The course is to provide an opportunity for health and development workers seeking to improve their activities for promoting people’s participation and empowerment.

Throughout the course, the participants learn on learning skills, facilitation skills, and alternative ideas. The participants also learn how to participate and co-create learning community.


This training course takes participatory approach.

Participants as resources

The course input will be based on participants’ ideas, skills, and experiences. So, the specific objectives as well as details of the schedule, contents, and methods will be decided by the participants. They are responsible for their own and others’ learning.

Learn from processes

The learning process will be the learning components of the course.

Learn from diversity

The participants learn from one another on their different background and experiences by working together.

Target participants

The training course is useful for the health and development workers such as NGO staff, leaders of People’s Organization seeking for improvement and innovation in their activities.

for example;

    • How to promote people’s participation and ownership,
    • How to organize people to address the issues in the community,
    • How to collaborate with multi-sector group, etc

 *Please refer to the Course Outline and Application Guideline of each year for more details on the criteria for application.


Course format

The participants spend for 5~6 weeks at AHI with learning and living together in the dormitory of AHI building.

How to apply

For ILDC 2024, please click here.


About alumni data, please click here.

Reference of the course

Voices from alumni


Thadshayini Thavachchelvam, Sri Lanka “One of the remarkable aspects of ILDC 2023 was the autonomy in setting our training goals. Drawing from the challenges faced by our respective youth groups, …


Teti Rahmawati Nasution, Indonesia My journey in and after the ILDC Participating in the ILDC course was my dream for the past a few years. But I could not get …


M. Pradeep Laksiri Fernando, Sri Lanka “As a youth coordinator, I thought I knew all about our partner youth group members. However, through my interview with those youth members during …
Nyamjargal Purevdorj, Mongolia “In ILDC, we create our own learning through participating in various discussions and taking responsibilities in managing the sessions. They are not easy things to do, but …
Leanghouy Chhoeung, Cambodia “In the beginning, I hesitated to ask a question when I didn’t understand what someone’s saying, because I thought I would disturb or delay the session. However, …
Dona Amanda S. S. Munasinghe, Sri Lanka “Maybe, I was only escaping from interacting with other participants and convincing myself with self-effort. I always thought that I could ask Pramo …
Yan Petrick Rajagukguk, Indonesia, “I learned that anyone can have leadership. And I was motivated in secured relationship with my co-participants. As a leader of my youth group, I had …
Hasham Mehmood, Pakistan “Our youth group already had good relationship with RASTI, our partner organization. That hasn’t changed, but ILDC gave us an opportunity to think about the quality of …
Rehan Gill, Pakistan. “I had thought that AHI staff were the ones to put us on track when something unexpected happened in session management. But one day, without any advanced …
Shah R. B. Jalal Sarna, Bangladesh “At first, I was not confident about myself. Having a hearing impairment, I was not sure about whether I could carry out the role …
Pramodhya B. Dissanayake, Sri Lanka “I was expecting to finally learn strategies to tackle local issues. However, AHI repeatedly brought up the topic of secure relationship. I was thinking to …

"I have fought for human right of Dalit people in Nepal. During ILDC, I realized that the protection and fulfillment of human right are the matter of whole society and should be tackled in collaboration with other marginalized groups."
Hima Kumari Sunar (ILDC 2018),
Feminist Dalit Organization (FEDO), Nepal
"In ILDC Hiroshima visit taught me that peace should be succeeded to and created by the next generation so that they can make their community better to live with self-esteem and dignity.
Sreyleak Nob (ILDC 2018),
World Vision International-Cambodia
"As a national government staff in charge of social work, I learnt many things through sharing with other participants such as NGO staff and community leaders. Government alone cannot manage everything and should collaborate with other sectors."
Techid Chawbangpom (ILDC 2012)
The National Health Commission Office (NHCO), Thailand

Voices from sending organization

"ILDC gives an opportunity to our staff to enhance their leadership and facilitation skills by challenging themselves to learn and share with other participants with different background in the international setting."
Josephine Alindajao (ILDC 2000),
Executive Director of Davao Medical School Found. Inc. Institute of Primary Health Care (IPHC)
"After ILDC, Hasham has changed to be more considerate of and to look about the youth members who don’t seem keeping up with what’s been discussed in the meeting for example. He consciously talks to them and tries to involve them in the discussion or sharing some roles. I think such change has come from his own experience in ILDC. He experienced to be supported by others in the participatory-style training like ILDC."
Mr. S. Mujahid Hussain (ILDC 2016),
Executive Director of Research, Advocacy and Social Training Institute (RASTI), Pakistan, Sending organization of Mr. Hasham Mehmood (ILDC 2021)
"Before ILDC, Sarna rarely spoke in our daily briefing, but now, when she doesn’t understand something, she says so and asks questions. She proposes others what she needs in order for her to actively participate in online meetings; e.g., asking to type texts in the chat box and to utilize colored cards in a way to express opinions. She also applies such tools in her own training and the degree of the trainees’ participation has increased, which has raised her confidence and motivation. She practices what she learned. I am happy to see her trying further and keeping her learning alive."
Ms. Taslima Akter (ILDC 2015),
Centre for Disability in Development (CDD), Bangladesh, Sending organization of Ms. Shah R. B. Jalal Sarna (ILDC 2021)


Major countries of participants: India, Indonesia, Cambodia, Sri Lanka, Thailand, Nepal, Pakistan, Bangladesh, Bhutan, Philippines, Vietnam, Malaysia, Myanmar, Laos. (Varies from year to year, but all in South and Southeast Asia.)

There is no teacher in ILDC. Participants are facilitated by each other or by AHI staff so that their experiences, knowledge, and skills can be used to help others learn. This process helps developing participant’s leadership skills. Participants create their own learning through the participatory process.

AHI views “health” and “health care” in a broad sense. We discuss and consider all the issues that lead to unhealthy conditions of people, not only in their body, but also in their mind, and their social lives. Therefore, the training will be attended by people working on a variety of subjects and issues.

Application information are mainly sent to organizations of former ILDC participants and their network. We also send to the NGOs which AHI staff met during their exploratory visits on site. The selection process takes into account the track record of the organization to which the applicant belongs, the applicant’s clear purpose to learn and awareness of the issues. An online interview (Zoom) may be conducted to confirm what’s written in the application forms and to check English and communication skills.

We consider the balance of the participant’s background including gender and religion to ensure the diversity of the participant’s group, so that participants can maximize learning from one another.

The course goals and details will be determined by the participants. This is not a training course that follows a set of materials. Materials will be prepared, created, and distributed on a case-by-case basis as needed.

English proficiency may vary from participant to participant. Since it is a common language during the training, we will of course consider it as one of conditions of selection. However we do not question the accuracy or fluency of the English language itself. Rather, we consider the ability to communicate and make efforts to convey one’s thoughts and ideas most important. The same is true for the listener. The process of cooperating with each other to develop mutual understanding is also an important part of the training.

If the youth applicant has a clear idea of what is required to express in the application, he or she can get other’s help for translating it into English from local language. But during the training, if s/he cannot understand what others are saying or express own opinions, it will be extremely hard to gain any learning. We strongly suggest to avoid having NGO worker play an interpreter role during the training all the time. It takes a lot of time and energy to be an interpreter, and it makes it difficult for the NGO worker to focus on his/her learning. In other words, applicants do not need to be fluent at all, but they do need to be able to carry out conversations and participate in discussions in even simple English.

 Basically, it is the responsibility of the applying NGO to provide sufficient learning environment for its nominees. So we suggest them to make effort on that.

We use online whiteboards to visualize the discussions and build on them. Overcoming the inconveniences and difficulties that come with being online is a good source of learning of everyone. (Video available for reference.)


AHI accepts interns who can support our International training course.

For the details, please click here.