cctg (campus california teachers group) offer 2009

8/14/2019 CCTG (Campus California Teachers Group) Offer 2009

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WelcomeGet InvolvedTake 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 principlesthe foundation of the education Our programs The Development Instructor Africa Programdifferent opportu-

nities 1st period

2nd period

About the countries where we work

3rd period

Fight Poverty in Central America and EcuadorFight Povertyprogram

USACentral America course

USAEcuador course

About the countries in short

No alcoholno drugs Practical Information How to get involved and enroll in the program Teams starting

Content


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There are huge problems of global pro-portions today, but human ingenuity should not be underestimated. More human beings alsomeans 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. Thereare 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 moreand 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 worlds population lived in extreme poverty. Today the figure is 1/6th butstill, far too many, and they are unevenly distributedwith Africa lagging behind and evenmoving in the wrong direction in some places. There is progress and encouraging news. It is ourexperience that just knowing, and talking, about all the problems in the world is discouraging;however, as soon as you start doing something about themno matter how smallencouragement follows.

The programs at CCTG provides an opportunity for ordinary people to do something and be apart of setting encouraging examples and taking action for a better world. Together with thepeople in need, we can progress one step at a time. Install a new bore hole and a pump so cleanwater 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 toschool. Teach HIV-positive people about the 10 rules of survival. Educate primary schoolteachers 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 thedevelopment work develop themselves in the process and build their capacity to do more. Goodexamples spread and development can only be created through a collective effort.

We invite you to join us in this endeavorif you are up for the challenge!

Get Involved - Take Action

Welcome to

Campus California TG(CCTG)


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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 majorityin Africa). The TG consists of a group of people of many nationalities, ages, and backgrounds who arecommitted to working together to create human development. Despite the name, TG members are notonly teachers, but also lawyers, accountants, business managers etc.; and they commit themselves to bepart 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, orby 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 needand what is reasonable". So as a member of the TG you can focus on your development work and notneed 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 anddevelop 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.


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Who We Arethe 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 CCTGs first pioneer Fight Poverty team to Belize and iscurrently 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 Farmers Clubs in Malawi for 8months. She returned from Malawi in May 2008 and in September 2008 committed herself to working at CCTG and has taken onthe role of the team leader for the Pioneer Ecuador team, DA teacher, and is currently with her Belize team traveling in CentralAmerica.

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 asthe 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.


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The Clothes CollectionIn order to help support CCTG's training center economically, CCTG started a used clothes collection in the San Francisco area in2003. 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 fulllarge 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 thecollection boxes in six trucks by six drivers. CCTG also employs a drivers manager and a public relations manager. Donated itemsare 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 themfrom ending up in landfills.

*Assisting in the fight against global warming (allowing clothes to be reused means that fewer new clothes need to be manufacturedreducing 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 theSan 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 a lso worked with Humana People toPeople 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 andcurrently contributes to the success of both ourCCTGand 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 tostay 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 upthe Development Action program that runs a door to door collection in cities around the San Francisco bay.


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Why Africa andCentral America withEcuador?Both Africa and Central America with Ecuadorbelong to the so-called Third World, but in factthey are part of the same world as the US, Canada,Europe, Japan or wherever you come from. How-

ever, the difference in living standards and oppor-tunities is so enormous that it is hard to compre-hend when living in a developed country.

Africas 800 million people constitute more than a thousand tribes, each with its own history,language and culture. They live in fifty three independent countries with borders drawn bycolonial powers. Thus each country typically consists of a colorful mix of cultures. Independ-ent Africa began after the second world war. Ghana was the first country to gain independ-ence in 1957. The process was completed in 1990 when Namibia, the last colony, gained inde-pendence. 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 Africas resolve, intentionand 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 toenhance life and improve living conditions. The truth is also that the people of Africa have alot to cope with.

One of Africas many folk tales is the story of the mouse who tried to mobi-lize his fellow animalsthe chicken, the goat, and the cowto remove amousetrap. Well, they did not care about the mousetrap, since it posed nodanger 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 bloodfrom a chicken, so the chicken was slaughtered. As the farmer became moreill and unable to work, the family had to slaughter the goat to have enoughfood to eat. And alas, when the farmer died from the bite, the family had toslaughter the cow to have food enough for all the people coming to the fu-neral. Moral: dont turn your back on the problems of your fellow humanbeings, because they will end up being your problems as well.



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Languages were imposed and borders drawn with total dis-regard to a heritage, rich in culture and diversity. Today inrural communities in Central America it is not unusual to

find several indigenous languages being spoken in a singlecommunity, even though Spanish or English may have beenthe 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 maximizetheir 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 theworld that is so rich in natural resources? Connected andbetween the richest country in the world and the developingcountries of South America?

Fighting poverty means creating opportunities for people tostay and develop their communities and, subsequently, theircountry. The Fight Poverty Program invites ordinary peopleto come and take action in eradicating poverty in CentralAmerica and Ecuador.

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

The school is quite nice. Its 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 forall 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 systemfor garbage collection and when I came the school yard was covered with litter. Theblackboards definitely need painting.

The schools greatest asset is its teachers. They are very friendly and supportive. Theyknow their pupils very well and care for them. Being a teacher in Guatemala isnt easythough. In order to get anything done they have to deal with a very conservative andinflexible bureaucracy. Then there is the lack of money. In short, they cannot rely on thegovernment 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 reactto 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 washingyour hands after using the latrines at the school. As a way of tackling these and otherhealth problems, we organized a health week at the school in El Molino last week


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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 inAfrica 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 whilewatching the world turn itself into a ball of fire, unite inhearts and in words and in deeds with all Mankind.

* When destitution is master, we bring food andclothing and jobs to the poverty-stricken.

* When disease spreads, we hospitalize and nurseand 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 bythe 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).



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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 youlllearn.

3. Together with your comrades you must be the driving force in the training process. It is notthe 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 youavoid 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


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Our Programs:Our Programs:

Campus California TG runs the following programs:

1. Development Instructor programDI program

2. Fight Poverty ProgramFP program

3. Development Action programDA program .

The Development Instructor Program(comprised of 3 periods)

1st Period: 6 months education and actionperiod in the USA

2nd Period: 6 or 12 months developmentwork at one of Humana People to Peoplesprojects in Africa

3rd Period: 2 months follow-up withinformation and outreach activities and theopportunity to expand work experiences.


The Fight Poverty Program(comprised of 4 periods)

1st Period : 2 months preparation period inthe USA

2nd Period: 1 month bus travel and investi-gations in Central America

3rd Period: 4 months development work atone of the Humana People to Peoples pro-

jects in Central America or Ecuador

4th Period : 2 months 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


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1st Period: The Development Instructors ProgramBeing enrolled in the program does not guarantee you a position ata Humana project in Africa. You must qualify.

The goal of the first period is to qualify you so you are able to fill aposition and make a significant contribution at the project whereyou will volunteer in Africa.

Guidance and support during your first periodYour 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 astaff member, where you review yourprogress together and plan your fu-ture development.

You receive a job description for theposition 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 thegoals and to be fully qualified for the position at the projectit is ateam work it is not a compromise for the individual to work togetherin a team, neither for the team to accommodate the individual. Goodteamwork supports and promotes the diversity and subsequentstrengths of each individual and is rich and capable because of many peopleworking together to achieve something.


To qualify as a Development Instruc-tor you need to:1. Work with people from different backgrounds2. Be able to communicate, orally and in writing, in the lan-guage of the country where you will work3. Demonstrate the necessary skills to work at the projectyou are going to.

4. Demonstrate that you can take initiatives and responsibil-ity for development5. Demonstrate that you can plan, and use your time well6. Show that you can instruct in the language of the countrywhere you are going.7. Reach your fundraising goal through outreach.


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The educational system at CCTG

The educational system at CCTG is set up so that you can, and must, take responsibility for your owndevelopment, and own qualifications as a development instructor. You will be part of an internationalteam 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 implementhow 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 workwith people from different back-grounds.Your team may include people frommany nationalities, ages, and back-grounds. Some may not be fluent inyour native language. You will havesome common responsibilities as ateam : to learn the language of thecountry you are going to, to organizeevening programs at CCTG, to meetyour fundraising goal through out-reach ... You will gain an understand-ing of the strengths and weaknesses of your team members by taking thesecommon responsibilities. The natureof the teams and the programs atCCTG means that you will show thatyou can work with people of differentbackgrounds by going through the pro-

gram.

2. You must demonstratethat you can communicate,orally and in writing in thelanguage of the countryyou are going to.You will have regular lan-guage lessons from a mem-ber of CCTG staff or a teammember fluent in the lan-guage of the country whereyou are going. You willhave regular language tests.You will be expected toshow that you can give oraland written presentations inthe language.

3. You need to demon-strate you have the skillsappropriate for your workat the project You will use the educationalsystem at CCTG to securethis, guided by CCTG staff.Courses will be given byCCTG staff or others, whichtogether with individualstudies, will secure this.


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5. You must show that you can plan,and use your time well* You will be expected to make regularplans about how you will use your time,which will be qualified by CCTG staff.* CCTG has a daily schedule, which youwill be expected to follow. Following thiswill help you to plan and use your timewell.* A fixed point on your regular meetingswith CCTG staff will be your analysis of how you have used your time since thelast meeting. If you havent achieved whatyou had planned you will be helped as tohow you can use your time more produc-tively.


4. You must demonstrate that you can take initiatives,and responsibility for, developmentYour role at the project in Africa will be to assist the pro-

ject leader in the development of the project. He/She willbe busy on a day-to-day basis running the project. Al-though you can expect to have meetings with him/her, youwill 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 developmentproject in itself, you can and must demonstrate that youcan take initiatives, and responsibility for, development atCCTG.* You will be responsible for running CCTG together

with the permanent staff . Everyone is responsible forcooking and cleaning. You will also choose a responsibil-ity area which you will work with every week yourself orwith 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 firstperiod. 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 willgo out and make investigations as to what is needed, andorganize 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 areactivities 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 atCCTG, leading the Science and Adventure conference,or rehearsing and performing in a theatre play.


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6. You must be able to instructin the language of the country

where you are goingYou will be expected to give pres-entations and short courses in thetarget language before you leaveCCTG, as well as develop educa-tional materials to take with you inthe target language.

7. You must reach your fundraisingthrough outreach goalAs 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 tosupport you, or by talking to businesses in theSan Francisco area, inviting them to hostclothes collection boxes for CCTGs collection.By reaching your goal you may well feel thatthe impossible has been possible. You willlearn to set a goal, support each other on theteam in reaching the goal, and have fun whiledoing it!

As you have understood by now this is a challenging program! We challenge you andourselves because this is how we achieve personal development.

Not everything will turn out as we expect and we will make mistakes, but we willlearn 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 theone not to let outside factors take over and determine the outcome.


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Second period6 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 experienceand 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 thefield of education; - from street children schools and pre-schools, to a teacher training level, HIV/AIDS preventionprograms, 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 inthe training period each of you will get to know which project you can concretely prepare forand learn about the actual tasks there. This can still change during the preparation time so itis 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. Thismeans 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 andfully understand Humanas 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 Childrens Town Vocational Training School TCE HOPE

Zambia

Child Aid Childrens Town


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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 andable to work under very difficult conditions in rural villages 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 theeconomy 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 Aidenvironment 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. Toassist 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, traininglocal volunteers, teaching peer groups about AIDS, and organizing events such as weekends with games and sportcompetitions for people in the local communities.


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Botswana / Mozambique / Zimbabwe / South Africa / Namibia / Malawi / CongoTCE 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 mobilizeevery 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 2,000inhabitants. In each field, a local Field Officer is employed for a period of 3 years. During these 3 years, the Field Officers task is to reach out to allpeople 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 womens clubs. Their tasks contain everything thatworks 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 with2.5 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 theimplementation of the TCE Pro-gram.

To work with TCE, it is essen-tial to have interpersonal, mo-bilization and organizationalskills, 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.


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About the Countries in Sub Saharan Africa where we work:


Zambia Northern Rhodesia gained independence from Britain in 1964 andchanged its name to Zambia. Zambia is a land locked country with 11 million inhabi-tants. Copper is Zambias main export earning covering over 90% of the countrysincome. The dependency on a single export product and with falling prices on theworld market and increased prices for import products has broken Zambias economy.The country has a huge debt, 50% unemployment and around 85% of the populationlive 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 Zambiaruns 16 development projects.

Malawi Malawi is a landlocked coun-try slightly smaller than Pennsylvania andhas a population of 13 million. It gainedindependence in 1964 from Britain.Malawi ranks among the world's leastdeveloped countries. The economy is pre-dominately agricultural, with about 85% of the population living in rural areas. Theeconomy depends on substantial inflows of economic assistance from the IMF, theWorld Bank, and individual donor nations.In 2006, Malawi was approved for relief under the Heavily Indebted Poor Countries (HIPC) program. The government andpeople of Malawi face many challenges,including developing a market economy,

improving educational facilities, dealingwith environmental problems, and with therapidly growing problem of HIV/AIDS.Humana People to People has been work-ing in Malawi since 1995. DAPP Malawiruns 16 projects.

Namibia Namibia was taken by Germanywhen the European powers divided Africaamong themselves at the Berlin Conference inthe 1880s. When Germany was busy inEurope during the First World War, SouthAfrica occupied Namibia in 1915 and did notleave before 1990, when the Cold War wasover and Apartheid in South Africa had ended.Namibia is a large country with just 2 millionpeople, more than half of them living in theNorth. Although the mining sector is the mostimportant income for Namibia it employs just3% of the work force. The majority of peopleare small farmers, who struggle to live fromthe land, that is increasingly deteriorating.56% of the population live on less than $2 aday.Humana People to People has been working inNamibia since 1990. DAPP Namibia runs 12development projects.

South Africa South Africa is located onthe southern cape of Africa. It shares its borderswith Namibia, Zimbabwe, Swaziland, Mozambique,and Lesotho is situated within South Africa.South Africa has the largest economy in the southernAfrican region. Service industry, mining, manufactur-ing and agriculture contribute to the economy of South Africa. Globally South Africa is recognized asa mineral supplier.Over 50% of the population in South Africa live inurban areas. The wealth in the country is not equallydistributed as a result of the relicts of the apartheidera. South Africa held its first multiracial and democ-ratic elections in 1994. The country was under theracial 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 onchildren's welfare, HIV and AIDS and Human Resources Capacity building.

Mozambique After almost fivecenturies as a Portuguese colony, Mo-zambique became independent in 1975.However, large-scale emigration bywhites, economic dependence on SouthAfrica, a severe drought, and a pro-longed civil war hindered the country'sdevelopment. When the Cold Warended in 1989, things started to changeand in 1992 a peace treaty was reachedbetween the ruling party FRELIMOand the rebel movement RENAMO.Since then Mozambique has beenpraised by many as a developmentsuccess story. Mozambique's economygrew at an annual 10% rate in 1997-99,one of the highest growth rates in theworld. However, over 70% of Mozam-bicans still live under the poverty line.43% of the 19 million inhabitants arebelow the age of 14. There are millionsof land mines, a growing AIDS epi-demic, lack of teachers and nurses, and

Mozambique is often prone to bothflooding and droughts. Humana People to People has beenworking in Mozambique since 1982.ADPP Mozambique runs 42 develop-ment projects.


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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, andwhat to do in an emergency or if you are sick.(Note : CCTG will expect you to take malaria prophylaxis during yourperiod in Africa. This will be provided before you leave the US. If youfeel unwell when in Africa you should always suspect malaria and take amalaria 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 theproject

4 weeks Project period : you work at the job1 day Golden Cut Meeting : meeting with project leader to review your progress

and plan for remainder of the period at the project1 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 project2 days Conclusion, hand-over to project leader, and departure

You will have an active weekend program. The weekend activities are planned accordingto the program of the project and your job as a Development InstructorExamples 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 anincome rally.


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The Third PeriodCamp Future

After completing the 1 st and 2 nd 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 projects 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 1 st period and someexamples 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, makingpresentations 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.



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USA CENTRAL AMERICA COURSE

Fight Poverty in Central America andEcuador with the Fight Poverty

Program!


The USA Central America courses have this structure:

Period 1 : 2 months at the school USA and its backyard: Rich and poor in USAand 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. Gettingto 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 : 2 months at the school - Alerting Americans to yield support for the poor

During these periods the course offers you, the participant, to learn anddevelop in multiple ways:


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Period 2: 1 month bus travel and investigations throughMexico 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 yourbus leaves for the open road. Your team has prepared a travelplan including places where you intend to stop for investiga-tions. You visit factories, schools, slums, Californian farmersand fancy neighborhoods. Some stops are brief. You dispersefor a snooping tour, taking in impressions of different parts of acity or town, and join again in the bus for a discussion of yourimpressions 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 isnot 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 mightyindigenous 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. Youvisit historic sites of the ancient civilizations and take your busto visit impoverished villages in the mountains inhabited bytheir descendants.

Crossing the border to Guatemala you enter another Hispanicnation where the Indian population dominates large parts of thecountry but not its economy and politics. You learn about thegruesome civil wars of Central America, about life in the slumsof Guatemala City and at the large ranches. You continue intoHonduras as your Spanish skills continue to improve, and learnabout this quintessential banana republic. At this point, youmay choose to take a right turn and visit El Salvador, the mostdensely populated country in Latin America with a turbulenthistory from its occupation by the Spaniards right up until theend 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 dictatoronly to have to fight a protracted war with rebels sponsored bythe 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 busaround and head towards the projects: The first teams will goto 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 AmericaFor two months (actually 9 weeks), your focus is on learning aboutrich and poor in the USA and in Latin America, preparing for yourtravels to Belize and Central America, and how you can contribute tothe projects. You read, investigate, discuss within your team andwith many others. You build friendships and a strong team spirit as afoundation 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 inthe far wealthier USA, willing to take the lowest paid jobs oftenwithout the legal papers that secure social rights.

You first explore the issues from the northern side of the border. Youmeet people from Mexico, Guatemala, Honduras, and El Salvador,talk to business owners, opponents of immigration, human rightsorganizations, journalists on Spanish radio stations, farm workersand street vendors in San Francisco. You learn about poverty in theUSA among migrants and minorities. You look for reasons in thehistory, geography, culture and economics of the USA and theWorld, for the current state of affairs. You consider what the futuremight hold.

You learn how to manage your time between learning Spanish, howto conduct an investigation, how to protect yourself from HIV infec-

tion, how to secure safe drinking water, facts about the countries youare 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 implementimprovements in health, nutrition and hygiene; how to organize,plan, and carry out, small scale income generation ventures, childcare and running preschools, how to raise funds; how to organize afarmers club, run a youth club, or start a womens club.


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

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 teamgoes 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 Farmers 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 learnabout, 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 animalsor planting new types of crops. You assist farmers with building rope pumps for wateravailability. You help to establish vegetable gardens for growing nutritious food for thefamilies. You take part in Farmers Club meetings. You also work with the farmers andtheir 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 Farmers Clubs have accomplished much, it is timefor 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 notmake many stops for investigations, nevertheless the bus serves as a familiar home for yourteam and you all participate in a wide range of discussions and studies on all that you haveexperienced and learned.


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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. Allaiming to mobilize every single person and all possible resources in getting one of the worstepidemics 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, theField Officers task is to reach out to all people in the area, finding volunteers from all walksof life, educating them to educate others, going door to door, starting activities such assports clubs, production groups, and womens 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 Fieldofficers, 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, dothey have people sick with AIDS , do they know about HIV/AIDS?, organizingevents, collecting and evaluating statistics, setting standards, being a good exampleetc.

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 astructured 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 roadshow that may include; films, pictures, stories, presentations, exhibitions, and street theater. You tell about thepeople you worked with, their families and children, about the situations of the poor in the Americas as youhave seen it, one country after the other.

These actions combine many ways of acting as messengers: Passing on knowledge to the wealthier Americansabout the poverty in the Latin part of the Americas. Spreading the idea that people in North America not onlyhave 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 helpthem 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 withthe help of the school as the audience. Then you may want to invite the community in Etna, where the schoolis 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, meetingsplaces, 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.


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Campus California Teachers GroupCampus California Teachers Group

USA ECUADOR COURSE

The USA Ecuador courses have this structure:

Period 1 : 2 months at the school USA and its backyard: Rich andpoor in USA and in Latin America

Period 2 : 1 month investigation in Ecuadorthe peoples culture, liv-ing conditions, hopes and fears

Period 3 : 4 months work in Ecuador - Fighting shoulder to shoulderwith the Poor

Period 4 : 2 months at the school - Alerting Americans to yield supportfor the poor

During these periods the course offers you, the participant, to learnand develop in multiple ways:


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Period 1: 2 months at the school - Rich and Poor in USA and in Latin America

For two months (actually 9 weeks), your focus is on learning about the rich and poor in the USA andin Latin America, preparing for traveling to Ecuador, and working at the project. You read, investigate,discuss within the team, and with many others. You build friendships in the team so that your teamspirit is a sound foundation for your travel and your tasks ahead in Ecuador.

The Americas consist of a diverse continent that has been inhabited by immigrants from all corners of the world, the earliest Native American settlers who made their way through the arctic to settle all overNorth and South America, the European conquistadors, and numerous waves of immigrants, includingthose forced into slavery.

Driven by poverty in their home nations, millions of Hispanic migrants continue to head north of theRio Grande in search of jobs in the far wealthier USA. They are willing to take the lowest paid jobsoften without the legal papers that secure social rights. You first explore the issues from the northernside of the border. You meet people from Mexico, Guatemala and Ecuador, talk to business owners,opponents of immigration, human rights organizations, journalists of Spanish radios, farm workers, andstreet vendors in Chicago. You learn about poverty in the US among migrants and minorities. You look for reasons in the history, geography, culture, and economics of the US and the world for the currentstate 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 toprotect yourself from HIV infection, how to secure safe drinking water, facts about the countries youare 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, nutritionand hygiene; how to organize, plan, and carry out, small scale income generation ventures, child careand running preschools, how to raise funds; how to organize a farmers club, run a youth club, or start awomens club.


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Period 2: 1 month investigation in Ecuador

- The people and their culture, living conditions, hopes and fears

You wave good-bye to the school in Etna as your bus leaves for the open road. Beforehand you haveplanned a route and where you intend to stop for investigations. Some stops are brief. You dispersefor a snooping tour taking in impressions of different parts of a city or town and join again in the busfor a discussion of your impressions and what they may tell you. You continue south to the oil fieldsof the Gulf, the vast Texan farms, and sprawling cities. You make a stop at the border to see thesouthern outpost of the US, you cross, you see and consider. This time the stop is not so brief as youintend to make a more thorough investigation. You read about life at the border, legal and illegaltrade, and its consequences. You ask questions, you see for yourself.

You continue through Meso-America, the land of once mighty indigenous cultures that was so devastated by Spanish conquista-dors that only 5% of the highly populated region survived when epidemics and hunger had run theircourse. You visit historic sites of the ancient civilizations and take your bus to visit impoverished

villages in the mountains inhabited by their descendants.You take a deep breath before entering the smog of Mexico City, one of, if not the most populatedmetropolitan area in the world - to learn about life for rich and poor in this vast city. You learn aboutthe Mexican revolution and about the ongoing struggle of the Zapatistas in Yucatan, as you headfurther south.

Crossing the border to Guatemala, you enter another Hispanic nation where the Indian populationdominates large parts of the country but not its economy and politics. You learn about the gruesomecivil 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 quin-tessential banana republic. The Pan-American highway takes you across to Nicaragua: a country thatwas occupied by US forces early in the 20th century. Where Sandinista Rebels deposed the Somozadictator only to have to fight a protracted war with rebels sponsored by the Reagan administrationthrough shady Iran-Contra deals. After many years out of government, the Sandinistas are now back in government and you explore what this might mean. Soon you are on your way to Costa Rica, oneof the few nations in the world without an army, a country of relative peace and prosperity.

You would have liked to continue your travel over land to Ecuador that lies only 800 miles south of you. But this is not an option. The Pan-American highway ends abruptly at the Panama Canal wheredense jungle stretches from coast to coast of the isthmus all the way down to Columbia.

So, in San Jose, you hand over the bus to the old USA-Ecuador team and take off by plane to Quito.


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The school Period 4: 2 months at 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 sup-port for the Child Aid projects in Ecuador, that you have been part of building up. You put together a road showwith many films, pictures, stories, presentations, exhibitions, street theater, and more. Your presentation tellsabout the people in the Child Aid projects, their families and children, the situations of the those in Ecuador, andto do something about them.

You suggest many concrete ways in which North Americans may help. You inspire your audience and help themto set up and implement ways so that funds and help is gathered for projects in Central America and other nationsin need.

The road show is produced, rehearsed, and preformed, initially at the school for your team to work out with thehelp of the school as the audience. Then you may want to invite the community in Etna, where the school is lo-cated, as we are always looking for ways to interact with our neighbors. At last the bus becomes the center of theaction 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 teamhas to be efficient and quick on the money as two months will quickly pass by.

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

After learning about the people and nations of Meso-America, you are now in the Andean Alti-Pano, the center of old civilizations and a region where the Indian population still dominates. West of you lies the Pacific and thecoastal plains that hold the most productive banana plantations anywhere. East of you the land descends into theAmazon basin with its rain forest, squatter settlements, and oil fields - a modern Klondike area.

You head for the areas where Humana People to People has established its projects. This might mean that yourteam goes to different parts of the country, in groups of two or four to work at different projects. Your task to-gether, with 3 others from the team, could be to go to a poor part of the country to start a project together withbanana workers. You start by making a baseline study in the geographical area of the Child Aid Project.

You investigate the situation of the families and their children on a number of parameters such as their materialstandard, their income, access to primary schooling, the status of health and sanitation, access to available ser-vices, literacy, the nutritional situation, and the status of other areas of welfare or lack thereof. From this study,the team makes a concrete action plan together with the Humana People to People project leader for how to startthe work of the project. You embark on forming family groups or other organizational entities within which willwork to improve the situation of the families and their children.

After four months, the project is well up and running. A farewell party is arranged, hugs are generously distrib-uted and you leave for the airport.


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Mexico - The site of advanced Amerindian civilizations, Mexico cameunder Spanish rule for three centuries before achieving independenceearly in the 19th century. A devaluation of the peso in late 1994 threwMexico into economic turmoil, triggering the worst recession in overhalf 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 advancementopportunities for the largely Amerindian population in the impoverishedsouthern states. Mexico has a free market economy that recently enteredthe trillion dollar class. It contains a mixture of modern and outmodedindustry 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. Althoughbetter known for its diving paradises and the second longest coral

barrier in the world, Belize has extensive forests, mountain chains andwet lands. Occupied and robbed for years mainly by British settlers,Belize was a source of wood for Europe; and Maya farmers, native tothe land, were forced out of the country, few remaining on the verycountryside. Also colonized by refugees from Civil War in the UnitedStates and later African slaves, the country shows its diversity in raceand culture, and the many social divisions, results of the divide andrule principle of colonialist. Today, the society still tries to overcomethe underdevelopment patterns introduced by colonialism and exploi-tation. Agriculture became the main economy. Education receivesinvestments, but the population still faces poverty, unsustainableforeign debts, and increasing urban problems, and HIV/AIDS rates.

Guatemala has beencalled the Land of Firefor the blazing reds, bluesand yellows of its hand-woven clothing, the searingheat of its lowlands, and thefiery blood of over 200,000people killed during its 36year civil war. The year1996 marked the end of thewar as a newly electedgovernment took powerand a peace agreement wassigned. The struggle for

justice and an equal sharein the countrys wealth,however, continue. Mosteffected by poverty andprejudice is the indigenouspopulation, the largest in allof the Central Americancountries

Honduras isknown as theBanana Republicbecause of the majorrole foreign industryhas played in theboth economic andpolitical affairs of the country. While itsneighbors weremired in civil war,Honduras has seenrelative peace in

recent decades.Peace did not meanprosperity, however,as outside influencesand a succession of military rulers havekept power, money,and access to re-sources in the handsof a few. Estimatesindicate that thedevastation to infra-structure, homes, and

agricultural landsbrought by Hurri-cane Mitch in 1998will set the countrysdevelopment effortsback several years. Itis the poorest popu-lations who will feelthe greatest impactof these setbacks.

El Salvador is a tiny and densely popu-lated country struggling to find its way in apost-guerrilla war era. It is a fertile andbeautiful land with lush valleys and lowlying mountains covered with plantationsgrowing coffee, corn, and sugar cane. Thepossession and power over this valuableland has sprung countless insurrections anda twelve-year civil war. The war ended in1992 with peace accords signed and prom-ises made. Though the country is at peace,the struggle continues to create a strongeconomy and to improve living conditionsfor all the people of El Salvador

Nicaragua is the Land of Lakes and Volcanoes, characterized by beauty thatstands in sharp contrast to the poverty and struggles of its people. It is acountry still recovering from a decade of civil war in the 1980s and therepercussions of economic shock therapy during the 1990s. Nicaragua isamong the poorest countries in the Americas. Most rural areas and manyurban neighborhoods are deeply impoverished making illiteracy, malnutri-tion, illness and unemployment widespread.

Costa Rica - Although explored by theSpanish early in the 16th century, initialattempts at colonizing Costa Rica provedunsuccessful. In 1563 a permanent settle-ment of Cartago was established in thecooler, fertile central highlands. In 1821,Costa Rica became one of several CentralAmerican provinces that jointly declared

their independence from Spain. CostaRicas stable economy depends on tourism,agriculture, and electronics exports. Pov-erty has remained at roughly 20% fornearly 20 years, and the strong social safetynet 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 forthe government. The 300,000-500,000Nicaraguans estimated to be in Costa Ricalegally and illegally are an importantsource of (mostly unskilled) labor.

About the countries:


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Practical InformationProgram 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 projectcountry, vaccinations needed and malaria medication. Your stay in Africa is covered by Humana People toPeople, 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 theteam.

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. Youcan 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 isnon 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 itpossible. 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 alsopreparing for Development Instructors and Fight Poverty program by learning about the projects inAfrica 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 andother places in the US for up to 3 months. Here you find places to place collection boxes for theclothes collection, learn about recycling and the environment, CCTG, and the projects in Africa andCentral America.

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



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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 andEnroll in the Program


Teams starting:2009

Africa DI teams February, August , and NovemberUSACentral America Fight Poverty teams January, May and September

USAEcuador Fight Poverty teams March, July and November


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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 TG510 Collier Way,

P.O. Box 854Etna, CA 96027

Phone: 530 - 467- 4082Cell: 510 - 734 - 6777Email: [email protected]

Website: www.cctg.org

cctg (campus california teachers group) offer 2009

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