Community Empowerment
ICA Bangladesh focuses on human development for poverty reduction by helping people to find and address issues they face and to shape their future for themselves through participatory method, namely Technology of Participation (ToP), especially in form of facilitation and training.
The major community development project implemented by ICA Bangladesh is the Ghoramara Human Development Program (GHDP) in Chandpur District. The project flyer is at http://www.ica-international.org/pdf/ica_bangladesh.pdf. It integrates several projects covering multifaceted areas including education for disadvantaged children, water and sanitation, income generation activities for disadvantaged women and men, community based HIV/AIDS awareness raising and community leadership development.
GHDP is located in the Ghoramara Shelter Project area, which is home to approximately 230 families – or 1,500 people – who have been displaced and lost their land due to flooding. ICA Bangladesh is assessing the needs of the local community in order to plan visioning and action workshops. It has established school facilities, supplies, and teachers for 30 children who previously had no access to primary education, provided food and material aid, and made the access to safe drinking water possible. Support ICA Bangladesh with a Working Gift to make even more projects possible! Visit the ICA International and its working gifts program at http://www.workinggifts.org/store/cntry-bangladesh.php.
Ongoing Projects
- 1. Integrated Village Development in Chandpur District
ICA Bangladesh focuses on sustainable and demonstrated community empowerment projects. In 2004, it initiated an integrated community development program in Chandpur District. ICA Bangladesh’s community programs are mostly implemented in the village of Ghoramara Asrayan Prokalpa in Chandpur District, which is home to approximately 230 families, or 1500 people, who have been displaced and lost their land due to flooding and riverbank erosion. The ICA Ghoramara Human Development Program includes the following components in 2004-2006: Needs Assessment and Planning; Primary Education; Water and Sanitation; Food and Material Aid. In February 2008, Dhaka ICA Ghoramara introduced Dressmaking Training and Income Generation Project with 4 sewing machine for 18 disadvantaged women; Rickshaw for Employment Generation Project with 2 rickshaws and Water and Sanitation Project with two new tube-wells installed and old 8 repaired with partial support under the Working Gifts Program. The official inaugural event of ICA Human Development project was held on 5 March 2008, Chandpur Zila Parisad Chief Executive Officer, Deputy Secretary of the Government of Bangladesh Mr. Fazlur Rahman was chief guest and Financial Controller of the Netherlands Embassy in Dhaka Ms. Nicolien van-Eisjden was special guest in the inaugural ceremony.
Education for the Underprivileged Children Project
- Main aim is to provide the underprivileged children access to education, non-formal education is being provided and primary education is demanded for introduction, education materials and services are offered at free of cost, 45 children are currently enrolled.
- Provided school facilities, supplies, and teachers for children, who previously had no access to primary education
- Classes in Bangla, English, and Math, as well as sports and cultural events
- Constructed a school building
- Initiated primary schooling
Dressmaking training and income generation for disadvantaged women project
- Women income generation activities through provision of dressmaking skills training and sewing machines. Village women and children support team is organized in the village and women are motivated and provided entrepreneurship capacity for based on their needs.
Supply of safe water and sanitation facilities and environmental conservation project
- Safe water supply by installing new and repairing old tube-wells
- Due to repaired old tube wells and installed new wells, the village now has access to safe drinking water and related health problems have declined
Rickshaw for the unemployed Project
- Employment generation for the unemployed through rickshaw
Community mobilization
- Community awareness on HIV/AIDS and social mobilization (consciousness raising about health, disability, sanitation, cooperative, birth registration, organic farming, nationality, education, children rights, women rights)
Special needs support project
- Special needs support through scholarship, aid and disaster relief (medical treatment, wedding of a girl or emergency, flood or cyclone relief aid)
- Distributed food and clothing to the village’s neediest families, during Eid festivals.
Community leadership development project
- Community leadership development through training and facilitated meetings, strategic and action planning and Self-help community groups (one for rickshaw and one for dressmaking)
Needs Assessment and Planning
2. Improving Quality of Life of Street Children in Dhaka- Phulki Project
Under this project, the children are provided access to non-formal basic education and basic life skills training. Basic education covers the basic part of the elementary schooling which includes alphabet learning, counting, addition, subtraction, multiplication, deviation, signature, learn how to read and write and understanding of meaning and basic theme etc. And under life skills they are taught healing techniques, citizenship, love, respect, herbal medicine, natural agriculture, social justice, environmental restoration, micro-credit, responsible internet access, leadership skills, basic computer knowledge. They are also made conscious about child rights, health and hygiene, disability, sanitation, HIV/AIDS, STDs, drug, environment etc. The children are offered learning materials including books, notes, monthly scholarship, school bag, school dress, Tiffin, stipend. Sport facilities, cultural and extra curricular activities like dance, drama, and water, electricity are also ensured under this project. The project was inaugurated by a Member of Parliament. The project also had a first year celebration. Educational and urgent materials distribution day was witnessed by the City Councilor. Before the launching, parents and local partners had a consultation workshop using ToP followed by the formal inauguration, cultural day, sports day, and concluding ceremony.
Phulki is a Bengali word used by ICA for its children life skills and education project whether the children are street, slum, orphan or underprivileged. ‘Phulki’ (meaning ‘Sparking’) combines literacy and life skills in which guardians, community, local government and local voluntary clubs/non-profits/business are partners for the project.
- Basic education focuses on teaching how to read, write and understand. It’s including general aptitude, language both Bangla and English and quantitative aptitude.
- Life skills training and awareness raising program includes youth leadership development such as process of group discussion, basic facilitation, conflict management, sewing machine and dress making training, computer fundamental, health and environmental awareness such as sanitation, pure water, pollution, sustainability, HIV/AIDS, juvenile delinquency, differential association, citizenship, love, respect ethics and morality.
- Children are also given some opportunity to learn and practice their extracurricular activities such as drama, recitation, song, dance and other cultural events, and some Indore game and sports).
Before starting the project we went to every door of this community and talked about our project and collected their opinion about it. We arranged a community meeting at commissioner’s house where the guardians of the children were attended and shared their views about this project. We followed ORID method and they responded spontaneously. Their realization is that, they are poor but poverty is not the main issue of their life. The main problem is they do not know how they can overcome from poverty. Their dream is to establish their children as a successful person but they have no way to make it happened. If their children involve with income generation they can minimize the immediate hunger in their family. But if somebody wants to take the responsibility to make their children educated and skilled, they must appreciate it and now they are agree to remain hungry to wait for the bright future of their children.
The children are offered participatory learning environment and learning by doing along with facilitative leadership and life skills make them to be skilled, conscious and committed future leaders despite their socio-economic disadvantage. The parents, local community leaders, local government and local clubs were brought together to help the slum street children do not spoil.
The students love the school and ICA very much. They feel this school as their own organization. They comment that the education system is different here. Teachers are very friendly and helpful. They are learning new things, which are different than other schools. Leadership training is very exciting to them. They also love to learn life skill, which has very good practical orientation. Having awareness raising on different social issues like leadership, patriotism, love, respect, birth registration, vote, HIV/AIDS, etc., they share with their parents and neighbors, they are appreciated and honored which is the best achievement for them. When they think, they are the future leader of their community, they feel empowered and strength. This children want to change their society.
Children under the project were asked to write something about the project, funder and ICA. They wrote in their own words in their local language – Bangla. Two stories were picked for here now.
Md. Rabin Miah, 11 years old boy is a student of phulki school of ICA Bangladesh under this TUC Japan -funded project. He lives in slum with his mother. He is only one son of his parents. Last year he lost his father. At that time he was 10 years old and he was a primary school going student of class four. His father was the only earning member of the family. After his father’s death, his education was stopped and he started to work in a bread factory to assist his mother. His mother also started working as maidservant in some houses. He is a very meritorious student and very interested to study. But he had to work, and the class time and the working hour were same. That is why he had to drop out from his school. When his mother learned about the ICA education project in the neighborhood and life skill training, she was very interested to admit her son. Now he is a very regular student. He has a good leadership skill. He was selected as the class captain. For life skill training he has chosen computer training. Now he hopes to work a computer shop and also wants to continue his study.
Lucky Akter, 12 years old, is living in the slum of Khilgaon with her parents. Her father Abdul Gafur is a rickshaw driver and mother Ms. Sharifa Begum is a housewife. For being a female child, her parents was not interested to admit her in school due to prevailing social values and norms regarding girl child and education. But she is very interested to study. When ICA team visited their slum, she requested to admit her. Them ICA team requested her parents. When her parents found that form this project, she could learn some life skill trainings, which will be helpful her income generation and will also get monthly stipend, than they agreed. Now she is getting having basic education and life skills. She is interested in dressmaking to work with sewing machine. Now she is very happy. She wants to change her lifestyle.
The children are offered participatory learning environment and learning by doing along with facilitative leadership and life skills make them to be skilled, conscious and committed future leaders despite their socio-economic disadvantage. The parents, local community leaders, local government and local clubs were brought together to help the slum street children do not spoil.
The students love the school and ICA very much. They feel this school as their own organization. They comment that the education system is different here. Teachers are very friendly and helpful. They are learning new things, which are different than other schools. Leadership training is very exciting to them. They also love to learn life skill, which has very good practical orientation. Having awareness raising on different social issues like leadership, patriotism, love, respect, birth registration, vote, HIV/AIDS, etc., they share with their parents and neighbors, they are appreciated and honored which is the best achievement for them. When they think, they are the future leader of their community, they feel empowered and strength. This children want to change their society.
Children under the project were asked to write something about the project, funder and ICA. They wrote in their own words in their local language – Bangla. Two stories were picked for here now.
Md. Rabin Miah, 11 years old boy is a student of phulki school of ICA Bangladesh under this TUC Japan -funded project. He lives in slum with his mother. He is only one son of his parents. Last year he lost his father. At that time he was 10 years old and he was a primary school going student of class four. His father was the only earning member of the family. After his father’s death, his education was stopped and he started to work in a bread factory to assist his mother. His mother also started working as maidservant in some houses. He is a very meritorious student and very interested to study. But he had to work, and the class time and the working hour were same. That is why he had to drop out from his school. When his mother learned about the ICA education project in the neighborhood and life skill training, she was very interested to admit her son. Now he is a very regular student. He has a good leadership skill. He was selected as the class captain. For life skill training he has chosen computer training. Now he hopes to work a computer shop and also wants to continue his study.
Lucky Akter, 12 years old, is living in the slum of Khilgaon with her parents. Her father Abdul Gafur is a rickshaw driver and mother Ms. Sharifa Begum is a housewife. For being a female child, her parents was not interested to admit her in school due to prevailing social values and norms regarding girl child and education. But she is very interested to study. When ICA team visited their slum, she requested to admit her. Them ICA team requested her parents. When her parents found that form this project, she could learn some life skill trainings, which will be helpful her income generation and will also get monthly stipend, than they agreed. Now she is getting having basic education and life skills. She is interested in dressmaking to work with sewing machine. Now she is very happy. She wants to change her lifestyle.
Recenty Completed Disaster Support Projects
Supporting Sidr-affected Parentless Children for Educational and Urgent Needs
ICA Bangladesh undertooak the project in 2007-2008 with cooperation of TUC Japan. Considering the most affected sub-district under Bagerhat District and presence of hundreds of children who lost their either father or mother or both, Sharonkhola Subdistrict was selected for the whole project. The project included 102 parentless children belonging to 27 schools under 4 union councils of Sarankhola Upazila who are offered educational and urgent needs. On 23 May 2008, 102 children were distributed educational materials, stipend, umbrella, cloths, school bag etc. Sharonkhola Upazila Nirbahi Officer Mr. Md. Jahangir Alam inaugurated the distribution by giving items to one child. Upazila Education Officer, Social Welfare Officer, Press Club Secretary, College Principal, School teachers and guardians were also present in the event.
Addressing the immediate needs of cyclone sidr affected orphan high school children through educational and life skills training in Sharonkhola, Bagerhat District
On 25 May 2009 Monday at 11 am, ICA Bangladesh organized an Inauguration Ceremony of the project at Sharonkhola Upazila (subdistrict) Auditorium. Sharonkhola Sub-district chief Mr. Khandokar Johirul Hoque inaugurated the project by distributing school bag, stipend, learning materials (pen, notes, geometry box etc), and announcement of life skills training course for the cyclone sidr affected orphan high school children. The meeting was presided by ICA Chairperson Md. Azizur Rahman and Upazila (sub-district) Social Welfare Officer Mr. Ainal Haque, Upazila Project Implementation Officer Mr. Rizibul Islam. ICA Chair briefed the audience of community leaders, guardian, press and teachers about the one-year long project for 30 orphan high school children from 4 union parisads(council) of Sharonkhola Upazila from 8 schools in cooperation with Taipei American School Foundation, Taiwan.
Students were assessed in terms of student status- regular or irregular in their study, age, sex. class, years to go college, vocational training of interest, cyclone tragedy, loss of parent, shelter and care giver, food giver and future plan. Two training locations were selected based on children’s preference in Sharonkhola Upazila. One is Tafal Bari School and College for computer applications and another is R K D S Girls High School for dressmaking at Rayenda. The survey identified the children are interested life skills training in livestock (cow, poultry etc.) rearing, dressmaking, computer training, mechanical and food processing. But finally three courses they enrolled and other courses they found not suitable to undertake due to their schooling period, distance, age and travelling issues. But they are interested to do these course when they are in class X, XII and XII.
Life skills training includes appropriate skills in which a student is interested to learn and use in the future for employment and income generation. The first survey shows many students wanted tailoring training, food preparation training, agriculture, and technology training (computer, mechanical, lealth machine, transport etc). Life skills training for two to three months like mechanical, agricultural etc which are offered at the district headquarter or far distant areas from their residence, the children did not express interest to go to distant areas due to their age restricted criteria and schooling period issues. Some training institutions are located in Bagerhat District Headquarters or other places which can be offered for older students during their off-school period. This is why younger high school students do not express interest in life skills training course and 12 students agreed to attend life skills training. Saiduzzaman of Sharonkhola Degree College was awarded for fashion design diploma. Through this course, he (Class 12 student) was admitted for 6 month long life skills training course in fashion design in the capital city-Dhaka. He is also attending the final Higher Secondary Certificate examination (HSC) and he is planning to go to higher education for a postgraduate degree. By this time, he is expected to finish the Fashion Design course and find work to earn to support his livelihood. He thinks he can find a job in the garment sector if he can successfully finish the course. One student called Dalim Sharif from D N Technical School was awarded for mechanical course, but later turned to computer with 5 other boys and 5 girls joined dressmaking and tailoring course. During the final stage of implementation of life skills training courses, 11 students were trained in dressmaking and computer skills due to schooling time conflict and distance and staying out of home for 2-3 months are two major issues, they interested. They expressed to do trainings in food processing, agriculture, livestock etc mechanical during their off-school period senior classes or after secondary school certificate examinations if they are supported.
As all 30 high school students are not at the appropriate age for having any vocational life skills training like agricultural, carpentry, masonary, dressmaking, computer, livestock, and technical. Out of 31, 12 children were brought under life skills training who expressed to undertake life skills training. Out of 12 students, 11 students were trained in dressmaking and computer skills and 1 student finishing college (Class 12) is under the long term life skills training course in the capital side by side his college education. It is also expected that ICA Bangladesh will request the Taiwan American Orphanage Club to consider this college guy’s special need and his family’s unaffordability to finance higher studies. All 31 students were financially supported to keep them in the school for one year, and for some students, the support went for two years up to 2010.
Programs for Funding Needs
Phulki Project
This is an ongoing project of ICA Bangladesh for improving the quality of life of the street and underprivileged children through education and life skills training. The term ‘Phulki’ is a Bengali word meaning ‘sparking’ used by ICAers with the understanding that the street, orphan, slum and poor underprivileged children who have no access to education for poverty can change their lot through education and life skills training and protect them from being dropped-out and undesired social elements. Basic education and life skills are combined to build leadership, self-reliant and self-respect. Guardians, community, local clubs/business/non-profits and local government are engaged in the project. Currently two centres are running –one in Dhaka and one in Chandpur. We have two more centres offered where we can introduce Phulki project for the disadvantaged children. The total budget of the project for 1 year for one location for 30 street children’s education and life skills training is estimated around BDT 500,000.00 (US$ 7,500.00).
Chandpur Human Development Project
ICA Bangladesh wants to undertake the pilot human development project in Chandpur District initiating in one village involving villagers, local government, civil societies and NGOs through trainings and community development activities. The overall goal of the proposed project is to address rural poverty by conducting different trainings and community development activities. It aims to improve the socio-economic status of the rural poor including women of the area. Main activities are program orientation, training on ‘participatory strategic planning’, planning workshop, capacity building trainings to community and NGO/CBOs, construction of toilets, improved cook stoves, sustainable livelihood, adult literacy centres, health/sanitation/environment and HIV/AIDS etc. Participatory tools and techniques will be applied in all the process of conducting projects plans. The project will be implemented for a period of one year. The total budget of the project is estimated around BDT 2000,000.00 (US$ 29,500.00).
Improving Quality of Life and Enhancing Opportunities for Marginalised Youth in Dhaka City
There are a wide range of problems facing marginalized youth in Dhaka city, from unemployment and poor health, to illiteracy, disempowerment and low rates of participation in social and political affairs. These problems affect both men and women. The proposed project will engage both young women and men, with approximately 60% female participants. Training for participants will address universal issues, but will also deal with specific challenges faced by women, including lower status in society and difficulty for women to balance income generation with other responsibilities that are expected of them. The project will provide high quality training and support to young people that will address life skills, employability and leadership development. Youth will gain skills and confidence that will help them to initiate and mobilize support for projects, and they will have the opportunity to build relationships with other youth and organizations. 40 underprivileged urban youth will be trained as ‘Facilitative Leaders’, and gain key skills in effective communication, facilitation, project management, and leadership, as well as confidence and motivation to find employment and initiate urban development projects. Youth participants initiate self-help groups in their communities using skills acquired through training and with peer support; new groups generate project ideas and plans for improving their lives and communities. Participants initiate income generating projects within small groups with micro-finance support, and gain valuable skills, experience and income. We are requesting funding for one year estimated around BDT 1397,550.00 (US$ 19,965.00).