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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
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