This is the only high school institute in the town of Moyogalpa, they are preparing the youth to improve their skills on education in a broad way, currently they are working to improve the chemistry laboratory, and they also recived as a donation an excelent computer laboratory, all this along with the regular classes such as mathematics, science, english, spanish etc. Recently an American Organization donated the founds to built a university in the city of Moyogalpa. Now all those kids unable to afford leave the island to pursue post-secondary education will be given the chance to go university. The high school is working hard, enrolling as many young people as they can so they can properly prepare for the next phase of their education. This is a great step in the right direction for the island, producing graduates capable of gaining productive employment and pulling themselves, their families and even their community out of poverty. This placement needs volunteer because First for the interaction with different cultures which would allow the student body to get to know other countries and cultures through frienship in comradeship. Also the direct impact on the students learning from others students aproximatly their own age, we think these would make a very positive impact that will allow both parts to learn from each other.

 Volunteer can assit by doing the following tasks; A volunteer would be a great help in so many different ways, we could use a volunteer in English improvement skills, Chemestry lab, Computer lab, leadership programs,organizing sport games etc. You can also help with any other school activity that might arise at the time of your staying, another great way to get involve with community is offering your help to the church, they are always organizing different events to fund raise money toward some extreme needs in the community. Volunteers must be of age 20 or above with minimum education of undergraduation.This placement does not need any volunteer in the month of jan,jul and dec.

Volunteers with the following special skills are preferred for the placement:- Wilderness First Responder First Responder Standard First-Aid Health & Hygiene Training HIV/AIDS Awareness Training Leadership Programming Recreational Programming Teacher – English Teacher – Math Teacher – Science Teacher – Geography Teacher – Environmental Science Teacher – Physical Education Handicraft Design Business Management Computers – MS Office Software Computers – Graphic Design Computers – Web Design Computers – Database Design Soccer Baseball Basketball Swim Lifeguard Educational Games Other Musical Instruments Sexual & Reproductive Health Training Wilderness First-Aid Computers – Network Administration Computers – General Programming Teacher – Social Science Teacher – Commerce, Finance, Business

Basecamp International Centers welcomes all the interested volunteers from around the world to volunteer and make a difference. If you are interested in this placement then please contact us for the details:

Email: info@basecampcenters.com

Website: www.basecampcenters.com

Mailing Address 186 Princess Street Kingston, Ontario Canada, K7L 1B1

Phone: 613.541.7862

 Toll Free : 866.646.4693

Fax: 613.541.1604

It is something that a person can own and nobody else will be able to take that away. It is not something tangible that other people can grab. A good education can also provide the individual a different level of self-esteem. It makes one feel capable

Furthermore, education too is an important tool to make one successful in any field ventured on. It can provide the necessary knowledge and skills to be effective in a particular line of work. Thus, many people are aiming to learn more.

Getting the right education is not limited to going to universities and paying for very high tuition fees. Today, people can actually acquire the necessary skills by attending seminars, trainings, short courses, tutorials or mentorship.

What Is an Online Certificate Program?

Online certificate programs provide education to people even if there is no physical interaction between the teacher or lecturer and the student. This is a distance education delivered in the way that is most effective to a particular course.

People who wish to learn about a certain subject can be taught of things from the basic principles to the most comprehensive discussion. In a certain program, a wide range of topics can be covered and tackled.

The courses are offered just the way it would be done in school. Depending on a field, it can last for one semester or require attendance for three trimesters for one whole year.

Thus, the discipline and requirements of an ordinary school is still there. The only thing that changed is the environment because this time, it is delivered virtually.

How to Select the Right Online Certificate Program

There are many choices out there that have scattered online. One cannot depend simply on typing their desired course in a search engine and enrolling in the first item that comes up. One must be very cautious of scam web sites and courses to avoid wasting money, time and effort.

Here are some ways and tips to access the right online certificate program –

1. Choosing the Institution

There are various web sites online that offer these online certificate programs. One has to explore the various options. The first thing to do is to know that particular field you want, business, education, mass communication, arts or languages.

After considering the particular field, find web sites that offer programs specializing on the subject. More often than not, there is a particular institution known for giving credible programs. Sometimes even famous universities give online certificate programs.

Stick to these trusted and accredited programs only to avoid the scams.

2. Credentials and Success Stories

Some people on the other hand find it more convenient to get certificate programs that have lower tuition fees. This is to suit their needs at the same time meeting their particular budget. As such, investigating the reliability of the web site becomes more crucial at this point.

Ideally, it will help to get some advice from other people who have taken courses. Forums and discussion boards are good sources of feedbacks and comments. Sometimes the web site itself provides the testimonial. Know also if the institution passed an accreditation system.

3. Getting into the Right Course

In a particular field, there are several courses that may be offered. The courses can cover different areas of specialization. There are courses that shall allow one to earn a degree. Some people however opt to those courses that teach them specific skills.

4. Considering the Costs

The costs of online certificate programs differ from one institution to another. They often get really high because the accredited programs are taught by the professionals in the given field. It also utilizes different aspects of technology to make the learning process effective.

When it comes to education, the costs should not really matter. Of course, if times are really tough, financial aid are usually provided by the institutions.

5. Know the Requirements

Unlike in enrolling to a big university, most online certificate programs do not have strict requirements when it comes to grades. Usually, they allow people to enroll and will only require a particular minimum grade to earn the certificate.

Some courses, however, require a degree in a particular field, especially if the course amounts to a masters program. Just be aware of the requirements imposed to fully enjoy the benefits of the online certificate program.

Conclusion

Know how to properly select the right online certificate program and one will definitely improve skills and open up to various possibilities and career options.

HIV/AIDS is the global issue of new era of science and technology and we should know that the problem of widespread AIDS is challenge for human survival. Children and young people need to be equipped with the knowledge, attitudes, values and skills that will help them face these challenges and assist them in making healthy life-style choices as they grow. Education delivered through schools is one of the ways through which children can be helped to face these challenges and make such choices.

Providing information about HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change. Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes. Education can be effective in the more difficult task of achieving and sustaining behavior change about HIV/AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity.School policies need to ensure that every child and adolescent has the right to life education; particularly when that education is necessary for survival and avoidance of HIV infection.

HIV infection is one of the major problems facing school-age children today. They face fear if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.

It is estimated that 40 million people, worldwide, are living with HIV or have AIDS, at least a third of these are young people aged 15-24. In 1998 more than 3 million young people worldwide became infected including 590,000 children under 15. More than 8,500 children and young people become infected with HIV each day. In many countries over 50% of all infections are among 15-24 years old, who will likely develop AIDS in a period ranging from several months to more than 10 years.

Studies have shown the enormous impact HIV and AIDS have on the education sector and the quality of education provided, particularly in certain regions of the world such as Sub Saharan Africa. Consequences of the AIDS epidemic include a probable decrease in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop out, especially among girls. Girls are socially and economically more vulnerable to conditions that force people to accept risk of HIV infection in order to survive. A decrease in education for girls will have serious negative effects on progress made over the past decade toward providing an adequate education for girls and women. Reduced numbers of classes or schools, a shortage of teachers and other personnel, and shrinking resources for educational systems all impair the prospects for education.

Effective HIV/AIDS education and prevention is needed in all schools for all children so that no one is left ignorant. Yet in many places schools are apprehensive about providing sex education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. Women often lack skills needed to communicate their concerns with their sexual partners and to practice behaviors that reduce their risk of infection, such as condom use, which is often controlled by men.

The school can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity. School policies need to ensure that every child and adolescent has the right to HIV/AIDS education; particularly when that education is necessary for survival and avoidance of HIV infection.

A UNAIDS review (1997) of 53 studies which assessed the effectiveness of programs to prevent HIV infection and related health problems among young people concluded that sex education programs do not lead to earlier or increased sexual activity among young people, in fact the opposite seems to be true. 22 reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and STD rates. 27 studies reported that HIV/AIDS and sexual health neither increased nor decreased sexual activity, pregnancy or STD.

The review concluded that school based interventions are an effective way to reduce risk behaviors associated with HIV/AIDS/STD among children and adolescents.

There are three main objectives for this paper to integrate the education effectively with the HIV/AIDS preventions and other health aspects related with it.

These are as follows:

Objectives:

1) Health education focusing on HIV/AIDS prevention.

2) Raising awareness about HIV/AIDS among educators and learners.

3) Stimulate peer support and HIV/AIDS counseling in schools.

The main focus of the paper is to give the importance to the HIV/AIDS precaution with the health education raising the awareness about it among all the students as well as their teachers also and provide the supportive environment for the HIV/AIDS education for all.

Need of HIV/AIDS education:

In area such as HIV/AIDS prevention individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in tackling these issues and health problems, a healthy approach to HIV/AIDS and sex education works, and is more effective than teaching knowledge alone. T

here are numerous studies indicating that providing information about issues such as sex, STDs (Sexually Transmitted Diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change (Hubley, 2000). Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes (Gatawa 1995, UNAIDS 1997a). HIV/AIDS with health education can be effective in the more difficult task of achieving and sustaining behavior change.

Health education with HIV/AIDS is widely applicable:

This problems largely affecting men and women as well as older children and adolescents, both this age group and younger children also face a wider range of health problems where education can play a vital role in sustainable prevention and management. Health education with HIV/AIDS programs plays a vital role in preventing infections. This is done through promoting knowledge of areas such as symptoms, transmission, and behaviors that are specifically relevant to many infection in each community; attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits; skills such as avoiding behaviors that are likely to cause infection, encourage others to change unhealthy habits, communicate messages about infection to families, peers and members of the community (WHO, 1996).

 This kind of health education with HIV/AIDS prevention focuses upon the development of Knowledge, Attitudes, Values, and Skills (including life skills such as inter-personal skills, critical and creative thinking, decision making and self awareness) needed to make and act on the most appropriate and positive health-related decisions. Health in this context extends beyond physical health to include psycho-social and environmental health issues.

This approach utilizes student centered and participatory methodologies, giving participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and to practice the skills they need to avoid risky and unhealthy situations and adopt and sustain healthier life styles.

HIV/AIDS – a critical need for health education:

HIV/AIDS is an area where the scale and impact of the problem is such that the urgency of implementing preventative measures, including health education, is critical. Health education programs are being increasingly adopted as means of reaching children and young people to help halt the spread of this crippling epidemic. Studies from African countries show that children between the ages of 5 and 14 have the lowest prevalence of HIV infection. Below the age of 5 they are susceptible to mother to child transmission and after they become sexually active, the rate of infection increases rapidly – especially for girls (Kelly, 2000). Children aged 5-14 need to be reached at this critical stage in their lives and offer the ‘window of hope’ in stopping the spread of HIV/AIDS.

 Health Education with HIV/AIDS prevention Does Change Behavior:

There is now strong evidence from an increasing number of studies that health education HIV/AIDS prevention applied in an appropriate context, changes behavior – including behavior in sensitive and difficult areas where knowledge based health education has failed.

For example: Sexuality and HIV education –USA:

This study was implemented in 4 schools in New York City with 9th and 11th grade students (867 students), in intervention (AIDS prevention program) and control classes (no AIDS prevention program). The program focused on correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, increasing knowledge of AIDS-prevention resources, changing perceptions of risk-taking behavior, clarifying personal values, understanding external influences and teaching skills to delay intercourse and/or consistently use condoms. An evaluation carried out three months after the end of the program found that the intervention group showed the following positive behavioral outcomes when compared with the control group: decrease in intercourse with high risk partners, increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).

 HIV/AIDS prevention-Nigeria:

Health education programs are being implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among secondary school students. A study to evaluate one such program was conducted comparing 223 students who received comprehensive sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays and a demonstration of the correct use of condoms. Following the intervention, students in the intervention group showed a greater knowledge and increased tolerance of people with AIDS compared to the control. The mean number of sexual partners also decreased in the intervention group, while the control group showed a slight increase. The program was also successful in increasing condom use (Fawole et al., 1999) Above mentioned studies shows that health education with HIV/AIDS prevention does change the behavior of students especially adolescents.

 Method for implementing Health Education with HIV/AIDS prevention:

Although there is strong evidence that HIV/AIDS prevention is effective when properly applied and supported, implementing this approach and achieving this success on a larger, countrywide scale is one of the greatest challenges to be faced.

To be effective, HIV/AIDS prevention programs must address the following areas:

•Reassure stakeholders that these messages are beneficial:

Talking and teaching about reproductive health and HIV/AIDS issues does not result in earlier initiation of sex or promiscuity. The evidence suggests that well implemented skills-based programs, conducted in an atmosphere of free discussion of all the issues, is likely to lead to young people delaying the initiation of intercourse and reducing the frequency of intercourse and number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).

•Provide support to teachers: The lack of support for implementation of new programs is one of the most important factors affecting success. For most teachers both the content and methods of HIV/AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential to assist teachers both in their work and also their personal lives since HIV/AIDS is, of course, also affecting teachers. Sufficient support, training, practice and time needs to be available to teachers, in both pre- and in-service training sessions and workshops, to facilitate reflection and development of their own attitudes, and to motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which are often focused on information alone (Gatawa 1995, Gachuhi 1999). In addition, sufficient time and an appropriate place must also be given in the curriculum so that all students have access to HIV/AIDS prevention.

•Start early: As well as targeting adolescents, programs need to be targeted at children at an early age, with developmentally appropriate messages, before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Because younger children are generally not sexually active, these programs will address the building blocks for healthy living and avoiding risk, rather than the very specific issues related to sexual relationships and HIV/AIDS which are progressively introduced to programs for older ages. However, the large number and diverse age range of children within primary schools is an enduring challenge, especially when addressing sensitive issues. Active and self-directed learning methods which are commonly used in education can be helpful in overcoming these classroom management issues to some extent.

•Provide a supportive environment: Schools need to have strong policies and a healthy supportive environment in terms of behavior of students towards each other, teachers and school personnel. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999, Lowensen et al. 1996). Programs need to address this potential problem by training and supporting teachers, so that they can become role models rather than neutral or adverse figures in relation to sexual behavior.

•Respond to local needs: Many of the models for HIV/AIDS prevention have been developed in western, developed countries. The available evidence from developing countries, although more limited in scope than the studies from non-developing countries, supports skills-based health education for HIV/AIDS and reproductive health (Hubley, 2000). The main issue is that wherever programs are to be implemented they must be shaped to meet the local socio-cultural norms, values and religious beliefs, and need to include ongoing monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).

Elements of a Health Education for HIV/AIDS prevention:

Reviews of school-based HIV/AIDS prevention programs (23 studies in the USA (Kirby et al. 1994), 37 other countries (reported in UNAIDS 1999) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have identified the following common characteristics of successful programs:

1.Focus on a few specific behavioral goals, (such as delaying initiation of intercourse or using protection), which requires knowledge, attitude and skill objectives.

2.Provision of basic, accurate information that is relevant to behavior change, especially the risks of unprotected intercourse and methods of avoiding unprotected intercourse. 3.Reinforcement of clear and appropriate values to strengthen individual values and group norms against unprotected sex.

4.Modeling and practice in communication and negotiation skills particularly, as well as other related “life skills”.

5.Use of Social Learning theories as a foundation for program development.

6.Addressing social influences on sexual behaviors, including the important role of media and peers.

7.Use of participatory activities (games, role playing, group discussions etc.) to achieve the objectives of personalizing information, exploring attitudes and values, and practicing skills.

8.Extensive training for teachers/implementers to allow them to master the basic information about HIV/AIDS and to practice and become confident with life skills training methods.

9.Support for reproductive health and HIV/STD prevention programs by school authorities, decision and policy makers, as well as the wider community.

10.Evaluation (e.g. of outcomes, design, implementation, sustainability, school, student and community support) so that programs can be improved and successful practices encouraged.

11.Age-appropriateness, targeting students in different age groups and developmental stages with appropriate messages that are relevant to young people. For example one goal of targeting younger students, who are not yet sexually active, might be to delay the initiation of intercourse, whereas for sexually active students the emphasis might be to reduce the number of sexual partners and use condoms.

12.Gender sensitive, for both boys and girls.

 Conclusions:

 Health Education with HIV/AIDS prevention offers an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to help them avoid risk taking behavior and adopt healthier life styles. The scope of health education means that it can be applied to a wide range of areas, especially STDs and HIV/AIDS prevention, but also including violence, substance abuse, unwanted situations such as early pregnancy and all areas where knowledge and attitudes play a critical role in promoting a healthy lifestyle for children and young people growing up in the 21st century. We can sum it in following points- •The constitutional rights of learners and educators must be protected equally.

•There should not be compulsory disclosure of HIV/AIDS status.

•No HIV positive learner or educator may be discriminated against.

 •Learners must receive education about HIV/AIDS and abstinence in the context of life- skills education as part of the integrated curriculum.

•Educational institutions should ensure that learners acquire age and context appropriate knowledge and skills to enable them to behave in ways that will protect them from infection.

•Educators need more knowledge of, and skills to deal with HIV/AIDS and should be trained to give guidance on HIV/AIDS.

Suggestions for implications for policies and programmes:

•Male and female condom promotion efforts need to recognize, identify and address gender issues including sexual and other forms of violence, that inhibit condom use.

•HIV/AIDS, peer education, and sex education programmes for adolescents that incorporate gender equality issues into their framework should be fostered. Such programmes should enable a better understanding of how norms related to masculinity and femininity may increase risky sexual behaviour, and help young people begin thinking about how to work towards equal and responsible relationships.

•Voluntary Counselling and Testing (VCT) services should take into account the risk of violence and other adverse consequences when evaluating different approaches to disclosure. For example, patients can be given the choice of counsellor-mediated disclosure if that would help minimise adverse consequences.

•Both men and women should be involved in Prevention of Mother to Child Transmission (PMtCT) programmes. Antenatal services can educate men about sexuality, fertility and HIV prevalence to raise their awareness and sense of responsibility. This would avoid reinforcing the belief that women alone are responsible for pregnancy and for HIV transmission to the infant.

•Community Home Based Care (CBBC) approaches need to include a special effort to promote the role of men as care-givers in the family and community, and to provide adequate support and guidance to enable male participation. At the very least, such programmes should acknowledge that reliance on “home care” is, at present, largely reliance on “women’s care”.

References:

1.Fawole, I.O., Asuzu, M.C., Oduntan, S.O., Brieger, W.R. (1999). A school-based AIDS education program for secondary school students in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.

 2.Gachuhi, D. (1999). The impact of HIV/AIDS on education systems in the Eastern and Southern Africa region and the response of education systems to HIV/AIDS: Life Skills Programs.

3.Gatawa, B.G. (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe.

4.Hubley, J. (2000). Interventions targeted at youth aimed at influencing sexual behavior and AIDS/STDs. Leeds Health Education Database, April 2000.

5.Kelly, M.J. (2000). Standing education on its head: Aspects of schooling in a world with HIV/AIDS. Current Issues in Comparative Education. 3(1).

6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). Implementation of a comprehensive AIDS education program for schools in Masaka District, Uganda. AIDS CARE, 11(5): 591-601.

7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3): 339-361.

8.Lowensen, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).

9.UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: a review update.

10.UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical update, October 1997.

11.Walter, H. & Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of urban high school students. JAMA, 270(6): 725-730.

12.WHO (1996). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.

Joseph is 26 years old and lives in Windhoek, Namibia. At the age of 21, he has unexpectedly become the father and mother of his 4 young brothers and 2 sisters, when his most loving mother, Hileni, a school teacher and city councilwoman, the only provider of the family, unexpectedly died from the HIV disease.

Their father, Samuels had died a year before. The youngest child at the time was just less than 4 years old. Fortunately, when Hileni passed away, Joseph has already graduated from high school, and he was planning on going to college, but he could never go, as he had to find a job to support his young brothers and sisters.

Joseph has a brother, Fritz, who is 23 years old and is defying the gravity of their hardship by going to college. He wants to go to Santa Monica College in Santa Monica, California, and then transfer to UCLA to complete his degree education, so he can one day find a good paying job to help his brothers and sisters.

And by the time Fritz completes his degree education, Joseph would be in his 30s, but Joseph also plans on going to college as soon as Fritz finishes and gets a job to help take over the family load. However for Fritz to find the money he needs to pay for his tuition and fees at SMC is another dream that needs to come true for him, which is almost impossible, his mother and father have died and they have no relatives who can afford to send them to college. With stringent bureaucracy, who and how can anyone even ask the government to help fund their education?

In Columbus, Ohio, Timothy is 20 years old and a second year student at the Ohio State University majoring in Computer Science Engineering. His mother was gunned down in a drug related accident when Timothy was just three years old. His father has had unfortunately fallen a victim of drugs and alcohol since Timothy was little, so he has never been in any place to help raise Timothy and his young brother.

Luckily, Timothy has an aunt who helped raise him and his young brother. And at the age of 14, Timothy was forced to find a job in Richmond, Virginia, at a local McDonald’s restaurant, but because he was just too young to work, he had to lie on his job application that he was in fact 16 years old. He had to work in order to support himself and his young brother.

Timothy calls himself the ‘definition’, the definition of overcoming hardship, struggle, and growing up without any proper supervision and parental love. His favorite word is ‘focus’.

Whenever you talk to Timothy, you would hear that word ‘focus’ lamenting in his tone more than a dozen times. It’s his vocabulary and his reminder to staying focus on what he has always wanted to do, reaching his goal and realizing his potential. He has already defied that by finishing high school no matter what he had faced in his early years of life and by enrolling in college to achieving his dream.

Timothy works more hours each week, more than the hours he needs to study. He has to work in order to pay for his rent and housing expenses, for him and his young brother. However, he’s at least fortunate that he has financial aid and student loans from the U.S. Department of Education to pay for his tuition and fees at the Ohio State University.

Zanelle is a 16 years old from Soweto, South Africa. She has three sisters and one brother. Her father died of AIDS when she was just 12 years old and her mother died of the same disease when she was 14 years old. At 16, Zanelle is the mother and father, provider and bread-winner of her siblings. She dropped out of school in order to work as a brick layer in order to earn money to help and support her brother and sisters.

Her relatives, aunts and uncles have also died of AIDS and the few remaining relatives are also HIV positive. Her 79 years old grandmother is the only one left to help out at home, but what can she really do at her age, except to look after the kids when Zanelle goes to work?

In the rural areas of India, there’s a place well known as Destiny Village (http://www.destinyvillage.org), with children, mostly orphanage, some of whom were abandoned by their families. This same Destiny Village has also been setup in Haiti to help house the same type of children. These two houses have been generously setup and sponsored by members of The Potter’s House Church of God (http://www.pottershouse.org) in Columbus, Ohio, under the leadership of the anointed, Pastor Tim Oldfield.

Some or all of the children in the Destiny Village housing projects, if it was not for the Potter’s House initiatives to help them by providing them with adequate housing, food, and education, God only knows where these kids would be today, most of them would probably be dead, or staying homeless as they once were prior to the Potter’s House initiatives to help them.

In the rural areas of Lundazi in Zambia, Mathias Zimba, director of Rising Fountain Development Program (http://www.risingfountains.org) is trying his utmost best to help families; grandparents, children and HIV positive victims in the whole rural area of Lundazi to have access to medical facilities and education.

Lundazi is one of the largest Districts in the Eastern part of Zambia, with a total population of 296,560, of which the majority live in the Lundazi rural area, while only a small part of the population lives in the city district.

Most of the population of the Lundazi area is HIV positive for those who are still living, while the majority of the parents have died of HIV and only the grandparents are left to raise and look after the orphanage kids.

When only the grandparents, most of them are in their late 70s and 80s, they cannot really provide the children with the care they need and cannot also help them with their educational work, as what normal parents would do. Because most of the grandparents were born during the colonialism and did not have opportunity to get an education. Thus now, the cycle of illiteracy continuous to repeat itself.

“There are a number of policies that have been put in place and slowly being implemented by the Zambian government, though the challenge is that, most of these policies are really only effective in urban areas and trickle at a snail rate into rural areas” said Zimba.

Among some of the notable policies in place by the Zambian government include:

Education Policy – free education for all at Basic Education. However the challenge is that despite being a policy, school authorities still charge a fee ‘user fee’ for students to pay.

“This money is used for operational costs for the school to cover the deficit they have from their lean budgets. Now, in rural areas, where on earth can a family with almost no income meet these costs? The end solution is that in rural areas, some children, particularly girls are left out from school and are forced into early marriages and so forth” said Mr. Zimba.

Healthcare Policy – free HIV/AIDS drugs to people infected with the disease. Zimba said that this is a wonderful policy to allow people who are HIV positive to have access to life saving drugs.

“The challenge is that most of the rural area clinics are centralized near the urban areas and sick people need to walk by foot almost 120 km (about 75 miles) to access the help they desperately need. There is no reliable transportation, despite the community efforts to put up good feeder roads and in the end; people are just dying in the rural areas” said Mr. Zimba.

“What are the consequences? HIV is increasingly being spread throughout the country and grandmothers are now taking over, looking after their grandchildren as due to the death of their own children” Said Zimba.

Agricultural Policy – a good policy has been put in place relating to marketing of farm produce to allow local farmers to sell their produce through a liberalized system in order to earn a few monies to support their families.

“The challenge is that despite all of these wonderful policies for Agriculture, in rural areas, we are only seeing a few “unscrupulous” traders who come and rip off poor farmers and buy their produce at extremely low prices” states Zimba.

“Our main goal really is to help children and women in these areas of Zambia to have a future and fulfill their dreams. But to do that, we need advocacy on our work so that people who have power and resources can help us meet our objectives. We need to help children to have food on the table, medical, clothes and most importantly, a good health system” cries Zimba.

One of the projects that are currently helping and working with the Rising Fountain Development Program is The Pencil Project (http://www.thepencilproject.com) led by Maria Vick and is based in South Carolina, USA.

“I lived in Swaziland as a child and was able to witness poverty firsthand. As you know, a trip to Africa will change anyone forever. I was always struck by the joy and gratefulness that I found in the African people despite the fact that so many had so little” states Mrs. Vick.

“As I’ve matured, now at 36 years of age, I have come to believe that education is the only real way out of poverty and that all the world’s children should have access to the tools they need. A pack of one dozen pencils, something that people in well developed countries take for granted, could help 12 children” states Mrs. Vick.

“In just a short time, my project has gotten a pencil into the hands of over 10,000 needy children. The pencil, though a simple thing, symbolizes education and the promise that I would like every child to feel” Says Maria Vick.

Mrs. Vick says that she acts as a ‘matchmaker’ between a donor school and a needy school. People come to her website who are looking for an easy way to help children in need. The donor school will collect pencils and then ship them to the needy school that she has found for them. And that’s how her organization started working with Mathias Zimba and the Rising Fountain Development Program.

“I believe that Mathias first contacted me, I can’t remember, and we sent an initial shipment of pencils to his students. He responded so beautifully by sending me many photos of the children receiving the pencils. They were so grateful! Their photo is on my homepage. Simon, I cried for days” sadly states Mrs. Vick.

“I have helped numerous needy schools around the world since my project’s inception but something about this program, about Mathias Zimba, and about these students have touched me as they have touched you. I have pledged to personally collect supplies for their school and am currently sending two additional parcels a month of paper, books, etc. all on my own dime” cries Mrs. Vick.

“The children have nothing, no shoes, and no blankets, nothing…and yet they try to come to school every day with a smile on their face. I don’t believe that the UN or any government for that matter is doing much to help the world’s children. There are children that are forgotten all over the world. Even in my state of South Carolina, we have school districts that are terribly underfunded (http://www.corridorofshame.com). I personally feel that we cannot wait for the government to come through for these children. They need materials now and every day that goes by is another lost opportunity for them. I won’t wait for the government. I just want to put the materials into their hands” states Mrs. Vick.

“As far as the children left homeless by AIDS, it is devastating. But it’s all part of a much larger problem which comes back to education. Knowledge is power, Simon. I know that you understand that. It is often difficult to recruit people to help in these efforts if they have never been to Africa or have only ’seen’ poverty through the television screen in their warm, comfortable living room. That’s why I am focused on the younger generation—the children who email me every day to help. They are so eager and so willing to help build their generation. It encourages me that my small idea has blossomed into something that I never could have imagined” states Mrs. Vick.

Mathias Zimba states that his organization’s main goal is to help children and women in these areas of Zambia to have a future and fulfill their dreams. “But to do that, we need advocacy for our work so that people who have power and resources can help us meet our objectives. We need to help children to have food on the table, medical, clothes and most importantly, a good health system” cries Mr. Zimba.

“Our current urgent need is to allocate funding to help pay teachers at our rural community school, which is US$150 a month in salary for a qualified teacher to work in the rural areas. We need to recruit two qualified teachers to help out. Currently we are only working with volunteers and there is no consistency” Says Zimba.

“Rehabilitation of water wells. Water borne diseases thrive in the rural areas and we want to help them rehabilitate and maintain by forming a water committee. It costs around US$400 to rehabilitate a well and we need to help them rehab approximately 5 wells that will serve 300 members” states Mathias Zimba.

The most important problem currently facing Mr. Zimba is to find someone who may be willing to help them through donations or grants to buy a vehicle that they can use for an ambulance which will help people in his communities be able to go to healthcare clinics and receive medical care they so desperately need.

Most sick people when they walk the long distance to go to collect their daily HIV dozes of medicines, most of them don’t even make it back. They die on the way to the clinics because it takes them up to 3 days to get there by foot.

And when they don’t return home, the kids ask, who’s taking away all of our parents? Who’s killing our parents? Doesn’t God love us anymore? Why has God forsaken us?

The grandparents have no answers to any of these questions, they simply look at the kids and tell them that it’s God’s will that He’s taking them away.

Some of the people, who can afford, use donkey carts to go to and back from the clinics. Zimba believes that finding someone to help them with a van that they can use as a vehicle will tremendously help them solve one of the most critical problems of getting the sick to the healthcare.

The week of October 16, 2007, Jennie who is one of the volunteers from Ireland who arrived last week to volunteer at the Rising Fountain Development Program, brought Mr. Zimba and his team an award, presented to them by Mayor Edwin Stevenson of Limavady City, Ireland, who awarded Mathias Zimba and his group as a recognition for their outstanding community work.

“This is great news for all of us. It’s a great daily challenge being faced with so many problems in our community, and this award encourages us to work relentlessly and help people in our community as much as we can. We just need help, more resources and supports in order to enable us to carry on with our tasks, even a small contribution can help make a difference in a big way” states Mr. Zimba.

In the near future, Mathias Zimba and his organization want to initiate a cooperative program to help farmers sell their produce at economic prices and raise income for their savings.

“There are many other organizations such as WVI, Global Fund, and others that are working for the same cause in Zambia, but most of these organizations are centralized in large cities and towns and don’t really reach people in rural areas” says Mr. Zimba.

There are many Josephs, Timothys, Zanelles, Destiny Villages and Lundazis out there, all around us, everywhere in the world, and the question is, what are you doing to help out?

If you would like to learn more or find out how you can help Mathias Zimba and his organization, The Rising Fountain Development Program, please visit their web site at http://www.risingfountains.org.

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