this work will be:
a)	Twenty local groups and their constituent communities. 
b)	ICA 
c)	ICA Development Trust

The twenty local groups will see many of the ideas and projects (which they have already identified in the first stage of their capacity building programme) being implemented. Currently they are constrained by their own lack of skills and resources, but with ICA support and training, they will acquire what they need both to strengthen them as organisations and to improve the lives of the other people in their communities.

ICA will be better able to cope with the demands of the communities and organisations they are working with, will be more sustainable as an organisation, and better able to identify, address and adapt to the wider context within which they work and their beneficiaries live. By the end of this intervention ICA will be established as a key player in the community and will be able to take its expertise to a wider area.

ICA Development Trust will benefit from this initiative by developing further experience in the field of capacity building, and particularly working with long term migrants and displaced people. In turn that will enable ICADT to provide a better service to ICA and other partners, and challenge them  to work with a wider range of people. 

E. Approach
The approach to be adopted in this initiative, and which has been successfully utilised by ICADT and ICA to date, is one which recognises and respects the nature of the partnership with other independent and autonomous organisations. The emphasis is therefore on advice, facilitation and ongoing support. Solutions are not imposed, but probing questions asked, options presented, plans facilitated, information and experience shared.

Both ICADT and ICA recognise the importance of working in partnership with other organisations. While ICA has its own areas of expertise, the intention is to call on other organisations with experience and/or expertise in relevant components to ensure that the programme is delivered as effectively and efficiently as possible. Already in the development of this proposal, discussions have been had with the Intermediate Technology Development Group, a supported initiative to strengthen the local government). ICADT is working on a capacity building proposal linking ICAs with NGOs specialising in reproductive health to share skills and information and develop the organisations‘ ability to learn.

ICA Development Trust’s role will be to support and advise ICA in this programme, as well as fulfilling the responsibilities of being project holder. This will involve regular visits to the programme, giving advice, facilitating training (where required) on specific issues, transferring funds at regular intervals, linking to other organisations, co-ordinating the necessary monitoring and evaluation activities, reporting to the donor. 
 
ICA will carry out the following activities, which can be seen as the next stage in the longer process of capacity building both of the groups and ICA:

1.	Training all group members in local participatory leadership, planning and facilitation skills. The follow-up and evaluation showed that some of the leaders trained could not pass on effectively the skills to other members. In other cases new leaders have been elected and they did not attend the leaders training. Many other members expressed a need for the training to strengthen the groups and enable them to better manage their activities.
2.	Training the group members in small business management and income generation skills. This will enable the groups to identify market and resource potential, to start and manage viable and profitable income generation projects. This will also involve the provision of start up grants and regular follow-ups to monitor progress. As part of this strategy a credit scheme will be introduced for 10 selected women groups to make them aware of how to work with credit and to provide loans to individual members for their businesses.
3.	Promoting exchange of ideas between groups and communities. Forums between groups and village leaders will be organised to enable them to share experiences, solve problems, and look for solutions. Exchange visits to other communities/projects may also be included. These visits will enable groups to draw a wider range of ideas, to seek different soluations, and to work together to address issues perhaps beyond their individual capacities.
4.	Supporting groups to promote community initiatives.The programme involves other activities relating to improving the health status in the community, improving the environment and promoting functional literacy. Although the direct beneficiaries in these aspects of the programme will be the community, different groups will be involved in delivering these components. One group, for example, is interested in promoting healthier houses in the community, so they will be trained and supported in this. Another group has a tree nursery, and they will be supported in distributing trees to the wider community. Illiteracy is a problem in the area: selected group members will be trained as teachers of functional literacy.
5.	Strengthening of ICA will take place in four ways:
a)	Training of the staff to carry out and support the above activities
b)	Improving communication and information facilities in the field office
c)	Recruitment of a legal officer and establishment of a legal resource centre at the field office in order to address the need for legal literacy amongst the communities, particularly on the Land and Settlement Acts, basic human rights, windows and orphans rights, will writing etc. From this base, paralegal officers from the communities will be trained and supported, a legal literacy campaign will be co-ordinated and linkages will be made with other organisations working in this field. 
d)	Arranging exchange visits with other projects and organisations to expose the staff to new ideas and approaches, and to share experiences. 

F. Timetable

Activity	Year One 
(July 2002-June 2003)	Year Two
(July 2003-June 2004)	Year Three
(July 2004-June 2005)
	July-Dec 2002	Jan-June 2003	July-Dec 2003	Jan-June 2004	July-Dec 2004	Jan-June
 2005
Training in  leadership planning and facilitation skills	Curriculum Developm‘t

Training of groups in leadership, planning and facilitation	Training of groups in leadership, planning and facilitation	 	Follow up visits		Follow up visits
Training in small business management and income generation skills			Training of 20 groups in small business managem‘t 

	Follow up events	Training of 10 groups in credit managm’t

Issuing of loans	Loan follow up visits 
Promoting exchange of ideas		Hold one Exchange Forum		Hold one Exchange Forum		Hold one Exchange Forum
Support for groups to promote community initiatives		Identify and train functional literacy teachers	Ongoing support for teachers	Ongoing support for teachers	Ongoing support for teachers	Ongoing support for teachers
Strengthening of ICA 	Equipping office

Staff training	Recruit legal officer and establish resource centre	Staff training		Staff exchange visit	

G. Assessment
Progress in these activities will be monitored and documented to measure both the performance and the impact of the activities. A logical framework will be developed and interim and final evaluations carried out. The emphasis will be on enabling all the parties involved to play a role in this process, from the initial stages of developing indicators, through to the final assessment of the project. The focus will be on mutual learning, rather than criticism or judgement. Included in the evaluation will be the approach and processes used (as opposed to just the outputs or outcomes), putting into practice research. 

H. Budget
The capacity building of ICA and the 20 groups is one component of a wider programme. The budget presented relates to the capacity building component of the programme as outlined above. In addition further funding is being sought for additional activities with the groups and communities. These include:

a)	Training paralegal officers in the community and launching a literacy campaign. A funder also contributed to the previous intervention, are interested in this component and have committed a total of 36,250 over the next two years.
b)	Training the group members on new-design houses and related issues for health. This activity has been included in a proposal submitted by the Intermediate Technology Development Group (ITDG) to a Medical Trust. It has received approval at the summary stage.
c)	Other donors will also be approached for funding the community programme component, and the communities involved have already agreed to contribute towards some of the costs involved.

Item		 Year One 	 Year Two 	 Year Three 
		 D 	 D 	 D 	
A. Programme Activities					
Curriculum Devt and preparation	       2,610 			
Leadership and Planning		     11,000 	           630 	         660 	
Exchange Forums		       1,480 	        1,575 	       1,670 	
Functional Literacy		       5,290 	           126 	         347 	
Income Generation			      12,780 	       9,200 	
					
		     20,380 	      15,111 	     11,877 	
B. Field Costs					
Staff		     11,640 	      12,252 	     12,864 	
Staff Training		       1,250 	        1,325 	       1,400 	
Office Expenses		       3,000 	        3,150 	       3,300 	
Final Evaluation				       1,000 	
		     15,890 	      16,727 	     18,564 	
					
C. Head Office Support		       4,070 	        4,275 	       4,482 	
					
D. Capital Costs					
					
Computer equipment		       2,084 			
Office Furniture		          200 			
Legal Resource Centre		          200 			
Revolving Loan Fund				     10,000 	
		       2,284 		     10,000 	
E.  Costs					
Monitoring and Evaluation		       2,500 	        2,500 	       2,500 	
Management and Admin.		       2,500 	        2,500 	       2,500 	
		       5,000 	        5,000 	       5,000 	
					
Year's Total		     47,624 	      41,113 	     49,923 	
					
Note 1: Rate of Inflation used for: 5% per annum		
Note 2: These figures are shown net of any contribution by the groups towards local costs.

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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >funding proposal matrix </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >  </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >funding proposal matrix

	YFL	HIV Aids	Leadership Development
	Research and Publishing

Sustainability through investment in spirit
	•	Seeks to assist youth to realize their own potential from a bottom-up approach
•	Is concerned with the development of each youth in a wider context
•	Unearths the strength of each youth	•	Building human resources of 10 organizations
•	Use courses like the power of Image Change to sustain the leaders of the organization
•	is a statement of intent; we are a witness to the vitality, courage and wisdom of communities working together to fight HIV/AIDS.
	•		•	Published materials challenge the individual to lead
•	Edges olding ICA values in each edition.
•	History of publishing for 20 years
•	Worldviews- outreach to ICA communities around the world
•	Examining our own uniqueness 


Local solutions focus

	•	YFL adapts to the local context
•	Addresses the issues of the local community e.g. Different programs for rural/urban youth
	•	Addressing AID S through comprehensive community development approach is a unique, but emerging response; we are the “old guys in the field”
•	Local communities use strategic planning to mobilize their communities to respond to challenges they face
•	ICA personnel are residents of the projects they attend. 
•	ICA projects are defined and refined by the people they involve..
•	Our methods are open to interpretation, and necessarily so – ICA routinely adapts their work to fit the needs of community 	•		•	1st key - locally based manuals  e.g. Art of F.C. for teachers
•	Edges-invites input from the community; addresses issues relevant to grassroots work
•	Worldviews- looking to understand the local/individual and how it impacts the “global”.





Participatory action planning







	•	Brings together the entire community to build youth leadership
•	Promotes intergenerational learning.  e.g. Trainer-mentors
•	Allows for all skill sets to be used
	•	Strategic planning is participatory in that all stakeholders engage in the planning process
•	ICA provides a collaborative forum for communities to clarify their goals and the obstacles to reaching those goals.	•		•	2nd Key- focus on action in planning; planning includes implementation and reflection after implementation
•	Publications- Art of F.C. written using collaborative group planning
•	Worldviews-collaborative facilitated sessions to elicit individual & group responses
Effective planning methods

	•	We train youth in practical methods that can be used: work, school, life
•	Provides youth with life skills
•	Engages youth in planning of their community	•	Engage local people in addressing their perceived needs
•	We don’t wait on someone else to solve a communities problems for them
•	ICA’s methods have been used to develop comprehensive, holistic approaches to the challenges of HIV/AIDS
•	participatory practice is a norm of community life. ICA planning method makes clear sense to those who participate. 
	•		•	History of success
•	(find concrete examples of this)
•	Publications- several guides to help others improve participation in their orgs. 
•	# of Art of F.C. sold 


Organizational balance

	•	Roots in the ICA methods
•	Have a 50 year history
•	Has sustained itself over time
•	Linked to YFL globally
•	Trainings throughout Ontario
•	Participants from everywhere	•	Systemic problems require global solutions- ICA network experience
•	As we help colleagues, we strengthen our own planning/programming.
•	ICA has 30+ years experience working. 
•	ICAs routinely receive requests to train government, business, and fellow NGOs as well as individuals in the methods and process that make ICA unique.  
	•	Our methods say: no-one is excluded form participating in their own lives and community
•	Where a decision to lead has been made, ICA methods give practical tools; where absent, they call forth a decision. 
	•	Edges- distributed to ICAs around the globe
•	Worldviews- hoping to share results globally to spark ideas/actions in others
•	# of best selling books on practical methods and self-care of leaders


NOTE: Founding of IAF and UN Consultative status are also part of ICA’s overall organizational balance.
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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Food Aid and Food Security 
Programme for The country        </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >This project will start by addressing the immediate food needs of 500 PLWHA in the target area. Due to the numerous demands on the resources of PLWHA, maintenance of a balanced diet is not often  considered priority. Yet, diet is one of the key elements for success in ART and prolonged life for PLWHA. For purposes of cost effectiveness, PLWHA and their families will be encouraged to consider already familiar indigenous local foods that have proven nutritive value.  The CFSP will also establish and strengthen local community based structures to lead in issues of nutrition, care and prevention and other services at community level.        </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' > Food Aid and Food Security 
Programme for The country

Deadline for receipt of applications: 2nd October, 2006



CONCEPT NOTE 

. 

1. Summary of the action
Please provide the following information:
1.1	Brief description of the proposed action

The UNDP report of 2003 indicated that about 73% of all The citizens live below the official poverty line. On average more than 70% of The citizens are classified as poor while more than 63% are living on less than US$1 per day. In rural areas 83% of the people are poor and 71% are extremely poor. 

Many of the poorest people live in female headed households affected by HIV/AIDS. The prevalence rate is high currently at 16% affecting the most productive age group of between 15 to 49 years (NAC, 2002). Due to HIV/AIDS the number of widows and orphans and the chronically ill has increased considerably. The extended family system is no longer capable of handling the huge burden presented upon it by the impact of HIV/AIDS. HIV Positive people do not have access to healthy diets and the dietary options are limited. This means that positive people cannot live longer and their families end up in destitute or dying before their time.

This project will be implemented in The district of Southern Province. The population of Southern Province is 1,212,124 out of which 203,219 are in District. The prevalence rate for Southern province is currently at 16.2% ranks as the third highest in The country after Capital city and Copperbelt Provinces (NAC The country HIV/AIDS estimates, 2004). District is one of the most densely populated areas in Southern Province and according to estimates of 2004 from the National AIDS Council, District was the second highest in terms of HIV prevalence of 22.5% with a total number of 25,024 people second only to Livingstone. The overall poverty levels of Southern Province are high at 76% (CSO – living conditions in The country, 1998) while 59% of the people are classified extremely poor. 

The project is targeting an area north of The district called 2nd district. The target area is bound to the east by the Highway, and the Highway passes right through the community. The proximity of 2nd district to the main road makes the area vulnerable to the spread of HIV/AIDS and other sexually transmitted diseases. This area appears to be particularly hard hit due to its geographical location and high poverty levels. Many small traders come to this area to sell second hand clothes and other merchandise and in the process end up mingling with people. These transient travellers and truckers take advantage of the poor farmers and expose them to HIV/AIDS. This has resulted into many HIV/AIDS patients.

This project will start by addressing the immediate food needs of 500 PLWHA in the target area. Due to the numerous demands on the resources of PLWHA, maintenance of a balanced diet is not often  considered priority. Yet, diet is one of the key elements for success in ART and prolonged life for PLWHA. For purposes of cost effectiveness, PLWHA and their families will be encouraged to consider already familiar indigenous local foods that have proven nutritive value.

The CFSP will also establish and strengthen local community based structures to lead in issues of nutrition, care and prevention and other services at community level. The project aims at inculcating a spirit of volunteerism among the target community. A volunteer from t ICA will be attached to the project. Strong linkages that already exist between the project and permanent service providers will be strengthened. These include Ministry of Health (MoH), District HIV/AIDS Task Force (DATF), Ministry of Agriculture and Cooperatives (MACO) etc.

In terms of the long term, the project will impart technical skills in family members of PLWHA to enable them produce adequate amounts of food on a sustainable basis. Training in sustainable agriculture will be provided and linkages made with the MACO.

To further secure the livelihoods of PLWHA, the project will impart entrepreneurship and marketing skills in the target group and link those that require additional finances to microfinance institutions that are already operating in the province.

2. Relevance:
Please describe the following: 
2.1	How relevant is your proposal to the needs and constraints of the target country(ies) or region?
2.2	What are the problems to be resolved and the needs to be met? 

The action will initially make available to PLWHA food through food aid. This is in order to enable HIV patients improve their nutritional status and thereby improve the uptake and effectiveness of ARVs. The action will also promote both conservation farming and proven sustainable agriculture methods which are less labour intensive in order to improve sustainable food production and ensure availability of food throughout the year. The action will promote crop diversification to match nutritional needs of HIV/AIDS. The project will work with an associate organisation who are experts at biodiversity and have studied nutritive values of traditional food crops which are easy and cheap to grow, process and prepare. 

The integration of food aid with actual sustainable food security which includes cultivation of traditional food crops and a home-grown home based care program are priorities of this project. This action presents an opportunity for vast impact and with massive ramifications such as fewer people contracting AIDS, fewer sick people, and therefore more PLWHA working and supporting their families and contributing to the local economy. There will be fewer families with HIV/AIDS patients, fewer orphans, positive change in behaviour and less call on already stretched health services. This Action is designed to enable resource-poor people create wealth that will facilitate the on-going implementation of further development activities and broaden their food base. 

The project will also build sufficient capacity among the target group to enable them carry on initiatives started during the duration of the project. To this end, local structures will be facilitated in home based care, agriculture and nutrition. The project will also build strong links between the target group and local permanent service providers hospital, Ministry of Health and Ministry of Agriculture and Cooperatives to mention but a few.

2.3	Who are the actors involved (final beneficiaries, target groups)?
The specific target community is 2nd district area. The direct beneficiaries from 2nd district area will be 500 PLWHA and the indirect beneficiaries will be the families of these 500 PLWHA making up a total of 3,000 people. (using the The countryn average of 6 persons per family)

2.4	What are the objectives and expected results?

The objectives of the project are:

•	To improve the nutritional status of PLWHA through food aid in order to improve the uptake and effectiveness of ART
•	To create and strengthen community based structures and groups for sustained care and support for PLWHA and their families
•	To increase food diversity and security for families with PLWHA on a sustainable basis
•	To reduce the socio-economic impact of HIV/AIDS among PLWHA and their families through the implementation of appropriate income earning initiatives

Expected results are: 

•	At least 200 people will undergo VCT 
•	At least 250 PLWHA will be linked to appropriate authorities for ART
•	At least 75% of the 500 targeted households with PLWHA affording 3 meals per day and growing at least 3 major crops
•	Increased cash income by at least 50% for 200 PLWHA and their families
•	Fifteen Support Groups, 5 Care and Prevention Teams and 5 Nutrition Groups established and strengthened and serving the target group

2.5	What is the added value of the action (what adds the action by reference to (central or local) government action and actions implemented by non state actors)?

•	The two country NGOs participating in this project are working in four other provinces making up almost half of The country and covering some 50,000 households. Experiences gained through this project will no – doubt spill over to these areas
•	Being an international organisation, ICA is connected to many organisations locally and abroad. Results from this project will add to the pool of experiences gained elsewhere and beyond
•	The involvement of a wide range of national stakeholders such as the MoH, the Association of ARV users, New Start Centre etc makes for a broad based network and sharing of experiences across the country
•	Both belong to a network of 15 local NGOs under the umbrella of xxx. The available channels of information and experience sharing within this network will enable spill over to other organisations and practitioners. 
•	The volunteer who will be attached to the project by ICA will carry the experiences gained from the project to other parts of the world
•	The ICA driven HIV/AIDS Africa conference to which A PARTNER  is a member is another channel for sharing information and experiences from the project

3. Methodology and Sustainability:
Please describe the following: 
3.1	What are the main project activities?
In the short term, the project will improve the nutritional status of identified PLWHA through food aid initiatives to support their ART programmes.
For the long term, locally managed structures will be facilitated to provide continuous support to PLWHA and their families to secure their livelihoods for PLWHA and prevention against the same as well as production of adequate amounts of food and generation of more incomes on a sustainable basis.
Strategic linkages will be made with permanent service providers and other organisations in the sector for long term support to the target group and community at large.
The target group will be provided with technical and material support to enable them start producing food and generate income

3.2	Who will be your main implementing partners, what is the length of your relationship with them and how will they be involved in the project?

There will be two implementing partners with whom has worked for the past three year. These are:

In the project, will be responsible for overall coordination of project activities, manage finances as per EC requirements, employ two Field Officers, host the volunteer from and manage all project procurements 

will be responsible for coordination of networking activities with collaborators such as the They will also employ the Project Coordinator

ICA will be responsible for placement of a Volunteer at the project and capacity building of local NGO partners through training of project staff and technical support to the project.


3.3	How will the project achieve sustainability? 

•	Income generation skills and activities that will be facilitated through the project will remain within households and can be applied long after project has phased out
•	The project will build capacity among beneficiaries to produce and prepare local foods which are normally more accessible and nutritious. 
•	The strong linkage that exists between the project and government departments and ministries (such as the MoH and MACO) will be strengthened.  These linkages will assure continuous support to the target group long after the end of the project
•	The Volunteer who will be attached to the project and the project will be imparting the spirit of volunteerism among local communities 
•	The evaluation that will be conducted after 10 months will determine funding needs and strategies for further support beyond this project
•	The project will facilitate linkages to microfinance institutions for external financing of beneficiaries that will involve themselves in business ventures. 
•	Both have a long term agenda for the target area. The capacity that this project will build in these organisations will go towards enhancing long term benefits to the target group in this area and beyond. 
•	Strengthened CPTs and Support Groups will continue to provide HBC support to PLWHA in the area 

3.4	Will it have multiplier effects?

•	The two The country NGOs participating in this project are working in four other provinces making up almost half of The country and covering some 50,000 households. 
•	Being an international organisation, ICA is connected to many organisations locally and abroad. Results from this project will add to the pool of experiences gained elsewhere and beyond
•	The involvement of a wide range of national stakeholders such as the MoH, ZHECT, the Association of ARV users, New Start Centre etc makes for a broad based network and sharing of experiences across the country
•	Both belong to a network of 15 local NGOs under the umbrella. The available channels of information and experience sharing within this network will enable spill over to other organisations and practitioners. 
•	The target area of this project receives many visitors and is the gateway to the south of The country. Results from the project are expected to go far and wide through the many people that visit the area
•	The volunteer who will be attached to the project by ICA will carry the experiences gained from the project to other parts of the world
•	The ICA driven HIV/AIDS Africa conference to which is a member is another channel for sharing information

4. Expertise and operational capacity:
Please describe the following: 
4.1	What is the experience of your organisation in project management?

THE ORG has gathered massive experience over its 10 year period. Some of these are:

•	Participation in the past three years in food aid programmes in close collaboration with the Disaster management and Mitigation Unit (DMMU) and the World Food Programme (WFP)
•	Implementation of humanitarian activities under the ECHO funded Agricultural Recovery Programme (ARP) with OXFAM. At least 60% of households benefiting from this initiative are affected by HIV/AIDS
•	Participation in a pilot cash transfer project implemented to mitigate social and economic vulnerability among rural people
•	Implementation of Food Security Pack (FSP) programmes with Programme Against Malnutrition (PAM) in Western and North Western provinces
•	Implementation of a Forest Resource Management Project under IFAD funding in conjunction with the Government  in all the seven districts of North Western Province.
•	Implementation of livelihood projects in partnership partners with funding from

4.2. 	What is the experience of your organisation and your partner(s) of the issues to be 	addressed?

Has implemented and is still implementing various projects in three of The country’s nine provinces. Some of these are:  

•	2003- 2006: Food security project in Naluyanda involving women and families keeping orphans and poor resource farmers in Central Province 
•	2003- 2006: Food security project 
•	2004-2006: HIV/AIDS- prevention, nutrition and care for  The country National AIDS Network
•	2005- 2006: HIV/AIDS in 2nd district Project in Southern Province for PLWHA and vulnerable families.
•	2006: Women rights empowerment project funded by World Bank
•	2005 –2006: Sustainable Agriculture and HIV/AIDS for women in Central Province
•	2006: Food security project with a strong focus on HIV/AIDS
•	ICA have provided technical and facilitation support to ICAs since 1996, as well as acting as project holders for the following:

•	1996-2003: Integrated Development Programme, 
•	1999-2002: Health and Leadership programme, 
•	2000-2003: Integrated Rural Development programme for Women
•	2000-2004: Integrated Development Programme, 

I.	THE ACTION
1.	DESCRIPTION

1.1	Title

2nd district Food Security Project (CFSP)

1.2	Location(s)

2nd district area in The district in the Southern Province of The country


Total eligible cost of the action	Amount requested from the Contracting Authority	% of total eligible cost of action
734,477.40	661,297.90	90 %

1.3	Summary

Maximum 1 page 

The UNDP report of 2003 indicated that about 73% of all The citizens live below the official poverty line. On average more than 70% of The citizens are classified as poor while more than 63% are living on less than US$1 per day. In rural areas 83% of the people are poor and 71% are extremely poor. 

Many of the poorest people live in female headed households affected by HIV/AIDS. The prevalence rate is high currently at 16% affecting the most productive age group of between 15 to 49 years (NAC, 2002). Due to HIV/AIDS the number of widows and orphans and the chronically ill has increased considerably. The extended family system is no longer capable of handling the huge burden presented upon it by the impact of HIV/AIDS. HIV Positive people do not have access to healthy diets and the dietary options are limited. This means that positive people cannot live longer and their families end up in destitute or dying before their time.

This project will be implemented in The district of Southern Province. The population of Southern Province is 1,212,124 out of which 203,219 are in District. The prevalence rate for Southern province is currently at 16.2% ranks as the third highest in The country after Capital city and Provinces (NAC The country HIV/AIDS estimates, 2004). District is one of the most densely populated areas in Southern Province and according to estimates of 2004 from the National AIDS Council, District was the second highest in terms of HIV prevalence of 22.5% with a total number of 25,024 people second. The overall poverty levels of Southern Province are high at 76% (CSO – living conditions in The country, 1998) while 59% of the people are classified extremely poor. 

The project is targeting an area north of The district called 2nd district. 2nd district The target area is bound to the east by the Highway, and the Highway passes right through the community. The proximity of 2nd district to the main road makes the area vulnerable to the spread of HIV/AIDS and other sexually transmitted diseases. This area appears to be particularly hard hit due to its geographical location and high poverty levels. Many small traders come to this area to sell second hand clothes and other merchandise and in the process end up mingling with people. These transient travellers and truckers take advantage of the poor farmers and expose them to HIV/AIDS. This has resulted into many HIV/AIDS patients.

This project will start by addressing the immediate food needs of 500 PLWHA in the target area. Due to the numerous demands on the resources of PLWHA, maintenance of a balanced diet is not often  considered priority. Yet, diet is one of the key elements for success in ART and prolonged life for PLWHA. For purposes of cost effectiveness, PLWHA and their families will be encouraged to consider already familiar indigenous local foods that have proven nutritive value.

The CFSP will also establish and strengthen local community based structures to lead in issues of nutrition, care and prevention and other services at community level. The project aims at inculcating a spirit of volunteerism among the target community. A volunteer from the partner ICA will be attached to the project. Strong linkages that already exist between the project and permanent service providers will be strengthened. These include Ministry of Health (MoH), District HIV/AIDS Task Force (DATF), Ministry of Agriculture and Cooperatives (MACO) etc.

In terms of the long term, the project will impart technical skills in family members of PLWHA to enable them produce adequate amounts of food on a sustainable basis. Training in sustainable agriculture will be provided and linkages made with the MACO.

To further secure the livelihoods of PLWHA, the project will impart entrepreneurship and marketing skills in the target group and link those that require additional finances to microfinance institutions that are already operating in the province.



Duration of the action	24 Months
Objectives of the action	Overall objective: To improve the quality of life of PLWHA and their families through the implementation of a broad based sustainable food security initiative in 2nd district area of the district of the Southern Province of The country.
Specific objectives: By the end of two years, at least 500 PLWHA in 2nd district area will have attained improved nutritional status to improve uptake and effectiveness of ART and community based systems and structures established for their families to produce adequate food and generate household income on a sustainable basis.
Partner(s)	1.  ICA

Target group(s) 	500 PLWHA in 2nd district area of Constituency of The district of Southern Province of The country
Final beneficiaries 	Families of 500 PLWHA in 2nd district area of Constituency of The district of Southern Province of The country
Estimated results	1.	At least 200 people will undergo VCT 
2.	At least 250 PLWHA will be linked to appropriate authorities for ART
3.	At least 75% of the 500 targeted households with PLWHA affording 3 meals per day and growing at least 3 major crops
4.	Increased cash income by at least 50% for 200 PLWHA and their families
5.	Fifteen Support Groups, 5 Care and Prevention Teams and 5 Nutrition Groups established and strengthened and serving the target group
Main activities	In the short term, the project will improve the nutritional status of identified PLWHA through food aid initiatives to support their ART programmes.
For the long term, locally managed structures will be facilitated to provide continuous support to PLWHA and their families to secure their livelihoods through Care for PLWHA and prevention against the same as well as production of adequate amounts of food and generation of more incomes on a sustainable basis.
Strategic linkages will be made with permanent service providers and other organisations in the sector for long term support to the target group and community at large.
The target group will be provided with technical and material support to enable them start producing food and generate income
Where applicable, clearly indicate the sector, theme, or geographical area specified in the call for proposals to which the proposed action would apply:


1.4	Objectives

Maximum 1 page. Describe the overall objective(s) to which the action aims to contribute towards and the specific objective that the action aims to achieve.

1.	To improve the nutritional status of PLWHA through food aid in order to improve the uptake and effectiveness of ART

Anti Retroviral Therapy (ART) requires that the patient has a balanced diet. Due to prolonged illness, PLWHA or AIDS patients often find themselves in a situation of depleted resource base due to inability to perform productive work and meeting expenditure required to access ART. Consequently, a balanced diet to PLWHA especially AIDS patients is a far cry. This objective will address this primary requirement in the short term before addressing medium and long term requirements among PLWHA and their families. 

Because nutrition is crucial among PLWHA especially those on ART, the project will support formation of Nutrition groups who will be trained in preparation and processing of foods suitable for PLWHA. Focus will, first and foremost, be directed at local indigenous foodstuffs which even poor families can lay their hands on. The Biodiversity Community Network (BCN) which is an associate in this project has gathered massive experience in supporting such activities.  

1.	To create and strengthen community based structures and groups for sustained care and support for PLWHA and their families

It has been widely documented that the HIV/AIDS issue has placed a huge burden on the Ministry of Health (MoH). It has become common practice to engage local communities in such a way they are involved in providing the necessary services to PLWHA and in this way contributing to the effectiveness of the public sector. The project will facilitate formation and strengthening (where such does not already exist) of community based and managed groups to lead the process of Care and prevention for and against HIV/AIDS, nutrition as it relates to HIV/AIDS and such other services.

In addition, the project will facilitate linkages between essential permanent service providers and organisations working in the sector and the local groups from the start of the project. The philosophy of this project emphasises inculcating the spirit of volunteerism among target communities.

2.	To increase food diversity and security for families with PLWHA on a sustainable basis

The project will aim to restore livelihoods of families with PLWHA by empowering them to produce more food on a sustainable basis. The project will promote sustainable agriculture techniques and methods that are accessible and affordable from the point of view of a resource poor farmer. Both crop and animal production will be promoted. The pas-on-the-gift scheme for small livestock which has worked wonders among PLWHA elsewhere will be introduced. 

In order to ensure long term technical support in agriculture, the project will facilitate stronger linkages with the Ministry of Agriculture and Cooperatives (MACO) and support Community Livestock Workers (CLWs) and Community Development Facilitators (CDFs) through training.

3.	To reduce the socio-economic impact of HIV/AIDS among PLWHA and their families through the implementation of appropriate income earning initiatives 

In order to restore the livelihoods of PLWHA and their families, the project will promote income generation initiatives. Training will be facilitated on entrepreneurship and marketing. These skills will enable them identify and manage business ventures of their choice. Family members of PLWHA will be encouraged to form interest groups based on the business ventures that they will be pursuing. Those that require additional finances will be linked to microfinance institutions for loans and savings services.



a.	Justification

Maximum 3 pages. Please provide the following information:
i.	Relevance of the action to the objectives and priorities of the programme

The action will initially make available to PLWHA food through food aid. This is in order to enable HIV patients improve their nutritional status and thereby improve the uptake and effectiveness of ARVs.

The action will also promote both conservation farming and proven sustainable agriculture methods which are less labour intensive in order to improve sustainable food production and ensure availability of food throughout the year. The action will promote crop diversification to match nutritional needs of HIV/AIDS. The project will work with an associate organisation called BCN who are experts at biodiversity and have studied nutritive values of traditional food crops which are easy and cheap to grow, process and prepare. These will be promoted and grown by HIV patients and their families. 

The integration of food aid with actual sustainable food security which includes cultivation of traditional food crops and a home-grown home based care program are priorities of this project. This action presents an opportunity for vast impact and with massive ramifications such as fewer people contracting AIDS, fewer sick people, and therefore more PLWHA working and supporting their families and contributing to the local economy. There will be fewer families with HIV/AIDS patients, fewer orphans, positive change in behaviour and less call on already stretched health services. This Action is designed to enable resource-poor people create wealth that will facilitate the on-going implementation of further development activities and broaden their food base. For example, seed will be distributed on a seed revolving loan basis where PLWHA will repay their loan in kind to others while continuing to meet their own seed requirements for the following year. 

The project will also build sufficient capacity among the target group to enable them carry on initiatives started during the duration of the project. To this end, local structures will be facilitated in home based care, agriculture and nutrition.

The strong link that the project will facilitate between the target group and local permanent service providers.

ii.	Identification of perceived needs and constraints in the target country/ies, in particular in the region(s) concerned. 

The country is rated among the poorest countries in the world. The country is listed among the Highly Indebted Poor Countries (HIPC) as well as the Least Developed Countries (LDC’s). According to the UNDP’s Human Development Report of 2002, The country ranks 163 out of the 175 countries in the world in terms of human development. 

In 2003, the United Nations Human Development report indicated that about 73% of all The citizens live below the official poverty line. On average more than 70% of The citizens are classified as poor while more than 63% are living on less than US$1 per day. In rural areas 83% of the people are poor and 71% are extremely poor. 

Many of the poorest people live in female headed households affected by HIV/AIDS. The prevalence rate is high currently at 16% affecting the most productive age group of between 15 to 49 years (NAC, 2002). Due to HIV/AIDS the number of widows and orphans and the chronically ill has increased considerably. The extended family system is no longer capable of handling the huge burden presented upon it by the impact of HIV/AIDS. HIV Positive people do not have access to healthy diets and the dietary options are limited. This means that positive people cannot live longer and their families end up in destitute or dying before their time.

The The country government has realised that chronic illness that accompany poor health and deterioration of the immune system deplete households assets, reduce labour and lead to reduced food production
This project will be implemented in The district of Southern Province. The consortium will concentrate on constituency. The population of Southern Province is 1,212,124 out of which 203,219 are in District. The prevalence rate for Southern province is currently at 16.2% ranks as the third highest in The country after Capital city and Provinces (NAC The country HIV/AIDS estimates, 2004). District is one of the most densely populated areas in Southern Province and according to estimates of 2004 from the National AIDS Council, District was the second highest in terms of HIV prevalence of 22.5% with a total number of 25,024 people second only to. The overall poverty levels of Southern Province are high at 76% (CSO – living conditions in The country, 1998) while 59% of the people are classified extremely poor. 

The project is targeting an area north of The district called 2nd district. 2nd district covers most of Constituency. 

The target area is bound to the east by the Highway, and the Highway passes right through the community. The proximity of 2nd district to the main road makes the area vulnerable to the spread of HIV/AIDS and other sexually transmitted diseases. This area appears to be particularly hard hit due to its geographical location and high poverty levels. Many small traders come to this area to sell second hand clothes and other merchandise and in the process end up mingling with people. These transient travellers and truckers take advantage of the poor farmers and expose them to HIV/AIDS. This has resulted into many HIV/AIDS patients.

iii.	Description of the target group(s) and final beneficiaries and estimated number 
The action will target The district, in Southern Province. The specific target community is 2nd district area and beyond. In 2nd district Project area and expansion area the project will work with 500 PLWHA and their families. The direct beneficiaries from 2nd district area will be 300 and 200 in the 2nd district expansion area. The number of indirect beneficiaries will be 3000 people.
iv.	Reasons for the selection of the target group(s) and identification of their needs and constraints. How does the Action contribute to the needs of the target group(s) and final beneficiaries?

The direct beneficiaries have been selected because they are PLWHA. Some are already on ART and are in the extreme poverty bracket. 

The indirect beneficiaries have been selected because they have been adversely affected by the status and condition of the PLWHA in their families. Assets have been lost due to demands placed on PLWHA in terms of nutrition and other logistics necessary for caring for the same. For both PLWHA and their families to get back into productive engagement, they need to have basic needs readily available and accessible. These include food, healthy diets, diversified food production and income generation. This will assist to broaden their food security base.

Contribution to the needs of the target group and final beneficiaries 

1.	The action will assist PLWHA have available and accessible food which will help them improve the uptake and effectiveness of ARVs. Currently there is no food for PLWHA and where little is available it would be the staple food maize which does not help their condition. 
2.	The Home Based Care (HBC) system already in existence will be strengthened through training of care and prevention teams and formation of more support groups so that PLWHA can encourage and support each other.
3.	Food production will be carefully designed so that crops promoted and grown will be of high nutritive value and will increase the availability and accessibility of food making up a healthy diet. Food production will be combined with the promotion of traditional crops of high nutritive value that are easy to grow even in times of drought and have proven medicinal properties such as Amaranthus.
4.	Income generation will ensure that target beneficiaries broaden their food security base so that over - reliance on a single source of income is eradicated.

b.	Detailed description of activities

Maximum 9 pages.  Include the title and a detailed description of each activity to be undertaken to produce the results, justifying the choice of the activities and specifying where applicable the role of each partner (or associates or subcontractors) in the activities. In this respect, the detailed description of activities must not repeat the action plan (see section 1.9).

	Diagrammatic representation of the project concept
 

1.	To improve the nutritional status of PLWHA through food aid in order to improve the uptake and effectiveness of ART

•	Facilitate formation of community based nutrition groups: The project will facilitate formation of 5 nutrition groups who will be trained in the preparation and processing of nutritious foods and diets for PLWHA. The groups will also be responsible for educating fellow community members on issues of nutrition.

•	Training of nutrition groups: Nutrition groups will be trained on locally available food stuffs and the relationship of nutrition to HIV/AIDS. The training will be conducted by health staff from Hospitals as well as the Biodiversity Community Network (BCN).

•	Analysis of diets of PLWHA: Experts will work together with members of nutrition groups to analyse diets of PLWHA in the area. Thereafter, World Food Programme (WFP) instruments will be used to identify ARV patients who require food assistance. 
 
•	Design of food packs: Equipped with analyses of diets of PLWHA, food packs will be designed by nutrition groups.

•	Purchase of food and organisation of logistics: The project will purchase food stuffs based on the EC’s procurement procedures. Appropriate information systems will be applied in the procurement of foodstuffs and subsequent processes. 

•	Distribution and monitoring of distribution and utilisation of food packs: Keepers The country Foundation in close collaboration with the WFP has been involved in distributing foodstuffs and seeds to communities affected by drought and HIV/AIDS in Western province. This experience will be handy in organisation of logistics and monitoring systems for distribution and utilisation of food packs to beneficiaries in this project.

2.	To create and strengthen community based structures and groups for sustained care and support for PLWHA and their families.

•	Awareness for VCT: The project will facilitate awareness creation campaigns for potential beneficiaries of the project to undergo Voluntary Counselling and Testing (VCT). The campaign for VCT will also serve as the awareness for the project in the area. Project staff will use this opportunity to explain the scaling up of existing initiatives. Methods for awareness creation and campaign will include drama sessions by local groups, awareness meetings and role plays

•	Facilitating mobile VCT: In collaboration with the New Start Centre (NSC), mobile VCT sessions will be conducted across the target area. Those whose results will be positive to HIV/AIDS will be automatic beneficiaries of the project

•	Promotion of ART among PLWHA: The first intervention for the target beneficiaries is the linkage for Anti Retroviral Therapy (ART). Apart from those that will be tested after the awareness for VCT, some beneficiaries will already be aware about their status. The project will also take these on board. The project will also directly target households that are hosting chronically ill persons to benefit from the project.

•	Facilitate formation of 10 support groups of PLWHA: Some of the PLWHA will be mobilised into support groups that will lead the process of campaigns for VCT and ART. The support groups will also coordinate Home Based Care (HBC) programmes in the target area.

•	Training for CPTs on care and support to PLWHA: The project will exploit existing collaboration with the Ministry of Health Authorities at the District and at Hospital to train Care and Prevention Teams (CPTs). 

•	Facilitate linkages between CPTs and local stakeholders: In order to enhance the effectiveness of CPTs, the project will facilitate a deliberate campaign to link these to local leaders including headmen, chiefs, religious leaders, politicians and any other persons of influence. 

•	Facilitate linkages between CPTs and other support institutions: The project will ensure that all the relationships with development actors in the district and province are shared with local structures created and facilitated in the target area. To this end, local CPTs will be introduced to organisations like the District HIV/AIDS Task Force (DATF), District Health Management Team (DHMT), Ministry of Agriculture and Cooperatives (MACO), The country Health Education and Communication Trust, The country Users of ARVs, Network of people living with HIV/AIDS in The country and many such others.

3.	To increase food diversity and security for families with PLWHA on a sustainable basis

•	Training in sustainable agriculture methods: As a long term measure to ensure household food security among PLWHA and their families, the project will encourage use of low cost and sustainable agricultural methods such as agro forestry and potholing. The Ministry of Agriculture and Cooperatives (MACO) will deliver appropriate training on various sustainable agricultural methods and techniques.

•	Training in crop diversification: MACO will also conduct training in crop diversification both for increased diversity in foodstuffs as well as for generation of income. 

•	Training in production, processing and preparation of indigenous food products: In line with diversification of foodstuffs, the project will promote not just production but processing and preparation of such foodstuffs. The choice of these crops will be informed by the analysis that experts will recommend from a nutrition point of view. Experts from BCN, MACO and MoH will be key in this activity.

•	Training in off-season farming: The area around 2nd district is prone to (partial) drought. This fact coupled with the need to increase the productivity of households with PLWHA calls for agricultural production throughout the year. The project will train beneficiaries in off-season production of vegetables, green maize and any other crops for food and income.

•	Facilitate establishment of seed revolving mechanism: One of the most important inputs for sustainable food security is seed. The project will facilitate establishment of a revolving seed supply mechanism. The idea will be to provide a conducive environment for supply and availability of good quality and affordable seed and planting materials on a timely and sustainable basis. The management of the seed revolving scheme will be done by agricultural and income generation Interest Groups that will be formed in the area. Establishment of the scheme will involve training of seed growers and traders. MACO will be key in delivering this activity.

•	Supply of seed to the seed revolving scheme:  Once adequate capacity has been built in IGs, the project will provide initial seed on a one - off basis. Thereafter, MACO and project staff will offer technical back-up support to ensure sound management of the scheme in the second season.


4.	To reduce the socio-economic impact of HIV/AIDS among PLWHA and their families through the implementation of appropriate income earning initiatives 

•	Facilitate identification of viable economic opportunities in the area and beyond: Project staff will facilitate identification of viable economic activities in the area and beyond among members of households with PLWHA. The role of staff from the project at this stage will be information provision and facilitation of the process.

•	Facilitate formation of interest groups:  Based on viable business ventures identified by family members of PLWHA, interest groups (IGs) will be formed. These IGs will draw action plans on how they will exploit the identified economic opportunities at household and group levels. 
 
•	Training in business, marketing and technical skills: The project will facilitate training of members of IGs in business and marketing skills as well as technical aspects of the particular economic ventures of their choice. Some of the ventures that may be identified (based on past experience in the area) include livestock and mushroom production.

•	Training of community based volunteers: The project will attempt to inculcate a strong spirit of volunteerism among member of 2nd district community. Apart from support groups and CPTs, teams of local persons will be assembled to provide technical support to livestock owners, crop farmers and business persons. Community Livestock workers (CLWs) will be trained through the Department of Animal Health to provide support to keepers of small livestock while Community Development workers will take care of agricultural and business concerns of local households.
 
•	Linkage to financial institutions: The need for additional capital is often identified as a major constraint to promotion of business among rural people. The project will link vibrant IGs to Micro finance Institutions (MFIs) within the province. The MFIs will provide savings and credit services among IGs to enable them grow their businesses.

5.	Project management

•	Inception workshop: Prior to starting the project, an inception workshop will be held involving all key stakeholders and participants in the projects. The workshop will serve to build a common understanding of the major concepts, procedures ands targets for the project. The workshop will also serve to develop an appropriate Monitoring and Evaluation (M&E) system for the project. A work plans as well as roles and responsibilities of each participating organisation will be clarified. 

•	Review and planning workshops: Representatives from community based structures, collaborating organisations and members of staff of the project will meet quarterly to review progress and plan for each of the four quarters. 
 
•	Baseline survey: At the onset of the project, a baseline survey will be conducted to determine the status of each of the indicators of progress outlined in the log frame as well as those that project stakeholders may wish to add during the inception workshop. The baseline survey will set benchmarks for future measurement of progress during and after the project intervention.

•	Mid term evaluation: After the tenth month, the project will undergo a mid term evaluation to take stock of progress thus far with a possibility of adjustment to the approach, targets and other aspects of the project based on experience. This evaluation will also identify aspects of the project that will require further support beyond this particular initiative 

•	End of project evaluation: at the conclusion of the project, an end of project evaluation will be undertaken to close out the project and recommend further action to local community members and partners as well as collaborating organisations and institutions.

•	Training of all community groups in participatory monitoring systems: All the community based groups that the project will facilitate will undergo some training in participatory monitoring and evaluation. In this way, the monitoring system for the project will be internalised by the community and its structures and will remain useful long after the project has phased out

c.	Methodology

Maximum 4 pages.  Detailed description of:
i.	Methods of implementation and reasons for the proposed methodology

The methodology used in this project places emphasis on building strong local structures from the start of the project. These structures will be involved in the planning and implementation of project activities as well as the monitoring and evaluation of the same and the results arising from these activities. The project aims to inculcate a spirit of volunteerism among members of the community. A volunteer from ICA will be attached to the project for the whole duration of the project.

The project also takes on board collaborating institutions and organisations that will remain to provide various services to project beneficiaries beyond the life time of the project. Figure 2 (below) is a diagrammatic representation 

The concept of the CFSP is founded on the premises that there are sufficient levels of awareness about HIV/AIDS in 2nd district area. The entry point for the project will therefore be promotion for VCT through meetings, drama and sports among other methods. 

The project will also conduct mobile VCT sessions with the New Start Centre and The country Health Education and Communication Trust. The members of the community that will test positive will be encouraged to participate in activities of the project and some will form support groups (SGs) and care and Prevention Teams (CPTs). The project will also target households with people that are chronically ill. The target group for the project will therefore be households with PLWHA and the PLWHA in particular.

Apart from SGs and CPTs, the project will facilitate formation of Nutrition Groups (NGs) from among the target households. The SGs will be trained in various aspects of nutrition and how it affects HIV/AIDS. Experts will deliver various training sessions to SGs to, among other things, enable them analyse diets of PLWHA and recommend suitable food packs which the project will provide in the short term.



Community Based Structures among households with PLWHA


					
				
Support Groups 



	
	    Nutrition Groups					Care & Prevention Teams 




				Com Development Facilitators 
				       
					Interest Groups

				   Community Livestock workers





Using the recommended food pack and diets, food stocks will be purchased using EC procurement guidelines. Th Foundation will rely heavily on experience in handling food distribution programmes under the Agricultural Recovery Programme (ARP). interaction with World Food Programme in distribution of food under the Disaster Management an Mitigation Unit (DMMU) will also be essential at this stage.

For the sake of the long term, the project will build capacity for target households to produce a diverse range of food crops in adequate quantities. Timely availability of good quality and affordable seeds will be facilitated through a revolving seed supply scheme managed by community members themselves. Rearing of small livestock such as goats and pigs will be promoted on a pass-on-the-gift basis which has worked very well in Western and Central provinces. Strong linkages will be established with the MACO and local capacity will be built to ensure continuous technical support through identification and training of CLWs and CDFs.

The project will also support development of entrepreneurship that will enable target households identify and exploit viable business opportunities. Linkages will be facilitated with micro finance institutions (MFIs) to service those households that will need additional capital to grow their businesses. As MFIs are institutions in their own right, it is expected that they will continue servicing members of the community beyond the lifetime of the project.

In facilitating availability of suitable and adequate amounts of food for PLWHA, the projects will promote, first and foremost, indigenous, locally available and low input crops, vegetables and fruits. The BCN have carried out research on most of these foods in terms of dietary value over the past ten years. The CFSP will therefore aim to integrate these findings in the design of food packs for households with PLWHA as well as in the production of these crops for the medium and long terms. 

The CFSP is also based on the experience of all three organisations participating in the preparation of the project concept. While ICA bring the international experience to the project particularly in the response to HIV/AIDS pandemic, have gathered some considerable experience in design and implementation of livelihood projects in six of The country’s nine provinces. The consortium can also boast of experience in implementing humanitarian initiatives through the European Commission Humanitarian Aid Office (ECHO) and the government’s Disaster Management and Mitigation Unit (DMMU). ICA belong to a network of 15 NGOs which provides a rich reservoir of technical information and expertise. 

An important part of the project approach is the strong link between the project and permanent service providers. The already existing linkages with the MACO, DATF and MoH will be strengthened. Linkages will also be created and strengthened with other players.

The involvement of local communities and groups in the monitoring and evaluation of project activities and outcomes is an important capacity building aspect of the CFSP. ICA has employed this approach where communities have been empowered to make informed decisions about development activities in their areas.

ii.	Where the action is the prolongation of a previous action, explain how the action is intended to build on the results of this previous action 

The CFSP will be scaling up the work that has been going on over the past 2 years financed by ICA. The project has been working with 200 households with PLWHA. Through the facilitation of the project, 189 people have undergone VCT. Five (5) CPTs have been formed and trained but 10 more will be needed for the new initiative and the strengthening of existing ones will be required.

In the process of carrying out these activities, strong linkages were established with the Ministry of Health (MoH), Hospital and Clinic. These vital relationships will be strengthened under this project. 

The CFSP will use the already sufficient levels of awareness about HIV/AIDS done mainly through the project so far. Issues of Food and HIV/AIDS have also been addressed to some extent over the past 2 years and this project will only be scaling up on the same.

In terms of agricultural activities, 130 people have received training in sustainable agriculture and funds have already been secured to provide them with seeds for the season 2006/07. 

iii.	Where the action is part of a larger programme, explain how it fits or is coordinated with this programme. Please specify the potential synergies with other initiatives, in particular from the EC
The CFSP is not a part of a larger programme

iv.	Procedures for follow up and internal/external evaluation

Before the start of the project, all stakeholders will meet to build a common understanding of the project and to streamline the roles of each player. The inception workshop will also review and plan major activities for the project.

In order to empower the target group in decision making, the project will train selected members of the community in Participatory monitoring and evaluation. The design of the project’s monitoring and evaluation system will build on the system established at community level.

A baseline survey will be carried out at the start of the project to benchmark the various indicators of progress elaborated in the logical framework. The baseline survey will be undertaken by independent consultants

Ten months into the implementation of the project, a mid term evaluation will be conducted to take stock of progress and recommend corrective measures and pick up issues that may not have been considered at the beginning of the project. The outcome of the mid term review will also inform organisations and people of 2nd district that would desire to intervene in future.

The project will conduct quarterly and annual reviews for stakeholders to review and plan progress. Participants in the quarterly and annual review meetings will include community members, project staff, partners and collaborators. At the end of the project, an end of project evaluation will be conducted.

v.	Description of the role and participation in the action of the various actors (local partner, target groups, local authorities, etc.), and the reasons for which these roles have been assigned to them. 

Each of the three organisations participating in implementing this project brings a variety of experiences to the table.

The Foundation

The foundation has gathered massive experience over its 10 year period. Some of these are:

•	Participation in the past three years in food aid programmes in close collaboration with the Disaster management and Mitigation Unit (DMMU) and the World Food Programme (WFP)
•	Implementation of humanitarian activities under the Agricultural Recovery Programme (ARP). At least 60% of households benefiting from this initiative are affected by HIV/AIDS
•	Participation in a pilot cash transfer project implemented as an alternative means to mitigate social and economic vulnerability among rural people
•	Implementation of Food Security Pack (FSP) programmes in Western and North Western provinces
•	Implementation of a Forest Resource Management Project under IFAD in conjunction with the Government of the Republic.
•	Implementation of livelihood projects in partnership .


The ICA has implemented and is still implementing various projects in three of The country’s nine provinces. Some of these are:  

•	2003- 2006: Food security project involving women and families keeping orphans and poor resource farmers in Central Province 
•	2003- 2006: Food security project in Capital city Province 
•	2004-2006: HIV/AIDS- prevention, nutrition and care for PLWHA area in Capital city Province for orphans widows and vulnerable children 
•	2005- 2006: HIV/AIDS in 2nd district Project in Southern Province for PLWHA and vulnerable families 
•	2006: Women rights empowerment project in Central province
•	2005 –2006: Sustainable Agriculture and HIV/AIDS for women in Central Province
•	2006: Food security project in in Central Province with a strong focus on HIV/AIDS


ICA

ICA have provided technical and facilitation support to ICAs since 1996, as well as acting as project holders for the following:

•	1996-2003: Integrated Development Programme, 
•	1999-2002: Health and Leadership programme,
•	2000-2003: Integrated Rural Development programme for Women, 
•	2000-2004: Integrated Development Programme, Tanzania 
•	2005-2006: African ICAs HIV/AIDS Initiative (two workshops,)
•	2005-2006: Pilot of Living Well with HIV/AIDS 

With this background, THE ORG will be responsible for:

•	Overall coordination of project activities
•	Manage finances as per EC requirements
•	Employ two Field Officers
•	Host the volunteer from ICA
•	Manage all project procurements 

will be responsible for:

•	Coordination of networking activities with collaborators such as the MoH, MACO, DATF, ZHECT, NSC, BCN, AARVU etc
•	Employ the Project Coordinator


ICA will be responsible for:

•	Placement of a Volunteer
•	Capacity building of local NGO partners through training of project staff and technical support to the project and THE ORG




vi.	Team proposed for implementation of the action (by function: there is no need to include the names of individuals here)


No.
	
Title	
Role

A. Salaried Personnel

1	
Project Coordinator (full time)	
Coordination of the project 

2	
ICA Volunteer (full time)	Providing technical support to the project and staff of the project 

3	
Programme Officer-THE ORG (20%)	
Liaison with the donors and partner organisation & collaborating institutions/organisations

4	
Accountant-THE ORG (30%)	
Providing sound financial management for the project

5	
Field Officers X2 (full time)	
Frontline staff working with communities

B. Voluntary Personnel

1	
Community Livestock Workers	
Technical support to livestock owners

2	
Community Development Facilitators	
Technical support to local farmers on sustainable agriculture and business

3	
Care & Prevention Teams (15 made up of 10)	
Leading care for HIV/AIDS patients and prevention programmes against HIV/AIDS

4	
Nutrition Groups (5 made up of 5)	
Leading nutrition programmes for PLWHA in terms of production, processing and preparation of the same

5	
Support Groups (10 made up of 5)	
Groups of PLWHA organising others to address the various constraints faced by their peers

vii.	Main means proposed for implementation of the action (equipment, tools…)

The project will only have two means thus:

•	Motorbikes (X2 provided by and THE ORG) for the 2 Field staff
•	Bicycles (X 50) for CPTs and CDFs

The action plan must be drawn up using the following format:

Year 1
THE ORG Food Aid & Food Security Action Plan	                   Semester 1	               Semester 2	
Activity	1	2	3	4	5	6	7	8	9	10	11	12	Implementing body
													
Objective 1: Improved nutritional status of PLWHA													
Community mobilisation													THE ORG & partners
Purchase & distribution of foodstuffs													THE ORG
													
Objective 2: Strengthening & establishing  local structures													
Awareness for VCT													THE ORG, partners, , MoH
Mobile VCT													THE ORG, , ICA, , 
Promotion of ART													THE ORG, , ICA
Training of CPTs & SGs													MoH, , Hospital
													
Objective 3: Increased Food production & diversity													
Training in agriculture & nutrition													BCN, 
Supply of seed & small livestock													THE ORG & partners
													
Objective 4; Improved socio economic impact through income generation													
Training in entrepreneurship & marketing													THE ORG & partners
Training of community based volunteers													ICA Volunteers, THE ORG & partners
Linkage to micro finance institutions													THE ORG & partners
													
Project management													
Inception workshop													THE ORG & partners
Baseline survey													Consultant
Review & planning meetings													THE ORG & partners
End of Project Evaluation													
Training in Participatory M&E													ICA, MoH
													


Year 2
THE ORG Food Aid & Food Security Action Plan	                   Semester 1	               Semester 2	
Activity	1	2	3	4	5	6	7	8	9	10	11	12	Implementing body
													
Objective 2: Strengthening & establishing  local structures													
Awareness for VCT													THE ORG, partners, ZHECT, MoH
Mobile VCT													THE ORG, 
Promotion of ART													THE , ICA
Training of CPTs & SGs													MoH, , Hospital
													
Objective 3: Increased Food production & diversity													
Training in agriculture & nutrition													
Supply of seed & small livestock													THE ORG & partners
													
Objective 4; Improved socio economic impact through income generation													
Training in entrepreneurship & marketing													THE ORG & partners
Training of community based volunteers													ICA Volunteer, THE ORG & partners
Linkage to micro finance institutions													THE ORG & partners
													
Project management													
Inception workshop													THE ORG & partners
Baseline survey													Consultant
Review & planning meetings													THE ORG & partners
End of Project Evaluation													
Training in Participatory M&E													ICA, MoH
													




2.	EXPECTED RESULTS

2.1	Expected impact on target groups/beneficiaries

Maximum 2 pages.  Indicate how the action will improve:
1.1.1	the situation of target groups/beneficiaries

•	An increase of at least 50% in food production at household level by direct beneficiaries
•	At least 75% of direct beneficiaries accessing three meals per day 
•	Improved nutritional status among 500 PLWHA
•	At least 75% of the 500 targeted households growing at least 3 major food crops of nutritive value by the end of 2 years
•	Basic business training for  200 people 
•	More than 50 of the beneficiaries successfully go through a 3 months nutrition programme
•	Increased cash incomes (by 50%) for at least 200 of the PLWHA and their families
•	At least 200 people undergoing VCT per year
•	At least 100 introduced to ART per year

1.1.2	the technical and management capacities of target groups and/or any partners where applicable.

•	More than 10 support groups formed with ability to coordinate development initiatives with minimum external support
•	Strengthened capacity of 5 Care and Prevention Teams (CPTs)
•	Improved technical knowledge and skills among 200 households in agriculture and business to sustain their livelihoods in the midst of the impact of HIV/AIDS
•	Increased technical skills and knowledge by 600 people and 100 households in the production and preparation of indigenous nutritious food crops 
•	Improved skills and knowledge by 10 support groups and 15 CPTs in coordinating and monitoring community based nutrition and HIV/AIDS related initiatives  
•	Increased networking among community based groups in addressing issues of nutrition and HIV/AIDS
•	Improved capacities of implementing partner NGOs in organisational management and ability to meet the needs of beneficiaries


2.2	Concrete outputs

Maximum 1 page. Be specific and quantify outputs as much as possible. Indicate notably foreseen publications.

•	At least 200 people will undergo VCT 
•	At least 250 PLWHA will be linked to appropriate authorities for ART
•	At least 75% of the 500 targeted households with PLWHA affording 3 meals per day and growing at least 3 major crops
•	Increased cash income by at least 50% for 200 PLWHA and their families
•	Fifteen Support Groups, 5 Care and Prevention Teams and 5 Nutrition Groups established and strengthened and serving the target group


2.3	Multiplier effects

Maximum 1 page. Describe the possibilities for replication and extension of the action outcomes.

•	The two The countryn NGOs participating in this project are working in other areas of The country namely; Western, North - Western, Central and Capital city Provinces making up almost half of The country and covering some 50,000 households. Experiences gained through this project will no – doubt spill over to these areas
•	Being an international organisation, ICA is connected to many organisations locally and abroad. Results from this project will add to the pool of experiences gained elsewhere in Africa and beyond
•	The involvement of a wide range of national stakeholders such as the Ministry of Health (MoH), The country Health Education and makes for a broad based network and sharing of experiences across the country
•	Both belong to a network of 15 local NGOs. The available channels of information and experience sharing within this network will enable spill over to other organisations and practitioners. Additionally, is a member of the International NGO (INGO) forum which is another channel for sharing experiences
•	The target area of this p </textarea></td>

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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >facilitate and support the
successful implementation of the
Tobacco Summit </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >This implementation Plan describes, in detail, the steps to be taken for Pre-Conference, Conference and Post Conference activities of the Area The region Tobacco Summit. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Proposal to

facilitate and support the
successful implementation of the
Tobacco Summit


February 14, 2002

 

ICA is a unique facilitation, training and research organization providing effective participatory skills to thousands of people across The country. ICA is on the leading edge of change and consistently delivers quality programs to hundreds of organizations and communities. It is the consulting and training firm affiliated with ICA.

We believe that organizations and society work best when those who are most affected by decisions are part of the decision making process. It is our intent to facilitate a culture of participation in every sector of society. We do this through conferences, training, consulting and coaching in public courses, with inhouse programs, and one-on-one.

Our clients include a variety of government departments, municipalities, companies and non-profit organizations across The country, and a large number of consultants and individuals who want to facilitate a culture of participation with their own clients and organizations.

ICA forms partnerships with organizations and individuals across The country to ensure that programs are widely available. 

We  would like to participate in the Area The region Tobacco Summit which will reduce the number of people smoking, address youth smoking, and eliminate environmental tobacco smoke in Area The region.  We have the skill and capacity to help facilitate a regional strategy to address tobacco issues in ways which are both sustainable and incorporate community action.  
 

1. Contact for the Project: Indicate the contact person for your submission, and the relevant contact information.

 

2. Implementation Plan: Describe how your firm would approach the work, including a detailed workplan with timeframes.

This implementation Plan describes, in detail, the steps to be taken for Pre-Conference, Conference and Post Conference activities of the Area The region Tobacco Summit.

Facilitation Approach
The success of the Summit hinges on the practicality of the strategies which emerge  and the resolve of the individuals who attend. This can be focused by the types of interaction between individuals and groups during the Summit and enhanced by the quality of the facilitation. We wish to discuss in detail with the Steering Committee and conference coordinator the types of sessions which will be most effective. The outcomes of the conference depend on making the best use of the information, ideas and energy of the participants at the Summit and their resolve to follow through. Each session type requires special facilitation techniques to build momentum throughout the conference toward future implementation. Some of the sessions types are:
1.	Key note presentations
2.	Information presentations
3.	Topical discussion groups
4.	Stakeholder Group discussions
5.	Program and project briefings
6.	Special Issue Forums
7.	Best practice discussions and interviews 
8.	Panel discussions
9.	Visioning and Strategy sessions
10.	Networking groups
11.	Plenary Reporting Sessions
12.	Plenary Discussions
13.	Plenary Consensus Sessions
14.	Community and geographically focused planning
15.	Implementation task forces

We will ensure that stakeholders like business, hospitality, educators, politicians and health professionals, as well as tobacco control experts, health planners, youth, aboriginal groups, advocacy groups and others all have ways to engage in constructive dialogues that leads to long and short term strategies and action plans.

The implementation of the Area The region Tobacco Summit outcomes depends on the resolve developed at each of  the sessions and the skilful merging of that resolve, rather than on the the analysis, summation and conflict resolutions skills of any one overall facilitator. ICA does, however, provide both skillsets. 

Facilitation tools and techniques will be suggested for every type of session to ensure that session outcomes can be merged into a larger conference resolve, no matter who is championing any particular session. 

Documentation Approach
Documentation techniques are required to ensure that past learnings, current comments, and future decisions are all captured appropriately during the Summit. This ensures that people who cannot attend the Summit can benefit from the discussions and see their own efforts reinforced, as much as for those who were able to attend. Good documentation flows from the participant interaction and from the facilitation of the various sessions. Volunteer documenters will be given instructions and templates for capturing documentation effectively. The presentation, design and layout of documentation with be done to match and amplify the tone, intent and priority of the comments.

ICA recommends that several different documents should emanate from the Area The region Tobacco Summit. 
1.	A Conference Document, to be made available at the final plenary, will speak directly to the participants of the Summit who do not need context, but need to be reminded of the discussions and of their own important role in the overall outcomes. – June 12
2.	The Participants Resource Catalogue will list the participants and their vital information, and the names and coordinates of others in the overall network. – June 14
3.	The Conference Report will capture the recommendations of the Summit and will make a powerful case to future partners and funders, and to the public. – June 25
4.	Implementation Reports will be created to handle the detailed discussions and planning of participants around particular projects and initiatives that are envisioned out of the conference. – June 28

All the above documentation can be done in paper, on CD, or on Website, whichever is determined to be the most effective by the Steering Committee.

Space and Time Approach
A space design and time flow for all the events in the Area The region Tobacco Summit will be created to allow participants to take personal journeys through the conference but arrive at an overall common resolve. 
For most conference participants, one size does not fit all. People come for different reasons, with different expectations and with different needs regarding communication, learning and planning.  ICA is known across The country for its capacity to design and facilitate sessions and conferences that take into account complexity and urgency with many variables and still arrive at practical, realistic conclusions. ICA will recommend a conference time and space design that is both memorable and very personal for the participants. ICA will make recommendations on inexpensive ways to make best use of space to get across compelling messages.


Implementation Approach

ICA is a part of the ICA network around the world which holds consultative status to the United Nations. Our great strength is in our community development approaches which have evolved over three decades since the mid sixties and have been proven effective in hundreds of regions around the world. ICA is fully aware of the need to work in a partnership mode, to honour each and every individual, to allow people to reach their own conclusions, to work as multi-disciplinary teams involving professionals and volunteers, and to ensure that post Summit implementation is a primary concern for the Steering Committee. All of our facilitation is biased toward team and partnership approaches and toward implementation of results. We can assist with implementation in many capacities after the Summit is over.


Detailed Planning Steps of the Area The region Tobacco Summit

PRE-CONFERENCE STEPS (with recommended deadlines)

1.	Meet with Steering Committee to determine existing commitments , current partners and implementation potential, and to develop options  around aims, objectives, outcomes and draft design of the Summit, including local communication plan. – February 28
2.	Contact leadership of certain Summit partners (who are specified by the Steering Committee) to examine their perspectives on details of post conference objectives and ensure complete understanding of conference outcomes. – Through March 4.
3.	Translate aims, objectives and outcomes into a full process design and agenda for the Summit including roles for steering committee and Community Liaison Representatives and volunteer needs. – By March 8.
4.	Create summary of Summit methodology including flow of contexts, presentations, topics, formal small group working sessions, dialogue groups,  interviews, interactive sessions, plenaries, consensus workshops and various learning techniques. – By March 12
5.	Meet with Steering Committee to go over Summit method and then examine options of post conference implementation potential and to discuss necessary impact of communication on all future parties. Examine and recommend special communication needs based on language, learning styles and target audiences. – March 14
6.	Set up of Conference Internal Website for exchange of views, documents and information regarding the internal workings of the conference, so that all steering committee members, community reps and partners can be part of the dialogue on conference set-up. – March 18
7.	Create Table of Contents and design elements of the document that the Steering committee requires for post conference activities. – March 25
8.	Design communication and training module for steering committee and Community Liaison Representatives to ensure post conference implementation occurs. – April 2
9.	Hold training program for Community Liaison Representatives for pre- and post-conference work, and also for training them to assist with the leadership or facilitation of the Summit, including in roles of MC, scribes, Hosts, convenors, facilitators. Hold evening-long Dry Run of the Summit methodology with selected participants or organizers. – April 16
10.	Recommend small group assignment rationales for large and small group work for maximum value, including possibility of participants self-selection, open space groupings, communities of interest groupings and future partner groupings. – May 3.
11.	Hold briefings with conference volunteers assigned to ensure that the documentation of various sessions is adequate. – May 10.
12.	Create comprehensive space designs.  Create process notes and leadership scripts for those parties in the Summit that may require it. – April 16.
13.	Recommend Conference Office set-up ideas to ensure maximum participant comfort and communication at the conference. – May 10. 

CONFERENCE

a. Onsite Setup:
Facilitator arrives at the conference site one day early to ensure that those who need briefings get them, and to ensure that logistical concerns regarding the flow of the conference participants are addressed. Last minute changes in assignments to small group dialogues are made at this time based upon actual participants. – June 9

b. Summit Leadership
ICA will give backup support to chair, MC, small group discussion leaders, topic convenors, small group facilitators, documenters and conference office staff. We will facilitate sessions, including consensus plenaries, which are key to ensuring the overall objectives of the conference. We will give as many contexts to groups as are needed to allow the Summit to flow smoothly. 

c. Onsite Documentation
ICA will supply a professional documenter, as well as templates and training for on-site volunteers and small-team notetakers so that some documentation can be ready at the conclusion of the Summit for participants to take home. The final report will be done post-conference.


POST CONFERENCE

1.	Conference Evaluation: an onsite evaluation will be done using participant evaluation sheets, and a post conference discussion of the leadership team of the Summit. – June 13
2.	Participant Resource Catalogue: Since it will be impossible for all participants to meet each other, a participant list will be created for distribution at or after the conference. The Steering Committee and Community Liaison Representatives will participate in a discussion on the emerging champions of the future initiatives. – June 13
3.	Conference Document: A conference document to remind participants of the highlights of this event will be created and distributed on site, provided quick print or high speed photocopy is available on Tuesday and Wednesday morning. – June 12
4.	Conference Report: A rough draft of a conference report will be available within 1 week of the conference. The conference coordinators will be asked to vet this draft for their expectations. Another draft for the Steering Committee will be available within 3 weeks of the conference. – June 25
5.	Implementation Reports: Various teams and small groups within the conference who state intentions to act immediately on Summit consensus items will be provided with draft implementation notes taken during the conference. These can be included as an appendix to the Conference Report. – June 28
6.	Communication Strategy: a draft communication strategy will be created during the conference based upon participant input, and will be added as an appendix to the Conference Report. – July 2




Communication

ICA has an internet facilitation division to advise the Steering Committee in methods of information dissemination and virtual communication across broad geographic areas. 

ICA also has the inhouse capacity to produce newsstand quality magazines with editorial, design, and circulation expertise.  This can be made available to the Area The region Tobacco Summit after the conference, if the Steering Committee deems it beneficial to use conference material in this way. A separate contract can be created for this.  


 

3. Qualifications:  Provide information on similar projects completed in past and the relevant expertise of your firm. 

ICA is the premiere trainer of facilitators in The country, and is the recognized leader of process facilitation across the country. All of our trainers are, first and foremost, professional facilitators who design and lead conferences, public consultations, strategic planning, conflict resolution, organizational and community development, and many other types of facilitation. We have 7 full time facilitation and training staff who all travel widely across The country, with considerable experience in Area The region. We have 6 full time support staff in Toronto and many Associates across the country.

Many professional consultants get their facilitation training from ICA because we excel in high stakes situations where quality is required, where multi-stakeholder partnerships are the norm, where systemic conflict is built-in, and where implementation from participants in expected.

ICA has extensive experience and has strength in all of the required areas of this Summit including: Aboriginal and First Nations communities, northern communities, the health sector, advocacy groups, community development, public health, tobacco control, Francophone communities, training, facilitation, communication, conflict resolution, rural issues. 



4. Project Team: Provide names of the individuals who would be carrying out the work, their background/expertise, and their responsibilities on this project.  The name of the individual with overall responsibility for the project is required.


 

5. Proposed Budget: Indicate the per diem rates of the individuals involved, estimated number of days and overall cost for the professional services described above, as well as expected project-related expenses.  Identify the costs associated with attendance at a minimum of 3 Steering Committee meetings, in addition to the event held from June 10th -12th in The city.

Per Diem rates of individuals involved:
a	$2,000
b	$1,500
c	$1,200
d	$1,000
e	$1,000
f	$1,500
g	$1,200
h	$1,200


Item	# Days	ICA	Max.Cost	Min.Cost	Dates
PRE-CONFERENCE					
1.	Meet with Steering Committee	1.0	A	2,000	2,000	Feb. 28
2.	Contact Summit partners 	.5	B	600		Mar. 4
3.	Process design and agenda	.5	A	1,000	1,000	Mar. 8
4.	Draft Summit methodology	1.0	C	1,500	1,500	Mar. 12
5.	St Comm review Summit method	1.0	A	2,000		Mar. 14
6.	Conference Internal Website	2.0	C	3,000		Mar. 18
7.	Table of Contents	.5	B	600	600	Mar. 25
8.	Communication / training module	1.0	D	1,500		Apr. 2 
9.	Training Community Liaison Reps 	1.0	B	1,200	1,200	Apr. 16 
10.	Small group assignment 	.5	A	1,000		May 3
11.	Volunteer Briefings	1.0	B	1,200		May 10
12.	Comprehensive space designs.  	.5	B	600	600	Apr. 16
13.	Conference Office set-up	.5	E	500		May 10 
					
CONFERENCE					
a. Onsite Setup:	1.0	B	1,200		June 9
b. Summit Leadership	2.5	A	8,000	5,000	10-12
c. Onsite Documentation	2.0	E	2,000		11-12
					
POST CONFERENCE					
1.  Conference Evaluation: 	1	F	1,500		Jun. 13
2.	Participant Resource Catalogue: 	1	E	1,000		Jun. 14
3.	Conference Document: 	1.5	B	1,800		Jun. 12 
4.	Conference Report: 	2.0	A	4,000	3,000	Jun. 25
5.	Implementation Reports: 	1.0	B	1,200	1,200	Jun 28 
6.	Communication Strategy	1.0	F	1,000		July 2
Travel and Expenses			4,400	2,400	
Totals			42,800	18,500	

The above Schedule includes travel and hostelry for ICA  Inc. It does not include photocopy costs onsite at the Summit. It does not include photocopy and mailing costs for the the various documents created as a result of the Summit.

The above schedule gives maximum costs and minimum costs, so that the Steering Committee can decide if there are parts of the proposal that it might select, and other parts that it might not need.

At our first meeting with the Steering Committee, the schedules will be reworked to be as mutually convenient as possible.  Regarding costs of attending Steering Committee meetings, if those dates of the 3 Steering Committees are congruent with the steps 1, 5, 9, or 11 of the above schedule, there will no costs associated with our staff meeting with the Steering Committee. Every attempt will be made to move steps 1, 5, 9, 11 to occur at times when the Steering Committee wants to meet. If these times cannot be made to match, Steering Committee meetings and the preparation for them would be billed at $1,500 per day.


6. Conflict of Interest: Declaration of any conflict of interest your firm might have in executing this project.

Neither ICA nor any of the individuals named above have any conflict of interest in executing this project.
 

8. Confirmation of Ability to Meet Timeframes: Confirmation of your firm’s ability to meet these timelines is required.

ICA is  committed to meet the timelines in this proposal. In addition, there is flexibility in the dates in the proposed timelines so that the Steering Committee can modify the timelines. At our first meeting with the Steering Committee we will attempt to rework the deadlines to be more convenient for the Steering Committee




Proposal Deadlines

Proposals must be received no later than noon on Friday, February 15th, 2002 at the The city and 
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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Enhancing the Skills of Women Leaders of Saving and Credit Organizations through Training Programs  </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >The proposed project aims to train approximately 400 women managers and leaders of  organizations about micro-finance principles, governance, financial management and accounting by Feb. 15, 2000. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Enhancing the Skills of Women Leaders of Saving and Credit Organizations through Training Programs

A Project Proposal 
Submitted to:
By:
Institute of Cultural Affairs (ICA) 



1. Background
There have been various programs to uplift the status of women in the country. It is felt that the empowerment of women can be achieved best by improving economic condition. The improved economic condition is supposed to penetrate other dimension, especially leadership development and decision power both in household level as well as community level.

The institutions are supposed to enhance the economic condition of the people. So many projects aim to include women in micro-finance organization. Most of the micro finance organizations are doing very well but still they lack system and human resources necessary for the sustainability. The institution so far has been running smoothly because of the strong will power and commitment of the participants rather than well-developed system and appropriate human resources.

It is thus realized that Micro-Finance Institutions, in particular women's organizations , need to develop the systems and human resources required to increase their outreach and improve their sustainability.

The proposed project aims to train approximately 400 women managers and leaders of  organizations about micro-finance principles, governance, financial management and accounting by Feb. 15, 2000.
  
2. Objectives
The proposed project aims to develop the skill of women leader and manager in the field of micro finance management. The specific objective of this project is as follows:
•	To train 400 women leaders and managers to saving and credit organizations management proper accounting system, financial management.
•	To enhance their leadership skill in terms of human resources.
•	To help establish in SCOs, easy and proper accounting system.
•	To develop the accounting system for SCOs that can be managed even by general literate women.
•	To established a system of participatory self-evaluation in SCOs.  

3. Project Area & Beneficiaries
The proposed project aims to train 400 women leaders and managers from various SCOs belonging to Eastern, Central, Western and Far-western of the region and promoted by the women's empowerment program. However CMF will be requested to identify the SCOs to be invited in the training as well as in the stage of participant selection. The participants of the training would be those leading women  and account holder person who are eligible (fit) according to the criteria given by CMF.

4. Output
The major output of the proposed project would be as follows:
a) Product Output
- 400 women leaders and managers of SCOs will be trained on various aspects of micro-finance institutions by 15th Feb. 2000.
- 400 manuals will be distributed among 400 participants in the training course. The manual will include various aspects of SCOs as well as financial management system,
- 32 resource persons will have command in their field. They will get chance to have more experience.

b) Process output
- At least 50% of the trainers will be women experts in their respective field.
- The institutions will have expertise in micro finance institutions.
- Entirely new technique (method) of project evaluation will be adopted which will certainly be the landmark in project evaluation.

5. Methodology:
A brief explanation of the main activities  necessary to achieve the output outlined above are as follows:

a. Selection of the participant:
For this kind of training, participant should be quite literate and responsible person either being leading figures of the organization or account holder (keeper). However, participants will be selected before September 10 with the help of concerned SCOs according to the criteria given by CMF. All the SCOs will be informed through letter and advertisement in newspaper. They will be requested to nominate the participant on behalf of their organization. They will be informed clearly of the criteria of selection as well. The confirmation of the participants and the details of the training (venue, date and other necessary information) will be informed to the responsible person and organization in the due course of time.

b. Selection Resource Persons (Trainers)
Resource persons will be selected based on the subject matter and their expertise in respective field. There will be 16 trainers (Resource persons) altogether for the training and priority will be given to include as many as women trainer not less than 50% in aggregate. The services of the trainers will be confirmed by Sept. 15, 1999 and it will be duly reported to CMF.

c. Finalization of training course:
With the help of experts in the field of micro finance management, the proposed course of the training would be finalized. There will be one workshop to finalize the course content and related issues. The participants of this workshop will be trainers, experts from related field. The workshop will not only finalize the content of the training but also identify and finalize the resource materials as well. Priority will be given to make the resource materials more simple and the language will be provided the condition that all participants necessarily not to be highly educated. 


d. Training
Altogether there will be 16 training for 400 women leaders from various SCOs. Each training will be conducted for 6 consecutive days. Each training will comprise 25 participants. Each training will have four packages. Each training will be provided by 2 trainers. The training will be completed before 15th February 2000. The venue of each training will be decided in consultation. However, priority will be given to organize the training so as to be equal distant from each SCOs to be participated. Various methodologies will be used like Group Facilitation Methods (GFM) developed by ICA International. All participants will be provided the training manual along with necessary resource materials prepared. The necessary cost of each participant will be borne by this project. 

e. Evaluation of training  
The evaluation of the training course will be done at two levels. The first one will be during the course of training while the second one will be 2 months after the training. Both of these evaluations will be done with the help of ICA methods like basic discussion method, wall of wonder method, counter interaction method along with written feedback of the participants. The participants will fill a questionnaire both prior and after training so that the change in their understanding will help evaluate the training during training course.

After two month of the completion of the training, a team comprising trainer, representative from the organization and ICA will visit the training site and organize a workshop to evaluate the training. ICA technologies will be used to evaluate the training. The report of the evaluation will be submitted. This kind of evaluation will help to improve the similar training to be conducted in future. Some adjustments will be made in the training with the help of evaluation report.

6. Reporting
The reporting will be done in four phase. The first three reporting will be done during the training period. The inception report will be submitted immediate after beginning of training. It will include the activities undertaken till the first training from the very beginning.  The second brief report will be submitted to CMF in between the middle part of training i.e. after completing 8 training. These two reports will include the evaluation of the training to date; as well as financial report also. The third brief report will be submitted after completion of all training.

After completion of last (16th) training, ICA will prepare the final report of the project. The final report will include the final evaluation of the last training as well. So final report  will be submitted at the end of April 2000. It will include the audited financial report as well as photo report of the project.

7. Time Line
Project Activities/ Date	1999	2000
	Aug	Sept	Oct	Nov	Dec	Jan	Feb	Mar	Apr
- Selection of participants
- Selection of trainers
- Finalization of course
   ( workshop)
- Training material preparation
- Training
- Evaluation of training
- Reporting
- Final report preparation &
   submission              
	






	





          
	




	




	




	




			

									
8. Budget
A. Training Cost (one training)
D.A. Trainer (7day / 2 persons/$.1200.00)			=$ 16 800

Travelling Cost (For Trainers)					= 6 000

Participant Remuneration (25 X $200 X 7)			= 35 000
(including travelling, lodging, snack and food)

Stationary (manual, handouts etc.)			
     (25 participants / $ 200 per head)				= 5 000

Training Materials (Markers, card etc,)				= 1 500
								___________
		Sub total (one training)				=$ 58 900

			For 16 training	 $ 58 900 X 16		 = $ 942 400

B. Workshop Cost
a. Course Evaluation (One day)
D.A. for participants
(32 trainers+4 experts X $ 500)				             = 18 000

Stationary							= 4 000

Snack								=   6 000
								__________		
			Subtotal				$ 28 000

b. Workshop Evaluation (One day)
Resource Persons 3 X $ 1 500					= 4 500

D.A. for participants
(32 Participants $ 300)					             = 9 600

Stationary							= 4 000

Snack								= 6 000
								__________		
			Subtotal				$24 100
									

C. Report Preparation
Report preparation cost (Training and Evaluation Reports)	= 15 000
(stationary, computer, typing, printing etc.)					

D. Audit							$ 10 000
Auditor charge
							
E. Personnel Cost
Coordinator (8 months/ $10 000)				  = 80 000
Support staff (8 months/ $ 5 000)		  		  = 40,000
								____________		
				Subtotal			$120 000

F. Administrative Cost
Travel / Communication					= 10,000
Stationary (Photo, slides etc.)					= 5 000
Limited contingency for inflation				= 10 000
								__________							Subtotal		$25 000	

Grand Total					            $ 1164 500

In Words: Eleven Sixty Four Thousands Five Hundred Only

9. Request:
ICA aims to carry out all 16 training or few as allocated. In that case, the budget will be recalculated as per the training course.

The Institute of Cultural Affairs 
The Institute of Cultural Affairs is an autonomous, non-profitable, non-political and non-governmental organization registered , Social Welfare Council and NGO Federation. It is a member organization of the Institute of Cultural Affairs International. ICA is one of the forties national ICAs established around the world.

ICA in the Country
ICAs activities are based on participation. As a national member of ICA International, ICA  aims to introduce the experiences of various ICAs including ICA International in the country context. The three major areas of activities of the ICAs are sustainable development, life-long education and organizational transformation. The ICAs have their own training modules developed for facilitation, participation and planning. 

Various Technology of Participation (ToP) methods developed by ICA such as Focused Conversation Method, Workshop Method, Strategic Planning Method etc. can be used to solve various problems in our region. These methods can be used from grassroots to corporate level. The ICAs training courses are useful for all development practitioners, particularly governmental and non- - governmental workers active in the field of development.

Apart from such training courses, the ICA principles are also being used to community development sector. The ICA works with the grassroots organizations and individuals to enable the integration of the Technology of Participation into their day to day activities. It helps in improving the quality of other government or NGO sectors by imparting quality training. 

Aims of ICA:
The aims of the ICA are as follows:
- To work for empowering indigenous community,
- To promote a culture of participation at all levels of society,
- To facilitate creative change in individual and groups by promoting socio-economic and cultural development, and
- To encourage people and groups to participate in alleviating poverty, unemployment and backwardness through cooperatives and micro credit.

Activities:
The ICA carries out various activities on Group Facilitation Methods, strategic and action planning and project-based programs. Following activities are undertaken by the ICA in the country.

1. Capacity Building:
The ICA focuses on building human resources and organizational transformation through participatory techniques. It organizes various courses so as to increase people's participation in development and to preserve their own culture and values conducive to creative development and change. The ICA also works in enhancing effectiveness in business community by imparting its knowledge on participatory planning. Similarly, various training courses on micro credit management and environmental management and sustainable development are also conducted.


2. Increasing Public Awareness on Health, Education and Environment:
The lack of public awareness in various sectors particularly health, education and environment has created various problems that undermine the development process in the country.  ICA focuses its programs to alleviate such problems by carrying out action oriented programs on such themes. ICA is also active in promoting children and women rights.

3. Adult Literacy Programs:
The group has initiated literacy classes in some rural areas. People belonging to lower caste group and ethnic minorities are particularly encouraged to participate in such classes. The class is conducted for 6 months. Apart from being able to read, write and calculate the participants are also trained on basic concept of health, nutrition, environment, human rights etc.

4. Community Development:
Some community development projects are commenced by the ICA integrating various issues such as income-generating activities, health, nutrition, family planning, environment etc. The basic objective of such projects is to help in establishing model villages in various parts of the country by integrating a holistic and participatory development approach. 

The ICA is also active in the field of drinking water and its quality management particularly in the rural area. The group demonstrates ways of quality treatment of drinking water among rural mass.

The ICA has carried out micro credit activities enabling poor people to carry out income generating activities such as pig and goat farming, rabbit raising, bee-keeping, tailoring, carpentry etc. This has enabled economically disadvantaged people to take part in entrepreneurial activities. 

An specific Foundation have provided financial assistance to ICA to launch credit and saving program at one district. The projects are undertaken to improve the living condition of so-called lower community. The project is expected to develop awareness among the community towards their role in the development of the area. All of these activities will be undertaken in a participatory way.	

Membership:
The ICA in our country has four types of membership i.e. advisory members, honorary members, associate members and full members. Only full members may apply for the executive committee in general bodies meeting.

The ICA has a 7-membered executive committee. The daily activities of the ICA are performed by a secretariat headed by the Chairman. The executive committee is advised by an advisory board comprising 5 members.

The group has a centrally located secretariat with basic physical facilities such as spacious office, computers, email etc.














July 27, 1999

Dear Ms. 

Referring to the information we got from you, we are happy to know that your organization is planning on organizing different training activities at the national level through collaboration with partner NGOs. ICA is a national member of ICA International and has been operating capacity development and community development activities in our country. I am pleased to inform you that ICA has already worked  in capacity development activities. 

Enclosed please find the proposal. We hope that this proposal fits into the interest and aims  and that you are prepared to discuss it with your colleagues and board members. Of course, we are interested in your questions and remarks on the proposal, so that we can also learn from your experiences in this sector.

We look forward to establish some form of cooperation and look forward your response.

Thank you in advance,

With kind regards,










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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Youth as Facilitative Leaders Program
ICA </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >Strengthening organizational capacity, developing an awareness/presence and program delivery, and building sustainability of the YFL Program </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Youth as Facilitative Leaders Program
ICA 

Concept Paper

Amount and Duration:

Suggesting maximum $235,000 over 30 – 36 months  – to be determined through planning process as further research is completed and proposal develops and then discussed with the Program Officer. 

Project Focus: 

Strengthening organizational capacity, developing an awareness/presence and program delivery, and building sustainability of the YFL Program

Issues Being Addressed: 

Specific to YFL/ICA – 

•	YFL Program faces typical constraints (time / money / human resources)
•	YFL has the content and will to move to a larger delivery area but not the staffing to effectively develop a broader base of community partnerships and deliver the program
•	YFL/ICA are not well known and marketing and communication is underdeveloped – therefore difficult to initiate community interest and obtain funding
•	YFL has the core programming developed and tested – staffing time is required to …
•	Recruitment and retention of youth to projects can be challenging – need partnerships with community organizations that want to engage youth as leaders and have specific areas of ‘work’ for youth to focus on – and then the funding can be more successfully solicited locally to support the projects 
•	…

Specific to youth and volunteerism:
•	Developing youth volunteerism
•	Providing youth with opportunities to acquire transferable skills, also applicable to employment settings, such as: Conflict Resolution, Group Facilitation, Tools for Teamwork, Facilitated Planning and Action, Peer Mentorship 
•	Engaging and/or re-directing youth to positive community action
•	Building the foundation for future community leadership
•	Increasing the employability of youth
•	Enhancing community youth retention
•	Boosting youth confidence and self-esteem
•	…

Outcomes/Results that will be Achieved to Address the Issue:
(from June 13 Strat Plan meeting notes 
1.	Organizational Development 
•	Develop regional partnerships and Steering Committees, train youth, put Regional Coordinator positions in place, …
2.	Program and Curriculum – Further development/enhancements and broader delivery
•	Design (sounds like you don’t already have it designed- need to change this wording) and implement youth applicable, results oriented, accessible programming, content and processes that are sustained by organizational partnerships and peer support
3.	Outreach and Awareness - Marketing and Communications Initiatives
4.	Development of Sustainability – through Resource Development Management  

Indicators of Success/Outcome Measurements:

•	Ontario Steering Committee in place
•	(#) Regional Coordinators in place
•	(#) youth trained in each catchment area - (#) of catchment areas
•	Network developed of youth trainers and facilitators – communication ongoing via …
•	HR growth and development has occurred in terms of YFL management
•	Program and curriculum development/enhancements completed
•	Regional projects completed in each catchment area
•	Marketing and Communications strategy in place and effective
•	Sustainability of projects confirmed for each catchment area
•	Further funding accessed for continued growth in new catchments areas
•	Public Course offerings (fee-for-service) provide source of revenue – contributing to sustainability
•	…

Activities to Occur to Achieve Results/Outcomes:

•	Confirmation of commitment to involvement in the project will be received from participating community lead organizations in each catchment area
•	A Steering Committee for the provincial project will be formed 
•	Facilitative Planning will occur in each catchment area to: 
o	Complete a scan regarding past and current initiatives related to Youth Volunteer Leadership Development
o	Initiate a Steering Committee in each project area
o	Complete surveys/focus group work
o	Build partnerships and obtain commitments
o	Identify youth internal to community(ies) with interest in taking leadership in this project
o	Determine youth interests for focus of potential community projects 
o	Identify potential youth leadership training programs (not limited to but including ICA Youth as Facilitative Leaders Programme)
o	Identify potential funding sources
o	Develop an implementation plan with action and outcome details 
o	Train first group of youth in each catchment area – their focus will be on youth leadership development in their community???
•	Regional Coordinators will be hired and trained in each catchment area, from the pool of youth trained in the Facilitative Planning Stage
•	Marketing – Communciations (from June 13 Strat Plan meeting notes)
o	“Facebook” as a potential social networking site
o	Develop the appeal and content of an e-website
o	Option of paying youth to attend training
o	Develop name recognition
o	Certification of YFL “alumni” – become part of the network
o	Collectionof testimonials & youth focused ICA books 
o	Certification of YFL “alumni” – become part of the network
o	use of GYM as a model for future Regional Coordinators concept
o	potential involvement with ?
o	also need to clarify jargon i.e. ‘facilitative leaders’ – not necessarily an ineffective term, but it may need a tag line to ensure clear understanding
•	Funding in each catchment area will be secured to deliver further YFL training, either organization specific, project specific, or community specific
•	…

Sustainability:

YFL will achieve sustainability of the project through increased revenue from public courses (fee-for-service) and various funding sources – achieved through higher awareness and recognition of the course products, and proven projects that will secure the interest of further funding both locally to each catchment area and provincially as the program grows

Program Priorities – Relevance to:

Primary:  More effective volunteers and more people engaged in their communities 
Secondary:  	Enhanced success for students and learners 
Enhanced employment and economic potential for workers and their
families

Qualification for Province-Wide Program Funding:

•	Work will take place in six catchment areas, including two in Northern  (to be confirmed)
•	ICA has a country-wide mandate, with a strategic focus at this time on the youth population

Potential Partners:

•	Develop interest in (X#) catchment areas, i.e.: (likely 6 in total including northern catchment areas is enough to manage)
•	Area 14 – is central to this catchment area – you also already have some connections within the other area 
•	Area 15 –is central to this catchment area – likely easy to generate interest from Mayor’s office  if funding were available
•	Two Northern catchment areas,  (wants projects with northern focus)
•	Utilize – build on relationship with organization ???  and with organization???
•	Build new partnerships or get expressions of interest from other youth groups – perhaps some noted as recipients in OTF 06/07 grant list
•	 …

Use of OTF Funds:

•	Project administrative costs expensed by ICA/YFL – office expenses such as paper, ink, postage, fax, long-distance phone costs, …
•	YFL Program Director (already covered by ICA? – then list as an in-kind donation)
•	Consultant fees for expertise in youth volunteerism, project management, and fund resourcing?
•	Consultant fees for each regional catchment area?
•	Regional Coordinators – staffing costs
•	Travel
•	Production of materials for training
•	Communication costs – website development, newsletters, flyers, 

Other Potential Funders:

•	Job Creation Partnerships 
•	Economic Development Fund and Northern Economic Development Fund  - Community Futures Development Corporation offices (Grants for Youth Internship, Skills Development, Local Initiatives)
•	Junior Achievement
•	Municipal Government
•	Government – Ministry of Community and Social Services
•	Service Clubs
•	Foundations and Corporations 
•	Others … ?


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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Facilitated Planning Initiative for
Youth Volunteer Leadership Development Project </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' > Through community forums and informal discussions amongst service providers, municipal leaders and the community at large, it has become evident that there is a need and desire for greater engagement of youth in volunteer leadership roles in the community. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Facilitated Planning Initiative for
Youth Volunteer Leadership Development Project

Critical Issues:
Through community forums and informal discussions amongst service providers, municipal leaders and the community at large, it has become evident that there is a need and desire for greater engagement of youth in volunteer leadership roles in the community.  When youth are heard, engaged, and able to participate fully as leaders, they can become an integral part of creating stronger and healthier communities.  In order for youth to experience interest in volunteerism and feel prepared for this leadership role, it is essential that youth are provided with additional skills and a context to use them. 
By shifting the lens on what leadership is, from a traditional top down model to a participatory model that allows youth to see that their voice is necessary and valued, a real and positive effect can be achieved regarding how our communities function. This shift can be achieved by providing youth with leadership skill development, through which many critical community and youth issues are addressed, including:
•	Developing volunteerism
•	Acquiring transferable skills, such as Conflict Resolution, Group Facilitation, Tools for Teamwork, Facilitated Planning and Action, Peer Mentorship 
•	Engaging and/or re-directing youth to positive community action
•	Building the foundation for future community leadership
•	Increasing the employability of youth
•	Enhancing community youth retention
•	Boosting youth confidence and self-esteem

Purpose of the Project/Objectives:
A request for funding is required for the research and planning phase of a Youth Volunteer Leadership Development Project. This initial phase is essential to ensure that the necessary ingredients to success are provided up front, so that the implementation phase of the project can have far reaching and sustainable impact on the community and youth at large.  This project lays the foundation for the full and successful implementation of a dynamic Youth Volunteer Leadership Development Project that will address the critical issues as described above.

Necessary actions within the project scope will include the following activities:
•	Complete a scan regarding past and current initiatives related to Youth Volunteer Leadership Development
•	Initiate a Steering Committee in each project area
•	Complete surveys/focus group work
•	Build partnerships and obtain commitments
•	Identify youth internal to community(ies) with interest in taking leadership in this project
•	Determine youth interests for focus of potential community projects 
•	Identify potential youth leadership training programs (not limited to but including ICA Youth as Facilitative Leaders Programme)
•	Identify potential funding sources
•	Develop an implementation plan with action and outcome details 
•	Evaluate the project in relation to projected outcomes

Reference Points of Interest:

•	ICAs Youth as Facilitative Leaders Programme (YFL) is a successful model of a youth leadership development initiative which provides training in participatory leadership methods
•	ICAs participatory facilitation methods have been proven world-wide for over 30 years 
•	ICA completed an Pilot Project to survey youth organizations to ascertain the need for youth leadership training, developed curriculum in response to findings, and piloted delivery of group facilitation workshops to six youth-based organizations
•	ICA developed a relationship with a youth organization gained Funding and Youth Internship funding, and initiated a train the trainers project to develop the facilitative leadership capacity of a core group of youth 
•	Youth as Facilitative Leaders Programme is a “dynamic opportunity that gives youth additional leadership skills to become engaged in creating stronger and healthier communities.” (from YFL Brochure)
•	“Partnerships are being sought with national youth organizations to help implement the program in cities and communities. Through their affiliate organizations in various communities, the Youth as Facilitative Leaders Programme will develop the leadership skills and capacities of both their youth workers and youth clientele. These partners will also help to develop funding sponsors to support the program.” 
Conclusion:
A 23 year old youth resident has offered an inspiring comment that sums up this project concept most appropriately, and provides inspiration to those who have decision making power, in terms of why this facilitative planning phase of a Youth Leadership Development Initiative should go forward:

“Youth don’t really see what the opportunities are to volunteer in their community, and I can see that a program like this would build youth awareness of volunteer opportunities and also help youth develop the skills that they need to be able to contribute.  When I was involved in Student Council in high school it was one of the best times of my life.  Now that I’ve graduated from college, I still want to be involved in my community, but I don’t know where to go or how to do it.”

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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Youth as Facilitative Leaders (YFL) </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >Youth as Facilitative Leaders (YFL) is a youth-led training and mentorship programme delivered by the ICA, which focuses on engaging youth and creating communities of young, skilled, collaborative leaders. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >ICA

“I was very fortunate to have the opportunity to participate in the courses that ICA Youth as Facilitative Leaders (YFL) program offers. The tools I learned were invaluable and I have applied them to both my life and my job on a regular basis. These courses have the power to turn all groups of people into better, higher-functioning, more respectful groups of people. It is hard to go through life without needing to work in a team at some point and the initiative of YFL to teach these skills to young people shows not only a dedication and responsibility to youth, but towards the future as well. This program has the potential to become far reaching and have a large impact on society.”
Section I: Overview
Youth as Facilitative Leaders (YFL) is a youth-led training and mentorship programme delivered by the ICA, which focuses on engaging youth and creating communities of young, skilled, collaborative leaders. YFL trains youth in ICA facilitation methods that have been developed and refined by ICA members over the past 30 years.  The success of these methods has been proven in thousands of communities and organizations around the world in every culture, every type of community and almost every continent.
YFL Impact on Quality of Life: 
	In the opening message of a Foundation’s 2007 report, the president and chair remarks, “We know the future of the city rests on youth… yet we are not sufficiently investing in the opportunities and infrastructure needed to ensure that the next generation can thrive, not just survive, in the City.” Through our training courses and mentoring processes, Youth as Facilitative Leaders directly impacts the quality of life for young people by providing a learning space to develop belonging and leadership amongst youth.  YFL prepares participants to thrive in the City as active, engaged, collaborative leaders. Young inhabitants who have participated in our programme report that they are significantly more able to contribute to their communities due to their participation in the YFL programme. 
	YFL consists of a series of facilitation training workshops that help youth envision a new collaborative leadership paradigm. These workshops provide youth with concrete tools to draw on the different perspectives and gifts of any group they are apart of, so that they may work toward positive social change. Participants gain tangible and adaptable skills that can be applied in a wide range of environments: school, work, community development and social settings. These skills can help resolve conflicts, synthesize large amounts of information and move a group toward decisions and action. The training also gives youth marketable qualifications to add to their resumes for future job opportunities. Ultimately, as these youth become adults, their entire civic engagement experience will be enhanced as a direct result of increased participation during their youth.
A 23 year old former YFL participant and a University Faculty of Arts graduate, spearheads YFL as Programme Director. She has experienced first hand the difference facilitative leadership skills can make in the confidence and capabilities of young people to actively contribute to community building. Leah has extensive experience utilizing ICA facilitation methods to develop strategic plans, conduct primary research, facilitate meetings and create forward direction for YFL activities. She is mentored by the founding members of ICA, who are well recognized, expert facilitators who initiated the YFL programme and have had ongoing involvement in terms of providing information, resources and support to YFL.  Additionally, YFL is led by a volunteer stakeholder YFL Committee, which participates in setting the strategic direction for the programme in keeping with YFL’s mandate and goals. 
The YFL Approach: A Unique Vision of Leadership
In previous and ongoing YFL projects, local programme sponsors invariably note that YFL is the “missing link” in their communities’ youth programming. Many would agree that it has become cliché to talk about young people as the “leaders of tomorrow”. However, youth are often placed in leadership roles in community or youth organizations with no direct investment in developing their actual capacity to lead. As MD, noted at a recent speaking event, “Running a meeting in a collaborative consensus-building forum is something that needs to be taught.  Adults take these skills for granted.” 
YFL courses not only provide youth with concrete skills, they also use participant identified local community challenges as a real life workshop to train young people in group leadership. YFL’s unique leadership vision helps to counter dominant hierarchical images of “leaders” who are only people with certain social, economic or political status. This hierarchical image conveys the message that youth, particularly those who are minorities or from low-income families, cannot be agents of change or have a genuine voice in their communities.  The YFL vision is one where a leader encourages every member of the group to participate and encourages collaboration to achieve a common goal. Facilitative leadership increases social capital and builds communities by providing every group member with a voice and the choice to make a positive difference.
Section II: Accomplishments
	In YFL’s four short years of existence, the programme has already made a significant impact in the lives of the youth it has worked with. Alongside developing training workshops that inspire youth to action, creating a funding strategy, building a roster of post-course mentors and working on  YFL community projects, the programme has delivered more than 25 facilitative leadership courses to over 250 young people, mainly within the city. Ten of these past participants have gone on to become youth YFL trainers. Participants have reported increased meaningful involvement in community-building, and higher levels of confidence in their leadership, communication and facilitation skills. Concrete examples of where YFL participants have moved forward in utilizing facilitative leadership skills include: developing an outreach workshop for street involved youth; creating strategies to address youth gun violence; establishing a women’s network for the downtown area; organizing a queer youth event; holding focus groups to assist with the development of the City Drug Strategy and many more. 
Young people from diverse backgrounds within the City between the ages of 15-30 are the main beneficiaries of YFL activities, as well as youth organizations who participate in organizational training or facilitated planning. YFL has partnered with high schools, universities, recreation centres, youth shelters, municipal governments, youth advisory councils and other organizations to deliver our services. Predominantly, YFL partners with youth-serving organizations in the City to deliver courses targeted to their member youth. As a result of youth already being engaged in these organizations, opportunities to utilize our facilitative leadership methods are readily available within these organizations. Currently, we are working with a Community Development Officer to identify potential partnerships with youth organizations in the Priority Neighbourhoods.
	A YFL two-day course and mentorship follow-up costs approximately $1200.00 to organize and deliver. This includes materials, honorariums for youth co-trainers, transportation, snacks and follow-up mentor costs. On average, it costs $100.00 per participant to deliver the training and follow-up mentorship.

Section III: Giving Opportunity
	The YFL programme faces two major obstacles to the further promotion and replication of the programme. We do not yet have an effective, full-fledged marketing strategy through which to let potential participants know about the services we offer. As a result, YFL participants and partners for public courses and fee for service arrangements are currently garnered only through word of mouth and outreach. Secondly, it is YFL’s vision to build a community of young collaborative leaders who can support each other in the use of our leadership tools to enact positive social change. However, to date, we have limited mechanisms in place to keep in touch with past participants or connect these participants with each other. The Youth as Facilitative Leaders programme is requesting $29,500 to achieve three goals: to help promote YFL through the development of a comprehensive marketing strategy, to enhance and build interactivity into the YFL website so that YFL participants can join to build a community of young collaborative leaders; and to assist us in enhancing the ICA database to keep track of past and current participant activities.  This funding would significantly support sustainability and strengthen the impact of this vital YFL programme. 
Potential YFL Impact on Quality of Life:
	In 2004, YFL researched over 150 youth organizations, 85 of which were within the City.  We conducted a needs assessment survey and 98% of the youth organizations stated that they would be very interested in having YFL courses delivered to their youth. While conducting this research we discovered a direct link between youth services that follow a 'for youth by youth' principle and the success of their services. We found that organizations that do not engage youth in their planning and programming often have difficulty recruiting youth to their events and services. YFL training for young people builds their capacity to direct the planning and development of community programmes according to youth-identified needs, desires and goals. 
	Further supporting evidence for the impact YFL can have on young people's quality of life is found in a 2003 study "Citizen Re:Generation--Understanding Active Citizen Engagement Among Information Age Generations" which states that there is a significant need to create increased opportunities for youth to become engaged, particularly marginalized youth. In the study, the authors display that low-income youth, “immigrant youth, Aboriginal youth, and youth with disabilities face particular and additional barriers to participation." Through YFL partnerships with community-based organizations that target these youth populations, the YFL programme gives youth in traditionally disempowered positions in society the tools they need to begin to shift this youth leadership trend in a more positive, inclusive direction. 
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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Youth as Facilitative Leaders Application </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' > The project is an innovative approach to empowering local youth to create collaboration and action among their peers and the community as a whole. A key element to the project is training selected youth volunteers from local community service organizations to be trainers in ICA  Youth as Facilitative Leaders programme. These youth trainers will then deliver YFL workshops to their peers and mentor them in creating further collaboration in the community.
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     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Youth as Facilitative Leaders Application



Currently the Youth Centre is involved in developing the Youth Mentorship  project, a youth skills development programme in partnership with ICA. We are preparing to submit applications for Funds and Youth Intern programme to support this exciting project, but we are also interested in applying for the another Fund in order to finance some of the project development.

The project is an innovative approach to empowering local youth to create collaboration and action among their peers and the community as a whole. A key element to the project is training selected youth volunteers from local community service organizations to be trainers in ICA  Youth as Facilitative Leaders programme. These youth trainers will then deliver YFL workshops to their peers and mentor them in creating further collaboration in the community.

The second phase of the project involves an ecoMentors programme. Through this programme, high school youth will be trained as environmental education mentors to younger students.  This can be an additional means for some YFL-trained youth to apply their facilitation skills, but will also outreach to youth who may  not be involved in YFL.

Youth who are trained in YFL or ecoMentors can 
•	Generate effective team building in any work environment
•	Be more engaged in their communities in a peer mentorship capacity
•	Transform conflict and change obstacles into opportunities
•	Lead inspiring and effective group meetings that turn vision into action

The aim of the project is to build a network of youth with the skills and motivation to collaboratively create positive social change in our community.

Our grant request is for $ 8,000 to go toward the cost of contracting out to ICA two months of programme development for the project.

Sincerely,

	

Partner	ICA
	
 
Applicant Information
Legal Name of Applicant:	Youth Centre
Operating Name:	Youth Centre
Address:	
Contact person:	
Telephone Number:	
Type of organization:	a not-for-profit community -based organization for youth in the area

Project Description

ICA's Youth as Facilitative Leaders programme (YFL) along with ecoMentors programme and the Youth Centre have joined forces to create a youth empowerment project in the area.

Members of the community who knew about YFL suggested we bring the programme to The community. The local CFDC had identified a need for youth skills development through a strategic planning process and CFDC is looking to fund such initiatives in the region. 

The project begins with partnering with youth-serving organizations in The community. Youth from these organizations are trained as YFL instructors so that they can conduct training sessions for their peers using the YFL curriculum. 

The partner organizations provide opportunities for the Youth Trainers to apply ICA methods and arrange YFL sessions to be led by the Youth Trainers.

A Youth Intern is installed in The community in order to co-ordinate the project from a local vantage point.

Mid-way into the programme, youth who have had access to YFL either as trainers or trainees are invited to a Reinforcement Summit. This gives youth an opportunity to further develop their understanding of the methods while connecting with other youth in the community who are involved in YFL.

In addition to the YFL training, youth will be able to participate in further training through the ecoMentors programme. A partner will train the Youth Intern as a local ecoMentors animator who will train and support high school youth in delivering environmental education workshops to younger students.

In order to get the project established, several steps need to be taken in the development stage:
&#61555;	Research and apply for additional funding 
&#61555;	Identify and gather a team of Trainer-Mentors
&#61555;	Design curriculum for YFL training sessions 
&#61555;	Design curriculum for Train the Trainer sessions
&#61555;	Design curriculum for training the Trainer-Mentors
&#61555;	Research and develop partnerships among local youth-serving organizations
&#61555;	Recruit and train a local Co-ordinator (Youth Intern programme)

Objectives to be achieved and critical issues that the project will resolve
The objective of the development stage of the project is to ensure that all of the critical elements are in place in advance of the project’s start date. A primary focus will be on creating the training sessions and preparing the team of Trainer-Mentors. This will ensure that when the project begins, the structure is in place to begin training the Youth Trainers as soon as possible.

Project activities, work plan and time lines*
Activity	Work Plan	Time Line*
YFL Train the Trainers
Research and apply for additional funding	&#61555;	Identify potential funders
&#61555;	Contact relevant funding bodies
&#61555;	Make presentations to interested parties
&#61555;	Prepare and submit applications	&#61555;	On-going from January to March
Identify and gather a team of Trainer-Mentors
	&#61555;	Conduct outreach to ICA membership 
&#61555;	Recruit qualified individuals
&#61555;	Provide mentorship training	&#61555;	On-going from January to March
Design curriculum for all YFL training sessions	&#61555;	Recruit curriculum design team
&#61555;	Create curriculum	&#61555;	On-going from January to March
Research and develop partnerships among local youth-serving organizations	&#61555;	Identify potential partner organizations in The community
&#61555;	Make presentations to interested organizations
&#61555;	Begin selection process of Youth Trainers	&#61555;	On-going from January to March
Recruit and train a local GYM Co-ordinator	&#61555;	Advertise position
&#61555;	Conduct interviews
&#61555;	Train successful candidate	&#61555;	On-going from February to March
* Time line is contingent on when funds are received. 
Terms of reference for hiring the consultant
ICA has already taken on the role of partner within the GYM project and has signed a collaborative agreement with Youth Centre and a partner to outline the roles and responsibilities of each member of the collective.

In this agreement, we have agreed to delegate the design of the programme content to ICA, which would include the project development phase.

Consequently, ICA would be responsible for delivering all of the activities listed above.

Economic benefits and expected impact
Economic benefits: How the project will benefit the local or regional community
By developing the GYM project, we are creating the framework for the delivery of this exciting new initiative for youth in the The community region. The success of this project will result in increased youth involvement in our community which will lead to a range of economic benefits. These benefits include a population of youth who have more advanced skills in collaboration which can be applied in any setting including work, school and community.  This can result in better job readiness for youth in addition to further engagement in community development throughout The community.

Youth who are more actively involved have a higher potential for remaining in the community which results in a larger population of professionally developed youth. Keeping youth interested and engaged results in a number of economic and social benefits such as maintaining a young workforce, creating increased community pride and ownership as well as more environmentally aware citizens.

 
Costs and financing
One month*
Item	Project Costs	Cash and In-Kind Contributions
Project consultant	3,650	
Travel and accommodation to The community	350	
Project supervisor		2,500
General office expenses		4,15
TOTAL Monthly Costs	4,000	2,915
TOTAL Grant Request for 2 months of project development	8,000	

* Our request is for 2 months of the project development—February and March, each month with the same cash flow.
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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >The Community Youth Mentorship Project Evaluation Report
Considering the Challenges and Strengths of the Project </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >Community research aims to work with a community to answer questions that are important to the people who are affected most by the project. By consciously encouraging participation, greater commitment to the project is more likely and the values and aims of the community are better reflected in the questions asked and methods used to evaluate the project.  </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >The Community Youth Mentorship Project Evaluation Report
Considering the Challenges and Strengths of the Project

Prepared for: The Funder
August 1, 2007

The CommunityYouth Mentorship Project Evaluation Report
Considering the Challenges and Strengths of the Project

Forward
The The Community Youth Mentorship Project Evaluation Report: Considering the Challenges and Strengths of the Project comes out of a one year research project assessing the outcomes of a youth training program in the community. The action-based community research was introduced at the early stages of the The CommunityYouth Mentorship (THE PROJECT) project by ICA with the goal of measuring the impact and effectiveness of the Youth as Facilitative Leaders (YFL) program.  As part of the funding proposal to The funder, ICA requested a portion of the funding be allocated to hiring a Community Researcher to critically assess the impact of the THE PROJECT project.  

Initially there was uncertainty around what aspects of the project the research should capture.  Through dialogue and reflection it was unanimously decided that the evaluation would be most beneficial when evaluated on three levels:  the individual level, organizational level, and the community level. It is my hope that organizations wishing to do collaborative projects in the future will also use this research as a reference. 

Community research aims to work with a community to answer questions that are important to the people who are affected most by the project. By consciously encouraging participation, greater commitment to the project is more likely and the values and aims of the community are better reflected in the questions asked and methods used to evaluate the project. There are various ways to include the participation of community members in research; ranging from researchers who interview community members (researcher led), to community members who initiate, collect, evaluate, and report the research themselves (community led).   
 Since this research was not initiated by the community (although community support for it was very strong) it could not be assumed that the community would take the responsibility of collecting data.  On the other hand, as a researcher living outside the The Communityarea, I was not comfortable formulating questions based on my perceived ideas of what the community wanted to know.  The chosen approach was to explain to the various stakeholders  what I believed may be important, and then requested feedback on these assumptions.  Since most stakeholders knew the community and youth population, I also requested recommendations on the best approaches to collect information.   Oftentimes the stakeholders offered invaluable insight and advice which could subtly and drastically change what questions needed to be looked at.  

The ‘action’ approach to this community research meant that the research ran parallel to all phases of the project.  In this way, I could report my general findings to the stakeholders as the project progressed.  The research began with general questions and became more specific as the project progressed.  At each phase a reflection at each level was initiated, resulting in a pattern of action – reflection –action.  The immediacy of this way of reporting has meant that any recommendations, insights, or concerns could be addressed within the lifetime of the project.  In other words, the ‘action’ is about using new information to inform practice.  

The The CommunityYouth Mentorship Project Evaluation Report: Considering the Challenges and Strengths of the Project is based on my research beginning July 13th, 2006.  The data was collected by attending meetings, reading reports, evaluating questionnaires, holding a youth focus group, and having open conversations with stakeholders including: ICA,  YFL Program Coordinators, the  Coordinator, Youth Trainers (YTs), Youth Mentors (YM), and the Steering Committee. In part, the recommendations, suggested challenges, and areas being highlighted in this evaluation have been developed through my own understanding of the project to date and should not be thought to necessarily represent the viewpoints of others.  That being said, much of what has been emphasized is a reflection of the topics most commonly cited throughout the project.  It should also be noted that a strong attempt was made to understand and bring forth a wide range of viewpoints expressed during this research process.

This report is divided into four sections, each representing the phases of the research:  Background, pre-training phase, training phase, and the post-training phase.  Each section begins with an overview of what has been included, and with the exception of the background section, each ends with a point form summary of ‘lessons learned’.  Keeping in mind that the project is rife with acronyms, a terminology sheet has been included at the end of the report for easy reference.  

I believe it is a progressive step for any organization to hire an outside source to evaluate the effectiveness of their program.  ICA has shown true leadership by eliciting feedback from all stakeholders of the project and implementing many recommendations as the project progressed. It has been impressive to witness the open, direct, and respectful practices maintained by all stakeholders over the past year. I would like to especially thank ICA, the local Coordinator, and the Steering Committee for their cooperation and support. 

Kind Regards,
	







Table of Contents
SECTION I – BACKGROUND						         Page
Overview of Background								5
Background										5
The Community										5
The Youth of community									5
Partners in the The CommunityYouth Mentorship Project					8
The CommunityYouth Mentorship Project							9
Funders											10

SECTION II – PRE-TRAINING PHASE
Overview of pre-training phase								11
Funding										12
Researcher										13
Local Coordinator								14
Community General Meeting and Steering Committee					15
Trainer Mentors										18
Recruiting Youth									19
Youth Trainers										21
Recruitment										22
Participation										22
Concerns and Challenges to Participation						22
Lessons learned during the pre-training phase						23

SECTION III – TRAINING PHASE
Overview of the training phase								24
YFL Training: Tools for Teamwork, Group Facilitation, Train the Trainer		24
February - YTs schedule their presentations/EcoMentors begins				28
March and April – Presenting a Workshop						30
May – The Facilitative Planning workshop/ Successfully lead workshops			31
Lessons learned during the training phase						32

SECTION IV – POST-TRAINING PHASE
Overview of the post- training phase							33
Sustainability										33
The Steering Committee								33
ecoMentors										34
Workshops										35
Celebration										36
Building the capacity of the partners							36	
Community connections									37
Conclusions										38
Lessons learned throughout the THE PROJECT project						39
Terminology Used									40
Resources										41
Appendix A										42
Appendix B										45

Background

Overview of Background
The background section of this report provides a brief description of the key stakeholders and their involvement in the THE PROJECT project.  

The Community
The Communityis a town in south-central Region.  The Communityhas an approximate population of 44 000 and covers an area of nearly 288 square kilometers. The area consists of farmland and forests and many cottages located on the shores of.  It is made up of many communities.  

The Youth of The Community
The Communityhas an approximate population of 44 000 people; 11 480 (26 percent) of which are made up by the youngest population, 0 to 18 years of age (Our Children, 2004).  On average The Communityhas a younger age profile than the rest Region, and has therefore been suggested that the demand for youth services will remain high (Town of The Community, 2004).  

The information below documents the community’s perception of the challenges facing the youth of The Community, as well as highlighting what is believed to be their strengths. The data was collected from community members with an interest in youth issues, community influentials, youth trainers, and local research reports.

Racial and cultural diversity 
One influential person mentioned that there were little inter-racial and cross-cultural connections between youth; this is due in part to a minimal history of cultural and racial diversity found in The Community.  In a study of three The Communityschools, less than 1 percent of elementary and high school students were born outside of The country (Our Children, 2004).  Similarly, Statistics The country 2001 Census Population report indicates that 1.2 percent of all The Communityresidents speak French only, while 91.5 percent of the population speaks English only.  When the topic of inter-racial and cross-cultural connections was introduced to the YTs it did not appear to be considered a significant concern.

Poverty and low-income families
The issue of family poverty was presented as a barrier facing the youth of The Community.  One influential person explained that the number of families with an annual income under $22 000 has been increasing over the past 15 years; this may also be linked to the high use of food programs.  Poverty would certainly affect the youth population where more than 11.5 percent of all youth in The Communitylive in low income families. Also noteworthy, lone parent families make up 23 percent of all families in the area. This is significant in that lone parent families are often considered a family type more vulnerable to poverty than two-parent households.

Services
Transportation was cited most often as a needed service for youth in The Community.  This issue was emphasized from key influentials, the youth trainers, as well as the Steering Committee. Youth who do not have driver’s licenses or access to a vehicle are dependent on their parents; many of the youth programs are offered after school hours when parents are still at work.  The need for better transportation services was evident throughout the project when considerable energy was exerted in getting youth to and from workshops and Steering Committee meetings.  Another felt need was a lack of youth employment opportunities.  Here YTs believed that the competition for too few jobs was a barrier to obtaining employment.

Issues at School
The academic performance and literacy levels in The Communityhigh schools have generally shown to be lower in comparison to the rest of the York region.  A focus group with YTs shed light on the many issues present during their school years.  The issues included: bullying (including cyber-bullying), drug use and smoking due to boredom and/or peer pressure, and in-school /between school fist fighting.  Peer pressure to dress in expensive designer clothes was also noted.

Community Support
In the executive summary of The Communityelementary schools entitled, Me and My World, a survey of 40 developmental assets were assessed in upper elementary-age children in June of 2005.  In total 577 Grade 5 classrooms were surveyed.  The study showed that students’ perceptions of the empowerment asset were significantly low, approximately 30 percent.  The lowest ratings given by students were: “child feels valued and appreciated by adults in the community” and “child has opportunities to help others in the community.”  Although this survey represents Grade 5 students, similar perceptions were expressed by the YTs in the focus group.  They pointed out that youth are not represented in local newspapers and in other areas, which suggests to them that local organizations are not interested.  It was also pointed out that feeling undervalued contributes to youth, “not having confidence to speak their mind.”  Similarly, as stated in the Town of The CommunityLeisure Services Master Plan, “A lack of opportunities for youth (both facility and programs) was identified as a long standing issue in the Town…current opportunities are not meeting the needs of youth…The unmet needs of youth are a key issue if not the issue in The Community”. According to the YTs, a lack of leisure services contributes to boredom which can then lead to smoking and drug use, or other negative behaviors such as loitering, vandalism, and break and entering.  

On the other hand, the first general meeting for the THE PROJECT project brought out many adult residents of The Communitywho were very interested in the contributions of youth to the community.  They readily cited benefits that youth bring to The Communityincluding: standing up for their beliefs, contributing skills (computer savvy), volunteering their time, advocates for change, leading others, and optimistically engaging in areas they are passionate about.  In addition, youth were described as being entertaining, enthusiastic, willing to learn, motivated, environmental and health conscious, accepting of differences, focused, and persistent.

Partners in the The CommunityYouth Mentorship Project
ICA
The ICA, or ICA, has a mission to develop the capacity of all people to contribute to their own positive social change.  This is largely accomplished through research, publishing, education and social change projects.  One program in particular, the Youth as Facilitative Leaders, is directed at building the competencies and confidence of youth.  By providing them with meaningful involvement, building mentorship relationships, and providing positive images of their contributions to communities, youth are empowered to become leaders within their communities.  The facilitative training that the YTs were exposed to comes directly from the YFL principles and curriculum. 

Earth Day The country – ecoMentors
Earth Day The country is a national environmental communications organization that runs a host of programs to empower Canadians to take action at the local level to address environmental concerns.   One of Earth Day The country’s programs, ecoMentors, was built into the THE PROJECT project as a mentorship program that would run alongside the YFL training.  Similar to YFL, ecoMentors aims at building the capacity of youth by building their mentorship skills.  The THE PROJECT target was to train 60 youth as ecoMentors and have them present ecoMentors modules to elementary school age youth.  The ecoMentors training would be open to both YTs and to high school youth who were not exposed to the YFL training.  Aside from building mentorship skills, youth would benefit from the ecoMentors program by building references for future employment, receiving rewards, eligibility for the Toyota Earth Day Scholarship, and getting involved in environmental issues.
Partner Youth Centre
The Partner Youth Centre (JYC) is a registered charitable organization and a leader in providing recreation and leisure activities for the youth of The Community.  With an emphasis on peer learning the JYC provides programming to more than 1200 youth throughout the municipality and helps youth to realize their value within the community. The organization also collaborates with social service agencies to encourage youth who may especially benefit from JYC services.  With encouragement from the Executive Director and the Board, the JYC became the local lead partner in THE PROJECT project.  Having a local organization as a partner significantly added legitimacy to the project and provided local connections, knowledge, and the technical skills needed to recruit youth from the The Communityarea.

The CommunityYouth Mentorship Project
The The CommunityYouth Mentorship project was envisioned to develop ‘Youth as Facilitative Leaders’.  Based on a collaborative model, ICA and Earth Day The country, with the administrative support of the Partner Youth Centre, provided training to develop youth as community leaders and mobilizers. Through locally based leadership workshops a core group of YTs would be trained to deliver THE PROJECT workshops to other youth and youth-serving organizations in the The Communityarea.  Rather than having a specific theme to focus on, general leadership skills were to be developed.  These general skills could be taught to other youth with specific agendas – environment, anti-bullying, sports, etc. In addition, there was to be an emphasis on soft skill development such as improving oral communication, self-confidence, and active listening. 

The first phase of the project was to secure funding, develop curriculum for the workshops, hire a local Coordinator and a Community Researcher, recruit six local youth organizations and two youth within each organization to be trained as YTs, and present the project plan to the community.  The second phase of the project was to deliver the following workshops: Tools for Teamwork, Group Facilitation, and Train the Trainers.  Each youth would be assisted by a youth support worker from a local youth organization, ICA YFL Program Coordinators, TMs, the local THE PROJECT Coordinator, and on-line help.  At this time the local THE PROJECT Coordinator would also be trained as an ecoMentors Animator to gain the credentials needed to train youth as ecoMentors.

Once the workshops were complete the youth would then set up their own facilitative workshops, and the ecoMentors program would be fully implemented.  It was assumed that after the full training and practice sessions the youth would then be able to use the  YFL and ecoMentors skills to network with community organizations and lead facilitative workshops where needs were indicated.

Funders
The Region XxFoundation
As an agency of the Ministry of Culture, The Region XxFoundation (OTF) is a leading grantmaking foundation in The country.  The Foundation supports organizations that represent areas in arts and culture, environment, human and social services, and sports and recreation. 

The funding principles and interests of the Foundation were an appropriate fit with the aims of the THE PROJECT project on several levels.  As part of their mission, the Foundation emphasizes, “healthy and vibrant communities throughout Region by strengthening the capacity of the voluntary sector, through investments in community-based initiatives”. The THE PROJECT project was based in the community of The Communityand looked to enhance the ability of youth to contribute to the voluntary sector by increasing their leadership skills and providing opportunities to utilize these skills for the benefit of local organizations. More specifically the THE PROJECT project also reflected the environmental and social service funding interests of the OTF. 

The THE PROJECT project was also in-line with the granting priorities of the OTF.  One priority of the Foundation is “enhancing the success for students and learners”.  By training youth in facilitation methods and having them in turn train other youth, the leadership potential of young people in this community was expected to be significant.  Another funding priority of the Foundation is to assist in creating more effective volunteers and getting more local people involved in their communities.  Throughout the THE PROJECT project a secondary goal was to generate local interest in supporting youth.  This was to be accomplished by setting up a Steering Committee, and building relationships with influentials in the community, local high schools, youth organizations, environmental groups, local businesses, the local media, and individuals. 

The grant issued to the THE PROJECT project by the OTF totaled $42 000.  Although this list is not exhaustive, the grant assisted in the salaries of the YFL Program Coordinators, program costs (transportation and accommodation, honoraria for TMs, promotional material, food and refreshments, rental costs for a celebration summit), and the hiring of the Community Researcher.   

THE PROJECT project by funding the local THE PROJECT Coordinator position through the Youth Internship initiative.  The goal of this initiative is to attract and retain recent post-graduates and provide them with valuable on-the-job skills.  

I Pre-training phase
Overview of pre-training phase
Prior to the workshops delivered in The Communitythere were 8 months of preparing for the training.  March of 2006 saw the partnerships between ICA, The country, and Partner established, while the XxFunding was also approved.  

During the summer months of 2006 the ICA training methods were adapted to a younger youth audience and curriculum was further developed.    Hiring of the Community Researcher also occurred at this time. 

There was a rapid acceleration of the project during the fall months once CFDC funding was secured to fund the employment of the local Coordinator who was then trained in ICA methods. ICA and the Coordinator did outreach work to local youth organizations to find complementary matches for the workshops.  By October, the project was presented at a general community meeting in The Community.  Here ICA, Partner Youth Centre, and ecoMentors made a presentation to the community and sought feedback.  A Community Approval Form was presented and the community members were asked to indicate whether they were prepared to support the project.  They were also encouraged to add any questions, comments, or concerns surrounding their understanding of the THE PROJECT project to date.  Many of the community members at the general meeting signed up as participants for the THE PROJECT Steering Committee.  The Committee would be updated with bi-weekly reports and would meet monthly to discuss the progress of THE PROJECT.  

The final month leading up to the workshops consisted of registering all participating youth and youth organizations, booking community centres for training, booking accommodations for the out-of-town instructors, and touching base with TMs.

Funding
Funding issues are usually one of the first challenges that most collaborative non-profit projects face; the beginning phase of the THE PROJECT project was not any different.  Originally an application was made to the South Lake CFDC matched funding program.  Here South Lake CFDC would cover 50 percent of the total costs if another grantmaker would cover the other half of the funding needed.   At this point the performance indicators were set at 12 youth serving organizations, which would put forward 2 youth and 1 staff person to represent the organization during the training.  The Region XxFoundation was applied to as a matching funder and was approved in March 2006 for $42 000.  Unfortunately, due to administrative changes arising from the federal government, there was a delay in funding from the South Lake CFDC.  Since there was uncertainty whether the South Lake CFDC would be able to provide funding for the THE PROJECT project in a reasonable time frame, if at all, it was decided that the work plan would need to be restructured and the scope of the project would be streamlined by cutting the performance indicators in half; now 6 youth organizations would be targeted rather than the 12 that were originally budgeted for.  In doing this the THE PROJECT project could feasibly continue on a $42 000 grant.  

In order to cover the costs of hiring a local THE PROJECT Coordinator, the South Lake CFDC was applied to again, this time under the Youth Internships initiative; the funding was successful and the local Coordinator was hired in September. Although originally expected to have workshops running early in the fall months, the delays in funding pushed back hiring a local Coordinator, and so the training phase of the project was pushed back until late December of 2006.

Another challenge that arose at this phase of the project was working with two funding timelines.  For example, The Region XxFoundation funding began three months earlier than that of the South Lake CFDC. Potentially this would result in having different midterm and final report schedules, two separate end dates for funding, different evaluation criteria, and less flexibility available when unforeseen circumstances may arise; thus putting the onus on the partners to be extra diligent in the phasing of the project.


Researcher
The role of the researcher prior to the workshop phase was to prepare questions that would address the project on 3 levels: individual experience of participants, organizational competencies and learnings, and community impact. This involved developing questionnaires, focus group questions, and preparing consent forms. In addition, research questions took into consideration the type of information that would need to be collected for The Region XxFoundation evaluation standards.  For this reason, questions were developed to answer the following:  Is the program sustainable after the funding period?  Have the organizations increased their capacity to deliver services?  Has this project added value to community life?  Have community connections and awareness been built?  Has this project strengthened the voluntary sector? 

Although consent forms are not often used within community research it was deemed advisable to distribute consent forms to the youth participating in this project for a variety of reasons .  Youth need to be aware of the level of commitment expected, the benefits of participating in research, and also the challenges or drawbacks. Most importantly youth need to be aware that their participation in the research is completely voluntary.

It was hoped that the youth would have a strong role to play in the research process.  Not only was it expected that youth would offer their perspectives on general questions, there was encouragement to involve them in some of the data collection as well.  The rationale behind this suggestion was to add data collection and analysis to the repertoire of skills developed throughout the THE PROJECT project.  In addition there was discussion of using an arts-based approach to collecting information.  The arts-based approach is an alternative way of collecting information that allows youth to show their creativity and express themselves in ways that may be more comfortable. It is unfortunate that youth involvement in the research process was limited to providing their input to the standard questions.  Although the pre-workshop focus group allowed youth to share perspectives all at once, time constraints very much limited their involvement in other research activities. 

Local THE PROJECT Coordinator
Hiring of the local THE PROJECT Coordinator occurred in September 2006.  The hiring committee, made up of members from ICA, Partner Youth Centre, and Earth Day The country, were looking for an individual with very specific qualifications: a local university graduate in a related field, less than 30 years of age, and someone with an interest and background in ecology and research.  The role of the THE PROJECT Coordinator included becoming trained in ICA facilitative methods, and as an ecoMentor Animator.  Providing the local Coordinator with training would enable the training of others, and promote the program accurately.  The local Coordinator also shared responsibility in recruiting YTs and ecoMentors, booking resources, and supporting the youth throughout the project.  

It was clear to the three partnering organizations that the role of the local Coordinator was crucial to the success of the project. Having a local Coordinator who was familiar with The Communitymeant they were able to provide local knowledge, and were able to offer transportation to and from workshops when traveling became an issue.  The Coordinator, being a youth, already knew some of the YTs and was able to communicate well with them. The local Coordinator’s role in recruiting youth called for several presentations to the local high schools, as well as relationship building with the school staff, parents, local businesses and the media. The local Coordinator would also act as a bridge between ICA, Partner Youth Centre, Earth Day The country, and the Steering Committee.

Community General Meeting and Steering Committee
A significant event in the pre-workshop phase was a community general meeting held in October, 2006.  Nine community members came out to the Town of The Community’s Civic Centre to learn more about the THE PROJECT project.  The community was represented by individuals interested and involved with youth organizations, the environment, and the local media. The THE PROJECT project was introduced by demonstrating the ICA facilitative method of ‘brain blending’. A brief presentation was made by the Partner Youth Centre,.  The community was then asked to speak about their understanding of the challenges facing youth in this area.  A question and answer period highlighted community concerns such as: How are youth trainers selected? How will the youth trainers come up with the topics to demonstrate their facilitation skills?  How would the “neighbourhood-wide capacity building” be measured?  What indicators would be used to evaluate the success of the project over time?  As it turned out the above questions became highly relevant throughout the project.  

How are youth trainers selected?  Originally and ideally youth trainers were to be selected by the youth organizations they served and would have the following qualifications:  Strong self-motivational skills, excellent interpersonal skills, good oral communication skills, an understanding of collaborative facilitation, and experience as a peer mentor or peer trainer.  However, this list of characteristics did not address the need for diversity and inclusively.  How would diversity be encouraged? It was proposed that a concerted effort would be made to attract youth who have the desire to lead groups but may not have had an opportunity to put these skills into practice.  Also unanimous was the desire to make training available to youth from The CommunityIsland, where barriers to transportation have often limited youth participation. Finally, the age range of youth was flexible, noting that youth of different ages had much to learn from each other.

How will the youth trainers come up with the topics to demonstrate their facilitation skills?  It was assumed that once the YTs were trained in general ICA facilitative training methods they could then apply these skills to a topic of interest. Another option was to facilitate meetings and workshops of other youth groups who had specific interests (i.e. the environment, health issues, sports, and anti-bullying). YTs were also encouraged to take the ecoMentors training and utilize their facilitation skills in a classroom setting.

How would we be measuring some of the expected outcomes such as “neighbourhood-wide capacity building”? This question was answered by the Community Researcher.  There would be an assessment on the level of relationship building between the local community and the partnering organizations, as well as the networks created within the community. 

What indicators would be used to gauge the success of the project over time? At this phase of the project the Community Researcher and partnering organizations were unable to commit to evaluating the project past the end date.  It was however reiterated that ICA did intend to maintain close ties with the community and offer support where needed. One community member proposed that youth could champion an on-going evaluation as part of their high school education.  It was also suggested that members of the community organize together to ensure that the evaluation continued after the project end date.  

What skills and characteristics were being considered for attracting YTs?  This final question addressed the concern of finding appropriate participants for the THE PROJECT project. Keeping with the theme of diversity, it was also noted that there would be no strict age range – that young, motivated youth were equally apt to take the training as the older and experienced youth.  One community member suggested that the “high achieving” youth may be too busy to devote their weekends to the training, while “the average” youth would also not be enthusiastic in giving up their free time.  It was generally decided that youth who were truly motivated to learn facilitative skills would stick with the training and that the level of support available offered a protective factor from youth leaving the training early.

At the end of the general meeting the Community Approval Forms  were signed, written comments were provided, and four of the nine community members signed on to represent the newly formed THE PROJECT Steering Committee.  The Steering Committee would be made up of people “who were generally interested in supporting the youth of The Communityand specifically supporting them through the THE PROJECT Project.”  The role of the Committee was largely governance (final decision maker), community representation (guidance), and sustainability (encourage the continuation of THE PROJECT). It was decided that the Steering Committee would meet once a month to discuss the progress of THE PROJECT and make suggestions.  In between meetings the Steering Committee was kept up to date through the local THE PROJECT Coordinator’s bi-weekly reports.  It was also decided that the Community Researcher would report progress and findings to the Steering Committee.   After further outreach, the Steering Committee grew to 15 members and consisted of representatives from ICA and Partner Youth Centre, the Community Researcher, local THE PROJECT Coordinator, a Regional Police officer, members of local youth and environmental groups, youth, and local media representatives.
Trainer Mentors
ICA began the recruitment of volunteer TMs (TMs) as early as April 2006.  The goal was to link professional facilitators with YTs to develop a mentoring relationship.   The role of the TMs was to offer guidance and experiential knowledge to the YTs throughout the workshops and specifically in the application phase.

The qualifications required of a TM included knowledge and practical experience in the application of ICA methods, interest in working with and supporting youth, and the ability to be flexible in order to be available to the needs of the youth.  The TMs were made aware of their roles and responsibilities which included obtaining a police clearance check, attending one of the training workshops to meet the YTs, initiating a mentoring relationship, and to report back to ICA and the Community Researcher on their progress. 

Prior to establishing a mentorship, an electronic survey was e-mailed to the 14 TMs to gauge their initial understandings of the THE PROJECT project.  Based on the 7 returned surveys the TMs appeared to make up a diverse group of individuals.  They came from various professional backgrounds and experiences, and ranged widely by age.  The number of years in which TMs have been exposed and trained in ICA facilitation methods also varied.  One respondent had 40 years of experience facilitating while at the low end, 3 of the 7 responding mentors had one year or less training in ICA methods. The trainers also varied in the number of times they had facilitated groups using the ICA methods – over a thousand to less than 5 times. Combined, the TMs brought over 88 years of direct experience working with youth.  Although there were two respondents who did not previously have direct involvement with youth, the large majority of TMs had extensive experience.

The TMs were asked to describe what their role was in the THE PROJECT project. Most TMs believed it was to offer support to the YTs.  Other aspects of the role included giving advice, feedback, and practical support; help youth understanding the ICA methods and values behind them; to offer alternatives and different perspectives when needed.

The TMs were also asked what challenges or concerns they may face in the THE PROJECT project.  Most often cited were age and geographical differences.  The concern in age difference grew out of the possibility that the TMs would be viewed in an authoritative role, or that they would not be able to relate to the youth. Also noted was the potential problem of being located outside of the community. Limited face-to-face interaction and a disconnection from the concerns of the community were pointed out. Other challenges and concerns included:  Understanding the definition of “mentor” and what that implies (in comparison to the definition of “trainer” or “facilitator”), and creating dependency by doing too much for the YTs.  

Recruiting Youth
Recruiting YTs occurred in the first phase of the project. The responsibility of bringing youth and youth serving organizations into the project was held by both the local THE PROJECT Coordinator and the Executive Director of ICA.  Each worked together to develop rapport with local youth serving organizations and high schools. 

Youth Serving Organizations/High schools
The responsibilities of the youth serving organizations included recognizing one or two youth to be trained as YTs and making available one staff member to train alongside and support the youth.  The organizations were to pay a minimal fee of $10 which would go toward paying for the manuals and demonstrating that they are committed to the project. The organizations were also requested to provide a snack for one training session.  

Although there was enthusiasm and agreement that the YFL and ecoMentors program would be beneficial to the youth of The Community, many youth organizations were unable to sign on. Youth organizations stated they had an insufficient number of youth participating in the organizations to select an appropriate candidate; similarly, there were not enough support staff to recruit for the project. The third factor for declining participation was the time commitment. High schools anticipated difficulty in the youth finding the time for the training while they were pursuing their studies and current extra curricular interests.  In addition, a December start date was a hectic time for many youth and support staff, while devoting multiple Saturdays or Sundays to training appeared to be a further deterrent.   

Although it is unfortunate that resources and time limited the number of organizations able to participate in the project, there were many benefits that came out of the recruitment phase.  The Executive Director of ICA and the local THE PROJECT Coordinator were able to actively engage with various youth organizations and learn further about the needs of the local youth. For example, discussions arose around the possibility of having a high school credit available to those who completed the THE PROJECT training, and count training and application time toward their volunteer hours.  Also, through positive interaction the THE PROJECT project became known and many organizations became interested it the process and outcomes.  Some organizations that did not have the resources to participate in the THE PROJECT project, still continued to show their support by having members sit on the Steering Committee.  

Flexibility and adaptation to the recruitment  process was evident when it was decided that youth who wished to participate in the YFL training, but were not represented by an organization, could  still sign-up.  This way of recruiting came primarily from the local Coordinator’s THE PROJECT presentations to high schools. If students wished to participate in the THE PROJECT project they could sign-up as “self-selected” participants and be paired up with a youth organization that wished to participate and were not already supporting other YTs.   Although this was an unplanned occurrence, and perhaps thought of as a last resort, it should be noted that the process of self-selection spoke to the inclusively clause whereby youth who have not had the opportunity to belong to a youth serving group could nonetheless participate in the program.  It also offered an opportunity for interested youth to work along with a youth serving organization and build possible future collaborations. Without altering the recruitment criteria it is possible that the THE PROJECT project would not have recruited enough YTs to get past the first phase of the project.  

At the end of the recruitment phase four organizations (Partner Youth Centre, Chippewas of THE project.  

The Youth Trainers
Prior to beginning the training, the youth were made aware of their roles and responsibilities both verbally and in writing. Responsibilities included attending and participating in five days of training, with two additional follow-up days of training,  coordinating practice sessions with the local THE PROJECT Coordinator, and delivering training to practice groups.  They were also encouraged to engage with their assigned TMs and the Community Researcher.  During and after the workshops the YTs were also expected to participate in the on-line discussion board, schedule dates and locations for workshops, recruit participants, and do outreach.

It was important to get a sense of the needs and perceptions of the YTs prior to the training in order to track any changes to expectations and outcomes over time, and to quickly address any concerns, challenges, or misperceptions they may have during the early stages of the training. A focus group of YTs was scheduled to take place prior to their first workshop.  Due to illness on the part of the Community Researcher the focus group took place on the second weekend of training.   Consent forms were created for the YTs highlighting what their involvement in both the workshops and research component would require.  

A focus group was held on a Saturday and Sunday to give all YTs an opportunity to participate. The 8 respondents ranged in age from 14 to 17 years old and spoke candidly about their reasons for becoming involved, expectations, and concerns and challenges to participating in the THE PROJECT project.  Below is a summarization of the insights that came out of the two focus groups.


Recruitment
The youth were recruited through multiple methods.  Three of the respondents learned of the THE PROJECT project primarily by their youth organizations. Two of the youth became aware of the program through school presentations, and three youth indicted that they learned of the THE PROJECT project through several sources: youth organizations, an e-mail from the local Coordinator, and/or a student presentation. 

Participation
The reasons most cited for wanting to participate in the THE PROJECT program included building confidence to speak in front of others, applying skills to career goals, general interest, personal improvement (increase personal awareness, solve personal problems, organize thoughts), and a willingness to try something new.

Concerns and challenges to participating
The concerns and challenges the youth perceived they might have during and after training included: Having to rely on others for transportation (primarily parents), time and scheduling difficulties during training, ability to teach facilitation skills, questioning the usefulness of the training, and getting assistance in the future if needed.

Based on this initial focus group it became clear that many youth, prior to the training, did not believe that they would be capable of leading a workshop and train others in the YFL facilitation methods.  When asked how they feel about training other youth, one YT did not believe they would be able to facilitate a group on their own, while another did not believe that they could stand up in front of a group to deliver the training.  The Community Researcher presented the question to the ICA Program Coordinators and Steering Committee as to whether or not the YTs were fully aware that they will be facilitating these methods to other youth.  However, it was felt that at this stage it  was natural that the YTs would lack confidence in their abilities when they had not yet been exposed to the training or had an opportunity to practice.

Another concern that came out of the focus group was the YT’s uncertainty of how they would utilize this training for community building purposes.  When asked what topics or interests they would like to facilitate, or who they would expect to present their workshops to, there were no participants with a general area of interest.  A lack of interest or an uncertainty in how to apply their skills suggested a potential barrier when it came time for the YTs to facilitate others. The general impression coming out of the focus groups was that most YTs understood how they could benefit personally from the training, but were less aware of how this training could be applied to make positive social changes within a larger context.  

Summary:
Lessons learned during the pre-training phase
•	Funding and the timing of funding directly contribute to the ability of partner organizations to move the project forward.
•	A local Coordinator is vital to the everyday functioning of a project where working partnerships are formed between geographically diverse.
•	Community research should involve participants in various aspects of the research process.
•	Sufficient time should be allowed to identify local community issues that have a potential to affect the project outcomes.
•	A local Steering Committee offers greater accountability to the community and suggestions are based on local knowledge.
•	Flexibility and adaptation to unplanned occurrences are essential in the first phase of any project.






II Training phase
Overview of the training phase
The second part of the THE PROJECT project can be considered the training phase. Starting in late December 2006 the YFL program was introduced to the YTs at community centres in the The Communityarea. The workshops were led by the ICA’s YFL Program Coordinators, and emphasized bottom-up approaches to youth development, inclusivity, and group-process methods. The training was delivered sequentially with the initial workshops being an introduction to the YFL ‘Tools for Teamwork’ methods, the ‘Group Facilitation,’ and the ‘Train the Trainer’ methods.  After the initial workshops were completed, the recruitment for ecoMentors began while the YTs also began scheduling their presentations.  The final training in this phase of the project was the introduction of the last YFL method, the ‘Facilitative Planning’ workshop.

YFL Training: Tools for Teamwork, Group Facilitation, Train the Trainer 
Although 24 youth signed up to attend the YFL workshops there were only 9 youth to have participated to some degree in the YFL workshops.  The last minute cancellations were largely due to scheduling conflicts.  In total, six days of training were held over four weekends where three different workshops were offered: Tools for Teamwork (two days), Group Facilitation (two days) and Train the Trainer (two days).  By late January 2007 all three YFL workshops were introduced and completed.

The greatest challenge during the December to January stretch of workshops was the retention of YTs.  The first two YTs declined further participation in the THE PROJECT project after participating in one workshop. The time commitment (weekends) and family commitments were cited as the primary reasons for leaving the training early. Other YTs became concerned that they would not be able to complete their training due to the interference of school exams, part-time jobs, and extracurricular activities.  Another potential obstacle occurred when a support staff person left the training early due to a change in employment.  At this point a quick adaptation of the course schedule was the solution.  The shrinking size of the groups allowed each group to merge into one.  In response to the concerns that the time commitment for training was too great, the ICA YFL Program Coordinators restructured the work plans and were able to eliminate a day of training.  Due to the many changes occurring throughout the training, the THE PROJECT project may have appeared to be faltering or at least disorganized.  The Steering Committee became concerned with the high numbers of YTs leaving the THE PROJECT project and it was a struggle to pinpoint why the numbers were declining. 

At this time the THE PROJECT project had retained just over 50 percent of active YTs. There were 13 youth expected to participate, 9 were introduced to the program, 7 had been trained and 6 remained in the program.  Although perceptions differ as to why YTs were not continuing with the YFL training, many general areas were considered:  the recruitment process, age of the YTs, the workshop presentation and the intensity and level of the training, transportation issues, and a combination of any of the above factors.  One mitigating factor to limit the decline in participation of youth was the high degree of support offered.

Recruitment process
As mentioned in the previous phase of the THE PROJECT project, the recruitment of youth proved to be a daunting task.  For this reason, there was flexibility when it came to the selection of YTs. It has been proposed that the retention rates may have been higher if the youth had a strong understanding of how they would utilize their new skills.  In this way, there seems to be a return to the original notion that YTs should already possess leadership skills and a strong determination for positive social change.  Similarly, in the final Steering Committee meeting it was suggested that leadership could have been cultivated by first exposing the youth to the less intensive ecoMentors workshops.  Youth would then be able to better gauge how interested they were in furthering their leadership and peer-mentoring skills.




Age of the YTs
Again, in part due to the difficulties of recruiting youth as well as the desire to incorporate diversity and inclusivity the age of the YTs ranged widely from 14 to 17 years of age.  This was to be the youngest group of youth that ICA had worked with and it was generally acknowledged that the training concepts and expectations were seen to be less appropriate for the younger youth.

Workshop presentation and the intensity and level of the training 
The ICA YFL Program Coordinators were diligent about receiving feedback on their training methods.  This included eliciting verbal and written feedback from the YTs after each workshop, informally requesting feedback from the local THE PROJECT Coordinator, TMs, as well as engaging in the responses coming from the Steering Committee’s and Community Researcher’s initial findings.

Information regarding the effectiveness of the workshops was collected from the TMs in the Trainer Mentor Survey. Each respondent gave their own reflection and suggestions regarding their observations of the THE PROJECT workshops.  This included:  structure of the workshop (Design, sequence of activities, time allocation to activities, set-up, and length of workshop), facilitation, presentation style, and effectiveness of the facilitators; as well as the appropriateness of text materials.  The responses toward the structure of the workshops were positive and supportive.  Suggestions included more description of what a facilitator is, and creating clearer connections between topics.  The feedback on the effectiveness of the facilitators was positive with common phrases being: “good rapport with youth”, “friendly”, “inviting”, and “lots of energy and enthusiasm.” Although the TMs’ use of the THE PROJECT binders were limited, most found the resources “attractive”, “clear”, and having good quality graphics.

Steering Committee members (particularly those who attended the workshops) suggested that the workshops could have been more youth-centred.  The general consensus was that youth engage best when there is maximum participation, interaction, and plenty of activity.  It was also suggested that the youth may have responded differently had the workshops been led by a local youth, such as the local THE PROJECT Coordinator.  It was decided that further suggestions would be encouraged from the support staff that attended the workshops, as they had the most experience with youth.

Transportation issues
Transportation to and from workshops was seen as a barrier to participation.  Although the local THE PROJECT Coordinator worked with the YTs to schedule carpooling, the distances between destinations may have been a further deterrent.  Winter conditions were a particularly significant barrier to participation for youth traveling from The CommunityIsland.

Despite the difficulties in maintaining the number of YTs participating in THE PROJECT, there were many positive outcomes that occurred at this phase in the project.  On the individual level, many youth participating gained confidence in their own ability to lead others.  Given the relatively short period of time it is significant that three YTs accepted the offer to become members of the Steering Committee. Although only one YT attended a Steering Committee meeting, it should be recognized that the youth accepted this offer with the assurance that their voices counted and that they were important knowledge holders in the THE PROJECT project. It was also documented that one YT presented their YFL skills in the school classroom at the request of their teacher.  There is also much anecdotal evidence from the youth support workers to suggest that particular youth benefited enormously from the YFL training in regards to demonstrating higher levels of confidence in general.

At the organizational level ICA received considerable feedback on the workshops and training methods. A follow-up meeting was held with THE PROJECT support workers to discuss revisions in the curriculum and teaching methods for future training sessions with youth.  In addition, many new learning experiences were reflected upon with regards to strategic planning in the project development stage.  For example, it has been suggested that local support from the community and Steering Committee be implemented at an earlier stage in order to assist with the process of recruiting and building relations.  Other realizations include recruiting youth and groups who already have a focused interest, and 
deferring the train-the-trainer component until the YTs are  more experienced in leadership methods.

At the community level there was a better understanding of the challenges facing the youth of The Community. At the same time interest within the community was growing.  Local businesses were offering their support in various ways: granting free training space for future workshops, guaranteeing the YTs a job interview upon completion of training, and offering donations for reward packages.  In addition, the local newspapers, The The CommunityAdvocate and the newspaper, got involved when each printed an article on the THE PROJECT project, and advertised for up-coming workshops. 

February – Youth Trainers schedule their presentations/ecoMentors begins
Once the initial YFL workshops were complete, the next step was to have the YTs work with the local THE PROJECT Coordinator to schedule workshop dates and present the YFL methods.  Retaining the participation of YTs continued to be problematic; while enrolling local youth to learn from the YTs also proved to be difficult.

An undisputed factor in retaining YTs was the level of support available to the youth. In February a Youth Trainers’ Practice Day was scheduled by the local THE PROJECT Coordinator to assist YTs in becoming comfortable with the FAIR group facilitation methods.  The local THE PROJECT Coordinator also spent considerable time assisting YTs in setting up dates, locations and audience to practice their facilitation skills. In addition to the support of the local THE PROJECT Coordinator, the youth could rely on the help of the youth organization support staff, TMs, and the on-line live journal community.  The youth were also provided opportunities to be active decision-makers at the stage in the training.  The YTs chose the location of their workshops, the dates that they would present, and the promotional material to advertise their workshops.  They were also encouraged to collectively plan the end-of-project Celebration Summit.  It is important to consider to what degree the YTs felt comfortable in planning their own workshops since much of the experiential learning and confidence building comes not only in the training but also from the actual coordinating of workshops.  

Flexibility and adaptation were themes repeated in this phase of the training.  The decision was made to pair up YTs to conduct a workshop together and offer them rewards for doing so.  This would be less stressful on the part of the YTs and easier to accommodate.  At this point there were 6 YTs still active in the THE PROJECT training and the balance of YTs to TMs was no longer balanced at 2:1.  Instead each pair of YTs was supported by four TMs.  Although there appeared to be minimal involvement between the YTs and TMs it can be seen as a positive aspect of the project that expert support was offered and available when needed.  

Only through speculation can it be said that the underutilization of the TMs and was due to a disconnection between ages, interests, and geographical distance of the two groups.   It is also not readily apparent why the Live Journal of THE PROJECT On-line postings were largely unsuccessful (three youth joined the Live Journal group but few postings were made).  Initially the technology was not seen as easy to navigate and a TM volunteered their expertise to assist the YTs in signing onto the forum.  Unfortunately, the Live Journal was rarely used in any capacity.  It can be pointed out however that the Live Journal was conceptualized during the beginning phase of the project as an alternative way of engaging in discussions pertaining to the training. Had the idea of the Live Journal come from the YTs and “owned” by them, then perhaps it would have been more effective.

 There were difficulties in maintaining the momentum at this phase in the project. One YT required a postponement to their workshop dates with the result being a reshuffling of partners. Eventually another YT would decide that he was no longer interested in facilitating a partnered workshop and left the project early.  The inconsistency of partners and loss of peer participation may have been frustrating to the remaining YTs and can be considered a potential push factor in discontinuing their enrolment in the project.

The month of February also saw the start up of the recruiting for ecoMentors.  Having already been trained as an ecoMentor Animator in the previous phase of the project, the local THE PROJECT Coordinator was able to promote the program at local high school presentations. A variety of methods were used to recruit interested youth including e-mail alerts, posting flyers, and working with a local newspaper to advertise the training.  At this point the response rate was slow and not promising. 

March and April – Presenting a Workshop
Recruiting participants for the youth-led workshops proved to be difficult. Scheduled workshops were cancelled when participants failed to sign up.  When this challenge was brought to the Steering Committee suggestions were offered at each level.  From a community standpoint it was believed that the support of the school boards would be needed.  At an organizational level it was suggested that defining goals for the project and establishing measures for outcomes needed to be built prior to the start of training.   Another suggestion was to have clear written responsibilities for youth-serving organizations as to their roles and responsibilities in recruiting and supporting YTs. At the individual level it was noted that weekend workshops appeared to be a deterrent for many youth; planning a workshop after school may be more practical. To attract greater numbers, it was proposed that the project should target specific youth who were already active in school groups, such as a student council.  Some Steering Committee members pointed out that the concept of THE PROJECT was not simplistic and that visuals of some sort   would aid in understanding the goals and expectations of the project.  Similarly, one recommendation was to provide video footage of an actual workshop in order to get a better orientation of the project. 



May – The Facilitative Planning workshop/ Successfully lead workshops
The final Facilitative Planning workshop occurred in May.  Based on the reflections and recommendations made largely by the Steering Committee, deliberate changes were made to the workshop structure.  The most significant changes included the training being conducted by one of the very experienced Trainer Mentors with a great deal of youth experience and opening the workshop to all interested youth of The Community, rather than limiting it to the previous.  The workshop was heavily advertised by the local THE PROJECT Coordinator who used a variety of methods to get the word out. Recruitment included: flyers, e-mails to youth groups, high schools, including student councils, local libraries, a youth shelter, a local employment centre, and a youth advocacy group.  The advertising was successful in recruiting six youth who were new to the project.

May was also the period where YTs were expected to try their hand at facilitating groups.  There were two primary ways that the youth-led workshops would take place.  Either youth were encouraged through advertisements to take a scheduled workshop led by a YT, or a community group could request a YT to facilitate one of their group sessions.  In the case of the scheduled workshops one was successfully completed by a pair of YTs who presented the Tools for Team Work, and Group Facilitation methods.  Although the turnout was minimal, the opportunity encouraged the YTs to continue building their facilitation skills.

In comparison, when an opportunity to facilitate a local high school parent council meeting the YTs declined the offer; even when a $30 honorarium was offered.  Despite the missed opportunity (for unknown reasons) the support of the local parent council is noteworthy.  Fortunately another opportunity arose for the YTs to showcase their skills and this time they accepted.  Two YTs each led a focus group during a strategic planning session for the Partner Youth Centre staff. Based on the three previous examples it would appear that the decision on whether to facilitate a group or not may be determined by how comfortable the YTs are with the groups they are presenting to; they more often presented to peers and familiar groups than to unfamiliar adults or groups.

Although the project saw many ups and downs there is reason to believe that community capacity building was furthered during this phase of the project.  At the individual level the Youth Internship funding allowed the local THE PROJECT Coordinator to network with other youth at The Region Rural Council’s Rural Youth Forum in Belleville; further networking occurred when the local Coordinator presented the THE PROJECT project to the Youth Interagency Group .  EcoMentors was given more attention when the ecoMentors Program Coordinator teamed up with the local THE PROJECT Coordinator to present ecoMentors to the The CommunityEnvironmental Advisory Committee.  In addition the lead partners of THE PROJECT and the Steering Committee demonstrated their belief in the project by writing letters of recommendation to ensure the local THE PROJECT Coordinator’s position would be funded an additional 4 months after the completion of the first funding period.

Summary:
Lessons learned during the training phase
•	It is better to have support underutilized than to be without any support. 
•	The level of support accessed is likely to be higher when youth choose who they would like support from and by what method (face -to-face, e-mail, forum, phone)
•	YTs may need to deliver many informal workshops to peers before they will feel comfortable applying skills to a larger audience
•	Although flexibility and adaptation are key to keeping the THE PROJECT project functioning, too many changes in one phase of the project can be frustrating to YTs and may act as a deterrent to future facilitation
•	Community support is crucial to the sustainability of the THE PROJECT project 







III. Post-training phase
Overview of the post- training phase
The final phase of the THE PROJECT project considers the progress that has been made by the YTs, partner organization, and the community and highlights the issue of sustainability.  Will the THE PROJECT project continue?  How can THE PROJECT be sustained? Who will take on responsibilit </textarea></td>

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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >YOUTH VOLUNTEERING OPPORTUNITIES
PART-TIME OPPORTUNITIES
APPLICATION FORM </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >Through our Young Community Leaders project, ICA will recruit and deliver four pilot community leadership training programmes for approximately 60 young volunteers over two years.  
By attending these training programmes volunteers will not only have fun and meet other young people interested in making a positive contribution to their local community, but will also learn valuable skills, including how to: map and use the resources that their neighbourhood has to offer; develop a Vision for their community; work effectively in partnership with young people and adults; get other young people involved in community projects; and plan and implement strategic community projects and events. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >YOUTH VOLUNTEERING OPPORTUNITIES
PART-TIME OPPORTUNITIES
APPLICATION FORM
Grant Reference number
(for internal use only)	
Name of organisation applying 
for a grant	ICA

 
PART-TIME VOLUNTEERING OPPORTUNITIES
This form must be used by organisations applying to deliver Part-Time Youth Volunteering Opportunities. 
When completing the form please take care to read the Guidance Notes so that you are clear as to the sort of information we are looking for.  Applications will be assessed solely on the information given on this Application Form.  
Your answers can be word-processed or handwritten.  If typing please use a minimum 11pt typeface.   If handwritten, please make sure that they are easily legible and written in black ink.  Further copies of this form and the associated Guidance are available in electronic or hard copy format from the funding team 

You must submit two signed, hard copies of your application by the deadline.  However we would very much appreciate it if you would also send us a copy of your application in electronic format.  
Remember that you must also submit with your form a completed Applicant Details form. 
We have asked you, on the Applicant Details form, to send us a copy of your constitution or governing document.  Apart from your constitution (and, of course the Applicant Details form) please do not send any other additional material.

Please note that the deadline for receipt of completed forms is:
 12.30 pm on 28th July 2006

Forms received after this time will not be considered.
 
Application Form:
Part-Time Youth Volunteering Opportunities
Please outline below your plans for developing Part-Time volunteering opportunities.  
1.	When will your project start?
October 2006
2.	When will it finish?
September 2008
3.	What activities will the volunteers be undertaking?
Through our Young Community Leaders project, ICA will recruit and deliver four pilot community leadership training programmes for approximately 60 young volunteers over two years.  
By attending these training programmes volunteers will not only have fun and meet other young people interested in making a positive contribution to their local community, but will also learn valuable skills, including how to: map and use the resources that their neighbourhood has to offer; develop a Vision for their community; work effectively in partnership with young people and adults; get other young people involved in community projects; and plan and implement strategic community projects and events.  
The programme will begin with an introductory meeting so that potential young volunteers can make an informed and unpressured decision about whether they wish to participate.  All sessions will incorporate games and light meals to ensure that there is ample opportunity for young people to get to know each other and make friends, and will be based on an experiential education training model.  After some initial sessions focused on participants learning and practicing these community development skills, young volunteers will together plan and implement their own community project, chosen and designed by the group.  The aim of this community project will be to get more young people involved in the local community, for example a community sports or music festival.  Our experience leads us to believe that young people will interact with local community leaders, councillors, voluntary organisations, churches and media sources in the implementation of this community project.  
At the end of the training programme, young volunteers will create their own plan for continuing to use their new skills in the community.  This could include volunteering as a Young Community Leader within a local organisation (e.g. church, school or voluntary organisation) or by continuing to work with other project participants to create their own Young Community Leaders action group.  Our experience leads us to believe that at least half of the project participants will continue to volunteer on a regular basis in their community and several will help to train volunteers in subsequent training programmes.

4.	How do these relate to the activities that your organisation currently undertakes?
This project builds on the earlier work in ICA Youth Participation Programme, and is rooted in ICA’s global expertise in participation training and our experience of working with vulnerable young people in communities over the past forty years.  The training programmes are based on curricula developed and used by ICA through its Neighbourhood Academy programme, and intensive programmes developed by ICA with young people.  
The project also builds on ICA track record of coordinating quality training programmes for young volunteers.  Since 1981, our Volunteer  Programme has provided opportunities for personal growth and leadership development for young people.  Each year a small number of usually 1-year volunteer placements has been offered with local community development organisations worldwide, on projects that emphasise participation and self-help initiative. Many participants have remained involved as returned volunteers, managing and delivering the programme for subsequent generations of participants.  The proposed of our project is also based on our evaluation and learning from this programme.

This project will help to fulfil the goals of ICA Youth Participation Programme and our organisational mission.  Through this direct work with young people, we will ensure that more vulnerable young people have the knowledge, skills and confidence to speak up and make a positive contribution in their community, complimenting our existing organisational development work with voluntary youth organisations and our facilitation training courses for youth workers.  Our  project will enable young people to bring about change, so fulfilling ICA mission.  

In addition to the 60 participants and 4 Project Volunteers involved in this project, young people and adults in four geographic communities in two cities will benefit from this project.  Evidence of young people bringing about positive change in these communities will result in increased respect for young people in general and improved community cohesion.  In addition, potential host organisations in each community will benefit from the talents and energy of these skilled and passionate volunteers.  ICA will also benefit from this project as we will be able to pilot a process that we could then deliver in other geographic areas, expanding the impact of our work.  In addition we will have face-to-face sustained contact with a group of young people who could become involved in our own work and decision-making.  

5.	How many hours per week could an individual volunteer be involved?
3 hours per week (at weekly training sessions) plus additional preparation work in planning and implementing a community project.
6.	For how many weeks?
14 weeks, consisting of an introductory meeting, 12 weekly sessions and a graduation ceremony.  Young project participants would then be able to choose to continue volunteering in their community, either with a host organisation, through working on their own community improvement initiatives or through assisting ICA with delivering subsequent training programmes.  
7.	How many part-time volunteers will you recruit?
60 volunteers will participate in this project assisted by 4 young Project Volunteers.  However, we will recruit 80 volunteers (plus 4 Project Volunteers) to allow for a 25% drop-out rate.
8.	How will they be recruited?
ICA will recruit young volunteers by promoting the project amongst organisations working with young people in each particular geographic community.  These will include schools, colleges, faith-based organisations, youth clubs and recreational centres.  For these organisations, participating in this training programme will help the young people they work with make the transition from participant to volunteer.  We will also post flyers in local spots where young people gather, for example cafes, supermarkets and parks.  An initial introductory meeting will be held for young people interested in finding out more about the programme, to answer questions and to agree on session dates and times.  
Our experience leads us to believe that this dual recruitment approach (working with host organisations and public promotion) will be effective as it will ensure that the majority of vulnerable young people know about the project, whether they are involved or removed from local youth work efforts.  In addition, working with host organisations will ensure that many young people participating in the project will do so with the encouragement and support of youth workers who they already have a close relationship with.  
9.	v requires all funded opportunities to be registered on the National Volunteering Database. Do you currently register your opportunities on the National Volunteering Database? 
(please tick one)
YES, via local Volunteer Centre
YES, via own system 
NO
10.	How will they be supervised and supported?
A Project Coordinator, working on this project for two days per week, will support the young volunteers, with the help of a Project Volunteer (20% time).  The Project Coordinator will recruit participants and organise, deliver and evaluate each training programme.  This will include in-depth support to the young people as they plan and implement their own community project.  The Project Coordinator will be experienced in working with vulnerable young people in a participatory way and their role is likely to be filled by our current Youth Participation Programme Coordinator.  They will use their training expertise to create a safe, relaxed environment using non-threatening techniques and activities.  They will also encourage the group to reflect at the end of each session (both verbally and in a written format) and to offer feedback and suggestions.  At the end of each training programme, the Project Coordinator will help the young volunteers continue to use their skills in the community by assisting them with finding a suitable host organisation or by continuing to support the existing group as it meets and plans new initiatives together.
The work of the young volunteers will be celebrated through a public Graduation Ceremony at the end of each training programme.  Each young person will be encouraged to invite friends and family to this occasion, as well as local dignitaries, community leaders and media representatives.  Young people will receive a certificate detailing the number of hours they have volunteered and a goody envelope with a selection of vouchers to thank them for their efforts.
11. 	What steps will you be taking to address diversity in your recruitment and to tackle barriers to volunteering that some young people face?
Through this project, we will target vulnerable young people to work with: by “vulnerable” we mean young people living in poverty, experiencing ineffective parenting, or who have poor education or employment prospects.  We will build on our experience of working with young people with mental health issues, young people with disabilities, gay, lesbian and bisexual young people, young people who are homeless, and BME young people to ensure that our project is accessible to all.  For example, we will provide financial assistance to volunteers, covering transportation, childcare and other expenses, so that several potential barriers to volunteering are reduced for young people who are on a low income, have dependents or special needs.
We will also focus our efforts on disadvantaged communities with a high proportion of young people.  For example, the 2001 Census showed that approximately 20% of all people living in a specific city belong to an ethnic group other than white and 23% are between the ages of 12 and 24.  ICA has experience assisting organisations working in such disadvantaged areas and plans to build on these relationships to access a diverse set of young people.  
12. 	Please provide details of how young people are involved in the decision-making process of your organisation.
ICA is a Network organisation, consisting of young and adult members who guide the direction of our work.  Young people (aged under thirty) also sit on our Board  and on the Advisory Group to our Youth Participation Programme, influencing decision-making on a project, programme and organisational level.
Our Youth Participation Programme started in 2005 and, with the added experience of the Volunteer Service Programme, we continue to explore the most authentic ways to involve young people in programme delivery and in organisational decision-making.  Our aim is to create a core group of young people familiar and interested in our work who could then decide on the best ways for young people to influence our decision-making.  Our proposed Young Community Leaders project will enable us to develop this core group.
13.	How have young people been involved in the development of this application and how will they be involved in the planning, delivery and evaluation of the project?
Young members of our group and ICA have been involved in the development of this proposal and will provide feedback and suggestions on its implementation and evaluation, should it be successful.  In addition, the curriculum used within our project is based on an established set of resources developed by our sister ICA organizations that have been adapted based on the feedback of young people.
The aim of this project is to help young people gain the skills and confidence needed to become involved in project planning, delivery and evaluation.  Unfortunately we have learnt from our experience that vulnerable young people are often fearful of making such a contribution without training and in-depth support.  This project will equip young people with the skills and confidence they need to make this contribution.  During each training programme young people will learn how to choose, plan, implement and evaluate their own community projects and events.  After initial sessions, young participants will also be involved in delivering and facilitating session activities, such as games and group discussions.  At the end of each training programme, young people will be encouraged to assist with subsequent training programmes in their area and to contribute to curriculum development.  
14.	What accreditation will you offer? 

Organisation 1	NO			
Organisation 2	YES
Other volunteer relevant accreditation scheme from the National Framework for Awards in Non formal education settings (please specify). 

15.	Will this accreditation be offered by

Your organisation?	No
A partner organization?	Yes
If by a partner, who?	

16.	How will you ensure that young people receive support and encouragement to engage in further opportunities for more volunteering?
At the end of each training programme young volunteers will be encouraged to use their new skills within a local host organisation or to create their own Young Community Leaders action groups to plan and implement their own initiatives.  ICA Project Coordinator will support their efforts through regular meetings for a minimum of six months.  At this point we will consider with the volunteers the most appropriate and sustainable long-term solution to their support needs.  This could mean a continuation of support from ICA or support being provided by a local host organisation.  
By drawing on the lessons and experience of this programme in two cities, we hope to develop a training programme that we can continue to deliver to help other disadvantaged communities harness the support and energy of young volunteers.  

17.	How will your organisation raise the profile of young volunteers in your area?  And how will you engage with the press? 
Each of the programme events, including the young people’s community project and graduation ceremony, will be public and advertised to the public as well as to community and political leaders in the region and media representatives.  Young people will be encouraged to make these connections directly themselves so that they can continue to utilise them in subsequent initiatives.  We aim to engage with the press on a local level by sending regular press releases and invitations to events so as to leverage support and publicity for the project and for young people’s community improvement efforts.  
18.	How will you measure success and the impact of the project?
We will use the following indicators as a means to measure the success and impact of this project:
•	50% of all project participants are vulnerable young people
•	Young people’s confidence and skills in designing and implementing their own community projects increases
•	15 young people graduate from each training programme (60 young people in total).  Young people will graduate from the programme through attending a minimum of four sessions and assisting with planning and implementing the community event 
•	60% of all programme graduates continue to volunteer on a regular basis (at least monthly) six months after the end of their training
We will evaluate the project through a series of surveys and interviews before each training programme begins, immediately after each training programme finishes and six months after each training programme has finished.  Project participants and host organisations will participate in this evaluation process.  These surveys and interviews will enable us to assess: the vulnerability of young people participating in the project; changes in the confidence and skills of young volunteers; and changes in the frequency, quality and effectiveness of young people’s volunteering efforts.
We will adapt the evaluation methods we use (written surveys, interviews etc.) according to the needs and abilities of the individual we are approaching.  For example, we anticipate interviewing young people using Participatory Video techniques rather than asking them to complete written surveys, so that young people with low levels of literacy can contribute effectively (an approach that has previously proved successful).  If appropriate, we will also consider using some interactive group evaluation activities with young people.

In addition to these evaluation methods, a number of ongoing tools will be used throughout the project to measure and track whether the outcomes are being achieved.  The number of young people attending weekly sessions will be tracked through the use of participant sign-in sheets.  To enable us to adapt the training programme to continually meet the needs of young volunteers, participants will be asked to give verbal feedback and to complete an evaluation form at the end of every session.  These evaluation forms will be compiled into a report on each training programme.  
19.	What are your plans for the future sustainability of the project or what are your plans for an exit strategy?
We would like to use the learning from this pilot project to develop a national strategy of running similar training programmes in other government regions across the country. These could be run as a fee-for-service and/or as a grant-funded programme.  In addition to expanding the project we will continually monitor the existing project, for example meeting with the young people’s action groups on a monthly basis for at least six months to offer support.  We will consider the most sustainable way to provide this support, either through a host organisation or directly from ICA staff.
20.	Please provide information on how your organisation ensures compliance with relevant legislation such as Health and Safety, the requirements of the Disability Discrimination Act, Child Protection and any other relevant legislation. Please also provide details of insurance cover.
As it does with all our work, ICA Board and Management will ensure that this project consistently conforms to our Equal Opportunities, Health & Safety, Child Protection, Financial Procedures & Accounting, Continuing Professional Development and Disciplinary & Grievance Policies.  Risk assessments will be conducted where appropriate to ensure that our staff are equipped with the support that they need to deliver this project safely and to safeguard young people.  Our Board and Management are also in the process of ensuring that all our initiatives are in compliance with the Disability Discrimination Act.  We have a Child Protection Code of Conduct and ensure that all our staff and volunteers who have access to young people undergo a Criminal Records Bureau check on a regular basis.  
We have Employers Liability, Public Liability, Products Liability and Professional Indemnity insurance and our insurance brokers, have been informed about the type of work that we do with young people.
21.	How would you rate your reputation with potential and actual partners?  Please give examples to support this.
We have an extremely good reputation for meaningful and creative work with our potential and actual partners.  Despite minimal promotion (due to time restrictions) for partners for a project funded by the B. Foundation, ten groups expressed interest in our work and several are in the process of finding funding to allow us to work with them.  
Previous partners have written to thank us for our assistance around youth participation. A voluntary organisation in the city, wrote to us about an Away Day that we facilitated for their young people, volunteers, staff and managers: “The day was well received and valued by all involved and positive feedback was given by all who attended.”  The Manager at Peer Support Project, an organisation working with gay, lesbian and bisexual young people told us: “You have worked really well with a group of young people who are extremely difficult to focus and have high support needs.”  The Youth Involvement Manager told us that they appreciated our “highly participatory and creative approach, both to helping young people to contribute to discussions in a meaningful way, and to working with us in designing, planning and implementing our event.”

22.	Please provide a Project Plan, with a timeline, showing the stages by which you will implement your proposals.  This will be used to help us monitor your project.  (This may be provided on a separate sheet)
Project Plan attached.  


23.	Please detail the expected outputs of your volunteer project.
Number of opportunities created	60 part-time & 4 Project Volunteers
Number of young people recruited	80 plus 4 Project Volunteers
 
24.	Expenditure
Please give a breakdown of your costs under the following headings.  In each case please give an indication of how the costs have been calculated.   
Expenditure head	Year 1
$	Year 2
$
Staffing costs
Project Coordinator: 40% time x $23021pa + $2321 NI (with 5% increase in Year Two)	
10138	
10672
Volunteer Recruitment: Design assistance for flyer ($500); printing costs x 600 flyers ($250); recruitment visits to potential host organizations (3 trips x 4 locations x $40/trip)	
1110	
120
Staff travel: Travel to 20 sessions in 4 locations (Introductory meeting + 12 sessions + graduation ceremony + 6 follow-up visits) x $40/trip	
1600	
1600
Office costs: Stationery, photocopying, training manuals & materials ($500 per training programme); Email, phonecalls, text messages & postage ($100 per training programme); Venues, snacks & refreshments ($600 per training programme); Goody envelopes for volunteers ($375 per training programme).  	
3150	
3150
Management and overheads: Calculated at $3750 per FTE staff person annually, to include professional services, office rent & utilities, and management & administrative staff.  Rising by 5% in Year Two	
1500	
1575
Equipment costs: Video camera & software for recording community projects and participatory evaluation activities ($1500 in Year One)	
1500	
0
Accreditation: Operating Licenses ($90); Training for staff ($300); Youth Achievement Award booklets ($3200); Other materials ($100); Moderation and Consultancy ($1950).	
3035	
2605
Volunteer expenses: Travel, childcare and other support needed estimated at $75/session x 20 sessions x 4 locations	
3000	
3000
Other  
If there are other costs that are not covered elsewhere add - and explain 
them here	
0	
0
Total sum requested	
25033	
22722
Cost per volunteering opportunity: 15 volunteers will graduate from each training programme.  In addition, a part-time Project Volunteer will support each training programme.  	
782	
710
 
Referees
Please give the names and addresses of two people who can act as referees for the work of your organisation. If possible, also give email and phone contact details.
	Referee 1		Referee 2
Name			
Address					
Email	
Phone	
Position
DECLARATION
I confirm that I am authorised to sign on the behalf of the organisation and that all the information given in this application form and any annexes is true and accurate.
Name	
Position in organisation:	
Signed 	
Date	

Two signed hard copies of this form should be returned by 12.30pm on Friday 28th July 2006 to:


Checklist
1	A copy of the Applicant Details form?
2	A reference.
3	Are copies of your Applicant Details and your application form(s) available electronically if requested?
 </textarea></td>

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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Enhancing the Skills of Women Leaders of Saving and Credit Organizations through Training Programs </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' > The proposed project aims to train approximately 400 women managers and leaders of Saving and Credit Organizations about micro-finance principles, governance, financial management and accountin. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Enhancing the Skills of Women Leaders of Saving and Credit Organizations through Training Programs


A Project Proposal 



1. Background
There have been various programs to uplift the status of women. It is felt that the empowerment of women can be achieved best by improving economic condition. The improved economic condition is supposed to penetrate other dimension, especially leadership development and decision power both in household level as well as community level.

Micro-finance institutions are  supposed to enhance the economic condition of the people. So many projects aim to include women in micro-finance institution. Most of the micro finance institutions are doing very well but still they lack system and human resources necessary for the sustainability. Micro- finance institution so far has been running smoothly because of the strong will power and commitment of the participants rather than well-developed system and appropriate human resources.

It is thus realized that Micro-Finance Institutions, in particular women's Saving & Credit Organizations (SCOs), need to develop the systems and human resources required to increase their outreach and improve their sustainability.

The proposed project aims to train approximately 400 women managers and leaders of Saving and Credit Organizations about micro-finance principles, governance, financial management and accountin.
  
2. Objectives
The proposed  project aims to develop the skill of women leader and manager in the field of micro finance management. The specific objective of this project is as follows:
•	To train 400 women leaders and managers to Saving and Credit organizations SCO management proper accounting system, financial management.
•	To enhance their leadership skill in terms of human resources.
•	To help establish in SCOs, easy and proper accounting system.
•	To develop the accounting system for SCOs that can be managed even by general literate women.
•	To established a system of participatory self-evaluation in SCOs.  

3. Project Area & Beneficiaries
The proposed project aims to train 400 women leaders and managers from various SCOs. The SCOs will be invited to the training as well as in the stage of participant selection. The participants of the training would be those leading women of SCOs and account holder person who are eligible (fit) according to the criteria.

4. Output
The major output of the proposed project would be as follows:
a) Product Output
- 400 women leaders and managers of SCOs will be trained on various aspects of micro-finance institutions by 15th Feb. 2000.
- 400 manuals will be distributed among 400 participants in the training course. The manual will include various aspects of SCOs as well as financial management system,
- 32 resource persons will have command in their field. They will get chance to have more experience.

b) Process output
- At least 50% of the trainers will be women experts in their respective field.
- The institutions will have expertise in micro finance institutions.
- Entirely new technique (method) of project evaluation will be adopted which will certainly be the landmark in project evaluation.

5. Methodology :
A brief explanation of the main activities  necessary to achieve the output outlined above are as follows:

a. Selection of the participant:
For this kind of training, participant should be quite literate and responsible person either being leading figures of the organization or account holder (keeper). However, participants will be selected with the help of concerned SCOs according to criteria. All the SCOs will be informed through letter and advertisement in newspaper. They will be requested to nominate the participant on behalf of their organization. They will be informed clearly of the criteria of selection as well. The confirmation of the participants and the details of the training (venue, date and other necessary information) will be informed to the responsible person and organization in the due course of time.

b. Selection Resource Persons (Trainers)
Resource persons will be selected based on the subject matter and their expertise in respective field. There will be 16 trainers (Resource persons) altogether for the training and priority will be given to include as many as women trainer not less than 50% in aggregate. The services of the trainers will be confirmed by Sept. 15, 1999 and it will be duly reported.

c. Finalization of training course:
With the help of experts in the field of micro finance management, the proposed course of the training would be finalized. There will be one workshop to finalize the course content and related issues. The participants of this workshop will be trainers, experts from related field and representative. The workshop will not only finalize the content of the training but also identify and finalize the resource materials as well. Priority will be given to make the resource materials more simple and the language will provided the condition that all participants necessarily not to be highly educated. 

d. Training
Altogether there will be 16 training for 400 women leaders from various SCOs. Each training will be conducted for 6 consecutive days. Each training will comprise 25 participants. Each training will have four packages. Each training will be provided by 2 trainers. The venue of each training will be decided in consultation. However, priority will be given to organize the training so as to be equal distant from each SCOs to be participated. Various methodologies  will be used like Group Facilitation Methods (GFM) developed by ICA. All participants will be provided the training manual along with necessary resource materials prepared. The necessary cost of each participants will be borne by this project. 

e. Evaluation of training  
The evaluation of the training course will be done at two levels. The first one will be during the course of training while the second one will be 2 months after the training. Both of these evaluations will be done with the help of ICA methods like basic discussion method, wall of wonder method, counter interaction method along with written feedback of the participants. The participants will fill a questionnaire both prior and after training so that the change in their understanding will help evaluate the training during training course.

After two month of the completion of the training, a team comprising trainer, representative from CMF and ICA will visit the training site and organize a workshop to evaluate the training. ICA technologies will be used to evaluate the training. The report of the evaluation will be submitted to CMF. This kind of evaluation will help to improve the similar training to be conducted in future. Some adjustments will be made in the training with the help of  the evaluation report.

6. Reporting
The reporting will be done in four phase. The first three reporting will be done during the training period. The inception report will be submitted immediate after beginning of training. It will include the activities undertaken till the first training from the very beginning.  The second brief report will be submitted in between the middle part of training i.e. after completing 8 training. These two report will include the evaluation of the training to date; as well as financial report also. The third brief report will be submitted after completion of all training.

After completion of last ( 16th) training, ICA will prepare the final report of the project. The final report will include the final evaluation of the last training as well. So final report will be submitted at the end. It will include the audited financial report as well as photo report of the project.

7. Time Line
Project Activities/ Date	1999	2000
	Aug	Sept	Oct	Nov	Dec	Jan	Feb	Mar	Apr
- Selection of participants
- Selection of trainers
- Finalization of course
   ( workshop)
- Training material preparation
- Training
- Evaluation of training
- Reporting
- Final report preparation &
   submission              
	






	





          
	




	




	




	




			
8. Budget
A. Training Cost ( one training)
D.A. Trainer ( 7day / 2 persons/ 1200.00)			= 16 800

Travelling Cost (For Trainers)					= 6 000

Participant Remuneration (25 X 200 X 7)			= 35 000
(including travelling, lodging, snack and food)

Stationary (manual, handouts etc.)			
     (25 participants / 200 per head)				= 5 000

Training Materials (Markers, card etc,)				= 1 500
								___________
		Sub total ( one training)				= 58 900

			For 16 training	  58 900 X 16		 =  942 400

B. Workshop Cost
a. Course Evaluation (One day)
D.A. for participants
(32 trainers+4 experts X 500)				= 18 000

Stationary							=  4 000

Snack								=   6 000
								__________		
			Subtotal				= 28 000

b. Workshop Evaluation (One day)
Resource Persons 3 X 1 500					= 4 500

D.A. for participants
(32 Participants 300)					= 9 600

Stationary							= 4 000

Snack								= 6 000
								__________		
			Subtotal				24 100
									

C. Report Preparation
Report preparation cost (Training and Evaluation Reports)	= 15 000
(stationary, computer, typing, printing etc.)					

D. Audit							= 10 000
Auditor charge
							
E. Personnel Cost
Coordinator ( 8 months/ 10 000)				  = 80 000
Support staff ( 8 months/ 5 000)		  		  = 40,000
								____________		
				Subtotal			120 000

F. Administrative Cost
Travel / Communication					= 10,000
Stationary ( Photo, slides etc.)					= 5 000
Limited contingency for inflation				= 10 000
								__________							Subtotal		25 000	

Grand Total					1164 500


9. Request 
ICA aims to carry out all 16 training or few as allocated by CECI. In that case, the budget will be recalculated as per the training course.

The Institute of Cultural Affairs
ICA is an autonomous, non-profitable, non-political and non-governmental organization.

ICA:
ICAs activities are based on participation. The three major areas of activities of the ICAs are sustainable development, life-long education and organizational transformation. The ICAs have their own training modules developed for facilitation, participation and planning. 

Various Technology of Participation (ToP) methods developed by ICA such as Focused Conversation Method, Workshop Method, Strategic Planning Method etc. can be used to solve various problems. These methods can be used from grassroots to corporate level. The ICAs training courses are useful for all development practitioners, particularly governmental and non- - governmental workers active in the field of development.

Apart from such training courses, the ICA principles are also being used to community development sector. ICA works with the grassroots organizations and individuals to enable the integration of the Technology of Participation into their day to day activities. It helps in improving the quality of other government or NGO sectors by imparting quality training. 

Aims of ICA
The aims of the ICA are as follows:
- To work for empowering indigenous community,
- To promote a culture of participation at all levels of society,
- To facilitate creative change in individual and groups by promoting socio-economic and cultural development, and
- To encourage people and groups to participate in alleviating poverty, unemployment and backwardness through cooperatives and micro credit.

Activities:
ICA carries out various activities on Group Facilitation Methods, strategic and action planning and project-based programs. Following activities are undertaken by the ICA.

1. Capacity Building:
The ICA focuses on building human resources and organizational transformation through participatory techniques. It organizes various courses so as to increase people's participation in development and to preserve their own culture and values conducive to creative development and change. ICA also works in enhancing effectiveness in business community by imparting its knowledge on participatory planning. Similarly, various training courses on micro credit management and environmental management and sustainable development are also conducted.

2. Increasing Public Awareness on Health, Education and Environment:
The lack of public awareness in various sectors particularly health, education and environment has created various problems that undermine the development process. The ICA focuses its programs to alleviate such problems by carrying out action oriented programs on such themes. The ICA is also active in promoting children and women rights.

3. Adult Literacy Programs:
The group has initiated literacy classes in some rural areas. People belonging to lower caste group and ethnic minorities are particularly encouraged to participate in such classes. The class is conducted for 6 months. Apart from being able to read, write and calculate the participants are also trained on basic concept of health, nutrition, environment, human rights etc.

4. Community Development:
Some community development projects are commenced by the ICA integrating various issues such as income-generating activities, health, nutrition, family planning, environment etc. The basic objective of such projects is to help in establishing model villages in various parts of the country by integrating a holistic and participatory development approach. 

The ICA is also active in the field of drinking water and its quality management particularly in the rural area. The group demonstrates ways of quality treatment of drinking water among rural mass. ICA has carried out micro credit activities enabling poor people to carry out income generating activities such as pig and goat farming, rabbit raising, bee-keeping, tailoring, carpentry etc. This has enabled economically disadvantaged people to take part in entrepreneurial activities. 

Projects are undertaken to improve the living condition of so-called lower community. The project is expected to develop awareness among the community towards their role in the development of the area. All of these activities will be undertaken in a participatory way.	

Membership:
The ICA has four types of membership i.e. advisory members, honorary members, associate members and full members. Only full members may apply for the executive committee in general bodies meeting. The daily activities of the ICA are performed by a secretariat. The executive committee is advised by an advisory board comprising 5 members.

The group has a centrally located secretariat with basic physical facilities such as spacious office, computers, email etc.



Dear Sir

Referring to the information we got from you, we are happy to know that XXX is planning on organizing different training activities at the national level through collaboration with partner NGOs. ICA has been operating capacity development and community development activities I am pleased to inform you that ICA has already worked in capacity development activities. 

Enclosed please find the proposal on 'Enhancing the Skills of Women Leaders of Saving and Credit Organizations through Training Programs'. We hope that this proposal fits into the interest and aims  of xxx and that you are prepared to discuss it with your colleagues and board members. Of course, we are interested in your questions and remarks on the proposal, so that we can also learn from your experiences in this sector.

We look forward to establish some form of cooperation and look forward your response.

Thank you in advance,

With kind regards,


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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Youth Leadership and Learning Project </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >The Leadership and Learning Project will provide youth with the opportunity to work with adults both as mentors and as partners in community development initiatives thus allowing the development of supportive youth/adult relationships.   </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Youth Leadership and Learning Project


A.  Background

1.	Organization’s mission, history, overall goal, and/or objectives.

The Institute of Cultural Affairs’ (ICA) mission is to assist individuals, organizations, and communities to work together while building a hopeful, just, and sustainable society. The Institute teaches participatory methods of problem solving and strategic planning that build ownership in solutions, and interactive approaches to professional development and youth/adult leadership training that enhances civic participation, literacy, and personal growth.

2.	Description of current programs and activities.  Please emphasis major achievements in the past two years.

•	A Foundation provided support to work with 3 community groups to engage youth-adult partnerships and enhance youth leadership through training and community service. The youth groups were trained in facilitation methods that includes strategic planning, consensus building and action planning workshops; as well as asset based community development theory that resulted in the development and implementation of six community service events in the city and activities throughout the year.  Evaluations revealed the program succeeded in changing not only youth attitudes towards their community but allowed them to increase their involvement within the community.  
•	has been the lead fiscal agency for 3 years in a collaborative partnership with four agencies.  It is a collaborative, ten-month family literacy program, that has individually and intensely worked with 132 youth (14 to 21 years of age) and children birth to three for the past three years.  Over the past three years, we have averaged a 1.6 increase in grade reading levels (as measured by SORT-R assessment), we have increased the knowledge of the youth in regards to early child development—age-appropriate expectations and discipline, the effects of tone and language on brain development, and the importance of play and reading.   We have also measured positive behavior shifts within the relationships of mother and child through appropriate and healthy interactions, the obtainment of their GED, graduation from high school, entrances into colleges, and active, regular participation in high school.
•	Another Foundation provided $100,000 to implement and deliver national youth development training to more than 1500 youth.

3.	Current Programs and Description of formal and informal relationships with other organizations.

Youth as Facilitative Leaders:  Leadership and Learning Project a year-long youth development intensive designed around leadership training and project implementation of youth-led community service activities.  
Formal Relationships:  six different communities or youth councils

Youth as Facilitative Leaders:  2-day Intensive Training with facilitation services and organizing assistance.  The training consists of skill development in group facilitation methods—strategic planning, consensus-building and action planning workshops.
Formal Relationships: with four youth organizations. 


Learning Basket Program is a birth to three early childhood program that provides training to both parents and caregivers. 
Formal Relationships:  with a dozen organizations 
Informal Relationships:  several government bodies.

B.  Purpose of Funding Request

&#61615;	Learnings from 2003-2004 Youth Leadership Training Collaborative funded by the Foundation:

Within the design of FY03-04 program there were several structural challenges that complicated achievement of all objectives however during the programmatic year the project was revised accordingly with input and notification of funding staff.  Therefore, we are proposing the following changes to allow ICA staff and partner agencies to implement a program that promotes positive youth development in the most effective and stable means possible:  

1.)	In order to work with our partner agencies schedules, we have to divide our facilitation training curriculum into shorter 2-hour modules instead of in two full days of training.  Because we are working after school with high school students it is difficult to keep them focused on the curriculum for more than 2 hours at a time.  Most participants arrive at our program after attending a 7.5 hour school day.  The number of participants with weekend jobs and obligations also makes it difficult to hold training sessions over the weekend.
2.)	The previous proposal also underestimated the scope of the youth-led and designed community development projects.  Most of the projects developed in the program were very large and took an incredible amount of effort to implement.  More than one project per group proved to be unmanageable.  
3.)	Smaller project implementation will occur over the year that leads to the implementation and accomplishment of their main project.  The smaller projects, such as fundraising efforts and volunteer recruitment, will allow the youth to gain hands-on experience throughout the year and was shown to be an engaging and motivating factor in participation of the program.  

&#61615;	The community and/or agency needs or problems that this effort will address, including population served.

The Leadership and Learning Project will partner and intensely work with youth as well adults from 3 agencies. Each of these agencies want to provide quality, educational after-school programming that increases civic engagement and community involvement as well as is designed to enhance the positive development of their at-risk youth.  

ICA and partner agencies will address the following problems through the Leadership and Learning Project:

Youth throughout the city lack supportive relationships with adults.  
Unfortunately, many youth feel disturbingly disconnected from the adults and other youth that live in their communities.  In a survey conducted by the ICA Youth Leadership Training Collaborative 2003-2004 less than 50 percent of youth surveyed claimed to know the names of at least 10 of their neighbors.  Similarly only 60 percent of youth were able to name 5 adults outside of family members in their community that care about them.  

Youth do not have opportunities for meaningful inclusion in participation of community activities and/or programs thus they have few opportunities to build skills outside the classroom and pursue personal interests.  
According to a 2004 Report less than thirty percent of the cities teenagers participate in after-school programs.  One of our projected focus communities reported a waiting list of 500 students for its after-school youth programming.  A lack of after-school programming can prove extremely detrimental to promoting positive youth development.  The reporter responsible for the report, notes that violent juvenile crime spikes between the hours of 3-6 pm.  Research shows there is a correlation between participation in after-school programming and increased academic success.

Youth are not taken seriously and usually not offered a space to make real differences within their communities.
The ICA’s Youth Leadership Training Collaborative pre-survey asked all 2003 youth participants if adults supported youth in accomplishing positive things in the community.  Only 44% responded yes. 61% of adults are convinced that today's youth face a crisis in their values and morals, they look at teenagers with misgiving, and view them as undisciplined, disrespectful, and unfriendly.  Youth need to be challenged and given the opportunity to experience and participate in meaningful involvement within their community to promote positive development.  Adults must recognize youth as valuable resources. Youth also need to feel personal engagement and a sense of “mattering” in their community in order to grow into responsible productive citizens.

Youth development efforts initiated by families, schools, and communities are often uncoordinated and fragmented.  
Among the youth we work with the majority of families are 1st generation immigrants.  Value conflicts between family and community environments often prevent coordinated positive youth development.  A lack of communication and coordination between home, school, and community values leave youth confused about adult expectations.  Studies have shown that conflict between school, family and community values is related to lower academic achievement and increases in risky behaviors as parents are less effective when they are out of touch with the other environments of their children’s lives. Immigrant parents can have a particularly difficult time asserting themselves and their parental authority in an unfamiliar socio-cultural environment.  

Population
96% Latino 	3% African 1% Native 
99% Free and Reduced lunch (low income)
18 males and 12 females
1 DCFS student placed (foster child) 	
16% live in a single parent home (mom)
27% of students have siblings who are teen parents, dropped out of school, or have been involved with juvenile justice system
16% students are experiencing academic difficulty


&#61615;	Describe how the project addresses these identified needs.

ICA is committed to training youth to serve as agents of positive change in their communities through leadership development and engaging community service experiences.  The ICA’s Leadership and Learning Project will address the needs of our participants by providing an after-school, programmatic setting that promotes positive youth development.  The Leadership and Learning Project is based on a developmental framework that provides youth with the opportunity to acquire both personal and social assets, as well as hands-on experience that will give the youth a greater chance of success currently and in the future.   

The Leadership and Learning Project will provide youth with the opportunity to work with adults both as mentors and as partners in community development initiatives thus allowing the development of supportive youth/adult relationships.   Youth participants will be able to share successes and struggles with the adults they work with on their community development projects.  ICA staff will work with participants in weekly small group and individual sessions to both guide and support the youth in their efforts.  By interviewing neighbors and engaging other adults in their community development projects, participants will expand their personal networks.  The intergenerational partnerships developed in implementing projects will assist in strengthen the collective efficacy of the entire neighborhood.  

The Leadership and Learning Program will offer a minimum of 2 hours per week of engaging community youth programming for 60 youth.  Within the program activities, community visioning workshops and community service projects, youth will have an opportunity for meaningful inclusion through both voice and action.  Furthermore, youth from the previous year will get to co-facilitate with ICA staff the visioning and planning sessions thus proving to the adults assisting with the program that youth can gain skills and are capable of making a difference in their community.   The visible success of the implementation of the youth-led community service projects will provoke adults in the community to take youth more seriously and allow them to recognize the capacities youth have toward making a difference in their community.
   
The community visioning workshops and community resource mapping activities will demand the participation of all community residents (teachers, parents, social workers etc.) to work together with youth on a common vision for the future of their neighborhood; thus creating cohesion among different stakeholders.  Common expectations and understandings will help foster a supportive environment for youth development.  Youth development efforts achieve their best results when there is substantial communication and interaction between those in charge of monitoring the different environments of an adolescent’s life.  When parents, teachers and youth development workers can get together to share resources and standardize the norms and expectations of behavior for the youth they are involved with, optimal conditions for development exist.  

All youth participating in the Leadership and Learning Project will learn practical and highly participatory Group Facilitation Methods that will enable them to guide each other through discussions of pertinent issues, workshops that build consensus, and strategic project planning.   Through learning and using such methods, youth will not only develop marketable business skills but will increase their confidence in public speaking and leadership capacity.  Both the Group Facilitation Methods and Asset-based Community Development Theory training are not offered in traditional high school curriculum thus provide youth with the chance to learn and build new skills to increase competency.  Furthermore, the real life experience of designing and implementing community development projects offer participants exciting occasion to recognize their potential as agents of positive change.  As youth participants will design the projects themselves opportunity to personal pursue personal interests and passions is abundant. 


The Leadership and Learning Project differs from other community development programs in that it provides a unique space for youth to lead and contribute to important community change efforts that transform their communities. While traditional community development programs have routinely reached out to youth to fill volunteer positions or provide prevention services, rarely are young people at the center of community project planning, implementation, and transformation.  The ICA believes that youth, who are often disproportionately affected by problems that plague communities –violent crime, drugs, and failing schools, must be recognized as essential components to the solutions to these problems and need to be center of neighborhood and community life.  The Youth as Facilitative Leaders: Leadership and Learning Project will help youth develop the skills, habits, confidence, and connections they need to develop into responsible young citizens and actively change their communities.  



&#61615;	Program description to include strategies employed to implement the proposed project:
1-goals and objectives, 2-timetable for accomplishing stated goals and objectives, 3-program methodology, 4-staffing, and 5-collaboration with other agencies

The goal of the Leadership and Learning Project is to promote positive youth development through leadership training and civic engagement.  Partnered with 3 youth groups the Institute of Cultural Affairs will provide a year-long leadership intensive that focuses on facilitation training and implementation of a youth designed and led community service project.  The Leadership and Learning Project seeks to make adolescents the center of community life and their neighborhood that will allow them to engage with caring adults outside of family members, develop a sense of security and personal identity, and learn rules of behavior, expectations, and skills needed to transition in a healthy, productive adult.


Plan of Operations:  Objectives, Activities, Methodology	

Objective 1:  Create a comprehensive needs and resource assessment of each partner organization’s neighborhood.

Activities:
&#10146;	Participants will be trained in basic principals of asset based community development.
&#10146;	Participants will take a walking tour of their neighborhood creating a community resource map along their route. 
&#10146;	Participants and ICA staff will document the resource map.
&#10146;	Participants will conduct interviews with local residents to identify specific community needs.
Methodology:  ICA staff will lead participants at each partner organization through a Needs and Resource Workshop designed to enhance the knowledge of participants about their neighborhood.  ICA staff and participants will document their assessment.  This will occur in three 2 hour sessions.

Objective 2:  Create a collective, community service vision with each partner organization.  
	
	Activities:
&#10146;	ICA staff and trained youth from each partner organization will facilitate a community-visioning workshop for all youth and adults participating in the program at each partner organization.
&#10146;	Participants and ICA staff will document the community vision.
&#10146;	ICA staff and trained youth will host follow-up meetings to begin to design strategies needed to implement the community vision at each partner organization.
Methodology:	  Trained youth from the FY03 program and ICA staff will work together with partner agencies to design and implement a community-visioning workshop for all participants, partner staff, and community members. 

Objective 3:  60 students trained in Group Facilitation Methods.

Activities:
&#10146;	ICA staff will train all participants in Focused Conversation Method.
&#10146;	ICA Staff will train all participants in Group Consensus Building.
&#10146;	ICA Staff will train all participants in Participatory Action Planning.
&#10146;	Participants will practice through exercises each Group Facilitation Method.
Methodology:  Training by ICA staff will occur  within ten 2 hour sessions every other week.  

Objective 4:  Three year-long community service projects designed and implemented by youth participants, facilitated by ICA Staff; they will touch the lives of a minimum of 300 community members.

Activities:
&#10146;	Participants will utilize their Needs and Resource Analysis and Community Vision as well as the Consensus Building Workshop to build a focused, realistic year-long project that promotes civic service and engagement.
&#10146;	Participants will utilize the Group Facilitation Method—Participatory Action Planning to develop the action plan for accomplishing their community service project.
&#10146;	Participants and ICA Staff will document the project action plan.
&#10146;	ICA staff mentor and coach students through project implementation (at least 2 sessions per month with each partner agencies).  Implementing a year-long project will involve several smaller projects that helps to achieve their main project involving community service and/or the development of partnerships with local agencies thus it is anticipated that participants will be involved in at least 1 smaller project each quarter.  These smaller projects typically include fund raising events and activities as well as community-service events to establish relationships or promote their cause.
&#10146;	Participants will advertise their community service project throughout their community to build awareness and promote participation.
Methodology:  ICA staff will facilitate project implementation.  ICA staff will mentor and coach youth participants through the different stages and implementations of their community service projects, thus providing individualized attention and support.  


Objective 5:  Youth participants will develop partnerships with at least 2 outside, local resources to aid in the implementation of their project.

Activities:
&#10146;	Youth will identify areas where they will need assistance in the implementation of their community development project.  
&#10146;	Youth will use the community resource map to identify and contact potential resources to collaborate with on their project.  
&#10146;	Youth will build relationships with these resources through stewardship that will secure partnerships for implementation of their projects.
Methodology:  ICA staff will provide mentorship in the development of appropriate behaviors and actions needed to secure partnerships.

Time Table:
The program will run throughout the 2004-2005 school year and into the summer of 2005.  Training will occur every even week with project implementation every odd week.  

&#61615;	If this is a collaboration, briefly describe the partners.

High School

The High School is in a unique position to develop strong tie.  As a 1-year old autonomous small school, it is committed to serving the needs of the community.  Its mission is to catalyze vital changes in education by generating and sustaining innovative, personalized schools that work in tandem with the real world of their greater community. Our philosophy is grounded in educating "one student at a time".  We promote and create personalized education programs that are unique for each student. 

We design break-through public schools, research and replicate new designs for education, train educators to serve as leaders in their schools and communities, and actively engage the public as participants and decision makers in the education of our youth. 

the Community Education Project 

This project works for social justice by increasing the capacity and participation residents in the formation of a more united, educated, safer and socially prepared community.

Recognizing the talent and culture within our community, we will reach our goals by developing and organizing educational, cultural, and leadership programs and events of children, teenagers and adults, which promote our project within and beyond our community.

A movement focuses on involving youth as leaders in their community.

Youth Council
&#61615;	Staffing

Project Coordinator & Trainer

Coordinator has a B.A. has worked in several nations.
Responsibilities for this project:  To deliver all training and project implementation sessions with each partner agencies, to coordinate monthly meetings with partner agency staff.   

Program Director & Trainer
She received her B.A. and for the past 2 years, has overseen all youth activity and programming in the city.
Responsible for this project:  To oversee Project and provide administration, to attend monthly meetings with partners, to assist in training as needed, to provide project implementation support through planning sessions and training in fundraising.  

C. Evaluation

1.  Explain how you will measure the effectiveness of your activities.

The outcome based program assessment consists of a series of qualitative and quantitative questions that will evaluate the influence the Leadership and Learning Project has on participant’s attitudes and behavior patterns.  Behavior changes that are monitored will focus on changes in each participant’s community involvement, experience organizing community activities, experience getting others involved in those activities, knowledge of their community, and leadership experience. Attitudes surveys will monitor changes in participant’s opinions of adults in their community and opinions of young people’s potentials as community change agents.   The evaluation questions will be delivered in pre and post surveys. The Program Coordinator will deliver the pre and post surveys.  Both the Director and Program Coordinator will evaluate the program.

To date the YFL: Leadership and Learning Project has worked with over 100 youth and adults that has resulted in:  
•	increased involvement by all participants in local civic engagements.
•	20% of participants assuming or acquiring leadership roles in organizing events that strengthen their community.
•	increased participants ability to involve their neighbors in community improvement efforts.
•	increased awareness by all participants in their knowledge of their community and its resources.

The success of this program will help to develop the next generation of leaders and begin to build stronger communities through increased awareness of the community.





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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Sustainability Planning Proces </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >The first part of the YFL sustainability plan will focus on financial sustainability. The second section will demonstrate the importance and strategy for non-financial sustainability through growth and awareness activities.   </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Sustainability Planning Process	

Program sustainability requires both financial and non-financial strategies.  The first part of the YFL sustainability plan will focus on financial sustainability. The second section will demonstrate the importance and strategy for non-financial sustainability through growth and awareness activities.  

Part One:  Financial Sustainability
The financial strategy for sustainability includes two specific funding streams: traditional funding and social enterprise.  Traditional funding, for the purpose of this sustainability plan, can be defined as the process through which non-profit organizations solicit funds from foundations, donors or members to support the organization’s activities and programs.  Social enterprise can be defined as “any earned-income business or strategy undertaken by a nonprofit for the purpose of generating revenue in support of the nonprofit’s social mission.” (Social Enterprise Alliance) In this context earned income refers to “payments received in direct exchange for a product, service or privilege (Social Enterprise Alliance).  Both traditional funding and social enterprise options will be pursued to ensure the continued sustainability of YFL.  The process for financial sustainability is outlined below:

 
Phase 1: Market Research/Environmental Scan

Funding Stream 1: Social Enterprise Opportunities
Overview
Market research will be completed to source key pieces of information to be used determining the feasibility of each venture.  The market research will focus on earned revenue/fee-for service opportunities.  YFL has already identified a number of possible earned income ventures that will provide sustainability for the program.  They include, but are not limited to: 
•	Tiered certification program – YFL will position themselves as leaders in the youth education field.  A tiered certification process will be created for professionals who work with youth.  The programs required for certification will focus on developing the skills of professionals to engage and develop the skills of the youth with whom they are working.  The courses required for the certification will have a fee associated with them.  YFL will explore a variety of formats to offer courses required for certification including: live (traditional face-to-face), live (podcasts), at Colleges as part of the Continuing Education course offerings, online (pre-recorded).  
•	Public courses – YFL will explore the options of offering public courses to youth as development opportunities to increase their employability.  A number of target participant groups will be explored.  Various fee levels will also be explored including student and young professionals.  To ensure that all youth can participate regardless of their financial status, a select number of seats will be reserved for youth who are unable to pay the course fees. 
•	Train-the-trainer & off-the-shelf course sales – Organizations who are interested in training all of their staff or a group of youth using YFL’s training modules, will have the opportunity to participate in a train-the-trainer session and purchase the training materials that they will require to train their group.   
•	Young Professionals Association – A Young Professionals Association will be created to provide an avenue for young people to become involved in social change.  There are many young professionals who want to enhance the community in which they live, but do not have the time or ability to source these opportunities.  The Young Professionals Association, organized by YFL, will work with local non-profit organizations to create the opportunities.  These opportunities may be ongoing or one time special events.  YFL will then offer these opportunities to its membership.  

Tasks
•	Identify fee-for-service/earned revenue opportunities
•	Facilitate market research for each opportunity
•	Create a list of criteria to which each venture needs to adhere

Outcomes/Deliverables
A market research report for each of the identified opportunities.

Funding Stream 2: Traditional Funding Opportunities
Overview
This phase will include an in-depth environmental scan to explore the various fund development options available to YFL.   The scan will be completed to source new funding opportunities and update existing information.  

 
Tasks
•	Internet search of online funding databases 
•	Identification of granting priorities and criteria for each Funder

Outcomes/Deliverables
A Resource Guide of Foundations and Private Businesses, whose granting criteria correlate to YFL’s program.

Phase 2: Feasibility Analysis

Funding Streams 1 & 2
Overview
A feasibility study will be completed to determine the viability of each opportunity and the capacity of YFL to undertake both the traditional and social enterprise fund development opportunities. The feasibility study may analyze the following opportunities: capital campaign, planned giving, corporate donations, fundraising (sale of a product or an event), grants from private businesses  and grants from foundations.  It will also determine the feasibility of the social enterprise concepts explained in Phase 1 and other fee-for-service opportunities that develop. The feasibility study will determine the return on investment of each opportunity.

Tasks
•	Review environmental scan and market research
•	Undertake a feasibility analysis for each opportunity
•	Determine which funding opportunities to pursue

Outcomes/Deliverables
A feasibility report that outline the feasibility of potential funding opportunities.  

Phase 3: Fund Development Planning

Funding Streams 1 & 2
Overview
A fund development plan, that outlines both the social enterprise and traditional funding opportunities that will be implemented, will be created to guide YFL as it undertakes the initiatives identified for fund development.  
 
Tasks
•	Create a fund development plan that outlines: 
o	Each fund development initiative
o	Goals for each initiative (ie. 15,000 from corporate donations or 15,000 in revenue from social enterprise activities)

Outcomes/Deliverables
A completed fund development plan.  

 

Phase 4: Pre-Implementation Planning (social enterprise & traditional funding)

Funding Stream 1: Social Enterprise 
Overview
A business plan, marketing plan and implementation plan will be created for each earned revenue/fee-for-service initiative. The business plan will include key areas such as: company summary, market analysis, product/service description, operations plan, management plan, and financial plan.  The marketing plan will include: customer profile, marketing strategy, communications strategy and marketing objectives.

Tasks
•	Develop a business plan for each initiative 
•	Develop a marketing plan for each initiative
•	Develop an implementation plan for each initiative
o	Determine the tasks for each traditional fund development initiative
o	Determine who will complete each task
o	Determine the timeframe for completion of each task

Outcomes/Deliverables
•	A completed business, marketing and implementation plan.

Funding Stream 2: Traditional Fund Development
Overview
An implementation plan, that outlines the in-depth tasks required to implement each initiative list in the fund development plan, will be created.  The implementation plan will include specific on tasks, who will complete which tasks and when each task is to be completed.  

Tasks
•	Determine the tasks for each traditional fund development initiative
•	Determine who will complete each task
•	Determine the timeframe for completion of each task

Outcomes/Deliverables
•	A fully developed and approved implementation plan.

Phase 5: Implementation

Funding Streams 1 & 2
Overview
The implementation phase will be guided by the implementation plans created in Phase 4.  During the implementation phase it is expected that YFL will meet or exceed its projected financial targets so that the program will achieve sustainability. 

Tasks
•	To be determined by each implementation plan

Outcomes
Sustainability of the YFL program.

 
Part Two:  Non-Financial Sustainability
Raising awareness of YFL and increasing participation in the YFL program are essential components to the Sustainability Plan.  These are equally as important as financial sustainability, in terms of focus, resource allocation, and ultimately, overall program sustainability.

Overview
YFL’s development of greater community awareness and engagement with communities across the province will be guided by the work plan and the Communications/Marketing Plan. 

Tasks
Outlined in the work plan and to be determined through the development of the Communications/Marketing Plan.  Will include:
•	Project work
•	Train-the-trainer programs to aid in succession planning
•	Use of ongoing communication tools, including a web communication platform and other youth-centric web communication tools 

Outcomes
Throughout the work of the grant period, YFL will be developing:
•	Broader awareness and understanding of the program and the potential benefits of the program to communities
•	Higher level of reach to communities, which results in ongoing support from funders 
•	Increased base of YFL trainers, for train the trainer and ongoing support 
•	Increased linkages and concrete partnerships with other organizations that focus on youth engagement and leadership   
•	Development and support of a virtual community of youth and agencies interacting through innovative web communication tools – providing ongoing support to each other, opportunities to benefit from lessons learned and best practices
•	Development of an alumni association, with a directory, ongoing linkages, and membership fees
By combining efforts to develop funds with efforts to increase awareness and participation in the YFL program, the goal of sustainability will be achieved.


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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Youth as Facilitative Leaders:
Influencing Social Change </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >The project will be working with 8 schools and 2 out of school groups of youth. We will be training them in participatory facilitation skills (including assertiveness and communication skills), HIV/AIDS (including gender, child and women abuse, drug awareness and sustainable community building in schools), and creating an action plan. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Youth as Facilitative Leaders:
Influencing Social Change

Date	January 1, 2006
Name of Organization	ICA 
Name of Umbrella Organization	Institute of Cultural Affairs 
Name and Title of Head of the Organization	
Project Contact Person and Title	
Mailing Address	
Phone	
Fax	
Email	
Website	
Organization’s Annual Budget	400,000
Project Title	Youth as Facilitative Leaders: Influencing Social Change
Amount Requested	10,000
Summary description of Project for which you are seeking support	The high rate of HIV/AIDS led ICA to establish an Initiative to fight the spread of this pandemic.  ICA has been involved with HIV/AIDS work since 2002 with our youth program, Youth as Facilitative Leaders (YFL). The project will be working with 8 schools and 2 out of school groups of youth. We will be training them in participatory facilitation skills (including assertiveness and communication skills), HIV/AIDS (including gender, child and women abuse, drug awareness and sustainable community building in schools), and creating an action plan. We will be using open forums, drama productions plus other means as ways of engaging young people. We will be educating youth around issues of HIV testing as well as working on making it available. ICA will monitor their progress and let the YFL groups create a sustainable program for their schools by recruiting and training new members themselves.







2. Mission:
ICAs mission is to build capacity to enable the empowerment of individuals and organizations that promotes facilitative leadership through the use of technologies of participation

3. Explain the structure of your organization:
Currently, we have 3 full-time & 3 part-time staff members.  Additionally, we have a network of youth and adult facilitators, who also undertake work for the organisation. Although staff members have different roles, we have a collective approach to decision-making and share power; payments are made to everyone on an equitable basis. 

Board Members

4. List your organization’s current major activities:
•	Youth as Facilitative Leaders (YFL) Programme is our major programme that has been working with young people from different areas of the city since 2002.  The overall goal of the programme is  “To develop young people as facilitative leaders to mobilize and influence positive social change in their schools and communities.”   Young people are taken through a process of training in peer education, facilitation, youth development and life-skills.  

•	xxx is an HIV/AIDS-focused programme working with community care givers from the rural area since 2003.  The groups have been trained on different aspects of HIV/AIDS & facilitation and act as peer educators throughout their community.  Currently, the group is going through a transition process with the intention of establishing themselves as an independent organisation, which ICA will continue to support.

•	partner Programme is focused on rural development with young people and adults in a remote and severely disadvantaged area, where we have been working since 2003.  The Programme is attempting to mobilize young people to create change in their communities and is becoming part of the YFL Programme.

•	We offer the following Training Services to other organizations and individuals:
&#10146;	Youth Development 
&#10146;	Training of Facilitators (Group Facilitation Methods)
&#10146;	Participatory Strategic Planning 
&#10146;	African Leadership In Action (incl. Cultural Diversity)
&#10146;	Mentoring and Supervision
&#10146;	HIV/AIDS Training
•	Life-skills and Personal Development



5. List your organization’s recent major accomplishments:
•	We have active partnerships with the following organizations, with whom we collaborate on training and programme activities: (working on Anti-Oppression), (working on Conflict Transformation) and (working on Gender issues).

•	We have provided Training Services recently for the following clients: 

•	We recently hosted the annual ICA’s Network participation in the social summit in November 2005.



6. Please complete a chart that shows all of your organization’s past and current sources of funding. Include as many rows as necessary

S/N	Name of Donor	Type of Project Funded	Amount Given

1.	
Partner 1
	•	HIV/AIDS work with Programme
•	4 computers & 1 laptop	2003 - 29,845 2004 – Applied for 103 000, agreed to fund us 48 000 but funds not yet released (end 2005)
2005 48 000

2.	Partner 2	•	Start up for YFL program
•	Training of students in schools on HIV/AIDS
•	YFL training
•	Programme	2001 -  20 000 /  3,333 
2002 -  20 000 /  3,333 for 
2003 -  42 000 /  7,000 
2004 –  40 000 /  6,666 


3.	
Partner 3
	•	Office use	2 computers

4.	
Partner 4
	•	Training Volunteers & Staff working with street children
•	YFL programme	2002 -  8 240 / 500 2004 - 5 000 


5.	
Partner 5
	•	Library/ Resource Center	Donation of various books 

6.	
Partner 6
	•	Office Use	Donation of fax machine

7.	
Partner 7 Trust
	•	Programme	2005 – 60 000 /  10 000 

8.	
Partner 8
	•	Community Capacity Building	2005 –  20 000 / 3 333

9.	
Partner 9
	•	YFL Programme	2005 –  36 000 /  6 000 


10.	
Partner 10	•	Capacity-Building with CBO’s
•	development	2002 -  15 692 /  1 000 
2003 –  12 863 /  990 
2004 –  11 000 /  990 


II. PROJECT

1. Time Frame: The project will run for one year (January 2006-December 2006)

2. Project description:

To date, more than 1,000 young people have been reached and informed about HIV/AIDS through ICA trainings. The trainings provide young people the chance to reevaluate their behavior, such as the appropriate time to engage in sexual intercourse, and give them the skills needed to educate their peers into becoming social change agents. We need to channel youth and make them aware that only they have the power to make the final decision on the outcome of their lives. 
We will be working in four areas. We will have Youth as Facilitative Leaders teams, consisting of twenty youth, in eight different schools and two out of school youth groups.  We will train these young people on facilitation skills, socio-economic issues that they face in their daily lives, and on HIV/AIDS. Each of the last two quarter will be focused on action planning in which the young people will implement HIV/AIDS activities in their schools and communities. The aim of the project is to support these young people and help them develop their own projects in their schools and communities, as well as for them to be utilized as youth facilitators in conducting their individual activities. Another major aim of the project is to have school ‘buy in’ and ownership of the activities, and to create a cohesive relationship between the school administration and the YFL groups. We will do the following in our project:

•	Conduct 10 trainings in participatory facilitation skills (including communication/assertiveness training)
•	Conduct 10 trainings in HIV/AIDS (including surrounding issues such as gender, teen pregnancy and violence against women)
•	Facilitate 10 Action Plans with 8 schools and 2 out of school groups
•	Monitor implementation of action plans
Evaluate the success of the project

3. Describe the community or communities in which your project will be carried out, its size, its specific problems, especially those you will attempt to solve.
The country has the highest number of people living with the HIV virus in the world. It is estimated that by the end of 2004 between 5.7 and 6.2 million people will be living with HIV/AIDS, %10 of those being young people. Young people have been particularly affected by HIV/AIDS  especially young women.   More than five young people acquire HIV infection every minute; over 7,000 each day; and more than 2.6 million each year.  HIV/AIDS is also the leading cause of death among children under age five. Among young people, ages 15-24, the estimated number of young women living with HIV/AIDS was more than twice that of young men. The epidemic has had a devastating effect on most youth who often lack access to sexual health information and services. In particular, unmarried youth have great difficulty getting needed sexual health services. At the same time, cultural, social, and economic norms and pressures often put young women at excess risk for HIV infection. 
For many, being a “real man” means sleeping around and calling the shots, but HIV activists say this macho way of thinking is fueling the country’s sky-high AIDS rates and domestic violence. New studies find that growing frustration among men since the end of apartheid has led to greater aggression, and sexual violence is in turn increasing HIV infections, with women bearing the brunt. For many young men, being a man means “no condoms, make babies, have many partners, I call the shots,” who works with unemployed youth in townships. 
Erosion of the traditional concept of the man as respected and respectful family breadwinner began in the early 1900s, when millions of men moved to the cities seeking jobs in the gold and diamond mines. This continues today through mass unemployment, which is officially at 28 percent, but is probably closer to 40 percent. In the harsh cities and single-sex hostels, away from family and community, new forms of male identity emerged.  
African adolescents cite lack of knowledge, inaccessibility, and safety concerns as primary reasons for not using contraception. Limited resources also make contraceptive use lower than in other world regions. Many health services workers feel it is inappropriate to provide contraceptives to adolescents, often making it difficult or impossible for youth to obtain condoms and other contraception. In a culture of silence surrounds most reproductive health issues. Many adults are uncomfortable talking about sexuality with their children. Others lack accurate sexual health knowledge. Many feel unable to discuss sexuality across perceived barriers of gender and age differences. Many adults are reluctant to admit to a disease that seems to imply promiscuity.
Between 1983 and 1997, 15-year-old females’ risk of death prior to age 40 quadrupled from 11 to over 40 percent. The physical immaturity of younger women and women’s lower status in society may contribute to disproportionate HIV infection. One in four women aged between 20 and 24 is HIV-positive, according to a study published in June 2004. In the largest study of its kind, a national survey of 11,900 young people by the Reproductive Health Research Unit at the University found that women accounted for 77 percent of the infections among young people aged 15 to 24. In another alarming finding, nearly one-third of young women who took part in the survey said they were forced into their first sexual experience. Coercion and inter-generational sex increase the gender disparity in infection. The police say there are 145 rapes a day -- or six an hour -- among a population of nearly 45 million. This is the largest number in any country in the world. Tackling deep-rooted gender perceptions is key to win the fight against AIDS
While studies have found that general awareness of HIV/AIDS is high, there is the question of activity. Some NGO’s encourage youth to get involved in finding and implementing ways to stop the spread of HIV. Getting people to act out their knowledge is the key to progress.


One city is the most populous urban residential area in the country with census 2001 putting its population at 896,995. In 2004 turned 100 years old. June 16 is a commemoration day for the event that took place in 1976 when 200 school children died after being shot by the police for protesting against the medium of instruction at the time. They deal with high crime, unemployment, insufficient health care, and a high rate of HIV/AIDS. From an interview had with the Deputy Principle at High School, we found that only 40% of students graduate. Teenage pregnancy is very high among his students and most families are single adult families with a lot of economic pressures pushed on them. Most of the students slow down the learning curve because they must grasp English first. This also influences the high drop out rate. 

City 2: Township has been under threat of Demotion many times in its 90 year old history. It is “exhilarating and precarious”. It is a sprawling ghetto township some 12 km northeast of the city center. Some 170,000 (2001 census: 166,968) people live there. Because of its immense population, now four times the number it was designed for, there are severe problems. The waterborne sewage system is overloaded, causing blocks and surcharges. There is also poor access to maintenance. Residences that were once built as single-family homes are building backyard shacks. To add to the difficulty, there is also a very high HIV/AIDS rate. a high school in Alex at present has 321 grade 9 learners (7 classes) and only 72 grade 12 learners (3 classes).

City 3 is a township located 50 kilometers west of  the Airport. There are 300,000 people living in the area in 60,000 residences. Half of these are 1-2 bedroom houses, and the other half are one bedroom shacks. Unemployment is up to %65. With high poverty comes a high death rate from HIV/AIDS.

4. Describe why your organisation is uniquely qualified to fill the gaps and how you will coordinate with other groups 

•	Good relationships with young people in different communities: We have done a number of trainings around HIV/AIDS both with young people and adults. We have worked with 13 schools and sectors in 2002. 
•	Provide time for introspection: To date our trainings have been very successful because we give the participants the opportunity to introspect on themselves. This makes the young person aware of their strengths and weaknesses and gets them to identify their personal values. In turn, this creates the foundation for a successful, healthy life.
•	Partnerships that tackle underlying issues surrounding HIV/AIDS: Our partnerships with organizations th  (working on gender), (empowering the community to take control of their response to the HIV/AIDS pandemic) (working on anti-oppression) have produced effective youth participation with issues surrounding the HIV/AIDS pandemic. One of our accomplishments is that we have tackled the stigma surrounding HIV/AIDS through our work on Gender with young people. They now understand the relationship between HIV/AIDS and gender equity.
•	Strong relationship with schools: We are currently working with young people whom we trained on peer-education and facilitation from their member schools. We are recognized by the schools through these young people, whom we call youth as facilitative leaders. The school administrations have been working with the YFL groups to implement their activities and have been in strong support of their efforts.
•	Use of unique methods: The YFL groups will be trained in unique ICA ToP methods of participatory facilitation. Over the past five years it has been proven how effective these methods are in motivating control of ones own responses to the HIV/AIDS pandemic.


5. TIMELINE (see attached)


6. Project goals: List the goals of the project and describe how they are related to the current situation, problems, and challenges confronting the region and community served.

The main goal of the project is to engage our youth as social change agents in their schools and communities. To do this we will provide participatory facilitation, and HIV/AIDS training and support to the YFL groups in order for the youth themselves to propel their projects forward. The training will equip youth with essential sustainable life skills in order to tackle the high rate of unemployment among young people in their communities. It is a fact that higher unemployment equals a higher HIV rate. There are many factors to the rise of HIV/AID and intermingling with current gender issues. Many of these factors will be addressed in this project through our goals.



The specific goals of the project are to:
•	Train at least 100 young people in participatory facilitation skills. In so doing we will be asserting young people to take control of their lives, and to teach the same to others.
•	Equip youth with relevant life skills that will assist them in making life-changing decisions. This will include, but not be limited to, gender, teenage pregnancy and violence against women training.
•	Mobilize youth for improved sexual health and the prevention of HIV/AIDS. Get them implementing their action plans in their schools and communities.
•	Encourage a culture of regular testing. Target schools for testing, including teachers and administration. Make it known that in order for people to be treated for HIV they must first know if they are positive. Remove the stigma of testing by having everyone be open to it.
•	By the end of the project to have doubled the amount of young people tested in the schools of the YFL groups.
•	 Established youth groups in schools training their peers in facilitation. This will increase the sustainability of the project, and the buy in of the schools and students.  

Approaches for involving youth in community building in schools:

1.	Always start with the gifts, talents, knowledge, and skills of young people-never with their needs and problems.
2.	Always lift up the unique individual, never the category to which the young person belongs (e.g., “, the great soccer player,” not “, the ‘at-risk’ youth”)
3.	Share the convictions that (a) every school is filled with useful opportunities for young people to contribute and (b) there is no school that can’t find a useful role for young people.
4.	Fight-in every way you can-age segregation. Work to overcome the isolation of young people
5.	Move as quickly as possible beyond youth “advisory boards” or councils, especially those boards with only one young person on them to youth as implementers.
6.	Cultivate many opportunities for young people to teach and lead.
7.	Reward and celebrate every creative effort, every contribution made by young people. Young people can help take the lead here.
8.	In every way possible, amplify this message to young people: “We need you! Our school cannot be strong and complete without you.”
9.	Start seeing young people as valuable and not vulnerable!
 

II. MONITORING AND EVALUATION

Monitoring: HIV/AIDS has left a deep mark. The amount of emotional pain it has caused is unimaginable and immeasurable. What can be calculated is the amount of people that are physically aware of the disease. That includes how many people enter a clinic to be tested, and how many people are getting trained on the disease. We will monitor the success of the program by considering the following:


•	The number of young people being trained in HIV/AIDS

•	The number of young people being trained in facilitation

•	The number of young people getting HIV testing

•	Condom use

•	Knowledge of HIV/AIDS

•	Attitude towards HIV/AIDS

•	Behavior


* the YFL coordinator, will be visiting the different schools weekly in order to monitor activities and provide support to the youth groups. He will be filling out a school assessment portfolio monthly (see attached) on each school.

*Two ambassadors from each YFL group will meet every other week with the YFL coordinator to discuss the progress of their action plans, and provide encouragement and insight into their projects.

Evaluation:

*There will be a detailed evaluation in November and December.


III. SUSTAINABILITY

1. Describe the anticipated long-term effect of the project on the community served

Students, administration at the school, parents and other community members will have a better understanding of HIV/AIDS and how it effects young people’s lives. The students will also have a higher tolerance for people with the disease, and will be more accepting and sensitive. Specifically the YFL trained youth will be able to utilize their newly acquired facilitation skills in their every-day lives. Their confidence will be increased as well as their teambuilding, communication and leadership skills. These youth will also be a resource for their peers in the future regarding HIV/AIDS.

2. How will the target population continue the project activities after the funding period ends?

After completion of the one-year project approximately 140 youth will be YFL and HIV/AIDS trained in seven different schools. These youth will be able to continue organizing forums and discussion panels in their schools after the funding period ends.  They will also have the facilitation skills necessary to lead small discussion groups with their peers and fellow students. 

3. Estimate the number of people who will benefit from the project. Please take into account people who will benefit indirectly, i.e., family members, extended community: 

140 students will be benefiting directly from the program. They will in turn train students from their schools. They will be affecting teachers and administration staff that will be in contact with these students. Outside of the school, the students will be visiting clinics, speaking with family members, and other friends. Therefore, a moderate estimate of young people and adults that would benefit from this project would be about 700 hundred persons.


IV. BUDGET (see attached)
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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Proposal for Fighting HIV  Infection </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >intends to train 20 people from 10 rural communities as peer educators; their responsibility is to raise awareness among 2,500 people, those who are vulnerable to HIV infection. This proposal aims also at supporting 20 grandmothers with loans and loan management skills so that they may be able  to care for at least 30 children whose parent died of  AIDS or are living with the pandemic. ICA will follow up the initiatives of these 20 per educators  in their communities and grandmothers in their home.  </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Title of Project: Proposal for Fighting HIV  Infection 
1. Summary 
This project titled Proposal for Fighting HIV  Infection intends to train 20 people from 10 rural communities as peer educators; their responsibility is to raise awareness among 2,500 people, those who are vulnerable to HIV infection. This proposal aims also at supporting 20 grandmothers with loans and loan management skills so that they may be able  to care for at least 30 children whose parent died of  AIDS or are living with the pandemic. ICA will follow up the initiatives of these 20 per educators  in their communities and grandmothers in their home. The project will be ran for 12 months and it is expected to cost 5,186,000

2. Introduction: About ICA 
The Institute of cultural Affairs  is initiated by people whose intention is to promote a participative sustainable development with real participation/involvement of local populations. 

Hence ICA mission is to help hopeless people to gain self confidence, to encourage vulnerable groups to discover themselves with new eyes, to lead them in their potentiality identification for the transformation and amelioration of their livelihood.

Thus, ICA aims essentially at endogenous and local development based on enhancing human resources in respect of the dignity of human beings.

3. Problem statement
The country has a population estimated to 6,1 million. At the last count, in 2005, 6,2% of the population is already infected. At the regional level, according to PNLS (National Program for Fighting against AIDS), in 2005, 35 534 people have done voluntary HIV’s testing and among them, 4 172 persons got HIV virus at that time. One Region is at the top, with 18,88% of the infected people. Our area of intervention, is located in a Region where HIV infection’s rate is high. Working in this district, ICA noticed that in several households, women and grandmothers are struggling in hard condition to care for  their grandchildren whose parents died or are living with the pandemic. Worse is that, these mothers or grandmothers don’t have enough financial resources to look after these vulnerable children.

 For fighting HIV-AIDS in the district, the government set up a VCT at the Hospital. Apart from that, many local NGOs focus their actions on awareness raising in big towns only and there is no program that deals with AIDS’ orphans. 

In front of this situation not guaranteeing a bright future that could enable these AIDS’ orphans  to fulfil their potentiality, ICA thinks, appropriate and relevant actions are needed. Therefore, it is only a project like this, intended to support 10 rural communities to get appropriate information about HIV/AIDS and to give more means to these mothers or grandmothers so that they can care better of AIDS orphans or children of PLWA that can guarantee a sustainable development in the rural district.

The beneficiaries of this project are 10 rural communities that are neglected by big NGOs, International and Governmental agencies in their HIV/AIDS program (because they focus their actions in big towns only). On another hand, beneficiaries are also 20 grandmothers who are taking care for at least 30 children of PLWA or whose  parent died of AIDS.

4. Previous work
The above project comes to complete the programme of awareness raising ICA  is implementing in rural communities where people ignore the existence of the pandemic. On the field, we found that our awareness programme linked to prevention is not enough because some people are already suffering of HIV, some died of this pandemic leaving out orphans who become problem for their families. We learnt that we need to continue to spread information about HIV but at the same time ICA must give opportunity/support to people who are struggling to care for their relatives affected by the disease. 

5. Aim :  This project intends at increasing the capacity of 10 communities in rhw district to manage HIV/AIDS effectively

6. Project objectives
   This project wants to:
• raise the awareness/change the behaviour of HIV/AIDS amongst 2,500  people in 10
   communities,
• have at least 30 orphans adequately supported at home,
• have established effective income generating activities amongst grandparents supporting   
  orphans.

    7. Proposal outcome
&#10146;	to have trained 20 persons (2 per community ) as per educators,
&#10146;	to have developed 10 one year action plans (one per community) for awareness campaign,
&#10146;	to have trained 20 grandmothers in income generating and loan management.
&#10146;	To have distributed 40,000 CFA to each of 20 grandmothers.

8. Methodology
ICA will use community-based approach to implement  this project. In     this   scenario,
communities leaders and opinion leaders will identify  and select 20 men and women from 10 communities in the district and ICA will train and support them as Peer Educators. These Peer Educators  will contribute to spread HIV/AIDS message amongst their neighbours those who are great risk for HIV infection.

A part from this, we intend to empower 20 grandmothers of AIDS orphans or PLWA’ children with loans management skills and loans with no interest ( as they are already vulnerable). Brief the project shall be approached through:

a. Peer educators training workshop  
We will  train 20 persons from 10 communities as peer educators during 3 days. At the end of the training, they will get appropriate resource to spread message about HIV prevention  within their neighbours in their communities.

b. Design an action plan through which peer educators will disseminate HIV/AIDA prevention message in their communities  

c. Economic empowerment workshop
Before ICA provide financial resources to 20 grandmothers so that they may be able to care after their grandchildren, this people will  be trained about loan management and how to deal with a generating activity. In addition as the beneficiaries of the loan are vulnerable women, the loan will be reimbursed  but without interest. ICA will set a plan for loan repayment according the nature of the activity of every grandmother. Any way, they will start the reimbursement after the 2 first months of their activities but the loan must be paid before end December 2008.

9. Follow up and visits
 ICA staff will pay regular visits (at least 2 visits/month) to every community to see how the peer educator work, the challenge they meet in order to see how they can improve more their initiatives in different communities. 

ICA will also pays 2 visits per month to grandmothers in their home in order access progress and their daily difficulties.

For the Monitoring, we think, we could use the following indicators:
&#9679;  Number of persons trained as peer educators
&#9679; Peer educators’ activities as a result of their role or function which is necessary for HIV 
    prevention and its impact alleviation.
&#9679;  Level of knowledge of the targeted villages about HIV/AIDS at the end of the project,
&#9679;  New behaviours adopted by youth regarding HIV infection reduction;
&#9679;  Number of people tested;
&#9679;  Number of  grandmothers trained,
&#9679;  Number of  grandmothers that received loans,
&#9679; Different kind of Income generating activities undertaken by grandmothers that can
   enable them care after their grandchildren.
&#9679; What grandmothers use the interest they get for?
&#9679; Number of children supported
&#9679; The feeling of these grandmothers at the end of the project.
 
10. Project Time Table

   A     C    T    I    V    I    T    I    E    S	Period

1. Peer educators training workshop  	
   25th –27th January  2008

2. Economic empowerment workshop 	
  14th 16th February   2008

3. loans providing	
    20 Mach  2008

4 . Campaign in communities	
      All the year long

5. Follow up and visits	   
From January 2008 to Dec 2008


11 Future Funding and Sustainability
The way this project is conceived leads to its sustainability. The Peer educators training workshop planed in the framework of this project offers them appropriate skills to meet HIV awareness program in their different communities. We believe that, as they will have material and tools , they will be able to continue the activity successfully at the end of the funding. Regarding grandmothers, they also have useful skills, knowledge and financial resource to care for their grandchildren. Brief, the same people involved in this project will not need new finding for the same activities in the future.







12. BUDGET IN DETAIL
S/N	ACTIVITIES	Amount in 	Amount 

1	Pairs educators training workshop  (20 participants  + 2 trainers)
Feeding:               6000  X  22  X 3 days	                              
Training venue     25,000    X  3 days		
Accommodation     3,000  X 22  X  3 days
Training material (flip chart, markers…)										                                      
                                                                     Total 	
    396, 000
      75, 000
     198,000
     120,000

     789,000	
           900 
           170 
           450
           272
 
        1,792
2	Economic empowerment workshop and loans providing
   (20 participants + 2 trainers)
Feeding:               6000  X  22  X 2 days	                              
Training venue     25,000    X  2 days		
Accommodation     3,000  X 22   X  2 days
Training material 					
Loans:                   40,000  X 20				                                      
                                                     Total 	
    
    264, 000
      50, 000
     132,000
       25,000
      800,000
  1,271,000
	

          600 
          114 
          300
            57
        1,819
        2,889
3	Planning workshop  (20 participants  + 2 trainers)
Feeding:               6000  X  22  X 2 days	                              
Workshop venue     25,000    X  2 days		
Accommodation     3,000  X 22  X  2 days
Workshop material ( markers…)										                                      
                                                                     Total 	
    264, 000
      50, 000
     132,000
       40,000

     486,000	
           600 
           114 
           300
            91
 
        1,105
4	Support for pairs educators trained in communities
Condom: 
Training in 10 communities                                                                           	     
      50, 000
    250, 000
     300,000	 
          114
          568
          682
5	Follow up
Fuel for the motorbike ICA has already bought:
 30, 000  /month X 12       	             	
	

    360,000	

           818
6
	 Salary
-	The coordinator : 80, 000  /month X 12    
-	2 volunteers:    	60, 000  /month X 12    
                                      Total          	
     960,000
     720,000
  1,680,000	        
       2,182
       1,636
      3,818

7	Stationary 	     300,000
	         682

	
Total of the project               
	
  5,186,000	
    11,786

 
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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >HIV/AIDS Stigma – an urban community based HIV/AIDS intervention project  </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >To target 13 schools and conduct training to 13 youth to facilitative leaders’ groups of 30 each who will conduct door to door HIV/AIDS awareness campaigns which will decrease the number of HIV/AIDS infections among 15-24 year olds. To conduct 12 monthly target days for HIV/AIDS testing in collaboration with the health department and the community in order to increase the number of people getting tested. To identify and form a leadership advisory committee with 3 community leaders from each ward to have a visible campaign supported by local leadership. Train 70 community volunteers (10 per ward) in two day HIV/AIDS awareness training and test  the community testing model in a high density urban area. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Title of Project: HIV/AIDS Stigma – an urban community based HIV/AIDS intervention project 
i. Organisation History:
ICA is a registered Non-Profit Organisation. The organisation provides Community and Youth Development programmes and acts as a Service-Provider for the Development Sector, and has clients with UN, Government and Non-Governmental agencies. Throughout its work ICA utilizes a methodology known as Technology of Participation (ToP), which has been developed through practical application over a 40-year period in more than 30 countries worldwide.
ii. Organisation History, Structure, Staffing and Governance
ICA has the Vision “To be a major role player in the promotion of genuine participation, restored human growth and dignity in an equal society."  Over the years ICA has trained and supported approximately 2000 young people through the Youth As Facilitative Leaders Programme to become peer educators and grassroots youth leaders.  The organisation has acted as a service-provider to, amongst others, UNICEF, CRDA Centre for Study of AIDS, Leadership Regional Network, Rural Education Access Programme, Amnesty International, Local Government & Housing, Dept of Education and Catholic Church.  Training has focused on Youth & Community Development, Group Facilitation Methods, Leadership, HIV/AIDS and Gender, Race & Anti-Oppression, amongst others.
The organisation currently has 4 full-time staff members and 10 part-time and casual facilitators, amongst whom are a team of 4 youth facilitators (all aged 20 years and under).  The organisation has a collective structure and approach to governance amongst its staff team, and is supported by a 5 member Board and a Patron,

iii. Problem Statement 
Country has the sixth highest prevalence of HIV in the world, with 18.8% of the population estimated to be infected. The UNAIDS 2006 Global Report, estimated that 320,000 people died of AIDS related deaths during 2005. We have the most severe HIV epidemic in the world. New infections are still increasing with no signs of reaching a natural limit. The total number of people living with the virus at the end of 2005, was estimated by UNAIDS to be in the region of 5.5m. 
Within the age groups of 25-29 years, an estimated 34.5% of women are HIV positive; women between the ages of 20-24 and 30-34 have infection rates just over 29%. By the end of 2005, there were five and half million people living with HIV and almost 1,000 AIDS deaths occurring everyday, according to UNAIDS estimates. This all happens in a society where approximately  61% of the 18 million people live in poverty and 7.9million people are unemployed (this equates to an unemployment rate of 40%). 
A number of factors have been blamed for the rapid rise in HIV/AIDS prevalence, and debate has raged about lack of access to HIV/AIDS information, misconception, and even questions on whether the Government’s response to the epidemic has been sufficient. This misinformation about AIDS has not only hampered efforts to increase access to treatment, but has also created a climate of confusion in which prejudice towards people living with HIV thrives. HIV is sometimes seen as being a disease of the poor. There is some connection between extreme poverty and high HIV prevalence, although the virus in prevalent across all sectors of society. By 1998, although people from more affluent society were starting to come out as being HIV positive, stigmatization of the condition remained still deeply rooted in township areas. 
This city is one of the oldest and one of the poorest of the region, with a population density is 45,000 people per square kilometer. In some areas of the population density reaches peaks of 770 people per hectare (81,000 per square km). The HIV/AIDS epidemic has been spreading dramatically in the the area, which is one of the hardest hit by HIV/AIDS in the country. Almost every family has been affected or infected, whether though illness itself or the loss of one or both parents in the family. Due to the loss of loved ones, the impact on the community, is families and, especially on children, is devastating. This factor creates huge pressure on the overburden family system. Due to the epidemic, unemployment rates have gone beyond 60% and affected households are trapped in a financial pincer situation as health costs rise and income falls. On the other hand, dialogue concerning the issue of HIV/AIDS has only become open in the last couple of years. The dawning awareness created about the epidemic has not yet bee translated to positive behavioral change. The numbers of those newly infected continue to rapidly spiral upward.
Very little has been done in terms of practical and tangible solutions to deal with the situation from a more comprehensive stand point. The effects of HIV/AIDS can only be adequately dealt with in the wider context of stigma as the two are related. This project will act as a direct response, which will accord the community a sustainable option of preventing and reducing the occurrence of HIV/AIDS. The people will be able to demonstrate the measurable difference that can result when a community gets organized comprehensively to deal with stigma and the spread of HIV among all its members.  This community intervention initiative represents an efforts owned and conducted by the community. The participation of the Youth, the most affected segment of the population, in the identification of issues, solutions and strategies, will be of paramount importance.   
iv. Previous and Current Work 
The Youth as Facilitative Leaders (YFL) programme has been in existence since 2002 and has been successfully implementing its vision to “To develop young people as Facilitative Leaders to mobilize and influence positive social change in their schools and communities.”
The Institute`s focus is now on the HIV/AIDS plight. However, it has been the institute’s experience that no one problem or set of problems can be tackled in isolation from the entirety of community’s situation. Keeping this in mind, ICA started working with young people through the YFL Programme – and has had a success in fulfilling their vision through previous activities and working with young people of between the ages of 14-24. More than 2000 young people (both in and out of school) since 2002 have been trained, in areas including: HIV/AIDS, Children’s Rights, Gender Issues (including Women and Child abuse), Leadership, Substance Abuse, Facilitation and Communication Skills, Understanding and Tackling Oppression etc. their activities includes; trainings and education, campaigns, advocacy, lobbying and mobilizing their peers and communities on socio-economic problems. The YFL programme is a Youth owned programme, which seeks to promote socio innovation through genuine participation. 
During 2006, a team of 4 youth facilitators trained 145 young people from 8 groups in gender, HIV/AIDS Leadership & Facilitation skills. All groups have been active with various activities and events in their schools to tackle issues such as gender Inequality, Teenage Pregnancy, HIV testing & HIV/AIDS awareness. Recent events include one involving all groups to mark Women’s day, during which 38 young people voluntarily took HIV tests; a Gender Dialogue to discuss the issue of women in leadership, a whole school awareness day on HIV/AIDS and related issues and the International 16 days for NO violence against women and children.  
v. Planned Work 
I. PUBLIC CAMPAIGNS – will sensitize the community about the importance of each sexually active individual knowing his or her status. ICA will conduct, Educational Awareness Campaigns, including: a. Door to Door Campaigns; b. Community Drama Productions; c. Radio Announcements; d. Community Educational Forums; and, e. Stigma Campaigns.
II. TESTING AND MONITORING – will consist of forming a partnership with the Department of Health, or a private institution which will provide a mobile testing centre available in Alexandra monthly. Two ICA staff will monitor the site on every Monthly Testing Day. Forms and documents will be utilized to keep records of a. Number visited; b. Number tested; c. Number counseled; and d. Number tested positive. These records will be used for Funding Reports and Evaluation purposes. 
III. PREVENTION AND EDUCATION IN SCHOOLS – will focus on changing the public school policy to allow testing in the secondary schools through; a. Dialogues with youth on the subject of testing; and, b. eventually Dialogues with each of the schools` Governing bodies. 
IV. SUPPORT FROM LOCAL LEADESHIP – will be implemented through public HIV/AIDS Dialogues and requesting advice and sponsorship from the seven wards counselors. Each of seven wards will be invited to send three Community Leaders to the two day HIV/AIDS training course for Community Volunteer Leaders for the monthly HIV/AIDS campaigns. 

V. IDENTIFY A CAMPAIGN ID – Will make the ICA HIV/AIDS Testing Project recognizable to everyone who sees the image. A campaign ID image will be designed for T-shirts, handouts and posters. The image will be distributed in many ways throughout the target community.

VI. CONDUCT THREE 2–DAY HIV/AIDS HEALTH TRAINING – The ICA HIV/AIDS Training will be conducted three times in 2008 with 20-25 potential Community Volunteers in each session. The trainees will be chosen through the Wards and they will return to the Wards to educate groups to participate in the monthly Testing Days.

VII. TARGET GROUPS – Will include at least 30 presentations to target groups in the Wards to make them aware of the HIV/AIDS Campaign. The initial visits will be made by the Trainee Teams of 2 during their two day HIV/AIDS Training conducted by the ICA.

The following will be expected the expected output: 

•	To target 13 schools and conduct training to 13 youth to facilitative leaders’ groups of 30 each who will conduct door to door HIV/AIDS awareness campaigns which will decrease the number of HIV/AIDS infections among 15-24 year olds.

•	To conduct 12 monthly target days for HIV/AIDS testing in collaboration with the health department and the community in order to increase the number of people getting tested.

•	To identify and form a leadership advisory committee with 3 community leaders from each ward to have a visible campaign supported by local leadership.

•	Train 70 community volunteers (10 per ward) in two day HIV/AIDS awareness training and test  the community testing model in a high density urban area.    


    
Project Cost		
1. Testing and Dialogues 
- Testing by 12 months @ 5000 each 
- Condom distribution 
Sub- total	
60 000	
8571
2. Public Campaigns 
- Door to Door Campaigns 
- Drama and Stigma campaigns	
8 000
10 000
	
1142
1428
3. Support from Local Leadership
-Forums, seminars with local leaders and community dialogues @ 3 500 per event by 3	
10 500	
1500
4. Identify Campaign ID 
- Produce booklet, campaign logo, posters and pamphlets 	
10 000 	
1428
5. Conduct Health Trainings 
- 6days of trainings by 20 people @ 4000 per training	
24 000	
3428
6. Prevention and Education in school 	10 000	1428
4. Monitoring & Evaluation
		1000
5. Personnel
1 x Coordinator x 12 months @ 2000 per month 
	
24 000
	
3428

Administration

Total Project cost 	15 000 

162 500	2142

25495

 
vi. The partnership intent 
Existing links partnerships will be utilized for promoting the project. As a matter of strategy and policy, the Institute always welcomes participation in their projects from a host of other persons and organizations. From Clubs to funding agencies, to government agencies and other NGOs, ICA welcomes the participation of others with whatever they have to offer. With this document, the Institute and its local partners government and non-government, invite participation and support from whoever is compelled by the need and convinced that a community-based comprehensive approach is the best way to tackle this very complex global issue.   
viii. Project Sustainability
The YFL Programme has been in existence since 2002 and has worked with approx 1 500 young people during that time, with a focus on Children’s Rights, Youth Participation, and Gender and HIV/AIDS issues.  This project is seen as building on the existing strengths of the Programme, which are youth ownership and strong advocacy for gender equality, children’s rights and prevention of gender-based violence.  The project experience and evaluation process will reveal critical learning for future activities and provide insights into future programming.  The Programme intends to expand its geographical focus and intensity during 2007 –2008. Finally, the level of youth ownership consistently ensures implementation of peer education beyond project activities, which supports the overall sustainability of the Programme.

YFL has been building skills and capacity amongst identified young people with the potential to become facilitative leaders, who are then supported to initiate educational activities within their schools and communities. The model is strongly owned by members of the YFL programme and this programme has been an idea and concept developed by core members of the programme, including staff members. Throughout the high level of ownership within the project, there are strong chances of replication within other communities where YFL is operating and the model developed through the HIV/AIDS stigma is one that can be learnt from and implemented effectively elsewhere.  



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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >HIV/AIDS PREVENTION YOUTH </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >This project is Phase II and we will build upon our previous successes and train 200 YFLs and reach 1400 youth social change agents in the first 24 months, while introducing the Living Well training program after the first year.  The third year of the program is to continue training while focusing on monitoring and evaluation, extensive research, database tracking, and reporting. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >HIV/AIDS PREVENTION YOUTH
I.  SUMMARY
ICA proposes this three-year project to enlist youth as change agents for HIV/AIDS prevention.

A.  Problem Statement
 the County has not only the largest HIV positive population in the world, but also the most at-risk youth population in  the continent.  Approximately 10% of the males between 14 and 25 year olds are HIV positive and 25% of the females in this age range.  Half of all new cases of HIV infections are among young people.  It is estimated that 50% of the  the Countyn youth will die from AIDS related illnesses.

Although there are many youth projects in  the County, few have the advantage of the ICA years of work with its Youth as Facilitative Leaders’  (YFL) Program – a program began almost 40 years ago in Chicago, Ill.  This program has demonstrated the impact of youth as “change agents” rather than problems to be solved.  Other organizations treat youth as passive recipients of information, as vulnerable – not valuable.  This passive approach to youth is seen as helping to inform youth but little to do with changing behavior.  In the ICA process, youth are taught how to be group leaders but more important how they can be implementers of what they plan and determine their future. In  the County, the YFL program has been running since 2002 and has been working in both urban and rural areas using this concept.

B.  Beneficiaries/Target Population
Although much of the original ICA HIV/AIDS work had been with the Township by building local capacity with HIV/AIDS leaders, this first project had progressed to a level of organizational sustainability.  ICA in  the County decided that it needed to work specifically with the five-year old youth network and engage them in the HIV/AIDS related issues.  The direct beneficiaries will be 200 youth leaders and 1400 youth social change agents.

C.  Geographic Region
The geographic reach of this project includes four areas of  the Country.  We will have Youth as Facilitative Leaders teams, consisting of twenty youth, in eight different schools and two out of school youth programs.  We will train these young people on facilitation skills, socio-economic issues they face daily, and on HIV/AIDS.  The uniqueness of this program is that these youth will then design their own programs in their schools and other groups and they will become youth facilitators in the process of conducting their individual activities in partnership with ICA  the County trained facilitators.  Additionally, we will work with the schools to develop ownership of the activities and to create a cohesive relationship between the school administration and the YFL groups.
 

II.   STRATEGY

In Phase I from 2002 to 2005, more than 1000 young people have been reached and informed about HIV/AIDS through trainings.  The trainings provide young people the opportunity to re-evaluate their behavior, such as the appropriate time to engage in sexual intercourse, and give them the skills needed to educate their peers into becoming social change agents.  This program channels youth to create awareness about their own vulnerability and decisions about their lives, while improving the living conditions of those individuals already affected and infected.  This project is Phase II and we will build upon our previous successes and train 200 YFLs and reach 1400 youth social change agents in the first 24 months, while introducing the Living Well training program after the first year.  The third year of the program is to continue training while focusing on monitoring and evaluation, extensive research, database tracking, and reporting.
Goal I: To develop young people as facilitative leaders to mobilize and influence positive social change in the fight against HIV/AIDS in their schools and communities.  
Goal II: To help those affected and infected with HIV/AIDS to not only die well (with dignity), but to learn to live well.

A.  Activities
The proposed activities will address the first APS-defined objective: prevention of HIV transmission by: (1) training those that are most infected and affected by HIV, the youth and other vulnerable children; (2) discuss abstinence, fidelity, and partner-reduction activities with those most sexually active in  the County, and educate youth on the issues of testing and provide access to testing, (3) promote condoms and provide access to condoms; (4) empower youth, especially girls, in communication skills and assertiveness to be more selective of sexual partners and delay of sexual activity, (5) support community action, (6) provide educational material, (7) facilitate and teach facilitation skills, and (5) create supportive community  and educational environments.

B.  Performance Indicators

Objectives	Interventions	Activities	Performance Indicators	Expected Results
Goal I – To develop young people as facilitative leaders to mobilize and influence positive social change in the fight against HIV/AIDS in their schools and communities.  
Objective 1.1

Survey families and youth in (4 regions) 8 schools, and 2 out of school programs of  the County	Baseline Survey and Research



	Baseline Survey prepared and delivered, and results analyzed.

Facilitate Action Plans with 8 schools and 2 youth programs.

	Youth participating in structuring and delivering the survey and Action Plans.

80% participation
	10 surveys completed

10 Action Plans completed (schools and youth programs)

Analysis and research report. Determination of HIV knowledge, attitudes, and behavioral patterns of the youth.

Data collection consistent and ongoing.
Objective 1.2

Train youth in leadership and facilitation skills.	Facilitation training	Train 200 youth in participatory facilitation, leadership skills, and assertiveness training.	75% of youth trained report outreach and collect data	Total of 1400 youths participating in facilitation of other youth and outreach.

Objective 1.3

Train youth in HIV/AIDS prevention	Prevention training courses	Conduct 10 trainings in HIV/AIDS prevention per 
Year including info on teen pregnancy, gender, and violence against women.	70% of youth trained report a change in behavior

75% increase the use of condoms	Reduction in violence and rape. 

Reduction in new HIV infections.

Delay in age of first sex.
Goal II – To help those affected and infected with HIV/AIDS to not only die well (with dignity), but to
 learn to live well.
Objective 2.1

Ensure implementation of the training through youth leaders trained previously.
	HIV/AIDS prevention and education	The HIV/AIDS Field Guide amended to suit  the County culture issued and published.

The training published in local languages.

Nutritional and health diet trainings for PLWHA

Encourage a culture of regular testing. Target schools for testing sites.	The book, and the delivered to every  youth that participates in the project.

75% increase in number of individuals tested.

Increase number of people going for VCT	Measurable reduction in HIV/AIDS.

People infected with HIV/AIDS living better than before specifically defined by the baseline survey and research

Increase in local testing by 50%.
Objective 2.2

Implement facilitated meetings for those affected and infected by HIV/AIDS to implement a behavior change process for prevention.
	
Youth leaders Initiative in each community (8)

Community meetings that include and are lead by youth	
Community active participation.

Develop Planning Events

Community Mapping

Database created.
	Community mapped and information entered into survey, research, and database.

Strategic Action Plan created

Participates attend 80% of the meetings with equal number of men, women, and youth.

25% decrease in early marriages.	8 plans developed.

The communities and the youth see themselves as stakeholders and the future of  the County.

Communities create a community mobilization 3-5 year plan.

Local government and school administration ongoing support.


Exit strategy planned.
Objective 2.3

Track and measure the improved living conditions of those affected and infected with HIV/AIDS.	Capacity building and training in M&E.

Baseline Survey*

Mid-term Evaluation

Three-year final research and report.	
Capacity building of all stakeholders.

M&E system will: (a) access surveillance data, (b) collect data  for programming and evaluation, (c) utilize the MIS with implementing partners, (d) evaluate information, and (e) use to review project and prepare reports.	Monthly reports to measure progress against qualitative measures with accurate tracking of all target information.

Increase of community participation

Youth leadership skills.	Techniques for information accuracy, monitoring: basic data collection and analysis, MIS, information technology all show improvement.

Determination of HIV knowledge, attitudes, and behavioral patterns of the each school, youth program, and community in the project.

C.  Local Partners
This program is designed to be a partnership.  A partial list of other partnerships includes:
•	Government of  the County and local administration
•	Eight schools and two youth out of school youth programs
•	Local testing centers.
•	Local CBOs and NGOs dealing with HIV/AIDS issues such as:
-	Coalition for peace in  the continent– working on issues of Conflict Transformation at grassroots level, especially issues of conflict relating to gender, race and power.
-	Health - working on gender issues, especially encouraging male involvement and partnership between males and females in tackling HIV/AIDS and gender-based violence.
-	V - empowering the community in Impumelelo/Devon, a rural area of Province to take control of their response to the HIV/AIDS pandemic.
-	C – working on anti-oppression issues, especially focusing on tackling ideologies of oppression (whether based on gender, race, ethnicity etc) through ownership and participation, and.

D.  Trainings and Publications
To accomplish change in behavior whether it is abstinence, faithfulness, or correct and consistent condom use – or testing for preventing mother to child transmission (PMTCT) – it requires a process of internalization that includes 1) information about the disease and how to prevent it; 2) a subjective response to the hazards and conflicts inherent in changed behavior; 3) analysis of what has happened to others and what the risks and benefits of change are; 4) a decision to behave in a certain way; and 5) a plan for implementing that decision.  A new understanding or change in “image” by the individual and the community is necessary for sustained change in attitude and behavior.   They must willingly participate in the change process.  The intervention to assist this process is “facilitation.”  By both using facilitation and teaching facilitation skills, we empower local communities and youth groups to manage and engage themselves in their own HIV/AIDS response and take responsibility for their future.  

 Our HIV/AIDS Prevention Education Guide for  the continent Communities has been used in eight  the continent countries. The Ministry of Health has distributed this manual to all nine provinces.  What makes this manual unique is that it is intended for use by community HIV/AIDS educators to assist them in talking with their neighbors about HIV/AIDS prevention and management. It contains fifteen lessons on HIV/AIDS prevention and the care of those affected.  Each lesson answers questions people may have about HIV/AIDS and provides information about the life of an HIV individual, a family and a community.  Each lesson has four major points with accompanying illustrations to share with families and communities, and a suggested corresponding interactive conversation and optional activities for larger groups.  The lessons are based on HIV, Health and Your Community. The Field Guide was originally written on site and was revised for projects in seven additional  the continent countries in 2003.

HIV/AIDS Resource Directory is developed through the community development process using community mapping and participatory strategic planning.  This directory contains information on how to get help on all aspects of HIV/AIDS patient needs.  

Our program staff has been trained in the care system called Living Well. This system allows communities to move from helping people die with dignity to helping them live well.  Living Well is the intervention that guides communities, youth groups, and individuals in HIV/AIDS Positive Self-Management.

E.  Monitoring and Evaluation (M&E)
Our M&E will provide the information that the various stakeholders need to set benchmarks and determine whether they are achieving results and moving towards project impact on schedule.  We have established M&E as one of our main objectives (Objective 2.3 above) and we will employ a M&E expert to design a comprehensive Project Monitoring Plan (PMP) that will contain specific features related to various demands for, and uses of, data and information.  The plan will provide a consistent framework through which information is generated and managed from the field and will be one of the main tasks of ICA once trained in this field.

The YFL coordination team will be visiting the different schools and villages’ monthly in order to monitor activities and provide support to the youth groups.  They will be completing assessment portfolios monthly on each school’s and community’s activities, successes, challenges and learning.  This project is designed to transfer capacity to ICA and the YFL (youth as facilitative leaders) in 4 regions.

III.  SUSTAINABILITY

 the County is a country where majority of youths are expected to die as young adults. For this program to be truly sustainable, the youths of today need to be empowered to make smart decisions about their health, their families, and their economic futures.  This training for 200 youths facilitators grows exponentially by the end of the project timeframe and continues to grow long into the future.  Schools will be empowered with new educational HIV/AIDS programs.  These youth and their schools then will empower the next generation.  They will have the facilitation skills necessary to lead groups and eventually become the next generation of leaders for their country.

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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Project title	Enhancing Education in Rural Communities  </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >Achieve universal primary education
X	Promote gender equality and empower women  </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Enhancing Education in Rural Communities

SECTION 1:  SUMMARY PROJECT DATA	
1.1	Project title	Enhancing Education in Rural Communities 
1.2	Country(ies)	
1.3	Locality(ies)/Region(s) within country(ies)	
1.4	Partner(s) in country(ies)
	
1.5	Anticipated start date	01/04/2011
1.6	Project duration in months		 24 months
1.7	Acronyms: Please list all acronyms used in your application and explain them in full
ToP: Technology of Participation; PA: Parents’ Association; VDC: Village Development Committee;  

SECTION 2: INFORMATION ABOUT THE APPLICANT
2.1	Organisation name	ICA
2.2	Organisation country of residence	
2.3	Registration or charity number
If applicable	
2.4	Office address	
2.5	Website address	
2.6	Main contact person	
2.7	Which year was the organisation established?	
2.8	Which of the following best describes your organisation? 

Select a maximum of two categories
	X	Non-Governmental Organisation (NGO)
0	Trade Union
0	Faith-based Organisation (FBO)
0	Disabled Peoples’ Organisation (DPO)
0	Organisations working with Disabled People
0	Academic Institution / Think Tank
0	Ethnic Minority Group or Organisation
0	Diaspora Group
0	Other... [please specify]
2.9	Please provide specific examples of how your organisation fits with DFID’s values and priorities
ICA promotes participation and partnership, utilising a participatory methodology (ToP) which creates an environment in which everyone feels able to participate, which enables everyone to have a voice, and which gives equal opportunity to everyone to discuss issues, make decisions and plans together. ICA Diversity Policy confirms our intent to apply our values both internally and in our programmes. Its use leads to the release of human potential and greater ownership of plans and decisions. Our strategy is focused is on poverty alleviation, with specific focus on partnership working, capacity development (inc. governance), HIV/AIDS and participation.
2.10	Please provide the annual income for organisation in each of the previous 3 years?
In GBP sterling
From (dd/mm/yyyy)	To (dd/mm/yyyy)	Annual Income
01/7/2007	30/6/2008	
01/7/2008	30/6/2009	
01/7/2009	30/6/2010	
Average Income for the 3 year period	
2.11	What are your main sources of funding? Please state what % of your annual income you receive from DFID overall
2009-2010 sources of income: Provision of services 81%; Individual/institutional grants 18%; Subscriptions 1%. No funds are received from DFID

SECTION 3: CAPACITY OF THE APPLICANT ORGANISATION
3.1	Experience: Please outline your experience in relation to the issues targeted in the proposal and in this country/region
With an international programme that is led primarily by our partners on the ground, the last decade has been focused on providing support and guidance to our partners as they develop and grow as organisations and as they implement programmes in response to community demands. In both local partners have put a greater emphasis on formal education, focusing specifically on enabling and supporting girls to stay in secondary school. the emphasis is on primary education, but there are issues which are shared across the programmes.
3.2	Funding History: Please provide a brief summary of your experience with projects of this size and scope

3.3	Fraud: Are you aware of any fraudulent activity within your organisation within the last 5 years?  How will you minimise the risk of fraudulent activity occurring in future?
No. ICA has established a variety of systems designed to reduce risk (of all kinds) including clear guidelines for Board members and staff, checks and balances for transfers of money and accountability for money sent and spent and regular visits. Our partnerships are generally long-term, with trust and dependability building up over time.

SECTION 4: PROJECT BUDGET
4.1	What is the likely total cost of the project? 	
4.2	Total funding requested from DFID for this project In and as a % of total project funds	83%
4.3	If you are not requesting the full amount from DFID Please list the amounts and sources of any other funding sterling and as a % of total project funds
Community Contribution: 

4.4	Have you approached any other part of DFID to fund this project?	NO 

4.5	Administration Costs
Please specify the percentage of the DFID request which relates to administration costs	35% (covering staff, consultants and administration)

SECTION 5:  PARTNERSHIPS	
5.1	Please explain the added value that you, the applicant, will bring to this initiative beyond accessing funds for the project
ICA have jointly managed two community-based programmes. In these projects, ICA has provided advice and support in project management, and particularly in participation, monitoring and evaluation. This advice has been given in the context of capacity development, enabling to grow and develop as an organisation and towards being an efficient provider of excellent services. ICA will also bring experiences from other projects (e.g. education work , income generation projects) to inform the design and implementation of this intervention.
5.2	Please describe the nature and length of your relationship with the main partner(s) with whom you will be working on this initiative
ICA have been working in partnership since 2004 . The partnership is based on shared goals and values, is entered freely as two separate entities with the intent of benefiting both partners and their constituencies. ICA is benefiting as it grows and develops as an organisation and as it is able to deliver better quality programmes, ICA benefits from the learnings and the international input into its activities. 

SECTION 6: BASIC INFORMATION ABOUT THE PROJECT
6.1	Which of the following Millennium Development Goals is your project contributing?
Check all that apply	0	Eradicate extreme poverty and hunger
X	Achieve universal primary education
X	Promote gender equality and empower women
0	Reduce child mortality
0	Improve maternal health
0	Combat HIV/AIDS, malaria and other diseases
0	Ensure environmental sustainability
0	Develop a global partnership for development
0None of the above
6.2	If you selected ‘none of the above’ for 6.1, please explain why?

6.3	Project Summary: Outline the overall aim of the project, the expected outcomes, what change the project is intending to achieve and who will benefit.  Why is this project needed? What problem is it expected to solve? maximum of 10 lines
This project will improve education in 8 rural community schools. These schools were created by poor farmers for their children, and are in remote areas where the Government has failed to build schools. The project will provide them teaching and learning materials and train volunteers teaching in these schools so that they become more skilful and make school more interesting and attractive for pupils. Governance and management will be strengthened through the training of Parents’ Associations, and the status of women and girls will be strengthened through awareness-raising on gender issues. The improved schools will contribute towards improved literacy in the communities and facilitate future development initiatives. Income generating projects yielding both short-term and long-term income will be established for the benefit of the schools and teachers. The project will benefit directly or indirectly, around 7,000 people.
6.4	What change is this initiative intended to achieve and for whom? What results/impact will this project have on the ground?
This intervention will contribute to the greater confidence and self-reliance and increased local initiative brought about by higher levels of literacy in the eight targeted communities, boosted by increased enrolment and completion rates in local schools. The availability of books and other learning and teaching materials in rural community schools will facilitate teaching and learning, motivate teachers and make school more interesting and attractive for pupils. Further motivation and sustainability will be achieved by the establishment of income generation projects- both long and short-term. Schools will be effectively managed and better recognised and integrated into the national education system, ensuring their long-term success. There will be a deeper understanding of gender issues and girls’ rights amongst the wider community. Local Parents’ Associations will contribute more through their improved skills in organizing, collaborative decision making, and action planning.  
6.5	How will the changes described above be achieved?
These changes will be achieved through collaboration with teachers, parents associations, the Regional Office of Primary Education (representing the Ministry of Education), the Village Development Committees. The following activities are planned:
a) Schools supported with books and learning material 
The project will provide 8 community schools with a total 2,548 books and other learning materials in order to improve education in the above communities. These will be similar to those used in governmental schools. As part of this activity each school will develop a system to ensure that the new materials are retained and looked after in order to maximise their benefit to pupils. Part of this will be to develop a plan for ultimately replacing the materials after a period of years.
b)  Teacher training
As volunteers teaching in the community schools never attended any teacher training school, the project will set up 12 days training per year for two years to enable them to acquire and embed skills and methods. 24 volunteers will be involved in this programme of training: 18 men already work as untrained volunteers in the schools- the other 6 (women) will be recruited from the community as potential stand-ins/replacements. 2 educational professionals (Inspectors of Education) will be hired for the training. At the end of the training, the volunteers will be well placed to proceed to obtain an Elementary Professional Aptitude Certificate or the more advanced Professional Aptitude Certificate.
c) Parent association training
There will be 8 days of training (4 days per year) for delegates of Parents Associations (PA) representing community members and leaders. The first training will focus on participatory methods to enhance their collaboration with the community, the staff and the pupils in tackling the needs of their schools, while the second will emphasise monitoring and evaluation as a means of enhancing the schools’ sustainability.  Some teachers also will attend this training. There will be 32 participants (4 per school). 
d) Community members training about gender and children rights
In order to enable girls to have the same chance and opportunity to attend and succeed in school as boys and to enhance the role of women in decisions about their children, we plan to train 140 parents (70 persons each year) on gender concepts and rights of children. These will then act as ambassadors to raise awareness in the wider community.
e) Establishing Teak farms for schools
The project will supply community schools with a total 6,600 young teak trees. Nurseries will be established at each of the 8 schools and a group of school/community members will be trained on how to care for the trees and given seeds so that they can produce sapling themselves. After the production of young plants in the first year (some saplings, some from seed), they will be planted out with technical advice from a specialist of environment issues in the second year. 
f) Training and Supporting Teachers in income generation activities 
The nurseries are longer-term investments which will not yield immediate income. In order to assist teachers (who are volunteers, as the community is too poor to be able to pay them) they will be trained and supported to establish income generating projects (e.g. animal husbandry) which will serve not only to produce more immediate income, but also demonstrate to the wider community that such projects are feasible (animal husbandry is not widely practiced in the area). 
g) Liaison Meetings with the wider Community and sector 
During the course of the project, meetings will be held in each village to bring teachers, parents associations and the Village Development Committee together to discuss joint issues and efforts. This will ensure the Development Committee (which is responsible for coordination of development efforts at the local level) is aware of what is going on and can support the school’s and parents’ efforts. There will also be ongoing discussions with the Regional Office of Primary Education in order to ensure the community schools are integrated into the mainstream education system.
6.6	Describe what aspects of your project you consider to be innovative.  Why do you believe they are innovative?
1.	The introduction of participatory decision making processes into the education sector at the local level. ICA methods promote equality, giving each individual an equal voice. This is particularly important as men often make decisions related to education, despite the fact that women are generally much closer to the issues, and better aware of their children’s needs and experiences.
2.	By broadening the involvement of parents and community members in the running of the school, and the integration of education with wider development issues, local ownership and the likelihood of success increases, and the schools’ accountability also broadens- both to the state system which it is part of, and to the parents and local community 
3.	The establishment of sustainable income generating projects (teak growing, animal husbandry) to support the school, which both promote environmental concerns and provide a long-term source of income
4.	The empowerment of the Parents Association not only means more effective input to the school, but also challenges local community leadership not to be entrenched or to ignore the needs and priorities of young people
5.	Currently all the volunteer teachers in the community schools are men. This project will seek to address this issue by training community women to take up that role.    
6.7	Target Group (direct beneficiaries): Who are the direct beneficiaries?  How many people are they and how have you determined this number?  Please provide an absolute number (e.g. 300 children rather than children in 3 schools) plus a breakdown by age and sex.  How were the target group identified?  Why were they selected?  What consultation has been undertaken with the target group in designing your project?
The direct beneficiaries are over 1,000 people: 
a)	420 boys and 380 girls (between 6 and 15 years old) attending the community schools. 
b)	24 volunteer teachers who will receive additional training
c)	40 staff of 8 schools will have income from animal husbandry, teak projects
d)	30 PA members will receive additional training on participatory methods and monitoring and evaluation
e)	140 PA members trained on gender and rights of girls

The target groups were identified through discussions between ICA, Parents’ Associations and schoolmasters from the 8 community schools and the Regional Office of Primary Education and the intervention designed primarily by the beneficiaries to build on their own communities’ achievements so far. These 8 communities have been selected on the basis that, although the community had been able to establish the schools, they are unable to sustain them due to their own poverty.
6.8	Target Group (indirect beneficiaries): Who are the (indirect) wider beneficiaries?  How many people are they and how have you determined this number?  As above please specify absolute numbers.
Indirect beneficiaries amount to around 6,000 people (given the total population of the 8 communities is 7,000):
a) Under-6 children in 8 communities (500 boys, 600 girls)
b) 400 Parents of current and future pupils in the community
c) 4500 members of the wider community
6.9	What access do women and girls currently have to the service you will provide; what barriers do they face in gaining more access and why; how does that compare to men and boys; how will your project change the situation for women and girls?  
Although the figures of boys and girls attending school are reasonably well balanced (420M-380F) they fail to reflect the wider population (the population of the 8 villages is estimated at 7,000 people, 52% of whom are women and girls). The enrolment figures also hide other differences: Work at home is distributed mostly to girls (fetching water, helping cook, etc.) causing them to miss homework and to come to school tired. Women often have less say in decisions about children’s education (see 6.6 (1) above), thus perpetuating the bias towards boys.
 
To remedy this anomaly that hinders girls from having the same privileges and opportunities as boys have, the project will focus on raising awareness of gender issues amongst parents. They will be trained about gender and the rights of children specially rights of girls.  Further, 6 women will be trained as teachers- currently all volunteer teachers in the 8 schools are men.
6.10	How and where did this initiative originate? Whose idea was it? Who was involved in the design of the project? How were the target beneficiaries involved?
At the end of 2008 the Ministry of Education estimated that, to cover increased enrolment, it needed to recruit more than 3,000 new teachers, build more than 5,000 new classrooms, provide almost 100,000 school benches, and purchase hundreds of thousands of new textbooks. While some progress has been made to address these shortfalls, the absence of government leadership has led community members to try and provide quality education within their communities, and tremendous progress has been made: The 8 schools covered by this proposal were built by volunteer labour from within communities and there is a high degree of ownership over local educational outcomes.

This project seeks to build on these achievements and is the result of discussions between ICA, Parents’ Associations and schoolmasters from the 8 community schools, in which the challenges now being addressed were identified. The books and materials that will be provided through this project, for example, were identified as a priority by the community. 
6.11	Value for Money: It is important that DFID funded projects provide good value for money (e.g. costs per beneficiary, % of costs on activities compared to running costs).  Please explain in what ways this funding will offer the maximum benefit for the resources requested.
The total cost of this initiative is 73,701 of which 12,176 will come from the communities themselves in the form of in-kind contributions. The net investment of 61,525 represents under 9 per person (total population of the 8 communities). Due to the nature of the programme, 35% of the net investment will be spent on people and administration costs, but this covers ICA staff and admin. costs (17%), consultants fees (5%), and ICA staff and admin (13%) which also includes time spent on organisational development of ICA.
For this investment, 8 communities in District (7,000) will be served by quality local schools, not only benefitting the children attending, but also the wider community who will have a higher rate of literacy and greater confidence to take further initiatives. The resources requested will build on the considerable investment already made by the community members, and will be enhanced by their ongoing commitment. Further, ICA will be stronger both organisationally and in experience.
6.12	Other Agencies (Wider context): What other agencies, including government are involved in the areas where this initiative will take place and how will you work with them?  How will the project address gaps, complement other initiatives and avoid duplication?
The Regional Office of Education in Primary Schools based in (the capital of District) is responsible for the coordination of educational initiatives in the District. The Ministry of Education manages both community schools and other schools and both use the same curriculum. Their officers have been involved in the development of this proposal and it is planned to maintain close links with them in order to avoid duplication or even contradiction with other initiatives. It ties in well with the Government of pledge to make primary education universal by the year 2015 as part of the Millennium Development Goals. The project will ensure educational standards are maintained by utilising two Inspectors of Education (trainers of teachers) to train the volunteers.
6.13	Sustainability: What are the prospects for the benefits of the project being sustained after DFID funding has come to an end?
Key elements in this program, geared towards ensuring long term economic, social and political sustainability, are:
i.	Being based on a need identified by the communities, and their feeling of ownership for the project.
ii.	The books and other learning materials will be used by successive generations of students, thus giving them a useful life for many years.
iii.	Development of animal husbandry projects and teak trees farms as both a short-term and long term investment for the schools 
iv.	Building the relationship between the schools, community and local state structures (PAs, Village Development Committees, Regional Office of Education)  
v.	Strengthening Parents Associations to be credible and robust enough to ensure the continuation and expansion of activities that benefit the local population.
6.14	What lessons have you drawn on from past experience (yours, your partners, or other organisations) in putting together this initiative?
This initiative is informed by earlier experiences with community schools in District which led to the following conclusions:
1.	Local communities have showed their commitment to basic education by working together to build simple community schools and to recruit teachers. However, despite these important initiatives, these schools are dependent on the community for support and although parents have goodwill they have very little surplus income. These poor communities’ schools thus often lack basic equipment, skilled teachers and learning materials. Without these most basic ingredients, teachers and students are severely disadvantaged.  At best, teachers and students are frustrated, and learning is impaired.
2.	Parents generally feel helpless, as they have few resources and little voice or ability to effect change. Parents associations are generally ill-prepared to manage local schools effectively and to advocate on behalf of education in these communities.
3.	Following discussions with Parents Association (PA) villages (also in District) and teachers who were rarely receiving their income due to general poverty of parents, ICA supported them to establish animal husbandry projects and a teak nursery and plantation. These combine income generation with environment protection and now provide the schools with an ongoing source of income, has built up the confidence of the community, and is already a source of interest to surrounding schools and villages. 
4.	Sustainability of community schools in is dependent on effective partnership between the community, parents, teachers and the Regional office of primary education based

SECTION 7: PROJECT MANAGEMENT AND IMPLEMENTATION
7.1	PROJECT MANAGEMENT
Please outline what are the project implementation and management arrangements for this project.  
This project will be coordinated jointly by ICA Director of International Programmes and by the Executive Director of ICA. Overall coordination, support for ICA (including facilitating a new strategic plan for the organisation) and activities will be the responsibility of ICA.

ICA brings its extensive experience of partnership working, distance project management, and capacity development to the project, and on-the-ground experience, its expertise in project management, training and facilitation and the connections and relationships it has  developed with local communities and development actors.

In ICA the support and management role will be carried out by the Director of International Programmes. This role will take 0.1 FTE and include annual visits both to monitor the project, assist learning and to provide capacity development support. The ICA Administrator (0.05 FTE) will provide bookkeeping support, transfer monies, etc. The ICA Executive Director (0.5 FTE) will have overall responsibility for the project and be playing both a management role and providing input (i.e. gender training, participatory methods, etc.). An environmentalist (0.2 FTE) will assist in the overall programmes and provide the specialist input on tree planting and sapling production. In addition there will be consultants brought in for specialist input:
a) The teachers will be trained by two Inspectors of Education: They are trainers of teachers and have more than 10 years of experience in the fields of education. 
b) An expert on the rights of children will be brought in to assist the Executive Director of ICA with the gender training. Preference will be given to a woman.

The main materials inputs will be the books and learning materials for the schools and the teak saplings to establish the income-generating nursery for each school. 
7.2	NEW SYSTEMS, STRUCTURES AND/OR STAFFING
Please outline which activities require new systems, structures and/or staffing
The project will be implemented with the current grant and project management systems and procedures already in place in ICA. It is not envisaged that extra staff will be recruited, but expertise will be brought in to train teachers and community members on gender/child rights issues.  

SECTION 8: MONITORING, EVALUATION, LESSON LEARNING
8.1	How will the performance of the project be monitored?
Baseline data has been collated/gathered initially for future comparison. In cases where local baseline data is unavailable (e.g. literacy rate) a national average has been used, with the intention of carrying out a local survey early in the project to refine the figure for the 8 villages. This data will be gender specific. The performance of the project will be measured quantitatively through the Logframe developed, with additional (qualitative) input from the key stakeholders. This will enable the project to be assessed not only at a performance level, but will also ensure that results and outcomes are measured in ways meaningful to the community, the school and the education system. This will also help develop learning and increase transparency and accountability between stakeholders. It will be designed and managed in such a way that the monitoring and evaluation system will be embedded as part of the usual routine of the school, the PA and the VDC.
8.2	How will you involve beneficiaries and other stakeholders in monitoring and evaluation?
This project is already owned by the community. The intervention proposed here will seek to strengthen that ownership. One of the ways this will be done will be to involve the key stakeholders (particularly the teachers and PA members) in all aspects of project management, partly in the interests of transparency, but also as a way of imparting skills to them to manage after the intervention ends. One of these key skills will be monitoring and evaluation. Stakeholders have already been involved in the gathering of baseline data.

Stakeholders will remain involved in the monitoring process by:
a)	Identifying indicators of success for themselves
b)	Each community school being visited once a month, partly as a way of developing and building relationships, but also as a way of involving stakeholders in the ongoing monitoring process
c)	Participants in training events will be asked to evaluate the training immediately following the training and 2 months after the training to find out the longer lasting effect of the training in relation to the objectives of the project. Monitoring visits by trainers will help embed the learning and ensure it is applied. 
d)	Stakeholders Meetings will be held regularly (2 x year) to share information, discuss progress and challenges and seek ways forward. 
8.3	Please explain how the learning from this project will be disseminated.  
Information and learning about the project will be disseminated within the 8 communities where it is taking place, to other communities who have (or who are considering) community schools and seeking to make them more efficient and sustainable and, through the Regional Office of Education in Primary Schools, into the mainstream education system as an incentive to recognise and promote community schools.

The project will also be shared amongst other ICA partners in other countries) as an opportunity to exchange ideas and consider new options.

This project will be shared with ICA supporters and clients through our newsletters, website and programmes (especially young people) as a way of raising awareness of issues in development, and building support for international development work.    

SECTION 9: PROJECT RISKS AND MITIGATION
9.1	
Potential risks for this project are expected to be few. The communities are known to ICA and the project activities do not involve complicated logistics or timing. 

Risk 1: Delays could occur as a result of weather making roads temporarily impassable
Status: Low. 
These delays would likely only last a few days at most, and would not affect the success of the project. 

Risk 2: Political instability/change of policy
Status: Low. 
The country is politically stable and safe, so there is little danger of a serious event that would affect the project. The Government is already signed up to MDG 2. Price changes or exchange rate fluctuations could affect prices that are paid (as actual prices may differ from budget estimates). This is expected to be minimal.

Risk 3: Books and materials being taken from schools
Status: Medium
There is always a risk that goods supplied by the project (books, supplies) could be stolen or appropriated by someone in the community for their own use. This will be mitigated by the existing commitment of the community to the schools and the peer pressure that would be put on offenders. There will also be a clear system in place for storing, managing and monitoring the books and materials.

Risk 4: Trained volunteers taking their skills elsewhere
Status: Medium
A risk attached to training people is that they take advantage of their new skills to better their position. While such an event would not be a loss to the sector, it would be a loss to the targeted schools. This will be mitigated by vetting the trainees before the training to check their commitment and motivation; by careful monitoring after the training; and by training extra people to be teachers in the event of some leaving. This will ensure that if one decides to leave, there is sufficient opportunity for the school and PA to find a replacement (the likely level of turnover is reflected in the relevant logframe milestones).

Risk 5: Income generating projects fail to make profit
Status: Low
Both types of projects have been tried before and have proved successful and popular with individuals and community. They also fill a gap in environmental issues and agricultural knowledge.
 
 
ANNEX A: CAPACITY OF PARTNER ORGANISATION 
Please copy and complete in this annex for each partner organisation (Max 2 pages per partner)
1.1	Partner organisation name	ICA
1.2	Registration or charity number
If applicable	
1.3	Office address	
1.4	Website address	
1.5	Which year was the organisation established?	
1.6	Which of the following best this partner organisation? 

Select a maximum of two categories
	x	Non-Governmental Organisation (NGO)
0	Trade Union
0	Faith-based Organisation (FBO)
0	Disabled Peoples’ Organisation (DPO)
0	Organisations working with Disabled People
0	Academic Institution / Think Tank
0	Ethnic Minority Group or Organisation
0	Diaspora Group
0	Other... [please specify]
1.7	Number of existing staff employed ; staff to be employed under this project (specify new or existing and as full time equivalents (FTE)) FTE: full time member of staff = 1 ; someone who works part time on 50% of full time hours = 0.5
Total staff employed: 1.5 FTE. For this project:1 50% FTE, 1 20% FTE
1.8	Summary of expected roles and responsibilities: Please include the approximate project funding to be administered by this organisation
Local partners will:
1.	Implement the planned projects
2.	Be responsive to, engage with and involve local stakeholders in planning management and implementation of the projects
3.	Carry out the necessary and agreed tasks relating to the coordinating mechanisms.
4.	Provide the necessary narrative and financial reports to meet donor/ICA requirements
1.9	Experience:  Please outline the experience of your partner in relation to their role and responsibility in this project (including technical issues and relevant geographical coverage)
ICA has developed experience with community schools in the District. In these communities, villagers created community schools and recruited teachers. We supported parents to set up a Parents Association to better manage the school. We entered into discussion with Parents Association (PA) and teachers who were rarely receiving their income due to general poverty of parents; we explored ways to enable them to have source of income that will enable them to respond to schools needs in sustainable way. At the end of discussion, they decided to have a Teak farm for each school, and teachers also started to keep goats for income. 

To support these decisions, ICA offered equipment and provided training on tree planting and management and animal husbandry. Now these communities have more than 1900 teak trees in their farms, providing a great long term investment for the schools. More recently ICA was able to raise funds for and provided rulers, compasses, set square and chalk to the school. Since last year, due to the support of the Parents Association of the community school, the government posted a teacher there. This is a great achievement and demonstrate what can be accomplished with commitment, creativity, organisational ability and community involvement.

1.10	Funding History:  Please provide a brief summary of your partners experience with projects of this size and scope
ICA has been working in partnership since 2004, and jointly managed two previous community-based programmes. Through this experience ICA has built up its project management expertise, has developed strong relationships with local communities and leaders, and developed experience with supporting community schools. 

1.11	Child protection (projects working with children and youth (0-18 years only): What is your partners capacity in relation to child protection?  How will you work with your partners to ensure children are kept safe?
ICA has worked with community schools but their main contact has been with teachers and other adults. During the course of this project ICA will share with ICA our child protection policy and assist them in developing their own, appropriate to the context. 
 
ANNEX B: DETAILS OF CONSORTIUM MEMBERS
This annex must be completed for each member organisation in the consortium. You must make as many copies of this table as necessary to create entries for each member
1.1	Consortium member name	
1.2	Main contact person	Name:
Position:
1.3	History of Cooperation with the Lead Organisation
Please describe the organisation’s previous work or relationship with the lead organisation and, where relevant, other members of the consortium.

1.4	Role and Involvement
Please describe the organisation’s role and involvement in preparing the proposal, and in implementing the proposed actions.


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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >GLBT Youth
Leap to Your Dreams </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >We will train young women and young men in single sex groups in how to action plan projects, how to anticipate risk and understand risk-taking.  The groups will be supported to develop new projects / new organisations (such as clubs/ societies/ co-operatives), and through this experience, will learn how to identify and manage risks.  </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >GLBT Youth
Leap to Your Dreams
What
We will train young women and young men in single sex groups in how to action plan projects, how to anticipate risk and understand risk-taking.  The groups will be supported to develop new projects / new organisations (such as clubs/ societies/ co-operatives), and through this experience, will learn how to identify and manage risks. We will analyse how the groups create their projects, and whether there are differences between young women’s and young men’s attitudes towards risk. The young people will develop a games and activity pack for workers and showcase this and our findings at a 'Riskpedition' event.
Objectives
For young people to understand it is ok to take calculated ambitious risks, exploring their attitudes to risk and to challenge young people who have never developed a new project to do so
To teach young people about funding opportunities so they are armed with the skills to set up/finance new groups
To explore whether young men and young women view risk differently, and if so why? And can we do anything gender specific to encourage young people to take more calculated risks?
To produce an activity and resource pack exploring risk and gender to be launched at the Riskpedition.
To give young people the opportunity to 'be' the research; analyse their own projects and present their own findings at the Riskpedition (like expedition) event- an action-conference with different sections running in different locations.
To challenge young people's perceptions / fears of failure which often prevent them from giving something a try
To train workers who are working with young people on the importance of developing calculated risk-taking as a life-skill
Who
Young people aged 16-19 who are based in the North West
Young people being 'worked with' in Youth Projects but who are not necessarily taking an active role in leadership/ creating new projects.
Many of these young people may not necessarily be the innovators within their schools/ colleges or workplaces, but may thrive in a more informal education environment

Partners
Youth Clubs in the North West that we can recruit through our existing networks and also through our links with The North West Regional Youth Work Unit and our links with voluntary/ third sector coalitions.
The city or The University will help us to put on the riskpedition event as they have both shown initial interest
Our own volunteers for the ICA Youth Participation Programme who will help to train and support the fledgling groups.

Their role
The Youth Clubs will help publicise for the projects, recruit young people, provide a space young people feel comfortable in for the initial meetings, and help support the young people in their new projects.
One of the Universities will help us publicise the young people’s Riskpedition event, will organise bookings and will help with venues for the event, and future distribution of the resource pack.
Our volunteers and associates will help develop the training programme and deliver it
The City funder will help with alternative venues for the Riskpedition event
The North West regional Youth Work Unit will help us with publicity and future distribution of the resource packs
Determine main beneficiaries
Our past work has been with young people who have shown a lot of leadership and entrepreneurial skills (such as people in school councils and Youth Panels) as well as young people that shy away from taking on responsibilities and trying out new things. We want to pilot this project with those who are not already taking on risks in their lives. We have found that lots of young people in Youth Clubs have a lot of 'organic' intelligence (not necessarily 'intellectual' intelligence) and are practical minded, but are held back by their own fears and assumptions. From our experiences, young men can end up channelling their energies into negative risk-taking, whereas young women often shy away from taking risks because of lack of confidence or because they have caring responsibilities. So we feel that young people from an informal learning environment will be a good group to pilot the project with.
Why have you chosen this area?
Because the North West, although a hub of a lot of innovation, does not attract the same sort of attention as the larger city does in terms of innovation and innovative business. Lots of young people in the North West have parents who have lost jobs in the traditional industries in the area and so lots of communities feel displaced.  This means that young people are fearful of taking risks and often have low aspirations because of their experiences in their communities.  The legacy of the traditional industries and communities also keeps young people in traditional gender roles, such as men working in heavy industry and women looking after children. If these young people learn more about taking risks and become more ambitious then this will help these communities grow in the future, and gain more social and economic opportunities.
16-19 year old is age group
What will you get out of working with this?
The knowledge and experience of working with other groups exploring the theme of risk which we would hope to learn from. The opportunity to network with other groups that are funded to share ideas. New networks to publicise the work and raise the profile the project . The support of an organisation willing to take risks and to evolve with us as we learn more. The opportunity to find out about other opportunities to develop the work with other groups, organisations, and funders as well as in other settings. A dialogue with us to continually discover new ways of how we can work together as partners
Methodology 
We will recruit four partner groups- two male and two female groups
We will devise and deliver training sessions and a residential per group for the young people covering- turning ideas into action; devising and delivering a community project; anticipating and understanding risk and action planning.
We will devise and deliver a complementary training programme alongside this for workers who work with the young people
We will support the young people to set up their projects and to evaluate their projects.
We will meet with the young people to devise activities to use with young people to encourage more young people to take risks which take into account the different approaches needed for different genders.
We will work with the young people and a partner University to plan, publicise and run the Riskpedition event.
What is different about your approach?
We have a commitment to radical approaches and to being cutting-edge in relation to how people work together and how people can solve problems in their own lives, which includes assessing risk and taking chances.
Our organisation is made up of associates and volunteers who devise and deliver our projects who come from a variety of different sectors and all contribute in a unique way to making our training applicable in lots of different settings
A central plank of our work is partnership working, and all our current Youth Programme work is carried out with partner organisations so we are experienced at working with multiple partners.
We are committed to sustainability of projects that work and will seek to continue the project after the pilot if it is successful.
One of the key features of our work is that we run training of trainers in order to ensure that our work can be replicated and can spread into other sectors and organisations.
How will you measure?
We will gather baseline data  on the project groups and work with them to agree the changes they would like to see by the end of the project. These would then become the basis for a framework of benchmarks and indicators which can be used through the project; as well as evaluations mid-way through and at the end.  
The project groups will do their own self-analysis activities based on the agreed framework .
We will have some new projects up and running (or at least some that the young people have attempted to set up)
We will have a resource and activity pack exploring 'risk and gender', that we can distribute
We will run a Riskpedition event which is attended by young people and professionals and we will evaluate this.
We will evaluate with the worker we train and we will do a 3 month follow-up to see how they use 'taking risks as a life skill' it in their practise with young people .
Plans for development
We will seek funding to run Riskpedition-style events, and help other groups to run them

We will explore ways of mobilising resources to run the training course in the future and to train teachers and youth workers on how to use the activity pack.
We will approach schools, youth clubs and other young people's organisations to offer to work in partnership on funding and delivering the training.
We will develop the resources for our website which will have a forum for those using the training
We will offer to those young people involved in the project to remain a volunteer with ICA and to train other young people using the resource pack
We will disseminate our findings and the research through our contacts in the THE COUNTRY and throughout the ICA network so that it can spread worldwide.
Replication and sustainability
Those who have been shown how to use the activities and games pack during the Riskpedition will be able to run the activities in their won youth settings.
We will actively seek funding to continue the project through organisations such as v the volunteering organisation.
We will use our connections with Local Authority Youth Services to mainstream to project into existing plans within their youth clubs.
12months starting September 2008
58,000
•	Staff costs to support the project
•	Coordination of volunteers
•	Travel and subsistence
•	Marketing and publicity e.g. to recruit host groups and advertise Riskpedition
•	Office costs
•	Design and print of resource (activity and games) packs
•	Costs of the Riskpedition- venue hire, catering, materials

Get young people into a uni environment for their conference

Objectives
I would say:
Young people will be equipped with the skills to mobilise resources to set up/finance new groups


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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >Food Aid and Food Security 
Programme for The country </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >This project will start by addressing the immediate food needs of 500 PLWHA in the target area. Due to the numerous demands on the resources of PLWHA, maintenance of a balanced diet is not often  considered priority. Yet, diet is one of the key elements for success in ART and prolonged life for PLWHA. For purposes of cost effectiveness, PLWHA and their families will be encouraged to consider already familiar indigenous local foods that have proven nutritive value.  The CFSP will also establish and strengthen local community based structures to lead in issues of nutrition, care and prevention and other services at community level.  </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >Food Aid and Food Security 
Programme for The country

Deadline for receipt of applications: 2nd October, 2006



CONCEPT NOTE 

. 

1. Summary of the action
Please provide the following information:
1.1	Brief description of the proposed action

The UNDP report of 2003 indicated that about 73% of all The citizens live below the official poverty line. On average more than 70% of The citizens are classified as poor while more than 63% are living on less than US$1 per day. In rural areas 83% of the people are poor and 71% are extremely poor. 

Many of the poorest people live in female headed households affected by HIV/AIDS. The prevalence rate is high currently at 16% affecting the most productive age group of between 15 to 49 years (NAC, 2002). Due to HIV/AIDS the number of widows and orphans and the chronically ill has increased considerably. The extended family system is no longer capable of handling the huge burden presented upon it by the impact of HIV/AIDS. HIV Positive people do not have access to healthy diets and the dietary options are limited. This means that positive people cannot live longer and their families end up in destitute or dying before their time.

This project will be implemented in The district of Southern Province. The population of Southern Province is 1,212,124 out of which 203,219 are in District. The prevalence rate for Southern province is currently at 16.2% ranks as the third highest in The country after Capital city and Copperbelt Provinces (NAC The country HIV/AIDS estimates, 2004). District is one of the most densely populated areas in Southern Province and according to estimates of 2004 from the National AIDS Council, District was the second highest in terms of HIV prevalence of 22.5% with a total number of 25,024 people second only to Livingstone. The overall poverty levels of Southern Province are high at 76% (CSO – living conditions in The country, 1998) while 59% of the people are classified extremely poor. 

The project is targeting an area north of The district called 2nd district. The target area is bound to the east by the Highway, and the Highway passes right through the community. The proximity of 2nd district to the main road makes the area vulnerable to the spread of HIV/AIDS and other sexually transmitted diseases. This area appears to be particularly hard hit due to its geographical location and high poverty levels. Many small traders come to this area to sell second hand clothes and other merchandise and in the process end up mingling with people. These transient travellers and truckers take advantage of the poor farmers and expose them to HIV/AIDS. This has resulted into many HIV/AIDS patients.

This project will start by addressing the immediate food needs of 500 PLWHA in the target area. Due to the numerous demands on the resources of PLWHA, maintenance of a balanced diet is not often  considered priority. Yet, diet is one of the key elements for success in ART and prolonged life for PLWHA. For purposes of cost effectiveness, PLWHA and their families will be encouraged to consider already familiar indigenous local foods that have proven nutritive value.

The CFSP will also establish and strengthen local community based structures to lead in issues of nutrition, care and prevention and other services at community level. The project aims at inculcating a spirit of volunteerism among the target community. A volunteer from t ICA will be attached to the project. Strong linkages that already exist between the project and permanent service providers will be strengthened. These include Ministry of Health (MoH), District HIV/AIDS Task Force (DATF), Ministry of Agriculture and Cooperatives (MACO) etc.

In terms of the long term, the project will impart technical skills in family members of PLWHA to enable them produce adequate amounts of food on a sustainable basis. Training in sustainable agriculture will be provided and linkages made with the MACO.

To further secure the livelihoods of PLWHA, the project will impart entrepreneurship and marketing skills in the target group and link those that require additional finances to microfinance institutions that are already operating in the province.

2. Relevance:
Please describe the following: 
2.1	How relevant is your proposal to the needs and constraints of the target country(ies) or region?
2.2	What are the problems to be resolved and the needs to be met? 

The action will initially make available to PLWHA food through food aid. This is in order to enable HIV patients improve their nutritional status and thereby improve the uptake and effectiveness of ARVs. The action will also promote both conservation farming and proven sustainable agriculture methods which are less labour intensive in order to improve sustainable food production and ensure availability of food throughout the year. The action will promote crop diversification to match nutritional needs of HIV/AIDS. The project will work with an associate organisation who are experts at biodiversity and have studied nutritive values of traditional food crops which are easy and cheap to grow, process and prepare. 

The integration of food aid with actual sustainable food security which includes cultivation of traditional food crops and a home-grown home based care program are priorities of this project. This action presents an opportunity for vast impact and with massive ramifications such as fewer people contracting AIDS, fewer sick people, and therefore more PLWHA working and supporting their families and contributing to the local economy. There will be fewer families with HIV/AIDS patients, fewer orphans, positive change in behaviour and less call on already stretched health services. This Action is designed to enable resource-poor people create wealth that will facilitate the on-going implementation of further development activities and broaden their food base. 

The project will also build sufficient capacity among the target group to enable them carry on initiatives started during the duration of the project. To this end, local structures will be facilitated in home based care, agriculture and nutrition. The project will also build strong links between the target group and local permanent service providers hospital, Ministry of Health and Ministry of Agriculture and Cooperatives to mention but a few.

2.3	Who are the actors involved (final beneficiaries, target groups)?
The specific target community is 2nd district area. The direct beneficiaries from 2nd district area will be 500 PLWHA and the indirect beneficiaries will be the families of these 500 PLWHA making up a total of 3,000 people. (using the The countryn average of 6 persons per family)

2.4	What are the objectives and expected results?

The objectives of the project are:

•	To improve the nutritional status of PLWHA through food aid in order to improve the uptake and effectiveness of ART
•	To create and strengthen community based structures and groups for sustained care and support for PLWHA and their families
•	To increase food diversity and security for families with PLWHA on a sustainable basis
•	To reduce the socio-economic impact of HIV/AIDS among PLWHA and their families through the implementation of appropriate income earning initiatives

Expected results are: 

•	At least 200 people will undergo VCT 
•	At least 250 PLWHA will be linked to appropriate authorities for ART
•	At least 75% of the 500 targeted households with PLWHA affording 3 meals per day and growing at least 3 major crops
•	Increased cash income by at least 50% for 200 PLWHA and their families
•	Fifteen Support Groups, 5 Care and Prevention Teams and 5 Nutrition Groups established and strengthened and serving the target group

2.5	What is the added value of the action (what adds the action by reference to (central or local) government action and actions implemented by non state actors)?

•	The two country NGOs participating in this project are working in four other provinces making up almost half of The country and covering some 50,000 households. Experiences gained through this project will no – doubt spill over to these areas
•	Being an international organisation, ICA is connected to many organisations locally and abroad. Results from this project will add to the pool of experiences gained elsewhere and beyond
•	The involvement of a wide range of national stakeholders such as the MoH, the Association of ARV users, New Start Centre etc makes for a broad based network and sharing of experiences across the country
•	Both belong to a network of 15 local NGOs under the umbrella of xxx. The available channels of information and experience sharing within this network will enable spill over to other organisations and practitioners. 
•	The volunteer who will be attached to the project by ICA will carry the experiences gained from the project to other parts of the world
•	The ICA driven HIV/AIDS Africa conference to which A PARTNER  is a member is another channel for sharing information and experiences from the project

3. Methodology and Sustainability:
Please describe the following: 
3.1	What are the main project activities?
In the short term, the project will improve the nutritional status of identified PLWHA through food aid initiatives to support their ART programmes.
For the long term, locally managed structures will be facilitated to provide continuous support to PLWHA and their families to secure their livelihoods for PLWHA and prevention against the same as well as production of adequate amounts of food and generation of more incomes on a sustainable basis.
Strategic linkages will be made with permanent service providers and other organisations in the sector for long term support to the target group and community at large.
The target group will be provided with technical and material support to enable them start producing food and generate income

3.2	Who will be your main implementing partners, what is the length of your relationship with them and how will they be involved in the project?

There will be two implementing partners with whom has worked for the past three year. These are:

In the project, will be responsible for overall coordination of project activities, manage finances as per EC requirements, employ two Field Officers, host the volunteer from and manage all project procurements 

will be responsible for coordination of networking activities with collaborators such as the They will also employ the Project Coordinator

ICA will be responsible for placement of a Volunteer at the project and capacity building of local NGO partners through training of project staff and technical support to the project.


3.3	How will the project achieve sustainability? 

•	Income generation skills and activities that will be facilitated through the project will remain within households and can be applied long after project has phased out
•	The project will build capacity among beneficiaries to produce and prepare local foods which are normally more accessible and nutritious. 
•	The strong linkage that exists between the project and government departments and ministries (such as the MoH and MACO) will be strengthened.  These linkages will assure continuous support to the target group long after the end of the project
•	The Volunteer who will be attached to the project and the project will be imparting the spirit of volunteerism among local communities 
•	The evaluation that will be conducted after 10 months will determine funding needs and strategies for further support beyond this project
•	The project will facilitate linkages to microfinance institutions for external financing of beneficiaries that will involve themselves in business ventures. 
•	Both have a long term agenda for the target area. The capacity that this project will build in these organisations will go towards enhancing long term benefits to the target group in this area and beyond. 
•	Strengthened CPTs and Support Groups will continue to provide HBC support to PLWHA in the area 

3.4	Will it have multiplier effects?

•	The two The country NGOs participating in this project are working in four other provinces making up almost half of The country and covering some 50,000 households. 
•	Being an international organisation, ICA is connected to many organisations locally and abroad. Results from this project will add to the pool of experiences gained elsewhere and beyond
•	The involvement of a wide range of national stakeholders such as the MoH, ZHECT, the Association of ARV users, New Start Centre etc makes for a broad based network and sharing of experiences across the country
•	Both belong to a network of 15 local NGOs under the umbrella. The available channels of information and experience sharing within this network will enable spill over to other organisations and practitioners. 
•	The target area of this project receives many visitors and is the gateway to the south of The country. Results from the project are expected to go far and wide through the many people that visit the area
•	The volunteer who will be attached to the project by ICA will carry the experiences gained from the project to other parts of the world
•	The ICA driven HIV/AIDS Africa conference to which is a member is another channel for sharing information

4. Expertise and operational capacity:
Please describe the following: 
4.1	What is the experience of your organisation in project management?

THE ORG has gathered massive experience over its 10 year period. Some of these are:

•	Participation in the past three years in food aid programmes in close collaboration with the Disaster management and Mitigation Unit (DMMU) and the World Food Programme (WFP)
•	Implementation of humanitarian activities under the ECHO funded Agricultural Recovery Programme (ARP) with OXFAM. At least 60% of households benefiting from this initiative are affected by HIV/AIDS
•	Participation in a pilot cash transfer project implemented to mitigate social and economic vulnerability among rural people
•	Implementation of Food Security Pack (FSP) programmes with Programme Against Malnutrition (PAM) in Western and North Western provinces
•	Implementation of a Forest Resource Management Project under IFAD funding in conjunction with the Government  in all the seven districts of North Western Province.
•	Implementation of livelihood projects in partnership partners with funding from

4.2. 	What is the experience of your organisation and your partner(s) of the issues to be 	addressed?

Has implemented and is still implementing various projects in three of The country’s nine provinces. Some of these are:  

•	2003- 2006: Food security project in Naluyanda involving women and families keeping orphans and poor resource farmers in Central Province 
•	2003- 2006: Food security project 
•	2004-2006: HIV/AIDS- prevention, nutrition and care for  The country National AIDS Network
•	2005- 2006: HIV/AIDS in 2nd district Project in Southern Province for PLWHA and vulnerable families.
•	2006: Women rights empowerment project funded by World Bank
•	2005 –2006: Sustainable Agriculture and HIV/AIDS for women in Central Province
•	2006: Food security project with a strong focus on HIV/AIDS
•	ICA have provided technical and facilitation support to ICAs since 1996, as well as acting as project holders for the following:

•	1996-2003: Integrated Development Programme, 
•	1999-2002: Health and Leadership programme, 
•	2000-2003: Integrated Rural Development programme for Women
•	2000-2004: Integrated Development Programme, 

I.	THE ACTION
1.	DESCRIPTION

1.1	Title

2nd district Food Security Project (CFSP)

1.2	Location(s)

2nd district area in The district in the Southern Province of The country


Total eligible cost of the action	Amount requested from the Contracting Authority	% of total eligible cost of action
734,477.40	661,297.90	90 %

1.3	Summary

Maximum 1 page 

The UNDP report of 2003 indicated that about 73% of all The citizens live below the official poverty line. On average more than 70% of The citizens are classified as poor while more than 63% are living on less than US$1 per day. In rural areas 83% of the people are poor and 71% are extremely poor. 

Many of the poorest people live in female headed households affected by HIV/AIDS. The prevalence rate is high currently at 16% affecting the most productive age group of between 15 to 49 years (NAC, 2002). Due to HIV/AIDS the number of widows and orphans and the chronically ill has increased considerably. The extended family system is no longer capable of handling the huge burden presented upon it by the impact of HIV/AIDS. HIV Positive people do not have access to healthy diets and the dietary options are limited. This means that positive people cannot live longer and their families end up in destitute or dying before their time.

This project will be implemented in The district of Southern Province. The population of Southern Province is 1,212,124 out of which 203,219 are in District. The prevalence rate for Southern province is currently at 16.2% ranks as the third highest in The country after Capital city and Provinces (NAC The country HIV/AIDS estimates, 2004). District is one of the most densely populated areas in Southern Province and according to estimates of 2004 from the National AIDS Council, District was the second highest in terms of HIV prevalence of 22.5% with a total number of 25,024 people second. The overall poverty levels of Southern Province are high at 76% (CSO – living conditions in The country, 1998) while 59% of the people are classified extremely poor. 

The project is targeting an area north of The district called 2nd district. 2nd district The target area is bound to the east by the Highway, and the Highway passes right through the community. The proximity of 2nd district to the main road makes the area vulnerable to the spread of HIV/AIDS and other sexually transmitted diseases. This area appears to be particularly hard hit due to its geographical location and high poverty levels. Many small traders come to this area to sell second hand clothes and other merchandise and in the process end up mingling with people. These transient travellers and truckers take advantage of the poor farmers and expose them to HIV/AIDS. This has resulted into many HIV/AIDS patients.

This project will start by addressing the immediate food needs of 500 PLWHA in the target area. Due to the numerous demands on the resources of PLWHA, maintenance of a balanced diet is not often  considered priority. Yet, diet is one of the key elements for success in ART and prolonged life for PLWHA. For purposes of cost effectiveness, PLWHA and their families will be encouraged to consider already familiar indigenous local foods that have proven nutritive value.

The CFSP will also establish and strengthen local community based structures to lead in issues of nutrition, care and prevention and other services at community level. The project aims at inculcating a spirit of volunteerism among the target community. A volunteer from the partner ICA will be attached to the project. Strong linkages that already exist between the project and permanent service providers will be strengthened. These include Ministry of Health (MoH), District HIV/AIDS Task Force (DATF), Ministry of Agriculture and Cooperatives (MACO) etc.

In terms of the long term, the project will impart technical skills in family members of PLWHA to enable them produce adequate amounts of food on a sustainable basis. Training in sustainable agriculture will be provided and linkages made with the MACO.

To further secure the livelihoods of PLWHA, the project will impart entrepreneurship and marketing skills in the target group and link those that require additional finances to microfinance institutions that are already operating in the province.



Duration of the action	24 Months
Objectives of the action	Overall objective: To improve the quality of life of PLWHA and their families through the implementation of a broad based sustainable food security initiative in 2nd district area of the district of the Southern Province of The country.
Specific objectives: By the end of two years, at least 500 PLWHA in 2nd district area will have attained improved nutritional status to improve uptake and effectiveness of ART and community based systems and structures established for their families to produce adequate food and generate household income on a sustainable basis.
Partner(s)	1.  ICA

Target group(s) 	500 PLWHA in 2nd district area of Constituency of The district of Southern Province of The country
Final beneficiaries 	Families of 500 PLWHA in 2nd district area of Constituency of The district of Southern Province of The country
Estimated results	1.	At least 200 people will undergo VCT 
2.	At least 250 PLWHA will be linked to appropriate authorities for ART
3.	At least 75% of the 500 targeted households with PLWHA affording 3 meals per day and growing at least 3 major crops
4.	Increased cash income by at least 50% for 200 PLWHA and their families
5.	Fifteen Support Groups, 5 Care and Prevention Teams and 5 Nutrition Groups established and strengthened and serving the target group
Main activities	In the short term, the project will improve the nutritional status of identified PLWHA through food aid initiatives to support their ART programmes.
For the long term, locally managed structures will be facilitated to provide continuous support to PLWHA and their families to secure their livelihoods through Care for PLWHA and prevention against the same as well as production of adequate amounts of food and generation of more incomes on a sustainable basis.
Strategic linkages will be made with permanent service providers and other organisations in the sector for long term support to the target group and community at large.
The target group will be provided with technical and material support to enable them start producing food and generate income
Where applicable, clearly indicate the sector, theme, or geographical area specified in the call for proposals to which the proposed action would apply:


1.4	Objectives

Maximum 1 page. Describe the overall objective(s) to which the action aims to contribute towards and the specific objective that the action aims to achieve.

1.	To improve the nutritional status of PLWHA through food aid in order to improve the uptake and effectiveness of ART

Anti Retroviral Therapy (ART) requires that the patient has a balanced diet. Due to prolonged illness, PLWHA or AIDS patients often find themselves in a situation of depleted resource base due to inability to perform productive work and meeting expenditure required to access ART. Consequently, a balanced diet to PLWHA especially AIDS patients is a far cry. This objective will address this primary requirement in the short term before addressing medium and long term requirements among PLWHA and their families. 

Because nutrition is crucial among PLWHA especially those on ART, the project will support formation of Nutrition groups who will be trained in preparation and processing of foods suitable for PLWHA. Focus will, first and foremost, be directed at local indigenous foodstuffs which even poor families can lay their hands on. The Biodiversity Community Network (BCN) which is an associate in this project has gathered massive experience in supporting such activities.  

1.	To create and strengthen community based structures and groups for sustained care and support for PLWHA and their families

It has been widely documented that the HIV/AIDS issue has placed a huge burden on the Ministry of Health (MoH). It has become common practice to engage local communities in such a way they are involved in providing the necessary services to PLWHA and in this way contributing to the effectiveness of the public sector. The project will facilitate formation and strengthening (where such does not already exist) of community based and managed groups to lead the process of Care and prevention for and against HIV/AIDS, nutrition as it relates to HIV/AIDS and such other services.

In addition, the project will facilitate linkages between essential permanent service providers and organisations working in the sector and the local groups from the start of the project. The philosophy of this project emphasises inculcating the spirit of volunteerism among target communities.

2.	To increase food diversity and security for families with PLWHA on a sustainable basis

The project will aim to restore livelihoods of families with PLWHA by empowering them to produce more food on a sustainable basis. The project will promote sustainable agriculture techniques and methods that are accessible and affordable from the point of view of a resource poor farmer. Both crop and animal production will be promoted. The pas-on-the-gift scheme for small livestock which has worked wonders among PLWHA elsewhere will be introduced. 

In order to ensure long term technical support in agriculture, the project will facilitate stronger linkages with the Ministry of Agriculture and Cooperatives (MACO) and support Community Livestock Workers (CLWs) and Community Development Facilitators (CDFs) through training.

3.	To reduce the socio-economic impact of HIV/AIDS among PLWHA and their families through the implementation of appropriate income earning initiatives 

In order to restore the livelihoods of PLWHA and their families, the project will promote income generation initiatives. Training will be facilitated on entrepreneurship and marketing. These skills will enable them identify and manage business ventures of their choice. Family members of PLWHA will be encouraged to form interest groups based on the business ventures that they will be pursuing. Those that require additional finances will be linked to microfinance institutions for loans and savings services.



a.	Justification

Maximum 3 pages. Please provide the following information:
i.	Relevance of the action to the objectives and priorities of the programme

The action will initially make available to PLWHA food through food aid. This is in order to enable HIV patients improve their nutritional status and thereby improve the uptake and effectiveness of ARVs.

The action will also promote both conservation farming and proven sustainable agriculture methods which are less labour intensive in order to improve sustainable food production and ensure availability of food throughout the year. The action will promote crop diversification to match nutritional needs of HIV/AIDS. The project will work with an associate organisation called BCN who are experts at biodiversity and have studied nutritive values of traditional food crops which are easy and cheap to grow, process and prepare. These will be promoted and grown by HIV patients and their families. 

The integration of food aid with actual sustainable food security which includes cultivation of traditional food crops and a home-grown home based care program are priorities of this project. This action presents an opportunity for vast impact and with massive ramifications such as fewer people contracting AIDS, fewer sick people, and therefore more PLWHA working and supporting their families and contributing to the local economy. There will be fewer families with HIV/AIDS patients, fewer orphans, positive change in behaviour and less call on already stretched health services. This Action is designed to enable resource-poor people create wealth that will facilitate the on-going implementation of further development activities and broaden their food base. For example, seed will be distributed on a seed revolving loan basis where PLWHA will repay their loan in kind to others while continuing to meet their own seed requirements for the following year. 

The project will also build sufficient capacity among the target group to enable them carry on initiatives started during the duration of the project. To this end, local structures will be facilitated in home based care, agriculture and nutrition.

The strong link that the project will facilitate between the target group and local permanent service providers.

ii.	Identification of perceived needs and constraints in the target country/ies, in particular in the region(s) concerned. 

The country is rated among the poorest countries in the world. The country is listed among the Highly Indebted Poor Countries (HIPC) as well as the Least Developed Countries (LDC’s). According to the UNDP’s Human Development Report of 2002, The country ranks 163 out of the 175 countries in the world in terms of human development. 

In 2003, the United Nations Human Development report indicated that about 73% of all The citizens live below the official poverty line. On average more than 70% of The citizens are classified as poor while more than 63% are living on less than US$1 per day. In rural areas 83% of the people are poor and 71% are extremely poor. 

Many of the poorest people live in female headed households affected by HIV/AIDS. The prevalence rate is high currently at 16% affecting the most productive age group of between 15 to 49 years (NAC, 2002). Due to HIV/AIDS the number of widows and orphans and the chronically ill has increased considerably. The extended family system is no longer capable of handling the huge burden presented upon it by the impact of HIV/AIDS. HIV Positive people do not have access to healthy diets and the dietary options are limited. This means that positive people cannot live longer and their families end up in destitute or dying before their time.

The The country government has realised that chronic illness that accompany poor health and deterioration of the immune system deplete households assets, reduce labour and lead to reduced food production
This project will be implemented in The district of Southern Province. The consortium will concentrate on constituency. The population of Southern Province is 1,212,124 out of which 203,219 are in District. The prevalence rate for Southern province is currently at 16.2% ranks as the third highest in The country after Capital city and Provinces (NAC The country HIV/AIDS estimates, 2004). District is one of the most densely populated areas in Southern Province and according to estimates of 2004 from the National AIDS Council, District was the second highest in terms of HIV prevalence of 22.5% with a total number of 25,024 people second only to. The overall poverty levels of Southern Province are high at 76% (CSO – living conditions in The country, 1998) while 59% of the people are classified extremely poor. 

The project is targeting an area north of The district called 2nd district. 2nd district covers most of Constituency. 

The target area is bound to the east by the Highway, and the Highway passes right through the community. The proximity of 2nd district to the main road makes the area vulnerable to the spread of HIV/AIDS and other sexually transmitted diseases. This area appears to be particularly hard hit due to its geographical location and high poverty levels. Many small traders come to this area to sell second hand clothes and other merchandise and in the process end up mingling with people. These transient travellers and truckers take advantage of the poor farmers and expose them to HIV/AIDS. This has resulted into many HIV/AIDS patients.

iii.	Description of the target group(s) and final beneficiaries and estimated number 
The action will target The district, in Southern Province. The specific target community is 2nd district area and beyond. In 2nd district Project area and expansion area the project will work with 500 PLWHA and their families. The direct beneficiaries from 2nd district area will be 300 and 200 in the 2nd district expansion area. The number of indirect beneficiaries will be 3000 people.
iv.	Reasons for the selection of the target group(s) and identification of their needs and constraints. How does the Action contribute to the needs of the target group(s) and final beneficiaries?

The direct beneficiaries have been selected because they are PLWHA. Some are already on ART and are in the extreme poverty bracket. 

The indirect beneficiaries have been selected because they have been adversely affected by the status and condition of the PLWHA in their families. Assets have been lost due to demands placed on PLWHA in terms of nutrition and other logistics necessary for caring for the same. For both PLWHA and their families to get back into productive engagement, they need to have basic needs readily available and accessible. These include food, healthy diets, diversified food production and income generation. This will assist to broaden their food security base.

Contribution to the needs of the target group and final beneficiaries 

1.	The action will assist PLWHA have available and accessible food which will help them improve the uptake and effectiveness of ARVs. Currently there is no food for PLWHA and where little is available it would be the staple food maize which does not help their condition. 
2.	The Home Based Care (HBC) system already in existence will be strengthened through training of care and prevention teams and formation of more support groups so that PLWHA can encourage and support each other.
3.	Food production will be carefully designed so that crops promoted and grown will be of high nutritive value and will increase the availability and accessibility of food making up a healthy diet. Food production will be combined with the promotion of traditional crops of high nutritive value that are easy to grow even in times of drought and have proven medicinal properties such as Amaranthus.
4.	Income generation will ensure that target beneficiaries broaden their food security base so that over - reliance on a single source of income is eradicated.

b.	Detailed description of activities

Maximum 9 pages.  Include the title and a detailed description of each activity to be undertaken to produce the results, justifying the choice of the activities and specifying where applicable the role of each partner (or associates or subcontractors) in the activities. In this respect, the detailed description of activities must not repeat the action plan (see section 1.9).

	Diagrammatic representation of the project concept
 

1.	To improve the nutritional status of PLWHA through food aid in order to improve the uptake and effectiveness of ART

•	Facilitate formation of community based nutrition groups: The project will facilitate formation of 5 nutrition groups who will be trained in the preparation and processing of nutritious foods and diets for PLWHA. The groups will also be responsible for educating fellow community members on issues of nutrition.

•	Training of nutrition groups: Nutrition groups will be trained on locally available food stuffs and the relationship of nutrition to HIV/AIDS. The training will be conducted by health staff from Hospitals as well as the Biodiversity Community Network (BCN).

•	Analysis of diets of PLWHA: Experts will work together with members of nutrition groups to analyse diets of PLWHA in the area. Thereafter, World Food Programme (WFP) instruments will be used to identify ARV patients who require food assistance. 
 
•	Design of food packs: Equipped with analyses of diets of PLWHA, food packs will be designed by nutrition groups.

•	Purchase of food and organisation of logistics: The project will purchase food stuffs based on the EC’s procurement procedures. Appropriate information systems will be applied in the procurement of foodstuffs and subsequent processes. 

•	Distribution and monitoring of distribution and utilisation of food packs: Keepers The country Foundation in close collaboration with the WFP has been involved in distributing foodstuffs and seeds to communities affected by drought and HIV/AIDS in Western province. This experience will be handy in organisation of logistics and monitoring systems for distribution and utilisation of food packs to beneficiaries in this project.

2.	To create and strengthen community based structures and groups for sustained care and support for PLWHA and their families.

•	Awareness for VCT: The project will facilitate awareness creation campaigns for potential beneficiaries of the project to undergo Voluntary Counselling and Testing (VCT). The campaign for VCT will also serve as the awareness for the project in the area. Project staff will use this opportunity to explain the scaling up of existing initiatives. Methods for awareness creation and campaign will include drama sessions by local groups, awareness meetings and role plays

•	Facilitating mobile VCT: In collaboration with the New Start Centre (NSC), mobile VCT sessions will be conducted across the target area. Those whose results will be positive to HIV/AIDS will be automatic beneficiaries of the project

•	Promotion of ART among PLWHA: The first intervention for the target beneficiaries is the linkage for Anti Retroviral Therapy (ART). Apart from those that will be tested after the awareness for VCT, some beneficiaries will already be aware about their status. The project will also take these on board. The project will also directly target households that are hosting chronically ill persons to benefit from the project.

•	Facilitate formation of 10 support groups of PLWHA: Some of the PLWHA will be mobilised into support groups that will lead the process of campaigns for VCT and ART. The support groups will also coordinate Home Based Care (HBC) programmes in the target area.

•	Training for CPTs on care and support to PLWHA: The project will exploit existing collaboration with the Ministry of Health Authorities at the District and at Hospital to train Care and Prevention Teams (CPTs). 

•	Facilitate linkages between CPTs and local stakeholders: In order to enhance the effectiveness of CPTs, the project will facilitate a deliberate campaign to link these to local leaders including headmen, chiefs, religious leaders, politicians and any other persons of influence. 

•	Facilitate linkages between CPTs and other support institutions: The project will ensure that all the relationships with development actors in the district and province are shared with local structures created and facilitated in the target area. To this end, local CPTs will be introduced to organisations like the District HIV/AIDS Task Force (DATF), District Health Management Team (DHMT), Ministry of Agriculture and Cooperatives (MACO), The country Health Education and Communication Trust, The country Users of ARVs, Network of people living with HIV/AIDS in The country and many such others.

3.	To increase food diversity and security for families with PLWHA on a sustainable basis

•	Training in sustainable agriculture methods: As a long term measure to ensure household food security among PLWHA and their families, the project will encourage use of low cost and sustainable agricultural methods such as agro forestry and potholing. The Ministry of Agriculture and Cooperatives (MACO) will deliver appropriate training on various sustainable agricultural methods and techniques.

•	Training in crop diversification: MACO will also conduct training in crop diversification both for increased diversity in foodstuffs as well as for generation of income. 

•	Training in production, processing and preparation of indigenous food products: In line with diversification of foodstuffs, the project will promote not just production but processing and preparation of such foodstuffs. The choice of these crops will be informed by the analysis that experts will recommend from a nutrition point of view. Experts from BCN, MACO and MoH will be key in this activity.

•	Training in off-season farming: The area around 2nd district is prone to (partial) drought. This fact coupled with the need to increase the productivity of households with PLWHA calls for agricultural production throughout the year. The project will train beneficiaries in off-season production of vegetables, green maize and any other crops for food and income.

•	Facilitate establishment of seed revolving mechanism: One of the most important inputs for sustainable food security is seed. The project will facilitate establishment of a revolving seed supply mechanism. The idea will be to provide a conducive environment for supply and availability of good quality and affordable seed and planting materials on a timely and sustainable basis. The management of the seed revolving scheme will be done by agricultural and income generation Interest Groups that will be formed in the area. Establishment of the scheme will involve training of seed growers and traders. MACO will be key in delivering this activity.

•	Supply of seed to the seed revolving scheme:  Once adequate capacity has been built in IGs, the project will provide initial seed on a one - off basis. Thereafter, MACO and project staff will offer technical back-up support to ensure sound management of the scheme in the second season.


4.	To reduce the socio-economic impact of HIV/AIDS among PLWHA and their families through the implementation of appropriate income earning initiatives 

•	Facilitate identification of viable economic opportunities in the area and beyond: Project staff will facilitate identification of viable economic activities in the area and beyond among members of households with PLWHA. The role of staff from the project at this stage will be information provision and facilitation of the process.

•	Facilitate formation of interest groups:  Based on viable business ventures identified by family members of PLWHA, interest groups (IGs) will be formed. These IGs will draw action plans on how they will exploit the identified economic opportunities at household and group levels. 
 
•	Training in business, marketing and technical skills: The project will facilitate training of members of IGs in business and marketing skills as well as technical aspects of the particular economic ventures of their choice. Some of the ventures that may be identified (based on past experience in the area) include livestock and mushroom production.

•	Training of community based volunteers: The project will attempt to inculcate a strong spirit of volunteerism among member of 2nd district community. Apart from support groups and CPTs, teams of local persons will be assembled to provide technical support to livestock owners, crop farmers and business persons. Community Livestock workers (CLWs) will be trained through the Department of Animal Health to provide support to keepers of small livestock while Community Development workers will take care of agricultural and business concerns of local households.
 
•	Linkage to financial institutions: The need for additional capital is often identified as a major constraint to promotion of business among rural people. The project will link vibrant IGs to Micro finance Institutions (MFIs) within the province. The MFIs will provide savings and credit services among IGs to enable them grow their businesses.

5.	Project management

•	Inception workshop: Prior to starting the project, an inception workshop will be held involving all key stakeholders and participants in the projects. The workshop will serve to build a common understanding of the major concepts, procedures ands targets for the project. The workshop will also serve to develop an appropriate Monitoring and Evaluation (M&E) system for the project. A work plans as well as roles and responsibilities of each participating organisation will be clarified. 

•	Review and planning workshops: Representatives from community based structures, collaborating organisations and members of staff of the project will meet quarterly to review progress and plan for each of the four quarters. 
 
•	Baseline survey: At the onset of the project, a baseline survey will be conducted to determine the status of each of the indicators of progress outlined in the log frame as well as those that project stakeholders may wish to add during the inception workshop. The baseline survey will set benchmarks for future measurement of progress during and after the project intervention.

•	Mid term evaluation: After the tenth month, the project will undergo a mid term evaluation to take stock of progress thus far with a possibility of adjustment to the approach, targets and other aspects of the project based on experience. This evaluation will also identify aspects of the project that will require further support beyond this particular initiative 

•	End of project evaluation: at the conclusion of the project, an end of project evaluation will be undertaken to close out the project and recommend further action to local community members and partners as well as collaborating organisations and institutions.

•	Training of all community groups in participatory monitoring systems: All the community based groups that the project will facilitate will undergo some training in participatory monitoring and evaluation. In this way, the monitoring system for the project will be internalised by the community and its structures and will remain useful long after the project has phased out

c.	Methodology

Maximum 4 pages.  Detailed description of:
i.	Methods of implementation and reasons for the proposed methodology

The methodology used in this project places emphasis on building strong local structures from the start of the project. These structures will be involved in the planning and implementation of project activities as well as the monitoring and evaluation of the same and the results arising from these activities. The project aims to inculcate a spirit of volunteerism among members of the community. A volunteer from ICA will be attached to the project for the whole duration of the project.

The project also takes on board collaborating institutions and organisations that will remain to provide various services to project beneficiaries beyond the life time of the project. Figure 2 (below) is a diagrammatic representation 

The concept of the CFSP is founded on the premises that there are sufficient levels of awareness about HIV/AIDS in 2nd district area. The entry point for the project will therefore be promotion for VCT through meetings, drama and sports among other methods. 

The project will also conduct mobile VCT sessions with the New Start Centre and The country Health Education and Communication Trust. The members of the community that will test positive will be encouraged to participate in activities of the project and some will form support groups (SGs) and care and Prevention Teams (CPTs). The project will also target households with people that are chronically ill. The target group for the project will therefore be households with PLWHA and the PLWHA in particular.

Apart from SGs and CPTs, the project will facilitate formation of Nutrition Groups (NGs) from among the target households. The SGs will be trained in various aspects of nutrition and how it affects HIV/AIDS. Experts will deliver various training sessions to SGs to, among other things, enable them analyse diets of PLWHA and recommend suitable food packs which the project will provide in the short term.



Community Based Structures among households with PLWHA


					
				
Support Groups 



	
	    Nutrition Groups					Care & Prevention Teams 




				Com Development Facilitators 
				       
					Interest Groups

				   Community Livestock workers





Using the recommended food pack and diets, food stocks will be purchased using EC procurement guidelines. Th Foundation will rely heavily on experience in handling food distribution programmes under the Agricultural Recovery Programme (ARP). interaction with World Food Programme in distribution of food under the Disaster Management an Mitigation Unit (DMMU) will also be essential at this stage.

For the sake of the long term, the project will build capacity for target households to produce a diverse range of food crops in adequate quantities. Timely availability of good quality and affordable seeds will be facilitated through a revolving seed supply scheme managed by community members themselves. Rearing of small livestock such as goats and pigs will be promoted on a pass-on-the-gift basis which has worked very well in Western and Central provinces. Strong linkages will be established with the MACO and local capacity will be built to ensure continuous technical support through identification and training of CLWs and CDFs.

The project will also support development of entrepreneurship that will enable target households identify and exploit viable business opportunities. Linkages will be facilitated with micro finance institutions (MFIs) to service those households that will need additional capital to grow their businesses. As MFIs are institutions in their own right, it is expected that they will continue servicing members of the community beyond the lifetime of the project.

In facilitating availability of suitable and adequate amounts of food for PLWHA, the projects will promote, first and foremost, indigenous, locally available and low input crops, vegetables and fruits. The BCN have carried out research on most of these foods in terms of dietary value over the past ten years. The CFSP will therefore aim to integrate these findings in the design of food packs for households with PLWHA as well as in the production of these crops for the medium and long terms. 

The CFSP is also based on the experience of all three organisations participating in the preparation of the project concept. While ICA bring the international experience to the project particularly in the response to HIV/AIDS pandemic, have gathered some considerable experience in design and implementation of livelihood projects in six of The country’s nine provinces. The consortium can also boast of experience in implementing humanitarian initiatives through the European Commission Humanitarian Aid Office (ECHO) and the government’s Disaster Management and Mitigation Unit (DMMU). ICA belong to a network of 15 NGOs which provides a rich reservoir of technical information and expertise. 

An important part of the project approach is the strong link between the project and permanent service providers. The already existing linkages with the MACO, DATF and MoH will be strengthened. Linkages will also be created and strengthened with other players.

The involvement of local communities and groups in the monitoring and evaluation of project activities and outcomes is an important capacity building aspect of the CFSP. ICA has employed this approach where communities have been empowered to make informed decisions about development activities in their areas.

ii.	Where the action is the prolongation of a previous action, explain how the action is intended to build on the results of this previous action 

The CFSP will be scaling up the work that has been going on over the past 2 years financed by ICA. The project has been working with 200 households with PLWHA. Through the facilitation of the project, 189 people have undergone VCT. Five (5) CPTs have been formed and trained but 10 more will be needed for the new initiative and the strengthening of existing ones will be required.

In the process of carrying out these activities, strong linkages were established with the Ministry of Health (MoH), Hospital and Clinic. These vital relationships will be strengthened under this project. 

The CFSP will use the already sufficient levels of awareness about HIV/AIDS done mainly through the project so far. Issues of Food and HIV/AIDS have also been addressed to some extent over the past 2 years and this project will only be scaling up on the same.

In terms of agricultural activities, 130 people have received training in sustainable agriculture and funds have already been secured to provide them with seeds for the season 2006/07. 

iii.	Where the action is part of a larger programme, explain how it fits or is coordinated with this programme. Please specify the potential synergies with other initiatives, in particular from the EC
The CFSP is not a part of a larger programme

iv.	Procedures for follow up and internal/external evaluation

Before the start of the project, all stakeholders will meet to build a common understanding of the project and to streamline the roles of each player. The inception workshop will also review and plan major activities for the project.

In order to empower the target group in decision making, the project will train selected members of the community in Participatory monitoring and evaluation. The design of the project’s monitoring and evaluation system will build on the system established at community level.

A baseline survey will be carried out at the start of the project to benchmark the various indicators of progress elaborated in the logical framework. The baseline survey will be undertaken by independent consultants

Ten months into the implementation of the project, a mid term evaluation will be conducted to take stock of progress and recommend corrective measures and pick up issues that may not have been considered at the beginning of the project. The outcome of the mid term review will also inform organisations and people of 2nd district that would desire to intervene in future.

The project will conduct quarterly and annual reviews for stakeholders to review and plan progress. Participants in the quarterly and annual review meetings will include community members, project staff, partners and collaborators. At the end of the project, an end of project evaluation will be conducted.

v.	Description of the role and participation in the action of the various actors (local partner, target groups, local authorities, etc.), and the reasons for which these roles have been assigned to them. 

Each of the three organisations participating in implementing this project brings a variety of experiences to the table.

The Foundation

The foundation has gathered massive experience over its 10 year period. Some of these are:

•	Participation in the past three years in food aid programmes in close collaboration with the Disaster management and Mitigation Unit (DMMU) and the World Food Programme (WFP)
•	Implementation of humanitarian activities under the Agricultural Recovery Programme (ARP). At least 60% of households benefiting from this initiative are affected by HIV/AIDS
•	Participation in a pilot cash transfer project implemented as an alternative means to mitigate social and economic vulnerability among rural people
•	Implementation of Food Security Pack (FSP) programmes in Western and North Western provinces
•	Implementation of a Forest Resource Management Project under IFAD in conjunction with the Government of the Republic.
•	Implementation of livelihood projects in partnership .


The ICA has implemented and is still implementing various projects in three of The country’s nine provinces. Some of these are:  

•	2003- 2006: Food security project involving women and families keeping orphans and poor resource farmers in Central Province 
•	2003- 2006: Food security project in Capital city Province 
•	2004-2006: HIV/AIDS- prevention, nutrition and care for PLWHA area in Capital city Province for orphans widows and vulnerable children 
•	2005- 2006: HIV/AIDS in 2nd district Project in Southern Province for PLWHA and vulnerable families 
•	2006: Women rights empowerment project in Central province
•	2005 –2006: Sustainable Agriculture and HIV/AIDS for women in Central Province
•	2006: Food security project in in Central Province with a strong focus on HIV/AIDS


ICA

ICA have provided technical and facilitation support to ICAs since 1996, as well as acting as project holders for the following:

•	1996-2003: Integrated Development Programme, 
•	1999-2002: Health and Leadership programme,
•	2000-2003: Integrated Rural Development programme for Women, 
•	2000-2004: Integrated Development Programme, Tanzania 
•	2005-2006: African ICAs HIV/AIDS Initiative (two workshops,)
•	2005-2006: Pilot of Living Well with HIV/AIDS 

With this background, THE ORG will be responsible for:

•	Overall coordination of project activities
•	Manage finances as per EC requirements
•	Employ two Field Officers
•	Host the volunteer from ICA
•	Manage all project procurements 

will be responsible for:

•	Coordination of networking activities with collaborators such as the MoH, MACO, DATF, ZHECT, NSC, BCN, AARVU etc
•	Employ the Project Coordinator


ICA will be responsible for:

•	Placement of a Volunteer
•	Capacity building of local NGO partners through training of project staff and technical support to the project and THE ORG




vi.	Team proposed for implementation of the action (by function: there is no need to include the names of individuals here)


No.
	
Title	
Role

A. Salaried Personnel

1	
Project Coordinator (full time)	
Coordination of the project 

2	
ICA Volunteer (full time)	Providing technical support to the project and staff of the project 

3	
Programme Officer-THE ORG (20%)	
Liaison with the donors and partner organisation & collaborating institutions/organisations

4	
Accountant-THE ORG (30%)	
Providing sound financial management for the project

5	
Field Officers X2 (full time)	
Frontline staff working with communities

B. Voluntary Personnel

1	
Community Livestock Workers	
Technical support to livestock owners

2	
Community Development Facilitators	
Technical support to local farmers on sustainable agriculture and business

3	
Care & Prevention Teams (15 made up of 10)	
Leading care for HIV/AIDS patients and prevention programmes against HIV/AIDS

4	
Nutrition Groups (5 made up of 5)	
Leading nutrition programmes for PLWHA in terms of production, processing and preparation of the same

5	
Support Groups (10 made up of 5)	
Groups of PLWHA organising others to address the various constraints faced by their peers

vii.	Main means proposed for implementation of the action (equipment, tools…)

The project will only have two means thus:

•	Motorbikes (X2 provided by and THE ORG) for the 2 Field staff
•	Bicycles (X 50) for CPTs and CDFs

The action plan must be drawn up using the following format:

Year 1
THE ORG Food Aid & Food Security Action Plan	                   Semester 1	               Semester 2	
Activity	1	2	3	4	5	6	7	8	9	10	11	12	Implementing body
													
Objective 1: Improved nutritional status of PLWHA													
Community mobilisation													THE ORG & partners
Purchase & distribution of foodstuffs													THE ORG
													
Objective 2: Strengthening & establishing  local structures													
Awareness for VCT													THE ORG, partners, , MoH
Mobile VCT													THE ORG, , ICA, , 
Promotion of ART													THE ORG, , ICA
Training of CPTs & SGs													MoH, , Hospital
													
Objective 3: Increased Food production & diversity													
Training in agriculture & nutrition													BCN, 
Supply of seed & small livestock													THE ORG & partners
													
Objective 4; Improved socio economic impact through income generation													
Training in entrepreneurship & marketing													THE ORG & partners
Training of community based volunteers													ICA Volunteers, THE ORG & partners
Linkage to micro finance institutions													THE ORG & partners
													
Project management													
Inception workshop													THE ORG & partners
Baseline survey													Consultant
Review & planning meetings													THE ORG & partners
End of Project Evaluation													
Training in Participatory M&E													ICA, MoH
													


Year 2
THE ORG Food Aid & Food Security Action Plan	                   Semester 1	               Semester 2	
Activity	1	2	3	4	5	6	7	8	9	10	11	12	Implementing body
													
Objective 2: Strengthening & establishing  local structures													
Awareness for VCT													THE ORG, partners, ZHECT, MoH
Mobile VCT													THE ORG, 
Promotion of ART													THE , ICA
Training of CPTs & SGs													MoH, , Hospital
													
Objective 3: Increased Food production & diversity													
Training in agriculture & nutrition													
Supply of seed & small livestock													THE ORG & partners
													
Objective 4; Improved socio economic impact through income generation													
Training in entrepreneurship & marketing													THE ORG & partners
Training of community based volunteers													ICA Volunteer, THE ORG & partners
Linkage to micro finance institutions													THE ORG & partners
													
Project management													
Inception workshop													THE ORG & partners
Baseline survey													Consultant
Review & planning meetings													THE ORG & partners
End of Project Evaluation													
Training in Participatory M&E													ICA, MoH
													




2.	EXPECTED RESULTS

2.1	Expected impact on target groups/beneficiaries

Maximum 2 pages.  Indicate how the action will improve:
1.1.1	the situation of target groups/beneficiaries

•	An increase of at least 50% in food production at household level by direct beneficiaries
•	At least 75% of direct beneficiaries accessing three meals per day 
•	Improved nutritional status among 500 PLWHA
•	At least 75% of the 500 targeted households growing at least 3 major food crops of nutritive value by the end of 2 years
•	Basic business training for  200 people 
•	More than 50 of the beneficiaries successfully go through a 3 months nutrition programme
•	Increased cash incomes (by 50%) for at least 200 of the PLWHA and their families
•	At least 200 people undergoing VCT per year
•	At least 100 introduced to ART per year

1.1.2	the technical and management capacities of target groups and/or any partners where applicable.

•	More than 10 support groups formed with ability to coordinate development initiatives with minimum external support
•	Strengthened capacity of 5 Care and Prevention Teams (CPTs)
•	Improved technical knowledge and skills among 200 households in agriculture and business to sustain their livelihoods in the midst of the impact of HIV/AIDS
•	Increased technical skills and knowledge by 600 people and 100 households in the production and preparation of indigenous nutritious food crops 
•	Improved skills and knowledge by 10 support groups and 15 CPTs in coordinating and monitoring community based nutrition and HIV/AIDS related initiatives  
•	Increased networking among community based groups in addressing issues of nutrition and HIV/AIDS
•	Improved capacities of implementing partner NGOs in organisational management and ability to meet the needs of beneficiaries


2.2	Concrete outputs

Maximum 1 page. Be specific and quantify outputs as much as possible. Indicate notably foreseen publications.

•	At least 200 people will undergo VCT 
•	At least 250 PLWHA will be linked to appropriate authorities for ART
•	At least 75% of the 500 targeted households with PLWHA affording 3 meals per day and growing at least 3 major crops
•	Increased cash income by at least 50% for 200 PLWHA and their families
•	Fifteen Support Groups, 5 Care and Prevention Teams and 5 Nutrition Groups established and strengthened and serving the target group


2.3	Multiplier effects

Maximum 1 page. Describe the possibilities for replication and extension of the action outcomes.

•	The two The countryn NGOs participating in this project are working in other areas of The country namely; Western, North - Western, Central and Capital city Provinces making up almost half of The country and covering some 50,000 households. Experiences gained through this project will no – doubt spill over to these areas
•	Being an international organisation, ICA is connected to many organisations locally and abroad. Results from this project will add to the pool of experiences gained elsewhere in Africa and beyond
•	The involvement of a wide range of national stakeholders such as the Ministry of Health (MoH), The country Health Education and makes for a broad based network and sharing of experiences across the country
•	Both belong to a network of 15 local NGOs. The available channels of information and experience sharing within this network will enable spill over to other organisations and practitioners. Additionally, is a member of the International NGO (INGO) forum which is another channel for sharing experiences
•	The target area of this pr </textarea></td>

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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' >HIV/AIDS Community Caretakers Mobilization </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' > This project intends to work in eight countries to strengthen and expand village level HIV/AIDS caretakers program. </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >HIV/AIDS Community Caretakers Mobilization
Project


2) Organization Description

 (ICA) is a private, not-for-profit social change organization. Its primary objective is to promote positive change in communities, organizations and individual lives around the world by helping people find their own solutions to problems and the means to implement those solutions.  The ICA uses highly participatory methods developed over 30 years to foster creative thinking, consensus-based decision making and team building. It’s methods generate ownership, create clear goals, open lines of communication, broaden perspectives and motivate people to adapt to their changing environment while honoring the cultural traditions and diversity of all involved.

ICA was incorporated in 1973 after operating for several years as a program division of the Ecumenical Institute in Illinois.  ICA currently operates autonomously as a registered member of thirty-five independent ICA affiliates located throughout North and South America, Africa, Europe, Asia and the Pacific. ICAI has Consultative Status with the United Nations Economic and Social Council (Category II) and with UNICEF.

Over the years, ICA has helped effect change within governments, local communities, corporations, volunteer organizations and community development groups. It has demonstrated that a program’s effectiveness increases when the people it affects are part of the development and implementation process. ICA acts as a catalyst in areas such as education, leadership training, organizational transformation, democracy building, micro-credit, agricultural development, job development and training, neighborhood improvement and in fostering the art of facilitating diverse groups.

Thirty years of methods testing and refinement have enabled ICA to create and sustain a variety of programs across the US and abroad which invoke one common principle—the desire to release the creativity of the people involved and allow them to help shape their own destiny.  ICA facilitates this creative process so that people can learn for themselves how to think, plan and lead.  ICA’s experience in participatory problem-solving and its unique understanding of cultural diversity make it eminently qualified to work in today’s environments of change. 
 
ICA’s unique Technology of Participation (ToP) provides proven ways for people to master problem solving, planning and critical decision making within their organizations and communities. Over a million people worldwide have turned to the ICA to sharpen their facilitation skills and strengthen their work performance. 

The Institute of Cultural Affairs has offices and development activities in many countries: In half of the countries, ICA has been an active agency in broad-based development in many villages for up to 25 years.  Staff has worked at the village level and is known and trusted.  ICA offices are well positioned to integrate an HIV/AIDS intervention project into their ongoing development activities.   In fact, it is necessary to do so.  

ICA projects have 20 years of experience with health caretaker. ICA worked with 1,500 villages training village leaders to plan and implement their own projects and village health caretakers to use simple health messages and projects (toilets, home gardens, dish rakes and roof water tanks). In a comprehensive two-year study by the University, significant differences were found in  health knowledge, family planning attitudes and behavior. ICA has also run an urban slum mother-child clinic for ten years using health caretakers. The project focused on health caretakers not only giving home demonstrations on family spacing and nutrition practices, but also re-supplying condom and birth control pills. This was done in conjunction with a nurse run clinic. 

ICA has worked to bring better health care at the local level with particular focus on child-to-child programs and women’s empowerment. With a largely illiterate population of women, they developed a health curriculum using pictures and delivered by older women health outreach workers. They also worked on strategies and programs to stop female genital mutilation  

ICA started a village pharmacy box program that was later picked up to replicate countrywide. Training a cadre of rural health workers, the pharmacy boxes provided not only medicine and health advice, but also a small business enterprise for young men and women.  ICA has worked on an HIV/AIDS awareness campaign with the World Bank.  The focus of this work was to provide public messages about the dangers of HIV/AIDS through the use of billboards and poster campaigns. For four years the Japanese Government and ICA have implemented an HIV testing and awareness project with the public schools and village markets.
  
This project intends to work in eight countries to strengthen and expand village level HIV/AIDS caretakers program. 


3) Need for HIV/AIDS Training and Capacity-Building

It became increasingly clear during preparation and follow up to the ICA International Conference in 2000 that ICA needed to integrate HIV/AIDS prevention work into all of our work.  70% of all the cases in the world were in Sub-Saharan Africa. A pilot project was launched in July, 2002 and in seven additional countries in 2003. 

We found that the need of each country is very different, both in terms of it’s HIV rate and experience with HIV, but also in terms of the needs of the villages selected for implementation.  


The following chart summarizes the 2002-3 villages, locations, and HIV rates.  This proposed project would expand from these villages, which will have a new location.
 
Village/country	HIV/AIDS rate*	Location	Type	Need/Experience
Country 1
	3%	3 hrs toAccra. 
Crossroad t	Agricultural	No personal HIV experience
Country 2, , 	21.5%	2 hrs to. Crossroads 	Agricultural
5 villages stretched over 20 km	Every family has lost members, cared for orphans. 
Country 3
	6%	On truck route	Fragmented community	Little personal HIV experience  
Country 4
	8%	District,. 6 hours to
	Agricultural
4 villages in 5 km radius	Previous experience with an HIV project
Country 5
	33.7%	Suburb of 	Peri-urban	Severe epidemic

Country 6
	20%	100 km from 	Rural, isolated, few services	Severe epidemic
Country 7
	15%	District, Eastern Providence.
3 hours to 	Agricultural/ commercial/semi-arid	 
Severe epidemic
Country 8
	5%	2 hours from 	Agricultural 
5 villages against Nile River; isolated 
	“Been there, done that,” 
Very experienced 
*Report on the global HIV/AIDS epidemic, UNAIDS, 2002

Although there was a basic design for the program, (explained in Section 4), the launch phase of the project in each of the nine countries adapted to the specifics of the situation and to the desires of the local leadership and participants.  We can assume that in this expansion phase of the project, the new villages will be similar to those initially recruited.  Thus the ideas and suggestions of local village leaders and launch-phase participants will guide the expansion phase.  Examples of needs and the responses are:
•	The district administrator did not want just an education project – people already know about HIV – he wanted emphasis on community planning to address poverty.  Thus we changed the curriculum and started with a review of what people knew and what they wanted to know.  
•	Participants had little knowledge of HIV and AIDS, only ominous rumors.  There, the teaching curriculum was entirely appropriate and was followed closely.  

Staff leaders from all eight countries both trained and were trained, gave feed back, and prepared to lead the projects in their own countries with assistance from another country leader.  Leadership of all countries met in March 2004 to evaluate, share experiences and agree to expand programs in their countries.  Peer educators gave feedback to every aspect of training, helping to shape the HIV/AIDS Prevention Education Guide, a tool to use when talking to their neighbors and produced on site.  Additional changes were made to the guide following the project, and new lessons were added before testing and treatment - reflecting participant feedback about what they needed to know.   ICA methods themselves elicit input: Community planning is participatory and determines strategies of the project for the coming year.

The intent of Phase I was to learn about mounting a major HIV/AIDS project and to build capacity in ICA staffs, prepare a core of village caretakers or peer educators, and build relationships with local leadership and health resources.  All the evidence is not yet in, but we have demonstrated already that much has been successful but that the need is great. Each of the eight ICA offices was able to organize and launch a project with very limited outside financial and staff support.  Seven of the eight projects are actively implementing the project.  Each ICA has a core of HIV/AIDS trained staff but more are needed.  Many are already expanding their avenues of work and developing a donor base for needed funds.
•	ICA has finished a contract with the AIDS Commission to train other NGOs.
•	ICA has obtained HIV/AIDS funding from.
•	ICA has obtained funding to expand work to focus on orphans, youth and credit.
•	ICA has expanded work to the surrounding 50 villages 
•	ICA has been asked to host a VCT Center and have hired a nurse to staff it.
•	ICA has obtained financial support from the National AIDS Control Council to train other NGO’s, and is integrating HIV/AIDS into all their programmes.
•	ICA has integrated peer educator training into 50 CBO’s across.
•	ICA has submitted a proposal to a major donor to focus on orphans, patients and affected families. 

ICA’s strategy was to test a community-based approach that focused on training community peer educators, formulate a plan, and begin carrying out concrete actions, to break the silence, and to systematically engage the community in working together.  The evaluation in July 2003 of the project conducted:
•	A core group of peer educators (stake leaders) remains interested in HIV prevention and other community improvements
•	The community seems supportive of the group and says that the stake leaders have contributed to a sense of “community” and pride in their area.
•	People seem to talk more easily and openly about HIV.
•	Peer educators seem comfortable and confident in their ability to talk about HIV/AIDS.  At the training, one man had suggested that the way to deal with someone with HIV was to kill him.  At evaluation he was one of the most engaged and sensitive participants. 
•	The group wants continued training, has cut back on house-to-house education, and sees their community plan to be the primary focus of their activities.
•	A wide variety of activities were initiated such as a HIV/AIDS youth club, poster campaigns, presentations at schools, churches, and funerals.
•	The queen mother and other village leadership became an active advocate, holding meetings with youth and arranging for scholarships for 45 girls.   
•	The group sees lack of funds as a major barrier and wants assistance with raising and managing funds.
•	The group wants more regular staff support.
•	Monitoring and record keeping of activities need improvement.

Part of this strategy was to build partnerships with the government, other NGOs, and the donor community.  It is obvious from the list above, that countries are actively pursuing government and donor collaborations.  One important learning is that the ‘who’ the projects can most helpfully partner with will vary greatly. local leadership proved to be powerful allies.  It was the local health clinic, as well as cooperative work in home care.  

It is difficult – and we did not have the resources in Phase I – to effectively measure changes in knowledge, attitudes, and behavior.  The attributable effect on the HIV rate may never be measurable, but has demonstrated and stands as an example that talking about HIV/AIDS and how to prevent it is a major step in reversing the epidemic.  We believe that energy focused on giving local people the tools and training to talk with their neighbors and a vehicle to plan for systematic community action to manage the challenge will have a positive effect.  The Parish plan had four strategies to address needs:  Make condoms and testing convenient and available; change attitudes and behavior; organize assistance for HIV/AIDS patients; and organize income generating groups and savings and credit cooperatives.  If they can do these things, they will be down the road in managing HIV/AIDS.       
 
4) Project Summary and Implementing Plan

In July of 2002, ICA piloted a project for the ICA HIV/AIDS village mobilization campaign in the small village.  During three weeks, twenty-three village peer educators were trained in HIV/AIDS prevention, a community plan to protect the next generation was designed by the village, and a regional HIV/AIDS resource guide was developed. A training manual was tested and a Village Education Guide was written based on village feedback during training. the Minister of Health, and the Director of the AIDS Commission met with ICA staff, providing television and newspaper support for the community-based effort, as well as stressing the importance of combating HIV while it still enjoyed a low infection rate of 4%.

In 2003 projects were launched in, , , , ,.  There is an ICA staff master trainer in each country prepared to lead village HIV/AIDS training and mobilization projects, and another 20 staff who have been trained in HIV/AIDS prevention.  We have trained 204 village peer educators and village appropriate education materials have been translated into six local languages. Twenty volunteer health professionals from around the world joined the launch teams to initiate training and community planning.  Public launching ceremonies created occasions for staff, villagers, and local and other officials and NGO’s in the area to recognize the importance of the effort being initiated.  

Each country had a two to three week “launch,” to be followed by an initial one year implementation period.  A community plan is in place in seven of eight countries and ICA staff is providing staff support to village educators as they educate their peers and assist in carrying out the village’s plan to address the HIV/AIDS challenge.  Those projects, launched in 2003, will not complete their initial phase until 2004.  Most of these environments were quite different than the launch site, because of much higher HIV rates and experience with the disease.  Evaluation will take place in the Fall.  
What we are proposing is to expand to four surrounding villages using the momentum and learnings form the 2002-2003 launches to rapidly scale up the expansion of villages in each of the eight countries. The support and networking with surrounding government agencies, NGOs and international organization will allow for this rapid growth. Most important, the African ICA staff and villages have gained valuable experience after this initiating period. This expansion project will increase the effectiveness and impact of villager large-scale caretaker work. The expanded project will give sufficient critical mass to show that this approach has possibilities to managing the HIV/AIDS challenge village by village. The expansion project will start in January 2005.  (A one-year, quarterly work plan follows on page 10 and personnel on 9.) 
  
5) Results/Outcomes

We expect to have 32 communities who have a thorough knowledge of HIV/AIDS as well as a plan of action they are implementing to prepare a long-term vision of a HIV/AIDS free community. From this work we will have a cluster of communities that will be a demonstration to the region of taking up the task of AIDS. We are convinced that communities will be educated about HIV/AIDS when their fellow villagers are willing to open the space for dialogue/action and spearhead initiative to use condoms and be tested. We will document progress in accomplishing each villages plan, record family visits, and community project/campaigns initiated through monthly support staff visits. It has been shown that people who are willing to be tested are 40% more likely to practice safe sex. Therefore we anticipate that through HIV/AIDS education plus campaigns, we will produce a 25% increase in HIV/AIDS knowledge and a 10% increase in ABC (Abstinence, Be Faithful and Use Condoms).

6) Evaluation and Dissemination Plan

During the initiation of the project we will survey 10 people from each of five sections of the village with an HIV/AIDS knowledge, attitudes and behavior questionnaire.  (See the appendix for questionnaire). At the end of the year we will re-do the questionnaire with the 50 people to measure for changes in knowledge, attitudes and behavior.  We will also do group discussions with the caretakers, village leaders and other groups to both review the year and plan the next year.  PACT USA has agreed to publish our HIV/AIDS community education manual which is being updated and modified, to make it available to other organizations and communities globally. ICAI has an international conference in Guatemala in August 2004,which will have an HIV/AIDS track. That will be an opportunity to share what we have learned with organizations from many countries and to learn from their successes.  

7) Collaboration with Other Organizations

In our Phase I launch projects we have developed relationships with the governments, and health resources, as well as civil society organizations (churches, service organizations, etc.). These relations will continue and be deepened..



ICA Budget

Project Revenue	Source	Total Project	 % of Project 





TOTAL REVENUE	 (proposed) 
) 	100,000
   20,000
   10,000
     3,333

$133,333
	75%
15%
  7.5%
2.25%


Project Expenses











TOTAL EXPENSES/ GRANT AMOUNT	Personnel
  1/3 ICA Coordinator
  8 ICA Staff @ 600 per  month for 12 months 

Non-Personnel costs (in country)
  Materials and supplies
  Local travel
  Training Week Room and Board
  HIV/AIDS Training Manual
  Communications

Non-personnel costs (USA)

	67,000
    10,000
    57,600


52,400
     20,600
      4,800
     16,000
      4,000
      7,000

13,333
     

133,000	50,700  75%




39,300  75%






10,000  75%


100,000  75%


2005 Work Plan
ICA USA                                                                                                                                                                           April 2004
Quarters	Quarter I	Quarter II	Quarter  III	Quarter I V








Tasks	•	Community Leaders  Meeting      

•	Choosing Caretakers

•	Four One-Week Village HIV/AIDS Training Programs

•	Four Community HIV/AIDS Planning Sessions.

•	Meeting of Caretakers from all Four Villages to Share Work and Learnings	•	Monthly Village HIV/AIDS Family Education Visits

•	Village Plans Implemented and Reported

•	Monthly Village Caretakers Meeting and Planning

•	Quarterly Meeting of Four Village’s Caretakers	•	Voluntary Counseling and Testing Campaign

•	Condom Campaign

•	Youth  and Gender Meetings

•	Monthly Village Caretakers’ Meeting

•	Quarterly Meeting of Four Village Caretakers	•	Four Village’s Caretakers’ Meeting to Review Year and Plan next Year

•	Evaluation of knowledge, attitude and behavior changes

•	Monthly Village Caretakers’ Meetings and Planning

•	Quarterly Meeting of Four Village Caretakers


Indicators
	•	80 Trained HIV/AIDS Caretakers
•	Four Community HIV/Plans	•	350 Family Lessons Given Each Month
•	12 village Projects Started	•	50 Villagers VCT

•	500 Condoms Handed Out/ 350 Demonstrations	•	25% Increase in HIV Knowledge
•	10% Increase in ABC (abstain, be faithful, condoms)

Eight Nations
Totals	•	640 Trained Caretakers
•	16 HIV Plans	•	2800 lessons
•	96 Village Projects	•	400 VCTS
•	4000 Condoms /2800 Demonstrations	
           See Above

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	 <td><textarea name='proptitle' style='border-style: solid; border-width:1px; border-color: white white white white;width:125px;height:300px' id='proptitle' > Engaging Youth Leadership </textarea></td>
	 <td><textarea name='short' style='border-style: solid; border-width:1px; border-color: white white white white;width:175px;height:300px' id='short' >We are proposing to use our Technology of Participation network  to start programs focusing on building up local youth organization partnerships in 6 different sites. Each site would select and partner with 4 youth/young adult organizations for youth leadership development in their organizations, communities and schools. There would be a total of 24 partners </textarea></td>
     <td><textarea name='description' style='border-style: solid; border-width:1px; border-color: black black black black;width:400px;height:300px' id='description' >52.

 Engaging Youth Leadership


Executive Summary
	ICA is a 40 year old private, nonprofit, social change organization that promotes positive change in communities, organizations and individual lives. By offering unique, insightful, and innovative approaches to problem-solving that celebrate a diversity of voices and ideas, our programs and projects create the lasting relationships needed to effect long-term, sustainable social change and around the globe. Releasing the capacity for positive, sustainable futures is the mission of ICA and is done through participatory technologies, innovative training and collaborative research. As part of its programs the Institute conducts Youth as Facilitative Leaders (YFL). The Institute has worked with a variety of youth/young adult organizations 
	We have just entered one of the most critical decades of human history. Though tools and technology are available to respond to the challenges, the collective will around the world is in doubt. Addressing this dimension of the human factor has always be one of ICA's strength. We are entering a time of crisis and possibility facing multiple, interlocking issues of increasing poverty, high unemployment rates, expanding gap between rich and poor, failed governance, unsustainable energy and climate instability. The most important question is how do we prepare our youth and young adults with the values, leadership and tools for the challenges of the 21st century?
	We are proposing to use our Technology of Participation network  to start programs focusing on building up local youth organization partnerships in 6 different sites. 
•	Each site would select and partner with 4 youth/young adult organizations for youth leadership development in their organizations, communities and schools. There would be a total of 24 partners 
•	Each site would select 4 youth leaders from each of 4 organizations for a one year Masters of Participation involving Group Facilitation Methods training and coaching week-ends. There would be a total 96 youth facilitators 
•	At the end of a year, each of 6 sites would have a working relationship with 4 youth organizations, holding regular youth courses and a young adult faculty.
	The Institute would do a random sampling to assess the young adult’s use of the methods at their sites, barriers to youth leadership plus analyses of the organizations and communities for challenges facing young adult leadership. The budget requested is 100,000. One area has already started to do facilitated leadership training and would like to expand its use. They have also asked for inaugurating a youth team exchange with ICA international work with Youth Friendly Resource Centers.  40,000 would be for 10,000 grants to 4 other sites. 10,000 would be for a project coordinator and 15,000 for ICA project management cost.

ICA
 	The Institute of Cultural Affairs mission is to serve individuals, organizations and communities while building a hopeful, just and sustainable society. The ICA is a non-profit organization dedicated to expanding social innovation, participation and community building in all sectors of society. The organization has a 40+ year history of work teaching, training and networking globally. The Institute teaches participatory methods of problem solving and strategic planning that builds ownership in solutions.  ICA’s interactive approach to development and youth/adult leadership training enhances civic participation and personal growth. ICA has a staff of 14, a Board of 12 with a CEO.
	The ability to promote interest in ‘social pioneer’ for the 21st century is based on “experience”. We began our experience starting on the West side of Chicago in the late 60’s and early 70’s doing community renewal in pioneering work mobilizing a community and its leadership for grassroots, comprehensive development. The 5th City project became the testing grounds for our work with the poorest of the poor and has spread as a model, proto-design in 24 countries around the globe. We offer years of learning in all our programs with a particular focus on what is needed for present and future generations. This dialogue is the essence of the ICA as a catalyst for the future.
	The ICA 2009 Program highlights:
•	Technology of Participation (ToP) is taught in 24 sites with 98 public and in-house courses delivered by experienced ToP facilitators with 1,253 participants. There are 150 ToP trainers who are using ToP in their organizations or holding public courses. The ToP Network is over 20 years old.
•	The Teen Summer Facilitation Program involved 107 low-income youth, aged 14-20 years, in an 8-week training program. During the energy-filled sessions, the youth were equipped with skills that could be used in personal problem solving, group decision making and life planning.
•	ICA is collaborating with the Medical School to use their Living Well with AIDS. HIV+ leaders have been trained and 450 HIV+ people put through the 7 week program. 
•	The Community Redevelopment Planning involved a team of ICA facilitators working with residents on a plan to rebuild the City’s flood-affected neighborhood for the next 15 years. Eight community-wide sessions involved 1,400 people were conducted over a four-month period.
•	The ICA has managed the partnership for Families Initiative, a child advocacy program committed to help families and communities improve the lives of children from birth to 5 Years old. ICA works with eight collaborative agencies to assess their present contributions to child development and how to better serve their respective communities. Since 1998, invested more than 699 million in programs to improve the lives of young children and their families
The Need
 The dilemma of our youth and young adult and their post-modern world is attempting to live in a world that is no longer clear. All the common physical signs of adolescence are evident but there is a difference today. Until now adolescence was considered an interim period which the young were relatively protected. It was a time for them gradually and somewhat gracefully to enter into and appropriate the world. Society, through well-established channels, presented them with a comprehensive model of the universe and gave them the necessary tools to deal with it. Most important, it offered him a quite clear image of what it meant to be human in that world. Today there is little time for such development. Adulthood comes frighteningly early, all at once and with dramatic suddenness. Furthermore, youth enters the adult world only to discover that the adult offers him a picture of a world that is no longer there. To put it more precisely, they are given an image of themselves that does not correspond to their own intuitions.
	The response of youth to this trauma has been to create a world of its own, In a strangely common milieu, youth is searching after and acting out its destiny. As in no previous historical moment, youth seems to have a tightly knit society of its own, including language, categories, symbols, codes, rites and systems of accountability. This must not be understood as a retreat from reality into fancy. Nor must it be interpreted simply as maladjustment. Sickness and irresponsibility no doubt are present, but underneath, young people are creatively dealing with the situation rendered them. Given no world, they have been forced, and have dared to venture. Indeed, they may be performing, through their sometimes weird efforts, a service for civilization. What the adult has not done for them, they maybe doing for the adult.
	The establishment of the youth culture has not eliminated the problem of youth. Indeed, they are multiplied and intensified. The important thing is that their needs are different. The emerging adult does not need require longer periods on incubation. Rather they are in want of distinct rites of passage which clearly graduate them at an earlier age to some kind of adult status. They do not need further protection from the realities and perplexities of our age, but realistic avenues through which they can manifest their convictions and courage. They do not need more second hand, tidy answers to life’s questions or codes of morality out of yesterday, but sharp tools to formulate their own wisdom and make their own decisions of building tomorrow. Young people, with all their accumulated lucidity and energy, their concerns and their propensity to action, need to be released. They must have lively and adequate images of what it means to be a human being in the new world about them. We who are older must help them find and create  these images.
	The basic image shift required is one from youth as a problem to an image of youth as a solution. This shift is required is in the midst of a world that must face immense challenges:
+30 % of our youth are not finishing high school with much greater numbers in our urban centers. Such numbers, in many cases, consign them to a social and economic scrap heap before they even begin their adult lives.
+Each year through the 1990’s 5,000 youth between the ages of 15-25 killed themselves. Surveys show that 10% of adolescent boys and 18% of adolescent girls admit they have attempted suicide.
+Every day, the typical youth watches three hours of television and does one hour of homework; over 2,200 students drop out of school; 3,600 teenagers are assaulted, and 630 robbed.
Some are three times more likely to be killed as teenagers by gun violence than by natural cause. 
+Nearly two-thirds of some children, and almost one in four children, live in households with only one parent.
	Clearly, we need to change the conditions in our communities. The corner stone of such change is involving youth in significant roles, leadership positions and as equal partners in the assessment, design, implementing, development, and evaluation of work undertaken.
C: Program Description
Goals: The goal of the one-year pilot stage of the program is to train and coach through skills application over 96 young citizens from over 6 targeted metropolis areas in facilitation methods that will enable them to be effective community and organizational leaders for the rest of their lives. Measurable objectives designed to meet the program goals.
By the end of the year of the program:
+ 16 youth or young adult organizations in 6 targeted cities will have successfully developed a youth facilitation team of 4 who have completed Group Facilitation Methods training that is part of the Technology of Participation series with success defined as attendance of 90% of training and measured by program rosters and graduation list.
+ Successful youth facilitation skills implementation in organization and in community projects with documented results of events facilitated by youth to be measured by group and individual mentors task group notes and updates as well as actual implementation of planning events, projects.
+ At least 96 youth/young adults in 24 organization will have mastered facilitation and will have become Trainers of Group Facilitation Methods available to provide on-going training to others.
+ At each site a structure for youth facilitation trainers will be incorporated into the ToP Trainers Network which presently includes over two-hundred facilitation methods trainers.
+ Shifts will have occurred at the local level in the public perception of youth from that of “problems” to that of invaluable resources with contributions to make in their organization and community as measured by task group notes and updates and positive media coverage.
+ with our partners, this model for training youth facilitators and using facilitation will be evaluated by partners, mentors and community members and revised as is appropriate for replication/adoption in additional locations.
	Results of youth leadership training will be evident in their organization in their communities served and youth in general. Each participant experiences an expansion in personal confidence, self-esteem and life opportunities. At least 20 organizations and therefore communities across the country will have sustainable core groups of youth facilitators equipped with the skills to facilitate organizational planning, community dialogue and planning and strengthened multi-generational partnerships working to bring about positive change.
Activities/Strategies:
Engaging Youth and Young Adults as Facilitative Leaders is a one year initiation journey for young people involving facilitation skills, training, application, mastery, and the opportunity to become a youth trainer who facilitates the program’s sustainability. While the program is, by design, highly adaptive to local situations, it’s core program components include:
+ in-dept training of youth/adult teams in the ICA’s Technology of Participation facilitation methods, group conversation methods, workshops and group implementation planning.
+ on-going mentorship with the ICA’s experienced facilitators
+skills application and mastery through active involvement with organization and community demonstrations that include one-on-one mentoring.
+ becoming part of team of youth facilitators from different organizations who nurture and share each others experiences and work.
	At each site, the program is structured in three phases:
Phase 1(3 months): identify 4 youth organizations willing to participate in the program. Each organization chooses 4 youth to participate in the program. Hold a 2 day Facilitation course for 16 youth.
Phase 2 (3-9 months) Application of methods with monthly Application Days to design programs and share results. Mentoring and coaching sessions will be held. The key is to work out with partner organizations what the significant opportunities are for young people to play this kind of leadership role.
Phase 3 (9-12 months) Training and sharing of methods in-house and with community youth leaders will be the focus. On-going training and practice sessions will allow youth to learn skills in facilitating strategic conversations and action planning
	The program has already been tested with the Area Community Resources (ACR) which has 22 service programs in 7 Area counties, including more than 100 schools and community based sites benefiting 31,528 youth and adults. They have 238 staff members, 120 full time Corps members and 80 part time Corps. Earlier this year 4 High school ACR staff went through the ICA youth as facilitator leader program and other ACR adult staff are in the ICA Masters in Facilitation program. They are interested in creating youth facilitation as a core strategy of youth development.. Particularly, there has been work done at the High School using facilitation to engage youth in facilitation. We intent to intensify this involvement in a situation where a low graduation rate, with males only graduate at a 46% rate. Most of the students have been kicked out of their mainstream school, or dropped out, most commonly to take care of family or gang involvement. The aim is to use five youth who have had facilitator training to practice such skills in making come true a vision. They were visited by ICA youth and would like to return the visit as a symbol of being part of much bigger world. It would be a great sign for the whole school of what is possible
D: Evaluation: the program will be evaluated at 3 levels:
+ Each youth facilitator will complete a brief, generic history and their journey will be evaluated through mentor reports, updates and evaluations of program participants.
+ Each partner will be asked to assist in documenting stories, learnings and results of program activities. Each quarter ICA will hold partner consultations for an assessment of the program and future planning. At the end of the year all 4 organizations will do a think-thanks focusing on a SWOT (strength, weaknesses, opportunities and threats) analyses and future directions.
+ documenting the reaching of the goals set out in the program section.
E: Conclusion:
+16 youth organization partnering with ICA in bringing new tools and means to engage youth leadership in 5 Cities.
+ A strong core of youth facilitators in place who are part of an area youth facilitator team.
+ Engaging a large section of community youth in seeing themselves as gaining fundamental civil society skills.
Estimated Project Budget: The Institute of Cultural Affairs is hereby requesting 100,000 toward this project. 25,000 will go towards the ACR partnership: 10,000 towards programs sites: 10,000 will go for a project coordinator plus 15,000 for ICA’s administration.

Qualifications of Key Project Personnel

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