Quarterly Performance Report April June 2019 · 2019. 11. 6. · Centro Escolar INSA 19 13 32...

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


Edwin Alexander Gil Alcántara


Paula Estela Cruz


Teresa de Jesús Domínguez de Inglés


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


Ana María Perla


Doris Melgar


Ernesto Abrego


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



Actions taken to Resolve Implementation Problems .................................................................. 14


Activities Foreseen for Next Quarter ........................................................................................... 14

ALLIANCES ........................................................................................................................................ 15


Alliances and Investment .......................................................................................................... 15

Promotion Activities .................................................................................................................. 16

Participation in Events and Activities ....................................................................................... 17




Challenges ..................................................................................................................................... 19


COMMUNICATIONS ........................................................................................................................ 22



Actions Taken to Resolve Implementation Problems ................................................................. 22



MONITOR, EVALUATION, AND LEARNING (ME&L)....................................................................... 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



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 INSA 71 40 111


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


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


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


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.


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.


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.


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.


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).


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.


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.


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.


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


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.


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.


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.


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)


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.


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.


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.

Quarterly Performance Report April June 2019 · 2019. 11. 6. · Centro Escolar INSA 19 13 32...

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