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The Training philosophy
  • Anything given free is not appreciated or valued
        Students repay society for the education that they receive in a variety of     ways, including working in the province centers as teachers during their     Stage III training, and doing community services such as cleaning     pagodas & villages and donating blood.
  • Mere knowledge or awareness does not produce change
        Participants live out the principles that they are learning in a community     of peers, where much of the learning comes through taking     responsibility in a series of activities. There are regular participatory     feedback sessions and ongoing evaluation by staff to reinforce student’s     progress.
  • Women will enjoy the same respect and opportunities as men only     when they are empowered to resist abuse and when both men and women     recognize the equal rights of women
        The leadership character development training, combined with Tae Kwan     Do-skills, provide women with multiple approaches to avoid or resist     abuse. At the same time, the males in the program are learning new ways of     relating to women. The males will not only been lessen the likelihood     that they will not respect women in the future, they will     also speak out against discrimination and abusive behavior.
  • Job preparation skills
        In addition to English language training throughout the lower levels, the     Stage III employment skills course provides training in: job seeking     (locating employment opportunities, preparing resumes and applications),     accounting, computing, small business operation and supervision skills.
  • Self-discipline and concentration
    Apart from the benefits to self-discipline     and concentration which are derived from many of the program activities,     we treach specific techniques such as meditation and bean-counting to     develop concentration.
  • Increased belief in self, accompanied by reduced self-consciousness
    In addition to a range of motivational     training, singing, dancing, talking, and story-telling in front of others     are used to develop these characteristics. Students are regularly involved     in teaching, encouraging and helping each other, and in addition they have     their our teachers as role models.
  • Inter-personal relationship skills, including inter-gender     relationships
    Living harmoniously 24 hours per day     in a community fosters the growth of many inter-personal relationship     skills. These are enhanced by a range of aspects throughout the program.     In addition, the strict gender equality in our program sets an example to     the students that they are required to follow in their daily lives in the     centers. Rather than adopting positive discrimination as a way of     empowering women, we emphasize equality of treatment, opportunity and     respect. Students are encouraged to inter-relate as family members     (brothers and sisters). One of the most memorable of practices is the     regular “eye contact” exercise in which students take turns in making     respectful eye contact while acknowledging each other.
  • Leadership skills
        Students are given many opportunities to develop and practice leadership     skills, for example, through rotation of duties and positions within the     centers. In addition, the majority of the other qualities developed     through the program are essential to good leadership. This is one of the     focal areas of the organization.
  • Ability to take on responsibilities
    Students are largely responsible for the     day-to-day maintenance of the centers. They also participate in social     services outside the centers, which serves to develop their ability to     accept responsibilities. Students who participate in teaching in the     province centers take on a range of significant responsibilities.
  • Dignity, a sense of self-worth and civic consciousness
    The combination of activities and     experiences that the students experience during the different     stages contribute to develop these characteristics. They also     participate in performing a range of civic services (e.g. cleaning     Pagodas, teaching English, donating blood) that enhance their identities     as useful members of the wider community.
  • Awareness of important social issues
        These include HIV/ AIDS, drugs, crime, domestic violence, human     trafficking, environmental issues, and urban migration.
  • Tolerance and respect for the beliefs of others
    This does not have any religious     affiliations but has a strong focus on spiritual principles. This serves     not only to create a better understanding of other religions but also to     enrich the spiritual life of the students.
  • Continuous program improvement through action learning
        This recognises the importance of monitoring and evaluation and     continuously monitors the effectiveness of its programs, not just to     identify and correct weaknesses but also to be able to recognise and     replicate emerging improvements.
        Center managers and program administrators meet for four days each month.     Two days are devoted to an in-depth evaluation of activities and to share     lessons learned. This empowers the voluntary staff who are put in a     situation of advising the founders and administrators on the progress of     the program and ways of improving it. The other two days are for intensive     short-duration training on a range of topics.
  • A realistic view of the job market
    approach takes into account that the bulk     of positions in the job market are for clerks, computer operators, office     assistants, sales people, guards, restaurant staff, factory workers, etc.     and that these positions do not require a full academic education. When     aim to provide graduates with a good command of spoken and written     English, basic numeric, office skills, a good attitude to work,     self-discipline, self-esteem, punctuality, belief in self, ethical values,     inter-personal skills and civic consciousness.
This combination means that our graduates have been able to compete successfully in the “real world”. The strong network among graduates provides a significant additional advantage.
Extra Curricular Offerings and Events
The Extra Curricular Offerings include sports and performances from many different fields, e.g. hockey, Tae Kwon Do, football, dancing, performances and roll-plays. The cultural evenings are scheduled every Friday night, where students can learn and actively practice traditional dances and performances. The hockey-tournaments are held several times a year and the opponents are national teams from all over the world, e.g. Japan and the Netherlands. The hockey-tournaments are a popular local event and attract many spectators from all local and also numerous foreign social societies.

L-CDI continually requires further financial support. This is needed for expansions, to pay the small overheads of the training centers, to be able not to require families to support their students while they are staying full-time in the centers and others. The support is done through our sponsors. Our sponsors have the opportunity to sponsor a center, a project, a particular student or to give a general donation to the organization L-CDI. Beside direct monetary support, donations made in goods or other forms are also welcome; but please take into consideration, that we are usually able to get the most optimized local market-prize, that is very competitive, especially when compared to Western markets. To mention only a few of our sponsors, other NGOs like German GTZ or the United Nations, other universities like Chosun University from Korea and last but not least many other private individuals from all over the world. A list is available in our link-section. Donations can be made via the internet (Paypal) or of course also directly in one of our centers.
L-CDI practices a peer-education approach. That means, almost all of L-CDIs voluntary teachers are former students with a high performance level and an aptitude for teaching. Open for teaching are the modules English, motivation and accounting. To help our students mostly, our teachers do not get a regular salary; they are offered free accommodation, free food and free medical care. The remaining expenses are usually sponsored through their families. Further allowances from L-CDI are on an irregular basis from time to time granted, when the financial situation does it allow. Our former students are at the moment expected to fulfill the voluntary position for three years. Foreign volunteers are explicitly encouraged to apply. L-CDI can offer help when applying for a NGO-visa. Please do not hesitate to contact L-CDI via e-mail or directly in one of our centers for further requests.
L-CDI's students are mainly drop-outs from the public schools but also youths that ran into a situation, where they were no longer able to participate from the public school sector (e.g. social problems like involvement into drugs and/ or criminal circumstances or they simply could not afford the school-fees). At the moment, L-CDI offers education for full-time students (boarding-school offer) and part-time students (daytime-offer). For further information, please contact L-CDI directly in one of its centers or via e-mail.

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