Transforming Lives - The Story of Development in Samuye, Tanzania - An Educational Curriculum by laurie delgatto

Transforming Lives The Story of Development in Samuye, Tanzania

An Educational Resource for Young People in Grades 9-12

Transforming Lives The Story of Development in Samuye, Tanzania

This educational resource was produced by World Vision Canada and adapted by World Vision Resources, World Vision, 2008. World Vision United States is grateful to Development Education of World Vision Canada for allowing this resource to be adapted for use in the United States. Copyright ÂŠ World Vision Inc., 2008. Editorial Director: Milana McLead Editor-in-Chief: Jane Sutton-Redner Project Editor: Laurie Delgatto Copy Editor: Brooke Saron Design: Journey Group, Inc. Sales and Distribution Manager: JoJo Palmer The Transforming Lives study guide may be reproduced only with the written permission of World Vision Resources, Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716, wvresources@worldvision.org.

Printed in the United States of America ISBN 978-0-9817927-3-6 During the preparation of this resource, all citations, facts, figures, names, addresses, telephone numbers, Internet URLs, and other pieces of information cited within were verified for accuracy. World Vision Resources has made every attempt to reference current and valid sources, but we cannot guarantee the content of any source and we are not responsible for any changes that may have occurred since our verification. If you find an error in, or have a question or concern about, any of the information or sources listed within, please contact World Vision Resources.

Overview Transforming Lives offers an inside look at the work of international development today. The video uses World Vision’s development program in Samuye, Tanzania, as a case study. This resource helps the participants explore the concepts of community development and transformation.

Objectives Through the video and study guide, participants will: » explore their own and others’ perceptions of international development » discover the need for complex, integrated approaches to international development » look at the implications of power in their own lives, and explore the role of the local community in international development

Video Synopsis The Transforming Lives video explains international development by telling the story of community development in the Samuye region of Tanzania. Transforming Lives is a hopeful story of community empowerment and change, told by the people who are making it happen—the Tanzanians themselves. The video is available for viewing and download at worldvisionresources.com. Simple click on the “free resources” icon and then go to “video resources.” Total running time: 17 minutes

Leader Preparation View and download. Choose which activities you will incorporate into a specific session based on time and objectives. Photocopy relevant pages, prepare newsprint and other relevant materials, and set up viewing space and equipment.

Time Required 30–40 minutes per activity

Table of Contents » People Living in Poverty: Perceptions.................................................6 » Perspectives on International Development............................................7 » Video: Transforming Lives..............................................................8 » Charting Development Outcomes...................................................11 » Global Trends in Community Development.........................................12 » Does Community Development Make a Difference?................................15 » Reading the Bible Through the Eyes of Others......................................17

transforming lives

People

Living in Poverty: Perceptions In this a c tivity, images capture a moment in time and become a power-

ful window into the stories of others.

Mat er ials N eed ed

» two sheets of newsprint » a roll of masking tape » a marker

Activity Steps

W r i t e t h e p h rase “people living in poverty” on a sheet of newsprint and post it where

all can see. Ask the participants what comes to mind when they think about people who are poor in developing countries. As the participants brainstorm words and phrases, record them on the newsprint. Write the words and phrases in a scattered fashion, subtly placing positive words and phrases on one side of the newsprint and negative words and phrases on the other.

W h e n t h e b r ainstorming is complete, draw a vertical line between the positive and

negative words and phrases. Then discuss the following: » What do you notice about the list? » Why do you think negative images often dominate our perceptions of people who are poor? » What might be the consequences of widely held negative perceptions of people in developing countries? » What kinds of solutions to poverty are we likely to support if our perceptions of people living in poverty are overly negative?

No t e t h e f o l low ing:

C o n c l u d e t h e ac tivity by asking the participants to offer some additional posi-

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» This activity can be a real wake-up call to our own preconceptions. It is important to be aware of these perceptions, because what we expect to see is often what we do see. We tend to filter out images and messages that do not fit with our own worldview.

tive images of those who are poor. This provides for a more balanced perspective and gives the participants practice in seeing the good qualities of those living in developing countries. Record the positive words and phrases on a new sheet of newsprint. Then ask: » What kinds of solutions to poverty are we likely to support if we have a more balanced perception of people who live in poverty? 6

Perspectives

in International Development In this a c tivity, the participants explore their own ideas about interna-

tional development.

M at er ia ls N e ed ed

» blank sheets of paper, one for each participant

» pens or pencils, one for each participant » sheets of newsprint, one for each small group of three or four and one extra » markers, several for each small group of three or four and one extra » masking tape, one roll for each small group of three or four » copies of handout 1, “Development Messages,” found on pages 20-21, one for each participant

Activity Steps D i s t r i b u t e a blank sheet of paper and a pen or pencil to each participant. Ask the young people to divide their papers into four quadrants. Direct them to work individually to write four different statements beginning with “Development is . . . ” in each quadrant. The statements should capture the participants’ own understandings and perceptions about the concept of international development. Make sure you note that there are no right or wrong answers. Allow enough time for the participants to complete this task.

In v i t e t h e pa rtic ipants to form small groups of three or four to share and discuss their defi-

D i s t r i b u t e a copy of handout 1 to each participant. Invite them to work in their small groups,

nitions and then to prepare a mutually acceptable short paragraph defining international development. Provide each small group with a sheet of newsprint and markers, noting that they should print their definition paragraph on the newsprint. Allow plenty of time for the groups to discuss and complete their assigned tasks. Invite each small group to display its newsprint and share its definition paragraph with the larger group.

reading the statements on the handout and then determining the following: » the least interesting statement » the most insightful statement » the most challenging statement

» the most inspiring statement

» the most outrageous statement You may wish to write these points on a sheet of newsprint for the group’s to reference.

In v i t e t h e s m all groups to share and explain some of their choices with the larger group. En-

courage the rest of the participants to raise questions about any of the statements the small groups make. Conclude the activity by discussing with the group any common themes in the messages. 7

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Video:

Transforming Lives

Mat er ials N eed ed

In this a c tivity, the participants watch a video that tells the story of community development in the Samuye region of Tanzania.

» copies of handout 2, “How I See International Development,” found on page 22, one copy for each participant » pens or pencils, one for each participant » the video Transforming Lives, available for download at worldvisionresources.com. » a television and a video player

Activity Steps

P r o v i d e e ac h parti c ipant with a copy of handout 2 and a pen or pencil. Ask them to rank the statements according to the instructions noted on the handout. Note that their ranking should be based on their own beliefs, and that there is no right or wrong answer.

W h e n t h e pa rti cipants have completed this task, ask them to pair up with another

F o l l o w u p the ranking process with a large-group discussion, using the following ques-

person and explain their rankings. Note that the pairs do not need to come to consensus but may adjust their own rankings if they wish. Also note that they should not complete the second set of boxes at this time.

tions: » Which statements did you find most agreeable and why? » Which statements did you find least agreeable and why?

E x p l a i n to the participants that the video they will be watching is the story of community empowerment and change in the Samuye region of Tanzania. Provide the following background information: » Tanzania is a beautiful country that includes both the highest and lowest points in all of Africa (Mount Kilimanjaro and Lake Tanganyika). The majority of Tanzania’s population lives in rural areas. Many Tanzanians are small-scale farmers who grow only enough food to feed their families.

» Unemployment is high—approximately 16 percent overall—and more than half of all households live in poverty. People who are poor spend three-quarters of their income on food, but their diets are of low nutritional value.

T RANSFORMING LIVES

Video: Transforming Lives (continued) » One-fourth of all households are headed by women, but lack of education is a problem for the female population. Most girls of primary-school age do not attend school, contributing to high illiteracy rates among Tanzanian women. » In Tanzania, ongoing and deep poverty has created a situation where more than 30 percent of children under the age of 5 are malnourished. A severe economic crisis in the 1980s negatively affected many sectors of the Tanzanian economy, including education. School enrollment declined and curriculum and teaching materials became outdated. The loss of student potential continues to affect the country today. » World Vision’s office in Tanzania was established in 1981. Today World Vision has 89 active projects in Tanzania, reaching approximately 3 million people. In the early 1990s, village leaders invited World Vision into Samuye (pronounced Sam-oo-way), a rural area with 14 villages. » Samuye is located near the town of Shinyanga in north-central Tanzania, one of the poorest regions of the country. » Most people in Samuye survive through subsistence farming—growing only enough food for their own needs. Dry spells and food shortages are common. World Vision’s baseline surveys, undertaken as the work began, revealed that in some villages, 50 percent of the children suffered moderate to severe malnutrition. » The baseline surveys also revealed that close to half of Samuye’s children were not immunized. There were few health-care facilities in the region, and existing facilities were poorly equipped. When the work started in 1992, child-death rates in the region were high—for every 1,000 children born, 92 would not reach their fifth birthday. » In addition, the poor state of children’s education was of great concern to community members. Run-down schools, inadequate housing for teachers, and general poverty made it difficult to attract and keep teachers. This unproductive learning environment kept many children from attending school, compounding the negative trends in the national education system. » Today, the story of the Samuye community is very different. The video we are about to view shows how the people of Samuye, together with World Vision in Tanzania and the government of Tanzania, are working to transform their own lives.

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Video: Transforming Lives (continued)

5 6

G at h e r t h e partic ipants around the television. Play the video. A f t e r wat c h i ng the video, invite the participants to discuss the most important mes-

sages about development they learned from the video. Pose the following questions: » Was there anything in the Samuye story that surprised you? » What new understanding about community development did you gain? » What do you think are the most important aspects to keep in mind when doing development work? Why do you think they are important? » The video also shows examples of what is involved in development work today. What concrete examples of development did you observe in the video? [The participants should name things like food security, access to water, health care, education, smallbusiness development, community organization, and so on.]

A s k t h e pa rt icipants to refer back to the handout, and give them time to fill out the

C o nc l u d e t h e a c tivity by inviting the participants to share their observations on

second set of boxes now that they have seen the video and talked with others about community development. Invite the young people to use the space at the bottom of the handout to make comments on how their perspective on development changed and what about their perspective was confirmed.

the following: » Did you change your ranking of any statements? » If yes, how do the changes reflect what you learned today?

T RANSFORMING LIVES

Charting

Development Outcomes

T h i s a ctivity helps the participants to identify and explore specific out-

M ate ri als N eed ed

comes of community development shown in the video.

1 2 3

» a roll of masking tape » the following chart, copied onto a sheet of newsprint Development Outcomes

Difficulties

Responses

Results

Agriculture Health Education Other

Activity Steps R e f e r t h e pa rti cipants to the “Development Outcomes” chart you have posted on

newsprint. Ask the group to name the difficulties of life that people in Samuye face, and write these in the first open column beside the appropriate area category: agriculture, health, education, or other. N e x t have the participants recall and name responses to these difficulties from the video. Then ask them to name what results they would expect from implementing these responses. Invite the group to think about both immediate and long-term results. C o nc l u d e t h e a c tivity by adding another dimension to the completed chart by connecting items in the last two columns wherever a response in one area has an impact on another area. For example, digging wells provides clean water, which is linked to better health, which in turn leads to better attendance in school and improved education. The chart might be a bit messy by the end, but the activity will help the participants understand the need for complex, integrated approaches to community development.

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Global

Trends in Community Development

In this a ctivity, the participants explore global trends in community

Mat er ials N eed ed

development to better understand key principles of development practices today.

» a sheet of newsprint » a marker » a roll of masking tape » four copies of resource 1, “Trends in Development,” found on page 23.

Activity Steps

A s k t h e pa rt icipants to individually recall a simple accomplishment they were in-

volved in that required self-motivation and commitment. It could be personal, such as earning a swimming medal, or group-focused, such as successfully raising money for a project. As the participants are thinking, write on a sheet of newsprint the following questions, and post the newsprint where all can see: » What was the accomplishment? » How did it feel when you or your group achieved your goal? » What was your role in the task? » How important was it that you “owned” the process?

2 3

In v i t e t h e pa rtic ipants to form pairs and share their experiences using the ques-

tions you have posted on newsprint. R e g at h e r t h e parti cipants and note the following:

» Mrs. Kimambo knows the importance of having the community take ownership of the development process. In an off-camera interview, she tells a story about digging wells in Samuye: We have learned a lot through other organizations that came and built wells for the village. The wells were brought to the community, and then the organization left. Within two years, the wells were all broken and nobody took care of them. From this we learned that if the community is not involved in a project, then they will not be affected if something goes wrong. Now, before World Vision constructs any well, we make sure that there is a group in the village who will own that well. The group

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Global Trends in Community Development (continued) forms a management committee and contributes money, materials, and labor toward the construction of the well. After the construction is complete, the group develops regulations as to how the well will be used and maintained. We have nine wells today and they are all functioning in different villages.

R e a d a l o u d the following quotation from Lucia:

» “World Vision said that there were resources from other countries to help us, but that we ourselves were the greatest resource.” Note the following key points: » The local community plays a key role in development work today. Local residents are the ones who have the greatest vested interest in improving their situation. They have skills and knowledge that are invaluable to the development process. They do much of the hard work involved in community development. And they are the ones who will be around long after outsiders have left. » International development agencies like World Vision emphasize supporting local people as agents of change in their own communities. Also, hiring local staff helps to build national capacity for the longer term.

In v i t e f o u r volunteers to come forward. Give each a copy of resource 1 and ask

O f f e r t h e f o llowing key points:

them to each read one of the statements. Discuss as a group the advantages and disadvantages of each of the models. Help the participants decipher how development practitioners would have progressed through the four development trends. Then as a creative thinking activity, speculate on what the next major trend or progress in development practices might be.

» In the 1990s, World Vision established Area Development Programs (ADPs) to encourage increased community ownership and local management of the development process. » An ADP is a geographic clustering of communities that shares a collective vision for the area’s future. » Each ADP has a local committee made up of women and men who work with World Vision staff in planning and overseeing the community development. » In Tanzania, ADPs use a process called appreciative inquiry to help people discover and build on the resources that already exist within their community. By focusing on what is 13

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Global Trends in Community Development (continued) working, the community develops its local resources and inherent strengths. » appreciative inquiry also encourages the community to envision new possibilities and plan the steps that will make its dreams a reality. The positive community elements named using the appreciative inquiry approach become key building blocks in the development process.

H av e t h e g r o up brainstorm a list of ways the local community plays an important role in development today (e.g., knowledge of community history; familiarity with seasons and traditional crops; provision of labor; vested interest in development of the community; understanding of cultural norms, such as the dynamics between genders). Then lead a discussion using the following questions: » Do you think these community resources are as important as the resources that come from outside the community, such as money or technical assistance? Why or why not?

» Are you surprised that the World Vision staff in Tanzania is not made up of foreigners, but rather of Tanzanians? Why or why not?

8 9

R e f e r b a c k to the positive points the group listed during the “People Living in Poverty: Perceptions” activity or the list of community resources brainstormed in step 7. Note that these are the kinds of resources and community strengths that would be emphasized in an appreciative inquiry approach. A s k t h e pa rt icipants to try to imagine the kind of development work that would

build on these positive points by applying the approach to the following hypothetical problem: » A youth group is in the doldrums with poor attendance and poor spirit, and your team has been assigned to turn it around. Note that if the team were to use a traditional approach, it would start by listing the problems and looking for reasons for the poor performance. This could be very discouraging. Using an appreciative inquiry approach, the team would ask the participants why they are part of the group. What do they get out of the program? What are its strengths? In this type of approach, the team would look at the best moments of the group to discover what went right and then build on those “right” moments. The team would ask the participants to envision a brighter future for their youth group and then incorporate those dreams into the youth group’s turn-around plan.

10 transforming lives

If t i m e p e r m i ts, divide the large group into small groups of four or five, and have the small-group members share examples of appreciative inquiry from their own lives.

Does

Community Development Make a Difference

M at er ia ls Need ed

In this a ctivity, the participants are introduced to the concept of sustainable development.

» copies of handout 3, “Definitions of Sustainable Development,” found on page 24, one for each participant » pens or pencils, one for each participant » a sheet of newsprint » a marker » a roll of masking tape

Activity Steps Be g i n b y n o t ing the follo w ing:

» One of the key tenets of development work today is sustainability—implementing development strategies that are pursued by the people themselves, are longer term, and are environmentally sound. » In the 1980s, an international commission of experts came up with the following succinct definition of sustainable development: “Sustainable development is development that meets the needs of the present, without compromising the ability of future generations to meet their own needs” (World Commission on Environment and Development, Our Common Future, [Oxford, England: Oxford Press, 1987], page 43. Copyright © 1987 by World Commission on Environment and Development. All rights reserved).

D i s t r i b u t e to each participant a copy of handout 3 and a pen or pencil. Ask the par-

A s a l a r g e g r oup, review the individual definitions and have the participants agree on

N o t e t h e f o l lowing:

ticipants to review the definitions individually, using underlining and notes in the margin to highlight major contributions of each idea to the concept of sustainable development.

one or two key concepts that each definition offers to their understanding of sustainable development. List these concepts on a sheet of newsprint and post it where all can see.

» It is human nature to want to see quick results, but lasting development that is truly transformational takes time.

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Does Community Development Make a Difference (continued) » When needs are great and widespread, we cannot expect things to change overnight. The issue of time is reflected in the following quotations from the video: » “When the development started, I was not sure what would change ... What I found is that the changes have been slow, but they are real.” (Lucia)

» “My hope for Samuye is that the biggest changes will happen after World Vision has left. Then I will know that the development has truly transformed the people themselves.” (Mrs. Kimambo)

A s k t h e pa rt icipants if they are surprised at the length of time World Vision works in

H av e t h e pa rti c ipants form pairs. Ask each pair to role-play the following scenario:

partnership with communities. Note that it could be argued that it would be more convenient to simply go in and drill wells and distribute seeds and then move on to other communities. In light of earlier discussions about community ownership and sustainability, discuss with the participants the downside of such an approach.

» Someone you know approaches you, and the subject of international development comes up. This person says: “International development doesn’t make a difference. Nothing really changes in those countries.” How do you respond? Have the pairs discuss and then act out the role-play for a few minutes. Then have them switch roles and do it again. Invite a few pairs to come forward to share one of their role-plays with the large group. Encourage the rest of the participants to give constructive feedback to the role-players so as to build up group skills in explaining development. Variation: Create alternative scenarios, helping the participants express other learnings from the video. Or have the participants help role-players at any time by shouting “Stop!” and substituting themselves for one of the players.

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Reading

the Bible Through the Eyes of Others

In this a ctivity, the participants explore the Scriptures through the

M at er ia ls N eed ed

eyes of the poor.

1 2

» Bibles, one for each participant » a sheet of newsprint, a marker, and a roll of masking tape (optional)

Activity Steps Be g i n t h e ac tivity by reading Isaiah 65:17–23 aloud to the group. Then ask the participants to close their eyes and visualize the people they met in the video: Lucia, Mrs. Kimambo, Clemence, Bernadette, and Mary. R e a d a l o u d the Scripture passage again, but this time ask the participants to hear it as through the ears of the Samuye residents. After the reading, offer the following questions for reflection. Pause between each question to allow the participants ample time to silently reflect. » If you were a resident of Samuye, how might this Scripture passage relate to your life?

» What hopes does the Scripture passage raise? » Do you see signs of these hopes in the stories of Lucia, Mrs. Kimambo, Clemence, Bernadette, and Mary? » How is joy evident in the Samuye community? » How does this positive picture of joy in Samuye challenge your notion of people living in poverty?

D i v i d e t h e l a rge group into small groups of three or four. Distribute a Bible to

N o w a s k the groups to conduct a Bible search, looking for at least two examples of good

each participant, and then ask the small groups to read the story of Jesus’ healing of the paralytic man in Luke 5:17–26. Invite them to discuss why this reading is an example of a good development practice and to mentally note any parallels to the video.

development practice within the four Gospels. Note that they should look for the following: » an integrated ministry of healing and teaching

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Reading The Bible Through the Eyes of Others (continued) » the creativity and determination of a community working together with a vested interest » dialogue that starts from where people are » the importance of people’s faith in healing and development You may wish to write these points on a sheet of newsprint for the participants’ reference. If the groups need some assistance, you can refer them to any of the parables that Jesus told, as well as Matthew 9:35 and Luke 8:40–48.

In v i t e t h e s m all groups to share the examples they located and their rationale for

the selections. Then note the following: » These readings should challenge us to avoid the temptation of placing people who are poor in boxes constructed by our own stereotypes, including seeing these individuals as objects of pity. » “Our point of departure for a Christian understanding of poverty is to remember that the poor are people with names, people to whom God has given gifts, and people with whom and among whom God has been working before we even know they are there. Whenever we reduce poor people from names to abstractions, we add to their poverty and impoverish ourselves.”(Bryant L. Myers, Walking with the Poor, [Maryknoll, NY: Orbis Books, 1999, p. 58] Copyright © 1999 by Orbis Books. All rights reserved.)

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C o nc l u d e the activity by inviting the participants to prayer. Pray for all those in the

Samuye region of Tanzania. Pray for Lucia, Mrs. Kimambo, Clemence, Bernadette, and Mary. Thank God for the insights that were shared through this activity and the preceding activities. Pray that God will keep the participants (and you) from making assumptions about what other people need. Pray that God will enable the participants to listen to the voices of the poor. Pray that God’s reign will come in all places of the world. Pray that all people will come to understand God’s call to love the least among us.

Handouts and Resources 19

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Handout 1

Development Messages You can’t measure wealth by cash alone. —Wolfgang Sachs To the country’s leaders I say: Give us back our voice—you have stolen it. Give us back our dignity and allow us the tools with which to help ourselves. —UK Coalition Against Poverty The poor do not want you to impose your programs to empower us. We know how to empower ourselves. We want your support for our decisions. —Karuawathie Menike, People’s Rural Development Association, Sri Lanka A poor woman in Nairobi, Kenya, was asked what she would change in her life. She replied: “I would be born a man.” —Breaking the Barriers: Women and the Elimination of World Poverty, Department for International Development, UK We need a change in attitude; if only people could stop looking down on the poor and recognize they have the same rights, the world would be a better place. —ATD Fourth World, France The single most important factor in eradicating poverty is the way we think. —foodfirst.org To overcome poverty we need the poor to have control over land and resources. —Chathi, tribal leader from India We have to explode the myths that make it seem hopeless and / or lead us down the wrong path, and arm ourselves with a clear vision of real causes and alternative solutions. —foodfirst.org

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Development Messages (continued) The way we define the poor is a reflection of the kind of society we live in. —Zygmunt Bauman Poverty is the worst form of violence. —Mahatma Gandhi In our every deliberation, we must consider the impact of our decisions on the next seven generations. —The Constitution of the Iroquois Nations Let us measure the success of [a country] not by its number of billionaires but by the number who are not hungry, or homeless, or in need of medical attention. —Alternatives for Simple Living, Winter 2001 Why do we confuse development with economic growth? —D. Seers (The quotations on this handout are from the New Internationalist Web site, at newint.org, accessed June 21, 2008. Copyright © New Internationalist. All rights reserved.)

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handout 2

How I See International Development R e a d t h r o u g h the nine statements about development below. Use the first set of

diamond ranking boxes to rank the statements by your level of agreement with them. Place the letter of the statement you most agree with in the top box, with the letters of the two statements you find next most agreeable in the next row, and so on. The statements you least agree with will be in the bottom boxes. Note that these are opinions, and there are no right or wrong rankings. Leave the second set of diamond ranking boxes and the spaces at the bottom for later use. A. B. C. D. E. F. G. H. I.

Development work should focus on meeting peopleâ&#x20AC;&#x2122;s most basic needs. American-funded development programs should be run by American aid experts. Building local leadership is a good use of development funds. Good development focuses on concrete, short-term results, such as wells and seeds. Money and technical expertise are important factors in development. Development programs are effective in addressing underlying problems in poor communities. Development programs must take into account the role of women in the community. International development is good but does not really make a difference. The local community should plan and implement development.

most agreeable

least agreeable

Handout 2: Permission to reproduce is granted. Copyright ÂŠ 2008 by World Vision, Inc.

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resource 1

Trends in Development 1950s–1970s: Development TO the People Local people were seen as separate from the development processes. There was heavy emphasis on capital and technical investment by outside agencies. Local people were considered passive recipients rather than active participants in development processes.

1970s–1980s: Development THROUGH the People People were seen as important for achieving development. However, decisions for development were still made outside the community.

1980s–1990s: Development WITH the People People’s participation was seen as a necessary part of development processes. Communities were defined as partners in development.

1990s–Today: EMPOWERING People for Development The focus now is on developing local capacity for self-development. People are seen as the primary focus and owners of their own development processes.

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handout 3

Definitions of Sustainable Development Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. (World Commission on Environment and Development, Our Common Future, [Oxford, England: Oxford Press, 1987], page 43. Copyright © 1987 by World Commission on Environment and Development. All rights reserved.)

Sustainable development recognizes the need to ensure and facilitate: » integration of conservation and development » maintenance of ecological integrity » satisfaction of basic human needs » achievement of equity and social justice » provision of social self-determination and cultural diversity (David Brooks, “Beyond Catch Phrases: What Does Sustainable Development Really Mean?” IDRC Reports, October 18, 1990, page 24. Copyright © 1987 by IDRC Reports. All rights reserved.)

Sustainable development must be in harmony with nature. It must be people-centered and oriented. It must be women-centered. It must cater to the needs of the majority. There must be decentralization of decision-making and control over resources within countries and internationally . . . At every level, sustainable development must promote the politics of peace, nonviolence, and respect for life. (Khamla Bhasin, “Some Thoughts on Development and Sustainable Development,” Women in Action, 1993, number 1, pages 10–18. Copyright © 1993 by Khamla Bhasin. All rights reserved.)

Sustainable development focuses on improving the quality of life for all of the Earth’s citizens without increasing the use of natural resources beyond the capacity of the environment to supply them indefinitely. (International Institute for Sustainable Development, at sdgateway.net, accessed June 21, 2008. Copyright © International Institute for Sustainable Development. All rights reserved.)

Sustainable development has emerged as a new paradigm of development, integrating economic growth, social development, and environmental protection as interdependent and mutually supportive elements of long-term development. (Nitin Desai, Global Challenge, Global Opportunity: Trends in Sustainable Development, [New York: United Nations, 2002], page 1. Copyright © 2002 by the United Nations. All rights reserved.) Handout 3: Permission to reproduce is granted. Copyright © 2008 by World Vision, Inc.

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»About World Vision World V ision is a Christian humanitarian organi-

zation dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Motivated by our faith in Jesus Christ, World Vision serves alongside the poor and oppressed as a demonstration of God’s unconditional love for all people. We see a world where each child experiences “fullness of life” as described in John 10:10. And we know this can be achieved only by addressing the problems of poverty and injustice in a holistic way. That’s how World Vision is unique: We bring 60 years of experience in three key areas needed to help children and families thrive: emergency relief, long-term development, and advocacy. And we bring all of our skills across many areas of expertise to each community we work in, enabling us to care for children’s physical, social, emotional, and spiritual well-being. Partnering with World Vision provides tangible ways to honor God and put faith into action. By working, we can make a lasting difference in the lives of children and families who are struggling to overcome poverty. To find out more about how you can help, visit www.worldvision.org. ABOUT W o r l d V i sion Resour c es

Ending global poverty and injustice begins with education: understanding the magnitude and causes of poverty, its impact on human dignity, and our connection to those in need around the world. World Vision Resources is the publishing ministry of World Vision. \ World Vision Resources educates Christians about global poverty, inspires them to respond, and equips them with innovative resources to make a difference in the world. For more information about our resources, contact: World Vision Resources Mail Stop 321 P.O. Box 9716 Federal Way, WA 98063-9716 Fax: 253-815-3340 wvresources@worldvision.org worldvisionresources.com

transforming lives

W h e n W o r l d V i s i o n was ready to expand its operation in north-central Tanzania, the development organization was directed to the Samuye region. Government officials considered this drought-stricken area to be one of the most impoverished in the country. Rates of malnutrition and disease were high. Child deaths were a common occurrence. Today, the people of Samuye are changing this scenario. They are creating a new story for Samuye—a story of transformation.

Transforming Lives offers young people in grades 9-12 an inside look at the work of international development using World Vision’s development program in Samuye, Tanzania, as a case study. It tells the story of community development and transformation from the perspective of the central players—the people of the community. The Transforming Lives curriculum helps young people: · identify their own and others’ perceptions of international development · discover the need for complex, integrated approaches to international development · look at the implications of power in their own lives, and explore the role of the local community in international development · explore global trends in community development to better understand key principles of development practices today