communities transformed with change that lasts - bible study guide

Communit ies Trans formed | Page A

CHANGE that LASTSCommunitiesTransformed with

A Wo m e n o f V i s i o n S t u d yt h e H E A R T o f t h e M A T T E R

AC K N OW L E D G E M E N T S

World Vision Resources produced this educational resource in partnership with Women of Vision. Copyright © 2009 by World Vision Resources, Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716, [email protected]. All rights reserved.

Editorial Director: Milana McLeadEditor-in-Chief: Jane Sutton-RednerProject Editor: Laurie DelgattoAuthor: Beth Dotson BrownContributing Authors: Laurie Delgatto, Reneé Stearns, Cynthia BreilhProject Consultants: Judy Bergman, Cynthia Breilh, Marilee Pierce Dunker, Karen Marion, Reneé StearnsCopyeditor: Jo Marie DooleyDesign: Journey GroupSales and Distribution Manager: Jojo Palmer

Printed in the United States of America

ISBN 978-09819235-3-6

The quotation found on page 11 (lesson 1) is from Bryant Myers, Working with the Poor, (Maryknoll, NY: Orbis Books, 1999, pages 20-21. Copyright © Bryant Myers. All rights reserved.

The Scripture in this resource is from the HOLY BIBLE, NEW INTERNATIONAL VERSION®. NIV®. Copyright ©1973, 1978, 1984 by International Bible Society. Usedby permission of Zondervan. All rights reserved.

During the preparation of this resource, all citations, facts, figures, names, addresses, telephone numbers, Internet URLs, and other cited information were verified for accuracy. World Vision Resources has made every attempt to reference current and valid sources, but we cannot guarantee the content of any source, and we are not responsible for any changes that may have occurred since our verification. If you find an error in, or have a question or concern about, any of the information or sources listed within, please contact World Vision Resources.

Cover photo by Jon Warren/World Vision

COVER PHOTO BY JON WARREN/WORLD VISION 2009

TA B L E O F C O N T E N T S

Introduction ................................................................................................................................................... page 4

Lesson One: Build Up Without Tearing Down …………………...…………………...…………………...……. page 7

Lesson One Handout ……………………………………………………………………...…………………...………………… page 17

Lesson Two: The Bread of Life—More Than Spiritual Food ……..…………………...……………… page 21

Lesson Two Handout ……………………………………………………………………...…………………...……………… page 28

Lesson Three: The Sick and Tired Fall Harder …………………….…………………...…………………...… page 29

Lesson Three Handout ……………………………………………….…………………...…………………...……………….page 37

Lesson Four: Literacy Means Life …………………………………...…………………...…………………...……… page 38

Lesson Five: Economic Development—One Loan at a Time ……..…………………...……………… page 48

Lesson Six: Changed Lives Change Lives …………………………..…………………...…………………...……. page 56

Ways to Get Involved ……………………………………………………………………...…………………...……………… page 66

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S E R I E S OV E RV I E W

The Heart of the Matter is a biblically based, interactive study series that focuses on three areas: how Christians are called to respond to the needs of the poor (Hope in a World of Hurt); the root causes of poverty and how transformational develop-ment brings hope and lasting change to communities and individuals (Communities Transformed with Change that Lasts); and the ways in which extreme poverty and injustice uniquely impact the lives of women and children (Touching the Lives of Women in Poverty).

The study offers opportunities to:» explore Scripture. » personally reflect, share, and pray about injustices in the world.» develop a greater understanding about poverty and oppression.» participate in interactive learning experiences. » learn about the transformational work of World Vision.

The combination of video, printed material, discussion and reflection questions, simulations, quizzes, and other learning activities contribute to a multifaceted, creative learning experience that is easy to lead and engaging for all participants.

ST U DY OV E RV I E W

Communities Transformed with Change That Lasts includes six sessions:

1. Build Up Without Tearing Down Jesus demonstrated His love and compassion by providing care to those in need. He also recognized the gifts people shared with Him and their communities. In doing so, Jesus demonstrated the role each of us can play in creating a better life for all people.

2. The Bread of Life—More Than Spiritual FoodJesus often referred to the “living water” and “bread of life” as He spread the good news. For people who have difficulty finding water and food to sustain them, it can be challenging to understand Jesus’ words.

3. The Sick and Tired Fall HarderThroughout His lifetime, Jesus repeatedly healed the sick. Today we have knowled-ge and medicines that can cure a lot of illnesses, but many people who are ill do not have the access, the knowledge, and the resources required to stay healthy.

4. Literacy Means LifeWhen community members, especially women, learn to read, the entire community be-nefits. The resulting positive actions can help communities draw closer to the fullness of life God wants for all of His children.

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5. Economic Development—One Loan at a TimeJesus called people to live, learn, and work together in community. His example illustrates how, in collaboration, people can have a far-reaching impact on their community. By combining talents and resources to boost individual opportunities for starting businesses, community members help everyone reach more fullness of life.

6. Changed Lives Change LivesWorld Vision engages local people at the grassroots level, helping them decide how to improve their own lives, what talents they can contribute to the effort, and what assistance they need to reach their goals. This integrated development model demonstrates the love and respect Jesus asks us to replicate while helping people find a secure path to living a fuller life.

U S I N G T H I S ST U DY

This study is ideal for a group setting, although individuals can easily adapt it for their use. Each lesson is designed for a 60 to 90 minute timeframe. Some lessons might take a bit longer, so choose the sections and activities that work best for you or your group.

L E A D I N G G R O U P L E S S O N S

If you are leading a group, please review the Leaders Notes that accompany each lesson. Leaders Notes, handouts, and other resources are available at www.womenofvision.wordpress.com/hotm. These notes will help you facilitate a smooth-flowing exchange among group members to build community, deepen faith, and increase knowledge.

Read each lesson before you facilitate it; then use it creatively to meet the needs of your group members. Knowing your audience will help you determine which strategies will work best. Some activities require preparation. Expect to spend 20 to 30 minutes preparing for each lesson—praying, reading, working through transitions, and contextualizing material. Also review the list of required materials, which often include downloadable resources from the Web site noted above.

I N D I V I D UA L ST U DY

If you prefer to work through this study on your own, you can do so with some minor adaptations. In addition to the lessons here, the Web site noted above provides resources and a discussion board where you can build community with others who are also participating individually.

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H A N D O U T S , V I D E O S , A N D A D D I T I O N A LR E S O U R C E S

Each lesson includes a list of required supplies and materials. All handouts, videos, and resources needed for each session can be downloaded from womenofvision.wordpress.com/hotm.

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OV E RV I E WJesus demonstrated His love and compassion by providing care to those in need. He also recognized the gifts people shared with Him and their communities. In doing so, Jesus demonstrated the role each of us can play in creating a better life for all people.

K E Y S C R I P T U R ERomans 12:4-16

E S S E N T I A L Q U E ST I O NHow do we recognize and affirm the gifts each person can contribute to successful community development?

L E S S O N G OA L S» Develop a greater understanding of holistic thinking, sustainable development,

and the World Vision development model.» Study the use of asset-based community development.» Reflect on the skills needed to develop and extend friendship and assistance to

those who are poor and marginalized.

M AT E R I A L S Pen, Bible, computer with Internet access, and video player

O N L I N E R E S O U R C E S from womenofvision.wordpress.com/hotm» “Transforming Lives” video» “About the Global Food Crisis” handout

AG E N DA» Introductions, opening prayer» View “Transforming Lives” video» Reflect on Scripture» Consider how World Vision uses

asset-based community development

LESSON ONE

BUILD UP Without TEARING DOWN

» Choose a personal response» Close in prayer» Review homework and further

study suggestions

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I N T R O D U C T I O N A N D O P E N I N G P R AY E R

1. Share or journal your responses to the questions below:

» When have you helped a person, family, or community in need?

» Have you have been on the receiving end? What was that experience like?

2. Offer a prayer. Pray for understanding to explore what it means to do development work that has a truly transformational result. Spend a few minutes in silent meditation, concentrating on opening your heart and mind to where this study might lead you.

V I D E O

1. View the video “Transforming Lives.” This provides an introduction to World Vision’s practice of involving people in need in their own transformation. Before viewing the video about the Samuye (pronounced “sam-oo-way”) region of Tanzania, consider the following background:

» Tanzania is a beautiful country that includes both the highest and lowest points in all of Africa (Mount Kilimanjaro and Lake Tanganyika). The majority of Tanzania’s population lives in rural areas. Many Tanzanians are small-scale farmers who grow only enough food to feed their own families.

» Unemployment is approximately 16 percent, and more than half of all households live in poverty. People living in poverty spend three-quarters of their income on food, but their diets are of low nutritional value.

» Women head one-fourth of all households, but they lack formal education. Most girls of primary-school age do not attend school, contributing to high illiteracy rates among Tanzanian women.

» Ongoing and deep poverty has created a situation where more than 30 percent of Tanzanian children under the age of 5 are malnourished. A severe economic crisis in the 1980s negatively affected many sectors of the Tanzanian economy, including education. School enrollment declined and curriculum and teaching materials became outdated. The loss of student potential continues to affect the country today.

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» World Vision’s office in Tanzania was established in 1981. Today World Vision has 89 active projects in Tanzania, reaching approximately 3 million people. In the early 1990s, village leaders invited World Vision into Samuye, a rural area with 14 villages.

» Samuye is located near the town of Shinyanga in north-central Tanzania, one of the poorest regions of the country.

» Most people in Samuye survive through subsistence farming—growing only enough food for their own needs. Dry spells and food shortages are common. World Vision’s baseline surveys, undertaken as the work began, revealed that in some villages, 50 percent of the children suffered moderate to severe malnutrition.

» The baseline surveys also revealed that close to half of Samuye’s children were not immunized. There were few healthcare facilities in the region, and existing facilities were poorly equipped. When the work started in 1992, child-death rates in the region were high—for every 1,000 children born, 92 would not reach their fifth birthday.

» In addition, the poor state of children’s education was of great concern to community members. Run-down schools, inadequate housing for teachers, and general poverty made it difficult to attract and keep teachers. This unproductive learning environment kept many children from attending school, compounding the negative trends in the national education system.

» Today the story of the Samuye community is very different. The video shows how the people of Samuye, together with World Vision in Tanzania and the government of Tanzania, are working to transform their own lives.

2. Share or journal about your impressions, thoughts, and feelings.

» Was there anything in the Samuye story that surprised you?

» What new understanding about community development did you gain?

» What do you think are the most important aspects to keep in mind when doing development work? Why do you think they are important?

Samuye is located near the town of

Shinyanga in north-central Tanzania, one of the poorest regions

of the country.

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» The video also shows examples of what is involved in development work today. What concrete examples of development did you observe in the video?

S C R I P T U R E R E F L E C T I O N

1. Read Romans 12:4-16. Paul’s letter to the Romans makes it clear that the Holy Spirit imbues human beings with a variety of gifts. There doesn’t appear to be one gift that stands out as more important than others. Recognizing the gifts God has bestowed upon us is important. So is acknowledging the gifts of others and inviting them to bring those gifts to the table as God’s people make plans for transforming a community to be more life-giving for its members.

2. Share or journal your responses to the questions below:

» What gift do you think the Holy Spirit offers especially to you?

» How have you used that gift in the past?

» How might you use that gift in the future?

» Share a time when someone surprised you with a gift or talent you didn’t know he or she had.

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E X P L O R I N G WO R L D V I S I O N ’ S A S S E T- B A S E D C O M M U N I T Y D E V E L O P M E N T

1. Consider the following:While we want to put the talents God gives us to good use, we must remember that those who live in poverty also have gifts to contribute to the process of transformation. Utilizing all of these gifts to make lasting changes isn’t simple.

Collecting food or money for food, preparing the food, then delivering it to the hungry is relatively straightforward. But how do we approach the task to fully include the hungry in that process? And how do we know what, besides a meal, will help the hungry avoid hunger tomorrow and the next day? It takes multiple gifts and efforts to help create long-term and sustainable change in communities experiencing chronic poverty.

Christian organizations throughout the United States and the world have sought to imitate Christ by feeding those in need. For example, consider the World Vision Mission Statement:

World Vision is an international partnership of Christians whose mission is to follow our Lord and Savior Jesus Christ in working with the poor and oppressed to promote human transformation, seek justice, and bear witness to the good news of the Kingdom of God.

That is quite an ambitious goal—and one the organization has been working toward since 1950. Note that the statement says World Vision works with the poor and oppressed rather than for. With is a powerful word because it connotes walking alongside someone. That is what Jesus did repeatedly throughout His life on earth.

In order for us to work with another person or group, we have to understand many aspects about their lives. One way to do that is to hear their story.

In Walking with the Poor, author Bryant Myers recognizes the role stories play for those in development work. Consider what he writes:

Every community needs a big story, a story that frames our lives and our understanding of the world. Everyone must have some kind of transcendent narrative that gives answers to questions of meaning and provides moral direction and social purpose. We need to know who we are (identity and purpose), where we are (location in the world and the universe), what went wrong (making sense of the poverty, pain, and injustice we see), what we must do (what must change and how it can be changed), and what time it is (how our past, present, and future fit into this picture).

Development practitioners need a big story, too. At its heart, transformational development is about seeking a better human future.

It takes multiple gifts and efforts to help

create long-term and sustainable change

in communities experiencing

chronic poverty.

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World Vision encourages people to share their stories and begin to play a role in the transformation of their community in a bottom-up approach. This method of doing development is very different from the approach of traditional charitable giving in which one group has a need and the other fills it. Appreciative Inquiry* is the process used to help groups plan actions and goals based on the strengths and needs in a community.

*See “For Further Study” section for Web resources on these processes.

2. To better understand this process, let’s look at where it falls in the history of development work.

Trends in Development1950s–1970s: Development To the PeopleLocal people were seen as separate from the development process. There was heavy emphasis on capital and technical investment by outside agencies. Local people were considered passive recipients rather than active participants in development processes.

1970s–1980s: Development Through the PeoplePeople were seen as important for achieving development. However, decisions for development were still made outside the community.

1980s–1990s: Development With the PeoplePeople’s participation was seen as a necessary part of development processes. Communities were defined as partners in development.

1990s–Today: Empowering People for DevelopmentThe focus now is on developing local capacity for self-development. People are seen as the primary focus and owners of their own development processes.

When empowering people, those involved need to identify the ability they have to work for change. Identifying that capacity will help them see what they have to contribute (what gifts they can offer) to transform their situation. This also brings personal dignity to the work of development. Sometimes it seems like global problems are so big that we cannot help change the lives of the world’s poorest people. Just giving more money or resources isn’t the answer. Neither is just lobbying for political change. However, a combination of these strategies together with “community development” can make a real difference in the lives of people in poor communities.

Community development is about change and partnership. It is work or projects undertaken jointly between people in poor communities, local authorities, governments, and outside organizations such as aid agencies to bring about long-term improvements. It is about communities moving step-by-step and others

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working with them side-by-side to improve living conditions and create lasting change. The existing knowledge and skills of the people are affirmed, and they are seen as active participants in the process of change.

The way that community development works for one community will be different to that in another community. For example, in one community, unclean drinking water may be contributing to poor health—which may cause children to miss school and adults to miss out on work and a reliable income—which may lead to hunger—which again affects health, education, and income. In this example, a multifaceted solution might be necessary, involving the improvement of water quality, healthcare, education, and income opportunities.

In the past, development has been seen only as the provision of tangible things like water tanks, roads, or school buildings. This model can see poor communities as passive recipients. Community development, however, is also about assisting community members to work through their problems and the causes, effects, and solutions themselves. They learn to understand the issues that are contributing to their poverty, and the methods and resources that will help them to be self-reliant. The skills that remain will help communities build a better future for their children.

The types of change that might need to occur are:» Behavioral change—washing hands before eating or encouraging health workers to

wear disposable gloves to prevent HIV and AIDS transmission.» Participation changes—including women in decision-making roles.» Skills improvement—techniques for irrigating crops or training to run a small

business; training classroom teachers.» Structural changes—local leadership may need to become more accountable with

all the groups they represent.» Increasing access—bridges are built over gorges so families have access to

healthcare or clean water.

It takes time to bring about lasting change. The time it takes in one community may be different from the time it takes in another. World Vision might work on one project for three years or stay with a community for up to 10-15 years, until the community has the skills, abilities, and resources to manage independently.

Ultimately, community development is about the capacity of the community to respond to change themselves and to develop their community in a way that is sustainable. At the end of the process, communities can manage their future without relying on external support.

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Ultimately, community development is about

the capacity of the community to respond to change themselves and to develop their

community in a way that is sustainable.

3. One of the first steps in the community development model is to recognize the assets a community brings to the process. Using the following process as your guide, conduct a capacity inventory of what individuals bring to the task of better understanding and supporting development work with people in need. Consider the gifts you have that can be used to help your own community:

Gifts of the head: things I know about and would enjoy talking about with others, like art, history, finances, nutrition, etc.

Gifts of the hands: things or skills I know how to do and would like to share with others, like carpentry, sewing, gardening, etc.

Gifts of the heart: things I care deeply about, like protection of the environment, civic life, children, etc.

4. Now that you know what gifts you can call upon, consider how you could use those gifts in a given situation in your community. Choose one of the scenarios listed below, and then list the gift you would use and the action you might take in response to the situation.

Scenario 1There is a hunger crisis in your community. Children receive at least two meals a day (Monday through Friday) because they can eat breakfast and lunch at school. Weekends, however, are another situation. There is often little or no food in the house. Children arrive at school on Monday feeling lethargic and hungry. The guidance counselor suggests sending home backpacks filled with food for the weekend. What role could you play?

Gifts I could use: ________________________________________________________

Actions I could take: _____________________________________________________

Scenario 2The local preschool is having a problem—when it’s time for the children to play outside, they have a tendency to wander off the property. Although the school is staffed as the law requires, the teachers can’t see every child at once, and the

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play area is not fenced in. What role could you play in alleviating the problem?

Gifts I could use: ________________________________________________________


Scenario 3When teens in foster care turn 18, they sometimes find themselves homeless. They move from one friend’s house to another hoping to be able to keep things together so they can graduate from high school. However, it is hard to keep up with schoolwork when moving around or not having a place to sleep at all. The school counselor searches for places for students to stay, but she is running out of options. What role could you play?

Gifts I could use: ________________________________________________________


Scenario 4Your community offers a free class for people who have lost their jobs and need to learn new skills to be more marketable in today’s economy. However, some of the unemployed are in such dire financial straits that they do not have transportation to the classes. What role could you play?

Gifts I could use: ________________________________________________________


C H O O S E A P E R S O N A L R E S P O N S E

Share or journal about the following questions:» How did you feel about the inventory activity and what it says about your ability to

contribute to a development process?

» Do you think a person in a village in Africa, Central America, or Asia would react similarly or differently? How?

» How does this relate to your earlier reflection on Romans 12:4-16?

In order for us to work with another person

or group, we have to understand

many aspects about their lives. One way to do that is to hear

their story.

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C L O S I N G P R AY E R

1. Offer a prayer for individuals and organizations conducting development work, that they will approach their task from a loving, holistic perspective.

H O M E WO R K FO R N E X T S E S S I O N

All resources are available at womenofvision.wordpress.com/hotm.

1. Read the handout “About the Global Food Crisis.”

2. Keep a log of every time you use water and food in one day, where it came from, and how you used it. Bring this log to the next session.

3. Carry a pail of water one to three miles. Consider the life of a woman or child who must carry water great distances each day in order to have access to water. Many women and children walk six miles or more daily just to provide water for the family. Or, create a plan to feed your family on $1 per day for five days—join 1 billion people on earth (one-sixth of our population) who have no other option. They live on the equivalent of what a U.S. dollar could buy in the United States.

FO R F U RT H E R ST U DY

» Recall your favorite parable and reflect on the lesson Jesus told and the gifts people brought to that story.

» Go to www.worldvision.org to read World Vision’s mission statement and details about the various aspects of transforming communities (located in the ”Our Work” section).

» Go to www.synergos.org/knowledge/02/abcdoverview.htm for more information about Asset-Based Community Development.

» Go to http://www.thinbook.com/docs/doc-whatisai.pdf for more information about Appreciative Inquiry.

» Read Walking with the Poor by Bryant Myers, available at www.worldvisionresources.com.

» Read John 21:15-17 and reflect on the following questions: How do you “feed” the people in your life? How do they “feed” you? How do you “care for” the people in your life? How do they “care for” you?

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THE ISSUE

Global food insecurity has been making news headlines. However, worldwide hunger and malnutrition are nothing new. Long before this crisis, more than 850 million people worldwide were already undernourished, meaning their food intake did not include sufficient calories to meet the minimum needs of an active life. In addition, hunger and malnutrition cause 3.5 million child deaths every year.

What is new is the rapid and sustained deterioration in people’s access to food. Record-high fuel and food prices might push another 100 million people further into poverty and hunger, raising their numbers to almost 1 billion. The causes of rising food costs and diminishing food supplies are complex, but the reality for families

affected by shortages of staple foods is simple and harsh. As food prices increase, standards of living decrease. Malnourishment and starvation become real possibilities, and families are forced to make difficult choices. With less access to food, already vulnerable children are in even more danger because they may be pulled out of school and sent to scavenge or work for food, subjecting them to lost education, early forced marriage, damaged health, sexual and labor abuse, and loss of basic rights.

THE FACTS

Although the media uses the term “crisis,” it is important to understand that global food insecurity has existed for a long time. Only now has a perfect storm of factors increased the scope and intensity of the issue as well as public awareness of it. The rise in food and fuel prices on the global market threatens devastation for

millions of people around the world. An estimated 100 million people, 35 million of them children, have been pushed into poverty and hunger over the past two years.

According to the Food and Agriculture Organization of the United Nations (FAO), world food prices have been rising steadily since 2002, with a dramatic upturn in 2007. Food prices have risen 83 percent since 2005—jumping 47 percent between January 2007 and January 2008 alone. Sharp increases in the prices of cereals, dairy, rice, soybeans, vegetable oils, and, to a lesser extent, meat and sugar have had a direct impact on the prices of food products on grocery shelves and in small marketplaces around the world.

Lesson One Handout

ABOUT the GLOBAL FOOD CRISIS

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The current food crisis is different from food emergencies in the past in a number of ways. In the past, food crises have largely been weather- or environment-related. Drought, storms, floods, or insects destroyed crops and resulted in regional famines. The impact of these emergencies was felt by rural food producers first, and while devastating for affected populations, tended to subside when environmental conditions improved enough for harvests to return to normal yields. However, experts predict that the effects of the current crisis will be felt for many years to come. Rising fuel prices and long-term climate change, two main factors now causing food insecurity, are not likely to see significant improvements in the near future.

At the most basic level, the recent food crisis has been caused by rising food prices around the globe. Listed here are a number of the underlying factors that have led to the soaring food prices of corn, soybeans, wheat, rice, and other crops throughout the past year:

Rising price of oil: A large amount of oil is needed to produce fertilizers, to run industrial farm machinery, and to transport food. Oil prices have risen six-fold since 2002, directly affecting the cost of food production and transportation.

Demand for biofuels: High demand for alternative energy sources has meant that growing crops for fuel is often more profitable than growing crops for food. An estimated 30 percent of U.S. corn production in 2008 was used to produce ethanol.

Drought and climate change: Adverse weather conditions have reduced harvests in major grain producing countries. For example, Australian wheat production in 2007-2008 was down 52 percent from production in 2006-2007.

Declining agricultural productivity: In many rural areas, where 70 percent of the world’s poorest 1.2 billion people live and work, agricultural productivity is sharply declining. Much of this is a result of land degradation, which affects up to two-thirds of the world’s agricultural land. Water supply constraints, higher oil prices, and reduced government investment in agriculture also have had an impact.

Low grain reserves: Government and private wheat reserves are at an all-time low. The world has consumed more grain than it has produced for the past eight years and is only one to two months short of the next harvest from running out of food.

Lesson One Handout continued

At the most basic level,

the recent food crisis has

been caused by rising food prices around

the globe.

Market speculation: In 2007, market speculators began investing more heavily in food and industrial commodities markets to take advantage of rising prices. The full impact of these investments is not clear, but they may contribute to short-run price fluctuations and immediate price inflations.

Changes in incomes: Rapid economic growth in China, India, and other developing countries means that greater numbers of the world’s population can now afford to eat more of what they traditionally eat, as well as more meat. Increased demand for meat in particular puts pressure on resources such as water supplies and grain needed to feed livestock.

Population growth: The global population has been growing steadily for the past 50 years to a current estimated size of 6.7 billion people. At the current rate of growth, there will be billions more mouths to feed in the year 2050, putting additional pressures on long-term food supplies.

Urbanization: Estimates are that, for the first time in history, more than half of the world’s population, about 3.4 billion, now live in urban areas. This long-term trend has placed more demand on farmers to produce enough food to feed city dwellers.

Export restrictions: In an attempt to mitigate the effects of the food crisis on their own populations, some countries have partially or completely restricted the exports of various foodstuffs. These bans have resulted in an even more precarious situation for countries that are net food importers.

Liberalization of markets: In the second half of the 20th century, developing countries were strongly encouraged to open their markets to free trade. Loans from the International Monetary Fund (IMF) and the World Bank tended to be conditional on Structural Adjustment Programs, or SAPs. The SAPs introduced policies requiring a reduction in price security for farmers, little or no government subsidies for farmers, and a reduction of tariffs on imported goods. The legacy of this market liberalization in the food system is that the urban and rural poor became more vulnerable to the shocks of global market forces.

Another unique feature of the current food crisis is its scope. Because of the global nature of markets and trade in food commodities, as many as 37 countries are in desperate need around the world: 21 in Africa, 10 in Asia, five in Latin America,

Because of the global nature

of markets and trade in food

commodities, as many as 37 countries are

in desperate need around

the world.


and one (Moldova) in Europe. In addition, it is the urban poor, generally nonfood producers, who often suffer most from the first wave of impact in such a crisis.

Food insecurity is having dire effects on nations, families, and children. Food riots and other forms of social unrest have erupted in Haiti, Mexico, Bangladesh, and even in developed countries, such as Italy. Families have limited their consumption of staple foods, such as rice, and eliminated more expensive foods, such as meat, from their diets. In some cases, they have reduced the number of meals eaten in a day. Children suffer most from diminished access to food: immediate effects on their health due to under-nutrition and malnutrition; loss of education, if they are pulled out of school to work; and the many protection issues that arise when they are not in school.

In the United States, the effects of rising food prices, while far less critical, are also being felt. Some companies have announced an increase in the price of bread to compensate for rising wheat prices. Higher fuel prices are expected to push up the prices of fruits and vegetables that are transported long distances to markets. Food banks across the country are receiving fewer donations of certain surplus food items from grocery chains, such as cheese, yogurt, eggs, and meat. At the same time, they anticipate an increase in demand as low-income Americans struggle to pay higher grocery bills.

The global food crisis has no easy solutions. In the short term, food aid is needed for the millions of people who have been thrust into poverty and hunger. In the long term, investments in agriculture and measures to improve food security are needed to ensure that every family and every child has access to the food they need to survive and thrive.

(Sources: Food and Agriculture Organization of the United Nations (FAO), The State of Food Insecurity in the World, 2006; World Bank, Rising Food and Fuel Prices, 2008; World Bank, Rising food prices, policy options, and World Bank response, 2008; FAO, Soaring food prices, 2008; FAO, Crop Prospects and Food Situation, April 2008; International Food Policy Research Institute, Rising Food Prices: What Should Be Done?, April 2008; United States Department of Agriculture Foreign Agricultural Service (USDA FAS), October 2008 report; United Nations World Summit on Sustainable Development, 2002.)

The above information was adapted from A Hungry World: Understanding the Global Food Crisis by World Vision Canada Education and Public Engagement.


Food insecurity

is having dire effects on nations,

families, and children.

LESSON TWO

The BREAD of LIFE—More than SPIRITUAL FOOD

OV E RV I E WJesus often referred to the “living water” and “bread of life” as He spread the good news. For people who have difficulty finding water and food to sustain them, it can be challenging to understand Jesus’ words.

K E Y S C R I P T U R EJohn 6:48-51

E S S E N T I A L Q U E ST I O NHow do people get the food and water they need to survive?

L E S S O N G OA L S» Develop a greater understanding of the essential roles water and food play in

community development. » Reflect on how water and food projects can lead to transformational development.

M AT E R I A L S Pen, Bible, computer with Internet access, and video player

O N L I N E R E S O U R C E S from womenofvision.wordpress.com/hotm» “Water for All” video» “Lonica’s Story” handout

AG E N DA» Introduction and opening prayer» View “Water for All” video» Reflect on Scripture» Consider our world today» Choose a personal response» Close in prayer» Review homework and further study suggestions

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Page 19


1. Review the food and water logs you created last week. Consider the following:

» Did you use food or water excessively?

» Were you ever in need of food or water but didn’t have it?

» What role did that food and water play in your day? What purpose did it serve?

» How would your days have been different without easy access to these resources?

2. Offer a prayer. Pray for those who are hungry and thirsty today. Spend a few moments in silence praying for those you know and those you do not know who are in this situation.

V I D E O View the video “Water for All” to gain a greater understanding of the role water plays around the world.

Which of these responses best describes your reaction and why?

» I was surprised to learn how unavailable water is to some people.

» I don’t know what I would do if my water looked like that.

» My feelings evolved from fear and anger about the situation to hope and joy.

» I want to know more about how to assist villages that need clean water.

» Other: (explain)

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1. Food and water have been a driving force for action throughout history. Read the following Scripture passages and consider the role nourishment plays in each.

» Genesis 26:1 » Exodus 3:8» Luke 9:12-16» John 21:1-14

2. Consider the following questions in relation to the Scripture passages. Then share or journal your responses:

» What does food cause people to do in each passage?

» How does each of these actions demonstrate providing the “bread of life”?

» What relevance do you think these passages have to people today who lack food and water?

3. Read John 6:48-51. Consider how the Scripture passage might help you in your efforts to help communities gain access to the food and water they need to nourish body and soul.

Could you understand what these passages truly mean if your hunger and thirst here on earth were never filled? Jot down your thoughts.

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C O N S I D E R O U R WO R L D T O DAY

1. Read this information about the availability of water and food in our world today:

WaterThroughout the developing world, women spend hours each day walking to a stream or lake to retrieve water for their family’s needs. Yet even after their arduous work, this water is polluted by:

» People bathing in it.» Parasites, bugs, and germs that live in the water.» People washing their clothes in it.» Animals wading in and drinking the water.» Contaminated jugs used to carry the water. » Lack of proper sanitation that causes streams to become “toilets.”

The problem of water safety is so widespread that The Washington Post reported 1.2 billion people use a water source that is filled with deadly bacteria, parasites, and waterborne diseases. As many as half of the world’s hospital beds are occupied by people with a water-related illness.

Many people who rely on polluted water do not understand the risks it carries or how to purify the water. They also do not have access to wells and other sources of water closer to home that might eliminate the need for using the polluted sources.

FoodHunger is not a new problem. It has traditionally risen in countries that experience war (farmers are not able to tend to their crops as needed) and weather problems such as drought and flooding.

According to the Food and Agriculture Organization of the United Nations (FAO), world food prices have been rising steadily since 2002, with a dramatic upturn in 2007. Food prices have risen 83 percent since 2005—jumping 47 percent between January 2007 and January 2008 alone. Sharp increases in the prices of cereals, dairy, rice, soybeans, vegetable oils, and, to a lesser extent, meat and sugar have directly impacted the prices of food products on grocery shelves and in small marketplaces around the world. Imagine what that means for someone who was already struggling to feed his or her family. Today there are as many as 37 countries around the world that are in desperate need of food. The causes of rising food costs and diminishing food supplies are complex, but the reality for families affected by shortages of staple foods is simple and harsh. As food prices increase, standards of living decrease. Malnourishment

As many as half of the world’s hospital beds are

occupied by people with a water-related illness.

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and starvation become real possibilities, and families are forced to make difficult choices. The United Nations reported that one out of four children in developing countries is underweight, and some 350 million to 400 million children are hungry. The World Food Program reports hunger and malnutrition as the number one risk to health globally, greater than AIDS, malaria, and tuberculosis combined.

For vulnerable children, lack of food can lead to: » Riots and social unrest.» Children leaving school to scavenge for food or to seek work.» Early forced marriage.» Permanent damaged health.» Sexual and labor abuse.» Loss of basic rights.

In the United States, the effects of rising food prices, while far less critical, are also being felt. Some companies have announced an increase in the price of bread to compensate for rising wheat prices. Higher fuel prices are expected to push up the prices of fruits and vegetables that are transported long distances to markets. Food banks across the country are receiving fewer donations of certain surplus food items from grocery chains, such as cheese, yogurt, eggs, and meat. At the same time, they anticipate an increase in demand as low-income Americans struggle to pay higher grocery bills.

One issue that affects the hungry everywhere in the world is climate change. Increasingly damaging storms cycle with droughts and erratic rainfall, wreaking havoc for farmers around the world. In addition, forests are disappearing at unprecedented rates, displacing indigenous peoples. Fisheries have collapsed in coastal communities, leaving people hungry and unemployed. Access to water may be the biggest issue of the 21st century.

The increasing awareness about environmental problems on our planet has created a high demand for alternative energy sources. One of those sources is biofuels, which are made from farm products like corn. It can be more profitable for farmers to grow crops for biofuels than for human consumption. In 2008, an estimated 30 percent of U.S. corn production was used to make ethanol. While an alternative to gasoline, an unintended consequence is increased demand for corn and, therefore, higher prices for those who subsist on corn. Once again, the most vulnerable are disproportionately affected.

As the search for solutions to climate change continues, we are called to consider the wide-reaching effects of the issue on the most vulnerable.

Access to water may be the biggest issue of

the 21st century.

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2. Consider the problems and consequences related to water and food. Share or journal how you have seen these issues play out in your community or in places you have visited.

Water and food are not abundantly available in many communities around the world like they are in U.S. communities. Most of us can turn on a tap and get clean water. We can go to the grocery store and choose whatever food we want. For most Americans, finding the nourishment our bodies need isn’t difficult.

Yet water is essential for life. Anyone who farms or grows a garden can share the impact rain or lack thereof has on crops. Water is crucial for sustainable development, including the preservation of our natural resources and the alleviation of poverty and hunger. The United Nations says nearly two out of every 10 fellow human beings have little choice but to resort to using potentially harmful sources of water.

The Environmental News Service reported that as many as 5 million people die every year of water-related illnesses. For children, that risk is especially high. Water Partners International says a child dies every 15 seconds of a waterborne disease.

The World Food Program reports that almost one in seven people (854 million) worldwide do not have enough food to sustain them. This chronic undernourishment feeds a never-ending cycle of disease, stunted growth, delayed development, and poverty.

About 25,000 people die each day of hunger or related causes—this is 9 million people per year. Yet the world produces enough food for everyone to have 2,500 calories a day.


1. Read John 6:48-51 again. Considering what you have learned about the food and water challenges of people around the world, what do you think their reaction might be to the passage?

Nearly two out of every 10 fellow human beings

have little choice but to resort to using

potentially harmful sources of water.

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1. Offer a prayer for all those who are in a position to provide food and clean water to those in need. Challenge yourself to eat one simple meal this week in solidarity with your brothers and sisters who are hungry.


All resources are available at womenofvision.wordpress.com/hotm. 1. Read the handout “Lonica’s Story.”

2. Visit www.endmalaria.org and learn about malaria. Consider donating an insecticide-treated bed net to prevent a child’s death.

3. Journal about experiences you’ve had with people who are HIV-positive or have AIDS. If you have not encountered someone in this condition, have you ever encountered someone with an illness or disability that might put him or her at the same disadvantage as a person with HIV or AIDS?


» Read John 4:1-27 and reflect on the cultural issues and access issues in the story that are similar today.

» Read Hot, Flat, and Crowded by Thomas Friedman.

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+

In Mozambique, endemic malaria is responsible for 30 percent of hospital deaths, 60 percent of hospitalized children, and 40 percent of outpatient consultations. Poor communities are now fighting back with support from World Vision in the form of life-saving mosquito nets.

Eleven-year-old Lonica has been closer to death than many girls her age in Lifidzi village, in the central province of Tete. On two consecutive occasions she had to be hospitalized for urgent treatment due to malaria—one of Mozambique’s main killer diseases. That was, however, before she received a mosquito net.

Lonica’s father, Jamiti Came, is a visibly relieved man. When asked about malaria, he said: “I received two mosquito nets in September 2008. From then, none of my children had gone to hospital because of malaria, and it was so frequent to take them there.”

Lonica tells her story: “I started going to school very late because I usually got sick and my parents did not know what it was. They took me to [the] hospital and there the nurse told us that it was malaria.” Lonica looks around and then longingly looks at her mum. “I was in-patient, twice at the post health. My mother was crying, because if were not me at the hospital were my brothers who were in the hospital. . . . Life was very difficult for my mother.”

So what has changed since then? “Dad sets up for us the mosquito net every night and all of us, my two brothers and two sisters, sleep under it very peace-fully! No more mosquito bites. Good riddance, malaria!”

Then, like any other 11-year-old girl, she does what she likes doing best when not in school. She goes and plays with her friends, grateful for the life-saving mosquito net she has at home.

Lesson Two Handout

LONICA’S STORYBy Claudina Lembe, World Vision communicator

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BELOW: Lokol, a boy in Kenya, sleeps under

a mosquito net.

LONICA’S STORYLESSON THREE

the SICK and TIRED FALL HARDER

OV E RV I E WThroughout His lifetime, Jesus repeatedly healed the sick. Today we have knowledge and medicines that can cure a lot of illnesses, but many people who are ill do not have the access, the knowledge, and the resources required to stay healthy.

K E Y S C R I P T U R E Matthew 9:35-36

E S S E N T I A L Q U E ST I O NWhat is our role in helping meet the health needs of our brothers and sisters?

L E S S O N G OA L S» Develop a greater understanding of health problems around the world.» Reflect on how God calls us to respond justly to global health issues and those who

are sick.

M AT E R I A L SPen, Bible, computer with Internet access, and a video player

D OW N L OA DA B L E R E S O U R C E S from womenofvision.wordpress.com/hotm» “The Hidden Faces of AIDS” video» “Recovering Reader” handout

AG E N DA» Introduction and opening prayer» Take a quiz» Reflect on Scripture» Consider our world today» Choose a personal response» Close in prayer» Review homework and further study suggestions

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Page 27


1. Share or journal about your observations of the handout you read for homework.

» Do you think there is a point where responding to large global health issues becomes a justice issue for those of us in the developed world? Why or why not?

2. Offer a prayer. Pray for those who are ill and for those who care for the ill around the world. Spend a few minutes in silent meditation recalling anyone you know who is in pain today and needs prayer.

TA K E A Q U I Z 1. Modern societies have made large leaps in the area of health care. Our technology provides diagnostic testing like no other time in history. We better understand how certain illnesses operate, and we can address them with drugs that have high success rates. Less invasive surgery techniques have reduced recovery times. A greater understanding of the connections among nutrition, exercise, relaxation, and spirituality has helped individuals take a strong role in guiding their own health.

Yet in some parts of the world, mothers bury their infants who died of diarrheal diseases. Neighborhoods experience malaria infections that can result in death. Families go without food and other necessities when the family’s primary income earner is too sick to work. Children must learn to care for themselves when their parents die of AIDS.

Around the world, people are too sick, too tired to tend to their basic needs. They do not have the same resources as those of us who live in more developed countries. Because of this, they face health obstacles radically different from what most of us have ever experienced.

A greater understanding of the connections

among nutrition, exercise, relaxation, and spirituality has helped individuals

take a strong role in guiding their

own health.

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To become more familiar with health challenges throughout the developing world, take the following quiz. Mark each question “true” or “false.”

A. Thirty percent of people living in rural areas of the developing world have only polluted and unsafe water to drink.

B. Many children in poor countries aren’t immunized solely because parents don’t understand the need for immunizations.

C. Malaria could be significantly reduced in poor communities if windows and doors were kept closed.

D. A child’s health is likely to improve if his or her mother learns to read.

E. Parents in developing countries often discourage their children from washing their hands to save precious water.

F. Diarrhea is a life-threatening disease among young children in many poor communities.

2. When the quiz is complete, turn to page 36 to determine the highest number of correct answers. Discuss or journal about the questions most commonly missed.


Throughout Scripture, we read stories of how God provided for the needs of His people. Whether dropping manna from heaven, parting the Red Sea, or sending other signs and wonders, God extends His love and care. The more we understand the suffering of our brothers and sisters around the world, the more we should be driven to want to do the same.

Read Matthew 9:35-36, Luke 8:40-55, and Luke 13:10-17. Then share or journal your responses to the following questions: » How did Jesus defy convention when healing people?

» Why do you think Jesus combined healing with sharing the good news?

The more we understand the suffering of our

brothers and sisters around the world, the

more we should be driven to want to do

the same.

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TRUE FALSE

TRUE FALSE

TRUE FALSE

TRUE FALSE

TRUE FALSE

TRUE FALSE

» When have you been in a position to help someone heal?


1. If we are to help lead others to perfection in Christ, we must pay attention to what is preventing them from being fully healthy and happy while they are on earth. So let’s explore some health problems that challenge people around the world.

2. In the developing world, there is often a lack of education and resources to learn about health and hygiene. Read the following story of the mothers’ club that World Vision health worker Eduléne Pierre started in Haiti to see how women are building on their understanding of raising healthy children.

In addition to practical aid, seeing children become strong again requires debunking lingering myths. So, at her regular mothers’ club meetings, Eduléne makes every word count. During a typical session, held inside a small wooden shelter, women gather to sit in a semi-circle holding babies in their arms. It’s almost lunchtime. Hungry children moan weakly, but nobody cries. It’s too hot. A few babies drift off to sleep. Sweat runs down their faces. Tenderly, mothers wipe the moisture away, lift up their shirts, and the babies turn to nurse.

“Is it true,” Eduléne asks, after opening the meeting with prayer, “that it is not good to feed children at night?”

“No,” declare several women in unison. This is progress. Formerly, many of these mothers adhered to local customs where dinner is not given to children. Eduléne goes on to challenge another myth, explaining that if a child refuses to eat, the mother should not simply give the food to another eager mouth. Many mothers don’t always realize that loss of appetite is often a sign of malnutrition.

Later, using a large poster board with illustrations, Eduléne teaches women how to feed children from birth to 2 years old. She highlights the main stages of development and offers practical advice about frequency and quality of feeding. She uses song, drama, and hands-on recipe demonstrations to enliven the presentation and make sure the mostly uneducated mothers remember.

“If I go to the hospital, they can tell me things, but it does not grab me as much as going to the mothers’ club,” says attendee Jonise Siméuse, 20, who admits she can be a slow learner.

If we are to help lead others to perfection in

Christ, we must pay attention to what is

preventing them from being fully healthy and

happy while they are on earth.

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Jonise grew up in the same rural community in which she now lives with her husband and children. Most likely, Jonise’s own mother struggled to feed her properly, resulting in a damaged mental capacity. “It was hard for me to learn,” says Jonise. “I wish for my children to grow and go to school so they are not like me.”

Despite her good intentions, only a few months ago Jonise’s children were struggling. She does not know why her 9-month-old son Claudeson died. “He just started crying, and we didn’t have time to take him to the doctor. He died right away.” He left behind an older sister and his emaciated twin brother, Peterson.

“I thought that I could lose him, too,” says Jonise. “Peterson was worse than this little stick,” she says, picking up a scrawny twig from the dirt.

Things changed when Jonise took her son to a World Vision health post where he was diagnosed with severe malnutrition. Jonise was given a monthly food ration and home-based lessons on how to improve Peterson’s diet, and she was encouraged to attend the mothers’ club. The support proved a lifesaver.

—By Andrea Dearborn Peer, reprinted from the Spring 2008 issue of World Vision magazine

3. After reading this piece, think about the mother support groups that exist within your community. Also consider friends who are parents to whom you have given or from whom you have received support. What are the similarities and differences between a support group in the U.S. and one for women in Haiti?

Share or journal your responses below:

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4. Consider the following: Another common health problem faced by those who live in impoverished countries is malaria. Forty percent of the world’s population is at risk of malaria, a disease that is transmitted by mosquitoes. Each year, malaria kills more than 1 million people, approximately 80 percent of whom are children. It is the fourth-leading cause of child mortality around the world.

Malaria is also a danger to pregnant mothers. There are as many as 10,000 maternal deaths a year from malaria. Malaria can cause maternal anemia, spontaneous abortions, neonatal deaths, and low birth-weight babies.

Yet malaria can be prevented using an inexpensive bed net and by spraying insecticide inside homes. There are also anti-malarial drugs that dramatically reduce the impact of malaria, but people who live on less than $2 per day cannot attain these resources.

People who live on so little money also do not have the financial resources to address HIV and AIDS. In our world today, AIDS is killing more people than any war or famine in history. It destabilizes families and entire societies, leaving behind widows, orphans, and communities that are vulnerable to famine, repression, and war.

V I D E O 1. View the video “The Hidden Faces of AIDS.”

2. Share or journal your responses to the following questions:

» What has been your experience with AIDS?

» How would your community react if every week there were four funerals of people who had AIDS?

» How have children you’ve met been affected by illness in their families?

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1. Considering what you have learned about health issues around the world, reflect on which challenge (malnutrition, malaria, or AIDS) made the strongest impact on you. Share or journal about this below.

2. Not having access to food is caused by multiple factors and results in multiple problems. The same is true of any health issues impoverished communities encounter. Spend some time thinking about factors that could be addressed to help impoverished communities lessen the health problems listed above. Share or journal about this below.


1. Read: Matthew 9:35-36. Then offer a prayer for all those who are suffering from illness and for the family members who are also affected by that suffering. Challenge yourself to think of one thing you can do this week to be a conduit of Christ’s compassion.


All resources are available at womenofvision.wordpress.com/hotm.

1. Read the handout “Recovering Reader.”2. Keep a reading log this week of every time you read or write for direction,

communication, education, or pleasure.

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Challenge yourself to think of one thing you can do

this week to be a conduit of Christ’s compassion.


• Read biblical parables about healing and health. What does it say to you about healing in our world today? Reflect on some of the similarities of life and culture in Jesus’ time and in some parts of the world today. Where is Jesus?

• Read Mountains Beyond Mountains by Tracy Kidder. The book tells of the quest of Dr. Paul Farmer, a man “who would cure the world.” It takes readers from Harvard to Haiti, Peru, Cuba, and Russia.

Q U I Z A N S W E R S

The answers from the quiz on page 31 are as follows:

A. False: Seventy-five percent of the 1.3 billion people living in abject poverty live in rural areas. More than half of these lack access to safe drinking water. Waterborne diseases include malaria, cholera, and trachoma.

B. False: While many parents don’t understand the importance of immunization, many poor children also aren’t immunized because their communities have no access to immunizations.

C. False: Malaria breeds in wet areas, so controlling wetlands and even the water that collects around houses during rainy times are the best way to control malaria. The use of treated bed nets also reduces malaria.

D. True: Studies indicate that as mothers learn to read, they are better equipped and more confident to care for their children’s health. They are also able to read medical instructions and prescription labels.

E. False: Lack of clean water is a major contributor to lack of hygiene. However, it is more likely that parents simply do not understand the correlation between hand washing and health.

F. True: About 4 billion cases of diarrhea per year cause 2.2 million deaths among children under age 5.

(Sources: UNICEF Fact Sheet; The World Bank, World Development Report, 2008)

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While many parents don’t understand the importance of

immunization, many poor children also aren’t

immunized because their communities

have no access to immunizations.

+

A few years ago, if someone dared ask Rosa Cintron, 12, to read a book as simple as one by Dr. Seuss, there would be mayhem. In the midst of screaming and pounding fists, Rosa was known to overturn her desk and send books flying across the room. “I would think, ‘Are they slow? Why don’t they understand? I don’t read,’” she says.

Teachers gave up on her, opting to manage her tantrums rather than provide instruction.

Things changed when Rosa began attending an after-school program run by Children of the City, a World Vision partner in Brooklyn, New York. In addition to learning to read, she found the nurture and structure she needed to thrive.

“It’s like I was put in a jacket, a warm jacket that heats you up. It lets you go outside. It surrounds you,” she says.

Through Children of the City, Rosa began doing her schoolwork, going to church, and getting coun-seling. “God was preparing me for a higher calling,” says Rosa. “The calling God wanted for me wasn’t possible unless I got an education.”

Now Rosa is in sixth grade and doing well. She recently read C.S. Lewis’s The Screw-tape Letters and loved it.

—By Andrea Dearborn Peer reprinted from the Autumn 2007 issue of World Vision magazine.

Lesson Three Handout

RECOVERING READERBy Claudina Lembe, World Vision communicator

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LESSON FOUR

LITER ACY means LIFE

OV E RV I E WWhen community members, especially women, learn to read, the entire community benefits. The resulting positive actions can help communities draw closer to the fullness of life God wants for all of His children.

K E Y S C R I P T U R EPsalm 119:105

E S S E N T I A L Q U E ST I O NHow does literacy contribute to living a full life (John 10:10)?

L E S S O N G OA L S» Develop a greater understanding of the role literacy plays in daily life.» Consider how a woman’s ability to read can impact her family and community.» Reflect on God’s desire for those who lack literacy.

M AT E R I A L S Pen, Bible

AG E N DA» Introduction and opening prayer» Experience the challenge of illiteracy » Reflect on Scripture» Consider our world today» Choose a personal response» Close in prayer» Review homework and further study suggestions

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LITER ACY means LIFE


1. Share or journal about your reading and writing logs using the following questions:» How are reading and writing integral parts of your daily activities?

» Look at one time when you used reading or writing; what would you have done without that skill?

» How might parents socialize children toward literacy if they themselves have not had the opportunity or if they struggle to read and write?

2. Offer a prayer. Pray for those who are unable to attend school today and for those who are trying to study on their own.

EXPERIENCE THE CHALLENGE OF ILLITERACY 1. According to the United Nations Human Development Report, only one country in the world reports a 100 percent literacy rate—Georgia. At the bottom of the list is Mali, with a literacy rate of 22.9 percent. Overall, more than 880 million adults in the world are illiterate. Two-thirds of them are women.

There is an old Ghanaian saying: “If you educate a man you simply educate an individual, but if you educate a woman, you educate a nation.”

An inability to read is something difficult to comprehend for anyone who has been reading since childhood. Take a few minutes to step into the shoes of someone who lacks the ability to read. Review one or more of the following scenarios and work through the instructions noted with it.

Scenario 1Your child has been sick with a fever for days. You’re finally able to travel to a clinic 20 miles away where the doctor examines your child and gives you medicine for your child. The nurse reviews the instructions for administering the medicine, but after the long journey home, you have forgotten the proper dosage. These are the instructions you should follow for giving your child the medicine.

According to the United Nations Human

Development Report, only one country in the world

reports a 100 percent literacy rate—Georgia.

What do you do?

Scenario 2A water pump has been installed in your community to provide a nearby source of water. You’ve been warned that one part of the mechanism sometimes breaks and needs to be replaced. The organization supplying the pump has also left extra parts with instructions. The pump breaks and you cannot remember how to take it apart. These are the instructions that were left with the pump.

What do you do?

Scenario 3A missionary comes to your village with stories about this wonderful, loving person named Jesus Christ who has promised everlasting life for everyone. You are warmed by this idea and want to know more. Before the missionary leaves your village, she hands you a Bible so you can learn more about Jesus. When you want to know more of the story, this is what you see in the book.

Porque Deus amou o mundo que deu o seu Filho unigênito.

What do you do?

Scenario 4A wealthy investor is coming to your village to find small businesses worthy of her support. She will talk with all interested entrepreneurs in the community and listen to them talk about their businesses and how they operate. In addition, she

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wants a written report to take home that includes a full financial accounting of each business. Here are the instructions she has sent ahead of time for preparing the report.

What do you do?

Scenario 5 Your 6-year-old daughter comes home from school with a book she is learning to read. She loves this new skill. She has been studying and is excited to share it with you, but her skills are still rudimentary. She wants you to help her with a page that is too hard for her. This is what you are supposed to read to her.

What do you do?

2. Share or journal your responses to the following questions: » What was your reaction when you discovered you couldn’t read the information

you needed?

» If you had to deal with that obstacle daily, how would it make you feel about caring for your family, accessing resources and services, or contributing to your community?


1. Scripture is filled with examples of times when God wanted to teach His

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people. There were laws and decrees passed on, as documented in the Old Testament books of Deuteronomy, Numbers, and Leviticus.

Teachers primarily relied on the spoken word to pass on rules and stories. Lessons took place in synagogues, in the desert, and in homes. Children would gather to hear stories of the mighty God who had created them and promised future rewards.

Teaching and learning also happened in daily life through example. The hungry received food. The one who disobeyed met a terrible fate. Armies couldn’t reach the innocents.

Read the following Scriptures and consider how teaching is happening in each:

» Deuteronomy 4:13-14

» 1 Samuel 3:1-10

» Ezra 7:10

All of the gospels are also about education. This education comes at the feet of a charismatic leader, Jesus Christ. His teachings were radically different from other teachings of His time.

2. Read about the teaching of Jesus in these passages:» John 8:4-11» Luke 21:1-4 » Mark 4:3-9

3. Share or journal about how teaching is happening in each of the passages and if it is different from or similar to the teachings previously read.


1. Share or journal your responses to the following questions:» In villages where the literacy rate is low, how has knowledge been shared?

» Are you familiar with communities in your area that use some of these ways of passing on knowledge?

All of the gospels are also about education.

This education comes at the feet of a charismatic leader,

Jesus Christ.

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2. Consider the following: As we think of how to best be of assistance to our brothers and sisters who desire more education, we can look to the example of Jesus. The teaching of Jesus takes a different approach from other teaching of His day because it exhibits:

» A movement from a subject focus to a person focus.» A movement from listener to participator.» A movement from memorizing to changing behavior.» A movement from insistence to choice.» A movement from individual to community.

Throughout the world, people face obstacles daily to receive an education, especially girls and women who often do not have the same opportunity to attend school as the male members of their family. When there are so many chores to tend to at home, it is most often the girls who stay and help with siblings, tending the land, or collecting water.

In many countries, girls who are allowed to attend school do not always graduate. They might be married off before graduation. Some are also encouraged to perform sexual favors for men in exchange for money for the family, which can lead to pregnancy and another reason that education ends.

Even if a family wants to send their children to school, the cost is often prohibitive. If they have to pay for tuition, books, and uniforms, this is a huge barrier. When cost is an issue, most families will send the sons rather than the daughters.

While this lack of education limits the long-term possibilities for girls, it also has practical implications on a daily basis. Many people who want to learn to read cannot attend school because of economic or physical barriers. Even if someone is able to graduate from grade school, secondary schools are typically farther away. This requires long-distance travel that can be dangerous for children, especially girls.

Consider this information from the World Bank:» Women with formal education are much more likely to use reliable family

planning methods and delay marriage and childbearing. They have fewer and healthier babies than women with no formal education. One year of female schooling reduces childbearing by approximately 10 percent.

» Education has been proven to increase income for wage earners and increase productivity for employers, yielding benefits for the community and society.

3. A mother’s education significantly affects children’s educational attainment and opportunities. A mother with a few years of formal education is considerably more likely to send her children to school. In many countries each additional year of formal education completed by a mother translates into her children remaining in school for an additional one-third to one-half year.

Throughout the world, people face obstacles

daily to receive an education, especially

girls and women.

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» Now take some time to explore what children in some parts of the world must do to receive an education. In some countries, not only is it a family custom to keep girls at home and out of school to help with chores, but it might also be against the prevailing laws of society for girls to attend school, as in many villages in Afghanistan.

If you are completing this study on your own, review the photographs found below and journal your response to each question. If you are completing the study with a group, follow the instructions given by the group leader.

Ways of Dress

How do you think you would feel about the world with this point of view all day?

Classrooms

How does this classroom compare to where you went to school?

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(2

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Resources

How would you complete your homework every night if you had to share this schoolbook with two sisters?

After School

Although you have homework to do, you also have chores to complete for the financial well-being of your family. One of your chores is to crack open pistachio shells and retrieve the nuts. How many nuts can you crack and extract in 60 seconds? How might this chore affect your schooling?

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4. After completing the activity, share or journal about the follow questions:» What obstacles to education do girls in Afghanistan face?

» Would you continue to pursue your education under these circumstances?

» What if you knew that other schools in your country had been burned to the ground?


1. Reflect on your own educational experience, either through meditation or writing in your journal. Consider the obstacles you faced, the rewards you received, and classmates who might have had a more difficult time than you.

A community education director in the United States was working with a group of academically challenged students from her school system on a service project. The group was sorting food donations into backpacks to send home with children who needed food for the weekend. When she asked one of the boys to count the food items, his response was, “I can’t count.”

Illiteracy doesn’t only affect people overseas; it exists today in the United States. Have you ever encountered someone who couldn’t read or count? What obstacles did he or she face? How might you be able to assist him or her?

2. Share or journal your responses to the following questions:» Share any experience you’ve had with someone who couldn’t read or count.

Illiteracy doesn’t only affect people overseas;

it exists today in the United States.

» If someone is not able to read or count, what obstacles might he or she face?

» How might you be able to assist him or her?


Offer a prayer for people who have education resources to share, whether that might be books, school supplies, enthusiasm for teaching, etc.


View the video “Microenterprise Loans,” available at http://www.worldvision.org/content.nsf/give/microenterprise-development-program.


» View the video “Girl Effect,” available at www.girleffect.org. » Learn more about World Vision’s KidReach and Schooltools programs at

www.worldvision.org. Click on “Way to get involved.”» Read Three Cups of Tea by Greg Mortenson.» Read about Wycliffe Bible Translators at www.wycliffe.org.

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LESSON FIVE

ECONOMIC DEVELOPMENTONE LOAN at a Time

OV E RV I E WJesus called people to live, learn, and work together in community. His example illustrates how, in collaboration, people can have a far-reaching impact on their community. By combining talents and resources to boost individual opportunities for starting businesses, community members help everyone reach more fullness of life.

K E Y S C R I P T U R EMatthew 25:14-30

E S S E N T I A L Q U E ST I O NWhat makes microenterprise and microfinance an exciting tool in efforts to change the lives of individuals and families living in poverty?

L E S S O N G OA L S» Build a greater understanding of economic development in the developing world.» Examine how one family’s small business can touch an entire community.» Reflect on God’s personal call to each of us and our response.

M AT E R I A L S Pen, Bible

AG E N DA» Introduction and opening prayer» Learn about the potential of microenterprise development» Consider the situation in our world today» Reflect on Scripture» Choose a personal response» Close in prayer» Review homework and further study suggestions

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ECONOMIC DEVELOPMENTONE LOAN at a Time


1. In this study so far, we have looked at four of the five key components of holistic community development.

» Food» Water» Health» Education

Today we will explore the fifth component, economic development.

Recall the video homework assignment from last week. Then share or journal about the following questions:

» What did you learn about microenterprise development and microfinance?

» How do they bring hope to families?

2. Offer a prayer. Pray for people around the world who have dreams of transforming their lives.

L E A R N A B O U T M I C R O E N T E R P R I S E D E V E L O P M E N T

1. Remember the first time you took out a loan? It might have been for a car, your college education, or even a house. You were likely required to produce proof of income to show that you could afford your loan payments. The lender likely examined your credit history. You might have needed the signature of a parent or spouse to assure the lender of your ability to repay.

Now try to imagine what it would be like to ask for a loan if you are a widow living in

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a small home you don’t own, without electricity or running water, with little means of earning income, and with hungry children to feed and educate. Who would risk loaning you money to buy materials for a small business?

Consider the following situations and determine what each person needs to improve his or her chance of earning income.

Struggling in MyanmarOhn Myaing used to spend several days a week making a popular snack in her community in Myanmar. She sits outside her bamboo and grass hut selling the snacks made from palm sugar pieces and sticky-rice balls. Although she has a heart ailment and sitting for long hours in the sun weakens her, she continues for the sake of feeding her children—two daughters, ages 4 and 9, and a 14-year-old son.

Ohn Myaing’s husband, Aung Win, has been unable to find even odd jobs to support the family. So Ohn Myaing cut her hip-length hair (although long hair is a treasured part of her culture) to sell to a local wig maker. As it became increasingly difficult to feed her family, she then pawned the family’s cooking utensils, plates, cups, glasses, and even clothes. She can no longer afford the raw materials to prepare her snacks, so the family is living on a diet of plain rice.

Barely Living Off the LandJuliet Hakiri is a 38-year-old widow living with her five children in Nyakambu village, 365 kilometers southwest of Uganda’s capital city of Kampala. With her children (boys between the ages of 8 and 19) dependent on her for school fees, supplies, and food, Juliet works to sell bananas, beans, or groundnuts. She earns the equivalent of about $2 a week. But when these foods are out of season, Juliet has nothing to sell. Her family is left hungry and without household necessities like plates, cups, saucepans, bedding, and clothing.

Juliet’s situation is not unique in Uganda. Most people depend on agriculture for an income. They use hand-held hoes to tend small plots of land, but they have limited access to tools and farming skills. The average income in the country is approximately $220 per year.

Farming Among ThornsSomadasa, 41, has worked as a farmer in Sri Lanka’s Lunugamvehera region since childhood, just as generations before him. Though he toils in the scorching sun to raise enough crops to earn a small income for his wife and five children, he has never been able to provide for all of their needs.

Although people in the region rely on agriculture for their income, it is one of the driest regions of the country, strewn with thorny bushes and dependent on

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rain to cultivate the crops. Some farmers have outdated irrigation tanks, but they go dry during the arid season. In addition, the region experiences severe drought every two or three years.

As a result, Somadasa and his family never have the resources they need to thrive. Their lack of material resources is sometimes intensified by the emotional anxiety that accompanies trying to survive in such circumstances.

2. Share or journal your responses to the following questions as they relate to the stories above:» What is the business he or she can build on?

» What kind of training or education might this person need to make the business a success?

» What kind of financial or material input might this person need to make the business a success?

» Is there any chance that this business could expand to employ other family or community members?


1. Read the following passages.

» Matthew 25:14-30» Proverbs 31:10-31

2. Share or journal your responses to the following questions: » What does the Matthew passage say about how Jesus might view economic

activity?

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» What kind of “transformation” takes place in this story?

» How do you think this applies to entrepreneurs in developing countries today?

» What does it say to us about how we use our resources?

» We often think of this Proverbs passage in regard to character, but what does it say about this woman’s ability to be enterprising?

» How many different business enterprises is she engaged in?


1. Consider how microenterprise works:

Struggling entrepreneur applies for a microloan While many of the working poor have the ideas and ability to create a small business, few can access the capital they need to begin. Because they are asset poor (without the physical assets like a car, home, etc., that can be used as collateral) and are in need of only small loans, banks will not lend to them. With little savings, they are trapped in poverty.

The only credit available to them is often from local moneylenders who charge exorbitant interest rates (sometimes 200 to 400 percent). The alternative is to apply for a small loan, or microloan, through a microfinance institution (MFI). World Vision provides such loans. To successfully apply for a microloan, the entrepreneur must demonstrate trustworthiness, a good work ethic, and a sound business idea.

While many of the working poor have the

ideas and ability to create a small business,

few can access the capital they need

to begin.

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This is typically not an individual effort meant to benefit one entrepreneur. Rather, an MFI will help a community form a community bank, which is formed by a group of chronically poor entrepreneurs who mutually guarantee each other’s loans. The bank will charge a reasonable interest rate to cover the cost of running the loaning program to help people becoming financially independent and competitive under normal market conditions and to avoid destabilizing the local economy. This approach has led to an amazing loan repayment rate of 98.7 percent.

Business training The MFI gives four to six months of training in saving, handling credit, and basic business. Sometimes this training includes reading and counting. Business coaching provides eager entrepreneurs with assistance in accounting, marketing, and management, and in the case of World Vision, it is based on biblical and ethical business principles. The training helps the client prepare a sound business case, which is required to receive a loan.

Microloan is givenA loan can be as little as $50. With this money a client can buy seed, goods, fertilizer to increase crop yields, or basic equipment to operate a small enterprise (e.g., a sewing machine).

Business is created or expands Profits made from the sale of crops or merchandise can then be used to buy more seed or goods, or it can be used to start a new business such as tailoring.

Coaching Clients continue to receive coaching in business as well as agricultural or trading practices as part of the development program.

Business thrivesWith a loan, entrepreneurs can improve farming, open a hairdressing salon, sell handmade clothing and handicrafts, or run a small convenience stall, to name a few. These businesses create jobs and generate additional goods and services, and the whole community benefits.

Families gain self-sufficiency Families are now able to support themselves and provide food for themselves all year round. The burdensome cycle of borrowing money from local moneylenders at high rates of interest is broken.

Children impacted Parents are able to give their children more nutritious food and the family health improves. Parents have enough money to send their children to school.

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Loan repaid and money recycled Once the client has repaid the loan, he or she can take out a bigger loan to continue to expand the business. Repaid loans are recycled to help other poor entrepreneurs to grow their businesses. MFIs build a bridge between commercial loan capital and the credit-worthy poor so they can lift themselves out of poverty.

There are several types of loan institutions:

Community banksThese loan circles create an opportunity for the poorest entrepreneurs to obtain credit. Self-selected groups of 20 to 30 borrowers agree to cross-guarantee each other’s loans. The group screens potential borrowers and tracks each repayment, building their leadership and sense of pride along the way. Weekly meetings offer accountability and support and build business skills. Loans typically range from $50 to $500.

Solidarity groupsDesigned for more experienced entrepreneurs with larger enterprises, solidarity groups have fewer members than community banks, with an average of three to six people who guarantee each other’s loans. Members who make repayments on time become eligible for larger individual loans. Loan sizes range from $300 to $800.

Individual loansClients who have either grown their businesses successfully through a solidarity group or have medium-sized businesses qualify for individual loans ranging from $500 to $5,000. Loans typically require either two guarantors or collateral. Borrowers often create a multi-year business plan in consultation with their loan officer. These larger loans help clients to grow their businesses and employ others in the community.

This approach is working throughout the world to help communities transform themselves from a group of people heavily burdened by debt and worry to people who can celebrate their hard work and watch their children thrive.

Lack of access to credit is a particular problem for impoverished women whose economic status is even more insecure than that of men. Yet World Vision reports that on average, women entrepreneurs use 92 cents of each dollar of extra income to improve their children’s health and education.

» More than 3,300 microfinance institutions reached 133 million clients with a microloan in 2006.

» 93 million of the clients were among the poorest when they took their first loan.» 85 percent of these clients were women.

(Source: www.visionfundinternational.org)

Lack of access to credit is a particular problem

for impoverished women whose

economic status is even more insecure

than that of men.

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2. Share or journal about any entrepreneurs you’ve encountered or entrepreneurial experiences you’ve had. Why do think women are the most successful microentrepreneurs, have the best repayment rates, and receive the most loans?


Read Luke 12:48b. Then journal or reflect on the following: » Consider the words of Jesus. How might He be calling you to respond?

C L O S I N G P R AY E R Offer a prayer of thanksgiving for people who have resources to share with those who are trying to transform their lives. Pray for families seeking opportunities to work and improve their lives. Pray for the continuing effectiveness of World Vision and other organizations engaged in economic development work.

H O M E WO R K

1. Find a newspaper or online article related to one of the topics you have been studying—food, water, health, education, and income generation. Bring your article next week and be prepared to provide a general summary of it.

2. Read about child sponsorship at www.worldvision.org and learn how sponsorship is connected to holistic community development and can be a bridge-builder between cultures.


• Learn more about World Vision’s approach to microenterprise development at www.worldvisionmicro.org.

• Learn about a world leader in microenterprise development at www.grameen-info.org.

• Read Banker to the Poor, the autobiography of Mohammed Yunnis.

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OV E RV I E WWorld Vision engages local people in deciding how to improve their own lives, which talents they can contribute to the effort, and what assistance they need to reach their goals. This integrated development model demonstrates the love and respect Jesus asks us to replicate while helping people find a secure path to a fuller life.

K E Y S C R I P T U R E S» Matthew 11:28-30» Isaiah 61:1-3 » Luke 4:16-21

E S S E N T I A L Q U E ST I O N S» How does World Vision’s approach to community development support lasting

and sustainable change? » How has this study changed me, and how is God calling me to engage in His work?

L E S S O N G OA L S» Reflect on Christian commitment in the World Vision development model.» Study the workings of the World Vision area development program.» Learn about World Vision child sponsorship and its long-term benefits.» Identify and reflect on how you have been changed through this study.

M AT E R I A L S Pen, Bible, computer with Internet access, and a video player

O N L I N E R E S O U R C E S from womenofvision.wordpress.com/hotm» “Journey of Transformation” video

AG E N DA» Welcome and opening prayer» How Christian commitment is vital to development work» Experience an area development program» Learn about child sponsorship» Choose a personal response» Review further study suggestions» Close in prayer

LESSON SIX

Changed LIVES Change LIVES

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W E L C O M E A N D O P E N I N G P R AY E R

1. Begin by summarizing the article you found for homework. Then share or journal your responses to the following questions:

» How are the issues you’ve raised with your homework related to one another?

» Do you think the solutions to these problems can be related to one another?

2. Offer a prayer. Ask for an open heart to respond as God calls.

V I D E O

1. In the past several lessons, we have been studying some of the specific challenges World Vision faces around the world. Watch “Journey of Transformation” to step deeper into the development process that brings many aspects of life together.

2. After the video, consider:

Which of these responses best describes your reaction and why?❑ I was surprised to see how intertwined so many components of life can be.❑ My feelings evolved from fear and sadness to joy as I watched the story.❑ I want to know more about how to transform a place that is in such a situation.❑ I don’t understand how the transformation occurred.❑ Other: (explain)

Share or journal your thoughts about your answer.

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1. Read Matthew 11:28-30.

2. So often throughout His ministry on earth, Jesus used comforting words and images to draw in His followers and offer His peaceful presence. He also repeatedly asked for humility from those who chose to follow Him.

Considering this command, imagine that you are about to embark on a journey to visit a World Vision site. You will be attending a village meeting where World Vision workers are taking the first step of implementing a long-term project by gathering villagers to get to know them and hear their concerns.

Share or journal your response to the following question:

» What characteristics mentioned in the Scripture passage will you rely on during this session?


1. Consider the following:

World Vision’s definition of engaging in transformational development begins with a call for humility. The organization recognizes that when we humbly listen to our brothers and sisters in need, we are better able to determine what they need and how change can happen.

World Vision also recognizes that transformational development takes time. Most problems don’t occur overnight; neither do solutions. Creating a holistic approach to development allows long-lasting change to grow from people experiencing the freedom to discover how God is working among them for themselves.

World Vision integrates its focus into three areas:

First, World Vision is Christian. Motivated by our faith in Jesus Christ, World Vision serves alongside the poor and oppressed as a demonstration of God’s unconditional love for all people. World Vision serves all people regardless of religion, race, ethnicity, or gender.

Second, World Vision’s child focus prioritizes children, especially the poorest and most vulnerable, and empowers them together with their families and communities to improve their well-being.

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Third, World Vision’s work is community-based. The primary role in communities is to “walk alongside” communities, organizations, agencies, and the church, which are rooted in the situation, with children as the primary focus.

The model World Vision uses to bring these three pieces to life is called the area development program (ADP). The overarching objective of every area development program is that the community will bring about its own transformation.

To make this happen, World Vision employs material interventions related to the many issues we’ve studied in this module—food, water, healthcare, education, and microfinance loans. It also employs spiritual interventions through the witness of its work. To fully engage the community, it follows these steps for social interventions:

» Build trust in the community through nurturing relationships.» Mobilize community leaders and members to participate.» Empower the community members to make the decisions about the activities.» Involve the community in designing its own development interventions.» Make the work sustainable; then the community owns it and becomes fully

responsible for it.

The World Vision model is built on trust, empowerment, community ownership, and sustainability—wrapped in our commitment to follow in the footsteps of Jesus.

E X P E R I E N C E A N A R E A D E V E L O P M E N T P R O G R A M

1. In order to better understand a small part of this process, imagine a meeting where each attendee has a specific role to play in a village where World Vision has already worked through the first three steps of the process and is now ready to design the interventions.

2. To begin, consider the following information about the village:

Your village is in a rural area with minimal services. The majority of the population earns less than $2 per day per family and represents people of three different belief systems and two ethnic groups. Some people are subsistence farmers while others earn wages or own small businesses. There is a weekly market. The village has one nondenominational Christian church. Your village has a school, but not all families can afford the fees, books, and uniforms. Consequently, many children do not attend school or are not able to stay in school due to family needs.

Although most people don’t recognize or know much about HIV and AIDS,

The World Vision model is built on trust, empo-werment, community ownership, and sustai-

nability—wrapped in our commitment to follow in

the footsteps of Jesus.

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there is a suspicion that some of the adults are infected with HIV. Malaria is common. Children often suffer from upper-respiratory infections and diarrhea. Your community has a rainy season and a growing season that quickly becomes dry. The region also is subject to severe seasonal storms. Some people are hungry at various times during the year.

One of the needs the villagers have identified is education and literacy. So for the purpose of this activity, we are going to focus on the school and what can be done there as a place to start. World Vision will help with training and contribute funds, school kits, and supplies.

3. Choose a few of the 16 roles noted below. Then reflect on these questions:» What resources might you bring to improve the school?» Do you have any particular skills you can share?» Can you contribute funds?

You are a father whose income is so low that you cannot afford school fees or books for your children. You and your wife are literate. Your subsistence farming provides little cash to the family.

You are a pastor who would like to offer Vacation Bible School to village children. Your church has a building and grounds with volunteers willing to assist. There is no budget for materials and supplies. The children are from Christian, Muslim, and animistic families.

You are a school principal whose school needs desks, chalkboards, and supplies for classrooms. Two carpenters have children in the school and have offered to build desks if materials are provided. There are sufficient numbers of teachers in the village. The national government’s ministry of education has provided no funding since the school was built. School fees barely cover operational costs.

You are a woman with a bakery business in your home. You cannot expand because you don’t have the cash to buy staples in quantity. You have business skills, established clients, property, and equipment. Women have not often spoken at community meetings. Credit is not available from suppliers, and banks do not make small loans to those who are poor.

You are a farmer who wants to know how to safely store food so your family will not have hungry times during the non-growing season. You have land with good soil and access to water. Food supplies run out quickly, off-season prices are very high, rodents and insects destroy a high percentage of stored food, and food staples mildew and mold in the rainy season.

You are a woman who would like to learn to read and write, and you have friends who would also like to learn. An adult curriculum is available from the

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national government’s Ministry of Education. Women do not generally go out of their homes after dark, which arrives early. They are also tired from long days of work. Women have not generally spoken at community meetings.

You are a midwife who would like a motorbike to be able to get to births quickly and in a broader geographic area. You have birthing supplies, are trained in broader health applications, and know the area well. Women like to have a birth attendant. Many women were victims of female genital mutilation and suffer complications during delivery. There is a shortage of midwives in the area, and there are dangers from wild animals at night. Women have not often spoken at community meetings.

You are a nurse who would like to open a small clinic. A property owner has offered a building at low rent. You already have a license from the Ministry of Health. There are no medical supplies available in the community. Most children haven’t been immunized, so they are subject to common childhood diseases. There’s a high incidence of upper-respiratory infections, especially during rains. There are no start-up funds. Women have not traditionally spoken at community meetings.

You are a neighborhood leader who wants a well so women don’t have to go to the river to gather water. Volunteers are willing to provide labor. The river is three kilometers from the village and cattle drink from it. There are also frequent attacks by crocodiles and a high incidence of diarrheal disease, especially among children. There are political implications for where the well will be located.

You are a community elder who wants help advocating to the government for a bridge over the river for easier access to a city hospital and to markets. Volunteers are willing to contribute labor. There is a consensus in the community about the need. The river is impassable during most of the rainy season, and there is no access road to the proposed bridge site on either side. There is a market demand for fresh produce in towns across the river.

You are a child who wants a safe place for your friends to play and some balls and other toys. Available land is adjacent to the school. Parents are supportive and willing to do volunteer work. The land is covered with a thicket and poisonous snakes are common. A fence is needed to keep out cattle. Balls and toys are only available in large towns and are expensive. Girls do not traditionally play outside except at school recess.

You are a schoolteacher who wants a safe place for villagers during hurricanes and other storms. Land is available and bricklayers have volunteered their labor. Severe storms may damage or destroy homes. Flooding occurs near the river in heavy rain, and children can sometimes not get home from school when a storm hits. JU

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You are a woman who wonders if your husband might be infected with HIV. You would like to learn what HIV is and how it might impact you and your family. There is a nurse and a midwife in the village. You can read. Women do not typically speak at community meetings. No one will publicly talk about the disease, and everyone seems to be ignoring it. People with the illness are shunned. You have observed that those who seem to be sick are the same ones who have left the village for seasonal work.

You are a young mother who needs someone to care for your children so you can take a paying job. There are employment possibilities within walking distance. You have the skills required for an available job. Some other women in the community are in similar circumstances. Women have not often spoken at community meetings. You do not have extended family nearby.

You are a farmer who wants to learn to grow crops that can be sold in local markets. You have land with available water and experience in farming. There is a demand for vegetables and fruit in the city. There is no agricultural extension education in this area, and the schools haven’t taught vocational skills. There is no bridge across the river separating the village from its nearest city. Women have not often spoken at community meetings.

You are a farmer who could grow second crop each year with an irrigation system. You have land adjacent to the river. The dry season is long and moisture is gone quickly from the soil. Your crop is a staple in the community and often in short supply. Women have not often spoken at community meetings.

4. Share or journal about how you felt in your village roles.

» Why is it important for each member of the village to be involved in the decision-making about the school?

» What other observations do you have about community-based development work?

» Does this same approach have value in serving our local community?

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1. Consider the following:

One way you can become involved with the process outlined above is through child sponsorship. World Vision’s child sponsorship program links children in need with individuals who want to help. The sponsored child benefits through improved living conditions in the community. Sponsors receive regular reports and letters so they can see the difference they are making in the lives of children, families, and communities. World Vision sponsors in the U.S. help provide care for more than 1 million children.

The HopeChild sponsorship program is specifically for orphaned children, children made vulnerable by AIDS, or children at high risk of impact from the AIDS pandemic. The sponsor’s monthly gift is combined with the gifts of others who sponsor children in the same community. This allows World Vision to provide long-term resources for lasting change such as clean water, school fees and supplies, nutritious food, health care, spiritual nurture, etc.

2. Read Sam’s Story.

Sam is a teenager who has grown up in a poor village in Tanzania. He lives with his mother in a house perched on a slope of red clay—the same kind of earth his mother and older brother used to build their three-room, mud-brick house after Sam’s father died.

For many years, Sam and all his neighbors had only unsafe water to drink. The children and women of Sam’s village spent many hours carrying buckets of this polluted water more than a quarter mile to their homes; then they often became sick from it.

The only food the villagers had was what they could grow. The local river dries up each fall, limiting the food they can grow to less than they need.

Sam attends a school, thanks to his mother’s sacrifices, but it is in a run-down building. Sam dreams of becoming a doctor. As he sits in his tiny mud house with no electricity, no running water, and sometimes no food, it’s hard to see how this dream will ever become reality for Sam.

This was Sam’s life when World Vision came to the community. As World Vision staff listened to community members, and heard how they wanted their future to look, the organization was able to work with the people to find solutions to foundational problems.

Today Sam has clean drinking water convenient to his home. His new classrooms create a better environment for learning. And, because Sam

World Vision’s child sponsorship program links children in need with individuals who

want to help.

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continued ...

is a sponsored child, his sponsor helps with his education by providing a school uniform, study books, and other essentials he needs to learn. Sam also has a mosquito net to cover his bed at night, which will help prevent the transmission of malaria by mosquitoes.

Sam’s family also has a better food supply since World Vision trained Sam’s older brother and many others in his village in improved agricultural techniques. Sam’s family is also receiving better seeds, tools, and access to a pedal pump that allows them to pump water from nearby river springs even during the dry season—so they can grow more food.

World Vision supports local churches by providing building materials. Six ministers have received bicycles to assist them with house-to-house visits. Sam is one of the believers who shares his talents of singing in his school and church choirs.

Today, largely because of the partnership between World Vision and Sam’s community members, Sam, his family, and many other families in his village have a new hope for the future.

—Adapted from World Vision Ministry to Donors

3. Share or journal your responses to the following questions:

» What do you feel your Christian commitment calls you to do at this time in your life for those in need around the world?

» What country, group of people, or issue do you feel most drawn to support or learn more about?

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1. Read Isaiah 61:1-3 and Luke 4:16-20. Reflect for a few moments on these passages.

2. As you come to the end of this study, it’s time to reflect on all that you have learned and how it has touched your lives. Spend a few moments in silent prayer, asking God to guide you as you consider the following:

» Bob Pierce, the founder of World Vision, has a famous prayer that is often repeated. “Let my heart be broken with the things that break the heart of God.” Has your heart been broken? If so, by what in particular?

» How is God calling you, at this time, to best love and serve your neighbors here and around the world?

» What one group of people or issue that you’ve learned about would you like to bring to God in prayer today?

3. Close your prayer time by thanking God for the gift of learning, for His inspiring Word, and for the opportunities you have been given to reach out to those in need.


» Read frequently asked questions about child sponsorship online at www.worldvision.org/sponsorshipFAQs.

» See pages 66-67 to learn more about how you can support World Vision.» Read Luke 4:14-28. Reflect on the fuller text of this passage and consider these

questions: Why do think God sent Elijah to the foreigners? Why were the people in the synagogue so angry with Jesus? What application is there for us? As in the time of Jesus, there is need everywhere.

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“Let my heart be broken with the things that

break the heart of God.”—Bob Pierce

WAY S T O G E T I N VO LV E DMany who participate in these studies want to respond when they become aware of the harsh realities that their fellow sisters and brothers around the world are facing every day. Whether that response is prayer, financial support, volunteering, or educating others about the needs, there are opportunities for everyone to do something.

Educate yourself. Request information about another Heart of the Matter study. Each study focuses on a different area of concern related to poverty and oppression, including a biblical understanding of poverty and our role in serving those in need; issues specific to women in poverty, advocacy, and social justice; and helping children develop a heart to serve and give. To preview all three studies in the series, go to www.womenofvision.org or www.worldvisionresources.com.

Sponsor a child. For about $1 a day, you can help a vulnerable boy or girl survive, grow, and reach his or her God-given potential. Your gift will help demonstrate God’s love by providing your sponsored child and his or her family and community with access to life’s most basic necessities—things like clean water, better nutrition, health care, education, economic opportunities, and most of all, hope for a better future. Go to www.worldvision.org for more information.

Give a gift. World Vision’s Gift Catalog allows you to give life-changing gifts to children and families in need—things like goats, clean-water wells, or seeds—in the name of someone special. The Giving Toolbox makes group fundraising easy. Families, school groups, Sunday school classes, and others can work together to make an impact for children around the world. www.worldvisiongifts.org.

Educate the next generation. Ending global poverty and injustice begins with education: recognizing the extent and causes of poverty, comprehending its effect on human dignity, and realizing our connection with those in need around the world.World Vision Resources is the publishing ministry of World Vision, providing learning materials to help prepare Christians to live in an increasingly globalized world and become active citizens who can help shape a better future. Check out World Vision Resources’ growing selection of global education resources at www.worldvisionresources.com.

Become a Women of Vision partner. Receive the latest news and updates; join monthly telephone briefings with subject experts from all over the world; receive invitations to local, regional, and national conferences; and help support your local, regional, or global Women of Vision projects. For partnership information go to www.womenofvision.org.

Join the conversation. Subscribe to the latest news and information affecting the poor around the world. Sign up at www.womenofvision.wordpress.com.

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Join or start a Women of Vision chapter. Women of Vision is a volunteer ministry of World Vision that unites Christian women called to invest their time, intellect, compassion, creativity, and finances so that impoverished women and children might find hope and experience a tangible expression of God’s love. We are women of diverse ages, backgrounds, and circumstances—united in Christ to serve and walk alongside those in need so that, together, we can experience life in all its fullness. Recognizing the enormous needs in our world, we seek to educate and motivate women in our communities to become women of action in helping create a brighter and healthier future for suffering women and children.

C O N TAC T U S Women of Vision World Vision P.O. Box 9716 Federal Way, WA 98063-9716 toll free: 1.877.WOV.4WOV (1.877.968.4968) E-mail: [email protected]

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A B O U T WO R L D V I S I O N

World Vision is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Motivated by our faith in Jesus Christ, World Vision serves alongside the poor and oppressed as a demonstration of God’s unconditional love for all people. We see a world where each child experiences “fullness of life” as described in John 10:10. And we know this can be achieved only by addressing the problems of poverty and injustice in a holistic way. That’s how World Vision is unique: We bring 60 years of experience in three key areas needed to help children and families thrive: emergency relief, long-term development, and advocacy. And we bring all of our skills across many areas of expertise to each community we work in, enabling us to care for children’s physical, social, emotional, and spiritual well-being.

Partnering with World Vision provides tangible ways to honor God and put faith into action. By working together, we can make a lasting difference in the lives of children and families who are struggling to overcome poverty. To find out more about how you can help, visit www.worldvision.org.

A B O U T WO R L D V I S I O N R E S O U R C E S

Ending global poverty and injustice begins with education: understanding the magnitude and causes of poverty, its impact on human dignity, and our connection to those in need around the world.

World Vision Resources is the publishing ministry of World Vision. World Vision Resources educates Christians about global poverty, inspires them to respond, and equips them with innovative resources to make a difference in the world.

For more information about our resources, contact:World Vision ResourcesMail Stop 321P.O. Box 9716Federal Way, WA 98063-9716Fax: 253-815-3340E-mail: [email protected]

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is a biblically based, interactive study series that focuses on how Christians are called to respond to the needs of the poor (Hope in a World of Hurt); the root causes of poverty and how transformational development brings hope and lasting change to communities and individuals (Communities Transformed with Change that Lasts); how extreme poverty and injustice uniquely impact the lives of women and children (Touching the Lives of Women in Poverty).

The study offers opportunities to:» Explore Scripture.» Personally reflect, share, and pray about injustices in the world.» Develop a greater understanding about poverty and oppression.» Participate in interactive learning experiences.» Learn about the transformational work of World Vision.

The combination of video, printed material, discussion and reflection questions, simulations, quizzes, and other learning activities contrib-ute to a multifaceted, creative learning experience that is easy to lead and engaging for all participants.

Welcome to The Heart of the Matter.

To learn more about this series and find copies of all three studies, go to womenofvision.wordpress.com/hotm.

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Communit ies Trans formed | Page C

CHANGE that LASTSCommunitiesTransformed with

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