Cooperation Agreement Number: AID-520-A-17-00004

Date: October 31, 2018

PUENTES PROJECT

ANNUAL REPORT

October 1, 2017 – Sept 30, 2018

i

TABLE OF CONTENTS ACRONYMS ................................................................................................................................... ii DEFINITIONS ............................................................................................................................... iv EXECUTIVE SUMMARY ............................................................................................................... 1 RESUMEN EJECUTIVO ................................................................................................................. 5 I INTRODUCTION ................................................................................................................ 9

THE PUENTES PROJECT ......................................................................................................................... 9

RESULTS FOR THE FIRST FISCAL YEAR OF THE PROJECT: APRIL – SEPTEMBER 2017 (FY17) .... 11

II KEY ACCOMPLISHMENTS ............................................................................................. 11 RESULT I: Youth with improved basic work and entrepreneurship competencies ............................... 11

RESULT 2: Employment and entrepreneurship opportunities increased ............................................... 19

RESULT 3: Increased equitable access for youth to social services ....................................................... 23

III GEOGRAPHIC COVERAGE AND STRATEGY ............................................................. 26 IV CROSS CUTTING THEMES ............................................................................................ 27

A. Gender and Social Inclusion ............................................................................................................ 27

B. Child/Youth Protection and Participation: ...................................................................................... 29

C. Communication and behavior change ............................................................................................ 30

V MANAGEMENT AND ADMINISTRATION ................................................................... 30 VI TRAINING EVENTS.......................................................................................................... 30 VII PROJECT COMMUNICATIONS ..................................................................................... 35 VIII MONITORING, EVALUATION AND LEARNING (MEL) PLAN ................................ 37 IX ENVIRONMENTAL COMPLIANCE ................................................................................ 38 X COORDINATION AND COLLABORATION EFFORTS ............................................. 39 XII SECURITY CHALLENGES AND MEASURES ............................................................... 45 XI THE STRATEGIC ACTIVITIES FUND ........................................................................... 46 XII LEVERAGED RESOURCES .............................................................................................. 47 XIII IMPLEMENTATION CHALLENGES AND MITIGATION MEASURES ..................... 47 XIV LESSONS LEARNED......................................................................................................... 48 ANNEX 1: BASIC CONTENT OF THE DIPLOMADO EMPRENDER CON EXITO ............ a

ANNEX 2: PERFORMANCE INDICATORS TRACKING TABLE

ANNEX 3: INVENTORY OF USG PROPERTY

ii

ACRONYMS

ADEC Asociación de Exportadores de Café – Coffee Exporters Association

AGEXPORT Asociación Guatemalteca de Exportadores - Guatemalan Exporters association

AKEBI Association Kemow Intercultural Eta' manik Bilingual -Kemow Eta' manik Intercultural Bilingual

Association

ALMG Academia de Lenguas Mayas de Guatemala

AOR Agreement Officer's Representative

BID-

FOMIN

Banco Interamericano de Desarrollo – Fondo Multilateral de Inversiones | Interamerican

Development Bank - Multilateral Investment Fund

CADER Local group of youth related to the implementation of agricultural extension programs. Specifically

a group of youth based in Troje, Coatepeque

CDHT Center of Technological Human Development

CDRO Asociación de Cooperación para el Desarrollo Rural de Occidente –

Western Rural Development Cooperation Association

CEIBA Asociación Grupo Ceiba

CENTRARSE Centro para la Acción de la Responsabilidad Social Empresarial de Guatemala-

Guatemalan Social Entrepreneurial Responsibility Center

CNB National Basic Curriculum

CNC Computer Numerical Control

COCODE Consejo Comunitario de Desarrollo – Community Development Council

CODEDE Consejo de Departamental de Desarrollo – Departmental Development Council

COFETARN Comisión de Fomento Económico, Turismo, Ambiente y Recursos Naturales –

Economic, Tourism, Environmental and Natural Resource Promotion Commission

COMUDE Consejo Municipal de Desarrollo –

Municipal Development Council

COP Chief of Party

CRM Customer Relationship Management System

CYMP Community Youth Meeting Points (developed by WV in rural communities. -

Puntos de Encuentro Juvenil Comunitarios

DAP Development Active Profile

DCOP Deputy Chief of Party

DGECUR Dirección General de Curriculum . MINEDUC

DIGEEX General Directorate of Out of School Education-

Dirección General de Educación Extraescolar - MINEDUC

DIPLOMADO Acronym for the Diplomado Emprender con Éxito or Learning for Success

EFPEM Escuela de Formación de Profesores de Enseñanza Media – School for Teachers of Middle School

EMPP Environmental Mitigation and Monitoring Plan

ENADE Encuentro Nacional de Empresarios – National Entrepreneurs Association

EPAC Estudio de Potencial Económico y Competitividad - Economic and Competitiveness Potential Study

FORJA Formación de jóvenes agricultores agro-empresarios

FUDI Fundación de Desarrollo Integral - Integral Development Foundation

FUNDAP Fundación para el Desarrollo Integral de Programas

FUNDESA Fundación para el Desarrollos de Guatemala – Guatemalan Development Foundation

FORJA Formación de jóvenes agricultores agro-empresarios

FY Fiscal Year

GOG Government of Guatemala

iii

IGER Instituto Guatemalteco de Educación Radiofónica – Guatemalan Institute of Radiophonic Education

INTECAP Instituto Técnico de Capacitación y Productividad – Technical and Productivity Training Institute

LOP Life of Project

MARN Ministerio de Ambiente y Recursos Naturales – Ministry of the Environment and Natural

Resources.

M&E Monitoring and Evaluation

MEL Monitoring, Evaluation and Learning

MEO Mision Environmental Officer - Oficial Ambiental de la Misión

MINEDUC Ministerio de Educación – Ministry of Education

MINTRAB Ministerio de Trabajo – Ministry of Labor

MiPyME/ Micro, Pequeña y Mediana Empresa - Micro, Small and Medium Enterprises

MSME Micro, Pequeña y Mediana Empresa - Micro, Small and Medium Enterprises

MOOC Massive Open Online Course

MoU Memorandum of Understanding

MP Mundo Posible

MYC (Municipal) Youth Centers - Puntos de Encuento Juvenil (Municipales)

NBC National Base Curriculum

NGO Non-Governmental Organization

OMDEL Oficina Municipal de Desarrollo Económico Local - Local Economic Development Municipal Office

PAL Pre-Authorization Letters

PROPYME Centro de Promoción de la Micro, Pequeña y Mediana Empresa –

Micro, Small and Medium Enterprise Promotion Center

PRONACOM National Competitiveness Program of MINECO _ Programa Nacional de Competitividad

Q Yearly Quarter (1,2,3,4)

RACHEL Remote Area Community Hotspot for Education & Learning

RNGG Red Nacional de Grupos Gestores- National Network of (municipal) Management Groups

SEPREM Secretaria Presidencial de la Mujer -

SIDEM Sistema de Desarrollo Empresarial - Entrepreneurial Development System developed by Fundasistemas

SOW Scope of work

STEAM Science, Technology, Engineering, Arts and Mathematics

TECLAB Technological laboratory

TTC Timed and Targeted Counseling

Q Quarter, divided into QQ, Q2, Q3 and Q4 of each FY

UGAL University Galileo

UNICEF United Nations Children Fund

USA United States of America

USAC Universidad de San Carlos de Guatemala - San Carlos University

USAID Agency for International Development

VUE Virtual University Enterprises

VUM Consortium of Vitruvian Consulting, Universidad Galileo and Mundo Posible

WHIP Western Highlands Integrated Program

WV World Vision (Guatemala)

YCS Youth Creator Spaces (also called Puntos CREA)

iv

DEFINITIONS

Diplomado Emprender con Éxito (Learning for Success Diploma)

The training program called Diplomado Emprender con Éxito (also called simply the Diplomado in this

Document) is a core or soft skills curriculum developed by the Puentes Project. Created by a technical

working group of the Puentes partners, it gives basic information, knowledge and competencies to youths

aged 14-24 that are increasingly in demand by employers or necessary to start a small business. Its

program will teach youth the skills they need for life and to find work or set up a business, and will guide

them to develop a Life Plan, and help them choose their next step supported by the program, whether it

be education, technical/vocational training, employment or entrepreneurship.

Inspired by World Vision’s Youth Ready curriculum for core skills training, the Diplomado is modular and

flexible. The full curriculum is designed to be delivered over 112 hours, face-to-face, and is described in

Annex 1. The Diplomado consists of a modular curriculum and workbooks for youth.

All youths involved in the Puentes project must complete the Diplomado before they can participate in other

activities, which are further training to develop specific skills as well As access to support services to find work or

set up business.

Cross-cutting themes

These are project themes that are intentionally emphasized in all interactions with project participants.

They include: gender and social inclusion, communication and behavioral change, youth protection and

participation, and environmental considerations.

Partner(s)

The terms “partner” or “partners” is used to refer to any or all of the eleven organizations that are

implementing the Puentes Project:

• The prime, World Vision

• Five subgrantees: Juarez & Associates, Asociación Kemow Eta´manik Bilingüe Intercultural

(AKEBI), Fundación para el Desarrollo Integral (FUDI), Fundasistemas, and Vitruvian Consulting,

• Five subsubgrantees: Asociación Grupo CEIBA, Fundación para el Desarrollo Integral de

Programas Socioeconómicos (FUNDAP), Mundo Posible, Red Nacional de Grupos Gestores, and

Universidad Galileo who work under the responsibility of one of the previous five subrantees

Municipal Youth Centers

Municipal Youth Centers are developed and equipped with the Municipalities by WV in the areas of

influence. The following activities take place there:

• Delivery of the Diplomado Emprender con Éxito

• Alternative primary and secondary education, along with basic IT training (CEIBA)

• Entrepreneurship training by RNGG

Puntos CREA (previously called Youth Creator Spaces)

Attached to these Municipal Youth Centers, Puntos CREA (previously called Youth Creator Spaces) are

implemented in cooperation with local authorities and private sector institutions, in order to provide a

safe place where participating youth can meet and relax and exchange experiences. The CREA Stand is

the central piece of furniture around which a group of some 15 youths can meet and organize their

meetings.

v

Community Youth Meeting Points (Puntos de Encuentro Juvenil Comunitarios)

Community Youth Meeting Points (CYMP) or Puntos de Encuentro Juvenil Comunitarios are small

centers organized by WV and Project Partners in rural communities to deliver the core skills curriculum

“Emprender con Exito” and provide meeting points for youth. They usually are established in schools

or existing community buildings.

Barrier Reduction Mechanisms

The Project Puentes is developing different mechanisms to provide financial support to specially

disadvantaged youth so they can participate in its training programs participants or access other

organizations training and technical assistance programs. The most important ones are:

• Social Inclusion Fund: Cash transfers of up to $ 500 to provide services to participating

youth to purchase transport, food, child care) up to $ 500

• Vouchers for vocational training

• Vouchers for primary and secondary education

• Conditional cash transfers of up to $ 400 per youth to promote their employment or

business development for specific activities such as training, internships or

apprenticeship, technical assistance to develop business plan.

1

EXECUTIVE SUMMARY

Introduction

The Puentes Project is a five-year United States Agency of International Development (USAID)-funded

cooperative agreement that runs from April 10, 2017 to April 9, 2022. This report serves as an annual

performance report for FY18, covering the period from October 1, 2017 to September 30, 2018. Puentes

is implemented in five departments of Guatemala’s Western Highlands: Quetzaltenango, Huehuetenango,

Totonicapán, Quiche, and San Marcos and will cover at least 25 municipalities in these departments.

The overall goal of the project is to improve the quality of life for youth ages 15-24 in the Western

Highlands of Guatemala. Through the project, vulnerable youth will receive the information, knowledge,

and skills to bridge to employment and economic opportunities as well as education, health, and social

services. Youth will also develop a voice to engage with local government, the private sector, and service

providers to improve access to quality services and generate new employment and economic

opportunities.

The expected results are:

1. Youth with improved basic, work and entrepreneurship competencies

2. Employment and entrepreneurship opportunities increased

3. Increased equitable access for youth to social services

The Puentes Project is implemented by a consortium of partners, with World Vision (WV) as prime and

the following partner organizations: Asociación Grupo Ceiba, Asociación Kemow Etamanik Bilingüe

Intercultural (AKEBI), Fundación para el Desarrollo Integral (FUDI), FundaSistemas, Juárez y Asociados,

Mundo Posible, Red Nacional de Grupos Gestores (RNGG), Universidad Galileo andVitruvian Consulting.

The report for fiscal year 2017 (FY17) covered the first six months of the project, April 10, 2017 to

September 30, 2017. That report describes activities carried out during the project’s Phase I, the Startup

Phase. Key accomplishments during FY17 including consolidating best practices from each of the partners

into a core skills curriculum for the course called “Diplomado Emprender con Exito”, hiring and training staff,

identifying municipalities, building partner capacity, planning M&E systems, and initiating relationships with

private sector and other actors that are driving forces for youth employment and entrepreneurship. This

document is the Annual Report for FY18, the period October 1, 2017 – September 31, 2018. This

describes activities and accomplishments from both Phase I, which concluded in December 2017, and Phase

2: Pilot Implementation, which began in January 2018 and ends in December 2018.

Key Accomplishments

Result 1: Youth with increased basic, work and entrepreneurship competencies

The main activities and results in the area of course development and implementation are:

2

• The first version of the Diplomado Emprender con Éxito was implemented with a validation cohort.

264 youth enrolled and 240 of them graduated. Subsequently, the curriculum was updated based

on feedback from youth and facilitators.

• 108 facilitators from project partner organizations, were trained to deliver the seven modules of

the Diplomado Emprender con Éxito.

• 4,094 youth enrolled in the first cohort of the Diplomado Emprender con Éxito, which began in

February 2018. By the end of FY18, 2,351 had completed graduation requirements, including

developing a portfolio and a life plan.

• A second cohort of 3,362 youth was registered and began participating in the Diplomado Emprender

con Éxito in August 2018. Most are expected to finish the course by December.

• A radio version of the Diplomado Emprender con Éxito has been developed and is being implemented

through IGER. After the curriculum was adapted for delivery via the radio, IGER volunteers were

trained on the course. By May of FY18, 4,782 youth had enrolled and are expected to finish by

October 2018. A second cohort of 2,500 will start in November 2,018.

• Initial steps were taken to develop a virtual (internet) version of the Diplomado Emprender con

Éxito.

• Three (3) Agricultural Training Centers were established and equipped. These centers will be

operational in FY19 Q1.

• 14 facilitators were trained to instruct participants in the Agricultural Learning Centers

• The curriculum for a course in “Agricultura bajo condiciones protegidas” or “Agriculture under

Protected Conditions” was developed. This course consists of 5 independent modules. Manuals

for participants and facilitators have been developed. Participants were recruited for the first

course, which will begin in FY19 Q1.

• The methodology for Puntos CREA (formerly called Youth Creator Spaces) was developed and is

being implemented in three Puntos CREA.

• 12 volunteer tutors were trained to facilitate and mentor Punto CREA youth teams.

In order to increase the youth’s access to the different training programs:

• 15 Municipal Youth Centers were established in the15 Municipalities where the project is

operating. The project worked closely with the municipalities to identify, equip, and open these

centers. In three of these MYCs, Puntos CREA were also established.

• In FY19, the project plans to expand to operate in an additional 10 municipalities. The process to

identify new municipalities to work in began in FY18.

• The Puentes Project also established 105 Community Youth Meeting Points (Puntos de Encuentro

Juvenil) in communities and municipal centers where the project is working. The Diplomado

Emprender con Éxito is usually delivered at these meeting points. The project coordinated with local

leaders to identify appropriate areas and equip them with basic equipment such as tables, chairs,

and evacuation signals.

Result 2: Increased employment and entrepreneurial opportunities

The following activities were carried out with the goals of helping youth to secure employment, promoting

entrepreneurship skills among youth, and create a youth friendly business environment.

3

• Through the projects’ social media presence, community meetings, and promotional information

that the Puentes Project has developed, approximately 12,500 persons have learned about

opportunities available through the project. WV regularly develops new material to continue to

promote and encourage participation in the project.

• Efforts to facilitate access to financial and training support are under way. The project is in the final

stages of operationalizing mechanisms for distributing cash to participants with particular need,

training vouchers to help finance vocational training, grants to start micro enterprises, and seed

funds for business expansion and acceleration.

• The project has established an agreement with INTECAP through which Puentes youth will have

the option of participating in vocational training courses offered by INTECAP. Youth who meet

criteria established by the project will be able to apply to have the project pay for this vocational

training, up to a certain dollar value.

• The project has established 15 official alliances to support project activities and connect youth

with further training and employment opportunities. These include alliances with municipal

authorities and public and private sector organizations.

• The project has begun developing a Strategy for Youth Networks (Redes Juveniles) which aims to

encourage youth who have completed the core skills curriculum to remain involved in the project

by connecting them to additional skills building, training, and leadership opportunities. Through

this mechanism, the project will also seek input from youth on project plans and decisions.

Selected youth will participate in the project Steering Committee.

Result 3: Increased equitable access for youth to social services

The project aims to support disadvantaged youth in accessing services, reduce economic and attitudinal

barriers for youth in accessing services, and strengthen referral pathways and follow up services.

• The project developed a manual which describes the operating procedures for the project’s

Barriers Reduction Mechanisms. This includes the Social Inclusion Fund, Vouchers for Vocational

Training, Cash transfers to support employment and entrepreneurship, and seed funds for

entrepreneurs. The project has begun identifying youth who may be eligible for financial support

through these funding mechanisms.

• The project has mapped social service providers in the areas where the project is working, and

regularly updates this mapping.

• The project has provided training to the organizations that are part of the protection and referral

networks in each of the municipalities where the project is working. The training focused on the

referral process for individuals who need services.

Communications

Highlights of Puentes Communications Activities in FY18 include:

• The project’s Strategic Communications Plan was submitted to and approved by USAID.

• Three editions of the Informative Bulletin “Puentes de Oportunidades” (Bridges of Opportunity)

have been published. A digital version was distributed to USAID, project partners, and WV staff.

4

• Facebook and Twitter pages for the project were created. These pages were made public in April

2018. Content is designed around several themes: training, community, news, and project

achievements, and success stories. The Facebook profile has a total of 1,722 fans (58% female and

42% male). The 35 posts have reached 79,094 persons and generated 2,998 interactions. The

twitter page has reached 5681 people and generated and 320 interactions.

• A brief video that promotes the Puentes Project Agricultural Schools was published on Facebook.

It was viewed by 7,103 persons and generated 347 interactions.

• The activities that the Puentes Project has implemented have generated ample local and regional

media coverage. Ten local media organizations covered the inaugurations of the Youth Centers in

Quiché and Quetzaltenango. These activities were also promoted in social media and advertised

in regional newspapers and in local brochures in the communities. At the national level, an

interview with COP Sara Sywulka was published in Business in Action by AmCham Guatemala.

Nuestro Diario covered the graduation of the Diplomado Emprender con Éxito in Coatepeque.

Cross Cutting Themes

The Puentes Project view the following topics as cross cutting themes, topics that should be integrated

throughout all project activities: gender and inclusion, protection and participation, communications, and

behavior change.

• World Vision led training sessions on all cross cutting themes for facilitators of the Diplomado

Emprender con Éxito, to introduce them to these concepts, prepare them to incorporate related

strategies in their interactions with youth, and prepare them to respond to issues related to these

topics that may arise among the youth that they work with.

• World Vision specialists reviewed the content of the Diplomado Emprender con Éxito, to ensure

that it promoted equitable gender norms. AKEBI specialists likewise reviewed the content to

identify areas where it could be adapted to better reflect the cultural experience of indigenous

peoples.

• World Vision hired a consultant to conduct a gender assessment. The purpose of this consultancy

is to identify gender-based barriers to participating in the project, pursing educational

opportunities, accessing training, and finding employment that youth in project areas face. The

consultancy will also assess what barriers indigenous and disadvantaged youth in project areas face

with respect to these activities. The findings will inform the project’s approach to promoting

inclusion and behavior change.

• WV signed a Memorandum of Understanding with the National Council for Attention of People

with Disabilities (CONADI), which serves as a coordinating body for organizations that work with

people with disabilities. CONADI will work with the Puentes Project to promote the participation

of people with disabilities in project activities and train project staff and facilitators on

considerations for including people with disabilities in a dignified and respectful way.

5

RESUMEN EJECUTIVO

Introducción

El Proyecto Puentes es un acuerdo cooperativo financiado por la Agencia de Desarrollo Internacional de

los Estados Unidos (USAID) por cinco años que se extiende desde el 10 de abril de 2017 hasta el 9 de

abril de 2022. Este informe sirve como un reporte de desempeño anual para el FY18, que abarca el período

de octubre 1, 2017 a 30 de septiembre de 2018. Puentes se implementa en cinco departamentos del

Altiplano Occidental de Guatemala: Quetzaltenango, Huehuetenango, Totonicapán, Quiche y San Marcos,

y cubrirá al menos 25 municipios de estos departamentos.

El objetivo general del proyecto es mejorar la calidad de vida de los jóvenes de 15 a 24 años de edad en

el altiplano occidental de Guatemala. A través del proyecto, los jóvenes vulnerables recibirán la

información, el conocimiento y las habilidades para vincular oportunidades laborales y económicas, así

como educación, salud y servicios sociales. Los jóvenes también desarrollarán una voz para interactuar con

el gobierno local, el sector privado y los proveedores de servicios para mejorar el acceso a servicios de

calidad, y generar nuevas oportunidades de empleo y oportunidades económicas.

Los resultados esperados son:

1. Jóvenes con competencias básicas, laborales y emprendedoras mejoradas.

2. Aumento de las oportunidades de empleo y emprendimiento.

3. Mayor acceso equitativo para los jóvenes a los servicios sociales.

El Proyecto Puentes es implementado por un consorcio de socios, con World Vision (WV) como principal

y las siguientes organizaciones asociadas: Asociación Grupo Ceiba, Asociación Kemow Etamanik Bilingüe

Intercultural (AKEBI), Fundación para el Desarrollo Integral (FUDI), FundaSistemas, Juárez y Asociados,

Mundo Posible, Red Nacional de Grupos Gestores (RNGG), Universidad Galileo y Vitruvian Consulting.

El informe del año fiscal 2017 (FY17) cubrió los primeros seis meses del proyecto, del 10 de abril de 2017

al 30 de septiembre de 2017. Ese informe describe las actividades realizadas durante la Fase I del proyecto,

la Fase de Inicio. Los logros clave durante el FY17 incluyen la consolidación de las mejores prácticas de

cada uno de los socios en un currículo de habilidades básicas para el curso denominado "Diplomado

Emprender con Éxito", la contratación y capacitación de personal, la identificación de municipios, la

creación de capacidades de socios, la planificación de sistemas de Monitoreo y Evaluación, y el inicio de

relaciones con el sector privado, y otros actores que impulsan el empleo juvenil y el emprendimiento. Este

documento es el Informe anual para FY18, que corresponde al período del 1 de octubre de 2017 al 31 de

septiembre de 2018. Éste describe las actividades y los logros de la Fase I, que concluyó en diciembre de

2017, y la Fase 2: Implementación piloto, que comenzó en enero de 2018 y termina en diciembre de 2018.

Logros clave

Resultado 1: Jóvenes con mayores competencias básicas, laborales y emprendedoras.

Las principales actividades y resultados en el área de desarrollo e implementación de cursos son:

6

• La primera versión del Diplomado Emprender con Éxito se implementó con una cohorte de

validación. Se inscribieron 264 jóvenes y se graduaron 240. Posteriormente, el plan de estudios se

actualizó en función de los comentarios de los jóvenes y los facilitadores.

• 108 facilitadores de organizaciones asociadas al proyecto, fueron capacitados para impartir los

siete módulos del Diplomado Emprender con Éxito.

• 4,094 jóvenes inscritos en la primera cohorte del Diplomado Emprender con Éxito, que comenzó

en febrero de 2018. Al finalizar el año fiscal 2018, 2,351 habían completado los requisitos de

graduación, incluyendo el desarrollo de un portafolio y su plan de vida.

• Una segunda cohorte de 3.362 jóvenes se registró y comenzó a participar en el Diplomado

Emprender con Éxito, desde agosto de 2018. Se espera que la mayoría termine el curso en

diciembre.

• Se ha desarrollado una versión radial del Diplomado Emprender con Éxito y se está implementando

a través de IGER. Después que el plan de estudios se adaptó para su entrega a través de la radio,

los voluntarios de IGER fueron capacitados parar impartir el Diplomado. Para mayo de FY18, 4,782

jóvenes se habían inscrito y se espera que terminen en octubre de 2018. Una segunda cohorte de

2,500 jóvenes iniciará en noviembre de 2,018.

• Se dieron los pasos iniciales para desarrollar una versión virtual (por Internet) del Diplomado

Emprender con Éxito.

• Se establecieron y equiparon tres (3) centros de capacitación agrícola. Estos centros estarán en

operación en el primer trimestre del FY19.

• 14 facilitadores fueron capacitados para instruir a los participantes en los Centros de Aprendizaje

Agrícola

• Se desarrolló el plan de estudios para el curso “Diplomado Agrícola bajo condiciones protegidas”.

Este curso consta de 5 módulos independientes. Se han desarrollado manuales para participantes

y facilitadores. Los participantes fueron reclutados para el primer curso, que comenzará en Q1

FY19.

• La metodología para Puntos CREA (anteriormente llamados Youth Creator Spaces o Espacios de

Jóvenes Creadores) fue desarrollada y se está implementando en tres Puntos CREA.

• Se capacitó a 12 tutores voluntarios para facilitar y guiar a los equipos juveniles de Punto CREA.

Resultado 2: Aumento del empleo y oportunidades empresariales.

Las siguientes actividades se llevaron a cabo con el objetivo de ayudar a los jóvenes a obtener un empleo,

promover las habilidades de emprendimiento y crear un entorno empresarial adecuado para los jóvenes.

• A través de la presencia en los medios sociales de los proyectos, reuniones comunitarias e

información promocional que el Proyecto Puentes ha desarrollado, aproximadamente 12,500

personas han aprendido sobre las oportunidades disponibles a través del proyecto. WV desarrolla

regularmente nuevo material para continuar promoviendo y alentando la participación en el

proyecto.

• Se están realizando esfuerzos para facilitar el acceso a apoyo financiero y de capacitación. El

proyecto se encuentra en las etapas finales de la puesta en marcha de mecanismos para distribuir

efectivo a los participantes con necesidades especiales, cupones de capacitación para ayudar a

financiar la capacitación vocacional, subvenciones para iniciar microempresas y fondos semilla para

la expansión y aceleración de negocios.

7

• El proyecto ha establecido un acuerdo con INTECAP a través del cual los jóvenes de Puentes

tendrán la opción de participar en los cursos de capacitación vocacional ofrecidos por INTECAP.

Los jóvenes que cumplan con los criterios establecidos por el proyecto podrán solicitar que el

proyecto pague esta capacitación vocacional, hasta un cierto valor en dólares.

• El proyecto ha establecido 15 alianzas oficiales para apoyar las actividades del proyecto y conectar

a los jóvenes con más capacitación y oportunidades de empleo. Estas incluyen alianzas con

autoridades municipales y organizaciones del sector público y privado.

• El proyecto ha iniciado a desarrollar una Estrategia para Redes Juveniles que busca alentar a los

jóvenes que han completado el plan de estudios de habilidades básicas a permanecer involucrados

en el proyecto, conectándolos con el desarrollo de habilidades adicionales, la capacitación y las

oportunidades de liderazgo. A través de este mecanismo, el proyecto también buscará la opinión

de los jóvenes sobre los planes y decisiones del proyecto. Los jóvenes seleccionados participarán

en el Comité Directivo del proyecto.

•

Resultado 3: Mayor acceso equitativo para los jóvenes a los servicios sociales

El objetivo del proyecto es ayudar a los jóvenes desfavorecidos a acceder a los servicios, reducir las

barreras económicas y de actitud para que los jóvenes accedan a los servicios, y fortalecer las vías de

derivación y los servicios de seguimiento.

• El proyecto desarrolló un manual que describe los procedimientos operativos para los Mecanismos

de Reducción de Barreras del proyecto. Esto incluye el Fondo de Inclusión Social, los vales para la

formación profesional, las transferencias de efectivo para apoyar el empleo y el espíritu

empresarial, y los fondos semilla para los emprendedores. El proyecto ha comenzado a identificar

jóvenes que pueden ser elegibles para recibir apoyo a través de estos mecanismos de

financiamiento.

• El proyecto ha mapeado a los proveedores de servicios sociales en las áreas donde el proyecto

está funcionando, y actualiza regularmente este mapeo.

• El proyecto ha brindado capacitación a las organizaciones que forman parte de las redes de

protección y referencia en cada una de las municipalidades donde el proyecto está funcionando.

La capacitación se centra en el proceso de referencia para las personas que necesitan servicios.

Comunicaciones

Los aspectos más destacados de las actividades de comunicación de Puentes en el año fiscal 2018 incluyen:

• El Plan Estratégico de Comunicaciones del proyecto fue presentado y aprobado por USAID.

• Se han publicado tres ediciones del Boletín Informativo “Puentes de Oportunidades”. Se distribuyó

una versión digital a USAID, a los socios del proyecto y al personal de WV.

• Se crearon las páginas de Facebook y Twitter para el proyecto. Estas páginas se hicieron públicas

en abril de 2018. El contenido está diseñado en torno a varios temas: capacitación, comunidad,

noticias, logros de proyectos e historias de éxito. El perfil de Facebook tiene un total de 1,722 fans

(58% mujeres y 42% hombres). Los 35 puestos han alcanzado 79,094 personas y generado 2,998

interacciones. La página de twitter ha llegado a 5681 personas y ha generado 320 interacciones.

• Un breve video que promueve las Escuelas Agrícolas del Proyecto Puentes fue publicado en

Facebook. Ha sido visto por 7,103 personas y generado 347 interacciones.

8

• Las actividades que el Proyecto Puentes ha implementado han generado una amplia cobertura de

los medios locales y regionales. Diez organizaciones de medios locales cubrieron las inauguraciones

de los Centros Juveniles en Quiché y Quetzaltenango. Estas actividades también se promovieron

en las redes sociales y se publicaron en periódicos regionales y en folletos locales en las

comunidades. A nivel nacional, una entrevista con Sara Sywulka, Directora del Proyecto, fue

publicada en Business in Action por AmCham Guatemala. Nuestro Diario cubrió la graduación del

Diplomado Emprender con Éxito en Coatepeque.

Temas transversales

El Proyecto Puentes considera los siguientes temas como temas transversales, que deben integrarse en

todas las actividades del proyecto: género e inclusión, protección y participación, comunicaciones y cambio

de comportamiento.

• World Vision dirigió sesiones de capacitación sobre todos los temas transversales para

facilitadores del Diplomado Emprender con Éxito, para presentarles estos conceptos, prepararlos

para incorporar estrategias relacionadas en sus interacciones con los jóvenes y para responder a

asuntos relacionados con estos temas, los cuales pueden surgir entre los jóvenes con los que

trabajan.

• Los especialistas de Visión Mundial revisaron el contenido del Diplomado Emprender con Éxito

para garantizar que promoviera normas de género equitativas. Los especialistas de AKEBI también

revisaron el contenido para identificar las áreas donde podría adaptarse para reflejar mejor la

experiencia cultural de los pueblos indígenas.

• World Vision contrató a un consultor para realizar una evaluación de género. El propósito de esta

consultoría es identificar las barreras basadas en el género para participar en el proyecto, buscar

oportunidades educativas, acceder a la capacitación y encontrar un empleo que los jóvenes en las

áreas del proyecto enfrentan. El consultor también evaluará qué barreras enfrentan los jóvenes

indígenas y desfavorecidos en las áreas del proyecto, con respecto a estas actividades. Los

resultados informarán el enfoque del proyecto para promover la inclusión y el cambio de

comportamiento.

• WV firmó un Memorando de Entendimiento con el Consejo Nacional para la Atención de Personas

con Discapacidades (CONADI), que sirve como organismo coordinador para las organizaciones

que trabajan con personas con discapacidades. CONADI trabajará con el Proyecto Puentes para

promover la participación de las personas con discapacidad en las actividades del proyecto y

capacitará al personal del proyecto y a los facilitadores sobre las consideraciones para incluir a las

personas con discapacidad de manera digna y respetuosa.

9

I INTRODUCTION

THE PUENTES PROJECT

The Puentes Project is a five-year United States Agency of International Development (USAID)-funded

cooperative agreement that runs from April 10, 2017 to April 9, 2022. This report serves as an annual

performance report for FY18, covering the period from October 1, 2017 to September 30, 2018. Puentes

is implemented in five departments of Guatemala’s Western Highlands: Quetzaltenango, Huehuetenango,

Totonicapán, Quiche, and San Marcos and will cover at least 25 municipalities in these departments.

The overall goal of the project is to improve the quality of life for youth ages 15-24 in the Western

Highlands of Guatemala. Youth in the Western Highlands are particularly disadvantaged due to a lack of

investment by government in the region. This lack of investment is compounded by restricted access to

available services and opportunities for youth that are female, indigenous, poor, have disabilities, have

children, and live in either violent or geographically remote communities. Through the project, vulnerable

youth will receive the information, knowledge, and skills to bridge to employment and economic

opportunities as well as education, health, and social services. Youth will also develop a voice to engage

with local government, the private sector, and service providers to improve access to quality services and

generate new employment and economic opportunities.

The expected results are:

4. Youth with improved basic, work and entrepreneurship competencies

5. Employment and entrepreneurship opportunities increased

6. Increased equitable access for youth to social services

The Puentes Project is implemented by a consortium of partners, with World Vision (WV) as prime, 5

sub-grantees, and 5 of which are subsubgrantees. Figure 1 displays the Puentes Project institutional

organizational chart.

Table 1: Puentes Project institutional organization chart

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Under the coordination and leadership of WV, the main responsibilities of each of the partners are as

follows:

• WV is responsible for the overall coordination and management of the Project, and all activities

related to increasing equitable access for youth to social services. WV also manages activities in

the Departments of Huehuetenango and San Marcos directly, and supervises the activities of the

partners in the other 3 Departments

• Juarez and Associates (J&A) is responsible for overall curriculum development, including the core

skills curriculum and training of trainers content. FUNDAP implements the Diplomado Emprender

con Éxito in the Departments of Quetzaltenango and Totonicapán, and also implements vocational

training, entrepreneurship, and employment activities. Asociación Grupo Ceiba implements

alternative primary and secondary school education, basic IT training, and the Diplomado Emprender

con Éxito.

• Fundasistemas, with support from RNGG, manages entrepreneurship support (training, mentoring,

and access to financial services) and job placement for youth.

• Vitruvian Consulting, in coordination with Universidad Galileo and Mundo Posible (collectively

known as VUM), is in charge of the development and implementation of the Puntos CREA, which

were previously called Youth Creator Spaces (YCS).

• AKEBI provides guidance to the project on how to better integrate considerations for working

with indigenous populations into curriculum development, cultural issues, and equitable access to

services, and implements the Diplomado Emprender con Éxito in the Department of El Quiché.

• FUDI operates three Agricultural Schools that were established as part of the project, and is in

charge of a training course called the Diplomado in Agriculture under Protected Conditions.

The project is being carried out in four phases, shown in Table 2:

Table 2: Phases of the Puentes Project

Phase Start Date End Date

1 Start up April 2017 December 2017

2 Pilot implementation January 2018 December 2018

3 Scale Up January 2019 December 2021

4 Dissemination and Close Out January 2022 April 2022

The project will leave a legacy of greater government investment in youth; strong training institutions and

programs that can provide youth with the full range of skills they need; a planning process at the

Department level that engages government and the private sector to improve youth economic

opportunities; and youth centers within communities that provide accessible, guided, and independent

learning opportunities.

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RESULTS FOR THE FIRST FISCAL YEAR OF THE PROJECT: APRIL – SEPTEMBER

2017 (FY17)

As was indicated in the program description, an important part of Phase 1 was implemented during the 6

month period of April 1 – September 30, 2017.

The first annual report provides information that leads to the conclusion that, in conjunction with its

partners, WV has advanced considerably and is finalizing Phase 1 of the project, focusing on:

• The establishment and equipment of 4 regional offices (Quetzaltenango, San Marcos,

Huehuetenango, Santa Cruz del Quiche)

• Hiring core management and technical staff, starting the process of building partner capacities

• Defining the first municipalities and communities to work with based on special criteria,

• Consolidating best practices from each of the partners into a draft of the core skills curriculum,

• Starting the creation of links and relations with other stakeholders in the private sector and

other actors driving youth employment.

II KEY ACCOMPLISHMENTS

RESULT I: Youth with improved basic work and entrepreneurship competencies

Intermediate Result 1.1: Quality of education provision increased

Activity 1.1.1: Development of the core skills curriculum - Diplomado Emprender con Éxito

During FY17, a technical group comprised of representatives of every consortium partner drafted the 7

modules of the core curriculum, including lesson plans, workbook materials, and a training of trainers plan

for Facilitators. During Q1 of FY18, the program was validated with a group of 264 youth. The validation

included the following

• Implementation of the draft curriculum

• Updating the curriculum structure, core skills, standards, achievement indicators, contents and

methodology of the modules based on the implementation experience

• Review of the youth exit profile

• Design of the participants´ life plan

• Review of materials for cultural appropriateness and indigenous considerations, led by AKEBI

• Review of the materials for appropriate integration of the project’s cross-cutting themes, led by

WV.

A summary of the content of the of the Diplomado Emprender con Éxito is presented in Annex 1.

The materials continued to be updated throughout FY18 with feedback from the validation cohort, Cohort

1, and internal and external reviews, including by USAID. All modules were approved by USAID in FY18

and are also certified by DIGEEX and the Escuela de Formación de Profesores de Enseñanza Media de la

Universidad de San Carlos de Guatemala (EFPEM).

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Phase II of the Project, the Pilot Implementation phase, ends in FY19 Q1 (December 2018), when Cohort

2 completes the Diplomado. The project has begun planning for an evaluation of Phase II which will be

carried out in FY19 Q1 and Q2. The purpose of the evaluation is to assess the effectiveness of the program

activities, particularly the core skills program, identify areas for improvement, and make recommendations

for changes. The evaluation will include a mix of quantitative and qualitative data. This will be used to

inform adjustments in programming as the project moves into Phase III, the Scale up phase.

The Puentes Project is serving as a validation site for a soft skills measurement tool that was developed by

FHI360 Project as part of the USAID YouthPower initiative. The tool aims to assess whether there is a

change individuals’ soft skills following completion of a soft skills training program. In FY18 Q4, the team

contracted by FHI360 administered the assessment tool to approximately 1,200 youth from Cohort 2 and

interviewed their facilitators as they were starting the Diplomado as part of this exercise. The team will

return as the groups are finishing the course in November/December 2018 to administer the assessment

tool a second time.

During FY18 Q3 the core skills curriculum was adapted into a radio version by the J&A technical team.

The adaptation process included combining the participant workbook and trainers’ manual into one

document and writing accompanying scripts that are recorded and transmitted over the radio.

This version is implemented by the Instituto Guatemalteco de Educación Radiofónica (IGER) In this version,

participants listen to materials transmitted over the radio and complete workbooks on their own.

Participants are encouraged to participate in an in-person tutoring session with a volunteer tutor about

every two weeks. IGER volunteer tutors were trained by the Project staff using a collaborative

methodology that leads to a two-way learning process.

At the request of USAID, Puentes used strategic activities funds to work with the Dirección General de

Educación Estraescolar (DIGEEX) to implement the core skills curriculum in areas affected by the Fuego

Volcano explosion. DIGEEX is the entity that manages education programs that are not part of regular

school curricula in the Ministry of Education. For this work, another adaptation was made in the delivery

modality. While the delivery was in person, DIGEEX faciltiators and students use the written materials

that had been developed for the radio version. The facilitators filled in the parts that would have been

covered in the radio script.

The project is also working on adapting the curriculum for virtual delivery, so that individuals would be

able to complete the curriculum online. This mode will be finalized in FY19.

Activity 1.1.2: Development of technical training and entrepreneurship programs.

The following courses were developed or are in final stages of development by the project partners and

other organizations:

Diplomado in Agriculture under Protected Conditions

With intensive support from two J&A supervisors and 3 consultants in curriculum development, during

the period January – August 2018, the technical personnel of FUDI (13 agricultural specialists, most of

whom participated in the Diplomado Emprender con Éxito) developed its Diplomado course “Agricultura

bajo condiciones protegidas” or “Agriculture under Protected Conditions”. The course is a mix of

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theoretical learning and practical application. This course includes 5 modules that can be implemented

and taken independently:

• Agricultural Marketing

• Agricultural Entrepreneurship

• Administration

• Structures for Agriculture under Protected Circumstances

• Crop Management

Four documents were developed for this course:

1) Participants Guide: Agricultural Project, which included the modules on Agricultural Marketing,

Agricultural Entrepreneurship and Administration

2) Instructors Guide: Agricultural Project which included the modules on Agricultural Marketing,

Agricultural Entrepreneurship and Administration

3) Participants Guide for Agriculture, which includes the modules on Structures for Agriculture

under Protected Circumstances and Crop Management

4) Instructors Guide Agriculture, which includes the modules on Structures for Agriculture under

Protected Circumstances and Crop Management

FUDI began implementing this course at their three agricultural schools in September 2018. Graduates of

the Diplomado Emprender con Éxito are eligible to take the course. 1,800 youth are expected to be trained.

The Project has started the process of obtaining a certification for the Diplomado from the Agricultural

Department of the Universidad de San Carlos de Guatemala.

“Bachillerato” in Administration and Finance

IGER requested support from J&A to develop a “Bachillerato” in Administration and Finance as a follow-

up to the Diplomado Emprender con Éxito prospective entrepreneurs. The J&A technical team worked to

adapt the curriculum to for delivery by radio, while following the curriculum requirements of the Ministry

of Education. Following approval by the Ministry, the program is in the process of its first implementation.

Diplomado for Innovative Extension

At the request of Fundasistemas, J&A supported the curriculum development process for a Diplomado in

Innovative Extension of Vegetables for Export (Extensionismo Innovador de Hortalizas de Exportación) which

focuses on skills for growing and exporting vegetables. As part of this process, two workshops were held,

a Curriculum Development Committee was formed, the entry and exit profiles of participants were

established, the structure and delivery modes were developed, and an action plan for further development

and implementation was agreed upon.

Activity 1.1.3: Training of facilitators and instructors

The following trainings of facilitators were conducted in FY18:

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• 108 facilitators were trained to deliver the Diplomado Emprender con Éxito in the face-to-face mode,

exceeding the target by 8. The training was delivered in various stages, including refresher

trainings.

• VUM trained volunteer tutors to facilitate and mentor Punto CREA youth teams. A total of 12

tutors (10 female and 2 male) participated in training sessions in each of the four locations Punto

CREA that were established in FY18. This training included initial orientation for new tutors and

follow up training for previously recruited tutors. All tutors are expected to attend at least 10

training sessions as part of their tutor certification process.

• 14 facilitators were trained to instruct participants in the Agricultural Learning Centers, 6 short

of the annual target

• 568 IGER volunteers were trained in the radio mode of the Diplomado Emprender con Éxito

• The project trained employees or instructors from11 Institutions that provide education services:

WV Guatemala, FUNDAP, Vitruvian Consulting, Grupo Ceiba, CEIBA, FUFI/CDRO, FUDI,

FundaSistemas, IGER, DIGEEX, Asociación Esperanza de Vida

Activity 1.1.4: Improve quality assurance and standards

Three institutions (FUNDAP, CEIBA, and IGER) were evaluated based on ministry standards under a

different project. Contacts with the other partners and some other institutions have started and will be

developed in coordination with MINEDUC. The project plans to have all partners training programs be

evaluated based on these standards.

Intermediate Result 1.2 Access to relevant education increased

Activity 1.2.1: Delivery of Training1

Introducing the Project to Municipal Authorities

During the first quarter of FY18, meetings were held to present the Puentes Project to leaders of 16

municipalities. During this process 15 municipalities agreed to the implementation of the Puentes Project

in their territory. The Municipality of San Pablo, Department of San Marcos decided to wait and did not

give a definitive answer. The Municipality of San Rafael Pie de la Cuesta was not one of the initially selected

municipalities but expressed great interest in joining the project. The project met with the municipality

twice and then requested and received approval from USAID to include this municipality as a coverage

site.

Community selection and entry

The process of community selection was carried out in the fifteen selected municipalities. The criteria used

for this selection were based on population figures, internal and external migration, adolescent pregnancy

rate, risks of illicit activities and location relative to other project sites. Three to four communities were

selected in each municipality. The community entry process was designed to ensure that the project has

1 As part of this activity, we include not only the training of facilitators, but also describe the different processes

that precede these trainings, as well as the implementation of training programs.

15

buy-in and support from local authorities, from youth, and from other community members to implement

the project. The process involves the following steps: contacting community leaders, meeting with

community leadership, and holding community assemblies which youth and adults are invited to attend.

Assemblies were held prior to the start of Cohort 1 and again prior to the start of Cohort 2, and served

as an important mechanism for both introducing the project to a community and for recruiting youth into

the project. A total of 3,610 people (1,751 female and 1,859 male) participated in the assemblies in FY18.

Mobilization and recruitment of youth

The first information the Project gives to the youth to promote their involvement was through the

community assemblies. Further meetings were held to provide more detailed information on project

activities. Interested youth registered in a database with basic personal information. WV and project

partners also held meetings with parents to encourage them to support their children’s participation in

the project. Subsequently, the Project formed groups of young people to participate in Groups decide

collectively on what their meeting schedule will be. Groups typically meet at Community Youth Meeting

Points (CYMP) or Puntos de Encuentro Juvenil. CYMP were established in Puentes coverage sites as spaces

where youth could meet to participate in the Diplomado Emprender con Éxito. A variety of types of spaces

have been designated as CYMP, including Auxiliary City Halls, communal rooms, schools and community

church rooms. The project worked closely with community leaders to identify and set up these spaces as

CYMP for the project. Some groups meet at Municipal Youth Centers which the project established in

municipal capitals. There was often media coverage when youth centers were inaugurated. This publicity

served as another mechanism for reaching youth who could be interested in participating in the Puentes

Project.

In future years, the project plans to conduct communication campaigns to recruit youth to participate in

the project. A pilot of a communication campaign that was implemented in FY18 Q4. was also useful for

other young people to get involved. This campaign presents an opportunity to reach new groups of youth,

including those that may typically be excluded or face challenges in participating in similar programs, such

as pregnant women, young mothers, and young people with disabilities.

Youth Participation

The Diplomado Emprender con Éxito serves as the main point of entry for project participation. During this

course and as they build soft skills, develop a portfolio, and develop life plans. They receive more

information about the services that each of the partners provide to the youth, as well as linkages to

opportunities that the project has facilitated through other organizations.

Puentes has strived to ensure that interested youth are able to fully participate in project activities. The

project has made the following efforts to design activities according to the needs of youth:

• Attention of young people on the days and times that are most appropriate for youth groups in a

participative manner (the decision was shared among the youth and the project staff).

• To take the course as close as possible to where the participating youth live. This consideration

implied the need to establish youth meeting points in the communities.

• The experiences of AKEBI in el Quiché and FUNDAP in Quetzaltenango indicate that the process

of socialization and sensitization of youth regarding the objectives of the program and the level of

participation it requires from them before they enter the Diplomado is of great importance.

16

Implementation of the Diplomado Emprender con Éxito

In FY18 Q1, the validation phase of the Diplomado Emprender con Éxito was conducted. 264 youth enrolled

and 240 completed the curriculum. In FY18 Q2, Cohort 1 began participating in the Diplomado. 4,094

youth enrolled, and 2,351 completed the curriculum and graduated. In FY18 Q3, Cohort 2 began the

course. 3,362 youth enrolled, and they are expected to complete the curriculum in December 2018.

Additionally, 4,782 youth are also participating in the Diplomado through the newly developed radio mode.

In the initial planning, Puentes staff assumed they would be able to implement 3 cohorts per year, but in

practice they have found that it is realistic to do two cohorts. This means that the targets for FY2018 will

be reached by December 2018.

The development of skills is currently assessed by three criteria: 1) entry and exit interviews by facilitators,

2) pre-and-post-test of knowledge, 3) completion of portfolio, including the life plan. According to this

criteria and the experiences of the facilitators, almost all of youth demonstrate improved skills. For

instance, Project staff has heard many stories of young people who were very shy and hardly dared speak

in a group, who gained confidence to participate, and some of them ended up giving graduation speeches.

The table below shows the number of youth who have enrolled in and completed the Diplomado Emprender

con Éxito as of the end of FY18:

Table 3: Number of participants in the Diplomado Emprender con Éxito

Progress in implementation

and participants

Validation

Phase

Cohort 1 Cohort II Radio Version

Planned period of implementation Nov-Dec 2017 Feb-July 2018 July -Dec 2018 May – Nov 2018

Current Status Finished A few programs

are in final stage

Expected to finish

Dec 2018

Expected to finish

March 2018

Number of Youth Enrolled 264 4,094 3,362 4,782

Number of Youth who have

completed the curriculum

240 2,351 by the

end of FY182

In process of

delivery

In process of

delivery

The project also aims to support youth in furthering their education and completing vocational training.

As of the end of FY18, 53 youth are participating in primary school education and 752 youth are working

on secondary school educational programs through the project. In the revised MEL Plan which the project

submitted to USAID in September 2018, the project revised the target for youth participating in primary

school education. It was agreed that the original target was too high. The new target for the life of the

project is 450.

2 An additional number of 250 participants are expected to graduate. The expected rate of graduation of 65% is low

in comparison to the graduation of the validation cohort and initial indications of desertion for Cohort II, but an

important part of the persons who enrolled but did not finish were youth who enrolled but never participated in

the Diplomado.

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The Puentes Project partners also offer a variety of vocational, technical, and entrepreneurial training

programs which are classified as tertiary education.

FUNDAP, has enrolled youth in the following programs:

o 180 in Agricultural Promoter courses

o 309 in the Technical Center for different professions

o 134 in Immersion courses in bakery, electricity, hairdressing, printing, and beauty

o 487 in Centros de Desarrollo Empresarial (CEDES)

o 31 in Nursing programs

o 349 in Health Promoter courses

Of these 1470 youth, 1,062 are female and 408 are male. By the end of FY18, 363 youth had finished one

of these programs.

Groupo Ceiba offers a training program called “Formación Tecnológica Socio Laboral” which 402 youth

are participating in. 239 of these youth are simultaneously participating in the primary or secondary

education programs that Ceiba offers. By the end of FY18, 61 youth (42 females and 19 males) had finished

the first version of the program.

During FY18, World Vision and Fundasistemas met regularly with INTECAP to establish the parameters

of an agreement so that Puentes participants can enroll in the vocational training programs that INTECAP

offers. A contract was established at the end of FY18 Q4. Youth who meet criteria established by the

project will be able to apply to have the project pay for this vocational training, up to a certain dollar value.

The cost of these courses is funded through the project’s budget line for vouchers for vocational training.

Activity 1.2.2: Development of youth centers as learning hubs

During FY17, a working group composed of all project partners developed a preliminary list of criteria for

municipal youth centers and made an inventory of available spaces in the 15 municipalities that could serve

as Youth Centers. During FY18, each of the spaces available in each of the municipalities was evaluated by

an Evaluation Committee composed of the partners.

World Vision established agreements with 11 Municipalities for a Youth Center in each municipality. The

project is in the final stages of negotiating with 4 additional municipalities. World Vision evaluated each

space to ensure that the meet institutional standards for safety and security. If necessary, the project

worked with the municipality to update the spaces. Environmental Mitigation and Monitoring Plans (EMMP)

have been drawn up and approved for Youth Centers, in accordance with regulation CFR216, whose

compliance measures have begun to be incorporated into the repairs and removals that have been

required.

Eleven Youth Centers began operating during FY18. The project anticipates opening an additional four

Youth Centers in FY19 Q1. The Youth Centers offer several types of services: flexible education in the

form of accelerated primary and secondary educational courses; technological training; and business

training in employment and entrepreneurship. Three centers also host a Punto CREA, and a fourth Punto

CREA is scheduled to open in October.

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The Municipal Governments have either providing space that they own to be used as a Youth Center at

no cost to the project, or are covering the rent payment for facilities that they do not own. Municipalities

also pay the cost of utiliites, such as water and electric power services. The Municipality of Chiantla,

through the Commission of Youth Chiantleca (COMJUVECH) is also paying the security service.

Nine spaces needed to be remodeled in order to be suitable spaces for a Youth Center. In 5 Centers

walls were painted, in 2 metal doors were installed, and in 3 walls were installed to separate spaces. All

Centers collect trash and deposit it in official trash collection areas, and in all Centers working hours are

adapted to avoid conflicts with neighbors. The maintenance manual for the Centers is almost finished.

Puntos Crea (formerly called Youth Creator Spaces)

Vitruvian, in partnership with Universidad Galileo and Mundo Posible (collectively known as the VUM

cosoritum) has designed and is implementing Puntos Crea. Vitruvian developed a guide for establishing its

YCS or Puntos CREA within project-established Youth Centers and other locations and has established 3

such Centers during FY18 and finishes one more before the end of 2018.

Puntos CREA are based on the concept of a central piece of furniture and other equipment called CREA

stand. This furniture was developed with support from Universidad Galileo and Mundo Posible (VUM

Consortium) and can be installed in different physical spaces and usually used by a group of 15 youth to

study, meet and exchange experiences. The participants are motivated by the fact they their groups can

decide about contents and the decorations they want to use. They also are expected to develop common

goals to meet and develop as active citizens, by means of the interchange of experiences. The spaces are

managed and sessions are led by voluntary tutors who graduated from the core skills Diplomado. Asking

and resolving questions and challenges in groups is an important part of the learning process in the STEAM

methodology that Puntos CREA implement

Community Youth Meeting Points

WV and its partners has established 105 Community Youth Meeting Points (CYMP) or Puntos de

Encuentro Juvenil in rural communities, in cooperation with local communities and their leaders as well as

students from its core program. The project realized that these were needed, in addition to the Youth

Centers so that the Diplomado could be delivered in place that were very accessible to the youth, reducing

their need to travel the municipal seat, where most of the Youth Centers are located.

In most cases, these Meeting Points are established in schools or spaces managed by alternative education

providers, and used to implement the Diplomado. They are meant to be meeting points for youth to discuss

their plans and activities, develop common goals for community involvement by means of the interchange

of experiences and the involvement of training graduates in the operation of the networks and centers.

When necessary, these meeting points were equipped with basic furniture such as tables, seats and security

equipment like evacuation signs.

Agricultural Learning Centers

During FY18, FUDI, in coordination with WV, conducted an extensive search for sites for the

establishment of three Agricultural Learning Centers in the region the Project covers. This process

included the definition of the technical criteria of accessibility, the identification of spaces that meet the

criteria, the identification of organizations with whom agreements could and have been reached. After a

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process that was long because these owners were unwilling to cede space free of charge, three spaces

were selected.

During August 2018, WV signed the lease agreements for the land and facilities for the establishment of

three agricultural training centers with:

1) Cooperativa San Bartolo in Chiantla, Huehuetenango;

2) CERCAP / CEDRO in Salcajá, Quetzaltenango, and

3) Reyna Pacheco, in Santa Cruz del Quiché.

As a result of the signing of the contracts, the Agricultural Diploma activities started in September FY18.

The students are building the greenhouses as part of their training.

RESULT 2: Employment and entrepreneurship opportunities increased

Intermediate Result 2.1

Access to employment and entrepreneurship bridging support increased

Activity 2.1.1: Development of information materials and delivery mechanisms

Both Facebook and Twitter sites were developed and are now used as delivery mechanisms with increasing

success. Specifics about these sites are provided in Chapter VII Project Communication but in the specific

area of access to bridging services the following can be mentioned:

1) The Project partners offer a catalog of services that is shared with all youth in the Diplomado.

2) 15 infographics on market opportunities were developed

3) A company was selected to make 15 videos on market opportunities based on a market

assessment study that was done by FundaSistemas during FY18.

The original project design called for the project to use the YouthWorks platform. One purpose of this

platform was to help youth access employment information. This has been changed in the FY19 workplan.

The project has learned that the version of YouthWorks that is used in Honduras has not advanced as

much as was anticipated when the project was designed. It currently does not serve the function of linking

youth with jobs. As such, in collaboration with USAID, the project has decided to explore employment

portal options before selecting one to use. In the MEL Plan revision submitted in September 2018, the

indicator related to YouthWorks was changed to “employment platform.”

Activity 2.1.2: Targeted and mass communication campaigns on available support for youth.

As described above, in FY18 the project conducted a series of community assemblies to introduce the

project to communities and to recruit youth participants. These assemblies effectively served the function

that had been envisioned for a communications campaign. Because the project was successful in recruiting

the targeted number of youth in FY18, the project decided not to implement a communications campaign

this year. A campaign will be implemented in FY19, when the project anticipates that recruitment may be

more challenging because the initial groups of interested youth have already joined. During FY18 Q2, the

basic contents of a mass communication campaign were developed. These were then piloted in 30 selected

20

communities during Q4. An adapted version will be introduced at scale during Q2 of FY19. The campaign

content was approved by USAID.

The project also conducted pilots of the material and messages that were shared on the project social

media pages. These messages were deemed to be effective based on the number of people who asked to

participate in Project activities through Facebook. The number of requests increased from 9 during the 12

day period before piloting to 90 in the 12 day period after the piloting.

Messages were also distributed by “perifonia” (using mobile or not mobile loudspeakers to deliver message

by persons in crowded areas such as markets and streets) in 30 communities and the validation with

community leaders indicate that they were well accepted, especially if messages are previously presented

to them and approved.

Activity 2.1.3: Facilitated access to finance and technical support

Barriers Reduction Mechansims

The project’s “Barriers Reduction Mechanisms”, which include the Social Inclusion Fund, Vouchers, and Cash

Transfers to support employment and entrepreneurship, are in final stages of development. The process of

designing and operationalizing these mechanisms took longer than anticipated. The project could not find

good examples of similar models that were working well in the country. The design process was a

collaborative process that included all 11 consortium partner organizations. This took more time, but was

important because all now have buy in to and understand the process. In FY18 Q3, the Puentes Project

Steering Committee approved the Manual of Barriers Reduction Mechanisms. By the end of FY18 Q4, four

Departmental Committees had been established. These committees will receive referrals from local

organizations and project partners for youth who may qualify for one of the mechanisms. The committees

have 5 members: 4 WV personnel and one youth representative.

By the end of FY18, these committees had reviewed and approved 144 cases of youth who requested

support from one of the barrier reduction mechanisms.

Connecting youth to financing opportunities

Fundasistemas is also developing or adapting credit products for prospective young entrepreneurs that are

or will be offered by local or regional Financial Institutions. Three of these (COLUA Salcajá, CREDIGUATE

Totonicapán, and REFICOM Totonicapán) have shown interest and proposals have been developed and

discussions are in different phases of progress. RNGG has also had similar discussions with COSAMI and

ACREDICOM, with the purpose of negotiating terms that are more favorable for first time young

entrepreneurs than those of the average products on the market.

Fundasistemas and RNGG have successfully negotiated with several institutions to obtain credit for youth

who want to pursue business opportunities, primarily in agriculture. Five oganizaitons (Ingenio Pantaleon,

Agroindustrias Legumex, Grupo Productores El Palmar, San Juan Agroexport, and Vista Volcanes) have

provided financing totaling $27,561 to groups of producers pursue various opportunities in agriculture.

Financing of $5,115 was received from cooperatives and other companies to support youth entrepreneurs.

FUNDAP has provided equipment for 15 young people starting new businesses through leasing scheme,

whereby the equipment is given to youth on loan for 12-18 months, and they are encouraged to start a

21

savings fund from the income they generate so they can purchase their own equipment at the end of the

period. Under this model, 7 youth received equipment for sewing, 6 for baking and 2 for cooking.

Connecting youth to markets

In the area of technical assistance, Fundasistemas has provided technical assistance and support in the

search for new markets to 3 groups of rural agricultural producers to improve crop production and access

national and international markets. RNGG worked with 129 youth (64% females and 36% males) to provide

training and mentorship on entrepreneurship and help them develop their business models.

Activity 2.1.4 Facilitated access to work-based learning opportunities

Fundasistemas and FUNDAP have utilized their connections to private sector organizations to promote

the following activities for project youth:

• Internships in enterprises to acquire labor experience (also called apprenticeships)

• Group visits to enterprises (as part of training or apart from it) to understand how they operate

and what they demand

• Mentoring and close supervision of prospective entrepreneurs

• Business fairs where new entrepreneurs try out their products

Puentes youth have also participated in employment fairs. WV collaborated with the USAID Project

Creando Oportunidades Económicas (CEO) to participate in fairs in Guatemala City. 13 Puentes youth

(8 young women and 5 young men) participated and were able to to apply for different positions and learn

about the process of job hunting in Guatemala City. The youth came from Huehuetenango, Quiche and

Quetzaltenango. WV also supported participation in the fair in San Marcos, sending 12 people (5 young

women and 7 young men).

FundaSistemas, in coordination with FUNDAP, VM, AKEBI, RNGG also identified in each of the

departments, youth with potential for employment in the companies they have contacts with, such as

Agencias WAY, Grupo Monge (El Gallo más Gallo) and CADISA and youth with the potential to become

farmers or start another type of business.

Fundasistemas has reported that 234 youth who participate in its training programs were able to receive

individual technical support, mentorship, or internships in different companies or for their entrepreneurial

initiatives. As a result, 55 graduates (33 men and 22 women) from its programs have already been

employed by different organizations or become self-employed with the potential to create further

employment. Of these 55 graduates:

• 6 have obtained employment in different lines of work in different business and other

organizations

• 23 have become producers of broccoli by means of a contract with LEGUMEX

• 26 have started up their own small business in the commercial, industrial or services sector.

22

Progress in connecting youth employment and entrepreneurship opportunities has been slower than

originally projected, for several reasons. Early in the project, the project leadership decided that all youth

participants need to complete the Diplomado before going on to other steps in the project. This meant

that the pool of youth available to Fundasistemas and RNGG and eligible for employment and

entrepreneurship opportunities was not available until Q4 of FY18. Additionally, in the first cohort, most

youth in life plan said they wanted to continue their education (rather than immediately pursue

employment or entrepreneurship). The barrier reduction mechanisms which will support some youth in

transitioning to employment and entreprenuership took a long time to develop, and the procedures for

obtaining seed funds for a business plan have not yet been approved. Additionally, the requirements for

entry to Diplomado are lower than the segment FundaSistemas had envisioned working with initially,

leading to a very large gap between the level of the youth and the requirements of businesses looking to

hire employees. In the course of the first year of implementation the geographic target was in practice

restricted to the 15 target municipalities, whereas FundaSistemas has assumed they would have access the

entire departments for recruiting youth for employment.

Intermediate Result 2.2 Youth friendly business environment established

Fundasistemas and local branches of RNGG began leading the project’s efforts to engage with the private

sector institutions. The ultimate goal of these efforts is to increase access to employment in companies

and entrepreneurship of young people in the municipalities in which the project intervention, and to

encourage companies to create a more youth-friendly work environment).

Activity 2.2.1 Investments in youth businesses and businesses that employ youth

Fundasistemas conducted a review of financial services with the help of a consultant, and consequently

presented a proposal for the use of the Puentes seed capital to create a sustainable mechanism to provide

financial support that is friendly to youth starting out to establish a small business. The proposal underwent

a series of revisions in FY18 based on comments from the Puentes Steering Committee and USAID staff,

including the Regional Legal Advisor. As of the end of Q4, the proposal is still under review.

Fundasistemas conducted, with the help of a consultant, a market study in the 15 municipalities where

Puentes is intervening in Phase II. The study included the necessary analysis of economic data and

businesses in the 5 departments that Puentes Project covers, in order to identify:

• Economic sectors with potential to grow

• Businesses with potential for acceleration and expansion that can employ youth as a result of that

growth.

Once the model is approved, Fundasistemas can begin working with the selected businesses with

potential to employ youth with the needed technical and financial investment, as well as provide financial

support to youth whose business plans have been approved.

Activity 2.2.2: Advocacy with NGOs and donors, government, the private sector and education

institutions to create education, employment and self-employment opportunities.

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Many initiatives to promote and develop coalitions and alliances have started and continued with different

levels of success (see Section X). 15 coalitions with federations or other alliances that have resulted in

formal agreements that stipulate specific contributions from the organizations who signed them have been

reported. While this is lower than the original target number of coalitions for the fiscal year, the project

believes the original target was too ambitious. The project fully intends to reach the original life of project

target of 35 coalitions.

These alliances include INTECAP and MINEDUC in the public sector, the NGOs Child Fund and Salvation

Foundation, Ingenio Pantaleón (sugar production), Agencias Way (retail trade) and 3 providers of inputs

for agricultural production who support the agricultural training centers in the private sector and 3

municipalities. Memorandums of understanding were also signed by Project partners with a variety of

organizations, including 3 financial service providers and 5 nonprofit organizations in the region the Project

covers. These are also described in more detail in Section X.

The project is also starting to support the development and implementation of a Strategy to support Youth

Networks (Redes Juveniles) whose members come from the graduates of the Diplomado and the local

community centers. The objectives of the establishment and implementation of these Networks include:

• To promote active and organized participation as a means to reach long term sustainability of

the activities the Project implements.

• To involve youth in the decision-making process of the Project, and eventually be represented

in the Steering Committee of the Puentes Project.

• To further encourage and realize activities for the development of leadership skills and

community involvement by the graduates of the Diplomado

• To serve as a venue for connecting youth to further education, employment, and

entrepreneurship opportunities.

RESULT 3: Increased equitable access for youth to social services

Intermediate Result 3.1

Reduced economic and attitudinal barriers for youth in accessing services

Activity 3.1.1: Behavior Change Communication to reduce attitudinal barriers to participation and

access of vulnerable groups.

The process for defining the behavior change communication strategy will be flow from the gender study,

which is being carried out by means of a consultancy. The study started in Q4 and focuses on gender

dynamics in the target areas of the Western Highlands, and particularly attitudes and behaviors that limit

the full participation of young men and women, and particular vulnerable groups, in educational and

economic activities, including employment and small business start-up. The conclusions and

recommendations from this study are expected in January 2019 and will serve as the basis for determining

the key behavior change messages that will be implemented in FY19. More detailed information is provided

in Chapter IV “Cross Cutting Themes.”

24

The project also has identified 114 participants who are especially vulnerable because of different

disadvantages. 97 participants have physical challenges such as blindness, hearing impairments, paralysis or

lack of legs or arms, while 12 receive psychological attention, 5 receive medical attention, and 2 need

special protection. A number of these have been referred to special services (see 3.2.3), and Puentes

Protection staff will continue to look for ways to support them so they can benefit from the opportunities

the project provides.

Activity 3.1.2: Social Inclusion Fund

Various mechanisms to implement the social inclusion fund of the project are in advanced stages of

preparation, including those mentioned in other sections above:

a) The social inclusion fund: Mechanisms to distribute cash payments to the poorest participants so

they can participate in training programs, especially the Diplomado Emprender con Exito. A maximum

of $500 per youth and can be awarded for the lines of expenditure related to transportation, food,

lodging, childcare and special cases.

The main function of the Social Inclusion Fund is to enable youth with significant economic barriers

to participate in the services offered by the project, especially for participation in the Diplomado and

other educational activities. To qualify for this support, the Diplomado facilitators or other project

staff identify cases that they think would be eligible, according to the established criteria within the

project. The protection officers then verify that the youth is registered in the program, conduct a

socio-economic evaluation, and ensure that the youth has their national identification number. A

letter requesting support from the social fund completes the file that is then transferred to the

Evaluation Committee at department level. This committee, as mentioned elsewhere is made up of

project staff including staff directly involved with delivery of the service for which the youth is

requesting support. The committee is responsible for evaluating and approving the requests based

on the fulfillment of criteria, guidelines and institutional requirements within the Puentes Project. To

ensure the transparency of funds, there will be regular internal file verification of a random sample

of cases.

b) Once the support is approved, the payment is made by transfer to the youth´s bank account. The

process of creating and opening of a bank account is carried out with the support of the administrative

and financial team of the project. Training vouchers to support Diplomado graduates to enroll in further

vocational training with reputed institutions

In FY18 project staff negotiated with INTECAP the prices of courses for which Puentes youth could

be eligible, as described in 1.2.1.

c) Grants to support youth starting jobs and internships, or small businesses, with a value of up to $ 400

per recipient

d) Seed capital for small business start-up and business acceleration for businesses with potential to

employ youth (see 2.2.1)

Overall, by the end of FY18, WV and partner staff identified 144 cases for different types of barrier

reduction funds, and 81 cases were approved in principle by the 4 Committees at department level that

25

were established to review and approve the requests. They are distrusted as follows: 42 in

Huehuetenango, 11 in San Marcos, 24 in Quiche, and 2 each in Quetzaltenango and Totonicapán.

Of these, 17 special cases have been approved for the social inclusion fund by the committees and were

in process of opening bank accounts to receive the cash transfers as of September 30th, 2018. 64 youth

(42 females, 22 males) have been evaluated and referred for vocational training, so they can benefit from

courses at INTECAP or other technical courses.

Intermediate Result 3.2 Strengthened referral pathways and follow‐up services

Activity 3.2.1: Mapping of community services providers

In the Municipalities where the Puentes Project is active, project staff completed the process of identifying

and mapping the relevant local organizations to which youth with particular needs can be referred, as well

as organizations that refer people needing support. This information is available to all the participants

receiving the Diplomado through their facilitators, and has been instrumental in enabling the Protection

team to make needed referrals. The Protection team also designed the methodology to disseminate the

information at the community, municipal and departmental level in FY19. They will also be updating the

mapping at least every six months.

Activity 3.2.2 Strengthening referral pathways to service

One of the key entities that Puentes is working with for service provision is the Referral Neworks (Redes

de Derivación) led by the Public Prosecutor´s Office at Department level. Puentes Protection staff

participate actively in these networks, which constitute strategic alliances for connecting youth to needs

services. During FY18 the project provided capacity building for these Referral Networks in all 5

departments. The training, which was given to a total of 125 people from health, legal, education on human

rights sectors, was focused on understanding and operationalizing the referral pathways. The team also

worked with the Referral Network members to identify areas in which they need strengthening, which

served as the basis for developing the FY19 capacity building plan.

Within the project itself, the 4 Departmental Committees to reduce Economic Barriers for participating

youth are the key stakeholders for internal referral for social support through the social inclusion fund, as

mentioned above.

Activity 3.2.3: Basic case follow-up for participants linked to services

In this area, the protection officers play a special role in the identification of cases that need special

attention, including to persons who need judicial assistance or special assistance because they are especially

vulnerable due to of pregnancy and domestic violence and physical limitations.

Apart from the 144 cases whose eligibility was analyzed for the different components of the barrier

reduction mechanism to promote inclusion, 114 cases of youth who have physical challenges like visual

and auditory impairments, missing limbs, mental health conditions or medical problems, have been

identified amongst participants in Puentes programs and by program personnel. The Protection team has

referred to appropriate services and is providing follow-up to 21 specific cases of youth with medical,

psycho-social, GBV-related and visual impairment needs.

26

Additionally, the 81 cases of youth who are eligible for financial support services to reduce barriers will be

given follow-up once administrative procedures have been approved at the Project level and cash

disbursements have been made or vouchers handed over.

III GEOGRAPHIC COVERAGE AND STRATEGY

The Project is active in all 15 municipalities that it proposed in the FY17/18 work plan, with the exception

of one change that was made due to the municipal leaders in san Pablo not committing to supporting the

project. San Pablo was replace with San Rafael Pie de la Cuesta (both in san Marcos), where the municipal

leaders have been very supportive By the end of FY18, 11 MYC had been established, with 4 others in

final stages of arrangements. 13 Municipalities avail of 1 MYC, but 2 are active in Chiantla, and none in

Chichicastenango, where Municipal authorities have not provided a space. 11 operate in municipal spaces

owned or leased by the Municipalities, one in the Casa Hogar Foundación Salvación in Huehuetenango with

the attendance of highly vulnerable adolescents and two more in MINEDUC facilities (Chiantla, Joyabaj).

One of these centers operates in the Capellanía village of the municipality of Chiantla, Huehuetenango due

to the high level of demand of young people in the rural area of this Municipality.

The project has also laid the groundwork for the expansion into an additional 10 municipalities that are a

project goal for Phase III, by means of geographical expansion as well as the development of a “clusters”

strategy, meaning the inclusion of participants from neighboring municipalities. The current and proposed

municipalities are outlined in the table below:

Table 4: Municipalities covered by the Puentes Project

Department Municipalities Phase 11 Additional Municipalities

proposed for Phase III

Huehuetenango 1) Huehuetenango (Fundación Salvación)

2) Chiantla

3) Aguacatan

1) Jacaltenango

2) San Sebastian

3) Todos Santos Cuchumatanes

Quetzaltenango 4) Quetzaltenango

5) Coatepeque

6) Cantel

4) Concepcion Chiquirichapa

5) Olintepeque

Quiché 7) Chichicastenango

8) Joyabaj

9) Santa Cruz del Quiché

6) Sacapulas

7) Uspantan

San Marcos 10) El Tumbador

11) Malacatan

12) San Pedro Sacatepequez

13) San Rafael Pie de La cuesta

8) Sipacapa

9) Tejutla

Totonicapán 14) Momostenango

15) Totonicapán

10)San Francisco el Alto

This information leads to the following Map of current coverage and areas expected to be covered by the

Puentes Project:

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IV CROSS CUTTING THEMES

Before entering into specific comments regarding the different cross cutting issues, it is important to

mention, that training sessions on Cross Cutting Themes were prepared and delivered by the

different specialists of the Puentes Project to the core skills curriculum (Diplomado) facilitators and other

staff, as described in other chapters of this Report under Project Activity 1.1.3 and in Chapter VI.

A. Gender and Social Inclusion

In 2018, the project gender specialist reviewed the seven modules of the Diplomado Emprender con Exito,

with gender considerations in mind, to help ensure that the content is promoting equitable gender norms.

She prepared and delivered training sessions for its facilitators, incorporating gender equity principles into

the training programs.

The Puentes Project recently (September 2018) hired a gender consultant for a period of 90 working days

with the following objectives:

• To conduct an in-depth analysis of the gender related barriers related to equitable access to

education, employment opportunities, and entrepreneurial activities by analyzing the situation and

practices of the rural families and the role of women, men and their children

• To make recommendations to the Puentes Project and partners regarding their activities and

messages that promote the changes in behavior that lead to empowerment of women and children

in these areas

The consultants will finish their specific work plan and study of existing documents regarding these themes

and the situation of Puentes target group in October, and start their fieldwork with focus groups of men

28

and women, boys and girls, including groups Diplomado participants, as well as groups of non-participants.

Their conclusions and recommendations are expected to be available and approved during Q2 of FY19.

With these recommendations, the Project will review and further develop the concepts, contents and

materials that were included in the different training programs for youth that exist or are in the process

of development. The promotional messages the Project uses in their communications with potential and

actual participants in its programs will also be reviewed.

The gender and inclusion team and the project leaders coordinated with other stakeholders to agree on

ways to promote the participation of youth in an equitable way, improve coordination with other USAID

projects3 that cover areas such as community development, economic development and employment

creation in Guatemala´s highlands, and intensify affirmative efforts to promote young women’s

participation in training programs, by supporting them to find adequate care for children, develop

community based business and agriculture, and provide investment and financial services for entrepreneurs.

Puentes has coordinated especially with the Community Roots Project on gender-related activities. The

two projects will work together to provide training and technical assistance to strengthen the Municipal

Directorates of Women’s Affairs (DMM) in the Municipalities of Coatepeque, Chiantla, Aguacatán,

Malacatán and San Pedro Sacatepéquez, municipalities in which both projects are working.

The gender and inclusion team also worked with the departmental delegations of “Secretaria Presidencial

de la Mujer” in Quetzaltenango, Totonicapán and San Marcos, as well as Santa Cruz del Quiche to develop

a coordination mechanism-.

The Gender Specialist participated in Municipal Development Council (COMUDE) meetings in some

municipalities. At these meetings, she emphasized the importance of promoting the participation of rural

and urban women in the Puentes Project activities.

WV signed a Memorandum of Understanding with the National Council for Attention of People with

Disabilities (CONADI), which serves as a coordinating body for organizations that work with people with

disabilities. Under the terms of this agreement, CONADI will work with the Puentes Project to:

a) Develop the capacities of people who work in the WV Guatemala office to handle and develop

people who have some physical handicaps with dignity and respect in the trainings CONADI

provides,

b) Promote the participation of handicapped people in the different programs the Puentes Projects

offers and

c) Coordinate with other organizations.

In cooperation with CONADI, the Puentes Project is mapping local organizations that serve people with

disabilities and working with them to link youth with disabilities to the Puentes Project. As part of the

implementation of the agreement between CONADI and World Vision, an introductory session was held

3 Specifics are provided in Section X.D.

29

to share methodologies of work, develop the right terminology and define the best ways interact with

people with disabilities.

In the area of social inclusion of indigenous people, AKEBI supported the development of the original

version of the Diplomado with its comments and suggestions for cultural adaptation during Q1 and Q2 of

FY18. Afterwards, they concentrated their efforts on the different modules of the Diploma in agricultural

that FUFDI was developing, by meeting with the team developing the curriculum and FUDI personnel and

volunteers.

AKEBI provided training for FUDI staff on elements of the Mayan culture, as well as the effects of the fact

that modern youth are increasingly absorbing elements of different cultures. During the sessions it was

concluded that it is important to preserve traditional cultural and values that they otherwise might be

abandoning.

AKEBI is finalizing a Guide for adapting and contextualizing materials for Mayan culture. It will be presented

for comments and use by project partners. It includes aspects such as use of language, programming and

calendars, photos and other illustrations, phrases, icons, colors, page layout and “toponimias”, i.e. studies

of the origin and meaning of the names of places.

B. Child/Youth Protection and Participation:

In February, WV hired 4 Protection Officers who work in each of the project regional offices. They focus

on protection and participation issues that affect project youth and oversee the process of linking youth

participants to the barrier reduction support available through the project and to social service providers.

Initially they collected information on social and protective services at the community, municipal, and

department levels that was used to inform the project’s referral processes. Protection Officers also

participate in local networks and establish strategic alliances to connect project youth to quality social

support services.

Project Protection staff conducted a number of visits to the Agricultural schools in Chiantla,

Huehuetenango and Salcajá (Quetzaltenango,) established by FUDI, identifying potential risks to the health

and life of participants in the agricultural trainings and preparing recommendations to FUDI and other local

organizations that work with FUDI. From this experience, they developed guidelines for the prevention

of accidents and protection of workers in businesses and workspaces based on existing legislation for use

in all project facilities. This team continued to support the mobilization of youth, coordination with

parents, and promoting the protection of youth within project activities.

This staff also received training from UNICEF and WV staff to apply the UNICEF methodology for the

protection of children. This mechanism focuses on the creation of municipal protection systems that

encourages children to denounce infringements on their rights, and a establishes a mechanism to link them

to organizations that can help them overcome psychological problems they may face..

As mentioned before, by the end of FY18 the 4 Committees that evaluate and promote measures to

reduce the barriers that youth face regarding participation in the programs have each met 4 times for a

total of 16 times. They reviewed a total of 144 by the end of FY18

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C. Communication and behavior change

As mentioned above, the detailed behavior change messages will be developed based on the results of the

gender assessment in FY19. The behavior change strategy, which is described in detail in the FY19

workplan, includes the use of community dialogues to engage key stakeholders. This methodology is a

communication tool for change of behavior that engages leaders in exploring beliefs, socio-cultural norms

and traditional practices, identifying problems and generating solutions. The “community dialogues” will

be implemented in pilot communities during FY19, and then expanded to broader coverage in FY20. The

behavior change team will work with the implementing partners in each locality to select the communities

for the pilots, taking into consideration the cultural contexts.

Another important activity that has started in FY18 and will be further developed in FY19, is the creation

of regional youth networks. These will draw on the youth who have graduated from the Diplomado and

others who are frequent visitors and volunteers in the Community Youth Meeting Places and who have

common goals to meet and develop as active citizens, by means of the exchange of experiences and the

involvement.

V MANAGEMENT AND ADMINISTRATION

Project Offices: All offices are fully equipped to accommodate all project team members.

Procurement: WV has completed the purchase of commodities and services listed in the FY18

project procurement plan. The project followed procedures to ensure that we

are obtaining high quality products or services at the best available prices, and

that the products obtained meet the required specifications.

Operational Tasks: The following lists operational tasks that the WV teams are performing:

• Financial reporting: Internal Sun Systems has been set up to create financial reports that allow the

project to track expenditures electronically.

• Human resources: Finalized hire letters for non-key staff positions, finalized job descriptions for

Technical Field Staff, advertised and scheduled interviews, and conducted staff onboarding

orientations.

• Information Technology (IT) support: The WV IT team have set up new computers and other

equipment for the project, created email addresses for new hires, and provided technical

support to ensure connectivity in the field offices.

• Administrative and logistical support: WV has scheduled orientation for sub grantees and sub-sub

grantees, and prepared orientation packets for these orientations.

VI TRAINING EVENTS

A great number and variety of training events with different objectives, participants, methods and duration

were held during the year. These training events will be entered into the TrainNet system once project

31

personnel will have been trained to use this system. The most important of them are described in this

chapter.

Training of Youth for the Diplomado Emprender con Éxito

By the end of the FY18 Q1, the validation of all 7 modules of the Diplomado Emprender con Exito had been

completed. The full, original version of the curriculum is designed to be delivered over 112 hours, face-to-

face. As part of this curriculum, youth develop a life plan and decide which careers to pursue.

After adaptations, a first cohort of 2,591 youth was trained and has completed the curriculum, making

them eligible for further project activities. A second cohort is now in the process of participating in the

Diplomado Emprender con Éxito, and will be finishing in November and December 2018.

The following table displays the training events during FY18 that were related to the development and

implementation of the Diplomado and other courses for Puentes Youth that graduated from this course

under the general responsibility of WV and Juarez & Asociados:

Table: 7:

Training of Trainers for the different versions of the Diplomado Emprender con Exito

Follow up Training of the Graduates of the Diplomado

Fundasistemas and RNGG implemented the following workshops that follow up and deepen the

knowledge and build the skills of graduates to find jobs or start entrepreneurial activities:

4 Nim Wach’alal means Older brother in the Maya k´iché language that aims to use the experiences and capacities that were acquired by Diplomado facilitators to train other facilitators

# Training type Total Participants Target participants

Hours Female Male Total

1 Training of Trainers Diplomado

Face to Face Mode

Start of the Validation Q1

80 7 8 15

Puentes Facillitators. Technical

Group that developed the

curriculum. Representatives from

USAID. Puentes Project leadership.

3 Training of Trainers, Face to

Face mode. Initial trainings Q2 104 36 44 80

Facilitators from FUNDAP. AKEBI,

WV

4 Training of Trainers,

Face to Face mode. Q3 128 85 37 63

Facilitators from FUNDAP, AKEBI,

WV, Ceiba and FundaSistemas as well

as CDRO staff.

2 Training of Trainers,

Face to Face mode Q3 64 23 24 47

Facilitators from Ceiba,

AKEBI, FUNDAP, WV

1 Training of Trainers,

Face to Face mode Q3 8 226 202 428 Staff /volunteers from IGER

2 Training of voluntary personnel,

radio mode IGER 16

297

271 568

Staff /volunteers attached to IGER to

implement radio mode

4 Training of trainers

Methodology Nim Wach’alal.4 8

32

38 68 Facilitators from FUDI and AKEBI

4 Training of trainers Diplomado

mixed mode (Fuego Emergency). 32

40

12 52

Trainers and technical personnel of

DIGEEX

32

Table 8: Skills building workshops for graduates of the Diplomado

These activities were considered validation workshops. Fundasistemas and RNGG plan to implement

them at a greater scale as more youth graduate from the Diplomado. The workshop methodology is

based on teaching methods that combine theory, practice, and active participation.

Training for tutors in Puntos CREA

VUM conducted the following training sessions for the tutors who facilitate activities at the different

Puntos Crea (Youth Creator Spaces):

Table 9: Training for tutors in Puntos CREA

# Groups / Location

# of Sessions /

Total Hours Women Men Total

Target participants

1 Cantel 4 / 16 2 1 3 Tutors of YCS / Puntos CREA

1 Santa Cruz 3 / 12 2 2 4 Tutors of YCS / Puntos CREA

1 Totonicapán 4 / 16 3 2 5 Tutors of YCS / Puntos CREA

Totals 11 / 44 7 5 12

The materials developed and the trained facilitators will be used for the training of future facilitators, tutors

and mentors who will be part of future Puntos CREA. The Vitruvian General Coordinator also has

established an ongoing training program for Puntos Crea Facilitators that covers both Technological and

Pedagogical topics and a Reading Club covering topics in Science Technology, Engineering, Arts,

Mathematics (STEAM), coaching, education technologies and management.

Training of Agricultural Facilitators

Two workshops with a total of 14 participants (2 female, 12 male) were held for FUDI facilitators and

trainers to familiarize them with the Facilitators Guides for the Agriculture under protected conditions

program.

Induction and training workshops for project staff of the partners:

• Training Workshop for Vitruvian Specialists

An induction workshop for the two first field specialists (Technical-Pedagogical Field Specialist,

hired by Mundo Posible, and Technological Support Specialist, hired by Universidad Galileo) was

held during Q1 in Quetzaltenango.

• Induction workshops for FUDI Agricultural Coordinators and Facilitators

# Training type

Total

Hours Women Men Total Target participants

1 Workshop on how to apply

for a job 8

7 0 7

Graduates of the Diplomado

Emprender con Éxito in Cantel

1 Workshop on associative

entrepreneurship 8

3

0 3

Graduates of the Diplomado

Emprender con Éxito in Cantel

33

FUDI held an induction workshop to orient three Agricultural Coordinators to the project. The

objectives of the induction were: To orient the staff to the goals and objectives of the Puentes

Project, the role of FUDI on the project, and their roles and responsibilities as Agricultural

Coordinators. They also reviewed FUDI’s model for training youth and the plan for implementing

vocational training in agriculture for Puentes Project youth. FUDI also held an induction workshop

for nine Agricultural Facilitators with similar purposes. They also reviewed FUDI’s model for

training youth and the plan for implementing vocational training in agriculture for Puentes Project

youth including safety and environmental considerations.

• Orientation for Staff from RNGG Red Nacional de Grupos Gestores

A workshop was held in Quetzaltenango and San Marcos to orient the team from RNGG to the

Puentes Project.

• Workshops on Cross-Cutting Project Themes for FUDI staff and other partners

A first workshop was held during FY18 Q1 to orient the FUDI Puentes staff to the cross-cutting

themes of gender and social inclusion, behavior change, and protection and participation. The

workshop was led by the WV Project Specialists. It focused on the project’s approach for

encouraging and supporting the participation of all young people, including those in rural areas, and

those who are particularly vulnerable to educational, cultural, social and economic constraints.

Similar workshops were held for the other partners during Q3 and Q4.

• Monitoring, Evaluation, and Learning Workshops

The WV MEL Manager held 5 workshops to orient project staff on the project’s Monitoring,

Evaluation, and Learning procedures. The project’s targets and indicators were reviewed so that

staff will have a clear understanding of how their activities contribute to project goals.

Specialized training for project related staff of the partners

• Communication workshop

A two-day workshop was held to train key Project personnel in being a spokesperson and handle

media “vocería y manejo de medios”. The workshop was run by an outside consultant. Its

objective was for participants to be able to design clear messages and to communicate these

messages effectively with different types of media. It was also decided which members of the

Puentes team would be allowed to deliver messages to these media. 16 people (4 women, 12 men)

participated, 8 of them WV employees, 2 from Juarez & Associates, 2 from VUM, and one each

from RNGG, FUDI, AKEBI, Fundasistemas.

• Training on Cultural Elements

AKEBI trained 10 of their project staff on Mayan cultural elements that should be considered in

the implementation of the Puentes Project. The main objective was to share information about the

Mayan culture and practices, including the Mayan calendar, and Mayan values related to people,

community, and nature. The workshop also covered the importance of strengthening literacy in

the K'iche 'language. The Indigenous Peoples Specialist held two workshops that focused on

cultural elements that are important to consider when designing materials and didactic resources,

and when delivering trainings. The first workshop was held during Q2 with FUDI staff (20 people,

including management and facilitators, 4 females and 16 males, participated. The second workshop

was held with AKEBI staff and 14 people, 3 women and 11 men, participated.

• Intensive Workshop of SIDEM

34

Fundasistemas led two intensive sessions on its “Sistema de Desarrollo Empresarial” or

Entrepreneurial Development System (SIDEM)5 for 20 members of the Puentes Project. Sessions were

facilitated by project team members who had been trained and certified. Topics included: systemic

thinking, Osar Model, Business Diagnosis, Governance, accompaniment plans, the governance

manual, CANVAS, and facilitation techniques.

• Gender-based Violence

Specific training was done for the coordination team (including partners and sub-grantees) in

Quetzaltenango y Totonicapán in the theme of gender-based violence, as well as for the project

team in Quiché, covering gender violence and new masculinity and responsibilities of being a father.

A total of 44 persons (16 women, 28 men) participated.

Other training activities

Various training programs and sessions of short duration have been held by Project Puentes partners that

were of interest to Project but do not fit in a particular category. The following is a description of some

of the most relevant ones that were reported by partners:

• At the request of the Guatemalan Confederation of Cooperatives (CONFECOOP) the project

held a workshop with youth who belong to the confederation to introduce them to the project

and encourage those who are interested to participate in project activities.

• AKEBI held three workshops with NGOs and government institutions that work in the Puentes

Project target areas to build alliances with local organizations. The workshops were attended by

17 people from 9 organizations in Santa Cruz del Quiché, 19 people from 9 organizations in

Chichicastenango, and 8 people from 6 organizations in Joyabaj.

• The AKEBI Specialist in Local Economic Development has led 7 participatory workshops with

youth who were enrolled in the core skills curriculum, Diplomado Emprender con Éxito. Their

purpose is to promote entrepreneurial activity among youth, by giving them a framework for

identifying economic opportunities in their community. This initiative aims to encourage young

people to stay in their communities, thus preserving family bonds and its cultural characteristics.

A total of 318 young people (190 females and 128 males) participated in these workshops.

• The project personnel in the Quiché office participated in a training on vehicle safety and policies.

A total of 18 people, 4 females and 4 males, participated.

5 The overall framework for the training programs and other technical support it provides to development small

business

35

VII PROJECT COMMUNICATIONS The project’s Strategic Communications Strategy was drafted during FY17 and presented to

USAID and approved during Q1 of FY18. The plan describes the objectives, audience, messages

development, branding strategy, media management, and communications monitoring activities.

The plan describes several steps in designing and publicizing project messages:

1. Conduct formative research through a Communications Barrier Analysis. This assessment will

seek to identify barriers to target behaviors and particular considerations for people of diverse

identities, including males, females, indigenous groups, and people with disabilities;

2. Segment the Audience - Through the barrier analysis, the project will identify which identities

or combination of identities are most salient to the communications goals of the project, and

focus on developing messages and approaches that resonate with each of these groups

3. Define strategic approaches and mediums of communication – The project will use a variety of

mechanisms to achieve communications goals related to each project objective

4. Define Key messages - The project will define institutional communications and SBCC

messages. These will focus on the project’s three result areas, cross-cutting themes, and

desired behaviors based on the Diplomado.

5. Implementation – An overview of key communications activities by project phase is presented.

Important communications activities and results include the following:

Media coverage

The activities that the Puentes Project has implemented have generated ample local and regional media

coverage. For instance, 10 local media organizations participated in the inauguration of the Youth

Centers in Quiché and Quetzaltenango and information about the project and on how youth could join

was given. These activities were also promoted in social media and advertised in regional newspapers

and in local brochures in the communities. At the national level, an interview with COP Sara Sywulka

was published in Business in Action by AmCham Guatemala and Nuestro Diario covered the graduation

of the Diplomado Emprender con Éxito in Coatepeque.

Communications Materials

Three editions of the Informative Bulletin “Puentes de Oportunidades” (Bridges of Opportunity) have been

published. In FY18 Q3, a digital version was distributed to partners, USAID and WV staff. The project fact

sheet was recently updated.

Social Media

The Project created sites on Facebook and Twitter. These pages were made public in April 2018. Content

is designed around four themes:

a) Training: information to reinforce the topics covered with youth through the different activities

of the project. This includes the Diplomado “Emprender con Éxito”, activities in Municipal Youth

Centers, Puntos Crea (Youth Creator Spaces) and Community Youth Meeting Points.

b) Community: Publications are created to celebrate special days, and events. Project participants

can generate information shared on this page.

36

c) News: Publications about project activities and events. Special importance is given to everything

that generates a public impact.

d) Project achievements and Success stories: Sharing content about acheivements and

successes helps to generate positive visibility for and promote interest in the project.

The Project regular creates and shares new content on the social media pages. A brief video that promotes

the Agrícultural Schools of the Puentes Project was very popular. Its publication in Facebook (July –

September) has been very successful. It was viewed by 7,103 persons and generated 347 interactions.

By the end of the FY18, the Project Facebook page had a total of 1,722 fans, (58% female and 42% male).

Posts had reached 79,094 persons, and generated 2,998 interactions. The project’s Twitter account had

reached 5,681 people and generated 320 interactions.

Special events

19 youth from the The Puentes Project participated in a Congress of Young Artistic Leaders. At this event,

they had the opportunity to be part of socio-dramas, artistic presentations and exhibitions of products,

as well as to discuss themes such as the development of a life plan and realistic goals for future positions.

Puentes youth also participated in an event that WV organized an event called “De Xela para el Mundo”

as part of the celebration of the International Youth Day. The goals were to create contacts between

youth and the organizations that can help them to reach their goals in the academic, employment or

entrepreneurial spheres.

During the employment fairs discussed above, the project set up stands to provide project visibility and

share information about how to participate in the Puentes Project to youth between 15 and 24 years of

age.

37

VIII MONITORING, EVALUATION AND LEARNING (MEL) PLAN

During FY17, the Puentes Project developed a Monitoring, Evaluation and Learning (MEL) Plan that

outlines the procedures through which the Puentes Project will systematically monitor activities, measure

progress towards the achievement of project objectives, and promote a culture of learning and adaptive

management. In September 2018, a revised version of the MEL Plan was submitted to USAID for approval.

This plan includes the performance indicators that the project will use to track progress, indicator

definitions and disaggregation categories, and data collection methodologies. These indicators and the

values that have been planned and reported for FY18 are presented in Annex 2.

Indicators are measured and reported in accordance with USAID guidelines for data collection, analysis

and output. This plan describes planned internal and external evaluations and research activities.

The Collaborative Learning and Adaptation (CLA) section describes mechanisms by which the project will

regularly utilize data to inform learning, project adjustments, and decision making. CLA activities will

provide the project technical managers with timely, actionable information on progress towards stated

activity results and serve as a catalyst in the decision-making process to improve performance and ensure

achievement of the Puentes Project objectives in the most effective and efficient way.

AS part of the project’s CLA efforts to integrate CLA, In June, all members of the Consortium participated

in a reflection and learning workshop. The staff reflect on project progress, achievements, and

opportunities to improv. The workshop focused on the following themes:

1. Community insertion (approach to authorities, visits and presentations, communication with other

local actors

2. Recruitment process (analysis of different methods to contact, invite, recruit and register

participants)

3. Diplomado:

a. Training of facilitators

b. Delivery (physical spaces and conditions for delivery of the programs)

4. Expectations of the participating youth – documentation and communication

5. Logistics: Norms and regulations for the operation of offices, vehicles

6. Coordination between members of the consortium.

The following acquisition and development processes for the management of information, data, evaluation,

and learning were implemented:

1) A consulting firm was hired to provide project management software. The software will track all

project indicators, project activities and results, and track the progress of sub-activities or tasks.

The project expects to have the basic operation of the tool and start working during the next

quarter. The training of the partners that will use and the implement it of the FY19 work plan has

already begun, with the support of the consulting company and the supervision of the MEL team.

2) During FY18 Q3, an agreement with Last Mile Mobile Solutions (LMMS) was signed, as a provider

of customer relationship management software (CRM), which will be the main tool for tracking

38

beneficiaries. The LMMS is a mobile information management platform providing humanitarian and

development services. This Software was developed by WV in collaboration with other

humanitarian agencies and the private sector. LMMS has been used by WV and other organizations

in programs around the world. LMMS has been designed for field level implementations where

systems can be run locally without any dependence on the Internet in general.

LMMS has several key features that will be very useful for the Puentes Project and in which it has

begun to work together with the contracted company, including registration of participants (a

module to register participants in a project or program), and cash programming capabilities: that

facilitate efficient management and tracking of cash disbursement to program participants, including

the ability to record basic details of third-party payment agents and types of payment accounts and

make payments.

3) The CRM – LMMS system has been installed in different servers and initial advances toward the

development and use of its capacities, include the modules for registration, assessments,

attendance, participation in activities, and distribution of resources that will serve to improve the

management of mechanisms to reduce barriers to participation.

4) WV has started the configuration of a platform of geographical information systems to be

integrated into the Project monitoring system. WV has a license for the application ArcGis Pro.

It has also concluded the process of acquisition, installation and configuration of the Physical Server

in the WV Guatemala Data center and various virtual servers are now activated and function

according to the requirements of providing and consulting firms regarding their operation.

5) During Q3, a new version of the registration tool was developed based on the lessons learned

during the delivery of the Diplomado for the Validation Cohort and Cohort 1. The project has

established procedures for saving information in a central repository. By the end of the year, the

second cohort of the Diplomado was registered, using a new version of the registration tool that

has facilitated the work of field personnel.

IX ENVIRONMENTAL COMPLIANCE

During FY18 a total of 9 Environmental Mitigation and Monitoring Plans (EMMPs) were developed by WV

and project partners, and have been approved by USAID. This was done in line with the recommendations

that were made by the Environmental Official of the USAID Mission in Guatemala. The following EMMPs

were approved:

1. Construction of FUDIs agricultural schools

2. Operation of FUDIs agricultural schools

3. Remodeling of the equipment and installation of WV MYCs

4. The Diplomado Emprender con Exito

5. Capacity development to increase employment and small business in the agricultural sector with

(Fundasistemas)

6. Capacity development to increase employment and entrepreneurship amongst youth with

(Fundasistemas)

7. Training of voluntary agricultural promotors (J&A / FUNDAP)

8. Development of the design and implementation of the Puntos CREA (Vitruvian Consulting)

9. Development of basic labor competencies and business capacity (J&A)

39

In the area of capacity building:

• 4 workshops were held to familiarize Project staff with the requirements and strategy for

environmental compliance. 53 staff from FUDI, AKEBI and WV participated in these workshops.

• 35 representatives of AKEBI, FUDI and WV were assisted and trained to assume their

responsibilities to implement the approved EMMP.

• The Projects Environmental Unit has developed a variety of formats to register and report the

activities that each partner applies in the framework of their training and technical assistance

activities. These cover various productive activities, such as agriculture, construction, mechanical

workshops, bread making.

• Inspections of the MYC have shown that all Centers collect trash and deposit it in official trash

collection areas, and that working hours have been scheduled to avoid conflicts with neighbors.

The maintenance manual for the Centers is almost finished.

The monitoring of the Project activities included the construction of the structures for 3 FUDI agricultural

schools by means of meetings with representatives of communities and local authorities and on-site visits.

As a result, the three schools comply with established criteria. The monitoring of these schools has not

started, since FUDI has recently finalized the necessary purchases to equip the schools according to the

developed guidelines but has not yet started implementing training programs).

Two project activities, the construction of agricultural schools and the remodeling of youth centers, must

be registered with the Ministerio de Ambiente y Recursos Naturales (MARN) to certify that they are in

compliance with national norms. This registration process is in its final stage.

As part of project efforts to both promote sound environmental practices and developing institutional

alliances, WV held a meeting with the company E-Waste to evaluate the possibility of an alliance to manage

the electronic waste that the Puentes Project generates. The project also met with AGROQUIMICA to

discuss the management of agricultural waste.

X COORDINATION AND COLLABORATION EFFORTS

The Puentes Project has incorporated engagement with GOG entities and private sector corporations as

a key part of its strategies and work plans as well as coordinated with other USAID-funded programs in

the country. The following tables summarizes these collaborations, with emphasis on those that have

been formalized and are already active and / or have potential for future cooperation during FY19.

Table 10. Table 5. Puentes FY18 External Coordination/Collaboration Efforts

10.A.a. GOG Institutions that are active on a national scale

Entity Purpose Agreements Reached/

Actions Taken Challenges/

Problems INTECAP Work meetings at the national and

local offices of INTECAP to define

its technical training services for

the participants in the Project.

INTECAP is training graduates

of the Diplomado (cohort I).

40

Secretaria

Presidencial de la

Mujer -SEPREM-

Strengthening of the Municipal

Directorates for Women in the

área the Project covers to increase

the participation of Young women

in municipal decisions.

Two workshops in San Marcos

and Quetzaltenango were held

in coordination with the

Raíces Comunitarias Project

Ministerio Publico

–MP-

Coordination of activities to refer

social and special cases identified

the Protection Officers to

competent authorities.

Participation by the Puentes

Project in the referral

networks led by MP in 3

departments and PGN in San

Marcos.

Signing of the

agreement by WV

and MP

Quetzaltenango

has been a

challenge.

Procuraduría

General de la

Nación –PGN-

Ministerio

de

Agricultura

Ganadería y

Alimentación

– MAGA

Coordinate the participation of

young members of local groups

called CADERes in the Diplomado

by means of a strategic alliance with

the programs of agricultural

extension and Women, Youth and

Children of MAGA.

A letter of understanding

between FundaSistemas and

MAGA. Over 600 youths

participated in the Diplomado

Emprender con Éxito.

Processes are slow

and FUDI observes

limited interest

amongst some

MAGA officials in

the project.

Meetings to improve

communication between different

teams.

The areas of influence of the

USAID programs are not

limited to those areas that

were visited jointly with

MAGA.

Improve relations

between some

Project partners

and MAGA

extension officers

Define the number of youths

that participated as a result of

the Alliance.

FUNDAP has not

yet defined the #

of MAGA

participants in

Quetzaltenango.

Promotion of project services,

resulting in relations with 2 groups

of youth in Huehuetenango.

Follow up to group to ensure

that youth finish the Diplomado

Emprender con Éxito

Meetings to coordinate activities

and promote activities with youth in

Coatepeque.

Preliminary definition of the

way to attend youth in El Troje,

Coatepeque, establishing a

schedule. The local CADER

will consolidate participants

and find the place to implement

the program.

FUNDAP could not

participate in

all meetings.

Access to

appropriate space

and for the groups.

MINECON -

PRONACOM

Support for the strengthening of

The Puentes Project business

ecosystems in Huehuetenango and

Quetzaltenango.

PRONACOM is willing to

support the efforts and

generate space for Project

youth.

The long term

future of

PRONACOM is

not secure

MINECO-

Programa de

Apoyo al

Emprendimiento

WV got to know the activities and

advances of MINECO in the region

and became member of the Mesa

de Emprendimiento in

Huehuetenango.

MINECO and the Project will

participate in local panel son

entrepreneurship that will

follow up on the

entrepreneurial development.

activities in the department of

Huehuetenango.

Group members

are MINECO,

INTECAP, RNGG

and , Chamber of

Commerce, with

URL pending.

MINEDUC:

Departmental

Coordination to implement the Plan

to improve the quality of education

in the medium term.

Approval of Plan by

departmental authorities.

41

Directions in 5

departments

DIGEEX

Discuss the development of the

virtual mode of the Diplomado using

the distance education mode of the

PRONEA online platform

Agreement to develop

Diplomado Emprender con Éxito

using the distance education

mode through the PRONEA

platform

Provide quality

administrators for

the hosting in the

PRONEA platform,

amongst others.

DIGEEX Quiché FUDI: Improve the capacities of the

officers and trainers of DIGEEX in

Quiché, socializing the

methodology of the Diplomado

“Emprender con Éxito”

Refer youth to participate in

the Diplomado.

10. A.b. GOG Institutions with local coverage

Entity Purpose Agreements Reached/

Actions Taken

Challenges/

Problems

Municipality of

Joyabaj, Quiche.

Explore the possibilities that local

groups of agricultural producers can

be integrated into local and

International markets.

Some groups and local markets

were visited to get to know

producers and identify local

markets and identify possible

products for export.

Academia de

Lenguas Mayas

K’iche’

Alliance between AKEBI y

Academia de Lenguas Mayas K’iche’

to review and support the

reproduction of the materials of

Project Puentes.

Letter of agreement signed,

actions to be determined

Ventanilla Única

Municipal de

Empleo (VUME),

Quetzaltenango.

2 meetings to coordinate the

contacts between the youth who

seek employment and the Project.

Sharing of information. Use of

social networks by VUME

Quetzaltenango to promote

available jobs.

Availability of VUME personnel

to help Puentes.

Follow up to VUME

proposals is a

challenge because

there is no agile

process to contact

and work with

youth.

Municipalities of

San Francisco El

Alto, Concepción

Chiq. Tejutla and

Sipacapa.

Presentations of the Project

Puentes to prepare their

participation in Phase 3 of the

Project.

In principle the local authorities

of these municipalities agreed

to work with Puentes.

Municipality of

Joyabaj, Quiché.

Analyze the possibility to assist

tomato producers and create a

business climate in agriculture for

young people.

There exists some interest

amongst local producers

An attitude of

waiting for

donations and each

producer looking

after his own

problems has been

observed.

Comisiones

Municipales de la

Juventud de

Chiantla,

Totonicapan and

Quiché.

The different projects in the region

presented their advances and

planned activities and participate in

workshops to create public policies.

Constant participation to

create the right policies,

pending their final approval.

The time required

for approval

depends on

multiple actors.

42

10. B.a. Private Sector Stakeholders: Contacts to promote youth employment in businesses

Entity Purpose Agreements Reached/

Actions Taken

Challenges/

Problems

Agencias WAY Establish an Alliance to promote

youth employment in the company

A first Agreement between

Fundasistemas and Way was

signed and the first work for

seasonal employment during

vacations / holidays in Santa

Cruz del Quiche was created

Grupo Monge (El

Gallo más Gallo)

Identification of number of jobs

per office

RAPIFRENO

(car repair)

Explore possibilities of youth

employment

Identify profiles and draft first

agreement.

ADEPH

Quetzaltenango

Explore possibilities of youth

employment in its pharmacies.

Commitment to provide a list of

options and number of youth

required.

Some 10 private

enterprises 6

Explore possibilities of business

expansion to provide youth

employment

Support for business plans in

different phases of development

Micro enterprises

San Pedro

Sacatepéquez and

Malacatán

Explain the pathway for enterprise

acceleration.

To identify the first enterprises

that can be assisted by

Consultants for their expansion

plans. Develop the first business

plans with selected

microenterprises

Cervecería

Nacional

Establish a business Alliance to

benefit the youth of the project.

Evaluate the cooperation

modalities with the Project.

Reach a cooperation

agreement.

Café

Gitane

Quetzaltenango

Contacts to get to know the

franchises Gitane is implementing.

Establish “road map” to

exchange experiences.

CADISA Continue the preparation of a

proposal for the motorcycle repair

shops in selected places.

Quantify the number of shops

and Jobs to be created for youth

in different cities.

Develop financial

instruments to

support the new

initiatives.

10 B.b. Private Sector Stakeholders: Agricultural Business Development and employment

Entity Purpose Agreements Reached/

Actions Taken

Challenges/

Problems

Ingenio Pantaleón To help those youth who work as

sugar cane cutters and may lose

employments when this process is

mechanized find other income

creating opportunities. To train a

group of these youth from Cunen

and Uspantán to produce export

Signed cooperation agreement.

Initial training of 42 workers by

means of introduction to

export crops and visits to

plantations that produce them.

Links between groups of

Little participation

by youth from

some communities

in the meetings and

trainings.

6 Including Perrajes HILARIA, Librería Danny, MARVEL S.A., SBH, CEMEDICA, Choogurt, Mira Publicidad, Ecología

Turística de Guatemala, Talentos de Occidente

43

quality agricultural products and

help them to find markets.

producers from Uspantán with

AROSAN were established.

San Juan

Agroexport

Employment generation for groups

of producers of export crops

through training in good practices

in agriculture and business.

Connect producers to

international markets.

Joint participation in the

development of entry and exit

profiles for the Diplomado in

Agricultural extension for the

export of vegetables. Closing

gaps in entrepreneurship and

employability.

Delays in the

signing of the

agreement.

PLANESA and

AGROINDUSTRIA

LEGUMEX S.A.

. Develop, discuss, and sign a letter

of cooperation in order to link

groups of agricultural producers to

export markets.

Signing of agreements in final

phase, pending approval by

USAID of Pachulum. Links

between producers of Brócoli

in Huehuetenango with

LEGUMEX S.A.

Pending approval

by USAID of the

incorporation of

Pachulum.

INTED Instituto

Tecnológico para el

Desarrollo.

Totonicapán.

Establish a meeting point to

facilitate the Diplomado.

Enrollment of Youth and start

of the first training sessions

Start of sensibility sessions.

To integrate two

existing groups into

one coherent

group

10.B.c. Private Sector Stakeholders / Subsidies for Agricultural Schools

Entity Purpose Agreements Reached/

Actions Taken

Challenges/

Problems WESTRADE Donation of fertilizers for FUDI

Agricultural Schools.

Donation for the first year of

operation

Rijk Zwaan Donation of seeds for FUDI

Agricultural Schools.

Donation for the first year of

operation

Florist of gerberas Donation of gerberas to FUDI

Agricultural Schools.

Donation of 75% of cost for

the first year of operation

FUDI must buy

25%.

10. B.d. Private Sector Stakeholders : Financial Institutions

COLUA R.L.

Salcaja

Refine details of financial product to

attend Puentes Young

entrepreneurs

COLUA will finish the internal

socialization of the product

and formally announce the

existence of the product.

CREDIGUATE R.L

Totonicapán

Project promotion and explanation

of the need to develop a product

that young entrepreneurs can use.

CREDIGUATE and REFICOM

are open to suggestions.

Little clarity

regarding the

usefulness for small

entrepreneurs of

the products

CREDIGUATE and

REFICOM offer.

REFICOM R.L.

Totonicapán

10.C. Civil Society Organizations

Entity Purpose Agreements Reached/

Actions Taken

Challenges/

Problems

Encountered

FAUSAC Agreement to certify the

Agricultural Diplomado for

Agriculture under protected

conditions.

Agreement under final

revision by FAUSAC and the

FUDI Board.

Proyecto

Comunicares

AKEBI

Complement the formation of the

graduates of the Diplomado and

develop their capacities to be a

spokesperson and communicate.

12 youth receive a

scholarship and are trained in

being a spokesperson with a

social focus.

44

Centro

Ecuménico de

Integración

Pastoral, CEIPA.

Quetzaltenango.

Promote the services of

Fundasistemas. Presentations in

three offices of CEIPA and for its

authorities

There is potential amongst

CEIPA youth to create small

businesses. Information about

funding for their

implementation was provided.

Further development

of an alliance with

CEIPA and

participation of their

youth in Diplomados

COCODEs They have requested updates of the

Puentes Project processes.

Keep them informed about

the progress of the

Diplomado and the

participation of young people

in their training process, on a

regular basis, by Field Officers

and Departmental

Coordinators.

CONFIO /

ChildFund

Aguacatan.

Coordinate interventions in Aguacatán

to develop training and

entrepreneurships.

Cooperation agreement between

WV and ChildFund

ASDESARROLLO ASDESARROLLO to provide technical

assistance and credit to young

graduates who want to be

entrepreneurs in the region of San

Marcos.

Initial contacts and agreements

between RNGG and

ASDESARROLLO that it will

provide technical assistance and

credit to young entrepreneurs

Large scale

implementation

Entity Purpose Agreements Reached/

Actions Taken

Challenges/ Problems

Encountered

10.D. International cooperation

USAID Projects 7 Meetings to get to know each other

discuss advances and coordinate

activities. Examples of collaboration

include: referral of participants to another, use of materials developed by

projects (including the Diplomado).

Further coordination and

determination of possibilities that

they implement the Diplomado o

and Agricultural Diplomas.

Nexos Locales- Meetings to evaluate and coordinate

municipalities that can be included in the

Puentes Project Phase III

The municipalities and strategies

of Nexos Locales were known

and taken into account.

Community Roots Coordination to avoid duplication and

look for areas of synergy. Coordination

in Huehuetenango and with CONADI to

assist people with different disabilities

and SECEP to strengthen the attention to

women.

Regular meetings at HQ level to

look for opportunities for synergy.

Agreement to not work in same

rural communities, though there is

overlap in 5 municipal seats.

Continue coordination in

Huehuetenango. Coordinate with

CONADI; Coordinate technical

and training activities for

strengthening of the Municipal

Directorate for Women

CEO Discuss areas of collaboration: Core

skills, job fairs, employment platform,

financial services, behavior change, etc.

Established regular quarterly

meetings for ongoing discussion of

areas of collaboration

Different time-tables for

implementation of

activities

Acción

Transformadora

Discuss referral of potential leaders

identified within the Puentes Project to

AT for further training

A number of youth have been

referred to AT.

HEPP+ Join efforts to provide young artists

space to develop their arts and other

activities to improve quality of life.

The Puentes Project now is a

member of the Committee to

CEO Creando Oportunidades Económicas, Community Roots, Avanza, Acción Transformadora, CLD (CRS) – Puentes, Nexos

Locales, MCSP, HEPP+, ProInnova.

45

Support the Network of Young

Artists.

FAO Fundasistemas / RNGG held a meeting to

present and coordinate the strategy of

Entrepreneurial Ecosystems.

FAO identified possibilities in San

Marcos, Quetzaltenango y

Huehuetenango.

UNICEF To coordinate and strengthen the WV

programs in the area of child care and

protection.

UNICEF supported the

development of guidelines and

training of Project personnel

XII SECURITY CHALLENGES AND MEASURES

The security breaches that the Project has faced in areas such as vehicles accidents, theft and robbery in

Puentes offices and Youth Centers, and results of adverse weather conditions have been relatively few in

quantity and not had major impacts on Project operations. The most important security challenges and

measures taken by the project are related to four specific areas, in all of which measures were taken to

improve security:

Office security:

WV undertook evaluations of building security, using the guidelines from World Vision's corporate security

for its 4 offices. As a result of a robbery in the Quiche office manages by AKEBI during Q1, the Project

proceeded urgently to contract alarm systems for the 4 Field Offices. In Q2 and 3 Project Management

visited all Field Offices to introduce new safety guidelines for the operation of the project and staff has

updated and implements security rules and security plans for each Field Office.

Safety guidelines in Youth Centers:

The Project has inspected all sites that are selected and used as youth centers to ensure that they meet

WV safety and security guidelines, and identified and implemented changes and updates that are needed in

order for the site to be in compliance. Once all safety and security guidelines are met, WV proceeds to

establish an agreement with the municipality to use the space as a Youth Center.

Vehicle security, staff mobilization and accidents:

The project follows a standard WV vehicle policy when using project vehicles. At times the project staff

has had to use the vehicles outside of the times allowed by the policy in order to participate in project

activities. In these cases, the project has sought approval of exemptions to the vehicle policy from World

Vision. GPS equipment and a burglar alarm system were installed in each of the vehicles acquired by the

Puentes Project. The Puentes team continues to receive regular updates from the WV corporate security

management and monitoring team, which are transferred to all project staff, and has served to

appropriately manage mobilization. Roadblocks are a recurring problem, and risks have been mitigated by

traveling in alternate schedules and days to avoid being stopped at blockades.

Project staff was involved in two vehicle accidents in FY18 Q2.

Climate and weather related events:

The heavy rains of September and October of 2017, caused landslides in some parts of the country, but

did not cause damage to equipment, vehicles or personnel of the Puentes Project. The Field Office in

Huehuetenango was affected by flooding in the streets and the seepage of water into the building. The

water did not cause major damage to the facilities. This situation has been evaluated and measures are

46

taken to ensure that there are adequate safeguards in place to protect Project property and equipment,

and in particular Project personnel.

XI THE STRATEGIC ACTIVITIES FUND

At the request of USAID, the Puentes Project provided support for emergency activities to mitigate the

effects of the eruption of the Fuego Volcano. These activitiew were conducted in the Department of

Sacatepéquez, which is outside of the Puentes Project intervention areas. The project supported two

activities: Training of DIGEEX teachers to implement the Diplomado and support to the World Vision-run

Child Friendly Spaces.

52 DIGEEX teachers were trained to deliver the Diplomado, using a mixed modality of the workbooks that

were developed for radio delivery by IGER.

WV staff also did brief training on two topics: Disaster Risk Reduction and Preparedness and Community

Mobilization.

The project also provided financial support to purchase kits for setting Child Friendly Spaces for

psychosocial attention to affected children.

• Two youth shelters “albergues” were supported (Simón Bergaño y Guadalupe)

• 35 parents with families were assisted as a result of the emergency management process

• 368 boys and girls, members of 183 families received help in their recovery process

After these direct response emergency activities were ending, the post emergency process continued.

Two psychologists, who focus on supporting children to return to their normal socio-emotional conditions

following an emergency, provided support. The items that were acquired will continue to be used during

the post-emergency interventions that have been planned to continue to provide support to families and

communities in the affected areas.

Also at the request of USAID, the Puentes Project used Strategic Activities Funds to support the

“Encuentro Nacional: La brecha entre la política y la práctica en la atención de jóvenes”. This support

involved providing space, materials, refreshments and meals for the event, supporting event logistics,

printing banners, and bringing on a facilitator for the event.

47

XII LEVERAGED RESOURCES The Puentes Project is establishing a system for quantifying the value of leveraged resources that have

contributed to the project. These include the spaces for Youth Centers which Municipalities have

provided, contributions from Ingenio Pantaleón for agricultural training programs, and donations from

three companies to FUDI’s agricultural schools.

XIII IMPLEMENTATION CHALLENGES AND MITIGATION MEASURES Having met and resolved the main challenges that were identified in the first Annual Report, such as the

large number of implementing partners and the need to integrate existing methodologies, especially in

business development (FundaSistemas and Grupos Gestores) the following challenges are relevant for

the future:

Table 11: Implementation challenges and planned measures to mitigate or meet them

CHALLENGES MITIGATION MEASURES

Absence and desertion of participants in the

Diplomado Emprender con Éxito.

The main causes that have been identified are:

some participants enroll but do never participate;

youth have work and family commitments; some

youth have moved and no longer live near a project

site; some youth need someone to care for their

children if they are to participate; and some youth

migrate.

To reduce absentee and desertion rates, project

staff conducted home visits to youth and

encouraged them to re-join Diplomado sessions.

The project’s Barriers Reduction mechanism

includes a Social Inclusion Fund, through which

participants with specific needs, such as child care

costs, will be able to access funds to support their

participation in the project.

Ensuring that the spaces selected by the

municipalities as Municipal Youth Centers meet

WV Safety and Security Standards.

Addressing this challenge required small-scale

renovations to many of the identified spaces.

World Vision's security team has provided

recommendations on how to ensure safe and

adequate facilities for the target population

It takes more time than anticipated to open the

MYC because of the slow process of coordinating

with municipalities to identify appropriate spaces,

ensure that they meet WV safety and security

standards, and install equipment in the centers.

The project has conducted ongoing monitoring in

the municipalities and reviewed dates and

timelines for the purchase of equipment and

furniture, so that these could be installed as soon

as the center was ready.

The participants of the Diplomado Emprender con

Éxito have stated that the curriculum should include

more recreational activities, outdoors where they

can do dynamics and games.

During refresher trainings, the project trained

facilitators on strategies for including dynamic and

participatory activities into the curriculum.

Facilitators were encouraged to utilize these

strategies with the groups that they lead.

During the recruitment and registration process, 24

youth participating in the Diplomado Emprender con

Éxito did not have a Unique Identification Code

(CUI).

The project provided support to RENAP to have

personal information, with financial support,

visiting the site to resolve the legal situation before

RENAP.

The project has encountered difficulties in working

with the municipality of Chichicastenango. There has

not been strong support from the municipal

authorities, and there have been problems in

implementing activities at the field level.

The Puentes Project Operations Team will decide

whether is it desirable and feasible to continue to

work in this municipality.

48

Problems in the quality of the products and services

of the manufacturer of the work banks for the

Puntos Crea led to delivery of products that do not

meet standard and to delays in delivery.

Clear specifications and instructions for

improvements were written. The project may

seek a new provider for the work banks.

Consolidate the project services to support further

training in the municipalities of intervention.

Agreements with vocational training service

providers (INTECAP) will be available by FY19Q1.

FundaSistemas and RNGG will follow up with

youth who want to pursue entrepreneurship or

employment.

The Youth Center in the Municipality of

Quetzaltenango is prone to flooding.

This Youth Center will be moved to a new

location.

At the Ingenio Pantaleón, youth were unmotivated

because they must look for an additional source of

income to support their families during the time they

are not working. (See Chapter X)

It was agreed with Pantaleón to start the

productive part as soon as possible and allowing

the participation of more young people from the

communities, even if they are not sugarcane

cutters.

The number of municipalities and communities the

project covers and has implemented centers has

exceeded the goal of 125 (including 25 juvenile

centers). The original budget for equipment was

insufficient for the higher number of project sites.

As a result, the budget for equipment needs was

increased as part of the budget revision submitted

with the FY19 workplan.

Developing an appropriate mechanism to finance

mew micro-enterise and business acceleration plans.

The products and its regulations are in the process

of finalization, but the personnel of both

Fundasistemas and RNGG and the financial

institutions have to be trained.

XIV LESSONS LEARNED The Puentes Project, as a co-created project, has some unique management and coordination challenges.

The consortium is large, and has a mix of local and international organizations with varying levels of

experience with managing US government funds at this scale. The project’s senior staff come from

organizations, with organizational cultures and personal experiences that differ widely.

Lessons learned revolve around practices that have helped ensure better project operations, such as:

a) The six-month timeline to develop a robust core skills curriculum for youth was very demanding.

The project managed this challenge by convening technical working groups, hiring expert

consultants, and mobilizing technical expertise from Juarez and WV to help to manage different

work streams and create Added Value through mutual support.

b) Leveraging existing partner relationships in the target geographic area has helped ensure strong

project support from local institutions.

Regarding Community Entry Processes, partners initially were following different processes for

entering municipalities and communities and introducing the project. In order to standardize procedures,

the project developed a Community Entry Guide which draws on successful practices that partners have

used. The project also found differences in the community entry process between rural communities and

municipal areas. In general, the process has been faster and more effective in rural communities than in

49

the municipal capitals. In rural communities, both youth and adults are more involved and willing to

participate in project activities and the Community Development Councils (COCODEs) are influential and

often well recognized. Local religious leaders have also been involved and have supported establishing a

variety of CYMPs.

The flexibility to be able to adapt program design as well as selection criteria is also important.

The process of identifying spaces for youth centers has emphasized the importance of adapting a program

design to meet local realities. The model for establishing Municipal Youth Centers envisioned during the

design phase was difficult to implement and needed adjustments in areas such as safety and security

standards that were sometimes difficult for municipal authorities to meet. The process of establishing a

formal agreement with the Municipalities for use of the centers was also long. The project needed to

adapt to a variety of local conditions in venues and varying levels of institutional support for setting up

Municipal Youth Centers. Projects should anticipate that these processes can take substantial time.

Early in the project, Puentes established selection criteria to follow when selecting sites where the project

would work, and these were followed to select the first fifteen municipalities. However, when one of those

municipalities decided not to participate in the project, Puentes opted not to follow the standard selection

procedure and instead work with a Municipality that had expressed very strong interest in the project.

The Municipality of San Rafael Pie de La Cuesta in San Marcos has been extremely supportive of the project.

Regarding the design processes for different courses, the importance of mutual support between

partners and community involvement has created a sense of ownership for the courses. Reflection and

adaptation are critical to the process. The development of the life plan within the Diplomado Emprender

con Éxito, is an important element that helps young people reflect on what they would like for the future

and define their goals even if this sometimes creates problems for the definition of contents of each

program. The quality of printed materials has generated positive reactions amongst the youth and

facilitators (study guide, facilitator’s manuals, life plan).

To promote participation in the training programs and reduce drop put rates, it is important to

involve the parents of youth, community authorities and communities in all activities that are carried out

with the young people. These groups are important influencers in youths’ lives, and when they understand

and value the benefits of the Puentes project, they are more likely to support youth who want to

participate. Many young people are interested in and open to participating in project activities, even when

this involves costs for them, such as transportation. Additionally, scheduling adjustments may need to be

made so that youth can continue to participate in the project while also completing their other

responsibilities. For example, during certain times of the year youth who are involved in agricultural

activities need to work longer hours to support their families. This should be taken into account when

groups set their meeting schedules.

When establishing new mechanisms and procedures such as the barriers reduction mechanisms, it is critical

to ensure that everyone involved understand the processes in the same way. It can be time consuming to

do so, but this is critical for successful implementation.

50

Initially it was difficult to find appropriate locations for the Agricultural Schools to be established,

since they must be accessible, have sufficient land and water for irrigation, a training room, and meet the

project’s safety and security requirements. Where such spaces existed, it was difficult to negotiate with

government or private organizations to be able to use the spaces without cost. Eventually the project was

able to identify appropriate locations and begin the process of opening the schools.

In the area of private sector involvement, creating linkages to employment for youth is challenging, as

employers often have technical training requirements and job candidates must meet very specific profiles,

such as having driving licenses and their own motorcycles. The first groups of youth that finalized trainings

have been very heterogeneous, especially in terms of their life plans, and in rural areas, many of them have

little interest in moving to urban regions to find a job. It is suggested that the mechanisms to close the

gaps between supply and demand and selection procedures of participants and possibly the businesses that

are interested in hiring, be refined. To intensify the support for business acceleration a data base and

specific planning processes should be developed (hojas de ruta) to develop business plans and identify

financial needs.

Experiences with the setting up of Puntos CREA (YCS) suggest that establishing the local sponsor

committee should happen before or at the same time as establishing the Punto Crea. The project’s sponsor

committees have only just started to be organized. Given that Volunteer Tutors will be allowed to open

and close the facilities, it will be important to have other members of the community take responsibility

for tools and resources in each Punto CREA and not burden the tutor unnecessarily with this responsibility.

It has been easier of late to find tutors for the Puntos CREA, because Diplomado graduates were available

and interested. It is necessary to have a strategy for involving youth and adult volunteers in the different

types of centers that exist, as well as to systematize experiences and develop policies to be included into

a final document.

ANNEXES

ANNEX 1: BASIC CONTENT OF THE DIPLOMADO EMPRENDER CON EXITO

Inspired by World Vision’s Youth Ready curriculum for core skills training, the Diplomado is modular and

flexible. The full curriculum is designed to be delivered over 112 hours, face-to-face. All youth involved

in the Puentes project must complete the Diplomado. The Diplomado consists of a modular curriculum

and workbooks for youth. The seven modules are described below.

Module 1: Who am I?

Competencies and soft skills introduced: Practice ancestral values related to work, commerce and

community social service; Create a personal life plan that considers your abilities and opportunities;

Establish and manage a career plan; Create and manage projects that benefit your community; apply your

strengths for personal and business plans.

Module 2: I am a responsible citizen

Competencies and soft skills introduced: Implement universal knowledge, ancestral and conservation

techniques to protect individual and collective health; Actively participate in social organizations; promote

non-discrimination; promote the respect for linguistic and intercultural differences; participate in the

promotion of respect for human rights; practice respect for labor rights and obligations.

Module 3: Positive youth development

Competencies and soft skills introduced: Practice ancestral values related to work, commerce and

community social service; promote non-discrimination; promote respect for linguistic and intercultural

differences; participate in the promotion of respect for human rights; actively participate in the

development of projects to prevent violence and illicit activities.

Module 4: Full and healthy life

Competencies and soft skills introduced: Using knowledge of the development of the human body, to

introduce habits of hygiene and health; Develop good practices for sexual and reproductive health;

Understand the implications of early pregnancy, promote community knowledge about the care of the

mother and children and the importance of breastfeeding; carry out talks in the community about positive

parenting relationships, and spacing of pregnancies.

Module 5: Smart use of money

Competencies and soft skills introduced: Practice saving money properly; apply logical mathematical

thinking in daily, economic and productive activities to solve problems; apply technology and mathematical

models for calculating interest on financial products. Create a personal life plan that considers your abilities

and opportunities; Develop skills to identify a support network that strengthens your work or

entrepreneurism; Plan a personal growth path; use technology to improve your business operations (app,

phone, computer).

Module 6: Empowering myself for my future: entrepreneurship

Competencies and soft skills introduced: Apply technology and mathematical models for calculating

interest on financial products; Develop skills to identify a support network that strengthens your work or

entrepreneurial activity; Design your life plan for entrepreneurship, employment or continuation of your

study; Integrate various forms of technology to develop tools to develop work skills; identify training

opportunities; Apply your strengths as elements of personal and business leverage.

b

Module 7: Empowering myself for my future: employment

Competencies and soft skills introduced: Develop skills to identify a support network that strengthens

your work or entrepreneurial activity; Design your life plan for entrepreneurship, employment or

continuation of your study; Integrate various forms of technology to develop tools to develop work skills;

Identify training opportunities; Apply your strengths as elements of personal and business leverage.

Youth completing the Diplomado create a life plan that is designed to consist of the following headings:

My personal mission, My social well-being, Objectives and goals regarding my income, Objectives and goals

to build my savings, My vocational identity, My income generating plans and strategies, my legacy, and My

commitments.