Campus California Teachers Group (CCTG) Offer

Content
• Welcome—Get Involved—Take Action

• Teachers Group and the staff at the school
• Clothes Collection and the staff
• Why Africa and Central America with Ecuador?
• Humana People to People
• Our pedagogical principles—the foundation of the education
• Our programs
• The Development Instructor Africa Program—different opportu-
nities
☼ 1st period
☼ 2nd period
☼ About the countries where we work
☼ 3rd period
• Fight Poverty in Belize —The Fight Poverty Central America
program
☼ USA—Central America course
☼ About the countries in short
• No alcohol—no drugs
• Practical Information
• How to get involved and enroll in the program
• Teams starting
Welcome to
Campus California TG
(CCTG)
Get Involved - Take Action T here are huge problems of global pro-
portions today, but human ingenuity should not be underestimated. More human beings also
means more bright ideas! The interconnectedness of the world means that more and more people
acquire knowledge about each other, and many decide to take action for a better world. There
are numerous encouraging things taking place globally as well as at the grassroots level.
The Universal Declaration of Human Rights is a document agreed upon by the majority of na-
tions in the world. It establishes an essential common platform for all of humanity, and more
and more people come together in multiple forms and formations to work towards its implemen-
tation. In the year 2000, the United Nations set up 8 Millennium Development Goals for all na-
tions on the planet to work to achieve before 2015. The first of them is to reduce extreme pov-
erty. Many believe that it is within reach of our generation to put an end to poverty. One genera-
tion ago, 1/3rd of the world’s population lived in extreme poverty. Today the figure is 1/6th but
still, far too many, and they are unevenly distributed—with Africa lagging behind and even
moving in the wrong direction in some places. There is progress and encouraging news. It is our
experience that just knowing, and talking, about all the problems in the world is discouraging;
however, as soon as you start doing something about them—no matter how small—
encouragement follows.
The programs at CCTG provides an opportunity for ordinary people to do something and be a
part of setting encouraging examples and taking action for a better world. Together with the
people in need, we can progress one step at a time. Install a new bore hole and a pump so clean
water is secured in a village. Establish a school garden to provide a nutritious meal for the chil-
dren in grade one. Organize that yet another family receives a small loan and can start planting.
Hold a course for women about hygiene. Build a new latrine. Mobilize five more girls to go to
school. Teach HIV-positive people about the “10 rules of survival”. Educate primary school
teachers for rural areas. The list is long and everybody can take part. Each event is a small vic-
tory in the fight against poverty, and over time have an impact. The people who are part of the
development work develop themselves in the process and build their capacity to do more. Good
examples spread and development can only be created through a collective effort.
We invite you to join us in this endeavor—if you are up for the challenge!
Campus California Teachers Group
Teachers Group (TG)

Some of the permanent CCTG staff are members of the Teacher's Group (TG).
The TG started in Denmark in the 1970s and has grown to almost 2,000 members worldwide (the majority
in Africa). The TG consists of a group of people of many nationalities, ages, and backgrounds who are
committed to working together to create human development. Despite the name, TG members are not
only teachers, but also lawyers, accountants, business managers etc.; and they commit themselves to be
part of the group for two years or longer.
As a CCTG participant, you have the opportunity to join the TG if you wish, after your program is com-
pleted.
Being a member of the TG has many benefits, including :
* The opportunity to create human development either by working with others in an existing project, or
by starting up something new.
This means that you can push yourself and take on new challenges, even if you might not think you are
"qualified" to take them. You will have both the financial support of the TG behind you, as well as a sup-
port network of others in the TG around you with varying backgrounds and experience who can give you
input to help you grow and meet the new challenge.
* Guaranteed employment and financial security
The TG has "joint economy". So financially you "contribute what you can" and "take out what you need
and what is reasonable". So as a member of the TG you can focus on your development work and not
need to worry about paying your rent, or having food to eat etc.
In all areas of the world where TG members work, TG members meet regularly in order to qualify and
develop their work further.
Ultimately you are responsible for developing your work together with those you work closely with, seek-
ing input from others if you feel you need it.
Who We Are—the staff

AT THE SCHOOL:
Anthony Nugent (American) was a participant of the October 2006 DI team and taught at a Teacher Training College in Nacala
-Porto in Mozambique for one year. Anthony was the team leader for CCTG’s first pioneer Fight Poverty team to Belize and is
currently working as the promotions manager and teams up with Laura as operational manager.
Rita Lapof (American) was a participant in the February 2007 DI team and worked with the Farmer’s Clubs in Malawi for 8
months. She returned from Malawi in May 2008 and in September 2008 committed herself to working at CCTG and has taken on
the role of the team leader for the Pioneer Ecuador team, DA teacher, and is currently with her Belize team traveling in Central
America.
Laura Pouponneau (Canadian, originally from the Seychelles) was a participant of the November 2007 DI team and commit-
ted herself to CCTG before leaving for the TCE (Total Control of the Epidemic) program in Namibia. Laura returned and re-
joined the staff of CCTG at the end of January 2009 and become the team leader to the February 2009 DI team. Laura continues as
the DI teacher, currently for the August Africa team, has charge of the school economy, and runs the programs at CCTG working
closely with Rita and Anthony.
Jukyung Lee (Korean) was a participant in the September Belize team 2008 and work the Child Aid project in
Punta Gorda for 4 months. She returned to Korea in April after her project period to recover from an injury she
got starting organic vegetable gardens. Now fully recovered we arte happy to have her return as our new Fight
Poverty team leader.
The Clothes Collection

In order to help support CCTG's training center economically, CCTG started a used clothes collection in the San Francisco area in
2003. Currently (July 2009) CCTG has 620 clothes collection boxes in the communities, and plans to expand to 700 by the end of 2009.
Presently CCTG collects approx 110,000 lbs (65,000 kg) of clothes, shoes, toys and household items a week (this is about 8,000 full
large trash bags). It is amazing what we can divert from the landfill by recycling it!
The collection in the Bay Area is run by two general managers (Sophia Campus Duus and Keld Duus). Clothes are collected from the
collection boxes in six trucks by six drivers. CCTG also employs a driver’s manager and a public relations manager. Donated items
are brought to the warehouse in Richmond (the other side of the bay from San Francisco) and resold, raising an annual surplus of $
160,000 for the training center- CCTG – in Etna.
The clothes collection provides a number of community benefits.
*Job creation for a total of 14 drivers and warehouse workers in the local area.
*Providing convenient opportunities for people to donate their clothes, shoes, toys and household items to be reused, keeping them
from ending up in landfills.
*Assisting in the fight against global warming (allowing clothes to be reused means that fewer new clothes need to be manufactured
reducing the global carbon footprint).
As a CCTG participant, you will be involved with the clothes collection as it is an important part of CCTG, and gives you an opportu-
nity to learn about a recycling production.
* Your team will spend an "action week" in the clothes collection. The program during that week will depend on the needs of the
clothes collection at that time; it may include public relations activities with site-hosts or finding new sites for clothes collection boxes.
The action week will give you the chance to improve your organizational, presentation, and communication skills.
* It is also likely that you will have the chance to "fundraise through outreach" by finding hosts for new clothes collection boxes in the
San Francisco area.
STAFF AT THE CLOTHES COLLECTION:

Keld Duus (Danish) has been a teacher to travel teams but his strong side for quite some years has been running Clothes Collections.
He is instrumental behind the success of IICD Michigan and CCTG Clothes Collection. He has also worked with Humana People to
People in Europe.
Sophia Campos (Brazilian) was a Development Instructor with IICD Massachusetts in 2003, she went to Mozambique and volun-
teered with EPF (Teachers Training College) for 1 year. She also assisted with starting up the Clothes Collection for IICD Michigan and
currently contributes to the success of both our—CCTG—and IICD Michigan Clothes Collections.
Line Henriksen (Norwegian) has been a teacher for Development Instructors at IICD, MI and IICD, MA. She has recently started up
the Development Action program that runs a door to door collection in cities around the San Francisco bay.
Jan Sako (Slovakian) was a Development Instructor with DRH Lindersvold in Europe in 2005, he went to Mozambique and volun-
teered with EPF (Teachers Training College) for 6 months. When he came to do his 3rd period of the program in the USA he decided to
stay with CCTG and has been contributing to the expansion of our Clothes Collection since 2006.
Why Africa and

Central America ?
Both Africa and Central America belong to the so-
called “Third World”, but in fact they are part of
the same world as the US, Canada, Europe, Japan
or wherever you come from. However, the differ-
ence in living standards and opportunities is so
enormous that it is hard to comprehend when liv-
ing in a developed country.
Africa’s 800 million people constitute more than a

thousand tribes, each with its own history, language and culture. They live in fifty three inde-
pendent countries with borders drawn by colonial powers. Thus each country typically con-
sists of a colorful mix of cultures. Independent Africa began after the second world war.
Ghana was the first country to gain independence in 1957. The process was completed in 1990
when Namibia, the last colony, gained independence. So the “New Africa” is young and facing
huge changes and transformations.
Often the images we get of Africa are those of endless doubts about Africa’s resolve, intention
and capacity. However, the truth is that all over the continent, even in the most extreme of cir-
cumstances, Africans are engaged in endless numbers of initiatives, projects and programs to
enhance life and improve living conditions. The truth is also that the people of Africa have a
lot to cope with.
One of Africa’s many folk tales is the story of the mouse who tried to mobi-
lize his fellow animals—the chicken, the goat, and the cow—to remove a
mousetrap. Well, they did not care about the mousetrap, since it posed no
danger to them. But then it happened that a very dangerous snake got caught
in the mouse trap and when the farmer wanted to take it out, he was bitten.
Now, when bit by a snake you immediately have to wash the bite with blood
from a chicken, so the chicken was slaughtered. As the farmer became more
ill and unable to work, the family had to slaughter the goat to have enough
food to eat. And alas, when the farmer died from the bite, the family had to
slaughter the cow to have food enough for all the people coming to the fu-
neral. Moral: don’t turn your back on the problems of your fellow human
beings, because they will end up being your problems as well.
Africa is the poorest continent in the world. It is a continent that has suffered a history of underdevelop-
ment: slave trade, colonization, apartheid, war and more; currently a continent that is hardest hit by the
worst epidemic in human history, HIV/AIDS. More than half of the population lives on less than a dollar a
day and the number of people living in extreme poverty is growing,
Facts and figures out of Africa can be depressing, however behind the figures
there are human lives; people who, with a unique social network, reach out to
care for each other, using all available resources to make the best out of life.
Getting to know these people, working alongside them, and creating develop-
ment together, you realize their strengths and know there is hope. The people of
Africa have a huge capacity to cope and a strong will to make things better, but
they need assistance. Fellow human beings who have surplus in the form of skills
and knowledge, can assist Africans so they can expand their capacity, resources,
money, and the encouragement and energy it provides, working side by side in
solidarity with someone who cares.
This is not about charity. People in Africa do not need charity. It is about human dignity and every human
being’s right to live with dignity and fulfill his/her potential.
The Development Instructor Program offers a unique possibility for you to get involved and be a part of
creating development together with the people of Africa.
The Americas are diverse continents that have been populated by immigrants from all corners of the world,
since the earliest Native American settlers making their way through the arctic to settle all over North and
South America to the European conquest and numerous waves of immigrants, including those forced into
slavery.
When we begin to learn about Mexico and Central America, we can begin to recognize many similarities
between their history and present day conditions, to those of Africa. Colonialism, exploitation, and entire
communities forced into slavery and poverty being made to produce raw materials and agriculture for ex-
port to wealthy countries.
During the last three weeks, I have been working in the school in the village El Molino.
The school is quite nice. It’s made of concrete blocks and has a tin roof. It is white-
washed both on the inside and on the outside. There’ s space and furniture enough for
all pupils. It is quite worn down though. The paint is falling off and the beams and raf-
ters supporting the roof has been badly eaten by worms and termites. There is no system
for garbage collection and when I came the school yard was covered with litter. The
blackboards definitely need painting.
The school’s greatest asset is its teachers. They are very friendly and supportive. They
know their pupils very well and care for them. Being a teacher in Guatemala isn’t easy
though. In order to get anything done they have to deal with a very conservative and
inflexible bureaucracy. Then there is the lack of money. In short, they cannot rely on the
government if they want things to improve.
Change here must come from the people themselves. In this change, we can play a posi-
tive role, first and foremost as catalysts. I have found, that I as an outsider see and react
to things that people here have gotten used to. An example of this is, of course the gar-
bage on the school yard. Another is the lack of good routines and a place for washing
your hands after using the latrines at the school. As a way of tackling these and other
health problems, we organized a health week at the school in El Molino last week
Languages were imposed and borders drawn with total dis-

regard to a heritage, rich in culture and diversity. Today in
rural communities in Central America it is not unusual to
find several indigenous languages being spoken in a single
community, even though Spanish or English may have been
the official languages imposed for many generations now.
Large corporations have made their homes there to take ad-
vantage of the cheap labor available so they can maximize
their profits. The land is rich and fertile but hunger and mal-
nutrition is common.
How do we make sense of this kind of poverty in a part of the

world that is so rich in natural resources? Connected and
between the richest country in the world and the developing
countries of South America?
Fighting poverty means creating opportunities for people to

stay and develop their communities and, subsequently, their
country. The Fight Poverty Program invites ordinary people
to come and take action in eradicating poverty in Central
America.
Humana People to People

As a CCTG participant, you will spend six months at a project run by Humana People to People in
Africa or four months at a project in Latin America. You will be responsible for developing that pro-
ject together with the project leader and other key staff.
Humana started as a small organization in 1977, and now operates over 200 humanitarian develop-
ment projects in 30 countries. Millions of people worldwide participate or work at Humana's projects.
The following is an extract from Humana's Charter (complete version available at www.humana.org),
giving an insight into the philosophy of the organization.
" WE, who are not secret drinkers in cradles of comfort while
watching the world turn itself into a ball of fire, unite in
hearts and in words and in deeds with all Mankind.
* When destitution is master, we bring food and

clothing and jobs to the poverty-stricken.
* When disease spreads, we hospitalize and nurse

and bring relief, we comfort and hold and heal.
* When being a child means never becoming a grown up, we stop the sources of dysentery. And we stand by
the graves. And we die a little.
* When being a grown up means never becoming old, we become part of the struggle against the plague and
the war. We create jobs. We take action.
* When life cannot be lived, hardly even survived, we place ourselves in the line of fire.
With our thoughts, our words, our deeds.
Man standing shoulder to shoulder with all of mankind".
(the term we use for this is Solidary Humanism).

One good example of this is Humana's action in Angola. Angola was at war from 1962 to
2002. A country rich in resources (diamonds and oil), it was a cold war battleground at one
point, the MPLA government being supported by Cuba and the Soviet Union, the UNITA
rebels being supported by the US and South Africa. The majority of the ten million people of
Angola were affected by the war in one way or another. Most development organizations
pulled out of Angola because of the danger in staying there, but Humana stayed to be to-
gether with the Angolan people throughout the war. In May 2001 the Humana projects in
Caxito were attacked by UNITA rebels. 60 children were abducted by the rebels from the
school for orphans there. Humana was determined not to give up hope for these children and
worked actively with the UN and other local organizations to force UNITA to return the chil-
dren unharmed. Three weeks after the children were abducted UNITA returned them to Hu-
mana, the first time in the history of the conflict in Angola.
Humana's projects in the North - Europe and North America - generate funds for the pro-
jects in the South through the collection and sale of second hand clothes. The projects in the
South—Africa, China, India, Central and South America—meet basic human needs through
the creation of sustainable development within areas such as education, child aid and orphan
programs, training primary school teachers, sale and distribution of second hand clothes, ag-
riculture, tree planting, water supply, and fighting HIV/AIDS.
The Humana project involving the largest number of people is the TCE (Total Control of the
Epidemic) program. This operates in the countries of sub-Saharan Africa hardest hit by HIV/
AIDS, and involves the effective and low-cost mobilization of communities against the spread
of HIV. This program has had impressive results, and been adopted by the Botswana govern-
ment as their official anti-HIV program.
Our Pedagogical Principles —

the foundation of the education
1. You must go exploring in order to create new conceptions. And then again make new explo-
rations in order to make better conceptions.
2. You must get close to the things you want to learn about. The closer you get, the more you’ll
learn.
3. Together with your comrades you must be the driving force in the training process. It is not
the little tricks of the teacher that can get you moving. Life is far too important for that.
4. You just need to know that the more you get going, the more you will be doing. The more in-
depth you get the more you will want to know. There is a lot of work involved - but you
avoid being superficial and half asleep.
5. You are not going to learn everything at school. Like the iceberg, maybe just one tenth of
what you actually wanted to learn. All the rest will come afterwards.
6. Only Adam was alone in the world. All the rest of us are here together.
7. What you are learning must be usable. Preferably right away - so others can learn from you.
Possibly later, when the opportunity arises. What you have learnt you will learn double by
teaching it to others.
8. You must be mobile in order to encounter many things. If not, the whole thing will come to a
halt - even though you have your eyes popping out of your head.
9. All this concerns the teachers as well.
Our Programs:
The Development Instructor Program
Campus California TG runs the following programs: (comprised of 3 periods)
• 1st Period: 6 months education and action
1. Development Instructor program—DI program
period in the USA
2. Fight Poverty Program—FP program • 2nd Period: 6 or 12 months development
3. Development Action program—DA program. work at one of Humana People to People’s
projects in Africa
• 3rd Period: 2 months follow-up with
The Fight Poverty Program information and outreach activities and the
(comprised of 4 periods) opportunity to expand work experiences.
• 1st Period: 3 months preparation period in

the USA
• 2nd Period: 1 month bus travel and investi- The Development Action program
gations in Central America (prior to starting in the DI or FP programs)
• 3rd Period: 4 months development work at
• Up to 4 months with Promotions
one of the Humana People to People’s pro-
jects in Central America or Ecuador OR
• 4th Period: 1 month back in the USA • Up to 3 months with the Clothes Collection
1st Period: The Development Instructor’s Program

Being enrolled in the program does not guarantee you a position at
a Humana project in Africa. You must qualify.
The goal of the first period is to qualify you so you are able to fill a
position and make a significant contribution at the project where
you will volunteer in Africa.
Guidance and support during your first period
Your team receives common input from the CCTG staff who all have recent experience in develop-
ment work. You also receive guidance from the staff as to how you can qualify yourself as a Develop-
ment Instructor.
To qualify as a Development Instruc-
tor you need to:
1. Work with people from different backgrounds
2. Be able to communicate, orally and in writing, in the lan-
guage of the country where you will work
3. Demonstrate the necessary skills to work at the project
you are going to.
4. Demonstrate that you can take initiatives and responsibil-
ity for development
5. Demonstrate that you can plan, and use your time well
You have regular meetings with a
6. Show that you can instruct in the language of the country
staff member, where you review your
where you are going.
progress together and plan your fu-
7. Reach your fundraising goal through outreach.
ture development.
You receive a job description for the
position you take in Africa early in the first period so you can prepare specifically for that posi-
tion.
Throughout the 1st period we work very closely in order to reach the
goals and to be fully qualified for the position at the project—it is a
team work –it is not a compromise for the individual to work together
in a team, neither for the team to accommodate the individual. Good
teamwork supports and promotes the diversity and subsequent
strengths of each individual and is rich and capable because of many people
working together to achieve something.
The educational system at CCTG

The educational system at CCTG is set up so that you can, and must, take responsibility for your own
development, and own qualifications as a development instructor. You will be part of an international
team each from different backgrounds. Your background will be different from others on your team,
therefore what you need to do to qualify as a DI will also be different. You will plan and implement
how to use the educational system at CCTG so that you can enhance your skills to qualify as a DI.
How will you train at CCTG to meet the above demands ?
1. You must show that you can work 2. You must demonstrate 3. You need to demon-
with people from different back- that you can communicate, strate you have the skills
grounds. orally and in writing in the appropriate for your work
Your team may include people from language of the country at the project
many nationalities, ages, and back- you are going to. You will use the educational
grounds. Some may not be fluent in You will have regular lan- system at CCTG to secure
your native language. You will have guage lessons from a mem- this, guided by CCTG staff.
some common responsibilities as a ber of CCTG staff or a team Courses will be given by
team : to learn the language of the member fluent in the lan- CCTG staff or others, which
country you are going to, to organize guage of the country where together with individual
evening programs at CCTG, to meet you are going. You will studies, will secure this.
your fundraising goal through out- have regular language tests.
reach ... You will gain an understand- You will be expected to
ing of the strengths and weaknesses of show that you can give oral
your team members by taking these and written presentations in
common responsibilities. The nature the language.
of the teams and the programs at
CCTG means that you will show that
you can work with people of different
backgrounds by going through the pro-
gram.
4. You must demonstrate that you can take initiatives,

and responsibility for, development
Your role at the project in Africa will be to assist the pro-
ject leader in the development of the project. He/She will
be busy on a day-to-day basis running the project. Al-
though you can expect to have meetings with him/her, you
will be expected to work independently a lot of the time.
You will take initiatives and responsibility for develop-
ment at the project, either by developing something your-
self, or by mobilizing others at the project to take part.
5. You must show that you can plan,
CCTG is not a traditional “school”. Being a development
and use your time well
project in itself, you can and must demonstrate that you
* You will be expected to make regular
can take initiatives, and responsibility for, development at
plans about how you will use your time,
CCTG.
which will be qualified by CCTG staff.
* You will be responsible for running CCTG together
* CCTG has a daily schedule, which you
with the permanent staff . Everyone is responsible for
will be expected to follow. Following this
cooking and cleaning. You will also choose a responsibil-
will help you to plan and use your time
ity area which you will work with every week yourself or
well.
with a teammate. You will be expected to take initiatives
* A fixed point on your regular meetings
and develop your responsibility area during your first pe-
with CCTG staff will be your analysis of
riod.
how you have used your time since the
* You will have three “action” weeks during your first
last meeting. If you haven’t achieved what
period. One in the clothes collection, one doing promo-
you had planned you will be helped as to
tions, and one “making a difference in the local commu-
how you can use your time more produc-
nity”.
tively.
To “make a difference in the local community” you will
go out and make investigations as to what is needed, and
organize and plan different activities. The activities should
be appropriate to the work you will be doing in Africa.
* You will have many “experiences” at CCTG. These are
activities that are demanding, involving leading, organiz-
ing and re-organizing, planning and re-planning, evaluat-
ing, coming to agreements, dealing with issues and con-
flicts. For example- organizing a building weekend at
CCTG, leading the “Science and Adventure” conference,
or rehearsing and performing in a theatre play.
6. You must be able to instruct

in the language of the country
where you are going
You will be expected to give pres-
entations and short courses in the
target language before you leave
CCTG, as well as develop educa- 7. You must reach your “fundraising
tional materials to take with you in through outreach” goal
the target language. As a team you will be responsible for raising
$6000 per person.
This may seem impossible, but by sticking to-
gether and supporting each other on the team,
and with the support and input from CCTG staff
it is definitely possible.
You will fundraise through outreach - by meet-
ing people on the street and inviting them to
support you, or by talking to businesses in the
San Francisco area, inviting them to host
clothes collection boxes for CCTG’s collection.
By reaching your goal you may well feel that
the “impossible has been possible”. You will
learn to set a goal, support each other on the
team in reaching the goal, and have fun while
doing it!
As you have understood by now this is a challenging program! We challenge you and
ourselves because this is how we achieve personal development.
Not everything will turn out as we expect and we will make mistakes, but we will
learn a great deal.
This is a program of challenges and every challenge you tackle in this period will bet-
ter prepare you for what is to come, fighting poverty, food shortages, AIDS, Global
Warming.
This will not be easy but what you gain can not be had any other way, please join us,
embrace the challenge!
Be the one in charge of a situation, and not a victim.
You decide how your day will be, how your endeavors will turn out, and you are the
one not to let outside factors take over and determine the outcome.
Second period—6 months at the projects in Africa

You are in this period working closely together with Humana People to Peoples projects’ lead-
ership and staff, and are fully integrated in the organizations development work.
Through this period you work as Development Instructors

(DI in Humana). You will get first hand field work experience
and will be given opportunities to be part of developing the
project with your own efforts, skills and ideas throughout the
whole period. The DI positions are mostly given within the
field of education; - from street children schools and pre-
schools, to a teacher training level, HIV/AIDS prevention
programs, Child Aid and Community development projects,
various kinds of fundraising and environmental projects.
You will be going to the project where there is most need for you at that movement. Early in
the training period each of you will get to know which project you can concretely prepare for
and learn about the actual tasks there. This can still change during the preparation time so it
is important to be flexible and open for changes.
It is also important to bear in mind that; - “where there is a will there is a way”. This
means that all kinds of technical preparations are not enough. It is our experience that the De-
velopment Instructors, to a large extent, also need to use all their best human qualities and
fully understand Humana’s Solidary Humanism to make a successful project work period.
The projects we have been working with in Africa:

Mozambique Zambia
• EPF (Teacher Training College)
• Child Aid
• Child Aid
• Children’s Town • Children’s Town
• Vocational Training School
• TCE
• HOPE
Namibia Malawi
• TCE • TCE
• Vocational Training School • Farmers’ Clubs
• Child Aid—environment and HOPE activities
• Private school
Some examples from the projects:

Mozambique:
• Vocational Training School – Maputo, Mozambique.
This is a boarding school (aged 14 – 28) where you can be in charge of teaching English, health, AIDS education,
planning experiences, holidays, weekend trips, partnership activities and much more.
• Teacher Training College (EPF) - Maputo and Nacala, Mozambique
ADPP Mozambique works hand in hand with the Ministries of Education in training teachers who are willing and
able to work under very difficult conditions in rural village’s primary schools. Together with the children, dedi-
cated teachers can do wonders in the communities. You will contribute with new interactive methods of teaching,
teach the students about the world we live in, teach painting, drawing and theater, invite locals for evening classes,
and so much more.
Zambia
• Child Aid - Ndola, Zambia. Environment and community development.
Child Aid is a broad community based project with the following main lines of activities. 1. Strengthening the
economy of the family. 2. Health, hygiene - here under HOPE. 3. Preschools. 4. Children active in the social, po-
litical, cultural & economic sphere of the society. 5. Children without parents. 6. Education. 7. District develop-
ment.
Environment.
The activities within this project are many, and depend on the funding, time of year and the needs of the areas. To
assist a child you need to assist a community, If the parents have food they will, of course, give to their children.
Some activities are: starting/continuing “Income Generating Activities” such as raising chickens and goats, training
local volunteers, teaching peer groups about AIDS, and organizing events such as weekends with games and sport
competitions for people in the local communities.
Botswana / Mozambique / Zimbabwe / South Africa / Namibia / Malawi / Congo…

TCE – Total Control of the Epidemic – HIV / AIDS - outreach.
TCE is not a project but a framework, in which many projects and activities can operate. All aiming to mobilize
every single person and all possible resources in getting one of the worst epidemics in human history under con-
trol.
The TCE Program works as follows:
A country is divided into areas of 100,000 people, holding fields of 2,000
inhabitants. In each field, a local Field Officer is employed for a period of
3 years. During these 3 years, the Field Officer’s task is to reach out to all
people in the area, finding volunteers from all walks of life, educating them
to educate others, going door to door, starting activities such as sports clubs,
production groups, and women’s clubs. Their tasks contain everything that
works towards getting the epidemic under control.
• As a Development Instructor in TCE, you become part of the Special Forces at either the Division or Corps
level. In the Division this means working with 500,000 people and 250 Field Officers. On the Corps level with
2.5 million people and 1,250 Field Officers.
• The Special Forces work to-
gether in a team of 6-10 peo-
ple, with the task to lead, super-
vise, administer and inspire the
implementation of the TCE Pro-
gram.
• To work with TCE, it is essen-
tial to have interpersonal, mo-
bilization and organizational
skills, and to be able to adminis-
ter and manage large groups of
people, working within a struc-
tured program.
Some facts on AIDS

• 60 million people worldwide have been infected with the HIV virus that causes AIDS.
• 20 million of them have died of AIDS.
• 28 million people in Africa south of the Sahara are infected.
• In 16 countries in Africa, more than 10 % of the entire population are HIV positive.
• 13 million children have been orphaned by AIDS.
• There is no cure and no vaccine against AIDS.
About the Countries in Sub Saharan Africa where we work:
Zambia —Northern Rhodesia gained independence from Britain in 1964 and

changed its name to Zambia. Zambia is a land locked country with 11 million inhabi- Malawi —Malawi is a landlocked coun-
tants. Copper is Zambia’s main export earning covering over 90% of the country’s try slightly smaller than Pennsylvania and
income. The dependency on a single export product and with falling prices on the has a population of 13 million. It gained
world market and increased prices for import products has broken Zambia’s economy. independence in 1964 from Britain.
The country has a huge debt, 50% unemployment and around 85% of the population Malawi ranks among the world's least
live below the poverty line. Furthermore the AIDS epidemic has hit the people hard. developed countries. The economy is pre-
85% of the people live in rural areas as small scale farmers. dominately agricultural, with about 85% of
Humana People to People has been working in Zambia since 1986. DAPP Zambia the population living in rural areas. The
runs 16 development projects. economy depends on substantial inflows of
economic assistance from the IMF, the
World Bank, and individual donor nations.
In 2006, Malawi was approved for relief
under the Heavily Indebted Poor Countries
(HIPC) program. The government and
people of Malawi face many challenges,
including developing a market economy,
improving educational facilities, dealing
with environmental problems, and with the
rapidly growing problem of HIV/AIDS.
Humana People to People has been work-
ing in Malawi since 1995. DAPP Malawi
runs 16 projects.
Mozambique —After almost five

centuries as a Portuguese colony, Mo-
zambique became independent in 1975.
However, large-scale emigration by
whites, economic dependence on South
Africa, a severe drought, and a pro-
longed civil war hindered the country's
development. When the Cold War
ended in 1989, things started to change
and in 1992 a peace treaty was reached
between the ruling party FRELIMO
and the rebel movement RENAMO.
Since then Mozambique has been
praised by many as a development
success story. Mozambique's economy
South Africa —South Africa is located on grew at an annual 10% rate in 1997-99,
Namibia—Namibia was taken by Germany one of the highest growth rates in the
the southern cape of Africa. It shares its borders
when the European powers divided Africa world. However, over 70% of Mozam-
with Namibia, Zimbabwe, Swaziland, Mozambique,
among themselves at the Berlin Conference in bicans still live under the poverty line.
and Lesotho is situated within South Africa.
the 1880’s. When Germany was busy in
South Africa has the largest economy in the southern 43% of the 19 million inhabitants are
Europe during the First World War, South
African region. Service industry, mining, manufactur- below the age of 14. There are millions
Africa occupied Namibia in 1915 and did not of land mines, a growing AIDS epi-
ing and agriculture contribute to the economy of
leave before 1990, when the Cold War was
South Africa. Globally South Africa is recognized as demic, lack of teachers and nurses, and
over and Apartheid in South Africa had ended. Mozambique is often prone to both
a mineral supplier.
Namibia is a large country with just 2 million flooding and droughts.
Over 50% of the population in South Africa live in
people, more than half of them living in the
urban areas. The wealth in the country is not equally Humana People to People has been
North. Although the mining sector is the most working in Mozambique since 1982.
distributed as a result of the relicts of the apartheid
important income for Namibia it employs just
era. South Africa held its first multiracial and democ- ADPP Mozambique runs 42 develop-
3% of the work force. The majority of people ment projects.
ratic elections in 1994. The country was under the
are small farmers, who struggle to live from
racial segregate rule of the white minority with legis-
the land, that is increasingly deteriorating.
lative clauses making the white minority race more superior and favoring them.
56% of the population live on less than $2 a
Humana Peo-
day.
ple to People South Africa have social development projects which focuses on
Humana People to People has been working in
Namibia since 1990. DAPP Namibia runs 12 children's welfare, HIV and AIDS and Human Resources Capacity building.
development projects.
The Structure of the Development Instructor's Stay at the Project

You
* are at the project for six months.
* cannot travel to other countries during these six months
* cannot stay longer in the country than the planned six months
The six months at the project has the following structure :

3 days * Arrival.
* Get to know the project.
* You should have a briefing from the project leader or a key staff
member on how to keep yourself healthy and safe while at the project, and
what to do in an emergency or if you are sick.
(Note : CCTG will expect you to take malaria prophylaxis during your
period in Africa. This will be provided before you leave the US. If you
feel unwell when in Africa you should always suspect malaria and take a
malaria test as soon as you can).
2 weeks * Thorough introduction to the work at the project
* Get started
* Meeting with the project leader to confirm your responsibilities at the
project
4 weeks Project period : you work at the job
1 day Golden Cut Meeting : meeting with project leader to review your progress
and plan for remainder of the period at the project
1 week Task Force Period (actions or production of information outlined by the
Federation and the project and planned in detail with the project leader)
1 week You plan a trip of your own choice. The itinerary and goals of the trip are
qualified and approved by the project leader. You make the trip.
15 weeks You continue working at the project
2 days Conclusion, hand-over to project leader, and departure
You will have an active weekend program. The weekend activities are planned according
to the program of the project and your job as a Development Instructor
Examples of weekends:
• Project weekend: A special activity with and for the people at the project like Open
Sunday or other activities and events.
• Cluster meeting: Common program where the Development Instructors report to the
team of Project Leaders in the area (called a cluster).
• Cluster weekend: An activity to promote the development in the cluster and its
activities: A building weekend, a common action, an outreach weekend or an
income rally.
The Third Period—Camp Future
After completing the 1st and 2nd periods you return to CCTG for the final 2 months of the pro-
gram. It is a very important 2 months, full of informational activities to further educate peo-
ple about the work that you have done and the situation in the world. After being at the pro-
jects and going through the struggles, successes, frustrations, times of joy etc, you are in a
very good position to inspire others. This period is planned during the 1st period and some
examples of activities are: teaching a new team for 2 weeks, making a theater play and pre-
senting this in schools, holding Info Meetings for people interested in the programs, making
presentations in colleges, writing articles for newspapers, etc.
One of the most important parts of the third period is to work with the 1st period partici-
pants as you represent the link between them and the projects.
Fight Poverty in Central America with

the Fight Poverty Program!
USA — CENTRAL AMERICA COURSE

The USA – Central America courses have this structure:
Period 1: 3 months at the school – USA and its backyard: Rich and poor in USA
and in Latin America
Period 2: 1 month bus travel and investigations from the school to Mexico, Guate-
mala, Honduras, El Salvador, Nicaragua– before finally ending in Belize. Getting
to know the people of the USA and Latin America, their culture, living conditions,
hopes and fears
Period 3: 4 months work in Belize - Fighting shoulder to shoulder with the Poor
Period 4: 1 month at the school - Alerting Americans to yield support for the poor
and sharing your experiences with the new volunteers.
During these periods the course offers you, the participant, to learn and
Period 2: 1 month bus travel and investigations through

Period 1: 2 months at the school – USA and its backyard: Mexico and Central America - The people of the USA
Rich and Poor in USA and in Latin America and of Latin America ,their culture, living conditions,
For two months (actually 9 weeks), your focus is on learning about hopes and fears
rich and poor in the USA and in Latin America, preparing for your
You wave good-bye to the school in Etna, California as your
travels to Belize and Central America, and how you can contribute to
bus leaves for the open road. Your team has prepared a travel
the projects. You read, investigate, discuss within your team and
plan including places where you intend to stop for investiga-
with many others. You build friendships and a strong team spirit as a
tions. You visit factories, schools, slums, Californian farmers
foundation for your travel and for the tasks ahead.
and fancy neighborhoods. Some stops are brief. You disperse
Driven by poverty in their home nations, millions of Hispanic mi- for a snooping tour, taking in impressions of different parts of a
grants continue to head north of the Rio Grande in search of jobs in city or town, and join again in the bus for a discussion of your
the far wealthier USA, willing to take the lowest paid jobs often impressions and what they may tell you.
without the legal papers that secure social rights.
You make a stop at the border to see the southern outpost of
You first explore the issues from the northern side of the border. You the US, you cross, you see and consider. This time the stop is
meet people from Mexico, Guatemala, Honduras, and El Salvador, not so brief, as you intend to make a more thorough investiga-
talk to business owners, opponents of immigration, human rights tion. You read about life at the border, legal and illegal trade,
organizations, journalists on Spanish radio stations, farm workers and its consequences. You ask questions, you see for yourself.
and street vendors in San Francisco. You learn about poverty in the
You continue through Meso-America, the land of once mighty
USA among migrants and minorities. You look for reasons in the
indigenous cultures that were so devastated by Spanish con-
history, geography, culture and economics of the USA and the
quistadors that only 5% of the highly populated region sur-
World, for the current state of affairs. You consider what the future
vived after epidemics and hunger had run their course. You
might hold.
visit historic sites of the ancient civilizations and take your bus
You learn how to manage your time between learning Spanish, how to visit impoverished villages in the mountains inhabited by
to conduct an investigation, how to protect yourself from HIV infec- their descendants.
tion, how to secure safe drinking water, facts about the countries you
Crossing the border to Guatemala you enter another Hispanic
are going to visit, and how to present, speak and teach to a group of
nation where the Indian population dominates large parts of the
people.
country but not its economy and politics. You learn about the
You learn the skills needed to work as a Poverty Fighter: gruesome civil wars of Central America, about life in the slums
How to mobilize a community; how to teach about and implement of Guatemala City and at the large ranches. You continue into
improvements in health, nutrition and hygiene; how to organize, Honduras as your Spanish skills continue to improve, and learn
plan, and carry out, small scale income generation ventures, child about this quintessential banana republic. At this point, you
care and running preschools, how to raise funds; how to organize a may choose to take a right turn and visit El Salvador, the most
farmers club, run a youth club, or start a women’s club. densely populated country in Latin America with a turbulent
history from its occupation by the Spaniards right up until the
end of its long-running civil war in 1992. Or if you choose, the
Pan-American Highway takes you across to Nicaragua, a coun-
try that was occupied by US forces early in the 20th century.
Here is where Sandinista Rebels deposed the Somoza dictator
only to have to fight a protracted war with rebels sponsored by
the Reagan administration through shady Iran-Contra deals.
After many years out of government, the Sandinistas are back
in government and you explore what this might mean.
By now, 1 month has passed and you are ready to turn the bus
around and head towards the projects: The first teams will go
to Belize and later teams will also go to projects in Guatemala.
Period 3: 4 months work - Fighting Shoulder to Shoulder with the Poor in Central
America
The bus heads for the areas in Central America where Humana People to People has estab-
lished its projects in Belize, Guatemala and Nicaragua. This might mean that your team
goes to different countries, in groups of two or four, to work at different projects.
One scenario might be that he bus drops you off in the Southern part of Belize where you
join up with Humana People to People who are running a Farmer’s Club for 3,000 farmers.
Daily, you visit the farmers, standing shoulder to shoulder with them, assisting them in im-
proving their agricultural output, as well as the quality of their life and welfare. You learn
about, teach, and put into practice simple, efficient, and sustainable methods of cultivation.
You figure out and help to organize how cash crops can be grown and taken to markets,
national or international.
You find partners for micro financing to start new farming ventures such as rearing animals
or planting new types of crops. You assist farmers with building rope pumps for water
availability. You help to establish vegetable gardens for growing nutritious food for the
families. You take part in Farmer’s Club meetings. You also work with the farmers and
their families to ensure that their children can go to school and preschool and you work
with them on how to improve their health, nutrition, and sanitary conditions.
After four months has flown by and the Farmer’s Clubs have accomplished much, it is time
for you to say goodbye to everyone. A farewell party takes place, hugs are generously dis-
tributed, and the bus is ready to leave to go back to California. Heading north you do not
make many stops for investigations, nevertheless the bus serves as a familiar home for your
team and you all participate in a wide range of discussions and studies on all that you have
experienced and learned.
Botswana / Mozambique / Zimbabwe / South Africa / Namibia / Malawi /

Congo…
TCE – Total Control of the Epidemic – HIV / AIDS - outreach.
TCE is not a project but a framework, in which many projects and activities can operate. All
aiming to mobilize every single person and all possible resources in getting one of the worst
epidemics in human history under control.
The TCE Program works like this:
A country is divided into areas of 100,000 people, holding fields of 2,000 inhabitants. In
each field, a local Field Officer is employed for a period of 3 years. During these 3 years, the
Field Officer’s task is to reach out to all people in the area, finding volunteers from all walks
of life, educating them to educate others, going door to door, starting activities such as
sports clubs, production groups, and women’s clubs. Their tasks contain everything that
works towards getting the epidemic under control.
As a DI with TCE you will be a “Special Force” and you can be training local Field
officers, be a problem solver and teach them to become one, do base line surveys,
The school – Periodincluding
4: 2 monthsvisiting all Americans
alerting families in to
anyield
area Support
and finding outPoor
for the about their situation, do
they have people sick with AIDS , do they know about HIV/AIDS?, organizing
events,
Once back at the school collecting
in California, andteam
your evaluating statistics,
undertakes a majorsetting
effort tostandards, being a goodof,
mobilize understanding example
and
etc.
support for, the projects in Central America that you have been part of building up. You put together a road
show that mayToinclude; films,
work with pictures,
TCE, stories, presentations,
it is essential to have humanexhibitions, and street theater.
skills, mobilization andYou tell about the
organizational
people you worked with, their families and children, about the situations of the poor in the Americas as within
skills, and to be able to administer and manage large groups of people and work you a
structured program.
have seen it, one country after the other.
These actions combine many ways of acting as messengers: Passing on knowledge to the wealthier Americans
about the poverty in the Latin part of the Americas. Spreading the idea that people in North America not only
have an obligation to know about the situation in their hemisphere, but to also do something about it.
You suggest many concrete ways in which North Americans may help. You inspire your audience and help
them to set up and implement ways so that funds and help is gathered for projects in Central America and
other nations in need.
The road show is produced, rehearsed, and preformed, initially at the school for your team to work out with
the help of the school as the audience. Then you may want to invite the community in Etna, where the school
is located, as we are always looking for ways to interact with our neighbors. At last the bus becomes the cen-
ter of ‘action on wheels’ - so as to visit and mobilize American homes, parks, streets, board rooms, meetings
places, churches, assemblies, government bodies, neighborhoods, schools, and inner city community centers.
The team has to be efficient and quick on the money as two months will quickly pass by.
About the countries: Belize - Under the shadow of its forests blooms Belize. Although
better known for its diving paradises and the second longest coral
Mexico - The site of advanced Amerindian civilizations, Mexico came barrier in the world, Belize has extensive forests, mountain chains and
under Spanish rule for three centuries before achieving independence wet lands. Occupied and robbed for years mainly by British settlers,
early in the 19th century. A devaluation of the peso in late 1994 threw Belize was a source of wood for Europe; and Maya farmers, native to
Mexico into economic turmoil, triggering the worst recession in over the land, were forced out of the country, few remaining on the very
half a century. The nation continues to make an impressive recovery. countryside. Also colonized by refugees from Civil War in the United
Ongoing economic and social concerns include low real wages, under- States and later African slaves, the country shows its diversity in race
employment, inequitable income distribution, and few advancement and culture, and the many social divisions, results of the divide and
opportunities for the largely Amerindian population in the impoverished rule principle of colonialist. Today, the society still tries to overcome
the underdevelopment patterns introduced by colonialism and exploi-
southern states. Mexico has a free market economy that recently entered
tation. Agriculture became the main economy. Education receives
the trillion dollar class. It contains a mixture of modern and outmoded
investments, but the population still faces poverty, unsustainable
industry and agriculture. Per capita income is one-fourth that of the US;
foreign debts, and increasing urban problems, and HIV/AIDS rates.
income distribution remains highly unequal
Honduras is
Guatemala has been
known as the
called the “Land of Fire”
“Banana Republic”
for the blazing reds, blues
because of the major
and yellows of its hand-
role foreign industry
woven clothing, the searing
has played in the
heat of its lowlands, and the
both economic and
fiery blood of over 200,000
political affairs of
people killed during its 36
the country. While its
year civil war. The year
neighbors were
1996 marked the end of the
mired in civil war,
war as a newly elected
Honduras has seen
government took power
relative peace in
and a peace agreement was
recent decades.
signed. The struggle for
Peace did not mean
justice and an equal share
prosperity, however,
in the country’s wealth,
as outside influences
however, continue. Most
and a succession of
effected by poverty and El Salvador is a tiny and densely popu- Costa Rica - Although explored by the military rulers have
prejudice is the indigenous lated country struggling to find its way in a Spanish early in the 16th century, initial kept power, money,
population, the largest in all post-guerrilla war era. It is a fertile and
attempts at colonizing Costa Rica proved and access to re-
of the Central American beautiful land with lush valleys and low unsuccessful. In 1563 a permanent settle- sources in the hands
countries lying mountains covered with plantations ment of Cartago was established in the of a few. Estimates
growing coffee, corn, and sugar cane. The cooler, fertile central highlands. In 1821, indicate that the
possession and power over this valuable
Costa Rica became one of several Central devastation to infra-
land has sprung countless insurrections and American provinces that jointly declared structure, homes, and
a twelve-year civil war. The war ended in their independence from Spain. Costa agricultural lands
1992 with peace accords signed and prom- Rica’s stable economy depends on tourism, brought by Hurri-
ises made. Though the country is at peace,
agriculture, and electronics exports. Pov- cane Mitch in 1998
the struggle continues to create a strong erty has remained at roughly 20% for will set the country’s
economy and to improve living conditions nearly 20 years, and the strong social safety development efforts
for all the people of El Salvador net that had been put into place by the gov- back several years. It
Nicaragua is the Land of Lakes and Volcanoes, characterized by beauty that ernment has eroded due to increased finan- is the poorest popu-
stands in sharp contrast to the poverty and struggles of its people. It is a cial constraints. Immigration from Nicara- lations who will feel
country still recovering from a decade of civil war in the 1980’s and the gua has increasingly become a concern for the greatest impact
repercussions of economic “shock therapy” during the 1990’s. Nicaragua is the government. The 300,000-500,000 of these setbacks.
among the poorest countries in the Americas. Most rural areas and many Nicaraguans estimated to be in Costa Rica
urban neighborhoods are deeply impoverished making illiteracy, malnutri- legally and illegally are an important
tion, illness and unemployment widespread. source of (mostly unskilled) labor.
No alcohol - no drugs policy

..... while you are involved in this program, this means while you are being sponsored by Humana People to
People and incorporated with CCTG to carry out activities in either organizations - albeit in the preparation
period, at the school, during fundraising, in Africa or Central America, or during Camp Future - no drinking
and no drugs.
Why is this policy in place?
First, because alcohol causes division between "those who do drink" and "those who don't". This division
makes an unpleasant environment. Also we do not know the backgrounds of people. There are many people
who, as a consequence of being directly or indirectly involved with alcohol and/or drug abuse, choose this
program because it is an "alcohol and drug free" environment. So the rule is in place to give everyone equal
opportunities to participate.
Secondly, alcohol is an easy escape from reality for people with problems - here as well as at the projects. At
the projects, you will be looked upon as role models that people will follow the example of. If there is a prob-
lem with your being unable to demonstrate the self-discipline to "just say NO! to peer pressure and/or learn to
relax and be yourself without drugs or alcohol here, you will be unable to do so at the projects.
Thirdly, the policy is there for your own safety. Being intoxicated in one way or another makes you more vul-
nerable and less in-control of situations and this is exactly when undesired events can happen. As well as for
the fact that the insurance you will have while at the projects does not cover if an accident happens while you
are under the influence of drugs or alcohol.
If you drink while enrolled in the program, we may review this as your resignation from the program.
If you have used heavy drugs, you must be declared medically free for at least 18 month before you can sign
up for the program.
We advise you to take the “no drugs and no alcohol” policy as a gift and a challenge to develop a new culture
where people can get together, have fun, relax and socialize without being under the influence of drugs or al-
cohol.
So if you wish to maintain a life which includes the use of alco-
hol or drugs, we ask you to stay at home! You are simply not
welcome here!
This is a full time program

where you will have to
challenge yourself through collective living and hard work.
Most of the education however, comes from every day ex-

periences. This program will stretch you in every way, opening your eyes to the many problems
Practical Information
Program Fee is $3,900.00 USD
This helps to cover the training, including food and lodging. The fundraising, that is part of the training,
will help to cover your airfare to and from the project, health insurance while at the project, visa to project
country, vaccinations needed and malaria medication. Your stay in Africa is covered by Humana People to
People, including food lodging project costs, as well as pocket money.
Half of the program fee is to be paid 1 month before the team starts and the other half at the start of the
team.
YOU ARE RESPONSIBLE for paying your travel to Etna and back home after the end of the program,
also when going on Home Travel period or visiting your friends during the Christmas time.
RECOMMENDED: We recommend you to have a health insurance for the period you are in the USA. You
can bring your own insurance or you can find a policy here.
* If you don't have the insurance then you will be personally liable for any medical expenses during your stay in the USA
Enrollment Fee is $300 USD

This confirms you a place on the team, and is paid when the mutual enrollment process is completed. It is
non refundable.
If you do not have enough money for the Program Fee.
If this is a program that you would like to put a lot of effort into and do, we want to assist you to make it
possible. Money should not stop you from making the World a better place. Here are some options:
A) Be part of the Development Action program at CCTG. Here you come to CCTG for op to 4 months,
where we do internet actions, go for information meetings and events, poster in cities in California,
place ads, reach out to people about international volunteer programs. At the same time it is also
preparing for Development Instructor’s and Fight Poverty program by learning about the projects in
Africa and Central America, the world around us, development, poverty and much more.
B) Be part of the Development Action program in second hand clothes collection in the Bay area and
other places in the US for up to 3 months. Here you find places to place collection boxes for the
clothes collection, learn about recycling and the environment, CCTG, and the projects in Africa and
Central America.
D) Scholarships. The availability is limited, and they are reserved for people who cannot be part of the
Development Action programs.
How to get involved and
Enroll in the Program
1. Give us a call at +1-510-734-6777

OR
Send an email to info@cctg.org

2. Fill out an application form.
3. Accept an invitation to come to an information meeting in your area or
to a preparatory meeting at CCTG. Here you will learn more about the
program and how to solve any financial difficulties. You can also have an
on line meeting on Skype, or meetings over the phone.
4. Enroll yourself.
5. START.
Teams starting:
2009
Africa DI teams—February, August , and November
USA—Central America Fight Poverty teams—January, May and September
USA—Ecuador Fight Poverty teams— March, July and November
* Number of people enrolled in the team may affect when the team starts
The time is now!

Welcome to our way of living, learning and
changing the world into a better place!
We have the power to change the world!
Campus California TG
510 Collier Way,
P.O. Box 854
Etna, CA 96027
Phone: 530 - 467- 4082
Cell: 510 - 734 - 6777
Email: info@cctg.org
Website: www.cctg.org
www.drh-movement.org
www.humana.org

Campus California Teachers Group (CCTG) Offer

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• Welcome—Get Involved—Take Action

Teachers Group (TG)

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

* Guaranteed employment and financial security

Who We Are—the staff

The Clothes Collection

The clothes collection provides a number of community benefits.

STAFF AT THE CLOTHES COLLECTION:

Why Africa and

Africa’s 800 million people constitute more than a

Languages were imposed and borders drawn with total dis-

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

Fighting poverty means creating opportunities for people to

Humana People to People

* When destitution is master, we bring food and

* When disease spreads, we hospitalize and nurse

With our thoughts, our words, our deeds.

Man standing shoulder to shoulder with all of mankind".

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

Our Pedagogical Principles —

• 1st Period: 3 months preparation period in

1st Period: The Development Instructor’s Program

The educational system at CCTG

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

4. You must demonstrate that you can take initiatives,

6. You must be able to instruct

Second period—6 months at the projects in Africa

Through this period you work as Development Instructors

The projects we have been working with in Africa:

Some examples from the projects:

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

Some facts on AIDS

About the Countries in Sub Saharan Africa where we work:

Zambia —Northern Rhodesia gained independence from Britain in 1964 and

Mozambique —After almost five

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

The six months at the project has the following structure :

The Third Period—Camp Future

Fight Poverty in Central America with

USA — CENTRAL AMERICA COURSE

Period 2: 1 month bus travel and investigations through

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

The TCE Program works like this:

No alcohol - no drugs policy

This is a full time program

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

Enrollment Fee is $300 USD

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

Send an email to info@cctg.org

Africa DI teams—February, August , and November

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

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

The time is now!

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