Strategic Alliances for Social Investment

Transcription

Strategic Alliances for
Social Investment
Final Report
January 19, 2005–February 16, 2010
May 31, 2010
This publication was produced for review by the United States Agency for International
Development. It was prepared by RTI International.
Strategic Alliances for Social Investment
Final Report
Cooperative Agreement No. 520-A-00-04-00204-00
January 19, 2005–February 16, 2010
Prepared for
Ms. Isabel Stout
United States Agency for International Development/Guatemala
Prepared by
RTI International 1
3040 Cornwallis Road
Post Office Box 12194
Research Triangle Park, NC 27709-2194
RTI International is one of the world’s leading research institutes, dedicated to improving the human condition by turning knowledge into practice. Our
staff of more than 2,800 provides research and technical expertise to governments and businesses in more than 40 countries in the areas of health
and pharmaceuticals, education and training, surveys and statistics, advanced technology, international development, economic and social policy,
energy and the environment, and laboratory and chemistry services. For more information, visit www.rti.org.
RTI International is a trade name of Research Triangle Institute.
The author’s views expressed in this publication do not necessarily reflect the views
of the United States Agency for International Development or the United States
Government.
1
RTI International is a trade name of Research Triangle Institute.
Table of Contents
List of Tables ...................................................................................................................iii
List of Annexes ................................................................................................................iii
List of Acronyms .............................................................................................................. v
1.
Background .............................................................................................................. 1
2.
Key Results, Lessons Learned, and Recommendations .......................................... 3
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
3.
Management Structure ....................................................................................... 3
Alliance Building ................................................................................................. 8
Role of GOG in Alliance Project Development ................................................. 16
Development, Review, and Approval of Alliance Projects ................................ 18
Management of Alliance Projects ..................................................................... 22
Monitoring of Alliance Projects ......................................................................... 25
Technical Activities and Projects Funded by Alianzas/Guatemala ................... 28
Benefits of Alianzas/Guatemala-funded Projects ............................................. 30
Sustaining Alliances ......................................................................................... 33
Conclusions ........................................................................................................... 35
3.1
3.2
3.3
Alliances ........................................................................................................... 35
M&E ................................................................................................................. 36
Alliance Project Sustainability .......................................................................... 37
List of Tables
Table 1. Alliance Partners ........................................................................................... 14
Table 2. Summary of Leveraging Performance .......................................................... 30
List of Annexes
Annex A:
Annex B:
Annex C:
Annex D
Annex E:
Alianzas/Guatemala Partners List
Alianzas/Guatemala Grants Tracker
Alianzas/Guatemala Indicators and Performance Monitoring Plan
Technical Areas Supported by Alianzas Project Grants (by LLR)
Projects Funded by Alianzas/Guatemala
Alianzas/Guatemala Final Report
iii
ACKNOWLEDGMENTS
RTI gratefully acknowledges the role of University Research Co., LLC (URC), a subcontractor on the
Strategic Alliances for Social Investment project, in contributing to the health section of this report.
iv
List of Acronyms
AOTR
APROFAM
ASAZGUA
CA
CAM
CBO
CEFI
CentraRSE
COED
COP
CSO
CSR
DHS
FANCAP
FBO
FOG
FP
FRCL
FUNCAFE
FUNDAZUCAR
FUG
FUNSEPA
GDA
GOG
IMSALUD
IR
LAC
LLR
M&E
MCC
MCH
MMR
MOE
Administrative Officer Technical Representative
Asociación Pro-Bienestar de la Familia (Pro-Family
Wellness Association)
Asociación de Azucareros de Guatemala (Guatemalan
Sugar Producers Association)
Cooperative Agreement
Central America and Mexico
Community Based Organization
Consejo de Empresas, Fundaciones e Instituciones
Privadas de Guatemala (Private Guatemalan Companies,
Foundations and Institutions Council)
Centro de Acción para la Responsabilidad Social en
Guatemala (Center for Corporate Social Responsibility in
Guatemala)
Cooperación para la Educación (Cooperation for Education)
Chief of Party
Civil Society Organization
Corporate Social Responsibility
Demographic Health Survey
Fundación para la Alimentación y Nutrición de Centro
América y Panamá (Central American Nutrition Foundation)
Faith Based Organization
Fixed Obligated Grant
Family Planning
Fundación Ramiro Castillo Love (Ramiro Castillo Love
Foundation)
Fundación del Café (Coffee Foundation)
Fundación del Azúcar (Sugar Foundation)
Fondo Unido Guatemala
Fundación Sergio Paiz (Sergio Paiz Foundation)
Global Development Alliance
Government of Guatemala
Instituto Multidisciplinario para la Salud (Multi-disciplinary
Institute for Health)
Intermediate Result
Latin America & the Caribbean
Lower Level Result
Monitoring and Evaluation
Millennium Challenge Corporation
Maternal and Child Health
Maternal Mortality Ratio
Ministry of Education
v
MOH
MOU
NGO
OP
PAHO
PMP
PPP
PR
PSA
PSAG
RH
RTI
SEGEPLAN
SO
SOSEP
SPUH
STC
TA
TELGUA
TRC
UNESCO
UNICEF
URC
USAID
USG
UVG
WHO
WINGS
vi
Ministry of Health
Memoranda of Understanding
Non-governmental Organization
Operational Plan
Pan-American Health Organization
Performance Monitoring Plan
Public Private Partnership
Public Relations
Public Service Announcement
Private Sector Advisory Group
Reproductive Health
Research Triangle Institute
Secretaría de Planificación (Planning Secretariat)
Strategic Objective
Secretaría de Obras Sociales de la Esposa del Presidente
(First Lady’s Secretariat for Social Work)
Saint Peter’s University Hospital
Save the Children USA
Technical Assistance
Telecomunicaciones de Guatemala (Guatemalan
Telecommunications)
Technical Review Committee
United Nation’s Educational, Scientific and Cultural
Organization
United Nation’s International Children’s Fund
University Research Co.
United States Agency for International Development
United States Government
Universidad del Valle de Guatemala
World Health Organization
Women’s International Network for Guatemalan Solutions
1.
Background
At the beginning of the decade, Guatemala exhibited some of the worst education and
health statistics in the region according to the Ministry of Education (MOE) and
Demographic Health Survey (DHS) data, despite intense efforts by the Government of
Guatemala (GOG) and international donor agencies to improve coverage, efficiency,
quality, and equity in these sectors. Education achievement indicators given by the
Municipal Education Progress Index were very poor, owing to low levels of elementary
school completion, low coverage rates in preprimary and secondary school, and low
quality of education. The majority of Guatemala’s population was under 21, with 4 out of
10 people under the age of 15 in 2000. The net enrollment for elementary school was
89% for children ages 7–12. For young adults between 13 to 15 years old, 29% were
regularly attending school; for those between 16–18 years of age, only 17% were
enrolled. These indicators were even more dramatic in departments with high percentages
of indigenous populations. For example, the net enrollment rates for students between 16
to18 years old were only 4% in Totonicapán, and for students ages 13 to16, only 9% were
in enrolled in Alta Verapaz.
The dismal indicators were predicated by numerous factors, most significantly: lack of
preprimary schools; poor teacher preparation and few opportunities for updating their
professional knowledge; lack of materials; and lack of public funding, as well as adequate
financial support from parents. An additional factor is the lack of secondary schools,
primarily in rural areas: Secondary schools are usually located in the main urban centers
but not in rural areas, leaving young people in these regions without opportunities to
continue their studies. Many young Guatemalan students also are forced to leave school
to earn money and help support their families.
Much like education, Guatemala’s health and nutrition indicators were also dramatically
low. The infant mortality rate of 39 per 1,000 live births was the highest in Central
America. The maternal mortality ratio (MMR) of 153 deaths per 100,000 live births for
the country and 211 per 100,000 live births among indigenous women were among the
highest in the western hemisphere. Of women who died during child birth, 65% of births
were delivered by unskilled attendants; 50% of women died at home. Only Haiti
exceeded the total fertility rate of 4.4, and the contraceptive prevalence rate was 43%
among women ages 15 to 49 in union—the second lowest in the Latin America and
Caribbean (LAC) region. Chronic malnutrition affected 49% of all children under 5 years
of age, leading to a stunting rate ranked highest among LAC countries.
In part, the inadequate social sector services resulted from very low levels of public
funding. The Guatemalan public sector struggled to address the shortfall between
available resources and the demand for meeting basic needs. The Guatemalan Peace
Accords (signed December 28, 1996) resulted in a major influx of bilateral and
development cooperation funding for a number of years. This coincided with a period of
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relative peace and economic prosperity in the hemisphere. However, development funds
started waning by 2002, broadly coinciding with a diminishing strategic regional focus on
LAC after the events of September 11, 2001, and the Iraq War. At the same time, it was
also clear that many corporations and foundations were simultaneously implementing
interventions and mechanisms for investing their corporate social responsibility (CSR)
funds that converged in principle with USAID’s Strategic Objectives (SO) for the region.
There were substantial flows of private social investment funds and in-kind contributions
in Guatemala from diverse sources such as large private corporations, local private
foundations, faith-based organizations (FBOs) and other charitable givers, small
businesses, and individuals. In the early 2000s, many of the leading private sector
organizations involved in social investment initiatives in Guatemala were exploring ways
to promote CSR, coordinate their social investment efforts, and increase their impact.
This presented an excellent opportunity to build on and foster the growing CSR
movement and channel disparate flows of resources into public-private partnerships
(PPPs) for more efficient and effective social investment. Considering the private sector’s
evident interest in participating in medium-to-long term, sustainable, development
initiatives and the magnitude of their investments, the context provided an opportunity to
unite efforts toward common goals.
The U.S. Agency for International Development’s (USAID) Country Plan for Guatemala
developed in the mid-2000s, under the Central America and Mexico (CAM) Regional
Strategy, addressed Guatemala’s development challenges through a social investment
approach. The plan prioritized advancing Guatemala’s efforts to increase investment in
health, nutrition, and education. It also mitigated the impact of reduced USAID funding
by increased leveraging of USAID dollars through alliances and other strategic
mechanisms.
The USAID-funded Guatemala Strategic Alliance for Social Investment (Alianzas)
Project was a 5-year cooperative agreement (CA) managed by RTI International that
forged public-private strategic alliances to increase access to and improve the quality,
equity, efficiency, and use of basic health, nutrition, and education services.
Alianzas/Guatemala began on January 19, 2005, and operated until February 16, 2010.
For every US$1 invested by USAID in health and education, Alianzas/Guatemala was
required to raise at least US$2 from the private sector for investment, at least half of
which had to be in cash, with the balance in in-kind resources (e.g., equipment, supplies,
media, transportation, labor, etc.). Alianzas/Guatemala leveraged funds and resources
from the private sector, brokered collaboration among entities interested in financing
social sector interventions and service-delivery organizations, and allocated resources to
providers of basic health, nutrition, and education services for the poor. Funding has been
leveraged from a broad base of private sector partners, including implementing partners
that have provided both cash and in-kind funding. In accordance with USAID’s
Performance Monitoring Plan (PMP), the CA’s results contributed to the following
USAID Intermediate Results (IRs):
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•
IR 3.1 Increased and improved social sector investments
•
IR 3.2 Increased access and improved quality of education
•
IR 3.3 Increased use of quality maternal, child, and reproductive health services
Funds leveraged by Alianzas/Guatemala from private sector funding partners were
combined with investment funds provided by USAID and programmed into grants. The
grants were awarded through a competitive review process to local and international
nongovernmental organizations (NGOs) and foundations working in Guatemala’s health
and education sectors.
RTI’s subcontractor and managing partner under this CA was University Research Co.,
LLC (URC). URC provided technical assistance in health and nutrition, NGO
strengthening, sustainability, and monitoring and oversight of health activities.
As a result of its previous work in Guatemala, RTI developed considerable expertise in
building strategic alliances and in leveraging private sector resources for education,
health, and nutrition investments. This expertise was leveraged when two of the CA’s
modifications (which covered the CAM region) expanded the program’s work to other
LAC countries. Modification number 3 supported private sector partnerships with
USAID/Nicaragua from March 15, 2006, through December 15, 2009, for health and
education activities. Modification number 7 launched the Alianzas/El Salvador program
that began September 28, 2006, and operated until October 31, 2009, to finance new and
expanded health activities targeted to the country’s poorest communities in rural and
marginal urban areas.
2.
Key Results, Lessons Learned, and
Recommendations
Below we summarize the major results, lessons learned, and recommendations under the
Alianzas/Guatemala program.
2.1
Management Structure
The Alianzas/Guatemala program model intended to limit the management costs of
building and managing alliances to 39% of the total program budget, reserving the
remaining 61% of the budget for investment funds for health and education alliances.
This ratio varied slightly over the course of the program. Modification number 2 to the
CA provided funding for higher education and scholarships, but with limited financial
increase for management costs, resulting in a decrease of management costs to 37% (with
63% for investment). Modification number 16 reallocated costs from family planning
(FP)/reproductive health (RH) investment funds to cover increased management costs,
resulting in a ratio of 40% management and 60% investment. Modification number 25
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increased funding and reallocated costs between management and investment funds,
bringing the ratio back to the original 39% management and 61% investment.
To minimize management costs, RTI proposed a lean management team at the
application stage, led by a strong organizational manager as Chief of Party (COP), who
was responsible for technical oversight and management. The COP was supported by a
financial manager and three senior managers, one each for health and education to
support technical activities, and a resource mobilization and alliance manager for
building alliances between partners and seeking cash and in-kind investments. The
proposed COP withdrew his candidacy during the pre-award stage, and RTI replaced him
with a candidate who had extensive contacts in the Guatemalan private sector, as well as
experience building and managing alliances.
During the first year it became clear that the proposed organizational structure was not
meeting the needs of the newly evolving program. The mix of skills and abilities on the
team duplicated roles for alliance building, while leaving gaps in monitoring and
evaluation (M&E, the proposed to-be-determined position had not yet been filled) and
program management, including grants management. To address these factors, several
changes were made to the project structure as follows:
1) The resource mobilization and alliance manager position was dropped since this
function was largely covered by the COP’s role, with support from the technical
managers.
2) RTI recruited a senior grants manager to coordinate home office and USAID
support for program administration, grants management, waivers, procurement,
and some financial support.
3) A grants coordinator was added to the team to track the grant evolution process
and manage all grants paperwork, as well as to provide capacity-building support
for grantees on budgets and grant applications.
4) The M&E work was subcontracted out to the Inversiones Ipanema firm (see more
detail in Section 2.6).
Within the technical areas, a few additional changes were made over the life of the
program. Both the health and education technical areas each started out with one staff
member, who was responsible for developing alliances and overseeing technical
implementation of projects. The first person who filled the health manager position,
recruited by managing partner URC, was a technical expert in nutrition, with extensive
experience working with the Ministry of Health (MOH). Although a highly qualified
health professional, her transition to working with the private sector and developing
activities in other health technical areas such as FP proved challenging. Upon her
departure, the position remained vacant for seven months while the COP filled the role of
developing alliances for health. During this time, RTI and URC reconfigured the position
with the assistance of a consultant, splitting it between two people—a technical expert in
RH and a medical doctor experienced in working with the private sector. The new
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technical manager again faced challenges with maintaining the necessary pace to issue
grants and move the pipeline, so her contract was not renewed. At that time, all remaining
funds for health activities were programmed, and no new alliances were needed. As such,
RTI and URC decided to complete the program with one health staff person.
The education technical area also saw changes over the course of the program. During
year two, Alianzas/Guatemala received new funds for scholarships with specific tracking
requirements and necessitated follow up of individual scholarship recipients. The
additional workload required a full-time staff person, recruited internally, who had
knowledge of USAID reporting requirements, as well as RTI policies. The scholarships
coordinator received training on the scholarship tracking but also provided support to
other education activities. This new position brought invaluable support to the education
manager and was maintained throughout the end of the program.
To accommodate all of these staffing changes, RTI and URC accordingly adjusted the
budget to ensure that the intended management/investment percentages were maintained.
Although RTI was able to balance the percentages, the biggest challenge was providing
adequate M&E support within this lean management structure. These challenges are
discussed further in Section 2.6.
Important, but limited (to keep management costs as low as possible), technical support
was also budgeted for RTI’s technical program manager at the RTI headquarters, who
provided strategic planning, training, quality assurance, reporting, and other technical
oversight functions in alliance building, health, and education. Some headquarters-based
budgeting, financial management, and administrative backstopping was also provided to
the program, as well as grants processing and contracts support. The home office
provided substantial guidance and training to program staff in the area of grants
management and M&E, particularly during program start-up when systems and
procedures were being established. Much of this support came not from program funds
but from RTI overhead.
In addition to full-time program staff and home office support, Alianzas/Guatemala
received management input from a Private Sector Advisory Group (PSAG) made up of
well-respected individuals with extensive private sector experience. The PSAG was
intended to facilitate contact and dialogue and increase access to private sector
capabilities, in an effort to better identify a wide range of alliance partners. PSAG
members were selected from recognized, socially responsible Guatemalan business men
and women, academics, and community leaders. Some members represented institutions
that were already alliance partners or became partners through the course of the program.
PSAG members had no involvement in the actual approval, allocation, or management of
project funds.
Originally, the PSAG planned to include between 8–10 members, each participating for a
2-year period, after which they would rotate off. Permanent members of the PSAG
included senior representatives from USAID, RTI, and the private sector. Given that
5
meetings were infrequent, Alianzas/Guatemala program staff decided not to rotate the
members; rather, some left the PSAG due to personal reasons while a few new ones were
added over the life of the program (e.g., the Consejo de Empresas, Fundaciones y
Instituciones Privadas de Guatemala [CEFI, Council of Guatemalan Private Companies,
Foundations and Institutions] president when it became a key partner, as well as an M&E
specialist from the Universidad del Valle de Guatemala [UVG]). Due to the CA’s
regional nature, the PSAG included one representative from BancoUno, based in
Nicaragua; however, she was unable to attend any of the meetings in person. Other
members with inconsistent attendance included some GOG political appointees. At the
end of the program, PSAG members included the following:
•
Dr. Rodrigo Bustamante, public health specialist and COP of the USAID/Calidad
en Salud Program in Guatemala;
•
Ing. Héctor Centeno, former Universidad del Valle rector; recognized educator,
conservationist, and scientist; and commissioner for RH at Secretaría General de
Planificación y Programación de la Presidencia (SEGEPLAN, Presidential
General Secretariat of Planning and Programming);
•
Licda. Cristiana Cordón de Amenabar, education specialist with Fundación
Carlos F. Novella (Carlos F. Novella Foundation) and president of CEFI;
•
Isabel Gutiérrez de Bosch, president of Fundación Juan Bautista Gutiérrez (Juan
Bautista Gutiérrez Foundation) and dedicated to social work for more than 50
years;
•
Licda. Maria Silvia Pineda, dedicated to social and economic development, and
girls’ education through her work as executive director for the Fundación del
Azúcar de Guatemala – FUNDAZUCAR- Guatemalan Sugar Foundation and CSR
manager for Asociación de Azucareros de Guatemala- ASAZGUA- Guatemalan
Sugar Producers Association;
•
Lic. Roberto Molina, UVG professor specializing in statistics and M&E;
•
Lic. Guillermo Monroy, professor at Universidad Francisco Marroquín devoted
to CSR as executive director of CentraRSE;
•
Ing. Mario Nathusius, president of Nuevos Almacenes Cemaco, with a long
trajectory in supporting girls’ education and committed to improving Guatemalan
education; and
•
Miriam Zablah de Bandes, former vice minister of Education in Nicaragua and
director of CSR at BancoUno, Nicaragua.
The selection of PSAG members resulted in being quite advantageous for the program,
particularly when an activity could directly benefit from a partnership with an individual
member’s organization or sector. For example, when Hurricane Stan hit Guatemala, the
USAID/Alianzas program took the lead convening and organizing the response from the
corporate sector, and demonstrated remarkable effectiveness and leadership in brokering
alliances with the Guatemalan business community that focused on clean water and
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sanitation, as well as disease surveillance. This swift response was due in part to PSAG
members who mobilized their sectors quickly to respond to the emergency.
The PSAG met twice annually or as needed. The Alianzas/Guatemala COP served as
secretary, arranging meetings, developing the agenda, and reporting on the proceedings
of each meeting, including recommended actions. Meetings were largely focused on
presenting an overview of project accomplishments or the annual work plans, or on
presenting very specific and focused requests for support (e.g., the Hurricane Stan
response, the National Vaccination Campaign, or brainstorming ideas on how to invest
RH funds). Contrary to the original vision, the PSAG rarely provided input on strategies
or feedback on annual work plans; instead, the meetings became more of a forum for
information sharing. One instance in which PSAG members provided feedback that
resulted in a specific modification of plans was when Alianzas/Guatemala presented the
teen pregnancy public service announcement (PSA), which highlighted the importance of
abstinence. Members recommended omitting a reference to a condom from the spot,
indicating that it gave a mixed message in a PSA promoting abstinence.
Throughout the life of the program, the three country COPs for Alianzas programs in
Guatemala, Nicaragua, and El Salvador collaborated with each other by sharing
information about potential alliance partners, reports and presentations, lessons learned,
and marketing and promotional materials. This same spirit permeated each program,
creating synergies and supporting teamwork that would not otherwise have been possible.
Recommendations
•
Since the process of building and managing alliances involving private sector
partners is unique among development programs, it is important to have staff on
the program team with experience in both technical program implementation in
health and education, as well as staff with strong private sector partnershipbuilding experience and knowledge of the how to function in a corporate
environment.
•
Even though the principal focus of the program was to leverage financial and inkind resources, the technical interventions in health and education could provide
rich data on impact if given adequate staffing and resources for M&E. It is
essential to plan for this in the early stages of program design. This
recommendation is further discussed in Section 2.6.
•
PSAG members who are chosen wisely can serve a vital role in finding partners,
mobilizing resources, and providing feedback on technical interventions. A PSAG
that includes members from a variety of sectors will provide the most flexibility
and resourcefulness to respond to program needs. In Guatemala, however,
political appointees and members from other countries were not necessarily as
effective since they were not able to attend meetings regularly.
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2.2
Alliance Building
The overall goal of the Alianzas/Guatemala program was to build alliances between
implementing and funding partners to increase social sector investments in activities that
addressed the most pressing needs in health and education. Since this was a new
approach to USAID investment in Guatemala, it was essential to visibly promote the
program from an early date to drum up interest among potential private sector investors,
as well as implementing partners. To do this, Alianzas/Guatemala planned a highvisibility launch attended by approximately 600 people, including Guatemala’s president
and first lady, ministers of Health and Education, USAID/Guatemala Mission director
and officers, as well as over 400 potential partners—including NGOs, foundations,
corporations, and universities, among others. RTI and URC home office officials were
also present. During the event, a local school choir sang a popular song whose lyrics were
adapted to highlight Alianzas/Guatemala priority interventions. The program team played
a video summarizing social development indicators and intervention areas for the
program. Both the president and the first lady addressed the audience, and Dr. Holly
Wise, formerly with Global Development Alliance (GDA) in Washington, DC, gave a
keynote speech explaining the philosophy behind GDA and importance of private sector
involvement. The USAID/Guatemala Mission director discussed the concept of the
Alianzas initiative in the Guatemalan context, outlining the strategy behind the
intervention and the expected outcomes. The team presented the first official alliance,
Amigos de la Escuela (Friends of School), an initiative championed by the first lady to
improve school infrastructure. Amigos de la Escuela was implemented by United Way
Guatemala and sponsored by United Way affiliates, the Guatemalan Chamber of
Industry, the Guatemalan Exporters Association, and Alianzas/Guatemala. The event
made the front page of the Diario de Centroamérica, Guatemala’s official newspaper, as
well as other media outlets. This widespread coverage made the project visible from startup and also allowed a broad spectrum of potential partners to learn about the program
from an early stage.
Although the launch provided the program with early publicity, Alianzas/Guatemala
needed to employ a variety of methodologies to identify potential partners, engage the
private sector, and establish alliances. The first step in creating alliances was the
identification of appropriate and willing partners. Alianzas/Guatemala relied on its
extensive business and professional relationships to facilitate new contacts and establish
credibility with prospective corporate funding partners. Working through existing
networks to establish alliances proved much more efficient and effective than
independently visiting each potential partner. Cases such as Becatón, Fondo Unido
Guatemala (FUG, United Way Guatemala), Creciendo Bien, and Amigos de la Escuela
allowed the program to establish contacts and leverage resources from many partners in
Guatemala, all committed to the same activity. This saved time and money, increased
effectiveness, and opened access to a wide range of partners.
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A key component of the Alianzas/Guatemala strategy to enlist new partners included the
development of a comprehensive communication and public relations (PR) program to
promote CSR, publicize progress and successes of corporate social investment initiatives,
and give public recognition to corporate alliance partners for their contributions. PR
efforts included breakfast meetings, press releases, and launch events. Program staff also
developed materials to support fundraising presentations and events, including brochures,
banners, and PowerPoint presentations.
It was essential for program visibility that Alianzas/Guatemala be perceived as a
trustworthy investment partner that added value to investing partners’ CSR efforts,
ensuring accountability, tracking progress, and assessing impact for corporate alliance
partners. To this end, RTI developed a set of alliance-building, management, and M&E
tools and systems, which supported work, measured results, and produced reports
demonstrating the impact of social investments and proper use of funds. Many of these
tools and systems are described in the relevant sections of this report.
Once potential partners were identified, the process of establishing alliances began by
identifying intersections of interest in social investments among prospective corporate
funding partner and USAID’s health and education program goals and objectives. The
COP and technical staff held meetings with prospective partners that provided an
opportunity to identify, confirm, and/or adapt areas of mutual interest for social
investment, as well as clarify and answer questions about how the program operated, the
respective objectives and obligations of alliance partners, and other issues. Program staff
presented potential health, nutrition, and education alliances that companies could choose
to support, which were aligned with program and USAID priorities. The process used to
formalize the alliances and activities is described in Section 2.4.
Alianzas/Guatemala implemented the activities that follow to raise funds and meet the
ambitious leveraging targets through the establishment of alliances.
Direct solicitation of individual corporations and other private sector investors.
Through contacts with the private sector (facilitated by staff and PSAG members, as well
as referrals from existing partners), Alianzas/Guatemala solicited corporations and other
private sector investors to determine their funding interests and match them with relevant
implementing partners. The team encouraged Guatemalan business leaders already
supporting social investments to persuade counterparts in other corporations to become
funding partners. This was a particularly effective approach in an economy such as
Guatemala’s, where a relatively small number of families own or have invested in most
of the major industries operating in the country. Initial alliances partners extended the
alliance network by inviting their own vendors, suppliers, or clients to form part of the
alliance. In many cases, Alianzas/Guatemala facilitated these contacts without actually
committing funds.
Develop alliances with private corporate foundations. The program leveraged funds
from private foundations, serving as intermediaries to channel corporate social
9
investment funds contributed by Guatemalan corporations. Alianzas/Guatemala
developed partnerships with corporate foundations such as Fundación Juan Bautista
Gutiérrez, Fundación Sergio Paiz (FUNSEPA, Sergio Paiz Foundation), Fundación
Ramiro Castillo Love (FRCL, Ramiro Castillo Love Foundation), FUNCAFÉ,
FUNDAZÚCAR, and Fundación Carlos F. Novella. These institutions typically predefine
their social investment mission, priority agenda, and target areas and populations. Their
boards often are made up of members who sit on corporate boards or on the boards of
private sector networks. Thus, there were also considerable opportunities for synergy in
applying the peer fundraising approach described above.
Fundraise with nonprofit organizations. Alianzas/Guatemala also supported
fundraising from other nonprofit service organizations such as Rotary clubs, NGOs, and
FBOs. The program used this approach during its response to Hurricane Stan. As with the
direct solicitation approach, Alianzas/Guatemala identified potential funding partners and
matched each partner with projects reflecting their areas of interest.
Generate in-kind resources. In-kind resources came from the private corporate sector,
both directly and in collaboration with business associations and from public and private
sector implementing partners, civil society organizations (CSOs), and alliance
beneficiaries. In-kind resources benefitted the program in several ways, such as direct
support of basic health and education services (e.g., volunteers, books, drugs, equipment,
vehicles, and technology); cost-sharing from local governments (e.g., transport, facilities,
and staff time); and contributions that reduced the cash costs of fundraising events.
Hold special fundraising events and other activities to generate support for
important social causes, target groups, and geographic areas. Key corporate sponsors
helped plan and fund self-initiated events or activities to raise funds for specific causes,
including emergencies such as USAID’s/Alianzas’ support for disaster relief for
Hurricane Stan. Invitees to specific fundraisers included a target group of corporate and
individual private sector contributors who paid to participate in events or activities,
ranging from dinners to auctions and raffles. USAID funds complemented the net funds
raised. Alianzas/Guatemala successfully brought together multiple partners to sponsor
high-priority causes, such as Creciendo Bien (Growing Well, a project focusing on infant
nutrition), ¡Vamos a la Escuela! (Let’s Go to School!, a school refurbishment,
technology, and scholarships project) and Celebramos la Raíz de la Vida (Celebrating the
Root of Life, a breast cancer awareness project). Most notably, the well-received USAID
and Alianzas/Guatemala-sponsored RH Campaign and Alliance was the first national,
private sector-supported campaign in Guatemala’s history to promote RH, a singular
achievement.
RH Alliance partners now hold regular meetings to share best practices, tools, materials
and training curricula; coordinate M&E processes; and collaborate on technical initiatives
to magnify their impact. Certain social events and fundraising campaigns, such as opera
performances, provided substantial fundraising opportunities, as well as notoriety to
Alianzas/Guatemala. Engaging the media in these events was highly effective in
10
leveraging interest and visibility. A limitation associated with this type of activity is that
in many cases Alianzas/Guatemala was responsible for organizing and carrying out the
events since partners often perceived the program in the coordinator role. This required
making time during regular workloads to talk to caterers, vendors, and media companies.
For events that were repeated, these tasks were gradually transferred to partners to ensure
sustainability.
Develop alliances with the media. Alianzas/Guatemala’s media alliance strategy
focused on establishing sustainable relationships, not simply for project-related event
coverage, but also to bring to the forefront important health and education issues and
other development topics of national interest. To achieve this objective, the program held
occasional information sessions with reporters, editors, and producers to discuss
development issues from a conceptual and cause-and-effect point of view rather than as
social events.
Implement alliance partner public recognition and awards program. Providing
occasions for partners to get together and discuss project successes and share results at
activities such as partner recognition breakfasts or project wrap-up meetings served as
good opportunities to establish additional partnerships and share project results with
larger audiences. For example, Creciendo Bien in Guatemala presented findings made by
SEGEPLAN that demonstrated a reduction in child malnutrition in participating
communities after a 6-month period. Using this information, the Alianzas/Guatemala
worked to establish additional partnerships to promote women’s and children’s nutrition.
These settings enabled Alianzas/Guatemala to present the project knowledge and lessons
learned in a public forum.
Funding partners found a variety of advantages to partnering with Alianzas/Guatemala
beyond simply directly investing funds in health and education projects. Some of these
reasons are outlined below as follows.
Leveraging of resources. Companies have limited funds designated for social
investment, social marketing, and CSR. The additional monetary resources provided by
USAID were seen as one of the most valuable features of the Alianzas/Guatemala
program, allowing funding partners to expand their programs’ outreach.
Cost-effective use of corporate resources for social investment. Corporations
recognized that there are costs associated with managing their own social investments
and that these costs reduce the amount of money directly channeled to projects. By
participating as partners, these costs were shared by funding and implementing partners
alike.
Positive public recognition. Partners received brand recognition by participating in
Alianzas/Guatemala, such as BECATON—a multisectoral scholarship funding effort led
by the United Nation’s Children’s Fund (UNICEF) in support of the MOE.
Accountability and transparency. Partnership with USAID motivated partners to join
alliances, not only because of the financial and technical resources offered, but also
11
because of the agency’s prestige and the guarantee of transparency for both private and
USAID resources. The program provided management and financial controls, routine
reporting, and an auditing process, all assuring corporate alliance partners that their social
investment funds were properly used.
Benefits for business. As a result of their cash and in-kind contributions, corporate
partners obtained various business benefits, including political good will, enhanced
corporate image in target markets, and increased business activity. Other benefits
included improved health, nutrition, and education specifically among industrial workers
and their families in the sugar, coffee and cement industries, increasing productivity and
enhancing the company’s competitive edge. Companies also benefited financially from a
modest tax deduction on their donations.
Partnership with technical experts. Some private partners recognized that their
strengths lie in conducting business and efficiently using resources, not in designing or
implementing social sector interventions. By partnering with Alianzas/Guatemala, they
were able to tap into expertise in health and education, as well as sound methodology in
M&E, which increased their own knowledge base for technical interventions and
sensitized them to the need for increased funding for these interventions.
Throughout the course of the program, Alianzas/Guatemala learned that companies are
most interested in funding projects that benefit their target audiences (be it consumers or
employees) and in which they will receive a return on their investment. In Guatemala, the
two most attractive types of alliances for funding partners were those that involved either
cause-related marketing or the pooling of resources among multiple partners. Causerelated marketing allows companies to have widespread brand recognition as a result of
their investments, while also permitting individual citizens to contribute to the cause.
Pooling resources allows all sizes of companies (with all sizes of budgets) to contribute
whatever resources they can allocate to a certain intervention while still reporting all
beneficiaries and communities and leveraging as their own. When companies need to
present these projects or defend their investments to their shareholders, they usually are
more successful if they can present the leveraging and reach for the entire intervention.
Private sector partners are not likely to fund interventions when they do not perceive
some sort of direct benefit for their investment, even in cases when the intervention is of
high quality, addresses a population in need, and is implemented by technically qualified
teams. A specific example is the Welcome to School project involving teacher training
and scholarships for indigenous children, implemented by Save the Children USA (STC),
in the department of El Quiché. The department is deeply affected by internal conflict
and extreme poverty. Although these factors would indicate that the project should appeal
to investors interested in social development, the area of implementation has almost no
commercial activity. The population subsists on agriculture, and there is minimal
industrial development, making the area unattractive to private sector partners. To
address this lack of interest, Alianzas/Guatemala convened partners to discuss the
situation and proactively seek alternatives to fund the project. STC agreed to reduce the
12
private sector cash commitment and receive in-kind contributions and incorporate a
nutrition component, allowing Alianzas/Guatemala to grant health funds. Education staff
contacted over 100 companies that dealt in school supplies, furniture, fabrics, hygiene
and health supplies (such as soap and tongue depressors), balloons, plastics, and all the
other materials needed in the project. This resulted in over US$20,000 of in-kind
contributions to an innovative intervention in schools that addressed the overall health of
the school’s population, as well as academic instruction.
In some cases, Alianzas/Guatemala took an active role in managing alliance partnerships
once they were formed. During implementation of the Wireless Reach school internet
connectivity project, continuity of activities was interrupted when Telecomunicaciones de
Guatemala (TELGUA, Guatemalan Telecommunications) sought to remove itself from
the alliance because they felt that the technology was too expensive to support long term.
Alianzas/Guatemala conducted multiple meetings and discussions to negotiate with the
partners, after which TELGUA committed to supplying service through 2010.
One major lesson learned was that pre-formed alliances could present managerial
challenges. Prior to CA award, Alianzas formed a partnership with FUG, an alliance
which intended to complement USAID funds with payroll deduction contributions from a
broad base of companies for investment in high-priority health and education
interventions. Under the pre-formed terms, project roll-out was difficult because
companies affiliated with FUG could opt to propose their own interventions, which rarely
matched USAID’s priorities. It was challenging for the two independent organizations to
agree on all the conditions and characteristics required of projects in order to approve and
implement them. These differences created pipeline issues for both organizations. For
example, as members of the private sector, FUG expected their contributions to be
expended quickly, and they were frustrated with the time and conditions imposed by
USAID approvals and requirements. Additionally, projects that received funding from
both the FUG alliance and USAID, had to dedicate extra time and effort to respond to the
differing reporting requirements. During its second year, Alianzas/Guatemala determined
that pre-formed alliances, tied to a specific amount of money, were no longer feasible.
Alianzas/Guatemala partners included international, regional, and local corporations and
companies; nonprofit organizations and service clubs; trade and industry associations;
NGOs; FBOs; foundations; and individual and group philanthropies (see Table 1 for a
summary of alliance partner types, and Annex A for a full listing of partners). Although
the program attracted a wide variety of partners, the team found that local funding
partners were most likely to participate, perhaps because they more closely identified
with the country’s problems than external investors. Local companies often establish and
operate foundations through which they can channel their funding to social causes, as
well as a making more established commitments to CSR within Guatemala. Regional or
multinational firms have different agendas in every country, thus making it very difficult
to develop regional projects. Multinational corporations usually receive their guidelines
13
from their respective headquarters, which typically cannot be changed locally or may
take too much effort from local managers.
Table 1.
Alliance Partners
Alianzas/Guatemala’s Funding and
Implementing Partners
Summary
Business (local and U.S.)
98
Corporate foundations
10
International NGOs
10
Local NGOs
13
CSOs and associations
5
FBOs
7
Universities and schools (local and international)
Government entities
Other organizations (artists, guilds)
TOTAL
11
7
22
183
Although some companies and NGOs had been involved in implementing health and
education activities before Alianzas/Guatemala, such as Save the Children and WINGS,
they had previously acted independently and with their own resources rather than as
alliances with multiple partners. Alianzas/Guatemala was able to bring additional partners
to these existing programs, increasing their funding and extending their coverage. Most
of these partnerships were new ones, linking groups that had not previously worked
together.
Private foundations were important Alianzas/Guatemala partners. These social branches
of major industries and corporations in Guatemala serve to channel their philanthropic
and development activities into technical and geographic areas of interest.
Alianzas/Guatemala supported various projects under the auspices of foundations, such as
Mejores Familias through FUNDAZUCAR, teacher training through Fundacíon Carlos F.
Novella, and reproductive health for youth through FUNCAFE. Parent corporations of
these foundations also supported other Alianzas/Guatemala initiatives, such as the
National Vaccination Campaign, BECATON, and the National Women and Children's
Health Campaign. Private sector partners without their own foundations were open to
working with implementing partners suggested by Alianzas/Guatemala.
14
Another feature of the Alianzas/Guatemala experience was that most large corporate
funding partners lacked foundations and/or experienced program staff appropriate for the
type of sustainable involvement necessary to effect permanent or (at least) long-lasting
change and development. As part of alliance building, Alianzas/Guatemala played a key
role linking pre-screened, high-quality implementing partners with funding partners, as a
way to help overcome such shortcomings. Finding qualified implementing partners was
occasionally difficult because few institutions were capable of fulfilling the operative and
administrative requirements to obtain USAID funding. Sometimes the institutions were
weak in general administrative processes such as purchasing, accounting, inventory
control, internal controls, etc. To address this issue, Alianzas/Guatemala invested time
and resources in institutional strengthening in order to overcome these limitations, which
were not necessarily related to a partner’s size or years of existence, but to the intricacies
of USAID and RTI.
Alianzas/Guatemala was interested in collaborating with a wide range of partners and
thus open calls for proposals were a logical way to publicize the program and heighten
visibility among new audiences. A number of valuable partners and projects resulted
from the three open calls that Alianzas/Guatemala conducted, primarily with scholarships
projects. The open calls also enabled the program to meet USAID’s requirements of free
competition and access to all.
Recommendations
•
In terms of alliance-building strategies, Guatemala is a fertile field because of the
country’s size, the number of potential private sector actors that can be involved,
and the presence of strong, experienced, technically savvy implementing
organizations. Alianzas/Guatemala had single partner alliances (i.e., where one
partner served both as the funder and implementer) and alliances with multiple
funding and implementing partners. PPP models need to be open and flexible to
working with different partners in order to find innovative interventions, increase
coverage, and maximize use of resources. In terms of positive impact on
beneficiaries, larger alliances that involved multiple partners and were more
technically integrated (health and education) tended to have more benefits in
coverage and services provided. The downside for some larger alliances is that
they tend to be biased toward larger and more experienced groups that have more
funds available for and experience in implementing complex programs. As a
result, these alliances may exclude certain partners, such as smaller and less
experienced local foundations, NGOs, and CBOs.
•
Successful alliance building must also recognize that each partner has its own
mode of operations, and the alliance, within reason, should be flexible and adapt
as much as possible to each partner’s operating needs. This is relevant not just
among funding and implementing partners, but also between alliance partners and
USAID. Partners should also make an effort to understand each other’s internal
15
processes. Understanding the budget cycles, annual planning and approval
systems, and operating timeframes of other partners can reduce potential
misunderstandings and lead to smoother alliance development and project
planning.
•
2.3
External communication (e.g., media coverage, Web sites, and events) is critical
for creating program visibility and ensuring that partners remain informed.
Role of GOG in Alliance Project Development
Both public and private sector actors were key stakeholders in Alianzas-developed
partnerships: Funding originating from USAID added to Guatemala’s private sector’s
contributions to benefit Guatemala’s public sector activities in education, maternal and
child health (MCH), nutrition, hygiene, and clean water. All beneficiaries of
Alianzas/Guatemala-supported projects participated in—and benefited from—new and
improved services from public or publically subsidized schools, as well as from public
health centers and hospitals.
During the first three years, Alianzas/Guatemala collaborated with the GOG on special
initiatives under the former President Berger Administration. In particular, the Secretaría
de Obras Sociales de la Esposa del Presidente (SOSEP, First Lady’s Secretariat for
Social Work) and MOE actively pursued the private sector’s engagement. The Berger
Administration was open to working with NGOs, which extended potential intervention
areas and allowed projects to reach remote areas that were priorities for
Alianzas/Guatemala. The government also provided significant financial contributions,
allowing projects to scale up. This resulted in a win-win situation for all parties involved,
by increasing resources, improving projects, and reaching priority areas.
During election year in 2007, although Alianzas/Guatemala was concerned that
interventions implemented in collaboration with the GOG could be suspended while
partners focused their resources on campaigning, none of the private sector partners
withdrew from their projects or reduced their contributions. While interventions slowed,
none were completely halted. The continuance of alliance projects during this period
demonstrated that private sector-supported programs can survive government transitions.
With the change in government administration in 2008 came changes in policies and the
public sector reevaluated its priorities, which impacted some of the programs and projects
that had received support under the previous administration. Even though for the most
part the implementation of alliance projects were neither impacted in any meaningful way
nor required a major departure from the original program design, new policies under the
Colom Administration affected some Alianzas-funded activities. Specifically, Creciendo
Bien, a project endorsed by the former first lady and supported by Alianzas/Guatemala
and partner funding, was suspended due to a change in priorities. Unspent funds were
used instead to equip 45 health centers in priority departments and support air time for
the National Women and Children Health Campaign. The Escuelas Demostrativas del
16
Futuro project was also affected by the new government’s education policies. This
project was originally designed to train teachers in computer skills, but under the Colom
Administration, the MOE decided to prioritize scholarships – so the project also shifted
focus to scholarships. Fortunately, both of these new health and education activities were
aligned with both Alianzas/Guatemala’s and the Colom Administration’s priorities.
Although the program was focused on working with national-level government partners,
Alianzas/Guatemala was able to collaborate with some local government authorities as
well. For example, Saint Peter’s University Hospital (SPUH), which implemented a
maternal-neonatal program aimed at reducing maternal-neonatal mortality in
Chiquimulilla, required significant support from the local health area center to ensure that
their infrastructure support activities could be implemented. The health area center’s
involvement increased community ownership of the project and allowed for
complementary funding from the MOH to cover salaries for the medical team in charge
of the Cesarean section facility.
Recommendations
•
The GOG, at both local and national levels, plays a key role as an alliance partner,
providing private sector-supported health and education projects with needed
policies, protocols, and data on service provision and coverage in communities or
regions where partners may be interested in working. This allows private sector
partners to complement the GOG’s efforts without duplicating services and
coverage areas. The public sector also benefits as private sector partners fill
coverage gaps and increases the range and/or accessibility of health services.
When there is a change in government and/or government priorities that could
affect the viability of an alliance, potentially vulnerable alliances (e.g., those
closely aligned with an important political figure) should be identified as early as
possible and contingency plans developed. The role of a program such as Alianzas
is to keep dialogue going and lines of communication open. The private sector can
also help maintain crucial activities throughout government transitions, if the
program team is open to close collaboration and negotiation.
•
The change of policies and political priorities that can come with a newly elected
government indicates that although alliances and alliance projects need to address
country needs and governmental priorities, it is also necessary to establish strong,
reliable partnerships and advocacy links at the local level, while maintaining a
fruitful and open relationship at the national level. It is not detrimental to maintain
a reasonable distance from government, while allowing USAID and alliance
funding and implementing partners to act as facilitators and agents for negotiating
with local and national authorities. This contributes to clearer and more consistent
lines of communication while maintaining the “neutrality” of the program.
•
During the transition to the Colom Administration, Alianzas/Guatemala learned
that private sector and donor investments were limited and could not cover the
17
entire country. To reach the most vulnerable populations or carry out nationwide
programs, it is essential that national- and local-level governments remain
involved and supportive of these initiatives. Local governments were not regular
partners under Alianzas/Guatemala, but when local education or health authorities
were involved, the experiences were positive, especially in terms of community
engagement and sustainability. For other programs such as Alianzas/Guatemala,
increasing local government involvement should be a priority.
•
2.4
An important lesson learned from the Creciendo Bien experience was that
partnerships (and projects) with government agencies should be scheduled to end
before an administration changes, allowing for a smoother close-out and
accounting of funds.
Development, Review, and Approval of Alliance Projects
Alianzas/Guatemala played an important role in helping guide funding and implementing
partners to develop alliances and alliance-supported projects that met the goals and
objectives of the program. The process for developing, reviewing, and approving alliance
projects was dynamic, as well as participatory, over time—particularly since Alianzas
was a new program for USAID and RTI. Many of the procedures and guidelines that
were developed directly responded to needs that arose throughout program
implementation. The process was largely centered on the review and approval of project
concepts for health, nutrition, and education activities by the Technical Review
Committee (TRC). The TRC was designed to oversee the competitive review of grants,
guarantee efficiency and transparency in resource allocation, and provide guidance on
communication strategies and the content and presentation of materials. TRC meetings
included only program staff and the Alianzas/Guatemala Administrative Officer
Technical Representative (AOTR), because of potential risks concerning conflict of
interest among outside parties. These meetings were originally planned on a quarterly
basis, but the program's needs demanded more frequent scheduling. Initially, meetings
were monthly and the team waited until there were 4 or 5 proposals to present. As the
program evolved and partners became more engaged and also more demanding, meetings
were held as needed, scheduled between the COP and the AOTR. This increase also
resulted from the increase in the number of budget and program modifications that the
TRC was responsible for approving. However, at times, decisions were made in an
informal manner, for instance, in e-mail messages or meetings between the COP and
AOTR.
Using guidelines developed by the Alianzas/Guatemala team, the committee reviewed
and ranked proposals according to pre-established evaluation criteria. Guidelines and
protocols were developed for the TRC to discuss alliance concepts for development into
grants. Each proposal evaluation took into account Alianzas/Guatemala’s indicators and
objectives. Initially, the TRC discussed all proposals received, even if the technical
manager had deemed it technically unsound or it failed to meet other criteria (e.g.,
18
committed leveraging, sustainability, and community engagement). However, after the
first open call and as proposals increased in number, the TRC agreed to review only
proposals that met the established criteria, were technically sound, and could be
adequately financed with available Alianzas/Guatemala funds. Proposals that were not
considered, however, were shared with USAID so that the Mission had full disclosure on
all the submissions and the reasons why they were not considered. This process made
TRC meetings more efficient because time and attention were focused on topics that
could potentially evolve into alliance projects.
Under Modification 2 to the CA, Alianzas/Guatemala received significant funds for
scholarships. This required development of selection procedures for institutions and
beneficiaries and the addition of a scholarships coordinator (see Section 2.1). To ensure a
transparent and efficient selection process for scholarship programs, Alianzas/Guatemala
formed a scholarships committee consisting of program staff, the AOTR, and
representatives from the private sector, UNESCO, and the MOE. The committee
developed clear, transparent, and well-defined criteria for the selection of students and
institutions and used these criteria as guidelines for evaluating proposed scholarship
projects. This committee met monthly from October 2005 to January 2006, and twice a
year throughout the life of the program.
Once a potential alliance was identified, using the strategies and methodologies outlined
in Section 2.2, the formal review and approval process was launched. Technical ideas and
project designs originated from partners but the TRC vetted them for soundness. These
technical ideas often were submitted as proposals, solicited or unsolicited, from potential
partners. Partners that submitted proposals to the Alianzas/Guatemala team were often
provided with capacity-building training in how to write proposals, develop budgets, and
select indicators for M&E and reporting (described further in Section 2.6). Once the
technical staff approved concepts and ensured that they were aligned with program
objectives, they developed a concept paper in conjunction with the alliance partners,
using a standardized format that culled information from the submitted proposals and
from meetings with partners. These concept papers outlined the implementation strategy,
expected results, beneficiaries, and commitments proposed by various partners. Papers
were presented by Alianzas/Guatemala technical staff at TRC meetings and served as the
main tool for obtaining TRC approval. Depending on the suggestions and revisions
necessary prior to TRC approval, additional drafts were often required to clarify
important aspects of the project and how the proposed activities would be implemented.
Most implementing partners had some experience working with USAID funds and
therefore did not require much guidance on proposal development. However, some
partners lacked experience, mostly on the creation and presentation of detailed line-item
budgets. This issue usually resulted budgets were prepared without input from the
partner’s financial staff. To mitigate this problem, negotiations with partners began with
budget discussions, including both technical and financial staff from the partner
organizations. For example, with the WINGS grant, the technical approach was solid and
19
well presented, but the initial budget was not broken down by line item (e.g., individual
salaries or inputs for training sessions), and cash and in-kind contributions were not
detailed. Alianzas/Guatemala staff worked closely with WINGS staff to develop an
appropriate budget.
After TRC approved a concept paper, the alliance was formalized. When there was a
funding partner who would be providing funds directly to the implementer, an MOU was
signed between Alianzas and that partner. The MOU was a nonlegal, nonbinding
agreement that united alliance partners. The actual grant was signed with the implementer
who would be receiving the funds. Grant agreement documentation was drawn up by the
implementing partner in close collaboration with the Alianzas/Guatemala program staff,
grants manager, and grants coordinator, in accordance with RTI’s grants management
procedures. Grant applications included details on the implementation strategy,
administrative and management information, and a full budget that included leveraging
data.
Once completed by Alianzas/Guatemala program staff and partners, the grant application
was reviewed by the grants coordinator and cleared by the grants manager, who checked
the reasonableness of costs and verified allowable activities, in accordance with the CA
and USAID regulations. Once all details, roles, objectives, and expectations were clear,
the grant was signed, first by RTI and then by the partner. The COP had signature
authorization up to US$100,000; above this amount, grant applications were reviewed
and approved by RTI’s Office of Contracts and Grants. The implementing partner’s
signature indicated acceptance of the terms and conditions of the grant award. Once this
document was fully executed, implementation could begin.
The development of integrated alliance projects involved a range of different actors from
the private and public sectors, some of which had never previously worked together. The
corporate sector generally moves quickly to allocate funding and in-kind and human
resources toward activities it considers high priority, especially when compared to the
processes and chains of approval by which the USG—and even nonprofit partners—must
abide. Thus, the corporate sector’s expectations differed from the public sector in terms
of the turnaround time needed for each step of the alliance—e.g., concept paper
development, application, approval, and reimbursement process. Once the corporate
sector decided to form or join an alliance, they were ready to invest, and sometimes grew
impatient with any delay. This was especially true for private sector partners such as
FUG that had little previous experience working with governments, both in-country and
USG partners, such as USAID. During the first months of Alianzas/Guatemala, USAID’s
complicated and lengthy administrative process delayed the approval of grants, thereby
negatively affecting private sector interest in investing in the program. For some projects,
the length of time between the initial proposal submission and the program start-up
extended so long that contacts made with potential partners waned and had to be
renewed.
20
In some cases, the process was slowed by incomplete documentation by grant applicants,
which required consistent follow up by program staff (which was why having both a
grants coordinator and program manager on the Alianzas/Guatemala team was critical).
Alianzas/Guatemala quickly provided feedback to partners on the TRC’s comments,
suggestions, and decisions, but implementing partners had to be responsive in providing
the information requested from Alianzas/Guatemala to continue the process. If
information flow was not conducted in a timely manner, project approval and the
subsequent launch of implementation were delayed. For example, the budget and budget
narrative for the Mejores Familias grant with FUNDAZUCAR took approximately 6
months to complete, even though the technical description in the proposal was complete,
on which the Alianzas/Guatemala team provided technical assistance.
Funding partners exhibited varying degrees of involvement in developing project concept
papers, by selecting implementing partners or monitoring implementation. In most cases,
the implementing partner developed the concept and other documentation, and the
funding partner was more involved with the financial aspects before and during
implementation. In some projects where Alianzas/Guatemala involved corporations in
fundraising to increase contributions to projects, key personnel from these corporations
invested “sweat equity,” such as time, leadership, ideas, personnel, and other technical
resources, in the project. They also seemed to share the vision of the project that they
were helping fund. However, in other projects, the funding partners committed minimal
resources beyond the cash or in-kind investment. Corporate donors were usually more
involved in defining projects from start-up when the project belonged to their own
foundation.
Recommendations
•
An important role of Alianzas/Guatemala was to maintain the flow of
communication between partners (both public and private) and continuously
update them on the status of project development and the approval process,
keeping expectations realistic and decision-making timeframes as short as
reasonably possible.
•
Although RTI and USAID had systems established prior to award for the
development and approval of alliance projects, in practice, the team had to remain
flexible and responsive as they learned what this innovative program needed. Due
to the program’s complexity and scale, as well as the number of involved
stakeholders, the Alianzas/Guatemala team needed to be quick to adapt new
procedures and guidelines when necessary. Many of the program’s systems and
processes (including those concerning project management, described below in
Section 2.5) had to be revised and adapted as the program progressed, much of
which happened simultaneously with implementation. This flexibility and
adaptability is crucial for a program such as Alianzas.
21
•
2.5
Although it is important that the TRC use established and transparent criteria to
evaluate proposals, it needs to be flexible and ready to convene as needed. This
helps maintain responsiveness, respecting the quick timeline expected by private
sector partners, and also keeps the USAID funding pipeline moving.
Management of Alliance Projects
The process for developing and managing project grants was consistent during the life of
the Alianzas/Guatemala program, though as the local team grew in size, the capacity to
monitor projects and provide technical assistance to grantees improved.
Alianzas/Guatemala team members that managed grants included the program manager
and grants coordinator, with administrative support from the financial manager and
budget and grant administration support from the RTI headquarters.
At the beginning, Guatemala’s grant award process was administered at the RTI
headquarters. This tended to cause delays, since home office grants staff were not
dedicated solely to Alianzas grants. To speed up the process, RTI gave the COP
authorization to sign grants up to US$100,000. Grants larger than this amount continued
to be finalized at the home office. During the course of the program, RTI home office
staff conducted onsite grants training for Alianzas program staff (including staff from the
Nicaragua and El Salvador programs) three times. In addition, staff worked to tailor
grants tools and document templates to the local context and to funding and
implementing partners’ needs.
Alianzas/Guatemala supported the following types of grants and funding instruments.
Fixed obligation grants (FOGs) required the most detailed pre-implementation
planning, but were the simplest to manage since funding depended on the completion of
milestones under a specific timeline. Disbursements broadly followed the arc of
activities, where the largest disbursements were generally made at the beginning of
implementation, with a relatively small final disbursement upon submission of all
narrative, M&E, leveraging, and financial reports. This type of grant required the least
administrative monitoring since all financial information was due all at the end of the
grant. Alianzas/Guatemala generally recommended this type of grant for proposals that
were expected to be executed in 18 months or less. FOGs were also used for high-risk
grantees, since it is a highly structured grant mechanism dependent on the
accomplishment of milestones for funding. From a total of 95 grants that were issued, 35
were FOGs, representing 37% of the grants program.
One example of a FOG was the 3-month teacher training intervention conducted by the
Universidad del Istmo. The costs, as well as the implementation period, were fixed, and
Alianzas/Guatemala funded the intervention upon receipt of the list of training
participants. The National Micronutrient Survey was also funded through a FOG: since
Alianzas/Guatemala had no previous experience with Fundación para la Alimentación y
Nutrición de Centro América y Panamá (FANCAP, Central American Nutrition
22
Foundation), thus it was treated as a high-risk grantee and was structured with very clear
and scheduled milestones. This project posed a great challenge to Alianzas/Guatemala
staff, who had to provide a great deal of management and financial oversight in order to
guarantee the effective and efficient use of USAID funds, as well as compliance with the
negotiated milestones.
Simplified cost reimbursement grants required less pre-planning than fixed grants, but
were the most flexible in terms of implementation. These grants required no specific
time-bound commitments or timetables for execution other than a completion date.
Reimbursement occurred on a monthly basis, in accordance with submitted expense
receipts. However, these required the most administrative monitoring and
communication, often involving the entire Alianzas/Guatemala team at every level to
make sure reimbursements were not delayed, resulting in shortages of partner operating
funds. This type of grant was recommended for projects that did not exceed US$100,000
(US$250,000 for U.S.-based grantees). From the total grants that were issued, 49
simplified cost reimbursement grants were awarded, representing 52%.
Standard reimbursement grants were similar to simplified cost reimbursement grants,
except their size exceeded the funding limits noted above. These grants had additional
administrative and pre-planning requirements. A total of 11 standard reimbursement
grants were issued, representing 12% of the grants program.
Purchase orders served as an additional instrument to allocate funds, permitting the
program to directly implement interventions and posing less administrative burden. The
process to approve purchase orders was the same as for grants, in that a concept paper
was developed and presented for TRC approval. Alianzas/Guatemala followed RTI’s
procurement provisions for the purchase of goods and services, soliciting quotations from
vendors before making a purchase. For purchase orders, Alianzas/Guatemala led the
technical approach and the M&E. Partners signed an MOU to formalize their leverage
funds and other contributions, such as technical assistance, if needed.
Purchase orders were used when Alianzas/Guatemala took leadership for certain
initiatives in which the private sector wanted to participate, but was not necessarily
directly responsible for implementation. The National Women and Children’s Health
Campaign is a clear example of this type of funding. Private sector donors provided funds
to complement USAID’s investment, and Alianzas/Guatemala worked directly with a
marketing firm to develop PSAs.
Regardless of the grant type, all Alianzas/Guatemala projects were required to submit
quarterly technical and financial expenditure reports to RTI. Technical reports contained
information about the alliance project activities, achievements, and challenges faced each
quarter, as well as M&E data and training information. Financial reports detailed the lineitem leverage contributions made by each alliance partner and the line-item expenses
using USAID funds during each quarter. Grantees presented their quarterly financial
reports with corresponding leverage figures, although some partners were not always
23
timely with their submission of leveraging certification. Such delays forced
Alianzas/Guatemala to present conservative figures for executed leverage each quarter,
which lagged behind actual implementation.
Certification of leveraging was an essential component of the program, especially since
the amount of funds leveraged was one of the key indicators of success. It was important
to quantify how much cash and in-kind resources were provided by partners, and to
provide adequate documentation in case of an audit. Alianzas/Guatemala documented its
experience with in-kind leveraging in order to provide guidance to others for training
purposes.
Alianzas/Guatemala provided training to implementing partners on USAID financial
regulations, giving them the opportunity to learn effective financial procedures that
enhance compliance, accountability, and transparency among their projects. In addition,
separately from the program, some projects were audited by an independent firm to
ensure transparency.
Most grant modifications under the program were grantee-initiated, requiring submission
of a formal letter that detailed the nature of the modification and justification for it. The
grants coordinator and grants manager then worked closely with the grantee to complete
the grant modification form and to make the appropriate changes to the grant paperwork,
whether technical or financial. This process usually required close collaboration to avoid
delays in approval, because most partners lacked experience in modifying budgets or
technical applications. The completed forms were then forwarded to RTI’s Office of
Contracts and Grants for review and approval.
Grant close-outs required grantees to submit final technical and financial expenditure
reports, covering the life of their respective alliance project. In addition to these reports,
grantees submitted certification of completion and delivery of all milestones (for FOGs)
or M&E products (for cost reimbursement grants), and verification that there was no
pending financial obligation (regardless of the type of grant). This documentation, as well
as the final audited financial expenditure report and the completed Grant Closeout
Checklist, was submitted to RTI’s Office of Contracts and Grants for official close-out.
The Alliance Project Tracker was designed by Alianzas/Guatemala for internal planning
purposes. It provided a snap shot of key information on all program grants, such
implementing and funding partners, cash and in-kind contributions, project start and end
dates, and beneficiary data. Although the tracker is not an official reporting instrument, it
was an excellent tool for internal planning. The tool was modified for use in El Salvador
and Nicaragua. Annex B contains the Grants Tracker tool that RTI developed to manage
grant activities in Guatemala.
Recommendations
•
24
A team working on a program such as Alianzas/Guatemala must include a range
of capabilities—such as grants managers, technical specialists, and support
personnel—to properly monitor, advise, and report on the progress of project
implementation, account for all funds spent, and explain program achievements to
participating alliance partners and the general public.
2.6
•
When grantees cannot guarantee technical performance or sustainability of the
intervention, special award conditions should be triggered under a mechanism
such as a FOG. If the applicant is not financially stable or has a history of poor
performance, additional requirements (e.g., reporting technical and financial
results on a weekly basis) may be imposed, as needed.
•
Cost reimbursement grants were an effective type of funding instrument since
they fostered monitoring and systems development, as well as continued
communication among all alliance partners. Despite the increased administrative
and operating requirements of cost reimbursement-type grants, these yielded the
most information from project partners while providing needed flexibility to adapt
activities and timeframes to changing contexts and conditions.
•
Careful financial management is essential for a program that is a complicated as
Alianzas/Guatemala, given that there are many grants and many funding partners
with varying degrees of financial management skills. Alliance project
reimbursement or disbursement requests from implementing partners should
always be carefully double-checked by a financial manager to ensure that the
invoices do not contain errors and should always require at least a double
approval. In addition, alliance projects greatly benefit from quarterly audit reports
in order to provide transparency in how funds are being utilized and ensure that
the partner handling the money is correctly tracking and reporting expenditures
and contributions by alliance partner.
Monitoring of Alliance Projects
M&E under Alianzas/Guatemala aimed to ensure accountability, to closely follow the
implementation of activities, identify and correct problems early, learn lessons to benefit
others, and improve program performance. M&E also helped to demonstrate to funding
partners the value of their investments, subsequently encouraging participation of new
funding partners. At the beginning of this innovative program, M&E’s main focus was
the amount of cash and in-kind resources leveraged rather than the impact created on
health and education indicators through activities. As such, from the start, the resources
planned for M&E were limited. Although it was originally intended that the Resource and
Alliance Manager (a position on the project that was eliminated in year two) oversee
M&E until a technical expert could be hired, Alianzas/Guatemala determined that it
might be more cost-effective to outsource M&E work to a subcontractor who could
engage a team of experts as needed. The team issued an open call for proposals for
conducting field work, gathering data, and developing reports. The selected
subcontractor, an independent consulting firm, Inversiones Ipanema—designed the initial
M&E plan and designated an M&E coordinator to work full-time with
25
Alianzas/Guatemala. Over the life of the program, four different M&E coordinators
worked with the team.
Although it evolved over the course of the program, ultimately our M&E strategy took
place at two interdependent levels. At the intervention level, where the alliance activity
took place, implementing partners measured results of their specific activity and reported
back to the Alianzas/Guatemala team. The M&E coordinator then consolidated the results
of all individual activities and alliances to demonstrate overall results. The PMP served as
the guiding framework at both levels and was made up of indicators to measure progress
toward expected results. The final PMP is included in Annex C.
At the intervention or activity level, each implementing partner was responsible for
developing and carrying out a plan for monitoring implementation and evaluating
success. As a requirement for the grant application process, the proposed M&E plan had
to be closely linked with the program PMP. The M&E unit also aligned alliance projects
with the appropriate SO and Intermediate Result. Implementing partner M&E plans were
submitted and approved by the TRC during the design and approval of each project
proposal. Each implementing partner selected measures from a list of approved PMP
indicators that were appropriate to its intervention’s objectives and activities and that
documented progress toward achieving the overall results of the project. These indicators
tracked the impact of key alliance project activities in beneficiary communities and were
monitored by the implementing partners. Each implementing partner was responsible for
monitoring and evaluating their implemented projects, while Alianzas/Guatemala
provided technical assistance, training, and support to each partner, as needed.
The M&E coordinator monitored project implementation progress through quarterly
performance reports submitted by implementing partners, as well as through in-person
verification of data during periodic site visits. Alianzas/Guatemala staff collected,
analyzed, and reported M&E data to USAID on project progress and results on a
quarterly and annual basis. Data was also reported to alliance partners, the GOG, and
other stakeholders as needed to keep them informed of project results.
In addition to monitoring via submission of quarterly technical and financial reports, as
well as technical assistance provided during the development of alliance project-specific
M&E indicators, Alianzas/Guatemala conducted M&E field visits to alliance project
sites. The purpose of these visits was to verify that activities were being executed in
accordance to the signed grant agreements and to discuss the progress of project activity
implementation with beneficiaries and field staff. M&E visits also provided the AOTR
and other USAID representatives with the opportunity to see how USAID investment
funds were being used. In some cases the visits verified that implementing partners were
dedicated and genuinely concerned with achieving and even surpassing alliance project
objectives. In others, the field visit was useful to find deviations from approved M&E
plans and problems during the project implementation.
26
Visiting the projects and participating in partner events provided valuable insight into the
projects as a whole. During yearly wrap-up events for education projects in Guatemala,
Alianzas was able to interact with the scholars and see firsthand the accomplishments of
the interventions. For instance, Asociación Ajbátz had not mentioned the project’s sexual
education component in its reports.
The field visits were useful, but M&E funds available to Alianzas/Guatemala were
limited and allowed for only one or two visits to each alliance project. The indicators
measured only outputs, such as numbers of people trained, and not the impact of the
alliances on improving health and education status beyond anecdotal information
provided by implementing partners and beneficiaries. Partners reported both quantitative
and qualitative information (e.g., beneficiaries’ testimonies, best practices cases, success
stories, etc.).
The Alianzas/Guatemala program began with 46 indicators. In addition to those that
tracked leveraging of cash and in-kind resources, under each result area, process
indicators were included to track results in health, nutrition, and education. During the
Hurricane Stan response, eight indicators were added that were not included in the
original PMP to measure Alianzas/Guatemala’s emergency response activities during
Hurricane Stan. Targets for these indicators were obtained from projections based on the
number of people affected and shelters needed for the affected population. During year
four, USAID added 24 new Operational Plan (OP) indicators. This complicated the M&E
plan and reporting system, because partners had to report on the new indicators using
USAID guidelines in addition to tracking the original indicators in the M&E plan.
Toward the end of the program, under Modification 25, seven additional indicators were
added to track the results of the of the program extension.
Recommendations
•
Because of the nature of Alianzas/Guatemala, which was experimental in its
approach to project development and implementation, the very small size of the
team and the fact that PMP indicators measured only outputs (e.g., numbers of
people trained, etc.) the program’s impact on beneficiaries could not be measured.
Alianzas/Guatemala’s M&E system requires an integrated evaluation strategy,
with methods and criteria to track project outcomes and impact, when possible.
Evaluation also requires instruments that can adequately represent achievements
within a relative framework that allows meaningful comparison between activities
and contribute to outcomes and impact.
•
In retrospect, subcontracting out the M&E work was not ideal. Staff turnover was
high and resources were too limited to allow access to a pool of experts; in fact,
M&E expertise turned out to be hard to find in Guatemala. More resources for
M&E at the program level, including several dedicated staff with extensive M&E
experience, might have helped expand and improve the range of data collected
and frequency of visits, as well as allowed for more analysis of the benefits
27
gained by the communities in quarterly and annual reports. Given the nature of
the program, with dozens of implementing partners and 95 different grants to
monitor and evaluate, it is essential to equip the program with adequate M&E
staff to ensure sufficient human resources for provision of technical assistance to
implementing partners on M&E activities and for adequate supervision and data
collection.
2.7
Technical Activities and Projects Funded by Alianzas/Guatemala
Activities and projects funded varied in technical focus and scope, as USAID’s funding
strategy and Alianzas/Guatemala’s alliance project development process evolved during
the life of the program. At start-up, investment funds from USAID were not equally
distributed: investment funds for health were roughly 65% and education 35%. However,
these percentages do not reflect the number of programs funded: education had 57
alliances and health had 29. This was largely due to the private sector partners’ previous
experience in and preference for funding education activities. Thus, a much larger
number of education projects ended up being funded by the Alianzas/Guatemala program.
At first, the team developed mostly education projects because it was much easier to
engage partners and get them to commit investment funds in program-sponsored
activities. As relationships with partners were strengthened, they became more aware of
the role they could play in health activities. This, added to partners’ immediate response
to disaster relief activities after Hurricane Stan, paved the way for investment in health
projects. However, engaging partners in RH activities remained a challenge throughout
the life of the program, given the controversial nature of many of the topics. To alleviate
this “discomfort” and generate support, Alianzas/Guatemala created an unbranded sexual
reproductive health campaign, the National Women and Children’s Health Campaign,
and invited partners to support it. Additionally, the Mejores Familias, CEFI, and
FUNDAZUCAR partnered with Asociación Pro-Bienestar de la Familia (APROFAM,
Pro-Family Wellness Association) to include an RH component to their programs.
As the Alianzas/Guatemala program team reorganized, expanded, and gained experience,
funding priorities shifted toward supporting larger alliances with greater technical
integration between education and health program areas. Throughout these changes,
however, Alianzas/Guatemala’s technical program areas, objectives, and priorities
remained the same. Alliance concept papers approved by USAID had to demonstrate the
ability to successfully and efficiently combine multiple program areas to provide greater
benefits and range of services to beneficiaries. In addition, the team began to group
similar alliances into thematic clusters, of which there were five (scholarships, school
interventions, MCH, RH/FP, and disaster relief). By grouping these projects together,
M&E data was consolidated and results could be presented in a more meaningful way.
The National Immunization Campaign was an extremely effective and innovative alliance
between USAID, the GOG, and many different private sector partners.
Alianzas/Guatemala played both a coordinating and funding role in this campaign, which
28
consisted of visual materials (4,000 banners, 65,000 posters, and 200 billboards); four
different radio spots that were translated into four Mayan languages; and two television
commercials. The vaccination campaign generated significant community involvement,
engaging local schools, commerce, MOH authorities, and municipalities to facilitate
access to vaccination posts and to motivate the targeted age groups to get vaccinated.
Alianzas/Guatemala also helped to coordinate vaccinations in private schools and
companies that partnered in other interventions, such as Colegio Montessori, Hospital
Centro Médico, FUNDAZUCAR, Hoteles Porta and Princess, Sanatorio El Pilar,
Guayacán, Caniz, and others. As a result of this alliance, the World Health Organization
(WHO) for the LAC region and the Pan-American Health Organization (PAHO) certified
that Guatemala achieved rubella and measles immunization coverage above the threshold
required by the Millennium Challenge Corporation (MCC) account. Alianzas/Guatemala
learned that for massive interventions in health, such as the National Immunization
Campaign, private sector support is key, given that the government (in this case the
MOH) does not have the capacity and resources to conduct such large-scale activities.
Annex D illustrates the technical areas that each Alianzas/Guatemala-funded projects
supported. Annex E includes project factsheets for the grants that were funded under
Alianzas/Guatemala. These factsheets describe the project, including information on
partners and results, and discuss some of the key challenges and lessons learned.
Recommendations
•
Whether large or small, pilot testing an experimental new approach or supporting
a proven best practice, the technical priorities of alliance projects funded by
Alianzas/Guatemala generally remained constant. Alliance projects had to fall
within the health and education priorities of USAID and the GOG and
demonstrate some ability to successfully and efficiently integrate different
technical areas, to provide greater benefits and a range of services to beneficiaries.
Sustainability potential and the relative cost-effectiveness of benefits that could be
achieved with USAID investment funds were also considered in technical designs
and subsequent approval processes, although not measured in any formal,
quantitative way.
•
The process of developing a project with potential implementation partners
always required some level of capacity building from Alianzas/Guatemala, and
the process proved to be fairly labor intensive, whether the alliance project was
large or small. The relative experience of potential implementing partners and
whether or not they had experienced technical and project management on staff
already on board helped to reduce the burden on Alianzas/Guatemala.
Nonetheless, even multipartner projects with experienced implementing partners
could pose challenges because of the need to synchronize efforts among partners
and fully implement the project within a timeframe that all partners found
29
acceptable, as well as allowing each enough time to fully “institutionalize” these
new activities into their ongoing programs.
2.8
Benefits of Alianzas/Guatemala-funded Projects
Alianzas/Guatemala’s M&E indicators were focused on measuring cash and in-kind
leveraging performance and the number of people trained or benefited by education and
health activities, not on determining impact. Instead, the overall objective of the
Alianzas/Guatemala program was to increase investment funds for high-priority public
education and health services in underserved areas. The grants tracker in Annex B
presents detailed information by grant on Alianzas/Guatemala’s leveraging performance,
which is summarized in Table 2.
Table 2.
Alliance
Targets
Summary of Leveraging Performance
Private
Sector Cash
Funds
Private
Sector Inkind Funds
Total
Leverage
USAID
Investment
Funds
Disbursed
Total Value of
Alliance
Projects
Leverage
Ratio
Health &
Nutrition
US$4,552,397
US$5,123,670
US$9,676,067
US$3,559,359
US$13,235,426
2.72
Basic
Education
US$5,535,496
US$1,109,088
US$6,644,585
US$2,118,690
US$8,763,275
3.14
Higher
Education
US$1,612,590
US$42,706
US$1,655,295
US$415,652
US$2,070,947
3.98
US$114,812
US$109,213
US$224,025
US$11,815,295
US$6,384,678
US$18,199,972
US$6,093,701
US$24,069,648
US$6,446,579
US$6,561,855
US$13,008,434
US$6,093,701
US$19,102,135
Private Sector
Strengthening
Total
Amount
committed in
the CA
-
-
The leveraging target under the CA was intended to double the USAID investment,
keeping cash resources as close as possible to 50% of total leveraged funds. USAID was
most interested in cash investments, but it was uncertain how much leverage could be
obtained from the private sector, thus, this target was intentionally left ambiguous. By the
end of the project, Alianzas/Guatemala exceeded the targets for cash leveraging by nearly
US$5.5 million, an increase of almost 79% over the target. The total leverage ratio
reached 2.99:1. Of this amount, nearly 65% was cash, surpassing the USAID’s
expectations for the program.
30
2.99
Some of the major industries and strong companies in Guatemala were engaged in CSR
activities before USAID began social investment activities. However, the
Alianzas/Guatemala program created synergy and added value to CSR activities in which
corporations were engaged by increasing the funding pool and subsequent coverage for
interventions, as well as improving financial and programmatic accountability for
activities. Historically, CSR activities were seldom coordinated with other partners and
were either limited to specific geographic areas of intervention or developed based on
random requests received that piqued the company’s interest. The cement industry, for
example, has invested in CSR for over 100 years, but through partnership with
Alianzas/Guatemala, they were able to extend their reach and invest more broadly in
education rather than only in their geographic scope. The same applies to the largest bank
in the country, Banco Industrial, which has invested in CSR for over 15 years but as a
result of their alliances, they have extended their network of partners to collaborate in
education efforts.
In addition to the impressive leveraging performance, the program observed education
and health-related benefits associated with increased coverage and investments in local
capacity building. Since Alianzas/Guatemala was an innovative program for
USAID/Guatemala, and the level of private sector support could not be predicted, targets
for the indicators were conservative. As private sector response resulted in being
overwhelmingly positive, in many cases, we exceeded our targets by more than 1,000%.
The program team closely monitored progress on indicators, and strategically selected
projects to fund based on the need to achieve program targets.
In health, Alianzas/Guatemala supported innovative interventions that optimized
leveraging from alliance partners to increase FP services and uptake, skilled attendance at
birth, provide growth monitoring and micronutrient supplementation, and improve good
hygiene practices, among other health priorities. Annex C contains the full PMP, which
includes the OP indicators that were tracked for health. All of the health targets were met,
and 13 indicators greatly exceeded their targets (e.g. percentage of children ages 6–59
months who receive weekly vitamin A supplementation, percentage of infants ages 0–5
months who are exclusively breastfed in the last 24 hours). This was mainly due to the
fact that alliance projects with these indicators were more numerous, successful, and
broader than what had originally been expected.
In education, Alianzas/Guatemala made significant contributions to USAID priority
activities such as increasing enrollment for pre-primary, primary, and secondary
education; increasing the number of trained teachers; equipping schools with technology
and other learning materials; and improving graduation rates. As in health, all of the
education indicators met or greatly exceeded their targets (e.g., enrollment for preprimary and primary education, number of scholarships for elementary students, number
of students successfully passing the school year under Alianzas/Guatemala-funded
scholarships) (see Annex C).
31
Implementing partners, although not specifically required to provide impact data on their
projects, often presented data that demonstrated their interventions’ effects. For example,
although the significant reduction of neonatal mortality in Santa Rosa (data shown in the
latest demographic health survey) cannot entirely be attributed to the SPUH project, it is
the only intervention working in maternal-neonatal mortality reduction in the area of
Chiquimulilla.
The cost-effectiveness of projects, although not explicitly evaluated by program staff, can
provide some valuable lessons on structuring technical interventions in such a way that
they reach the largest number of beneficiaries per dollar spent. Vaccination campaigns,
scholarships, textbooks, and computer labs based in schools were the most effective as
far as the number of beneficiaries per dollar spent. A well-organized vaccination
campaign can reach millions and have dramatic immediate results. Fundraising programs,
however, such as Celebremos la Raíz de la Vida are a bit more complicated to evaluate.
The number of direct beneficiaries—breast cancer patients who receive treatment—is
very small relative to the total alliance funds (totaling US$583.74 raised per beneficiary).
However, when the total effect of the project is considered, the cost-effectiveness
improves considerably (approximately US$0.26 per person reached through educational
materials).
In education, scholarships can reach thousands of students and have long-term effects
while textbooks and computers can be used by more than one student, resulting in more
beneficiaries than the number of books or computers themselves. The methodology used
in the Cooperación para la Educación (COED, Cooperation for Education) COED
project relied on teachers’ and parents’ commitment to buying textbooks. In the project’s
first year, books were “rented” to students for Q10 per year, per book. Students were
required to care for the textbooks and return them at the end of the school year. The
textbooks were used again by the following year’s students. The money collected through
the “rental” was allocated to purchase new books at the end of a 5-year period. This
“rental” mechanism, guaranteed the project‘s sustainability through the funds collected,
enabling the schools to purchase new textbooks and even establish a computer laboratory.
Recommendations
32
•
Activities funded under Alianzas/Guatemala yielded documented benefits and
accomplishments. Neither the program nor the PMP, however, was designed to
measure health or education impact as such (e.g., a decrease in maternal or
infant/child mortality rates, improvement in children’s ability to read, etc.). As
described in Section 2.6, such measures would have called for a much larger
investment of program funds in M&E systems and staff on the team, special
studies, and/or survey research.
•
Given the nature of an Alianzas-type program, setting indicator targets will often
be somewhat of a guessing game since this is typically done before an alliance is
developed or project funded. Targets are extremely difficult to set when the
private sector’s level of enthusiasm and support for the health or education
program activity is unknown beforehand. Careful analysis and consultation with
partners to set targets, along with close monitoring of target achievement, should
help program staff to ensure that targets are realistic and achievement is
evaluated. Two options to consider are the allowing the flexibility to frequently
amend PMP targets, as well as the PMP indicators themselves if need be, to better
reflect the actual alliance projects that are funded, or at least to very
conservatively estimate the targets.
2.9
Sustaining Alliances
At the outset, Alianzas/Guatemala-supported projects did not develop explicit
sustainability plans as part of their concept proposals because they were not a
requirement for application or approval. Alianzas/Guatemala developed a few strategies
to encourage sustainability of projects and investments after the end of the program,
including working with alliance partners to help them develop their capacity to achieve
financial sustainability during project implementation. The Alianzas/Guatemala team also
provided partners with capacity-building assistance, fostering new partnerships and
alliances that might contribute to sustaining established projects beyond the availability
of Alianzas/Guatemala funds.
To assess sustainability using more objective criteria, Alianzas/Guatemala conducted an
exercise using information reported by each implementing partner on the continuity of
projects. In terms of sustainability, the best projects were those that depended the least on
Alianzas funding to continue the activities and interventions. Conversely, those projects
that were implemented only over the period that Alianzas funding was provided were
considered the least sustainable. In this respect, the highest scoring projects were the
projects implemented by an NGOs such as WINGS, Instituto Multidisciplinario para la
Salud (IMSALUD, Multidisciplinary Institute for Health), and FUNCAFE, as well as
education scholarship programs in general. On the other hand the least sustainable were
Creciendo Bien and Vamos a la Escuela I. Health projects were less sustainable, in
general, than education projects, perhaps suggesting that the private sectors’ engagement
in education initiatives has reached a more mature level than for health, and that perhaps
the sustainability is more dependent on “buy-in” than what may be reflected by the
magnitude of the investment.
Technical and financial capacity building was a major activity under Alianzas/Guatemala
in order to strengthen the alliance partners’ abilities to develop, implement, expand, and
monitor their projects beyond USAID funding. Some implementing partners needed more
assistance than more established partners that already had years of experience working in
Guatemala and/or previous experience working with USAID. For implementing partners
who needed it, Alianzas/Guatemala provided assistance in the development of alliance
concepts and the design of projects, including how to a structure a project, create key
activities and indicators, and develop a full project budget. Most partners were also
33
provided with financial management training on how to prepare invoices, keep financial
documentation to support invoices, and produce financial expenditures reports, detailing
approved budgets and expenditures. Mejores Familias is an example of a technically
strong implementation that was weakened by management and financial issues. The
administrative problems caused both grants for this project to undergo numerous
modifications (due to major discrepancies between budgeted and actual costs), which
required a great deal of program oversight due to the complexity of the modifications and
different grant documents required to make the modifications official. To mitigate the
problem, Alianzas/Guatemala provided both financial and grants training, as well as
continuous assistance in these two areas over the life of the project.
Alianzas focused on helping partners to gradually attain financial and operational control
of their Alianzas-supported activities. In some cases, financing was gradually decreased,
as in annual events such as the opera fundraisers. In this instance, FRCL collected
additional funding from other sources to compensate for the diminishing amount from
Alianzas/Guatemala. Another example is the Celebremos la Raíz de la Vida galas in
which the Liga Nacional Contra el Cáncer and the other private sector partners assumed
the leading role.
Alianzas/Guatemala provided some direct health- and education-related technical
assistance to alliance partners. Alianzas/Guatemala developed technical reporting
guidelines and provided TA on how to prepare high-quality quarterly and annual
technical and financial reports for all implementing partners. The COP and grants
manager also worked with implementing partners to develop and obtain USAID approval
for marketing/promotional and technical materials (e.g., brochures, booklets, TV spots,
posters, etc.) for their use. To ensure that prospective implementing partners had in-house
health and/or education expertise, positive past performance references, and a solid
reputation in their field, due diligence was conducted by Alianzas/Guatemala staff during
the alliance concept development stage.
Another important role of Alianzas/Guatemala in establishing sustainability and building
partner capacity was the creation of long-term linkages between partnerships and sources
of technical assistance expertise. This was accomplished through networking and helping
to establish additional alliances beyond Alianzas/Guatemala’s life of program; creating
technical assistance alliances among program partners and providing direct (Alianzasprovided) technical assistance. For example, in an effort to affect policy making in the
RH area long-term, USAID/Alianzas sponsored a RH Alliance meeting in which several
organizations active in this sector exchanged ideas and lessons learned. This alliance
should become a health policy-influencing forum that should outlast the USAID/Alianzas
program. Member organizations are committed to working to improve health in
Guatemala and are expected to become more coordinated and effective by having a venue
in which to exchange ideas and launch proposals.
34
Recommendations
3.
•
Sustainability planning—including activities related to ensuring financial
sustainability such as fundraising and marketing—should be part of the concept
paper and project design and not postponed until implementation. Similarly,
because governments and implementation priorities, as well as funding needs,
may change over time; new partners may emerge, and new activities may be
needed. Any sustainability plan—no matter how well designed at the outset—will
need to be flexible enough to adapt to changing conditions.
•
Building capacity to strengthen implementing partners’ technical and financial
capabilities and providing them with effective tools to manage their projects and
develop comprehensive, transparent reports for their funding partners are integral
parts of ensuring the success of alliance projects. Alianzas/Guatemala staff
focused on reporting and financial management capacity building, but more
assistance could have been provided to conduct more in-depth monitoring. This,
however, would have required additional staff and a larger budget for local
transportation.
•
Creating long-term linkages among implementing and funding partners, through
models such as the RH Alliance, is also key to achieving knowledge transfer,
accessing technical assistance, improving or expanding alliance activities, and
achieving sustainability. These linkages should be fostered from the very
beginning, even during project design and development, if possible. Since
different alliance partners and projects frequently are not aware of their
commonalities and the possibility of benefiting from each other’s experiences, it
is important to underscore the crucial role that a program such as
Alianzas/Guatemala can play in fostering technical and funding linkages among
partners. Implementing partners need help in understanding which other partners
they can contact and from what activities or program areas they could benefit.
Conclusions
The development landscape in Guatemala is currently facing another possible period of
transition as the country gears up for elections in 2011. Since USAID is supporting a
follow-on program that builds upon the successes of Alianzas, this will be an opportunity
for USAID to monitor the role of PPPs in improving the health and education status of
the Guatemalan people during this period and help the GOG to identify best practices for
implementation and scale-up.
3.1
Alliances
The Alianzas/Guatemala program demonstrated that public-private alliances could be
successfully built and leverage significant funding for education and health, which
averaged US$2.99 from the private sector for every US$1.00 invested by USAID. By
35
collaborating with corporate foundations and NGOs, and involving respected companies
as funding and implementing partners, Alianzas/Guatemala moved the private sector
from focusing on periodic philanthropic activities, to longer-term, social investments in
integrated education and health projects. For many corporate funding and implementing
partners, this was their first experience working with USAID, and Alianzas/Guatemala
served an important role in forming this working relationship and bringing the private
and public sectors together.
While Alianzas/Guatemala demonstrated that PPPs could work, bringing together diverse
partners to tackle development goals by building alliances and leveraging significant
levels of new resources, the program also demonstrated that there is no one-size-fits all
alliance model. Each potential alliance partner had its own CSR agenda, set of objectives,
and timeline. To build successful alliances, it is important to carefully identify what
motivates each partner. Alliance builders must take a tailor-made approach to developing
each alliance and take into account the specific motivations and interests of each potential
partner. In terms of private sector partners, alliances should be established so that these
partners can maintain or even build their commitment over the long term. Forcing
collaboration where corporate commitment is weak, goes against their agenda, or is
financially unsupported can be risky for alliance sustainability.
With regard to implementing partners, some are much more mature and experienced than
others in CSR partnerships and project development and implementation. Those that lack
experience can be challenging to work with and require much more capacity building and
hands-on assistance during all stages of alliance building and project implementation.
This factor has staffing implications for future alliance-development programs such as
Alianzas, especially those that aim to involve a wider range of implementing partners,
such as CBOs and CSOs.
3.2
M&E
The role of M&E under Alianzas/Guatemala at the program level was to demonstrate the
potential of leveraging funds for health alliances; ensure accountability of alliance funds
and program output results; closely follow the implementation of activities to identify and
correct problems early on; and learn lessons that could benefit others and improve
program performance. At the alliance project-level, the role of M&E was to demonstrate
to funding partners the value of their investments, highlight the accomplishments of
projects, and encourage the participation of new funding partners.
Since the primary purpose of this program was to demonstrate the potential of leveraging
funds for USAID-determined country priorities in alliances, Alianzas/Guatemala
primarily tracked cash and in-kind leverage from the private sector. Quantitative output
data in accordance with selected USAID OP indicators on the numbers of people
benefiting from specific Alianzas/Guatemala-supported projects were also reported, but
outcome data with which to measure the effect on education and health status at the
program level were not required or collected unless an implementing partner had the
36
resources (and took the initiative) to do so. Each alliance project funded by
Alianzas/Guatemala had its own required, project-specific output and process indicators
that were monitored by the implementing partners themselves. Should USAID seek
outcome/impact data, consideration must be given to having dedicated M&E program
staff with adequate resources who work closely with program technical experts to
develop and implement a full M&E strategy and plan that will address higher-level
objectives and measure results.
Similarly, each implementing partner should continue to be responsible for developing
and carrying out a plan for monitoring progress during implementation and evaluating its
success; these plans should continue to be a requirement in the grant application process.
Proposed M&E plans should be closely linked with the program PMP, with each
implementing partner selecting preapproved M&E indicators that are appropriate to its
alliance project’s objectives and activities and then documenting progress toward
achieving the overall project results. A key element in each partner’s M&E plan should
include a requirement that implementing partners provide baseline data against which
progress can be tracked and results measured. To ensure collection of high-quality data
and appropriate analysis of impact, it is also important that both experienced and lessexperienced implementing partners receive ongoing M&E training and technical support.
3.3
Alliance Project Sustainability
The Alianzas/Guatemala experience demonstrated some of the key elements needed to
ensure alliance sustainability. For example, sustainability is nearly guaranteed when
funding and implementing partners have a long-term vision and a commitment that
transcends the life of the intervention (or project) itself. In addition, funding partners are
more likely to support long-term education and health investments when they are located
within their same geographic area, generate publicity that encourages consumer loyalty
and market growth, and increase the capacity of the labor pool. If the vision and
investment evident through the Alianzas/Guatemala program is any indication, these
objectives are seen by the corporate sector as benefiting “their bottom line” in some
tangible way, even in the absence of government incentives, and provide a strong impetus
to existing and new partners to continue with social investing.
Implementing partners with a history of working in the geographic and technical area
targeted by the alliance-supported intervention are also more likely to have higher levels
of stakeholder engagement and to be committed to supporting the intervention in the
long-term. Potential alliance projects should demonstrate community buy-in and support
through the involvement of local authorities and community members. When community
engagement is high and implementing partners are committed to project activities,
potential impact and long-term sustainability is greater. Additionally, where feasible,
active collaboration with other local education and health programs, activities, and actors
can reinforce both impact and prospects for knowledge transfer, cross-fertilization, and
networking, as well as enhance sustainability.
37
Sustainability planning for alliances is best conducted at the design stage, rather than
after project activities have already commenced. Moreover, sustainability timeframes and
plans should be sensitive to the nature of the alliance, the partner, and the type of
interventions being supported by the alliance. Plans should have enough flexibility to
adapt as conditions change, but still lay out a general roadmap for partners to follow. For
example, for some alliance partners, sustainability planning may only entail considering
the first year or two beyond USAID funding and focusing on immediately finding new
investment through fundraising and marketing. For other more established partners, for
whom financial sustainability is less of an issue, the focus might be on how to expand
into new technical areas or scale up interventions, which would involve a longer time
horizon.
Ultimately, prospects for alliance sustainability will depend on the capabilities of the
alliance partners themselves. Providing resources to build funding partners’ capacity to
engage in broad partnerships and evaluate sound social investments is crucial for
strengthening their ability to identify, develop, and/or support top-quality education and
health activities that will have a positive impact on Guatemalan communities. Building
the capacity of alliance project implementing partners to diversify their funding base and
incorporate best practices into their projects with technical assistance and training will
strengthen their confidence, improve their performance, and enhance their ability to
attract, manage, and report on new funding.
38
Annex A:
Alianzas/Guatemala Partners List
Annex A: Alianzas/Guatemala Partners List
Na m e
Typ e o f P a rtn e r
P ro je c t S u p p o rte d b y
Alia n za s /Gu a te m a la
Lo c a tio n
Business Partners
ACME
Funding
Breast Cancer Intervention
Local
Agencias Way
Funding
Basic Education Scholarships
Local
AGEXPORT
Funding
School Refurbishment
Local
Alimentos Quaker Oats &
Cía. Ltda.
Funding
School Refurbishment/
Local/Multinational
América Móvil
Funding
Computer Labs
ASA PUBLICIDAD, S.A.
Funding
ASAZGUA
Funding
Maternal Child
Health/Disaster relief
Avon
Funding
Local/Multinational
Implementing
Breast Cancer Intervention,
Reproductive Health
Local
Banco de los Trabajadores
Computer Labs
Multinational
Regional
Local
Banco G&T Continental
Funding
Breast Cancer Intervention/
Local
Banco Industrial, S.A.
Funding
Basic
Education/Reproductive
Health
Local
Banco de Occidente
Funding
Disaster Relief/ Breast
Cancer Intervention
Local
Banrural
Funding
Basic Education
Banco Uno
Funding
Local
BANEX
Funding
Disaster Relief
Local
Bayer S.A.
Funding
Reproductive Health
Local/Multinational
Bticino
Funding
Local/Multinational
Cámara de Comercio
Funding
School Intervention
Local
Cargo Expreso
Funding
School Intervention
Local
CEMACO
Funding
Basic Education
Scholarships/ Maternal Child
Health
Local
Cementos Progreso
Funding
School Refurbishment And
Scholarships/Disaster
Relief/Maternal Child Health
Local
CentraRSE
Funding
Private Sector Strengthening
Local
Chivas Regal
Funding
CIAV
Local/Regional
Local/Multinational
Implementing
Job-Related Skills
Scholarships
Local
Citigroup
Funding
Job-Related Skills
Scholarships
Local/Multinational
Coca Cola
Funding
Safe Water
Local/Multinational
COMEGSA
Funding
Local
A-1
Na m e
Lo c a tio n
CPS Logistics
Funding
Basic Education
Scholarships/Disaster
Relief/Breast Cancer
Intervention
Curves
Funding
Local/Multinational
DEOCSA - DEORSA
Funding
Maternal Child Health
Local/Multinational
Distelsa
Funding
Local
Distribuciones Generales
ALFA
Funding
Basic Education
Local
Distribuidora Maravilla
Funding
Local
Distribuidora Mariscal
Funding
Local
Emisoras Unidas
Funding
Maternal Child Health/School
Intervention
Local
Empacadora Perry y Cía.
Ltda.
Funding
Local
Empresarios por la
Educación
Funding
Local
Envasadora de Alimentos
y Conservas S.A.
Funding
Local
Equimed
Funding
Local
FedEx
Funding
School
Refurbishment/Maternal
Child Health
Local
FETICHE
Funding
Local
Safe Water
Local
FRAC Internacional
Implementing
Local
Globocentro
Funding
Basic Education
Local
CABCORP (Central
American Bottling
Corporation)/PEPSI
Funding
Local
Grupo Almo
Funding
Basic Education
Grupo Cobán
Funding
School Refurbishment/ Basic
Education Scholarships
Local
Grupo Tucán
Funding
Basic Education
Local
HONDA
Funding
Hospital Centro Medico
Funding
Disaster Relief/ Breast
Cancer Intervention
Local
Hotel Casa Santo Domingo
Funding
Local
Hoteles Porta
Funding
School
Refurbishment/Computer
labs/ Basic Education
Scholarships
Local
Hotel Princess Reforma
Funding
Local
Industria Central de
Alimentos, S.A. - ICASA-
Funding
Local
IGER
A-2
Computer Labs/Breast
Cancer Intervention
Local/Multinational
Local/Multinational
Basic Education
Scholarships
Implementing
Reproductive Health
Local
Na m e
Lo c a tio n
Industrias Alimenticias
Kerns y Cía. S.C.A.
Funding
Industrias la Popular
Funding
Basic Education
Local
Industrias Licoreras de
Guatemala
Funding
Breast Cancer
Intervention/Disaster Relief
Local
Industrias Plásticas de
Guatemala S.A.
Funding
School Intervention
Local
Disaster Relief
Local
Ingenio Pantaleón
Local
Funding/Implementing
Kraft
Funding
Magno
Funding
Local
Mayorpit S.A.
Funding
Local
McDonald's
Funding
Local/Multinational
Medica de Guatemala S.A
Mercy Corps
School Intervention
Multinational
Implementing
Local
Funding and Implementing
Safe Water Provision/
Local/Multinational
Miami Baptist Health
Funding
Microsoft
Funding
School
Refurbishment/Computer
Labs
Palmas de Ixcan
Funding
Multinational
Local/Multinational
Local
Computer Labs
Pinturas La Paleta
Funding
Local
Pollo Rey
Funding
Local
Procter & Gamble
Funding
PROMERICA
Funding
Local
Puerto Quetzal Power
Funding
Local
Qualcomm
Funding
Computer Labs
Restaurante Cascadia
Funding
Samsung
Funding
Sarita
Funding
Local
Saúl Etiqueta
Funding
Local
Scholastics
Funding
Basic Education
Seguros Universales
Funding
Siemens
Funding
(Grupo Solid)
Local/Multinational
Multinational
Local
Local/Multinational
Computer Labs
Multinational
Local
Local/Multinational
Computer Labs
Starbucks
Funding
School Intervention/
Multinational
Safe Water
Talkin' Heads
Funding
Local
Teaching Tools
Funding
School intervention
Local
Telefónica
Funding
Basic education scholarships
Local/Multinational
A-3
Lo c a tio n
TELGUA
Funding
Basic education scholarships/
Local
Textiles Canton
Funding
Local
TIGO
Funding
Breast cancer intervention
Local
TOLEDO
Funding
Local
Transactel
Funding
Job -related skills
scholarships
Local
Tre Frattelli
Funding
Local
Reproductive Health/
Local
Na m e
School Intervention
TVI Producciones
Implementing
(Ambulante TV Show)
VISANET
Funding
Wal-Mart Centroamérica
Funding
Intervention
Local/Multinational
Western Union
Funding
Basic Education
Local/Multinational
Local
Corporate Foundation Partners
Fundación BK Becas
Implementing
Local
Fundación Juan Bautista
Gutiérrez
Higher education
scholarships/Reproductive
Health
Local
Fundación Ramiro Castillo
Love
Basic education
scholarships/School
Intervention
Local
Fundación Carlos F.
Novella
Local
Teacher training/
Disaster Relief/
School Intervention
Fundación del Café
Fundación Paiz
Funding
Reproductive Health
Local
Basic Education
Local
Fundación Pantaleón
Disaster Relief
Local
Fundación Sergio Paiz
Local
Computer Labs
FUNDAZUCAR
Maternal Child
Health/Disaster Relief
Local
American Society of
Guatemala (Fotokids)
Local
APROFAM
Reproductive Health
Local
Local
NGO Partners
ASIES
Implementing
Asociación Ajbátz
Job-Related Skills
Scholarships
Local
Asociación Grupo Ceiba
Job-Related Skills
Scholarships
Local
Asociación Solidaridad
por Guatemala
Funding
Job-Related Skills
Scholarships
Local
A-4
Na m e
Bill & Melinda Gates
Foundation
Camino Seguro
Funding
Reproductive Health
Lo c a tio n
Multinational
Local
CEFI
Funding
Local
Club Rotario Centenario
Funding
Textbooks Delivery
Local
Club Rotario Las Américas
Funding
Textbooks Delivery
Local
Textbooks Delivery/
Local/Multinational
COED
Computer Labs/
Teacher Training
Fondo Unido de
Guatemala
Fundación Agros
Job-Related Skills
Scholarships
Local
Fundación Raxche'
Job-Related Skills
Scholarships
Local
Local
Local/Multinational
Computer Labs/
Hearts and Hands
Funding
Textbooks Delivery
HELPS
Funding
Local/Multinational
Textbooks Delivery/
Maternal Child
Health/Disaster relief
IMSALUD
Kinal
Implementing
Reproductive Health
Local
Job-Related Skills
Scholarships
Local
Plan International
Local/Multinational
Population Council
Reproductive Health
Local/Multinational
PRODESSA
Implementing
Job-Related Skills
Scholarships
Local
Save the Children
TAN UXIL
Reproductive Health
Local
Vivamos Mejor
Local
Family Planning/
Local/Multinational
Basic Education
Voluntariado de Esposas
de Oficiales del Ministerio
de la Defensa
WINGS
Funding
Local
Reproductive Health
Local
Basic Education
Scholarships/
Local
Faith-Based Organization Partners
Cáritas Arquidiocesana
Implementing
CRS
Basic Education
Scholarships/Disaster Relief
Local/Multinational
A-5
Na m e
Lo c a tio n
CRS Diócesis Santa Rosa
Implementing
Local
CRS Diócesis Verapaces
Implementing
Local
CRS Pastoral de la Mujer
San Marcos
Implementing
Local
Iglesia de Jesucristo de
los Últimos Días
Funding
Basic Education
Parroquia San Martin de
Porres
Funding
Local/Multinational
Local
Basic Educational Centers Partners
AEC
Implementing
Basic Education
Multinational
Centro Vocacional San
José
Job-Related Skills
Scholarships
Local
Instituto Privado
Guatemala de la Asunción
Local
University Partners
St. Peters University
Hospital
Funding
Multinational
UNIS
Higher Education
Scholarships
Local
URL
Higher Education
Scholarships
Local
USAC
Higher Education
Scholarships
Local
USAC
Higher Education
Scholarships
Local
UVG
Higher Education
Scholarships
Local
ZAMORANO
Higher Education
Scholarships
Multinational
GOG Partners
Amigos de la Escuela
FANCAP
Liga Nacional contra el
Cáncer
Implementing
Local
Local
Local
Implementing
MOE
School Intervention/Basic
Education
Scholarships/Computer Labs
Local
MOH
Local
Local
refurbishment
Local
Local
Municipalidad de
Guatemala
SOSEP
Funding
Artist Partners
Alux Nahual
Funding
Computer Labs
Galería de Arte
A-6
Funding
Local
Na m e
Lo c a tio n
Latinoamericano
International Community Partners
FAO
Funding
Multinational
UNESCO
Funding
Multinational
UNICEF
Funding
Multinational
UNFPA
Funding
Multinational
Family Planning
A-7
Annex B:
Alianzas/Guatemala Grants Tracker
Annex B: Alianzas/Guatemala Grants Tracker
Project
Nr.
Partner
Nr.
No.
Leverage
1
2
1
2
2
2
Project Name
Health and Nutrition
Celebremos la Raíz de
la Vida I
la Vida II
Implementing
Partners
Beneficiaries
Geographic Area
The project benefited a
total of 21 women with
different treatments such
as chemotherapy;
radiotherapy and surgery,
besides; the women were
benefitted with diagnostic
tests including
mammography and
laboratory tests. The
project also reproduced
educational materials
with information about
prevention and early
detection of breast
cancer, benefiting the
people who visited the
health centers which this
material was distributed.
The project benefited a
total of 93 women with
different treatments such
as chemotherapy;
radiotherapy and surgery,
besides; the women were
benefitted with diagnostic
tests including
mammography and
laboratory tests. The
project also reproduced
prevention and early
detection of breast
cancer, benefiting the
people who visited the
health centers which this
material was distributed.
Countrywide
Cáncer
Curves Avon, Cascadia,
Pepsi, Pollo Rey,
Azahares, Industrias
Licoreras de Guatemala,
Chivas Regal, Bancafe,
GyT Continental, Saul
Etiqueta, Seguros
Universales,
Municipalidad de
Guatemala, Tigo, Toledo,
Visa Net, Artistas varios
Countrywide
Cáncer
Cascadia, Pepsi, Pollo
Rey, Azahares,
Guatemala, Chivas
Regal, Bancafe, GyT
Continental, Saul
Etiqueta, Seguros
Universales, Tigo,
Toledo, Visa Net, Artistas
varios, ACME, Asa
Publicidad S.A, Fetiche,
Curves
Funding Partners
USAID
Leverage Ratio
Cash
$3,418,027
$11,560
In Kind
$3,530,276
$12,747
USAID*
$2,452,059
$11,496
Total
$9,400,362
$35,803
Leverage Ratio
2.83
2.11
$12,546
$8,435
$12,232
$33,213
1.72
B-1
Project
Nr.
Partner
Nr.
No.
Leverage
3
2
3
4
2
4
B-2
Project Name
la Vida III
la Vida IV
Beneficiaries
This project supported
the campaign of early
detection and prevention
of breast cancer,
strengthening the
education and
information program of
the Liga Nacional contra
el Cancer. The project
also benefited a total of
82 women with early
diagnosis methods such
as mammography and
laboratory tests. It also
made the reproduction of
early detection of breast
cancer, including
brochures, leaflets and
radio spots reaching
more than 860,000 direct
and indirect beneficiaries.
The project provided a
total of 253 treatments
and early diagnosis
methods for breast
cancer to low-income
women. Besides, the
production of educational
materials with information
about the prevention and
early diagnosis of breast
cancer such as
brochures, pamphlets
and posters, reaching
20,000 direct and indirect
beneficiaries.
Geographic Area
Countrywide
Countrywide
Implementing
Partners
Cáncer
Cáncer
USAID
Leverage Ratio
Funding Partners
Curves, Cascadia, Pepsi,
Pollo Rey, Azahares,
Guatemala, Chivas
Regal, Bancafe, GyT
Continental, Saul
Etiqueta, Seguros
Universales, Tigo,
Toledo, Visa Net, Artistas
varios, ACME, Asa
Publicidad S.A, Fetiche
Cash
$13,170
In Kind
$41,485
USAID*
$29,650
Total
$84,305
Leverage Ratio
1.84
Cascadia, Indiustrias
Licoreras de Guatemala,
ACME, APROFAM,
Azahares, G&T
Continental, Centro
Médico, CPX,
Iguama.com, Saúl E.
Méndez, Toledo, Honda,
Municipalidad de
Guatemala, Pepsi, Pollo
Rey, Promerica, Talking
Heads, and TIGO.
$16,964
$26,189
$9,585
$52,738
4.50
5
5
Project
Nr.
No.
Partner
Nr.
Leverage
3
1
3
2
Project Name
Welcome to School
Save the Children Save newborn lives
Beneficiaries
The objective of this
initiative was to improve
the overall health of
targeted school children
in the 12 schools funded
by USAID/Alianzas, as
well as their parents and
teachers. The results
under this component
were 1,282 primary
school students, 16
mentor teachers, 56
members of the school’s
health councils, and 40
mothers trained. All
children received a
hygiene kit.
The project conducted a
baseline survey among
1,317 women who were
benefited with counseling
visits. Besides, the
project purchase and
distributed 250 clean
birthing kits to traditional
births attendants, besides
the design, validation and
printing of three manuals
to support the training of
community volunteers
and institutional staff. 60
mother leaders were
trained to make home
visits to post-partum
women and provide
counseling on the
importance of care of the
newborn.
Geographic Area
Huehuetenango,
Sololá y El Quiché
Chajul, Nebaj and
Cotzal el Quiché
Communities
Implementing
Partners
Save The Children,
USA
Save The Children,
USA
Funding Partners
Starbucks, GDA, SC,
Kraft, Scholastics, Cía.
De Equipo Médico,
Alfa, Fundación Paiz,
Fundación Ramiro
Castillo Love,
Globocentro, Grupo
Tucán, Iglesia de
Jesucristo de los Santos
de los Ultimos Días,
Industria La Popular,
Médica de Guatemala,
Teaching Tools, Textiles
Cantón
Bill and Melinda Gates
Foundation, Private
Citizen Funds
USAID
Leverage Ratio
Cash
$0
In Kind
$0
USAID*
$70,000
Total
$70,000
Leverage Ratio
2.00
$96,620
$26,068
$44,252
$166,940
2.77
B-3
Project
Nr.
Partner
Nr.
No.
Leverage
6
3
3
Project Name
Save the Children A'KTICHIL
7
5
1
Creciendo Bien I
8
5
4
Creciendo Bien IV
B-4
Beneficiaries
The project objectives
was improved the life
skills of male and female
adolescents and
increased the availability
and access of these
adolescents to RH
information and services.
For this, the project
trained and certificate
150 young leaders,
trained 403 adults to
support adolescents,
established 5
“Community Friendly
Spaces” and educated
2,634 adolescents in RH
issues by applying the
peer strategy
methodology and
“Breaking the Circle”
manual.
The project benefited 34
communities in the
departments of Sololá,
Escuintla, Santa Rosa,
San Marcos and
Guatemala. In total, 1334
children were benefited
through monthly growth
monitoring and nutritional
surveillance. Besides,
1712 mothers were
trained in hygiene and
nutrition practices.
communities in the
department of
Guatemala. In total, 329
children were benefited
through monthly growth
surveillance. Besides,
474 mothers were trained
in hygiene and nutrition
practices.
Geographic Area
Quiche-Ixil area
Implementing
Partners
Save The Children,
USA
USAID
Leverage Ratio
Funding Partners
private sector fundsSavitaben, Vanguard
Cash
$244,388
In Kind
$43,017
USAID*
$143,320
Total
$430,726
Leverage Ratio
2.01
Sololá, Guatemala,
Escuintla, San
Marcos and Santa
Rosa
SOSEP and
FUNDAZUCAR
Private Citizen Funds,
Asociación de
guatemaltecos en
Murcia, España, Galería
de Arte Latinoamericana,
$18,974
$280,061
$52,243
$351,278
5.72
Rural Guatemalan
Municipalities
SOSEP
BAYER
$12,207
$60,952
$12,054
$85,212
6.07
Project
Nr.
Partner
Nr.
No.
Leverage
9
5
5
Project Name
Creciendo Bien V
10
5
6
Creciendo Bien VI
11
5
7
Creciendo Bien VII
12
5
8
Creciendo Bien VIII
13
11
1
Mejores Familias
Beneficiaries
communities in the
departments of
Huehuetenango, San
Marcos, Guatemala,
Sololá and Escuintla. In
total, 828 children were
benefited through
monthly growth
surveillance. 1,298
mothers were trained in
hygiene and nutrition
practices.
communities in the
departments of Escuintla,
Suchitepéquez, Santa
Rosa, Chimaltenango
and Quetzaltenango. In
total, 329 children were
benefited through
monthly growth
surveillance. 474 mothers
were trained in hygiene
and nutrition practices.
communities in the
department of
Huehuetenango. In total,
492 mothers were trained
in hygiene and nutrition
practices.
communities in the
departments of
Huehuetenango and
Izabal. In total, 761
mothers were trained in
hygiene and nutrition
practices.
The project implemented
a proven model that
promotes food and
nutritional safety,
preventive and
Geographic Area
Huehuetenango,
San marcos,
Guatemala, Solola,
Escuintla
Implementing
Partners
SOSEP
USAID
Leverage Ratio
Funding Partners
Asociacion de Esposas
de Oficiales, Asociacion
de Damas Diplomaticas,
Deocsa/Deorsa, Club
Rotarios, FAO, Viejas
Concepcion, Parroquia
San Martin
Cash
$44,735
In Kind
$115,990
USAID*
$10,738
Total
$171,462
Leverage Ratio
14.97
Escuintla,
Suchitepéquez,
Santa Rosa,
Chimaltenango,
Petén,
Quetzaltenango and
Baja Verapáz
SOSEP
Wal-Mart
$50,857
$84,513
$23,921
$159,292
5.66
Huehuetenango
SOSEP
Private Citizen Funds
$19,363
$33,974
$8,098
$61,436
6.59
Huehuetenango,
Izabal
SOSEP
Plan Internacional,
Esposas de Oficiales
$38,886
$94,561
$27,347
$160,793
4.88
FUNDAZUCAR
FUNDAZUCAR
$338,358
$1,068,125
$260,809
$1,667,292
5.39
Escuintla and
Retalhuleu
B-5
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
14
30
1
Saint Peter's University
Hospital
15
32
2
WINGS for Teens &
Young Adults
B-6
Beneficiaries
reproductive health
through the enrollment of
6,835 mothers and 5,207
children in 135
communities in the
Santa Rosa, Retalhuleu
and Suchitepéquez. The
mothers of these
communities were trained
in topics such as
nutrition, health, selfesteem, hygiene
practices, productive and
commercialization
activities in order to help
them improve their life
conditions. 398
Monitoring mothers and
24 field technicians were
trained as part of the
implementation of the
project and will continue
supporting their
communities.
This project developed a
health model, focusing on
the reduction of Maternal
and Infant mortality
throughout the training
and certification of 60
birth attendants and 100
community facilitators.
Besides the
establishment of 5
community clinics in
collaboration with the
MOH. A total of 5,377
people received medical
attention in these clinics.
This project informed and
trained a total of 5,375
young people through the
developed of workshops
on sexual and
reproductive health.
Geographic Area
Implementing
Partners
Santa Rosa
Santa Rosa - Dioceses
Saint Peter's University
Hospital
WINGS
Fondo Unido de
Guatemala/WINGS
Chimaltenango
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
$308,818
$144,101
$255,567
$708,486
1.77
$8,325
$0
$7,532
$15,857
1.11
Project
Nr.
Partner
Nr.
No.
Leverage
Implementing
Partners
Mass media, MOH.
Project Name
National Rubella and
Measles Vaccination
Campaign
Beneficiaries
This Project vaccinated a
total of 7,712,847
Guatemalans, eradicating
measles and rubella in
the country.
Geographic Area
Countrywide
The Project was
implemented in 32
communities in the
department of Sololá.
Through workshops and
counseling visits, a total
of 1,685 couples were
benefited with information
of Family Planning and
Reproductive Health.
Besides, 58 health
providers were trained in
RH and MCH (among
them, traditional birth
attendants, nurses and
community volunteers).
The project trained a total
of 197 health providers in
the technique of early
detection of cervical
cancer through the test of
visual inspection with
acetic acid. The project
also installed a
colposcopy clinic at the
National Hospital in
Sololá benefiting a total
of 4,498 women who
made the test during the
project. Besides, the
project benefited 15,400
women who had access
to information about
cervical cancer through
the development and
printing of educational
Sololá
Vivamos Mejor
Sololá
IMSALUD
16
33
1
17
36
1
Vivamos Mejor Sexual and
reproductive health
18
37
1
IMSALUD - Early
cervical cancer
detection
USAID
Leverage Ratio
Funding Partners
Iglesia de Jesucristo de
los Ultimos días, Banco
de los Trabajadores,
Novella, Fundación
Rozas Botran, Banco
Industrial , Ecotermo,
Mundifarma, Equimed,
Private sector , Ministerio
de Salud Pública
Vivamos Mejor, Wings,
Community
Cash
$403,940
In Kind
$98,134
USAID*
$183,073
Total
$685,148
Leverage Ratio
2.74
$38,757
$1,842
$16,548
$57,147
2.45
IMSALUD
$15,341
$5,500
$12,130
$32,972
1.72
B-7
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
19
40
1
IGER-SEGEPLAN –
Radionovela “Entre dos
caminos”
20
41
1
Day-care center “Los
Conejitos” and "Winnie
the Pooh"
21
42
1
WINGS for Men
22
43
1
Tan Uxíl – Sexual and
reproductive health
B-8
Beneficiaries
materials.
The project aimed the
broadcast of 100
chapters of the soap
opera “Entre dos
Caminos” on 25 radio
stations of the country
during 10 weeks. With
this project, 262,000
persons hear a FP/RH
message.
With this project a total of
150 children under five
years had access to safe
water.
The project was
implemented in 10
communities in the
departments of
Chimaltenango and
Escuintla in order to
increase access to RH
and FP methods. A total
of 350 men were
benefited through
trainings and workshops
about the use of family
planning methods. Also,
seven peer educators
were trained in RH and
FP. These educators
should replicate these
workshops in their
communities and bring
counseling and
information about these
topics. This project
benefited a total of
10,935 men who heard a
FP/RH message through
local radios.
The main objective of this
project was promoting
healthy lifestyles among
adolescents, improving
the access and quality of
FP/RH information. In
Geographic Area
Implementing
Partners
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Countywide
IGER-SEGEPLAN
Banco Industrial,
SEGEPLAN (in-kind NORAD, UNFPA)
$14,851
$9,211
$14,456
$38,518
1.66
Zacapa
Frac Internacional
Guatemala
Coca-Cola
$37,900
$0
$15,198
$53,098
2.49
Chimaltenango y
Escuintla
WINGS
$60,510
$5,911
$33,438
$99,859
1.99
Petén
Tan Uxíl
Tan Uxíl and PPFA
$87,980
$12,954
$29,885
$130,819
3.38
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
23
44
1
FUNCAFE – Sexual
and reproductive health
Beneficiaries
this regards, the project
trained 80 promoters who
replicated the trainings to
1,308 adolescents. The
project also sought the
support of local leaders
and trained 84
community leaders who
supported the project and
enabled the visits to 44
educational centers
providing information on
sexual and reproductive
health to 2,655 students.
The project was
implemented in 261
communities where 3,477
community groups were
organized. These
communities were
attended by 15 doctors, 8
nurses, 25 auxiliary
nurses and 17 RH/FP
facilitators who were
trained in order to
achieve the project’s
goals. The main results
of the project are: 28,790
people received
education related to
RH/FP issues; 24,165
couples reported to be
using FP methods as a
way to achieve optimal
birth spacing and 2,659
referrals to FP services.
In addition, this project
attended 2,299 births by
trained personnel and
13,641 children under the
age of 5 enrolled in
monthly growth
monitoring.
Geographic Area
Alta Verapaz, Baja
Verapaz,
Chimaltenango,
Escuintla,
Guatemala,
Huehuetenango,
Jalapa, Petén,
Quetzaltenango,
Retalhuleu, Santa
Rosa, San Marcos,
Sololá,
Suchitepequez
Implementing
Partners
FUNCAFE
Funding Partners
FUNCAFE
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
$409,874
$130,583
$257,504
$797,961
2.10
B-9
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
Campaña Nacional de
Salud Reproductiva
24
46
1
25
46
2
Campaña Nacional de
Salud Reproductiva II
26
47
1
POPULATION
COUNCIL - "Abriendo
oportunidades "
27
48
1
Mejores Familias CEFI
B-10
Beneficiaries
The campaign had the
objective of informing and
sensitizing women and
men in reproductive
health issues. The project
reached a total of
736,149 Guatemalans
who heard or see a
FP/RH message.
The campaign had the
objective of informing and
sensitizing women and
men in reproductive
health issues. The project
reached a total of
941,983 Guatemalans
who heard or see a
FP/RH message.
This project empowered
20 indigenous young
leaders (young women
from 17-20 years of age)
and provided information
about RH/FP to 804
indigenous girls from 10
communities of Sololá
and Alta Verapaz. These
girls were educated in
professional and
personal competencies
and sexual and
reproductive health; they
also participated in safe
spaces and gained
decision making life
skills. In addition, they
were integrated into local
stakeholder agencies in
order to promote
community development.
The project implemented
a proven model that
promotes food and
nutritional safety,
preventive and
reproductive health and
the strengthening of
Geographic Area
Countrywide
Countrywide
Alta Verapaz, y
Solola
Alta Verapaz,
Quiché
Implementing
Partners
USAID Alianzas
Funding Partners
Private Partners
USAID Alianzas
USAID
Leverage Ratio
Cash
$50,186
In Kind
$48,889
USAID*
$98,698
Total
$197,773
Leverage Ratio
1.00
Save the Children, Media
$0
$215,256
$211,733
$426,989
1.02
Pop Council
Pop Council and UNFPA
$242,407
n/a
$114,032
$356,439
2.13
Consejo de Empresas,
Fundaciones e
Institutos de Guatemala
- CEFI
Fundazucar, Fundación
Rozas Botrán,
Empresarios Juveniles,
Fundación G&T,
Fundación F. Novella,
FUNCAFE, CIRMA,
Proyecto Cultural El Sitio,
$450,294
$944,405
$392,032
$1,786,731
3.56
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
28
49
1
Health Centers in
prioritized
municipalities
Beneficiaries
community organization
through the enrollment of
a total of 6,621 mothers
and 7,007 children in 218
communities in the
departments of Alta
Verapaz and El Quiché.
The participant mothers
in these communities
were trained in topics
such as nutrition, health,
self-esteem and hygiene
practices in order to help
them improve their life
conditions. Besides, 202
monitoring mothers, 33
field technicians and 12
coordinators were trained
as part of the
project. In order to
promote food and
nutritional safety, as well
as adequate hygiene
practices, the program
distributed 7,848
personal hygiene kits and
3,270 water filters.
The project supported
rural health centers of
prioritized municipalities
through the delivery of
medical equipment. A
total of 344,890 children
and 736,078 women
were benefited with this
medical equipment.
Geographic Area
Totonicapan,
Quiché, Sololá,
Chiquimula, Alta
Verapaz,
Huehuetenango,
San Marcos, Baja
Verapaz, Petén
Implementing
Partners
CCAS
USAID
Leverage Ratio
Funding Partners
Fund. Pantaleón, Fund.
Por la Vida, Fund. Amor,
Fund. Paíz, Fund. María
Luisa Monge de Castillo.
Cash
In Kind
USAID*
Total
Leverage Ratio
Asociación de
guatemaltecos en
Murcia, España, Galería
de Arte Latinoamericana,
Miami Baptist Health,
BAYER Asociacion de
Esposas de Oficiales,
Asociacion de Damas
Diplomaticas,
Deocsa/Deorsa, Club
Rotarios, FAO, Viejas
Concepcion, Parroquia
San Martin, Wal-Mart,
Plan Internacional,
Esposas de Oficiales,
Helps
$152,501
n/a
$0
$152,501
152.50
B-11
Project
Nr.
Partner
Nr.
No.
Leverage
29
51
1
Project Name
FANCAP
30
1
1
Basic Education
Kinal Scholarships
B-12
Beneficiaries
This project contributed
to provide scientific data
on micronutrient levels in
mothers and children less
than 5 years. This result
was achieved hiring the
National Foundation for
the Centers for Disease
Control and Prevention
for the analysis of 1,225
biochemical tests taken
from mothers. The
University of Florida was
also hiding to perform the
analysis of 1,225
biochemical tests taken
from children. The
project staff hired to
conduct the survey
covered the 75% of the
sample at the end of the
project.
Geographic Area
Countrywide
This project awarded 25
scholarships to young
students in basic
education schools. The
scholarship recipients
were selected according
to socioeconomic criteria
previously established by
the foundation. The
students were benefited
with teaching materials
and supplies. In total, 21
of the students awarded
with the scholarship were
promoted to the next
grade at the end of
school year; 4 of them
were awarded with
another scholarship with
funds from other donors.
Students living in
the Guatemala City
dump area and
vicinity
Implementing
Partners
FANCAP
Fondo Unido de
Guatemala - Kinal
Funding Partners
MSPAS, Calidad en
Salud, HPI, FANCAP
Citigroup Foundation
USAID
Leverage Ratio
Cash
$217,713
In Kind
$17,372
USAID*
$94,488
Total
$329,573
Leverage Ratio
2.49
$4,980,599
$13,715
$909,088
n/a
$1,822,419
$10,054
$7,712,107
$23,769
3.23
1.36
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
COED Computer Lab
31
1
2
32
1
3.1
Amigos de la Escuela Los Robles
33
1
3.2
Amigos de la Escuela Las Golondrinas
34
1
3.3
Amigos de la Escuela La Cascada
35
1
3.4
Amigos de la Escuela Tzununá
Beneficiaries
The project provided
access to technology to
498 secondary students
through the equipment of
a computer lab and the
hiring of a teacher. The
sustainability of this
project was seen in the
increase of the number of
students benefiting by the
computer lab before the
end of project.
The project strengthened
one school with the
refurbishment of kitchen
area and bathrooms.
With these activities 15
children in pre-primary
and 62 students in
primary were benefited.
one school with the
area and bathrooms.
and 499 students in
one school with the
area and bathrooms.
and 475 students in
one school with the
area and bathrooms.
and 261 students in
Geographic Area
Tecpán,
Chimaltenango
Implementing
Partners
Fondo Unido de
Guatemala - COED
USAID
Leverage Ratio
Funding Partners
Cash
$3,662
In Kind
$6,019
USAID*
$3,727
Total
$13,408
Leverage Ratio
2.60
Sololá
Fondo Unido de
Guatemala - Escuela
Los Robles
Porta Hotel del Lago
$4,727
n/a
$4,710
$9,437
1.00
Escuintla
Fondo Unido de
Guatemala - Escuela
Las Golondrinas
Industria La Popular
$2,292
n/a
$2,349
$4,641
0.98
Escuintla
Fondo Unido de
Guatemala - Escuela
La Cascada
Procter & Gamble
$6,284
n/a
$5,880
$12,164
1.07
Sololá
Fondo Unido de
Guatemala - Tzununa
$3,982
n/a
$3,652
$7,635
1.09
B-13
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
Escuelas
Demostrativas del
Futuro - El Hato
36
1
3.5
37
1
4
Camino Seguro
Computer Lab
38
1
5
Escuelas
Demostrativas del
Futuro - Tzununil
Quiché
39
3
1
Welcome to School
B-14
Beneficiaries
one school with the
refurbishment and
equipment of a computer
lab. With these activities
12 children in pre-primary
and 140 students in
Also, 5 teachers were
trained by the MOE in
information technology as
a tool of learning.
This project provided
access to technology to
322 primary students
through the equipment of
a computer lab and the
training of 4 teachers in
a tool for instruction.
one school with the
refurbishment and
equipment of a computer
lab. With these activities
362 students in primary
were benefited. Besides,
12 teachers were trained
by the MOE in
a tool of learning.
Welcome to School was
designed to increase
access and quality of
education in schools
located in coffee growing
rural areas in El Quiché,
Huehuetenango and
Sololá. The project
provided 1,068 teachers
with training and
technical support in the
application of active
methodology. In totals,
the project benefited
22,115 students in
primary schools.
Geographic Area
Antigua,
Sacatepéquez
Implementing
Partners
Fondo Unido de
Guatemala - Escuela El
Hato
Students living in
the Guatemala City
dump area
El Quiché
Huehuetenango,
Sololá y El Quiché
USAID
Leverage Ratio
Funding Partners
Hotel Antigua
Cash
$14,577
In Kind
$6,842
USAID*
$13,287
Total
$34,706
Leverage Ratio
1.61
Fondo Unido de
Guatemala - Camino
Seguro
Private Citizen Funds Voluntary payroll VAT
deduction
$8,850
$5,526
$8,409
$22,786
1.71
Fondo Unido de
Guatemala
Siemens
$13,914
$9,474
$13,916
$37,304
1.68
Save The Children,
USA
Starbucks, GDA, SC,
Kraft, Scholastics, Cía.
De Equipo Médico,
Alfa, Fundación Paiz,
Fundación Ramiro
Castillo Love,
Globocentro, Grupo
Tucán, Iglesia de
Jesucristo de los Santos
de los Ultimos Días,
Industria La Popular,
Médica de Guatemala,
Teaching Tools, Textiles
Cantón
$1,644,449
$20,055
$407,000
$2,071,504
4.09
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
(Includes 9 schools)
40
4
1
41
7
1
Educación Integral
Nuevo Milenio
(EDINUMI)
42
7
3
Educación Integral
Nuevo Milenio
(EDINUMI II)
Beneficiaries
project refurbished a total
of 9 schools located in
rural areas. The
improvements were
made in classrooms,
bathrooms and kitchens.
A total of 1,483 students
were benefited with the
implementation of this
project.
EDINUMI consisted in a
literacy project for
children and adults in
over age that not have
access to regular
education in the
departments of El
Quiché, Totonicapán and
Chiquimula. The
intervention was
implemented throughout
three components: a)
education through
literacy; b) productive
economic projects and c)
technological literacy
teaching in computer
labs. Students were
provided with educational
materials and books. A
total of 5,264 students
were benefited
completing the first stage
of literacy.
EDINUMI II consisted in
a literacy project for
children and adults in
over age that not having
access to regular
education in the
departments of El
Chiquimula. The
intervention was
implemented through
USAID
Leverage Ratio
Implementing
Partners
CCAS y Amigos de la
Escuela
Funding Partners
Private sector along with
AGEXPORT
Cash
$56,883
In Kind
n/a
USAID*
$26,113
Total
$82,997
Leverage Ratio
2.18
Totonicapan, El
Quiché y
Chiquimula
Fundación Ramiro
Castillo Love
Fundación Ramiro
Castillo Love / CONALFA
$100,360
$97,240
$75,141
$272,741
2.63
Totonicapan, El
Quiché y
Chiquimula
Fundación Ramiro
Castillo Love
Fundación Ramiro
Castillo Love / CONALFA
$119,770
$95,416
$71,274
$286,459
3.02
Geographic Area
Suchitepéquez,
Jutiapa,
Chimaltenango,
Zacapa, Guatemala,
Santa Rosa,
Retalhuleu y San
Marcos
B-15
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
43
7
4
Opera Don Giovanni PEBI II
44
7
5
Opera Falstaff - PEBI
III
45
7
6
Opera Carmen- PEBI
IV
B-16
Beneficiaries
education through
labs. Students were
were benefited
of literacy.
PEBI II was implemented
with the aim of providing
basic education
scholarships for students
in the departments in the
departments of San
Marcos and
Suchitepéquez. A total of
21,395 scholarships were
awarded to children in
first through sixth grades.
The scholarships
included school supplies,
textbooks and training to
749 teachers.
PEBI III was
implemented with the aim
of providing basic
education scholarships
for students in the
departments San Marcos
and Suchitepéquez. A
total of 25,208
scholarships were
The scholarships
459 teachers.
PEBI IV was
implemented with the aim
of providing basic
education scholarships
for students in the
Geographic Area
Implementing
Partners
USAID
Leverage Ratio
Funding Partners
Cash
In Kind
USAID*
Total
Leverage Ratio
San Marcos,
Huehuetenango
Fundación Ramiro
Castillo Love
Fundraising event, Banco
Industrial, Telgua and
others
$131,801
$0
$93,456
$225,257
1.41
San Marcos,
Huehuetenango,
Suchitepequez
Fundación Ramiro
Castillo Love
Fundraising event, Banco
Industrial, Telgua
$143,820
$0
$49,999
$193,819
2.88
San Marcos,
Huehuetenango,
Suchitepequez
Fundación Ramiro
Castillo Love
$150,281
$0
$14,052
$164,334
10.69
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
46
7
7
Educación Integral
Nuevo Milenio
(EDINUMI III)
47
9
1
Strengthening the
Foundation of
Education/Teacher
Training for 1st and
2nd Grades.
Beneficiaries
departments of San
Marcos and
Suchitepéquez. A total of
17,750 scholarships were
The scholarships
textbooks and the
delivery of 14,468
textbooks.
EDINUMI III consisted in
a literacy project for
children and adults that
do not have access to
regular education in the
departments of El
Chiquimula. The
intervention was
implemented throughout
education through
labs. Students were
were benefited
of literacy. The project
also trained 412 literacy
teachers who received
technical support during
the process.
The project trained a total
of 376 teachers of first
and second grades,
strengthening elements
of the Educational
Reform. The project
impact in the learning
process of the students
of these teachers.
Geographic Area
Totonicapan, El
Quiché y
Chiquimula
El Progreso
Implementing
Partners
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Fundación Ramiro
Castillo Love
CONALFA/Private
Citizen Funds
$182,606
$231,790
$10,163
$424,559
40.78
Novella
Cementos Progreso
$42,368
$40,789
$39,798
$122,956
2.09
B-17
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
48
9
2
!Vamos a la Escuela
III!
49
10
1
Fotokids
B-18
Beneficiaries
According to the
assessments made by
the project MEASURE
(measurement of
indicators and results),
the students of these
teachers significantly
improved their capacity of
learn and approve at the
end of school year.
Vamos a la Escuela III –
Refurbishment was an
integral project directed
to improve schools'
infrastructure, provide
libraries, teacher training
and school supplies in
order to enrich the
learning process. The
program was
implemented in Escuintla,
El Quiché, Petén, Sololá,
Sacatepéquez,
Guatemala,
Quetzaltenango and El
Progreso. A total of 56
schools improved their
bathrooms, classrooms
and kitchens, benefited
15,372 primary students.
Also 126 teachers were
trained in reading
techniques and new
methodologies.
adolescents of areas
near the landfill who
received a scholarship to
develop photography
skills. The scholarships
offered job related skills
to the students who
received classes of
photography, graphic
design, internet web site
design and creative
writing and video.
Geographic Area
Implementing
Partners
USAID
Leverage Ratio
Funding Partners
Cash
In Kind
USAID*
Total
Leverage Ratio
Escuintla, El
Quiché,
Sacatepéquez,
Quetzaltenango, El
Progreso, Sololá,
Guatemala y Alta
Verapaz
Novella
Fundación Carlos. F.
Novella, Puerto Quetzal
Power, Save the
Children, Funsepa,
FRCL, Fundación Paiz,
Hesrts and Hands,
Palmas de Ixcán, MOE
(Microsoft), Empresarios
por la Educación, Porta
Hotels, Helps
International
$220,095
$129,470
$140,242
$489,808
2.49
Students living in
the Guatemala City
dump area and in
Atitlán, Sololá
American Society of
Guatemala/Fotokids
Fundraising events and
$21,161
$22,409
$8,000
$51,570
5.45
Project
Nr.
Partner
Nr.
No.
Leverage
5
Project Name
UVG Scholarships
50
17
51
18
1
Asociación Aj´Batz´
Scholarships
52
18
2
Scholarships II
53
18
3
Scholarships
Beneficiaries
The project was
completed and reached
its goal of providing 518
scholarships to youth at
risk of municipalities of
Sololá. With this project,
the scholarship recipients
received knowledge
about entrepreneurship,
responding to the need of
training in job related
skills. In total, 120
workshops were
conducted addressing
issues such as
democratic values,
entrepreneurship,
productivity and business
plans. The project close
with the presentation of
the business plans of the
youth benefited.
scholarships to 804
secondary students in the
department of El Quiché.
The recipients received
job related skills learning
about the use,
maintenance and repair
of computer equipment.
scholarships to 1,168
secondary students the
The recipients received
job related skills through
courses such as typing,
English classes, and use,
maintenance and repair
of computer equipment.
scholarships to 400
indigenous women of the
department of El Quiché
to develop technological
skills.
USAID
Leverage Ratio
Implementing
Partners
Universidad Del Valle
de Guatemala
Funding Partners
UVG
Cash
$183,125
In Kind
$19,375
USAID*
$95,998
Total
$298,498
Leverage Ratio
2.11
El Quiché
Asociación AjBatz
$23,862
n/a
$7,897
$31,759
3.02
El Quiché
Asociación AjBatz
$59,049
n/a
$19,273
$78,323
3.06
El Quiché
Asociación AjBatz
Asociación AjBatz
$58,281
n/a
$28,859
$87,140
2.02
Geographic Area
Sololá
B-19
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
CRS San Marcos
Scholarships
54
22
1
55
23
1
Proyecto de Desarrollo
Santiago Scholarships
56
24
1
Fundacion Agros
Guatemala
Scholarships
57
24
2
Fundacion Agros
Guatemala
Scholarships II
B-20
Beneficiaries
primary and secondary
scholarships to 116 low
income students who
were affected by
Hurricane Stan in the
department of San
Marcos. The scholarship
includes uniforms,
supplies and shoes.
Additionally, the
received training in
typing, computer skills
and risk management, as
a complement of their
academic learning.
The project provided 125
scholarships to high
school students living in
the area of Ixcán. The
received training as
bilingual education
teachers. The students
developed teaching skills
providing a higher quality
of education in the local
academic processes.
high school scholarships
to low-income students
living in the Ixil area,
The scholarships
transportation, food,
uniforms and tuition.
high school scholarships
to low-income students
living in the Ixil area,
The scholarships
transportation, food,
uniforms and tuition.
USAID
Leverage Ratio
Implementing
Partners
Pastoral de la Mujer
San Marcos
Funding Partners
CRS
Cash
$5,318
In Kind
n/a
USAID*
$1,228
Total
$6,547
Leverage Ratio
4.33
Ixcán
Prodessa
Private funds
$40,956
n/a
$24,004
$64,959
1.71
Ixcán
Fundacion Agros
Fundacion Agros
$49,616
n/a
$14,428
$64,044
3.44
Ixcán
Fundación Agros
Fundación Agros
$109,457
n/a
$13,892
$123,349
7.88
Geographic Area
San Jose Ojetenam,
San Marcos
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
CRS Santa Rosa
Scholarships
58
25
1
59
26
1
CRS Verapaz
Scholarships
60
27
1
COED Textbooks for
secondary
61
27
2
COED II Textbooks for
Secondary School
Beneficiaries
scholarships for primary
and secondary students
living in the department
of Santa Rosa. The
scholarships included
uniforms, school supplies
and shoes. Additionally,
the scholarships
recipients received
training in self-esteem,
values and gender equity
issues.
scholarships for primary
and secondary students
from low-income
communities of the
department of Baja
Verapaz. The
uniforms, school supplies
and shoes. The
scholarship recipients of
this project demonstrated
academic excellence
throughout the project;
some of them competed
in the Olympics of
Science in their
municipalities obtaining
the first place in
Mathematics.
A total of 1,028 students
of secondary were
benefited with the
delivery of textbooks in
the departments of San
Marcos, Quetzaltenango
and El Quiché. In
addition, 135 teachers
were trained in the used
of these textbooks.
The project increased
access and improved
quality of education in 20
secondary schools in the
USAID
Leverage Ratio
Implementing
Partners
Pastoral Social Caritas Santa Rosa
Funding Partners
CRS
Cash
$56,711
In Kind
n/a
USAID*
$17,673
Total
$74,383
Leverage Ratio
3.21
Caritas Verapaz
CRS
$10,844
n/a
$2,658
$13,502
4.08
Quetzaltenango,
San Marcos, El
Quiché
Asociación COED
Private sector - Rotary
Club
$149,603
n/a
$72,628
$222,231
2.06
Quiché, San
Marcos,
Quetzaltenango,
Sololá y
Asociación COED
Private sector - Rotary
Club
$198,131
n/a
$39,760
$237,891
4.98
Geographic Area
Santa Rosa
Rabinal Baja
Verapaz
B-21
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
62
28
1
Camino Seguro
Scholarships
63
29
1
Instituto Privado de la
Asunción -Villa Nueva
Scholarships
64
29
2
II Scholarships
B-22
Beneficiaries
departments of San
Marcos, Quetzaltenango,
Quiché, Sololá and
Chimaltenango. The
students who received
15,421 textbooks. Also,
122 teachers received
trained in the use of
these textbooks.
The project provided pre
primary, primary and
secondary scholarships
to 238 girls living in
marginal areas of
Guatemala City. The
scholarship include
uniforms, shoes, school
supplies, after-school
mentoring and activities
to develop job related
skills including English,
carpentry and computer
courses. The project had
an approval rate of 92%.
The project provided pre
primary, primary and
to 325 students living in
the department of
Guatemala. The
computer and
accountability courses.
preprimary, primary and
the department of
Guatemala. The
Geographic Area
Chimaltenango
Dump area,
Guatemala City
Implementing
Partners
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Camino Seguro
Camino Seguro
$58,952
n/a
$25,201
$84,153
2.34
Villa Nueva
Asunción
Asunción
$145,330
n/a
$29,584
$174,914
4.91
Villa Nueva
Asunción
Asunción
$70,132
n/a
$20,126
$90,258
3.48
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
65
29
3
III Scholarships
66
31
1
Wireless Reach Enlace Inalámbrico
67
32
1
Vamos a la Escuela
Beneficiaries
computer and
preprimary, primary and
the department of
Guatemala. The
computer and
The project improves
educational quality
through the refurbished
and equipment of 18
computer labs in schools
of the departments of
Escuintla, Alta Verapaz,
San Marcos, Izabal and
Petén. This activity
benefited 2,991 primary
students and 30 teachers
who were trained in the
use of technology as a
tool for instruction.
The project refurbished
26 schools. In each
school was established a
Resource Center
(computer laboratory)
equipped with computers,
educational software,
school supplies,
educational games,
books, desks and chairs.
Besides, 258 teachers
were trained in
pedagogical model and
Geographic Area
Villa Nueva
Implementing
Partners
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Asunción
Asunción
$74,645
n/a
$10,298
$84,943
7.25
Alta Verapaz,
Escuintla, Petén,
San Marcos, Izabal
FUNSEPA/MOE
Qualcomm, FUNSEPA,
America Movil, Microsoft
$230,156
$100,000
$85,903
$416,059
3.84
San Marcos,
Zacapa,
Quetzalenango, Alta
Verapaz,
Chimaltenango,
Huehuetenango,
Guatemala, Jalapa
y Sololá
Fondo Unido de
Guatemala
Private sector funds for
reconstruction and
Fundraising event, AD
Company, Alimentos
Quaker Oats y Cia. Ltda.
Alux Nahual , Bticino,
Comegsa, Empacadora
Perry, Empacadora de
Alimentos y Conservas,
S.A., Fedex, Fundación
Paiz , Grupo Coban,
Icasa, Industrias
Alimenticias Kern's,
$216,299
$53,584
$146,391
$416,274
1.84
B-23
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
68
32
3
!Vamos a la Escuela II!
69
34
1
Escuelas
Demostrativas del
Futuro, Comitancillo
70
45
1
Grupo Ceiba
B-24
Beneficiaries
technology as a tool for
instructions. In total, the
students.
The project increased
access to educational
opportunities to students
living in vulnerable areas
through scholarships
given to 1,025 first grade
students in schools in the
departments of Alta
Verapaz, Chimaltenango,
Escuintla, El Quiché,
Izabal, Petén,
Sacatepéquez,
Suchitepéquez,
Totonicapán, Zacapa and
Guatemala.
The project supported the
MOE with the equipment
of 5 computer labs in
schools of the
department of San
Marcos. Each laboratory
was equipped with 15
chairs, 15 desks and 15
UPS. A total of 2,360
students were benefited
and 33 teachers who
were trained in the use of
technology for learning.
to students living in
vulnerable areas of the
city of Guatemala. The
received specialized
studies through a
distance educational
system provided by
Tecnológico de
Monterrey. Additionally,
the scholarships included
school supplies,
textbooks and teacher
Geographic Area
Guatemala, Petén,
Totonicapán, Alta
Verapaz, El Quiché,
Chimaltenango,
Suchitepéquez,
Izabal, Escuintla,
Sacatepéquez, El
Progroso
Implementing
Partners
Funding Partners
Mundo Económico,
Samsung, Western
Union, FUG, Wal-Mart
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Fondo Unido de
Guatemala - BK Becas
Private sector
$96,203
$0
$48,269
$144,473
1.99
San Marcos
Escuelas
Demostrativas del
Futuro/MINEDUC
Alcaldias municipales
locales
$10,000
$49,365
$7,731
$67,096
7.68
El Mezquital, Villa
Nueva
Asociación Grupo
Ceiba
Grupo Ceiba
$125,304
n/a
$29,602
$154,906
4.23
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
71
45
2
Grupo Ceiba
72
50
1
José
73
52
1
Fundación Raxche´
Beneficiaries
training.
The project awarded 350
scholarships for youth at
risk. The scholarships
included technical
training in basic and
intermediate computer
science, human
development and
personal growth based
on values as well as
instruction and support to
develop job related skills.
to 43 young students who
live in vulnerable
conditions. The
received job related skills
trainings such as
electronic and
mechanical courses,
carpentry, baking and
computer science. The
scholarship included the
tuition fees. With these
skills the students
increased their job
opportunities in the
future.
mentoring scholarships to
youth at risk living in the
department of Izabal. The
students received
technical training through
INTECAP in the areas of
bakery, electronic,
computer science and
handcrafts with coconut
and bamboo.
Additionally, young
people received
workshops about values
like leadership, ethics,
communication and
Geographic Area
El Limón, Lomas de
Santa Faz, zona 18
y Brisas de San
Pedro Ayampuc
Guatemala
Izabal
Implementing
Partners
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Asociación Grupo
Ceiba
$96,501
$5,135
$45,827
$147,463
2.22
José
Asociación Solidaridad
por Guatemala, Betty
Whitbeck
$9,612
n/a
$4,968
$14,580
1.93
Fundación Raxche´
Private Citizen
Funds/Fundación
Raxche´
$1,449
$1,288
$1,381
$4,117
1.98
B-25
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
74
53
1
CIAV
75
54
1
Vital Voices
76
B-26
17
1
Higher Education
UVG University
Scholarships
Beneficiaries
conflict resolution. The
implementing partner for
this project supported the
bakery best students to
obtain employment in
local bakeries.
The project awarded 50
English scholarships to
youth at risk living in
vulnerable areas of
Guatemala City in order
to allow the students
work as bilingual
customers service
operators in the call
center Transactel.
According to the
guidelines established by
this corporate, the
scholarships recipients
were approved by the
corporate and at the end
of the project 23 of these
students were hired.
The project institutionally
strengthened Vital Voices
program through the
design and
implementation of
manuals, policies and
administrative
procedures. It also
formulated and
developed mentoring
methodologies in three
areas: political
participation, economic
development and human
rights.
Geographic Area
The project offered
university scholarships to
479 students from the
rural area of the
departments of Escuintla
and Sololá. The
scholarship included
Sololá
Implementing
Partners
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Guatemala
CIAV
CIAV, Transactel
$5,469
$15,311
$4,730
$25,510
4.39
Guatemala
Fundación Proyecto
Vida-Vital Voices
KPMG
$9,997
n/a
$22,886
$32,882
0.44
de Guatemala
Private Citizen Funds UVG
$1,612,590
$482,994
$42,706
n/a
$415,652
$77,011
$2,070,947
$560,004
3.98
6.27
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
77
17
2
UVG Liderazgo
Comunitario University
Scholarships
78
17
3
UVG Scholarships
79
17
4
UVG University
Scholarships
80
19
1
FJBG University
Scholarships
Beneficiaries
tuition, room and tuition
fees.
The project offered
higher education
scholarships to 66
students from rural areas
of the country. The
project designed and
prepared indigenous
young leaders on
thematic such as local
and community
development. With these
trainings the students
had the opportunity to
develop and learn about
theories about
Community Leadership
and Social and Economic
Sciences.
students of rural
communities with higher
education scholarships.
The majority of the
were indigenous women.
teachers with higher
the national education
system providing higher
education training to rural
school teachers on topics
such as primary basic
education and
intercultural bilingual
education.
rural students with higher
The student selection
process prioritized youth
leaders of rural
communities.
USAID/Alianzas covered
Geographic Area
Implementing
Partners
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Sololá
de Guatemala
$46,283
n/a
$19,146
$65,429
2.42
Sololá, Escuintla
de Guatemala
$121,206
n/a
$49,209
$170,415
2.46
Sololá
de Guatemala
$59,406
n/a
$26,667
$86,074
2.23
Fundación Juan
Bautista Gutiérrez
Private Citizen Funds FJBG
$152,611
n/a
$38,106
$190,717
4.00
Countrywide
B-27
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
81
20
1
URL University
Scholarships
82
35
1
Universidad San
Carlos de Guatemala
University Scholarships
83
38
1
UNIS Scholarships
B-28
Beneficiaries
the cost and tuition of the
first year of their studies,
while FJBG cover the
subsequent years until
2010, when they
complete their studies.
The higher education
scholarship project
EDUMAYA benefited 233
indigenous students from
different rural
communities of
Guatemala. The project
reported a desertion of
3% during the period of
implementation.
students with higher
The scholarship included
tuition fees,
transportation and per
diem for lodging and
meals. USAID/Alianzas
funded the first year of
studies while the partner
funded the subsequent
years until 2010, when
the students complete
their studies.
The project awarded
scholarships for higher
education to 15 women
and youth leaders who
work in rural schools in
the department of
Chimaltenango. The
scholarship included
tuition fees,
transportation and school
supplies. As part of their
studies, two students
developed and
implemented a parent’s
school in order to share
with the communities
their knowledge.
Implementing
Partners
Funding Partners
Universidad Rafael
Landívar
Guatemala, Petén,
Escuintla,
Huehuetenango,
Suchitepequez,
Chiquimula,
Quetzaltenango,
Alta verapaz, San
Marcos, Santa
Rosa, Jalapa y
Puerto Barrios
Chimaltenango
Geographic Area
Several areas
countrywide
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
Private Citizen Funds URL
$272,751
$25,066
$75,578
$373,395
3.94
Universidad de San
Carlos de Guatemala
Private Citizen Funds USAC
$110,526
$16,764
$54,824
$182,115
2.32
Universidad del Itsmo
Private Citizen Funds UNIS
$116,007
n/a
$31,612
$147,619
3.67
Project
Nr.
Partner
Nr.
No.
Leverage
84
38
2
85
39
1
Project Name
UNIS Scholarships
Zamorano
Scholarships
Beneficiaries
The values project
NQATOQUI’ give 40
scholarships to principals
and teachers of the
department of
Chiquimula for training in
knowledge and practice
of civic values. The
scholarship consisted on
trainings, supplies and
meals for the scholarship
recipients. The modules
that were developed
were: the human person,
education and values,
ethics, family values and
virtues, methodologies at
the values education and
citizenship education.
Due job related activities,
6 teachers and 2
principals withdraw the
program. The 32
teachers that approved
the program replied the
learned topics in their
schools, benefiting 4,684
students.
The scholarship program
Zamorano benefited with
higher education
scholarships to two
young women from rural
areas of the country
whose academic
performance and limited
financial resources were
the elements considered
for their selection. The
funds from
USAID/Alianzas paid the
costs of the first year of
studies, while the
leverage funds paid the
costs of the scholarship
in the years 2009, 2010
and 2011.
Geographic Area
Chiquimula
Implementing
Partners
Universidad del Itsmo
Countrywide
Universidad Zamorano
Funding Partners
Universidad Zamorano,
Fernando Paiz Andrade
USAID
Leverage Ratio
Cash
$3,313
In Kind
$875
USAID*
$1,888
Total
$6,075
Leverage Ratio
2.22
$163,836
n/a
$27,798
$191,634
5.89
B-29
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
Zamorano
Scholarships
86
39
2
87
5
2
Disaster Relief
Creciendo Bien II
88
5
3
Creciendo Bien III
89
7
2
Opera Aida - PEBI I
B-30
Implementing
Partners
Beneficiaries
The scholarship program
Zamorano benefited with
a higher education
scholarship to a young
woman from rural area of
Guatemala whose
academic performance
and limited financial
resources were the
elements considered for
its selection. The funds
from USAID/Alianzas
paid the costs of the first
year of studies, while the
leverage funds paid the
costs of the scholarship
in the years 2010, 2011
and 2012.
Geographic Area
Countrywide
Funding Partners
This project was
implemented in response
of the disaster caused by
Hurricane Stan, providing
6,605 mothers with
stoves and training in the
use of these.
This project was
implemented in response
of the disaster caused by
Hurricane Stan, providing
5,000 purifying filters to
the communities affected.
PEBI II was implemented
with the objective of
providing basic education
scholarships to students
living in the departments
affected by Hurricane
Stan. A total of 19,618
scholarships were given
to children in first through
sixth grades. The
school supplies,
513 teachers.
Disaster Areas
SOSEP and NGOs
Helps
Disaster Areas
SOSEP and NGOs
Quetzaltengo,
Suchitepéquez and
San Marcos
Fundación Ramiro
Castillo Love
USAID
Leverage Ratio
Cash
$83,657
In Kind
n/a
USAID*
$13,813
Total
$97,470
Leverage Ratio
6.06
$1,689,267
$413,435
$1,793,394
$495,607
$1,403,571
$404,158
$4,886,232
$1,313,201
2.48
2.25
$59,361
$391,987
$28,155
$479,503
16.03
Fundraising event Private
Citizen Funds
$143,896
$200,000
$145,787
$489,682
2.36
90
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
Becatón - ASIES
Scholarships
Beneficiaries
Becatón benefited a total
of 8,550 basic education
students with
scholarships offered to
children affected by
rural areas of the
Retalhuleu,
Quetzaltenango,
Suchitepéquez, San
Marcos and Sololá.
Geographic Area
Disaster Areas
The project was
implemented with the
objective of provided
disaster relief to
communities attended by
the program Mejores
Familias and affected by
Hurricane Stan. A total of
4,062 purified filters and
834 ONIL stoves were
delivered.
The project was
implemented as a
response to the
emergency occurred after
Hurricane Stan. The
project built 306 latrines
benefiting a total of 329
families; the beneficiaries
practices and nutrition.
This Project was
implemented as a
response to the
emergency occurred by
Hurricane Stan. The
project provided
environmental sanitation
in 31 communities
through the delivery of
746 ONIL stoves and
1,022 filters purifying of
water benefiting a total of
900 families. The families
Escuintla and
Retalhuleu
8
1
11
1
Mejores FamiliasEmergency
91
11
2
Latrine Rehabilitation &
Water Sanitation-I
92
11
3
90 Day Emergency
Plan
Implementing
Partners
ASIES
USAID
Leverage Ratio
Cash
$411,001
In Kind
n/a
USAID*
$150,484
Total
$561,485
Leverage Ratio
2.73
FUNDAZUCAR
Funding Partners
Distelsa, Fundraising
event Private Citizen
Funds, Agencias Way,
Asazgua, Banco Uno,
Cemaco, Corona Paint
Center, CPS Logistics,
Hotel Casa Santo
Domingo, Hotel Princess
Reforma, Magno,
Dominos Pizza, Helados
Sarita, Mcdonald's,
Unicef, Unesco, Trefrattelli, Telefónica
FUNDAZUCAR
$179,617
$281,811
$258,202
$719,630
1.79
Escuintla
FUNDAZUCAR
Rotary Club and BANEX
$77,996
$10,526
$77,851
$166,373
1.14
Retalhuleu,
Escuintla and Santa
Rosa
FUNDAZUCAR
Banco de Occidente and
FUNDAZUCAR
$83,289
$92,526
$48,807
$224,622
3.60
B-31
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
93
11
4
Water Sanitation-II
94
13
1
Water Sanitation-CRS
95
14
1
Well Cleaning post
Stan-Pantaleón
96
16
1
Water System
Rehabilitation-Mercy
Corps
B-32
Beneficiaries
were also trained in
hygiene practices and
nutrition.
The project was
implemented as a
response to the
Hurricane Stan. The
project built 204 latrines
benefiting a total of 236
families; the beneficiaries
practices and nutrition.
The project was
implemented as a
response to the
Hurricane Stan. For this,
the project constructed
and rehabilitated dry
latrines, besides the
cleaning of wells. With
these activities the
project provided
sanitation in the
departments of Santa
Rosa and Retalhuleu.
The project cleaned a
total of 424 wells, which
benefited over 3,200
persons affected by
South Coast of
Guatemala. Through this
project, Fundación
Pantaleón used the
equipment and personnel
of the mill in order to
execute these activities.
The project was
implemented as a
response of the
Hurricane Stan. The
project constructed and
rehabilitated dry latrines
and cleaned wells
Geographic Area
Escuintla
Retalhuleu,
Suchitepéquez,
Escuintla, Santa
Rosa and San
Marcos
Escuintla
Sololá
Implementing
Partners
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
FUNDAZUCAR
Industrias Licoreras and
Centro Medico
$54,395
$10,526
$54,738
$119,659
1.19
Catholic Relief Services
(CRS)
Fundacion Novella and
Cementos Progreso
$46,132
$78,242
$46,083
$170,457
2.70
Ingenio Pantaleón
Fundacion Pantaleon
$13,214
$0
$13,214
$26,428
1.00
Mercy Corps
Mercy Corps, Starbucks
$204,834
$231,194
$174,672
$610,700
2.50
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
97
21
1
Water Purification
system-Rotary
98
6
1
Private Sector
Strengthening
CentraRSE
99
6
2
CentraRSE
100
6
3
CentraRSE
101
6
4
CentraRSE/Foro
Beneficiaries
benefited families
affected by Hurricane
Stan in the South Coast
of Guatemala.
The project was
implemented as a
response of the
Hurricane Stan. For this,
the project constructed
and rehabilitated dry
latrines, besides the
cleaning of wells. These
activities benefited
families affected by
South Coast of
Guatemala.
the private sector through
the awards to six private
corporate in recognition
for their best practices in
corporate social
responsibility.
corporate social
responsibility.
corporate social
responsibility.
corporate in the private
sector in recognition for
Geographic Area
Implementing
Partners
Sololá
Community Committee
Funding Partners
Rotary Club
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
$2,097
$974
$1,420
$4,490
2.16
$11,700,483
$114,812
$6,275,464
$109,213
$6,093,701
$25,692
$24,069,648
$249,717
2.95
8.72
CentraRSE
CentraRSE
$16,602
$0
$7,504
$24,106
2.21
CentraRSE
CentraRSE
$0
$20,013
$7,000
$27,013
2.86
CentraRSE
Grupo Editorial
Estrategia y Negocios,
ANACAFE, BCIE
$10,177
$25,868
$7,188
$43,233
5.01
CentraRSE
CentraRSE
$88,033
$63,333
$4,000
$155,365
37.84
B-33
Project
Nr.
Partner
Nr.
No.
Leverage
Project Name
102
103
A
B
Beneficiaries
their best practices in
corporate social
responsibility. Also, the
project developed a
national forum where
national and international
corporate address the
importance of be socially
responsible, even in
times where corporate
face changes and
assume the challenge of
investing in the country’
sustainable development.
Geographic Area
Implementing
Partners
PrensaLibre
Empresarios por la
Educación
TOTALS
Funding Partners
USAID
Leverage Ratio
Cash
In Kind
USAID*
Total
Leverage Ratio
$11,815,294
$6,384,678
$6,119,393
$24,319,365
2.97
Note: The Mejores Familias grant is represented in two portions on this table.
Summary
Health & Nutrition
Basic Education
Higher Education
Disaster Relief
Private Sector Strengthening
Total
B-34
Leverage
$6,948,303
$5,889,688
$1,655,295
$3,482,661
$224,025
$18,199,972
Alianzas
$2,452,059
$1,822,419
$415,652
$1,403,571
$25,692
$6,119,393
Total
$9,400,362
$7,712,107
$2,070,947
$4,886,232
$249,717
$24,319,365
Ratio
2.83
3.23
3.98
2.48
8.72
2.99
Annex C:
Alianzas/Guatemala Performance
Monitoring Plan
Annex C: Alianzas/Guatemala Performance Monitoring Plan
Indicator
LOP
Target
FY05
FY06
FY07
FY08
FY09
Final
Cumulative
Result
FY10
Percentage of
Achievement
3.1.3. A: Number of private
sector alliances established.
55
14
26
27
18
18
0
103
187.27%
3.1.3. B: Number of
nongovernmental organizations
(NGOs) partnered with the
private sector.
50
7
6
16
12
21
0
62
124.00%
3.1.4. A: Number of NGOs
participating in alliances that
have received training in alliance
development and alliance
building.
65
0
0
29
19
4
0
52
80.00%
3.1.4. B: Number of organized
community groups that are part
of an alliance partnership.
400
0
499
65
157
0
0
721
180.25%
3.1.4. C: Number of
implementing partners and
community group workshops on
community participation and
alliance building skills.
100
0
35
16
110
106
51
0
208
208.00%
3.1.5. A: Amount of nonfederal
U.S. funds leveraged from the
private sector (in USD millions).
$6.6
$1.9
$2.9
$2.8
$2.8
$1.4
0
$11.8
178.79%
3.1.5. B: Amount of in-kind
contributions leveraged from the
private sector (in USD millions).
$6.7
$0.4
$1.7
$2.3
$1.0
$1.0
0
$6.4
95.52%
3.2.1. A: Enrollment for preprimary education.
138
118
1,971
1,336
1,340
1,781
193
6,739
4, 833.33%
2,021
6,094
19,747
33,519
26,456
43,615
15,067
144,498
7,149.83%
3.2.1. C: Enrollment for
secondary education.
370
1,480
1,697
2,376
3,037
1,098
112
9,824
2,655.14%
3.2.1. D: Percentage/number of
sixth grade students benefiting
from an Alianzas/Guatemalafunded intervention, who
graduated.
604
7,423
1,228.97%
3.2.1. B: Enrollment for primary
education.
0.00
0
94.44
1,698
95.13
1,992
94.12
2,431
93.93
1,302
0.00
0
94.41
C-1
Indicator
LOP
Target
FY05
FY06
FY07
FY08
FY09
Final
Cumulative
Result
FY10
Percentage of
Achievement
3.2.1. E: Number of
Alianzas/Guatemala -funded
scholarships for elementary
students.
213
0
8,584
9,049
6,891
1,759
0
26,283
12,339.44%
3.2.1. F: Number of students
successfully passing the school
year under Alianzas/Guatemalafunded scholarships.
213
0
6,384
6,528
5,239
1,538
0
19,689
9,243.66%
3.2.1. G: Number of teachers
trained by level.
375
404
1,619
1,438
542
1,977
924
6,904
1,841.07%
3.2.1. H: Number of principals
trained by level.
200
49
157
70
96
10
0
382
191.00%
3.2.1. L: Number of school
committees and/or juntas
escolares trained.
150
0
48
64
28
20
0
160
106.67%
3.2.1. M: Number of schools
strengthened.
250
79
330
174
116
111
16
826
330.40%
3.2.1. N: Number of classrooms,
bathrooms, or school kitchens
assisted under
Alianzas/Guatemala support.
25
0
0
0
0
40
16
56
224.00%
3.2.1. O: Number of classrooms
and/or technology rooms
equipped with computers and
media equipment.
10
0
0
0
0
15
11
26
260.00%
3.2.1. P: Number of books and
reading materials delivered to
schools and community spaces
through Alianzas/Guatemala
support.
5,000
0
0
0
0
2,258
3,386
5,644
112.88%
3.2.1. Q: Number of learners
enrolled annually in pre-primary,
primary, and secondary under
Alianzas/Guatemala-supported
projects 2.
3,300
0
0
0
0
4,666
10,706
15,372
465.82%
2
Indicators 3.2.1.N; 3.2.1.O; 3.2.1.P; 3.2.1.Q were incorporated to the Performance Monitoring Plan (PMP) with the objective of measuring Alianzas/Guatemala’s cost extension.
The figures reflected only the results of this extension and not the life of program (LOP) activities.
C-2
Indicator
LOP
Target
FY05
FY06
FY07
FY08
FY09
Final
Cumulative
Result
FY10
Percentage of
Achievement
3.2.2. A: Number of students
using information technology as
a tool for learning.
1,850
1,253
2,041
9,019
6,413
1,919
7,120
27,765
1,500.81%
3.2.2. B: Number of teachers
and principals trained in
information technology as a tool
for instruction.
40
18
36
141
128
84
0
407
1,017.50%
3.2.2. C: Number of secondary
students under
Alianzas/Guatemala-funded
scholarships.
441
0
119
177
165
119
0
580
131.52%
scholarships awarded to girls in
elementary and secondary
(básicos y diversificado)
schools.
50% of
total
awarded
0.00
0
47.34
4,159
47.09
4,438
51.97
4,550
52.18
981
0.00
0
52.18
14,128
104.36%
3.2.2. E: Percentage of
scholarships awarded to
indigenous youth in elementary
and secondary schools.
75% of
total
awarded
0.00
0
99.37
8,730
98.95
9,334
97.70
6,649
93.23
528
0.00
0
93.23
25,241
124.31%
3.2.2. F: Number of youth under
scholarships enrolled in
accelerated/alternative/distance
secondary programs.
108
0
0
0
100
96
16
212
196.30%
3.2.2. G: Number of illiterate
out-of-school youth receiving
scholarships enrolled in
adult/accelerated programs.
108
0
885
1,379
849
1,705
0
4,818
4, 461.11%
1,000
0
0
0
0
1,273
60
1,333
133.30%
15,822
100.00%
3.2.2. H: Number of at-risk boys
and girls receiving educational
opportunities through short-term
training and mentoring programs
under Alianzas/Guatemala
support.
3.2.3. A: Percentage/number of
all scholarship recipients
enrolled in leadership and jobrelated skills programs.
100% of
total
awarded
100.0
71
77.75
5,058
95.09
5,814
96.57
3,894
100.0
985
0.00
0
100.0
C-3
Indicator
LOP
Target
FY05
FY06
FY07
FY08
FY09
Final
Cumulative
Result
FY10
Percentage of
Achievement
3.2.3. B: Number of persons
receiving Alianzas/Guatemalafunded scholarships in a higher
education institution (not
including universities).
50
0
125
130
195
558
0
1,008
2,016%
3.2.3. C: Number of persons
receiving Alianzas/Guatemala funded scholarships in a
university.
84
0
94
107
53
14
0
268
319.05%
persons receiving
Alianzas/Guatemala -funded
higher education scholarships
who graduate.
90% of all
students
enrolled
in senior
year
0.00
0
0.00
0
97.98
17
98.01
63
100.0
25
95.69
6
97.92
111
108.80%
3.2.3. E: Percentage/number of
scholarships awarded to
indigenous youth in higher
education programs.
75% of
total
awarded
0.00
0
89.01
83
88.55
55
85.43
70
81.34
10
0.00
0
81.34
218
108.45%
3.2.3. F: Percentage/number of
scholarships awarded to girls in
elementary, básicos,
diversificado, higher education,
non-university and university
programs.
50% of
total
awarded
0.00
0
47.55
4,222
47.21
4,476
52.08
4,608
52.42
1,435
0.00
0
52.42
14,741
104.84%
3.2.3. G: Percentage/number of
all Alianzas/Guatemala
scholarship recipients who
received training in leadership
skills.
50% of
total
awarded
0.00
0
100.0
1,564
93.05
1,371
100.0
492
100.0
1,417
0.00
0
100.0
4,844
200.00%
3.3.1. A: Number of counseling
visits for family planning
(FP)/reproductive health (RH) as
a result of U.S. Government
(USG) assistance.
7,327
0
0
0
5,586
4,189
3,421
13,196
180.10%
3.3.1. B: Number of referrals to
FP/RH services.
2,807
0
0
0
595
2,530
1,126
4,251
151.44%
C-4
Indicator
3.3.1. C: Percentage/number of
couples that receive information
relative to FP services as a
means of achieving optimal
pregnancy spacing 3–5 years.
LOP
Target
3.3.1. F: Number of people
trained in FP/RH.
3.3.1. G: Number of people that
have seen or heard an
Alianzas/Guatemala -supported
FP/RH message.
3.3.1. H: Number of assisted
delivery points providing FP
counseling or services. 4
FY06
6, 347
FY07
0
Dropped/
Substituted
3.3.1. D: Percentage of new FP
users. 3
3.3.1. E: Number of health
providers for specific projects
trained in standard provisions
related to the FP amendments.
FY05
0
Dropped/
Substituted
34.81
FY08
958
Dropped/
Substituted
64.59
FY09
16,854
Dropped/
Substituted
56.05
Final
Cumulative
Result
FY10
22,260
Dropped/
Substituted
36.12
11,443
Dropped/
Substituted
47.89
51,515
Dropped/
Substituted
Percentage of
Achievement
811.64%
Dropped/
Substituted
31
0
0
16
257
62
0
335
1,080.65%
4,000
0
0
0
0
10,419
2,592
13,011
325.27%
1,000,000
0
0
0
0
518,068
587,611
1,105,679
110.57%
125
0
0
0
0
166
0
166
132.80%
new deliveries with skilled
attendant present at birth.
33
0.00
0
0.00
0
45.28
596
90.16
920
80.43
1,379
0.00
0
83.33
2,895
8,772.72%
3.3.2. B: Percentage/number of
new health providers trained in
integrated maternal/child health
approach (AIEPI AINM-C).
147
0.00
0
100.0
216
83.33
813
100.0
1,850
71.59
2,707
0.00
0
100.0
5,586
3,800.00%
Dropped/
Substituted
3.3.2. C: Percentage of children
ages 0–12 months who received
DPT3vaccine. 5
3.3.2. D: Number of new
communities covered by AIEPI
AINM-C.
41
Dropped/
Substituted
34
Dropped/
Substituted
32
296
Dropped/
Substituted
165
Dropped/
Substituted
232
Dropped/
Substituted
152
Dropped/
Substituted
911
Dropped/
Substituted
2,221.95%
3
This indicator was dropped in FY07 and substituted with Indicator 3.3.1. B: Number of referrals to FP/RH services.
Indicator 3.3.1.F; 3.3.1.G and 3.3.1.H, were incorporated to the PMP with the objective of measuring Alianzas/Guatemala’s cost extension. The figures reflected only the results
of this extension and not the LOP activities.
5
This indicator was dropped in FY07 because Alianzas/Guatemala’s partners do not provide this service.
4
C-5
Indicator
LOP
Target
FY05
FY06
FY07
FY08
FY09
Final
Cumulative
Result
FY10
Percentage of
Achievement
5
0
41
39
104
153
0
337
6,740.00%
3.3.2 F: Number of women that
receive medical treatment for
breast cancer (e.g.,
radiotherapy, chemotherapy,
surgery).
35
0
17
53
35
41
0
146
417.14%
3.3.2. G: Number of women that
have access to early diagnosis
methods of breast cancer (e.g.,
mammography).
135
0
4
43
292
242
0
581
430.37%
3.3.2. H: Number of women that
have access to information and
early diagnosis methods of
cervical cancer (VIAA).
672
0
0
8,256
12,271
10,056
1,946
32,530
4,840.77%
3.3.2. I: Liters of drinking water
disinfected with USG support (in
millions).
4.5
0
0
0
19.8
16.0
3.1
38.9
864.44%
children 0–23 months enrolled in
monthly growth monitoring.
2,754
85.55
1,334
87.24
2,783
82.06
4,558
96.06
10,297
83.45
15,569
0.00
0
86.87
34,541
1,254.21%
3.3.3. B: Percentage/number of
children 0–23 months with
adequate weight gain.
193
77.96
1,040
75.63
2,105
81.04
3,694
80.79
14,635
69.14
22,295
0.00
0
76.91
43,769
22,678.24%
3.3.3. C: Percentage/number of
children 0–23 months with
inadequate weight gain.
25
20.38
272
14.41
401
9.13
416
9.21
5,160
27.42
6,107
0.00
0
17.70
12,356
49,424%
children ages 6–59 months who
receive weekly vitamin A
supplementation.
396
40.92
546
40.78
1,135
55.01
2,163
69.44
25,813
75.44
28,973
0.00
0
56.32
58,630
14,805.56%
3.3.3. E: Percentage/number of
children ages 6–59 months who
receive weekly supplementation
of iron and folic acid.
420
41.23
550
40.78
1,135
58.90
2,226
70.35
25,876
84.37
34,850
0.00
0
59.13
64,637
15,389.76%
3.3.3. F: Percentage/number of
infants ages 0–5 months (less
than 180 days) who are
exclusively breastfed in the last
36
63.56
302
67.76
111
71.37
703
83.51
3,660
62.31
4,514
0.00
0
79.56
9,289
25,802.78%
3.3.2. E: Number of new
communities with active
emergency plans to save
mother's and children's lives.
C-6
Indicator
LOP
Target
FY05
FY06
FY07
FY08
FY09
Final
Cumulative
Result
FY10
Percentage of
Achievement
24 hours.
3.3.3. G: Percentage/number of
households with children under
five where mothers reported
washing their hands after using
the latrines, changing the baby
dippers and before manipulating
or preparing foods.
3.3.3. O: Number of people
trained in better nutrition,
dietary, and hygiene practices.
3.3.3 P: Number of information
gathering or research activities.
174
62.79
1,075
55.70
1,794
61.37
2,140
72.68
16,017
65.76
18,200
71.24
5,460
75.11
44,686
25,681.61%
25,060
1,712
3,221
5,946
15,269
15,560
3,890
45,598
181.96%
1
0
0
0
0
1
0
1
100.00%
C-7
Stan disaster-relief indicators table 6
0
698
1,112
0
0
0
Final
Cumulative
Result
1,810
2,224
0
1,444
180
0
0
0
1,624
73.02%
6,599
0
3,807
2,538
0
0
0
6,345
96.15%
3.3.3. K: Number of
temporary shelters provided
with filters to provide save
water for human
consumption.
5,900
0
3,980
0
0
0
0
3,980
67.46%
3.3.3. L: Number of
households/temporary
shelters trained in adequate
use of filters.
5,900
0
4,358
0
0
0
0
4,358
73.86%
3.3.3. M: Number of
households/ temporary
shelters provided with ONIL
stoves for better nutrition and
dietary practices.
5,746
0
3,778
0
0
0
0
3,778
65.75%
3.3.3. N: Number of
households/temporary
shelters trained in better
nutrition and dietary practices
related to the use of the
stove.
5,746
0
6,628
0
0
0
0
6,628
115.35%
Indicator
3.3.3. H: Number of compost
latrines built and installed.
3.3.3. I: Number of wells
rehabilitated.
3.3.3. J: Number of
households provided with
adequate water provision
systems.
LOP Target
821
FY05
FY06
FY07
FY08
FY09
FY10
Percentage
Achievement
220.46%
6
These indicators were used to measure Alianzas/Guatemala’s emergency response activities during Hurricane Stan; they are not part of the original M&E plan.
The targets for these indicators were obtained from CONRED’s projections based on the number of people affected and shelters needed for this population.
Alianzas/Guatemala used as milestones the official numbers intending to provide support to as many shelters as possible through alliances with the private sector.
As the table shows, Alianzas/Guatemala benefited more than 65% of these shelters through the private sector contributions.
C-8
Annex D:
Technical Areas Supported by
Alianzas Project Grants (by LLR)
Annex D: Technical Areas Supported by Alianzas Project Grants (by LLR)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Gra n t Na m e
Celebremos la Raíz
de la Vida I
Celebremos la Raíz
de la Vida II
Celebremos la Raíz
de la Vida III
Celebremos la Raíz
de la Vida IV
Welcome to School
Save the Children Save newborn lives
Save the Children A'KTICHIL
Creciendo Bien I
Creciendo Bien IV
Creciendo Bien V
Creciendo Bien VI
Creciendo Bien VII
Creciendo Bien VIII
Mejores Familias
Saint Peter's
University Hospital
WINGS for Teens &
Young Adults
National Rubella
and Measles
Vaccination
Campaign
Vivamos Mejor Sexual and
reproductive health
IMSALUD - Early
cervical cancer
detection
IGER-SEGEPLAN
– Radionovela
“Entre dos
caminos”
Day-care center
“Los Conejitos” and
LLR 3.1.3
P riva te S e c to r
Allia n c e s
Es ta b lis h e d
x
LLR 3.1.4
Gre a te r
Co m m u nity
In vo lvem e n t in
He a lth a n d
Ed u c a tion
LLR 3.1.5 Am o u n t
o f No n -Fe d e ral
Fu n d s Le ve ra g e d
Fro m th e P riva te
S e c to r
x
LLR 3.2.1
Im pro ve d
Ac c e s s ,
Qu a lity, a n d
Effic ie n c y o f
Ba s ic
Ed u c a tion
LLR 3.2.2
In n o va tive
Ap p ro a c h e s
Ap p lie d to
In c re a s e a n d
Im pro ve
Ed u c a tion a l
Op p o rtu nitie s
LLR 3.2.3
Im pro ve d
Ac c e s s , Qu a lity
a n d Effic ie n c y o f
Hig h e r
Ed u c a tion fo r
Yo u th a n d
In d ig e n o u s
Le a d e rs
LLR 3.3.1
Im pro ve d an d
Exp a n d e d
Fa m ily
P la n nin g
S e rvic e s a nd
In fo rm a tio n/
Ed u c a tion
LLR 3.3.2
Im pro ve d an d
Exp a n d e d
Ma te rn al Child
He a lth Ca re a n d
In fo rm a tio n/
Ed u c a tion
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
LLR 3.3.3
Be tte r Nu tritio n
a n d Die ta ry
a n d Hyg ie n e
P ra c tic e s
x
x
D-1
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Gra n t Na m e
"Winnie the Pooh"
WINGS for Men
Tan Uxíl – Sexual
and reproductive
health
FUNCAFE –
Sexual and
reproductive health
Campaña Nacional
de Salud
Reproductiva
Campaña Nacional
de Salud
Reproductiva II
POPULATION
COUNCIL "Abriendo
oportunidades "
Mejores Familias CEFI
Health Centers in
prioritized
municipalities
FANCAP
Kinal Scholarships
COED Computer
Lab
Amigos de la
Escuela - Los
Robles
Amigos de la
Escuela - Las
Golondrinas
Amigos de la
Escuela - La
Cascada
Amigos de la
Escuela - Tzununá
Escuelas
Demostrativas del
Futuro - El Hato
Camino Seguro
Computer Lab
Escuelas
D-2
LLR 3.1.3
Allia n c e s
Es ta b lis h e d
LLR 3.1.4
Gre a te r
Co m m u nity
In vo lvem e n t in
He a lth a n d
Ed u c a tion
x
x
S e c to r
LLR 3.2.1
Im pro ve d
Ac c e s s ,
Qu a lity, a n d
Effic ie n c y o f
Ba s ic
Ed u c a tion
LLR 3.2.2
In n o va tive
Ap p ro a c h e s
Ap p lie d to
In c re a s e a n d
Im pro ve
Ed u c a tion a l
Op p o rtu nitie s
LLR 3.2.3
Im pro ve d
Hig h e r
Ed u c a tion fo r
Yo u th a n d
In d ig e n o u s
Le a d e rs
LLR 3.3.1
Im pro ve d an d
Exp a n d e d
Fa m ily
P la n nin g
S e rvic e s a nd
In fo rm a tio n/
Ed u c a tion
LLR 3.3.2
Im pro ve d an d
Exp a n d e d
Ma te rn al Child
In fo rm a tio n/
Ed u c a tion
LLR 3.3.3
a n d Die ta ry
a n d Hyg ie n e
P ra c tic e s
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
Gra n t Na m e
Demostrativas del
Futuro - Tzununil
Quiché
Welcome to School
Amigos de la
Escuela (Includes 9
schools)
Educación Integral
Nuevo Milenio
(EDINUMI)
Educación Integral
Nuevo Milenio
(EDINUMI II)
Opera Don
Giovanni - PEBI II
Opera Falstaff PEBI III
Opera CarmenPEBI IV
Educación Integral
Nuevo Milenio
(EDINUMI III)
Strengthening the
Foundation of
Education/Teacher
Training for 1st and
2nd Grades.
!Vamos a la
Escuela III!
Fotokids
UVG Scholarships
Scholarships
Scholarships II
Scholarships
CRS San Marcos
Scholarships
Proyecto de
Desarrollo Santiago
Scholarships
Fundacion Agros
LLR 3.2.2
In n o va tive
Ap p ro a c h e s
Ap p lie d to
In c re a s e a n d
Im pro ve
Ed u c a tion a l
Op p o rtu nitie s
LLR 3.2.3
Im pro ve d
Hig h e r
Ed u c a tion fo r
Yo u th a n d
In d ig e n o u s
Le a d e rs
LLR 3.1.3
Allia n c e s
Es ta b lis h e d
LLR 3.1.4
Gre a te r
Co m m u nity
In vo lvem e n t in
He a lth a n d
Ed u c a tion
S e c to r
LLR 3.2.1
Im pro ve d
Ac c e s s ,
Qu a lity, a n d
Effic ie n c y o f
Ba s ic
Ed u c a tion
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
LLR 3.3.2
Im pro ve d an d
Exp a n d e d
Ma te rn al Child
In fo rm a tio n/
Ed u c a tion
LLR 3.3.3
a n d Die ta ry
a n d Hyg ie n e
P ra c tic e s
x
x
x
LLR 3.3.1
Im pro ve d an d
Exp a n d e d
Fa m ily
P la n nin g
S e rvic e s a nd
In fo rm a tio n/
Ed u c a tion
x
x
x
D-3
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
Gra n t Na m e
Guatemala
Scholarships
Fundacion Agros
Guatemala
Scholarships II
CRS Santa Rosa
Scholarships
CR Verapaz
Scholarships
COED Textbooks
for secondary
COED II Textbooks
for Secondary
School
Camino Seguro
Scholarships
Instituto Privado de
la Asunción -Villa
Nueva
Scholarships
la Asunción -Villa
Nueva II
Scholarships
la Asunción -Villa
Nueva III
Scholarships
Wireless Reach Enlace Inalámbrico
Vamos a la
Escuela
!Vamos a la
Escuela II!
Escuelas
Demostrativas del
Futuro,
Comitancillo
Grupo Ceiba
Grupo Ceiba
Centro Vocacional
San José
Fundación Raxche´
CIAV
D-4
S e c to r
LLR 3.2.1
Im pro ve d
Ac c e s s ,
Qu a lity, a n d
Effic ie n c y o f
Ba s ic
Ed u c a tion
LLR 3.2.2
In n o va tive
Ap p ro a c h e s
Ap p lie d to
In c re a s e a n d
Im pro ve
Ed u c a tion a l
Op p o rtu nitie s
LLR 3.2.3
Im pro ve d
Hig h e r
Ed u c a tion fo r
Yo u th a n d
In d ig e n o u s
Le a d e rs
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
LLR 3.1.3
Allia n c e s
Es ta b lis h e d
LLR 3.1.4
Gre a te r
Co m m u nity
In vo lvem e n t in
He a lth a n d
Ed u c a tion
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
LLR 3.3.1
Im pro ve d an d
Exp a n d e d
Fa m ily
P la n nin g
S e rvic e s a nd
In fo rm a tio n/
Ed u c a tion
LLR 3.3.2
Im pro ve d an d
Exp a n d e d
Ma te rn al Child
In fo rm a tio n/
Ed u c a tion
LLR 3.3.3
a n d Die ta ry
a n d Hyg ie n e
P ra c tic e s
x
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
Gra n t Na m e
Vital Voices
UVG University
Scholarships
UVG Liderazgo
Comunitario
University
Scholarships
UVG Scholarships
UVG University
Scholarships
FJBG University
Scholarships
URL University
Scholarships
Universidad San
Carlos de
Guatemala
University
Scholarships
UNIS Scholarships
UNIS Scholarships
Zamorano
Scholarships
Zamorano
Scholarships
Creciendo Bien II
Creciendo Bien III
Ópera Aida - PEBI I
Becatón - ASIES
Scholarships
Mejores FamiliasEmergency
Latrine
Rehabilitation &
Water Sanitation-I
90 Day Emergency
Plan
Latrine
Rehabilitation &
Water Sanitation-II
Latrine
Rehabilitation &
Water Sanitation-
LLR 3.1.3
Allia n c e s
Es ta b lis h e d
x
x
LLR 3.1.4
Gre a te r
Co m m u nity
In vo lvem e n t in
He a lth a n d
Ed u c a tion
S e c to r
x
x
LLR 3.2.1
Im pro ve d
Ac c e s s ,
Qu a lity, a n d
Effic ie n c y o f
Ba s ic
Ed u c a tion
LLR 3.2.2
In n o va tive
Ap p ro a c h e s
Ap p lie d to
In c re a s e a n d
Im pro ve
Ed u c a tion a l
Op p o rtu nitie s
LLR 3.2.3
Im pro ve d
Hig h e r
Ed u c a tion fo r
Yo u th a n d
In d ig e n o u s
Le a d e rs
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
LLR 3.3.2
Im pro ve d an d
Exp a n d e d
Ma te rn al Child
In fo rm a tio n/
Ed u c a tion
LLR 3.3.3
a n d Die ta ry
a n d Hyg ie n e
P ra c tic e s
x
x
x
x
x
x
x
x
x
x
LLR 3.3.1
Im pro ve d an d
Exp a n d e d
Fa m ily
P la n nin g
S e rvic e s a nd
In fo rm a tio n/
Ed u c a tion
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
D-5
95
96
97
98
99
100
101
102
103
Gra n t Na m e
CRS
Well Cleaning post
Stan-Pantaleón
Water System
RehabilitationMercy Corps
Water Purification
system-Rotary
CentraRSE
CentraRSE
CentraRSE
CentraRSE/Foro
PrensaLibre
Empresarios por la
Educación
D-6
LLR 3.1.3
Allia n c e s
Es ta b lis h e d
LLR 3.1.4
Gre a te r
Co m m u nity
In vo lvem e n t in
He a lth a n d
Ed u c a tion
S e c to r
LLR 3.2.1
Im pro ve d
Ac c e s s ,
Qu a lity, a n d
Effic ie n c y o f
Ba s ic
Ed u c a tion
LLR 3.2.2
In n o va tive
Ap p ro a c h e s
Ap p lie d to
In c re a s e a n d
Im pro ve
Ed u c a tion a l
Op p o rtu nitie s
LLR 3.2.3
Im pro ve d
Hig h e r
Ed u c a tion fo r
Yo u th a n d
In d ig e n o u s
Le a d e rs
LLR 3.3.1
Im pro ve d an d
Exp a n d e d
Fa m ily
P la n nin g
S e rvic e s a nd
In fo rm a tio n/
Ed u c a tion
LLR 3.3.2
Im pro ve d an d
Exp a n d e d
Ma te rn al Child
In fo rm a tio n/
Ed u c a tion
LLR 3.3.3
a n d Die ta ry
a n d Hyg ie n e
P ra c tic e s
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Annex E:
Projects Funded by
Alianzas/Guatemala
Annex E: Projects Funded by Alianzas/Guatemala
Annex E: Health Projects Funded by
Alianzas/Guatemala
E-1
Celebremos la Raíz de la Vida I (May 31, 2005)
Celebremos la Raíz de la Vida II (February 8, 2007)
Celebremos la Raíz de la Vida III (October 30, 2007)
Celebremos la Raíz de la Vida IV (October 23, 2008)
LLR: 3.3.2 Improved and expanded maternal child health care and information/education
Goals and Objectives
•
•
Educate and promote the importance of prevention and early breast cancer detection
Provide breast cancer diagnosis and treatment services to poor rural women who visit
the National Cancer League
Partners
Guatemalan Funding Partners
ACME
APROFAM
ASA Publicidad
AVON
Azahares
Bancafé
Banco GyT
Centro Medico Hospital
Chivas Regal
CPX
Curves
Fetiche
Honda
Iguama.com
Industrias Licoreras de Guatemala,
Liga Nacional Contra el Cáncer
Municipalidad de Guatemala
PepsiCo
Pollo Rey
Promerica
Restaurante Cascadia
Saúl Etiqueta
Seguros Universales
Talking Heads
Tigo
Toledo
Various artists
Visa Net
Guatemalan Implementing
Partners
Liga Nacional Contra el Cáncer
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Project Description
The Celebremos la Raíz de la Vida fundraising project was
developed by a group of people who had had personal
experiences with breast cancer. The aim was to promote
awareness and early detection of breast cancer through
educational materials and provide women most in need
with appropriate treatment. Four annual galas were
organized to raise funds to pay for diagnosis and treatment
of poor rural women who traveled to the capital city to seek
medical attention at the Liga Nacional Contra el Cáncer
(NCL, National Cancer League).
Matching funds from Alianzas/Guatemala were used to
create and reproduce educational materials on prevention
and early detection of breast cancer. Materials included
pamphlets, posters, and take-home education kits for
women which included a calendar with prevention
messages and a self-exam instruction flier. These
materials were distributed by the NCL during its regular
prevention seminars, as well as by other institutions such
as Alianzas/Guatemala and members of the RH Alliance
during their regular educational awareness events.
The four galas included activities such as silent art
auctions, jazz concerts, raffles, a pink beverage created
especially for the event, and testimonials from breast
cancer survivors. More than 1,000 tickets were sold by
Alianzas/Guatemala, NCL, and other partners for the four
events.
These events raised enough money to benefit more than 350 women, many of whom received
diagnostic exams such as mammograms or ultrasounds and full courses of cancer treatment,
including chemotherapy, radiotherapy, and/or surgery. Beneficiaries were selected by the NCL
based on their socioeconomic status. Prior to the second gala, Desarrollo de Proyectos de
Bienestar Social (DEPROBES), a local NGO that works to promote healthy lifestyles through
radio broadcasts, supported the project by investing funds in a national radio campaign aimed at
promoting prevention and early detection. The campaign aired throughout October 2007,
reaching 800,000 people, according to media reports.
Given that breast cancer is not a priority for
USAID/Guatemala and not a major public health problem
on which the Government of Guatemala focuses, it was
always a challenge to justify Alianzas/Guatemala funding
for this activity. Although Alianzas/Guatemala was not
able to fund breast cancer activities during 2009, the NCL
and other partners involved in the cause raised funds for
Celebremos la Raíz de la Vida V, and will continue
funding prevention and treatment. Plans are already in
motion to hold the sixth Gala in October 2010.
Funding
USAID: US$62,963.00
Partners’ cash: US$54,250.00
Partners’ in-kind: US$88,856.00
Total: US$206,059.00
Results
Direct beneficiaries: 353 women
Indirect beneficiaries: Estimated at
more than 800,000 people who
received educational materials and
awareness messages
Originally, there was no systematic way to follow-up on positive breast cancer cases. During the
first iterations of the project, the NCL had difficulty providing accurate information about
beneficiaries and expenses due to weaknesses in its management structure. This was rectified
during the last Alianzas/Guatemala-supported campaign (Celebremos la Raíz de la Vida IV),
where a detailed report about the beneficiaries allowed NCL to keep a detailed record of each
beneficiary (e.g., identification, background, history, test results, number of treatment sessions,
episodes, biopsy results, diagnosed cases, mortality, survival rate, and cost per beneficiary).
This resulted in continuity in treatment and follow through for beneficiaries. With technical
support, management, and financial oversight provided by Alianzas/Guatemala, the NCL
learned to provide adequate and timely reports for international donors, such as USAID.
These projects increased awareness among the general population and were successful in
bringing many individuals, institutions, and unconventional partners together to support the
cause. For example, four banks set their corporate differences aside and collaborated to make
each event more successful than the previous. Similarly, in 2009, the Mayor´s Office of
Guatemala City dedicated two monuments to mothers to remind women to seek early detection
and prevent breast cancer. Moreover, the project has become sustainable through continued
logistical and financial partner support each year since the inaugural Alianzas/Guatemalasupported gala.
One obvious problem with this type of intervention is that the actual number of directly
accountable beneficiaries is very small relative to the total alliance funds (an average
investment of US$583.74 for each beneficiary). However, when the total effect is taken into
account, the project is actually cost-effective (approx US$0.26 per person reached). One viable
way to evaluate this type of project in the future would be to prove the effectiveness of
prevention and diagnostic exam campaign investments by conducting cost-benefit ratio studies
focused on early detection of breast cancer, where the prime factor is the effectiveness of
treatment in relation to survival, life span, and every year of life added. This strategy can yield
objective ways for multiple partners to evaluate project achievements with a results-based
gauge, solidifying partner involvement in high-performance projects.
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Creciendo Bien I –VIII and Purchase of Medical Equipment
(March 2006 – November 2008)
LLRs: 3.3.1 Improved expanded family planning services and information/education.
3.3.2 Improved and expanded maternal child health care and information/education.
3.3.3 Better nutrition and dietary and hygiene practices.
Partners
Asociación de Damas Diplomáticas
Asociación de Esposas de Oficiales
Club Rotario
DEOCSA/DEORSA
Galeria de Arte Latinoamericana
Parroquia San Martín de Porres
Private citizen funds
Viejas Concepción
Partners
Secretaría de Obras Sociales de la
Esposa del Presidente
FUNDAZUCAR
International/Regional Funding
Partners
Asociación de Guatemaltecos en
Murcia, España
Bayer
FAO
Helps
Plan International
Wal-Mart
•
•
•
Provide community health and nutrition education
for mothers and children
Increase access to maternal and child health
services
Increase community self-management by educating
and empowering women as agents of change
Project Description
Creciendo Bien (CB) focused on community health
education for mothers and children and increasing access
to maternal and child health services. The initiative was
implemented under the Berger Administration by
Secretaria de Obras Sociales de la Esposa del Presidente
(SOSEP, First Lady’s Secretariat for Social Work) with
funding from Alianzas/Guatemala and multiple private
entities. It was initially launched in March 2006 as
response to the disaster caused by Tropical Storm Stan.
The project implemented a comprehensive maternal and
child care model, which focused on educating mothers on
better nutrition and health practices, to ultimately reduce
malnutrition in children under five. The educational activities took place in communities, where
groups of 30 women were organized to receive education and counseling on health and
nutrition from community facilitators. The intervention
Funding
also incorporated the distribution of water filters and
USAID: US$566,714
improved stoves in 192 communities in 16
Partners’ cash: US$657,818
departments (Guatemala, Chimaltenango, El Quiché,
Partners’ in-kind:US$1,557,645
Escuintla, Huehuetenango, Quetzaltenango,
Total: US$2,782,177
Retalhuleu, Sacatepéquez, San Marcos, Santa Rosa,
Sololá, Suchitepéquez, Petén, Baja Verapaz, Izabal,
Results
and Totonicapán). The project benefited more than
Direct beneficiaries: more than 5,000
families, 11,778 mothers, and 6,828
5,000 families, 11,778 mothers, and 6,828 children
children
with education and training, as well as with the
provision of safe water and improved stoves. This
project was considered a cost-efficient intervention, since goods and services were purchased
at costs quoted for government programs, which are usually lower than regular costs. In
addition, implementing costs were reduced since activities were held in pre-existing government
infrastructure (e.g., schools or health posts), instead of needing to build new infrastructure.
During 2008, the CB projects suffered major setbacks due to changes in the executive
government’s priorities. In January 2008, the President Colom was sworn into office, and the
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first lady had differing priorities for her office. Alianzas/Guatemala participated in various
meetings with representatives from the new president’s administration in order to discuss how to
continue implementing CB. However, based on the government’s priorities, the projects were
finally cancelled by SOSEP in January 2008, and all project activities were phased out through
the last quarter of fiscal year 2008. Unused private funds originally earmarked for these projects
(totaling approximately Q1,125,000 or US$149,625) were reallocated to purchase medical
equipment for the health posts and centers in the 45 priority municipalities. The equipment
purchased included medical equipment sterilization units, stretchers, suture kits, forceps,
stainless steel buckets, etc.
CB is an example of a good government initiative that never became institutionalized. Given that
the presidential administration that implemented CB had a strong and positive relationship with
the private sector, corporate partners believed in the intervention and provided funds to
complete the activities. If the project had continued, there would have been a greater chance to
complete the intervention and secure additional funding. For Alianzas/Guatemala, an important
lesson learned from this experience is that partnerships with government agencies should be
scheduled to end before changes in a presidential administration, allowing for smoother
completion of activities and adequate use of funds. In addition, funding partners should request
that the government commit to integrating successful activities such as CB into government
policy in order to ensure sustainability
For Alianzas/Guatemala, the biggest challenge in this experience was the administrative
workload required to continue funding the intervention when it transitioned from a communitybased project into a purchasing activity. Alianzas/Guatemala had to renegotiate with the private
donors to allow for unused funds to be shifted to a different activity. Partners agreed to change
the project since they trusted Alianzas/Guatemala-led interventions.
It is important to mention that the 218 communities in Alta Verapaz and Quiché originally
covered by this government initiative were included within the private sector’s interventions,
which confirms the belief that a committed private sector can sustain an intervention despite
changes in government priorities and funding.
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Water for My School
Los Conejitos and Winnie the Pooh Daycare Centers
(October 2007–April 2008)
LLR: 3.3.3
Better nutrition and dietary hygiene practices
Partners
Partners
FRAC Internacional
Partners
Coca-Cola
•
•
Provide safe water in two daycare centers
Educate children, teachers, and volunteers in proper
hygiene and sanitation practices.
Project Description
Coca-Cola partnered with Alianzas/Guatemala through the Central America regional Coca Cola
office, to implement Water for My School in Guatemala. The project aimed to provide safe water
for children in rural areas. Two daycare centers, Los Conejitos and Winnie the Pooh, located
near Coca-Cola´s bottling facility in Zacapa, were selected to participate in this project. Funding
was used to hire FRAC Internacional to rehabilitate the daycare centers’ water systems, replace
damaged pipes, install new pumps, bathroom fixtures, and new kitchen sinks. As a result of this
effort, all faucets in the Los Conejitos and Winnie the Pooh daycare centers now provide safe
water. Proper hygiene and sanitation practices were also taught to children by teachers and
volunteers. The direct beneficiaries included 150 children under age five, who receive daily care
and meals at the centers, as well as the teachers and
volunteers who work there.
The most important lesson learned from this project was
that stand-alone interventions are sometimes needed to
tackle a specific problem such as this case—where
children were not getting safe water.
Funding
Private sector funds: US$37,900
USAID funds: US$15,198
Results
Beneficiaries
150 children
62 teachers
Since this alliance was signed with a regional office in
Costa Rica, there was no local counterpart engaged in
the project. This was an important lesson for Alianzas/Guatemala, which should ensure that
when signing international alliances, partners have local contacts to oversee execution of the
project and have direct communication with Alianzas. Even though Coca-Cola´s regional office
made a commitment with local authorities to maintain these systems and guarantee availability
of safe water over the long term, some of the systems were not working properly in months that
followed the project’s end. This posed two challenges for this project: 1) it is difficult to have a
quick decision-making process when communication must be relayed to a regional office; and 2)
with companies that hire an external organizations to implement project work, it is difficult to
respond to issues in a timely manner since they do not directly address the issue and rely on
third parties. Such delays can affect a project’s sustainability.
In this case, sustainability was achieved by educating teachers—who in turn educated
children—on appropriate hygiene and sanitary practices.
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Water, Well, and Latrine Rehabilitation–Disaster Relief
(December 2005–August 2007)
LLR: 3.3.3 Better nutrition and dietary hygiene practices
Partners
Banco de Occidente
BANEX
Cementos Progreso
Fundación Carlos F. Novella
Fundación Pantaleón
FUNDAZUCAR
Hospital Centro Médico
Industrias Licoreras
Rotary Club
Partners
FUNDAZUCAR
Ingenio Pantaleón
Partners
Mercy Corps
Starbucks
International/Regional
Catholic Relief Services
Mercy Corps
•
•
•
Assist affected communities in an emergency
situation
Provide safe water access to the affected
communities
Promote proper hygiene, sanitation, and dietary and
nutrition practices within the beneficiary
communities
Project Description
In early October 2005 Tropical Storm Stan devastated
southern Guatemala. The continuous rainfall caused rivers
to overflow and triggered mud and landslides that
destroyed homes, roads, bridges, and community water
systems in the departments of San Marcos, Solola,
Retalhuleu, Suchitepéquez, Escuintla, Santa Rosa, and
Jutiapa.
Tropical Storm Stan resulted in over 500 dead or missing
persons, and close to 100,000 people who lost their homes
and possessions. More than 5,000 homes were damaged or destroyed. Guatemalan authorities
estimated infrastructure damage at approximately US$2.4 billion. Agriculture losses were
calculated at more than US$3 billion, adversely affecting more than 30,000 km2 of productive
land.
The U.S. Agency for International
Funding
Development (USAID) was at the
USAID: US$416,785.00
forefront of the international community in
Partners’ cash: US$484,957.00
assisting Guatemala recover from the
Partners’ in-kind:Us$423,988.00
storm’s devastation. USAID had valuable
Total: US$1,325,730.00
previous experience with disaster relief
Results
Direct beneficiaries: 6,221 families (37,538 individuals)
activities in Guatemala and prioritized its
response to address water, sanitation,
and disease prevention. USAID also stipulated that Mission-wide relief assistance would
concentrate on the altiplano while the corporate sector focused on Guatemala’s southern coast.
In accordance with its original charter of developing public-private partnerships for health, the
USAID-sponsored Alianzas/Guatemala program took the lead convening and organizing the
response from the corporate sector and demonstrated remarkable effectiveness and leadership
in brokering alliances with the Guatemalan business community that focused on clean water
and sanitation, as well as disease surveillance. USAID/Alianzas mobilized the corporate sector
in Guatemala to finance disaster relief operations under many alliances.
E-7
Alianzas/Guatemala also supported nongovernmental organizations (NGOs) such as Mercy
Corps and FUNDAZUCAR. Mercy Corps rehabilitated water systems, carried out environmental
cleanup (including 50 latrines), and held risk management training for 5,000 families in 62
communities of Sololá Department. FUNDAZUCAR implemented the Mejores Familias
methodology (community-based maternal child care and nutrition) in 144 communities, supplied
over 1,100 ONIL-improved stoves, and provided almost 2,900 water filters. They also built 506
latrines and provided nutrition, feeding, and hygiene training to relocated families. In addition to
funding these interventions, USAID approved the purchase of over 5,500 water filters and
almost 3,800 improved stoves for the homes and shelters of hurricane victims set up by the
Guatemalan government, to supply clean water and avoid smoke and excessive use of firewood
for cooking. Overall, Alianzas/Guatemala partners participated in 12 disaster relief projects,
executed in 7 of the country’s 22 departments.
The partnerships brokered by Alianzas/Guatemala helped rehabilitate the entire southern coast
of Guatemala, allowing USAID funding to cover the highlands. The prompt and efficient focus
on clean water contributed to the prevention of water borne diseases and epidemics in the
country. Due to Hurricane Stan mitigation activities, Alianzas/Guatemala’s future coordination
with different Ministry of Health programs and units was strengthened. Alianzas/Guatemala
facilitated coordination with service delivery organizations to organize the allocation of
resources to providers of basic health and nutrition services in priority areas, while maintaining
contact with the Coordinadora Nacional para la Reducciónde Desastres (CONRED National
Disaster Reduction Committee) and the U.S. Office of Foreign Disaster Assistance. Thus,
through its Alianzas/Guatemala program, USAID was able to support the government’s
emergency efforts in an overwhelming situation.
Since natural disasters cannot be foreseen, disaster relief activities are not part of any scope of
work. Consequently, there are no specific funds that can be allocated to such activities. To
respond to Tropical Storm Stan, child health funds were used since the intervention was
provision of safe water, which is allowable under that category. Now, Rapid Response Funds
are assigned as part of USAID/Guatemala instruments, which make response to these
unforeseen events much easier. Even under emergency situations, procurement regulations
must be followed. The waiver process for the purchase of stoves and filters in the required
amount took 10 months, which created problems justifying the local purchase since 10 months
later Guatemala was no longer in an emergency situation. There are no easy solutions to
provide for these situations but it is an important issue to consider.
The project was not intended to be sustainable since families were to be relocated, and water
filers have a 12-month lifespan. The community relocation intervention was supported by Mercy
Corps , since it became the permanent place of residence for the families who chose to relocate
there. Mercy Corps established community water committees that were responsible for
maintaining the systems, as well as multiplying the knowledge acquired within their
communities, including risk management.
Partnerships created for this response, specifically Fundación Carlos F. Novella and Catholic
Relief Services, continue without Alianzas/Guatemala’s mediation. Alianzas/Guatemala also
continues to partner with most of the parties involved, and in some cases, such as Industrias
Licoreras de Guatemala, the disaster relief activity was the initial involvement for other health
interventions that followed.
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FANCAP – National Micronutrient Survey
August 2009–November 2009
LLR: 3.3.3 Better nutrition and dietary hygiene practices
Partners
Central American Food and Nutrition
Foundation Ministry of Health
USAID/Calidad en Salud
USAID/HPI
Guatemalan Implementing Partners
Central American Food and Nutrition
Foundation
International/Regional Funding Partners
Centers for Disease Control and Prevention
Food and Agriculture Organization
March of Dimes
Pan American Health Organization
PepsiCo
United Nations Children’s Fund
 Financially support the Central American Food
and Nutrition Foundation (FANCAP) to carry
out the National Micronutrient Survey
Project Description
During the third quarter of fiscal year 2009 an
extension was granted to the Alianzas/Guatemala
program. Through specific funding allocated by the
extension, the project provided funding supporting
the National Micronutrient Survey, to be carried out
by FANCAP. The aim was to measure blood-level
concentrations of hemoglobin, hematocrit, iron, folic
acid, and vitamin B12 in women of reproductive
age, as well as hemoglobin, hematocrit, vitamin A,
zinc, and iron in children between the ages of 6 and 59 months. The survey results were
intended to complement the demographic health survey (DHS) and provide important data for
decision making related to nutrition interventions in Guatemala. The major partners in
conducting the survey included USAID, the Ministry of Health, and FANCAP.
The survey sample totaled 2,450 women and 2,450 children, based on the most recent DHS
sample. Field staff commenced data collection in 2009; by January 2010, about 60% of the
survey samples were gathered. However, approximately 8% of the total sample (2 out of 26
batches or about 377 individual samples) could not be used because the survey’s reliability was
compromised when appropriate temperature levels for samples were not maintained. Given the
technical difficulties encountered, FANCAP was not able to complete the survey before the
Alianzas/Guatemala program’s close-out.
Funding
Although FANCAP completed field work and
signed contracts for lab analysis by December
2009, as required by the Alianzas/Guatemala
Results
grant, an additional estimated US$200,000 were
98%
of
the
samples
were taken; 40% were sent
still needed to complete the analysis and
to the laboratories for analysis.
dissemination of survey results that were
originally proposed and agreed upon. As of April 2010, FANCAP received approximately
US$30,000 in additional funding from USAID, meant to support the completion of the survey.
However, the shortfall—due to price increases relative to the original budget and the sample
reduction—required that FANCAP make additional efforts to raise all the necessary funds to
complete the survey. If the required funding is secured in time, a full survey report is expected in
September 2010.
Since Alianzas/Guatemala had no previous experience with FANCAP, it was treated as a highrisk grantee and was structured with very clear and scheduled milestones with which FANCAP
had to comply. This project posed a great challenge to Alianzas/Guatemala staff, who had to
provide a great deal of management and financial oversight in order to guarantee the effective
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and efficient use of USAID funds, as well as compliance of the negotiated milestones. FANCAP
lacked the necessary human resources to process survey data and submit their reports in a
timely manner.
This activity is a clear example of projects that should be critically analyzed before donors make
investments. It was clear from the outset that FANCAP did not have the total funding necessary
to complete the survey and to properly report on results. It is clear that for projects that respond
to very specific, one-time requests in which Alianzas/Guatemala is one of many funders,
agreements should be signed using performance-based funding mechanisms, conditioning
funds against products or results, so that the investment’s full value is realized. In addition,
Alianzas/Guatemala should serve only as a broker to seek funding from the private sector rather
than allocating funds for these types of surveys.
Because the grantee could not guarantee the technical performance or the sustainability of the
intervention, Alianzas/Guatemala’s grants management implemented a comprehensive review
of the potential recipients. Should the grantee be unable to make a long term committment,
special award conditions were triggered. If the applicant was not financially stable or had a
history of poor performance, additional requirements were imposed as needed (e.g., report
technical and financial results on a weekly basis). Another way to approach high-risk grantees
may be to implement a conditioned, fixed grant, stipulating milestones concomitant with
additional funding. As such, funds would be allocated only if there is evidence of continuous
progress.
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FUNCAFE – Sexual and Reproductive Health
(April 2008 – December 2009)
LLRs: 3.3.1
3.3.2
Improved and expanded family planning services and information/education
Improved and expanded maternal child health care and information/education
Partners
FUNCAFE
Partners
FUNCAFE
•
•
Train and educate the population on issues related
to SRH and FP
Provide health services through FUNCAFE ´s
network of clinics within the participating farms
Project Description
FUNCAFE established an agreement with the Ministry of Health (MOH) to manage and provide
primary health services in 24 permanent health centers located on coffee farms, as part of the
MOH’s Extension Coverage Program. The MOH program provides maternal and child care and
nutrition services, such as growth monitoring, immunizations, training for health providers, and
the promotion of community organization. FUNCAFE became an Alianzas/Guatemala partner
when it incorporated a family planning (FP) and sexual and reproductive health component to its
agenda. The added component benefitted 261 communities in 13 departments.
With Alianzas/Guatemala’s support, the
Funding:
project focused on training and educating
USAID: US$257,504.00
Partner’s cash: US$409,874.00
the population on issues related to sexual
Partner’s in-kind: US$130,583.00
reproductive health and FP. As a result,
Total: US$797,961.00
FUNCAFE trained 15 doctors, 25
auxiliary nurses, 17 sexual and
Results:
reproductive health specialists, and 127
Direct beneficiaries: 136,854 men, 142,439 women,
community trainers. These personnel
and 57,775 children
then replicated the trainings, benefiting
17,728 citizens who received information on FP and sexual reproductive health. In addition, the
project also provided services related to FP. Throughout the project, the population benefited
from 2,659 referrals to FP services; 5,960 received FP and sexual reproductive counseling; and
24,165 users received FP methods.
During the partnership with Alianzas/Guatemala, FUNCAFE and other four nongovernmental
organizations (NGOs) formed the Reproductive Health Alliance. This alliance benefited
FUNCAFE with the technical support and experience provided by the other NGOs. Among other
aspects, this included methodology and materials to teach SRH/FP issues to adults, provided by
Women’s International Network for Guatemalan Solutions (WINGS). Collaborating with other,
more experienced NGOs, in turn, increased the effectiveness of FUNCAFE’s SRH/FP services
because it helped them develop skills and provide services in areas where they lacked
expertise. FUNCAFE’s work initially supported the Atención Integrada a las Enfermedades
Prevalentes de la Infancia (Integrated Management of Childhood Illnesses) and Atención
Integrada a la Niñez y la Mujer en la Comunidad (Integrated Attention of Children and Women
in the Community), as part of the MOH’s Extension Coverage Program strategy. As a result of
the partnership with Alianzas/Guatemala, FUNCAFE incorporated the sexual and reproductive
health component.
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Through WINGS’ support, the project was able to integrate a training component in SRH/FP, at
the same time that it had the expertise and capacity to provide FP methods. The project
contributed to reducing disparity in access to FP services and supplies for segments of the
population (e.g., rural, lower socioeconomic quintiles, indigenous and the least well educated)
not typically covered by the MOH. Nevertheless, the scarcity of FP methods available from the
MOH and FUNCAFÉ remains a challenge, as access to information creates a greater demand
for contraceptives. Similar future alliances must consider ways to improve the diversity of
contraceptive supplies made available through its MOH partnership, especially in its centros de
convergencia (convergence centers). By the same token, monitoring, logistics, and inventory
control should be strengthened, including implementation of select performance indicators that
might better inform and record beneficiaries reached and the type of service provided.
The project also must strengthen its management organization in order to increase its technical
effectiveness. FUNCAFE changed its health coordinator (supervisor for this project) three times
over the course of the grant, which resulted in greater difficulty to negotiate modifications,
especially those under the budget. This high turnover in staff also posed a challenge when
reporting on results, since each coordinator had his/her own personal idea of what was
considered important to report, including the indicators required by Alianzas/Guatemala.
FUNCAFE was the only health project that on one occasion was not able to develop and submit
a technical quarterly report as required by the grant.
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IGER – Entre dos Caminos Radio Soap Opera
(October 2007– November 2007)
LLR: 3.3.1
Improved expanded family planning services and information/education
Partners
Banco Industrial
Instituto Guatemalteco de
Educación Radial
Partners
Instituto Guatemalteco de
Educación Radial
Goals and objectives
•
Nationally re-transmit a radio soap opera focused
on SRH issues and topics
•
Promote the national Family Planning Law
•
Target men and women of reproductive age
Project Description
Entre dos Caminos, a radio soap opera created with funding from the U.S. Agency for
International Development (USAID) and ProPetén, an NGO located in Petén, was transmitted
nationwide by the Instituto Guatemalteco de Educación Radial (IGER, Guatemalan Institute of
Radio Education). The soap opera provided information about specific RH issues and
addressed topics of the national Family Planning Law. The program was targeted to men and
women of reproductive ages. The radio campaign was covered nationally and broadcasted
through the National Radio Broadcasters Association. It reached approximately 165,000 women
and men. This alliance was originally brokered by a citizen who contacted Banco Industrial,
Secretaría General de Planificación y Programación de la Presidencia (SEGPLAN, Presidential
General Secretariat of Planning and Programming) and Alianzas/Guatemala to obtain funding
for the dissemination effort. All parties agreed to provide one-third of the budget necessary to
carry out the project.
The most important lesson learned from this project
Funding:
USAID: US$14,456.99
was how a partner who traditionally invested in
Partner’s cash: US$14,851.00
education (such as Banco Industrial) could support a
Partner’s in-kind:US$9,211.00
successful RH-oriented intervention. Banco Industrial
Total: US$38,518.00
believed in the idea of educating people through a
relatively low cost means such as radio, but with a
Results:
powerful and proven tool such as a soap opera. This
Direct beneficiaries: 165,000 women and
demonstrated that nontraditional partners, when
men reached
engaged properly, will financially support efforts outside
their typical domains. It was also valuable to develop a highly effective alliance that originated
from a nontraditional partner—one individual committed to a specific cause.
The change in presidential administrations posed a challenge to this alliance project. Under the
new Colom Administration, the SEGPLAN director was changed, along with institutional
priorities. The soap opera was not a priority under the new government, and funding originally
earmarked for its continued dissemination was diverted to other activities. As a result, the
leverage for this project was never achieved. Instead, IGER had to provide air time as in-kind
contribution. This posed a challenge for Alianzas/Guatemala, given that the 2:1 leverage was
never reached. Following this experience, Alianzas/Guatemala learned the important lesson of
E-13
designing projects with government partners using timelines planned to conclude by the time a
new government is inaugurated.
Since this project involved the transmission of a radio program, Alianzas/Guatemala was not
able to precisely measure beneficiaries who acquired knowledge on the topics discussed.
E-14
IMSALUD – Early Cervical Cancer Detection (June 2007 – June 2008)
•
•
•
Build local health service capacity on Visual Inspection with Acetic Acid (VIAA)
technique to detect early cervical cancer.
Establish a local colposcopy clinic with equipment and trained providers.
Provide early cervical cancer detection services to women in communities.
Partners
IMSALUD
Partners
IMSALUD
Project Description
The Early Cervical Cancer Detection project, implemented
by the IMSALUD (Multidisciplinary Health Institute), a local
NGO, focused on providing access to rural women in
Sololá to early detection of cervical cancer. The project
used VIAA, approved by the Ministry of Health (MOH) in
2003. IMSALUD had been training local health nurses on this technique for several years, and
requested that Alianzas/Guatemala provide financial support to expand training to staff from
health centers and health posts. The project benefited 118 communities in three municipalities
of Sololá.
IMSALUD created partnerships with the National
Results:
Reproductive Health Program in Sololá and the local
Direct
beneficiaries:
Health Area, through which services were provided for
4 doctors
women from the beneficiary communities. Four
8 nurses
doctors, eight nurses, 11 auxiliary nurses, 35 traditional
11 auxiliary nurses
birth attendants (TBAs) and 138 health promoters from
35 TBAs
the three municipalities were trained in the VIAA
138 health promoters
technique. The obstetrics and gynecology director from
5,599 women who received services.
the National Hospital in Sololá was trained in
Funding:
colposcopy, and a colposcopy clinic was established
and equipped in that hospital. Finally, a complete set of
educational materials was developed and reproduced,
which were distributed and used to educate the general
population. Cooperation from the local health organizations and the National Reproductive
Health Program was crucial to expand program’s coverage.
This project was expected to become sustainable through capacity building within health
centers, health posts, and national hospitals, by training the personnel in VIAA technique, as
well as by establishing a local colopscopy clinic.
The greatest challenge faced with this alliance was coordinating with the various health centers
and posts on the training sessions. The centers and posts gave different guidelines at and
placed varying importance on these trainings. Once the Sololá health area director instructed all
the health centers and posts on mandatory attendance, the problem was solved. This showed
Alianzas, that whenever working in projects where the public sector is involved, instructions
need to be clear and come from the highest level possible.
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To provide more information about the results and effectiveness of the intervention, an
evaluation of the costs incurred for this effort could better help determine an estimated cost per
saved life as a measure of cost-effectiveness. The estimated costs should include purchasing
and maintaining colopscopy equipment, training of health care providers, and printing materials.
The benefits obtained from this investment are covered in three basic areas: diagnosis exam
and treatment, information given to women, and above all, the avoidance of premature deaths
due cervical cancer in the female population.
E-16
Mejores Familias (June 2007–November 2009)
LLRs: 3.3.1
3.3.2
3.3.3
Improved and expanded family planning services and information/education
Partners
FUNDAZUCAR
CEFI
Partners
FUNDAZUCAR
CEFI
•
•
•
Improve food and nutritional safety at the
community level.
Empower mothers of reproductive age by educating
and training them in topics such as self-esteem,
sexual reproductive health, and community
participation.
Provide growth monitoring for children under five.
Project Description
Mejores Familias was created in 1998 by the National Sugar Association´s Foundation
(FUNDAZUCAR). The intervention was implemented, with financial support from AlianzasGuatemala, in different geographical areas both by FUNDAZUCAR and by the Guatemalan
Council of Private Companies, Foundations, and Institutions (CEFI). FUNDAZUCAR
implemented it in 135 communities in Retalhuleu, Suchitepéquez, Escuintla, Santa Rosa, and
CEFI in 218 communities in Alta Verapaz and El Quiché. This program was created with the
aim of improving food security at the community level and it focused on education and training
for women of reproductive age, as well as growth
Funding
monitoring for children under five. Specifically, the
Private
sector
funds:
US$3,262,610
program strengthens women’s capacities, among
USAID
funds:
US$911,043
them self-esteem, community participation and the
contribution that each one may have on their
Results
personal, family, and community surroundings.
Beneficiaries: 16,511 mothers and
16,479 children under the age of five
FUNDAZUCAR´s involvement with Alianzas began
as a result of the emergency relief efforts after Hurricane Stan hit the country in 2005. CEFI
became an Alianzas partner in 2008, interested in implementing an educational and training
program to improve the health of communities in Alta Verapaz and El Quiché.
By project´s end, Mejores Familias, had enrolled a total of 16,511 mothers and 16,479 children,
with 545 Monitoring Mothers and 57 field technicians trained as part of the implementation
process, with the commitment to continue supporting their communities. In order to promote
food security, as well as adequate hygiene practices, the intervention also distributed 12,610
personal hygiene kits, 7,332 water filters, and 834 improved stoves.
CEFI ensured funds to continue the program in the next 15 years, illustrating how, through this
alliance, the private sector partners made a long term commitment to support and invest in the
development of rural women.
E-17
National Rubella and Measles Vaccination Campaign (April 2007–May 2007)
LLR: 3.3.2
Partners
Banco Industrial
Ecotermo
Equimed
Fundación Rozas Botrán
Ministry of HealthMundifarma
Partners
Ecotermo
Mass media
Ministry of Health
Partners
Church of the Latter Day Saints
•
•
•
Vaccinate all Guatemalans between the ages of 9 and
39 against rubella and measles.
Rally the private sector’s participation and involvement.
Raise funds to pay for the collection and disposal of
medical waste from the vaccination posts.
Project Description
The National Immunization Campaign Against Measles
and Rubella was carried out across 45 days from April to
May 2007. More than 7.3 million Guatemalans between the
ages of 9 and 39 years were vaccinated in what became
the largest public health campaign undertaken in
Guatemala. The campaign was led by the Ministry of
Health (MOH), and it was carried out as a one-time
national effort to eradicate measles and rubella. Alianzas/Guatemala joined the effort as a U.S.
Agency for International Development (USAID) partner, to rally the private sector’s participation
and involvement. The objective was to enlist private companies to promote the vaccination
event amongst its employees and their families and organize groups of citizens to be
vaccinated. In addition, private sector partners participated by providing funding to pay for the
collection and disposal of medical waste generated at the vaccination posts.
With this alliance, Alianzas/Guatemala
Funding
participated in its largest communication
campaign to date between the public and
private sector involvement.
Results
Alianzas/Guatemala played both a coordinating
Beneficiaries:
7.3
million
Guatemalans vaccinated
and funding role in this campaign. The
against measles and rubella.
communication campaign consisted of visual
materials (4,000 banners, 65,000 posters, and 200 billboards); four different radio spots that
were translated in four Mayan languages; and two television commercials.
The vaccination campaign has also been the largest display of community involvement,
engaging local schools, commerce, Ministry of Health (MOH) authorities, and municipalities to
facilitate access to vaccination posts and to motivate the targeted age groups to get vaccinated.
Alianzas/Guatemala also helped to coordinate vaccinations in private schools and companies
that partner in other interventions, such as Colegio Montessori, Hospital Centro Médico,
FUNDAZUCAR, Hoteles Porta and Princess, Sanatorio El Pilar, Guayacán, Caniz, and others.
As a result of this alliance, the Millennium Challenge Corporation (MCC) goal for immunization
was met. The World Health Organization for the Latin America and Caribbean region and the
Pan-American Health Organization (PAHO) certified that the National Rubella and Measles
Vaccination Campaign achieved immunization coverage above the threshold required by the
MCC account.
E-18
Alianzas/Guatemala learned that for massive interventions in health, such as the National
Rubella and Measles Vaccination Campaign, private sector support is key, given that the
government (in this case the MOH) does not have the capacity and resources to conduct such
large-scale activities. This is a good example of how private sector involvement can increase
efficiency of a public event.
A major challenge experienced in organizing this intervention was to convince the MOH to work
around already established schedules and points of vaccination in order to accommodate
private sector employees. In this case, flexibility was absolutely necessary to vaccinate private
sector employees and their families.
This alliance project is a prime example of how the public-private partnerships can achieve
positive public health results, while allowing private sector partners to their corporate goals. This
partnership achieved considerable results in short period of time and at lower cost than efforts
executed by the MOH.
E-19
National Women and Children’s Health Campaign (April 2008–November 2009)
LLRs: 3.3.1
3.3.2
3.3.3
Partners
Asociación Pro-Bienestar de la
Familia Fundación Juan Bautista
Gutiérrez
Partners
Alianzas/Guatemala
Partners
Bayer
Save the Children Federation
United Nations Population
Fund
•
•
Disseminate messages related to exclusive
breastfeeding, optimal birth spacing, prevention of teen
pregnancy, and available family planning (FP) methods
nationwide.
Use the national media as a forum for discussion of
breast feeding, birth spacing and prevention of teen
pregnancy in order to influence changes in the social
norm
Project Description
The National Women and Children’s Health Campaign,
was a mass media campaign developed by
Alianzas/Guatemala. The first campaign, launched in
October 2008, consisted of four public service announcements (PSAs) broadcast on public
television and radio. The campaign’s messages included exclusive breastfeeding, optimal birth
spacing, prevention of teen pregnancy, and available FP methods nationwide. The
corresponding target populations for each of the four messages were recently pregnant and
pregnant mothers who were not breastfeeding or not planning to continue exclusive
breastfeeding for the first six months; women of reproductive age (and their male partners) who
were pregnant, planning to be pregnant, or had not spaced their pregnancies in an optimal
manner; teenage women between the ages of 14 and 19; and women of reproductive age (and
their male partners) who were pregnant, planning to be pregnant, or had not spaced their
pregnancies in an optimal manner.
Through this PSA, audiences received information on
sexual reproductive health/FP and maternal child
health (MCH), presented in the country’s five primary
languages—Mam, Kaqchikel, K’iche, Q’eqchi, and
Spanish. The PSAs aimed to achieve the following
objectives:
•
•
•
•
•
Funding:
Results
Beneficiaries: approximately 1,6 Million
people (see narrative details)
Show the benefits of adopting healthy behavior on sexual reproductive health/FP and MCH;
Help shift social norms to encourage more healthy behaviors on sexual reproductive
health/FP and MCH;
Refute myths and correct misunderstanding on sexual reproductive health/FP;
Change perceptions on risk; and
Promote individual and community behavior change.
Each PSA was individually disseminated for a 3-week period. After each PSA was aired, all
three PSAs were simultaneously broadcast for another three weeks. In addition, as part of the
dissemination effort, an alliance with Banco de los Trabajadores was created to air the
campaign during eight music concerts sponsored by the bank in main urban areas throughout
E-20
the country, as part of the bank’s marketing campaign. According to media reports, an
estimated 1.6 million people saw or heard the PSAs. Post-dissemination evaluations showed
that an average of 62% of participants remembered the PSAs, and 90% had a change of
attitude concerning the messages discussed.
Alianzas/Guatemala was able to motivate partners to donate funds to this campaign despite
lack of name recognition, as no logos or institutional names appeared in the PSAs. With
creative assistance from The Ad Company, and a social marketing focus, Alianzas/Guatemala
developed a creative, positive, and inclusive campaign that differed from what the Guatemalan
public was traditionally accustomed to seeing. Innovative approaches to promoting healthy
practices (e.g., FP, optimal birth spacing, teen pregnancy prevention, and exclusive breast
feeding) were well accepted, even though some of these messages were considered
controversial for the social norm, particularly FP.
It is important to mention that support from the mass media and private partners for these PSAs
was obtained because partners genuinely believed in the campaign’s importance, especially
given that it was noncommercial. Alianzas/Guatemala was able to broker with the mass media
donations of approximately 110% bonus air time. Based on this experience, a noncommercial
approach should be used in future campaigns, since it appeals to mass media and private
sector partners: Both of these groups are more inclined to support campaigns that are “brandneutral.”
Among the challenges in airing the campaign were the need for review and approval by USAID
and its health partners, all of which provided technical feedback. Additionally, before airing the
spots, Alianzas/Guatemala had to obtain a waiver from USAID/Guatemala’s mission director to
broadcast the campaign without logos or company names. These processes took over four
months, which affected the work plan established for the activity.
It was also challenging to convince the private sector to invest in such a campaign, given that it
was the first time that sexual reproductive health messages were to be aired on national
television and radio. Pre-existing Alianzas/Guatemala partners, which, over time, had acquired
a greater sensitivity concerning these topics, provided financial support to the campaign.
However, other companies, such as pharmaceuticals, were not interested in participating since
they did not see a return on their investments due to the campaign’s “brand neutrality.”
As a standalone campaign, this project was not sustainable. Nonetheless, its objective was to
begin changing the social norm by openly discussing these issues on national mass media,
leading audiences to discuss them with family and friends, to seek out additional information,
and to encourage making informed decisions about sexual and reproductive health.
In the future, this campaign could be made part of a national behavior change communication
(BCC) strategy that includes a model of evaluation that demonstrates behavior changes and
increase in the demand or support of these health issues as a result of the BCC program.
E-21
Population Council–Abriendo Oportunidades (September 2008–November 2009)
LLR: 3.3.1
Partners
Partners
The Population Council
The Population Council
•
•
•
Educate girls and adolescents between the ages of 8
and 20 on topics related to sexual reproductive health
Create local women leaders with the capacity to teach
knowledge and skills learned to other girls and
adolescents at the community level.
Establish community-based Espacios Seguros (Safe
Spaces) for girls to attend after school activities and
trainings.
Project Description
The Population Council (PopCouncil), an international,
nonprofit, nongovernmental organization (NGO) was
established to improve well-being and reproductive health
around globally. It also aims to help achieve a humane,
equitable, and sustainable balance between people and
resources. PopCouncil received funding from
Alianzas/Guatemala to implement a sexual reproductive
health education project called, Abriendo Oportunidades
(Opening Opportunities).The project targeted young and
adolescent girls (ages 10 to 20) in 10 communities, in the
departments of Sololá and Alta Verapaz.
Funding
Results
Beneficiaries:
30 leaders
784 girls enrolled in the project
744 girls participating in Espacios
Seguros activities
Project activities were based on PopCouncil’s model of one-to-one communication and peer
interaction, to create young women leaders (ages 17–20). These leaders then transferred the
knowledge and skills acquired to girls ages 10 to 20 within their communities. Leaders were
chosen based on the following criteria: originated from rural communities; completed at least the
sixth grade; fluently spoke Spanish and their local language; and demonstrated a desire to
actively participate in a leadership and professional development project at the community level.
This method previously has been proven and implemented in indigenous communities in
several other areas of Guatemala.
The Abriendo Oportunidades project’s main activities included professional and personal
training for the leaders, education on sexual and reproductive health, and a communitydevelopment component directed to girls and adolescent women between the ages of 8 and 17.
These young women were trained in leadership and life skills, gender equity, sexual and
reproductive health, financial literacy, and work skills, all according to their ages.
To acquire practical experience, the young women’s leaders spent half their time in an
internship, working with professional adult mentors on programmatic and administrative
activities in local NGOs. During the other half, leaders worked with girls ages 8 to 12 and 13 to
17, training them in key topics and building their capacity to become future leaders. The leaders
also worked with the younger girls’ mothers and other key groups in the communities to gain
their support for Espacios Seguros. These facilities are located in public, community-based
areas and serve as meeting areas for the participants to complete homework, have access to
internet services and complete readings.
E-22
One important lesson from this project was the importance of enlisting community leaders’
support for the project’s activities, Through M&E visits, Alianzas/Guatemala observed that in
some communities, there was a lack of support among community leaders; as a result, the
Espacios Seguros were located in areas difficult to access and not properly equipped. With this
type of project, lack of local leaders’ involvement, engagement, or interest in the project
ultimately weakened the intervention’s effect.
In terms of the selection process for the young women’s leaders, Alianzas/Guatemala could
suggest that other future partners replicate this effective process when selecting peer leaders.
PopCouncil’s selection process guaranteed that the project’s requirements were met and that
the leaders underwent a rigorous interview process, resulting in the best and most qualified girls
selected to carry out the project’s objectives.
Compared with other Alianzas’ supported interventions on SRH and FP, the cost per direct
beneficiary was higher. In future alliances, the cost-effectiveness of this type of projects must be
evaluated based on analysis of the objectives, cost of all inputs, identification and quantification
of outcomes and the benefits. This will provide a valuable analytical framework to guide decision
making during a proposal evaluation process.
Sustainability for this project was achieved in various ways. Some interns became involved with
local organizations and are now working with local leaders to improve their communities. The
education and training received through the Espacios Saludables will help leaders in the future
to make better decisions about their lives.
E-23
Save the Children–A´ktichil (July 2008–June 2009)
LLR3.3.1 Improve expanded family planning services and information/education
Partners
Partners
Savitaben
Vanguard
•
•
•
•
Implement behavioral change communication activities
directed at adolescents and young adults
Educate adolescents on healthier lifestyles, including
SRH
Train public health providers in adequate and pertinent
adolescent health provision
Increase availability and access to SRH counseling for
adults
Project Description
Save the Children Federation (STC), a U.S.-based nonprofit organization, established its
Guatemalan office in 1999. Its main goal is to improve maternal and neonatal health and
improve sexual and reproductive health, as well as child survival strategies.
The A’ktichil (New Life) project’s main goal was to promote healthier lifestyles among
communities and promote behavioral changes among targeted adolescents and young adults.
Through an innovative methodology known as “Breaking the Circle,” the project was able to
educate adolescents and young adults (ages 12—19) on how to maintain healthier lifestyles.
The project was conducted in 20 communities in the Ixil area of Quiché, specifically in the
municipalities of Cotzal, Chajul, and Nebaj
STC also trained public health providers
with accurate and pertinent adolescent
health-care information. It also worked
with the local MOH, to improve
accessibility to sexual reproductive health
information and integral services. The
project aimed to ensure the best care
possible for the targeted population,
meeting their needs, particularly in
counseling services.
Funding
USAID: US$143,320
Partner’s cash: US$244,388
Partner’s in-kind:US$43,017
Total: US$430,726
Results
2,634 direct beneficiaries
4,000 participants in the Friendly Spaces
Through the project, 2,634 youths were directly benefited through information disseminated on:
hygiene; improving self-esteem; sexual and reproductive health; emergency plans for maternal
complications food security; and how to access sexual reproductive health services. These
adolescents were capable of conducting trainings for other peers.
The project also worked toward establishing five “Friendly Spaces,” public spaces to be used by
teenagers for after school activities within the communities. Once the “Friendly Spaces” were
established, 17 voluntary mentors supported the activity, and more than 4,000 youth had access
to adequate spaces.
E-24
With support from local leaders and the “Friendly Spaces,” 2,634 adolescents received RH
training skills and general health education. Local leaders’ involvement heightened project’s
impact.
STC’s impressive technical merits and administrative skills led Alianzas/Guatemala to award the
organization a total of three health and nutrition grants: this project and two others: Saving
Newborn Lives and Welcome to School (see specific fact sheets).
In terms of sustainability, the project achieved the following two main results:
1) At the individual level, it provided adolescents with information and education about sexual
reproductive health that allowed them to make better decisions concerning responsible health
and behavioral practices, as well making them social agents who can pass on this knowledge to
their peers.
2) At the community level, the project established the Friendly Spaces for community-wide use
and trained public health providers to provide adolescents with adequate sexual reproductive
health services and information.
E-25
Saving Newborn Lives (May 2007–September 2008)
LLRs: 3.3.2 Improved and expanded maternal child health care and information/education.
Partners
Partners
Bill and Melinda Gates Foundation
•
Improve rural household access to quality health
and nutrition services and information
•
Educate and train institutional and communitybased health providers to improve the health of
newborns and expecting mothers, specifically postdelivery newborn care
Project Description
Save the Children Federation (STC), a U.S.-based nonprofit organization, established its
Guatemalan office in 1999, with a focus on maternal and neonatal health and nutrition, sexual
and reproductive health, and child survival strategies. STC focuses on improving rural
household access to quality health and nutrition services and information, improving caregiver
knowledge and skills in such areas as prenatal care, exclusive breastfeeding and appropriate
complimentary feeding, and supporting the Ministry of Health in its management of common, yet
deadly childhood illnesses (e.g., pneumonia, diarrhea, and malaria) at the rural community level.
The Saving Newborn Lives project received financial support from Alianzas/Guatemala to
educate and train institutional and community-based health providers to improve the health of
newborns and expecting mothers. This STC project was specifically focused on post-delivery
newborn care during their first 15 days of life in 22 rural communities and urban centers, in
Nebaj and Chajul municipalities.
Some of the project’s accomplishments
Funding
were significant. For example, Saving
USAID: US$44,252
Partners’ cash: US$96,620
Newborn Lives conducted a baseline
Partners’ in-kind:US$26,068
survey among 1,317 women (978 from
Total: US$166,940
the intervention group and 339 from the
control group) in households with children
Results
under 1 year of age, to examine newborn
Beneficiaries: 2,235 women, including mothers, “mother
health patterns in the remote Ixil region of
leaders” and health providers, and 321 newborns
El Quiché, in detail. The survey included
an analysis of mothers’ knowledge and behavior related to newborn care. In addition, 250 “clean
birthing” kits for trained birth attendants (TBAs) were purchased and distributed and three
educational manuals were developed as tools to support the training of community volunteers
and institutional staff who worked with postpartum women and newborns. The manuals were
consistent with the Integrated Management of Childhood Illness/Neonatal Strategy (Neonatal
IMCI) strategy, endorsed and promoted by the Guatemalan Ministry of Health (MOH).
STC also successfully leveraged funds from the Gates Foundation to help form a network of 60
“mother leaders,” who were trained to make home visits to postpartum women and provide
counseling on the importance of newborn care. The network of “mother leaders” worked closely
with the MOH’s Basic Team, composed of TBAs, community health promoters, and
ambulatory/intermittent physician or nurses who make monthly community visits. As part of the
E-26
project’s second phase, STC trained institutional personnel to enhance their knowledge and
abilities in providing quality newborn care.
Saving Newborn Lives’ success responds, in large part, to the involvement and support of local
health organizations. Involving local health facility personnel through training and education in
Neonatal IMCI methodology, increased their ownership of the project and facilitated more
efficient participation. This was an important lesson that demonstrated how involving local
authorities results in more effective and efficient implementation of alliance projects.
Sustainability was achieved through the human investment made in educating and training
institutional and community-based providers on neonatal health care. This has allowed for
mothers and neonates to receive better services and ultimately decrease maternal and newborn
mortality in the benefited communities.
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Saint Peter´s University Hospital (March 2007–June 2009)
LLR: 3.3.1 Improved and expanded family planning services and information/education
Partners
Partners
•
Train and certify traditional birth assistants (TBAs)
in maternal-neonatal care.
• Establish and equip community health clinics to
provide service at the local level.
• Build and equip a cesarean section unit in the
municipality of Chiquimulilla to provide emergency obstetrical care to women in need of
such services.
Project Description
Saint Peter’s University Hospital (SPUH), a member of the Saint Peter’s Healthcare System of
New Jersey (NJ), is a nonprofit health-care facility sponsored by the Roman Catholic Diocese of
Metuchen, NJ. Through a referral from the U.S. Embassy in Guatemala, SPUH approached
Alianzas/Guatemala to seek funding to implement a maternal-neonatal program aimed at
reducing maternal-neonatal mortality in Chiquimulilla, in the southeast region of Guatemala. The
diocese of Santa Rosa de Lima, in Chiquimulilla provided project oversight. Five communities—
El Hawai, San Antonito, Obraje, San Rafael and Oliveros—in Chiquimulilla benefited directly
from this project.
The project was made up of the following
Results
three components. The first component
Beneficiaries:
60
TBAs
and
70 community health
provided training to and certification of 60
facilitators trained; more than 4,000 people received
TBAs in maternal-neonatal care, and
health services
training of 70 community facilitators in
basic health, who also completed a
Funding
supervised practice (in newborn delivery)
at the local health center. Through the
Private sector funds:
Partner cash:
US$308,818.00
second component, SPUH established
Partner
in-kind:
US$144,101.00
and equipped three new health
USAID
funds:
US$255,567.00
convergence centers in the area, as well
Total:
US$708,486.00
as provided financial and technical
support to manage an additional two
Ministry of Health (MOH) community clinics, to increase the quality and effective hours of the
outpatient services in these centers. A third component of the project helped build and equip a
facility for obstetric emergencies, specifically cesarean sections, at the local health center in
Chiquimulilla. This allowed women who required the procedure to be treated locally instead of
being transported to other municipalities more than one hour away, thus reducing labor risk.
Although Alianzas/Guatemala did not fund the third component, it supported SPUH´s
negotiations with the health area director to obtain additional support.
An important part of the project’s success resulted from the involvement and support of the local
health area center. The health area center’s involvement increased community ownership of the
project and allowed for complementary funding from the MOH to cover salaries for the medical
E-28
team in charge of the Cesarean section facility. This is an important lesson that shows how
involvement of a local authority facilitates effective and efficient implementation of alliance
projects.
Although SPUH’s intervention was technically strong and sound, management oversight was
not adequate. Given that no field manager was assigned to the project, Alianzas/Guatemala
staff provided considerable management and financial assistance to SPUH, to successfully
complete this grant. During the project’s period of performance, SPUH reimbursed
Alianzas/Guatemala approximately US$95,000.00 that could not be spent prior to project’s end.
Based on the SPUH experience, it is clear that a local manager, with decision–making power is
required to oversee implementation and financial execution, as well as to have direct
communication with local staff and adequately respond to Alianzas/Guatemala’s feedback and
requests for information.
The local capacity built through training and certification of TBAs and construction of the
Cesarean section unit increases the likelihood that the initiative will be sustainable over the long
term. Most importantly, because access to adequate services at the local level is now available,
the project will contribute to decreasing the number of maternal and newborn deaths.
Moreover, the local health area center has pledged to cover the salaries of the human
resources needed for the Cesarean section unit. Although the reduction of neonatal mortality in
Santa Rosa (data shown in the latest demographic health survey) cannot entirely be attributed
to this project, it should be noted that it is the only intervention working in maternal-neonatal
reduction in the area of Chiquimulilla.
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Tan Uxíl – Sexual and Reproductive Health (July 2008–September 2009)
LLRs: 3.3.1 Improved expanded family planning services and information/education
Partners
Tan Uxíl
Partners
Tan Uxíl
Partners
Planned Parenthood Federation of
America
•
Promote healthy lifestyles and behaviors in
adolescents
•
Improve access to information and education on
SRH in formal and informal education settings
•
Use peer education methods to provide sex
education to other young adults and adolescents
Project Description
Tan Uxíl, a Guatemalan nongovernmental organization established in 1998 and located in the
department of Petén, works to reduce the incidence of unplanned pregnancies and the spread
of HIV/AIDS among teenagers. With funding from Alianzas/Guatemala and Planned Parenthood
of America, Tan Uxíl implemented a sexual reproductive health project in Petén, reaching 2,090
young men and women, parents, teachers and community leaders.
Through this project, Tan Uxíl worked to
Funding
promote healthy lifestyles and behaviors
USAID: US$29,885
in adolescents, as well as improve access Partner’s cash: US$87,980
Partner’s in-kind: US$12,954
to information and education on sexual
Total: US$130,819
reproductive health in formal and informal
educational settings. The project
Results
educated and trained young promoters
Beneficiaries: 2,090 direct beneficiaries
(multipliers), as well as parents, teachers,
and community leaders as allies in this effort. Tan Uxíl also organized a youth network in
Petén, which became an effective way for beneficiaries to exchange information, experiences,
lessons learned, and provide peer-to-peer education.
Through Alianzas/Guatemala’s attempt to properly monitor this program, it became apparent
that the program’s M&E team needed to be augmented in order to provide proper coverage and
supervision over the vast areas where project sites are implemented. Due to the geographical
spread of the Tan Uxíl interventions, many were distant and difficult to regularly visit—both in
terms of access and cost-effectiveness. Only one on-site visit was made during the life of the
Tan Uxíl project. To maintain active contact with the project, Alianzas/Guatemala requested
that Tan Uxíl representatives actively participate in a quarterly meeting held in Guatemala City.
During these meetings, pending issues were resolved.
As with other RH education projects for adolescents, the Tan Ux’il interventions generated
important results in terms of sustainability achieved through the individuals benefited. By
creating a network of multipliers, RH knowledge was disseminated among adolescents and
young adults, providing them with skills to make sound decisions concerning their RH.
E-30
Vivamos Mejor–Sexual and Reproductive Health (March 2007–March 2008)
LLR: 3.3.1 Improved expanded family planning services and information/education.
Partners
Vivamos Mejor
Women’s International Network for
Guatemalan Solutions
Partners
Vivamos Mejor
•
Strengthen family planning education and services
at the community level
•
Improve and increase adolescent and young adult
access to RH information and services
Project Description
Vivamos Mejor, a Guatemalan nongovernmental organization in the department of Sololá,
works to improve the quality of life of citizens in its communities. With funding from
Alianzas/Guatemala, and Women’s International Network for Guatemalan Solutions (WINGS),
Vivamos Mejor implemented a project aimed at strengthening family planning education and
services, as well as training youth leaders in sexual and reproductive health. Prior to the alliance
project, Vivamos Mejor, with funding from WINGS, was implementing a youth sexual
reproductive health education project in other communities. Financial support of
Alianzas/Guatemala allowed the NGO to expand to 32 other communities and include a FP
component.
With the objective of strengthening FP
Funding
education and services in the targeted
USAID: US$16,548
communities, the project trained public
Partner’s in-kind: US$1,842
health providers in FP, as well as
Total: US$57,147
provided counseling and education to
Results
men, women, and youth. As a way of
Beneficiaries: More than 4,000 direct beneficiaries
reaching the whole population, five FPrelated radio spots were created and aired on community radios. Vivamos Mejor also worked
toward increasing the access to cervical cancer screening by educating women and providing
follow up to positive cases.
For the youth education component, Vivamos Mejor replicated the WINGS for Teens and Young
Adults project. Youth leaders, (multipliers), trained by the project used peer education methods
to provide sex education to other young adults and adolescents. The educational materials were
developed by WINGS, and culturally adapted to Sololá by Vivamos Mejor.
Through this alliance, Alianzas/Guatemala recognized how other alliance partners, such as
WINGS, can fund and mentor other smaller NGOs, thus helping them build their capacity. This
also allowed WINGS to replicate their proven interventions in other geographical areas.
The greatest challenge under this grant, for both WINGS and Alianzas/Guatemala, was to work
alongside counterparts with weak administrative capabilities. Throughout the life of the project,
Vivamos Mejor had difficulty submitting accurate technical and financial reports, and
Alianzas/Guatemala staff had to provide considerable management and financial assistance to
successfully complete the activity. For the project close-out, Alianzas/Guatemala team had to
travel to Sololá and confirm, and in some cases correct, the data reported. It is important to
mention that Vivamos Mejor did not misuse Alianzas/Guatemala funds, and that all technical
E-31
objectives were met by project´s end. However, there was a significant lack of organization
within Vivamos Mejor, and communication between financial and technical staff was inefficient.
At times these administrative deficiencies resulted in inaccuracies in their reporting.
Sustainability for this project was achieved by training and/or educating public health providers,
men, women, and youth leaders, as well as by strengthening the local health services. The
knowledge gained by beneficiaries allowed them to make better, more informed decisions about
their sexual reproductive health. In terms of institutional sustainability, Vivamos Mejor greatly
improved its technical and financial reporting capabilities as a result of Alianzas/Guatemala’s
training in these areas. Vivamos Mejor plans to continue its activities and replicate this project in
other Sololá communities.
E-32
WINGS for Men (October 2007–August 2009)
LLR: 3.3.1
•
Improve and increase men´s access to reproductive health (RH) information and
services.
Project Description
Women’s International Network for Guatemalan Solutions (WINGS) is a Guatemalan nonprofit,
nongovernmental organization (NGO) established in 1999 that aimed to create opportunities for
Guatemalan families to improve their lives by providing
Partners
family planning education and access to RH services. With
funding from Alianzas/Guatemala, WINGS implemented
WINGS
the WINGS for Men project, in 10 municipalities, in the
departments of Escuintla and Chimaltenango. The project
Partners
focuses on improving and increasing men´s access to RH
WINGS
information and services, with the ultimate goal of
improving their participation in RH decision making within their families and among their
communities. The project targeted adult men in rural areas and/or low-income communities.
The project was strategically implemented to more effectively provide sexual and reproductive
health education to men. It also created an array of educational materials to distribute
throughout the involved communities.
WINGS for Men was the first project in the country that focused on educating men specifically
on RH topics, allowing them to become change
Funding
agents for their families and communities. The
Private
sector
funds:
US$66,421
project spearheaded Alianzas/Guatemala’s RH
Alliance’s educational activities for men.
Although WINGS is a relatively small NGO with
Results
limited resources, they shared their experience
Beneficiaries: 440 direct, and more than 14,000
and the materials developed under the
indirect.
Alianzas/Guatemala grant with other partners
addressing similar approaches to related RH
issues.
By the end of WINGS for Men, 79 public health providers received training, and more than 400
men were trained in RH topics, seven of which became certified community-based multipliers,
responsible for spreading the acquired knowledge through peer-to-peer meetings. The
educational materials approved by the U.S. Agency for International Development (USAID)
included radio spots, brochures, posters, post cards, and a complete guide for six training
modules. USAID funding and technical assistance was paramount in this endeavor.
Among the challenges faced during the project included USAID’s review process of educational
materials. With a review cycle of over four months, scheduled activities for which these
materials were required resulted in unforeseen delays. This posed additional implementation
challenges since all activities were delayed as a result, and calendars had to be readjusted.
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Considering that the success of many multi-component projects such as WINGS depend on
integrated activities, sequences, and module articulation, it is crucial to allow for additional
coordination with USAID in such activities to ensure that well-planned activities are not
otherwise delayed.
Certification of community-based multipliers capable of training other men contributed in great
measure to the intervention’s sustainability, as well as the increased local capacity achieved by
training providers in adequate RH education and services. Moreover, more than 400 men were
trained and can now make more informed and responsible decisions regarding their RH, which
positively affects local communities.
E-34
WINGS for Teens and Young Adults (November 2006–January 2008)
LLRs: 3.3.1 Improved family planning services and information/education
Goals
•
•
Improved and increased adolescent reproductive health information and services
Use peer education methods to provide SRH education to other young adults and
adolescents
Partners
Project Description
Women’s International Network for Guatemalan Solutions
(WINGS) is a Guatemalan nonprofit, nongovernmental
organization (NGO) established in 1999, which aimed to
create opportunities for Guatemalan families to improve
their lives by providing them with family planning education
and access to reproductive health (RH) services. With
funding from Alianzas/Guatemala and United Way, WINGS
implemented the WINGS for Teens and Young Adults project, in six municipalities of
Chimaltenango, reaching both young men and women. Youth leaders, trained by the project
used peer education methods to provide sex education to other young adults and adolescents.
Partners
Major achievements included the creation of the
Funding
Manual de Referencias para Multiplicadores, which is
USAID: US$7,532
now used as the standard text for projects working with
Total: US$15,857
teens and young adults. A total of 538 young adults
Results
received training on RH themes (e.g., puberty, risks of
Beneficiaries:
1,
409 direct beneficiaries
early sexual relations, contraceptive methods, sexually
transmitted infections, and life plans), through 44 lectures held in schools. Also, 30 multipliers
were involved in a department network that supports actions to prevent HIV/AIDS. In addition,
two young leaders were selected as fellows for the initiative LiderAndo, a teen support group in
Antigua, Guatemala, and received full academic scholarships for one year. An additional
scholarship was awarded to one low-income young adult to support his high school education.
WINGS for Teens and Young Adults was not the first RH education project aimed at these age
groups. Nonetheless, it established itself as the spearhead of all related educational activities
for Alianzas/Guatemala. WINGS allowed for other partners to learn from its experience and use
materials developed under this grant for their own projects. USAID funding and technical
assistance was paramount in this project’s achievement because WINGS is a small NGO with
limited resources.
The greatest challenge under this grant was to obtain timely USAID approval of the Manual de
Referencias para Multiplicadores. The approval process took almost one year, which caused a
major delay in the scheduled activities for which these materials were needed.
This project demonstrated important sustainability results through the alliance relationships with
other RH partners, which led to continued use of WINGS’s educational materials and expertise.
WINGS for Teens and Young Adults also created sustainability at the individual level. By
creating a web of certified multipliers, knowledge is disseminated among adolescents and
young adults, providing them with skills to make sound RH decisions.
E-35
Annex E: Education Projects Funded by
Alianzas/Guatemala
E-36
Fundación Agros Guatemala Scholarships (January 2006–December 2006)
Fundación Agros Guatemala Scholarships II (March 2007–December 2008)
LLRs: 3.2.1
3.2.2
Improved access, quality, and efficiency of basic education
Innovative approaches to increase and improve educational opportunities
Partners
Fundación Agros Guatemala
Partners
Fundación Agros Guatemala
•
•
Provide opportunities for learning to youth in rural
areas.
Promote education and training in communities under
the program to support local development processes.
Agros is a nonprofit organization that facilitates rural poor families in Central America and
Mexico to escape the cycle of poverty by purchasing their own land. Since 1982, Agros has
helped nearly 4,000 people build new lives for themselves by facilitating land ownership and
providing technical assistance, training, capital loans, village infrastructure, and volunteer
service teams to support the work and vision of community members.
Project Description
Agros established a scholarship program
Funding:
that benefitted secondary students from
Ixcán unable to pursue their studies
because of lack of secondary schools in
Results:
their region. Beneficiaries were granted 1Fundación
Agros
Guatemala
Scholarships (January
year scholarships, including room and
2006–December 2006)
board, at Universidad del Valle de
Beneficiaries: 21 students (USAID beneficiaries: 5
Guatemala (UVG) Altiplano, in Sololá.
students, 3 boys and 2 girls)
Under this program students completed
their secondary education and later
Fundación Agros Guatemala Scholarships II (March
continued to study a technical career
2007–December 2008)
such as agro forestry and tourism. The
Beneficiaries: 23 students, 7 male and 16 female
(USAID beneficiaries: 5 students, 3 male and 2 female)
experience for these young people has
been enriching for their own life and for
their families. As part of the comprehensive program, students also received training in
leadership, computer skills, English, and other courses. Although students initially struggled with
academic courses, with Agros’ support, they overcame these obstacles and obtained
satisfactory test results by end of the year. Students and tutors worked hard throughout the year
to improve their understanding and performance.
In 2007, Agros submitted a proposal and was awarded a grant to continue support of these
students for another year. In November 2007, all five scholarship recipients completed their
studies and received their high school diplomas.
In December 2007, when the program ended, Agros had a surplus of funds and successfully
proposed extending the grant period to continue supporting these students as they began their
technical studies. The proposal requested using the surplus funds to support four students from
January to March, with Agros subsidizing the rest of the academic year and the fifth student. As
a result, all five students began their Agroforestry training, and Agros committed to support them
until they completed their technical education. At the end of 2009 Alianzas/Guatemala was
E-37
invited to the graduation ceremony of three of those students who continued their studies with
Agros support; they all graduated as Agroforestry technicians at UVG.
The scholarship program proved to be successful in offering opportunities and support for youth
as needed. The group of students presented problems in their first year; through close tutoring
and support students overcame the problems and later graduated.
Private sector commitment is crucial for a scholarship program; in this case, the cohort of
students that began with Alianzas/Guatemala continued until graduation because of Agros’
support.
E-38
Asociación Ajbátz Scholarships (January 2006–December 2006)
Asociación Ajbátz Scholarships II (January 2007–December 2007)
Ajbátz–Empoderamiento de la Mujer Indígena en el Aprovechamiento de las
Tecnologías Informáticas y Comunicativas (July 2009–November 2009)
LLRs: 3.2.1 Improved access, quality and efficiency of basic education
3.2.2 Innovative approaches to increase and improve educational opportunities
Partners
Fundación HIVOS
Ajb’ atz Enlace Quiché
CARE
Clic and Pledge
Global Giving
Institute for Connectivity in the
Americas/International Development
Research Center
Mayan Coffee
Michael Magee
OPS
Salud sin límites
Taiwan Mission
Partners
Ajb’ atz Enlace Quiché
•
•
•
Provide extracurricular education to youth from El
Quiché and bring technology closer to the community.
Train indigenous women to use technology in order to
improve their income.
Provide rural area students access to a tool that allows
them to work.
Project Description
Asociación Ajb’atz–Enlace Quiché began as the U.S.
Agency for International Development (USAID)/Enlace
Quiché (2000–2002), with the goal of establishing centros
de tecnología educativa bilingüe intercultural (CETEBI,
intercultural bilingual education technology centers). The
centers were to provide teacher training and produce
educational materials in the native Mayan languages,
K’iche’ and Ixil. From 2002 to 2003, with additional funds from USAID, Asociación Ajb’atz
followed up on the CETEBIs and created new centers, in which digital materials in six other
Mayan languages were produced. In
Funding
November 2003, the USAID activity
became an independent
nongovernmental organization (NGO),
Asociación Ajb’atz–Enlace Quiché.
Results
Asociación Ajbátz Scholarships (January 2006–
The new NGO created a computer center
December 2006)
where students could learn and develop
Beneficiaries: 804 students, 390 boys and 414 girls
computer skills. Asociación Ajb’atz’s work
Asociación Ajbátz Scholarships II (January 2007–
focuses on offering opportunities to
December 2007)
indigenous youth, especially in
Beneficiaries: 1,168 students, 596 boys and 572 girls
developing technical skills. In Guatemala,
access to education for youth between
Asociación Ajbátz–Empoderamiento de la Mujer
the ages of 13 to 18 is limited. Moreover,
Indígena en el Aprovechamiento de las Tecnologías
access to technology is even more
Informáticas y Comunicativas (Empowerment of
limited, and opportunities for women in
Indigenous Women in the use of Computer and
this area are rare. The Ajb’atz project
Communication Technologies) (July 2009–
attempts to overcome this gap and make
November 2009)
Beneficiaries: 400 (119 men and 281 women)
technology available for youth from El
Quiche. Asociación Ajb’atz works to
support and help underserved groups in El Quiché through their own financial investments while
seeking out third party investors to provide complementary funding.
E-39
According to results provided by Asociación Ajb’atz, digital literacy in the user’s mother tongue
favors more effective learning, as shown by the interest and learning curve of the project’s
beneficiaries. Students can more easily relate their training to real life and can also express their
thoughts creatively and in a more articulate manner rather than simplified expression in a
second language.
In many instances, Asociación Ajb’atz provides beneficiary indigenous communities their first
experiences with information technology (IT). Asociación Ajb’atz created software in Mayan
languages to provide IT training in a culturally appropriate manner and in the beneficiaries’
native languages. Computer literacy courses are taught entirely in Mayan languages. These
practices are consistent with the methodology within CETEBIs which were the original
technological centers in Quiché. Following this methodology, Asociacion Ajb’atz started a
technology program in 2004 with 40 scholarships. In 2005, with other partners, the number of
scholarships grew to 159.
The project with Alianzas, which began in 2006, enables technology to play a role in linguistic
and cultural revitalization among Mayan communities through computer technology. Through
the alliance, Asociación Ajb’atz increased the number of beneficiaries by providing scholarships
to at least 400 young students
The scholarship activity with Alianzas/Guatemala enabled Asociación Ajb’atz to promote their
project outside Guatemala and made it possible to find new sources of funding to benefit more
than 800 students with a scholarship. The partnership with USAID is highly valued because it
ensures transparency in the use of funds, positive results in the intervention, adds value to its
projects, and provides credibility and prestige to the NGO among other donors. Asociación
Ajb’atz uses this partnership within their strategy to obtain donations from abroad. They created
a newsletter explaining their scholarship program and the project they had with Alianzas .This
resulted in funds from new donors abroad.
Funding for the second phase of this program was awarded to Asociación Ajbátz in 2007 after
surpassing the original goal of 400 students and benefitting 804. Students gained skills to work
as teachers in the CETEBIs. Funds were awarded to benefit young, indigenous leaders to
develop job-related skills in El Quiché; the courses included basic typing with computers,
introduction to computers, computer technician, and English. Other 4-month courses, such as
learning with computers, up-to-date with information, English for children, technifying my
business and learning Kíche´, were also available. Some students were able to take more than
one course in a year. The articulation between regular activities and development of skills made
the applicability of the content smoother and motivated participation. Students were required to
develop their own productive projects using MS Excel® for budgets, MS Word®, or MS Power
Point®, to motivate encourage the use of technology as a tool to increase their income, while
also learning.
In 2009, Asociación Ajb’atz started a new project to provide training opportunities to indigenous
women in technology as a means to improve their income. The project took place in Santa Cruz
del Quiché; Salquil Grande; Acul and Xolacul in Nebaj; and Las Joyas Zacualpa. The activity
was specifically directed to women enrolled in the women’s organization I'x K’iches k'amalbe'
(Women Coordinator). Even though the project was intended to benefit only women, there was
significant interest from young male students, who requested courses in technology and typing.
Due to open spaces in the classes, male students were also accepted.
E-40
Because of the short implementation period, the success stories for this project remain scarcely
documented. Frequent contact with primary sources in the field, such as teachers and students,
can be valuable in documenting progress achieved in the beneficiaries’ daily life through the
incorporation of information technology for productivity.
E-41
BECATÓN (January 2006–December 2006)
Partners
Agencias Way
Asazgua
Banco Industrial
Banco Uno
Cemaco
Corona Paint Center
CPS Logistics
Distelsa
Domino’s Pizza
Fundación Ramiro Castillo Love
Helados Sarita
Hotel Casa Santo Domingo
Hotel Princess Reforma
Magno
McDonald’s
Telefónica
TELGUA
Tre-frattelli
Partners
Asociación de Investigación y
Estudios Sociales
Partners
United Nations Educational,
Scientific and Cultural Organization
United Nations Children’s Fund
•
•
Increase enrollment and improve quality of education in
prioritized rural areas.
Increase retention rates, especially among girls from
priority rural areas.
Project Description
Becatón was a Ministry of Education (MOE) initiative, in
coordination with the United Nations Children’s Fund
(UNICEF). Both organizations invited Alianzas/Guatemala
as liaison to convene private sector partners. The Becatón
project focused on schools and aimed to reduce
educational expenses and to support students with a high
dropout risk. The MOE also established criteria to award
scholarships to the extremely poor, large families, singleparent homes, and orphans or children of disabled parents
and special emphasis was given to girls. The project aimed
to encourage all Guatemalans to contribute to the
scholarship program, as well as to disaster-relief
fundraising activities.
Although other scholarship programs existed within the
MOE, the mechanism for assigning scholarships under
those programs did not allow for analysis to establish a
scholarship’s direct effect on a girl’s continued enrollment
in school. In addition, there was no way to track
scholarship recipients, nor record of their performance. As
a result, prior to Becatón’s implementation, the MOE created a new office and a strategy to
tackle drop-out rates starting in the first grade.
Asociación de Investigación y Estudios Sociales
Funding
(ASIES) was selected by UNICEF and MOE as
the implementing partner because of ASIES’s
prestige and reputation for transparency with
Results
use of funds. Under ASIES, Becatón was
Beneficiaries:
7,877
students, 3,938 boys and
directed at 110 municipalities with higher unmet
3,939 girls (USAID beneficiaries: 2,588)
basic needs, according to the Instituto Nacional
de Estadística (National Statistics Institute), MOE, and data from schools affected by Hurricane
Stan. The project was focused in Huehuetenango, San Marcos, Alta Verapaz, and Quiché; it
also included other municiples in Baja Verapaz, Chimaltenango, Chiquimula, Izabal, Jalapa,
Jutiapa, Quetzaltenango, Retalhuleu, Santa Rosa, Sololá, Suchitepéquez, Totonicapán,
Zacapa, Petén, and Escuintla. Becatón aimed to award 140,000 scholarships to students in first
grade, and the MOE committed to tracking each student for 6 years until they completed
elementary school. The MOE negotiated with the Guatemalan Congress to add the project to its
E-42
regular budget. Becatón was approved by Congress and carried out from 2007 to 2008 with
Congressional support.
Once the project was initiated, the newly created MOE office ensured tracking of students and
sustainability of the project, bringing together a large number of partners, especially in light of
the MOE’s demonstrated commitment to support students to complete elementary school. The
private sector’s involvement was key to the project’s success because of its national scale.
Scholarships were given in different departments and all partners worked toward a common
goal: keeping girls in school.
In 2006, the MOE devoted funds to support more than 130,000 students, and the private sector
complemented this by supporting 140,000 students. This demonstrates the project’s
sustainability, with various ministries within the government supporting the initiative, such as
Finance, Education, and the Cabinet, as well as the private sector.
This alliance also illustrates one of the major social and political challenges that public-private
partnerships face. Sustainability eventually became a challenge when government
administrations changed. Becatón was a ministerial commitment, which the previous minister of
Education entirely supported. However, with the new government‘s differing priorities, monies
for scholarships were channeled instead to conditional cash transfers, and Becatón’ was no
longer supported.
In this case, Alianzas/Guatemala served as mediator between the government and private
sector, resulting in a more amiable, collaborative, and less paternalistic relationship. The private
sector demonstrated its capacity to support major initiatives in a key role, fomenting the context
in which public and private sectors may share social responsibility. Nevertheless, changes in
governments continue to potentially result in interruption and cancellation of projects, which in
turn may affect the private sector’s disposition to support new government initiatives.
E-43
Camino Seguro Scholarships (January 2007–December 2007)
LLRs: 3.2.1
3.2.2
Improved access, quality and efficiency of basic education
Partners
Camino Seguro
Partners
Camino Seguro
•
Provide scholarships to girls living around the
Guatemala City garbage dump.
Project Description
Established in 1999, Camino Seguro (Safe Passage) works with the poorest at-risk children of
families who work in the Guatemala City garbage dump. Within a safe environment, Camino
Seguro provides a comprehensive and integrated program that fosters hope, good health,
educational achievement, self-sufficiency, self esteem, and confidence. Formal education is far
beyond the reach for many of the children living on the periphery of the Guatemala City garbage
dump. Children are unable to afford the school uniforms and shoes, enrollment fees, school
supplies, and books required by the Guatemalan public schools. With financial support from
Camino Seguro, each child is able to attend a local public school for the half-day term and then
go to the Camino Seguro center for educational reinforcement and supervision.
At Camino Seguro, each child receives assistance with homework and hands-on learning
activities designed to reinforce basic primary school concepts through their educational
reinforcement program. They also participate in a range of arts, music, sports and recreational
activities, English language classes, and computer instruction that provide opportunities to learn
life and social skills.
Funding
Private sector funds: US58,952
Camino Seguro is committed to providing
each child with nutritional support, including a
Results
daily healthy meal and snack, medical
Beneficiaries:
238
girls
in
school
attention from an onsite clinic, vocational
training programs, and weekend clubs for girls, boys, and mothers.
Supported by Alianzas/Guatemala, Camino Seguro implemented a project to help maintain
education expenses for female students who demonstrated a desire to improve their lives
through their work and academic performance and accomplishments The Camino Seguro
initiative supported 238 girls with scholarships to continue their studies in elementary and
secondary schools. Camino Seguro was responsible for ensuring their continued enrollment in
school, as well as providing them with school supplies, books, uniforms, shoes, and backpacks.
At the Camino Seguro center, scholarship recipients received tutoring and homework help. The
project also included extracurricular activities to develop job-related skills, such as English,
carpentry, and computer skills. To support families and students, Camino Seguro provided food
to the girls’ families, as well as daily lunches and snacks. Without this assistance, the girls
would have worked on the dump site or elsewhere to support their families.
Supporting girls’ education is a U.S. Agency for International Development and Government of
Guatemala objective because several studies report on the inequities in girls’ access to
education. Girls are most likely to drop out of school and help support their families by working
in their homes or elsewhere. As a result, private sector organizations are committed to closely
tracking girls’ education and providing families with resources to replace girls’ income or work.
E-44
Private sector organizations provide sustainability to the project because they have a long-term
commitment to communities. Camino Seguro has worked in Guatemala self-managing funds for
more than 10 years and is committed to continue.
The scholarship project implemented by Camino Seguro showed positive accomplishments
because out of the 238 students, 190 completed the academic year and only 20 dropped out.
Compared to national statistics, 80% completion is considered a successful outcome especially
in these areas, where parents usually have not completed their education and are seldom at
home.
E-45
Asociación Grupo Ceiba (April 2008–March 2009)
Asociación Grupo Ceiba (July 2009–November 2009)
LLRs: 3.2.1
3.2.2
Partners
Partners
•
•
•
•
Provide learning opportunities for youth
Facilitate accelerated elementary and secondary
studies as well as development of specific skills such
as technology, English, and design
• Create learning spaces for young leaders that will
replicate training in their own communities.
Implement the process of academic education for youth with specialized job-related skills
such as technology, accounting, secretarial, etc.
Provide job placement support, including training on interviewing skills and resume writing,
Ceiba is a nonprofit nongovernmental
Funding:
Guatemalan Association that works with
communities to prevent youth drug abuse
and violence. Since 1989, Ceiba has
Results:
worked in communities with high drug risk
Grupo
Ceiba
(April
2008–March
2009)
and violence by sponsoring activities that
Beneficiaries: 300 students, 140 male students, and
promote self-reflection and teach positive
160 female students (USAID beneficiaries: 100
behavioral outcomes and programs that
students, 49 male and 51 female)
develop technical, leadership, and
communications skills. Studies conducted
Capacitación Tecnológica Integral y Formación
by Abel Group from Italy and Cristo
Socio-laboral (July 2009–November 2009)
Nuestra Paz Parrish in Colonia El Limón
in zone 18 found a high correlation
(USAID beneficiaries: (112 students)
between a high level of violence and a
lack of opportunities for youth and children. In response to this, Ceiba organized youth in this
community in teams in order to work with them in social activities on the streets, which included
theater, discussion forums, occupational workshops, cleaning campaigns, and the promotion of
women’s rights. After a period of time, these youth teams became an integral part of Ceiba’s
intervention approach, and now they train new youth groups that enter into Ceiba’s program.
Project Description
Grupo Ceiba (April 2008–March 2009)
The Ceiba program was directed toward young people between the ages of 13 and 24. This
program provided students who did not complete secondary education with better opportunities
to complete their education, obtain a job, and become productive citizens. The intervention with
Alianzas/Guatemala took place in a high-risk area and participants were either ex-gang
members or families of gang members. The program included accelerated elementary and
secondary studies, as well as development of specific job-related skills, such as Graphic Design
with Technology, Web Design, Computer Repair, Robotics, Entrepreneurship, and English. All
of the students under the scholarship program completed the academic year. Students
participating in the program became part of Oficina de Servicios y Asistencia Laboral y
Empresarial- OSALE’s database (Entrepreneurship and Labor Assistance Services Office).
E-46
OSALE’s manager has worked with private sector, which facilitated job placement assistance
for students looking for employment. This kind of partnerships could create opportunities for
youth reintegration into society.
Capacitación Tecnológica Integral y Formación Socio-laboral (Integral Technical Training and
Development of Social and Labor Skills) (July 2009–November 2009)
The program aimed to provide technology training to young people who live in areas affected by
drugs, violence, or gang problems by providing scholarships. The scholarships included training
in the following areas: technology, human development, business management, and technical
English. Transportation and meals were provided to the participants. The program was
implemented in Ceiba’s main office—Parque de Servicios Tecnológicos de la Empresa
Educativa—and in offices located in El Limón zona 18, Lomas de Santa Faz zona 18, and
Brisas de San Pedro Ayampuc in the department of Guatemala.
Although scholarships are usually meant to be used for educational purposes only, because of
economic hardships of Guatemala, “scholarships” are used to provide “unconventional” services
and supplies such as transportation or meals. Most of the students in Ceiba, because they live
in at-risk areas, have to travel from their communities to the center, and the lack of resources
could prevent them from participating every day. Therefore, providing transportation and meals
could allow students to continue participating in the program.
The commitment, dedication and drive provided by Ceiba’s leaders are crucial for the
functioning of the center. Students expressed their happiness to have a place where they can
finish their education and even find a job.
Testimonials
Erick Orlando Otzoy
“I was born in Guatemala City and lived in Colonia El Limón, zona18 for a long period of time.
While I was living in El Limón, I robbed, used drugs, and slept on the streets. I studied up to
ninth grade and didn’t complete my studies due to lack of money. I had to find ways to make
money in order to survive and I lost my motivation to continue with my studies. I joined the gang
at a very young age, my dad beat me and put me on the street, where I found friends that
listened and supported me.
I found Ceiba on my own and it was the only place where I got real support. At the beginning, I
went to the center just for distraction, and then I discovered that I could learn many things about
computers. I’m currently studying Graphic Design, I have my family in El Limón, my parents and
brothers, but I don’t go there anymore; fearing for my life, I ran away. I lived with two friends in
zone 1 near Ceiba’s center. In the future, I want to become an excellent computer repairman
and graphic designer and ahh…find a girl who loves me and wants to share her life with me.”
Vinicio Leonel García Morales
“I was born in Guatemala City and have 5 brothers; I used to live in Colonia El Limón, but now I
live in zone 1 with two friends. I had to run away because I got death threats. In Colonia El
Limón there was nothing to do, no sponsored activities or positive outlets; at night, I used to
watch TV or listen to music. I completed my elementary school and currently I’m studying in the
third grade in secondary school (tenth grade) in Ceiba through a virtual program.
E-47
I entered the mara (gang) because I liked having money and several friends taught me ways to
get it. I also liked the mara because it had drugs and they made me feel good. I decided to go
back to Ceiba (I was there before) to learn to repair computers. With the scholarship given to
me, I can support myself. I escaped from El Limón because I feared for my life; I don’t want to
belong to the mara anymore. I want to learn everything about computers repairman and become
a member of the Center’s youth cooperative. I have reflected on the consequences that ‘bad’
money could bring to my life; streets are no place for youth.”
Julio Isaías López Ortíz
“I was born in Guatemala City and have two sisters that live in Colonia El Limón, where I used
to live. As a hobby, I listen to music and watch movies. I completed my elementary education
but didn’t want to continue; now I regret that. I’ll try next year to continue with my secondary
education.
I have never belonged to a mara, however, my friends do and because I was with them, I also
received death threats and I had to leave El Limón along with them.
I like being at Ceiba because it is pleasant and they teach me important things for the future. I’m
learning to repair computers; I got a scholarship that helped me support myself. I want to
become a good computer technician, I’m sure I can manage that.”
E-48
Centro Vocacional San José Scholarships (January 2009–July 2009)
LLRs: 3.2.1
3.2.2
Partners
Asociación Solidaridad por
Guatemala
Partners
Centro Vocacional San José
INTECAP
Partners
Betty Whitbeck
•
•
•
Offer educational opportunities for impoverished youth.
Educate future citizens with values.
Develop job-related skills in youth.
Project Description
Since 1987, Centro Vocacional San José has worked in
Guatemala City and has focused on providing partial or full
scholarships (based on their family income) to boys and
girls so they may continue their education.
In 2008, Mrs. Betty Whitbeck presented an unsolicited proposal to sponsor scholarships in the
Centro Vocacional San José to Alianzas/Guatemala. Mrs. Whitbeck organized a benefit opera
(Messiah) and donated the proceeds to the Centro. Alianzas/Guatemala engaged Asociación
Solidaridad por Guatemala to provide additional funding, which enabled 43 at-risk boys (ages
14-17) to receive full scholarships. The Centro offers integrated education that includes
completion of secondary education and development of technical skills to enable students to be
responsible citizens and successfully join the work force. Students received secondary
education and skills development with the support of Instituto de Capacitación Técnica y
Profesional-INTECAP (Professional and Technical Training Institute), which is an institution
dedicated to develop skills in technical and work-related areas such as electricity, mechanics,
welding, carpentry, baking, and computers, among others. The Centro also offered dental,
medical, and counseling services to the
students.
Funding:
At the end of 2009, 13 students graduated
from Bachillerato (high school) and they
planned to continue their studies at
Results:
university level. This shows how even
Beneficiaries: 43 male students
though Alianzas/Guatemala’s funds only
supported part of the school year, the students’ enthusiasm and participation in the program
was sustained, and continues to this day.
Centro Educacional San José was a new partner with no experience in preparing proposals and
technical and financial reporting, yet its project results were very good. At first, the director
demonstrated reticence towards Alianzas/Guatemala’s staff because of the extensive
questionnaires, requests for information and requirements. However, over time, mutual trust
developed and a fruitful relationship ensued.
It was vital for program success to invite as many NGOs as possible and to make sure that
small NGOs received the necessary training on relevant topics, repeating the training activities
periodically to improve internal capacity of potential partners.
E-49
Servicios de Educación Integral y Audiovisual, S.A. (CIAV)
(August 2009–November 2009)
LLRs: 3.2.1
3.2.2
Partners
Transactel
Servicios de Educación Integral y
Audiovisual, S.A.
Partners
Servicios de Educación Integral y
Audiovisual, S.A
•
•
Promote a training program among educational
institutions and/or communities identified as at-risk, to
offer educational options to young people.
Provide English language training to selected
candidates to become call center operators.
Project Description
Servicios de Educación Integral y Audiovisual, S.A. (CIAV) and Transactel, a call center
company, implemented a project with an Alianzas/Guatemala grant to provide training in English
language for youth between the ages 18 and 25, living in high-risk zones in Guatemala City.
The project aimed to provide these youth with skills to improve their job opportunities. Youth
with above intermediate level English language skills were trained to improve their language
capabilities and develop specific skills necessary to perform well in call centers.
CIAV has 33 years of experience teaching
English in Guatemala City, Chimaltenango, Alta
Funding
Verapaz, Chiquimula, Escuintla,
Huehuetenango, Izabal, Jalapa, Jutiapa,
Suchitepéquez, Petén, El Quiché, Santa Rosa,
Results
Sololá, Zacapa, and Quetzaltenango. CIAV’s
Beneficiaries:
50
students,
31 male and 19 female
vision is to change lives by improving students’
competitiveness in the job market. CIAV provided the project with teachers and textbooks for
student training.
The project was implemented in the Transactel office with a group of 50 students from
September to November 2009. The close monitoring and tutoring of students resulted in the hire
of 23 participants to work at Transactel. An additional 10 students were on a waiting list for job
openings in January 2010. The students who performed lower than expected underwent a
longer period of training with CIAV.
The main challenge for CIAV personnel was English mastery among candidates. For future
similar projects, it is necessary to create a project that lasts longer in order to provide a longer
training period. It may also benefit to start project implementation in secondary schools, allowing
students to improve their English skills and to provide opportunities for more students to
participate in the project.
E-50
COED Textbooks for Secondary (November 2006–October 2007)
COED II Textbooks for Secondary School (January 2008–December 2008)
Partners
Rotary Club
Asociación COED
Partners
Asociación COED
•
•
Create a self-sustainable textbook program.
Provide support to youth in order to keep them enrolled
in school.
• Improve enrollment and retention rates in schools in
which the project is implemented.
• Support teachers in the use of new methodologies
for teaching.
Project Description
In 2007, Asociación COED submitted a proposal to support education quality and health
improvement through the use of
Funding
textbooks and teacher training.
Asociación COED has implemented this
textbook project since 1996 and provided
textbooks to 23,650 students in high
Results
COED Textbooks for Secondary (November 2006–
schools. Since the inception of the COED
October 2007)
project in Guatemala, 80% of the
Beneficiaries:
communities still participate.
COED’s proposal aimed to extend their
existing project and included: provision of
textbooks to students in rural areas;
training for teachers, principals, students
and parents in the use and care of books;
support for student educational expenses
to increase the number enrolled in
schools; and creation of a sustainable
plan to continue the project beyond the
Alianzas/Guatemala grant with
community involvement.
3,545 students, 1,876 boys, and 1,669 girls
19,554 text books for 20 secondary schools
88 principals and teachers trained
COED II Textbooks for Secondary School
(January 2008–December 2008)
Beneficiaries:
2,701 students, 1,326 male and 1,375 female
15,421 text books for secondary for 20 secondary
schools
278 principals and teachers trained
The methodology used in the COED project relied on teachers’ and parents’ commitment to
maintaining the revolving system for textbooks. In the project’s first year books were “rented” to
students for Q10 per year, per book. Students were required to care for the textbooks and return
them at the end of the school year. The textbooks were used again by the following year’s
students. The money collected through the “rental” is allocated to purchase new books at the
end of a 5-year period. This “rental” mechanism, guarantees the project‘s sustainability through
the funds collected, enabling the schools to purchase new textbooks and even establish a
computer laboratory. Teachers also are trained in textbook usage and best methodologies to
improve learning.
E-51
During this intervention 19,554 mathematics, social studies, Spanish, and science textbooks
were provided to students in Quetzaltenango, San Marcos, and El Quiché schools. Some 88
teachers received training.
In 2008 a new iteration of the project was approved and extended to Chimaltenango and Sololá.
A total of 15,421 mathematics, social studies, Spanish, and science textbooks were provided to
students in Quetzaltenango, San Marcos El Quiché, Chimaltenango, and Sololá. In addition,
122 teachers and principals received training as part of the component to improve the quality of
education through the use of textbooks and training. The training sessions were critical in
providing “adequate” spaces for teacher to exchange experiences and best practices.
Despite its impressive reach, the COED project must strengthen the evaluation component
since it is necessary to provide close supervision and support to teachers following training
sessions and student performance. A stronger evaluation system will ensure that the
methodologies taught motivated teachers to continue learning and improved their students’
performance.
E-52
Educación Integral para el Nuevo Milenio (EDINUMI)
(January 2006–December 2006)
EDINUMI II (March 2007–December 2007)
EDINUMI III (April 2009–October 2009)
LLRs: 3.2.1 Improved access, quality, and efficiency of basic education
Partners
Banco Industrial
Comité Nacional de Alfabetización
Partners
Asociación para la Cultura y el
Desarrollo
•
•
•
Provide education opportunities to over-age children
and youth that are outside the school system.
Contribute to increase literacy in municipalities with
high illiteracy rates.
Promote an innovative literacy approach complemented
with occupational and technological education.
Project Description
Alianzas/Guatemala partnered with Fundación Ramiro Castillo Love (FRCL) to support
implementation of Educación Integral para el Nuevo Milenio (EDINUMI, Integral Education for
the New Millennium project), starting in 2006. Endorsed by the Comité Nacional de
Alfabetización (CONALFA, National Literacy Committee), EDINUMI is a literacy project
designed for children older than 12 and young adults who have either dropped out of school or
never entered the education system. The project includes materials, books, training sessions,
and
monitoring and evaluation activities. The project originally was made up of two
components:
1) Literacy for youth and young adults; and
2) Development of skills for income generating activities such as weaving, sewing and home
gardens
FRCL has been involved with EDINUMI
since 2001. In collaboration with
Alianzas/Guatemala, in 2006, EDINUMI I
started and a new component was
added—computer laboratories for
students enrolled in literacy courses to
promote the development of technological
skills. EDINUMI was implemented
through three separate, 1-year grants in
Momostenango and Santa María
Chiquimula, Totonicapán;
Chichicastenango and Joyabaj, El
Quiché; and Jocotán and Camotán,
Chiquimula.
Funding
Results
EDINUMI (January 2006–December 2006)
Beneficiaries: 5,264 students—1,908 male and 3,356
female
803 students using technology
EDINUMI II (March 2007–December 2007)
Beneficiaries: 5,995 students—2,023 male and 3,972
female; 435 students using technology
EDINUMI III (April 2009–October 2009)
Beneficiaries: 8,491 students—2943 male and 5,549
female; 84 students using technology; 717 teacher
training
In 2007 EDINUMI II was implemented,
FRCL reported that more than 65% of the students enrolled in this phase completed the
curriculum. The average approval rate among students was 94%. The report noted that women
E-53
dropped out mostly because of domestic responsibilities. FRCL responded to this by proposing
to strengthen their gender approach in future iterations.
FRCL requested support for the EDINUMI III project in 2009. The project was implemented in
indigenous areas, focused on populations considered vulnerable due to poverty and quality of
life issues. The main objective of this project was to benefit low-income children and youth—
especially girls (a priority group for USAID)—who were illiterate and lived in far away rural
areas. This project intended to give the targeted groups the opportunity to become literate within
an integral education project. EDINUMI III benefitted children and young indigenous people in El
Quiché and Totonicapán, where high rates of illiteracy were prevalent.
EDINUMI played a role in women’s empowerment through literacy and entrepreneurial skills
training. Women were generally more interested in participating in this type of project, as
evidenced by the fact that they made up two thirds (66%) of enrollment due to inequities in the
national elementary system, where girls’ enrollment is lower and their dropout rates are higher
than boys’. Nevertheless, women are more likely to drop out of the EDINUMI project. The most
frequent reason for dropping out was responsibilities at home and/or husbands’ reluctance to
their being away from the home.
The technological component increases participant interest, but computer laboratory
maintenance should be provided by a local authority in coordination with the community. The
computers donated were refurbished rather than new equipment, and some of them presented
problems over time.
Students greatly valued the productive component because it offered opportunities for income
generation. However, these productive projects should be long term and accompanied by skills
and knowledge development to increase family income.
E-54
Escuelas Demostrativas del Futuro Comitancillo (April 2007–December 2007)
Partners
Local communities
Local government
Partners
Ministry of Education Local
government
•
•
Increase enrollment and improve quality of education in
prioritized rural areas.
Increase retention rates, especially among girls from
priority rural areas.
Project Description
The Escuelas Demostrativas del Futuro Comitancillo
intervention was unique because it originated among community members, with the primary aim
of improving education for children. In 2007, school
Funding
committees from five communities in San Marcos,
through a designated representative, submitted a
Private sector funds: Cash US$10,000;
proposal to Alianzas in order to acquire computer
In kind US$49,365
labs for their schools. Funds were requested from
local authorities and parents to build and equip the
lab (e.g., acquiring electricity, security, teacher
Results
training, and maintenance).
Beneficiaries: 2,360 students; 1,149 boys and
1,211 girls
As part of the initiative, they also asked to be part
of the MOE’s Schools of the Future and were
accepted. Alianzas/Guatemala provided desks, chairs, and power supply units for five
laboratories. FUNSEPA provided the equipment and training for teachers. In 2008, school
enrollment increased 25% from 2007. After a year of implementation, principals and teachers
indicated that students were interested in learning computing, and the demand already
outpaced the number of computers available.
Self-negotiated projects instill a sense of ownership and commitment to school communities.
Parents continue to collaborate in the lab maintenance, and teachers are paying for their own
training since MOE has stopped supporting training. The Escuelas Demostrativas del Futuro
Comitancillo project demonstrated that parents, local authorities, and community involvement
are critical for sustainability. Parents are crucial; they will ensure the continuance of the projects.
At the end of 2009, the Alianzas/Guatemala M&E team visited the schools, and all five computer
labs were working properly. This Escuelas Demostrativas del Futuro Comitancillo partnership
made it evident to Alianzas/Guatemala that community and local NGOs’ participation help to
guarantee an intervention’s sustainability.
E-55
Fondo Unido de Guatemala-Various Projects for School Improvements
(February 2005-Oct 2006)
LLRs: 3.2.1
3.2.2
Partners
Fondo Unido de Guatemala
Industrias la Popular
Siemens
Porta Hotel
Partners
Ministry of Education Fundación
Sergio Paiz Cooperación para la
Educación
Partners
Citibank
Procter & Gamble
Camino Seguro
•
•
•
•
Increase private sector involvement in educational
projects.
Increase enrollment and permanence of students in
school.
Support school refurbishment in rural areas.
Provide opportunities for youth at a secondary level.
Project Description
The relationship between Alianzas/Guatemala and Fondo
Unido de Guatemala (FUG-United Way Guatemala) was
established with the signing of a sub-agreement in
February 2005. This was a pre-formed alliance, with a total
of US$350,000 committed funds from Alianzas/Guatemala.
FUG’s funds were contributed from a voluntary payroll
contribution program, Programa de Aporte Voluntario por
Nómina, carried out by organizations with which FUG
worked.
The partnership aimed to implement health, nutrition, and education projects that directly
benefited vulnerable populations in rural areas. However, FUG submitted several proposals that
were rejected because they failed to meet Alianzas/Guatemala criteria. In July 2007, a
modification to the sub-agreement reduced the funds to US$325,000 due to a pipeline issue. In
October 2008, a second modification decreased the committed funds to US$66,000. As a result,
only education projects were approved and implemented.
FUG works with private sector
Funding
organizations, channeling employee and
Private sector funds US$99,865
institutional contributions to social
development projects in health and
Results
education. At the first
71
students
benefited
with
a scholarship in a technical
Alianzas/Guatemala Technical Review
secondary school.
Committee in which FUG participated, 13
4 computer laboratories
FUG projects were under revision but
8 school refurbished
only 4 were approved. In general, FUG’s
proposed projects responded mainly to corporate interests, directed to construction and
acquisition of supplies. Alianzas/Guatemala’s technical staff and FUG’s coordinator worked
closely to review the program’s scope to reorient the technical proposals. Approved projects
were directed to support scholarships in Kinal; implement computer laboratories in Tecpán, El
Quiché, Guatemala City and Sololá; and support the Amigos de la Escuela (Friends of School)
project, led by Secretaría de Obras Sociales de la Esposa del Presidente (SOSEP – First
E-56
Lady’s Secretariat for Social Work) and the Ministry of Education. Amigos de la Escuela focused
on school refurbishment.
Project implementation was delayed during the life of the sub-agreement due to personnel
changes in FUG. The scholarship project was funded by Citibank through FUG and
implemented by Kinal; reports were requested of them. 75 scholarships were given to students
in lower secondary, they all passed and continue their studies with Kinal´s funds. Through
COED and Camino Seguro, 2 computer laboratories were equipped and implemented and with
funds from Porta Hotels and private funds from organizations affiliated to FUG, 2 other labs
were equipped. The schools refurbishment was implemented by Amigos de la Escuela. FUG
served as administrator and supervisor of these projects. The sub-agreement was extended
until October 2006. After this date, FUG was encouraged to submit individual proposals.
Upon evaluating the sub-agreement with FUG, it was determined that this kind of pre-formed
alliance, with a specific amount of allocated funds, was not a very effective way of working. It
proved difficult for two independent organizations to agree on all the conditions and
characteristics the alliance projects. The differences between Alianzas/Guatemala and FUG
created pipeline issues for both organizations. As members of the private sector members, FUG
expect to see their contributions expended quickly and were not satisfied with the timeframes
and conditions imposed by USAID approvals and requirements.
Changes in project personnel affected the implementation. In the first year, two FUG
coordinators were assigned and but then left the position, thus creating delays in execution of
funds and project implementation. The project coordination and submission of reports were
often delayed due to personnel changes.
FUG is a respected organization, recognized for its transparency with funds. As a result, they
were an ideal ally in projects and also brought in international funds. Some international
partners contributed funds through FUG to the Amigos de la Escuela project.
E-57
FOTOKIDS (January 2006–October 2006)
Partners
American Society of Guatemala
Private citizen funds
Partners
•
•
•
Break the poverty cycle through education.
Provide education opportunities to children and youth
through scholarships.
Develop job related skills through after school classes
in topics such as: computer use, photography, digital
images, graphic design, and advertising in English.
Fotokids
Project Description
The American Society of Guatemala was founded in 1960 to promote friendship and further
understanding between the American expatriate community and the Guatemalan community
through social activities, involvement in community affairs, and fundraising and support for
various charitable organizations. The society currently supports Escuela Estados Unidos, a
public school in zone 5 in Guatemala City; Camino Seguro, an educational outreach program for
children living with HIV/AIDS; Guatemala City’s dump; and Hogar Marco Antonio, a home for
children living with HIV/AIDS.
Fotokids was founded in 1991 by ex-Reuters photographer Nancy McGirr and six children living
in the city’s vast garbage dump. Fotokids ensures children´s education through scholarship; the
beneficiaries are required to attend school and participate in the after-school activities at
Fotokids offices where children receive tutoring and extracurricular activities such as the use of
computers, digital photography, web design, etc. The organization has grown geographically to
include extremely poor areas both rural and urban.
On December 8, 2005, the American Society of Guatemala and Hotel Casa Santo Domingo
hosted a performance of Handel’s Messiah, which included Guatemalan choirs, orchestras, and
U.S. soloists. Funds raised through ticket sales (more than US$21,000), and complemented
with Alianzas/Guatemala funds, were invested in Fotokids. The main focus of the project was to
help break the cycle of poverty through education and by
giving students a set of skills such as the use of computers
Funding
to express themselves through digital photography and art,
which leads to employment and leadership. This initiative
benefited students living in Guatemala City’s landfill, who
Results
were granted scholarships to continue their studies at private
Beneficiaries:
100 students
schools
(USAID beneficiaries: 45)
Through their work, students capture their family living conditions, labor situations, random
violence, and drug abuse, as well as dreams for the future. Children and youth need
opportunities to study and express their feelings. Students in the program have been able to
participate in different art activities in the country and in other countries.
Fotokids involved local and international workers. Since international workers rotated every
year, this sometimes posed challenges to financial and technical reporting, because new staff
E-58
were asked to track interventions that were mid-cycle or completed. Another challenge was the
high cost of operation of this project, which includes sophisticated digital cameras and computer
equipment.
E-59
FUNDACION JUAN BAUTISTA GUTIERREZ–University Scholarships
(June 2006–November 2009)
LLRs: 3.2.2
3.2.3
Innovative approaches to increase and improve educational opportunities.
Improved access, quality and efficiency of higher education for youth and
indigenous leaders.
Partners
Fundación Juan Bautista Gutiérrez
Partners
Fundación Juan Bautista Gutiérrez
•
•
Facilitate access to higher education for young men
and women from rural areas in Guatemala.
Provide education and internship opportunities to future
leaders in private sector companies, where they can
apply the acquired knowledge.
Project Description
Fundación Juan Bautista Gutiérrez (FJBG) created a scholarship project in 2000, with the goal
of benefiting young people with limited income. The project aims to facilitate access to quality,
advanced education to young men and women with leadership capacity and academic potential,
but who have financial limitations that prevent them from obtaining a university education. FJBG
has established a mechanism and procedures for selecting scholarship recipients based on a
socioeconomic study and a past performance academic report. The scholarship includes funds
for university fees, textbooks, English, room and board, and a stipend.
The FJBG 5-year scholarship project,
Funding
implemented under Alianzas/Guatemala, was
mainly directed to youth from rural areas. The
program offered five complete scholarships to
Results
meritorious Guatemalan students with limited
Beneficiaries:
5
students,
1 supported with
economic resources, to initiate studies in
USAID
funds
January 2006 and graduate in December 2010.
Alianzas/Guatemala supported the first year of studies for one student while the second through
fifth years are funded by FJBG, as well as the four other students as part of the leverage. FJBG
ensures project sustainability through its long-term commitment.
The scholarship recipients enrolled in biology, computers, and chemical engineering courses
based their respective interests. Students received tutoring and close support and monitoring by
FJB, which ensured their success. Since staring the project in 2000, no student has dropped out
from their course of study. All FJBG’s scholarship recipients performed above average and have
received awards. Based on one student’s excellent academic record, he was selected to travel
to Norway, England, and the Netherlands to participate in Leaders for Peace World Seminar.
After completing their studies, scholarship recipients enlist in professional internships in private
sector companies. Based on their performance, they are then offered jobs. It should be noted
that all students under FJBG project have been offered employment.
While partnering with Alianzas/Guatemala’s, FJBG strengthened their reporting system
throughout the life of the project. Initially, financial and technical reports improved and
information provided to Alianzas Guatemala became more accurate and timely. Training
E-60
sessions on guidance in reporting and measuring impact was critical in building FJBG’s
institutional capacity.
For future scholarship projects, one effective way to justify the cost per beneficiary for
scholarship projects may be to conduct pre- and post-evaluations, as well as cost/benefit (social
and private) analyses that might shed light on the effectiveness of scholarship project. Readily
available econometric modeling functions, such as Mincer’s, that analyze the relationship
between wages and human capital (e.g., schooling, work experience) in statistical estimation
may be applied in a useful and illustrative manner.
E-61
Fundación Raxche’ Scholarships (July 2009–November 2009)
LLRs: 3.2.1
3.2.2
Partners
Local communities
Fundación Raxche
Partners
Fundación Raxche
•
•
Develop job-related skills and provide comprehensive
education for boys and girls between the ages of 11
and 18.
Implement a values program that reinforces a complete
and integrated education for youth.
Project Description
Fundacion Raxche’ is a nonprofit
organization established in 2005, in El
Estor, Izabal. Since its inception, it has
implemented 80 different projects in
education, training, health, environment,
production, culture, and social
infrastructure.
Funding
Results
The alliance project was an additional activity to improve the Fundación Raxche´s scholarship
intervention, supporting youth between the ages of 11 and 18 to attend regular school. The
Alianzas/Guatemala-supported project enabled students to access comprehensive education by
incorporating a job-related skills and ethics component. The project encouraged students to
learn an occupation, as well as to develop personal and ethical values, that allowed them to live
and interact positively with others. Students were enrolled in self-selected training from the
following courses offered by Instituto de Capacitación Técnica y Profesional (INTECAP,
Professional and Technical Training Institute) in El Estor, Izabal: baking; electricity; plumbing;
dressmaking. As part of the comprehensive education, seminars and talks were conducted,
covering a variety of topics such as values, teamwork, assertive communication, professional
ethics, human relationships, conflict resolution, nutrition, and preventive health, among others.
The private sector’s commitment ensured sustainability to this project, as Fundación Raxché will
continue supporting youth in job-related activities and had planned to maintain its relationship
with INTECAP.
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Instituto Privado Guatemala de la Asunción – Villa Nueva Scholarships
Scholarships I (January 2007–October 2007)
Scholarships II (April 2008–Dec 2008)
Scholarships III (April 2009–Oct 2009)
LLRs
3.2.1 Improved access, quality and efficiency of basic education
Partners
Instituto Privado Guatemala de la
Asunción–Villa Nueva
Partners
Asunción–Villa Nueva
•
•
•
Support low-income children to have a comprehensive
education and opportunities for a better life.
• Offer educational opportunities to young people,
especially girls that live in the Villa Nueva area, where
drugs, gangs, and violence place them at risk.
• Improve families’ socioeconomic conditions.
• Educate youth on values.
Decrease the exclusion and social discrimination rates.
Develop job-related skills in youth.
Project Description
Asunción (Villa Nueva) began an
educational project in 1991 in which poor
students from the area were awarded
scholarships. From 2002 to 2004, a
community project, Asociación de
Desarrollo Social (ADESOL), sponsored
the initiative to improve the well-being of
children in the community. Since 2004,
the scholarship project was solely
supported by the institute by charging
fees to families who could afford them.
Scholarships I (January 2007–
October 2007)
Funding
Results
Instituto Privado Guatemala de la Asunción–Villa
Nueva Scholarships (January 2007–October 2007)
Instituto Privado de la Asunción–Villa Nueva
Scholarships II (April 2008–December 2008)
Beneficiaries: 286 students, 122 boys, and 164 girls
Instituto Privado de la Asunción–Villa Nueva
Scholarships III (April 2009–October 2009)
Beneficiaries: 244 students, 108 boys and 136 girls
In September 2006, the U.S. Agency for International Development (USAID) Democratic
Initiative Office submitted a request to Alianzas/Guatemala to consider Instituto Privado
Guatemala de la Asunción Villa Nueva for an alliance project. In 2007, the Villa Nueva
scholarships alliance project was awarded to target low-income, at-risk youth due to violence,
drugs, and migration problems. The institute offered a comprehensive education that consisted
of regular academic courses and development of job-related skills. It covered all grade levels
from preprimary to higher secondary, particularly focusing on girls between the ages of 12 and
20. At the end of the school year, 81% of the students passed.
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Scholarships II (April 2008–December 2008)
Instituto Villa Nueva was awarded another Alianzas/Guatemala grant after the previous project
demonstrated good results in grade level completion, graduation, and retention rates. The
scholarships from this program were directed to lower secondary and upper secondary
recipients. At the end of the school year, 89% of the students were promoted to the following
grade level.
Scholarships III (April 2009–October 2009)
Instituto Villa Nueva initiated another Alianzas/Guatemala-supported project since USAID was
specifically interested in supporting youth in at-risk areas such as Villa Nueva. At the end of the
school year, 92% of the students passed their grades.
Organizations such as Instituto Privado de la Asunción are committed to supporting and
providing opportunities to youth to develop job-related skills and participate in personal growth
activities. The institute was committed to reinvesting fees collected into the community by
improving infrastructure, equipment, and programs to benefit students. The principal and
teachers from Instituto Privado de la Asunción also took advantage of the capacity building
training offered by Alianzas/Guatemala, improving their abilities to structure and manage a
proposal.
Inter-institutional coordination produced better results. The principal worked together with other
entities such as the local police, church, other USAID programs, the human rights office, and
the Jóvenes sin Violencia project. These partnerships strengthened the school’s programs and
provided students with different tools and knowledge to enhance their leadership skills, crime
prevention analysis as community’s social problems and possible solutions, citizen’s rights and
obligations.
The Villa Nueva community involvement was also an important success factor. Parents and
members of the community supported the activities and contributed whenever possible. In
cases where financial resources were limited, community members were able to provide labor
and time to contribute to and sustain the activities.
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Programa de Educación Básica Integral (PEBI) I (February 2006–December 2006)
PEBI II (March 2007–December 2007)
PEBI III (March 2008–January 2009)
PEBI IV (January 2009–November 2009)
LLRs: 3.2.1
3.2.2
Partners
•
Banco Industrial
Telecomunicaciones de Guatemala
•
Asociación para la Cultura y el Desarrollo
Asociación Amigos Del País
Improve the quality of education in schools
through teacher training, monitoring and
supervision, and provision of textbooks and
materials.
Increase permanence in school.
Project Description
Banco Industrial, through Fundación Ramiro Castillo
Love (FRCL), has been involved in Guatemalan education since 1996, supporting rural, public,
and municipal schools with materials
Funding
and supplies. Their efforts targeted the
Private
sector
funds:
US$769,798
first, second, and third grades. In 2004,
FRCL worked with Ministry of
Education (MOE) in the “Salvemos
Results
Primer Grado” initiative, which focused
Opera Aida Scholarships—PEBI I (February 2006–
on first grade students. Banco
December 2006)
Industrial, along with
Beneficiaries: 19,618 students, 8,973 girls and 10,645 boys
from first to sixth grade
513 teacher trained; 46,370 textbooks
TELGUA (Guatemalan
Opera Don Giovanni—PEBI II Scholarships (March 2007–
Telecommunications)and other
December 2007)
companies, sponsored an opera in
Beneficiaries: 21,395 students, 11,435 boys and 9,960 girls
2005, 2006, 2007, 2008. Proceeds
2,151 teacher trained; 24,810 textbooks
from ticket sales from each of the
operas were directed to Programa de
Opera Falstaff Scholarships—PEBI III (January 2008–
Educación Básica Integral (PEBI, Basic
December 2008)
Integrated Education Program)
Beneficiaries: 25,208 students, 13,140 boys, and 12,068 girls
programs.
459 teacher trained; 28,403 textbooks
PEBI Scholarships—PEBI IV (January 2009–November
In 2005, Alianzas received the first
2009)
proposal for scholarships which was
Beneficiaries: 17,750 students, 9,220 boys and 8,530 girls
implemented in 2006 in schools
14,468 textbooks
selected from areas most affected by
Tropical Storm Stan in San Marcos and Suchitepéquez. The project’s main components
included direct supervision and training for teachers and providing school materials for every
elementary school student (enrolled in grades first through sixth) in 103 schools. The project
provided 46,370 books during its first year.
The PEBI II project was approved and implemented in the 2007 school year. Cost effectiveness
was increased by employing a textbook recycling strategy, giving new books only to new
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students in 2007. This improved efficiency and expanded student coverage. Students from
preprimary and primary schools benefited from the project. PEBI III and IV used the same
model in 2008 and 2009 to consolidate the approach and be able to expand coverage to more
rural, one-teacher public schools. In these phases of the project, the ultimate objective was to
reduce drop out and repetition rates while also improving education quality by supporting
teacher methodology.
Under the four phases of PEBI two strategies were implemented: 1) support public schools by
providing textbooks and other materials; and 2) provide education services to over-age students
outside the school system. PEBI was directed to children in elementary school in rural areas of
the departments of San Marcos, in Ocós; Ayutla; Catarina; and Pajapita, and Suchitepéquez, in
Santa Bárbara; Patulul; San Juan Bautista; and Chicacao. FRCL implemented PEBI in 116
schools.
PEBI reached schools in poor, remote, rural areas where MOE coverage was insufficient. Most
were multi-grade schools, with only one or two teachers, and lacked materials and supplies.
Project coverage was high, but it appears that the quality component needs further
improvement. The teacher training component should be maintained, and supervision must be
strengthened to promote long-term changes in the classroom.
Although enrollment, dropout, and promotion rates improved markedly and continuously when
project schools are measured, results were average when compared to national averages. This
alliance’s 4-year strategy allowed continuous, focused intervention in a specific geographical
area, making it possible to follow a cohort of elementary school students and compare their
results. Indicators such as enrollment, dropout, and promotion rates improved when compared
within schools. In this sense, the effects of the scholarships provided to the schools can be
measured through the performance results calculated by FRCL. The promotion rate per grade
from 2006 to 2008 increased by 5%; the repetition per grade from 2006 to 2008 decreased by
5%. The dropout rates per grade maintained a continuous trend.
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Proyecto de Desarrollo Santiago Scholarships (March 2006–December 2007)
LLRs: 3.2.1
3.2.2
Partners
Santiago
Partners
Santiago
•
•
Provide teacher training scholarships for youth.
Develop job-related and productive skills among youth
in teacher training, enabling them to become productive
citizens.
Project Description
Proyecto de Desarrollo Santiago (PRODESSA) has worked
in the Ixcán area since 1993, promoting education, especially higher secondary education. In
1995, the Instituto Maya Guillermo Woods (Guillermo Woods Mayan Institute) was created to
train youth to become bilingual teachers (in Spanish and Mayan) through an innovative
methodology. This method includes part-time in-school instruction and part-time distance
learning. PRODESSA’s main objective was to guarantee youth enrollment in these trainings
through the provision of scholarships. The scholarship covered food and tuition, as well as
supplies and materials. Students were involved in productive activities that benefitted schools,
such as harvest vegetables and raising chickens, pigs, and goats. Students also received
credits for performing these activities through the Extra Curricular Directorate under the Ministry
of Education (MOE).
The scholarship project implemented under
Alianzas/Guatemala was funded by PRODESSA and
parents from the benefitted communities in Ixcán. The
project responded to a shortage of bilingual teachers in
an area in which the population is 50% Mayan. Bilingual
teacher training among Mayan communities is critical to
providing local students with proper education.
Funding
Results
Beneficiaries: 161 students, 120 male
and 41 female
PRODESSA is an innovative institution that implements creative teaching methodologies that
develop values among students. It employs a community approach, teaching students to learn
and respect intercultural differences, promoting critical thinking, championing the need to
become socially and economically productive, and driving students to become leaders who can
lead successful lives. This mode of education, which supported the Government of Guatemala’s
and U.S. Agency for International Development’s objectives, should be replicated as a model in
other teacher-training schools in Guatemala.
By the end of 2006, the total number of beneficiaries included 125 students—91 male and 34
female. Since PRODESSA had savings in room and board, they requested authorization to use
remaining funds to support other students to enroll in the program. A modification allowed the
project to benefit 36 more students, totaling 161 students through December 2007.
Among the scholarship recipients, three were hired immediately by local schools. Three others
went on to university to continue their education. Some students continue implementing their
skills and training by creating productive enterprises such as bakeries and flower shops in their
communities with help from their families.
E-67
The PRODESSA project included a gender approach that offered equal opportunities to all and
sought to close the academic gap between urban and rural students, and between men and
women. Alianzas/Guatemala learned that it is important to support nongovernmental
organizations (NGOs) that address and employ gender equity approaches in their activities and
classrooms.
E-68
Strengthening the Foundation of Education/Teacher Training for First and Second
Grades (January 2006–October 2006)
LLRs: 3.2.1
3.2.2
Partners
Cementos Progreso
Partners
•
•
•
Promote the value of teachers among community
members.
• Develop teachers’ abilities to implement the Active
Rural Methodology in their classrooms.
• Provide basic materials to schools.
Promote the culture of dialogue in schools and the communities.
Strengthen creative and participatory processes within the classroom.
Project Description
Fundación Carlos F. Novella has worked in the
department of El Progreso for more than 16 years
supporting education. Their efforts have been
devoted to improving the quality of learning. In
2006, Fundación Carlos F. Novella and other
institutions were part of a Ministry of Education
initiative, in which each institution was responsible
for the teacher training component in their
geographic areas of presence.
Funding
Results
Beneficiaries: 3,960 students, 2,030 boys
and 1,930 girls
Teachers trained: 376 teachers, 187 male
and 189 female
Under the Alianzas/Guatemala alliance, Fundación Carlos F .Novella worked with teachers in El
Progreso in training sessions that covered elements of the Reforma Educativa Project
(Educational Reform), active methodology, dialogue as a problem solving tool, readiness for
preschoolers, and individual reading process. The project’s goal was to involve all teachers in El
Progreso to work towards improving the learning process. According to results from the national
standard tests, education has notably improved in this department and students in El Progreso
performed significantly better when compared to the rest of the students in the country.
Although at this time it is not possible to determine the degree to which the Novella project
influenced the positive change, it is likely that it was a contributing factor. Similarly, because the
positive results were widely recognized, the good results from this intervention are known
among the education sector, such that another departmental education director requested
Fundación Carlos F. Novella to implement the same training among their teachers.
When training sessions are properly planned and implemented, teachers are more likely to
commit to making positive changes in their attitudes and, by extension, their classrooms.
Teachers’ attitudes changed in a notable way as a result of this project. Thus, they were more
inclined to apply the methodologies learned. By the same token, parents expressed satisfaction
with their children’s level of learning following the teacher training sessions. Their involvement
undoubtedly contributes to community coalescence and supports positive change.
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Universidad del Istmo (UNIS)
UNIS Scholarships I (January 2008–October 2009)
UNIS Scholarships II (July 2009–September 2009)
LLRs: 3.2.2
3.2.3
Improved access, quality and efficiency of higher education for youth and indigenous
leaders
Partners
Universidad del Istmo
Estudiantes
Universidad del Istmo
•
•
•
•
Provide comprehensive education to the
beneficiaries.
• Provide local leaders with tools and competencies
that could be applied and shared in their
communities.
Promote investigation-action as a holistic learning methodology for continuous learning and
as a method for solving community problems.
Identify values to be developed in a school community.
Provide methodological guidelines to teachers to enable them to design a school project
with values.
Project Description
Universidad del Istmo (UNIS)
Funding
Scholarships I (January 2008–October
2009)
UNIS was awarded an
Results
Alianzas/Guatemala grant to implement a
Universidad del Istmo (UNIS) Scholarships (January
scholarship project that provided students
2008–October 2009)
opportunities to improve their academic
education and job-related skills. The
UNIS Scholarships (July 2009–September 2009)
project offered 15 full scholarships to rural Beneficiaries: 40 teachers; 6 male and 34 female.
teachers from Chimaltenango who lacked
access to higher education due to economic reasons. The scholarship project provided tuition,
transportation, and materials. The project began in January 2008 and concluded in September
2009.
The scholarship project covered full expenses for two years of academic studies at UNIS.
Scholarship recipients obtained degrees in the following areas: Licenciatura en Educación
(equivalent to an advanced bachelor’s degree) and Maestría en Valores (master’s degree in
education of values). Both courses of study reinforced students’ ethical and moral values, which
helped their educational performance, as well as their role in their communities. The
methodology used by UNIS is called investigation-action where students receive academic
courses and then apply the knowledge in their communities. As part of the project, students
were required to develop a social project in their communities; two students implemented
School for Parents projects that operated on weekends. These schools were located in Santo
Domingo, Xenacoj, and the main objective was to promote parents’ involvement in their
children’s learning activities.
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From the cohort, eight students graduated in 2009, another four students will graduate in July
2010, and one student will graduate in February 2011. The delayed graduation days resulted
from difficulties encountered with finalizing their thesis, mainly due to language barriers.
UNIS Scholarships II (July 2009–September 2009)
Alianzas/Guatemala awarded a scholarships project to UNIS that aimed to support elementary
and pre-school teachers, principals, and education supervisors in their professional
development. The Ministry of Education (MOE) participated in the selection of scholarship
grantees. The UNIS project offered teachers and principals training sessions in which values
and principles were discussed, as well as strategies to develop those values in students. The
project was implemented in Chiquimula with a group of 40 teachers/principals.
The project also involved the training of peer teachers that were not able to attend training
sessions. It also involved the participation of parents in the process of teaching values and
ethics to their offspring. The schools were also required to incorporate values in their yearly
activities.
At the end of the project, 30 teachers completed the training sessions and replicated the training
to 200 teachers and 283 students.
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UNIVERSIDAD RAFAEL LANDIVAR–University Scholarships
(January 2006–July 2008)
LLRs 3.2.2 Innovative approaches to increase and improve educational opportunities
3.2.3
Improved access, quality and efficiency of higher education for youth and
indigenous leaders
Partners
Agropecuaria Pollo, S.A.
Alimentos Kern’s de Guatemala
Americo Giracca
Artemis Edinter
Asuntos Culturales
Banco de Occidente
Banco Industrial, S.A.
Cecilia Mendoza
Coordinación Egresado
Demercado, S.A.
Enoteca Toscana, S.A.
Eugenia Del Carmen
FYG Editores
Jacobo Teffel
Juan José Urruela
María Rosales Arenales
Marta Regina de Fahsen
Michi, S.A.
Mujeres que cuentan
ODHAG
Operadora de Tiendas, S.A.
Otto Zuñiga
Patzibir, S.A.
Peñaflor, S.A.
Promoción y Desarrollo
Roberto de la Cerda
Roberto Santizo
Rodolfo Saravia
SERMESA
Siemens Electrotécnica
Sophos, S.A.
Universidad Rafael Landívar
Vivienda La Punta, S.A.
Yara Guatemala
Partners
Universidad Rafael Landívar
Partners
ESSO STANDARD OIL LTDA
•
•
•
Facilitate access to practical higher education for young
indigenous men and women with strong academic and
leadership potential and who face financial limitations.
Provide local leaders with tools and competencies that
could be used and shared in their communities.
Support students in their final year of university studies
to ensure completion of their degree program.
Project Description
The purpose of the Alianzas/Guatemala Scholarship
Project aimed to develop future leaders for Guatemala
through a comprehensive scholarship project that provided
higher education and enhanced leadership skills. The
activity primarily targeted low-income youth and
indigenous leaders in the priority areas defined by U.S.
Agency for International Development (USAID)/Guatemala
Mission’s Strategic Objectives—education, democracy, and
economic growth. The scholarship project provided
opportunities for rural indigenous men and women to
attend and graduate from a variety of educational
programs that otherwise they would be unable to attend.
In October 2005, Alianzas/Guatemala made an open call
for scholarships projects, and awarded Universidad Rafael
Landívar (URL) a grant to establish a 2-year scholarship
project. The proposed scholarship project was mainly
directed to women and indigenous youth. Scholarships
included enrollment, tuition, food, transportation, and
materials. URL selected beneficiaries according to
established criteria, and recipients were enrolled in one of
the following careers: political science, social work, and
teacher training, depending on their interest. At the end of
2006, URL requested a no-cost extension to expend a
surplus of funds, to support additional tuition needs. The
modification, requiring no additional funds, extended the
project through July 31, 2008. With this modification, the
total number of students supported by Alianzas/Guatemala funds increased from 50 to 62
students.
E-72
In 2008, 39 students graduated obtaining degrees in one of the following areas: bilingual and
intercultural education, social work, linguistics, technician in bilingual education and business
administration. URL’s academic program allows students to complete a technical career and
immediately enroll in a Licenciatura (equivalent to advanced Bachelors degree) in the same
topic. Students must perform a comprehensive
Funding
evaluation with the same characteristics as a final
exam, and are accepted in the following level. From
USAID funds: S$75,578
the scholarship project, 18 students followed the
Licenciatura; the remaining students are enrolled
Results
URL and will graduate in 2010. Private universities
Beneficiaries: 233 students, 103 male and
are effective in tracking scholarship beneficiaries,
130 female, USAID supported 62 students
tutoring, and supporting students when necessary.
This was evident in the low dropout rate: 5%.
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Universidad de San Carlos de Guatemala University Scholarships (Jul 07 – Jul 08)
LLRs: 3.2.2 Innovative approaches to increase and improve educational opportunities
3.2.3 Improved access, quality and efficiency of higher education for youth and
indigenous leaders
Goals and objectives
•
•
Increase equal opportunities for youth in rural areas, especially indigenous women, to
attend university.
Increase the number of university professionals that could work toward the development
of their communities.
Partners
Universidad de San Carlos de
Guatemala-USAC
Partners
Universidad de San Carlos de
Guatemala-USAC
Project Description
USAC’s scholarship project supported students enrolled in
different careers by providing funds for tuition,
transportation, and per diem for housing and meals. Under
the Alianzas/Guatemala-supported initiative, 38 male and
76 female students were awarded scholarships. The initial
cohort of students changed because seven were removed
due to poor academic performance; USAC instead awarded the scholarships to other students
with higher performance records. In 2007, 10 students finished their studies; during 2008, they
continued their supervised professional practice. It is anticipated that the initial cohort will
graduate from USAC between 2009 and 2010. The remaining students continued their studies
with scholarship support from USAC.
The scholarship project provided support and mentorship to students by teaming them with a
group of professionals (e.g., social worker, doctor, psychologist) that could provide training and
guidance. Students also received training in other topics, such as volunteerism, Internet, and
the use of the computer laboratories and the library.
A group of students volunteered in
Chirijuyú, Chimaltenango and provided
clothing, food and waste disposal training
to community representatives. These
activities provided them with a wider
perception of local problems and their
solution.
Funding:
Results:
114 students total (USAID beneficiaries: 39 students;
12 male and 27 female)
USAC representatives expressed their satisfaction with the Alianzas training sessions which
provided partners with useful tools on how to prepare a proposal and submit reports.
Nevertheless, financial and technical reports were submitted late because of unavoidable
bureaucratic requirements for government institutions.
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Universidad del Valle de Guatemala (UVG) Scholarships
UVG Scholarships I (January 2006–September 2008)
UVG Liderazgo Comunitario (May 2007 – November 2007)
UVG Scholarships II (April 2008–October 2009)
UVG Scholarships III (July 2008–June 2009)
UVG Scholarships IV August 2009–November 2009)
3.2.3 Improved access, quality and efficiency of higher education for youth and indigenous
leaders
Partners
Pricesmart
PQP
Price-Peterson
Foundation
Goul Foundation
•
•
Support higher education for young, low-income
students, especially indigenous girls, in the rural
areas of Sololá and Santa Lucía Cotzumalguapa and
Escuintla.
Provide opportunities to develop human resources in
agriculture, tourism, and other fields that directly
benefit students and their communities.
Project Description
Universidad del Valle (UVG) was founded in 1966 in Guatemala City to prepare leaders to
create a better future for Guatemala. In 1995, it opened the Programa Educativo para el Sur de
Guatemala (PROESUR, Education Program for Southern Guatemala) campus on Guatemala’s
Southern Coast. Five years later, it opened another campus in the western highlands, UVGAltiplano. UVG offers high-quality education programs that promote development of leadership
and enable students to continue their studies, participate in productive fields, and develop and
improve their communities and the country. More than 80% of its rural students—and 49% of its
main campus students—receive financial aid or scholarships.
The UVG Scholarship project aimed to develop future leaders for Guatemala through a
comprehensive model that provided higher education and enhanced leadership skills, primarily
for low-income youth and indigenous leaders in priority areas defined by USAID’s education,
democracy, and economic growth Strategic Objectives. The scholarships awarded through the
project included tuition, materials, and per diem, and offered opportunities for rural indigenous
men and women to attend and graduate from a variety of educational programs otherwise
unavailable to them.
UVG Scholarships I (January 2006–November 2007)
Following an open call for proposals in November 2005, UVG submitted a successful grant
application. The scholarship project was implemented in Sololá and in Santa Lucía, offering
students a partial or full scholarship based on the results of a socioeconomic assessment
performed by UVG. The study determined which students should receive scholarships and the
amount of each award. Students´ parents were required to assume responsibility of minimal
expenses.
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Students were enrolled in regular courses, as well as extracurricular activities that enhanced
their professional development. Some 479 students enrolled at both university campuses. At
UVG-PROESUR, students studied areas such as industrial engineering and exportation of
agricultural products. At UVG-Altiplano, students studied forestry, exporting agricultural
products, and tourism.
UVG Liderazgo Comunitario
(Community Leadership) (May 2007–
November 2007)
Funding
Results
UVG University Scholarships I (January 2006–
November 2007)
(USAID beneficiaries: 33 in 2006 and 31 in 2007)
The Scholarship Committee (formed by
representatives of the U.S. Agency for
International Development [USAID],
Alianzas/Guatemala, private sector
organizations, the Ministry of Education,
UVG Liderazgo Comunitario (January 2006–
and UNESCO) approved the UVG
November 2007)
Liderazgo Comunitario project to prepare
Beneficiaries: 66 students, 46 male students and 20
female students
local young leaders in democracy and
community development. The project’s aim
UVG Scholarships III (April 2008–November 2008)
was to promote civic responsibility and
Beneficiaries: 111 students; 39 male and 72 female
develop leadership in youth, providing the
(USAID beneficiaries: 39 students; 11 male and 28
tools to exert their rights and to make
female)
political decisions through an increasingly
rational and technical process. Liderazgo
UVG Profesorado Scholarships IV (April 2008–
Comunitario was implemented in Sololá,
June 2009)
with 66 students enrolled. It was designed
Beneficiaries: 104 students; 53 male and 51 female
to involve young university students and
(USAID beneficiaries: 42 students; 17 male and 25
female)
professional men and women working at
nongovernmental organizations, who were
UVG Job-related skills for youth-at-risk V (July
actively promoting social and community
2009–November 2009)
activities in the highlands. As part of the
Beneficiaries: 518 male and female students
project, students organized a regional
political forum for mayoral candidates in
Sololá. This activity gave students the
opportunity to practice the acquired skills
and apply theories learned through the
project’s courses—community leadership, development social sciences, and development
economy. The forum promoted conscientious voting based on analyzing each candidate’s work
plan and development components.
UVG Scholarships III (April 2008–August 2009)
The third version of the UVG Scholarships project focused on women and indigenous people of
rural areas, who would otherwise not have access to higher education. The project funded 111
students, 39 of them sponsored by Alianzas/Guatemala, to pursue studies in agroindustrial
exports, mechatronics, special forestry, exporting agricultural products and tourism, and preuniversity education.
Scholarship students were assigned to UVG-PROESUR or UVG-Altiplano, and received formal
academic education. In addition, they were involved in extracurricular activities in community
service and personal growth. Among these activities, students taught courses for local
E-76
communities in agricultural methods, teacher support, and human rights for women. An
entrepreneurship course was added to the project to allow students to explore their strengths
and motivate them to develop their own company or business. In 2009, 32 students graduated;
the rest of the students are expected to graduate in 2010, 2011, and 2012.
UVG Profesorado Scholarships IV (July 2008–Jun 2009)
Per USAID’s requirement, the Alianzas/Guatemala Education Team conducted a rapid
assessment to determine which of the universities in the country were performing well and were
able to leverage funds. All universities previously involved in the scholarships project met the
established criteria and were invited to present a proposal. UVG answered immediately with a
comprehensive model, for students interested in bilingual intercultural or monolingual
profesorado (teaching certification). Since this topic fit within USAID’s and Government of
Guatemala’s priorities, the activity was approved. A total of 103 students were benefited
through this scholarship project. In November 2008, 22 students graduated, and 21 graduated
in 2009. The remaining students are expected to graduate in 2010 and 2011.
UVG Job-related skills for youth-at-risk V (July 2009–November 2009)
Alianzas/Guatemala received a new USAID award in June 2009, with the goal of reaching the
at-risk youth population, and offered a scholarship project to develop job-related skills to this
group. UVG developed a new project to be implemented in Sololá among youth living in highrisk areas. UVG included a rapid assessment study in the area and developed instruments to
establish a baseline and examine the results throughout project implementation. The project
provided entrepreneurship and productive activity tools and covered academic areas, allowing
students to acquire competencies enabling them to take jobs. The project’s final goal was for
students to plan their own productive project and then present them in a project fair, where
authorities from UVG, the U.S. Embassy, and USAID awarded recognition prizes to the best of
more than 40 productive projects presented during the fair.
Through the UVG research, the need for scholarships in rural areas became greatly apparent.
In UVG-Altiplano, 85% of the students have a partial or complete scholarship. The
socioeconomic study performed by UVG personnel showed that the majority of applicants would
be unable to continue their studies with their own resources.
UVG has been one of Alianzas/Guatemala’s most adaptable partners, demonstrating flexibility
and a willingness to include Alianzas priorities in the programs.UVG included specific courses in
their original program upon Alianzas/Guatemala’s request. It should be noted that those courses
are now part of UVG’s regular curricula. UVG also designed the youth-at-risk project, an entirely
new area for them that will now be replicated on UVG’s other campuses and will be
implemented in the following years. These examples demonstrate alliances that resulted in
mutual benefits beyond specific project objectives and how effective it was for
Alianzas/Guatemala to promote strategic objectives among its partners.
UVG also determined that it was necessary to better understand the longer-term effects of its
scholarships on beneficiaries through evaluation methods. This is especially important for the
most recent youth-at-risk project. However, implementing an evaluation method presents a
challenge for the future in establishing procedures and baseline data that are essential in impact
evaluation.
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¡Vamos a la Escuela! (January 2006–November 2007)
¡Vamos a la Escuela! II (January 2008–December 2008)
¡Vamos a la Escuela! III -Refurbishment (July 2009–December 2009)
LLRs: 3.2.1
3.2.2
Improved access, quality and efficiency of basic education.
Innovative approaches to increase and improve educational opportunities.
Partners
Alux Nahual
Amigos de la Escuela- SOSEP
Ana Belly
Banco Industrial
Comegsa
Ducal
Empresarios por la Educación
Escuelas Demostrativas del FuturoMINEDUC
FUNSEPA
Fondo Unido de Guatemala
Fundación Carlos F. Novella,
Fundación Paiz
Grappette
Grupo Cobán
Iglesia de Jesucristo de los Santos
de los Ultimos Días
ICASA
Perry
Porta Hotels
Private donors (Familia de Alejandro
Murga Dorión)
Puerto Quetzal Power
Quaker
Samsung
Partners
FUNSEPA
BK Becas
COED
Partners
BTicino
FedEx
Hearts and Hands Foundation
Helps International
Honda
Wal-Mart
Western Union
•
•
•
Involve private sector and Guatemalan citizens in a
cause related campaign directed to invest in education.
Increase enrollment and permanence of students in
school.
Provide teacher training to support and improve the
quality in education.
Project Description
¡Vamos a la Escuela! was created in the wake of Hurricane
Stan in 2005, to address the damage schools incurred as a
result of the storm. This natural disaster caused
considerable damages across Guatemala. The hurricane
damaged 712 schools, leaving a total of 1,300 students
without access to education. The Guatemalan government
and the international community offered help to rebuild
some of these schools, yet 145 had no support.
Alianzas/Guatemala developed a comprehensive project
for the renovation of damaged schools through funds
collected from the private sector. ¡Vamos a la Escuela!
consisted of funds raised with the objective of supporting
national education programs implemented by the
Government of Guatemala, Escuelas Demostrativas del
Futuro and Amigos de la Escuela.
¡Vamos a la Escuela! used a cause-related marketing
strategy as the main principle for raising funds. The private
sector responded well to this internally generated project.
Retail stores contributed a percentage of some products
purchased by the general public at Wal-Mart stores.
Participating companies were ICASA with Incaparina, Perry
with turkey ham, Anabelly with jam, Quaker with oatmeal,
and Ducal with fruit juices. The cause-related marketing
was publicized through a mass media campaign developed
with AdCompany. The messages promoted the products
and invited to the public to contribute to supporting the
enrollment of children in school. The campaign was aired
on radio, TV, and the printed press for one month.
In its first phase in 2006, collected funds were used to
refurbish schools affected by Hurricane Stan, install
E-78
technology resource centers (e.g., computers and networks), and train school committees and
teachers in topics such as technology in the classroom and maintenance of the lab. A total of 26
schools located in San Marcos, Quetzaltenango, Huehuetenango, Zacapa, Guatemala, Alta
Verapaz, Jalapa, and Chimaltenango benefited. With this project, children attending these
schools had access to technology and benefited from the teachers trained in teaching computer
science. However, the project’s sustainability was affected when the government changed. In
addition, teachers who were trained in technology were moved to other schools, and some of
the labs lacked qualified staff to take over the jobs. Another problem involved the maintenance
of the laboratories, which was abandoned by the Ministry of Education (MOE). Nevertheless,
the communities that self-negotiated the computer laboratories and had ownership of the
project, negotiated with new government officials to continue the project and supported the
maintenance of the laboratories. In these instances, community involvement provided
sustainability to the project.
In 2008, the ¡Vamos a la Escuela II! project continued with the cause-related marketing.,
However, the project raised funds to improve school attendance among and provide
scholarships to children in rural and urban marginal areas with high poverty levels. Scholarships
were awarded to 339 boys and 686 girls in Alta Verapaz, Chimaltenango, Escuintla, El Quiché,
Izabal, Petén, Sacatepéquez, Suchitepéquez, Totonicapán, Zacapa, and Guatemala City. Each
child was benefited with a scholarship to cover its enrollment expenses and to buy school
supplies and learning materials. Educational
Funding
nongovernmental organizations working in the
Private sector funds:US$715,646
aforementioned departments supported BK Becas in
the selection and monitoring and evaluation process.
Students participating in the project enrolled in first
Results:
grade, and BK Becas along with FUG committed to
¡Vamos a la Escuela! (January 2006–
funding the project until students graduate from sixth
November 2007)
grade in 2013. Partners involved in this phase of the
initiative were Fondo Unido de Guatemala, FedEx,
Beneficiaries: 7,713 students, 3,972 boys
and 3,741 girls
Comegsa, Grupo Cobán, Honda, Quaker, Grapette,
26 schools refurbished
Perry and Incaparina.
26 computer laboratories
389 teachers trained
The third phase of ¡Vamos a la Escuela III! project was
carried out in 2009. This phase also incorporated an
¡Vamos a la Escuela! II (January 2008–
integrated strategy in which infrastructure
December 2008)
improvements were linked with improvement of quality
education through the provision of books and other
Beneficiaries: 1,025 students, 339 boys
materials, as well as teacher training. The project
and 686 girls
sought out companies interested in contributing to the
refurbishment of school classrooms, bathrooms, and
¡Vamos a la Escuela! III Refurbishment
kitchens. The partnership resulted in the refurbishment
( July 2009–December 2009
of 50 classrooms, provision of technology in 27
classrooms, and the provision of libraries in 68
Beneficiaries: 15,372 elementary school
schools, all benefiting more than 4,000 students.
students (male 8,061, female 7,311)
Partners were Empresarios por la Educación, Fondo
53 classrooms, 19 kitchens and 5
Unido de Guatemala, Fundación Carlos F. Novella,
bathrooms
Fundación Paiz, Fundación Ramiro Castillo Love,
68 mini-libraries with 82 titles each
Fundación Sergio Paiz Andrade-FUNSEPA, Hearts
126 teachers trained
and Hands Foundation, Helps International, Porta
Hotels, Puerto Quetzal Power, Palmas de Ixcán, Save the Children USA, and Ministry of
Education.
E-79
With this project, the participating companies took a step further in the social investment by
moving from philanthropic actions to a subsequent phase, where they displayed their capacities
in carrying out advertising campaigns to promote the products whose purchase benefited
Vamos a la Escuela. In this regard, the project moved from just giving donations to the project.
Replication of the model carried out for over 3 years demonstrated the level of organizational
integration achieved through this alliance. A visible project campaign could be appealing to
other participants; therefore an alliance should be open for new partners to join at any time. At
the beginning of the first phase of the project, five institutions participated in the project, and by
the end of the project more than 10 had been involved.
A multipartner alliance such as ¡Vamos a la Escuela! showed how the Guatemala private sector
in Guatemala began developing coordinated corporate social responsibility activities through
alliances with other institutions instead of carrying them out unilaterally. In this case, they sought
out a prestigious and credible counterpart (the U.S. Agency for International Development
through Alianzas/Guatemala) and NGOs to serve as partners for this social initiative. The
alliance provided an opportunity for partners to interact and further build their own alliances. In
the ¡Vamos a la Escuela! project, the interaction among more than 10 partners made it possible
to share their work and later join synergies to continue working on their own activities outside
the project. One example of this is the partnership between FUNSEPA and H&H foundation. In
this case, FUNSEPA continued its partnership with H&H to equip computer labs in rural schools
of Quiché; another example was the partnership between Fundación Novella, H&H Foundation
and PQP, in which Fundación Novella provided materials to PQP and H&H to refurbish other
schools.
E-80
Vital Voices (July 2009–November 2009)
IR: 3.1 Increased and improved social sector investments
Partners
Fundación Proyecto de Vida
KPMG
Partners
Fundación Proyecto de Vida
•
Provide Vital Voices institutional strengthening through
the design and implementation of policies and
procedures manuals.
• Design and propose a methodology to follow in the
mentorship process.
• Collect information from previous experiences and
systematize them into instruments and manuals.
Project Description
Vital Voices Guatemala was established in June 2008 with the support of Fundación Proyecto
de Vida (FPV) and financial support (in cash and in-kind) from the U.S. Agency from
International Development (USAID)/Guatemala, the Ministry of Culture and Sports, and more
than 15 organizations from the Guatemalan business sector. FPV will administer the funds until
Vital Voices Guatemala is legally registered as a nonprofit civil association or foundation.
Vital Voices is an international organization that
Funding
carries out leadership training programs for emerging
female leaders through mentorships, combining theory
and on-the-job training. They facilitate opportunities for
these emerging leaders who are pioneers of economic
Results
Policies and procedures, methodology,
development in their communities; advocate human
and manuals established
rights for themselves and other women; and drive
reforms and political actions. The Alianzas/Guatemala
program was awarded an extension on June 24, 2009, when modification 25 was signed. Under
the modification, USAID specifically requested support to Vital Voices and included the
program’s scope or work.
The original proposal that Vital Voices submitted was substantially modified. When it was
technically evaluated by Alianzas/Guatemala, it was evident that the organization needed
guidelines and procedures to perform the proposed activities well. This evaluation allowed Vital
Voices to assess their goals and needs and redefine their proposal with Alianzas/Guatemala
support. Vital Voices needed internal organization before going further and implementing a
project.
This alliance reinforced institutional capacity across the Guatemalan Vital Voices chapter. Two
consultancies were supported under the project and were considered a priority over the
mentoring activities originally planned, The consultants produced a pre-mentorship manual,
mentor guide, practical guide for mentees, and personality tests for mentors and mentees.
Another finding from the consultancy was the need to reinforce the Vital Voices inventories and
accounting systems, standardizing processes and formats. Funds for this activity also included
office equipment and 50% of direct office costs.
E-81
Welcome to School
(November 2005–October 2009)
LLRs: 3.2.1
3.2.2
Partners
Jaegger
Médica de Guatemala
Distribuciones Generales Alfa
Fundación Paíz
Globocentro
Grupo Tucán
Iglesia de Jesucristo de los Santos
de los Últimos Días
Industria La Popular
Teaching Tools
Textiles Cantón
Partners
Starbucks Coffee Company
Kraft Scholastics
Global Development Alliance
Save the Children
•
•
•
Increase access and quality of education in schools
located in rural coffee-growing areas—El Quiché,
Huehuetenango, and Sololá
Extend the innovative bilingual intercultural curricula
and community mobilization methodologies.
Increase child access to relevant and ageappropriate preventive health, hygiene, and
sanitation information.
Project Description
The Welcome to School (WTS) grant was signed in
February 2006 and implemented by Save the Children
(STC). WTS was a 4-year project that aimed to increase
access and quality of education in schools located in rural
coffee-growing rural areas in El Quiché, Huehuetenango,
and Sololá.
The partnership originated with the U.S. Agency for
International Development’s (USAID’s) Global Development Alliance (GDA) and included
Starbucks Coffee Company as the main funding partner and STC as the implementing partner.
WTS was implemented in 40 preprimary, 38 primary, and 48 secondary rural, indigenous
schools. WTS extended innovative, bilingual, intercultural curricula and community mobilization
methodologies through training for teachers and parents in topics such as learning centers,
methodology for developing reading and writing skills, importance of quality education,
leadership, and self-esteem, as well as the role of the school committees concerning teacher’s
absenteeism, among others. The project also included distribution of school supplies, materials,
and books for students while STC provided technical support to teachers and parents.
STC/WTS personnel performed class supervision and tutored teachers. They reported that
using Mayan stories as a teaching methodology in the classrooms seemed to improve children’s
learning. This assertion is supported by the comparatively lower desertion rate among students
in first, second, and third grades relative to the rate of non-WTS students.
When the WTS alliance was signed in 2006, GDA funds were to be added to Starbucks and
Alianzas/Guatemala funding and leveraged with Guatemalan private sector monies. However,
the response from the private sector was less than enthusiastic. Factors for the disinterest
included cost of the intervention and the fact that the geographic location did not represent
market share opportunities. The Alianzas/Guatemala Education Team was enrolled to
proactively seek other alternatives and protect the program. STC, the implementing partner,
agreed to reduce the private sector cash commitment, receive in-kind contributions, and
incorporate a nutrition component, allowing Alianzas/Guatemala to award the project health
funds.
E-82
Education staff contacted over 100 companies that dealt in school supplies, furniture, fabrics,
hygiene and health supplies (such as soap and tongue depressors), balloons, plastics, and
other materials needed. Many of the companies were not involved in any social responsibility
activities or part of CentraRSE, Guatemala’s corporate social responsibility association. This
monumental effort resulted in over US$20,000 of in-kind contributions. This effort was
considered particularly successful because the items
contributed were of very low cost. In addition, the
Funding
Private sector funds: US$1,664,504
community was engaged in the project from the
outset, which better ensured community ownership
and commitment. For example in the Santa Avelina
Results
School, the school refurbishment was funded by
Education component
donations from local authorities and the parents of
11 schools refurbished
school children. Parents donated a total of Q15,000
3,100 preprimary students benefitted
(US$1,840) and the municipality contributed Q105,000
17,887 primary students benefitted
(US$12,883).
1,128 secondary students benefitted
1,068 teachers trained
Despite the setbacks, the coordination between
709 school committees trained
Alianzas/Guatemala and STC, as well as the flexibility
Nutrition component
shown on USAID’s and STC’s behalf, contributed to
the project’s successful completion in July 2009, with
1,282 primary school students benefited
added value nutrition and hygiene components. STC
from hygiene kits
implemented the Child-to-Child model in which older,
16 teachers trained
secondary school peers disseminate and reinforce
56 members of the school’s health
health, hygiene, and sanitation messages to primary
councils trained
school children. The objective was to educate
40 mothers trained
children, their parents, and teachers on the subjects in
the 12 schools supported with USAID funds. Hygiene kits also were provided to all children.
This experience illustrated that private sector partners are more likely to fund interventions when
they perceive a return on their investment, even in cases when the intervention is of high
quality, addresses a population in need, and is implemented by technically qualified teams. The
STC project highlighted the need to form alliances as a team, with all participants engaged in
the beginning, together defining the problem and its potential solutions, as well as the financial
resources needed to approach it. Also of note was the fact that there were no private sector
partners interested in providing cash funds to the project in El Quiché.
On the other hand, partners in education are more likely to support and participate in health
projects. STC, which started with the WTS education project, later developed the health
projects, Saving Newborn Lives and A’ktichil (New Life). In 2009, STC introduced the nutrition
component to the WTS project, all in collaboration with Alianzas/Guatemala.
E-83
Wireless Reach—Enlace Inalámbrico (April 2007–September 2009)
LLRs: 3.2.1 Improved access, quality, and efficiency of basic education
Partners
Partners
Partners
QUALCOMM
America Movil, Microsoft
• Establish a group of pioneer schools that demonstrate the
execution of a new, national educational system.
• Train teachers in order to empower them as community
leaders.
• Implement new ideas and concepts developed in an
innovative pedagogical model.
• Integrate information, communication, and technology
(ICT) as a daily element of the learning process and
incorporate schools in the global community.
• Integrate the community as an active partner of the
project to ensure sustainability of education programs.
Project Description
QUALCOMM and Fundación Sergio Paiz (FUNSEPA) proposed Wireless Reach, a project that
worked within the context of Guatemala’s Ministry of Education’s (MOE’s) “School of the Future”
Project (SFP). QUALCOMM was partnering with Telecomunicaciones de Guatemala (TELGUA,
Guatemalan Telecommunications) through Claro as local partner for the telecommunications
component. SFP was one of the MOE’s (2004–2008) strategies for improving school
attendance rates and the quality of education in Guatemala. SFP potentiated the MOE’s policies
for the use of ICT in school environments, including those policies to guarantee the procurement
of computer equipment, development of a telecommunications system to provide access to
Internet services for schools, and development of an Education Portal to provide digital services
for teachers, students, and parents.
The first proposal submitted by FUNSEPA and the MOE lacked technical substance. Topics
such as project implementation, school
Funding
selection, and teacher training only were
partially addressed. After discussing these
topics in more detail, FUNSEPA, with
Alianzas/Guatemala’s technical support,
resubmitted a technically sound proposal. The
Results
SFP included the following:
Beneficiaries:
2,991 students: 1,595 boys and 1,396 girls
36 teachers trained, 3 schools refurbished and
computer laboratories, 15 schools with computer
laboratories and access to information through the
Internet.
•
Training for teachers and school
principals, both in the pedagogical
model and with technology as a tool of
teaching.
•
Onsite supervision and support from
the project’s pedagogical advisors.
•
Resource Center developed at the school with
E-84
•
o
15 to 20 computers;
o
Library with reference and reading books;
o
School supplies;
o
Educational games;
o
Educational software;
o
TV set and DVD player; and
o
Internet service.
Improvements in the beneficiary school’s infrastructure, including roofs, bathrooms,
doors, windows, repairs, etc.
Continuity of project activities was interrupted by key personnel changes at Telecomunicaciones
de Guatemala (TELGUA) and MOE. These staffing changes slowed down project
implementation and delayed its culmination, prompting various problems. During the last 6
months of implementation, TELGUA noted that not all the schools selected were suitable
candidates for Internet access: Three schools were equipped with computer laboratories but
didn’t have Internet service. Three alternate schools were chosen and equipped. Also, in the
middle of the implementation in January 15, 2008, Guatemala’s presidential administration
changed, and newly appointed MOE officials did not sign the contract with TELGUA, as the
program fell outside their priorities.
One of the most challenging components of the Wireless Reach project was the provision of
Internet access for the schools, either due to high costs or lack of infrastructure. Moreover, after
the change of administration, TELGUA sought to remove itself from the alliance because the
technology was very expensive to provide. At the end of 2009, all designated schools had
Internet access; after various meetings and discussions, TELGUA committed to supplying
service through another 3G technology throughout 2010.
The project directly benefitted 2,991 students 1,595 male and 1,396 female students from 18
rural elementary schools in San Marcos, Escuintla, Alta Verapaz, Petén, and Izabal. This
initiative also benefitted teachers and communities: In 2007, teachers received training, and in
communities where Internet access was available training sessions were conducted through the
school-based computer lab.
MOE involvement is crucial but does not ensure sustainability when a government’s
administration changes. A project is sustainable within the term of a particular government
period. In 2008, with the new government in place, priorities changed and the technology
component was variable and in some schools abandoned. In essence, an alliance requires that
all partners collaborate and recognize absolute and mutual interdependence in achieving the
project’s goal. Each partner’s contributions are crucial, notwithstanding their strengths and
weaknesses.
Sustainability is illustrated in the fact that parents and teachers who participated in the project
and supported the idea of improving the quality of education through computers and technology
made efforts to keep the laboratories functioning, even without MOE support. Similarly, the
private sector is socially responsible but business oriented. Private sector commitment is crucial
in an alliance’s success. Balancing their commitment and their objectives makes an alliance
valuable and strong.
E-85
By the end of this project, it was also evident that a routine maintenance and basic repair
manual for teachers and community members would have been extremely valuable in order to
provide assistance in addressing basic technical difficulties or report major ones. Most of the
computer labs not in use reported equipment malfunctions. None of the involved staff or
community members had the expertise to solve the problem. In all cases, the problem could
have been solved with very simple instructions from a manual or from a technical helpline.
E-86
Zamorano Scholarships (January 2008–November 2009)
Zamorano Scholarships II (January 2009–Nov 2009)
LLRs: 3.2.2
3.2.3
Improved access, quality and efficiency of higher education for youth and indigenous
leaders
Partners
Fernando Paiz Andrade
Partners
Escuela Agrícola Panamericana
Zamorano
Escuela Agrícola Panamericana
Zamorano
•
•
•
Facilitate higher education opportunities for young men
and women in rural communities.
Develop knowledge, skills, and commitment among
youth to work in areas that promote sustainable
development of their communities and country.
Provide students with support throughout their studies,
following completion of their studies, facilitate students’
transition to the workforce by placing them in
employment programs and giving them opportunities to
contribute to their communities.
Project Description
The Escuela Agrícola Panamericana Zamorano (Zamorano), located in Honduras, is the most
prestigious academic institution in agronomy throughout Central America. Founded in 1948, its
mission is to train professionals and leaders in the fields of food, agroindustry, agribusiness
management, agricultural science and production, socioeconomic development, and
environmental management. Zamorano’s guiding principles are academic excellence, learning
by doing, entrepreneurship, Pan-Americanism, leadership and character formation.
In 2007, Zamorano’s scholarship office in Guatemala submitted an unsolicited proposal to
participate in the scholarship program being implemented by Alianzas/Guatemala with local
universities. The Zamorano Scholarship Program sought funds to award scholarships for youth
and facilitate access to quality, advanced education to young men and women with leadership
capacity, academic potential, and financially limited in terms of subsidizing their studies. Given
Zamorano’s reputation, Alianzas
Funding
awarded scholarships to rural,
Private sector funds:US$247,493
indigenous girls, with the expectation
that they would return to their
communities and apply their skills and
Results
knowledge in positions of leadership in
Zamorano Scholarship (January 2008 –November
the public, private, and nonprofit
2009)
Beneficiaries: 2 students
sectors.
Zamorano Scholarship II (January 2009–November
The scholarship program implemented
2009)
through Alianzas offered two full
Beneficiaries: 1 student
scholarships to meritorious female
Guatemalan students, from January
2008 through December 2011. The scholarship included tuition, room, and board at the main
Honduras campus dormitories. The funds also covered expenses for laptop computers,
equipment and tools, use of laboratories, Internet and information technology services, sports
and recreational facilities, hairstylist, laundry, uniforms, medical services, and basic medical
E-87
treatment. Alianzas/Guatemala supported the first year of studies and the second through fourth
years are funded by an individual donor from the Guatemalan private sector.
The Guatemalan scholarship recipients set a standard of excellence that will help other
scholarship students in the future. Zamorano realized that these students’ socioeconomic
background would have otherwise prevented them from attending university. Based on the
students’ outstanding academic performance, Zamorano created a fund to support other
Guatemalan students. In November 2008, Zamorano submitted a new proposal to benefit one
girl with a scholarship from January 2009 through December 2012. Alianzas/Guatemala
provided funds for the first year of studies, while the second through fourth years are supported
by Zamorano.
The third scholarship student also excelled academically and was ranked 7 of 295 students in
2009. She also tutored fellow classmates during midterm break. Zamorano was so pleased with
the results that it offered to establish a complementary fund for other incoming students who
receive economic support from Guatemalan organizations to complete their studies.
Zamorano’s Guatemalan office also benefitted unexpectedly since Alianzas offered different
trainings throughout the life of the project. The office was able to capitalize on the capacitybuilding training The staff appreciated the learning process, as they feel they can now
competently prepare a proposal and report properly, which will benefit the institution over the
long term.
E-88

Strategic Alliances for Social Investment

Transcription

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