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The lower the incidence of sick and hungry children, the higher the IQ of an ENTIRE COUNTRY.– C1 –

– C2 –

12 Essential Servicesproven toeradicate hunger,improve health,and raise IQ.– 1 –

Executive SummaryThe power of volunteers changes everything.When children are provided sucient food and nutrition and protected from infectious disease, their brains can fully develop. If those children are educated, they can realize their full potential and make signicant contributions to society.1 Global Volunteers mobilizes and engages short-term volunteers to help developing communities deliver all the essential services every child needs to realize the fullness of their potential. United Nations agencies have been cooperating for many years in an eort to address the fundamental issues that prevent children from developing fully. Global Volunteers extracted the 12 Essential Services model from the innovative work of the World Food Program (WFP), United Nations Children’s Fund (UNICEF), World Health Organization (WHO) and the Food and Agriculture Organization (FAO).2We have organized these essential services3 into three broad categories: Hunger, Health and IQ. Hunger and Health, as foundational interventions on behalf of children, directly support the development of IQ.Sometimes these services are based on simple ideas and readily available technologies, yet they can have a dramatic impact on what may otherwise seem to be intractable problems. We have found that, with the help of short-term volunteers, local people in developing communities can ensure their children receive these 12 Essential Services.HUNGER• School and Household Gardens• Child Nutrition• Micronutrient Supplementation • Improved StovesHEALTH• Health, Nutrition and Hygiene Education• Malaria and Dengue Fever Prevention• Deworming • HIV AIDS EducationIQ• General Education• Promoting Girls Education• Potable Water and Sanitation Facilities• Psychosocial Support – 2 –

The 12 Essential Services are interdependent – inextricably interrelated: the eectiveness of one depends upon the delivery of the others. The greatest probability of success comes from a comprehensive strategy that embraces all of the essential services. Although Global Volunteers helps local communities deliver all essential services, most volunteers work on three: School and Household Gardens using EarthBox® technology (for educational purposes and as a source of vital micronutrients); Hygiene Education focusing on hand washing with soap and water (the most cost eective health intervention); and General Education tutoring math, science and computer literacy and teaching conversational English (the international language of commerce, technology and opportunity). For more than two decades, Global Volunteers has helped provide these essential services to children in communities throughout the world, although not all of them in any one community. In 2011, we began oering every partner community comprehensive support in delivering all 12 Essential Services. In doing so, we honor the basic principle that local people are in charge of their own human and economic development. This is foundational to eective development because local people understand their own communities and their challenges and opportunities in ways outsiders do not. Consequently, Global Volunteers only provides services which local people request. However, when one community asks us to assist with a particular eort, we advise other communities of that request. That has resulted in many communities asking for assistance with all 12 services. Global Volunteers delivers the 12 Essential Services within our “Philosophy of Service:” 4 • We only serve where we are invited.• We always work under the direction of local leaders.• We work on community-based projects.• We only do what we are asked to do.• We work hand-in-hand with local people.• We provide nancial assistance as appropriate.Our development assistance is unique in several signicant ways:1 We rely upon local community leaders to determine what we do and how we can best be of assistance. 2 Our commitment to each community partner lasts for 10 to 20 years or more, which is substantially longer than many other development programs. 3 We engage recurring teams of short-term volunteers, focusing their energy, skills, knowledge, good intentions and desire to make a genuine dierence into eective and constructive action on behalf of local people. Public policy is rightly viewed from “30,000 feet” because it must envision the big picture. Short-term volunteers are able to take public policy to ground zero – to the one foot level where crops are planted, disease is prevented and children learn. When all children are provided the 12 Essential Services, the positive global consequences will be enormous.“A development strategy, which is based upon outside government agencies, religious organizations, or NGOs doing the job for, or attempting to impose solutions on, local people is doomed to failure. It is only when local people decide to act that positive change will occur. It is only when local people decide to implement development plans, that those plans have any currency. And it is only when local people take a leadership role in the creation of those plans, that they have any chance of success.”-Global Volunteers’ Philosophy of Service – 3 –

Hungry studentscannot learn.– 4 –

The Essential Services HUNGEROur world is home to hundreds of millions of hungry children – kids who may not have eaten today, and have no idea where their meal might come from tomorrow. Hunger5 is a two-fold assailant. It strikes in the form of insucient calories, energy and protein (macronutrients) and too few vitamins and minerals (micronutrients – sometimes called “hidden hunger”).6 Hunger is debilitating in every sense. It viciously attacks the physical, social, intellectual, and spiritual development of all who suer. The rst 1,000 days of life – from conception to age two – are the most vital. Children born of malnourished7 women have smaller head circumference and lower brain weight than healthy newborns, adversely aecting brain development by as much as 25 percent. Every year, more than 20 million newborns suer from insucient nutrition resulting in learning disabilities, poor health, blindness and premature death. More than half the kids who die before their fth birthday suer from undernutrition.8 And when kids go to school hungry, its assault continues, because hungry students cannot learn. Malnutrition is rooted in rural villages where 75 percent of hungry kids live and families struggle day-to-day on subsistence agriculture.9 As malnourished children grow, their IQs may be lowered by as much as 20 points. Children who endure under-nutrition have diminished ability to ght infectious and parasitic diseases – further undermining normal brain development.10 Additionally, malnutrition in the rst few years of life can lead to antisocial and aggressive behavior throughout childhood and late adolescence – especially devastating in impoverished communities. There are many reasons for widespread hunger, but hunger is not inevitable.11 All the necessary tools and agricultural technology to ensure that nearly every hungry family can grow their own food to feed themselves and their children are available. There are highly productive seeds, water-conservation irrigation systems, rainwater harvesting systems, practical soil science, cost-eective and environmentally friendly fertilizers, natural pest controls, and tools to reduce postharvest waste. Many of these methods and technologies are appropriate for smallholder and subsistence farmers – those who farm on extremely small plots and often have limited education. The major problem is that these practices – the tools, technology and training – have not been extended evenly throughout the developing world, leaving vast populations to struggle with their very survival. There may always be a small percentage of the world’s population that cannot grow food for themselves because of drought, famine, war, land use and ownership, tsunamis, or earthquakes. However, the World Food Program, United States Agency for International Development (USAID), United States Department of Agriculture (USDA), and other national and multilateral organizations are fully capable of delivering food aid and food assistance to this fraction of hungry people, provided governments muster the political will to do so. With appropriate agricultural technology and know-how, the remaining hundreds of millions who are hungry and malnourished could grow their own food.“Hunger is also a cause of poverty, and thus of hunger. By causing poor health, low levels of energy, and even mental impairment, hunger can lead to even greater poverty by reducing people’s ability to work and learn, thus leading to even greater hunger.” -2011 World Hunger and Poverty Facts and Statistics– 5 –

11. School and Household Gardens One of the rst improvements U.S. Secretary of Agriculture Tom Vilsack initiated at the United States Department of Agriculture was to create a “People’s Garden” right on the grounds of UDSA’s executive oce building in Washington DC. He then challenged government employees to establish gardens at USDA facilities across the country and around the world. Shortly thereafter, First Lady Michelle Obama started a household garden at the White House and people across the U.S. did the same. School and household gardens oer a simple solution to local people to help alleviate hunger, improve food security and address micronutrient deciencies.12 Gardens make education relevant, by promoting active, applied learning, and are an eective means for transferring agricultural technology and skills. This is important because agriculture is foundational to economic growth in developing countries. School Gardens oer several signicant benets. First, they are a hands-on teaching tool, providing students and teachers knowledge, skills and experience necessary to increase sustainable agricultural practices and productivity. Students learn to grow fruits and vegetables. They also learn biology, ecology, nutrition and eective small-scale agriculture technology. Gardens can help change negative attitudes about farming and village life, and oer a dierent viewpoint on the value of environmental education.13 Second, the produce from the gardens can help supplement school meals, improve child nutrition by adding variety and increasing micronutrients, and improve overall food security. School gardens can also decrease the costs of school feeding programs. Third, school gardens can increase school attendance by providing the means for improved nutrition, which helps students ght o infectious disease.Fourth, school gardens can be an eective means to transfer appropriate agriculture technology to community members outside of the school environment. If the school garden produces more corn or larger tomatoes per plant, the early adopters in the community will take notice, and eventually experiment with the new technologies employed at the school garden. Small-holder farmers are naturally risk adverse, but seeing what is possible at the local school can inspire them to try new technologies which may lead to others doing the same. Meanwhile, students will take household gardening lessons home to their parents and older siblings. – 6 –

Members of the community who eectively employ new technologies in household gardens also benet from increased household nutrition and food security.14 They can improve household food security by providing necessary nutrition for pregnant women, micronutrients for infants and toddlers, and fruits and vegetables for kids when they are not in school. In addition, gardens can enhance a family’s economic situation through savings on food bills and income generated from sales of surplus garden products.15 The United Nations Food and Agriculture Organization (FAO) and USDA promote school and household gardens as a proven eective tool that make an enormous positive dierence in the lives of children.16 Yet, only one percent of schools in food insecure areas have gardens.17There are three major obstacles to widespread adoption of school and household gardens. First, students cannot grow a school garden on their own. Successful gardens require an adult champion – someone who is involved and provides supervision. Local teachers would seem to be the rst choice; however, many of them are already overburdened and do not have the time necessary to manage a garden. Local farmers are also strong candidates, but subsistence farmers, almost by denition, have neither the time nor knowledge to help, and they are naturally risk-averse. In economically impoverished communities, most adults already are doing all they can to keep their families safe and alive.Second, nancing is a barrier. Depending upon the size of the garden and the local economy, starting a traditional “shovel-in-the-dirt” garden will cost between $300 and $500 USD in the rst year. Maintaining the garden costs an additional $200 to $300 USD per year thereafter, a major burden in economically impoverished communities.Third, agriculture extension services are scarce in food insecure areas. If there is no source of technical advice for the inevitable problems that are certain to arise, local people will be reluctant to move forward, even if there is a local champion and a source of revenue. When there are no resources to turn to when diculties arise, it is nearly impossible to maintain a thriving garden. “ School gardens are cultivated areas around or near to primary and/or secondary schools, which can be used mainly for learning purposes but could also generate some food and income for the school. School garden activities usually comprise horticultural crops but may include small-scale animal husbandry and fishery, beekeeping, fruit trees, ornamental plants and shading, as well as small-scale staple food production.”-Food & Agriculture Organzation– 7 –

These overwhelming challenges have given rise to innovative solutions. FAO and The Growing Connection (TGC) promote the EarthBox® as a fairly simple, yet appropriate, garden technology.18 The EarthBox® is a self-contained, relatively maintenance-free, gradient-gardening system that more than doubles the average yield with half the fertilizer, and substantially less water and less eort than conventional shovel-in-the-dirt gardens. The EarthBox® is also portable, reusable, UV-protected and recyclable, so it can bring gardening to schools and households on a year-round basis. “ The EarthBox is a highly ecient, highly productive growing system. Its ease of use and flexibility build confidence (especially among students), reward users, and lead people to the joys of sustainable food production. The EarthBox uses capillary action to facilitate the movement of water and nutrients, easing the plant’s eorts and resulting in a hearty yield. The EarthBox is highly portable, and allows the production of high-value produce in non-traditional settings. “ In TGC, the EarthBox provides a common platform for all participants to engage in identical, productive food growing activities, regardless of location. The Growing Connection makes it possible for people anywhere to have access to fresh nutritious vegetables, to learn innovative gardening techniques, share and compare documentation, and become citizen scientists who are part of the solution to malnutrition (hunger and obesity) and poverty.“ The EarthBox vastly increases the yield per area over a conventional garden – with less fertilizer and much less water. The EarthBox is a flexible system that enables more diverse crop options, extending growing seasons & reducing maturation times.“ In many poor countries, the dry season lasts six months or more. Women & children walk an average distance of 6 kilometers a day in search of water. Simple yet eective, the EarthBox system uses 80% less water than an in-ground, drip irrigation system.“ The EarthBox is low-maintenance, requires minimal training & greatly reduces labor inputs. Fresh food can be grown at the doorstep, without having to prepare land, with no weeding and minimal water use.” – 8 –

Global Volunteers is partnering with FAO and TGC to make this technology and education accessible worldwide. We oer EarthBox® technology to local schools, orphanages, children’s homes and, in some cases, households as a means to establish thriving gardens. The EarthBox® is advantageous for school and household gardens because it:• Is simple to learn how to use and to use.• Is low maintenance (after preparing the box and planting, only daily watering is required).• Requires reduced labor (land preparation and weeding are not necessary; and boxes placed on tables or platforms significantly reduce bending).• Produces high success rates, enabling students to learn from their accomplish-ments, the sources and varieties of food, and how to improve their nutrition.• Is water-efficient.• Produces high-value, high-quality produce, supplying needed micronutrients.• Increases productivity over “shovel-in-the-dirt” gardens.• Permits food production where space and arable land are limited, e.g., school grounds, rooftops, patios, etc.• Prevents fertilizer run-off and water-table contamination.• Extends growing season and number of croppings.• Expands crop options including local varieties.• Is affordable & durable.“85% of all farm holdings worldwide are less than two hectares (5 acres) in size, and 500 million smallholders produce 80% of the food consumed in the developing world. These farming households make up fully one third of humanity. Our future is in their hands. Who else will feed the world in 2020, in 2030, or in 2050 – by which time we will have added another 3 billion people to our population?” -Dr. Kanayo F. Nwanze, President, International Fund For Agricultural Development– 9 –

What Volunteers DoShort-term volunteers help overcome the obstacles to establishing gardens and provide support to ensure the garden’s success. At each school, children’s home and orphanage in partnership with Global Volunteers, one local sta person is assigned primary responsibility for managing the garden. A continuous stream of short-term volunteers oers a catalytic eect that encourages the local garden champion and inspires parents to establish their own household gardens. Volunteers with agriculture, gardening, science, nutrition, business and home economics backgrounds are particularly helpful.Volunteers:• Help the local manager plan and organize the work and the garden area. • Offer training to teachers, school cooks and care-takers.• Promote garden-based learning using the EarthBox® Teaching Guide. • Provide praise, rewards, and prizes for students, teachers and garden helpers. • Help build garden sheds and fences, and lend a hand planting and harvesting. • Teach orphans agricultural skills which they might otherwise have received from parents. • Promote competitions encouraging students to create the best gardens.• Help establish household gardens using the EarthBox®, which increases micronutrients for pregnant women, infants and toddlers. • Teach young farmers how to manage marketing associations, and identify and utilize accurate market data.• Help get any surplus produce to markets where it can be purchased by neighboring communities and/or retailers. • Encourage young people to consider farming as a viable occupation.– 10 –

The second barrier – “lack of money” – diminishes when short-term volunteers become fully engaged. Global Volunteers: • Provides a portion of the funds necessary to start and maintain gardens, including materials to get started, e.g., the EarthBox®, growing medium, etc. • Encourages volunteers to contribute money for school and household gardens in the community where they served. • Oers graduating students who actively participate in their school garden the opportunity to take one or more EarthBox® home for their own and family use, and hopefully be able to produce for the local market. The third obstacle – insufficient technical assistance – can also be overcome through partnerships with U.S. and Canadian agriculture specialists, and FAO and TGC. Technical support is also solicited from local national health and agricultural ministries and universities. Global Volunteers helps ensure:• Every school that wants a garden can have a thriving school garden. • Families can establish household gardens to produce food for their use and to sell in the marketplace.High yield earth boxes produce nutritious vegetables.– 11 –

2.  Child Nutrition Adequate child nutrition promotes healthier bodies and stronger minds. Combined with hygiene education and infectious disease prevention, child nutrition translates directly intolife-long opportunities for children, their families and their communities. Ensuring sucientnutrition to pregnant women and new moms dramatically magnies these benets.The United Nations World Food Program advises that school feeding programs – meals andsnacks provided at school (the earlier in the day the better), and “take-home rations” oered toparents to encourage their children’s regular school attendance – are cost-eective strategiesthat help ensure adequate child nutrition. School-based feeding programs also alleviate short-term hunger, improve school attendance, reduce drop-out rates, increase learning abilityand academic performance, contribute to children’s psychological well-being, and improvehousehold food security.20School gardens and “homegrown” feeding programs oer additional benets. When schoolspurchase food from local farmers, the farmers are provided a steady demand which helpsgenerate revenue for investments in increased agricultural productivity, school fees fortheir own children, and a wider variety of food for their family.21And school gardening cancomplement school feeding programs while providing educational advantages.However, school feeding is not enough. School programs must be accompanied by de-worming, micronutrient supplementation, teacher training, curriculum reform, and health,nutrition and hygiene education.22“Producing from the local market whenever feasible, is key to achieving sustainability whileencouraging agricultural growth. School meals programmes should include an actionplan for local sourcing. Connecting small-scale farmers to markets and ensuring that adeliberate, incremental strategy is in place to tie supply to school feeding demand is important.  School meals that respond to community needs, are locally owned, and incorporate some form ofparental or community contribution tend to be the strongest programmes most likely to graduatesuccessfully from donor assistance.”-World Food – 12 –

What Volunteers Do Kathleen Kurz, Senior Nutrition and Food Security Specialist at the Academy for Educational Development states, “We know it is possible to improve nutrition outcomes in small programs occurring in isolated situations. The challenge is bringing nutrition programming up to scale.”23 Recurring teams of short-term volunteers can help meet this challenge. Volunteers with nutrition, food preparation, agriculture and business backgrounds play an important role in encouraging and enabling successful and sustainable maternal, child and school nutrition programs. Volunteers:• Help serve school breakfast and midday meals.• Teach students and school staff about nutrition and the value of different foods.• Demonstrate effective food preparation and cooking methods.• Help maintain gardens which produce fruits and vegetables for school feeding programs. • Encourage parental and community involvement in nutrition programs.• Encourage household gardens and “take home rations” so pregnant and lactating women have sufficient nutrition for themselves and their babies during the critical first 1,000 days.24 • Transfer appropriate agriculture technology to local small-scale farmers.Global Volunteers initiates and manages sponsorship programs which raise money from volunteers to help ensure funding for sustainable child nutrition.Volunteer feeding a child in a Failure-To-Thrive clinic in Romania.– 13 –

3.  Micronutrient SupplementationEvery healthy body requires macronutrients  (energy and protein) and micronutrients (vitamins and minerals such as iron, iodine, zinc and vitamins A, B, C, D and E). Hunger issometimes discussed only in the context of macronutrients and the aching sensation causedby an empty stomach. However, micronutrients, required by the body every day, are equallyimportant because they orchestrate a range of physiological functions.25Even when poorpeople have enough food to eat, they can suer from micronutrient malnutrition due toinsucient fruits, vegetables, and dairy.26
The World Health Organization advises thatmicronutrient malnutrition – diets lacking essentialvitamins and minerals – is a serious public healthproblem in developing countries, and is compounded by high rates of infectious diseases.27Over two billionpeople experience micronutrient deciencies.28
Diets poor in micronutrients cause illness, blindness,premature death, impaired mental development,and susceptibility to infectious diseases, particularlyamong children. School-age children who do notconsume sucient micronutrients perform poorlywhen compared with children who eat enough fruitsand vegetables. They also have lower productivitylater in life.29
Micronutrient supplementation is one successfulmethod of addressing this issue. Properlyadministered, one daily serving of a balancedpowdered mixture provides all the micronutrients achild needs. Sprinkles, developed by the SprinklesGlobal Health Initiative (SGHI), is one brand thateectively counters micronutrient decienciesin children.30The World Food Program providesmicronutrient fortied foods to help ensureschoolchildren’s adequate nutrition.31However,WFP has insucient resources to provide necessarymicronutrients for all the needy children everywherein the world. “Whether the primary focus…is agriculture, health, oreducation, nutrition is thecommon thread because it’san issue that cuts across everysector… Nutrition plays themost critical role in a person’slife during a narrow window oftime – the 1,000 days that beginat the start of pregnancy andcontinue through the secondyear of life. Quality of nutritionduring those 1,000 days canhelp determine whether amother and child survivepregnancy and whether achild will contract a commonchildhood disease, experienceenough brain development togo to school and hold a job asan adult.”Hillary Rodham Clinton, U.S.Secretary of – 14 –

What Volunteers DoWhere Global Volunteers’ community partners manage school and household gardens, conduct school/child feeding programs, and participate in other essential services, short-term volunteers can make a signicant dierence.Volunteers:• Help purchase and dispense blends of micronutrients served at school. • Teach nutritional values to improve the health of micronutrient-deficient children.• Assist small scale farmers increase production of locally grown fruits and vegetables for the local market, including mother, child and school feeding programs. • Establish and maintain school and household gardens using EarthBox® technology. Micronutrients being added to children’s meals in Ecuador.– 15 –

4.  Improved StovesThe cooking methods used to prepare meals at school and home in developing communitiestoo often result in unintended negative consequences – deforestation, hazardous smoke, undercooked food, and increased greenhouse gases. The most typical stove used in thedeveloping world is an open wood re with three large rocks or boulders. These stoves uselarge amounts of scarce rewood, often ll the rooms with dangerous fumes, and signicantlyadd to greenhouse gasses. WHO estimates that smoke from indoor cooking stoves kills twomillion people annually (that’s more than tuberculosis or malaria) and causes devastatinghealth issues for tens of millions more.32USAID’s Environmental Health Program reportsthat acute lower respiratory infections, the leading cause of death among children under 5,are “closely associated with exposure to indoor smoke from cooking with biomass fuels.”33
Moreover, cooking with wood contributes to deforestation and deforestation is among theleading causes of food insecurity.34Compounding the problem, when sucient wood is notavailable or too expensive, some cooks tend to undercook food.35
Energy-ecient stoves, especially those that employ localmaterials, can deliver several benets:36
1 Decreased rewood consumption (up to 50 percent of traditional open-re stoves) when the stoves areused correctly.2 Reduced labor to collect fuel, typically performed by overburdened women.3 Improved health due to decreased kitchen smoke and outdoor air pollution.4 New jobs created by locally manufacturing stoves. 5 Reduced deforestation, soil erosion and drought, which in turn improves local agriculture.Several fuel-ecient stoves are available for family and/or institutional use in developingcommunities. Examples include the large-scale version of the Upesi stove (upesi means “quick”in Kiswahili),37the Rocket Stove promoted by CarbonZero®38, and the Jiko (meaning “stove”in Kiswahili). All three were developed in Kenya, but may be produced virtually anywhere. Toyola is a household stove manufactured in Ghana which uses standard charcoal and is 40percent more energy ecient than open-re stoves.39UGASTOVE is manufactured in Ugandafor residential and commercial use and is featured in Design Revolution – 100 Products ThatEmpower People.40
The United Nations, through WFP and UNDP, and private foundations encourage schools toutilize fuel-ecient stoves by paying for a portion of their cost.“Safe, fuel-ecient stovesenable women to be thefrontline champions inthe battle against climatechange and hunger andempower communitieswith immediate, practical,adaptation solutions.”-Josette Sheeran,Executive Director, WorldFood Programme – 16 –

What Volunteers DoShort-term volunteers work with and learn from and about local people in the communities they serve. These can be enriching and life changing experiences for the volunteers as they encounter the realities of life in a dierent economic setting. Volunteers: • Identify funding sources for stoves and help raise matching requirements.• Help purchase and assemble school stoves.• Train local people to manage and maintain energy-efficient stoves.• Help establish nurseries and plant wood lots.Global Volunteers initiates and manages sponsorship programs which raise money from volunteers to help ensure funding for fuel-ecient stoves.New stove built by volunteers and villagers in Costa Rica.– 17 –

If worms get the foodbefore the child,it doesn’t matter ifthe food is nutritious.– 18 –

The Essential Services HEALTHInfectious diseases are reliable predictors of a country’s average national intelligence. Studies show the higher the incidence of infectious disease, the lower the average national IQ. The reverse is also true – lowering the incidence of infectious disease, especially among very young children, can over time increase average IQ.41Untold numbers of children suer from infectious diseases, e.g., diarrhea, malaria, HIV AIDS, tetanus, tuberculosis, and hepatitis. Diarrhea, one of the most dangerous and common diseases in the world, is a case in point. Diarrhea can prevent the body from accessing nutrients, damage mental and physical health, and lower IQ.42 If exposed to diarrheal diseases during the rst ve years of life, children may experience lifelong detrimental eects to their brain development, and thus intelligence.43 This disease also prevents children from attending school; hundreds of millions of school days are lost each year as a result of diarrhea.44 Diarrhea is a prominent killer of children around the world. Every year, more than two million children die before their fth birthday due to diarrhea, and the disease puts millions more at signicant risk. Diarrhea is second only to respiratory infection as the most lethal threat to children leading to arrested brain development and lower IQ.45 Diarrheal diseases are “excreta related” – the pathogens come from fecal matter – and unclean hands are the leading cause of its transmission.46 Feces on hands, and hands to mouth is the primary avenue for pathogens to enter the body. When children need to relieve themselves where there are no adequate facilities, the feces to hands, and hands to mouth, cycle is the inevitable result. Dirty hands cause illness, impairing children’s growth, keeping youngsters out of school, and increasing infections. Most tragically, dirty hands can kill.Diarrhea is spread at home and at school. More than 50 percent of schools in developing countries have ineective sanitation facilities or unsafe drinking water which contribute to diarrhea.47 Nearly half the children in developing communities live in households without adequate sanitation.48 The four Essential Services in the Health vertex are important in assuring that each child can achieve the promise of their IQ. Any comprehensive eort must emphasize the importance of educating students, families, teachers, and health workers about personal hygiene, nutrition, healthy living, AIDS and HIV, malaria and dengue fever, and treating parasitic worms.If worms get the foodbefore the child,it doesn’t matter ifthe food is nutritious.– 19 –

5.  Health, Nutrition and Hygiene Education
Diarrhea is preventable. Washing hands with soap after going to the toilet and before eating is the most eective approach to curbing diarrhea49– reducing the disease by nearly half andcutting acute respiratory infections by 25 percent. Nearly every culture and many religionspromote hand washing, and most people do wash their hands. Unfortunately, many use onlywater. Washing with water is not enough. Handwashing with soap is essential.50
There are very few “easy solutions” in human andeconomic development. But washing handswith soap and water is the most cost-eectivepreventative health measure readily available tovirtually everyone. From a cost-benet perspective,washing with soap is three times more eectivethan building latrines, nearly 60 times as eectiveas providing clean running water, and more than300 times as eective as any single immunization. In addition to preventing diarrhea, handwashingsignicantly reduces the risk of cholera anddysentery.51
Latrines, clean water, and immunizations areall important and necessary health initiatives. However, washing hands with soap will savemore lives than any single vaccine or othermedical intervention. The scientic evidence isindisputable: Clean Hands Save Lives. It’s clear that broadcasting scientic evidencethrough health education messages are rarely enough to motivate people to change theirbehavior. Well-informed people indulge in unhealthy eating, sleep habits and sedentaryliving. Changing human behavior is dicult and changing handwashing habits is noexception. Studies show that even physicians in developed nations do not always wash withsoap between seeing patients.52

“While the impact of poor sanitationand hygiene is known to be disastrousfor infants and young children, it alsohas an important impact on the healthof school-age children, includingadolescents. Hygiene promotion isnow seen as an intrinsic element of anywater and sanitation initiative and, inthe context of school health, is now acentral focus for school sanitation andhygiene programmes.”The Essential – 20 –

The Global Public-Private Partnership for Handwashing reports that, in order to change hand washing habits, it is necessary to develop an eective marketing campaign based on people’s hopes and desires. Successful handwashing campaigns envision potential hand washers as consumers and recognize that although people the world over are far more alike than dierent, individual groups of people are motivated by and value dierent things. Winning campaigns structure marketing eorts in four relatively simple steps. 1 Understanding the consumers’ current hand washing habits – when and where do people wash their hands, do they use soap, what is the water source, etc. 2 Identifying incentives that might persuade people to adopt new hand-washing habits – stressing values that relate to their health. 3 Designing a message that appeals to the consumer’s needs, wishes and values. 4 Employing a variety of methods to convey the message.53 Children, as “agents of change,” play a vital role in successful handwashing campaigns. Often the most open, and energetic adopters of new ideas, children can exert tremendous inuence on their parents and siblings.54 They also represent the greatest need because they suer the most from diarrheal and respiratory diseases, thus constituting the most appropriate objective of a handwashing campaign. Children can be engaged in several ways. For example, an initiative conducted by Plan International USA included a life-size version of the Snakes and Ladders board game that incorporated health and hygiene messages for school children. Among the kids that participated, hand washing with soap increased from 24 percent to 96 percent and latrine use rose from 28 percent to 88 percent. Another approach tried in Bangladesh – literal whistle-blowing – resulted in a 90 percent decrease of open defecation in some community areas. Children would blow whistles every time they caught a classmate defecating in a eld. This eort also inspired the construction of more toilets in the community.55– 21 –

In order for handwashing campaigns to be eective, children need facilities for washing their hands with soap and water. In far too many schools and homes, neither is readily available. One simple and low-cost technology is the Tippy Tap, a “low-tech” but highly eective foot-operated can-and-string water tap that can be constructed with local materials and easily maintained. Such locally appropriate solutions promote immediate adoption.56 Global Handwashing Day is one eective eort that promotes the importance of handwashing with soap and water. A public-private collaboration of UNICEF, USAID, Colgate-Palmolive, Procter & Gamble, Unilever and several other partners initiated this eort to change handwashing behavior in 2008. Celebrated in mid-October each year, the focus is on children and schools. The objectives are threefold:1 Foster and support a global and local culture of handwashing with soap and water.2 Shine a spotlight on the state of handwashing in each country.3 Raise awareness about the benefits of handwashing with soap.57– 22 –

Global Handwashing Day is endorsed and supported by multilateral institutions, governments, NGOs, corporations and local people all over the world. The United States government endorses Global Handwashing Day as a part of its foreign assistance policy to increase access to safe water and sanitation in developing countries.58 Another eective tool is the book “Where There Is No Doctor.” Intended primarily for village health workers in developing countries, this widely used health education text addresses a wide range of health issues including diarrhea, malaria, dengue fever, parasitic worms, and HIV AIDS, while emphasizing hygiene, diet and vaccinations. The book explains what people can do themselves, and how to prevent, recognize and treat many common illnesses. It also demonstrates how to distinguish problems with which local health aids are unable to cope and that should be referred to more highly trained health workers.59 Global Volunteers provides copies of “Where There Is No Doctor” to local health care volunteers and medical aids. The book is printed in numerous languages. Every child deserves access to clean water, adequate sanitation, and nutrition and hygiene education. Adequate school facilities, along with appropriate classroom instruction, deworming, school feeding and micronutrient supplementation can have a dramatic eect on preventing childhood illness and death, and result in a higher level of student motivation and children’s readiness to learn.– 23 –

What Volunteers DoPerhaps the most important health contribution volunteers make is to model handwashing with soap and water at school and home. This practice can reduce infectious disease and save lives. Global Volunteers focuses attention on this health initiative in the same communities multiple times a year. Volunteers with marketing backgrounds know how to capitalize on people’s desires and translate them into messages that encourage washing hands with soap and water. Research shows that appealing to personal desires is far more eective than just focusing on health and scientic evidence. People all over the world want to nurture their family, be personally more attractive, and emulate those they admire and respect.61 Marketing volunteers can help local campaign leaders utilize this knowledge. Although the message is always the same, the methods of delivering the message are as creative as the volunteers who serve. Short-term volunteers promote Global Handwashing Day every day they are in a community.Volunteers with health care, nutrition and health science backgrounds teach public health education and make disease, hygiene, and diet relevant to teachers, students and their parents.Volunteers: • Help local leaders conduct effective handwashing campaigns.• Increase students’ awareness of the benefits of washing with soap and water.• Engage students as participants in the marketing campaign through:◆ School competitions – best handwashing practices, relay races requiring runners to wash their hands at handwashing stations; creative essay, song, rhyme, poetry, and photo contests.◆ Handwashing learning events emphasizing the message, “visibly clean is not really clean” using a special lotion to simulate germs on hands and battery operated ultraviolet lights.62 ◆ School plays, skits, story-telling, and songs presented to parents and community leaders conveying the importance of washing hands with soap; parents enjoy watching their children perform and pick up the valuable message of handwashing.• Work with students and teachers to create promotional materials and photographs of good handwashing practices. • Explain to parents that diarrhea stunts children’s growth, brain development, and futures; and handwashing with soap dramatically reduces diarrhea. • Instruct teachers that washing with soap decreases absenteeism caused by diarrheal diseases.– 24 –

Volunteers:• Show how to include handwashing with soap in every subject so that the handwashing habits taught today stay with students for a lifetime. • Inform religious leaders that their congregants’ health is jeopardized if they do not use soap, and that “one million lives could be saved each year through handwashing with soap.”63 • Remind policy makers that diarrhea and pneumonia consume health budgets, and that handwashing with soap reduces diarrheal disease by half and pneumonia by 25 percent.64 • Help construct latrines and handwashing stations using Tippy Taps.• Demonstrate the scientific evidence that handwashing with soap is a successful and cost-effective health intervention.• Conduct classes around the techniques described in “Where There Is No Doctor.” • Explain germ theory of disease to older students and teachers, facilitating a better understanding of how to prevent the spread of infectious disease.• Demonstrate what foods contribute to, and how to prevent, diabetes.• Perform blood pressure checks and help with well-baby checkups.• Construct health clinics, develop clean water supplies and build waste disposal systems.• Provide eye exams and offer prescription glasses for children who need them.The Tippy Tap hand washing system in action in India.PHOTO CREDIT: TIPPYTAP.ORG– 25 –

6.  Systematic DewormingUNICEF estimates one third of all school-aged children suer from parasitic worms.64
Parasites consume much of the nutritive value of the food and micronutrients children eat. Parasitic infections cause devastating eects including anemia, impaired physical growth,diminished intellectual development, damaged cognitive function, increased schoolabsenteeism, reduced educational achievement, reduced literacy and lower IQ.65The average IQ loss per worm infestation is 3.75 points.66If worms get the food before the child, it doesn’tmatter if the food is nutritious.Parasitic worms were once a common malady among children in today’s high incomecountries. Public health programs eradicated the disease. The same is possible in developingcommunities. De-worming tablets are remarkably eective, safe, and easily administered –required just once or twice a year. This is a relatively easy and inexpensive essential servicewhen addressed in cooperation with local schools for these reasons:68

• Schools are cost-effective centers for delivering deworming programs.  • There is no requirement to perform individual diagnosis or assessment. • Deworming drugs can be purchased in bulk, with a shelf life of up to four years, and are safe for all children, including those not infected. • Teachers can safely and effectively deliver the drugs.69
WHO identies four remedial tactics, each of which reduces worm infestation.70
1 “ Increasing health and nutrition services in schools. Schools are an ideal place to screen children for health problems and for teachers to give simplemedications and treatments, such as micronutrient supplements anddeworming tablets.2  “ Increasing access to safe water and sanitation in schools. Lack of clean water and latrines in schools means that infections have every chance of spreadingeasily. Children cannot wash their hands if there is no water, and latrinesrapidly become a source of infection if there are only a few for a wholeschool. Installing these facilities is a priority.3 “ Encouraging healthy behaviours. Using special programmes and learning tools, children can be taught to adopt healthy behaviours (e.g. washing foodbefore eating it) and avoid risky behaviours (e.g. urinating and defecating in anearby water source).4 “ Promoting school health-related policies. Schools need health policies, which can range from the simple delivery of deworming tablets to creativeincentives to keep young mothers in school.”Ridding children of parasitic worms is among the most cost-eective public health servicesavailable, especially when programs are administered through schools.– 26 –

“Worms infect more than one third of the world’s population, with the most intense infections in children and the poor. In the poorest countries, children are likely to be infected from the time they stop breast-feeding, and to be continually infected and re-infected for the rest of their lives. ...The infection is long-term and chronic, and can negatively aect all aspects of a child’s development: health, nutrition, cognitive development, learning and educational access and achievement.”The World BankWhat Volunteers DoVolunteers and our sta assist partner communities with their deworming programs.Volunteers:• Help determine whether a school is at risk of infection using WHO’s simple, low cost survey techniques. If a school is located in one of WHOs targeted areas, then mass treatment is recommended.• Inform the community, including parents, community leaders and local health professionals about the advantages and objectives of a school deworming program. • Train teachers about the benefits of deworming, how to distribute tablets and keep records.• Encourage local health services to properly store and deliver the drugs to schools.• Distribute the tablets and help treat children.• Record the number of children treated and the amount of drugs used. Global Volunteers can help raise the money to purchase drugs and materials from local national pharmacies. Checkup performed by volunteer in Peru.– 27 –

7.  HIV and AIDS EducationThe world is well aware of the enormous negative impacts of HIV AIDS. Perhaps most devastating, this disease robs children of their parents, and undermines national and localeorts to educate those children. UNICEF reports that, “For too long, children have been themissing face in the HIV and AIDS response and their needs have often been overlooked. Yet,they are the ones who oer the greatest hope for defeating the epidemic.”71Early, eective and useful education is necessary to reverse this pandemic. HIV AIDS can beprevented, but students need to know how it is contracted and how to prevent it. The text,“Where There Is No Doctor” is an eective tool in this eort.– 28 –

“Research shows that sexual and reproductive health education is likely to be more eective if started before children become sexually active and have acquired attitudes and practices that are often counter-productive to positive sexual behaviours and attitudes. Young people, especially those between 6 and 14 years, oer a window of hope in stopping the spread of HIV and AIDS if life skills programmes have reached them. They need support and skills to postpone starting sexual activity. In the absence of a cure, the best way to deal with HIV and AIDS is through prevention by developing and/or changing behaviour and attitudes. Life skills programmes are one way to oer the information and skills that young people need to protect themselves.” The Essential PackageWhat Volunteers DoGlobal Volunteers works in cooperation with community leaders and health care practitioners to help prevent HIV AIDS through education.Volunteers:• Offer HIV AIDS education to students using the text “Where There Is No Doctor.” • Work in clinics where anti-retroviral drugs are available and assist with their distribution. • Help ensure patients have sufficient food and nutrition because hunger and undernutrition reduce anti-retrovirals effectiveness.73 – 29 –

8.  Malaria and Dengue Fever PreventionMalaria aects 40 percent of the world’s population.  In most of Sub-saharan Africa, southern Asia including India, parts of Central America and the northern half of South America, malariaremains a debilitating disease and in many places is increasingly drug resistant.73Malariain children is especially devastating – ending lives, promoting the spread of other illnesses,adversely aecting cognitive and learning ability, resulting in iron deciency anemia, andincreasing school absenteeism.74Hunger exacerbates malaria’s harm.75More than a third of the world live in areas that are at risk for dengue fever. Dengue fever infects100 million people annually and is a major cause of illness and death. Early identication andtreatment can substantially reduce the risk of serious disease. Dengue fever is a signicantproblem in Africa, Asia, South America, Central America, the Pacic, and the Caribbean.76Malaria and dengue fever are bothpreventable.77Because these diseases aretransmitted by mosquitoes, the most eectivepreventative measure is avoiding mosquitobites.78Sleeping under insecticide-treated bednets may be the simplest solution. The nets arehung over the bed, and when the nocturnalmosquito comes in contact with the net, it iskilled by the insecticide. World health expertsreport that when properly used, the nets canreduce child mortality in malarial regions by 20percent. Treated bed nets last up to three yearsand provide twice the protection of untreatednets. The best nets block insects without stiingventilation.79The most eective programsemploy nets made in the country where theyare used because they then have a positiveeconomic eect as well – creating jobs makingthe nets.Indoor Residual Spraying (IRS) is another preventative measure. This involves sprayinginsecticide on the inside walls of schools, dormitories and homes killing mosquitoes thatalight on the walls.81,82To successfully rid a community of malarial mosquitoes, 80 percent ofschools, homes, barns, and other buildings must be sprayed.83Using mosquito repellent, wearing long-sleeved shirts, long pants, socks, and shoes, puttingscreens on windows and doors, keeping unscreened windows and doors closed, andeliminating mosquito breeding areas are other eective preventative measures.84
“ Skills-based health education can givechildren the ability to recognize the signsand symptoms of malaria and to recognizethe need to seek treatment. Skills-basedhealth education through schools canalso help promote a community-wideunderstanding of malaria with particularemphasis on the need for community-based control measures such as the use ofimpregnated bed nets”-The Essential Package.– 30 –

What Volunteers DoGlobal Volunteers does not provide invasive medical procedures. However, volunteers with health care backgrounds oer training and resources to help local communities manage infectious diseases.Volunteers:• Teach schoolchildren and teachers about malaria and dengue fever: how they are contracted, how to prevent the diseases, and their signs, symptoms and ramifications. • Encourage students to advise their teacher and seek treatment if infected. • Provide treated bed nets, explain their use and value, and promote their usage. • Help community leaders expand the safe use of Indoor Residual Spraying. – 31 –

Two thirds of theworld’s illiterateadults are women.– 32 –

The Essential ServicesIQ The lower the incidence of hungry and sick children, the higher the IQ of an entire country. This describes the inextricable relationship between the cognitive abilities of populations, as measured by average IQ, and the nutrition and disease prevention aorded its children. When children have sucient nutrition and are educated about and protected from infectious disease, their brains can develop fully. When provided adequate and eective education, they are able to engage their full intelligence. When a country’s children can realize their inherent intelligence, the entire nation benets, and the world by extension. There is unlimited positive and constructive power in education. Perhaps more than any other human activity, education stimulates the advancement of entire societies. H. G. Wells wrote, “Civilization is a race between education and catastrophe.” President John F. Kennedy added that it is up to each generation to determine the winner of that race. Ensuring that children have access to adequate and eective education is a prime responsibility of every generation. But this obligation is not geographically delimited. While parents have the principal duty to educate their children, it is in the interest of the global society as a whole to ensure that all parents have the ability to fulll that duty. – 33 –

Well-educated, trained and dedicated teachers, functional school buildings, adequately furnished classrooms, current textbooks, adequate school supplies, safe play areas, and stimulating classes are all necessary for eective education. In many developing communities, many of these basic requirements are not available. Both boys and girls must be educated at the elementary, secondary and university levels given the considerable contribution both genders make to a nation’s economy and culture, and their roles as future parents. School facilities providing clean water and gender separated bathrooms, generally considered health issues, are signicantly related to education. In many developing countries, less than half the primary schools have adequate water facilities and more than 60 percent have inadequate sanitation. Schools that do not have clean water and private toilets have substantially fewer girls attending, especially once girls reach puberty.85 That is why the UN has determined, “The goal is for every primary school in the world to be equipped with separate sanitary facilities for boys and girls, and to have a source of clean and safe drinking water.”86 Developing countries cannot advance eectively if they do not educate their sons and their daughters, and girls are less likely to attend school when there are no private sanitary facilities. Safe and welcoming learning environments are also vital. Psychosocial support is an education issue because children must have safe places to learn. Physical punishment is a fundamental concern in many developing country schools. “Caning” continues to be a common form of school discipline, even though outlawed in most countries. Student attendance and learning increases where there is a welcoming academic environment and kids are protected from physical abuse.87 “Human intelligence is puzzling. It is higher, on average, in some places than in others. It seems to have been rising in recent decades. Why these two things should be true is controversial.”-The Economist– 34 –

9.  General EducationCountries that promote universal and quality education benet from stronger economies, enjoy better healthcare, produce a more stable workforce, generate greater innovation, andexperience increased longevity. While all levels of education are important, eective basiceducation is crucial. Primary school attendance ranges from 61 to 83 percent in developingcountries, while only 49 percent of secondary school age children attend secondary school.88
Parents, teachers and school administrators are generally motivated to provide the besteducation possible to children. However, several factors complicate or completely frustrateeorts to aord students quality education:• Insufficient textbooks, supplies and materials• Inadequate teacher pay and training• Decrepit school buildings• Lack of clean water, sanitary facilities and healthcare at schools• Nonexistent or dangerous playground equipment• Tuition and required uniforms beyond the means of poor families• Inadequate school feeding• Absenteeism due to infectious diseaseAlthough every subject is important, learning the English language is fundamental tolife-long success, because English has become the international language of commerce,technology and opportunity. English can be a passport out of poverty throughemployment for many youngpeople in developing countries,especially in a time of increasingglobalization. Community leadersknow that the ability to speakEnglish provides new learningchannels both online and on-site,opens doors to higher education,leads to better employmentopportunities, provides access toimproved healthcare, and reducesthe likelihood of exploitation,especially among vulnerablepopulations.“The brain is the most complex and costly organ inthe human body. In human newborns, the braindemands 87 percent of the body’s metabolic budget, 44 percent at age five, 34 percent at age ten, and 23 percent and 27 percent for adult malesand females, respectively. Presumably, if anindividual cannot meet these energetic demandswhile the brain is growing and developing, thebrain’s growth and developmental stability willsuer.”-Christopher Eppig, et al.– 35 –

Global Volunteers has engaged short-term volunteers to teach conversational English for more than 20 years, serving in 21 countries on ve continents. We have found local English teachers in most communities are excellent grammarians. However, they often struggle with speaking the language, especially pronunciation, idioms, etc. Native English speakers provide students the opportunity to listen to and speak the language in ways they otherwise are not able. Using Global Volunteers’ Conversational English Teaching Guide, native English speaking volunteers become part of a process that inspires children to learn English. A steady stream of volunteers results in a cumulative measurable eect. The continuous ow ensures continuity and an ongoing opportunity for students to learn. Each volunteer becomes an important link in a long chain of volunteers making a signicant dierence. The emphasis is on improving real-life conversational skills, not formal rules of grammar. Volunteers teach four hours a day, Monday through Friday, and dedicate another four hours each day collaborating with teammates and preparing for class. They use a variety of methodologies and lesson plans to help expand vocabularies and develop speaking, reading, writing, and listening skills.Some communities ask for assistance in conducting conversational English language camps. One of the unique aspects of a camp program is that it incorporates experiential learning through eld trips, presentations, walks, sports, arts & crafts, cooking, etc. The goal is to involve the students in fun activities where they can practice conversational English in several dierent contexts. At the university and professional level, conversations involve subjects ranging from politics and government to religion, athletics, economics, celebrities and culture. By intensive and on-going exposure to native English speakers, students can make remarkable strides in their condence and comfort level with the language. For example, some local teachers have told us that participation in a two-week intensive English language camp can be equivalent to spending many months learning English in a classroom. Science and math, history and sociology, literature and music, and agriculture and computer literacy are also necessary disciplines. – 36 –

What Volunteers DoSince 1984, Global Volunteers has engaged short-term volunteers in building and repairing schools and libraries, and teaching conversational English and other subjects. Local communities involve volunteers in a variety of ways and in a wide range of subjects and activities. Volunteers serve in diverse environments including elementary, middle and high schools, universities, businesses, government agencies, and intensive conversational English language camps. They teach what they know by sharing experiences from a job, profession, school or hobbies, always work under the direction of headmasters, principals, and rectors, and fully cooperate with local teachers and sta.Volunteers: • Teach conversational English to elementary, middle, high school and university students.• Teach math, science, computer literacy, geography, agriculture, health, nutrition and hygiene. • Reinforce study skills.• Help coordinate field trips.• Provide school supplies.• Train teachers in pedagogy, English and other subjects. • Construct new classrooms, libraries, kitchens and bathrooms.• Paint and furnish classrooms.• Build playground equipment, athletic facilities, and health care clinics. • Rehabilitate and maintain existing school buildings.• Help improve academic curriculum.• Develop school record keeping systems.Global Volunteers helps raise money for scholarships so children who otherwise are unable to attend, can go to school and learn.Building a new library in Ghana.– 37 –

10.  Promoting Girls’ EducationTwo thirds of the world’s illiterate adults are women.89 Although gender gaps in primary school attendance have nearly closed globally, too often in developing communities parentsdo not send girls to middle or high school. Further, school is often withheld if parents arerequired to pay tuition or provide school uniforms. This practice denies society the criticaldevelopment resources from its entire people – boys and girls alike. UNICEF and the WorldFood Program are among the strongest supporters of girls’ education. The “Go Girls!” Educationfor Every Child campaign raises awareness, generates public support and mobilizes resourcesso that an ever-increasing percentage of girls are able to attend school.– 38 –

“Educating girls is critical for development. Educating girls raises economic productivity, it reduces poverty and it reduces infant and maternal mortality. It helps improves nutritional status and health.”-Ann M. Veneman Former Executive Director UNICEFWhat Volunteers DoGlobal Volunteers strongly supports girls’ education. Because two-thirds of our volunteers are women, and the majority of our volunteers have taught in the classroom, Global Volunteers are natural role models for the equitable treatment of girls. All our volunteers promote girls’ education.Volunteers:• Demonstrate that women and men can perform any job and can be successful in any career. • Support UNICEF’s “Go Girls!” campaign and WFP’s program that encourages parents to release their daughters from household responsibilities to attend school. • Participate in curriculum development to help ensure appropriateness for female students.• Sponsor female students through Global Volunteers fundraising efforts that pay for tuition, uniforms, books and other educational materials. – 39 –

11.  Potable Water and Sanitary LatrinesMost people in the developed world cannot imagine children attending schools where thereis neither potable water nor clean bathrooms, not to mention no bathroom, no clean water to wash hands, and no private latrines for girls or boys. UNICEF estimates more than 50%of schools in developing countries are without safe drinking water or adequate sanitationfacilities.91Some schools have no facilities at all; others are completely unacceptable:dilapidated toilets, germ-laden, not separated by gender, and havens for infectious disease. All too often, administrators, teachers, and parents in impoverished communities simply donot have sucient nancial resources to provide better facilities.– 40 –

What Volunteers DoGlobal Volunteers works with local school ocials to identify potential funders through private and corporate foundations, and individual donors to support construction of clean water and sanitation facilities. Volunteers with backgrounds in architecture, sanitation, water systems, wells, and construction serve under the direction of, and hand-in-hand with, community and school leaders in these eorts.Volunteers:• Provide technical expertise in the design of sanitation facilities and waste disposal systems.• Develop wells and water systems.• Construct private, separate sanitary facilities near schools but at a safe distance from the community’s water supply. Volunteer helping construct bathroom facility at a child care facility in Ecuador.– 41 –

12.  Psychosocial SupportThe psychosocial dimensions of schools, orphanages and children’s homes are vitally importantin children’s lives and to their healthy development. Yet data from developing countries showsthat more than 65 percent of children are subject to physical punishment.93Children requirenurturing, aection, support, social interaction, recreation, and mentoring from stable, caringadults in schools and other institutions that care for children. Caregivers must be sensitive to,and understand the requirement for, the basic psychosocial needs of the children whom theyserve.– 42 –

“A school’s environment can enhance social and emotional well-being and learning when it: • Is warm, friendly and rewards learning.• Promotes cooperation rather than competition.• Facilitates supportive, open communications.• Prevents physical punishment, bullying, harassment and violence.• Promotes the right of boys and girls through equal opportunities and democratic procedures.” The Essential PackageWhat Volunteers DoGlobal Volunteers serves children at orphanages, children’s homes, clinics, and schools, always ensuring psychosocial support.Volunteers:• Offer children love, nurturing, and affection. • Provide social stimulation and support.• Encourage schools and orphanages to have a positive, caring environment. • Feed, bathe, and diaper infants and toddlers.• Supply toys, athletic equipment and recreational kits. • Support community involvement in local schools.• Discourage caning and other forms of physical punishment.– 43 –

ConclusionVolunteers are Essential to Deliver the Essential ServicesAmazingly, if only one to two percent of the population volunteered, we could deliver the essential services to every child on the planet who needs them. The rationale is compelling. If children are provided sucient food and nutrition and protected from infectious disease, they can exercise their full intellectual capability through education. There are 12 proven essential services, that when integrated, ensure sucient nutrition, prevent disease, and provide education. Short term volunteers are a vital component to helping local communities deliver these essential services. Most caring people would agree that dramatically improving the opportunity for children to realize the fullness of their potential is a necessary and sucient result in and of itself. Why? Because we are talking about children. Because children are innocents. Because children have nothing to do with the tragic and dicult circumstances they’re in. Because children are the future. Because adults have the responsibility to care for children and ensure that they have the opportunity to realize the fullness of their God-given potential. Because each generation has a seminal duty to ensure the success of the next generation.However, there are added benets that arise from ensuring every child receives all 12 Essential Services: • Stronger Families: When children are healthy and parents are condent they can provide sucient food and education for their children and prevent infectious disease, the entire family benets. • Decreased Violence: There is strong evidence that when children’s brains fully develop and children are constructively occupied at school, they are less likely to be inuenced by those who encourage violence or terrorism. • Additional Wealth: The World Bank estimates that when a country’s population is appropriately nourished, the gross domestic product is enhanced. • Reduced Population: Improved nutrition and protection from infectious diseases reduces deaths during pregnancy, childbirth and early childhood. When fewer children die, parents are less inclined to conceive more children. The long-term result is a slower rate of population growth. • Increased Trade: Well-nourished, educated and healthy children become healthy and prosperous adults who become new customers for life-enriching products. Decreasing hunger, improving health and advancing IQ results in increased export and import opportunities for all countries.Volunteers leave their mark on the world.– 44 –

During the past three decades, Global Volunteers has demonstrated that short-term volunteers, serving at the invitation and under the direction of community leaders, make an important contribution helping deliver essential services to children. Volunteers become catalysts – motivating local communities to collaborate to take advantage of the resources oered. Because Global Volunteers’ development philosophy requires community partners to provide local participants in a number equal to or greater than the number of volunteers invited, the resulting human resources available to help meet the needs of children are magnied. Ultimately, the positive, constructive results of this interchange, when sustained through volunteer teams serving several times a year, for many years, in hundreds of partner communities worldwide are exponential.However, in order to deliver the 12 Essential Services to every at-risk child, hundreds of thousands of additional volunteers are required. This valuable resource is readily available in the developed world. If just one to two percent of those living in the developed world volunteered for only two to three weeks a year, helping communities in the developing world deliver the Essential Services to their children, the vast majority of needy children would be served. This would benet all humanity as many of the world’s most pressing challenges could be resolved within a generation or two. Hundreds of millions of adults care about children who live in life-constraining circumstances. But caring is not enough. Children need concrete action on the part of volunteers from the developed world and on the part of community leaders in the developing world. Every person and community who participates in this endeavor will reap tremendous benets due to two basic truths: Give and you shall receive; Teach and you shall learn. But rst you must act. We invite you to collaborate with us on behalf of children all over the world.“Caring alone is not enough. I wish it were. I wish it were so self-evident that all we had to do was to say to one another, ‘Well, we care about this,’ and action would somehow burst forth. But we need to be the actors. We need to channel our care into concrete actions.”-Hillary Rodham Clinton, U.S. Secretary of State– 45 –

End Notes1 See Daley, Tamara C., Shannon E. Whaley, Marian D. Sigman, Michael P. Espinosa and Charlotte Neumann. “IQ on the Rise: The Flynn Eect in Rural Kenyan Children.” Research Science, Psychological Science. Vol. 14, No. 3 (May, 2003). 215-219; Grabtgan-McGregor, S. M., S.P. Walker and S. Chang. “Nutritional Deficiencies and Later Behavior Development”. Proceedings of the Nutrition Society. (2000):59, 47-54; Lozo, B., Elias Jimenez, and Julia B. Smith. Double Burden of Iron Deficiency in Infancy and Low Socioeconomic Status. Arch Pediatr Adolesc Med. (2006):160. 1108-1113.2 World Food Programme and UNICEF. The Essential Package. (2005). http://www.un.org/esa/socdev/poverty/PovertyForum/Documents/The%20Essential%20Package.pdf.3 The Essential Package uses the term “interventions” to describe these 12 actions. However, because Global Volunteers typically is not asked to make interventions, but rather to provide services, we call these “Essential Services.”4 Global Volunteers. Strategy for Development: A Philosophy of Service. (1987). http://www.globalvolunteers.org/organization/philosophy/PhilOfSvc061218.pdf. 5 Hunger is defined as “a condition in which people lacked sucient macronutrients (energy and protein) and micronutrients (vitamins and minerals) for fully productive, active, and healthy lives. Hunger can be a short- or long-term problem with many causes and a range of eects ranging from mild to severe.” See Our Common Interest: Ending Hunger and Malnutrition, The 2011 Hunger Report. 13 Published by Bread for the World Institute. http://www.hungerreport.org/2011.6 The World Federation of Neurology reports that “Malnutrition can be subdivided into two types of constituents: protein-energy malnutrition and micronutrient deficiencies.” World Federation of Neurology – Neurologic Consequences of Malnutrition, p 3. http://www.wfneurology.org/pdfs/WFNreports/wfn_demos_malnutrition.pdf. June 9, 20077 Malnutrition and undernutrition are used interchangeably in this document. The term “undernutrition” is de?ned by UNICEF as “the outcome of insuf?cient food intake (hunger) and repeated infectious diseases. Undernutrition includes being underweight for one’s age, too short for one’s age (stunted), dangerously thin (wasted), and de?cient in vitamins and minerals (micronutrient malnutrition).” Malnutrition is described in the 2001 Hunger Report as occurring “when people’s diets do not provide adequate nutrients for growth and maintenance of health, or their bodies cannot fully utilize the food they eat due to illness. Malnutrition includes being underweight for one’s age, too short for one’s age (stunting), dangerously thin for one’s height (wasting), and deficit in vitamins and minerals (micronutrient deficiencies).” See Our Common Interest: Ending Hunger and Malnutrition, The 2011 Hunger Report. 13 Published by Bread for the World Institute. http://www.hungerreport.org/2011). 8 “Undernutrition among pregnant women in developing countries leads to 1 out of 6 infants born with low birth weight and is an underlying cause of an estimated 53 percent of all under-?ve deaths.” See Progress for Children: a Report Card on Nutrition. UNICEF and United for Children. (2006) May Number 4. http://www.unicef.org/media/files/PFC_Nutrition.pdf. 3. 9 Ibid.31.10 Eppig, Christopher, Corey Fincher, and Randy Thornhill. “Parasite Prevalence and the Worldwide Distribution of Cognitive Ability”. Proceedings of the Royal Society, published online 30 June 2010. doi: 10.1098/rspb.2010.097311 ENOUGH Why the World’s Poorest Starve in an Age of Plenty. Roger Thurow and Scott Kilman, Public Aairs. 200912 Food and Agriculture Organization of United Nations. Household Food Security and Community Nutrition. Improving Nutrition through Home Gardening. http://www.fao.org/ag/agn/nutrition/household_gardens_en.stm 13 World Food Programme and UNICEF. The Essential Package. 17.14 Ibid. 18.15 Food and Agriculture Organization of United Nations. Household Food Security and Community Nutrition. Improving Nutrition through Home Gardening. http://www.fao.org/ag/agn/nutrition/household_gardens_en.stm16 United States Department of Agriculture. School Garden Bulletin Board Resources. http://healthymeals.nal.usda.gov/nal_display/index.php?info_center=14&tax_level=3&tax_subject=526&topic_id=2107&level3_id=7213&level4_id=0&level5_id=0&placement_default=0. Food and Agriculture Organization of United Nations. School Gardens. http://www.fao.org/schoolgarden17 He, Changchui (FAO Deputy Director-General). In discussion with the author. September 22, 2010. In Rome, Italy.18 “Briefly, The Growing Connection works directly with NGO’s and grass-roots institutions (schools, clinics, orphanages…) to develop very space-and-water ecient vegetable gardens. The project’s objective is to adapt low-cost tools and techniques that can be taught, accessed and replicated at the household and community institutional level. Where possible, we ask project participants to document their eorts and experiences, and to share their best-practices within an internet/email based community – hence, the “connection” part of The Growing Connection. We now have some 130 sites in 12 countries.” Commented by Robert Patterson, FAO Liason Ocer, Washington, DC. See The Growing Connection. Cultivating Food, Connecting Minds, Harvesting Hope. (2010). http://www.fao.org/climatechange/19823-011caa29bd2cf43fe9f4d33a40e232367.pdf – 46 –

19 Food and Agriculture Organization of United Nations. Setting Up and Running a School Garden. ftp://ftp.fao.org/docrep/fao/012/i1118e/i1118e.pdf.20 World Food Programme (WFP). School Feeding Programs: Why They Should Be Scaled Up No.(2004). http://www.eldis.org/assets/Docs/20064.html.21 Arlene Mitchell, senior program ocer for agricultural development at the Bill and Melinda Gates Foundation, quoted in Our Common Interest: Ending Hunger and Malnutrition, 2011 Hunger Report. 37.22 Bundy, Donald, Carmen Burbano, Margaret Grosh and Aulo Gelli. Rethinking School Feeding: Social Safety Nets, Child Development and the Education Sector, (Washington D.C.: World Bank, 2009), 9-11. 23 Kurz, Kathleen. Executive Summary: Window of Opportunity. Our Common Interest: Ending Hunger and Malnutrition, The 2011 Hunger Report. 9 Published by Bread for the World Institute. http://www.hungerreport.org/2011. 24 Learn more about the 1000 Days Campaign, launched by U.S. Secretary of State Hillary Clinton in New York, September 2010, at www.america.gov25 Journal of Nutrition. Micronutrients and Fetal Growth. http://jn.nutrition.org/content/133/5/1747S.full.26 Food and Agriculture Organization of United Nations (FAO). Preventing micronutrient malnutrition: a guide to food-based approaches. http://www.fao.org/docrep/x5244e/X5244e02.htm.27 World Health Organization. Guidelines on Food Fortification with Micronutrients, (2003), 3, http://www.who.int/nutrition/publications/micronutrients/GFF_Part_1_en.pdf.28 World Federation of Neurology – Neurologic Consequences of Malnutrition, p 1, http://www.wfneurology.org/pdfs/WFNreports/wfn_demos_malnutrition.pdf. June 9, 200729 Food and Agriculture Organization of United Nations. Preventing micronutrient malnutrition: a guide to food-based approaches.30 Zlotkin, Stanley. “What are Sprinkles.” Sprinkles Global Health Initiative. http://www.sghi.org/about_sprinkles/index.html.31 World Food Programme and UNICEF. The Essential Package.13.32 The Economist. Sep 23, 2010 | NEW YORK | from the print edition. Silent and deadly – Smoke from cooking stoves kills poor people 33 United States Agency for International Development (USAID). Environmental Health News http://www.usaid.gov/our_work/global_health/eh/news/ghwd10.html.34 Food and Agriculture Organization of United Nations (FAO). Forest degradation and food security http://www.fao.org/DOCREP/X7273e/x7273e05.htm.35 Rehfuess, Eva. Fuel for Life: Household Energy and Health. (2006). Geneva: World Health Organization. http://www.who.int/indoorair/publications/fuelforlife/en/index.html. 36 United States Agency for International Development (USAID). Fuel Ecient Stove Programs in IDP Settings-Summary Evaluation Report – Uganda. http://www.usaid.gov/our_work/humanitarian_assistance/disaster_assistance/sectors/files/uganda_final_summary.pdf37 Engineering for Change. Solutions Library – Upesi Stove https://www.engineeringforchange.org/solution/library/view/detail/Agriculture/S00032.38 Rocket Stove Design Base. http://www.rocketstove.org.39 Timbuktu Chronicles. http://timbuktuchronicles.blogspot.com/2010/07/toyola-stoves.html. 40 Design Revolution – 100 Products That Empower People. Emily Pilloton. Metropolis Books, 200941 Eppig, Christopher, Corey L. Fincher and Randy Thornhill. (2010). Parasite Prevalence and the Worldwide Distribution of Cognitive Ability. Proceedings of the Royal Society. Doi: 10.1098/rspb.2010.0973.42 UNICEF, Facts on Children – Water, Sanitation and Hygiene. (May, 2010) http://www.unicef.org/media/media_45481.html. 43 Parasite Prevalence and the Worldwide Distribution of Cognitive Ability. Christopher Eppig, et al., Proceedings of the Royal Society, June 30, 2010 44 UNICEF, Facts on Children – Water, Sanitation, Hygiene. (May, 2010). http://www.unicef.org/media/media_45481.html. 45 Global Handwashing Day Planners Guide. 44 http://www.who.int/gpsc/events/2008/Global_Handwashing_Day_Planners_Guide.pdf. 46 The Global Public-Private Partnership for Handwashing with Soap. http://www.globalhandwashing.org/learn/health-impact.php.47 UNICEF, Facts on Children – Water, Sanitation, Hygiene, (May, 2010) http://www.unicef.org/media/media_45481.html.48 United States Agency for International Development (USAID). Environmental Health News www.usaid.gov/our_work/global_health/eh/news/ghwd10.html.49 Rodriguez, Diana. Preventing Diarrhea. http://www.everydayhealth.com/digestive-health/diarrhea/preventing-diarrhea.aspx#continue.50 Global Handwashing Day Planners Guide. 44 http://www.who.int/gpsc/events/2008/Global_Handwashing_Day_Planners_Guide.pdf.51 Ibid52 Ibid 18-19– 47 –

53 Ibid 2254 Ibid55 Paschyn, Christina Maria. Stressing Water, Sanitation and Hygiene for Children in Developing Countries (2010). Pulitzer Center, Washington, D.C. http://pulitzercenter.org/blog/news-points/water-sanitation-hygiene-children-developing-countries.56 Live Earth – How to make a Tippy Tap Hand Washing Device. http://liveearth.org/en/liveearthblog/how-to-make-a-tippy-tap-hand-washing-device.57 United States Agency for International Development (USAID). Environmental Health News www.usaid.gov/our_work/global_health/eh/news/ghwd10.html.58 Ibid59 Werner, David, Carol Thuman and Jane Maxwell. (1992). Where There is No Doctor: A Village Health Care Handbook. The Hesperian Foundation. 60 Global Handwashing Day Planners Guide. 41 http://www.who.int/gpsc/events/2008/Global_Handwashing_Day_Planners_Guide.pdf. 61 Ibid 3962 Ibid 3763 Ibid64 UNICEF Facts on Children – Water, Sanitation and Hygiene. (May, 2010) http://www.unicef.org/media/media_45481.html. 65 Parasite Prevalence and the Worldwide Distribution of Cognitive Ability. Christopher Eppig, et al., Proceedings of the Royal Society, June 30, 201066 UNICEF Facts on Children – Water, Sanitation and Hygiene. http://www.unicef.org/media/media_45481.html67 World Health Organization. Deworming for Health and Development. (Geneva: World Health Organization, 2005). http://whqlibdoc.who.int/hq/2005/who_cds_cpe_pvc_2005.14.pdf.68 The World Bank. School De worming at a Glance. (2003). http://www. dewormtheworld.org/pdf/S choolDe wormingata glance.pdf; Also see Deworming the World: Annual Report 2009. Deworm the World. http://www.dewormtheworld.org/pdf/DtW_AR_2009.pdf.69 World Health Organization. Deworming for Health and Development. (Geneva: World Health Organization, 2005). http://whqlibdoc.who.int/hq/2005/who_cds_cpe_pvc_2005.14.pdf. 70 Deworm the World. Learn More. http://www.dewormtheworld.org/learn_01.html.71 UNICEF Facts on Children – HIV AIDS. http://www.unicef.org/media/media_45486.html 72 Santa Clara University. HIV Vaccine Development: A Call for Justice. http://www.scu.edu/ethics/practicing/focusareas/medical/AIDS-vaccine.html. http://www.ucsfhealth.org/conditions/aids/signs_and_symptoms.html. 73 Centers for Disease Control and Prevention, Malaria Map Implication. http://cdc-malaria.ncsa.uiuc.edu. 74 World Food Programme and UNICEF. The Essential Package.16.75 The World Hunger Education Service. 2011 World Hunger and Poverty Facts and Statistics. (2011). http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm.76 Centers for Disease Control and Prevention. Dengue. http://www.cdc.gov/dengue77 UNICEF Facts on Children – Malaria. http://www.unicef.org/media/media_45488.html78 National Institute of Allergy and Infectious Diseases. Dengue Fever. http://www.niaid.nih.gov/topics/denguefever/understanding/pages/prevention.aspx 79 Sonia Shah. “In Africa, anti-malaria mosquito nets go unused by recipients.” Los Angeles Times. May 2, 2010 (http://articles.latimes.com/2010/may/02/opinion/la-oe-shah-20100502).80 Nothing But Nets. Malaria Kills. http://www.nothingbutnets.net/malaria-kills. 81 World Health Organization. WHO Recommended Insecticides for Indoor Residual Spraying against Malaria Vectors. (2007). http://www.who.int/whopes/Insecticides_IRS_Malaria_ok.pdf. 82 Nothing But Nets. Malaria Kills. http://www.nothingbutnets.net/malaria-kills. 83 National Institute of Allergy and Infectious Diseases. Dengue Fever. http://www.niaid.nih.gov/topics/denguefever/understanding/pages/prevention.aspx84 UNICEF Facts on Children – Water, Sanitation and Hygiene. http://www.unicef.org/media/media_45481.html.85 World Food Programme and UNICEF. The Essential Package. 10.86 Ibid. 15.87 UNICEF Facts on Children – Education and Gender Equality. http://www.unicef.org/media/media_45452.html.88 Walden University – ConnectEd Language & Literacy. The Importance of Learning English As a Foreign Language. http://connected.waldenu.edu/language-and-literacy/teaching-and-learning-foreign-languages/item/870-importance-of-learning-english-as-foreign-language. 89 UNICEF Facts on Children – Education and Gender Equality. http://www.unicef.org/media/media_45452.html. 90 UNICEF. Girls Education Campaigns. http://www.unicef.org/education/campaign_gogirls.html.91 World Food Program. WFP and Safe Access to Firewood. http://home.wfp.org/stellent/groups/public/documents/communications/wfp225419.pdf.92 UNICEF Facts on Children – Child Protection. http://www.unicef.org/media/media_45451.html.– 48 –

Global Volunteers is a private, non-prot, non-sectarian international human and economic development organization that focuses on improving the lives of children. Founded in 1984, Global Volunteers sends teams of short-term volunteers to work on long-term development projects. Nearly 30,000 volunteers have served in more than 30 countries on six continents. From all backgrounds and of all ages, volunteers become “servant-learners,” working with and learning from and about local people. Work projects are determined by the host communities and directed by local leaders. Service-learning programs are led by Global Volunteers’ local national country managers and U. S. team leaders. Global Volunteers is in consultative status with the United Nations ECOSOC and UNICEF and partners with more than 200 international, national, and local organizations worldwide. Facilitating community-driven development that addresses hunger, health and IQ, Global Volunteers mission is to wage peace and promote justice through mutual international understanding.Global Volunteers Board of Trustees protects the nancial integrity of the organization and ensures faithfulness to its vision and mission. Each trustee has been involved with Global Volunteers from the beginning in 1984 and has played a signicant role as the corporation has learned and grown. The ve members of the board of trustees meet annually and elect the board of directors. Bud Philbrook is Global Volunteers president and CEO. He served in President Obama’s administration as Deputy Under Secretary of the Department of Agriculture, is a former Assistant Commissioner for the Minnesota Department of Natural Resources and was elected to the Minnesota House of Representatives. He volunteered for ten years as Global Volunteers president while practicing law, before joining the sta. He earned his BA in Political Science at the University of Minnesota, an MA from the Humphrey Institute of Public Aairs with concentrations in Public Administration and International Development, and a JD cum laude from Hamline University School of Law. Bud is the primary author of this document.Michele Gran is Global Volunteers Senior Vice President. Her principle responsibilities include managing host partner relations, corporate message, and internet marketing. She has a a Bachelor’s Degree in Journalism from the University of Minnesota and a Master’s Degree in Liberal Studies/International Communications from Hamline University. Before joining Global Volunteers sta in 1990, Michele worked as an unpaid volunteer in a variety of capacities as the organization grew, while she worked full time in public relations and media relations for non-prot clients and the State of Minnesota, and as an account manager at a Twin Cities-based public relations rm. Michele has participated in Global Volunteers service programs in 20 countries.Sam Hanson is a former justice of the Minnesota Supreme Court and is currently Vice President and a member of the board of directors of Briggs and Morgan Law Firm, where he served as president before joining the court. Sam is a fellow of the American College of Trial Lawyers, an advocate of the American Board of Trial Advocates, a fellow of the American Academy of Appellate Lawyers, and is listed in The Best Lawyers in America. Sam received his B.A. in economics and history from St. Olaf College, and his LL.B. cum laude and with honors from the William Mitchell College of Law. Sam has participated in Global Volunteers service programs in China, India, and the U.S. Sue Laxdal consults with corporations, governments and non-prots in participatory approaches to organization development, operational planning, transition management, management development and organization analysis. She earned a Bachelor’s degree in Business Administration from Metropolitan State University and a Masters in Organization Development at Pepperdine University. Sue is a founding member of Minnesota Worldwide Women, Minnesota Facilitator’s Network (MFN), International Association of Facilitators (IAF) and MSOD Alumni Network. Sue has been a volunteer or team leader on more than a dozen Global Volunteers programs, including Australia, China, Greece, Italy, Poland, Romania, and the U.S. Todd Lefko is President of the International Business Development Council and writes for Rossiske Vesti, a Russian political newspaper and Rusya-Al Youm, the Russian Arabic Television channel for the Middle East. He has taught urban aairs, political science, international relations, organizational development and public administration at the university level, and has lectured at universities in the U.S., Russia, China, Belarus, Kazakhstan and Turkmenistan. Todd has participated in or led Global Volunteers service programs in China, Russia, Guatemala, Jamaica, and Mexico. Todd earned his BA in Political Science and MA in Public Administration from the University of Minnesota.Inside cover photo by Tanzania volunteer Amy Kleissler of son Jack Kleissler with Tanzanian boy.– C49 –

Global Volunteers, 375 East Little Canada RoadSt. Paul, MN 55117-1628 USA(800) 487-1074 | www.globalvolunteers.orgCopyright ©2011 by Global Volunteers. All rights reserved.®– C50 –