puentes fy18 q2 508 compliant reportcooperation agreement number: aid-520-a-17-00004 submission...
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Cooperation Agreement Number: AID-520-A-17-00004
Submission Date: April 30, 2018
PROJECT PUENTES FY18 Q2 QUARTERLY PERFORMANCE REPORT
January 1, 2018 – March 31, 2018
TABLE OF CONTENTS
TABLE OF CONTENTS ......................................................................................................................2
ACRONYMS ........................................................................................................................................3
EXECUTIVE SUMMARY ......................................................................................................................4
RESUMEN EJECUTIVO .......................................................................................................................5
I. INTRODUCTION ...................................................................................................................6
II. KEY ACCOMPLISHMENTS ....................................................................................................6
III. CROSS CUTTING THEMES ................................................................................................ 19
IV. MANAGEMENT AND ADMINISTRATION ....................................................................... 21
V. TRAINING EVENTS: ............................................................................................................ 22
VII. MONITORING, EVALUATION AND LEARNING (MEL) PLAN ....................................... 24
VIII. COORDINATION AND COLLABORATION EFFORTS .................................................. 25
IX. IMPLEMENTATION CHALLENGES AND MITIGATION MEASURES .............................. 25
X. SECURITY CHALLENGES.................................................................................................... 25
XI. LESSONS LEARNED ............................................................................................................ 26
This document was produced for review by the United States Agency for International Development. It was
prepared by World Vision, Inc. for the Puentes Project.
ACRONYMS
AGEXPORT Asociación Guatemalteca de Exportadores - Guatemalan Exporters Association
AKEBI Association Kemow Intercultural Eta' manik Bilingual -Kemow Eta' manik Intercultural Bilingual
Association
AOR Agreement Officer's Representative
CDRO Asociación de Cooperación para el Desarrollo Rural de Occidente – Western Rural Development
Cooperation Association
CEIBA Asociación Grupo Ceiba
COCODE Consejo Comunitario de Desarrollo – Community Development Council
COMUDE Consejo Municipal de Desarrollo - Municipal Development Council
COP Chief of Party
CRM Customer Relationship Management System
DMM Direccion Municipal de la Mujer - Municipal Directorate of Women’s Affairs
EJC Espacios Juveniles Comunitarios – Community Youth Centers
FUDI Fundación de Desarrollo Integral - Integral Development Foundation
FUNDAP Fundación para el Desarrollo Integral de Programas
IGER Instituto Guatemalteco de Educación Radiofónica – Guatemalan Institute of Radiophonic Education
INTECAP Instituto Técnico de Capacitación y Productividad – Technical and Productivity Training Institute
LOP Life of Project
MAGA Ministerio de Agricultura, Ganadería y Alimentación – Ministry of Agriculture, Livestock, and
Food
M&E Monitoring and Evaluation
MEL Monitoring, Evaluation and Learning
MINEDUC Ministerio de Educación - Ministry of Education
MiPyME/MSME Micro, Pequeña y Mediana Empresa - Micro, Small and Medium Enterprises
MOOC Massive Open Online Course
MoU Memorandum of Understanding
MP Mundo Posible
NGO Non-Governmental Organization
RACHEL Remote Area Community Hotspot for Education & Learning
RNGG Red Nacional de Red Nacional de Grupos Gestores - National Network of Management Groups
SIDEM Sistema de Desarrollo Empresarial - Entrepreneurial Development System
STEAM Science, Technology, Engineering, Arts and Math
UGAL University Galileo
USA United States of America
USAC Universidad de San Carlos de Guatemala - San Carlos University
USAID United States Agency for International Development
WV World Vision
YCS Youth Creator Spaces
EXECUTIVE SUMMARY
Highlights of Project Achievements for FY18 Q2: • In FY18 Q2, the process of community entry was carried out with the participation of each community.
One of the main lessons learned is that the process has been faster and more effective in rural communities
than in the municipal capitals. In this process, 2,324 young people were contacted (1,142 women and 1,182
men).
• This quarter, the registration process of 2,489 young participants of the Puentes Project was implemented.
1,515 women and 974 men have registered for the project. This process allows the project to have the
initial information for the control of each participant, assignment to groups of each youth meeting point or
municipal center where the Diplomado is taught.
• The project delivered six new workshops for trainers of trainers (ToT), in which 80 facilitators were trained
(36 women and 44 men). The workshops were carried out to prepare the facilitators to deliver the core
skills curriculum, “Diplomado Emprender con Éxito”
• The project started the implementation of the “Diplomado Emprender con Exito” throughout the fifteen
project target municipalities, at different youth meeting points established at community and municipal
levels.
• The project worked on developing the contents of the Diplomado in “Agriculture Under Controlled
Conditions”. This will be taught by FUDI. As part of this process, five technical modules were developed.
• The project designed the assessment test of the Diplomado (pretest), that measures the knowledge of the
participants at the beginning of the course. This test consists of a standardized test consisting of 70 items
(at a rate of 10 items per module) with three response options (one correct). The results obtained by 1,727
participants have been processed.
• Strong progress was also made in the preparing the Municipal Youth Centers. The management procedures
of the centers, procurement management and fine-tuning of the services required by the project were fully
developed. The municipalities have fully cooperated in this process.
• A manual for procedures for social protection and barriers reduction was completed. The process is
advanced in its validation stage to be approved by the management committee.
• There is a Youth Center Administration Manual which has been prepared with the participation of several
partners. This will guide the implementation of youth centers in the next quarter.
RESUMEN EJECUTIVO
Logros del Proyecto para Año Fiscal 2018 Trimestre 2
• Durante este trimestre se realizó el proceso de inserción comunitaria, contando con la participación de
cada comunidad, lo cual abre un espacio de apoyo para la estrategia del voluntariado. Uno de los principales
aprendizajes es que el proceso ha sido más rápido y efectivo en las comunidades rurales que en las cabeceras
municipales. En este proceso se tuvo contacto con 2,324 jóvenes (1,142 mujeres y 1,182 hombres)
• Asimismo, durante este trimestre se implementó en forma masiva y ordenada el proceso de registro de
2,489 jóvenes participantes del Proyecto Puentes (1,515 mujeres, 61% y 974 hombres, 39%). Este proceso
permite al proyecto contar con la información inicial para el control de cada participante, asignación a
grupos de cada punto de encuentro juvenil o centro municipal en donde se imparte el Diplomado.
• El proyecto impartió seis nuevos talleres de talleres de formador de formadores (ToT), en los cuales se
preparó a 80 facilitadores (36 mujeres y 44 hombres,). Los talleres se realizaron con el objetivo de preparar,
desarrollar e integrar a los facilitadores y otros participantes en la entrega curricular del Diplomado
Emprender con Éxito
• El proyecto inicio la implementación del Diplomado Emprender con Éxito a lo largo de los quince municipios
priorizados, en diferentes puntos de encuentro juvenil establecidos a nivel comunitario y municipal. La
primera cohorte recibió los materiales de los primeros módulos del diplomado y los facilitadores tienen
pleno control de las actividades de capacitación con los grupos asignados.
• También se continuó con el desarrollo de los contenidos y módulos del Diplomado de Agricultura en
condiciones controladas, que será impartido por FUDI como parte de su experiencia en campo y
especialidad técnica. Como parte de este proceso se desarrollaron cinco cursos técnicos que son parte de
las modalidades del Diplomado Agrícola.
• El proyecto diseñó la prueba de Evaluación del diplomado (pretest), siendo esta una prueba
psicométricamente confiable (Alfa de Cronbach = 0.88) que mide los conocimientos de los participantes al
inicio del diplomado. Esta prueba consiste en un test estandarizado conformado por 70 ítems (a razón de
10 ítems por módulo) con tres opciones de respuesta (una correcta). Se ha proceso los resultados
obtenidos por 1,727 participantes.
• También se avanzó fuertemente en la preparación de la instalación de los Centros Juveniles Municipales. Se
logró desarrollar por completo los procedimientos de gestión de los centros, gestión de adquisiciones y
puesta a punto de los servicios requeridos por el proyecto, contando con toda la colaboración de las
municipalidades relacionadas con los municipios priorizados.
• Se terminó de formular el manual para la implementación y gestión de los mecanismos para la reducción
barreras del proyecto. El proceso está avanzado en su etapa de validación para ser aprobado por el comité
de gestión.
• Se cuenta con el Manual de Administración de los Centros Juveniles el cual ha sido elaborado con la
participación de varios socios, proyectando para el próximo trimestre su implementación.
INTRODUCTION
The Puentes Project is a five-year United States Agency of International Development (USAID)-funded cooperative
agreement that runs from April 10, 2017 to April 9, 2022. The project is implemented by World Vision (WV), as
prime, with partners: Juarez & Associates, Asociación Kemow Eta´manik Bilingüe Intercultural (AKEBI), Fundación
para el Desarrollo Integral (FUDI), Fundasistemas, and Vitruvian Consulting, as well as five subsubgrantees,
Asociación Grupo CEIBA, Fundación para el Desarrollo Integral de Programas Socioeconómicos (FUNDAP), Mundo
Posible, Red Nacional de Grupos Gestores, and Universidad Galileo. The project will be implemented in five
departments of Guatemala’s Western Highlands: Quetzaltenango, Huehuetenango, Totonicapán, Quiche, and San
Marcos.
The overall goal of the Puentes Project is to improve the quality of life for youth ages 15-24 in the Western Highlands
of Guatemala. Youth in the Western Highlands are particularly disadvantaged due to a lack of investment by
government in the region. This lack of investment is compounded by restricted access to available services and
opportunities for youth that are female, indigenous, poor, have disabilities, have children, and live in either violent
or geographically remote communities. Through the project, vulnerable youth will receive the information,
knowledge, and skills to bridge to employment and economic opportunities as well as education, health, and social
services. Youth will also develop a voice to engage with local government, the private sector, and service providers
to improve access to quality services and generate new employment and economic opportunities.
The project will leave a legacy of greater government investment in youth; strong training institutions and programs
that can provide youth with the full range of skills they need; a planning process at the department level that engages
government and the private sector to improve youth economic opportunities; and youth centers within communities
that provide accessible, guided, and independent learning opportunities.
This report serves as the quarterly performance report for FY18 Q2, covering the period from January 1, 2018 to
March 31, 2018.
KEY ACCOMPLISHMENTS
Result 1: Youth with improved basic, work, and entrepreneurship competencies
Intermediate Result 1.1: Quality of education provision increased
Activity 1.1.1: Development of core skills curriculum
Design, editing, and production of materials for the core skills curriculum: The core skills curriculum, titled
“Diplomado Emprender Con Éxito” contains seven modules. The content was validated with a group of youth during
FY18 Q1. Based on the results of the validation and feedback from Facilitators, the Technical Committee, Educational
Specialists, and USAID advisors, the content and design of the curriculum is being updated. This includes the material
in both the participant’s workbook and the facilitator’s guide. Fundasistemas reviewed the content of Module 7, the
Entrepreneurship module, to provide technical feedback on the content. The format used for the life plan was also
restructured based on feedback from the validation. The first edition of Modules 1-3 and Module 5 have been
approved by USAID. These were printed and distributed to partners who are implementing this curriculum in
advance of the training of facilitators for Cohort 1. The project is in the process of updating the content in Modules
4,6-7. These will be sent to USAID for approval, and facilitators will participate in a training on these modules before
delivering the content to youth.
Distance learning delivery of the Diplomado, radio version: The project is planning to work with the Instituto
Guatemalteco de Educación Radial (IGER) to deliver the Diplomado Emprender Con Éxito over the radio. IGER is a non-
profit organization which has 38 years of experience in distance education via radio. IGER operates throughout the
country, offering literacy programs, accelerated primary education for adults, basic and baccalaureate courses, and
bilingual Spanish/Mayan language courses. These programs are recognized by the Ministry of Education. IGER has a
methodology in which students enrolled in a course learn most of the content over the radio, and participate in
weekly in-person study circles1. Working with IGER will enable the project to reach greater numbers of youth with
the core skills curriculum and provide an option for participating in the project for youth who are not able to attend
the Diplomado sessions at the project sites where it is offered. During FY18 Q2, the project began the process of
adapting and editing the seven modules of the “Diplomado Emprender Con Éxito” for delivery over the radio.
Youth Graduation Events for the Validation Phase of the Diplomado Emprender Con Éxito: In January, the
Puentes Project organized graduation events for the 240 youth who participated in the validation of the core skills
curriculum, the Diplomado Emprender Con Éxito, in November and December. The purpose of the validation was to
gather feedback from youth and facilitators on the content and delivery of the curriculum prior to implementing the
curriculum on a larger scale. The graduation events were organized to publicly recognize the accomplishments of
the youth who completed this curriculum. Local authorities participated in the graduation ceremonies.
Activity 1.1.2: Development of technical training programs and entrepreneurship programs
Diplomado in Agriculture under controlled conditions: Juarez & Associates and FUDI have worked together to
design the Diplomado in Agriculture that will be offered through FUDI. The following activities were carried out as
part of this process: 1) Facilitators and agricultural coordinators developed the content of the five modules; 2)
Rubrics were developed for each module to support evaluation of learning; 3) Alignment of achievement indicators,
teaching and evaluation strategies; review and classification of competencies; 4) Design of 5 projects through which
participants can demonstrate competencies; 5) Design and layout of the first three modules; 6) Review of the design
and layout of the first three modules.
Identification of Sites for Agricultural Schools: In February, the project identified sites for two agricultural
schools. The first will be at the Cooperativa San Bartolo, in Aldea Regadios, Chiantla, Huehuetenango; the second
will be at the Regional Training Center (CERCAP / CDRO) in Santa Rita, Salcajá, Quetzaltenango. The location of
the third school is still to be confirmed, but this is expected to be finalized in Q3. The project is in the process of
negotiating agreements with the providers of the spaces where the schools will operate. Activities will commence
once the EMMP has been approved for the FUDI schools.
Certification of the Diplomado in Agriculture under controlled conditions by FAUSAC: In February and
March, the project met with the Dean and the Secretary of the Faculty of Agronomy of the University of San Carlos
(FAUSAC) to request that they certify the Diplomado in Agriculture under controlled conditions. FAUSAC is
interested in accrediting the Diplomado in Agriculture. In order to obtain this certification from FAUSAC, the project
must submit a formal application, the curriculum contents, training modules, profiles of facilitators, and entry and
exit profiles of participants who would be certified. Juarez & Associates and FUDI will present these to FAUSAC
later in FY18.
1 Source: IGER Web Portal http://iger.edu.gt/content/historia-del-iger
Indicator: Delivery mechanisms developed for Core Skills Curriculum implementation: 1
One mechanisms for delivery of the core skills curriculum have been developed: the main curriculum which
is designed for in person sessions. The project is in the process of adapting the content for distance learning
via radio adaptation.
Internal Presentation of the SIDEM Business Development System: In February, Fundasistemans gave a workshop on
SIDEM (Sistema de Desarollo Empresarial) for Puentes Project partners. SIDEM is a training course on
entrepreneurship that Fundasistemas developed and which is being adapted for the Puentes Project. The workshop
covered SIDEM’s components, modalities of delivery, methodology, number of user organizations and users,
adaptation of the system for work with young people, and cultural relevance. As next steps, FundaSistemas will
develop a SIDEM certification program that Puentes Project youth will have the option of participating in.
Introduction to SIDEM and Export Crops with sugarcane cutters from Ingenio Pantaleón: On March 2, 2018,
Fundasistemas held an introductory workshop on SIDEM and Export Crops at Ingenio Pantaleón in the Department
of Quiché. This is part of the project’s strategy for connecting with the private sector, linking youth who are currently
employed to the project, and improving working conditions for youth. Through connecting with such youth, the
project aims to support youth in developing new skills so that they can have access to better or different economic
opportunities and diversify their income. Forty-three (43) people who work in the sugarcane cutting industry at
Ingenio Panteleón participated in the workshop. Over 50% of the workshop participants were young people between
the ages of 18 and 25. During the workshop, Fundasistemas presented the Puentes Project and ways in which
Pantaleón and employees of Panteleón might engage with the Puentes Project. They promoted entrepreneurship
among youth from the Department of Quiché who work in the sugarcane cutting industry, and who will lose that
source of income when the company mechanizes the cutting. Many of them are interested in producing crops for
export, partnering with San Juan Agroexport.
Activity 1.1.3: Training of facilitators and trainers
Recruitment of field staff for implementation: 19 Youth Facilitators were hired by World Vision and AKEBI to deliver
the core skills curriculum, Diplomado Emprender con Éxito, to groups of youth. The facilitators went through standard
new hire orientation processes at their respective organizations. The facilitators then participated in a Training of
Facilitators, where they were trained to deliver the core skills curriculum.
Community Entry Activities: The project began the community entry process in communities that had been
selected as project implementation sites within each of the project municipalities. The criteria for selecting
communities was established in Q1. The community entry process was designed to ensure that the project has buy-
in and support from local authorities and from youth and other community members to implement the project. The
process involves the following steps: contacting community leaders, meeting with community leadership, and holding
community assemblies which youth and adults are invited to attend. This process was carried out in 28 communities
in Huehuetenango, San Marcos, and El Quiché. A total of 2,324 people (1,142 females and 1,182 males) participated
in the community assemblies. A modified version of this process was followed in Totonicapán and Quetzaltenango.
In those Departments, the project conducted interviews and community visits, and in some places presented the
project to the Municipal Development Council. The project has found that implementation has been better and there
has been greater community involvement in places where the full community entry process was followed. As such,
the project developed guidelines for community entry procedures that will be followed for all future community
entry activities.
Training of Facilitators for the Diplomado Emprender con Éxito: In FY18 Q2, three training workshops were held to prepare new facilitators to deliver the curriculum of the
Diplomado Emprender con Éxito, and refresh the training for the facilitators who were trained for the validation phase
in Q1. 80 new facilitators (36 women and 44 men) from World Vision, AKEBI, and Fundap participated in these
workshops. The objectives of the workshops were to:
● Prepare participants to deliver Modules 1 through 3 of the core skills curriculum
Indicator: Number of technical courses developed: In FY18 Q2, Puentes supported IGER in
developing a bachillerato (high school course) in administration and finance, which is equivalent to a
course. FUDI developed the Diplomado in Agriculture Under Controlled Conditions. Technical
courses developed to date by the project: 6.
● Strengthen participants’ facilitation skills
● Familiarize facilitators with the contents, activities and materials of modules 1-3.
● Orient facilitators to the following concepts: designing activities that promote learning; the conceptual basis of
the curriculum; motivation in adolescents; evaluation; self-evaluation, hetero-evaluation; dynamics for
collaborative and team work; principles for developing didactic material; constructivist strategies; and using
techniques such as puppet shows and music for learning.
● Prepare facilitators to support participants in building their life plan and developing their portfolio.
● Orient facilitators to the topics of gender equity, behavior change and protection, and prepare them to integrate
these into their work as facilitators.
Diplomado in Agriculture in Controlled Conditions: In FY18 Q2, Juarez & Associates and FUDI trained 14
people (2 females and 12 males) in curriculum design for the Diplomado in Agriculture in Controlled Conditions.
The training covered theoretical elements, the design of the curriculum, and evaluation processes.
Development of the Tutor Handbook for Youth Creator Spaces (YCS): Vitruvian has begun
developing a first draft of the Tutor Handbook for the tutors who will work with youth in YCS. The handbook
includes both pedagogical and technological components. The team is committed to documenting the principles and
processes for training YCS tutors, and will continue to update this document throughout project implementation.
The Tutor Handbook will document all aspects of the role of the tutor in mentoring and leading a group of youth in
a YCS. The handbook is important because tutors are a critical link between the project implementation team and
youth in the YCS, so it will be essential to ensure a consistent implementation.
Identification and recruitment of YCS tutors: Vitruvian contacted youth in 4 target municipalities and recruited
volunteers who are interested in serving as tutors in YCS. The team has interviewed 26 possible tutors (18 women
and 6 men) divided as follows: Cantel (7), Santa Cruz del Quiché (7), Totonicapán (5) and Aguacatán (7).
YCS at Agricultural Schools: Vitruvian and FUDI have met to begin planning for the implementation of YCSs
within the FUDI Agricultural Learning Centers. Some FUDI trainers will be trained and certified as YCS tutors.
Volunteer Strategy: The Puentes Project is considering options for incorporating volunteers into its cadre of
facilitators. As a first step in developing this Volunteer Strategy, a workshop was organized to learn about other
organization’s experience in volunteer management. Workshop participants included representatives from the
Puentes Project partners as well as other entities that that work with youth volunteer groups, such as Paz Joven,
Buckner, and Patojos. As a product of the workshop, a matrix for consolidating lessons learned was created. This
matrix will be the basis for preparing the first draft of the Puentes Project Volunteer Strategy. In FY18 Q3, this
strategy will be presented to all project partners and the project Steering Committee to obtain their feedback.
Activity 1.1.4 Improve quality assurance and standards
Nothing to report this quarter.
Indicator Number of Facilitators trained to deliver the Puentes Core Skills program: In FY18 Q2, 80
new facilitators (36 females and 44 males) were trained as facilitators for the Diplomado Emprender con
Éxito. To date, the project has trained 95 facilitators (44 females and 51 male)
Indicator: Number of Facilitators trained to instruct participants in the Agricultural Learning Centers:
In FY18 Q2, 14 facilitators, 2 females and 12 males, were trained to facilitate the Diplomado in Agriculture
Under Controlled Conditions. Facilitators trained to date by the project: 14 (2 women and 12 men).
Intermediate Result 1.2 Access to relevant education increased
Activity 1.2.1 Delivery of training
Delivery of the core skills curriculum, Diplomado Emprender con Éxito: In FY18 Q2, the project began
enrolling youth in the first cohort of the core skills curriculum, Diplomado Emprender con Éxito. These youth began
participating in Diplomado meeting sessions in February and March. The curriculum takes about four months to
complete. As of March 2018, 2,489 youth (1,515 females and 974 males) have enrolled in the project’s first cohort
of youth. Figure 1 shows the participants by their education levels. Figure 2 shows participants by both sex and
education level. Figure 3 presents the participants in the project by department, municipality and sex.
Indicator Number of Individuals with skills improved following completion of USG-assisted workforce
development: In FY18 Q2, 20 youth (16 females and 4 males) were trained by FUNDAP in an immersion
course in pastry-making. Young people trained to date by the project: 20
Figure 3: Puentes Project Cohort 1 participants by Department, Municipality and sex as of March 31, 2018
Source: Project Monitoring, Evaluation and Learning Unit Registries.
Department Municipality Registration FY18 Q2
Females Males Total
Huehuetenango Aguacatán 238 262 500
Chiantla 118 101 219
Huehuetenango 71 47 118
Total Huehuetenango 427 410 837
Quetzaltenango Cantel 90 35 125
Coatepeque 40 50 90
Quetzaltenango 86 40 126
Total Quetzaltenango 216 125 341
Quiche Chichicastenango 62 31 93
Joyabaj 120 42 162
Santa Cruz Del Quiche 122 135 257
Total Quiche 304 208 512
San Marcos El Tumbador 97 58 155
Malacatán 143 60 203
San Pedro Sacatepéquez 66 29 95
San Rafael Pie De La Cuesta 24 11 35
Total San Marcos 330 158 488
Totonicapán Momostenango 82 27 109
Totonicapán 156 46 202
Total Totonicapán 238 73 311
Totales 1,515 974 2,489
Percentage 61% 39%
Evaluation of the first cohort: To assess participants’ learning during the core skills curriculum, all participants
take a pre- and post-test. The pre- and post-tests were revised based on learnings from the validation cohort. The
pretest consists of 70 questions, with 10 questions related to content in each of 7 modules. Two separate tests were
developed to improve reliability. The pre-tests were processed electronically, which reduces entry errors and
streamlines processing. In FY18 Q2, the project recorded pre-tests for 1,727 participants. Registered participants
who have not yet taken the pretest will do so in April 2018. Figure 4 shows the average number of correct responses
by Module category for participants who have taken the pre-test.
Description Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7
Average Score
(Highest Possible: 10) 5.9 7.0 5.6 4.2 5.8 6.4 6.8
Deviation 1.99 1.88 1.92 1.84 2.01 2.28 2.07
Less than 7 correct
answers
57.2% 34.1% 63.6% 89.5% 61.1% 47.4% 36.3%
Figure 4: Results Pre-Evaluation of the Diplomado Emprender con Éxito Source: Puentes Project Pretest Records (March 2018)
Designing tutor-training system for YCS: Vitruvian, Mundo Possible (MP) and Universidad Galileo (UGAL), are
in the process of developing a training curriculum for the YCS tutors. This will comprise ten 1-day modules to be
delivered over a year, including a first induction session. The induction session has been designed and implementation
will begin the first week of April. Adequate training of tutors will be essential to ensure consistent implementation
of the YCS methodology.
Activity 1.2.2 Development of youth centers as learning hubs
Evaluation and selection of sites for Youth Centers: In FY18 Q1, the project evaluated the physical spaces that had
been recommended by the municipalities as sites for youth centers. Based on these evaluations, in FY18 Q2, the
project continued the process of ensuring that there is an adequate space for a youth center in each of the 15
municipalities where the project is currently working. In municipalities were the spaces were assessed to be
adequate, the project developed formal agreements with the municipalities regarding the terms, expectations, and
commitments for use of the space. In municipalities were the proposed spaces were deemed inadequate, the project
continued working with the municipality to identify an appropriate space. As of March, nine spaces were nearly ready
to open; they are expected to begin operations in April. Fourteen sites for youth centers have been identified thus
far. Of these, five will be financed through leasing and payment of services by the municipalities; seven are municipal
property; one belongs to the Ministry of Education in Joyabaj, and one belongs to the Salvación Foundation in
Huehuetenango. A site for a youth center has not yet been identified in municipality of Chichicastenango in Quiche.
Establishing Formal Agreements with Municipalities for Youth Centers: The project has begun preparing
formal agreements for the operation of Youth Centers. The inter-institutional cooperation agreements will be
between World Vision Guatemala and the Municipalities, and will establish the terms and expected contributions of
each party for the Youth Centers. The supporting documentation for these agreements includes: accreditation of
the legal status of the Municipal Mayor; minutes of consent of the municipality for the implementation of the Project
Indicator Number of learners in primary schools or equivalent non-school based settings
reached with USG education assistance: In FY18 Q2, 5 youth (4 females and 1 male) who are
currently enrolled in primary school were registered as project participants. Number of students
reached to date by the project: 5 (4 females and 1 male)
in the Municipality; a copy of the identification documents of municipal personnel; a risk assessment; and certification
of compliance with safety requirements in accordance with the World Vision guidelines. These agreements are under
review in the Municipalities and in the Legal Department of World Vision. The agreements are expected to be
finalized in April 2018.
Organization of Youth Meeting Points: The Youth Meeting Points (Puntos de Encuentro Juvenil) are physical spaces
in communities where youth will gather for core skills curriculum sessions. Communities have made these meeting
spaces available to the Puentes Project. They are usually spaces in churches, community classrooms, primary or
secondary schools. As of the end of FY18 Q2, there were about 110 such Youth Meeting Points.
Development of the Manual of Administrative Procedures for Youth Centers: World Vision has developed a Manual
of Administrative Procedures to guide the operations of Youth Centers. All partners who will implement services in
Youth Centers have contributed to and reviewed this manual. The manual outlines roles and responsibilities for
administering Puentes Project Youth Centers, Youth Center Committees should be organized and how they will
function, how equipment and furniture will be used and managed, and strategies for collaborating with Municipalities
to promote the long-term sustainability of the Youth Centers.
Developing portfolio of learning challenges: The format and process for the educational challenges was tested
with in-school and out-of school youth populations in Sacatepéquez, and with Puentes Diplomado participants. Based
on experiences in validation, the format of the educational challenges was revised to be more context-relevant.
Additionally, the exit profile of youth in YCS is being revised with area specialists and the field team to focus more
specifically on critical thinking, creativity and STEAM areas. The learning challenges are being revised accordingly.
Given that tutors are co-learners rather than teachers, it is critical that the format, process and content of the
educational challenges be sufficiently clear to provide both participating youth and tutors the necessary information
to approach each specific learning challenge.
Preparing the technological infrastructure for the learning challenge portfolio and digital badges: Vitruvian
and Universidad Galileo (UGAL) have begun developing the online platform for learning challenges and digital badges
that will be offered through the Youth Creator Spaces (YCSs). The team has begun the software development
process and have prepared design specifications. They have outlined the content areas that will be available on a
website: a section on for participating youth with learning challenges and a blog; a section for tutors and facilitators
with the Massive Open Online Courses (MOOC) and instructional management tools; a section for staff and
managers; and a section for the general public with information about the Puentes Project, YCS partners and YCS
methodology, as well as a contact form and disclaimers.
Designing infrastructure for the YCSs: Vitruvian and UGAL have completed the design of the mobile YCS
workbench. A testing of the workbench was conducted by Vitruvian, UGAL and Mundo Posible (MP) staff in
Sacatepéquez. Design specifications and final input lists of tools and fungible materials were provided for WV to
proceed with procurement for the first set of YCSs. The workbench is important because it will allow the project
to implement YCSs in venues that are not exclusively used as YCS while ensuring relative security of the tools and
materials. It is also important symbolically as it illustrates the possibility of creatively addressing local needs while
considering local restrictions.
Implementing the first cohort of YCSs: Vitruvian worked with World Vision, AKEBI, CEIBA, and Grupos
Gestores to select the sites where YCS would be implemented during Phase II. Selection was based on the following
criteria: interest and willingness of the community; adequate physical conditions for storing the workbench and tools;
adequate venue for holding YCS meetings; availability of Puentes partner; availability of other stakeholders to support
the YCS; and geographical access for youth. Four sites were selected as sites where a YCS will be established: Cantel
in Quetzaltenango); Santa Cruz and Chichicastenango in Quiché; Aguacatán in Huehuetenango; and Totonicapán in
Totonicapán. Vitruvian and FUDI are discussing establishing additional YCS at the FUDI Agricultural Schools.
Dissemination of information about YCS in target communities: Vitruvian, World Vision, Ceiba, and Grupos
Gestores visited the communities where YCS will be implemented to share information about the model. The YCS
model was presented to Community Leaders, Puentes Project Facilitators and Managers, and Tutors.
Coordination with Central American Church and Compassion International:
The project is working with the Chayen community of San Rafael Pie de la Cuesta to establish a Youth Meeting Point
in their community. The organization has been very receptive to the project. They have offered a space where youth
can meet to participate in the Diplomado and are also making available a Computer Center, an equipped kitchen, and
other spaces for conducting training courses for Puentes Project youth. It may be possible to further collaborate
with this organization and expand the coverage of project services in other communities and municipalities of the
Department of San Marcos.
RESULT 2: EMPLOYMENT AND ENTREPRENEURSHIP OPPORTUNITIES INCREASED
Intermediate Result 2.1 Access to employment and entrepreneurship bridging support increased
Activity 2.1.1 Development of information material and delivery mechanisms
Design, layout, printing and delivery of the information package: A catalog of services offered by Puentes
Project partners has been distributed to youth participating in the first cohort of the core skills curriculum.
Preparation of the Digitial Newsletter "Puentes de Oportunidades": The World Vision Communications team
prepared and distributed the first edition the project newsletter, "Puentes of Opportunities". This edition covered
project activities in the first quarter of the fiscal year, October to December 2018. Topics in the newsletter included
the Diplomado course, the advocacy work with municipalities, and the creativity contest held with youth. The
newsletter was distributed electronically to project partners and collaborating institutions.
Activity 2.1.2 Targeted and mass communication campaigns on available support for youth
Presentation of the pilot plan of the Entrepreneurship Program to young graduates of the Diplomado:
Grupos Gestores, Fundasistemas, and Akebi held a meeting with nine youth from the validation cohort to present
the project’s plan for providing training and technical assistance for youth interested in developing their business
ideas. The meeting was held in the communal hall of Panajxit II in Santa Cruz del Quiché.
This program will serve as the base for the project’s efforts to support entrepreneurship among youth.
Planning for the Puentes Project Communication Campaign: The Puentes Project will implement a
communications campaign to raise awareness about the project. World Vision Specialists held a workshop with the
Puentes Project Partners to define the objectives, scope, and key messages of this campaign. The campaign will focus
on publicizing project activities, including the education, employment, entrepreneurship and social support services
offered by the project. The campaign will be designed to encourage young people ages 15 to 24 to participate in the
project. The campaign aims to reach young people, especially vulnerable youth, as well as parents, tutors and
community leaders, so that there is broad support in the community for youth to participate in the project. The
plan is to begin implementation when the first cohort of the Diplomado Emprender con Exito finishes.
The communications channels are being defined. The following channels will likely be used in the communications
campaign: community-wide communications, mobile telephones, local loudspeakers, visual promotion, social media,
and local radio.
The project partners identified geographic areas where the communications campaign will be implemented. It was
decided that the campaign should focus on communities that are most in need of information, large, and far from
the municipal capital. The project has selected a total of thirty communities where the campaign will be implemented,
two within each of the fifteen project municipalities.
Activity 2.1.3 Facilitated access to finance and technical support
Activity 2.1.4 Facilitated access to work‐based learning opportunities (includes apprenticeships,
internships, work experience, mentoring)
Mapping of companies that offer job opportunities to young people: Fundasistemas began mapping small and
medium businesses in the municipalities where the project is working, collecting basic information about these
businesses. This will be used to identify businesses that may offer job opportunities to youth. The project will identify
and seek to collaborate with businesses that are willing to provide mentorship, internships, and employment to
youth. The information collected during the mapping will be shared with USAID and other USAID-funded projects
to promote synergy and coordination among projects working in the Western Highlands.
Accompaniment and mentoring on export issues. Fundasistemas has held meetings with 42 youth who work at
the Pantaleón sugar mill and begun a training program with them. The training includes three components: (1)
Training on export crops and vegetable production systems, with a focus on snow peas and French beans; (2) Farmers
organizations system; and (3) the Puentes core skills curriculum, Diplomado Emprender con Éxito. The youth have
taken a tour of export plantations located in El Tejar, Chimaltenango and San Raymundo, Guatemala, in order to
encourage the youth to participate agricultural ventures that are linked to export markets.
Identification of potential companies for entrepreneurial acceleration: The consulting firm EQSA has
been hired and is conducting an Enterprise Exploration. This assessment will produce two main results: 1) a list of
enterprises operating in municipalities where the project is operating, and 2) information on potential new business
opportunities. This assessment will be used to support entrepreneurial acceleration and business incubation.
Intermediate Result 2.2 Youth friendly business environment established
Activity 2.2.1 Investment in youth businesses and businesses that employ youth
Exploratory meetings to link young entrepreneurs to the Project: The project has held meetings groups of
pea and broccoli growers from the village of Quilinco, Chiantla, Huehuetenango. Producers of these export products
can be linked to export markets. An exploratory meeting was held with 40 young people from Los Regadillos Canton,
Chiantla, Huehuetenango, who produce French beans, peas and broccoli. An exploratory meeting was held with a
group of 30 producers of pea, potato, cauliflower and broccoli from the village of San Antonio las Nubes, Chiantla,
Huehuetenango as well. This is a pre-cooperative group that is interested in entering the next Diplomado cohort.
They have requested that the project link them to export markets, since they are currently selling to intermediaries.
The project has also explored producers in the Quiché area. The project has contacted the Group of Producers of
the Integral Development Association Zacualpense (ASODINZA), who produce peas and French beans, and the
project is now working to link them to the export market.
Activity 2.2.2 Advocacy with NGOs and donors, government, private sector, and education institutions
to create education, employment, and self‐employment opportunities
Developing Alliances with the Private Sector: During FY18 Q2, the project continued developing key activities
that aim to promote strategic alliances and collaboration with the private and other sectors. During this period, the
following activities aimed at developing of strategic alliances:
Collaboration with the Instituto Técnico de Capacitación y Productividad (INTECAP): Puentes has held
coordination meetings with the Instituto Técnico de Capacitación y Productividad (Technical Institute for Training
and Productivity, INTECAP). World Vision, Juarez & Associates, and Grupos Gestores have participated in these
meetings. The meetings were held at the Regional Management level and in the Training Centers in the Department
of San Marcos, Huehuetenango and Quetzaltenango. The purpose of the meetings was to
Develop strategies for linking youth who currently train at INTECAP to the Puentes Project, and for connecting
youth enrolled in the Diplomado to trainings available through INTECAP. INTECAP has begun promoting Puentes
among the youth it works with, and some have already indicated an interest in joining Puentes.
Coordination with Xelajú Naranja: The project has developed an alliance with Xelajú Naranja, an initiative in
Quetzaltenango. Youth who graduate from entrepreneurial programs can join the Entrepreneurs Club in
Quetzaltenango. It is hoped that this alliance will bring new and creative business opportunities to youth.
Exchange for the strengthening of business development ecosystems: Puentes staff participated in an exchange
visit to "Manizales +", an entrepreneurship ecosystem in the city of Manizales, Colombia, to learn about the work
being done by similar organizations. Fundasistemas contacted the Autonomous University of Manizales and the
Lucker Foundation, two of the main partners in the ecosystem, to request that they collaborate with Puentes and
share their methodology for building the CONECTA Business Development Ecosystem. CONECTA is an enterprise
incubator that will provide a new means for business development. Puentes is interested in incorporating this
methodology into the project.
Coordination meetings with USAID projects in the intervention area of the Puentes Project: The project
has held coordination meetings with other projects funded by USAID that are operating the same municipalities as
Puentes: the Urban Municipal Governance Project (UMG), Community Roots, Communities Leading Development
(CLD)), and USAID /Leer y Aprender. The projects have discussed ways to work together and coordinate activities
to avoid duplicating efforts.
Coordination with different local organizations: The project was presented to the Assembly of 48 Cantons of
the Municipality of Totonicapán, an organization that represents all the communities of the municipality. This
assembly holds great influence in the areas it represents. The project was also presented to the coordinator of
Youth Ministry for the Region of Quetzaltenango and Totonicapán and in San Marcos and the proactive Youth
Committee of Chiantla (COMJUVECH). The purpose of this coordination is to promote the project through a
variety of networks, including youth involved in pastoral activities. It is expected that these organizations will begin
referring youth to the project.
Meetings of the National Sponsor Council: The project plans to form a National Sponsor Council, a group of
national-level leaders in education, business, NGOs, and communities that can help leverage relations between the
Puentes Youth Creator Spaces and other institutions. The Sponsor Council’s primary roles will be to:
• Strengthen current YCSs, help open new YCSs (both under Puentes and by other interested parties)
through identification of technical support, funds and material resources;
• Identify educational and professional opportunities for our tutors and participants as a means to reward
their volunteering;
• Based on their experience, provide thoughtful feedback to our ideas, models, practices and results; and
• Raise awareness about the YCS experience.
A first cadre of candidates for the National Sponsor Council has been contacted. Encouraging responses have been
received from Mr. Gabriel Biguria (Empresarios por la Educación), Mr. Gabriel Wer and Mr. Andrés Quezada
(Socialab), Mr. Rodrigo Bustos (ChildFund) and Ms. Carla Ruiz (MILKnCOOKIES). Implementation of the council is
subject to YCS startup as it will be necessary to have something to show candidate sponsors before engaging them
further.
RESULT 3: INCREASED EQUITABLE ACCESS FOR YOUTH TO SOCIAL SERVICES
Intermediate Result 3.1 Reduced economic and attitudinal barriers for youth in accessing services
Activity 3.1.1 Behavior Change Communication to reduce attitudinal barriers to participation and access
of vulnerable groups
Identified behaviors: Based on the experience of the validation cohort of the Diplomado Emprender con Éxito, there
is a need to reinforce the behavior of sharing one’s life plan in order to strengthen it and seek support. The project
will aim to reinforce this behavior at multiple levels in the community using an ecological model targeting youth
influencers, in order to encourage young people to seek support in carrying out their life plan.
Activity 3.1.2 Social Inclusion Fund
Manual of Mechanisms for the Reduction of Barriers approved by the Management Committee: The project
has developed a Barriers Reduction Manual, which describes the project’s approach for reducing barriers to
participation in the project by providing financial support to youth with specific needs through the Social Inclusion
Fund. The manual describes the procedures that the project will follow to establish criteria for identifying youth
who qualify for additional support, the assessment and referral processes, and how financial support will be provided.
The project’s Field Officers/Facilitators will work with the project’s Protection Officers to identify youth who qualify
for such support and ensure that they receive the appropriate resources. The manual was reviewed and approved
by the project’s Management Committee.
Intermediate Result 3.2 Strengthened referral pathways and follow‐up services
Activity 3.2.1 Mapping of community service providers
Mapping of service providers: The project conducted a mapping of social support service providers at the
Community, Municipal and Departmental level in the 5 Departments and 15 Municipalities where the project is
working. The mapping included both governmental and non-governmental providers. The project approached 249
leaders from 59 communities in 15 municipalities to identify the social services available in each area.
The following organizations were identified through the mapping process:
• 12 Municipal Offices for the Protection of Children and Adolescents (OMPNA)
• 7 Departmental hospitals at the regional level
• 6 Courts of First Instance for Children and Adolescents, 15 Courts of Peace at the Municipal level
• 5 Departmental and 15 Municipal Offices of the Ministry of Social Development
• 4 Departmental headquarters of the Secretary of Social Welfare of the SBS Presidency
• 5 Departmental and 15 Municipal offices of the Secretary of Social Work of the President's Wife (SOSEP)
• 4 departmental delegations of the Attorney General's Office
• 7 offices of the Public Ministry; 5 departmental health area directorates
• 15 Health Centers at the Municipal level.
These organizations are displayed graphically in Figure 5. The Project created a directory of these organizations,
which contains contact information for each organization and a description of the type of services that it provides.
Figure 5: Social Services Available in Puentes Project Areas
The project visited 115 public and private institutions that provide social services and special protection and whose
services are registered at the Municipal and Departmental levels. An infographic was developed which displays the
services available at the department, municipality and community levels (Figure 6).
Figure 6: Infographic of Social Support Services
Activity 3.2.2 Strengthening referral pathways to service
Referral channels approved by the Steering Committee: The project has established referral channels for youth
who are identified as needing social support services. This outlines the processes that should be followed to link
youth to necessary support services. This includes both services available through the project, such as financial
support from the Social Inclusion Fund, as well as services offered by other organizations, such as counseling, health,
and legal services. The referral channels have been reviewed and approved by the project Steering Committee.
They are outlined in Figure 7 below.
Figure 7: Social Protection Cases Referral Pathway
Activity 3.2.3 Basic case follow‐up for participants linked to services
Tools Developed for Referrals to Social Services: The following tools have been developed for linking youth
to social services: a) Referral to social services report; b) Informed consent form; c) Socio-economic
Study Card; d) tracking file. These will be piloted in the next quarter.
CROSS CUTTING THEMES
Training on Cross Cutting Themes for Facilitators The World Vision Specialists prepared and delivered training sessions on the Puentes Project cross cutting themes
for the core skills curriculum facilitators. These sessions were part of the Trainings of Facilitators described in
Activity 1.1.3. Topics covered included behavior change, gender, sex and sexuality, social inclusion, equitable citizen
participation, verbal branding, photography, media approaches, social protection, special protection and use of tools
for participation focused on community development. The project aims to prepare facilitators to be conscious of
these themes and address them appropriately throughout their interactions with youth. The sessions included
recreational activities that can spark discussion and critical thinking about these topics. Facilitators can replicate these
activities with youth participants. The Facilitators were given a set of basic tools, such as group activities, readings,
and group dramas, that they can use to facilitate dialogue around these topics with groups of youth.
Gender and Social Inclusion In FY18 Q2, the project made progress in reinforcing the importance of integrating gender equity throughout project
activities. As described above, gender equity was incorporated into the training for Diplomado Emprender con Éxito
facilitators. There was also a training on gender equity for project partner staff who interact with youth. The content
of the Diplomado Emprender con Éxito was reviewed with a particular emphasis on gender equity, and the language
and illustrations were subsequently revised to be more inclusive.
The Puentes Project has met with the Community Roots Project to coordinate gender-related activities. The two
projects will work together to provide training and technical assistance to strengthen the Municipal Directorates of
Women’s Affairs (DMM) in the Municipalities of Coatepeque, Chiantla, Aguacatán, Malacatán and San Pedro
Sacatepéquez, municipalities in which both projects are working.
The Gender Specialist participated in Municipal Development Council (COMUDE) meetings in some municipalities.
At these meetings she emphasized the importance of promoting the participation of rural and urban women in
Puentes Project activities.
Protection and Participation In February, World Vision hired 4 Protection Officers who will work in each of the project regional offices.
The Protection Officers will focus on protection and participation issues that affect project youth, and will oversee
the process of linking youth participants to social service providers. In FY18 Q2, the Protection Officers collected
information on social and protective services at the community, municipal, and department levels. This information
is being used to inform the project’s referral processes. Protection Officers will also participate in Departmental and
Municipal networks and establish strategic alliances in order to better connect project youth to quality social support
services.
In FY18 Q2, the Director of Strategy and Partnership met with the National Council for Attention for People with
Disabilities (CONADI), which serves as a coordinating body for organizations that work with people with disabilities.
Puentes plans to map local organizations serve people with disabilities and work with them to link youth with
disabilities to the Puentes Project. The Project will also train project staff and facilitators on considerations for
including people with disabilities in project activities.
Behavior Change The project’s approach to behavior change is based on an ecological model which considers the various individuals
and actors who influence a young person’s behavior and decisions. This includes family members, parents, community
levels, and local authorities and institutions. The project aims to reach all of these actors with project messages in
order to contribute to an environment that is more conducive to behavior change. This model is depicted in Figure
8.
Figure 8: Puentes Project Ecological Model
Based on assessments of the validation cohort, one of the behaviors that the project will focus on is encouraging
youth to develop a life plan, share that life plan with people close to them in order to strengthen it, and seek support
in achieving their life plan. Based on the ecological model, it will be very important for youth to have support from
their family and community in order to achieve their life plan. As such, the project has identified behaviors for each
of these groups that can create a more supportive environment for youth. For family members, these behaviors
include knowing the life plan of one’s daughter or son, supporting her or him to achieve that plan, and attending
meetings with other youth and parents to understand and address issues that youth face. For community leaders,
these behaviors include working with young people to identify and address issues that affect them and supporting
young women to continue studying, participate actively in civil society, and seek employment and entrepreneurship
opportunities.
In FY18 Q3, the project will begin a Gender and Behavior Change Assessment to identify barriers and motivators of
behavior change at the personal, family and community levels.
MANAGEMENT AND ADMINISTRATION
Staffing
As of March 31, 2018, World Vision has hired 54 of the 57 positions that are planned for the life of project. The
project expects to fill all remaining positions by April 2018. All new staff go through an orientation process that
covers World Vision policies, as well as a project-specific orientation.
Project Offices
The following advances for project field offices have been made:
Quetzaltenango: The offices is fully equipped and accommodates 30 project team members.
San Marcos: The office is fully equipped to accommodate 23 project team members.
Huehuetenango: The office is fully equipped. Staff from the Puentes Project, the Community Roots Project, and World
Vision Guatemala share this office.
Quiche: The office is fully equipped to accommodate 15 project team members.
Procurement
World Vision has completed about 60 percent of the commodities and services listed in the FY18 project
procurement plan. The project follows procedures to ensure that we are obtaining high quality products or services
at the best available prices, and that the products obtained meet the required specifications. The procurement plan
is divided by:
Equipment and Supplies
World Vision has purchased about 80% of the equipment planned for FY18.
Services: For FY18, World Vision has contracted about 40 percent of the services required.
Project Operational Tasks
The following lists operational tasks that the WV teams have performed in FY17.
Financial reporting: All financial reports were delivered on time and with current information.
Human resources: All new staff is being oriented with World Vision policies, as well as a project-specific orientation
and for the protection officers all protection protocols.
Information Technology (IT) support: The WV IT team has set up new computers and other equipment for the
project, created email addresses for new hires, provided technical support to ensure connectivity in the field offices,
and provided support to identify the best vendor for the Youth Center’s computers.
Administrative and logistical support: WV has provided logistical support to equip the 15 Youth Centers. The project
expects to open the first nine Youth Centers in April 2018.
Sub-Awards World Vision Subgrants Coordinators are working with Puentes Project partners to create capacity-building plans.
These will be used to guide the process of strengthening subgrantee financial and operational management capacities.
The Subgrant Coordinators are also working with partners to review their workplans and budgets to ensure that
activities and expenditures remain on track.
EMMPs
Environmental Monitoring and Mitigation Plan (EMMPs) for Youth Centers: The project has completed prepared
an Environmental Monitoring and Mitigation Plan (EMMP) for each of the project subgrantees as well as for the youth
centers. These have been submitted to USAID and are pending approval.
TRAINING EVENTS In FY18 Q2, the Puentes Project conducted the following training activities:
Management staff orientation: Yadira Yax, Vitruvian Consulting Administrative and Accounting Specialist was
participated in a 1-Day training session in Quickbooks on March 17, 2018.
Field staff training for Youth Creator Spaces: The Vitruvian General Coordinator has established an ongoing
training program for YCS Facilitators (both Technological and Technical-Pedagogical). This includes including a
Reading Club covering topics in Science Technology, Engineering, Arts, Mathematics (STEAM), coaching, education
technologies and management.
Training of Trainers/Facilitators Diplomado Emprender con Éxito: In FY18 Q2, three trainings for
facilitators of the Diplomado Emprender con Éxito were held. The total duration of the three trainings was 104 hours.
Facilitators from World Vision, AKEBI, and FUNDAP participated in the training. A total of 80 people (36 females
and 44 males) were trained.
Intensive Workshop of SIDEM: Fundasistemas led two intensive sessions on SIDEM for members of the
Puentes Project. The workshop was led by the Fundasistemas methodology specialist for the project, and sessions
were facilitated by project team members who have already been trained and certified on the system by
Fundasistems. Topics covered included: systemic thinking, Osar Model, Business Diagnosis, Governance,
accompaniment plans, the governance manual, CANVAS, and facilitation techniques.
Strengthening the capacities of technical and field staff: The Indigenous Peoples Specialist held two
workshops that focused on cultural elements that are important to consider when designing materials and didactic
resources, and when delivering trainings. The first workshop was held with FUDI staff the week of February 19th to
23rd. A total of 20 people, 4 females and 16 males, participated. The second workshop was held with AKEBI staff on
March 27th. A total of 14 people, 3 females and 11 men, participated.
Workshops with Puentes Youth on Exploring Local Opportunities: The AKEBI Specialist in Local
Economic Development has led 7 participatory workshops with youth who are enrolled in the core skills curriculum,
Diplomado Emprender con Éxito. The purpose of the workshops is to promote entrepreneurial activity among youth,
through giving them a framework for identifying economic opportunities in their community. The workshop
emphasizes thinking about ways that youth can generate economic resources within their family and community
environment. The main objective is to guide young people to identify local economic opportunities, in their
community or in the municipality. The workshops encourage youth to think about the following questions: What
natural resources are available in the community? What is needed in the community? What can be improved on
what exists? This workshop supplements the core skills curriculum and the life plans that youth will develop. As
youth begin to create these life plans, the workshop offers them additional ideas for exploring entrepreneurial
options within their community. This initiative aims to encourage young people to explore first the opportunities in
their community and stay in it, thus preserving the family bond and its cultural characteristics. A total of 318 young
people (190 females and 128 males) participated in these workshops.
Training on vehicle safety and policies: On March 21st, the project personnel in the Quiché office participated
in a training on vehicle safety and policies. A total of 18 people, 4 females and 4 males, participated.
PROJECT COMMUNICATIONS
In FY18 Q2, the Puentes Project made the following advances in Project Communications:
• The project published the first edition of "Puentes de Oportunidades", a quarterly newsletter for project
partners, collaborators, and allied institutions of the project activities, news, and updates.
• The project held a photography and communications workshop for Diplomado facilitators in order to
encourage them to become involved in creating content for project communications.
• The project prepared an internal guide on media engagement for staff who are designated to interact with
the media. This guide provides general information about the Project and talking points for speakers.
• The information in the catalog of training options available through the project was updated and distributed
to youth who are participating in the first cohort of the Diplomado.
• The communications team designed a t-shirt for project youth and staff. The t-shirt has phrases that were
selected through a creativity contest among youth: "Dream, imagine, act, take risks, try again, persevere,
keep trying". It is hoped that the t-shirt will contribute to fostering a sense of project identity and belonging
among youth. An image of the shirt is shown in Figure 9.
• As part of the project’s visibility strategy, signs that identify the project were placed in each of the
departmental headquarters.
• The project has developed a photo bank that Communications Staff can access to select photos to use for
communications materials. The photo bank contains signed consent and assent forms for the photos to be
taken and for them to be used publicly.
• The Puentes Project joined an initiative of Hep+, a USAID project. Puentes Project youth participates will
be able to join a network of young artists who work for social justice. The Puentes youth who are currently
participating were the winners of a creativity contest in 2017.
• The project is in the process of developing a communications campaign in order to publicize project
activities and pique the interest of youth in participating in the project. As part of the process of planning
for this campaign, a workshop was held with representatives from all project partners. The workshop
focused on identifying mediums that can be used to effectively reach youth, taking into account the
information access limitations some youth face, particularly females and those in rural areas, and challenges
the partners may encounter in conducted a communications campaign.
Figure 9: Puentes Project T-Shirt
MONITORING, EVALUATION AND LEARNING (MEL) PLAN
In FY18 Q2, the information repository developed in the previous quarter has been used, where different types of
verification means have been registered that will be used to develop case studies and formulate lessons learned.
New versions of several tools were developed, based on feedback from the validation cohort. This includes the
participant registration form, the Developmental Assets Profile, and the Pre-test.
The project has taken the following steps related to acquiring and utilizing equipment and services for Monitoring,
Evaluation, Learning, and Information Management:
1) The process of selecting a consulting firm that will develop a software tool for advanced project
management has been completed. The tool will keep track of all project indicators, project activities and results,
and will track the progress of the sub -activities or tasks. The project expects to complete the contracting
process and begin working with the firm on developing the software in FY18 Q3.
2) The project reviewed options for an Educational Customer Relationship Management (CRM) software,
which will be the primary tool for beneficiary tracking. The project reviewed proposals it had received for a
CRM and ultimately selected Last Mile Mobile Solutions (LMMS) as the software which best meets project needs.
LMMS is a mobile information management platform for humanitarian and development service delivery. It was
developed by World Vision in collaboration with other humanitarian agencies and the private sector. LMMS has
been used by World Vision and other organizations in programs around the world. LMMS has been designed
for field level deployments where the systems can run locally without any dependencies on the broader Internet.
This means that the LMMS architecture is suitable for gathering local data needed for program management and
that the system fully automates the business functionality in the field for end-users associated with the types of
projects LMMS handles.
LMMS has several key features which will be highly useful to the Puentes Project:
• Participant Registration – This is a module for registering participants in a project or program. A profile for
each individual is created within the system. Participants receive an ID card which supports tracking their
participation in project activities.
• Cash Programming Capabilities- LMMS has capabilities that facilitate efficient management and tracking of
cash disbursement to program participants, including the ability to register basic details of third party
payment agents and payment account types and to issue payment instructions.
• Voucher Distribution Capabilities – LMMS has a well-developed system for issuing, tracking, and redeeming
vouchers. These can be delivered and redeemed through an SMS/text message system, as well as through a
paper- based system.
Thus, LMMS has the capabilities to register youth who are participating in the Puentes Project and to track the
distribution of cash and vouchers, which are important components of the project.
In order to meet the Puentes Project M&E needs, additional software functionalities will need to be developed
within the LMMS platform. This includes the ability to generate surveys with multiple response options, store
test scores and link test scores to participant profiles; record enrollment in, attendance at, and completion of
different project activities, such as the Diplomado and vocational trainings; record data about participants at
multiple points in time; record information about referrals to other services; and generate reports based on
project needs. Some of these functionalities will be linked to the participant ID cards. These functionalities will
be built by a software company that has a long-standing relationship with the World Vision LMMS team.
3) The project reviewed options for servers that will be capable of hosting the project management software
and CRM. The server will be installed in the World vision Guatemala National Office.
4) The project purchased 15 tablets that will be used to collect data in the field.
5) The Puentes Project has been coordinating with the Community Roots Project to use the Geographic
Information Systems (GIS) tool that was acquired by Community Roots. GIS data helps to inform decision
making and helps the projects coordinate with one another and with other USAID projects in the Western
Highlands Region.
MEL Staffing In January 2018, three MEL officers were hired to support the regional offices. The MEL Officer based in the regional
office in Quetzaltenango will cover the municipalities of Quetzaltenango and Totonicapán. The MEL Officer based in
the departmental office of Huehuetenango will cover the municipalities of Huehuetenango and Quiché. The MEL
Officer based in the departmental office of San Marcos will cover the municipalities of San Marcos, and eventually
the municipality of Coatepeque in Quetzaltenango.
COORDINATION AND COLLABORATION EFFORTS
Please see annex I.
IMPLEMENTATION CHALLENGES AND MITIGATION MEASURES
Please see annex II.
SECURITY CHALLENGES
Compliance with safety guidelines in Youth Centers The Puentes Project has inspected twelve sites that have been selected as youth centers to ensure that they meet
World Vision safety and security guidelines. The project evaluated each site to make sure that the site meets all
guidelines, and identified any changes and updates that are needed in order for the site to be in compliance. Once
all safety and security guidelines are met, World Vision can proceed in establishing a formal agreement with the
municipality to use the space as a Youth Center.
Vehicle Accidents Project staff were involved in two vehicle accidents in FY18 Q2. The project followed standard organizational
procedures for dealing with vehicle accidents.
Compliance with security requirements In March 2018, the Puentes Project Deputy Director, the Operations Manager, and the Regional Manager of World
Vision Corporate Security visited all Field Offices. The purpose of this visit was to introduce new safety guidelines
that will be required by World Vision for the operation of the project. World Vision has begun working on updating
security rules and security plans for each Field Office.
LESSONS LEARNED
World Vision 1. Community Entry Processes Initially, partners were following different processes for entering municipalities and
communities and introduce the project. In order standardize procedures, the project developed a Community
Entry Guide. The guide draws on successful practices that partners have used in the past for beginning work in
a new community. The Puentes Project community entry process includes procedures for introducing the
project to local authorities and obtaining their approval to work in their community. It is fundamental to have
buy-in from the municipal authorities for the Project to be able to work in an area. The entry process also
includes making sure that community members, and youth in particular, are aware of the project.
The project has found differences in the community entry process between rural communities and municipal
areas. In general, the process has been faster and more effective in rural communities than in the municipal
capitals. Both youth and adults are more involved and willing to participate in project activities. At the community
level, Community Development Councils (COCODES) are a very influential authority. They are well recognized
in and supported by their communities, and are the main decision-making body for the community. In municipal
capitals, COCODEs tend to be weaker and are not recognized in the same way. It is the Municipal Development
Councils (COMUDEs) who make decisions. The project has noticed that youth in municipalities where young
people have fewer opportunities are the most eager to participate in the project.
2. Flexibility to adapt a program design. The process of identifying spaces for youth centers has emphasized the
importance of adapting a program design to meet local realities. The model for establishing Youth Centers
envisioned during the design phase has been difficult to implement. It is important that the space for a youth
center meet certain safety and security standards. It has been difficult for municipal authorities to identify spaces
that meet these standards. In some cases substantial physical improvements were needed, which the municipality
did not have funds to pay for. The process of establishing a formal agreement with the Municipalities for use of
the centers has also been long. Projects should anticipate that these procedures can take substantial time and
plan project timelines accordingly.
3. Flexibility in Selection Criteria. Early in the project, Puentes established selection criteria to follow when selecting
sites where the project would work, and these were followed to select the first fifteen municipalities. However,
when one of those municipalities decided not to participate in the project, Puentes opted not to follow the
standard selection procedure and instead work with a Municipality that had expressed very strong interest in
the project. The Municipality of San Rafael Pie de La Cuesta in San Marcos has been extremely supportive of the
project. Both youth and community leaders are very interested in the project, and they were the first
municipality to offer adequate space for a Youth Center. This experience demonstrates both the importance of
having a level of flexibility in selection criteria as well as the critical role that a committed local government can
play in project success.
JUAREZ & ASOCIADOS
1. Research and reflection are critical to the design process. During a curriculum design process, planning time for
research, reflection, redesign, and methodological adjustments can strengthen the curriculum.
2. The development of the life plan within the Diplomado Emprender con Éxito, is an important element so that helps
young people reflect on what they would like for the future and define their goals.
3. The collaborative design process for Diplomado has created a sense of ownership for the curriculum, and has
made it easier to get buy-in for proposed changes.
VITRUVIAN 1. The validation of the education challenge methodology provided key insights into how Challenge-Based Learning
should be structured. This has modified substantially the design of the Education Challenges.
2. The variety of local conditions in venues and institutional support for Youth Centers continues to be a challenge.
This underscores that Youth Creator Spaces (YCS) need to be flexible in their implementation. The differences
in implementation between municipalities suggest that this experience will be a valuable quasi-experiment and
should be carefully monitored.
3. Partner coordination, as illustrated by the relationship with FUDI in implementing YCS in the schools of
agriculture, promises to be fruitful and should help develop aspects of the YCS methodology when linked to
more formal education services.
4. Volunteers for YCS tutoring in communities have an educational and competence profile that is below what was
originally expected. We will need to adjust expectations, increase support to tutors and perhaps continue seeking
to recruit volunteers from other environments to address this issue and limit its impact on the quality of
opportunities in YCS.
FUNDASISTEMAS 1. In the municipality of Chiantla Huehuetenango, the youth committee (COMJUVECH) is very strong and requires
that all activities concerning youth be coordinated through them. This has overall been an advantage for the
project, given that the activities they approve have not only their support, but that of the municipal leadership.
It also helps reduce the potential for duplication of activities with other organizations. Before realizing the
necessity of going through COMJUVECH, Fundasistemas had approached the group of young people of the
Association ASILVO CHANCOL, COMJUVECH did not authorize the intervention with them until there was
a member of this group in this commission.
2. According to what has been observed so far during the community visits, young people from rural areas are
more interested in participating in the project than young people in urban areas.
3. The initiative with Ingenio Pantaleón with sugarcane cutters is serving as pilot for processes that can then be
replicated in other institutions. There are several lessons learned from the workshops held so far: 1. 43 people
are participating. With a group of this size, it is necessary to use different facilitation strategies. 2. Participants
were not confident in participating in some of the activities in the curriculum, while others were well-received.
Observing such reactions allows us to better understand the profile of different types of participants so that we
can be better prepared in the future.
4. Creating linkages to employment for youth may be challenging, as employers often have technical training
requirements and job candidates must meet specific profiles.
5. Many young people are interested in and open to participating in project activities, even when this involves costs
for them, such as transportation.
AKEBI: 1. It is important to involve more parents of families, community authorities and communities in all the processes
that are being carried out with the young people of the project, so that they can value the benefits of the
Puentes project.
2. The project should focus on organizing and encouraging the young people in each group so that they are more
motivated to continue attending the Diplomado and to participate in and complete other trainings available
through the project.
FUDI:
1. It has been difficult to find appropriate locations where Agricultural Schools can be established. The location
must be accessible, have sufficient land and water for irrigation, a training room, and meet the project’s safety
and security requirements. Where such spaces exist, it has been difficult to negotiate with government or
private organizations to be able to use the spaces without cost. Those who own the facilities and land always
request that the project pay to utilize them. After a long process of selection and negotiation, the project has
found sites that meet the criteria and begun the process of establishing formal agreements.