Tag Archives: canadian international development agency

Back at it!

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My students in Tanzania during my placement
It’s been a while since my last post. And it was about due for the next one. Just to play catch up, I started Masters in Development Practice at University of Waterloo… that’s about it!
 
Remember how I said I wanted to start travelling with a purpose… well, here’s my working toward it!
 
Travelling and exploring the world took hold of me at a young age. My sense of adventure took me through Europe while in undergrad. International Development and Relief and Aid Work popped onto my radar when I was working in South Korea when Mt. Merapi exploded in Indonesia in 2010. As I was taking a trip down there in the next week, I looked to see if there was any way I can help out the communities that were affected. While there, I asked locals how I can contribute. But ultimately, to my failing, I couldn’t find anyway to help. Questions about how to engage myself, how to travel with a purpose, and personal philosophies of my participation as a global citizen came up. This began my journey and exploration into development.
Mt Merapi post volcanic explosion
To my dismay, I couldn’t find any information about how to put a foot in the door to this field. I searched around for volunteer work to come to realize many organizations are out there to take my money and, questionably, help other communities in need. At which point I decided it was time I did more schooling to educate myself to further my opportunities. Unfortunately online schooling was the only possible way at that point in time. Through multiple six-week courses hosted by different universities, I learned about public community health, sustainable food systems and read case studies which were quite insightful. However none of this got me any further into the practices of development.


Having spent two months in India afterward, I saw many different NGO’s and local organizations organizing people and was eager to begin. Finally, my first foot in the door to learning about sustainable development took me to the outskirts of Kathmandu in Nepal in a sleepy town called Kavre. Here, I was a farm hand at a permaculture farm where I quickly learned that not only am I helping out the farm, but also the community at large. Micro economics of dealing with the produce at the local markets, helping out the neighbours farms, and especially participating in local events were an integral part of community development. Of course, this is not news to me, but it is the realization and reinforcement of the idea of the integration of the community members, support and care that exists for a community to thrive on such deep levels. (Read my farm experience here!)
Me in Kavre’s potatoe fields after work
From that experience of a deep-rooted community I got flipped around. I had the chance to see a transient community with a very weak self-efficacy in South Africa, just outside of Cape Town in a township called Khayelitsha. In my studies, I had come across a case study of Khayelitsha and learned about how the community became strong through the public community health and the use of medical clinics. The empowering of women in those communities lead to a creation of a strong community. This is my first hand experience of learning seeing development of a community and it had me wanting more.
My buddy Omar’s volunteer English school that I visited
Finally through CIDA funding, I was able to land myself in a facilitator role in Tanzania for youth empowerment as part of the UN MDG program. Here I did my very best to help Tanzanians understand community assessments and grant writing. I placed them in different communities, met with different community leaders and spoke with the members as part of the assessment process and help my students understand their role as a community developer. My placement was far too short and I felt I needed to learn much more.

 

Upon return to Canada, I got accepted into a Masters of Development Practice program spearheaded by the UN. Currently in this masters program, it is an understatement to say “I’m learning a lot”. I am incredibly eager to put theories and ideas into practice.
 
I’m going to start putting up things I learn about inequity and unbalance in the world. But also, the good things that people are doing around the world as well.
 
This is a whole new explorations evolution. Continuously evolving!
 
Follow me on my journey!

My students work and my current life

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Focus Group Discussion with community members

In the shade, under a huge tree of an unknown name (to me atleast), in the courtyard of a school in Paje, Zanzibar, Tanzania, my students begin their practice community assessment. On my side of things, it was a bit of a scramble to coordinate the placements with my Program Director between the students local NGO partner (ZANGOC) and the community leaders.

“Karibuni, you are most welcome to your village. Please come follow. Very welcome” The Sheha (village elder) lead Christine, my partner in crime volunteer buddy, and me to the court yard where the meeting will take place. All the village representatives were there from each part of the village.
“What do you do?” I get asked a lot these days.
In short, I’m in an vulnerable country teaching students about grant proposal writing while coordinating their practicums in different communities on Zanzibar. This will eventually give them the life skills in community assessment and community empowerment. This helps to alleviate and improve several different aspects of their lives in the community. I guess that’s not very short.
Member voicing their concerns

In a larger spectrum of things, my students are taught to solve community issues in their village or a larger town. Usually problems fall under the UN Millennium Development Goals. They are taught:

1) Assess a community for problems: This means gathering data, talking to community leaders, and different stake holders. Problems can go from access clean drinking water to uncontrolled dumping of garbage to accessing under-equipped medical facilities. This is currently where my students are, in the community assessing process.
2) Analyze their data that is collected: They find the most pressing problem in the community and set about a way to solve it.
3) Create a solution for the problem: This can take days, months, and years even to find a solution. And it could continuously evolve when new technology comes out. In the case of energy, finding solar panels as a solution. That technology changes rapidly. Or accessing potable water on Zanzi, they could use a solar de-salinator that can be easily built with pottery. Finding simple solutions with localized industries can take time to research and even more so to implement
4) Create a grant proposal: For funding should it be required, which most projects will. A successful grant proposal usually serves a the blueprint of how the project will be carried out. These are the classes that I taught before they went out to the community.
 
5) Implement the project: If the funding is successful, it would be hopeful that they themselves could implement the project. Not necessarily the case all the time though, although it would be advisable.
My students taking notes from the community members concerns

These are the things that I’m dealing with in Zanzibar. Obviously that procedure isn’t in complete detail, but it’s just to give an idea of what my volunteer job is.

For the next few days, I’ll be going to different communities that my students are sent to and checking up on how they’re doing. A few of my students are also placed in different NGO’s to work on issues they are interested in, which includes malaria, street kids, child marriages, clean water supply, etc.
Oh, woe is me. Time to tackle the worlds problems!

I was sent to volunteer in Africa…

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My students at it again!
  • Malaria
  • Women empowerment
  • HIV/Aids
  • Child marriage
  • Street kids
  • Corruption in government
  • Drug abuse

Encompasses a small list of what my students are interested about. Their average age is mid twenties and they’re all interested in tackling issues of this size. They want to volunteer at their placements and on top of that, observe other class members who have gone into at-risk communities to do their research on community assessments to identify problems and try to find solutions for those communities.

To complete a year long course of “Emerging Leaders” program, they are to complete 2 grant proposals from the research they have done from the previous course in how to assess communities. They find the weakest links of the communities and address those issues. As part of this, I have given them the opportunity to also be placed in another NGO that best matches their interests and to begin working on the issues at hand.

Not one friend I know back home actively pursue the interests of these likes, of course each their own, but the idea of contributing time to make real changes in the world, especially with all the harsh criticism that’s vocalized almost everyday and spewing onto Facebook.

The only thing I see back home are people complaining about what’s wrong with the world. Few take charge to write to their MP’s. Even fewer still goes out to protests. And still, even less – and at this point I’m scratching the bottom of the barrel to say anyone I know – goes out to volunteer time, effort and commitment to try and change anything that they’ve complained passionately about in hot debates while we were hanging out.

Working away!

Why do I feel like we carry this huge misconception in the “West” that everyone else in the world are lazy if they’re not “rich.” It seems the “West” is even lazier and all we know how to do is complain.

It’s not that the people in the country doesn’t want change. Everyone I’ve come across are adamant about it. They want change in the biggest way.

Even more so in the less developed world. I see the most enthusiasm for change here than at home. In fact, they are working toward it starting with the community level. Changes there influence key decision makers that eventually gather momentum. Most approaches and methods include contacting politicians and key decision makers to accomplish change.

I was not prepared for the amount of enthusiasm and energy my students want this change. They crave it. They are so hungry to do something about it. They are so motivated to make the world a better place. If we soak up even just 1% of their motivation and apply it to ourselves in Canada, the impact from that would ripples a thousand times and create change in the direction that all Canadians want.

My students are doing it, how are we as a more “developed” country so far behind?

If there’s something in life worth doing, it’s worth over doing.

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Workshops in Tanzania

4 hours of sleep on Sunday, two nights, 3 days later with a 17 hours trip in Cairo washing my pant leg clean from horse dung, I found myself in a car screeching to a halt in the gridlock that was Dar Es Salaam in Tanzania having not slept since that Sunday. Another two days I get the full report of what I was doing.

In short, I am “to help the students find problems in the community and fix them” Said Stella, the regional director for YCI, the NGO I’m working with.

Or more indepth, I am to support Emerging Leaders (project) to link the problems identified during community mapping visits into project identification techniques and support Emerging Leaders to organize their ideas of  the problems identified in designing a project, and  discuss with them tips on project implementation, monitoring and evaluation. In more academia terms, increase the capacity of the community by strengthening their self-efficacy.


I gave a blank stare to Stella.

The youth have already gone through several months of skills development including leadership skills, community mapping, and other skills development, with other volunteers previous. Then I come in to finish up the curriculum by having them finally carry out their task by approaching community leaders, partnerships, other NGO’s and community members. This is daunting.

“So, this sounds like something I should be already an expert in!” I cried. My heart sunk as I have no training in this field!

As I start to learn more about what needs to be done and what the youth need to develop, the more my confidence began to grow. There are things I haven’t done before, like train a group of youth to ask for funding. I haven’t even done that! My fundraiser isn’t going so well, I think I have a lot to learn from them about that!

But then there are things I’ve done, such as giving classes. English classes. But this time the theme is proposal writing for funding and grants. Computer classes on how to turn on the machine and turn on a word processor. Life skills that we otherwise overlook in our daily lives.

All these projects are recommended by the UN Millennium Development Goals, given to Canadian Development Agency to different NGO’s to achieve goals by 2015.

Well, sink or swim time! Roll up my sleeves and dive in. This will be the funnest project I have given myself since scaling a mountain in Nepal. This is what I set out to do, it’s time to do it.

One of my more favourite quotes that I’ve been reciting these days:
“If there’s something in life worth doing, it’s worth over doing”