Microenterprise and Savings Project A Mechanism to economically empower PWDs.

Chontales, 2015 y 2016.By TU Americas

RESULTS – Human Capital

• FOOD SECURITY:• Increase of meat, dairy products, eggs and

fruit intake• 77% eat meat at least once a week.• 97% of the households do not go hungry

or have any incidence of hunger by theend of the Project vs. 68% at thebeginning.

• HEALTH:• People with disabilities are able to invest

their resources on health care and theirlivelihoods allow them to alleviate any healthneeds.

Monthy Food Consumption

RESULTS – Social Capital

• PARTICIPATION, EMPOWERMENT:• 94% of PWDs participate in family or

community activities and 76% participate in both type of activities.

• With Independent Adullt PWDs 53% wereinitially making decisions, but by the end of the proyect 84% were empowered

• SOCIAL INCLUSION:• The participants attend the savings groups,

they social and feel socially inserted.

• They are more visible in their community and their role changes as they becomeproductive.

Decision Making of People withDisabilities

0.53

0.13

0.84

0.21

Línea de base Línea de cierre

INDEPENDENT PWDS DEPENDENT PWDS

RESULTS – Financial Capital: The Microenterprises

• The productive activities implemented with seed capital havegenerated an average of $459 in accumulated earnings in one year.

• The average monthly income per capita was initially of C$ 643,and by the end of the Project it increased up to C$ 1006.

• The participants use their earninsg to pay for food expenses, reinvestin their business, pay for heath , education, clothing and housingexpenses. It can be noted that more households are able to coverdifferent types of expenses by the end of the program, compared to the beginning.

• They develop their basic capabilities to manage enterprises and theybecome economic actors withing their communities. This is animprovement over any rehabilitation and welfare scheme.

Average Earning Accumulted during the Trimesters

138.8518519

188.2962963

359.0740741

459.1851852

TRIMESTRE 1 TRIMESTRE 2 TRIMESTRE 3 TRIMESTRE 4

RESULTS- Financial Capital: Savings Groups

• SAVINGS:• 98% of the participants in the savings groups had saved an

average of C$ 744 [US$ 28] by the end of the cycle. • 61% used part of their savings to invest in their productive

activitries.• LOANS:

• 29% d of the participants had asked for a loan during the firstcycle.

• GROUP SUSTAINABILITY: • 86% of the participants are still active (or they consider continuing) in the second cycle of the savings group.

• ECONOMIC INCLUSION: The participants of a groups are financially included and they have access to loans. They have an effective impact on the economy of the community , which is of significant help to thesurrounding families.

RESULTS – Graduation and The Theory of Change

• GRADUATION:

• Criteria: Income, savings, participation in activities, PDWs participate in savings groups, they are empowered and have healthcare, food security and hygiene

• 63% of PWDs comply with at least 5 to 7 of the criteria and 88% comply with 6 criteria.

• THEORY OF CHANGE

• The results are aligned with the expectations of the Theory of Change: Through capacitybuilding, business and savings groups, the living conditions of PDWs and their familiesimprove regarding their health, food security, and empowerment and social and economicinclusión of PWDs.

GRADUATION APPROACH AND COMMUNITY BASED INCLUSIVE DEVELOPMENT- COMPLEMENTARITY

The Graduation Model provides concrete support to five of the DIBC axes and it facilitates the following:

• Short and long term effective and sustainable economicinclusión of PWDs through the microenterprises.

• The income from the microenterprises allows PWDs and their families to better deal with health and educationexpenses, buy assets and basic services and thereforeovercoming extreme poverty.

• They are empowered, not only politically and as citizens, but also as economic actors with a local impact.

• This also reinforces their self-esteem and their rightsand it increases their visibility within the community.

GRADUATION APPROACH AND COMMUNITY BASED INCLUSIVE DEVELOPMENT- LESSONS LEARNED

• FINANCING:• Enhance existing resources and services

• BEGINNGING OF THE PROJECT:• Signature of agreements with the participants• Launching Meeting

• DESIGNING PHASE:• Diagnosis of needs, primary information and inclusión of PWDs• Social Protection System Analysis• Identification of participants• Definition of objectives and budget

GRADUATION APPROACH AND COMMUNITY BASED INCLUSIVE DEVELOPMENT- LESSONS LEARNED

• PLANNING:• Research on the social, political and decision making dynamics

• Defining of roles: • Way of proceeding with the representatives of the different

organizations involved, to analyse and make decisions.

• The implementor: Must have tehcnical and social skills. It is more effective to have a team that is totally dedicated to this axes of “economic inclusión”, and fulfills a required profile.

• Include specialiest on the different DIBC components.

• IMPLEMENTATION• Aligned: focused on rights and with a common lenguaje

• Meet regularly for decisión making.

• Implement savings groups

• Cumply with methodologies.

• MONITORING AND EVALUATION: • Measure the effects of a comprehensive approach

• Information needed for decisión making

• Facilitate participation processes including the construcción of anM & E System.

• Generate evidence for the making of public policies.

• Institucionalize the M&E Systems and y use digital means.

THANK YOU FOR YOUR ATTENTION

Contacto: etecu@trickleupguate.org

Trickle Up Américas