DRH Norway offers 14-month programs to gain experience in international cooperation and development. The program has three periods: 1) a 6-month intensive training in Norway, 2) a 6-month internship as a Development Instructor at one of Humana People to People's projects in Africa or India, and 3) a 2-month conclusion period in Norway. The training in Norway includes courses on global issues, practical skills, and fundraising. Participants then work directly with communities through Humana projects focused on education, health, and child development. The goal is to equip participants to promote positive change around the world.
Company description:
DRH Development Instructor Program in Norway
Den Reisende Hogskole is a network of private schools that specialize in the training of Development Instructors (DIs) that will participate in development projects, taking place in various third world countries.
The school in Norway is located 30 Km north of Lillehammer and its purpose is to recruit and train volunteers for projects in Mozambique, Zambia and India.
Job description:
Briefly, this is the structure of the program offered by DRH Norway:
Duration / Location
3 months pre-course – Sweden / Norway (optional)
6 months study period – Norway
6 months project period – India / Africa (Mozambique or Zambia)
2 months camp future – you will have the opportunity to choose from a number of DRH Schools located in Europe
Application requirements:
- there are no specific academic requirements
- English language – conversational level
- strong motivation, power of will and flexibility. If you lack in any of them, here you will develop this qualities
- the enrollment fee is 3000 NOK (approximately 380 Euros)
- teams start every 3 months. Next team starts in February - deadline 1st of August
We offer:
Throughout the whole 17 months the DIs are provided food and accommodation; medical insurance for the project period (Africa / India) is covered, as well as all transportation related to the project.
Company description:
DRH Development Instructor Program in Norway
Den Reisende Hogskole is a network of private schools that specialize in the training of Development Instructors (DIs) that will participate in development projects, taking place in various third world countries.
The school in Norway is located 30 Km north of Lillehammer and its purpose is to recruit and train volunteers for projects in Mozambique, Zambia and India.
Job description:
Briefly, this is the structure of the program offered by DRH Norway:
Duration / Location
3 months pre-course – Sweden / Norway (optional)
6 months study period – Norway
6 months project period – India / Africa (Mozambique or Zambia)
2 months camp future – you will have the opportunity to choose from a number of DRH Schools located in Europe
Application requirements:
- there are no specific academic requirements
- English language – conversational level
- strong motivation, power of will and flexibility. If you lack in any of them, here you will develop this qualities
- the enrollment fee is 3000 NOK (approximately 380 Euros)
- teams start every 3 months. Next team starts in February - deadline 1st of August
We offer:
Throughout the whole 17 months the DIs are provided food and accommodation; medical insurance for the project period (Africa / India) is covered, as well as all transportation related to the project.
The Federation for Associations connected to the International Humana People to People Movement
The Federation of Associations connected to the
International Humana People to People Movement is a
network of autonomous development organizations,
located in Europe, North America, Africa, Asia and Latin
America.
Vision, Mission, Goals and Objectives ppt..pptxellehsormae
This file contains researched informations that is helpful for learners. It encompasses the different Vision, Mission, Goals, and Objectives of an institution to be considered as essential and effective learning institution.
Global Ecovillage Educators for a Sustainable Earth Information Newsletter_Sp...Gaia Education
Global Ecovillage Educators for a Sustainable Earth Information Newsletter. Information about the Ecovillage Design Education Program in Buenos Aires and the indigenous youth program in India. Building Capacity & Empowering Communities in Southern Bangladesh. Case Study Urban Agriculture & Sustainability Centre
The expectations of two teachers before the job shadowing activity in Estonia, Erasmus+KA1 project, Più Europa a Scuola, ITI Vittorio Emanuele III, Palermo
Global Education and Development Process.pptxDrHafizKosar
Global education is an approach to learning that equips students with the knowledge, skills, and values needed to thrive in an interconnected and interdependent world. It goes beyond traditional education by:
• Focusing on understanding the world's interconnectedness and diversity;
This includes examining global issues like climate change, poverty, and human rights from multiple perspectives.
• Developing critical thinking and problem-solving skills:
Students learn to analyze complex information, make informed decisions, and take action on global challenges.
• Promoting empathy and intercultural understanding:
Global education encourages students to appreciate different cultures and perspectives, and to build relationships with people from around the world.
Key Concepts of Global Education:
• Interconnectedness:
Understanding how local actions have global consequences and how global events impact local communities.
• Diversity:
Appreciating the richness and variety of cultures, perspectives, and experiences around the world.
• Sustainability:
Recognizing the need to protect the environment and ensure a livable future for all.
• Social justice:
Working to create a more equitable and just world for everyone.
• Peace and conflict resolution:
Learning to resolve conflicts peacefully and constructively.
Benefits of Global Education:
• Prepares students for the 21st century:
In today's interconnected world, it is more important than ever for students to understand and interact with people from different cultures.
• Develops critical thinking and problem-solving skills:
Global education challenges students to think critically about complex issues and to find creative solutions.
• Promotes empathy and intercultural understanding:
By learning about different cultures, students develop empathy and understanding for others, which can help to build a more peaceful world.
• Prepares students for global careers:
In today's global economy, there is a growing demand for workers with international experience and skills.Global education can be implemented in a variety of ways, including:
• Integrating global themes into traditional subjects:
For example, a math teacher might use data from around the world to teach about statistics, or a history teacher might compare and contrast different countries' responses to climate change.
• Project-based learning:
Students can work on projects that address global issues, such as designing a sustainable city or creating a campaign to raise awareness about a human rights issue.
• Study abroad programs:
Spending time studying or volunteering in another country can be a transformative experience that helps students develop a global perspective.
• Technology:
Online platforms and virtual exchange programs can connect students with peers from around the world to collaborate on projects and learn from each other.
EDUCATION AND DEVELOPMENT OF PAKISTAN
In 2011-2012, national statistics
The Federation for Associations connected to the International Humana People to People Movement
The Federation of Associations connected to the
International Humana People to People Movement is a
network of autonomous development organizations,
located in Europe, North America, Africa, Asia and Latin
America.
Vision, Mission, Goals and Objectives ppt..pptxellehsormae
This file contains researched informations that is helpful for learners. It encompasses the different Vision, Mission, Goals, and Objectives of an institution to be considered as essential and effective learning institution.
Global Ecovillage Educators for a Sustainable Earth Information Newsletter_Sp...Gaia Education
Global Ecovillage Educators for a Sustainable Earth Information Newsletter. Information about the Ecovillage Design Education Program in Buenos Aires and the indigenous youth program in India. Building Capacity & Empowering Communities in Southern Bangladesh. Case Study Urban Agriculture & Sustainability Centre
The expectations of two teachers before the job shadowing activity in Estonia, Erasmus+KA1 project, Più Europa a Scuola, ITI Vittorio Emanuele III, Palermo
Global Education and Development Process.pptxDrHafizKosar
Global education is an approach to learning that equips students with the knowledge, skills, and values needed to thrive in an interconnected and interdependent world. It goes beyond traditional education by:
• Focusing on understanding the world's interconnectedness and diversity;
This includes examining global issues like climate change, poverty, and human rights from multiple perspectives.
• Developing critical thinking and problem-solving skills:
Students learn to analyze complex information, make informed decisions, and take action on global challenges.
• Promoting empathy and intercultural understanding:
Global education encourages students to appreciate different cultures and perspectives, and to build relationships with people from around the world.
Key Concepts of Global Education:
• Interconnectedness:
Understanding how local actions have global consequences and how global events impact local communities.
• Diversity:
Appreciating the richness and variety of cultures, perspectives, and experiences around the world.
• Sustainability:
Recognizing the need to protect the environment and ensure a livable future for all.
• Social justice:
Working to create a more equitable and just world for everyone.
• Peace and conflict resolution:
Learning to resolve conflicts peacefully and constructively.
Benefits of Global Education:
• Prepares students for the 21st century:
In today's interconnected world, it is more important than ever for students to understand and interact with people from different cultures.
• Develops critical thinking and problem-solving skills:
Global education challenges students to think critically about complex issues and to find creative solutions.
• Promotes empathy and intercultural understanding:
By learning about different cultures, students develop empathy and understanding for others, which can help to build a more peaceful world.
• Prepares students for global careers:
In today's global economy, there is a growing demand for workers with international experience and skills.Global education can be implemented in a variety of ways, including:
• Integrating global themes into traditional subjects:
For example, a math teacher might use data from around the world to teach about statistics, or a history teacher might compare and contrast different countries' responses to climate change.
• Project-based learning:
Students can work on projects that address global issues, such as designing a sustainable city or creating a campaign to raise awareness about a human rights issue.
• Study abroad programs:
Spending time studying or volunteering in another country can be a transformative experience that helps students develop a global perspective.
• Technology:
Online platforms and virtual exchange programs can connect students with peers from around the world to collaborate on projects and learn from each other.
EDUCATION AND DEVELOPMENT OF PAKISTAN
In 2011-2012, national statistics
1. DRH Norway – International School for Cooperation and Development
Program offer
DRH Norway offers grown-ups an environment in which to study this world of ours, and by
transformational practices to gain experiences to an extent that the participants when leaving
the DRH will find her or himself in a better position to take a solid stand to life.
DRH Norway has chosen as its topics the social conditions in the developing countries and in
Europe, people’s living conditions and the results of former, and the expectations for the
future development of our world. This is the content of the school’s program.
We are all part of and stand in a personal relationship to these questions. This makes the
school’s program a very important matter for both participants and teachers. The school has
chosen Humana People to People as its main partner in the endeavour to practically influence
on a better development for people in our world.
DRH Norway offers 14 months programs
• The first period: 6 months intensive training and studies in Norway.
• The second period: 6 months project period as a Development Instructor (DI) at one of
Humana People to People’s projects in India or southern Africa.
• The third period: 2 months conclusions and further actions in the fight against poverty - with
our own school as a base, and Europe as the battle field.
The First Period
6 months training and study period
The first period consists of some main elements which are studies, courses, experiences,
external actions, duties and internal projects and fundraising activities. The training is giving
the participants a program and an environment in which they are challenged theoretically,
practically and socially to develop knowledge, skills and attitudes towards being creative,
finding solutions for problems, not giving up when it’s difficult. They are also trained to
understand that all development work starts with the individual, first and foremost with
ourselves.
Concrete topics on the study agenda are e.g. related to Humanism; culture and religion; the
Gaia theory and environmental challenges; the world’s history; international political
economy and international relations; the fight against poverty; contradictions in our world
today; the HIV/Aids pandemic; tropical diseases and various practical project skills.
All participants, as part of the first period, participate in arranging one of the following big
cultural events; - the New Year Concert, the Summer Theatre, the Development Conference
or the Summer Olympics, together with other DRH schools in Europe.
Some main, concrete goals for the training are:
• Understand the world’s history and the current situation facing us as contemporary human
beings
• Be able to work practically, to take action and to plan and carry out projects with others.
• Learn to live and work in a team and to take responsibility for own learning and own and
other’s well being.
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2. • Get ready for courageous work as a Development Instructor at one of Humana People to
People’s development projects in Africa or India, - with a solidary humanistic attitude.
Through fundraising activities and responsibility areas the participants learn many practical
skills such as how to promote own views on the situation in the world by selling magazines
in the streets, taking care of a big, second hand clothes collection production, taking part in
running a hotel, learning about nutrition and cooking and how to stay fit and healthy and
learning new languages – all useful skills throughout the program and for the rest of the life.
The meeting between people, who together go through a long and challenging program, is not
going to happen without conflicts. The previous social experiences of participants and
teachers, although individually different, but still broadly speaking relatively equal, also
creates tensions and discussions. The main difficulties are closely connected to our society’s
tendency to individualise each human being’s problem-world to such an extent that to
formulate and solve problems commonly is untrained, yes, even alien for the majority of us. It
is our experience that it helps to take the conflicts, discuss through the reasons and together
find solutions that point forward towards a greater common responsibility.
A method used in our training we call: Determination of modern Methods. DmM is placing
the participants in the centre and as the driving force in the program, dividing the training into
studies, courses, experiences, actions and special points. With help from software and our
database we are gathering and measuring the educational elements and progress. During the 6
months, each participant needs to achieve minimum 850 points in DmM, take care of duties
and responsibilities, have 4 status meetings and complete the teams’ common fundraising goal
to qualify to become a Development Instructor at a Humana People to People’s project in
India or southern Africa.
Fundraising
Fundraising is an essential part of the preparation period. In fact the question of funding is an
essential pillar in all development work. No funding – no development project. For more than
20 years, the participants and the teachers at DRH Norway have raised most of the funds
necessary to run the school and the program in the streets of Scandinavia. The street
fundraising is still a mainstay in the program’s fundraising activities. In recent years we have
put a lot of energy into developing alternative methods for raising funds and develop a
stronger economic foundation for the program. Through an agreement with UFF / Humana in
Norway and Sweden, member organizations of the Federation Humana People to People, the
school has taken upon itself the responsibility to manage a part of these organizations’ second
hand clothes collections. The participants in the program are invited to take part as a
fundraising activity, both in the operation and the expansion. Furthermore, our host at Hornsjø
Høyfjellshotell has expanded its activities in recent years and has invited the school to take
part in some of its hotel operations as a dugnad/fundraising activity, especially during high
seasons. The school strives to keep the clothes collection and hotel work activities within 3
defined weekdays. In the Calendar it is allocated as the Practical Days where we also do
maintenance, work with responsibility areas and so on. The other days are for the studies,
actions and other preparations.
The Second Period
6 months Project Period
The participants work closely together with Humana People to People project leadership and
staff as Development Instructors. The DIs get first hand fieldwork experience and are given
opportunities to take part in developing the project with own efforts, skills and ideas, - with
2
3. the intention of creating a long and good experience-period, performing transformational
practices – and creating development and constructive changes. The DI positions are mostly
given within the field of education such as;
• Street children schools, preschools or teacher training,
• HIV/AIDS prevention programs,
• Child Aid and community development projects,
• Various kinds of fundraising and environmental projects.
The participants go to the projects where they are needed the most. Early in the training
period, each participant gets to know which project line they concretely can prepare for, and
they learn more about the actual tasks there. During the last 3 months of the preparation, each
person gets to know for which specific project they will work. This can still change during the
final part of the preparation time, so it is important to be flexible and open for changes all the
way. It is important to bear in mind that: - “Where there is a will there is a way”, which means
that all kinds of technical preparations are not enough. It is our experience that the
Development Instructors to a large extent, also need to use all of their best human qualities
and fully understand Humana’s Solidary Humanism to make a successful project period. For
you to better understand the work of Humana People to People you should study their Charter
which you can find in full at: www.humana.org
Here a short excerpt:
From Humana People to People’s Charter
Development
• It is about fostering new generations with golden hearts and heads and hands, well-educated
and with a personal ethic of such proportions, that humanized relationships of all sizes can
serve as substitutes for all sorts of dehumanized phenomena.
• It is about improving democracy, advancing productions, building up trade relations,
generating services and it is about scanning all brains to create new portions of know-how.
• It is about concentrating on the important task of transferring the results of efforts from
places where development is well ahead to places where it is dawning or even absent.
• It is about establishing capable institutions for education and health.
• It is about improving human relationships on a contemporary basis and to modern standards.
It is about the emancipation of every single human being on the level of personal happiness,
and, at the same time, making each human responsible for the happiness of his neighbours
through practical methods.
And as always in the question of development is it about promoting and preventing.
Preventing the dehumanizing of society, of institutions and of you and me. Promoting the
humanization of mankind, the only art form that contains the seeds to the flowers of happiness
for all. From black-white to all colours at random. From the struggle for liberation to the
struggle for development.
HUMANA PEOPLE TO PEOPLE yearns for a humanizing influence on this development.
The influence of The Solidary Humanism.
The Third Period
2 months further actions and conclusions
After returning from the different corners of the world, the team celebrates being together
again. As individuals, and also as a group, everyone has gained much knowledge and
experience. Through discussions and meetings, sharing and using each others experiences, the
previous months are concluded upon, before plans for the last period of the program are
finalised. It is our experience that you learn twice by teaching what you have learned to
others. So after deliberations and discussions in the group and with the teachers, presentations
3
4. are held for the whole school as well as for people outside the school. One of the aims of
holding these presentations is to show how we all can contribute to a better world, - from
where and who we are. Each student - alone or in groups - also makes lasting products, useful
and informative, from the project period. These are booklets, photo exhibitions, DVDs with
materials, courses and photos, theatre plays and more. Finally follows a 5-6 weeks period
where the participants, - alone or in groups - take further action under the headline: “Take
action and fight Poverty”. The arena is Europe - using all the previous experiences in the
fight. Many of these short projects will be carried out in co-operation with Humana People to
People or other DRH schools in Europe.
Examples of projects are:
• People to People relations: establishing partnership between projects in Africa/India and
people in Europe.
• Information materials: making bigger films or educational materials about the projects and
the DIs’ role in the work, social conditions in the countries, examples of development
achieved to be shown at many places and used for promotion purposes, to promote the
program and the projects.
• Teaching: being co-teachers and action leaders at the DRH schools and mobilise other
students in actions and training, teaching at other schools, institutions and organisations to
promote Solidary Humanism.
• Promotion activities: work to mobilise new participants to follow in their footsteps by
joining the program.
At the end of the 14 months program the teachers and participants evaluate and discuss the
final outcome of the whole program, from where we expect each participant to be in a good
position to take a solid stand to life.
Throughout all three periods of the program we follow:
The Pedagogical Principles
1. You have to go exploring to acquire new ideas - and to explore further to form better ideas.
2. You have to get close to the thing you want to learn about. The closer you get, the more
you learn.
3. Together with your fellow students you must be the driving force in the work in order to
learn much. Teachers’ tricks won’t do to put you on your toes. Life is too important for that.
4. You should be forewarned: Once you get into your stride, you’ll want to do more and more.
The deeper you go into a question, the more you’ll want to know. There is much work in this
- but in return you’ll avoid being superficial and half-awake.
5. There isn’t time to learn everything at school. Like an iceberg perhaps only one tenth of
what you’d like to be able to do and know. The rest comes later.
6. Only Adam, at first, was alone in the world. All the rest of us are here together.
7. The things you learn should be put to use... Now, if possible - so that others may learn from
you. Possibly later, as the occasion arises. What you have learned you learn twice as well by
teaching it to others.
8. You have to be mobile, and then you will encounter many things. Otherwise, things come
to a stop - even though your eyes are starting out of your head. From just one place you can’t
see far.
9. All this applies to teachers, too.
Read more about our PP’s on our website: www.drh-norway.org
4
5. The Countries where you will practice
India
The country is huge as a continent, often called the world’s biggest democracy and fast
growing with over 1.1 billion people. India always surprises with its colours and beauty,
glamour, poverty, size and smells. India is intense and never predictable, so expect the
unexpected. Humana People to People projects in India are currently operating in Haryana
east of the capital Delhi, in Tamil Nadu in the south - and in Rajasthan in the east where most
of our participants go. For more info about HPPI, their website is: www.humana-india.org
Mozambique
The country is situated on the southeast African coast and is one of the poorest countries in
the world. Until 1975 a Portuguese colony, followed by 17 years of war and civil conflicts.
Today, Mozambique is still facing multiple social and economic problems related to poverty,
including unemployment, low agricultural production, and limited infrastructure and social
services. Mozambique has for many years in a row had a yearly economic growth but there is
still very much to be done. ADPP-Mozambique (Humana) initiated its work in Mozambique
in 1982 and has implemented 40 development projects. The projects are situated all over
Mozambique. Read more on: www.adppmozambique.org
Zambia
Zambia is a landlocked country in the Southern Africa. The country shares its borders with 9
countries. Zambia gained its independence from British colonial rule in 1964 and was for the
next 27 years under one party rule. Multi party democratic elections were held in 1991.
Mining has been the core of the economy of Zambia. The decline in the price of copper on the
world market and rising oil prices have had a devastating effect on the economy of the
country. Development Aid from People to People in Zambia (Humana) runs 13 development
projects. DAPP started the development activities in Zambia in 1986. Inform yourself more
on their website: www.dappzambia.org
The school's background
and present Training Facilities
The first DRH School started in Denmark in 1970 and today there are 13 DRH schools in
operation in Europe, Asia, Africa and America, all with their own concept and character.
DRH Norway started in 1978 and is the oldest DRH School, still operating today. When the
school first started, we invited for 9 months programs centred on a 4 months study and
investigation period to Asia, Africa or America - to learn about people’s life conditions, their
history and their expectations for the future. By travelling in busses, ships or airplanes we met
people on their own doorsteps in all corners of the world. Today the programs are focusing
more on the practical development work based on Solidary Humanism as quoted from
Humana People to People’s Charter: “The dehumanised human being, the dehumanised
society must meet the Solidary Humanism. Man standing shoulder to shoulder with all
mankind.” So the aims and intentions with our programs still remain the same, although many
things have changed. The school is situated in Norway, in facilities rented by Hornsjø
Høyfjellshotell, 883 metres abs, 36 km north-east of Lillehammer. The hotel dates back to the
19th century and the school rents facilities in some parts of the buildings, with classrooms,
offices, living, dining and spear time facilities. The hotel has a swim hall which we can use
most of the year. The nature around Hornsjø invites for unique experiences like canoeing,
biking, skiing and hiking, sleeping outside under open sky in the summer and in snow caves
5
6. during the winter. The opportunities for experiences the nature offers provide important
elements for the program. Other useful links to give you a broader understanding of our
programs:
School’s website: www.drh-norway.org
The Federation of Humana People to People:
www.humana.org
UFF Norway: www.uffnorge.org
Humana Sweden: www.humanasverige.org
Sister schools: www.drh-movement.org
Practical Information
The school starts 14 months programs 4 times a year:
February team – Mozambique and India
May team – Zambia, Mozambique and India
August team – Mozambique and India
November team – Zambia, Mozambique and India
Economy
The economy consists of 3 parts:
The non-refundable enrolment fee of 3.000 NOK, the school fee of 30.000 NOK and the goal
for fundraising during the first period, which is 40.000 NOK. All the fees and fundraising go
to cover the school’s expenses, to run the first period including your boarding expenses, to
pay the travel expenses and insurance for the second period, and the third period program.
The school would not want to see the economy preventing someone from joining the program
and have over the years developed different economical solutions and are innovative in
keeping costs at a minimum. We are able to help you work out a plan for how you can raise
money to cover school fee costs, if that is a problem, so do not hesitate to take contact in these
matters.
Info and Preparatory Meetings
Before the start of a program we invite all DIs for a meeting, preferably at the school in
Hornsjø. If that is not possible for you, there are info meetings at places closer to your home.
Here a school representative presents its offer and explains what is expected from you as a
participant. On that background you will decide whether this is a good program for you, and
we can start discussions of practical and preparatory character. During the meeting we want
you as participants to formulate yourselves to each other and to the school, your different
reasons for joining the program, as an initial start on building common ground for planning
and organising your participation. After enrolment you will have contact with the school’s
teachers and participants, until team starts. Qualifications needed: The program is open to
anyone, who has passed 17, 5 years of age, willing and prepared to take the challenge. There
are no specific academic requirements.
The school has two rules:
No drugs and no alcohol.
No drugs or euphoric substances during the entire 14 months program. You will have to be
free of heavy drugs min.12 months before starting at any program at the school. No alcohol,
except for holidays or open weekends when you are away from the school or the school’s
program in first and third period, and no alcohol during the 6 months project period.
6
7. Good reasons for joining our program:
• You are against racism and actively want to build good relations between people
• You like to be one who has a good influence on the development in the world
• You like to do something that is different or unique, but not necessary the mainstream
• You are in for taking action to fight poverty - shoulder to shoulder with the poor
• You would like to share your daily life and work closer together with others, in an organized
way
• You like to learn about the world, travel and experience other cultures and societies
• You would like to live in a drug and alcohol free environment
• You would like to broaden your personal fundament and challenge your own limits
• You would like to learn to take practical action to bring about changes
• You like to learn how to lead others
• You feel that the de-humanizing of mankind must be met by the influence of solidary
humanism
Interested in the program:
1. Give us a call on +47-61264444 or email: diprogram@drh-norway.org
2. Accept an invitation to come for an information meeting in your area or a preparatory
meeting at our school. Here you will learn about the school’s offer, and if needed get help to
solve financial obstacles
3. Enrol yourself
4. Start
Den reisende Høgskole
Hornsjø, P.b. 47, 2636 Øyer, Norway
Phone: (+47) 61264444 (Promo)
Org. No. 971 520 957
Website: www.drh-norway.org
7