campus california teachers group (cctg) offer

• Welcome—Get Involved—Take Action

• Teachers Group and the staff at the school

• Clothes Collection and the staff

• Why Africa and Central America with Ecuador?

• Humana People to People

• Our pedagogical principles—the foundation of the education

• Our programs

• The Development Instructor Africa Program—different opportu-

nities

☼ 1st period

☼ 2nd period

☼ About the countries where we work

☼ 3rd period

• Fight Poverty in Belize —The Fight Poverty Central America

program

☼ USA—Central America course

☼ About the countries in short

• No alcohol—no drugs

• Practical Information

• How to get involved and enroll in the program

• Teams starting

Content

There are huge problems of global pro-

portions today, but human ingenuity should not be underestimated. More human beings also

means more bright ideas! The interconnectedness of the world means that more and more people

acquire knowledge about each other, and many decide to take action for a better world. There

are numerous encouraging things taking place globally as well as at the grassroots level.

The Universal Declaration of Human Rights is a document agreed upon by the majority of na-

tions in the world. It establishes an essential common platform for all of humanity, and more

and more people come together in multiple forms and formations to work towards its implemen-

tation. In the year 2000, the United Nations set up 8 Millennium Development Goals for all na-

tions on the planet to work to achieve before 2015. The first of them is to reduce extreme pov-

erty. Many believe that it is within reach of our generation to put an end to poverty. One genera-

tion ago, 1/3rd of the world’s population lived in extreme poverty. Today the figure is 1/6th but

still, far too many, and they are unevenly distributed—with Africa lagging behind and even

moving in the wrong direction in some places. There is progress and encouraging news. It is our

experience that just knowing, and talking, about all the problems in the world is discouraging;

however, as soon as you start doing something about them—no matter how small—

encouragement follows.

The programs at CCTG provides an opportunity for ordinary people to do something and be a

part of setting encouraging examples and taking action for a better world. Together with the

people in need, we can progress one step at a time. Install a new bore hole and a pump so clean

water is secured in a village. Establish a school garden to provide a nutritious meal for the chil-

dren in grade one. Organize that yet another family receives a small loan and can start planting.

Hold a course for women about hygiene. Build a new latrine. Mobilize five more girls to go to

school. Teach HIV-positive people about the “10 rules of survival”. Educate primary school

teachers for rural areas. The list is long and everybody can take part. Each event is a small vic-

tory in the fight against poverty, and over time have an impact. The people who are part of the

development work develop themselves in the process and build their capacity to do more. Good

examples spread and development can only be created through a collective effort.

We invite you to join us in this endeavor—if you are up for the challenge!

Get Involved - Take Action

Welcome to

Campus California TG (CCTG)

Campus California Teachers Group

Teachers Group (TG)

Some of the permanent CCTG staff are members of the Teacher's Group (TG).

The TG started in Denmark in the 1970s and has grown to almost 2,000 members worldwide (the majority

in Africa). The TG consists of a group of people of many nationalities, ages, and backgrounds who are

committed to working together to create human development. Despite the name, TG members are not

only teachers, but also lawyers, accountants, business managers etc.; and they commit themselves to be

part of the group for two years or longer.

As a CCTG participant, you have the opportunity to join the TG if you wish, after your program is com-

pleted.

Being a member of the TG has many benefits, including :

* The opportunity to create human development either by working with others in an existing project, or

by starting up something new.

This means that you can push yourself and take on new challenges, even if you might not think you are

"qualified" to take them. You will have both the financial support of the TG behind you, as well as a sup-

port network of others in the TG around you with varying backgrounds and experience who can give you

input to help you grow and meet the new challenge.

* Guaranteed employment and financial security

The TG has "joint economy". So financially you "contribute what you can" and "take out what you need

and what is reasonable". So as a member of the TG you can focus on your development work and not

need to worry about paying your rent, or having food to eat etc.

In all areas of the world where TG members work, TG members meet regularly in order to qualify and

develop their work further.

Ultimately you are responsible for developing your work together with those you work closely with, seek-

ing input from others if you feel you need it.


Who We Are—the staff

AT THE SCHOOL:

Anthony Nugent (American) was a participant of the October 2006 DI team and taught at a Teacher Training College in Nacala-Porto in Mozambique for one year. Anthony was the team leader for CCTG’s first pioneer Fight Poverty team to Belize and is currently working as the promotions manager and teams up with Laura as operational manager.

Rita Lapof (American) was a participant in the February 2007 DI team and worked with the Farmer’s Clubs in Malawi for 8 months. She returned from Malawi in May 2008 and in September 2008 committed herself to working at CCTG and has taken on the role of the team leader for the Pioneer Ecuador team, DA teacher, and is currently with her Belize team traveling in Central America.

Laura Pouponneau (Canadian, originally from the Seychelles) was a participant of the November 2007 DI team and commit-ted herself to CCTG before leaving for the TCE (Total Control of the Epidemic) program in Namibia. Laura returned and re-joined the staff of CCTG at the end of January 2009 and become the team leader to the February 2009 DI team. Laura continues as the DI teacher, currently for the August Africa team, has charge of the school economy, and runs the programs at CCTG working closely with Rita and Anthony.

Jukyung Lee (Korean) was a participant in the September Belize team 2008 and work the Child Aid project in Punta Gorda for 4 months. She returned to Korea in April after her project period to recover from an injury she got starting organic vegetable gardens. Now fully recovered we arte happy to have her return as our new Fight

Poverty team leader.


The Clothes Collection

In order to help support CCTG's training center economically, CCTG started a used clothes collection in the San Francisco area in

2003. Currently (July 2009) CCTG has 620 clothes collection boxes in the communities, and plans to expand to 700 by the end of 2009.

Presently CCTG collects approx 110,000 lbs (65,000 kg) of clothes, shoes, toys and household items a week (this is about 8,000 full

large trash bags). It is amazing what we can divert from the landfill by recycling it!

The collection in the Bay Area is run by two general managers (Sophia Campus Duus and Keld Duus). Clothes are collected from the

collection boxes in six trucks by six drivers. CCTG also employs a driver’s manager and a public relations manager. Donated items

are brought to the warehouse in Richmond (the other side of the bay from San Francisco) and resold, raising an annual surplus of $

160,000 for the training center- CCTG – in Etna.

The clothes collection provides a number of community benefits.

*Job creation for a total of 14 drivers and warehouse workers in the local area.

*Providing convenient opportunities for people to donate their clothes, shoes, toys and household items to be reused, keeping them

from ending up in landfills.

*Assisting in the fight against global warming (allowing clothes to be reused means that fewer new clothes need to be manufactured

reducing the global carbon footprint).

As a CCTG participant, you will be involved with the clothes collection as it is an important part of CCTG, and gives you an opportu-

nity to learn about a recycling production.

* Your team will spend an "action week" in the clothes collection. The program during that week will depend on the needs of the

clothes collection at that time; it may include public relations activities with site-hosts or finding new sites for clothes collection boxes.

The action week will give you the chance to improve your organizational, presentation, and communication skills.

* It is also likely that you will have the chance to "fundraise through outreach" by finding hosts for new clothes collection boxes in the

San Francisco area.

STAFF AT THE CLOTHES COLLECTION:

Keld Duus (Danish) has been a teacher to travel teams but his strong side for quite some years has been running Clothes Collections. He is instrumental behind the success of IICD Michigan and CCTG Clothes Collection. He has also worked with Humana People to People in Europe.

Sophia Campos (Brazilian) was a Development Instructor with IICD Massachusetts in 2003, she went to Mozambique and volun-teered with EPF (Teachers Training College) for 1 year. She also assisted with starting up the Clothes Collection for IICD Michigan and currently contributes to the success of both our—CCTG—and IICD Michigan Clothes Collections.

Jan Sako (Slovakian) was a Development Instructor with DRH Lindersvold in Europe in 2005, he went to Mozambique and volun-teered with EPF (Teachers Training College) for 6 months. When he came to do his 3rd period of the program in the USA he decided to stay with CCTG and has been contributing to the expansion of our Clothes Collection since 2006.

Line Henriksen (Norwegian) has been a teacher for Development Instructors at IICD, MI and IICD, MA. She has recently started up

the Development Action program that runs a door to door collection in cities around the San Francisco bay.

Why Africa and

Central America ?

Both Africa and Central America belong to the so-

called “Third World”, but in fact they are part of

the same world as the US, Canada, Europe, Japan

or wherever you come from. However, the differ-

ence in living standards and opportunities is so

enormous that it is hard to comprehend when liv-

ing in a developed country.

Africa’s 800 million people constitute more than a

thousand tribes, each with its own history, language and culture. They live in fifty three inde-

pendent countries with borders drawn by colonial powers. Thus each country typically con-

sists of a colorful mix of cultures. Independent Africa began after the second world war.

Ghana was the first country to gain independence in 1957. The process was completed in 1990

when Namibia, the last colony, gained independence. So the “New Africa” is young and facing

huge changes and transformations.

Often the images we get of Africa are those of endless doubts about Africa’s resolve, intention

and capacity. However, the truth is that all over the continent, even in the most extreme of cir-

cumstances, Africans are engaged in endless numbers of initiatives, projects and programs to

enhance life and improve living conditions. The truth is also that the people of Africa have a

lot to cope with.

One of Africa’s many folk tales is the story of the mouse who tried to mobi-

lize his fellow animals—the chicken, the goat, and the cow—to remove a

mousetrap. Well, they did not care about the mousetrap, since it posed no

danger to them. But then it happened that a very dangerous snake got caught

in the mouse trap and when the farmer wanted to take it out, he was bitten.

Now, when bit by a snake you immediately have to wash the bite with blood

from a chicken, so the chicken was slaughtered. As the farmer became more

ill and unable to work, the family had to slaughter the goat to have enough

food to eat. And alas, when the farmer died from the bite, the family had to

slaughter the cow to have food enough for all the people coming to the fu-

neral. Moral: don’t turn your back on the problems of your fellow human

beings, because they will end up being your problems as well.


Africa is the poorest continent in the world. It is a continent that has suffered a history of underdevelop-

ment: slave trade, colonization, apartheid, war and more; currently a continent that is hardest hit by the

worst epidemic in human history, HIV/AIDS. More than half of the population lives on less than a dollar a

day and the number of people living in extreme poverty is growing,

Facts and figures out of Africa can be depressing, however behind the figures

there are human lives; people who, with a unique social network, reach out to

care for each other, using all available resources to make the best out of life.

Getting to know these people, working alongside them, and creating develop-

ment together, you realize their strengths and know there is hope. The people of

Africa have a huge capacity to cope and a strong will to make things better, but

they need assistance. Fellow human beings who have surplus in the form of skills

and knowledge, can assist Africans so they can expand their capacity, resources,

money, and the encouragement and energy it provides, working side by side in

solidarity with someone who cares.

This is not about charity. People in Africa do not need charity. It is about human dignity and every human

being’s right to live with dignity and fulfill his/her potential.

The Development Instructor Program offers a unique possibility for you to get involved and be a part of

creating development together with the people of Africa.


The Americas are diverse continents that have been populated by immigrants from all corners of the world,

since the earliest Native American settlers making their way through the arctic to settle all over North and

South America to the European conquest and numerous waves of immigrants, including those forced into

slavery.

When we begin to learn about Mexico and Central America, we can begin to recognize many similarities

between their history and present day conditions, to those of Africa. Colonialism, exploitation, and entire

communities forced into slavery and poverty being made to produce raw materials and agriculture for ex-

port to wealthy countries.


Languages were imposed and borders drawn with total dis-

regard to a heritage, rich in culture and diversity. Today in

rural communities in Central America it is not unusual to

find several indigenous languages being spoken in a single

community, even though Spanish or English may have been

the official languages imposed for many generations now.

Large corporations have made their homes there to take ad-

vantage of the cheap labor available so they can maximize

their profits. The land is rich and fertile but hunger and mal-

nutrition is common.

How do we make sense of this kind of poverty in a part of the

world that is so rich in natural resources? Connected and

between the richest country in the world and the developing

countries of South America?

Fighting poverty means creating opportunities for people to

stay and develop their communities and, subsequently, their

country. The Fight Poverty Program invites ordinary people

to come and take action in eradicating poverty in Central

America.

During the last three weeks, I have been working in the school in the village El Molino.

The school is quite nice. It’s made of concrete blocks and has a tin roof. It is white-

washed both on the inside and on the outside. There’ s space and furniture enough for

all pupils. It is quite worn down though. The paint is falling off and the beams and raf-

ters supporting the roof has been badly eaten by worms and termites. There is no system

for garbage collection and when I came the school yard was covered with litter. The

blackboards definitely need painting.

The school’s greatest asset is its teachers. They are very friendly and supportive. They

know their pupils very well and care for them. Being a teacher in Guatemala isn’t easy

though. In order to get anything done they have to deal with a very conservative and

inflexible bureaucracy. Then there is the lack of money. In short, they cannot rely on the

government if they want things to improve.

Change here must come from the people themselves. In this change, we can play a posi-

tive role, first and foremost as catalysts. I have found, that I as an outsider see and react

to things that people here have gotten used to. An example of this is, of course the gar-

bage on the school yard. Another is the lack of good routines and a place for washing

your hands after using the latrines at the school. As a way of tackling these and other

health problems, we organized a health week at the school in El Molino last week

Humana People to PeopleHumana People to People

As a CCTG participant, you will spend six months at a project run by Humana People to People in

Africa or four months at a project in Latin America. You will be responsible for developing that pro-

ject together with the project leader and other key staff.

Humana started as a small organization in 1977, and now operates over 200 humanitarian develop-

ment projects in 30 countries. Millions of people worldwide participate or work at Humana's projects.

The following is an extract from Humana's Charter (complete version available at www.humana.org),

giving an insight into the philosophy of the organization.

" WE, who are not secret drinkers in cradles of comfort while

watching the world turn itself into a ball of fire, unite in

hearts and in words and in deeds with all Mankind.

* When destitution is master, we bring food and

clothing and jobs to the poverty-stricken.

* When disease spreads, we hospitalize and nurse

and bring relief, we comfort and hold and heal.

* When being a child means never becoming a grown up, we stop the sources of dysentery. And we stand by

the graves. And we die a little.

* When being a grown up means never becoming old, we become part of the struggle against the plague and

the war. We create jobs. We take action.

* When life cannot be lived, hardly even survived, we place ourselves in the line of fire.

With our thoughts, our words, our deeds.

Man standing shoulder to shoulder with all of mankind".

(the term we use for this is Solidary Humanism).



One good example of this is Humana's action in Angola. Angola was at war from 1962 to

2002. A country rich in resources (diamonds and oil), it was a cold war battleground at one

point, the MPLA government being supported by Cuba and the Soviet Union, the UNITA

rebels being supported by the US and South Africa. The majority of the ten million people of

Angola were affected by the war in one way or another. Most development organizations

pulled out of Angola because of the danger in staying there, but Humana stayed to be to-

gether with the Angolan people throughout the war. In May 2001 the Humana projects in

Caxito were attacked by UNITA rebels. 60 children were abducted by the rebels from the

school for orphans there. Humana was determined not to give up hope for these children and

worked actively with the UN and other local organizations to force UNITA to return the chil-

dren unharmed. Three weeks after the children were abducted UNITA returned them to Hu-

mana, the first time in the history of the conflict in Angola.

Humana's projects in the North - Europe and North America - generate funds for the pro-

jects in the South through the collection and sale of second hand clothes. The projects in the

South—Africa, China, India, Central and South America—meet basic human needs through

the creation of sustainable development within areas such as education, child aid and orphan

programs, training primary school teachers, sale and distribution of second hand clothes, ag-

riculture, tree planting, water supply, and fighting HIV/AIDS.

The Humana project involving the largest number of people is the TCE (Total Control of the

Epidemic) program. This operates in the countries of sub-Saharan Africa hardest hit by HIV/

AIDS, and involves the effective and low-cost mobilization of communities against the spread

of HIV. This program has had impressive results, and been adopted by the Botswana govern-

ment as their official anti-HIV program.

1. You must go exploring in order to create new conceptions. And then again make new explo-

rations in order to make better conceptions.

2. You must get close to the things you want to learn about. The closer you get, the more you’ll

learn.

3. Together with your comrades you must be the driving force in the training process. It is not

the little tricks of the teacher that can get you moving. Life is far too important for that.

4. You just need to know that the more you get going, the more you will be doing. The more in-depth you get the more you will want to know. There is a lot of work involved - but you avoid being superficial and half asleep.

5. You are not going to learn everything at school. Like the iceberg, maybe just one tenth of

what you actually wanted to learn. All the rest will come afterwards.

6. Only Adam was alone in the world. All the rest of us are here together.

7. What you are learning must be usable. Preferably right away - so others can learn from you. Possibly later, when the opportunity arises. What you have learnt you will learn double by teaching it to others.

8. You must be mobile in order to encounter many things. If not, the whole thing will come to a

halt - even though you have your eyes popping out of your head.

9. All this concerns the teachers as well.


Our Pedagogical Principles —

the foundation of the education

Our Programs:Our Programs:

Campus California TG runs the following programs:

1. Development Instructor program—DI program

2. Fight Poverty Program—FP program

3. Development Action program—DA program.

The Development Instructor Program

(comprised of 3 periods)

• 1st Period: 6 months education and action

period in the USA

• 2nd Period: 6 or 12 months development

work at one of Humana People to People’s

projects in Africa

• 3rd Period: 2 months follow-up with

information and outreach activities and the

opportunity to expand work experiences.


The Fight Poverty Program

(comprised of 4 periods)

• 1st Period: 3 months preparation period in

the USA

• 2nd Period: 1 month bus travel and investi-

gations in Central America

• 3rd Period: 4 months development work at

one of the Humana People to People’s pro-

jects in Central America or Ecuador

• 4th Period: 1 month back in the USA

The Development Action program

(prior to starting in the DI or FP programs)

• Up to 4 months with Promotions

OR

• Up to 3 months with the Clothes Collection

1st Period: The Development Instructor’s Program

Being enrolled in the program does not guarantee you a position at

a Humana project in Africa. You must qualify.

The goal of the first period is to qualify you so you are able to fill a

position and make a significant contribution at the project where

you will volunteer in Africa.

Guidance and support during your first period

Your team receives common input from the CCTG staff who all have recent experience in develop-

ment work. You also receive guidance from the staff as to how you can qualify yourself as a Develop-

ment Instructor.

You have regular meetings with a

staff member, where you review your

progress together and plan your fu-

ture development.

You receive a job description for the

position you take in Africa early in the first period so you can prepare specifically for that posi-

tion.

Throughout the 1st period we work very closely in order to reach the

goals and to be fully qualified for the position at the project—it is a

team work –it is not a compromise for the individual to work together

in a team, neither for the team to accommodate the individual. Good

teamwork supports and promotes the diversity and subsequent

strengths of each individual and is rich and capable because of many people

working together to achieve something.


To qualify as a Development Instruc-

tor you need to:

1. Work with people from different backgrounds

2. Be able to communicate, orally and in writing, in the lan-

guage of the country where you will work

3. Demonstrate the necessary skills to work at the project

you are going to.

4. Demonstrate that you can take initiatives and responsibil-

ity for development

5. Demonstrate that you can plan, and use your time well

6. Show that you can instruct in the language of the country

where you are going.

7. Reach your fundraising goal through outreach.


The educational system at CCTG

The educational system at CCTG is set up so that you can, and must, take responsibility for your own

development, and own qualifications as a development instructor. You will be part of an international

team each from different backgrounds. Your background will be different from others on your team,

therefore what you need to do to qualify as a DI will also be different. You will plan and implement

how to use the educational system at CCTG so that you can enhance your skills to qualify as a DI.

How will you train at CCTG to meet the above demands ?

1. You must show that you can work

with people from different back-

grounds.

Your team may include people from

many nationalities, ages, and back-

grounds. Some may not be fluent in

your native language. You will have

some common responsibilities as a

team : to learn the language of the

country you are going to, to organize

evening programs at CCTG, to meet

your fundraising goal through out-

reach ... You will gain an understand-

ing of the strengths and weaknesses of

your team members by taking these

common responsibilities. The nature

of the teams and the programs at

CCTG means that you will show that

you can work with people of different

backgrounds by going through the pro-

gram.

2. You must demonstrate

that you can communicate,

orally and in writing in the

language of the country

you are going to.

You will have regular lan-

guage lessons from a mem-

ber of CCTG staff or a team

member fluent in the lan-

guage of the country where

you are going. You will

have regular language tests.

You will be expected to

show that you can give oral

and written presentations in

the language.

3. You need to demon-

strate you have the skills

appropriate for your work

at the project

You will use the educational

system at CCTG to secure

this, guided by CCTG staff.

Courses will be given by

CCTG staff or others, which

together with individual

studies, will secure this.

5. You must show that you can plan,

and use your time well

* You will be expected to make regular

plans about how you will use your time,

which will be qualified by CCTG staff.

* CCTG has a daily schedule, which you

will be expected to follow. Following this

will help you to plan and use your time

well.

* A fixed point on your regular meetings

with CCTG staff will be your analysis of

how you have used your time since the

last meeting. If you haven’t achieved what

you had planned you will be helped as to

how you can use your time more produc-

tively.


4. You must demonstrate that you can take initiatives,

and responsibility for, development

Your role at the project in Africa will be to assist the pro-

ject leader in the development of the project. He/She will

be busy on a day-to-day basis running the project. Al-

though you can expect to have meetings with him/her, you

will be expected to work independently a lot of the time.

You will take initiatives and responsibility for develop-

ment at the project, either by developing something your-

self, or by mobilizing others at the project to take part.

CCTG is not a traditional “school”. Being a development

project in itself, you can and must demonstrate that you

can take initiatives, and responsibility for, development at

CCTG.

* You will be responsible for running CCTG together

with the permanent staff . Everyone is responsible for

cooking and cleaning. You will also choose a responsibil-

ity area which you will work with every week yourself or

with a teammate. You will be expected to take initiatives

and develop your responsibility area during your first pe-

riod.

* You will have three “action” weeks during your first

period. One in the clothes collection, one doing promo-

tions, and one “making a difference in the local commu-

nity”.

To “make a difference in the local community” you will

go out and make investigations as to what is needed, and

organize and plan different activities. The activities should

be appropriate to the work you will be doing in Africa.

* You will have many “experiences” at CCTG. These are

activities that are demanding, involving leading, organiz-

ing and re-organizing, planning and re-planning, evaluat-

ing, coming to agreements, dealing with issues and con-

flicts. For example- organizing a building weekend at

CCTG, leading the “Science and Adventure” conference,

or rehearsing and performing in a theatre play.


6. You must be able to instruct

in the language of the country

where you are going

You will be expected to give pres-

entations and short courses in the

target language before you leave

CCTG, as well as develop educa-

tional materials to take with you in

the target language.

7. You must reach your “fundraising

through outreach” goal

As a team you will be responsible for raising

$6000 per person.

This may seem impossible, but by sticking to-

gether and supporting each other on the team,

and with the support and input from CCTG staff

it is definitely possible.

You will fundraise through outreach - by meet-

ing people on the street and inviting them to

support you, or by talking to businesses in the

San Francisco area, inviting them to host

clothes collection boxes for CCTG’s collection.

By reaching your goal you may well feel that

the “impossible has been possible”. You will

learn to set a goal, support each other on the

team in reaching the goal, and have fun while

doing it!

As you have understood by now this is a challenging program! We challenge you and

ourselves because this is how we achieve personal development.

Not everything will turn out as we expect and we will make mistakes, but we will

learn a great deal.

This is a program of challenges and every challenge you tackle in this period will bet-

ter prepare you for what is to come, fighting poverty, food shortages, AIDS, Global

Warming.

This will not be easy but what you gain can not be had any other way, please join us,

embrace the challenge!

Be the one in charge of a situation, and not a victim.

You decide how your day will be, how your endeavors will turn out, and you are the

one not to let outside factors take over and determine the outcome.

Second period—6 months at the projects in Africa


You are in this period working closely together with Humana People to Peoples projects’ lead-

ership and staff, and are fully integrated in the organizations development work.

Through this period you work as Development Instructors

(DI in Humana). You will get first hand field work experience

and will be given opportunities to be part of developing the

project with your own efforts, skills and ideas throughout the

whole period. The DI positions are mostly given within the

field of education; - from street children schools and pre-

schools, to a teacher training level, HIV/AIDS prevention

programs, Child Aid and Community development projects,

various kinds of fundraising and environmental projects.

You will be going to the project where there is most need for you at that movement. Early in

the training period each of you will get to know which project you can concretely prepare for

and learn about the actual tasks there. This can still change during the preparation time so it

is important to be flexible and open for changes.

It is also important to bear in mind that; - “where there is a will there is a way”. This

means that all kinds of technical preparations are not enough. It is our experience that the De-

velopment Instructors, to a large extent, also need to use all their best human qualities and

fully understand Humana’s Solidary Humanism to make a successful project work period.

The projects we have been working with in Africa:

Mozambique

• EPF (Teacher Training College)

• Child Aid

• Children’s Town

• Vocational Training School

• TCE

• HOPE

Zambia

• Child Aid

• Children’s Town

Mozambique:

• Vocational Training School – Maputo, Mozambique.

This is a boarding school (aged 14 – 28) where you can be in charge of teaching English, health, AIDS education,

planning experiences, holidays, weekend trips, partnership activities and much more.

• Teacher Training College (EPF) - Maputo and Nacala, Mozambique

ADPP Mozambique works hand in hand with the Ministries of Education in training teachers who are willing and

able to work under very difficult conditions in rural village’s primary schools. Together with the children, dedi-

cated teachers can do wonders in the communities. You will contribute with new interactive methods of teaching,

teach the students about the world we live in, teach painting, drawing and theater, invite locals for evening classes,

and so much more.

Zambia

• Child Aid - Ndola, Zambia. Environment and community development.

Child Aid is a broad community based project with the following main lines of activities. 1. Strengthening the

economy of the family. 2. Health, hygiene - here under HOPE. 3. Preschools. 4. Children active in the social, po-

litical, cultural & economic sphere of the society. 5. Children without parents. 6. Education. 7. District develop-

ment.

Some examples from the projects:


Namibia

• TCE

• Vocational Training School

• Child Aid—environment and HOPE activities • Private school

Malawi

• TCE • Farmers’ Clubs

Environment.

The activities within this project are many, and depend on the funding, time of year and the needs of the areas. To

assist a child you need to assist a community, If the parents have food they will, of course, give to their children.

Some activities are: starting/continuing “Income Generating Activities” such as raising chickens and goats, training

local volunteers, teaching peer groups about AIDS, and organizing events such as weekends with games and sport

competitions for people in the local communities.


Botswana / Mozambique / Zimbabwe / South Africa / Namibia / Malawi / Congo…

TCE – Total Control of the Epidemic – HIV / AIDS - outreach.

TCE is not a project but a framework, in which many projects and activities can operate. All aiming to mobilize

every single person and all possible resources in getting one of the worst epidemics in human history under con-

trol.

The TCE Program works as follows:

A country is divided into areas of 100,000 people, holding fields of 2,000

inhabitants. In each field, a local Field Officer is employed for a period of

3 years. During these 3 years, the Field Officer’s task is to reach out to all

people in the area, finding volunteers from all walks of life, educating them

to educate others, going door to door, starting activities such as sports clubs,

production groups, and women’s clubs. Their tasks contain everything that

works towards getting the epidemic under control.

• As a Development Instructor in TCE, you become part of the Special Forces at either the Division or Corps

level. In the Division this means working with 500,000 people and 250 Field Officers. On the Corps level with

2.5 million people and 1,250 Field Officers.

• The Special Forces work to-

gether in a team of 6-10 peo-

ple, with the task to lead, super-

vise, administer and inspire the

implementation of the TCE Pro-

gram.

• To work with TCE, it is essen-

tial to have interpersonal, mo-

bilization and organizational

skills, and to be able to adminis-

ter and manage large groups of

people, working within a struc-

tured program.

Some facts on AIDS

• 60 million people worldwide have been infected with the HIV virus that causes AIDS. • 20 million of them have died of AIDS. • 28 million people in Africa south of the Sahara are infected. • In 16 countries in Africa, more than 10 % of the entire population are HIV positive. • 13 million children have been orphaned by AIDS. • There is no cure and no vaccine against AIDS.

About the Countries in Sub Saharan Africa where we work:


Zambia —Northern Rhodesia gained independence from Britain in 1964 and changed its name to Zambia. Zambia is a land locked country with 11 million inhabi-tants. Copper is Zambia’s main export earning covering over 90% of the country’s income. The dependency on a single export product and with falling prices on the world market and increased prices for import products has broken Zambia’s economy. The country has a huge debt, 50% unemployment and around 85% of the population live below the poverty line. Furthermore the AIDS epidemic has hit the people hard. 85% of the people live in rural areas as small scale farmers. Humana People to People has been working in Zambia since 1986. DAPP Zambia runs 16 development projects.

Malawi —Malawi is a landlocked coun-try slightly smaller than Pennsylvania and has a population of 13 million. It gained independence in 1964 from Britain. Malawi ranks among the world's least developed countries. The economy is pre-dominately agricultural, with about 85% of the population living in rural areas. The economy depends on substantial inflows of economic assistance from the IMF, the World Bank, and individual donor nations. In 2006, Malawi was approved for relief under the Heavily Indebted Poor Countries (HIPC) program. The government and people of Malawi face many challenges, including developing a market economy, improving educational facilities, dealing with environmental problems, and with the rapidly growing problem of HIV/AIDS. Humana People to People has been work-ing in Malawi since 1995. DAPP Malawi runs 16 projects.

Namibia—Namibia was taken by Germany when the European powers divided Africa among themselves at the Berlin Conference in the 1880’s. When Germany was busy in Europe during the First World War, South Africa occupied Namibia in 1915 and did not leave before 1990, when the Cold War was over and Apartheid in South Africa had ended. Namibia is a large country with just 2 million people, more than half of them living in the North. Although the mining sector is the most important income for Namibia it employs just 3% of the work force. The majority of people are small farmers, who struggle to live from the land, that is increasingly deteriorating. 56% of the population live on less than $2 a day. Humana People to People has been working in Namibia since 1990. DAPP Namibia runs 12 development projects.

South Africa —South Africa is located on the southern cape of Africa. It shares its borders with Namibia, Zimbabwe, Swaziland, Mozambique, and Lesotho is situated within South Africa. South Africa has the largest economy in the southern African region. Service industry, mining, manufactur-ing and agriculture contribute to the economy of South Africa. Globally South Africa is recognized as a mineral supplier. Over 50% of the population in South Africa live in urban areas. The wealth in the country is not equally distributed as a result of the relicts of the apartheid era. South Africa held its first multiracial and democ-ratic elections in 1994. The country was under the racial segregate rule of the white minority with legis-lative clauses making the white minority race more superior and favoring them. Humana Peo-ple to People South Africa have social development projects which focuses on

children's welfare, HIV and AIDS and Human Resources Capacity building.

Mozambique —After almost five centuries as a Portuguese colony, Mo-zambique became independent in 1975. However, large-scale emigration by whites, economic dependence on South Africa, a severe drought, and a pro-longed civil war hindered the country's development. When the Cold War ended in 1989, things started to change and in 1992 a peace treaty was reached between the ruling party FRELIMO and the rebel movement RENAMO. Since then Mozambique has been praised by many as a development success story. Mozambique's economy grew at an annual 10% rate in 1997-99, one of the highest growth rates in the world. However, over 70% of Mozam-bicans still live under the poverty line. 43% of the 19 million inhabitants are below the age of 14. There are millions of land mines, a growing AIDS epi-demic, lack of teachers and nurses, and Mozambique is often prone to both flooding and droughts. Humana People to People has been working in Mozambique since 1982. ADPP Mozambique runs 42 develop-ment projects.


The Structure of the Development Instructor's Stay at the Project

You

* are at the project for six months.

* cannot travel to other countries during these six months

* cannot stay longer in the country than the planned six months

The six months at the project has the following structure :

3 days * Arrival.

* Get to know the project.

* You should have a briefing from the project leader or a key staff

member on how to keep yourself healthy and safe while at the project, and

what to do in an emergency or if you are sick.

(Note : CCTG will expect you to take malaria prophylaxis during your

period in Africa. This will be provided before you leave the US. If you

feel unwell when in Africa you should always suspect malaria and take a

malaria test as soon as you can).

2 weeks * Thorough introduction to the work at the project

* Get started

* Meeting with the project leader to confirm your responsibilities at the

project

4 weeks Project period : you work at the job

1 day Golden Cut Meeting : meeting with project leader to review your progress

and plan for remainder of the period at the project

1 week Task Force Period (actions or production of information outlined by the

Federation and the project and planned in detail with the project leader)

1 week You plan a trip of your own choice. The itinerary and goals of the trip are

qualified and approved by the project leader. You make the trip.

15 weeks You continue working at the project

2 days Conclusion, hand-over to project leader, and departure

You will have an active weekend program. The weekend activities are planned according

to the program of the project and your job as a Development Instructor

Examples of weekends:

• Project weekend: A special activity with and for the people at the project like Open

Sunday or other activities and events.

• Cluster meeting: Common program where the Development Instructors report to the

team of Project Leaders in the area (called a cluster).

• Cluster weekend: An activity to promote the development in the cluster and its

activities: A building weekend, a common action, an outreach weekend or an

income rally.

The Third Period—Camp Future

After completing the 1st and 2nd periods you return to CCTG for the final 2 months of the pro-gram. It is a very important 2 months, full of informational activities to further educate peo-ple about the work that you have done and the situation in the world. After being at the pro-jects and going through the struggles, successes, frustrations, times of joy etc, you are in a very good position to inspire others. This period is planned during the 1st period and some examples of activities are: teaching a new team for 2 weeks, making a theater play and pre-senting this in schools, holding Info Meetings for people interested in the programs, making presentations in colleges, writing articles for newspapers, etc.

One of the most important parts of the third period is to work with the 1st period partici-pants as you represent the link between them and the projects.


USA — CENTRAL AMERICA COURSE

Fight Poverty in Central America with

the Fight Poverty Program!


The USA – Central America courses have this structure:

Period 1: 3 months at the school – USA and its backyard: Rich and poor in USA

and in Latin America

Period 2: 1 month bus travel and investigations from the school to Mexico, Guate-

mala, Honduras, El Salvador, Nicaragua– before finally ending in Belize. Getting

to know the people of the USA and Latin America, their culture, living conditions,

hopes and fears

Period 3: 4 months work in Belize - Fighting shoulder to shoulder with the Poor

Period 4: 1 month at the school - Alerting Americans to yield support for the poor

and sharing your experiences with the new volunteers.

During these periods the course offers you, the participant, to learn and

Period 2: 1 month bus travel and investigations through

Mexico and Central America - The people of the USA

and of Latin America ,their culture, living conditions,

hopes and fears

You wave good-bye to the school in Etna, California as your

bus leaves for the open road. Your team has prepared a travel

plan including places where you intend to stop for investiga-

tions. You visit factories, schools, slums, Californian farmers

and fancy neighborhoods. Some stops are brief. You disperse

for a snooping tour, taking in impressions of different parts of a

city or town, and join again in the bus for a discussion of your

impressions and what they may tell you.

You make a stop at the border to see the southern outpost of

the US, you cross, you see and consider. This time the stop is

not so brief, as you intend to make a more thorough investiga-

tion. You read about life at the border, legal and illegal trade,

and its consequences. You ask questions, you see for yourself.

You continue through Meso-America, the land of once mighty

indigenous cultures that were so devastated by Spanish con-

quistadors that only 5% of the highly populated region sur-

vived after epidemics and hunger had run their course. You

visit historic sites of the ancient civilizations and take your bus

to visit impoverished villages in the mountains inhabited by

their descendants.

Crossing the border to Guatemala you enter another Hispanic

nation where the Indian population dominates large parts of the

country but not its economy and politics. You learn about the

gruesome civil wars of Central America, about life in the slums

of Guatemala City and at the large ranches. You continue into

Honduras as your Spanish skills continue to improve, and learn

about this quintessential banana republic. At this point, you

may choose to take a right turn and visit El Salvador, the most

densely populated country in Latin America with a turbulent

history from its occupation by the Spaniards right up until the

end of its long-running civil war in 1992. Or if you choose, the

Pan-American Highway takes you across to Nicaragua, a coun-

try that was occupied by US forces early in the 20th century.

Here is where Sandinista Rebels deposed the Somoza dictator

only to have to fight a protracted war with rebels sponsored by

the Reagan administration through shady Iran-Contra deals.

After many years out of government, the Sandinistas are back

in government and you explore what this might mean.

By now, 1 month has passed and you are ready to turn the bus

around and head towards the projects: The first teams will go

to Belize and later teams will also go to projects in Guatemala.


Period 1: 2 months at the school – USA and its backyard:

Rich and Poor in USA and in Latin America

For two months (actually 9 weeks), your focus is on learning about

rich and poor in the USA and in Latin America, preparing for your

travels to Belize and Central America, and how you can contribute to

the projects. You read, investigate, discuss within your team and

with many others. You build friendships and a strong team spirit as a

foundation for your travel and for the tasks ahead.

Driven by poverty in their home nations, millions of Hispanic mi-

grants continue to head north of the Rio Grande in search of jobs in

the far wealthier USA, willing to take the lowest paid jobs often

without the legal papers that secure social rights.

You first explore the issues from the northern side of the border. You

meet people from Mexico, Guatemala, Honduras, and El Salvador,

talk to business owners, opponents of immigration, human rights

organizations, journalists on Spanish radio stations, farm workers

and street vendors in San Francisco. You learn about poverty in the

USA among migrants and minorities. You look for reasons in the

history, geography, culture and economics of the USA and the

World, for the current state of affairs. You consider what the future

might hold.

You learn how to manage your time between learning Spanish, how

to conduct an investigation, how to protect yourself from HIV infec-

tion, how to secure safe drinking water, facts about the countries you

are going to visit, and how to present, speak and teach to a group of

people.

You learn the skills needed to work as a Poverty Fighter:

How to mobilize a community; how to teach about and implement

improvements in health, nutrition and hygiene; how to organize,

plan, and carry out, small scale income generation ventures, child

care and running preschools, how to raise funds; how to organize a

farmers club, run a youth club, or start a women’s club.


Period 3: 4 months work - Fighting Shoulder to Shoulder with the Poor in Central

America

The bus heads for the areas in Central America where Humana People to People has estab-

lished its projects in Belize, Guatemala and Nicaragua. This might mean that your team

goes to different countries, in groups of two or four, to work at different projects.

One scenario might be that he bus drops you off in the Southern part of Belize where you

join up with Humana People to People who are running a Farmer’s Club for 3,000 farmers.

Daily, you visit the farmers, standing shoulder to shoulder with them, assisting them in im-

proving their agricultural output, as well as the quality of their life and welfare. You learn

about, teach, and put into practice simple, efficient, and sustainable methods of cultivation.

You figure out and help to organize how cash crops can be grown and taken to markets,

national or international.

You find partners for micro financing to start new farming ventures such as rearing animals

or planting new types of crops. You assist farmers with building rope pumps for water

availability. You help to establish vegetable gardens for growing nutritious food for the

families. You take part in Farmer’s Club meetings. You also work with the farmers and

their families to ensure that their children can go to school and preschool and you work

with them on how to improve their health, nutrition, and sanitary conditions.

After four months has flown by and the Farmer’s Clubs have accomplished much, it is time

for you to say goodbye to everyone. A farewell party takes place, hugs are generously dis-

tributed, and the bus is ready to leave to go back to California. Heading north you do not

make many stops for investigations, nevertheless the bus serves as a familiar home for your

team and you all participate in a wide range of discussions and studies on all that you have

experienced and learned.

Botswana / Mozambique / Zimbabwe / South Africa / Namibia / Malawi /

Congo…

TCE – Total Control of the Epidemic – HIV / AIDS - outreach.

TCE is not a project but a framework, in which many projects and activities can operate. All

aiming to mobilize every single person and all possible resources in getting one of the worst

epidemics in human history under control.

The TCE Program works like this:

A country is divided into areas of 100,000 people, holding fields of 2,000 inhabitants. In

each field, a local Field Officer is employed for a period of 3 years. During these 3 years, the

Field Officer’s task is to reach out to all people in the area, finding volunteers from all walks

of life, educating them to educate others, going door to door, starting activities such as

sports clubs, production groups, and women’s clubs. Their tasks contain everything that

works towards getting the epidemic under control.

As a DI with TCE you will be a “Special Force” and you can be training local Field officers, be a problem solver and teach them to become one, do base line surveys, including visiting all families in an area and finding out about their situation, do they have people sick with AIDS , do they know about HIV/AIDS?, organizing events, collecting and evaluating statistics, setting standards, being a good example etc.

To work with TCE, it is essential to have human skills, mobilization and organizational skills, and to be able to administer and manage large groups of people and work within a structured program.


The school – Period 4: 2 months alerting Americans to yield Support for the Poor

Once back at the school in California, your team undertakes a major effort to mobilize understanding of, and

support for, the projects in Central America that you have been part of building up. You put together a road

show that may include; films, pictures, stories, presentations, exhibitions, and street theater. You tell about the

people you worked with, their families and children, about the situations of the poor in the Americas as you

have seen it, one country after the other.

These actions combine many ways of acting as messengers: Passing on knowledge to the wealthier Americans

about the poverty in the Latin part of the Americas. Spreading the idea that people in North America not only

have an obligation to know about the situation in their hemisphere, but to also do something about it.

You suggest many concrete ways in which North Americans may help. You inspire your audience and help

them to set up and implement ways so that funds and help is gathered for projects in Central America and

other nations in need.

The road show is produced, rehearsed, and preformed, initially at the school for your team to work out with

the help of the school as the audience. Then you may want to invite the community in Etna, where the school

is located, as we are always looking for ways to interact with our neighbors. At last the bus becomes the cen-

ter of ‘action on wheels’ - so as to visit and mobilize American homes, parks, streets, board rooms, meetings

places, churches, assemblies, government bodies, neighborhoods, schools, and inner city community centers.

The team has to be efficient and quick on the money as two months will quickly pass by.

Campus California Teachers Group Campus California Teachers Group

Mexico - The site of advanced Amerindian civilizations, Mexico came

under Spanish rule for three centuries before achieving independence

early in the 19th century. A devaluation of the peso in late 1994 threw

Mexico into economic turmoil, triggering the worst recession in over

half a century. The nation continues to make an impressive recovery.

Ongoing economic and social concerns include low real wages, under-

employment, inequitable income distribution, and few advancement

opportunities for the largely Amerindian population in the impoverished

southern states. Mexico has a free market economy that recently entered

the trillion dollar class. It contains a mixture of modern and outmoded

industry and agriculture. Per capita income is one-fourth that of the US;

income distribution remains highly unequal

Belize - Under the shadow of its forests blooms Belize. Although

better known for its diving paradises and the second longest coral

barrier in the world, Belize has extensive forests, mountain chains and

wet lands. Occupied and robbed for years mainly by British settlers,

Belize was a source of wood for Europe; and Maya farmers, native to

the land, were forced out of the country, few remaining on the very

countryside. Also colonized by refugees from Civil War in the United

States and later African slaves, the country shows its diversity in race

and culture, and the many social divisions, results of the divide and

rule principle of colonialist. Today, the society still tries to overcome

the underdevelopment patterns introduced by colonialism and exploi-

tation. Agriculture became the main economy. Education receives

investments, but the population still faces poverty, unsustainable

foreign debts, and increasing urban problems, and HIV/AIDS rates.

Guatemala has been

called the “Land of Fire”

for the blazing reds, blues

and yellows of its hand-

woven clothing, the searing

heat of its lowlands, and the

fiery blood of over 200,000

people killed during its 36

year civil war. The year

1996 marked the end of the

war as a newly elected

government took power

and a peace agreement was

signed. The struggle for

justice and an equal share

in the country’s wealth,

however, continue. Most

effected by poverty and

prejudice is the indigenous

population, the largest in all

of the Central American

countries

Honduras is

known as the

“Banana Republic”

because of the major

role foreign industry

has played in the

both economic and

political affairs of

the country. While its

neighbors were

mired in civil war,

Honduras has seen

relative peace in

recent decades.

Peace did not mean

prosperity, however,

as outside influences

and a succession of

military rulers have

kept power, money,

and access to re-

sources in the hands

of a few. Estimates

indicate that the

devastation to infra-

structure, homes, and

agricultural lands

brought by Hurri-

cane Mitch in 1998

will set the country’s

development efforts

back several years. It

is the poorest popu-

lations who will feel

the greatest impact

of these setbacks.

El Salvador is a tiny and densely popu-

lated country struggling to find its way in a

post-guerrilla war era. It is a fertile and

beautiful land with lush valleys and low

lying mountains covered with plantations

growing coffee, corn, and sugar cane. The

possession and power over this valuable

land has sprung countless insurrections and

a twelve-year civil war. The war ended in

1992 with peace accords signed and prom-

ises made. Though the country is at peace,

the struggle continues to create a strong

economy and to improve living conditions

for all the people of El Salvador

Nicaragua is the Land of Lakes and Volcanoes, characterized by beauty that

stands in sharp contrast to the poverty and struggles of its people. It is a

country still recovering from a decade of civil war in the 1980’s and the

repercussions of economic “shock therapy” during the 1990’s. Nicaragua is

among the poorest countries in the Americas. Most rural areas and many

urban neighborhoods are deeply impoverished making illiteracy, malnutri-

tion, illness and unemployment widespread.

Costa Rica - Although explored by the

Spanish early in the 16th century, initial

attempts at colonizing Costa Rica proved

unsuccessful. In 1563 a permanent settle-

ment of Cartago was established in the

cooler, fertile central highlands. In 1821,

Costa Rica became one of several Central

American provinces that jointly declared

their independence from Spain. Costa

Rica’s stable economy depends on tourism,

agriculture, and electronics exports. Pov-

erty has remained at roughly 20% for

nearly 20 years, and the strong social safety

net that had been put into place by the gov-

ernment has eroded due to increased finan-

cial constraints. Immigration from Nicara-

gua has increasingly become a concern for

the government. The 300,000-500,000

Nicaraguans estimated to be in Costa Rica

legally and illegally are an important

source of (mostly unskilled) labor.

About the countries:


No alcohol - no drugs policy ..... while you are involved in this program, this means while you are being sponsored by Humana People to

People and incorporated with CCTG to carry out activities in either organizations - albeit in the preparation

period, at the school, during fundraising, in Africa or Central America, or during Camp Future - no drinking

and no drugs.

Why is this policy in place?

First, because alcohol causes division between "those who do drink" and "those who don't". This division

makes an unpleasant environment. Also we do not know the backgrounds of people. There are many people

who, as a consequence of being directly or indirectly involved with alcohol and/or drug abuse, choose this

program because it is an "alcohol and drug free" environment. So the rule is in place to give everyone equal

opportunities to participate.

Secondly, alcohol is an easy escape from reality for people with problems - here as well as at the projects. At

the projects, you will be looked upon as role models that people will follow the example of. If there is a prob-

lem with your being unable to demonstrate the self-discipline to "just say NO! to peer pressure and/or learn to

relax and be yourself without drugs or alcohol here, you will be unable to do so at the projects.

Thirdly, the policy is there for your own safety. Being intoxicated in one way or another makes you more vul-

nerable and less in-control of situations and this is exactly when undesired events can happen. As well as for

the fact that the insurance you will have while at the projects does not cover if an accident happens while you

are under the influence of drugs or alcohol.

If you drink while enrolled in the program, we may review this as your resignation from the program.

If you have used heavy drugs, you must be declared medically free for at least 18 month before you can sign

up for the program.

We advise you to take the “no drugs and no alcohol” policy as a gift and a challenge to develop a new culture

where people can get together, have fun, relax and socialize without being under the influence of drugs or al-

cohol.

So if you wish to maintain a life which includes the use of alco-

hol or drugs, we ask you to stay at home! You are simply not

welcome here!

This is a full time program

where you will have to

challenge yourself through collective living and hard work.

Most of the education however, comes from every day ex-

periences. This program will stretch you in every way, opening your eyes to the many problems

Practical Information

Program Fee is $3,900.00 USD

This helps to cover the training, including food and lodging. The fundraising, that is part of the training, will help to cover your airfare to and from the project, health insurance while at the project, visa to project country, vaccinations needed and malaria medication. Your stay in Africa is covered by Humana People to People, including food lodging project costs, as well as pocket money.

Half of the program fee is to be paid 1 month before the team starts and the other half at the start of the team.

YOU ARE RESPONSIBLE for paying your travel to Etna and back home after the end of the program, also when going on Home Travel period or visiting your friends during the Christmas time.

RECOMMENDED: We recommend you to have a health insurance for the period you are in the USA. You can bring your own insurance or you can find a policy here.

* If you don't have the insurance then you will be personally liable for any medical expenses during your stay in the USA

Enrollment Fee is $300 USD

This confirms you a place on the team, and is paid when the mutual enrollment process is completed. It is non refundable.

If you do not have enough money for the Program Fee.

If this is a program that you would like to put a lot of effort into and do, we want to assist you to make it possible. Money should not stop you from making the World a better place. Here are some options:

A) Be part of the Development Action program at CCTG. Here you come to CCTG for op to 4 months, where we do internet actions, go for information meetings and events, poster in cities in California, place ads, reach out to people about international volunteer programs. At the same time it is also preparing for Development Instructor’s and Fight Poverty program by learning about the projects in Africa and Central America, the world around us, development, poverty and much more.

B) Be part of the Development Action program in second hand clothes collection in the Bay area and other places in the US for up to 3 months. Here you find places to place collection boxes for the clothes collection, learn about recycling and the environment, CCTG, and the projects in Africa and Central America.

D) Scholarships. The availability is limited, and they are reserved for people who cannot be part of the Development Action programs.


1. Give us a call at +1-510-734-6777

OR

Send an email to [email protected]

2. Fill out an application form.

3. Accept an invitation to come to an information meeting in your area or

to a preparatory meeting at CCTG. Here you will learn more about the

program and how to solve any financial difficulties. You can also have an

on line meeting on Skype, or meetings over the phone.

4. Enroll yourself.

5. START.

* Number of people enrolled in the team may affect when the team starts

How to get involved and Enroll in the Program


Teams starting:

2009

Africa DI teams—February, August , and November

USA—Central America Fight Poverty teams—January, May and September

USA—Ecuador Fight Poverty teams— March, July and November

The time is now!

Welcome to our way of living, learning and

changing the world into a better place!

We have the power to change the world!


Campus California TG

510 Collier Way,

P.O. Box 854

Etna, CA 96027

Phone: 530 - 467- 4082

Cell: 510 - 734 - 6777

Email: [email protected]

Website: www.cctg.org

www.drh-movement.org

www.humana.org

campus california teachers group (cctg) offer

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