Students Offering Support
Strategic Operations Report
2011
Nicaragua
Contents
1
Introduction3
1.1 Executive Summary
1.2 Parameters of the Report
1.2.1 Scope and Aim of Report
1.2.2 Time Period Covered
1.2.3 Contributors
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The Organization6
2.1 What Is Students Offering Support?
2.1.1 Mission
2.1.2he Organizational Model
2.2 What Is SOS Outreach?
2.2.1 Our Vision
2.2.2 Values
2.2.3 Who We Work With
2.2.4 Who is a Student?
2.3 Current Organizational Snapshot
2.3.1 Strengths, Weaknesses, and Opportunities
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Why Education?9
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3.1 What is an Education?
3.2 The Current State of Education Globally
3.3 What Is the Connection between Education
and Empowerment?
3.4 How Do We Ensure a Quality Education?
3.5 Why Central and South America?
3.6 Current Organizational Snapshop
3.7 Strengths, Weaknesses, and Opportunities
Context14
4.1 Educational Landscape
4.2 History of Nicaragua
4.3 Structure of the Edcuation System in Nicaragua
4.3.1 History of Nicaraguan Education
4.3.2 Structure and Organization
Contents
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Operations23
5.1 Development Processes
5.1.1 Partnership
5.2 Selection of Partners
5.3 Proposal and Selection Process
5.3.1 The Proposal
5.4 Project Execution
5.5 Governance and Management
5.6 Opportunities
5.7 Time Frame
5.8 Advocacy
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Monitoring and Evaluation28
6.1 Overarching Program Objectives
6.2 Hypothesis
6.3 Three Guiding Objectives
Appenedices
A) Definitionsi
B) Breakdown of Opportunitiesii
C) 2011 Investment Breakdowniii
D) Project Outputs and Outcomes
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E) Key Monitoring and Evaluation Tasks
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F) Referencesxiv
Note: Due to the fact that 2011 was SOS’s first year at rolling out baseline studies to gather qualitative and quantitative data—the outcomes section is continuously being worked on to provide a more comprehensive and thorough analysis including an intercross comparison of different communities and an intra-comparison of communities over time.
© Students Offering Support - December 2011 All rights reserved This report may not be reprinted or reproduced in whole or in part without the permission of Students Offering Support.
1
Introduction
1.1 Executive Summary4
1.2 Parameters of the Report4
1.2.1 Scope and Aim of Report
1.2.2 Time Period Covered
1.2.3 Contributors
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1. Introduction
1.1 Executive Summary
Students Offering Support is comprised of two
interrelated pillars: the Exam-AID business in North
America and the Outreach department in Central and
South (C/S) America. During the 2011 Fiscal Year, the
Outreach department hired its first full-time staff member with the goal of developing the organization’s mission and impact abroad.
This report explores how the Department supports the creation of holistic education systems across
C/S America. We believe these systems will in turn provide rural C/S American youth with access to relevant,
safe, and lasting learning environments. These environments empower students to become engaged citizens
for positive change in their communities, countries, and
the world.
Since our first international project in 2006, SOS
Outreach has invested USD 700, 000 into 78 holistic
educational development projects in 28 communities
within 10 countries in C/S America.
Through our projects, SOS Outreach holistically addresses the factors that influence the development of a meaningful education. We have targeted access to education (“Stage 1”) through classroom and
latrine construction, as well as the quality of education
(“Stage 2”) through the construction of dining centers,
green houses, and teachers’ houses. We have also begun preliminary projects that influence the relevancy of
education beyond the traditional classroom(“Stage 3”)
through the construction of community-specific vocational training facilities, libraries, computer labs and
business facilities.
Paramount in all of these projects is that they
grow organically from community-identified needs.
The Outreach department seeks to support – rather
than create – solutions that improve a community’s
educational capacity. We are able to assume such a supportive role through a high level of collaboration with
local partner organizations.
We have developed a thorough proposal and
selection process that seeks out partners who demonstrate a strong commitment to education, value high
community-participation and actively work to improve
the effectiveness and sustainability of their projects. The
proposal process also works to find communities with
minimal educational infrastructure but a strong, locally
driven passion for growth and development.
All projects are executed through our 360-degree model of volunteerism, whereby the volunteers
who raise funds in North America travel to the partnering communities to learn where their efforts – both
financial and in-kind – go. During their two-week trip,
they construct a pre-determined project, but more importantly engage in a donor/grantee relationship that
encourages a personal, emotional investment in the
project and community.
Following project completion, the Outreach department
engages with the partnering organization and community to learn about the impact of the
project. Through the use of qualitative and quantitative
indicators, we thoroughly study the positive and negative effects of our project and apply those lessons to the
following year’s endeavours.
1.2 Parameters of the Report
1.2.1 Scope and Aim of Report
The goal of this report is to explore the strategies that guide the annual investments of the Outreach
department of Students Offering Support (SOS) (“the
department” or “SOS Outreach”) in C/S America. The
report seeks to create goals for which stakeholders will
hold the department accountable.
This report will articulate the vision, philosophies, strategies, and actions of SOS Outreach in relation to the countries in which we work. It will examine
our (SOS’s) accomplishments, and failures, the factors
that contribute to each, and the lessons we (SOS) have
learnt. Throughout the Operations section, this report
will outline opportunities for growth and goals for next
year. We hope that this report will start a conversation about the department’s aims, objectives, and lessons learned in order to facilitate stronger collaboration
amongst partners and stakeholders.
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1. Introduction
This report will focus at an organizational level
rather than on the specific details of the projects and of
the community; such details are contained in the annual Project Reviews1.
While incorporating volunteers is undoubtedly
important to our objectives, a full discussion of the volunteer experience is beyond the scope of this report; accordingly, it will not be a central focus of this report.
Details of the volunteer experience and the Exam-AID
sessions that fund our projects can be found on our
website (www.studentsofferingsupport.ca).
1.2.2 Time Period Covered
This is the first Outreach Strategic Operation
Report drafted by SOS. In it, we will reference our activities since inception in 2006; however, the bulk of this
report will focus on activities from the 2011 fiscal year
(September 1, 2010 – August 31, 2011). We will also
outline overarching goals for the subsequent 5 years,
with specific mention for those we hope to accomplish
in the 2012 year.
1.2.3 Contributors
Lindsay Seegmiller, Director of International Outreach
Diana Trang, Monitoring and Evaluation Manager
Jason Prince, Project Development Manager
Sebastian Szczachor, Senior Researcher
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1Contact Lindsay Seegmiller for copies of the Project Reviews (lseegmiller@studentsofferingsupport.ca).
Students Offering Support
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2
The Organization
2.1 What Is Students Offering Support?
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2.1.1 Mission
2.1.2 The Organizational Model
2.2 What Is SOS Outreach?7
2.2.1 Our Vision
2.2.2 Values
2.2.3 Who We Work With
2.2.4 Who is a Student?
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2. The Organization
2.1 What is Students Offering Support?
2.1.1 Motto
Raising Marks,
Raising Money,
Raising Roofs
to relevant, safe, and lasting learning environments.
These environments empower students to become engaged citizens for positive change in their communities,
countries, and world.
2.2.2 Values
All work aligns with our core values of:
• Collaboration and partnership
• Participatory processes that engage all stakeholders
2.1.2 The Organizational Model
• Holistic and adaptable approaches
• Local, organic, and creative initiatives
SOS is founded on two inter-related pillars: our • Critical reflection
tutoring work at universities in North America (“Ex- • Sustainability
am-AID” sessions) and our development work in C/S • Respect, care, and trust
America. Each pillar informs the other. Understanding • Excellence
both aspects of the organization is essential to under- • Integrity and humility
standing the details of the Outreach Department.
• Transparency
SOS: Students Offering Support is a charitable
sustainable social venture that develops and supports 2.2.3 Who We Work With
SOS chapters operating within post-secondary schools
across North America. Each University SOS chapter Students are the foundation of SOS. Our full
raises money to raise roofs through raising marks dur- organization is a family of over 1,000 students targeting
ing our ‘Exam-AID’ group review sessions, taught and other students at all stages of their academic careers.
coordinated by student volunteers for university and We seek to support students in rural communihigh school students.
ties in C/S America as they work to access primary and
We invest money earned through Exam-AIDs secondary education.
into holistic and sustainable education projects in C/S We seek to support North American university
America. These student volunteers complete these pro- students as they develop a global perspective through
jects on annual outreach trips, completing the full “360 outreach experiences in C/S America.
degrees of volunteerism” (See Figure 1).
Since 2005, over 2,000 SOS volunteers have 2.2.4 Who is a Student?
tutored over 25,000 students and raised more than
$700,000 for various rural communities with whom we Traditionally, a student is defined as a person
collaborate.
enrolled and attending regular academic classes. SOS
expands this definition to include any person with a de2.2 What is SOS Outreach?
sire to learn. We strive to include these students in our
mission by creating projects that incorporate a variety
2.2.1 Our Vision
of forms of knowledge and methods of learning into
each educational experience. This expanded definition
SOS Outreach supports the creation of holistic edu- is of utmost importance when working to support the
cation opportunities across Central and South (C/S) creation of truly holistic and inclusive educational sysAmerica. These systems provide rural youth with access tems.
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2. The Organization
Figure 1: SOS’S “360 Degrees of Volunteerism”
In Central and South America
In North America
Our education strategy in C/S America targets
students in small, rural, and remote regions. These
communities have exhibited a value for education but
face obstacles when integrating into the national educational system. Our projects engage students, parents,
and community leaders within the targeted communities.
Initially, we focus our efforts on ensuring that a
strong and supportive primary school environment is
easily accessible for school-aged children. With this in
place, we support access to a regional secondary school
system that incorporates the academic and vocational
needs of the individual communities. In both processes,
active dialogue between all stakeholders is crucial.
Our ability to support students in C/S America
relies on the dedication and fundraising of our student
volunteers in SOS Chapters. We currently work with 26
student chapters in North America and have tutored
over 25,000 students in our Exam-AID sessions. In
turn, many of these students take an active role in completing our projects in C/S America.
Through these first-hand experiences of international volunteering, we hope to encourage the development of a grounded global understanding by connecting students to the communities that they have
chosen to support. We believe that it is through these
experiences that our student entrepreneurs become
more rounded global citizens with a greater capacity to
enact positive social change.
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Why Education?
3.1 What is an Education?
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3.2 The Current State of Education Globally
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3.3 What Is the Connection between Education
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and Empowerment?
3.4 How Do We Ensure a Quality Education?
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3.5 Why Central and South America?
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3.6 Current Organizational Snapshop12
3.7 Strengths, Weaknesses, and Opportunities
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3. Why Education?
level initiatives, but more work must be done on the
ground. Engagement with local communities and lead
The classic definition of education is the passing ers, parents and students must occur to make education
of knowledge from a teacher to students within a class- relevant, safe, and accessible.
room. SOS views education more broadly than learning
in a formal classroom. To us, the playground, the home, 3.3 What is the Connection between
and the community are also classrooms with peers, Education and Empowerment?
family, and neighbours as the teachers. There are many
facets contributing to how people learn: the quality of As an organization powered by students, we
the learning environment, the capacity of the teacher, understand and live the connection between education
the attitudes of peers and community, and the stability and its ability to empower others. We have benefited
of the student’s home life. Again, this expanded defini- immensely from the privilege of post-secondary education along with that of a student is the foundation when tion. We appreciate our good fortune to have an educasupporting the creation of holistic educational systems. tion and are passionate about sharing these opportunities to enable others to improve their own lives.
3.2 The Current State of Education We believe the way to improve lives is to emGlobally
power individuals to lead healthy, happy, and productive lives through education. Our perspective is that
During World War II, under the prosecution of people become empowered when they:
the Nazis, Polish teachers, professors, and activists or- • Have the tools to make smart and informed
ganized underground schools and universities to con- decisions based on critical analysis of the situation,
tinue the education of future generations, in the process • Harness the skills and qualifications that open the
risking death. From Chilean students clashing with po- doors to greater opportunities,
lice in the street over demands for increased funding • Cultivate the initiative and awareness to find and idenfor public education to Afghani girls and women fac- tify opportunities that bring added feelings of meaning,
ing prosecution for wanting to learn, all over the world purpose, and self-worth,
groups and individuals are demonstrating that educa- • Foster their confidence, motivation, and
tion is valued as an inalienable right. Article 26 of the perseverance to bring the aforementioned factors into
Universal Declaration of Human Rights drafted by the practice and nurture them into success.
United Nations recognizes that everyone has the right
to an education. More people, now than ever, have ac- 3.4 How do we ensure Quality
cess to education and illiteracy rates are falling. There EDucaiton?
are, however, still major obstacles for many people who
wish to learn.
We ensure that:
There are areas of the world, such as regions of • Schools are provided with government-trained and
Latin America, where obtaining an education is not paid, full-time teachers,
as simple as walking to school. Shortages of facilities, • Teachers are supported through regular training and
teachers, supplies, and irrelevant curriculums all re- resources that enable them to improve their teaching,
strict access to education. There are many initiatives • Curricula are tailored to each community to be culturworking towards increase access to and the quality of ally relevant,
education, such as the UN Millennium Development • Classes align with local goals for community developGoals and pledges from governments and organizations ment and progress.
to achieve universal primary education. These are high- 3.1 What is an education?
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3. Why Education?
Figure 2
Before any of this happens, however, we must increase
enrolment and attendance through improving the accessibility of a school. How do we accomplish this? Wework with our partners to :
• Create incentive structures within the education system when possible and relevant,
• Demonstrate to parents the value of higher education
through campaigns, case studies, and the facilitation of
opportunities to send their children to school,
• Encourage passionate, and fun learning environments
driven by curiosity and inspired by new ideas,
• Support the development of homes that enable children to apply themselves as students.
opportunity to gain a quality education that will em posipower them to become active citizens and make
tive changes in the world.
3.5 Why Central and South America?
SOS works in C/S America because national
governments demonstrate value and commitment to
education, but significant gaps remain in each country
in regards to application.
Nearly all countries publicly fund and make
education compulsory for various levels of schooling.
Each country has worked to implement strategies for
improving the quantity of students in attendance and
Increasing attendance and accessibility to school the quality and relevancy of education. These issues
is often more rudimentary than this. Often, it means are high priorities for SOS, and we strive to work with
equipping a campus with the most basic infrastructure, countries that demonstrate a shared commitment.
such as classrooms, dining centers, kitchens and teacher Although C/S American countries rank high on
housing, that enable consistent and reliable classes.
the Human Development Index2, severe regional dis
We strongly believe providing basic infrastruc- parities in access to education exist within each country.
ture is the first step to providing rural youth with the
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Type of Project
Classroom
Garden / Greenhouse
Dining Centre
Playground /
Recreational Facility
Renovation
Community Centre
Solar Panel
Latrines
Teacher’s House
Medical Building
Library
Tree Planting
Computer Lab
Bridge Construction
Office Building
Chicken Coop
Total
Number
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These projects are possible through the contributions of seven partnering organizations (three of
whom were active in the 2010/11 year). We estimate
that we have directly affected approximately 3,000 C/S
American students through our work, and have indirectly affected over 12, 000 individuals.
The 2010 fiscal year is the first year that SOS
has had a full-time Director of International Outreach
(DIO) devoted to the development and expansion of
our work internationally. In the final months of the
2010/11 year, we added three full-time interns to focus
on Monitoring and Evaluation (ME), Project Development (PD) and Research.
3.7 Strengths, Weaknesses and
Opportunities
Strengths
In the 2010/11 year, we have identified the following
strengths in our international work:
• “360 degrees of volunteerism”: active engagement with
the projects and communities we support.
We will further explore these disparities in the country- • Rapid adaptation: work quickly to meet the demands
and expectations of the industry, organization, and
specific context section of the report.
Additionally, our “360 degrees of volunteerism” partners.
model relies on North American volunteers completing • Personal and direct relationship with local partners
projects within the chosen communities. C/S America and communities.
provide a safe atmosphere for volunteers and are accesWeaknesses
sible from North America by affordable flights.
Table 1: SOS projects to date, by type
3.6 Current Organization Snapshot
To date, we have invested $700, 000 (US) into
77 holistic educational development projects in 26 communities within 10 countries in C/S America. Further
breakdown of these projects by country and by project
type can be seen in Figure 2 and Table 1, respectively.
For a breakdown of spending in the 2010-2011 fiscal
year, refer to Appendix C.
An average of each Central American country’s HDI score gives a score of 85 (of
182 counted).
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In the 2010/11 year, we have identified the following
weaknesses in our international work:
• Unpredictable circumstances arising preventing collection of community information and ensuring project
follow-through
• Insufficient resources to meet the increased demands
of our rapidly growing organization
• Limited relationship with outreach volunteers in preand post-trip support
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3. Why Education?
Opporunities
Looking ahead to the 2012 year, we have identified numerous opportunities for growth and development. For a breakdown within our areas of operation,
see Appendix B.
What follows is our highest priority opportunities:
• Partnering Organization Relationships
o Cultivate and maintain effective relationships that are positive, co-operative, and respectful with all partnering organizations.
o Ensure each partner receives the same amount
of support and attention from SOS personnel.
o Work to better understand each other’s goals and visions, and how both partnering organiza-
tions can support each other in a non-financial manner.
• Monitoring and Evaluation
o Application of a comprehensive follow-
through plan on all completed projects involv-
ing the efforts of partnering organizations and communities, and including volunteer feed
back, monitoring and evaluation, and continual program upgrades.
• The Volunteer Experience
o Improve upon the volunteer experience with more focus on pre-departure training.
o Include better communication of community information, cultural sensitivity training, and the provision of free Spanish linguistic
resources.
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Context
4.1 Educational Landscape15
4.2 History of Nicaragua15
4.3 Structure of the Edcuation System
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4.3.1 History of Nicaraguan Education
4.3.2 Structure and Organization
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4. Context
4.1 Educational Landscape
The following section will contextualize our
projects within the Nicaraguan educational landscape.
With any project, it is of utmost importance that it be
relevant both to the local community and that it fit
within the country’s educational agenda. This ensures
long-term project sustainability, given that such integration enables absorption into the public education
system.
The following section will first provide an overview of Nicaragua’s developments in the past century.
Subsequently, it will detail landmarks and developments in the public education system, as it relates to our
work.
4.2 History of Nicaragua
Known colloquially as “the land of lakes and
volcanoes,” Nicaragua is located in Central America,
between Honduras and Costa Rica. With indigenous
communities originating from the ancient Aztec and
Mayan civilizations, the area of land now known as Nicaragua was of interest to Spanish conquistadors in the
sixteenth century and remained mostly under Spanish
rule until the early nineteenth century.
Figure 3: Nicaragua in relation to the World and
Central America
The country has had a long history of intervention
from the United States, starting in the early twentieth
century. In 1909, the US provided political support to
conservative-led forces against President Zelaya, who
wanted to regulate foreign access to Nicaragua’s natural
resources, and to quell what they saw as the country’s
potential as a destabilizing influence in the region. The
tension between President Zelaya and the US discovereed its zenith when five hundred revolutionaries, including two Americans, were executed by order of Zelaya.
From 1936 until 1979, the country was under
control of the Somoza family, who rose to a position
of power in 1927 when a US-engineered pact created
the National Guard, a militia to replace the occupying
US Marines, in Nicaragua. The family eliminated officers who stood in their way and the patriarch Anastasio
Somoza was elected President in 1937 under dubious
circumstances.
In 1972, an earthquake almost completely destroyed the capital city of Managua. The country received international aid to rebuild, but the Somoza
family siphoned off a large portion of the funds, which
led to civil unrest. There were large demonstrations and
political mobilization among residents. The elite class
also grew disenchanted with the Somoza regime due to
new “emergency taxes” imposed to further the family’s
own ends. The end of the Somoza dynasty came when
they had Pedro Chamorro, the editor of the national
newspaper La Prensa and staunch opponent of Somoza,
assassinated.
The Sandinista National Liberation Front
(Frente Sandinista de Liberación Nacional, FSLN) took
power in July of 1979 with the support of the Catholic
Church and the Panamanian, Mexican, Costa Rican, and
Venezuelan governments. Fearing that the left-leaning
government would become a Soviet ally, the Reagan administration authorized the CIA to train counterrevolutionary guerillas, or contras as they would be dubbed,
to combat the FSLN, some of who were remnants of
the National Guard. In spite of mounting dissent and
economic sabotage perpetrated by the contras, the Sandinistas repressed political opposition. There were hyperinflation and food shortages. Inept economic policies aggravated the populace, while Reagan continued
financially supporting the contras with proceeds of
weapons sold to Iran, a practice forbidden by the US
constitution.
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Violeta Chamorro, widow of Pedro Chamorro,
was democratically elected as President in 1990 and defeated the FSLN, although the Sandinistas still retained
a strong influence over Nicaraguan politics. President
Chamorro was the first woman elected as a head-ofstate in the Americas.
The twenty-first century has also seen its share
political instability. In 2001, President Enrique Bolaños
accused former President Arnoldo Alemán of money
laundering, theft, and corruption. Parliament members
loyal to Alemán reacted strongly to these accusations,
stripping Bolaños and his ministers of their power.
Pressure from other South American Presidents, however, discredited any actions seeking to remove Bolaños
from his elected position.
In 2006, Daniel Ortega, a leader of the FSLN,
was re-elected President.
Today, Nicaragua remains one of the poorest
countries in Latin America with almost half of its population of 5.6 million living in poverty. The literacy rate
among adults is approximately 78%, while only half of
students reach the last grade of primary school.
4.3 Structure of Education System
4.3.1 History of Nicaraguan Education
The Constitution of the Republic of Nicaragua
was adopted in 1987 and outlines the “inescapable role
of the state” in planning, managing, and organizing the
national education system. Primary school is publically
funded and compulsory for all students in the statecountry. Secondary school is also publically funded,
but is also subject to voluntary contributions from parents. Public education was only adopted in 2006, which
shines light on the fact that the education system in
Nicaragua lags behind many other countries in Latin
America.
The goals of education in Nicaragua are to:
• Train citizens fully and comprehensively
• Develop a sense of personality and dignity
• Impart critical thinking skills in scientific and humanistic endeavours
• Link theory with practice and manual labour with intellectual work
• Promote scientific research
Article 116 of the constitution states that “education is fundamental to the transformation and development of the individual and society.”
In March 2006, the General Law on Education
was passed, recognizing education as a fundamental
human right. The law outlined education as the process
to:
• Strengthen national identity
• Create persons with social, environmental, ethical,
civic, cultural, and humanistic conscience
• Reaffirm respect for religious, political, ethnic, cultural, and psychological diversity
• Develop skills for critical introspection, analysis of social participation, and respect for human dignity
Article 3 of the Law on Education states that
the governing body of the national education system
should be “decentralized, participatory, efficient, transparent, autonomous,” and be able to collaborate with
non-formal education to achieve the complete formation of the person. The Law also recognizes education
as a fundamental human right.
Article 4 states that education should be developed according to the following:
• Full development and comprehensive training in
physical, mental, intellectual, moral, spiritual, social,
emotional, ethical, civic and other human values
• Train students to have respect for human life and
rights, peace, democracy, pluralism, social justice, solidarity and equity, freedom, and to exercise tolerance
• Regardless of race, religion, political views, sex, or social status, all persons should have the ability to participate in the economic, political, administrative, and
cultural aspects of the country
• The study and critical understanding of the cultural
and ethnic diversity of the nation as the foundation for
a national identity and feeling of solidarity
• To integrate this national identity with the world, especially Latin America and the Caribbean
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4. Context
• To provide access to science, technology, and culture
• To develop critical, reflective, analytical, and proactive
thinking skills with the goal of strengthening national
scientific and technological progress to improve the
lives of citizens and provide solutions for the social and
economic problems of the country
• Develop a commitment to environmental conservation, protection and improvement, as well as the responsible use of natural resources
• Provide training in practice for the world of work
through technical knowledge and skills
• The national education system of Nicaragua is secular,
and does not teach an official religion in public schools
• Building respect for the various ethnic, cultural, and
linguistic differences of all peoples, of all ages, at all levels of education
• Education at levels and modalities is multicultural and
multilingual
Regional Autonomous Educational Subsystem (SEAR).
The General Directorate of Continuing Education of
Youth and Adults was integrated into Basic Education
and Media. The functions of the Ministry, under the
consultancy of the National Board of Education, are to:
• Propose policy, plans, and programs on the national
level,
• Direct and manage the execution of the above,
• Establish standards for the education processes,
• Implement, manage, and monitor these standards,
• Regulate and manage the conferment of diplomas, degrees, and titles,
• Formulate and execute policies and plans for infrastructure, educational supplies for primary and secondary schools,
• Coordinate the participation of families, communities, unions, local governments, and social organizations in the educational process,
• Implement research programs for education, the envi
Article 5 elaborates that education should:
ronment, and the cultural heritage of Nicaragua,
• Promote the value of law, justice, and democracy,
• Manage and direct teacher training as well as the reg• Expand educational infrastructure to respond to the istration, evaluation, and classification standards for
local needs of the communities served,
teachers,
• Form productive citizens who are competent and ethi- • Develop, implement, and promote programs, projects
cal who promote sustainable development.
and policies to ensure the participation and holistic development of all Nicaraguans.
The Education Act of 2006 states that education
is an inalienable human right, regardless of age, race, In 1993, the Decentralization of Education Propolitical leaning, religious belief, social or economic gram was initiated by the MOE so that the departmental
status, sex, or language. The State guarantees the right and municipal levels would provide administrative supto comprehensive and quality education for all citizens port to schools, and so that parents would be primarof Nicaragua.
ily responsible for the education of their children. The
Article 52 outlines the rights of indigenous chil- Regional Department of Education serves as a liaison
dren and adolescents to receive an education in their between the municipal and central levels. Each school
own language.
has a School Council (CDE) that has administrative au
The Ministry of Education (MOE) is the gov- thority over each school. The CDEs are responsible for
erning body of the national education system and is re- implementing and enforcing the educational policies
sponsible for the management and direction of primary and standards set forth by the MOE in the national curand secondary schooling and teacher training. It is di- riculum.
vided into three main General Directorates: Elementary Established in 1991, the National Technological
and Secondary Education, Basic Education and Media, Institute (INATEC) is a decentralized body under conand the link between the MOE and the Regional Au- trol of the Ministry of Labour that supervises technical
tonomous Educational Subsystem (SEAR).
and vocational training. The functions and authorities
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4. Context
of the Institute are to:
• Direct, manage, and implement comprehensive policies for vocational training of all youth and adults in all
sectors and branches of economic activity in the country,
• Implement training programs for all citizens over the
age of 14, regardless of level of employment, to improve
and build new skills with the goal of acquiring higher
level qualifications,
• Create and run programs to support small business
cooperatives,
• Create and run programs with special attention to
women, those who are unemployed, and disabled persons,
• Organize, plan, monitor, and evaluate the following
training programs under its jurisdiction:
o Unskilled labour
o Semi-skilled labour
o Skilled labour
o Basic technical knowledge
o Technical schools
• Strengthen and diversity the opportunities available
for meaningful employment,
• Raise employment levels, and increase the distribution
of income and social welfare,
• Provide technical, methodological, and organizational
guidance aimed at managers, technical and administrative centres, and vocational training institutes.
Public higher education is under the purview of
the National Council of Universities, which was established in 1990. The Council operates independently of
the MOE, regulates higher education, and processes the
approval of new universities and colleges through the
National Assessment and Accreditation of the Education System (NCEA). Private universities and colleges
report to either the Nicaraguan Federation of Private
Universities or the Superior Council of Private Universities.
Adopted in 1990, the Professional Teaching Act
regulates all aspects of teaching, such as promotions,
dismissals, transfers, placements, duties, and rights of
teachers. All teachers under the MOE are subject to
this act, with the exception of those working in higher
education.
4.3.2 Structure and Organization
Legislation in 2009 mandates that each school
year comprise 200 teaching days, and an additional 8
days for teachers and administrators to develop classes
and lesson plans. Of the 200 teaching days, 140 days of
class should be devoted to development of the national
curriculum, and the remaining 60 days of class are used
to introduce locally relevant content. Eleven of these 60
days include workshops for assessment, programming,
and educational training, and 6 days are allocated for
final exams.
2007 saw the beginnings of the development of
a new national curriculum in which more than 17,000
people were surveyed. 7,000 teachers from different levels of education were consulted, and 134 middle schools
around the country piloted the new curriculum in the
classrooms.
Aspects of the curriculum related to the needs
and interests of Nicaraguan society are:
• Development of personality
• National and cultural identity
• Sexual education and prevention of sexually transmitted diseases such as HIV and AIDS
• Health education
• Food security and nutrition
• Human rights education
• Environmentally sustainable development
• Gender equity and diversity
• Education in, through, and for work
• Information technology and communications
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3
4
5
6
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4. Context
The National Skills Framework was developed
to provide an ideal profile for graduates of the primary
and secondary schooling systems, by outlining the activities and attributes that the MOE hopes were developed during the graduate’s educational careers. The attributes are:
• Respect, promote, and practice the ideals and laws of
the Constitution of Nicaragua and a culture of peace,
gender equity, human rights, and universal values,
• Participate in the development of a supportive and
tolerant society, based on cultivation of self-esteem and
human dignity,
• Practice lifelong learning,
• Earn employable skills,
• Use logical, thoughtful, critical, proactive, and creative
thinking in the application of knowledge and technology,
• Communicate effectively in Spanish, a foreign language, and their mother tongue,
• Demonstrate knowledge of different cultures and
worldviews, including indigenous peoples and ethnic
communities,
• Contribute to the sustainable development of nature,
society, culture, country, region, and the world,
• Achieve standards for physical and mental health,
• Provide leadership and promote participatory democracy,
• Foster free, informed and responsible decision-making
There are five main curriculum areas: mathematics, cultural communication, natural and physical
sciences, civic education and productivity, and social
sciences. Each area is based on three criteria: learning
for life, contextualization, and the interdisciplinary basis of knowledge.
Pre-Primary School
community participation. Children from the ages of 3
to 5 have both informal and formal schooling. Formal
schooling is primarily found in urban areas. Children
from the ages of 5 to 6 attend preschool classrooms, in
primary schools or in their own unique buildings. Children attend class five days per week for 3 ½ to 4 hours
per day.
The goals of pre-primary education are to nurture the beginnings of personal and social education,
communication, and an understanding of the world by:
• Encouraging personal development through trust,
self-expression, and creativity
• Fostering the development of identity
• Promoting the coexistence of persons with different
ethnicities, languages, and special needs
• Encouraging the development of a relationship with
the student’s environment through discovery, exploration, observation, and experimentation
• Supporting different forms of expression and speech
• Promoting healthy lifestyles
• Initiating the development of skills related to language,
math, and the natural and social sciences
Pre-primary teachers receive 11 months of specialized training through self-training modules. Community volunteers working in pre-primary schools
should have a minimum of a 6th grade education.
The curriculum guide for pre-primary school emphasizes five areas of development:
• Socio-emotional
• Cognitive
• Psychomotor
• Communication
• Expression and creativity
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2
3
4
This is the first level of education for children under the
age of 6. Pre-primary schooling for children under the
age of 3 is largely informal; there are no actual classes, In 2007, the net enrolment rate for pre-primary
and this level of schooling is based on
schools was 54%.
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4. Context
Primary School
In 2005, there were 792,392 children enrolled
in primary school, resulting in a net enrolment rate of
Primary school is compulsory and free. It is at- 94.4%. Only 42% of primary school graduates complettended by children from the age of 6 to 12, and is com- ed their studies without repeating a grade.
prised of two cycles. The first cycle covers grades 1 to
4, and the second cycle covers grades 5 and 6. Children Secondary School
who require special education are included in regular
classrooms, but also receive personalized attention. The Enrolment in public secondary schools is free,
first cycle seeks to develop language and communica- and lasts from grades 7 to 11. Upon completion of the
tion, body control and movement, basic knowledge of first three years, a diploma is awarded to students who
the world, and physical and mental health. The second are then allowed to continue to the last two years of their
cycle looks to further develop language and communi- secondary education, either in technical or academic
cation skills, deepening knowledge, increasing math- areas. From grades 7 to 9, students further their knowlematical and scientific thinking, self-awareness, and edge and skills developed in primary school. Grades 10
knowledge of history and geography.
and 11 aim to prepare students receive their baccalaure
Night school, accelerated youth, and basic adult ate degrees in the arts, sciences, or technical studies.
classes are offered.
Article 71 of the National Curriculum states that Secondary school classes must include:
at minimum primary school should include classes in: • Language
• Language
• Mathematics
• Mathematics
• Foreign languages
• Natural sciences
• Natural Sciences
• Social sciences including history and geography of o Physics
Nicaragua
o Chemistry
• Physical education
o Biology
• Arts
• Social sciences
• Civics
o History and geography of Nicaragua
o World History
The objectives of primary school are to:
o Philosophy
• Promote a comprehensive education in nutrition, o Economics
food security, hygiene, the environment, sexuality, and • Physical education
gender equity
• Civics
• Develop a sense of civic, social, and moral responsibil- • Vocational studies
ity
• Develop logical, creative, critical, and scientific think- The goals of secondary schools are to:
ing and an understanding of facts and natural phenom- • Promote the development of conceptual knowledge,
ena
and tools for everyday life and the workplace
• Impart basic skills for continual learning, productiv- • Develop principles and human values with respect to
ity, and entrepreneurialism
ethical, moral, social, civic, and cultural duties and pro• Develop knowledge, skills, and attitudes to under- mote human rights in relation to ethnic, religious, and
stand the world, new technology and information
cultural freedom
• Foster skills and methods to solve the problems of • Teach skills to identify and understand various social
daily life.
situations through historical, political, cultural,
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4. Context
scientific, technological, national, and international
contexts
• Strengthen national identity and cooperation with
other peoples of Latin America and the world
• Develop learning skills, critical thought, and inquisitive minds
• Contribute to scientific and technical knowledge with
intent that students may work to improve the socio-economic conditions at the personal, family, community,
and national levels
realities, needs, and educational priorities of multiethnic, multilingual, and multicultural populations.
Law 162 of 1993 states that Atlantic Coast communities have the right to preserve their languages and
that the State will provide resources to these communities for this purpose.
The MOE and INATEC in partnership with the
regional governments oversee all facets of SEAR.
Night classes are available for adults who had to
previously withdraw from their studies due to other obligations.
In 2005, net enrolment in secondary schools
was estimated to be 44.3%. As of 2003, there were 606
public secondary schools, and 639 private institutions.
Higher Education
Higher education is offered at public and private
universities, institutions for higher technical education,
and research centres.
Technical and professional degrees require two
to three years of study. A university diploma requires
four to five years of study. For a Master’s degree as a professor in secondary schools requires four years of study.
Other Master’s degrees require two more years of study
after graduation from an undergraduate program. Doctors of medicine and surgery require six years of study.
Indigenous Education
In 1984 the Intercultural and Bilingual Education Program (PEBI) began to teach indigenous children in their native languages of Miskito, Creoloe, and
Mayagna in pre-primary and primary schools.
In 2006, SEAR was created to cater to the needs
of indigenous communities of the Caribbean coast to
acknowledge and respect their heritage and cultures.
SEAR aims to promote the principals of autonomy, intercultural cooperation, solidarity, and provide relevant,
quality, and equal education. Its goal is to respond to the
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Other
11%
23
61%
Tertiary▶
97%
Secondary■
Primary■
Pupil-Teacher Ration
(primary School)
Enrolment
Rates
9.2
Garifuna
75.1%
Maya
Means Years of
Schooling for Adults
Creole
Literacy Rate
9.7%
Mestizo
Demographics
5.1
6.1%
8,400
GDP Per Capita (USD)
Spending on Education
(% of GDP)
10.6%
321,915
Population
Spanish, English,
Kriol, Maya,
Garifuna,
Plauditsch
24.9%
Belmopan
Capital
Languages
48.7%
Belize
Country
15.0%
25.0%
30.0%
30.0%
24
38%
69%
94%
8.3
96.1%
6.3
Spanish, Quecha,
Aymara
Caucasian
Aymara
Mestizo
Quecha
4,800
10,118,683
La Paz
Bolivia
18
-
-
-
8.3
93.6%
5.0
31
25%
55%
94%
7.7
82.0%
3.6
Spanish
Indigenous
Caucasian
Mestizo
7,200
6,071,774
San Salvador
El Salvador
1.0%
9.0%
90.0%
2.0%
1.0%
Other
29
18%
40%
95%
4.1
69.1%
3.2
Spanish, 23 recognized
Indigenous languages
including Quiche, Cakchiquel, Kekchi, Mam,
Garifuna, and Xinca
8.6%
Indigenous
Non-Mayan
6.3%
7.9%
8.4%
9.1%
59.4%
Other Mayan
Q’eqchi
Mam
Kaqchikel
K’iche
Mestizo and
European
5,200
13,276,615
Guatemala City
Guatemala
1.0%
2.0%
7.0%
90.0%
33
19%
-
97%
6.5
83.6%
3.8
Spanish, English, Garifuna, Miskito
Caucasian
Afro-Caribbean
Indigenous
Mestizo
4,200
8,154,564
Tegucigalpa
Honduras
Table 2
■ Net Enrolment: Percentage of children of official age group enrolled in school
▶ Gross Enrolment: Percentage of persons of all age groups enrolled in higher education
1.0%
Other
Spanish,
Mekatelyu, Bribri
1.0%
1.0%
3.0%
30.0%
64.0%
Chinese
Indigenous
Afro-Caribbean
Mestizo
Caucasian
11,300
4,608,426
San Jose
Costa Rica
28
28%
73%
98%
8.7
92.8%
4.8
Spanish
Other
Caucasian
Indigenous
Mestizo
13,900
113,724,226
Mexico City
Mexico
1.0%
9.0%
30.0%
60.0%
5.0%
9.0%
17.0%
69.0%
29
-
43%
92%
5.7
78.0%
3.9
21
34%
71%
94%
9.6
89.6%
2.7
Spanish
Other
Caucasian
Mestizo
Indigenous
9,200
29,248,943
Lima
Peru
3.0%
15.0%
37.0%
45.0%
World Bank
Development
Indicators
UNDP International
Human
Development
Indicators
CIA World
Factbook
Students Offering Support
Spanish, Miskito, Rama,
Sumo, Miskito Coastal
Creole, Garifuna, Rama
Cay Creole
Indigenous
Afro-Caribbean
Caucasian
Mestizo
3,000
5,666,301
Managua
Nicaragua
Table 2 details a high-level comparative analysis between all countries in which SOS is currently active. Its primary purpose is to contextualize educational figures with
national standards.
22
5
Operations
5.1 Development Processes24
5.1.1 Partnership
5.2 Selection of Partners24
5.3 Proposal and Selection Process
24
5.3.1 The Proposal
5.3.2 Selection
5.4 Project Execution26
5.5 Governance and Management26
5.6 Time Frame26
5.7 Advocacy27
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5. Operations
5.1 Development Processes
5.1.1 Partnership
Since inception, SOS Outreach, has relied on
our partnering organizations to bring local perspectives
to our projects and make our actions more impactful.
Our initial international work focused largely
on a successful completion of our “360 degrees of volunteering” model. We relied strongly on collaboration
with international partner organizations to determine
what projects were most meaningful, and how we could
provide the most support. Over the past 6 years, we
have worked to further engage with these partnering
organizations. We critically study the positive and negative effects of our project and apply those lessons to the
following year’s endeavours.
SOS is committed to developing meaningful
partnerships with local organizations. We work to ensure the relevance and effectiveness of our activities. By
seeking partners with extensive experience, we are able
to channel effectively our resources. A breakdown of
how our financial resources for 2010/11 were divided
between our partnering organizations can be seen in
Figure 4.
Country Specific Partners
In Nicaragua, we partner with Reto Juvenil Internacional (RJI). RJI is a Costa Rican organization that
works around Central America, Panama, and Mexico
to facilitate volunteer placements that explore cultural
diversity and sustainable community development. RJI
strives to promote personal volunteer growth through
contributions to the development of RJI communities.
5.2 Selection of Partners
We select partners based on shared organizational values and practices. These partners are the foundation of our investments, and are critical in creating
sustainable and meaningful projects.
Our ideal partner organization is:
• Working as a local NGO in rural communities,
• Demonstrating a strong value and commitment towards education,
• Devoting themselves to improving the lives of people,
• Engaging pro-actively with the community to identify
its needs,
• Maintaining good working relationships and strong
commitments to the community,
• Promoting community participation,
• Monitoring and evaluating projects to determine their
impact,
• Willing to accept and learn from failures, and,
• Willing to use reflection upon project completion to
make changes to future projects.
Ultimately, it is very important for us to maintain dialogue with our partners. We search for passionate partners who improve and encourage SOS’s development, as well as their own.
5.3 Proposal and Selection Process
5.3.1 The Proposal
One of the first steps in determining which projects SOS will support is the needs assessment proposal
form, which is completed by organizations working in
the region requesting assistance.
The proposal form is typically our first point of
contact with new partner organizations, new communities, and new projects.
A general proposal form includes:
• An overview of the partnering organization
o Goals and accomplishments
• Information about the recipient community
o Demographics, history and current situation
• A project proposal
o Vision, long-term plan, project components
o Monitoring and evaluation
o Budget breakdown and timeline
• Volunteer trip information
o Food and stay accommodations
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3
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5
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5. Operations
Figure 3: Total spending among 2010-11 SOS Partners
• Supporting documentation
o 2-3 Organizational references
o Letter of support from community
o Photographs of community and project site
o Formal evaluations of past completed projects
The purpose of the proposal form is to ensure
that we work with local organizations that are reliable,
transparent, accountable, and trustworthy. We look for
partners who can provide a comprehensive 5-10 year
plan that outlines how the proposed project contributes towards their long-term vision. We do this because
whom we collaborate with directly affects the efficiency
and effectiveness of projects
5.3.2 Selection
We review each proposal and make our selections. There
are many rural communities deserving of our support
in this region; however, capacity and size prevents us
from reaching all communities in need. We have
developed a set of criteria to guide the selection of new
communities and their projects.
We prioritize communities based on:
• Level of development of the community relative to
other nearby regions
• Level of community “buy-in” and active involvement
in creation, implementation, and completion of project,
• Lack of basic campus infrastructure,
• Lack of support from other external agencies,
• Geographic proximity to other partnering communities,
• Plans for sustainable and environmentally friendly
projects,
• Long-term plan that includes a description of projects, its components, and goals and that builds towards
a 5-10 year vision,
• Ability to monitor and evaluate projects to determine
impact,
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5. Operations
• Accommodation of SOS Outreach Trips; including at- alongside local volunteer labourers, who have donated
tention to the safety and security of volunteers,
their time as part of the community’s buy-in to the pro• Strong working relationship with a reliable and dedi- ject.
cated local partnering organization.
5.5 Governance and Management
We prioritize projects that:
• Are born out of a community-identified and support- Our projects are born out of locally identified
ed need,
needs. We support communities in addressing these
• Exist within a broader vision for community develop- needs through interventions. When a project is comment,
pleted, a community organization, supported by the
• Support communities that lack basic campus infra- local partnering organization, takes over the daily govstructure,
ernance and management of the project.
• Promote an improvement in the access or quality of SOS works with these local committees and
the school and classes,
partnering organizations as part of our follow through
• Include a plan for sustainability that revolves around and reflection process, as well as when we define future
community ownership,
projects. Our post-project role is restricted to dialogue
• Incorporate collaboration within the region and coun- with the organizations rather than a leadership of the
try,
project.
• Provide a safe and enjoyable work environment for This is a critical step in finishing the process of
volunteers.
project development, execution, and follow through.
Note: Ventures need not to be limited to infrastructure 5.6 Time Frame
projects; we also accept supplementary projects such as
training programs and workshops.
Our projects have an open-ended timeframe.
We evaluate our projects based on the rate at which the
After we have established a list of communities, community progresses towards a level of development
we ask each university chapter to choose their top 3 that sustains improvements in the quality of education,
wherein an equal opportunity process occurs. Once we and increases opportunities for the community memmatch university chapters with community projects, we bers.
then begin working on the logistics of these outreach We understand the immense value in each comtrips.
munity gaining a sense of ownership, independence,
and motivation over its own development. When the
5.4 Project Execution
time comes to withdraw our assistance from the community, SOS maintains the relationships developed dur
In order for a project to receive funding, it must ing the projects and continues to be a source of consult.
be able to accommodate a team of volunteers who help When SOS withdraws support, the community
with the construction of the project. Our teams make should have:
trips in February, May, and August. They help with vari- • Adequate basic infrastructure to meet projected deous stages of the project from breaking ground to final mands,
touches, or anywhere in between.
• A capacity to sustain its own development with a fo
All volunteers work under the direction of a lo- cus on access to and quality of education, retention, and
cal foreman who has designed the project and has total transition to higher education and work,
authority on implementation. Volunteers also work
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5. Operations
• A level of development that helps it grow and thrive,
• A well-functioning organizing body that values community involvement,
• The capacity to lobby the local government for change.
In general, we expect to work with a community
for a minimum of 12 months. This ensures adequate
time for project completion and project monitoring and
evaluation (M&E).
5.7 Advocacy
In Central and South America
We view advocacy as the ultimate step in supporting a successful project. We work within the public
school system, and as such, effective government support is paramount in ensuring our teachers and students
are supported with resources and a relevant curriculum.
A direct intervention in these matters is beyond the
scope of SOS.
SOS currently maintains a limited presence in
educational advocacy with C/S American governments.
However, we believe that dialogue with the government is critical to ensure support for education initiatives. We rely on our partner organizations to ensure
that our projects are absorbed by current government
educational systems, and that they are created in a way
that encourages growth and development in the education sector. Our partners currently undertake different
strategies for advocacy and change that are relevant to
the governments they work with.
1
In North America
Our advocacy for improvement of the higher
education system in Canada and the United States is a
critical component of our work in North America. This,
however, is beyond the scope of this report.
2
3
4
5
6
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6
Monitoring & Evaluation
6.1 Overarching Program Objectives29
6.2 Hypothesis29
6.3 Three Guiding Stages of Development
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1
2
3
4
5
6
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6. Monitoring & Eval...
6.1 Overarching Program Objectives
M&E aims to provide the Outreach department
and stakeholders with a better understanding of the results from programs and projects. The main objective
of M&E on each project is to assess the long-term impact of our assistance to the people, their education, and
their economic opportunities. This process ultimately
ensures that our impact is possible. It is also used as a
metric for our progress in achieving stated targets and
goals.
In the event that a project is unsuccessful and
the outcomes do not align with our expectations, we use
M&E of the project as a learning tool. We acknowledge
all projects, successful or unsuccessful, as they provide
useful information that significantly contributes to our
learning process by enacting improvements and guiding future decisions. M&E is important for outlining
failures, highlighting significant accomplishments, and
demonstrating program and project potential.
a safe and supportive learning environment. We considerthese communities to be at a ‘Stage 1’ level of development.
In these contexts, SOS helps in the funding and
construction of classrooms and latrines. This initial step
builds on the efforts of the community and works with
its organizing body to help establish an education system and retain the services of qualified teachers. It helps
ensure that there are adequate resources so that those
who want to receive an education can do so.
A description of the particular objectives and
indicators of success for projects within this phase are
found in Appendix D.
Stage Two: Improved Quality of Education
In our partnering communities, three related
objectives act as a common thread throughout our diverse partnering communities.
Once communities have access to education, we
ensure that the physical infrastructure is fully utilized.
To this end, we look at the factors that influence the
quality of education. We consider these communities to
be at a ‘Stage 2’ level of development.
SOS has been involved with the construction of
dining centers, gardens, and greenhouses. The addition
of these projects encourage more parents to send their
children to school by ensuring that they will be supplied
with a meal during school hours.
Often, teachers do not live in the community in
which they teach. Many commute over 50kms on a daily or weekly basis, which can be detrimental to their effectiveness. By investing in spaces for teachers to reside
within the communities, SOS helps provide a supportive environment that directs the teacher’s time towards
their work and facilitates better lesson planning.
A description of the particular objectives and
indicators of success for projects within this phase are
found in Appendix D.
Stage One: Greater Access to Education
Stage Three: Increased Relevancy of Education
Our first series of interventions target the accessibility of education. In many instances, we have found
that parents have tried to send their children to school,
but the community lacks the infrastructure to facilitate
When communities have achieved greater access to high-quality education within their local schools,
SOS supports case-by-case development initiatives for
education outside of the traditional classroom. Our goal
6.2 Hypothesis
Building holistic education systems throughout
rural regions of Central and South America provides
individuals of all ages with access to relevant and safe
learning environments. Students are empowered to become active citizens for positive change in their community, country and world.
6.3 Three Guiding Stages
1
2
3
4
5
6
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6. Monitoring & Eval...
is to provide communities with the resources that they
have deemed as necessary to help them improvetheir
socio-economic circumstances. We consider these
communities to be at a ‘Stage 3’ level of development.
Vocational and training facilities, which teach
individuals to be more efficient and enhance their profitability, have been successful in building upon existing
skills and practices. Adapting education to the people
means providing education that makes sense to the
people, which is more relevant and effective. Building
and outfitting libraries, computer labs, and offices have
also provided outlets for community ingenuity and selfhelp.
All projects undertaken with communities in
Stage 3 level of development are examples of social investments tailored to specific cultural, political, social,
and economic contexts. They require an intimate understanding of the desires and potentials inherent in
each case and take time to develop. SOS is extremely
proud to help communities reach this stage where there
are locally envisioned initiatives being undertaken and
sustained by the communities themselves.
A description of the particular objectives and
indicators of success for projects within this phase are
found in Appendix D. A breakdown of spending (in
USD) at each stage of development is demonstrated in
Figure 5 and 6.
For key M&E tasks, please see Appendix E.
1
2
3
4
5
6
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6. Monitoring & Eval...
Figure 5: 2010 Breakdown of amount spent at stage 1, 2, and 3 of development (total amount of $199,946.65
USD)
1
2
Figure 6: 2011 Breakdown of amount spent at stage 1, 2, and 3 of development (total amount of $237,951.33
USD)
3
4
5
6
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Appendix A
• 360 degrees: The process of SOS volunteers working in
North America to support the Exam-AID fundraising
model, and then travelling to C/S America to see the
actual impact.
• Buy-in: Making an investment (financial or in-kind)
in a project
• Education: The knowledge or skill obtained or developed by a learning process
• Empowerment: Providing individuals and communities with the resources and opportunities to make improvements and take action in their own lives, without
a reliance on external help (“teaching a man to fish” so
that he is able to continue fishing on his own)
• Holistic: Emphasizing the importance of the whole
and the interdependence of its parts
• Holistic Education System: An educational system
which includes multiple styles of learning and forms
of knowledge (going beyond academic teachings in a
classroom).
• Hypothesis: A tentative explanation for an observation, phenomenon, or scientific problem that can be
tested by further investigation
• Impact: The changes in the lives of rural people, as perceived by them and their partners at the time of evaluation, plus sustainability- enhancing change in their environment to which the project has contributed. Impact
can be positive or negative, intended or unintended.
• Indicator: Any of various statistical values that together provide an indication of the condition or a community
• Indicators Chart: A baseline survey comprised of
qualitative and quantitative questions conducted by
SOS trip participants
Definitions
• Objective: A specific statement detailing the desired
aim(s) or outcome(s) of a project at different levels
(short to long term). A good objective meets the criteria of being impact oriented, measurable, time limited,
specific and practical.
• Outcome: The actual results achieved after project implementation.
• Output: The tangible (easily measurable, practical),
immediate and intended results to be produced after
project implementation. Example of outputs include
goods, services or infrastructure produced by a project
and meant to
• Outreach: The international work of Students Offering Support
• Quality education: Education accessible to all where
there is a relevant, safe and lasting learning environment allowing students to be engaged and empowered.
• Results Monitoring: Review outcomes once a project
has been implemented within a community
• Social venture: A business model that uses profits to
support a social cause
• Stage 1: Targeting access to education
• Stage 2: Targeting the quality of education
• Stage 3: Targeting the relevancy of education
• Student: Any person interested in learning
• Support: To lend assistance to existing local initiative’s, rather than set the agenda
• Sustainable: A program that is capable of being continued year after year without a reliance on external inputs
• Sustainable Education System: An educational system
that is able to function without external (foreign NGO)
inputs; relies on community initiatives and standard
levels of national government support
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Appendix B
Breakdown of Opportunities
What follows is a list of specific opportunities,
associated with each of our operational sections.
Project Execution
Opportunity: Improve pre-departure preparation of international volunteers; factor in cross-cultural sensitivThey inform the:
ity training and community awareness.
Governance and Management
Specific Country Partners
Opportunity: Further engagement with community
Opportunity: Improve our understanding of our roles, leadership committees and better understanding of
goals, and strategies through open two-way communi- their ability to manage publically owned campuses, relcation
ative to community needs
Opportunity: Establish a deeper connection with partnering organizations, working towards a relationship Advocacy
that revolves around critical engagement
Opportunity: Obtain a more thorough understanding of
Opportunity: Increasing strategic selection of partner the educational landscapes in which we work. Through
organizations with a greater focus on value alignment, creative research, generate a clear plan of how to use
work methods, and priorities
points of advantage to achieve better outcomes for students.
Selection of Partners
Opportunity: With a more informed understanding,
Opportunity: Expand the quantity of partners.
move towards a more active relationship with local and
Opportunity: Broaden definition of partnership to in- national governments that advocates for more accessiclude other levels (parents, local, and regional leaders, ble and higher quality education.
policy makers, other funders). Forge partnerships with
others in the field to leverage our investments.
Monitoring and Evaluation
Opportunity: Establish SOS as an organization to which Opportunity: Conduct the monitoring process in conyou apply (rather than have us seek you out). Create a junction with strategic partners and allow greater partrusted name within the local development community ticipation of recipient communities without jeopardizin countries we work in.
ing our relationships with them.
Opportunity: Systematic reporting and collection of
Proposal and Selection Process
more qualitative and quantitative information on the
Opportunity: Clearly articulate our proposal selection progress towards outcomes. Compiling more than
process to prospective partners
‘baseline’ data to be used for comparisons and analyses.
Opportunity: Continually refine proposal process to ac- Opportunity: Develop a more comprehensive and syscurately reflect partner organization’s processes, knowl- tematic results, monitoring and evaluation procedure
edge forms and systems and to be as user friendly as while not jeopardizing its functionality. Better formulate
possible.
outcomes and goals, improve the selection of indicators
Opportunity: More collaborative proposal process
that make up the quantifiable objectives, and perform
M&E on program policies for greater accountability,
transparency, performance, and knowledge sharing.
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Appendix C
Community
Aldea el Novillero,
Guatemala
Antigo, El Salvador
Cabbage, Belize
Cerro Azul, Costa
Rica
Cerro del Padre,
Nicaragua
Colomba La Florida,
Guatemala
Comunidad de Padre
Cocha, Peru
Las Nueva Florida.
Guatemala
Los Jazmines, Costa
Rica
Namaldi, Costa Rica
Ocalca, Nicaragua
Pillao Sector 3, Peru
Juscampampa, Peru
Pueblo Viejo,
Nicaragua
Punta de Lanza, Costa
Rica
Rocha, Nicaragua
San Pedro Colombia,
Belize
Texcoco, Mexico
Tres de Mayo,
Honduras
2011 Investment Breakdown
Project
Classroom partition, latrines and a
mural
Psychological Therapy Room
High school repairs, agricultural
vocational project
Medical Centre
Investment (CAD)
SOS Chapter
$ 6,810.70 Head Office: Laurier
Alt. Reading Week
$ 15,717.00 Dalhousie SOS
$ 12,516.48 Western SOS
$ 9,288.50 Laurier SOS
Primary School Classroom, Solar
Panels
Primary School Classroom, Recycled
Playground, Solar Panels, Rabies
Vaccination Campaign
Primary School Classroom
$ 15,659.99 Laurier SOS
Primary School Classroom,
Recycled Playground
Office Building, Sewing
Business, Computer Lab
High School Classroom Completion
Classroom/Library, Recycled
Playground
Kindergarten Classroom, Dining
Centre
Kindergarten Classroom, Dining
Centre
Bridge, Recycled Playground
$ 12,516.48 Queen’s SOS
Primary School Classroom
$ 8,906.30 Ottawa SOS
Dining Centre, Solar Panels
Community Centre
$ 10,279.18 UBC SOS
$ 37,057.00 Laurier SOS
Youth Skills Centre Repair
Primary Campus Repairs
$ 10,478.00 Waterloo SOS
$ 10,373.22 York SOS
$ 14,604.18 Waterloo SOS
$ 13,783.81 Queen’s SOS
$ 14,812.65 Head Office: Quarry
Corporate Trip
$ 2,933.84 Laurier SOS
$ 24,500.00 Head Office: Recent
Graduates
$ 14,095.01 Head Office: Adults
$ 15,344.40 Windsor SOS
$ 12,563.70 McGill SOS
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Appendix D
Project Outputs and Outcomes
The following tables outline the hypotheses, objectives, and outcomes of our five main projects within the three
primary objectives of SOS Outreach.
Classrooms (Objective 1)
Outputs: New classrooms and structural repairs to existing school buildings
To date, SOS has erected 16 classrooms in12 communities.
Hypothesis
Well-built classrooms will ensure the school campus has the capacity to consistently
provide an education to students.
General
Objective
To provide individuals with the accessibility and equal opportunity to obtain an
education.
Quantifiable
Objectives
•More classes taught indoors
•More grades taught in separate classrooms
•More certified, quality teachers provided by the local government3
•Decreased teacher-to-student ratio
•Greater availability and consistency of class
•More variety in the subjects taught
•Higher attendance rates
•Higher student retention
•Higher graduation ratesW
•Increased overall literacy
•Less disruption to learning
•Greater progress towards an accredited school campus recognized by the local
government
Outcomes
Classrooms are the most fundamental step when working to expand the educational capacity of a community and its
students. A school campus situated closer to the community encourages higher access and results in higher student attendance. The addition of classrooms satisfies the increasing demand in the number of students who want to enrol in
school. Both encourage a more equal opportunity education system where every student, irrespective of socio-economic status, has an equal chance of acquiring a quality education.
Additional classrooms contribute to a bigger, more appealing learning environment that encourages greater student
retention. The development of a larger, more prominent campus makes the host community more significant in the
region and more apparent to municipal governments. Gaining regional and government recognition helps to bring the
campus up to national standards for education and increases the validity of rural education.
Repairs make existing school buildings safer and more valuable, leading to greater use and functionality.
Many times, local governments do not provide additional certified teachers until a school building/ classroom has been erected and/or
enough students are enrolled in the grade.
3
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Appendix D
Project Outputs and Outcomes
Supplementary Educational Infrastructure (Objective 2)
Outputs: Computer labs, libraries, teacher houses, dining centers, and kitchens
Hypothesis
Implementing supplementary infrastructure projects is part of the holistic approach that will help maintain the education system by supporting the teachers and students. Education will be more sustainable and relevant as a result of
these investments.
General
Objective
To increase the quality and relevancy of education through the provision of additional academic resources (e.g. computers and books) as well as incentives (e.g. food and housing) for students and teachers.
Quantifiable Computer Lab
Objectives
• Increased number of computers in the community
• Greater number of computer-literate individuals
• More digital teaching resources and lesson planning
• Internet access present in the community
• Growing connectivity with region and country through internet usage
Library
• Higher quantity of books easily accessed by the community
• Increased frequency in reading
• Increased number of reading materials brought to the home
• Higher community literacy rate
Teacher Housing
• Less hours spent commuting
• More hours dedicated to lesson planning and improving on teaching techniques
• More culturally sensitive curriculum relevant to the region
• Higher number of community – or regionally – specific courses taught
• More classes offered in indigenous languages (where applicable)
• Higher frequency of teachers that are available to students outside of class
• Higher frequency of parent-teacher meetings
Dining Center and Kitchen
• A meal program present within the school
• Provision of one meal a day during school hours
• Higher student enrolment
• Greater student attendance
• More frequent attendance
• Higher student retention
• Higher student engagement and energy as measured by classroom participation and involvement in sports
• Better student performance as measured by grades
• Less food insecurity in the community
Table continued on following page
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Appendix D
Project Outputs and Outcomes
Table continued from previous page
Outcomes
Computer labs provide students and teachers with resources, whether it is additional study material or teaching references that help them excel at their roles. They empower students by providing them with the technical skills and knowledge, which makes students more competitive within the job market and more qualified for higher paying employment
opportunities.
Libraries affect both students and the community as it promotes an environment that values learning, curiosity and
continuous self-development. The provision of books and other resources to anyone with the desire to learn is also a
stepping-stone towards greater equal access to education.
Dining centers and kitchens work together to create a three-pronged effect in benefiting students. Dining centers offer
a space for students to eat collectively as a family, which enables them to create long-lasting bonds and support systems.
Kitchens make possible the provisions of one hot meal a day. Proper nutrition is critical to improved concentration and
memory, thereby improving student performance.
Meal programs act as an incentive for parents to send their children to school more frequently and more consistently.
In this way, parents are responsible for providing one less meal a day, and for many, this decreases the necessity of their
child to work on the family farm.
Teacher housing provides weekly lodging for teachers who commute. Having teachers live within the community allows
them to gain a more complete understanding of the culture, traditions, and ways of living. This integration translates
into community-specific lesson planning and curriculum development, thereby making school more relevant to students. This arrangement also encourages stronger relationships between teachers, parents, and students, making the role
of a teacher more significant.
Living nearby the school also increases the teacher’s ability to adapt to changes in weather and road access, resulting in
greater frequency and consistency of class. Teachers also spend less time commuting and more time on lesson plans,
homework assignments, improving their teaching practices, and are more available to support the needs of students.
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Appendix D
Project Outputs and Outcomes
Health and Sanitation Projects (Objective 2)
Outputs: Latrines and medical buildings
Hypothesis
Health and sanitation are major components in developing a strong holistic education system. Poor sanitation threatens
public health and will lead to illness and disease if left unimproved. A lack of health facilities and medical personnel
exacerbates this problem as communities lack the capacity to prevent transmission or diagnose and treat illnesses. Poor
health can lead to lower student enrollment and attendance in school.
Objective
To reduce school absenteeism due to illness by promoting better sanitation and increased health services. To minimize
the transmission of infections by reducing overall illness and disease within the community so individuals live healthy
productive lives.
Quantifiable Latrines
Objectives
• Higher number of latrines available for public use
• Lower number of latrines out of order
• Higher degree of latrine maintenance
• Increased use of potable water
Medical Buildings
• Regional rotation of doctors established at the community
• Increased frequency of doctor visits to community
• Greater number of people visiting the doctor
• Lower doctor-to-patient ratio
• Less occurrence of common illnesses
• Higher average life expectancy
• Fewer number of sick days
• Better student performance
• Lower absenteeism rates related to health issues
Outcomes
Latrines that are strategically placed and regularly maintained combat illnesses and diseases caused by a lack of sanitation by preventing human contact with s human waste. Providing a confined space designated for human waste is beneficial as it prevents transmission of harmful bacteria. Common sanitation-related diseases that are reduced once sanitation and water qualities improve include intestinal worms, schistosomiasis, diarrhoea, cholera, trachoma, and typhoid.
Medical centers prevent, diagnose, and treat illnesses and disease. The presence of an in-community medical center
guarantees that a doctor will visit the community more frequently, and that consequently, community members will
consult the doctor more often. Greater consultation allows for early detection of disease, as well as greater preventative
measures. This ultimately results in fewer instances of illness and disease, and thus greater enrolment and attendance
in school.
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Appendix D
Project Outputs and Outcomes
Community Capacity Building (Objective 3)
Outputs: Playgrounds, recreational fields, bridge construction, renovations, community centers, office buildings, and solar panels
Community capacity building is similar to supplementary infrastructure in that these projects act to advance the community but have
a stronger focus on the general public. It is another part of the holistic approach to education and supports school systems through
more indirect means.
Hypothesis
Community capacity building projects will generate greater opportunities and, resources. They will strengthen the skills
and abilities of people and community groups to take effective action and leading roles in the development of their
communities (e.g. greater engagement with governments advocating for better education). These projects will promote
more community integration and collaboration. Communities will be able to sustain themselves and become more
empowered to create necessary change.
Objective
To advance community development and improve the relative quality of life through the achievement of greater capacity, mobilisation, and empowerment of the community.
Quantifiable Playground and Recreational Field
Objectives
• Establishment of formal areas for children to play outside
• Physical education classes incorporated into curriculum
• Formation of school and community sports teams
Bridge Construction
• Fewer obstacles in accessing the school campus (rivers, roads)
Community Centers and Office Buildings
• Clearly defined community organizing body
• Development of clearly defined community goals
• Increased frequency of community meetings; Higher attendance and participation of community members
• More internally driven training classes run by community members (e.g. after-hours adult learning and agricultural
skills development)
• More training workshops in the community conducted by external bodies (e.g. NGO’s, scholars, government official)
• Increased frequency of community events and celebration
• Diversified economic activities
• Greater integration with other communities in the region
Solar Panels
• Greater use of public buildings after dark where light is powered by solar energy
• More frequent use of educational equipment (e.g. projectors, printers and computers)
• Less frequent use of non-renewable energy sources (generators, diesel)
Outcomes
Bridge construction improves access throughout the community and to nearby towns. It improves the accessibility of
the school campus, when high rivers formerly discouraged students from attending. Easier access also facilitates exchange, both social and economic, with neighbouring communities.
Playgrounds and recreational fields contribute to a happier, healthier life by encouraging youth to be more physically
active. It helps with their personal and social development through teamwork, competition, goal setting, discipline, accepting failure, and celebrating wins.
Table continued on next page
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Appendix D
Project Outputs and Outcomes
Table contined from previous page
Outcomes
Office buildings and community centers empower the community as they give the community a sense of organization
and control over its operations. Empowerment is often a first step towards progression as it gives individuals the confidence to induce change.
Community centers work to formalize the process of community collaboration. They are a gathering point for meetings
where community members can contribute towards ideas for growth and development.
These centers become a public venue for celebration of milestones and successes, bringing the community together as a
whole. They can work as a place to fundraise for future initiatives through events for the surrounding region.
Having a community center and office substantiates the organizing body, allowing them to have a defined space. In it,
they can store funds and records, host visitors, and conduct skills training workshops for the rest of the community.
Offices encourage the growth and exploration of entrepreneurship, as they are often created with an associated income
generating activity (e.g. a sewing/tailoring business).
Solar panels offer a source of renewable energy. The production of harmful pollutants and greenhouse gases are reduced.
Having a greater supply of sustainable electricity expands the capabilities of a community as it encourages greater use
of technology and equipment. Solar panels are used to light classrooms on cloudy days, to power classroom equipment,
and to carry out after-dark lessons for adults looking to attain additional skills and qualifications
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Appendix D
Project Outputs and Outcomes
Agriculture (Objective 3)
Outputs: Chicken coops, gardens, greenhouses, and tree planting.
Food security is important for establishing a strong education system. In the rural communities, children are often needed to stay home
to work on the family farm for business or subsistence.
Hypothesis
Agriculture projects will to reduce food insecurity, wherein excess crops will be donated to support meal programs at
local schools. Large investments in agriculture projects will encourage the community to incorporate agriculture into
vocational training programs. Training for more efficient and effective agricultural practices will better prepare trainees
for related jobs, making them more economically competitive. These projects will inspire the community to value the
preservation and protection of their environment and natural resources opening the opportunities for eco-tourism.
Objective
To reduce the percentage of individuals who are food insecure. To incorporate agriculture within vocational training
and to present ecotourism as an alternative economic opportunity.
Quantifiable Chicken Coops, Gardens, and Greenhouses
Objectives
• Increase in crop yields
• Greater food security
• Greater variety of food
• More nutritious diet
• Increase in energy levels of individuals
• Meal program present at local schools
• Greater crops being donated to school (sustainability of meal program)
• Increase in student attendance
• Increase in student enrolment
• Better student performance (measured by grades)
• Establishment of an agriculture vocational training program
• Greater day-to-day application of skills and knowledge learned through vocational training;
o Less excessive use of fertilizers
o Less use of water for irrigation
o Reduced use of pesticides, insecticides, and herbicides
Tree Planting
• Greater amount of protected and preserved land
• Establishment of eco-tourism as a principal economic activity
• Greater portion of income contributed by eco-tourism
• Greater number of community members working in eco-tourism
• Greater number and frequency of tourist visits to the community
Table continued on next page
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Appendix D
Project Outputs and Outcomes
Table continued from previous page
Outcomes
Chicken coops, gardens, and greenhouses provide a good source of poultry meat, eggs, vegetables, and fruits. These agriculture projects broaden the diet of the community and fulfil some of the essential nutrient and mineral requirements
for leading a healthy life. The process of agriculture development often results in knowledge exchange between community members of the most efficient and effective practices (e.g. through informal conversation or official agricultural
or vocational training).
Better practices typically contribute towards greater yields of food, which results in greater food security. Families that
are more food secure are more willing to send their children to school. Children are no longer needed to help on the
family farm for subsistence purposes. This results in greater enrolment and attendance rates at school.
Once agricultural yields have been increased to sufficiently supply families, excess food would be donated to support
meal programs at local schools. The provision of one meal during school contributes towards the improvement of student performance and concentration.
Tree planting acts as a starting point to the development of a greener community. It shows value for the protection
and preservation of natural resources and the environment, which can increase ecotourism and stimulated the local
economy. With greater income, families are more able to afford to send their children to school. They are also able to pay
for school supplies. Families would lessen their reliance on agriculture for their livelihood, creating a more dependable
and consistent source of income through diversity in their economic activities.
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Appendix E
1
COLLECT
BASELINE DATA
2
STATE
HYPOTHESIS
3
COLLECT MIDLINE
DATA
Key Monitoring & Evaluation Tasks
• Initial pre-intervention data gathered from project proposals submitted by local
organizations
• Any missing data will be collected using Indicators chart
• Data includes; demographics, infrastructure, education profile, literacy rate, health
profile, economic and employment indicators, quality of life indicators
• Outline the perceived impact (PI) of each project on the community AND people.
• Indicate what impact volunteers think they will make on the community by taking
part in an outreach trip. What do volunteers think they will get out of it?
• During outreach trips, volunteers will fill out an Indicators Chart to gather additional pre-intervention data to fill in missing information from baseline data
• If Indicators Chart is filled out during the process of the intervention, the information gathered will contribute towards midline data
4
• Roughly 6 months after the intervention is completed, the Indicators Chart will be
COLLECT POST
sent to partnering organizations for post-intervention data collection
INTERVENTION DATA
• Identify any trends, outliers, and significant values
• Make use of means, medians, modes, standard deviation, and confidence intervals
• Note any errors, invalid data, non- corresponding information, and sources of error
or uncertainty
5
• As more information is collected through return trips, a n inter- and intracompariANALYZE DATA
son of data will be executed
o Inter- comparison: across communities within the same region in a single period
of time
o Intra-comparison: changes within a community over time
6
IDENTIFY
OUTCOMES
• Identify the actual outcomes or impact of each project on the community AND its
people.
• Include both positive and negative outcomes
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Appendix E
Key Monitoring & evaluation Tasks
Given information at 3-data points, evaluate the outcomes of each project by finding
the;
7
EVALUATE PROJECT
o Difference between perceived impact (hypothesis) and actual project outcomes.
Justify the difference.
o Difference between stated project objectives and actual project outcomes. Justify
the difference.
o Counterfactual observation: A comparison between the outcomes of the intervention and the outcomes had the intervention not been implemented
Post- Trip
8
EVALUATE
PERFORMANCE
• What did volunteers get out of the experience?
• How do they think they contributed (range from small to more general contributions)?
• Do volunteers think the trip was successful?
• Do volunteers think the project was successful?
Based on the Project and Performance Evaluations:
9
REVIEW & REFLECT
• What needs to be done differently next time?
• What were the successes and challenges?
• How can we change the outreach trip to ensure we make the most out of it for the
benefit of recipient community and for SOS volunteers?
• How can we change the project to make it more effective, efficient, sustainable, and
relevant?
• General suggestions and ideas for future improvement
Carry out best practices by modifying, changing and/or adding strategies in relation
to:
10
REVISE PROGRAM
STRATEGIES
• Interventions/ projects
• Local partnering organizations
• Organizational strategies
• Logistics and training of trip leaders and volunteers
• Monitoring and evaluation processes
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Appendix F
References
The World Factbook for Nicaragua. Central Intelligence Timeline: Nicaragua. Stanford University.
Agency.
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factbook/geos/nu.html
United Nations Development Plan: International HuChile Student Protests: Clashing Amid Peaceful March- man Development Indicators for Nicaragua.
ing. Huffington Post. November 9, 2011.
http://hdrstats.undp.org/en/countries/profiles/CRI.html
http://www.huffingtonpost.com/2011/11/10/chile-student-protests-clashes_n_1087011.html
United Nations Educational, Scientific and Cultural Organization: International Bureau of Education.
Education in Poland during World War II. E-Notes. World Data on Edcuation, 7th Edition 2010/11 for Nichttp://www.enotes.com/topic/Education_in_Poland_ aragua.
during_World_War_II
http://www.ibe.unesco.org/en/services/online-materials/
world-data-on-education/seventh-edition-2010-11.html
Nicaragua: History. Encyclopedia of the Nations.
http://www.nationsencyclopedia.com/Americas/Nicara- United Nations Universal Declaration of Human Rights
gua-HISTORY.html
http://www.un.org/en/documents/udhr/
Pedro Chamorro: Somoza’s Reign of Terror. Voices Ed- Universal Basic and Secondary Education. American
ucation Project.
Academy of Arts and Sciences.
http://voiceseducation.org/category/tag/pedro-chamorro http://www.amacad.org/publications/cohen_intro.pdf
A School Bus for Shamisa. New York Times. August 17, World Bank World Development Indicators for
2009.
Nicaragua.
http://www.nytimes.com/2009/08/23/
http://data.worldbank.org/indicator
magazine/23school-t.html
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