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Quarterly Performance Report April – June 2019
Presented to: Héctor Mátal, Agreement’s Officer Technical Representative, USAID El Salvador
Presented by: Roberto Samayoa Augspurg, Chief of Party, Education & Coexistence Project, FEPADE
July 12th 2019
This report was produced for the United States Agency for International Development.
It was prepared by FEPADE under Cooperative Agreement Number: 72051918CA00003
The activities and achievements described on this document were possible thanks to the work of the
Education and Coexistence team:
Roberto Samayoa Augspurg
Chief of Party
María Leticia Portillo Martínez
Education Projects Coordinator
María de los Ángeles Márquez de Amaya
Technical Assistant for Education Projects
Jesús Ernesto García Aguirre
Technical Assistant for Education Projects
Edwin Alexander Gil Alcántara
Technical Assistant for Education Projects
Paula Estela Cruz
Technical Assistant for Education Projects
Teresa de Jesús Domínguez de Inglés
Technical Assistant for Education Projects
Rodolfo Mora Ruiz
Operations Coordinator
Ingrid Guadalupe Portal Juárez
Monitoring, Evaluation and Learning Specialist
Fernando Guillermo Valdivieso
Logistics Assistant
John Richard Keilhauer
Communications Specialist
Mabel Bustamante Ramírez
Administrative Assistant
Óscar Francisco Andrade
Driver
German Gerónimo Alfaro
Driver
Mercedes Meléndez de Mena
Deputy Chief of Party and Alliances Coordinator
Vilma Elena Mendoza Quirós
Social Cohesion Projects Coordinator
María del Carmen Morán
Technical Assistant for Social Cohesion Projects
Mercedes del Refugio Orantes
Technical Assistant for Social Cohesion Projects
Ana María Perla
Technical Assistant for Social Cohesion Projects
Doris Melgar
Technical Assistant for Social Cohesion Projects
Ernesto Abrego
Technical Assistant for Social Cohesion Projects
Jesús Antonio Ortega Hernández
Project Accountant
Carlos Alberto Chávez Vaquerano
Acquisitions Specialist
Ariella Vieytez
Private Investment Promoter
Ileana Raquel Melhado
Technical Assistant
Mari Cruz Fabián Hernández
Accounting Assistant
Elmer Bonilla Mejía
Driver
Erick Antonio Hernández
Driver
TABLE OF CONTENTS INTRODUCTION ................................................................................................................................. 3
EDUCATION ........................................................................................................................................ 5
Implemented Workshops: .............................................................................................................. 5
Main Achievements of the Quarter ............................................................................................. 12
Significant Implementation Problems Encountered During the Quarter ................................... 12
Actions Taken to Resolve Implementation Problems ................................................................. 12
Lessons Learned and Recommendations .................................................................................... 12
Challenges ..................................................................................................................................... 13
SOCIAL COHESION .......................................................................................................................... 13
Coordination with FUNPRES ........................................................................................................ 13
Main Achievements of the Quarter ............................................................................................. 13
Significant Implementation Problems Encountered During the Quarter ................................... 14
Actions taken to Resolve Implementation Problems .................................................................. 14
Lessons Learned and Recommendations .................................................................................... 14
Activities Foreseen for Next Quarter ........................................................................................... 14
ALLIANCES ........................................................................................................................................ 15
Main Achievements of the Quarter ............................................................................................. 15
Alliances and Investment .......................................................................................................... 15
Promotion Activities .................................................................................................................. 16
Participation in Events and Activities ....................................................................................... 17
Significant Implementation Problems Encountered During the Quarter ................................... 18
Actions taken to Resolve Implementation Problems .................................................................. 18
Lessons Learned and Recommendations .................................................................................... 18
Challenges ..................................................................................................................................... 19
Activities Foreseen for Next Quarter ........................................................................................... 19
COMMUNICATIONS ........................................................................................................................ 22
Main Achievements of the Quarter ............................................................................................. 22
Significant Implementation Problems Encountered During the Quarter ................................... 22
Actions Taken to Resolve Implementation Problems ................................................................. 22
Lessons Learned and Recommendations .................................................................................... 22
Activities Foreseen for Next Quarter ........................................................................................... 22
MONITOR, EVALUATION, AND LEARNING (ME&L)....................................................................... 24
Main Achievements of the Quarter ............................................................................................. 24
Significant Implementation Problems Encountered During the Quarter ................................... 24
Actions taken to Resolve Implementation Problems .................................................................. 24
Lessons Learned ........................................................................................................................... 24
Challenges ..................................................................................................................................... 24
PERFORMANCE MEASURES, INDICATORS, AND REFERENCE POINTS LINKED TO THE ANNUAL
WORK PLAN AND THE OBJECTIVES OF THE ME&L PLAN ............................................................ 25
For the previous and current quarter ...................................................................................... 25
Considerations about the indicators’ behavior during this quarter ....................................... 26
Data and Relevant Analysis about the evaluation Questions identified in the ME&L Plan ... 33
Analysis of the Data Related to the Evaluation Questions ...................................................... 34
INTRODUCTION With the conviction that family and school are both factors that constitute the essential
cornerstone needed to shape and develop good citizens, and that the lack of, or weakness in,
these factors can also push children and young people down wrong paths, Fundación Empresarial
para el Desarrollo Educativo (FEPADE) has combined its experience in education and community
based violence prevention to design and implement the Education and Coexistence Project, a
Global Development Alliance (GDA) between the United States Agency for International
Development (USAID), FEPADE and the private sector.
The main purpose of Education and Coexistence is to contribute to social cohesion through the
transformation of schools into Comprehensive Centers for Peaceful-coexistence within the
community. FEPADE is implementing Education and Coexistence through three operational areas:
This Quarterly Performance Report focuses on the primary achievements obtained during the
period from April to June 2019. Additional information on relevant implementation problems and
the actions taken to resolve them, lessons learned and recommendations, as well as the project’s
Indicator Matrix, Financial and Leverage Reports for the reported period can also be found in the
present report.
Education
•Works directly with public schools toprovide them with the tools,methodologies and infrastructurenecessary to strengthen theircapacity to become ComprehensiveCenters for Peaceful Coexistence, asafe and fun place where studentscan learn, play, practice sports, workon their soft and hard skills, andspend their time in positive activities,within an established framework ofrules and values necessary forpeaceful-coexistence.
Social Cohesion
•Develops and implementsstrategies to strengthen thesocial fabric of thecommunities surrounding theschools, by empoweringcommunity members andproviding them with the skillsand knowledge to manage theirown community projectssuccessfully, reconstructingtheir sense of belonging to thecommunity and drawing themcloser to the schools to becomeactive players within theeducation community.
Alliances
•Encompasses the Project’sefforts to establish public-private partnerships thatpromote social cohesion ineducation communities. Itworks to obtain leveragecontributions from the privatesector to consolidate andexpand the scope, efficiency,and sustainable impact ofeducation and social cohesionactivities carried out by theproject
EDUCATION The monitoring and follow-up through the Project’s Education technical assistants reported a total
of 79 visits to the 19 schools that comprise the Project’s current education corridors, during the
period from April to June, 2019. Each school principal has been benefitted with support in
administrative management, with the review and presentation of the institutional documents, and
with support in pedagogical management, giving focus to the inside of the classrooms.
Visits to the classroom have been conducted satisfactorily during this period, all while verifying
that teachers put into practice the strategies learned in the workshops and learning circles. In the
same manner, the school’s environment, cleanliness, and hygiene has also improved considerably
thanks to the constant work of the teachers with the students.
Amongst the teacher formation processes are the following:
Implemented Workshops:
7 Workshops on High-Performance Teams
The workshop on High-Performance Teams seeks to strengthen the identity of teachers through a reflexive and dynamic
process, with outdoor techniques and methodologies that promote greater communication and personal awareness.
The aim of this workshop is to achieve better teacher performance.
Schools
Participants
F M TOTAL
Centro Escolar Rafael Álvarez Lalinde 8 7 15
Centro Escolar INSA 19 13 32
Centro Escolar José Mariano Méndez 11 2 13
Complejo Educativo San Miguelito 8 2 10
Centro Escolar República de Guatemala 22 13 35
Centro Escolar Luz Gómez 15 8 23
Instituto Nacional Benjamín Estrada Valiente 24 15 39
TOTAL 107 60 167
4 Workshops on Creative Response to Conflict
The workshop on Creative Response to Conflict seeks to improve teachers’ skills in conflict resolution and
communication; it also attempts to modify and improve teachers’ attitudes and values through participative
methodologies that promote reflection of their own practices.
3 Workshops on Natural Disaster Risk Prevention
With support from the National Direction of Civil Protection, the workshop explores the types of risks involving that
specific location and communities, with the aim of identifying ways to mitigate and/or eliminate them. The workshop
also raises awareness about the School Protection Plan, creating Prevention Committees and scheduling drills.
1 Workshop on Educational Robotics
The workshop on Educational Robotics seeks to promote rational thinking, conflict resolution, and team work, through
technological resources like robotics kits and interactive materials, which are programmed by both students and
teachers.
Teachers
Schools Teachers
F M TOTAL
Centro Escolar Rafael Álvarez Lalinde 10 6 16
Centro Escolar José Mariano Méndez 12 3 15
Complejo Educativo José Rodríguez Valle 6 4 10
Centro Escolar Cantón San Antonio 6 1 7
TOTAL 34 14 48
Schools Teachers
F M TOTAL
Centro Escolar Rafael Álvarez Lalinde 31 28 59
Centro Escolar INSA 71 40 111
Centro Escolar José Mariano Méndez 46 12 58
TOTAL 148 80 228
Schools F M TOTAL
Centro Escolar José María Cáceres 10 3 13
Centro Escolar Cantón Guadalupe 1 4 5
Centro Escolar Doctor Salvador Mendieta 1 2 3
Centro Escolar Cantón El Cimarrón 1 1 2
TOTAL 13 10 23
8 Reading Comprehension Learning Circles with Parents This formation focuses on reinforcement and practice of reading comprehension with small groups of teachers, through
strategies that develop competencies by reading texts from diverse disciplines, understanding the typology, analyzing
key points, and among others.
Schools Teachers
F M TOTAL
Centro Escolar José María Cáceres 10 2 12
Centro Escolar Cantón Guadalupe 1 2 3
Centro Escolar Rafael Álvarez Lalinde 8 5 13
Complejo Educativo San Miguelito 6 2 8
Centro Escolar Cantón Santa Lucia 3 6 11
Centro Escolar Luz Gómez 21 11 33
Instituto Nacional Benjamín Estrada Valiente 16 18 34
Centro Escolar República de Venezuela 20 5 25
TOTAL 85 51 139
Additionally, the detail of the equipment and material supplied to the education corridors is
presented below:
CORRIDOR SCHOOLS SUPPLIES QUANTITY DATE
Ilopango
Centro Escolar
Campamento Banco
Hipotecario
Printer with ink
cartridges 1
29/03/2019
Basketballs 2
05/06/2019
Soccer balls 3
Volleyball balls 2
Volleyball Net 1
Chess Games 9
Hoola Hoops 9
Centro Escolar
República de
Venezuela
cannon 1
29/03/2019 Camera 1
Projecting screen 1
laptop 1
Basketballs 2
05/06/2019
Soccer balls 3
Volleyball Balls 2
Volleyball Net 1
Chess Games 10
Hoola Hoops 9
Ciudad
Arce
Centro Escolar Cantón
Santa Lucia
BKB Balls 2
24/05/2019
Soccer Balls 3
Chess Games 10
Hoola Hoops 30
Volleyball Balls + Net 4
Small balls 48
Medium balls 24
Jumping rope 20
Basketballs 2
Soccer ball 2
Wide Rope 10
Thin Rope 10
Plastic Whistles 4
Wide Scarfs 15
Training Cones 40
Complejo Educativo
Jutta Steiner de Toruño
Basketballs 2
23/05/2019
Soccer Ball 3
Chess Games 10
Hoola Hoops 30
Volleyball Balls + Net 4
Small Rubber Balls 48
Medium Rubber Balls 24
Jumping Ropes 20
BKB Balls 2
Soccer Balls 2
Wide Ropes 10
Thin Ropes 10
Plastic Whistles 4
Wide Scarfs 15
Training Cones 40
Crimpadora RJ/45 30
23/04/2019
Net Tester 15
Cable Stripper 30
Plier 30
8-port Switches 8
Wireless Routers 4
Cable Coils UTP 2
Connectors RJ/45 400
Usulután Centro Escolar José
Roberto Wright
Basketballs 2 20/03/2019
Soccer Balls 3
Chess Games 10
Hoola Hoops 30
Volleyball Balls + Net 4
Small Rubber Balls 48
Medium Rubber Balls 24
Jumping Rope 20
Basketballs 2
Soccer Balls 2
Wide Rope 10
Thin Rope 10
Plastic Whistles 4
Wide Scarfs 15
Training Cones 40
Main Achievements of the Quarter
Improvement in the drafting and completion of institutional planning documents which,
according to the Ministry of Education, are responsibility of the school’s administration.
Such documents include the following: Annual School Plan, School Protection Plan,
Coexistence Manual, and Pedagogical Proposal, all formatted and required by the
MINEDUCYT. These documents were being constantly left aside, postponed, or being
poorly drafted. With the Project’s technical assistance and monitoring however, the
schools’ administrations have not only completed each of these documents now, but
have done it consciously and in an effective manner. The improvement in the drafting of
such documents is product of a collective construction where dialogue and consent is
set in place.
Technical delivery of different strategies to answer and resolve in-classroom conflicts,
and work in the prevention of violent situations with the aim of strengthening a peace
culture.
Teachers capable of incorporating concepts about conflict and to reflect and deepen
about the different types of violence, and teachers capable of incorporating concepts of
assertive communication, as demonstrated in the logbook Education technical assistants
use to verify and amount to the progress teachers have made since the workshops and
formations.
Greater integration amongst the teaching staff and more openness towards the
development of Project activities, given the strengthening of teachers’ leadership and
managerial skills.
Supply of equipment and materials (including computers, printer ink, sports equipment,
etc.) to some of the schools, with the aim of improving the instruction environments
and foster significant learning.
Significant Implementation Problems Encountered During the Quarter
Difficulty to obtain permission for teachers to participate in the training activities, by the
Departmental Directors and Technical Assistant Coordinators of the Ministry of
Education.
Actions Taken to Resolve Implementation Problems
Proposition of diverse strategies for teachers to catch-up with scheduled classes: school
tutors, thematic guides, and others. This has given way for MINEDUCYT to conduct the
corresponding calls, successfully increasing teacher participation in workshops.
Lessons Learned and Recommendations
The constant follow-up of the technical assistants has promoted greater use of
technology within the classrooms.
Challenges
To maintain quality in actions conducted by the Education technical team in the
intervention of schools’ staff participating in the Project, despite the numerous
education corridors to be intervened in the upcoming periods.
To have the interest and approval of the Department Directors of the MINEDUCYT in
the activities to be conducted in the different participating education corridors.
SOCIAL COHESION The period was marked by the completion of Work Plans of three education corridors. In two of
these corridors, Usulután and Apopa, the alliance has been extended for another year, thus,
new Work Plans are currently being drafted. In the meantime, the intervention in these corridors
continues as usual. In Zaragoza, E&C continued conducting sporadic activities, as programmed,
but towards the end of the present period, the intervention will be deemed complete. In terms
of the rest of the education corridors, E&C staff continues conducting workshops and
competency-building activities, as the individual work plans are yet to be completed.
This period also marks the start of the intervention in the education corridors of Metapán, where
students, parents, and teachers have been informed about the activities that will be conducted
by the Project’s Social Cohesion staff.
Coordination with FUNPRES
During the reported period, the execution of workshops in the line of capacity-building and
vocational orientation of young adults, has gone smoothly and according to planned.
In relation to the vocational training tests, these were completed in three education corridors
(Ciudad Arce, Apopa, and Santa Ana), having been implemented to 9th and 10th graders. The
final report of these tests is still pending, but soon to be presented.
The execution of workshops related to psychological tools and capacity-building of parents and
community members, however, has turned complex due to attendance rates not being
constant.
Main Achievements of the Quarter
As formative activities have been conducted with the youth, a series of needs have been
identified, in face of a lack of parenting skills. These findings have been successfully
adapted and included in the workshops implemented by the SC staff which, in turn,
attracts and captures the attention of more community members, particularly teens.
More parents were involved in the workshops on Positive Discipline thanks to a major
involvement by the schools’ administration in the calling and organization of
participants.
Significant Implementation Problems Encountered During the Quarter
Despite having an increase in the number of participants in some of the workshops,
particularly in workshops of Positive Discipline, the attendance rate remains low. The
detected causes, in general, are common amongst the education corridors and include
the following: total absence of parents, heads of families dedicated to informal
commerce throughout the day, heads of families that are not permitted to be absent in
their places of work, lack of interest, and lack of motivation.
Insecurity has increased significantly in education corridor Apopa. This ultimately takes a
toll in the attendance rates of community members in the workshops and trainings
implemented in the area.
Actions taken to Resolve Implementation Problems
Continuous communication with school authorities so they keep being involved in the
callings of parents for individual workshops. Teachers are urged to insist on the
participation of parents whenever they have contact with them, all while highlighting the
importance of such in their lives.
Internal protocol amongst the staff has been activated in face of increased violence risks:
shorter visit times and thorough talks with school authorities so these can alert of any
upcoming threats.
Lessons Learned and Recommendations
The methodological notes are frequently modified as a result of the immersion process
in each corridor, which presents different training needs in each group of beneficiaries.
There are some characteristics that are common to all education corridors however,
and thus, can be treated with uniform actions or measures. Notwithstanding, the
reactions beneficiaries have will always vary and should be handled on a case by case
basis.
As the capacity-building processes in terms of social skills continue, findings have
become more and more worrisome; such findings call for the need to increase social-
emotional interventions and address primary emotional wounds that tend to
accumulate in children and later negatively impact their lives.
Activities Foreseen for Next Quarter
Aside from the continuation of formation processes in soft skills, values, positive discipline,
among other themes, and communal, recreational, and sports activities, the most important
activity that will be conducted next period is a continuation workshop for WEYA, which will
address the feelings of guilt and forgiveness, all while aiming to reduce violent behavior and
fostering high school completion.
ALLIANCES During this period, the Project made significant advances in terms of confirmed alliances and
creation of new corridor, having approved a budget of $###, which is supported by
commitment letters signed between the private sector and FEPADE, and/or Memorandums of
Understanding signed between the private sector, USAID, and FEPADE. Also, additional
potential alliances were identified and negotiated, for a tentative $### to be committed during
next quarter.
As part of the efforts conducted, the Alliances team gave follow-up to the 7 alliances signed in
2018, in order to ensure the compliance of the commitments acquired by both Education &
Coexistence and the private sector, in relation to the investment and leverage reports of these
alliances. At the same time, constant communication and coordination has been kept with such
organizations, with the aim of briefing them of achievements, significant implementation
problems, and/or perspectives related to the alliances. In the reported period, the activities of 4
education corridors were completed, according to the work plans: Apopa, Usulután, Zaragoza
and Ilopango, all initiated in 2018.
Additionally, efforts were conducted to make new contacts and give follow-up to meetings
conducted in previous quarters, as a means to promote new alliances. These efforts also
entailed the creation of five action plans that could be presented as investment proposals to
potential investors in the following corridors: Ilopango, Metapán, Metapán Centro, Chalchuapa
and Mejicanos. Moreover, contractual documents were elaborated for the alliances in process of
approval, such as commitment letters, memorandums of understanding, due diligence reports,
donation receipts, visual presentations, and other complementary documents.
Main Achievements of the Quarter
Alliances and Investment
As part of the activities of promotion with potential investors, many contacts and meetings were
conducted to promote new alliances.
In summary, the primary achievements of the quarters are described below:
The total investment approved during the reported period, comprises the following
alliances and investment amounts:
-Creation of 4 new corridors: Metapán, Metapán Centro, Mejicanos, and Chalchuapa.
-5 new alliances, for a sum of $##, in the following corridors: Ilopango (Cajas y Bolsas,
S.A.), Metapán and Metapán Centro (Fundación CESSA), Mejicanos (Banco Davivienda
Salvadoreño, S.A.), Chalchuapa (Ingenio La Magdalena, S.A.).
-3 alliances subscribed in continuation and strengthening of 3 education corridors
launched in 2018: Apopa (Ingenio El Ángel, S.A. de C.V.) for 2 years, Usulután
(Platanares, S.A. de C.V.) for 2 additional years, and Ilopango (Cajas y Bolsas, S.A.) for 6
months.
Promotion Activities
The promotion activities conducted with a total of 31 organizations are described hereunder:
Contacts, meetings, and presentations about the Project and its beneficiaries were
carried out with 16 companies and foundations, according to the following list:
Fundación CESSA – Metapán: 2 times (03/04/2019 and 21/06/2019), including
presentation of Project and Action Plan to the 4 principals of the schools to be
intervened.
Fundación TESSAK – Ciudad Delgado: 3 times (12/04/2019, 08/05/2019, and
07/06/2019), including visit with coordinators to Ciudad Delgado’s Center of
Communal Development.
Ingenio El Angel – Apopa: 3 times (26/04/2019, 03/05/2019, and 29/05/2019)
Platanares – Usulután: 3 times (26/04/2019, 03/05/2019, and 29/05/2019)
KODIGO – La Libertad: 1 time (24/04/2019)
Kino Glaz – San Salvador: 2 times (29/04/2019 and 11/06/2019)
Del Sur – Olocuilta: 1 time (23/05/2019)
El Diario de Hoy – San Salvador: 1 time (05/28/2019)
Quality Grains – 1 time (03/03/2019)
Academia Europea – 2 times (05/06/2019)
IMG Latin America – 1 time (18/06/2019)
TIGO – Zaragoza: 1 time (20/06/2019)
ACSA – Zaragoza/Comasagua: 1 time (22/06/2019)
Cajas y Bolsas – Ilopango: 1 time (26/06/2019)
Editorial Santillana – 1 time
Fundatamarindo – 1 time, Projects in El Tamarindo
Contacts, meetings, and presentations about the Project and its beneficiaries were
carried out with 15 international organizations, according to the following list:
Oxfam El Salvador: Meeting with representative, in order to identify potential
areas of cooperation, as well as to arrange a meeting in the organizations HQ in
Boston.
As a result of the participation in the 2019 Shared Value Leadership Summit,
carried out on May 7th and 8th of the present year in Boston, Massachusetts,
contacts and meetings with the following took place:
-Harvard Advanced Leadership Initiative, Cambridge, MA
-New World Development Company Ltd, Hong Kong
-COMFAMA, Medellín, Colombia
-INICIA, Santo Domingo, Dominican Republic
-Novartis, Basilea, Switzerland
-Oxfam America
-Salvadoran Consulate, in Boston
-El Salvador Association in United Nations
-Tinker Foundation
-Organization for Porverty Alleviation and Development (OPAD)
-Food of the Poort
-OIM
-Fundación Bolívar
Participation in Events and Activities
With the aim of identifying new contacts and potential allies, the Project’s Alliance coordinator
participated in the following events:
2019 Shared Value Leadership Summit – Event organized by Dr. Michael Porter of
Harvard Business School. Participation aimed to widen knowledge regarding new
strategies and tendencies about social investment, in order to include the theme in the
scheme of investment and alliance promotion of E&C. At the same time, it facilitated the
creation of contacts, as detailed above.
ISEADE Forum IV: BID LAB and Orange Economy. The alliances area counted with the
support of the BID Lab’s speakers for this activity. The event eased an opportunity for
cooperation and dissemination of best practices that can benefit the Project, as well as
possible initiatives with other private sector entities.
Network of Educational Entities of Latin America (REDUCA, Spanish acronym):
participation in virtual meetings of the Governance Committee and the Alliance
Committee, with counterparts of private foundations from 17 Latin American countries.
Meeting on Harvard/GE study on Formation of Principals. Contact made by REDUCA.
Meetings by FEPADE’s Quality Committee: Education & Coexistence will not yet be part
of the System subject to audits, until next year.
Visit to Community Getsemaní and school in Ahuachapán, to get to know the model
being led by Oxfam El Salvador and a group of female leaders, for the strengthening of
women’s rights, community development, and other areas of intervention.
Participation in TIGO’s activity of corporate volunteering, conducted with funds from the
company and executed by Glasswing, all part of the Project’s Work Plan for education
corridor Zaragoza. 97 TIGO volunteers participated in the painting of the mural in José
María Cáceres School, where TIGO invested in the adaptation of a digital learning
center, under alliance with Education & Coexistence.
Signing of MOU with Fundación CESSA.
Participation in validation meetings of findings of the Gender and Inclusion Analysis, with
the aim of strengthening capacities to meet the approaches of inclusion and gender
equality in USAID’s projects.
Participation in the inauguration of the soccer field in Cantón San Antonio School in
Zaragoza, corridor adopted in alliance with Aseguradora Agrícola Comercial (ACSA).
Significant Implementation Problems Encountered During the Quarter
The main problems identified are detailed below:
There was a delay in the presentation of various documents required to fulfill the Due
Diligence by some of the organizations, which ultimately led to a setback in the signing of
the respective commitment letters and MOU.
In general, the companies and foundations with which the Project works under alliance have
taken some time to consolidate and present leverage reports with the necessary support of
receipts and invoices. This has entailed a lot of time invested by the Alliance personnel in
reviewing receipts and comparing with the committed budget, and has also created a
problem when wanting to report such leverage in the quarterly reports, on time.
Some projects have been delayed in their execution primarily by the infrastructure works,
and in other cases, for a variety of reasons. This has resulted in a small lag in some of the
work plans that were supposed to be completed in April 2019. In some situations, this
problem affected the creation of new alliances with the same companies, for the next
period. Such was the case with: TIGO, Ingenio El Angel, and Platanares.
The signing of MOU with companies and foundations has taken longer than expected due
to the review and signing of the document with USAID.
Actions taken to Resolve Implementation Problems
In respect to the action plans that have had problems or delays in being completed,
proposals of new action plans for the upcoming period were drafted, with the aim to
begin negotiating the addendums of the MOU for next period, while the action plans
are still being completed.
In order to meet leverage goals, particularly with organizations delaying the
presentation of leverage support documents, the Alliances area has given a lot of advice
and consulting, conducting meetings and reviewing documentation with the companies,
even requiring the help of FEPADE’s Accounting Department. In some cases,
documentation has been handed back to complete or justify accordingly.
In relation to current alliances, contact and meetings have continued, to promote the
continuation of investment in the corridors.
In order to speed up the process of review of MOU, the Alliances personnel uses the
format already convened with USAID to model each company’s characteristics, just soon
after the commitment letter is signed with the organization.
Lessons Learned and Recommendations
Amongst the primary lessons learned and recommendations are the following:
The involvement of the organizations under alliance in the Project’s framework is
fundamental to impinge in a greater commitment to continue the investment and the
intervention in the individual education corridors.
In light of the lengthy and arduous process of the creation of an alliance, a minimum
investment amount of $## has been set, given it implies previous activities and related
costs.
It is recommended that the organization, or the Project itself, count on
infrastructure/architecture supervisors, in order to ensure the compliance of USAID’s
environmental politics, as well as the smooth execution of the infrastructure project itself.
This may help prevent any inconvenience and act in a preventive manner before
complicated situations can arise.
Challenges
Meet the goal of $# million for the end of the current fiscal year, towards the end of
September 2019.
Integrate other alliances and investment to current corridors, with the intention of
reaching an investment of $200,000 per corridor, which translates into a total investment
of $## million in the 50 corridors E&C intends to intervene.
Accelerate the presentation of complete leverage reports by the companies and
foundations, along with the supporting documentation, in order to timely report the
investment amount in the quarterly reports and carry an equivalent process between the
execution of spending and the leverage report.
Activities Foreseen for Next Quarter
Activity July August September
Signing of Commitment Letters and Addendums to Previous
MOU:
- Ingenio El Ángel
- Platanares
Creation of Action Plans to Promote Investments and Create
New Alliances
- Kino Glaz/San Salvador-distrito 5
- Ingenio El Ángel/Apopa
- Platanares/Usulután
- Kino Glaz/San Salvador-distrito 5
- Davivienda/Usulután Centro
- Fundación Tesak/Ciudad Delgado
- Fundación Tesak/Soyapango
- Fundación Tesak/Apopa
- Fundación Eserski/Coatepeque
- Fundación Eserski/Santiago Nonualco
- Grupo Comercial de Comunicaciones/San Marcos
Signing of New MOU:
- Iberplastic-Corredor Zaragoza
- Davivienda-Corredor Mejicanos
- Ingenio La Magdalena-Corredor Chalchuapa
- Davivienda-Corredor Usulután
- Kino Glaz-Corredor San Salvador
- Fundación Tesak-Corredor Ciudad Delgado, Soyapango
y Apopa
- Fundación Eserski
- Fundación Coatepeque
- Grupo Comercial de Comunicaciones
Actividades de promoción y de intercambio de buenas prácticas
con socios actuales y potenciales y referentes de otros países.
Organización de actividad para intercambio de buenas prácticas
de sector privado en educación con expositor(es) extranjero(s) y
local(es)
COMMUNICATIONS
Main Achievements of the Quarter
Selection of Production Company to film YouTube channel.
Developed a strategy to ensure all minors who participate in activities away from schools
to sign a permission slip that includes consent to use photos and videos.
Organize and execute MOU signing events with private sector partners for media
coverage.
Participated in ForoCap 2019.
Assisted in the printing of teaching material “Zippy’s Friends”.
Design and production of communications material.
Photo and video capture to document the project activities and actions.
Significant Implementation Problems Encountered During the Quarter
Some events where subjected to last minute changes in dates and member
participation.
Actions Taken to Resolve Implementation Problems
Final details about some events where left open to accommodate said changes.
Lessons Learned and Recommendations
It is important to keep some aspects of planning flexible to take last minute changes into
account.
Work towards confirmed guest lists as soon as an event gets put on the projects
calendar.
Activities Foreseen for Next Quarter
Create and validate an approval process for the content of each YouTube channel
episode.
Prepare content for the first three episodes.
Follow up the contract and its signature with the production company that will manage
the YouTube channel production.
Design and produce promotional items for the project.
MONITOR, EVALUATION, AND LEARNING (ME&L)
Main Achievements of the Quarter
Completion of the first phase of the construction of the Project’s baseline. The survey
was administered to 538 students of secondary school and high school, all belonging to
6 schools of the education corridors.
Migration of the record of participants and activities into the Project’s new information
system. Activities that were consolidated in an Excel sheet during a span of 9 months
were successfully transferred onto the system.
Initial launch of the Project’s information system. Although the launch has not been
completed, the staff can already register its activities in the platform. All Project staff was
trained in the use of the system, which has been in use from the beginning of June.
Reflection process and review of the Project’s indicators and performance during the
first 15 months of execution, completed.
Significant Implementation Problems Encountered During the Quarter
The implementation of the Project’s information system has taken more time than
expected. Given that the Project does not have its own IT staff, the necessary changes
and corrections are slower than desired and depend on areas external to the project.
Phase two of the construction of the Project’s baseline has not been able to start as it
was programmed (in May) due to the fact there are not enough schools defined
contractually with the consulting agency.
Actions taken to Resolve Implementation Problems
Meetings were conducted with FEPADE’s IT area, as well as the contractors responsible
for the system’s creation, to speed up the necessary changes and improvements that
can complete the process. Currently, the process is in its final phase.
Meetings with the Project’s Chief of Party and Alliances Coordinator were held to inform
about the delay. The alliances area expects to reach new agreements with the private
sector in the upcoming weeks and, so, create new corridors so that the pending base
line can be constructed.
Lessons Learned
The processes of implementation of record systems must be conducted in periods of
low activity, since it demands time and conduction of trial and error. Conducting these
processes in high activity periods can mean a lack of attention or time.
Constructing a base line in phases should have a highly flexible schedule. Being
dependent on the private sector’s investment to launch efforts in each education
corridor, it is hard to keep up with the pre-established schedule.
Challenges
Complete the launch of the Project’s information system.
Keep the system up to date so it can be used by the staff as a useful consulting tool
Conduct the second phase of the Project’s base line, administering the survey in 8
schools.
Conduct the qualitative phase of the construction of the base line (with teachers and
students)
Provide school principals with the results of the base line survey.
Review and update of the Project’s ME&L Plan.
Start the process for the first Project systematization.
Continue with the registration of the Project’s performance indicators.
PERFORMANCE MEASURES, INDICATORS, AND REFERENCE
POINTS LINKED TO THE ANNUAL WORK PLAN AND THE
OBJECTIVES OF THE ME&L PLAN
For the previous and current quarter
During FY2019, the Project expects to attend 11,356 participants in competency-building and
peaceful coexistence activities. In the third quarter of the year, the Project attended a total of
2,855 people, managing to accumulate during the year a total of 4,235, which represents 37%
of the established goal for the year.
In terms of sex and age, this period was characterized by a greater participation of people
under 18 years old, 2,051(72%), in addition to 804(28%) of over 18. These increases are related
with the start of the work in schools that have greater student population (specifically, the Santa
Ana education corridor).
0 200 400 600 800 1,000 1,200
Female
Male
961
1,090
511
293
Chart 1. Total Beneficiares of the Project, during the period
of April-June 2019, disaggregated by sex and age group
18 years or more 0-17 years of age
When disaggregating the information by sex and type of participants, 52% were women and
the remaining 48% were men. It is important to stand out that during this quarter, the
participation of males, both teenagers and adults, increased during this quarter. This was the
product of the activities with both students and teachers. According to the type of participants,
this quarter can be broken up into the following: 82% of the participants were students, 9% of
the participants were parents, 6% of the participants were teachers, and 3% of the participants
were community members.
To explain the obtained results, one must highlight that Project activities during this period had
a special emphasis on students, which is why the percentage of this group is so high. 492
students that were already provided with Project services and activities participated again in
workshops.
Considerations about the indicators’ behavior during this quarter
The Project’s ME&L Plan contemplates 17 indicators that allow the monitoring of the
intervention. For this period, 15 of them have updated data1. When analyzing the results,
particularly those involving participants, the following is observed:
This quarter marked the beginning of activities in 4 education corridors, which facilitated
the registration of an important amount of participants. More than 80% of participants
were teenagers that, through formative and/or sports activities, were benefitted by the
Project. The coordinated work with FUNPRES also allowed for a greater coverage of the
territory.
1 The remaining correspond to global indicators of immersion and retrieval that require the completion of the
intervention in each corridor in order to measure results.
44%
1% 2% 2%
38%
8%4%
1%
0%
10%
20%
30%
40%
50%
Students Parents or Guardians Teachers Community
members
Chart 2. Percentage of total Beneficiares of the Project,
during the period of April-June 2019, disaggregated by type
of participants
Male Female
The low quantity of community members is one of the primary challenges the Project
faces, since this group usually participates in the capacity of either Students or Parents.
The proportions outside of these two, has been minimal.
Despite working with parents is a complicated venture due to their multiple occupations,
the staff has managed to maintain a significant number of them in Project activities,
which contributes in achieving a healthier upbringing culture pushed away from physical
punishment.
N° Indicator Type of
Indicator Activities
Total
Goal
FY2019
Goal
Q1 Q2 Q3 Current
Total
% of the
goal
achieved
Result
2019
1 Number of
teachers who
have
participated in
training
processes
aimed at
strengthening
pedagogical
and didactic
competences,
technology,
among other
Personalized
1,600 421 0 0 37 37 9%
The second phase starts the
second year of intervention in
each period. During this year,
only the Zaragoza corridor has
started such phase.
3
ES.1-9
Number of
teachers of
primary or
secondary
school that
complete
activities of
development
in education
for peace,
sensitivity, and
conflict
transformation,
with the
assistance of
the United
States
Government.
Standard Workshop
on Creative
Response
to Conflict
Workshop
on Social
Insertion
Workshop
on High-
Performan
ce Teams
1,500 380 44 0 187 231 61%
Activities in 4 new education
corridors were launched, which
is why a new teacher
population was accessible.
4 Number of
schools that
improved their
educational
and
administrative
management.
Personalized
37 3 0 0 0 0 0%
Data from the school is
available, however, the
indicator requires a before and
after measurement. The base
line has been constructed with
2017 data and the final
measurement will use data
from 2019 (obtained until Jan
2020). Only until after this
happens will it be reported. This
indicator has a biannual
measurement.
5 Number of
schools
equipped with
basic furniture
Personalized Gestión
para
compra de
insumos
Entrega de
equipos
25 2 1 6 1 8 350%
2 whiteboards to República de
Venezuela School.
6 Number of
schools with
improved
infrastructure
(classrooms,
ceilings, toilets,
kitchen, or
others)
Personalized Contrataci
ones de
servicios
de
construcció
n
Monitoreo
ambiental
de obra
25 2 1 1 0 2 100%
7 Number of
schools
equipped with
technological
resources
Personalized Gestión
para
compra de
insumos
Entrega de
equipos
25 2 1 3 1 5 200%
1 Tech Kit (1 laptop, 1 proyector,
1 proyecting screen, 1 camera)
to República de Venezuela
8
ES.4-1
Number of
vulnerable
personas
benefitted by
social services
supported by
the United
States
Government.
Standard All of the
activities
conducted
under the
Project's
framework.
45,0
00 11,330 700 998 3,339 5,037 44%
Registration of the total
population benefitted by the
project, from a variety of areas.
9 Number of
community
members that
have
participated in
capacity-
building
activities.
Personalized Cinema
and
community
fairs 15,00
0 3,400 147 56 70 273 %
Community members possess
tools of leadership and conflict
resolution in their communities.
They are able to support social
cohesion activities within the
community.
10 Number of
parents trained
in social
cohesion and
peaceful
coexistence
themes like:
conflict
resolution,
positive
discipline,
peace circles,
among others.
Personalized Workshops
on Positive
Discipline
and
Transforma
tional
Leadership
Workshops
on Values
and
Manageme
nt of
Emotions
8,40
0 2,535 90 345 259 694 27%
Registration of the amount of
parents/guardians checked into
the project's information
system. This indicator is only a
participant count.
11 Percentage of
parents who
have increased
their
knowledge in
Personalized
60% 60% 0% 63% 65% 63% 63%
Of the 30 people that were
evaluated in terms of
knowledge increase in such
themes, 65% had positive
peaceful
coexistence,
conflict
resolution, and
positive
discipline,
among other
topics
differences between the initial
and final questionnaire.
12 Number of
children,
teenagers, and
youth that use
their time in a
positive
manner, in
educational,
artistic,
recreational,
and sport
activities.
Personalized Tourname
nts and
Sports
Leagues,
Fairs on
Values 5,00
0 1,250 72 0 855 927 74%
Participants possess
recreational spaces for them to
use their time in a healthy
manner in activities of leisure
and recreation, with a focus on
a peaceful coexistence.
13
Youth
-1
Number of
teenagers in
risk of violence
trained in
social or
leadership skills
through
programs
assisted by the
USG.
Standard Workshops
on
Leadership,
Manageme
nt of
Emotions,
Values, and
other
topics.
15,00
0 3,750 307 327 1,476 2,110 56%
Participants possess knowledge
on social skills and
management of emotions, to
use during leisure time.
14 Number of
improved
community
spaces
Personalized
10 2 0 3 0 3 150%
15 Amount of
resources
provided by
the private
sector to invest
in educational
and social
cohesion
projects.
Personalized Dos
alianzas,
con Grupo
Roble y
Fundación
Poma. El
MOU será
firmado el
próximo
trimestre
$## 2000,0
00 $## $## $## $## 18%
By the alliances under
execution with Ingenio El Angel,
Platanares S.A. de C.V.,
Indufoam, Smurfit Kappa
Foundation, Telemovil El
Salvador S.A. de C.V.,
Aseguradora Agrícola
Comercial S.A. de C.V.,
And Metrocentro S.A. de C.V.
16 Dropout rate Personalized
-
0.5% BL 5.81% 5.81% 5.81% 0
This is the average of the base
line constructed in Jan 2019 and
corresponding to the 2018
school year. The reason of
change will be obtained from
the desertion rate of Jan 2020,
hoping it will decrease by at
least 0.5%.
17 Percentage of
change in the
perception of
inclusion and
social cohesion
in schools.
Personalized
+ 5% BL 76.25
% 76.25% 0
In a 0%-100% scale, where
100% is the highest score, the
Project expects to have a
positive 5% change in
perception, by the end of the
Project.
Data and Relevant Analysis about the evaluation Questions identified in the ME&L Plan
The Project conducted the construction of the base line in six axis schools during the month of
May of this year, of the education corridors established up until this date2. For such purpose, a
closed instrument was designed by the Project’s ME&L area and revised and approved by
USAID’s ME&L area. The following indicator of the Project’s ME&L Plan to which this process
responds to, is the following: ‘’Percentage of change in the perception of inclusion and social
cohesion within schools’’. To obtain the measures of the percentage of change in students’
perception, the technique that was chosen was that of a survey. The survey was administered to
a representative sample of secondary school and high school, to both men and women. Such
instrument is supposed to answer to the next 3 evaluation questions:
Do the students perceive improvements in their school at the social cohesion level?
What are the actions that have contributed the most in such perception?
Do students identify changes in their teaching practices?
Being that there is only one first measure, the data presented in this section represents the basis
to measure the changes that are intended to be produced as a result of the intervention3. The
survey has seven dimensions:
1. Inclusive Culture
2. Teaching Practices
3. Community Dimension
4. School Environment
5. Family Dimension
6. Personal Dimension
7. Social Cohesion Activities (specific to E&C)
In this first phase of the construction of the base line, 538 students from 6 axis schools, were
surveyed.
2 For more detail, review the document ‘’Base Line Survey of Education & Coexistence Project’’. 3 The survey is administered twice in the axis schools of each education corridor: at the beginning and end
of the intervention, to compare results.
Table 3
Percentage of Students Surveyed, by School
Source: Survey on Inclusion and Social Cohesion in Schools. Education & Coexistence 2019
Analysis of the Data Related to the Evaluation Questions
Question 1: Do students perceive improvements in their school at the social cohesion level?
With respect to this question, the initial measurement constitutes the basis to measure the
changes that are intended to be produced as a result of the intervention. In this senses, the
following scores were obtained:
Table 4
Percentages Obtained by Dimension
Source: Survey on the Inclusion and Social Cohesion in Schools. Education & Coexistence 2019
COED. Jutta
Steiner de
Toruño; 28%
Centro
Escolar “José
María
Cáceres”;
19%
Centro
Escolar
Campament
o Banco
Hipotecario;
8%
COED. Ing.
Guillermo
Borja
Nathan; 30%
Centro
Escolar José
Roberto
Wrigth; 8%
Centro
Escolar José
Álvarez
Lalinde; 8%
75.90%
85.95%
78.00%
79.95%
School Environment Inclusive Culture Cohesion Actions at
School
Global Average
Table 4 presents the percentages obtained on a scale from 0 to 100 in each of the 4 dimensions
selected for this question. This provides information primarily on the sense of security within
schools and the activities that motivate the participation of the rest of the community. An
average of 79.95% was obtained; the Project’s goal is to increase such percentage.
When reviewing the data by dimension, in the school environment dimension, 35% of students
declare to have been victims of theft and 24% of students declare that they consider at least
one place in the school to be unsafe. Among the risky behaviors within the school, 14% of
students claims to have seen a classmate consuming alcohol within school boundaries (and 13%
to have seen drug consumption). Finally, in this dimension, it is important to highlight that 27%
of students have little to no trust in their classmates. Having an impact in this risk factors is vital
to the Project because, to improve social cohesion in schools, these spaces must become safe
spaces, where students have more trust between them and feel safe when enjoying leisure
activities that pull away from risky behavior.
In relation to activities that promote social cohesion, the purpose was to see if students could
identify such activities within their schools, to see if they could identify what institution
conducted them, and to see if they have participated in such. 78% of students claim activities
have been conducted in their schools (52% students, or students’ family members, claim they
have participated in them) and 13% identify these activities to be conducted by FEPADE. This
number is high, despite being an initial evaluation. However, the Project still expects to increase
the amount of perceived activities when the final survey is passed.
Question 2: What are the actions that have contributed the most in such perception?
This question will be complemented with the answered obtained from the final evaluation and it
is expected that students are able to identify actions and activities, particularly those executed
by the Project.
Question 3: Do students identify changes in their teaching practices?
The answers obtained in the dimension of Teaching Practices demonstrate that 53% of students
perceive their teachers always help the classmates that do not understand certain subjects, 56%
of students claim their teachers motivate them enough for them to participated in in-class
discussions, and 34% of them claim their teachers always use create strategies to promote
learning. One of the elements where the Project aims to have incidence in is the improvement
of student-teacher relationships, providing innovative methodologies to increase student
participation.
Currently, the base line provides inputs to measure the improvement of schools in the students’
perception and to transit from adverse contexts (insecurity, school bullying, among others) to
comprehensive centers of social cohesion.
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