INPRHU-Estelí Program Framework

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Professional Development and Entrepreneurship Workshops, Consultations, and Projects

Program Framework 2015-‐2016

Document prepared for INPRHU by: Dana Terry M.A. Diplomacy & International Relations Youth Entrepreneurship Program Coordinator

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Table of Contents Documentation of Need……………………………………………… Pages 3-‐6

Education and Labor Experience Demographics…… Pg. 3 Status of Access to Technology……………………..………. Pg. 4 Gender Equality…………………………………………………… Pg. 5 Capacity Building for Entrepreneurs…………………….. Pg. 5-‐6

Target Population, Objectives, and Solutions Pages 7-‐8 Economic Analysis of the Community…………………………. Pages 8-‐10

Industries…………………………………………………………… Pg. 8 Employment and Unemployment Demographics….. Pg. 8-‐10

Community Resources and Assets………………………........... Pages 10-‐11

Youth Participation in the Labor Market……………… Pg. 10 Access to Mobile Learning………………………………….. Pg. 10 Community-‐Based Social Capital………………………… Pg. 10 Environmental Consciousness………………….………… Pg. 10-‐11

Description of the Program Pages 12-‐13 Young Entrepreneur and Professional’s Program…. Pg. 12 Community Internship Program…………………………... Pg. 12 Technology-‐Learning Center………………………………… Pg. 13 Art Therapy Program…………………………………………… Pg. 13 Annex Pages 12-‐20 Table 1-‐Program Logic Model Pages 21-‐22 Table 2-‐Outcomes Measurement Framework 3 Table 3-‐ Young Entrepreneurs and Professional’s Program Logic Model Page 24 Table 4-‐ Art Therapy Program Logic Model Page 25

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Context of INPRHU’s Intervention Considered one of the poorest countries in Latin America, Nicaragua is a lower-‐income country with a population of 6.080 million, a GDP of 11.26 billion, and GNI of $1,7901. 42.5% of the population lives within the national poverty lines and 11.9%2 of the population lives on less than US$1.25 per day which is considered below the international poverty line of living. Though the overall poverty rate has fallen from 44.1% in 2011 to 42.7%3 in 2012, there are still many barriers to shared prosperity that negatively affect Nicaragua’s human development and growth. This framework proposal contains the most up-‐to-‐date data available online in the United States and Nicaragua. For community-‐specific information, INPRHU (Instituto de Promoción Humana) gathered data through interviewing 79 young entrepreneurs with small businesses from Estelí’s 13 high poverty neighborhoods on topics ranging from resources needed to socio-‐physiological factors that affect the success of their businesses. Education Indicators As shown by 2013 country statistics compiled by UNICEF4, the youth literacy rate in Nicaragua (15 to 24) is 88% for female youth and 85% for male youth while the total adult literacy rate is 78%. 94% of female students and 93% of male students are enrolled in primary education, but only 55% of the total students enrolled finish their primary education. 76% of urban students attend primary school as opposed to 64% of rural students. 46% of female students and 35% of male students graduate to a secondary education. Levels of Employment Experience Based on the interviews taken from the field study, we have found that of the 79 young entrepreneurs interviewed, 62 expressed discontent with their minimal experience in their career sector. 40 of the 62 respondents did not attend university and thus did not have access to an internship program while the remaining 22 respondents were unsatisfied with their internship experience through their university. When asked why the respondents did not attend university, 13 of the 40 respondents cited the poor economy for their lack of finances for university while 9 of the respondents said they could not attend due to the lack of finances and time that comes with taking care of small children. Five of the 40 respondents had only half a year to a few years left in their studies, but needed to drop out of university due to lack of funds.

1 The World Bank IBRD Online, “Nicaragua Country Profile”, The World Bank Group, 2015, available online: http://data.worldbank.org/country/nicaragua 2 UNICEF Online, “At a Glance: Nicaragua”,UNICEF,27 December 2013, available online: http://www.unicef.org/infobycountry/nicaragua_statistics.html 3 UNDP, “The Rise of the South: Human Progress in a Diverse World”, Human Development Report 2013, available online: http://hdr.undp.org/sites/default/files/Country-Profiles/NIC.pdf 4 UNICEF Online, “At a Glance: Nicaragua”

lack of dinances due to economy 48%

lack of dinances and time due to children

33%

dropped out due to lack of

funds 19%

Reasons for not attending university

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To help resolve the lack of experience, which also serves as a roadblock to entrepreneurial success, INPRHU is in the process of creating a Community Internship Program (see ‘Description of the Program’ for more detail). Status of Access to Supporting Technology for Use of Employability 32 of the 79 young entrepreneurs interviewed have access to a computer while 47 do not have access to a computer, 33 have access to Internet while 46 do not, and 45 have cellular data for Internet in their telephone while 34 do not. When asked why respondents didn’t have access to a computer, the prevailing reason was a lack of financial resources to purchase one or the opportunity to borrow one. The closest thing to a computer lab in this community is an Internet café, which is far and costly for the people we work with. Furthermore, INPRHU would like to be able to hold workshops on how to use technology for professional development and information access, which would also be very costly and difficult to coordinate and teach in an Internet café.

When asked about their principal need, 56 out of the 79 young entrepreneurs interviewed stated that marketing strategy, namely publicity, was most needed to improve their business, 8 said monetary resources, and 20 said they needed a building with more space located in a more central area to attract clientele. Estelí has been making great strides in development in recent years with much of its wealthier population and businesses joining the digital revolution, but with 51 out of 79 young entrepreneurs having neither a Facebook page or website for their business, it becomes increasingly difficult for the young entrepreneurs in Estelí’s high poverty neighborhoods to keep up in the new digital age. Furthermore, the majority of these same young entrepreneurs lack the knowledge of how to create an effective marketing strategy in the digital age with word-‐of-‐mouth and cookie-‐cutter business banners being the extent of their strategy.

To help resolve the lack of access to technology, which serves as a roadblock to creating an effective marketing strategy in the digital age, INPRHU is in the process of creating a Technology-‐Learning Center (see ‘Description of the Program’ for more detail).

0

20

40

60

no yes

Access to Internet

0

20

40

60

no yes

Access to a Computer

0

20

40

60

no yes

Internet in Cell Phone

Resources 9%

More Space 24% Marketing

Strategy 67%

Principle Needs for Business Improvement

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Gender Equity Considerations Though steps have been taken to close the gender gap in the workforce, men in Latin America still earn 17%5 more than their female counterparts who, despite attaining equal or higher education, work in lower paying sectors such as agriculture, healthcare, and teaching. Most women in Nicaragua are in charge of maintaining the household6 through collecting firewood, carrying water, producing agriculture, and caring for children. In Nicaragua, women age 15 and above make up 47%7 of the workforce and 37%8 are at the head of their household. The high percentage of female heads of household can be explained by an increased number of single mothers due to divorce, separation, or the 41.8% illegitimate birthrate. Abortion is considered taboo, so it is very uncommon. All facts considered, empowering women is essential for narrowing the gender equality gap as well as lifting families out of poverty. Capacity Building for Entrepreneurs: Providing the tools to develop entrepreneurial behaviors throughout the business life cycle (developing ‘Entrepreneurial Intelligence 2.0’) In consulting with the other INPRHU coordinators and community stakeholders, it has become apparent that, aside from the most obvious lack of resources, attitude towards failure is another barrier to sustainable entrepreneurial success. Thus, working in conjunction with a contact, who has over a decade of experience in development projects and entrepreneurial coaching, we have also gathered field data on the socio-‐physiological factors, which influence entrepreneurial success or failure. This information will serve as a consultation tool when INPRHU reevaluates its young entrepreneurs program strategy. Of the 79 young entrepreneurs interviewed, 17 had long-‐standing successful businesses. These small business owners have agreed to participate with their businesses in the Community Internship Program as supervisors. To better understand the entrepreneurial enabling factors (for example the socio-‐psychological factors) that led to the success of these 17 young business owners, each was asked the following three questions: 1. “What led to the success of your business? What tools or programs were around when you started your business?”; 2. “What do you think is missing in your community to support small businesses?”; 3. “In terms of technology and communication tools what would be most needed in your business activities?” 1. “What led to the success of your business? What tools or programs were around when you started your business?” In response to the first question set, most credited the monetary, material, and moral support of INPRHU and our two partner organizations, CCFC (Christian Children’s Fund of Canada) and Bornefonden. Aspiring young entrepreneurs from the community’s highest poverty neighborhoods are able to apply for a grant of $500 for their new business through submitting a business plan. With limited funds, only 100 out of 800 applicants may be selected, and the grant is awarded in the form of sector-‐specific materials such as barber chairs, desks, and sewing machines. Furthermore, INPRHU offers capacity building workshops that teach the basics of business management and the basics of sector-‐specific trades such as cutting hair, sewing/tailoring, and repairing cellphones and computers. These workshops also serve as a support group for young entrepreneurs entering the business scene, as they are encouraged to share their issues and successes every step of the way. In the months after the initial phase of business 5 IDB Online, “Latin American and Caribbean Women: Better Educated, Lower Paid”, Inter-American Development Bank, 15 October 2012, available online: http://www.iadb.org/en/news/webstories/2012-10-15/wage-gap-between-men-and-women,10155.html 6 FSD Online, “Gender Equity Issues in Nicaragua”, Foundation for Sustainable Development, 2015, available online: http://www.fsdinternational.org/country/nicaragua/weissues 7 The World Bank IBRD Online,“Female Labor Force Participation Rate”, The World Bank Group, 2015, available online: http://data.worldbank.org/indicator/SL.TLF.CACT.FE.ZS 8 María Angélica Fauné, “New, Wider Households in Women’s Hands, Envio Digital, 2013, available online: http://www.envio.org.ni/articulo/1881

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development, INPRHU coordinators working in the Young Entrepreneurship program follow-‐up with each young business owner through monitoring and evaluation visits. Each coordinator assesses the business’s success through monitoring the working conditions, accounting books, and completing a survey through asking the young business owner how they think their business can be improved. As stated prior, the majority of small business owners site a lack of publicity as their main concern.

2. “What do you think is missing in your community to support small businesses?” The majority of responses to the second question ranged from the lack of resources and knowledge for communication and publicity to the need for better business infrastructure and greater funding/more access to low-‐rate credit. However, some responses were more personal-‐development focused. One young entrepreneur explained that some members of her community lacked personal interest in moving forward with a successful business while another young entrepreneur wanted more business etiquette training. As part of my professional development workshop series, we cover the basics of business etiquette such as how to treat costumers and other good business practices.

3. “In terms of technology and communication tools what would be most needed in your business activities?” 10 out of 17 respondents expressed the need for a computer with Internet for publicity with three also desiring access to a printer to create promotion flyers. Four mentioned the need for cellphones and four respondents expressed interest in radio and TV advertisement.

donations and support

47%

publicity 16%

work ethic/motivation

11%

capacity building 26%

What lead to your buisness success?

more support 33%

motivation 5%

more capacity building 17%

publicity/communication resources

28%

access to credit/loans

17%

What is missing in your community?

Computer 37%

Cell Phone 15%

TV/Radio Advertisement

15%

Internet/Social Media

33%

Needed technology and communication tools

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Target Population Since a huge contributing factor to poverty, underemployment, and gender disparity is a lack of professional business skills, a professional development workshop program that targets women and youth (18 to 29) is an effective strategy for alleviating these barriers. These workshops should include all the basics of business development training including business/entrepreneurship classes on accounting, goal setting, prototyping, marketing, and writing a business plan. Proposed Workshop Areas of Focus 1. Outreach

a. Offer technical assistance to individuals with entrepreneurial aspirations, especially marginalized groups such as women and people of lower socio-‐economic status in rural areas. b. Provide general assistance to small and medium businesses so they can make use of certain media in order to promote business growth c. Develop and run workshops for professional development and the use of technological resources (Power Point, Microsoft Word, Excel).

2. Capacity Development (Human Development) a. Discrimination against women in the workforce: Assist in the incorporation of women into the workforce through workshops to empower them in professional training such as how to use social media, find jobs, write a cover letter and resume, dress, and interview etc. These workshops will also offer mock interview sessions. Each month, a local small business owner will guest lecture on how she started her business and give any advice she might have for other aspiring entrepreneurs. b. Work force experience-‐ create a community internship program that will link young professionals who lack adequate experience in their sector and do not have access to an internship program with local entrepreneurs in need of assistance. Participants will leave the internship with the skills necessary to compete for a job in their industry or start their own business. c. Professional development workshops-‐ Educate youth and women on how to find jobs through social media, write a resume and cover letter, and digitize their marketing strategy. Workshops will include role-‐play interviews and problem solving activities. d. Gender equality, human rights, and labor rights -‐ Provide community education to low income individuals on labor laws within local government, provide knowledge about their labor rights, and how to file a complaint.

3. Economic development a. Use of resources in general-‐Training and technical assistance for young people with entrepreneurial aspirations. The lack of access to computers and internet in the community necessitates the creation of a community technology center which will utilize an empty office in INPRHU. This office space is equipped with Internet, but computer donations are needed. b. Share additional resources that are available to the community. For example: Economic aid

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(grants), donations, microcredits, etc. Through the young entrepreneurship consultation visits, I will gather data for a needs statement that will shape he institution’s strategy for improving the physic-‐socio aspects of entrepreneurship as well as provide a fact-‐based community report to take to donors.

Program Goals

• To grow the economic landscape of Estelí by increasing the number of successful businesses

• To reduce the rate of youth unemployment.

• To support the participation of young women in the workforce by providing the tools to start and manage their own businesses.

Labor Market Analysis of the Community Industries Industries9 in Nicaragua as a whole include food processing, chemicals, machinery and metal products, knit and woven apparel, petroleum refining and distribution, beverages, footwear, wood, electric wire harness manufacturing, and mining. The employed population is dispersed amongst the following three sectors10: 32% agriculture, 16% industry, and 51% service which is primarily supported by tourism11. The tobacco industry is the main industry in Estelí, which is comprised of tobacco farms as well as processing and rolling factories and supports tens of thousands of families in the region. Estelí has a stable investment and business environment, which makes it a friendly place for investors, entrepreneurs, and employers. In 2014, Estelí experienced a boost to it’s macro-‐economy thanks to a $5 million investment project that established a Multicenter mall and luxury hotel, which has generated 175 direct jobs and 260 indirect jobs. 80% of those employed are residents of Estelí.12 Through my entrepreneurship consultation visits, I have found barbershops, beauty salons, cell phone repair shops, and clothing stores to be the main industries in the poor neighborhoods of Estelí. Employment and Unemployment Demographics The employment population ratio for Nicaragua is 71%, and the average yearly earnings of employees is $7,46313 with an average 4114 hour work week. Though the country’s overall unemployment rate is only

9 Economy Watch, “Nicaragua Economy”, Nicaragua, 2015, available online: http://www.economywatch.com/world_economy/nicaragua 10 ILO Online, “Nicaragua: Employment and Labour Market”, International Labour Organization, 2015, available online: http://www.ilo.org/gateway/faces/home/polareas/empandlab?locale=en&countryCode=NIC&track=STAT&policyId=2&_adf.ctrl-state=w010ybl1e_4 11 Bernard Nietschmann, “Nicaragua”, Encyclopedia Britannica, 2015, available online: http://www.britannica.com/EBchecked/topic/413855/Nicaragua/40981/Transportation-and-telecommunications 12 PRONicaragua, “The Development Company of Nicaragua Invests Over US$5 Million in Estelí”, 2014, available online: http://www.pronicaragua.org/en/newsroom/press-releases/991-the-development-company-of-nicaragua-invests-over-us-5-million-in-esteli 13 ILO Online, “Nicaragua: Key Statistics”, International Labour Organization, 2015, available online: http://www.ilo.org/gateway/faces/home/ctryHome?locale=EN&countryCode=NIC&regionId=2&_adf.ctrl-state=w010ybl1e_29 14 ILO Online, “Nicaragua: Working Time”, International Labour Organization, 2015, available online: http://www.ilo.org/gateway/faces/home/polareas/worktime?locale=EN&countryCode=NIC&track=STAT&policyId=6&regionId=2&_adf.ctrl-state=w010ybl1e_58

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7.2%, the underemployment rate is an astounding 46.5%15. The brief breakdown of employment demographics for youth and women can be seen below. Youth 25%16 of youth are both unemployed and not enrolled in school. Each year, an estimated 118,00017 youth enter the labor market only to be faced with low-‐quality job prospects. According to a 2013 study by Plan International, youth who study in inland, rural communities lack professional skills18 and entrepreneurship training which severely impedes their path to employment. Furthermore, there is a stark lack of jobs within these communities. Fostering youth entrepreneurship through professional and entrepreneurship skills training is one possible solution for youth employment as well as overall economic community growth. Nicaragua’s Ministry of Education, located in Managua, offers a youth and adult education program called ‘la Educación de Jóvenes y Adultos’19 which is comparable to a GED (General Education Degree) program. This program targets youth and adults over 15 years of age who did not have the opportunity to join the education system. Through this program, participants can partake in accelerated elementary school night classes, literacy school, third grade education courses, and basic work-‐skills courses. Unfortunately, it is unclear as to when this program will be accessible to the population residing outside of Nicaragua’s capital city. Women 64% of women are employed compared to 83% of men. Women’s participation in the labor force has increased from 49% in 2010 to 65%20 in 2013. 31% of women experience time-‐related underemployment as opposed to 16% of men. This means that women are more likely to experience insufficient work hours. *See Annex 1 for more information on gender division of labor and labor rights Community Resources and Assets Community resources are very limited in Nicaragua and access to these resources is made worse by poor infrastructure. Though social resources such as public health service and public education are free, the country’s lack of adequate and affordable transportation excludes many from accessing either. Most of Nicaragua’s infrastructure is in Managua, its capitol city. Libraries are too expensive for small towns and cities to have, but local schools often have small libraries which are accessible to the public. Estelí has several for-‐profit Spanish language schools including-‐ CENA21 and Sin Fronteras22 being the most well-‐ 15 Index Mundi Online, “Nicaragua Unemployment Rate”, IndexMundi, 2014, available online: http://www.indexmundi.com/nicaragua/unemployment_rate.html 16 ILO Online, “Nicaragua: Key Statistics” 17 El Nuevo Diario,“More Unemployment for Nicaragua”, Central American Data, 10 December 2008, available online: http://www.centralamericadata.com/en/article/home/More_unemployment_for_Nicaragua 18 El Nuevo Diario,“Nicaragua: Rural Education Lacks Context”, Central American Data, 28 October 2013, available online: http://en.centralamericadata.com/en/article/home/Nicaragua_Rural_Education_Lacks_Context 19 MINED Online, “Educacion de Adultos”, Ministerio de Educacion, available online: http://www.mined.gob.ni/index.php?option=com_content&view=article&id=62%3Aadultos&catid=36%3Amodalid&Itemid=28 20 ILO Online, “Nicaragua: Employment and Labour Market” 21 “CENAC Spanish School, “About Us”, 2015, available at: http://spanishschoolcenac.com/?page_id=9 22 “Sin Fronteras, “About Us”, 2015, available at: http://www.altillo.com/universidades/nicaragua/universidades_nicaragua_esteli.asp

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known-‐ , three public universities23, and six private universities. Below is a list of local and international micro-‐loan institutes which work near or in Estelí, Nicaragua. Youth Participation in the Labor Market According to a 2010 report by the UNDP24 on youth ages 18 to 29 in Nicaragua, 40% of Nicaraguan youth not in school are unemployed and 50% live in poverty. Adult students are also negatively affected by the lack of access to educational institutions including academic and trade schools, which dramatically impedes their ability to successfully advance in the workforce. Due to this lack of access, it is common for much of the population residing anywhere outside of the capitol to be without basic skills necessary for professional development such as using a computer to write a resume and the internet to search for work or gather information. Access to Mobile Learning 89% of the entire population uses mobile phones while only 13%25 of the entire population uses the internet and 57% of the population resides within an urban area. As we observe in these statistics, the ability to use a mobile phone has far surpassed the ability to use the internet even if residents reside in an area considered relatively urban. For Nicaragua to grow economically in the future, it is imperative that youth are afforded access to professional development training now. Community-‐Based Social Capital The goal is to create community-‐based social capital that will set a basis for the development of professional networks and mechanism to develop professional skills. The workshops will construct coalitions of like-‐minded individuals, which may lead to community partnerships that extend relations beyond the familial ties for working towards a common goal. Such coalitions are key to sustaining any future entrepreneurial endeavors in the communities. Environmental Protection and Measures taken in the Course of this Project Nicaragua has exceptionally rich natural landscapes and resources from its sun-‐filled plains and mountainous terrain to its majestic lakes and volcanoes. Since the country is mostly rural, most of the population lives off this land as farmers making their livelihood particularly vulnerable to any attack on the environment. 80% of the rural population depends on the land for food and coffee production, which makes them particularly vulnerable to deforestation and water scarcity-‐ Nicaragua’s prime environmental concerns26. Thus, environmental protection is key to true developmental sustainability. This project takes into account Nicaragua’s local environmental sustainability concerns by relying on paper-‐less, energy intensive strategies for the dissemination of entrepreneurial materials. For example, there is no need for the production of print materials or any special paper and ink instruments. Furthermore, participants are explicitly encouraged to access information and share knowledge through the use of non-‐printed materials or other energy intensive forms of documentation, namely computers and cellphones. Renewables

23 “Universidades de Esteli”, Atillo, 2015, available at: http://www.altillo.com/universidades/nicaragua/universidades_nicaragua_esteli.asp 24 UNDP Online, “Despite High Unemployment, Young Nicaraguans are Hopeful”, United Nations Development Programme, 7 December 2011, available online: http://www.undp.org/content/undp/en/home/presscenter/articles/2011/12/07/-informe-nacional-de-desarrollo-humano-2011-las-juventudes-construyendo-nicaragua-.html 25 UNICEF Online, “At a Glance: Nicaragua” 26 Rural Poverty Portal, “Rural Poverty in Nicaragua” ,IFAD, available online at: http://www.ruralpovertyportal.org/country/home/tags/nicaragua

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With ample tropical sunlight and wind, Nicaragua is arguably an up-‐and-‐coming green energy powerhouse. Sustainable development projects include wind-‐energy farms, hydroelectric dams, and geothermal plants with solar energy being the next big focus. Nicaragua has the third highest renewable energy potential in Latin America, and the perfect conditions for wind-‐energy with the potential generation of 800MW. Currently, there are over 100 wind turbines along the Pan-‐American Highway and plans to further assess potential for further wind and solar-‐energy projects27. The Technology-‐Learning Centers (see ‘Description of the Program’ for more information) may require additional energy needs in the form of renewables such as solar and wind power. Charging centers offered to young entrepreneurs free of charge as a way of supplementing their energy requirements. *For information on other microfinance institutions, see Annex 2 Description of the Program In supporting INPRHU in their Youth Entrepreneurship Programs, Dana Terry has broken down the program into a series of projects. Each project builds on the last project as my work in conjunction with INPRHU continues to uncover more barriers for young entrepreneurs, which necessitates education and resource solutions.

1. Young Entrepreneur and Professional’s Program Two types of tasks are carried out: a) I will serve as a traveling consultant for young entrepreneurs in every neighborhood. As a consultant, I will review business plans and help develop a personal brand and marketing strategy for each young entrepreneur, through the joint construction of this strategy. The issues to be addressed in the neighborhood visits are: • Tools to create a personal brand for your business • Marketing Strategies • Strategies for creating a loyal customer base. b) Also as part of this project, four training sessions related to professional and personal development will be offered

*For more information, please see Annex 3

2. Community Internship Program Through the activities of the Young Entrepreneur and Professional’s Program, it became clear that many participants are missing work experience in their chosen career sector. Most of these same participants did not attend college, and therefore do not have access to a college career center to facilitate placement in an internship program. Thus, INPRHU has created an internships program that facilitate the placement of young entrepreneurs and young professionals who need experience working in a sector with young entrepreneurs who have small businesses in a corresponding sector.


27 “Nicaragua: Self Reliance and Sustainability”, World Wind Technology, 13 December 2013, available online at: http://www.windpower-international.com/features/featurenicaragua-self-reliance-and-sustainability-4155815/

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3. Community Technology-‐Learning Center Many of the young entrepreneurs in Estelí are also single mothers whose ability to provide for their family depends on their capability to grow a sufficient client-‐base for their business through online publicity. However, as seen in the ‘Status of Access to Technology’ statistics, most of these same entrepreneurs lack access to computers and Internet since their community is too impoverished to provide basic libraries, let alone technology centers. Thus, INPRHU is soliciting organizations to donate up-‐to-‐date equipment for a technology-‐learning center we would like to establish for underprivileged students and entrepreneurs within the community. This center would be used for teaching courses on computer skills, digital marketing strategy, and professional capacity building.

*For more information, please see Annex 5 4. Art Therapy Workshops To provide another outlet for stress, painting courses aimed at teenagers and young adults will be offered through a weekly workshop of two hours. Each course will have a total duration of 14 weeks. The participants can paint nature and landscapes or how they feel, dreams, and their life plan.


Annex Annex 1: Gender Division of Labor and Labor Rights The gender division of labor, according to sector, showed us the following results for 2001 (The following information is taken from a 2003 Asociación Servicios de Promoción Laboral (ASEPROLA)28report):

• Primary sector: Includes agriculture, hunting, and fishing: 30.6% of men, and 3.6% of women. • Secondary sector: Mining, quarries, manufacturing, construction: 11.7% of men and 5.1% of women. • Tertiary sector: This is where the most women workers are found (26.3% of women and 22.6% of men). It includes cafeterias, hotels, and restaurants (12.8% of women and 10.4% of men) and commercial, social, and personal services (12.9% women and 8.1% men). For that same year, 4.2% of children aged 6-‐9 years were found to be working (5.2% of boys and 3.2% of girls). According to the Ministry of Labor, the average salary in Nicaragua in 2002 was $213.70 per month.

Labor Rights In 2002, there were 11529 unions registered in Nicaragua-‐ a reduction of 33% from 2000 (172 unions). The number of union affiliates has also decreased since 2000. In 2000, there were 6,226 people affiliated

28 ASEPROLA,“An Examination of Six Basic Labor Rights in Nicaragua”, Asociación Servicios de Promoción Laboral , available online: http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1479&context=globaldocs 29 ASEPROLA,“An Examination of Six Basic Labor Rights in Nicaragua”

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to unions, but this dropped to 4,655 by 2002. Recent cases on labor rights violations have shed light on the number of people who are unaware of their basic rights as employees including the right to unionize and submit a complaint to their government’s Department of Labor. An excerpt from the sugarcane plantation workers case has been included below to illustrate the need for farther-‐reaching education on labor rights. Restrictions on Freedom of Association30 – In a recent case regarding poor worker’s rights, it was found that very few people had information on their right as workers to unionize. Of the employees who were interviewed in this case, did not belonged to a union, and one informant didn’t understand the meaning of a union. About one-‐fourth of participants mentioned the threat of termination and being blacklisted as a deterrent to attempts to unionize. Additionally, 65% of respondents alleged that the unions operating within ISA had been bought by the company or received some form of financial assistance from ISA, while 58% believed the unions never defended their interests to their employer. Only one respondent could name a recent successful achievement of the unions. Annex 2: Local Micro-‐Finance Institutions

Pro-‐Mujer31-‐ Pro Mujer is a Bolivian-‐based micro-‐finance organization which serves women across 11 municipalities in Nicaragua: Leon, Chinandega, Masaya, Managua, Granada, Carazo, Estelí, Nueva Segovia, Madriz, and Matagalpa.

Clients are invited to form communal banks, groups of approximately 20 women who guarantee one another’s loans. They name their group and elect a president, secretary and treasurer for the duration of a loan cycle. These positions then rotate so that each member has the opportunity to take on a leadership role. Each client works closely with a credit officer to develop an informal business plan showing how she will invest her first loan typically US$100. Once loans are disbursed, communal bank members meet every two weeks for 2 hours to participate in capacity-‐building programs given by Pro Mujer’s credit officers and make payments toward their loans. In the event that one member cannot make a payment, the group covers the difference.

CURRENT FINANCIAL PERFORMANCE IN NICARAGUA Indicator As of March 2014 Number of Clients 56,355 Average Loan Balance per Borrower $303 Number of Communal Banks 3,651 Gross Portfolio (in $US millions) $17.0 Number of Neighborhood Centers 16 Number of Staff Members 421 Estelí Office Telephone 505 2346 23854 From the former store Mil Colores Email: [email protected] 2 blocks East, 27 ft. North. Accion32-‐ Accion mission is to build sustainable, scalable microfinance institutions (MFIs) that maximize both financial and social impact through providing management services, technical assistance, 30 La Isla Foundation, “Human Rights Conditions for Sugarcane Workers in Western Nicaragua”, 2012, available online: https://laislafoundation.org/sickly-sweet-report/ 31 Pro-Mujer Online, “History”, available online: http://promujer.org/where-we-work/nicaragua/

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investments and governance. Like a venture capital firm, Accion combines investment of capital with managerial expertise. Their managers are typically seconded to partner MFIs and use their experience to help build sound, commercial models of microfinance that are scalable, profitable and carefully attuned to protecting clients' rights. Management and Technical Assistance Accion deploys teams of managers to work in select partner institutions – in roles such as CEO, commercial manager or product development manager – to reinforce the management teams of partner institutions, ensure the application of best practices and ultimately build institutional capacity for the long term. We also often provide partners with technical assistance in designing, implementing and strengthening the MFI’s marketing, risk management, information technology and human resources functions, as well as its microfinance products, services and delivery channels. Investment Accion investment vehicles link MFIs to commercial banks and capital markets. Through equity and quasi-‐equity investments as well as loan guarantees, Accion enables MFIs to expand outreach, strengthen core systems, access innovations, attract deposits, become independent of donor funds and establish financial leverage. Governance Accion provides strategic leadership to investee institutions through board participation. Board representatives from Accion bring international and regional microfinance knowledge as well as extensive professional networks and experience. They guide partner MFIs on strategy, management and planning; provide financial oversight; lead committees; and support the MFI’s social mission. FAMA33-‐ With the help of Accion, Financiera FAMA was established and made its first loans in 1992. Since then, Accion has continued to provide technical assistance to FAMA in the areas of financial methodology, institutional development and human resources. In 2006, Accion helped FAMA become a regulated financial institution. FAMA now offers a full range of tailored financial products and services, including remittances and housing loans, to over 30,000 microentrepreneurs. Key Indicators as of September 2014 Active Borrowers: 47,418 Average Loan: $760 Amount Loaned: $46,645,000 Active Portfolio: $36,033,000 Statistics are based on unaudited reports submitted by the institution. All currency listed in U.S. Dollars. 32 Accion, “Microfinance Services”, Accion International, 2015, available online: https://www.accion.org/content/microfinance-services 33 Accion, “Financiera FAMA”, Accion International, 2015, available online: https://www.accion.org/our-impact/financiera-fama

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Annex 3:Young Entrepreneur and Professional’s Program This is a summary of the general characteristics of the proposed project

Relevance of the Intervention In INPRHU’s "Improving My Life and My Community" 2014 framework, the project "Youth Entrepreneurship” was implemented in the third neighborhood district, which aimed to contribute to youth employment through a process of training, tools, and equipment. This program enables 100 young entreprenuers to participate in training courses offered by INPRHU Estelí and includes assistance with the development and implementation of a business plan for each entreprenuer. Part of this program includes monitoring the business plans and discussing improvements to the definition of services provided, the mission, and the marketing strategy, among other aspects.

Every business needs to create a strong personal brand with a diversified marketing strategy to

differentiate itself from the competition in order to build a strong and loyal customer base. This last aspect is the cornerstone of my proposal, through which I propose contributing to creating a personal brand to improve the businesses for each of the 100, qualified entreprenuers. Through neighborhood visits in the third district and offering workshops in conjunction with INPRHU, I will asist with creating a different slogan, logo, mission statement, and a marketing strategy that incorporates the use of social networks, promotions and more. Another aspect to which we provide through this proposal is to strengthen the skills of youth to successfully join the labor market with a well-‐structured curriculum vitae, interview skills, and the ability to tough workplace situations such as bullying. Plan Activities To achieve this objective, two types of tasks are carried out: a) I will serve as a traveling consultant for young entrepreneurs in every neighborhood. As a consultant, I will review business plans and help develop a personal brand and marketing strategy for each young entrepreneur, through the joint construction of this strategy. The issues to be addressed in the neighborhood visits are: • Tools to create a personal brand for your business • Marketing Strategies • Strategies for creating a loyal customer base. b) Also as part of this project, four training sessions related to professional and personal development will be offeredThe course will be structured in the following manner:

• First session: A professional aptitude test and goal-‐setting exercise will establish a clear vision of employment and educational goals ifor each participant in the short, medium and long term which will strengthen their individual development. • Second session: Session Roleplay Training: Bullying and other tough situations in the workplace. • Third session: Iterview practice roleplay, preparing for a job opportunity, and how to write a resume and cover letter • Fourth Session: Using social media and the internet to build a professional brand and finding a job or internship. There will be time for questions and answers in each of the sessions.

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Other Activities: Many entrepreneurs work as barbers or beauticians in very small buildings that lack sufficient space, light, equipment and other necessities for a thriving business. Thus I also propose the identification and promotion of an organizational strategy that will allow the entrepreneurs to join forces and work cooperatively to manage their businesses in the same establishment. One solution which has been agreed upon is for the entrepreneurs to participate in a cooperative enterprise. This means that each entrepreneur shares a large building in a central, highly populated location in Esteli and contributes to a strong, shared marketing strategy replete with promotions, advertising and discount strategies. To finance the rent or construction of this building, we need to create a strong, unified application to send to a microfinance organization as Prodel or Pro-‐Mujer. In addition, as many young people lack adequate work experience for a career or starting a business, I intend to establish a partnership with local businesses, which have previously been helped by INPRHU. INPRHU could launch a campaign for this internship program to demonstrate how both local business and the young professional would benefit from participation. The business would gain cheap labor and young professionals would gain experience for their resumes along with a certificate of completion.

•Project location and Areas of Influence In the 13 neighborhood districts which are part of the "Improving my life and my community" program. •Facilitators This course will be facilitated by Dana Terry, an American volunteer coordinator in in conjunction with Claudia Salinas, an INPRHU coordinator who works with Young entrepreneurs through the Project "Youth Entrepreneurship in the third district" of Estelí Nicaragua. •Project duration Four weeks for the professional development course, four months for the business and marketing strategy consultation visits, and another three months to prepare the micro-‐grant application for the resources needed.

*See Table 4 for the framework Annex 4: Community Internship Program This is a summary of the general characteristics of the proposed project

Relevance of the Intervention In INPRHU’s "Improving My Life and My Community" 2014 framework, the project "Youth Entrepreneurship” was implemented in the third neighborhood district, which aimed to contribute to youth employment through a process of training, tools, and equipment. This program enables 100 young entreprenuers to participate in training courses offered by INPRHU Estelí and includes assistance with the development and implementation of a business plan for each entreprenuer. Through this program, a series of four professional development workshops were offered to four groups of young entrepreneurs as part of the previousy stated ‘Young Entreprenuer and Professional’s Program’. Through the Curriculum Vitae exercise, it became clear that many participants are missing work experience in their chosen career sector. Most of these same participants did not attend college, and therefore do not have access to a college career center to facilitate placement in an internship program. Through the “Marketplace of Ideas” rapid prototyping solutions exercise, it became clear that many young entrepreneurs with small businesses need

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resources and help with their businesses, but do not yet have the monetary resources to hire employees. Thus, I propose INPRHU creates a program / campaign internships that facilitate the placement of young entrepreneurs and young professionals who need experience working in a sector with young entrepreneurs who have small businesses in a corresponding sector. Plan Activities Through this program / campaign, intern participants will have to write four 1 page journals, one for each month of the internship, in which they describe what they have learned and the skills they have acquired. Participating employers will also have to present an assessment of the interns halfway through the program (about two months) and a final evaluation at the end of the four-‐month duration. At the conclusion of this program / campaign, participating interns will receive a certificate of completion and assistance in how to write the experience in their Curriculum Vitae. Inigual manner, the employer participants will receive a certificate to hang on your workplace indicating their participation in the program / campaign in partnership with INPRHU.

Other Activities:

Many entrepreneurs work as barbers or beauticians in very small buildings that lack sufficient space, light, equipment and other necessities for a thriving business. Thus I also propose the identification and promotion of an organizational strategy that will allow the entrepreneurs to join forces and work cooperatively to manage their businesses in the same establishment. One solution which has been agreed upon is for the entrepreneurs to participate in a cooperative enterprise. This means that each entrepreneur shares a large building in a central, highly populated location in Esteli and contributes to a strong, shared marketing strategy replete with promotions, advertising and discount strategies. To finance the rent or construction of this building, we need to create a strong, unified application to send to a microfinance organization as Prodel or Pro-‐Mujer.

•Project location and Areas of Influence INPRHU facilitates the program in the young entrepreneurship office, but the internships will be with pre-‐approved, local, small businesses. •Facilitators This program / campaign will be facilitated by Dana Terry American volunteer program coordinator and educator Claudia Sainas from INPRHU’s “Young Entrepreneurs” program. The Community Internship program is open to youth and adults and will be facilitated through the Project "Youth Entrepreneurship in the third district" of Esteli -‐ Nicaragua. • Project Duration The Community Internship program will be four months in duration for each participant. Annex 5: Community Technology-‐Learning Center Relevance of the Intervention Poverty reduction through self-‐sufficiency is the long-‐term goal. Many of the young entrepreneurs in Estelí are also single mothers whose ability to provide for their family depends on their capability to grow a sufficient client-‐base for their business through online publicity. However, as seen in the statistics in the needs analysis, most of these same entrepreneurs lack access to computers and Internet since their community is too impoverished to provide basic libraries, let alone technology centers. Thus, access to computers and Internet is restricted to those who have enough money to buy their own.

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Project Activities One of the key needs identified is the requirement for ICT supports in the form of technology learning centers. Thus, INPRHU is soliciting organizations to donate up-‐to-‐date equipment for a technology-‐learning center we would like to establish for underprivileged students and entrepreneurs within the community. This center would be used for teaching courses on computer skills, digital marketing strategy, and professional capacity building. Entrepreneurs who participate in these classes will be able to either create their own webpage, promotional materials, and email for their business while participants looking for work will learn how to create cover letters, resumes, and profiles on LinkedIn and online job boards when searching for work. Other Activities Also, since the majority of young entrepreneurs have cellular data for Internet, another project will be to create a mobile app for entrepreneurship support forums, information, and materials. For those uncomfortable with engaging over forums, due to lower literacy for example, another idea is to create a 1-‐800 number for participants to use to communicate entrepreneurial issues and strategies with one another. Both strategies would effectively crowd-‐source marketing strategies through online platforms or conference call capabilities. INPRHU’s Available Resources Currently, we have an office space with Wi-‐Fi available in one of our facilities for this center and the ability to install Microsoft Office Suite on each laptop, but technological resources such as laptops and printers have been difficult to secure. There is also an interest in learning Adobe Photoshop for those wanting to learn digital design. Annex 6: Art Therapy Workshops This is a brief summary of the general characteristics of the proposed project (no more than one page)

Relevance of the Intervention Art therapy helps to overcome stress and emotional crises through providing the opportunity for people to express their ideas, thoughts, feelings and emotions. This is particularly helpful for those who suffer violence, abuse, discrimination, and do not have a strong capacity for oral or written expression. This workshop series offers a form of therapy and personal growth through the following points:

• Contributes to the development of creativity and the strengthening of self-‐esteem. • Allows the development of new motor skills • Strengthens the general culture, especially personal identity in a local, national, and international context. • Contributes to strengthening capacity for observation, analysis, and representation as these mental processes are very important for decision-‐making as well as the active and conscious participation of individual and collective changes. • Provides the opportunity and resources to paint in a safe environment free from prejudice.

Project Activities Painting courses aimed at teenagers and young adults will be offered through a weekly workshop of two hours. Each course will have a total duration of 14 weeks. The participants can paint nature and landscapes or how they feel, dreams, and their life plan. To do this, groups of 10 people each will be organized by age group.

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The topics addressed in the course are: • First session: Reflecting on participant’s interest in art therapy. • Second session: Basic techniques of painting. • Third Session: Physical-‐Therapy Exercise wrist, hands, and arms and basic techniques of movements and exercises stroke and basic color mixing brush. • Fourth and Fifth Session: Therapy of Nature naturalistic painting and landscaping of Nicaragua (Painting in the Park, outside, imagination, or a picture). Two sessions with two hours (Sesion1: Outline and starting to paint Session 2: Painting). • Sixth and seventh sessions: Emotional Therapy – Participants reflect and express through painting how they feel in their life, family, work, and other areas. Two sessions with two hours. (Session 1: Sketch and starting to paint, Session 2: painting). • Eighth and Ninth Sessions: Therapy of perception-‐ a park or neighborhood. Participants reflect on what they see in the world around them and how they see it. (Two sessions of an hour and a half) Participants will aim to reflect the following in their paintings: What do you perceive around you? How do you feel? (Two sessions of two hours Session 1: Sketch and starting to paint Session 2: painting). • Tenth and Eleventh Sessions: Self-‐realization-‐therapy-‐-‐ Participants must visualize their life plan through drawing and painting a picture covering what they want to achieve in life. (Session 1: Sketch and starting to paint Session 2: paint) • Twelfth and thirteenth sessions: Therapy of perception-‐ Participants visit another park or neighborhood in which the participants continue the process of observation. (Two sessions of an hour and a half) Participants will aim to reflect the following in their paintings: What do you perceive around yourself? How do you feel? (Two sessions with two hours. Session 1: Sketch and starting to paint, Session 2: paint)

•Project location and Areas of Influence Most workshops will take place in INPRHU’s Casita NATRAS except for the therapy of perception session, which will take place in a park or neighborhood. •Facilitators This course will be facilitated by Dana Terry, American volunteer at the INPRHU Esteli. Eligible participants include any adolescents, youths, or adults from one of the 13 districts of incidence of the program "Improving my life and my community" through the Education Committee in each district. •Project Duration The course will run for 14 weeks through weekly workshops of two hours. •Project Cost We need: brushes, canvas, paintings, old clothes to protect clothing. *See Table 5 for the framework

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Annex 7: Map of the 13 Neighborhood Districts We Serve

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Table 1: 2015/16 Program Logic Model

Agency Name: INPRHU (Instituto de Promocion Humana) Program Name: Professional Development and Entrepreneurship Workshops

Outcomes (Direct benefits for participants during and after involvement in the program)

Inputs (Dedicated program

resources)

Program Activities (List specific activities demonstrating how the

client is served)

Outputs (Direct # of products or

units of services; activities quantified)

Initial Intermediate Long-‐Term

Volunteer facilitator/ coordinator (me) NGOs: INPRHU, CCFC, Bornefonden Entrepreneurship Curriculum Space and accommodations (computers, materials, etc.) through INPRHU Resources Needed: *Curriculum with applicable hands-‐on exercises *Community advisors and stake-‐holders (ie NGOs, community leaders, etc.)

Gain community buy-‐In (Gain a sense of ownership and respect from the community you are working in through working with the community to develop a set of issue areas, priorities, and project proposals.)

Identify key community stakeholders (anyone affected by the program) by meeting with stakeholders at least twice to discuss issue areas, priorities, and project proposals and strategies for gaining community involvement in the programing).

At least 70% of participants will actively attend the workshops. 100% of all participants-‐ particularly women and youth-‐ are aware of various funding resources for start-‐up businesses such as grants and microcredits and how to apply for them. 100% of participants who attend the labor rights informational workshops -‐ men and women of all ages-‐ are aware of their labor rights, trade unions, and how to file a complaint with the Ministerio del Trabajo (Ministry of Labor) if their rights have been infringed.

80% of all participants-‐ particularly women and youth-‐ have the knowledge, skills, and inspiration to develop a business, marketing, and management plan. 70% of aspiring entrepreneurs are able to successfully apply and be strongly considered for a start-‐up grant or micro-‐loan. 70% of participants interested in joining the workforce as an employee have successfully completed the application process for a position and are considered competitive applicants.

70% of participants interested in joining the workforce as an employee have the knowledge and skills to successfully search for, apply, and interview for a job. 50% of participants interested in joining the workforce as an employee have the knowledge and skills to successfully attain work. 50% of aspiring entrepreneurs are able to generate their own source of income through setting up a business and managing it successfully.

Secure a facility and necessary resources. Ensure the environment is conducive to learning, and capable of keeping the learner engaged.

Obtain one facility in a centralized area in Esteli.

Outreach & Recruiting

Recruit at least five women and at least five youth for each workshop. At least 60% of the participants should be female.

Enrollment & Intake Have each candidate fill out an application form to verify eligibility for participation, and then provide paperwork for those accepted into the program.

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Conduct Workshops Workshops will be conducted in the following areas (with the possibility of expanding later): business entrepreneurship training and marketing strategies for women and youth; Finding and attaining various funding resources; labor rights information training; strategies for finding, applying to, and interviewing for a job.

Create entrepreneurship and job-‐shadowing opportunities

Establish a partnership between INPRHU and at least two pre-‐approved local public or private businesses that will serve to coordinate at least one internship for any workshop participant who requires practical work experience to be successful in her/his career. Explore ways to create apprenticeship opportunities. If an internship isn’t feasible, then bring in a local small business owner to talk about how she started her business and any advice she has for other aspiring entrepreneurs.

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Table 2: 2015/16 OUTCOME MEASUREMENT FRAMEWORK

Agency Name: INPRHU (Instituto de Promocion Humana)

Program Name: Professional Development and Entrepreneurship Workshops

Logic Model Outcomes (Short-‐term, intermediate &

long-‐term outcomes)

Measurable Indicator(s) (Positive indicators that demonstrate the program is benefiting its participants)

Data Source (Type of data source utilized to measure

the effectiveness of the program)

Data Collection Method (Explain what method(s) will be utilized to

collect program participant data)

Short-‐Term: At least 70% of participants will actively attend the workshops.

At least five participants will enroll in the training workshops, and will attend weekly sessions.

Intake Forms (Applications) and Sign-‐In Sheets

Attendance records are collected during each workshop. This information is tallied weekly, and documented in monthly and/or quarterly progress reports (develop human services quarterly report).

Intermediate: 80% of all participants-‐ particularly women and youth-‐ have the knowledge, skills, and inspiration to develop an employment plan or a business, marketing, and management plan.

At least 80% of individuals pursuing entrepreneurship opportunities will develop a business, marketing, and management plan. At least 80% of individuals pursuing employment opportunities will develop an employment plan.

Individualized business, marketing, and management plans Individualized employment plans (ie what occupation, what are the requirements for the occupation, what skill-‐sets need to be developed to meet requirements, and achievement time-‐frames)

Each participant will submit their plans for review and further development during scheduled feed-‐back sessions with successful entrepreneurs and potential employees.

Long-‐Term: 50% of participants interested in joining the workforce as an employee have the knowledge and skills to successfully attain work.

50% of individuals participating in the program and/or completing the employment plan will obtain employment.

Self-‐reports, surveys, employer verification, and community input.

Through self-‐reports and monthly follow-‐up with clients by the instructor.

Long-‐Term: 50% of aspiring entrepreneurs are able to generate their own source of income through setting up a business and managing it successfully.

50% of individuals participating in the program and/or completing the entrepreneurship plan will obtain employment. Successful entrepreneurs will help train current interning students.

Self-‐reports, surveys, employer verification, and community input.

Through self-‐reports and monthly follow-‐up with clients by the instructor.

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Table 3: Young Entrepreneur and Professional’s Program Logic Model

FINAL RESULT Change in status, circumstance

Participants are prepared for a successful career as skilled young professionals or starting an enterprise with a better business strategy for growing a customer base.

é é é é

INTERMEDIATE RESULTS

Change in behaviors, practices, attitudes

Entrepreneurs realize the value of participation in a cooperative business to solve their resource issues and build a stronger, larger customer base. In addition, these entrepreneurs are

successful in attaining a micro-‐credit for business cooperation.

Entrepreneurs advised in each neighborhood will have a stronger business strategy that will

grow their customer base.

Through the program, young professionals will gain work experience related to their career of choice that will help them achieve their career goals established by their personal ‘Life Plan’ assignment.

é é é

IMMEDIATE RESULTS Changes in knowledge on the capabilities and

access Adults and young people will gain better marketing knowledge and business strategy skills.

Youth participants gain a better understanding of their career related skills, interests, and how to achieve them.

é é é é PRODUCTS

Goods/services accomplishments

Develop professional training material to for 10 'Improving my Life and my Community’ sessions. Serve as a better business strategy consultant for any entrepreneur in need.

Campaign disclosure of results and progress of the courses.

Business plans developed for youth and adult interested in establishing their business.

é é é é ACTIVITIES

Goods/Services funding • Disclosure of the courses and consultation

visits in each quarter • Selection of participants by quarter. • Preparation and signing of agreement

between the INPRHU Estelí and participants. • Development of professional development

courses. • Tracking and monitoring courses facilitation

and performance of the participants (attendance records, pre and post test)

• Final evaluation • Management and delivery of certificates to

participants.

• Establishment of partnership between local businesses to and INPRHU for the youth internship program.

• Assist and monitor applications for each business cooperative seeking micro-‐loans.

• Publication of progress through the web and Facebook page INPRHU Esteli.

• Train young people on business plans, advertising and marketing.

• Development of business plans.

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Table 4: Art Therapy Program Logic Model

FINAL RESULT Change in status, circumstance

Improved communication and projection of ideas, feelings, emotions and perception of the world around people involved in painting courses promoted by the Program "Improving my Life and my Community"

é é é é

INTERMEDIATE RESULTS

Change in behaviors, practices, attitudes

Increased coping mechanisms positively affecting situations psychoactive status of

the participants in the process of painting.

Increases the value and application of painting as a form of expression of ideas, feelings, opinions and appreciation of the world.

The painting course participants gain a deeper understanding of their being, their environment, sense and what they want to achieve in life.

é é é

IMMEDIATE RESULTS Changes in knowledge on the capabilities and

access Adults and young people gain knowledge and artistic skills related to painting.

Improved access for adults and young people, safe spaces where they can express themselves through art, particularly painting.

é é é é PRODUCTS

Goods/services accomplishments

Painting courses developed with 10 participants each.

Campaign disclosure of results and progress of the courses.

Business plans developed by youth and adult graduates of the courses interested in establishing their business.

é é é é ACTIVITIES

Goods/Services funding • Disclosure of the courses in each neighborhood • Selection of participants by quarter. • Acquisition of equipment and materials needed

for the course. • Preparation and signing of agreement between

INPRHU Estelí and participants. • Development of Painting courses. • Tracking and monitoring courses facilitation

and performance of the participants (attendance records, pre and post test)

• Final evaluation • Management and delivery of certificates to

participants.

• Establishment of coordination with Casa de Cultura Estelí and other art spaces linked to the local and national level.

• Installation and realization of painting exhibition.

• Realization of newspaper articles about the courses.

• Publication of progress through the web and Facebook page INPRHU Esteli.

• Training young people about business plans, advertising and marketing.

• Development of business plans.

INPRHU-Estelí Program Framework

Documents

Transcript of INPRHU-Estelí Program Framework