New blog.

Dear Reader, Future Volunteer,

We will move to a new site, but you can still enjoy here the previous experiences and reports.

Best regards,
DRH Norway

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Report from Mozambique, Educational project – ADPP COLÉGIO POLITÉCNICO, NACALA PORTO

1st REPORT
Prepared by Rozalia Toth, Lukas Nosalek and Ivan Kollar (Sept. 2012 team)
Sept. 2013 – Febr. 2014

Our project is 2200 kms far from the capital city, Maputo. Nacala-Porto is situated next to one of the Indian-Ocean’s bays which is considered to be the second deepest bay in the world. Due to this characteristic Nacala-Porto is an important cargo harbor in Mozambique. The natural landscape is beautiful. In September, when we arrived, the bay was full of humpback whales and we could enjoy watching them jumping out from the water. Our living conditions are better than we expected. We have running water, electricity (often just candles), housekeeper, guards, 2 dogs (soon maybe 8 together with the kids expected to be born within the next days) and a nice view for the bay. The beach is 1 minute.

The vocational school is located next to Nacala-Porto, in a nice village called Muzuane. To reach the school and our new home, you have to drive or walk 3 kms through the village after having turned down from the main road. The village is a typical African village with a small market, hugs or simples brick houses, cashew- and mango trees, palm trees and many children. There is one primary school, two ADPP pre-schools and in the end of the village there are the Teacher Training College and our Vocational School.

The idea behind establishing the Vocational Schools is based under the following objectives:
•    Training young people in different courses, such as Construction, Hostelry and Tourism, and Sustainable Agriculture.
•    Giving skills to the graduates, to create their own jobs opportunities.
•    Training young people in a way that they can participate in the development of their country, using proper techniques of production.
•    Training young people to manage their time in a more profitable making them ready to work and develop rural areas.

In the Sustainable Agriculture course the participants are being trained with the principle of sustainable agriculture production. Theory and practice go hand in hands. The participants, further more, learn how to pass their knowledge to small scale farmers in the community. Also they have the responsibility of the school vegetable garden and to train the primary school students (6 and 7 grades) in producing vegetables. That is a 3 years course.

In the Civil Construction course the participants are trained to construct a house from the bottom to the top, including water and electricity installations. They learn trade theory connected to construction of different building techniques, how to read a drawing etc. The participants are also trained in basic economy, how to make a budget, stock control, purchases and calculation of materials etc. The students are responsible for the school maintenance contributing in this way to the school economy. That is a 2 years course.

In the Hostelry and tourism course the participants are trained to deal with many areas of the Hotels. They learn how to serve mails, client attendance and the room service in a standard mode. Their training prepares them also on how to make accounts on a Hotel, how to deal with tourists and how to communicate English.
The students are responsible of the tourism program that the school runs. They attended 100% the groups of tourists that come to spend their holiday in a constructive way through the muzuanexperience program. That is a 3 years course.

The school is a boarding school, so the students are trained in all areas connected to the every day life and running of the school so that they take the full responsibility of the school. This is quite important in order to train the students on how to be responsible people in their future work place.
The running of the school consists in:
•    Serving meals and cleanings
•    Maintaining the school garden and outside areas.
•    Health and welfare at the school.
•    Maintaining and taking care of the school education materials, equipment, furniture and other values.

To be part of this community we received three DI positions:
1.    “IT and Data Processing Instructor” position taken by Ivan
Hi!
As far I have three main responsibilities :
Taking care of the school’s computers.
They have about 35 computers, partly in the computer room (for the students <that’s why these ones are in the worst condition :) >), partly in the teachers’ office and some for the management of the school.
I have to look after these computers, repairing the hardware, settings the user rights, reinstalling etc.…

Teaching David (who is the youngest teacher <see photo above>), who will take over my job when I will not be here anymore.  Training him to become a system administrator of the computers, teaching him how he can find the hardware problems, kill the viruses, cockroaches, update the missing drivers, keep the students away from the computers… . We have been working together for 2 weeks now and we have a pretty good relationship (consider my personality).

The third job is developing three programs for the school. The first one is The Preschool system (for the ADPP schools) which has already been ready. The platform is Visual Studio 2012, the programming language is c# – .net 4.5.
I use the Devexpress 6.7.1.0 for the GUI (Graphical User Interface) which has a beautiful impact on the client side.
The database is running on the school’s Windows 7 (!) server. It is an MS- SQL 2008 Express service with Windows Authentication mode. The program must be able to collect the data from the end-users, evaluate the preschools performance, keep the data in a time-table and it can paint 2 and 3 dimension graphs to show differences between the schools and the subjects.

I am very satisfied with our living conditions and the school management. We have a housekeeper lady who is cleaning the house every day, washing our clothes, underwear. We are just about 100 meters off the beach. Today we were on a lobster hunting tour with our snorkeling equipment but we couldn’t catch any lobster because partly of the high tide and the high wind which made the water blurry. But the biggest problem with the lobsters is that they hide away in the cliffs under the water and you can see only theirs long moustaches drifting left and right. I tried to grab one of moustaches but it broke!  Our friend, an Italian guy told me to try to grab the body of the lobster instead of the moustache next time.  Tomorrow we’ll try it again!
At the end my only problem is the hot weather. If there is no wind I cannot sleep at night and I am prowling around the house with the dogs in the darkness.
Ivan

2.    “Film Maker” position taken by Lukas
Good day to all…!   :P   it’s my pleasure to present to you my first report from our project at the Vocational School Nacala:

Work:
The V.C (Vocational School) has recently upgraded its educational curriculum in all courses. It’s my job, so as the main activity to prepare several movies about different courses and promote the school in most efficient way. In order to complete my task I have decide to create a YouTube account so as the new Facebook page for V.S Nacala. Both of these are ready and published. To make all as efficient as possible I have also decided to create a several movies that would be possible to watch straight on the Internet, all related to ADPP Nacala as the news feeds.
There is one disadvantage related to my work as we are in Africa, and that would be the internet connection. The videos have a nice resolution the problem they are large sized witch will not allow us to post as many as we would like to, due to internet data limitations.
My day starts as related to the film material I need to collect. The material can contain basically any subject. The most important is that, it has to be funny for our online viewers with some original Ideas included.
At this point I am preparing movie about the preschools, and that’s why I join Rozalia on her rounds around the pre-schools. There are 8 pre-schools. During this period, we usually leave around 7:00 a.m.  and reach the school around 8:00. And we stay together with our small fellows until 11:00 because that’s when the pre-schools finish. While Rozalia is working I am filming with passion and getting all the possible material to create a movie. During the last 6 weeks here I have managed to collect a lot of material which I can edit during December and January, since there will be a summer holydays for the students.
The next activities I have decided to take are the computer classes. In order to bring a bigger knowledge to the students about understanding how computer works. I am trying to keep the students occupied every evening starting from Monday to Friday. During these classes students have the opportunity to learn about the computer hardware, software, basic maintenance and Microsoft office what so ever. The students are really helpful even due to my low level of Portuguese knowledge and I have to say I really enjoy these evening classes together with them.
Along my project:
Along with my project I have made a contact with people from our local village ,,Muzuane,,. Especially with one teacher of small pre-school located in the local community. This school is not anyhow connected to Humana People to People. As trough my first visit I knew that the teacher is doing a great job, the only problem is the lack of material for the children. As time went passed I have been paying a visit more and more often and decided to create a fund-rising for several students and the school itself via Facebook. It’s also possible to view this page on any Facebook account searched as,, Interactive Development,,  Through this page I am searching for a donations, and at the same time hope I could reach an amount that could have at least small impact on the development of the school and the local community. Of course nothing is for free and that’s why I am offering to all sponsors many different benefits. For more Information you can search on Facebook as: Interactive Development. I am trying to keep my creativity and concentration in correct balance.
Living Conditions:
As Ivan has already mentioned we are really satisfied with our living conditions. We have almost all necessary needs. The staff is being really helpful to us and so as the project leader. We have the possibility to buy many different vegetables and fruits in the local market especially the mango that has an excellent taste. The beach next to our house, its 1 minute away on foot and we keep ourselves occupied and cooled there during our free time. As a local transport we use the foot or sometimes ,,chapa,, – that is a minibus. The normal capacity of ,,chapa,, would be around 10 passengers, but almost all the time we are traveling in number of 20 passengers and that is sometimes real fun… In conclusion, I think I can speak for all of us; we are enjoying our project and doing a good job as we think. We hope it can bring some small change and a peace of development.
Greetings to you all
Lukas……. ;)

3.    “Pre-school Instructor and tourist promoter” position taken by Rozalia

Vocational School is also responsible for 8 pre-schools. My main activity is to work together with the pre-schools. I wake up and leave home in time because the pre-schools start to work at 8 o’ clock and some of them are far (it takes 1-1,5 hours to reach them). In the village there is no transport, so I walk through the village every morning which takes about 40 minutes. In the early time there is already big life, the people clean their house and its environ, carry water on their head to the houses. The children usually run to me and shout “tata-tata” (it means “hello” in the local language which is emakua). Some of them who are in the pre-schools they already say also my name. Unfortunately there are still a lot of children out the school, just spending the time in the street. In one family the number of the children is very high: 5-10, but I know a man who was proud of having 15 children, but from 2 wives, it’s true. Most of the families are Muslim due to the heritage of the Arabic traders, so the men can have several wives.

The pre-schools are run by volunteers that have a great will to teach important skills to the children before entering the elementary school. The most needed skill is the ability to understand and speak Portuguese language as the children speak local language at home.
ADPP is concentrating on improving the education level by using didactical method in the pre-schools. It means that instead of the traditional “repeating” system, the education method is added with games, singing, dancing, interesting tasks and whatever which can stimulate the children learning and staying in the school. The ADPP has already a manual prepared by a previous DI and most of the teachers have already had training about the didactical method. As the pre-schools work only until the first week of November, we agreed with our project leader, Gianpaolo De Notaris, that I will focus on the evaluation of the system in order to have an overview how the pre-schools are working. I collect data based on an indicator system which measure the knowledge of the children and give an overview about the quality of the education in the schools. Every day I visit one of the pre-schools and with the help of the teachers I ask the children about different topics: alphabet, numbers, songs, games, drawings and other issues determined in the evaluation system.  Not to be a serious white zombie who just come and put a lot of questions to the children I am preparing myself with interesting questions, tasks and games. With the collected result we would like to evaluate the actual situation and status of the didactical method and where it is necessary we will continue to improve the education with training and change of experiences among the teachers.

As Lukas has to make movie about every pre-schools, I help him with having useful “materials” for example by making interview with the teachers.

To participate also in the life of the vocational school, I organized English lessons for the hotel-tourism classes. As they need to speak English with costumers and guests during their practical part and future work (in a hotel or restaurant), the English is important for them. I focus on speaking, speaking….

I have also English lesson for the teachers of the pre-schools. In return the teachers help me to learn as fast as possible the Portuguese which is important for me to do my DI activities. To speak Portuguese was the most difficult part to start my DI work here. When I arrived I could speak just some sentences to present myself and now I’m making interview with the teachers. I study and practice the Portuguese every day to improve my knowledge because my plan is to organize other seminars in the vocational school.

This is our first 6 weeks here in Nacala and in this beautiful country that we like very much.
Greetings to Everybody in Hornsjo and our message to the new Adventurers that don’t give up, you can have a very nice part of your life during the project.

We are very satisfied and happy to be here!

Nacala, November of 2013.

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Golden Cut Report fr Mozambique

A Romanian writer said once that living is like driving a car, you always have to use the windshield, to look forward, and to progress, but sometimes you have to look through the mirrors, see what you’ve accomplished, what you can improve, and always share.
This is what I will try to do now, look back a little bit, but suddenly my thoughts go to a place that not so long ago I used to call home. I remember reading the reports from previous DIs in Hornsjo, and being curious about their adventures, their experiences, their stories, and the stories of the people they’ve met.
I guess it’s my turn now to share some ideas, and as much as I don’t like to write, this a good task, since it can help me relive memories in some years when this will be all that’s left.
I arrived in Cidadela das crianças in 12th of september 2013, after a brief recollection of our travel with our headmaster in NHQ Machava.
I was expected by the Project Leader, I was helped to settle in the house, and I got a tour of the surroundings: the kitchen, dinning hall, the male boarding, the female boarding, the sewing workshops, the classes that were full of children. For some moments that seemed an eternity for me, the PL interrupted the classes to give me an opportunity to introduce myself in Portuguese, not so bad, I passed the test very fast, since I have had Portuguese courses in the school. The real challenge was yet to come in the everyday life, because if I can understand it doesn’t mean that I am always 100% sure I understood correctly, or not to mention how to express myself.
Now, I would like to make a short description of the project. The place goes back around 20 years was established around 1991 and it’s goal is to help children, to offer shelter and education, and to facilitate adoption. The project offers teacher positions for the school where hundreds of children from the community are coming every year until they graduate the 7th grade, and after they go for college. As for the boarding school, so far there are around 55 children that are here everyday, but every week-end we receive the visit of the others that are studying in college or the university, and just for the record, I can say that I am very proud of the other DI’s that helped here, I can see and hear the results of their involvement, and every time I hear a success story of a person that grew in Cidadela, and now is in college, or university, or even better: children that aspire to do something important with their life, I am happy to know that good people have been here, people that have inspired and helped in any way possible.
My job description here was left at my free will, and since I have more experience working with children than I have with fundraisings, or paper work, I have inclined to be their distraction. Besides the language that was a major task to solve, I had one more: to learn the names, and to make the difference from the kids of Cidadela and the rest of the students. I can not describe a day of my life here, because every day is different, it depends on the program that we make together in a previous day, or sometimes it depends on the desire of the children, the activity that is requested by the PL. So, since I was not rushed by time, and I was having 6 months here, I decided to take things slow: to get to know them, to learn what they like, what they know, and what they would like to know.
Among the activities that fill up my time I can count: cooking, (no surprise there for the people that know me better), I organize evening programs, cleaning actions, sometimes, when the weather is favorable I take them to the beach where I organize games according to the age group. This is of course a general description that comes fast in my mind.
I try to keep myself busy all the time: if  I can’t organize something in a big group, I try to approach them 1 0 1 washing the clothes with 2 or 3 that need some help, draw, paint. Sometimes it’s the little things that matter, things that I wouldn’t think of writing here because they just slip my mind, but hopefully things that will make a difference one day.

When I arrived here my first idea was to teach English, since I noticed that they don’t speak, but after I realized that they don’t want or  need another standard teacher, they need a friend, someone that will not yell at them if they don’t get the answer right. So I decided to keep my idea, I just approach from a different angle: I already know who wants to learn, so I try to teach 1 0 1, whenever I get the chance, and as for the little ones, they don’t even realize maybe, but we are working on how to pronounce some words. It’s a slow process, very slow, but it’s a start. We are playing, but I hope to get something out of it.
So far I can recall a trip to EPF college Machava, for a traditional event that is held there every year, and I was proud to see that the children won the 1st place for the theater act, we also had an important visit from an international company that sponsored the renovation of the male boarding, and also a place where they are raising chickens.
An extra activity that I am having and it’s occupying my time, is a fundraising to buy a wheelchair for one of “Cidadela’s children” I am referring like this because he is not a child anymore, but I know that he is also in need of help. I started to contact some people that I know, and that I am confident they will help me in the matter.
Maybe I was a bit chaotic, but like I said in the beginning, writing is not my strongest side.
And since a picture is worth one thousand words, I will also add some, and maybe will complete the holes in my report.

One more thing I would like to add in the end: this project is by far the best thing I could ever choose to do in my life. The people I’ve met, made me see everything differently, they helped me see, that “different” is good, and “living” is a choice, I’m not talking about biological “to live” I’m referring as truly enjoying and embracing life.
My only wish is to return the favor, and help them as much as I can with the little that I have.
29th of October 2013

Simona Gherca
September team 2012

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Free your mind…

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Report from India by Ramona

Academy of Working Children (partner Nokia, Dell)

The AWCs are focusing on the children from the slum areas with a very poor background that are forced by circumstances to contribute to their families economy (collecting plastic, rubber, paper etc.) or selling fruits/vegetable in the market. Most of the time their parents are illiterate migrant workers with a main objective: earn some money and then go back in their villages. Because the children don’t have any kind of documentation (they have documents but for their own villages not for the new states in where they are residents now) it is impossible to be registered in a government school.

The AWC is designed to reach these children at the spot so each AWC has a main center where are enrolled the eldest students from 4th grade to 7th grade (between 10-15 years old) and 2, 3 or 4 sub centers (called satellites) from 1st grade to 3rd grade (between 6-8 years old). .  Besides the educational program, all the AWCs organize quarterly health check-ups for all the children in the slums, culture arrangements, cleaning actions and sport tournaments.

There is no enrollment fee and the children from main centers have governmental books for each subject (the books are bought with the project funds and children can take them home).

My aim is to visit all the Academies of Working Children and to make an evaluation of the system. To be evaluated: teachers (teaching methods, teachers’ qualification, teachers’ challenges), educational mix (structure of classes, curriculum, educational materials, the conditions of the classes), children (discuss with them and find out if they are treated well, what are their issues, if they enjoy coming in this kind of school, etc.). In each AWC I observe the conditions in which the lesson are held, the attendance of the children, how the teachers interact with the students, the classrooms conditions.

The discussions with the teachers follow the core questions:

- What are the teachers’ main challenges/difficulties in working with slum children?

- What are, from the teacher point of view, the minuses and pluses (advantages/disadvantages) of AWC system?

- Does the teacher consider that there is a need for trainings/courses in order to improve their teaching skills?

1)   AWC Nokia

 Description in figures:

- Main Center: 87 children,

- 1st Satellite: 52 children,

- 2nd Satellite: 68 children,

- 3rd Satellite: 45 children,

- 4th Satellite: 51 children.

In this project there are 12 teachers and the target of the project is to have 300 children enrolled at all the times. In each satellite there are 2 teachers and in the main center there are 4 teachers. The classes are starting at 9.00 am and finishing at 1.00 pm from Monday to Saturday. The subjects to be taught are: Hindi, English, Math and General Knowledge (Environment, Science). The teachers are not having a strict curriculum, as they told me, everything depends on how fast the children understand. That means that, every day, the teachers decide what classes will be held (only Hindi, only Math and rarely they combine the subjects).

In the main center on each Saturday morning there is organized the morning assembly where all the children discuss the common points (examination marks, what are their problems in the school, their solutions for the issues raised). The system is very interactive because the eldest students (grade 6th and 7th) will ask the younger students if there is anything that they like to change or if for the last week they have had some problems in school. After all the students will say an issue the ones that noted everything down will say loud what do they found out and discuss together in order to find solutions.

Besides the main classes, in the afternoon there are computer classes for youth (fee of Rs.300/course) and tuition classes (fee of Rs.100/month). For the classes of General Knowledge the main center has a mobile device and a projector from Nokia and the children can see different documentaries in English.

The teachers that are working in project don’t have Pedagogical specialization, only 1 teacher worked before as a teacher (outside of HPPI). The other teachers came from different projects of HPPI or from other AWCs in other states.

The children are sitting on the floor and are placed one behind another. In the satellites the very young kids are placed in a circle when the teacher will tell them a story. The conditions in the main center are better compared to the satellites. The building conditions from 3rd satellite had an impact on me because the air inside the classrooms was very humid, unpleasant to breathe, the classrooms very dark (the electricity goes off very often).

What the teachers consider to be challenging:

- to teach the children in first year, mostly because they speak different languages,

- children are skipping the classes and it’s hard to maintain the continuity when teaching, all the time teachers have to re-teach because the children that are missing the classes are forgetting,

- the need to bring the small kids to school (they wouldn’t come by themselves and their parents are working so they are left alone at home).

The pluses of AWC:

- a  school where the very poor children are educated, get care and attention,

- a different educational program with a lot of cultural activities, sports,

- a school where any time the kids can come back for studies (even if they are skipping the classes for 1 month, in governmental school they would be expelled),

- the AWC is not concerned only for education but also for children’s health (health camps where children receive “tonics”- vitamins for free),

- the children can bring their smaller brothers at the classes or they can come a bit later to the classes,

The minuses of AWC:

- the children that are quick learners are hold on the place because the teacher have to work with the ones that are understanding slower, first ones are not stimulated enough,

- the children don’t make their homework, don’t repeat at home what they learnt in the school and the teachers have to do extra work,

- the conditions in  schools are very poor (lack of furniture, educational posters),

- the teaching methods for the higher classes should be improved,

- the teachers have to bring the children to school otherwise the attendance is low,

- the teachers have to work with children that have hygiene and health issues (dirty nails, dirty clothes, lice, etc.)

There is a need for training?

- Yes, because the teachers from AWC work in different conditions then the teachers from governmental/private schools, with a special category of children,

- Yes, because there are differences between teachers (studies, education).

 

2)   AWC DELL

Description in figures:

- Main Center: 103 children,

- 1st Satellite: 113 children,

- 2nd Satellite: 45 children,

- 3rd Satellite: 122 children.

The project started in 2009, it has continuity till present and the project’s target is to have enrolled 350 children at all times. In this project are working 14 teachers. Every morning the children are starting the day with morning assembly. In the front of the Main Center building all the children from 1st Satellite with the ones from main center are aligned for the common prayer. When they finish the prayer one student goes in the front of the group to read the headlines from the newspaper. One teacher will explain to the students what the news is about. There are organized basic computer classes for youth (fee Rs.300/course) and tuition classes (fee Rs.200).

In this project the curriculum is organized on periods, and every month, 1 week is called thematic week (children do different activities: painting, dancing, learning about human body etc.).

The conditions from the main center are very good, the classroom have whiteboards and all necessary for the smooth running of the classes. 1st Satellite conditions are very poor, in given conditions that the classroom is just a roof inside of a courtyard with no any walls.

Once a week, the teachers go in different slums around the school to speak with the parents to send their children to school, to tell the youth about the computer classes. The project organizes weekly literacy classes in slums for women.

What the teachers consider to be challenging:

- it is very difficult to motivate the parents to send their children to school,

- create and maintain the relation with the parents, make the parents understand how important the education is for their children,

- teachers don’t have enough qualification and that’s why the level of the teaching might be very poor.

The pluses of AWC:

- the large area of the educational program: cultural activities, sports, thematic weeks, classes even in the summer holidays.

- education for underprivileged children,

- the mix between traditional teaching and the new teaching methods as “learning by doing it”,

The minuses of AWC:

- the children are moving away all the time and the system can’t change this,

- parents are not coming for meetings and when are not all the parents present the decisions can’t be made,

- the system can’t make sure the children  that are moving away are continuing the studies,

- the teachers have to deal with hygiene issues (children are not washed and taken care of properly),

- ABLM (activities based learning materials) or MGML (multi groups, multi levels) – a very interactive method of teaching has stopped working because some of the teachers didn’t understand it; it’s requiring a lot of energy and planning and teachers couldn’t keep up.

There is a need for training?

- in this project there are quarterly workshops for teachers,

- yes, long term courses are a <must> because some teachers don’t have experience or they are coming in AWC from other projects HPPI (not from educational department).

Conclusions:

Even though the general structure of all AWC is the same there are slightly differences from one project to other. Differences in the way the buildings look, how is the general atmosphere in the satellites, how do the teachers do all their work, the educational facilities for students, etc.

Evaluating the teaching methods I noticed that most of the teachers don’t interact actively with the students. All the teachers are teaching the subjects in a very traditional way, putting the children to sit still and they would stay in the front of the classroom reading from books or reciting the content of the lesson. In the tuition classes the teachers are working with a part of the students, the ones that are very active, and the ones that are asking questions or asking how to solve the problems.

In the English classes the teachers don’t speak in English but in Hindi and the children don’t have the chance to hear the words pronunciation. When I checked the English tests most of them, at the points where students had to create a composition, were almost identical (the reason might be that the students copy from each other or the teacher solved the point and gave to students the results to copy) – so that the students would pass the exam.

The teachers that are working in satellites are dealing with a large number of children and the working conditions are more difficult than in the main centers.

In some cases I had the feeling that what is most important is how everything looks in the reports and not how is the quality of the educational system.

In all the classrooms the students’ attendance is much lower than the number enrolled (for example, if in a satellite should be 80 children there are only 45- 50 children).

The intelligent students are not stimulated according with their potential.

Suggestions:

- there should be a building action where the teachers together with the parents paint the walls and clean all the schools,

- the teachers should have trainings/courses, in which they can develop their knowledge about the subjects they are teachings,

- the teachers should have trainings from outside teachers (with experience) how to make their classes more interesting and how to include actively all the students in the learning process,

- each project should have a secretary that is doing all the bureaucratic work so the teachers are focused in preparing the classes and teaching,

- because the motivation is a key factor in how the teachers are doing their work I think that there should be a chart that is awarding the best teachers (according to the student results),

- in order to stimulate the intelligent students should be organized Olympics for each subject so that the ones that are very good will develop their potential.

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Today: John Lennon was born in 1940, 73 years ago

John Ono Lennon, MBE, born John Winston Lennon (9 October 1940 – 8 December 1980) was an English musician, singer and songwriter who rose to worldwide fame as a founder member of The Beatles, one of the most commercially successful and critically acclaimed acts in the history of popular music. Together with Paul McCartney, he formed one of the most celebrated songwriting partnerships of the 20th century.

“Living is Easy with Eyes Closed.”
― John Lennon

Lennon revealed a rebellious nature and acerbic wit in his music, writing, drawings, on film and in interviews. Controversial through his political and peace activism, he moved to New York City in 1971, where his criticism of the Vietnam War resulted in a lengthy attempt by Richard Nixon’s administration to deport him, while some of his songs were adopted as anthems by the anti-war movement.

“I believe in God, but not as one thing, not as an old man in the sky. I believe that what people call God is something in all of us. I believe that what Jesus and Mohammed and Buddha and all the rest said was right. It’s just that the translations have gone wrong.”
― John Lennon

(from Johanna’s Visions site)

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Join us NOW!

There are two possibilities to join us NOW!
If you are ready for your lifetime experience, contact us for the details!

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5th of October, Info Meeting in Hungary!

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The projects for March team 2013 have arrived

A few days ago the projects for March team 2013 have arrived and they have already chosen. The team counts 12 members and only 3 of them will go to Africa to fulfill their duties, the rest is going to Indian projects. There are 3 groups for India who are involved in two different types of project. Two have chosen the Academy for Working Children, the third has the Teacher Training Collage. The Academy for Working Children identifies children out of school, motivates the children and their parents to let the children come and study at the AWC. Also provides primary school education, grade 1 to 8. A teacher training college is a college of higher education that specialises in training students to be teachers. The training builds on a continuous dialectic process between theory and practice and places the students in challenging and demanding situations.

The trio who is going to Africa has chosen Teacher Training Collage from Zambia. The training program works in two years and conforms with the Ministry of Education’s Zambia Teacher Education Course.

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September 21st, International Day of Peace

The International Day of Peace, sometimes unofficially known as World Peace Day, is observed annually on 21 September. It is dedicated to world peace, and specifically the absence of war and violence, such as might be occasioned by a temporary ceasefire in a combat zone for humanitarian aid access.
The day was first celebrated in 1982, and is kept by many nations, political groups, military groups, and peoples. In 2013, for the first time, the Day was dedicated by the Secretary-General of the United Nations to peace education, the key preventive means to reduce war sustainably.
(From Wikipedia, the free encyclopedia)

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