municipal school for community-led development · dialogue spaces to link with development...

Sylvia Hernández Mortera

Municipal School for

Community-led

Development

Gender-focused Community –leddevelopment Model

MANOS Y VOCES A LA OBRA:Participación Comunitaria Indígena en la Gobernanza Municipal

Where we work

San José Tenango,

Oaxaca

Tampamolón

Corona, San Luis

Potosí

Indigenous Population/Rural Population

73% in extreme poverty 51.2% in extreme

poverty

Very High Level of

Marginalization

High Level of

Marginalization

9 years of partnership 6 years of partnership

Characteristics

Working hands and voices: Indigenous Participation in Municipal Governance

Trainings to strengthen

active citizenships

Dialogue spaces to link with

development stakeholders

A movement for advocacy

3 Strategies

The Municipal School for Community-led development is aspace for meeting, training and knowledge sharingbetween community leaders, local authorities and otherdevelopment stakeholders, for the co-creation of a sharedvision that inspires to work collaboratively and achieve anintegral development in which women, men, youth andchildren fully exercise their rights, contributing to goodlocal governance.

8 ModulesTwo Locations: Tampamolón Corona y San José Tenango

1. Transformative Leadership

2. Our Being, human rights and governance

3. Gender: equality for good governance

4. Sustainable development: building

our alternatives

8.Herramientas

para la Incidencia

desde lo local

7. Construyendo

Agendas Locales

para la gobernanza

6. Agendas de

desarrollo local

desde la

Cohesión Social.

5. Políticas

Públicas de

Desarrollo

8. Advocacy tools from a local perspective

7. Building Local agendas for governance

6. Local Development Agendas from

social cohesion

5. Development Public Policies

Municipal School for Community-led development

The training process finalized with:• 34 people fromTampamolón Corona, San Luis Potosí

17 women y 17 men• 28 people from San José Tenango , Oaxaca

11 women y 17 men• These leaders are part of 21 communities from 7 different municipalities

Results

• Appropriation of the dimensions of being a citizen

• Involvement with local government

• Promoters of human, social and political rights. Strengthening their notion and rights of indigenous people.

• Women recognize themselves as owners and breeders of their culture and ways of lifeIn p

eo

ple

Results

• Strengthening community cohesion and increase in the importance of citizen participation at the local level and in its relation with governance.

• Increased capacities of advocacy and construction of alternatives to face daily problems, with the intention of contributing to local governance

• Recognition of women's public participation and distinctions of great importance regarding the historical inequality they face.

• New relationship with the municipal authorities: dialogue in an informed and organized way

• Intergenerational and diverse learning community by incorporating women, men and young people who exchanged their experiences and perspectives.In C

om

mu

nitie

s

Municipal School for Community-led development

They propose alternatives to the problems identified, recognizing their experience, local work and the possibility of collaborating with their local governments, social organizations and academia.

Priority themesidentified: • Right to food• Community WaterManagement• Healthy life• Right to development• Relevant and qualityeducation• Adequate housing• Decent work and economic growth• Right to a healthyenvironment• Right to informationand access totechnology

Topics thatcontribute to a

dignified life

Next steps

At the community level1. Enrich the agendas with the

vision of the rest of thecommunity

2. Generate the sameunderstanding within thecommunity on specific topics(especially human rights, gender and active citizenship)

3. Have a second generation of the school (first generationas trainers)

4. Identify and work closer withmunicipal authorities toadvance their agendas

Conclusions

• The results are also related tothe long term partnershipbetween community partners andTHP• This project, even though is apilot, has the necessary elementsto be replicated• The MSCLD is another step totowards community’s self-reliance related to the phase ofactive citizenship.• The process has strengthenedand boosted actions that havebeen already happening in thecommunities

The Hunger Project México

www.thp.org.mxmexico@thp.org

sylvia.hernandez@thp.org

@THPMexico@THPMexico

¡Gracias!