Informe sobre el Proyecto Diálogos Transparentes (Inglés)
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Transcript of Informe sobre el Proyecto Diálogos Transparentes (Inglés)
Reacción Juvenil de CambioYouth Change Reaction
Por un
transparente
transparency talksdiálogos transparentes
Background and
socio-political context
Dictatorship from 1954 to 1989
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Marzo Paraguayo (1999)
Various coup attempts
First democratic alternance (2008) – un�nished
Weak institutions and mediocre rule of law
of the population living below national poverty line
(World Bank Data)
36%
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of the population is below the age of 30
(DGEEC)
62%
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Corruption in Paraguay
Ranks 154th in Transparency International’s CPI
(CPI 2012)
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3The THIRD most corrupt country in Latin America
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The “Country Brand Index” ranks Paraguay as
“In State of Decline” (FutureBrands 2012)
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Political promises of creatingan Anti-corruption Ministry
failed
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Corruption in the Education Sector and Education System
are highly ignored.
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transparency talksdiálogos transparentes
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PrimaryDevelop workshops using the Anti-corruption toolkit to empower and mobilize young students to take initiatives to �ght corruption.
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Proyecto Diálogos Transparentes 1
MANUAL ANTICORRUPCIÓNDesarrolla
Organización «Reacción Juvenil de Cambio»
(Youth Change Reaction)
2012 Paraguay
Proyecto Diálogos TransparentesProyecto anticorrupción destinado a jóvenes estudiantes con énfasis en educación cívica
transparency talksdiálogos transparentes
APOYAN
Secondary
• Train young students to lead anti-corruption projects.
• Measure the impact and e�ectiveness of the toolkit.
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3Secondary
• Motivate youngsters to share their stories and ideas to improve the toolkit and raise awareness about the impact of corruption in the education sector.
• Train youngsters in the use of basic ICT tools that they can use to promote transparency in their high schools.
Proj
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• Virtual
• Action
• Follow-up
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Two Cities: • Ciudad del Este • Asunción
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High school students 16-19| University students
Short term (1 year)
Students: • Aware of corruption impact in the education system. • Able to develop an anti-corruption initiative integrating ICTs. • Empowered to have an ethical leadership.
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• Informed of their rights as students and citizens. • Connected to local civil society organizations.
• Connected to governmental institutions working on anti-corruption.
• Supported to develop at least one anti-corruption initiative.Ex
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sult
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Short term (1 year)
Civil Society: • Promote our organization’s work. • Make alliances for future projects. • Learn from other organizations with similar objectives. • Earn the recognition and trust of the local education communities.Ex
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Long-term (2-3 years)
• The creation of anti-corruption committees in the high schools bene�ted by the project. • The consolidation of a student government/organizations in schools bene�ted. • The creation of small anti-corruption networks in the cities bene�ted by the project.Ex
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sSu
cces
ses
Secondary
• Train young students to lead anti-corruption projects.
• Measure the impact and e�ectiveness of the toolkit.
• The creation of a platform that could allow the sharing of students’ ideas and experiences in the �ght against corruption. • The creation of a platform that would make the anti-corruption toolkit an “organic document” that would keep evolving with people’s input. • Self-sustainability for the project and the organization.Expe
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• Multi-sectorial approach (bridging gaps).
• Work directly with student organizations or student delegates.
• Implementation of the Anti-corruption Toolkit.Stra
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• Development of workshops with high school students.
• Development of panels with university students.
• On-going evaluation and adaptation (corruption as a socially constructed concept).
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• Limited economic resources.
• Volunteer-based non-registered organization.
• Lack of support.
• Cultural fear
• Social apathy
Challenges and ObstaclesFi
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• Lack of research and academic work in the sector
• Schedule for the Academic Year
• Access to and cooperation from high schools.
• Lack of professionals to lead training workshops.
Challenges and ObstaclesFi
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• Likely conflicts with students and/or authorities
• People’s access to the Internet or other ICT tools.
Challenges and Obstacles
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Challenges and ObstaclesFi
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• Students regarded the workshops as innovative, dynamic and inclusive.
• Intervention of high-level speakers and experts for free.
• Interest of national and foreign organizations.
• Three cities that asked for the extension of the project.
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Find
ings
Find
ings
Succ
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s • Succeeded to get extra funding from a national contest. Ranked as the best proposal.
• Selected as a Case Study for the network and the World Bank.
• Participation of foreign activists (GYAC) who led workshops.
• One project developed by student delegates.
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s15 16
1817
Find
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• Team size tripled
• Increase of engagement and reach in the social networks
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19
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• Media publications in very important newspapers, radios, and TV channels.
• FIRST organization to link the Ministry of Education’s Anti-corruption Department directly with students.
Anti-corruption Toolkit• Very dull in the eyes of youngsters
• It was seen as a foreign, imposed document
• The content is rich, but not compelling to action
• Interesting but not attractive
Find
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Education institutions• Education institutions.• Information is not shared.• Authorities do not support students organization. - Authorities promote discord among students.• Authorities manipulate students• Educators are badly prepared to deal with corruption.• Civic education is insignificant.
Find
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Students
• Mental dictatorship. - Need inspiring role models. - Students con�dence. - Critical spirit, but passive. - Need more platforms.• Lack organization and skills. - Lack knowledge about social impact of corruption.
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• Lack a plan of action• Recognize their responsibility• Scared of denouncing• Do not know their rights• Lack the support of parents and peers• The potential is there -Paradoxes
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Government and Politics• Political and social instability•Ministry of Education’s Anti-Corruption Department: - Institutional dependency on party politics - A�ected by the change of government - Distance from students
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• Lack an outreach strategy• Political interests in the project• Corruption is approached as a top-bottom issue• Strategy focuses on creating systems of control
Find
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IMPACT
Pedro Juan
CaballeroAsunción
Ciudad
del Estecities3
Pedro Juan
Caballero
high schools10
students reached 982
people reached indirectly in the communities
1,177
1,177 22
8 non-governmental
organizations involved 9private companies
14 media publications (TV, radio, newspapers)
141846
Facebook users weekly reached
1846 LessonsLearned
LessonsLearned
• To take a neutral approach when making �rst contacts in the schools.
• To corner high schools into “allowing” their students to participate in our project -Media, students, and authorities
• Youngsters want to do something about corruption, but they do not know how.
• Mental dictatorship survives (transitional societies).
• Avoiding political influence ensures our credibility
• Having a lawyer as a consultant for how to proceed and what to avoid.
• Defining corruption as concept constructed rather than imposed.
• Spending appropriate time on training the team on legal liabilities and judicial problems that might arise while working.
• Decentralization in the organization might prove a failure.
• Virtual platforms are important, but they cannot substitute face-to-face team meetings.
• Need of virtual tools that could facilitate anonymous denounces of corruption and legal advice from professionals.
• Students have poor skills in using the social network and other cooperative virtual tools for purposes other than socialization.
• Students do not know their rights, their obligations, and their constitutional guarantees
• Serious lack of focus on civic education as a way to �ght corruption
• Apparent differences in the attitude of students from public and private institutions; thus, different approaches needed.
• Sharing success stories from local/national activists
• Making inclusive workshops where students practically lead the event
• Role-modeling and the sharing of success stories is essential for civic education and youth empowerment.