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The findings, interpretations and conclusions herein are those of the author(s) and do not necessarily reflect the views of the International Bank for Reconstruction and Development/The World Bank and its affiliated organiza­tions, or its Executive Directors, or the governments they represent. The World Bank does not guarantee the ac­curacy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part ofThe World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

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Contents Executive Summary ................................................................................ 1

Engaging Young People as Credible and Informed Stakeholders ................. 3

Overview of the Small Grants Program ..................................................... 5

The Learning Survey on Youth and Civic Engagement in the Latin

America and Caribbean Region ............................................................. 10

Young People as Development Actors ..................................................... 1 o

Lessons Learned .................................................................................. 19

Conclusion .......................................................................................... ~~

Notes .................................................................................................. ~3

Appendix 1: Learning Survey Questionnaire ........................................... ~4

Appendix ~: List of Surveys Received from Small Grants Grantees ........... ~6

Appendix 3: Small Grants Program-Country Offices Fiscal Year ~oo6 ....... ~7

Acknowledgments Several people ushered this report to completion. Yumi Sera provided the guidance and editorial assistance.

Latin America and Caribbean Region Social Development and Civil Society Specialists proyided the inspiration

and championed the youth development initiatives that made this report possible. We would especially like to thank Jairo Arboleda, Sandra Cessilini, Maria Magdalena Colmenares, Elizabeth Dasso, Pilar Larreamendy,

and Lisandro Martin, who were the early champions of the Small Grants Program's focus on youth develop­ment. Shelton Davis and Mi Hyun Bae undertook the initial research and data collection. Carolina Callinicos

translated the surveys. Kris Rusch wrote the fmal report. Peer review comments were received from J ario Ar­

boleda, Carter Brandon, Teresa Carlsson, Elizabeth Dasso, and William Reuben, while Jeff Thindwa provided

the supervision and nnal review for the report. We would also like to thank ElizabethAcul and Daniela Fernan­

dez for their support to the Small Grants Program. Silvia Sanusian and Monica Barros translated the document

from English to Spanish. We would like to acknowledge the commitment of Country Ofnce directors, staff, and

stakeholders worldwide who work on behalf of the Small Grants Program. The youth activities mentioned in

this document demonstrate that youths as a sub sector represent an emerging social actor in the region. There­

fore lastly, but most importantly, we would like to thank the civil society organizations and especially the youth

leaders involved in Small Grants Program projects and organizations, who shared their innovative projects and

lessons.

Executive Summa:ry Any development worker in the Latin America and Caribbean region is familiar with

the plethora of risks and obstacles that young people there are forced to navigate on

their way to adulthood. It is easy to fall into the trap of viewing poor young people as

needy, at-risk victims who have multiple problems yet few resources to offer devel­

opment projects in return. Worse, development professionals may approach young

people as threats to society rather than as social actors who have the assets, flexibility,

desire-and responsibility-to work towards the betterment of themselves, their com­

munities, and the world at large.

As the case studies presented in this report bear out, young people in the re­

gion indeed want to have the information, capacity, and opportunity to effect positive

change. They are interested in establishing networks among their peers, and they

want to work with organizations that are less rigid and paternalistic than traditional

political parties and labor organizations, which tend to exclude them. Many such or­

ganizations have the capacity to satisfy the needs and interests of young people while

helping them become active citizens locally and perhaps even nationally.

The Small Grants Program is a global program that supports such civic engage­

ment by providing small grants (averaging $4ooo) through Country Offices. In FY o6,

seventy-four Country Offices worldwide were a part of this Program. This report fo­

cuses on Latin America because starting in FY o~ the Small Grants Program in several

of these countries championed the issue of youth development by funding activities

such as workshops and dialogues designed to increase civic engagement among and

with young people.

In ~005, the Small Grants Program Secretariat surveyed u6 organizations in ten

Latin America and the Caribbean Region (LCR) countries to collect specific experi­

ences and lessons learned from the youth activities it funded. Fifty organizations (or

43 percent) returned surveys to the Secretariat. With this survey, we did not attempt

to gather or analyze the results of individual youth activities or to evaluate any activity.

Instead, we collected data on youth initiatives funded by the Small Grants Program as

well as on the operations and programs of the agencies surveyed. From the survey of

grantees and other sources, we were able to draw lessons learned and good practices

regarding methodology, programming, and the effects of small-scale activities by and

for youths. Survey responses were corroborated by research ofliterature on youth and

youth development. The organizations surveyed in this report work with youths from

diverse backgrounds: ethnic minorities, youths with disabilities, youths who live in

poverty, as well as with young leaders in the youth move­

ment. More than twice as many respondents reported

that their programs target urban youths as opposed to

rural youths. Marginalized, vulnerable groups are the

primary beneficiaries of the Small Grants Program, and

our lessons learned naturally reflect that bias. Prominent

strands that emerged from the survey follow.

Small Grants Program Lessons on Methodology

· Create a safe space for young people to express

themselves freely

· Include time for reflection to help young people

think through new concepts

• Appeal to young people's desire to express them­

selves creatively

· Include practical exercises that speak to the daily

reality of young people

· Exchange experiences and learn from one another

· Plan strategically for the future

·Adults must mentor young people, recognizing

that youth needs and expectations change as times

change

· Instill a proactive, can-do attitude, which translates

into positive action and commitments from young

people

· Ensure the active participation of young people

Small Grants Program Lessons on Programming

· Design integrated programs that address various

human facets (values, education, employment, fam­

ily, health)

· Reflect on lessons and apply them to the next en­

deavor, including scaling up the activities if funding

is available

· Develop young leaders; there is a need for new lead­

ers with a core sense of values and skills

· Acknowledge youth efforts

· Bring young people from different backgrounds

together to open their eyes to new perspectives and

form bonds with those perceived as "different"

Effects of Small Grant Activities on Young People

·Young people gained a voice in the community

· Young people increased their self-confidence, self­

esteem, and ability to make decisions about their

own future or about a project design

· Young people became committed and open to new

attitudes and perspectives

Feedback on Small Grants Program

· Provide opportunities for learning and networking

· Offer technical assistance and capacity building, es­

pecially for sustainability and resource mobilization

Support initiatives by young people for young people

· Help open spaces to encourage youth participation

The scope of this study was limited; it was the first

systematic attempt to gather information on Small Grants

activities on youth civic engagement. A follow up analy­

sis~perhaps in the form of an evaluation in the next fiscal

year~could build on this report to examine in depth the

specific mechanics of a how a small grant can effectively

seed social change for youth groups as well as for other

marginalized or vulnerable groups at the grassroots and

community level. Further research could explore some of

the key issues raised or implied by responses to this sur­

vey and elaborate in more details some of the main factors

behind the results achieved.

This study confirmed that, as policymakers and pro­

grammers of youth initiatives, we must make fundamen­

tal changes in the way we perceive, portray, and include

young people in World Bank projects. As we engage young

people in development activities, we prepare them for the

challenges and responsibilities of actively participating in

civic activities so that, as adults, they can continue to im­

prove their communities, nations, and world. "Without a

doubt," said Taller de Acci6n, a Small Grant recipient in

Chile, "the projects will allow, in the long term, boys and

girls to feel capable of acting like citizens."

Engaging Young People as Credible and Informed Stakeholders

The Small Grants Program in the Latin America and Caribbean Region

The Small Grants Program is one mechanism with which the Social Development

family advances the World Bank's efforts to include young people in the hard work of

improving their communities. Engaging young people in development planning and

implementation is not just a nice idea: it's a necessity. Nearly half the people in the

world are youths (c~-~4 years old) and the vast majority of them live in developing

countries, where they comprise the majority of the world's poor. Without the knowl­

edge, energy, and commitment of these young people, we attempt to move forward

lacking their vital contributions as assets and stakeholders.

Young people care deeply about issues that affect their families, their communi­

ties, their nations, and their world, and they are often the most willing among us to

stand at the forefront of social and political change. Young people bring their own per­

spectives, needs, and insights to program planning. Including young people in devel­

opment agendas will enable us to design activities that meet their needs (see box 1).

Young people benent from opportunities to participate, as well. As they help

design and implement programs that improve their communities, they become in­

formed about their rights, feel proud of their legacy, learn to become responsible

adults, strengthen civil society networks, and help advance a common vision. lnclud­

ing young people's ideas could lead to more effective programming, higher rates of

community ownership, and longer lasting effects. This positive and constructive in­

teraction with others also helps young people form a healthy sense of self, which has

immeasurable benents for the well being of their families and communities.

Involving young people is also the right thing to do. As stated in Lessons Learned,

Lessons Shared: Reflections from the International Learning Group on Youth and Commu­

nity Development, "Youth participation is a basic right and an obligation."' From the

local to the international levels, adults must nrst inform and mentor young people,

enabling them to be active citizens. Then adults must make room for young people in

our organizations and societies. We must not simply allow but actively encourage their

participation in policymaking, decision making, and project implementation. That is

the point of imparting skills to them, after all.

3

This report begins with an overview of the Small

Grants Program, and then focuses on youth initiatives sup­

ported by the Small Grants Program in the Latin America

and Caribbean Region (LCR). Much of the information

found in this report comes from a survey (introduced be­

low) that the Small Grants Program Secretariat distrib­

uted in Spring ~005 to Small Grants Program recipients

in LCR. Our purpose in distributing the survey was not

to further document the challenges facing Latin Ameri-

can youths or to measure the effects of youth programs in

communities. (Small grants average only $4ooo, which

is too little to support activities that have a signincant im­

pact.) Instead, we sought to document activities designed

to include youths and to gather feedback on how youths

are faring in them and why. In addition to being based

on the survey, our lessons, results, and recommendations

are also grounded in relevant literature, interviews with

grantees, and case studies of LCR youth activities funded

4

BOX 1. SEEDS OF KIZGO YOUTH PROGRAM

"We now have detailed information about what we have in our territory. We mapped an inventory of the fauna, bio­diversity, and the water supplies. We identified conflicts in the same way: we painted the political map; and from this point of view it was easier to see the reality, which allowed us to make better decisions. This information helped the community to create a mandate for the autonomous management of our natural resources ... "

-Colombia's El Cabi/do Despueblo Ancestral de Kizg6-Programa Juvenil Semi/las Kizg6

The community of Kizgo, in Silvia, Colombia, faces several contemporary social problems, including increasing rates of

alcoholism, family and youth migration, the recruitment of local youths into armed groups, interfamily violence, and

loss of identity and respect for traditional authorities. Funded in part by the Small Grants Program, the Programa Ju­

venil Semillas Kizgo (The Seeds of Kizgo Youth Program), was organized in 1999 to give young people in Kizgo a place

where they could "express how they really wanted to live and the dreams they had for themselves and their commu­

nity." Along with responding to several of the current problems and conflicts faced by the community, the program

was designed to strengthen the capacity of young people to deal with these problems and to reaffirm the community's

cultural values and identity. Kizgo youths formed a core element in the planning of the program, and they were sup­

ported by local indigenous teachers, health promoters, agro-pastoral specialists, and various community leaders.

The program used social mapping to garner youth participation in approaches to addressing problems faced

by the community. Social mapping enabled young people to visualize and describe the community's various social

conflicts and challenges within the physical space of the Kizgo resguardo, the legally recognized ancestral territory

and the political and cultural space of the cabi/do (traditional indigenous governance structure of the community).

Along with reviewing some of the current social, economic, and environmental problems faced by the community,

social mapping also enabled the young people, many of whom are strongly influenced by radio, television, and other

modern media, to understand more of the oral history, traditions, and rituals of their ancestors and the elders in the

community. As a result, Kizgo youths have become important social actors in both the response to several of the cur­

rent social problems faced by their community, as well as in the preparation of an important community development

plan, the Plan de Ia Vida (Life Plan) for Kizgo.

"The principal lesson learned from these activities," the Kizgo respondents to the Small Grants Program survey

stated, "is that participatory planning on the part of youths can facilitate the process of the ordering and development

of our ancestral territory, and permit a greater consciousness of the space that we inhabit, the time in which we live,

and a greater balance between our natural and cultural environment. It also enables us to create more solidarity and

consensus in terms of the concept of development, the solution of our real problems, and the obtaining of a communi­

tarian agreement among ourselves."

by the Small Grants Program.

Sharing the lessons learned from implementing

youth initiatives throughout the region is a primary goal of this report. If in doing so we inspire or influence the suc­

cessful implementation of other youth-oriented projects

in the region and in other regions of the world, we would

consider that a worthwhile achievement. Issues that con­

cern young people are the same issues that are central to

the well-being of communities at large: citizenship and

political participation, environmental integrity, personal

health and safety, work and leisure opportunities, fairness

and civil rights. Nevertheless, as the Organizaci6n Indi­

gena de Antioquia, a Small Grants Program recipient in

Colombia said, "It is important that adults recognize that

youths are a part of the community with different needs

and with their own expectations." Because of this, there

can be-and should be-youth components to any develop­

ment undertaking.

There is another item on our agenda: to clearly convey

the importance of viewing young people as development

assets and involving them in signincant ways in Bankproj

ects. Young people are not needy and helpless members

of an insignincant demographic group with little to offer.

Far from it. Young people are already working to support

theirfamilies, caring for their parents and siblings, train­

ingathers while trying to get an education themselves, and

volunteering their time to assist their peers and neighbors

and to improve their environs. As a Small Grants Program

recipient in Ecuador remarked, "Young people are not the

future of the country, but the present." They are already

important assets in the development of their communi­

ties, and they can do more. As part of our efforts to secure

a better future for them, we must include them in the poli­

cies, decisions, and programs that affect their lives today.

Overview of the Small Grants Program This section provides an overview of the Small Grants

Program and highlights good practices and suggestions

on Program management. Bank staff who implement the

Small Grants Program in their countries may nnd useful

some of the recent practices and how the Program relates

to the larger development agenda.

Country ownership of the development agenda is a

key principle of the World Bank's approach to reducing

poverty and inequity for people in low- and middle-in­

come countries. Country ownership underpins the Bank's

emphasis on broad- based stakeholder participation in

development, as well as its recognition of civil society or­

ganizations as key partners in the development efforts.

In the context of the Social Development strategy,

the purpose of the Small Grants Program is to enhance

civic engagement; specincally, to support activities that

strengthen the voices of diverse groups and promote the

inclusion of citizen initiatives in development policies

and processes (box~). Civic Engagement can:

· Promote public consensus and local ownership for

reforms and for national poverty reduction and de­

velopment strategies by creating knowledge-shar­

ing networks, building common ground for under­

standing, encouraging public-private cooperation,

and sometimes even diffusing tensions;

· Give voice to the concerns of primary and secondary

stakeholders, particularly poor and marginalized

populations, and help ensure that their views are

factored into policy and program decisions;

· Strengthen and leverage the impact of development

programs by providing local knowledge, identifying

potential risks, targeting assistance, and expanding

reach, particularly at the community level;

· Bring innovative ideas and solutions to develop­

ment challenges at both the local and global levels;

· Improve public transparency and accountability of

development activities, contributing to the enabling

environment for good governance."

By involving those who are often excluded from the

public arena, and by increasing their capacity to influ­

ence policy and program decisions, the Small Grants Pro­

gram hopes to facilitate the o-v..-nership of development

initiatives by a broad sector of society. Reaching poor

or marginalized people with small grants is a distinctive

approach that nlls an important niche within the overall

Bank strategy. By engaging marginalized groups and oth­

er local actors in dialogue, small grants can fund activities

that create new relationships-and ideally, trust-among

actors. The social capital thus generated can be invested

in future development efforts. 3

Created in 1983, the Small Grants Program is one of

5

Box 2. CREATING DEMOCRACY

In 2004, Argentinean NGO ANDHES launched Haciendo Democracy (Creating Democracy), a project funded by the

Small Grants Program that focuses on increasing the knowledge and capacity of young people to understand and

defend their human rights and to take a more active role in the formulation of policies and programs relating to

children and young people in the communities where they live. To meet its objectives, Creating Democracy has ini·

tiated a series of workshops for adolescents 14-17 years old to improve their knowledge of their human rights and

civic responsibilities. The workshops also seek to increase the capacity of participants to take a more active role in

defining how their local communities and the state will deal with issues facing children and young people.

In some of the workshops, young people are asked to collectively define a local problem where their rights

are vulnerable and suggest ways to seek redress from governmental or other agencies responsible. The program

also contains a set of concluding workshops and events in which the young people from different communities

can exchange ideas and experiences about how to improve the recognition and defense of their rights and in­

crease their civic engagement at the local and provincial levels.

With the support of the Small Grants Program, ANDHES was able to organize workshops with young people

from two schools in different communities in the Tucuman Province. These workshops, which included the par·

ticipation of more than a 150 adolescent boys and girls, proved successful and, according to ANDHES, gave par­

ticipants "new abilities in terms of their theoretical knowledge of their rights, the legal and other mechanisms

available for claiming them, the organization of the State and the responsibilities of the sectors of the latter in

ensuring their protection and realization." As a result of these initial workshops under the Creating Democracy Program, ANDHES was able to learn

a great deal about how to improve and strengthen the program. Like many other organizations that work with

young people, ANDHES discovered that young people under the age of 18 feel that they have very little power to

defend their rights and to participate in the formulation of public policies and programs in their local communities

because they do not have voting rights. ANDHES also discovered thatthere was a very important need to improve the capacity of its own staff as well as members of other organizations concerned with the human rights of chil·

dren and young people about how to communicate and work with these populations. Finally, Creating Democracy workshops need to be adapted to the differing needs of rural versus urban young

people, indigenous young people, male versus female young people, and young people with disabilities. It also

became clear that greater attention must be given not only to improving the knowledge of young people about

their human rights and democratic governance, but also to the training of other agents such as local teachers,

government authorities, and police about the rights of children and young people. As a result of these initial workshops funded by the Small Grants Program, ANDHES was able to form an

agreement with the Secretary of Education in the Province of Tucuman to work collaboratively on the design of

future human rights and democracy training workshops with adolescents in municipal schools.

the few global programs of the World Bank that directly funds civil society organizations. Funded by the World Bank's

Development Grants Facility, the program is administered annually through over seventy Country Ofnces (see appen­

dix 3). It is coordinated by a Secretariat in the Social Development Department's Participation and Civic Engagement

Group. In :4005, the World Bank's Small Grants Program allocated $:4.3 million to Country Ofnces, each of which

received $:4o,ooo to $34,000 for their Small Grants Program. The average Small Grants Program activity was funded

at $4,ooo and completed within one year. Half of the recipient's program budget comprised in-kind contributions or

funding from other donors.

6

Besides being small in size, civic engagement activi­

ties funded by the Small Grants Program tend to (t) sup­

port activities by NCOs, including, community·- based or­

ganizations, (4) effect change at the local level, (3) build

the capacity of grant recipients, and, (4) encourage dia­

logue and collaboration between grantmakers and ben­

enciaries. Grant activities may include workshops and

seminars to enhance civic engagement skills. commu­

nications campaigns to influence policymaking or public

service delivery, and networking efforts to build the ca­

pacity of a particular sector.

Supporting Country Development Processes One of the main criteria for the Small Grants Program is its

alignment with the development objectives and strategies

of the country, promoting the indusion of marginal and

vulnerable groups in development. The Program achieves

this alignment as its Country Ofnces adopt themes based

on the World Bank's Country Assistance Strategy (CAS).

the Poverty Reduction Strategy, or, on a global level, the

Millennium Development Goals (MDGs). The Domini­

can Republic Country Ofnce, for example, nnding fertile

ground in its new presidency's commitment to address­

ing poverty and social exclusion, supports initiatives that

deepen the debate on inclusion of the poorest among the

sion in a country that is encouraged by the government's

renewed commitment to build partnerships with civil

society and promote participation at the local level. The

theme also responds to the economic exclusion of young

people that was exacerbated by the recent Argentina cri­

sis, which contributed to their apathy and discontent with

public institutions.

In Bolivia, the Small Grants Program provided valu­

able inputs for the preparation of the CAS by giving young

people a voice in development strategies. Sixty-two percent

of the population in Bolivia identify themselves as Indig­

enous (primarily Que chua and Aymara). The diversity of

the population often creates barriers for young people who

have to deal with racial discrimination, isolation, and pow­

erlessness, making them highly vulnerable to social, politi­

cal, and economic exclusion. Through the theme Uninca­

tion and Peace Building between Youth Croups in Bolivia,

the Small Grants Program sought to address current Boliv­

ian efforts to foster synergies and unity in the country by

promotingtheyoungpeople's common interests.

Building on Traditional Structures for Civic Engagement World Bank Country Ofnees and their partners have not

only supported the work of community-based organiza-

poor in the country's development agenda. tions, they have also built upon and learned from the tra-

In Peru, the Small Grants Program focused on social ditional and indigenous practices. In the Amazon Rain­

accountability. transparency, and ethics for and by young forest of Brazil, traditional peoples have adopted the word

people, echoing the country's CAS themes of civil society puxirum to denote the meetings of grassroots leaders who

participation and youth social inclusion. In FY 4003-

4004, the Peru Country Ofnce linked the Small Grants

Program with the World Bank's Voces Nuevas (New Voic­

es) Program by involving its young members as proposal

reviewers of Small Grants applications. 4 The Small Grants

Program thus provides an impetus for involvement and

inclusion of young people who traditionally have not been

included in the debate on social accountability. Through

Voces Nuevas, the Bank's Country Ofnce learned about

young people's potential and their degree of commitment

in relation to development issues in the country.

The Argentina Country Ofnce adopted its Small

Grants Program theme (Creation of Common Civic Values

in Poor and Vulnerable Youth) after CAS consultations

with civil society, other donors, and government. This

theme complemented the public debate on youth inclu-

collectively decide how to engage their communities in

the discussion of public policies, programs, and projects

which might impact their livelihoods. A puxirum could

be denned as a meeting place where communities engage

their leadership as part of civic action.

The Small Grants Program in Brazil adopted the term

in 4005 to promote a gender puxirum to recognize the

work of young women. These women engage their com­

munities in defense of environmental sustainability with

a goal toward achieving a better quality of life for pres­

ent and future generations. The program was expected to

strengthen the Bank's dialogue with social organizations

and movements, recognize a group of aspiring young lead­

ers, and promote gender equity. The program's partners

included government agencies, the Global Environment

Facility, UNIFEM, other donors, and World Bank units.

~~~~- ....... --·--

7

Innovations in Grantmaking, Partnerships, and Capacity Building The Small Grants Program, which was decentralized in

1998, has benefited from the ingenuity of the World Bank

staff managing the Program in Country Offices. A major­

ity of the programs in LCR have operated within a sup­

portive regional framework for civil society engagement.

Small Grants programs have evolved as staff learn about

civil society communication channels, grantmaking, and

strategic partnerships with civil society, foundations,

government, and other donors. With the Bank's focus on

knowledge sharing and learning, the Small Grants Pro­

gram has improved its opportunities for the same among

grantees, as well as between the Bank and grantees.

Colombia Small Grants Program responded to the

need for capacity building among applicants to its Peace

and Development Project, which targeted organizacions de

base (small, grassroots, community organizations). The

Colombia Office received proposals from Indigenous and

Afro-Colombian communities and grassroots organiza­

tions, many of whom were first-time proposal writers and

who did not have the capacity to develop proposals or to

even interact with a donor agency like the World Bank.

The Bank and the Ministry of Interior's Ethnic Af­

fairs Office selected the first round of promising pro­

posals. The Colombia Small Grants coordinator then

provided the participating organizations with technical

assistance in preparing and refining their proposals, in­

cluding clarifying their project objectives, activities, and

intended outcomes. Each grantee was then asked to al­

locate US$5oo out of its grant for knowledge sharing. The

amount was earmarked to support the participation of two

to three people from each organization in a workshop to

exchange experiences among fellow grant recipients. The

workshop also enabled the Colombia Small Grants Pro­

gram to monitor the grant activities and provide cost-ef­

fective technical assistance.

The Small Grants Program's strategic partnerships

with foundations, civil society networks and organiza­

tions, government agencies, and donors enrich knowl­

edge about civic engagement. Many Country Offices have

experimented with workshop formats for capacity build­

ing and knowledge sharing and learning. In addition to

workshops, Country Offices use surveys and reports to

generate feedback from grantees and to improve grants

8

management for the subsequent years.

The Southern Cone countries (Argentina, Chile,

Paraguay, and Uruguay) have conducted annual surveys of

all grantees as a way to track trends and activities. Small

Grants Program workshops are vehicles for strengthen­

ing capacity of community- based organizations in sus­

tainability and resource mobilization, providing space for

dialogue among diverse stakeholders, and sharing good

practices for the social inclusion of young people. Since

many of the organizations funded by the Small Grants

Program are either small or nascent, the workshops offer

an innovative format for participants to open their per­

spectives to new ways of thinking and doing.

In the Southern Cone, the Bank organized a youth

knowledge forum in Buenos Aires in May ~005 during the

Development Marketplace event as a direct consequence

of the Small Grants Program focus on youth in the previ­

ous year. The Bank partnered with Fundaci6n Sustent­

abilidad, Educaci6n, Solidarid (Foundation SES), a pre­

mier youth organization in the region whose mission is to

support the development of programs and strategies that

promote the social inclusion of young people. The forum,

which involved a multitude of civil society organizations,

public sector, and private companies, highlighted the

importance of civic values among young people through

youth-to-youth sessions. Youth groups comprised the

majority of the forum's one thousand participants.

The Small Grants Program generates innovation and

new partnerships beyond the program, encouraging coun­

try offices to initiate programs and activities based on the

Small Grants experience. For example, in Ecuador, the

Small Grants Program facilitated sub-regional dialogues

on policy issues affecting young people, which identified

common priorities and highlighted the need for the Bank

to respond with more operational approaches. The Bank's

interactions with Small Grants grantees through publica­

tions, videoconferences, and research projects that involve

youths as organizers and researchers continue to generate

awareness about pro -youth policies within the World Bank.

Key to the accomplishments of the Ecuador Small

Grants regarding youth issues is its special alliance with

an Ecuadorian grantmaker and CSO, Fundaci6n Esquel.

This organization was instrumental in encouraging rep­

resentatives of a large number of youth-oriented civil so­

ciety organizations to participate as Board members. In

addition to helping the Bank select worthy proposals, the Board members provided an effective feedback system that

enriched the Bank's knowledge and understanding of youth- related issues.

Feedback on Small Grants Program Grant recipients expressed appreciation for the

Small Grants Programs. While some requested

funding for operations, most recipients requested

greater opportunities to learn from their peers and

more support in developing follow-on activities for

young people. The most common recommenda­

tions were:

Provide opportunities for learning and net­

working

"We have an important suggestion to make: At the end

of the project, in the last phase, we would like you to

organize a dynamic exchange meeting with questions

and answers about the methodologies that were used

from other NGOs and the results, weaknesses, and

advantages of each one. "

-Fundaci6n ANDHES, Argentina

Offer technical assistance and capacity building, especially for sustainahility and resource

mobilization

"For the next Small Grants Program meetings, we must ... strengthen the capacity of the groups through tools such as access to

information from the experiences of others."

-Organizaci6n }uvenil Manos Abiertas, Paraguay

Support initiatives byyoungpeople for young people

"The experience that gave us a lot of satisfaction is that a youth group in Morcolla District, Province of Sucre, dared to partici­

pate in the district political elections and some young people were elected as authorities of their district. One of these youths

visited us ... He proposed to continue doing workshops in his province with new topics, such as political participation, ethics,

and management, among other subjects that motivate the social and political participation of the youths. Also, he gave us

some recommendations on how to work with young people as authorities and to help them do their tasks correctly and [succeed

at] public affairs.

-Coordinadora de Trabajo con Mujeres de Ayacucho;Red Nacional de Promoci6n de Ia Mujer, Peru

Help to open spaces to encourage youth participation

"The reactions were velj strong in the sense that the community has accepted that the youth space has brought a proposal for a

common good. The community feels that it is not walking alone: its children and youths are active in the process thanks to the

experience supported by the Small Grants Program. Today, we as youths have more power within the community and we feel

that we are giving a grain of sand to the peace we yearned for so long in our countlj. "

- El Cabildo Oespueblo Ancestral de Kizg6- Programa }uvenil Semi/las Kizg6, Colombia

9

The Learning Survey on Youth and Civic Engagement in the Latin America and Ca:rihhean Region

In FYos, the Small Grants Program operated in thirteen

LCR countries. For the past nve years, some of the Coun­

try Ofnces in LCR focused specincally on the theme of

youth civic engagement in their calls for proposals for the

Small Grants Program. In total the Small Grants Program

funded over ~oo activities on youth civic engagement in

ten countries in LCR. In order to learn more from the

youth activities in LCR nnanced by the Small Grants Pro­

gram, the Small Grants Program Secretariat developed a

survey to gather specinc experiences and lessons learned

from the activities it funded. The survey was not designed

to identify or assess problems facing youths. We also did

not seek evaluate, assess, or monitor the funded activities

vis-a-vis these problems. Rather, the survey collected

information about ongoing youth -related projects in the

neld, their characteristics, and lessons learned. In other

words, we gathered data on the organizations themselves

and on the youth activities they implemented, not on the

socioeconomic context which made the activities neces­

sary. The survey also asked grantees how the Bank could

improve the Small Grants Program to assist in the overall

development process. (The survey tool is found in ap-

them was May ~oos. Grantee participation was volun­

tary. LCR Country Ofnces distributed surveys to all n6

grantees carrying out youth projects. Fifty organizations

returned surveys to the Secretariat (see table 1 below). In

some cases, for example due to social unrest in Ecuador,

it was difncult to gather completed surveys and follow-up

on activities, which resulted in low response rates. Grant­

ees from the Southern Cone countries returned surveys at

higher rate than others due to the active follow-up carried

out by the Country Ofnce.

The survey was complemented by interviews with

grantees, a literature review, and case studies, providing

rich materials from which we were able to extrapolate good

practices and lessons on youth programming and youth

development from an asset perspective. We emphasize

that case studies in this report were selected from among

organizations that returned surveys, and do not necessar­

ily represent the best or the full array of funded projects.

Young People as Development Actors In some ways, young people in the region today are worse

off than their cohorts were in the past. For example, young

people in LatinAmerica have more years of schooling than

pendiXI.) Whileanyreportofferinglessonslearnedfrom TABLE 1. NUMBER OF YOUTH CIVIC ENGAGEMENT

various activities may imply a certain degree of optimism PROJECTS FUNDED BY THE SMALL GRANTS PROGRAM

and hope for the future, we acknowledge that had we de- AND NUMBER OF RETURNED SURVEYS, BY COUNTRY

scribed the contexts in which these activities took place,

it might have been evident that the picture, in terms of

the future, is not necessarily rosy. Youths confront a host

of deeply entrenched problems, and it is far beyond the

scope of this study to discuss them.

The survey was created under a tight deadline, which

didnotallowforpre-testingandsubsequentrevisionofthe

survey instrument. As a result, respondents understood

some of the questions differently; nevertheless, the survey

responses were rich and expressed an excitement about the

activities.

The Small Grants Program Secretariat sought the

collaboration of each Country Ofnce to distribute the sur­

vey to grantees and to follow up on responses. Surveys

NUMBER OF YOUTH PROJECTS

FUNDED BY SMALL GRANTS COUNTRY PROGRAM RETURNED

Argentina 31 14 Chile 7 5 Colombia 8 7

Dominican Republic 2 0

Ecuador 9 2

Mexico 2 2

Paraguay 31 10

Peru 10 3 Uruguay 3 3 Venezuela 11 4 Total 116 so

were dispersed in April ~005, and the deadline to return Respondent organizations and their locations are listed in appendix~.

10

previous generations but nevertheless have

double or triple the rates of unemployment.

Surprisingly-given the purported correlation

between education and access to employment

in modern information and knowledge-based

economies-young people are earning much

less income than adults with the same or fewer

years of schooling.s Despite an increase in the

number of years they spend in school, young

people also face more precarious employment

in terms of job instability and less remu­

neration and coverage by social security than

youths of previous generations with compara·

ble schooling. Young women continue to have

less access to productive employment; their

jobs are more unstable and they are usually

paid less than young men.

While the percentage of young Latin

Americans receiving primary, secondary, and

higher education has increased, there nev­

ertheless remains great variability in terms

of access to and benefits from education, de­

pending upon whether young people come

from urban or rural areas, or from lower or

higher income families.

Young people in LatinAmerica today also

have better health conditions than previous

generations and other age groups, but they

face specific morbidity and mortality prob­

lems that are not necessarily addressed by

national public health and safety programs.

For example, there has been a growing num­

ber of youth deaths in some Latin American

countries (such as Colombia) as a result of in­

creasing political violence and civil conflict.

In other countries, young people die from

urban crime and domestic violence at in­

creasing rates. HIV/ AJDS and other sexually

transmitted diseases, drug consumption, and

automobile accidents also threaten the health

of young people in the region. However. many

disease and accident prevention programs do

not target young people specifically. There are

also continuing health and personal develop­

ment issues that young women face because

-----·----······

they do not have adequate information about reproductive health and

the causes of and cures for sexually transmitted diseases.

One of the major problems faced by poor urban young people

in the region is the lack of public spaces where they can meet their

friends; participate in sports, music, and dance and other leisure ac­

tivities; and interact with their neighbors and communities. Some

analysts have argued that one of the reasons for the increasing fre­

quency of youth crime and gang violence that has come to character­

ize many poor neighborhoods in several Latin American cities is the

lack of public spaces where poor urban young people can gather to­

gether and develop more creative and peaceful relations with their

neighbors and peers. 6

iii li

ll

We must not overlook the fact that young people also

face barriers to civic participation simply because they

are young. Recounting its workshops on young people

and human rights funded by the Small Grants Program,

Argentinean Fundaci6n ANDHES reported that young

people "talked about the everyday violation of their rights;

and it was very alarming to learn about the problems that

affect the children and adolescence of our own province."

Fundaci6nANDHES said that early in the program, young

people took for granted that "they did not enjoy full par­

ticipation in the society because they were adolescents

and for them that means that they did not have criteria or

capacity to express their own judgment."

Political parties in the region have lost credibility in

recent decades, and youths in the region sought opportu­

nities to invest themselves through less formal channels.

Some recent reports indicated that youths in Latin Amer­

ica are not interested in overtly political participation. 7 A

UN study found, for example, that less than 50 percent of

the 16 to ~9 year old age group surveyed had participated

in any recent formal political activities; and only ~8% of

this age group had voted in recent elections. 8 However,

the study found that, despite this limited participation

in formal political activities and voting, the younger age

group did express a strong willingness to join political ac­

tivities and have an influence, especially on issues of con­

cern to them. Similarly, a UN Economic Commission for

Latin America and the Caribbean report notes that youths

want to join groups that incorporate opportunities for

cultural expression. Many of these organizations have the

capacity to satisfy the needs, interests, and identities of

young people while at the same time forming the basis for

their more active participation in local communities and

perhaps eventually in national politics.

With funding from the Small Grants Program, civil

society organizations in LCR began recruiting young

people for their input and participation in small-scale

activities that address many of these issues while devel­

oping young people's civic engagement skills. The survey

requested information on the focus of the Small Grants

activities relating to: (1) the provision of information, (~)

capacity building, and (3) provision of opportunities for

participation. Twenty-two percent of survey respondents

cited provision of information as their primary objective,

while 61 percent cited capacity building and training, and

1~

16 percent cited opportunities for participation as their

primary objective.

The following on -the-ground examples of youth en­

gagement activities in LCR are organized around these

three goals of the Small Grants Program. We start with the

goal of provision of information. Getting young people

the information they need-and teaching them how to ac­

cess information they don't yet have-is basic to responsi­

ble citizenship. But investments in capacity building are

required to help young people manage that information

and to give them the skills to use it in the public arena. Fi­

nally, young people need legitimate access to civic space;

they need an opportunity to let their knowledge and skills

transform their world. Although we will look at these three

goals separately and show how several activities funded by

the Small Grants Program met those goals, it will become

obvious that the three goals are interrelated, and that pro­

grams overlapped and met multiple goals.

Providing Information as a First Step to Engaging Youths

"One of the biggest demands we had from the young people

was their need to have real access to information about

what is going on in their area, region, and country so they

can make their own decisions for their futute without fear

of making mistakes and being manipulated because of

their ignorance. They want to know the reality where they live and all the positive and current processes that the country is facing, which can bring them opportunities for

their personal as well as collective development. " -Coordinadora de Trabajo con Mujeres de Ayacuchotf?ed

Nacional de Promoci6n de Ia Mujer, Peru

Information is power, and getting young people the data

they need to make informed decisions about the issues

and conditions that affect their lives is an important

starting point for civic engagement. Young people are

information sponges, and they also tend to pass informa­

tion along spontaneously.

As far back as 199~, the UN emphasized that "each

country should, in consultation with its youth commu­

nities, establish a process to promote dialogue between

the youth community and government at all levels and to

establish mechanisms that permit youth access to infor-

mation and provide them with the opportunity to pres­

ent their perspectives on government decisions ... "9 The

following programs have the provision of information as a

primary component-sometimes as an end in itself, some­

times as a means to an end. Providing information doesn't

mean treatingyoung minds like vessels to be ftlled; rather,

it includes teaching young people how to determine what

information they need and how to get it.

For example, the Small Grants Program in Paraguay

supported the Centro de Estudios Ambientales y Sociales

(Center for Environmental and Social Studies, or CEAM

SO) in Asuncion. CEAMSO was formed in 1996 to pro­

mote sustainable development in Paraguay with the ratio­

nal use of natural resources. One of the major objectives

of CEAMSO's Ybycui Youth Cultural Action program was

to bring a cultural focus to the various eco-tourism proj

ects that it supports. The program collaborated with the

Ybycui Municipal Youth Offtce, which promotes a com­

prehensive program of historical, cultural, and ecological

tourism in the Ybycui area. During CEAMSO workshops,

young people were shown how to take advantage of the

historical and cultural materials in the City of Ybycui's

Historical and Cultural Documentation Center as part of

their work in serving as tour guides in the Ybycui National

Park.

CEAMSO's focus on the cultural, historical, and en­

vironmental heritage of the municipality helped to create

greater integration between young people and adults in

the community and generated a set of shared values based

upon a mutual respect for the traditions and cultures of

the community. "Before the project," CEAMSO reported in the sur­

vey, "limited importance was given to the labor that young

people were able to develop for the community. However,

after the project, one was able to observe a greater impor­

tance given to [young people] as promoters of initiatives

that lead to the social and cultural development of the

community ofYbycui."

In Uruguay, the Small Grants Program initiative col­

laborated vvith formal educational channels to help urban

young people appreciate, use, and protect local beauty.

Punta del Rieles is one of the poorest neighborhoods

in Montevideo; it has a great need for public services in

health, housing, water, and sanitation. Uruguayan NGO

lniciativa Latinoamericana (The Latin American Initia-

tive) has worked closely with the local school system and

its teachers to develop a program of environmental educa­

tion for Punta de Rieles young people. It has also tried to

relate some of the current social problems faced by young

people in Punta de Rieles, such as increased domestic and

street violence, to the poor environmental conditions that

exist in the neighborhood.

Many young people learn better in the fteld than they

do from a book, so Iniciativa Latinoamericana developed

a recreational program for young people from Punta de

Rieles, providing them ·with opportunities to visit the

Rio de la Plata and other maritime areas around Mon­

tevideo. These trips enabled urban youths to discover a

recreational space that reflects some of the most beautiful

environmental wonders of the Montevideo Metropolitan

Area. According to Iniciativa Latinoamericana, "Sixty

young people have become sensitized to themes related to

hydro resources and the Rio de la Plata. This, in turn, has

enabled them to form values of respect, solidarity, and

citizen participation, generating a more protagonist space

which elevates their self-esteem." These young people

assisted in the implementation offour micro-projects to

improve the environmental conditions of their neighbor­

hood school, and they helped design educational materi­

als for several schools along the Rio de la Plata.

In Colombia, the Small Grants Program supported

the youth-training component of the Cahildo Mayor

lndigena's (Superior Indigenous Cabildo) Voz lndigena

de Uraba (the Indigenous Voice of Uraba) project. Young

people made a series of visits to rural villages and com­

munities, where they had the opportunity to meet with

elders and traditional religious leader to learn traditional

dances, songs, legends, and stories. Through the pro­

gram, young people also came to understand that they

would need to take a leadership role in diffusing the cul­

tural knowledge of their indigenous ancestors and elders

because support for Colombia's indigenous communities

was not explicitly incorporated into a recent Youth Law

(Law 375). At the same time, issues and challenges faced

by young people were not incorporated into the country's

indigenous laws. The young participants said, "our dis­

trict government doesn't count us in its plans for district

development ... Through the workshops about youth poli­

cies, we learned that this youth law existed." They acted

on that knowledge.

The young people decided to diffuse the knowledge

from their elders through Voz lndigena de Uraba, a youth

radio broadcasting station developed in ~ooo by the Ca­

bildo Mayor lndigena in collaboration with the Indige­

nous Agency of the Government of Antioquia, the regional

Indigenous Organization of Antioquia, and the Ministry

of Communications. The Cabildo Mayor lndigena re­

ported that there has been an increasing appreciation on

the part of local indigenous authorities for the role that

indigenous young people can play in strengthening their

communities and in participating in local governance and

decision making.

A similar project organized by the Asociacion por los

Derechos de las Comunidades N egras de Pasacahallo

"Ku Suto" (Ku Suto Mro-Colombian Rights Association)

educated young Mro-Colombians about Law 70 of 1993, a

major piece of Colombian legislation that recognizes the

land and cultural rights of Mro-Colombian communities.

Beginning in 1994, Ku Suto began to inform hundreds

of Mro- Colombian communities of their rights under the

new law. With support from the Small Grants Program,

and in collaboration with various national Mro-Colom­

bian organizations, private foundations, and government

agencies dealing with human and cultural rights, Ku Suto

began a special program of consciousness- raising among

Mro-Colombian youths. In the barrio of Benkos Bioho

in the Black community of Pasacaballo Ku Suto, the As­

sociation organized various workshops for youth leaders

and members of sports committees, dance groups, and

women's associations to discuss the problems faced by

their communities and how the implementation of Law

70 might help them to better the conditions of their com­

munities in the future.

Many of the Mro- Colombian youths who partici­

pated in these workshops began to diffuse the lessons

they learned to neighboring Mro-Colombian commu­

nities. They also prepared a series of projects intended

to improve the socioeconomic conditions in their com­

munities while affirming their human rights and cultural

heritages and identities.

In Venezuela, young people took a lead role in edu­

cating children about people with disabilities. The Fun­daci6n Venezolana Pro-Cura de la Paralisis (Venezuelan

Foundation for the Cure of Paralysis, or FUNDAPROCU­

RA) is a nonprofit organization that promotes an inde­

pendent life through development initiatives for people

with physical disability. The Small Grants Project sup­

ported the design of an educational brochure targeting

children ages 5-1~ portraying the realities and issues fac­

ing people with various types of disabilities. Its objective

was to raise awareness of issues facing disabled people

and to promote their right to lead independent and pro­

ductive lives.

FUNDAPROCURA also developed a teacher's guide

to help explain the brochure to children. In addition,

FUNDAPROCURA conducted a follow-up survey to evalu­

ate the effectiveness and impact of the knowledge and in­

formation the brochure intended to communicate. These

educational materials were distributed in 500 schools and

educational centers in the metropolitan area of Caracas.

Strengthening the Capacity ofYouth for Participation

"The lessons we learned will allow us to not under­

estimate the capacities of youths. We will allow them to participate in every area of our organization. We are convinced that we can give them responsibilities and they

will not disappoint us. The young people's response to the confidence we have given to them is commitment. In that sense, they have forced us, in a positive way, to continue with this project. " -Centro Cultural y Radialista Amanecer, Caldera Tercera Region

de Atacama, Chile

Capacity building for civic engagement entails giving

young people whatever concrete skills they need to suc­

ceed in the public realm. It can mean developing deci­

sion-makingskills, helping them to articulate their issues

and engage strategic allies to promote them, giving them

skills to access information and to hold those in public of­

nee accountable, and developing their skills for broader

political participation. Capacity building takes place at

whatever level young people need and requires whatever

skills their activities demand.

Two recent World Bank reports highlight a need to

finance youth capacity building, empowering them to

engage in civic activities and to participate more actively

in development planning, programs and decision-mak­

ing. One of these reports, Youth in South Eastern Europe: Report of the Rome Conference on Participation, Empower­ment and Social Inclusion notes that it is necessary for na­

tional governments and international donor agencies to

invest in non- formal education, especially to improve the

life skills, livelihood skills, and entrepreneurial skills of

youth.'o

The other, Young Voices: A View ofYouth Organizations

and Movements on:;nst Century· Brazil, called for the financ­

ing of capacity-strengthening programs for the formation

of youth facilitators and for increasing the articulation

among youth organizations and movements, for pro mot ·

ingyouth network management and network sustainabil­

ity; and for establishing local, state, regional, and national

spaces that enable youths "to qualify as political agents for

expressing and negotiating their local and national de­

mands with the public sector. "u

A major purpose of the Small Grants Program grant

to the Argentina- based Fundacion Ambiente Vida Edu -·

cacion Sustentabilidad (Foundation for the Environ­

ment, Life, Education and Sustainability, or AVES) was

to help strengthen the capacity of young members of the

Eco-club Embassy (a member of a national association of

ceo-clubs) to participate in a special Student Delibera

tion Council, which was created by the provincial govern­

ment in San Salvador de Jujuy and in three other Jujuy

municipal capitals-Palpala, Humahuca and Perico-in

1993. The Student Deliberation Council was established

to provide a public space to hear and consider the voices

of young people regarding municipal and provincial poli­

cies that affect their lives and opportunities.

Drawing upon the funds provided by the Small Grants

Program and other donor support, the AVES Foundation

organized a series of workshops for Eco-club Embassy

members on the topics of citizen participation; the nature

of public audiences such as those provided by the Student

Deliberation Council; the various powers of the central,

provincial, and municipal governments regarding the en­

vironment; and actions that must be taken to implement

the country's and the province's various environmental

laws and regulations. AVES also hosted workshops on local environmental problems, especially air and water

pollution issues in San Salvador de Jujuy, contamination

caused by agro-chemicals, and several environmental

problems at the schools familiar to Eco-club members.

Following these workshops, the young people from

the Eco-Club Embassy who participated in the workshops

felt well prepared to participate in and make their views

known in the Student Deliberation Council. They also

brought their views on the environment in San Salvador

de Jujuy and the Province of Jujuy in general to the atten­

tion of the local press and media (radio and cable televi­

sion) and produced their own materials in the form of

films, newspaper articles, and special reports. The young

people who attended the workshops in San Salvador de

Jujuy, many of whom were from poor families and neigh­

borhoods, also became interested in replicating their

workshop experiences in other cities and provinces in

Argentina. Some participants became interested in seek­

ing scholarships to pursue university courses in the fields

of environmental science, management, and sustainable

development.

The Fundacion Natura Capitulo Guayaquil (Ecua­

dorian Nature Foundation) is one of oldest and most well­

known non-governmental environmental organizations

in Latin America, and recently it, too, has helped establish

eco-clubs in Ecuador. With support from the Small Grants

Program and other donors, the Guayquil Chapter of the

Nature Foundation has trained young eco-club members

to become community leaders in environmental manage­

ment and eco-tourism. The Foundation helped conduct

a diagnostic study of socio-environmental and natural

resource management in rural zones, supported the con­

struction of a rural environmental interpretation center,

and conducted a series of studies of eco-tourism potential

in several rural areas along the Ecuadorian Pacific Coast. It has also promoted among local government authorities and

NGOs the need to support youth participation in local rural

development and environmental management activities.

The Guayaquil Chapter of the Nature Foundations

emphasized that rural young people are already important

actors in terms of the development of their communities.

In Puerto El Morro, for example, young people consti­

tute one of the major productive pillars of their families.

Although rural young people often have very good ideas

about how to improve the environment and promote

more sustainable forms of development, the Guayaquil

Chapter noted, it takes a great deal of effort to implement

such ideas because local public authorities tend to be un­

interested in following through on their ideas. This last

observation prompted the Guayaquil Chapter of the Na­

ture Foundation to recommend that rural eco-clubs in the

Guayaquil and Pacific Coast region should focus more on

generating new "legal participation mechanisms" to sup­

port the work of its members.

A lack of official enthusiasm for youth participation

is not limited to parts of Ecuador. In Veracruz, Mexico,

a capacity-building project funded by the Small Grants

Program responds to this problem. The Equipo Pueblo

(People's Team) of the NGO Desarrollo, Educacion y

Cultura Autogestionarios (Development, Education, and

Self- Management Culture, or DECA) has helped create

the Comite de Defensa Popular de Zaragoza (Committee

for the Popular Defense of Zaragoza, or CDPZ) to generate

alternative social and economic policies at the local level

and to strengthen local citizen participation.

Equipo Pueblo and CDPZ developed a series of di­

agnostic workshops for young people and women, which

have enabled participants to learn more about the state of

Zaragoza's environment and to take a more active interest

in a proposed Municipal Environment Plan. Among oth­

er things, DECA's Equipo Pueblo and the CDPZ see these

initiatives as increasing the opportunities for local young

people to participate in municipal environmental plan­

ning and management processes, generating new socially

productive youth enterprises, promoting and strength­

ening youth social organizations, and developing what it

terms "a culture and industry of sustainability." As the

DECA Equipo Pueblo reported:

The youth of the municipality of Zaragoza have a great

desire to participate in the betterment of their com­

munity, despite the current lack of employment, cul­

tural, and recreational opportunities for the young

people in the municipality.

The Co mite Ambiental de Juanchito (Emironmen­

tal Committee of Juanchito) was established in Colombia

in ~oo4 by a local bio-engineer who wanted to mobilize

the local population to address several environmental and

social problems in thecityofJuanchito. Withfundingfrom

the Small Grants Program, the Committee prepared a se­

ries of workshops to increase the awareness of poor young

people about the causes, effects, and potential solutions to

local environmental problems. The workshops organized

by the Juanchito Environmental Committee focused upon

such topics as how to improve the environmental quality

of the spaces and neighborhoods where schools were lo­

cated and how to make young people more aware of the

problems and effects of the increasing presence in their

schools and neighborhoods of solid wastes. The Com­

mittee also examined how to improve the capacity of its

members (many of whom were young people from poor

neighborhoods) to promote environmental awareness, to

prepare effective responses to environmental problems,

and to establish a system of monitoring and evaluating the

impacts of these projects.

The capacity-building workshops carried out with

support from the Small Grants Program also focused on

how to improve the public relations and communication

skills of Committee members in terms of environmental

issues and how to strengthen the capacity of the organiza­

tion to prepare and manage special projects having to do

with environmental improvements. Regarding the latter,

the workshop administrators organized six monthly visits

of workshop participants to colleagues in other parts of

Colombia who were carrying out similar types of environ­

mental programs. These workshops and visits assisted in

building both the solidarity and capacity of the Juanchito

Environmental Committee and in improving the knowl­

edge, commitment, and skills of its youth members from

poor neighborhoods.

Providing Opportunities for Participation

"Our activities are designed to highlight photographic cre­

ativity as a new language of expression. Youths develop their own view of what is around them, with a perspective

of observing and showing their different realities. They re­corded their everyday lives in a spontaneous and free man­

ner: those are views from the inside, the live manifestations of a society divided by urban poverty and legitimized by the full artistic expression of their marginalized identities. The workshop provides them, besides an artistic activity, a space to form their identity, and it allows them to feel that they own the place where they live, and to discover new spaces and to interact with the outside world. "

-Fundaci6n ph15 para las Artes, Argentina

Young people will remain frustrated, their ideas and ef­

forts to bring positive change will languish, and commu­

nities will needlessly forgo help from their most energetic

and eager members until young people are given mean­

ingful opportunities to participate in civic life, including

work, play, shaping policy, and influencing programming.

Creating a safe space for participation may mean building

a physical public structure where youths can gather, or it

may mean preparing a comfortable and welcoming emo­

tional space for young people to exchange experiences

and explore their identity as they transition from youth

to adulthood.

The Chilean Taller de Accion Comunitaria (TAC)

has created several important public spaces that play an

important role in its community mobilization and train­

ing programs for young people. One of these public spac­

es was an open- air amphitheater with the capacity to seat

over 36o people. TAC also converted a donated build­

ing into a community library, which the organization

now uses for community meetings, training w·orkshops,

cultural and artistic events, and other social gatherings.

In addition, TAC also established and maintains a spe­

cial huerto educativo (educational orchard) and reservorio

ecologico (ecological reserve) where young people attend

various workshops offered by TAC. In the course of its 15-

year history, over 3,ooo young people have served as vol­

unteers in TAC activities.

TAC offers workshops addressing the personal de­

velopment, community identities, and leisure activities of

young people, as well as various environmental education

and conservation activities related to recovering the pub­

lie spaces of the community. Some of its activities include

recovering deteriorated public spaces (ravines, unculti­

vated land, and barren areas); creating green areas and

recreational structures in plazas; organizing workshops

on ecology, recycling, conservation, reforestation, farm­

ing, and composting; creating community orchards and

seed beds; planting trees; and creating murals in public

spaces.

A notable success of the TAC program has been in­

creasing the social capital of local young people and or­

ganizations. TAC noted, for example, that" several youths

who participated in the TAC project realized internships

with diverse civil society organizations, generating a sig­

nificant impact on their identities as well as on their ca­

pacity to demonstrate the value of their experience."

Space for young people need not be merely terrestri­

al. Radio Amanecer, a community radio station operated

by the Centro Cultural y Radialista Amanecer (Sunrise

Cultural and Radio Center), Chile, trained young people

to create and broadcast radio programs, creating space for

young people on local airwaves. Young people researched

various program topics and learned how to run a radio

show. In learning how to run radio programs, the young

participants had an outlet to express ideas and concerns

about subjects of their interest, and it also exposed them

to different aspects of society, encouraging them to par­

ticipate in various labor, community, and social organi­

zations. The center provided outreach to 45 poor, at-risk

youths from the local community. Training in radio pro­

gramming helped young people develop a sense of person­

al responsibility and community values through radio.

Radio programming provided young people with

more than simply an outlet for expression. It exposed

them to a wider world outside of the one they previous­

ly knew and deepened their sense of community and of

citizenship. The young people were proactive in finding

solutions to their problems and realize they could take

an active role in changing their world. Furthermore, the

project allowed these young people greater social exposure

through incorporating them into various social networks

that straddled different socio-economic levels. From the

organization's perspective, the project taught young par­

ticipants important lessons and debunked suppositions

that young people were not interested in the country's so­

cial issues and policies.

Programs that help young people implement their

ideas through artistic or cultural components can be sur­

prisingly successful. Slum number 15, also known as Ci­

udad Oculta (Hidden City), is one of Buenos Aires' most

impoverished and violent shantytowns. PH15 is a small,

community- based organization that serves Hidden City

youths. Founded in ~ooo, PH15 helps these impover­

ished, marginalized young people express the realities of

their lives and their environments through photography.

PH15 measures its success according to the changes

it sees in it participants' perspectives, identity, and self­

confidence. There is a sense of fulfillment, confidence,

and hope for a future for these young people who do not

know life outside of the slums. Young people are empow­

ered and are able to see themselves as actors capable of

initiating positive change in their community. Accord­

ing to PH15, one of the most telling features is that the

students bond as a group and develop minds of their own.

"Through activities and discussions, the kids develop a

sense of individuality and empowerment. By manifesting

their thoughts and ideas about their daily environment,

they become legitimate critics and observers of a part so­

ciety condemned to urban poverty."

Through participatory mapping and urban planning

exercises, the students identified negative and positive

spaces or landmarks in the slum that had certain signifi­

cance to each one of them. This project had helped the

students and the people living in the slums to be aware of

their surroundings and of the need to develop a positive

environment by taking initiative.

The Chilean organization CINEFAGIA engages

youths through cinema. The project Verse (Seeing), fund­

ed partly by the Small Grants Program, supported team­

work, civic engagement, and social participation through

the creation of short films. Cinema students mentored

and assisted teens engaged in film projects, teaching them

the language of cinematography so that the young people

could produce their own documentary or fiction films.

The film projects enabled young people to reflect on their

lives and expose the reality of their surroundings. lni­

tially, the young participants seemed skeptical about how

this endeavor would affect their lives in a positive man­

ner. Eventually, their interest in filmmaking grew. They

used film as a medium to express concerns and emotions

that they felt society ignored or was indifferent to. Their

short films were then showcased in a film festival spon­

so red by Valparaiso University. Due to the success of the

film festival, CINEFAGIA was invited to participate in the

national film celebration organized by the Council of Arts

and Culture in Chile.

Several projects funded by the Small Grants Pro­

gram provided young people with opportunities to work

and earn money. In Peru, the Small Grants-funded Ca-

pacitando a un Hermano Discapacitado y Promociona­

ndo el Pan de Cada Dia (Training a Disabled Brother and

Providing the Daily Bread) train disabled young people

in running a bakery and pastry shop. Young people learn

not only how to make the pastries, but also the business

of managing a bakery, including sales, customer service,

and accounting. The project began providing train­

ing and jobs to three young people, growing to the cur­

rent fifteen. These young people produce 4,500 breads

and 1,ooo pastries daily. The project eventually hopes to

recruit and benefit over 400 young people with disabili­

ties, while replicating its model for empowering disabled

youths nationally and regionally. To expand opportuni­

ties for participation outside its shop, the organization is

involved in awareness campaigns and in efforts to include

the perspectives and needs of disabled people in public

policy and decision-making. It also engages networks of

support and collaboration with government entities, civil

society, and private companies.

The Small Grants Program funded the Fundacion

Vivero Rosario's Volver a Mirar (Seeing Again) program,

Lessons Learned

which fosters leadership and empowerment among

mentally and physically challenged students, who are re­

sponsible for training non-disabled youths on garden­

ing techniques and methods. In doing so, these disabled

young people have transformed themselves into instruc­

tors and leaders who are knowledgeable about issues re­

lated to gardening and the environment. Moreover, they

are utilizing the plant nursery to develop environmental

awareness activities in order to promote protection and

conservation of the environment. Some benefits of peer

education are that it is "owned and accepted by youth, is

culturally appropriate, and community-based," as well

as being" economical because the participating youth are

volunteers." Importantly, the information provided is

usually "sensitive to the specific needs of youth and dif­

ferences between groups of young people. "l, The project

is also a source of income and employment, which is es­

pecially important because the needs of disabled people

are not supported by the current social infrastructure or

safety nets.

Many of the organizations whose projects were described above responded to the Small Grants Program survey with spe­

cine ideas about what worked, what didn't, how youths and their communities benefited, and what they would like the

Bank to support in the future. From these surveys and available literature we noticed several common themes relating to

lessons learned on methodology and programming, benefits of youth- oriented initiatives, and recommendations. While

we distilled the following main lessons from numerous comments offered by survey respondents, for space consider­

ations and to avoid repetition, below each point we offer commentary from a single source.

Small Grants Program Lessons on Methodology When working with young people, select methodologies that speak to them, meet their needs, and enhance their par­

ticipation. Small Grants Program recipients identified some of the following successful methodologies:

Create a safe space for young people to express themselves freely

"The most important lesson was to confirm the value of the spaces we have for meetings and workshops where youths can exchange

information and opinions about themes related to them and their personal and team development. It is especially important to

them because the [rural] environment where they live is veT} strict and institutionalized, with a strong authoritarian roots and a

marked tradition contraT} to free expression. "

-Asociaci6n Adobe, Argentina

Include time for reflection to help young people think through new concepts "We used a methodology of reflection/ action that helps the group to make decisions, make them aware of facts and results, to receive

criticism and acceptance, and basically to commit themselves to keep working for the general projects' objectives even if there are dis­

agreements, tense moments, and obstacles. As an organization we learned that our objectives should be concrete, built collectively,

and communicated clearly so they can act as the engine and foundation of motivation and direction. "

-Asociaci6n Adobe, Argentina

Appeal to young people's desire to express themselves creatively

"One of the commitments of this institution is to continue working with youths and make them participants of the processes, pro­

tagonists, doing practical and entertaining activities that permit them to develop their capacities and skills. For that reason, it is

important to organize cultural, sports and socio-communitarian projects with youths, and with the support of the diverse sector of

the civil society and government institutions."

-Fundaci6n para Ia Promoci6n y Desarrollo de Ia Mujer, Chile

Include practical exercises that speak to the daily reality of young people

"We think that it is very good to initiate the discussion in every workshop with less abstract terms. We are confident that the modal­

ity we selected regarding education is going to work. It was very significant that they want to participate."

-Fundaci6n ANDH£5, Argentina

Exchange experiences and learn from one another

"Being part of the network has allowed us to generate our own projects in collaboration, cooperation and solidarity with other

groups.

-Union Vecinal Parque Mariano Moreno, Argentina

Plan strategically for the future

"Planning and participation are very important and they have their own logic. For that reason, we will always take into account

the methodology to know what we have and want and how we will go about achieving it. It is a planning strategy that will allow

us and our friends to make personal and collective decisions and will permit us to have a projection for the short and long term. "

- E/ Cabildo Despueblo Ancestral de Kizg6;Programa }uveni/ Semi/las Kizg6, Colombia

Adults must mentor young people, recognizing that youth needs and expectations change as times change "Young people who assume political positions without knowing their responsibilities are more likely to fail, and as a result, adults

will distrust the abilities of young people to hold public seats. Therefore, it is very-important to work with young people in the politi­

cal arena to guide them adequately in their roles and functions so they can successfully manage public affairs."

-Coordinadora de Trabajo con Mujeres de Ayacucho;Red Nacional de Promoci6n de Ia Mujer, Peru

Instill a proactive, can-do attitude which translates into positive action and commitments from young people

"The youths have demonstrated that they are committed to continue working to improve the environment independently if the

project continues or not. The result is that the youths had appropriated the project's action as theirs."

-Desarrollo, Educaci6n, Cultura Autogestionarios, Mexico

~0

Ensure the active participation of young people "Regarding the attitudes of the youths: they were all excellent because they assumed some roles from the programs and worked as

managers of their own ideas. Thanks to all the work with youth, we have created and developed new ideas and programs for the

future to form capable and productive young people."

-Centro Urbano Integral de Cultura, Artes y Oficios "CENICA," Venezuela

Small Grants Program Lessons on Programming Because the Small Grants Program funds small endeavors, awards can act as seed money to pilot or experiment

with a new way of doing things. Several survey respondents noted the following elements that worked in terms of

programming:

Design integrated programs that address various human facets (values, education, employment, family, health) "The project 'Support in High School Education for Rural Youths: .. has three lines of action: school transportation, education sup­

port, and formation of values. The transportation brings the rural students to the school. The bus drives 1 oo kilometers a day. Edu­

cational support is ve7 important due to the fact that it decreases greatly the failures, drop-outs, and mediocre basic education.

Besides the activities of basic education support, we are working on formation of values. We organize these activities with the help

of different groups that develop volunteer and supportive tasks."

-Asociaci6n Adobe, Argentina

Reflect on lessons and apply them to the next endeavor, including scaling up the activities if funding is available

"This learning will be incorporated into the organizations as concrete steps orientated to modify, develop, and disseminate similar

projects or programs. They are going to target adolescents and youths from neighborhoods in situations of social vulnerability.

Their aim is to form solidarity leaders. "

-Fundaci6n Espacios de Aprendizaje y Capacitaci6n, Argentina

Develop young leaders; there is a need for new leaders with a core sense of values and skills

"We noted that young people were able to practice democratic Leadership, respect their colleagues, and be proactive because they

had the mission to organize certain tasks. They showed commitment and fulfilled their duties properly."

-Fundaci6n para Ia Promoci6n y Desarrollo de Ia Mujer, PRODEMU, Chile

Acknowledge youth efforts 'Think of rewarding those young people with sponsorshtps or provide them with skills in the areas where they have already discov­

ered they have a lot of potentiaL. "

Fundaci6n Ambiente, Vida, Educaci6n, Sustentabilidad, Argentina

Bring young people from different backgrounds together to open their eyes to new perspectives and form bonds with those perceived as "different"

"We have had three inter-ethnic meetings. The first two were with indigenous peoples andAfrocolombians. The third one involved

rural and urban youths ... We had an environment of interchange and integrated actions, recognition, and inter-ethnic and cul­

tural respect. "

-Organizaci6n /ndfgena de Antioquia, Colombia

21

Effects of Small Grant Activities on Young People Even with a small grant, organizations were able to provide a summary of their achievements. Often times, we assume

that it is difncult to measure the results and attribute it to the grant because of external factors and variables. However,

with a concrete activity like a workshop, results can be measured through evaluations, feedback, and follow-up. The

funded activities are not stand-alone activities, but are a part of the organizations' programming; therefore, the orga­

nizations have the ability to know or sense what has changed as a result of this particular grant. Some results that were

articulated by the survey respondents are as follows:

Young people gained a voice in the community

"Our youths assigned vital importance to having a space to listen and be listened to, to participate and debate and to assume

commitments and responsibilities; having a radical spot to show the community their work and their thoughts; having a written

publication where they are the protagonists of their concrete work and where they can reflect their experiences."

-Union Vecinal Parque Mariano Moreno, Argentina

Young people increased their self-conndence, self-esteem, and ability to make decisions about their own future

or about a project design

"After the first phase of the project, the opinions and attitudes of the adolescents and youths showed a process of growth and ma­

turity; specifically regarding ... confidence and self esteem; their decision and will to discover their own abilities and capacities

which will help them to confront the different aspects of the social-labor world; practical exercise that taught them to share activi­

ties and resources (solidarity-cooperation). They are convinced now of the importance and value of education as an inclusive

social factor. "

-Fundaci6n Espacios de Aprendizaje y Capacitaci6n, Argentina

Young people became committed and open to new attitudes and perspectives

"They liked to learn with us and got integrated as a group despite the difference in appreciation. We used music, games, techniques

and animation, which were completely innovative to them. We found that after the workshops they were more willing to partici­

pate, express their opinions, and utilize the knowledge they had just received in their communities."

-Cooperativa Crecer Ltda., Argentina

Conclusion As the projects funded by the Small Grants Program show, many Latin American youths yearn to apply their current as­

sets and to develop new skills that they can use to improve themselves, their communities, and their countries. Young

people care deeply about local and national development issues, and they are interested in working with their peers

and joining organizations that offer them a chance to engage on a meaningful level and to effect real change. The Small

Grants Program is proud to play a supporting role in their efforts.

The World Bank and other organizations from the local to the international level must continue to train and men­

tor young people, ensuring they receive the information they need to become effective, active citizens. Youths also

require our commitment to building their capacity to succeed in the public realm. Finally, young people must have

valid and meaningful opportunities to participate. They will not be fooled by tokenism.

Young people have a right to participate fully in society as well as an obligation to do so. Our development efforts

should include concerted attempts to invite them into our work and to include their knowledge, their energy, and their

hope. We cannot move forward successfully without them.

Notes 1. Me rita Irby, ed., Lessons Learned, Lessons Shared: Reflections from the International Learning Group on Youth and Community Develop­

ment, (Takoma Park, MD: Forum for Youth Investment, International Youth Foundation, ~001), 10.

~. World Bank, Small Grants Program Guidebook for Country Office Staff, 5th edition (Washington, DC: World Bank, August ~oos).

3. Beryl Levinger and Jean Mulroy, Participation & Civic Engagement, Making a Little Go a Long Way: How the World Bank's Small Grants

Program Promotes Civic Engagement (Washington, DC: World Bank, September ~oo3).

4· Voces Nuevas (New Voices) was founded in the World Bank Office in Peru in ~oo~ and has since spread to other countries where

the Bank operates. Voces Nuevas invites socially active young people to serve as part of a consultative body for local World Bank

offices to learn, research, advise, and comment on World Bank activities. Voces Nuevas has been a mutually beneficial endeavor.

The young socially and politically conscious activists gain hands-on experience in development, while the World Bank receives the

youth perspective on its work, which helps to better incorporate the view of this often forgotten sector of society into World Bank

activities (from "Empowerment in Action AN ewsletter ofthe Civil Society Team," LCR World Bank, Spring ~ooo).

5· UN Economic Commission for Latin America and the Caribbean (ECLAC) and the Ibero-American Youth Organization (OIJ),Ju­

ventud en Iberoamerica: Tendencias y Urgencias, (ECLAC/OIJ, ~004).

6. Nancy Guerra, Youth Crime Prevention (Washington, DC: World Bank, ~oos).

7. See United Nations Development Program (UNDP), Democracy in Latin America: Towards a Citizen's Democracy (New York: UNDP

~oo4): and ECLAC/OIJ ~oo4.

8. United Nations Environmental Agency, Rio Declaration on Environment and Development, (New York: UNDP, 199~).

9· Ibid.

10. World Bank, Youth in South Eastern Europe: Report of the Rome Conference on Participation, Empowerment and Social Inclusion (Wash­

ington, DC: World Bank and UNICEF, May ~oo~).

11. World Bank, Young Voices: A View ofYouth Organizations and Movements on ~1st Century Brazi (Washington, DC: World Bank, ~004).

1 ~. World Bank, Youth in South Eastern Europe: Report of the Rome Conference on Participation, Empowerment and Social Inclusion (Wash­

ington, DC: World Bank and UNICEF, May ~oo~).

~3

APPENDIX 1. LEARNING SURVEY QUESTIONNAIRE

Small Grants Program FY 05

On Youth and Civic Engagement

The Social Development Department of the World Bank is conducting a study of the lessons learned from various Youth and

Civic Engagement Projects financed under the Small Grants Program of the World Bank. According to our records, there were

116 youth-related projects financed by the Small Grants Program in 11 Latin American and Caribbean countries during Fiscal

Year 2004. We are now interested in finding out what were the various experiences and lessons learned by the civil society and

community organizations who carried out these youth and civic engagement projects. The following questionnaire is meant

to identify the lessons learned from these projects and how they might assist the World Bank and other donor agencies in

supporting future projects in the area of youth and civic engagement. Your collaboration in responding to the questionnaire is

greatly appreciated and will be recognized in the production of the final report. This Is not an evaluation survey.

A. ORGANIZATION INFORMATION AND HISTORY

A.1. Please provide the name of the organization and its location.

A.2. Please provide a brief history of the organization and its mission (such as the date of its foundation, the founding

members, current leaders and members of the organization, youth involvement).

A.3. Please classify the nature of your civil society organization (Check all that apply)

0 Community Organization 0 Indigenous Peoples Organization

0 Religious Organization 0 Afro-descendant Organization

0 Educational Organization 0 Women's Organization

0 Research Organization 0 Youth Organization

0 Labor Organization 0 Culture/ Arts/ Sports Organization

0 Human Rights Organization 0 Other (please specify)

0 Environmental Organization

A-4. Please describe if your organization had previous experience prior to receiving the World Bank Small Grant donation

in working with youth and what your previous youth-related experiences and projects were.

A.s. Please note any relations with other civil society or community organizations, with local, provincial or national

government agencies, or with private sector entities who shared your interests and concerns about youth and civic

engagement.

B. PROJECT INFORMATION AND EXPERIENCE

B.1. Please check the types of youth that were the main participants in your project financed under the Small Grants Program.

(Check all that apply)

0 Rural Youth 0 Disabled Youth

0 Urban Youth 0 Immigrant Youth

0 Indigenous Youth 0 Youth affected by violence

0 Afro-Descendant Youth 0 Other (please specify)

0 Female Youth

B.2. Please describe the main purpose of the project funded under the Small Grants Program.

0 Providing Information to Youth 0 Providing Opportunities for Participation of Youth

0 Capacity-Building Strengthening and Training of Youth 0 Other (please specify)

B.3. Please describe the specific methodologies your organization used to achieve these goals in terms of the process and

its relation to youth and civic engagement.

B-4. Please describe what the opinions or attitudes of youth were as a result of the project.

C. LESSONS LEARNED FROM THE SMALL GRANT PROGRAM FUNDED ACTIVITY

C.1. Please describe the main lessons learned by your organization about youth and civic engagement from the activities

funded under the Small Grants Program.

C.2. Please describe how you plan to incorporate these lessons into the future youth strategies, programs and

methodologies of your organization.

C.3. Please describe the kind of advice you would give the World Bank Small Grants Program administrators in order to

incorporate these lessons learned into its future assistance for organizations dedicated to increasing the civic

engagement of youth.

If you have any special publications or websites that describe the history and current activities of your organization, we would

appreciate receiving information on them so we can better understand the nature and purposes of your efforts on behalf of

youth and civic engagement.

If you have any special publications or other materials which describe the lessons which you learned or the results of

your activities in relation to youth and civic engagement, we would also appreciate receiving them, so we can share these

experiences with organizations working on similar issues in other countries of the Latin America and Caribbean region and

throughout the world.

Thank you again for the time and effort you have dedicated to this questionnaire, and our wishes for continuing

success in the important work you are doing on behalf of youth and civic engagement.

Shelton Davis

Senior Social Development Consultant

Yumi Sera

World Bank Small Grants Program Administrator

AND

Mi Hyun Bae

World Bank Consultant

~s

APPENDIX 2. LIST OF SURVEYS RECEIVED FROM SMALL GRANTS GRANTEES

ARGENTINA

Ambiente Vida Educaci6n Sustentabilidad

Asociaci6n Adobe

Asociaci6n Civil: Dante Alighieri

Asociaci6n Civil: Emprender

Asociaci6n Civil: Generaci6n 21

Asociaci6n Civil: Genesis

Biblioteca Popular Asencio Abeij6n

Cooperative Crecer Ltd a.

Fundaci6n ANDHES

Fundaci6n Espacios de Aprendizaje y Capacitaci6n

Fundaci6n ph15 para las Artes

Grupo Scout Pedro Bonifacio Palacios Almafuerte

Servicio a la Acci6n Popular

Union Vecinal Parque Mariano Moreno

CHILE

AFON KALEN

Agrupaci6n Artistica CINEFAGIA

Centro Cultural y Radialista Amanecer

Fundaci6n para la Promoci6n y Desarrollo de la Mujer (PRODEMU)

Taller de Acci6n Comunitaria- TAC

COLOMBIA

Asociaci6n por los Derechos de las Comunidades Negras de Pasaca­

ballo "Ku Suto"

Cabildo Des pueblo Ancestral de Kizg6

Cabildo Mayor lndigena del Municipio de Apartad6

Comite Ambiental de Juanchito

Comunidad lndigena de Cota

Fundaci6n para el Desarrollo de las Culturas y las Artes "Raices"

Organizaci6n lndigena de Antioquia

ECUADOR

Fundaci6n de Ensefianza lndividualizada para Nifios y Adolescentes

(EINA)

La Fundaci6n Natura Capitulo Guayaquil

MEXICO

Centro Regional de Derechos Humanos, "Bartolome Carrasco Briceno"

DECA, Equipo Pueblo A. C.

PARAGUAY

Asociaci6n Guyra Paraguay

Asociaci6n Shalom del Paraguay

CEAMSO

Co mite Juvenil de ltapyre

Fundaci6n Banco de Alimentos

GEAT

Grupo de Acci6n cultural Mananga

Organizaci6n Juvenil Manos Abiertas

Organizaci6n TAYI

SERVOS- Servicio de voluntariado Social

PERU

Fondo de Promoci6n del Desarrollo Forestal- FONDEBOSQUE

Panaderia y Pasteleria El Pan de Cada Dia

Red Nacional de Promoci6n de la Mujer Cotma

URUGUAY

Centro de Apoyo al Desarrollo Integral (CADI)

Grupo Alborada de Nuevo Pais

lniciativa Latinoamericana

VENEZUELA

Centro Urbano Integral de Cultura, Artes y Oficios.

Fundaci6n Comisi6n Venezolana

Fundaci6n Venezolana Pro-Cura de la Paralisis (FUN DAPROCU RA)

Servicio Sociallnternacional, Centro Comunal Catia (CECCA-SSI)

APPENDIX 3. SMALL GRANTS PROGRAM- COUNTRY OFFICES fiSCAL YEAR 2006

ALBANIA ECUADOR MALl SLOVAK REPUBLIC Ana Gjokutaj Pilar Larreamendy Moussa Diarra, Tunde Buzetzky,

Mamadou Tangara Petra Vehovska ALGERIA EGYPT Nawal Merabet Dina Mohamed Samir MEXICO SRI LANKA

El Naggar Angelica Calderon Chulanganie Lakshmi De Silva ANGOLA Ana Maria Carvalho ETHIOPIA MOLDOVA SUDAN

Gelia Woodeneh Slavian Gutu )ala/ Abdei-Latif ARGENTINA Carter Brandon, GEORGIA MOROCCO TAJIKISTAN Daniela Fernandez lnga Paichadze Najat Yamouri Tojinisso Khomidova

ARMENIA GHANA MOZAMBIQUE TANZANIA Vigen Sargsyan Kofi Marrah Rafael Saute Rest Barnabas Lasway,

Nginya Lenneiye AZERBAIJAN GUATEMALA NEPAL Saida R. Bagirova Neeta G. Sirur, Rajib Upadhya THAILAND

Sergio Toledo Manida Unkulvasapaul BANGLADESH NICARAGUA Nilufar Ahmad GUINEA Coleen R. Littlejohn TIMOR-LESTE

Tabara Barry Elizabeth Huybens BELARUS NIGER Irina 0/einick GUINEA BISSAU Abdou!-Wahab Seyni TOGO

Carmen Maria Pereira Ayi Adamah Klouvi BOLIVIA NIGERIA Ruth Llanos KAZAKHSTAN Chukwudi H. Okafor TURKEY

Irina Galimova Tunya Celasin BOSNIA HERZEGOVINA PAKISTAN Srecko Lata/ KENYA Atif Rafique TU RKM EN I STAN

Nyambura Githagui Serdar )epbarov BRAZIL PARAGUAY Zeze Weiss KOSOVO Carter Brandon, UKRAINE

Kanthan Shankar, Grade/a Martinez Anna Honcharyk BULGARIA Kostas Bakoyannis Peter Pojarski PERU URUGUAY

KYRGYZ REPUBLIC Maria Elizabeth Dasso Carter Brandon, CAMBODIA )yldyz Djakypova Daniela Fernandez Vanna Nil PHILIPPINES

LAOS Maria Loreto Padua UZBEKISTAN CHAD Nalinthone Phonyaphanh Irina Tsoy Lucienne M. M'Baipor POLAND

LATVIA Malgorzata Dworzynska VENEZUELA CHINA Toms Baumanis, Marfa Magdalena Colmenares LiLi Eva Ernstreite ROMANIA

Alexandra Caracoti VIETNAM COLOMBIA LEBANON Mai Thi Hong Bo Jairo A. Arboleda Zeina El Khalil RUSSIAN FEDERATION

Marina Vasilieva YEMEN CONGO MACEDONIA Samra Shaibani Manthe Bienvenue Biyoudi, Denis Boskovski RWANDA Clementine Maoungou Therese Nibarere ZAMBIA

MADAGASCAR )umbe Ngoma, CROATIA jocelyn Rafidinarivo SERBIA-MONTENEGRO Liseli Simasiku Vera Dugandzic Vesna Kostic

MALAWI ZIMBABWE DOMINICAN REPUBLIC Zeria Banda SIERRA LEONE Ebrahim Mohamed )assat Alejandra De La Paz Mohamed Sidie Sheriff