nuary 1, 2016-march 31, 2017) technical vocational ...proyecto aprendo y emprendo fy17 quarter 2...
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nuary 1, 2016-March 31, 2017)
Submission Date: April 30, 2017
Contract No.: AID-OAA-I-15-00011 Order No. AID-524-TO-15-00001
Contract/Agreement Period: September 25, 2015 to September 24, 2019
COR: Alicia Slate
Submitted by: Rose Mary Garcia, Chief
of Party Creative
Associates International,
Inc. Colonial Los Robles
#33
Managua, Nicaragua
Tel: (505) 8538 5003
Email: [email protected]
Technical Vocational Education and Training Strengthening for At-Risk
Youth (TVET SAY)
Proyecto Aprendo y Emprendo FY17 Quarter 2 Report
(January 1, 2016-March 31, 2017)
Submission Date: April 28, 2017
Contract No.: AID-OAA-I-15-00011 Order No. AID-524-TO-15-00001
Contract/Agreement Period: September 25, 2015 to September 24, 2019
COR: Alicia Slate
Submitted by: Rose Mary Garcia, Ph.D, Chief of Party
Creative Associates International, Inc.
Las Colinas, de la Gasolinera Puma 2c. al Este,
edificio Cristal, Modulo D.
Managua, Nicaragua
Tel: (505) 8538 5003
Email: [email protected]
2
Technical Vocational Education and Training Strengthening for At-Risk Youth
(TVET SAY)
In Spanish
Proyecto Aprendo y Emprendo
FY 2017 Second Quarter Report
January 1, 2017 – March 31, 2017
3
Cover photo: Hearing-impaired students signing in celebration at a training hosted by TVET SAY
(known as Aprendo y Emprendo in Spanish) for TVET and university instructors on how to work
with hearing-impaired youth. The participant on the left is entering university for the first time at
age 27. As a hearing-impaired student, she faces obstacles to completing her education but is
determined to get a technical education and a career. Photo by Ms. Robleto.
4
Table of Contents
ACRONYMS ............................................................................................................................................................ 5
EXECUTIVE SUMMARY ....................................................................................................................................... 7
REPORTING PROGRAM INDICATORS FY17 .................................................................................................... 8
COMPONENT 1: TVET NETWORK DEVELOPMENT .................................................................................... 10
ACTIVITY 1.1. ESTABLISH NICARAGUAN NETWORK OF TECHNICAL EDUCATION ............................................................................. 10 ACTIVITY 1.2. ESTABLISH A REGIONAL AND/OR SECTOR NETWORKS IN THE CARIBBEAN COAST ........................................................ 13 ACTIVITY 1.3. RAISING POLICY TOPICS TO KEY STAKEHOLDERS .................................................................................................... 13
COMPONENT 2: CAPACITY BUILDING OF 8 PRIVATE CORE TVET CENTERS ..................................... 14
ACTIVITY 2.1. ASSESS AND BUILD CAPACITY OF 8 TARGET TVET CENTERS .................................................................................... 14 ACTIVITY 2.2. FACILITATE PARTNERSHIPS WITH THE PRIVATE SECTOR .......................................................................................... 15 ACTIVITY 2.3. DEVELOP INNOVATIVE SOLUTIONS TO EXPAND TVET OFFERINGS AND REACH YOUTH AT RISK ....................................... 16 ACTIVITY 2.4. IMPROVE QUALITY OF AT-RISK YOUTH TRAINING AND SERVICES AT TARGETED CENTERS .................................................. 17 ACTIVITY 2.6. IMPROVE CAREER SERVICES AT TARGETED CENTERS ............................................................................................. 18 ACTIVITY 2.7. BUILD CAPACITY OF TVET CENTERS TO MENTOR, DEVELOP SOFT SKILLS AND TRACK YOUTH ....................................... 19 ACTIVITY 2.8. DIVERSIFY INCOME STREAMS AND IMPROVE FINANCIAL SUSTAINABILITY .................................................................. 20
COMPONENT 3: PUBLIC PERCEPTIONS OF TVET CENTERS .................................................................... 20
ACTIVITY 3.1. DEVELOP AND IMPLEMENT MEDIA CAMPAIGNS IN CARIBBEAN COAST TO IMPROVE PERCEPTIONS OF TVET ....................... 20 ACTIVITY 3.2. WORK WITH EMPLOYERS TO CHANGE RECRUITMENT METHODS THAT FAVOR UNIVERSITY GRADUATES ......................... 22 ACTIVITY 3.3. ENGAGE YOUTH, FAMILIES AND COMMUNITIES IN DISCOVERING THE VALUE OF TVET CENTERS IN YOUTH CAREER
DECISION-MAKING ........................................................................................................................................................... 23 ACTIVITY 3.4. DEVELOP SUSTAINABLE PLATFORM FOR YOUTH ENGAGEMENT ............................................................................... 23
COMPONENT 4: SCHOLARSHIP AND EMPLOYMENT SUPPORT FOR AT-RISK YOUTH FROM THE
CARIBBEAN COAST............................................................................................................................................ 24
ACTIVITY 4.1. SCHOLARSHIPS FOR AT-RISK YOUTH ................................................................................................................. 24 ACTIVITY 4.2. PROVIDE MOBILE TRAINING IN CARIBBEAN COAST ................................................................................................ 25 ACTIVITY 4.3. ADMINISTER SCHOLARSHIP SUPPORT ................................................................................................................ 27
MONITORING AND EVALUATION ................................................................................................................... 27
ACTIVITY 5.1. REPORTING: BASELINE, MID-TERM AND FINAL EVALUATION .................................................................................. 28 ACTIVITY 5.2. DEVELOPMENT, ADAPTION AND MAINTENANCE OF WEB-BASED M&E SYSTEM ........................................................ 30 ACTIVITY 5.3. M&E TECHNICAL ASSISTANCE AND TVETS' TRAINING AND ROUTINE ...................................................................... 32 ACTIVITY 5.4. ANNUAL ASSESSMENT OF MARKET INITIATIVES SKILLS GAPS, LABOR MARKET CONDITIONS AND SECTOR-EMPLOYMENT
POTENTIAL ....................................................................................................................................................................... 33
5
Acronyms
AERHNIC Asociación de Ejecutivos de Recursos Humanos de Nicaragua
AMCHAM Nicaraguan American Chamber
ANSNIC Nicaraguan Deaf Association (ANSNIC)/ Asociacion Nacional de Sordos de
Nicaragua
APRODESE Asociación para el Desarrollo Económico y Social de El Espino
ASOMIF Asociación Nicaragüense de Instituciones de Microfinazas
BICU Bluefields Indian and Caribbean University
CADIN Cámara de Industrias de Nicaragua
CANATUR Cámara Nacional de Turismo de Nicaragua/ Nicaraguan Chamber of Tourism
CBLD Capacity Building
CCSN Comerce Chamber of Nicaragua/Camara de Comercio de Nicaragua
CEDHECA Centro de Derechos Humanos, Ciudadanos y Autonómicos
CEFODI Centro de Formacion y Desarrollo Integral
CJDB Centro Juvenil Don Bosco
COMPAS-T Comprehensive Positive Assessment Tool
COP Chief of Party
COR Contracting Officer’s Representative
COSEP Superior Business Council
CSR Corporate social responsibility
DACUM Developing a Curriculum
EDUQUEMOS Foro Educativo Nicaragüense
EG Economic Growth
ES Education and Social Service
FADCANIC Foundation for the Autonomy and Development of the Atlantic Coast of
Nicaragua
FEDH-IPN Foro de Educación y Desarrollo Humano
FUNIDES Fundación Nicaragüense para el Desarrollo Económico y Social
GNDR Gender
GON Government of Nicaragua
HOPEN Nicaraguan Hotel Association/ Asociacion de Hoteles de Nicaragua
IDEUCA Instituto de Educación de la Universidad Centroamericana
IMS Information Management System
INDE Nicaraguan Development Institute
IPLS Instituto Politécnico La Salle
LGBT Lesbian, Gay, Bisexuals and Transgender
M&E Monitoring and Evaluation
MCJ Mesa de Concertación Juvenil/Caribbean Coast Youth Roundtable
MOU Memorandum of Understanding
6
NIMAC Nicaragua Machinery Company
PIRS Performance Information Reference Sheet
OCAT Organizational Capacity Assessment Tool
RACCN Autonomous Region of Northern Caribbean Coast of Nicaragua
RACCS Autonomous Region of Southern Caribbean Coast of Nicaragua
RENET Red Nacional de Educación Técnica
TVET SAY Technical Vocational Education and Training Strengthening for At- Risk
Youth project/ Proyecto Aprendo y Emprendo
UNIRSE Nicaraguan Union for Corporate Social Responsibility
UPANIC Union Nacional de Productores Agropecuarios de Nicaragua
URACCAN University of the Autonomous Regions of the Nicaraguan Caribbean Coast
7
Creative Associates International (“Creative”) is pleased to present this report highlighting progress
during the Fiscal Year 2017 second quarter (FY2017/Q2) for USAID/Nicaragua’s Technical
Vocational Education and Training Strengthening for At- Risk Youth project (TVET SAY or in
Spanish, “Aprendo y Emprendo”).
Executive Summary
The TVET SAY project is a four-year effort (2015 – 2019) focused on strengthening institutions that
offer technical and vocational education to benefit at-risk youth from the Caribbean Coast in
Nicaragua. The goal of the TVET SAY project is to improve security in the Caribbean Coast by
providing youth with educational opportunities linked to jobs and livelihoods through strengthened
educational centers that can educate youth in areas where there is market demand. During FY17 Q2
the team saw significant progress in foundational activities related to all four components.
The TVET SAY project has four components with the following objectives:
• Improve collaboration and information sharing among centers by establishing or
strengthening a network of training centers;
• Strengthen private TVET centers to be “model” institutions, providing organizational
capacity building and creating private sector alliances;
• Increase interest and perceived value of TVET programs through public awareness
campaigns, especially along the Caribbean Coast; and
• Increase socio-economic gains for at-risk youth from the Caribbean Coast while enabling
safer environments.
Component 1: TVET Network Development: The Nicaraguan Network of Technical Education
(RENET) is becoming stronger and visible nation-wide, and the exchange and collaboration between TVET
centers and between centers and companies, business associations, Nicaragua’s governmental
institutions, and civil society organizations committed to technical education and at-risk youth is
continuously improving. RENET had three critical activities this quarter: 1) the RENET IV National
Assembly, 2) the Partnership Practitioners Panel discussion held as part of the Global Partnerships
Week with U.S. Ambassador Dogu, and 3) TVET SAY held a dialogue and presentation to strengthen
technical education with relevant stakeholders in the Caribbean Coast in collaboration with
Caribbean Coast Youth Roundtable (in Spanish, Mesa de Consertación Juvenil or MCJ), to further
develop the regional network.
Component 2: Capacity Building of Private TVET Centers: This quarter the team continued
implementing action plans for organizational development with each of the eight core TVET centers.
Technical assistance covered strategies for sustainable resource generation, better monitoring and
evaluation (M&E), and soft skills development at TVET centers. Interventions included a
combination of training and technical assistance. To increase the reach of programming to at-risk
youth in the Caribbean Coast, TVET SAY partnered with the University of the Autonomous Regions
of the Nicaraguan Caribbean Coast (URACCAN) and Bluefields Indian and Caribbean University
(BICU) to offer mobile courses this quarter. The team continued building alliances with the private
sector and signed an MOU with Empacadora Vargas, leveraging over $15,000. The team also began
developing a scholarship fund in partnership with the Superior Business Council (COSEP).
8
Component 3: Public Perceptions of TVET Centers: This quarter the team highlighted TVET
nationally through a multi-media campaign targeting youth, including new animated videos and other
communications materials demonstrating success in technical careers. TVET SAY engaged the
private sector with an informative booklet and presentation to highlight the value of collaborating
with academia and hiring youth with technical credentials. The team launched a blog to give youth
a voice, and organized an event that highlighted women in non-traditional careers. They also filmed
the first phase of a documentary that captures stories from some participants and how they will grow
as a result of the project’s efforts.
Component 4: Scholarship and Employment Support in the Caribbean Coast: To date, TVET
SAY is providing scholarships to youth studying at Fundación Victoria, and in two courses
delivered via mobile courses in the Southern Caribbean Coast. In the process, TVET SAY has
piloted a new tool, the Comprehensive Positive Assessment Tool (COMPAS-T), to measure risk
factors and youth assets and interests. In year 2, TVET SAY’s goal is to award 400 scholarships
to at-risk youth in high-growth sectors. During Q1, TVET SAY received more than 600
applications from at-risk youth from the Caribbean Coast seeking technical vocational education.
To date, TVET SAY has provided 261 scholarships to youth studying seven technical careers at the
master level.
Reporting Program Indicators FY17
Per the M&E Plan, the table below reports on applicable indicators for FY17 Q2. New indicators
have been added and most indicator values have been increased in Q2 to reflect FY17 targets.
9
Table 1. Indicators Q2 FY2017 as Percentage of Annual Targets
Tota l % Ma le % Fe ma le Tota l % Ma le % Fe ma le
1
Indicator: 1. Standard Indicator ES.4- 1 Number of vulnerable persons benefitting from USG-
supported social services (signed contract with USAID) 0 900 45% 55% 2600 50% 50% 35%
2
Indicator: 2. Standard Indicator: EG.6- 1 Number of individuals with new or better employment
following completion of USG- assisted workforce development programs (signed contract with
USAID)
0 6 0 0 150 50% 50% 4%
3
Indicator: 3. Custom. Percentage of students who completed their training, are graduated, and
still employed (3 and 6) months after graduation (signed contract with USAID) 45% 15%>BL
4
Indicator: 4. Costum: proportion of youth who report increased self- efficacy at the conclusion of
USG supported program 36% 5%>BL
5
Indicator: 5. Standard GNDR- 7: Percentage of target population that views Gender- Based
Violence (GBV) as less acceptable after partic ipating in or bieng exposed to USG programming TBD TBD
6
Indicator: 6. Custom. Percentage reduction of risk factors of targeted youth
TBD TBD
7
Indicator: 7. Standard Indicator GNDR- 2 Percentage of female partic ipants in USG- assisted
programs designed to increase access to productive economic resources (assets, credit,
income or employment) (Signed contract with USAID)
0 58% 116% 0% 50% 0% 100% 116%
8
Indicator: 8. Standard Indicator. EG6- 2 Number of individuals with improved skills following
completion of USG- assisted workforce development programs (signed contract with USAID) 0 39 21 18 810 405 405 5%
9
Indicator: 9. Custom: Percentage of students from WFD programs that further their education or
receive other training within six months of graduation 0 10% 50% 50% 10% 50% 50% 100%
10
Indicator: 10. Standard: YOUTH- 1 Number of youth at risk of violence trained in social or
leadership skills through USG assisted programs 0 34 53% 47% 850 50% 50% 4%
11
Indicator: 11. Custom. Number of persons (ARY) partic ipating in USG- funded workforce
development programs 0 256 42% 58% 850 50% 50% 31%
12
Indicator 12. Custom indicator: Dollar value of cash/in kind support from local partners or
stakeholders to implement community action plans and/or reading campaigns in targeted areas. 0 $249.965,85 $376.500,00 66%
13
Indicator 13 Custom. Number of TVETs introducing and/or implementing Gender Polic ies and/or
procedures 0 0 2 0%
14
Indicator: 14. Custom. Number of TVET centers actively involved in project support network(s )
0 13 16 81%
15
Indicator: 15. Standard YOUTH- 2 Number of laws, polic ies or procedures adopted or
implemented with USG assistance designed to promote youth partic ipation at the regional,
national or local level.
0 0 2 0%
16
Indicator 16. DR.4.2- 2 Number of c ivil society organizations (CSOs) receiving USG assistance
engaged in advocacy interventions. 0 0 2 0%
17
Indicator: 17. Standard Indicator CBLD- 5 Local Organizational Capacity Assessment Score
2.7 0 2,9 n.d.
18
Indicator: 18. Standard Indicator 4.6.3- 8. Number of workforce development initiatives
completed as a result of USG partic ipation in a public- private partnership 0 4 17 24%
Indicator 19. Custom Indicator: Retention Rate of scholarship recipients
0 98% 98% 98% 70% 70% 70% 140%
Cohorts Calls I and II (FV and CEFODI)0 91% 88% 94% 70% 70% 70% 130%
Cohorts Calls III and IV (TS URACCAN and BICU)0 100% 100% 100% 70% 70% 70% 143%
20
Indicator 20. Standard Youth- 3. Number of youth who partic ipate in c ivil society activities due to
training in social and leadrship skills from mUSG assisted programs 0 0 7 58% 42% 0%
21
Indicator 21. Custom Indicator: Number of stakeholders consulted in the relevance of WFD
programs supported by USG. 831 0 600 50% 50% 0%
22
Indicator 22. Custom Indicator: Increase public acceptance of technical education
27% 0 0 n.d.
23
Indicator: 23. Custom Indicator: Number of people certified through USAID- supported WFD
programs in targeted municipalities 0 0 540 50% 50% 0%
24
Indicator 24. Custom Indicator: Number of Scholarships Provided
0 260 42% 58% 400 50% 50% 65%
25
Indicator 25. Custom Indicator: Number of new internships, apprenticeships created by the
private sector for at- risk youth 0 18 56% 44% 60 50% 50% 30%
19
Proyecto Aprendo y Emprendo. Indicators reported Q2 FY2017 (from Oct 1-2016 to Sept 30)
BL# Na me of Indic a tor
ACTUAL FY17 TARGET FY17% Ac hie ve d
FY17
Component 1: TVET Network Development
Activity 1.1. Establish Nicaraguan Network of Technical Education
TVET SAY’s formalized Nicaraguan Network for Technical Education (RENET; formerly
referred to as the National TVET Network), worked to promote the network and began to develop
the strategic plan. Currently, RENET’s membership consists of 31 institutions distributed across
6 of the project’s core TVET centers, 3 non-core TVET centers, 2 universities in the Caribbean
Coast, 9 business associations and 9 civil society organizations. See Table 2, RENET Members
List, for a full list of members.
The RENET Board of Directors has continued advancing the purposes of the network. The Board
serves in a supportive role to manage RENET, drive membership, and develop/move forward the
work plan. It continues to meet on a monthly basis. In Q2, the Board met three times for the
following purposes: (1) to assess the work accomplished by the Network in 2016; (2) to develop a
formal work plan and a budget for 2017; and (3) to analyze the appropriate legal status of the
Network. It was decided to establish the Network as a business association.
On March 6, 2017, RENET and TVET SAY organized a Partnership Practitioners Panel discussion
as part of the Global Partnerships Week, promoted by the U.S. Department of State, in which they
met with U.S. Ambassador Laura F. Dogu at the Nicaraguan Chamber of Industries to discuss their
shared-value working model for partnerships. The private companies Casa Pellas, Casa de las
Mangueras and TVET institutions Fundación Samuel and Centro Juvenil Don Bosco shared their
experiences participating in collaborative solutions to overcome challenges in the school-to-work
pathway for youth, and highlighting the importance of internships and job opportunities for at-risk
youth and the impact of human capital migration and how to mitigate it.
On March 30, RENET’s IV National Assembly was held with the goal of continuing to strengthen
the national network by beginning the strategic planning process. This process includes developing
operational plans, criteria and mechanisms for affiliation/membership, and coordination between
TVET center actors and firms from five key sectors in the national economy: (1) industry; (2)
tourism; (3) agriculture; (4) trade; and (5) services. The process also includes advocacy on public
policies, thematic forums, fairs, and creating a webpage for RENET. The National Assembly was
attended by 45 people, all of whom are delegates from 25 institutions (centers, business
associations and civil society organizations [CSOs]) working in technical vocational education or
related sectors. The members agreed to establish a mechanism for RENET members to have a
document, such as business cards, that identifies them as members of RENET. RENET’s visibility
and relevance is growing on a national level.
The Superior Business Council (COSEP), the largest private sector organization in Nicaragua,
joined RENET in Q2. The COSEP President, Mr. Aguerri, presented COSEP’s 2020 Agenda
which outlined common goals and challenges to the TVET SAY and RENET activities. The
COSEP Agenda calls for the establishment of an educational alliance that permits efforts to be
carried out in primary education to raise awareness and equal opportunities, in technical education
to attract higher value-added investments, and in higher education to strengthen research and
technological development. The objective of the Agenda is to strengthen Nicaragua’s
competitiveness and improve the business environment in five areas, with a focus on human capital
development which is closely linked to priority areas of economic growth in the country. Several
other conclusions were arrived to at the RENET IV National Assembly.
Priorities:
• Prepare a strategic and operational plan, along with a mid-term work plan;
• Prepare a financial sustainability strategy;
• Formalize RENET’s identity as a legal Nicaraguan organization;
• Analyze the areas in which RENET can improve the provision of technical education and
its efficiency in the country;
• Organize and establish a Technical Education Observatory to capture improvements and
trends on how the country is faring on technical education compared to neighboring
benchmarks;
• Increase awareness about technical education with young people, families, and society and
its importance for development;
• Develop a vision for the provision of technical education at the national level, and identify
the existing supply and demand to help define a model of technical education that can be
emulated, which is necessary for the development effort;
• Disseminate the COSEP Agenda 2020 and its effort to align the supply and demand of
technical education.
Challenges:
Table 2. RENET Members List
Private TVET Centers
1. Asociación Religiosa Fe y Alegría Nicaragua/Colegio Roberto Clemente. Ciudad Sandino
2. Asociación Congregación Salesiana, Centro de Formación Profesional-Centro Juvenil Don
Bosco, (CJDB), Managua
3. Centro de Capacitación Técnica El Espino, APRODESE, Cinco Pinos
4. Escuela Obrero Campesina Internacional (ESCAMPI)
5. Fundación para la Formación y Desarrollo Integral (FODI)/Centro de Formación y
Desarrollo Integral, CEFODI, Managua
6. Fundación Chinandega 2001/Centro de Capacitación Técnico Vocacional Rey Juan Carlos
I, Chinandega
7. Fundación Hedwing y Robert Samuel, Managua
8. Fundación Victoria
9. Instituto Politécnico La Salle, IPLS, León
10. Instituto Técnico Especializado Juan Pablo II
11. Instituto Tecnológico de Soldadura McGregor
12. Bluefields Indian Caribbean University (BICU)
13. University of the Autonomous Regions of the Caribbean Coast of Nicaragua
(URACCAN)
Private Sector Associations
1. ASOMIF
2. AMCHAM
3. AERHNIC
4. CANATUR
5. Cámara de Industrias (CADIN)
6. Consejo Nicaragüense de la Micro, Pequeña y Mediana Empresa (CONIMIPYME)
7. INDE
8. UNIRSE
9. UPANIC
Civil Society Organizations linked to Technical Education
1. Asociación Familia Padre Fabretto
2. Asociación Joven Nica
3. Fundación Zacarías Guerra/Conecta Joven
4. Foro Educativo Nicaragüense, EDUQUEMOS
5. Fundación para la Autonomía y Desarrollo de la Costa de Atlántica de Nicaragua
(FADCANIC)
6. Fundación Nicaragüense para Desarrollo Económico Social (FUNIDES)
7. Foro de Educación y Desarrollo Humano (FEDH-IPN)
8. Instituto de Educación de la Universidad Centro Americana (IDEUCA)
9. Mesa de Concertación Juvenil (MCJ), RACCS
Activity 1.2. Establish a Regional and/or Sector Networks in the Caribbean Coast
Regional Network
In coordination with the MCJ/Bluefields (RACCS), on March 28, TVET SAY held an event titled
“Dialogue and Presentation to Strengthen Technical Education in Bluefields” with technical
education stakeholders in the RACCS. The event served to inform stakeholders of TVET SAY’s
objective to develop a regional TVET network focused on strengthening technical education at the
regional level. The event was attended by 25 institutions, including local government, TVET
centers, universities, companies, and CSOs committed to technical education. Stakeholders agreed
to have a follow up meeting to further define the network and the framework for strengthening
technical education in the RACCS in FY17 Q3.
TVET SAY also met with the MCJ on March 7, to continue the discussion on how the project can
support the development of their South Caribbean Youth Engagement Plan as it relates to technical
vocational education. MCJ is still designing the educational segment of the plan and will continue
to engage the project.
Sector Network
TVET SAY will begin efforts to develop sectoral networks in Q3 and Q4, focusing in the following
sectors: ICT and internet connectivity, tourism, and agriculture/agroforestry, based on current
private sector investments in the Caribbean Coast, the region’s development plans, COSEP’s
interest in strengthening technical education, and the possible centers that can offer coursework.
Activity 1.3. Raising policy topics to key stakeholders
RENET, MCJ and networks (as they are developed) will collaborate on public policies related to
technical education, enterprise development, relations with public and cooperative institutions,
and support campaigns to promote TVET education. RENET and MCJ have included policy
research in their work plans for FY17. As mentioned above, MCJ is focused on their South
Caribbean Youth Engagement Plan which will include policy efforts. RENET is currently working
with a consultant to analyze and propose possible improvements to the legal and political
framework for technical vocational educational and training in Nicaragua. Results of the analysis
are due in Q3 FY17.
Upcoming Priorities
Based on the discussions with RENET, MCJ, and regional and sector networks, the priorities for
Q3 FY17 are to:
• Formalize the RENET Strategic Plan;
• Review Nicaragua’s legal framework related to TVET;
• Develop a list of TVET-related policies that can be proposed and draft an advocacy
strategy;
• Finalize an MOU with MCJ to formally integrate TVET for at-risk youth into the MCJ
agenda;
• Continue to analyze and assess the need for sectoral networks;
• Continue to improve the collaboration and exchange relationships between centers, and
between centers and companies, business associations, and civil society organizations
committed to education;
• Grow RENET and MCJ with key stakeholders;
• Strengthen relationships with private firms (financing, training of trainers, internships,
mentoring, employment, etc.);
• Formalize a relationship with the Network of Young Entrepreneurs, to support young
course graduates with the potential for developing enterprises;
• Engage with the RACCS Education Commission on the benefit of technical education,
entrepreneurship, practical experience for jobs, and employment of young people from the
Caribbean Coast. If this is not possible, look for another space;
• Sign a Memorandum of Understanding with members of the RACCS Youth Advisory
Committee;
• Integrate RACCS regional technical education stakeholders and develop a framework for
at-risk youth technical education employability, entrepreneurship, internships, and
employment. Increase coordination with companies/cooperatives/business associations
and other stakeholders in the Caribbean Coast. Contact coordination and members of the
Education Commission.
Component 2: Capacity Building of 8 Private Core TVET Centers
Component 2 activities are designed to strengthen institutional capacity for eight TVET centers to
be “model” institutions to serve at-risk youth and prepare them to enter the workforce. Private
sector partnerships are key to the success of this component, with the goal of sustainable
collaboration between TVET centers and businesses leading to more demand-responsive programs
and increased placement opportunities for graduates.
Activity 2.1. Assess and build capacity of 8 target TVET Centers
In Year 1, the team completed organizational capacity assessments (OCAs) with 8 selected “core”
TVET centers and created individualized action plans for each TVET to address weaknesses.
These plans cover organizational capacity building, financial sustainability, improved curricula,
integration of soft skills and entrepreneurship training, career services, and programs to better
reach and serve at-risk youth. Some of these activities are described in further detail under
Activities 2.3-2.8, which deal with specific capacity areas. This quarter, the team continued
carrying out these action plans through a mix of training activities and technical assistance.
Technical Assistance is carried out through consultancies that address specific TVET centers’
needs. This quarter consultants provided technical assistance in Strategic and Operational Planning
and M&E to Rey Juan Carlos I, CEFODI, and APRODESE. These centers are expected to have
their Strategic and Operational Plans in place by next quarter. Additionally, a TVET SAY
consultant provided technical assistance to strengthen M&E systems at Centro Juvenil Don Bosco.
Training activities were under development during Q2. The team is in the process of developing
a certification course through an online platform to deliver training to instructors and
administrators from each core institution. The courses will include diplomas or certificates which
will signal competency in the specific areas: institutional governance, administrative functions,
knowledge management, advocacy, the Developing a Curriculum (DACUM) methodology;
gender, masculinity, LGBT inclusion; 21st century pedagogy; and working with at-risk youth. This
quarter, the team initiated the procurement process for development of the courses.
Activity 2.2. Facilitate partnerships with the private sector
This quarter, TVET SAY welcomed a new Private Sector Specialist to the team. The Specialist
quickly reviewed the programs, Year 1 activities, the Youth Labor Demand Assessment, and the
extensive base of private sector contacts. The Specialist then visited Bluefields and Nueva Guinea
to interview private sector leaders in the RACCS to identify opportunities and better understand
the business climate and culture there. The Specialist also interviewed leaders of national business
associations in Nicaragua such as the Nicaraguan Chamber of Commerce and Services (CCSN),
the Nicaraguan National Chamber of Tourism (CANATUR); the Nicaragua Chamber of Industry
(CADIN), the Nicaraguan Institute of Development (INDE), the Nicaraguan Small Hotels
Association (HOPEN) and the Higher Council of Private Enterprise (COSEP).
As a result of this work, the Specialist developed a dynamic new strategy for building private
sector alliances and for fundraising, by tapping into corporate social responsibility (CSR) funding
sources. This quarter, the team signed an MOU with Empacadora Vargas García in Nueva Guinea
with projected leverage of US$15,450.00; 26% in cash for scholarships, and 74% in-kind for
curricula development, local communications campaigns and apprenticeship opportunities.
The team began working collaboratively with COSEP to create a “Scholarship” or “Employability
Fund,” which will serve as the mechanism to channel private sector funding into for youth in the
Caribbean. COSEP will become a “Corporate Fundraiser,” and through its foundation other
corporate fundraisers can be identified and incorporated into the process. SINSA has expressed
interest thus far. From an operational point of view, the team has reviewed USAID’s procurement
regulations and the local legal or regulatory framework to ensure the fund can be developed, and
be sustainable. The team is currently conducting due diligence on COSEP and the COSEP
Foundation.
The team is also studying the possibility of crowdfunding as a scholarship fundraising option,
working with the mobile phone companies Claro and Fundación Telefónica to explore local
platforms for mobile donations via text message, as well as researching web-based platforms in
the United States, particularly to target diaspora donors.
The following list highlights private sector partners that are currently engaged in joint work-
planning with TVET SAY, and the purpose of each alliance:
• CASA PELLAS: to set up an on-line educational platform for training automotive
mechanics, which will be implemented with at least two TVET centers.
• CLARO: to launch a pilot incorporating the online platform "Capacitate Para el Empleo”
(train yourself for employment) to implement with at least four core TVET centers. The
goal is to combine virtual and face-to-face instruction modalities, to reduce costs and
increase access for at-risk youth. Claro will also provide free SMS messages for enrollment
announcements and scholarship offers from TVET SAY on the Caribbean Coast to reach
large numbers of targeted youth living in the most vulnerable areas of Nicaragua.
• COSEP: to establish a roster of mentors to support youth entrepreneurship, and hold events
or activities that bring educational service providers and the private sector together to better
align educational supply with labor demand.
• COMTECH – LEGO: to incorporate educational tools and methodologies promoted by
LEGO Education to strengthen knowledge in mathematics and science. The alliance will
promote the creation of robotics clubs on the Caribbean Coast, in coordination with
organizations such as the Foundation for the Autonomy and Development of the Atlantic
Coast of Nicaragua (FADCANIC), BICU, URACCAN, and the Fundación Zamora Terán.
• BANPRO in collaboration with the Inter-American Dialogue: to channel micro-credit
loans coming from savings in remittances to finance small enterprise initiatives led by at-
risk youth, based upon a micro-lending model which also includes technical assistance and
financial education for youth. This initiative also discussed different models or existing
programs to support youth entrepreneurship with the Microfinance Association of
Nicaragua (ASOMIF).
• CADIN: to connect groups of young entrepreneurs in the Caribbean Coast to
markets/buyers through a knowledge transfer or “supplier development” initiative, creating
a “demand-driven” entrepreneurship program to mitigate levels of failure risk associated
with new businesses.
• MERCON COFFEE GROUP led by CISA Exportadora: to create an educational
program for technicians working with coffee crops to fill upcoming labor needs that the
company projects over the next 2 years, including specialized training for Field Supervisors
and Foremen.
• FABRETTO CHILDREN’S FOUNDATION: to support training of youth in Nueva
Guinea in agriculture, with Mercon as part of CISA Exportadora.
• CARGILL, WALMART, CANITEL, and SIMPLEMENTE MADERA: to continue
developing employment programs.
Activity 2.3. Develop innovative solutions to expand TVET offerings and reach Youth at Risk
The team is using the labor market assessment conducted in Year 1 to help core TVET centers
align their offerings with private sector demand with emphasis in the Caribbean Coast, either by
developing new courses or updating existing ones. These innovative solutions will be based on the
market analysis to develop and deliver new or improved courses and certifications to fill market
needs.
This quarter, TVET SAY engaged core TVET centers and Caribbean Coast community
universities, BICU and URACCAN, to offer technical career offerings in new territories; in the
Northern Caribbean Coast Autonomous Region (RACCN) in the cities of Waspam, and Puerto
Cabezas and in the RACCS, they worked on providing access in remote areas and promoting
innovative relationships with local private companies to improve curricula and provide
opportunities for apprenticeships and new employment for graduates. As a result of those
initiatives:
• A total of 39 at-risk youth have completed mobile courses offered by CEFODI. These
included courses in Outboard Marine Engine Repair in Bluefields, with 19 scholarship
recipients, and Small Business Management in New Guinea, with 20 scholarship
recipients.
• During Q2, TVET SAY awarded a total of 205 scholarships to at-risk youth (67% are
women, 43% are ethnic minorities and 3% are disabled) from 13 different municipalities
of the RACCN and RACCS. They enrolled in seven master level technical career courses
offered by URACCAN (intercultural nursing in Waspam and New Guinea, computing
administration in Puerto Cabezas, and English in Bluefields) and by BICU (agricultural
technician in El Rama, business administration with a concentration in marketing in
Bluefields, and administration of structured cable networks in Bluefields). BICU provided
an off-campus review course in Kukra Hill to create access for at-risk youth to participate
in the training opportunities as a prerequisite for scholarships.
• In mid-March, TVET SAY announced scholarship opportunities for courses on diesel
and gasoline vehicle mechanics in El Rama and New Guinea, and industrial electricity in
New Guinea, both to be offered by Fe y Alegría. At least 75 students are expected to enroll
in those three courses, to start in May 2017. APRODESE will offer a solar panel installation
and repair course beginning in El Rama and then continuing in Cinco Pinos, Chinandega.
Most of the participants for this course are coming from remote communities in the
Caribbean Coast.
• TVET SAY is strengthening URACCAN’s capacity to address teaching for 10 deaf
students enrolled at URACCAN’s Bluefields campus in the 2017 academic year. Five of
these youth were awarded TVET SAY scholarships. The team coordinated working
sessions with the Nicaraguan Deaf Association (ANSNIC), a local NGO that has led the
development of a Nicaraguan Sign Language dictionary, and provides training to sign
language interpreters. With TVET SAY support, ANSNIC trained thirteen faculty
members from URACCAN, BICU and FADCANIC (including staff members from
Wawashang) in Bluefields with a 40-hour course that covered pedagogy, techniques for
working with hearing impaired students, and trained a hearing-impaired interpreter, who,
as part of the agreement, URACCAN committed to hire as a permanent staff member to
address these youths’ needs. The intensive course also covered issues related to the
regulatory framework, Nicaraguan Sign Language and teaching techniques for the hearing
impaired. Currently, seven deaf students plan to attend a course to become Master
Technicians in Computing Systems, and TVET SAY has awarded them scholarships this
quarter. This initiative is highly innovative because it is the first time in Caribbean Coast
history that Caribbean hearing-impaired youth have access to higher education.
Activity 2.4. Improve quality of at-risk youth training and services at targeted centers
This activity aims to enable TVET centers to address at-risk youth needs and provide them with
technical education, employment, or self-employment. This quarter the team worked to continue
to develop and pilot the Comprehensive Positive Assessment Tool (COMPAS-T), a specialized
at-risk youth framework and tool intended to assess risk factors among Nicaraguan youth ages 14
to 29 years. This tool is being used determine the differentiated support that TVET centers will
need to provide for at-risk youth.
TVET SAY partner Güegue Comunicaciones collaborated to develop a digital electronic
COMPAS-T. Form A-1 works as a scholarship application, and measures 8 out of 14 risk factors
to determine eligibility and pre-selection of students. Form A-2 measures 6 additional risk factors
and assets of youth awarded scholarships. Both forms are available online and offline to measure
risk-factor levels and the assets of at-risk youth living in remote areas of Caribbean Coast. The
team has already piloted the tool and will now scale it up to improve the application and selection
process for scholarship students. It also can become a tool for TVET centers to determine who
among their students qualify as “at-risk” to provide differentiated services and counseling and
establish inclusive policies.
The web-based COMPAS-T generates reports to inform the Scholarship Selection Committee to
choose at-risk youth with potential to succeed in a technical-vocational career and find a job via
the following reports:
• Applicants Statistics by career;
• Database of Applicants;
• Eligibility Report; and
• Applicants Risk Factor Score.
Next quarter, the team will prioritize the development of a Directory of Community Services for
TVET centers and a database of students to provide differentiated services and referrals as
determined by the individual risk factors, in addition to ongoing capacity building activities.
Activity 2.5. Develop and Launch an Online Portal
To promote sustainability, rather than developing an e-learning and collaboration portal from
scratch, the TVET SAY team identified existing resources and partners that can provide the
service. This quarter, the team coordinated with the Carlos Slim Foundation (Aprende.org) and the
CISCO Academy to use their online portals as academic resources for core TVET centers. The
next challenge is to identify which courses are appropriate for each level and career. It will take
additional support to tailor a package of courses for each TVET, and to promote use of CISCO
and Aprende.org materials.
Activity 2.6. Improve Career Services at Targeted Centers
The OCAs of the core TVET centers in Year 1 revealed specific areas in career services for
improvement in each center. These included better participation in career fairs, connections with
the private sector to increase apprenticeships and internships, and a need to prepare youth for self-
employment. This quarter, the team focused on creating entrepreneurship programs to prepare
youth for successful self-employment.
The team identified INDE as a potential partner to study entrepreneurship programs in partnership
with core TVET centers. INDE has been running a program called Junior Entrepreneurs of
Nicaragua (EJN), a subsidiary of Junior Achievement Worldwide, for several years. INDE has a
strong track record of preparing socially disadvantaged youth for entrepreneurship. The core
TVET centers have varied experience with entrepreneurship; some have curricula and programs,
while others do not. This quarter, the team contracted INDE to work with the core TVET centers
to develop and improve their entrepreneurship programs; this work will be ongoing through May
2017.
Activity 2.7. Build Capacity of TVET Centers to Mentor, Develop Soft Skills and Track
Youth
Recognizing the importance of preparing youth for jobs with both technical and soft skills, the
TVET SAY team is planning to work with core TVET centers to develop and integrate soft skills
into their curricula and programs. Through the OCAs, the team determined that soft skills training
and curricula were highly varied; furthermore, although the core TVET centers all believed that
they had capacity in this area, they do not yet have efficient systems for tracking youth, and
businesses report a lack of soft skills among youth they hire.
To better determine needs, this quarter, TVET SAY hired a consultant to analyze soft skills
curricula at each institution. The team developed an evaluation matrix derived from the
International Labor Organization and Child Trend’s definitions of soft skills, which represent
current global thinking on soft skill development, paired with COSEP’s local research about
perceptions among companies in Nicaragua. The consultant reviewed teaching methodologies and
made recommendations on how each core TVET can strengthen their soft skill training. The gaps
found in the current offerings were:
1. Ability to find original solutions
2. Using learning techniques to acquire and apply new knowledge and skills
3. Taking responsibility for self-learning
4. Use of time
5. Abstract thinking
6. Identifying a problem by gathering information from multiple sources
7. Competently reading (including graphs, tables, and diagrams)
8. Writing effectively (including graphs, tables and diagrams)
9. Using arithmetic skills effectively
10. Access skills, and evaluation/organization of information in digital environments
11. Controlling impulses
12. Managing emotions
13. Work ethic
In 2014, the National Technological Institute (INATEC) developed a series of guides (updated in
2016) for soft skills development, with technical assistance from Swiss Contact. Only four of the
six core TVET centers are using these guides, and the consultant found weaknesses in the above-
mentioned areas. The analysis also highlights other areas to be strengthened, including teacher
training, the time dedicated to soft skills, and mainstreaming soft skills training into curricula. The
team is in discussion with Fundación Telefonica, a mobile phone provider, to provide opportunities
for strengthening staff members’ soft skills and technological competencies and methods for
educational innovation, within the framework of their SCHOLASTIC program.
Activity 2.8. Diversify Income Streams and Improve Financial Sustainability
Many TVET centers depend on donor funding and donations to fund their programs, and through
the OCA process, the team found that many core TVET centers do not have a resource generation
strategy in place. To ensure that TVET SAY interventions can be sustained, and that TVET centers
can offer services to at-risk youth, the team is planning interventions to help the centers diversify
their income streams. This quarter, the team assessed the finances of six TVET centers and worked
with them to develop tailored strategies, including sale of services and better alignment with
private sector demand, to access private sector funds. The centers will begin implementing
strategies next quarter.
Upcoming Priorities
• Solidify several specific alliances between private companies and individual TVET centers
that either modernize curriculum offerings, or are designed to provide job opportunities,
and more targeted training for increased private sector efficiency.
• Build capacity for selected TVET centers for developing partnerships with private sector
companies, and on how they can sell services that result in a win-win for the centers and
for the private sector company.
• Support the implementation of Action Plans based on the OCAT results to make TVET
centers more productive and efficient and better serve at-risk youth.
• Finalize the private sector mapping that was carried out for Bluefields and Nueva Guinea,
and develop similar maps of the private sector companies willing to partner with TVET
SAY in the new areas where courses are/will be taught: Bilwi, Rama, and Waspam.
• Continue implementing the private sector engagement strategy that culminates in sweeping
MOUs that cover the entire Mission’s efforts to build private sector partnerships.
Component 3: Public Perceptions of TVET Centers
Under this component, the TVET SAY team is designing and implementing a media campaign to
improve the perception of TVET centers, increase interest and the perceived value of TVET
programs by engaging youth, families and communities. In Year 1, the TVET SAY team
conducted a public perception survey in Caribbean Coast to assess the knowledge and attitudes of
stakeholders toward TVET and TVET centers, reaching more than 400 youth through individual
surveys and focus groups and with participation from community leaders, at-risk youth, and their
parents. This survey informs all activities carried out under the component.
Activity 3.1. Develop and implement media campaigns in Caribbean Coast to improve
perceptions of TVET
This quarter, the TVET SAY team continued to implement a multilingual radio campaign. The
radio messages, which hit the airwaves in October, are available in Spanish, Creole and Miskito
to reach diverse ethnic minorities from the Caribbean Coast. Under the radio campaign, TVET
SAY established an alliance with the Bluefields Young Entrepreneurs Network in February 2017
to develop messages through radio URACCAN promoting TVET and entrepreneurial activity
among youth in the Southern Caribbean Coast. The radio program is called Voz Empresarial and
is conducted by youth members of the Bluefields Young Entrepreneurs Network. The radio
program is on air 3 days per week.
During this quarter, the team also developed
promotional material for TVET, including posters
distributed to TVET centers, implementing partners,
youth organizations and private companies in the
Caribbean Coast. The promotional material on TVET
highlights young women in non-traditional careers or in
male-dominated careers, and aims for equality-oriented
messaging. They feature youth from the Caribbean
Coast engaging in TVET activities, to promote positive
references for at-risk youth.
The team completed the procurement process to film a
documentary about lives of at-risk youth scholarship
recipients in technical careers and job skills courses on
the Caribbean Coast of Nicaragua. The final product will
be part of the campaign and will be presented at public
events. The documentary will be an instrument to
mobilize support for youth in the Caribbean coast,
making key actors aware of the impact that education
has on a personal, family and community level.
The TVET SAY team continued to have an active presence on social media this quarter, with a
Facebook fan page reaching more than 6,500 followers in March. The team highlighted relevant
events and celebrations on the page, such as World Radio Day (February 13th), International
Women’s Day (March 8th), and Global Partnerships Week (March 6-12, 2017). Although
Facebook is the best means to reach youth, this quarter the team continued promoting the project
website and updated Twitter on an ongoing basis, as part of the web-based efforts for TVET
positioning among key stakeholders.
As part of the TVET campaign, the team promoted calls for scholarship applications in seven
technical careers with BICU and URACCAN. The team took a multimedia approach that included
street signs, radio messages, local TV announcements, social media, and megaphone advertising
on the street. The team worked closely with community radios to have ‘‘on air’’ interviews to
promote enrollment in technical careers, messaging about the advantages of technical education,
share the professional profile of the careers that are offered and how to apply. Scholarships were
promoted in Waspam, Bluefields, Puerto Cabezas, Nueva Guinea and El Rama.
In March, in alliance with Fe y Alegria Nicaragua and APRODESE, the team launched the fourth
scholarship announcement for at-risk youth from the Caribbean Coast to apply for three technical
careers in Nueva Guinea, El Rama and Cinco Pinos, Chinandega. Radio messages and social media
advertisements were developed for residential electricity, automotive mechanics and solar systems
installation and repair technician careers.
This quarter, the team developed two
animated videos to explain the advantages
of technical and vocational education.
Animated videos are an engaging
instrument for social media platforms that
facilitate storytelling in a more
comprehensive way. The main target of
these messages (youth) tend to be visual
learners, so visual information is easier to
understand.
Messages in animated videos are based on
findings of the Perception Survey on
youth, and highlight the linkages between TVET and income, and being able to accomplish a
degree in a shorter time frame. Among all youth and adolescents surveyed, there was an especially
high percentage of youth that responded that they use the internet on a daily basis. However, it
should be noted that frequency in use increases to the extent that municipalities have better
infrastructure and connectivity facilities/services, therefore, audio content of the animated videos
will be shared through community radio as well.
Activity 3.2. Work with Employers to Change Recruitment Methods that Favor University
Graduates
The team continued to engage with the
Round Talent System and members of
the Association of Human Resources
Executives in Nicaragua (AERHNIC) in
order to identify actions that can be
implemented within the framework of
the project to raise awareness and
promote a change in companies’ human
resources management models. The
team developed a communications
toolkit aimed at engaging the private
sector. These publications will
complement ongoing outreach efforts to
engage the private sector under Components 1 and 2. The toolkit has 3 products: (1) An
informative booklet that explains the company-TVET institution alliance model and mechanisms
to jointly develop qualified human capital; (2) A case study brochure called “Learning from
Another Company,” a booklet that explains how alliances between a private company and TVET
institutions deliver results for enterprise performance and human capital development (i.e.,
recruiting human capital that is well suited and contributes to the strategic aims of an organization).
This is a “mirror” model communications approach; and (3) An animated presentation to be used
in meetings with private companies to engage them in the project’s mission.
Activity 3.3. Engage Youth, Families and Communities in Discovering the Value of TVET
Centers in Youth Career Decision-Making
This quarter, the team participated in a Meet & Greet event with young women to discuss reshaping
gender roles on March 8, 2017 at Colegio Roberto Clemente, with Fe y Alegria in Ciudad Sandino.
In commemoration of International Women’s Day, nine young women studying traditionally male-
dominated technical careers led a panel discussion and a demonstration of technical capacities in
mechanics and electronics, industrial electricity, commercial refrigeration and air conditioning,
and accounting. The dialogue had as a special guest and moderator the Deputy Chief of Mission
for the US Embassy in Managua, Mrs. Youth. Media also covered the event. The main topic of
this event was how vocational training activities enable young women to acquire the knowledge
and skills needed to open doors to job opportunities, and ultimately raise women’s standard of
living. The theme for International Women’s Day 2017 was “Women Changing the Way We
Work.”
TVET SAY is working on increasing female participation in TVET non-traditional careers,
contributing to reshaping gender roles in Nicaraguan society. The TVET SAY Gender Analysis
found that women are underrepresented in most technical careers. While 70 percent of students in
technical education are women in business sectors and services careers, they make up only 10
percent in industry and construction, and 25 percent of the student body in agriculture and forestry.
The event was an activity focused on that effort.
Activity 3.4. Develop Sustainable Platform for Youth Engagement
This quarter the team launched a blog site to provide the voices of Caribbean youth and to ensure
that youth voices are considered in programming. This is an instrument for youth agency and
advocacy, through which youth from the Caribbean Coast can reflect on youth perspectives,
challenges, rights, and aspirations.
The blog was launched in January 2017. USAID scholarship recipients, young entrepreneurs, and
social workers from the Caribbean Coast are among the writers. Through their testimonies, the
platform reflects direct experiences of what works and what is missing in youth-focused programs
to create the most positive impact on youth. Partners in this initiative are organizations working
with youth, such as the Bluefields Youth Roundtable, BICU and URACCAN.
Upcoming Priorities
• The coming quarter will see the communications effort focus on demonstrating that there
is demand for technical education and highlighting jobs. The TVET SAY Perception Study
showed that youth want jobs. Now with newly graduated TVET SAY students, their voices
and stories will be taken to youth in the Caribbean.
• There will also be a focus on messages to the private sector, since new efforts are beginning
to yield agreements and partnerships.
Component 4: Scholarship and Employment Support for at-Risk Youth from the Caribbean
Coast
In year 2, the TVET SAY goal is to award 400 scholarships to at-risk youth in high growth sectors.
Tables 3-5 below provide TVET SAY scholarship data disaggregated by location, career, degree
type, age, sex, and ethnicity.
Activity 4.1. Scholarships for At-Risk Youth
By the end of Q2, a total of 260 scholarships were awarded to at-risk youth from 13 different
municipalities in the Caribbean Coast of Nicaragua, out of 616 applicants. They applied to seven
careers at Technical Superior Level offered by BICU and URACCAN: Technical Superior (TS) in
intercultural nursing in Waspam and New Guinea; administrative computing in Bilwi and
Bluefields; English in Bluefields; computing networks and business administration with a
concentration in marketing in Bluefields; and agriculture in El Rama.
Table 3. TVET SAY Awarded Scholarships Q2 FY 2017 Data Disaggregated by Location,
Career, Degree Type, Age, and Sex
# Droped
out # % # %
1Middle
TechnicianIndustrial Electricity
Fundación
Victoria18 Managua 13 11 2 85% 22 11 100% 0 0%
2Middle
TechnicianElectronics
Fundación
Victoria18 Managua 1 1 0 100% 19 1 100% 0 0%
3Labor
EnablementSmall Business Management CEFODI 6 Nueva Guinea 22 21 1 91% 22 3 15% 17 85%
4Labor
Enablement
Outboard Marine Engine
RepairCEFODI 6 Bluefields 20 19 1 95% 21 17 89% 2 11%
5Technical
SuperiorEnglish as a second language URACCAN 24 Bluefields 26 26 0 100% 22 9 35% 17 65%
6Technical
SuperiorComputer Management URACCAN 24 Bluefields 5 5 0 100% 21 2 57% 3 43%
7Technical
SuperiorComputer Management URACCAN 24 Bilwi 28 28 0 100% 20 16 57% 12 43%
8Technical
SuperiorIntercultural Nursery URACCAN 24 Waspam 32 32 0 100% 20 8 25% 24 75%
9Technical
SuperiorIntercultural Nursery URACCAN 24 Nueva Guinea 35 35 0 100% 19 4 11% 31 89%
10Technical
Superior
Structure Wiring and
Computer Network
Management
BICU 24 Bluefields 25 25 0 100% 21 18 72% 7 28%
11Technical
Superior
Buisness Management with
emphasis in MarketingBICU 24 Bluefields 29 29 0 100% 21 6 21% 23 79%
12Technical
SuperiorAgricultural Technician BICU 24 El Rama 24 24 0 100% 20 11 46% 13 54%
260 256 4 21 106 42% 149 58%TOTAL
Initial
Enrollment
Current
Enrollment Q2 FY
2017
Retention
Rate
Average
Age
Male Female# Degree Career/Course
TVET or
University
Duration
(Months)Location
Table 4. TVET SAY Awarded Scholarships Q2 FY 2017 Data Disaggregated by Ethnicity
Leverage
A total of US $249,966 was leveraged by non-U.S Government (USG) organizations. These funds
were distributed in the following manner: US $233,000 from URACCAN to support 127
scholarship students, and US $16,966.00 from BICU to support 78 scholarship students at the
technical superior level. This leverage represents 66% of the total target for FY 2017.
Table 5. Leverage Amount by Q2, FY 2017
Activity 4.2. Provide mobile training in Caribbean Coast
In FY16, the TVET SAY team and CEFODI developed mobile training courses in Small Business
Management and Outboard Marine Engine Repair in Nueva Guinea and Bluefields, respectively.
Table 6 below shows occupational attainment from TVET SAY’s first cohort graduates in six-
month courses. 18 youth graduated in Outboard Marine Engine Repair in Bluefields, and 21
students graduated in Small Business Management in Nueva Guinea.
Only 15 days after completing the course, 95% of graduates in Nueva Guinea are
Employed/Studying/Entrepreneur (52% assistantships, 14% have a paid job, 10% are continuing
Miskito Creoles Mayangna
Technical/industrial electricity 13 11 2
Technical/Electronics 1 1
Work placements /Small Business Administration 22 22
Work placements/ Outboard Marine Engine Repair 20 14 2 4
T/S English 26 10 1 15
T/S Intercultural nursing (Nueva Guinea) 35 35
T/S Intercultural nursing (Waspam) 32 1 28 3
T/S Administrative informatics 33 7 24 2
T/S Business administration with mention in marketing 29 25 4
T/S Structured cabling in network management 25 18 5 2
T/S Agricultural 24 20 4
Total # 260 164 60 33 3
63%Percentage
Level / Course-SpecialtyNumber of
Scholarships
Caribbean
Mestizo
Ethnic Minorities
37%
URACCAN Leverage 127 scholarships Technical Superior In-kind $233.000,00
BICU Leverage 78 scholarships Technical Superior In-Kind $16.966,00
$376.500,00 $249.966,00 66%
%
accomplished
Name of
donorConcept Type
Target
FY17
Actual Q2
FY17
Total U$
their studies), and 20% are either self-employed or working in family business or in their own
business.
In the case of Bluefields, 65% are Employed/Studying/Entrepreneur (39% assistantships, 11% paid
jobs), 11% are teenagers who are continuing to study. There are no self-employed, neither in family
nor their own business.
Table 6. Occupational1 level of CEFODI Alumni by Course, 15 days after completing courses
March 31, 2016
Table 7. Occupational Level of CEFODI Alumni by Gender, 15 days after completing courses
(March 31, 2016)
1 Occupation is defined as activities carried out for personal growth. It is related to the youth’s use of time and is not
limited to income-generating activity.
# % # % # %
# Completed Studies by course 18 46% 21 54% 39 100%
Male 16 89% 5 24% 21 54%
Female 2 11% 16 76% 18 46%
Sub-total Occupied 11 61% 20 95% 31 79%
Assistantships 7 39% 11 52% 18 46%
Paid 2 11% 3 14% 5 13%
Continue studying 2 11% 2 10% 4 10%
Self-employed 0 0% 2 10% 2 5%
Family business 0 0% 1 5% 1 3%
Own business 0 0% 1 5% 1 3%
Sub-total unemployed 7 39% 1 5% 8 21%
Level of Occupation of CEFODI Alumni 15 days after completing Labor Enablement Course (March 31, 2016)
Repair and Maintenance of
Marine Engines (Bluefields,
RACCS)
Small Business Management
(Nueva Guinea RACCS) Total
# % # % # %
Total 18 46% 21 54% 39
Sub-total Occupied 18 100% 13 62% 31 79%
Assistantship 10 56% 8 38% 18 46%
Paid 3 17% 2 10% 5 13%
Continue studies 2 11% 2 10% 4 10%
Self-employed 2 11% 0 0% 2 5%
Family business 0 0% 1 5% 1 3%
Own business 1 6% 0 0% 1 3%
Sub-total unemployed 0 0 8 38% 8 21%
Level of Occupation of CEFODI Alumni by Gender, 15 days after completing Labor
Enablement Course (March 31, 2016)
Gender Female Male Total
Table 7 shows level of occupation by gender. Although 54% of alumni in this cohort are male,
level of occupation for women is 100% and 62% for men. It is a combined effect of labor demand
for the career and geographical location factor.
Activity 4.3. Administer Scholarship Support
To develop a systematic approach for technical education scholarships, the TVET SAY team is
adapting the application of the scholarship manual to each core partner’s institutional policies.
TVET SAY is implementing a multi-method and multimedia recruitment approach in the
Caribbean Coast to attract and identify youth at risk in the RACCS and RACCN interested in
pursuing TVET careers. The project continued to engage with the private sector to assess their
willingness to contribute to the scholarship fund and to provide internships and employment to at-
risk youth, meeting with many that have some connection to the Caribbean Coast. Most companies
have a positive attitude and are interested in the project, as it falls in line with companies’ need to
strengthen human capital and improve efficiency. As mentioned above, the team is formalizing the
partnerships through MOUs.
Under these MOUs, TVET SAY and the partners share the following goals: Strengthening
technical education for youth for sustainable development, transform primary production in the
region into value-added products, and improve private sector capacity to increase employment.
In January 2017, in accordance with Section B.6 of the referenced IQC, FAR part 52.244-2 and
FAR part 44.202-2, TVET SAY requested Contracting Officer (CO) consent to subcontract with
University of the Autonomous Regions of the Caribbean Coast of Nicaragua (URACCAN). The
purpose of this award is to issue a Fixed Unit Price Purchase Order Agreement (POA) to
URACCAN for the purchase and delivery of technical training of up to 117 scholarship awards to
at-risk youth aged 14-29 years from the Caribbean Coast for Master Technician degrees, providing
an opportunity to gain employment in high growth sectors in Nicaragua after graduation.
Upcoming Priorities
• Continue to update the scholarship strategy and manual based on lessons learned from the
first two round of scholarship recipients
• Recruit and select the remaining cohort for scholarships for FY17
• Implement a plan for leverage, aiming to secure US $700,000 from the private sector for
scholarships
• Prepare scholarship announcements for FY17 scholarship applications and strengthen
recruitment efforts
• Continue to work with TVET centers, universities and the private sector to adapt and
validate curriculum(s)
Monitoring and Evaluation
All the M&E activities in Q2 FY17 were in accordance with the approved M&E Plan including
routine monitoring and data collection.
Activity 5.1. Reporting: Baseline, Mid-term and Final Evaluation
In Q1 in accordance with USAID, which required the baseline to be revised in Q2-Q3 to integrate
a baseline value for new indicators added to the performance-monitoring plan.
Upon review, baseline data is missing for indicators 5 and 6 (indicators listed below), which is
required. A baseline value for those indicators will be determined in Q3, as they are dependent on
the first application of the COMPAS-T.
Table 8. Indicators 5 and 6
Indicator Baseline
Value
Indicator: 5. Standard GNDR-7: Percentage of target population that views
Gender-Based Violence (GBV) as less acceptable after participating in or being
exposed to USG programming
TBD
Indicator: 6. Custom. Percentage reduction of risk factors for youth TBD
Data Quality Assessment Q2 FY 2017: The M&E Plan has been updated and a Data Quality
Assessment (DQA) was conducted for the following indicators to be reported in this quarter: 2, 8,
10, 19, 23, 24 and 25.
Review of Indicators at a Regional Level: USAID Washington organized in Guatemala regional
meeting from March 28 to 30, 2017 to conduct a workshop titled, “USAID Central America Youth
Workforce Development (WFD) Learning Agenda” Workshop. The workshop had four
objectives: (1) Foster sharing and learning across missions and implementing partners in Central
America; (2) Develop a shared vision for a Central America Youth WFD learning agenda; (3)
Agree upon common workforce development indicators that will be used to report to Congress on
key program achievements; and (4) Build a community of practice around youth workforce
development.
Approximately 30-35 participants attended from the following 6 youth workforce development
projects in the Latin America and Caribbean (LAC) region:
• Bridges to Employment implemented by DAI in El Salvador
• Youth Opportunities BAA implemented by a consortium led by World Vision in
Guatemala
• Workforce Development Activity implemented by Banyan Global in Honduras
• Technical Vocational Education Strengthening for At-Risk Youth (TVET SAY)
implemented by Creative Associates, Inc.
• Education for Success implemented by FADCANIC in Nicaragua
• USAID/LAC Regional Workforce Development Program (RWDP) implemented by FHI-
360 at the Regional Level in Guatemala, Honduras and Jamaica.
All programs participating sent representatives including Chiefs of Party and M&E directors from
the six projects, representatives from USAID El Salvador, Guatemala, Honduras, Nicaragua and
Washington and staff from the LAC Reads Evaluation project. All implementing partners
presented an overview on the six programs. Breakout discussions regarding common indicators
across programs, their definitions and measurement for the learning agenda took place and also
identified opportunities for additional sharing across programs as well as next steps.
A major effort concentrated on trying to approve common indicators for all regional projects to
standardize metrics and being able to tell a story for Congress. Among the most controversial and
in-depth discussed indicators were:
1. Enrollment: Number of persons (At-Risk Youth) participating in USG WFD Programs;
2. Employment: EG.6-1 Number of individuals with new or better employment following
completion of USG-assisted workforce development programs;
3. Follow-up employment: Number or percentage of students who completed their training,
are graduated, and still employed (3,6) months after graduation;
4. Private sector engagement: Leverage (Dollar value of cash/in-kind support from local
partners or stakeholders to implement community action plans and/or reading campaigns
in targeted areas);
5. Number of WFD initiatives completed due to USG participation in public-private
partnership;
6. Number of stakeholders consulted with respect to WFD programs supported by USG;
7. Institutional Strengthening: CBLD-5 Local Organizational Capacity Assessment Score;
8. Completion of Academic Programs: Number of people certified through USAID-
supported WFD programs in targeted municipalities.
Table 9. Indicators
Activity 5.2. Development, Adaption and Maintenance of Web-based M&E System
In FY16, TVET SAY partner Güegue Comunicaciones was engaged to develop the web-based
M&E Information System. In Q1 of FY17, TVET SAY worked with Güege to develop an
electronic COMPAS-T tool and scholarship application that would be integrated into the M&E
system. Both online and offline versions would be available for remote access in the Caribbean
Coast. In January 2017, the tool was piloted and the results/lessons learned shared with the USAID
Mission in Nicaragua.
# Name of Indicator
1 Standard: ES.4-1 Number of vulnerable persons benefitting from USG-supported
social services
2 Standard: EG.6-1 Number of individuals with new or better employment following
completion of USG-assisted workforce development programs (signed contract with
USAID)
3 Custom: Percentage of students who completed their training, are graduated, and still
employed (3,6) months after graduation (signed contract with USAID)
4 Standard: Youth-: proportion of youth who report increased self-efficacy after USG
supported program
5 Standard Custom: Percentage of target population that views Gender-Based Violence
(GBV) as less acceptable after participating in or being exposed to USG programming
6 Custom. Percentage reduction of risk factors of targeted youth
7 Standard GNDR-2 Percentage of female participants in USG-assisted programs
designed to increase access to productive economic resources (assets, credit, income or
employment) (signed contract with USAID)
8 Standard EG6-2. Number of persons with improved skills following completion of
USG-assisted WFD programs.
9 Custom: Percentage of students from WFD programs that further their education or
receive other training within six months of graduation
10 Standard: YOUTH-1 Number of youth at risk of violence trained in social or leadership
skills through USG assisted programs
11 Standard. Number of persons (YAR) participating in USG-funded workforce
development programs
19 Custom: Retention Rate of scholarship recipients
20 Standard: Youth-3 Number of youth who participate in civil society activities due to
training in social and leadership skills from USG assisted programs.
23 Custom: Number of people certified through USAID-supported WFD programs in
targeted municipalities
24 Custom: Number of scholarships provided
25 Custom: Number of new internships, apprenticeships created by the private sector for
at-risk youth
The M&E system will generate reports to inform the Scholarships Selection Committee in
choosing at-risk youth with the potential to succeed in a technical-vocational career and find a job
via the following reports:
• Applicants’ Statistics by career;
• Data Base of Applicants;
• Eligibility Report;
• Risk Factor Score of Applicants.
To support the web-based M&E system, the project is in the process of developing a Data
Management Manual to specify the Standard Operating Procedures (SOP) and actions used to
track data flow. Specifically, it will provide information for each indicator in the data management
chain (i.e., data source, collection, collation, analysis, reporting, and usage). The Performance
Information Reference Sheets (PIRS) will ensure that the project team, TVET centers and grantees
collected and interpreted results consistently. Indicator updates generated by the online tools will
be included in the Quarterly Reports and the Annual Report.
The set of 25 indicators of the M&E Plan will be set in the Web-Based System in Q3 FY2017.
TVET SAY project staff will assure that project outcomes and learnings are communicated to
USAID and with the Youth Power Evidence and Evaluation IDIQ Community of Practice. TVET
SAY will continue to comply with Open Data Policy (Automated Directives System 579) and
render all its datasets public and published in a central location.
Strengthening GIS Capabilities of TVET SAY M&E Unit
The M&E specialist was invited by Nicaragua’s USAID Mission to participate in a three-day
introductory course on Geographic Information Systems (GIS) and Geographic Analysis for
Development Programming, organized by USAID/Nicaragua’s Mission during February and
March 2017. The course was delivered by geography experts from the GeoCenter (US Global
Development Lab). The purpose of the workshop was to introduce M&E Specialists from all
projects to the application of geographical data for M&E systems. Topics covered included:
introduction to GIS, analyzing geographic data, introduction to ArcGis Online; Remote Sensing
Program and Mapping for Resilience; Sharing Maps with ArcGIS Online Web Map Application
Templates and Mapping Project Data. Because of the workshop, M&E specialist was able to map
the location of At-Risk Youth who benefitted from TVET SAY in Caribbean Coast of Nicaragua;
see Figure 1 below for the geographic origin of TVET SAY Fellows.
TVET SAY is adopting and implementing Geographic Information System (GIS) tools in its
reporting process to be an integrated part of the program. Geo-referenced data will also be regularly
collected and uploaded in the Web-based M&E system developed by Güegue to provide a more
complete understanding of the results achieved. By mapping out key program areas, they can be
overlaid with other attributes to produce maps in support of the adaptive management approach.
It will allow to seamlessly visualize data on a map (e.g., TVET networks, TVET centers including
campuses in the Caribbean Coast, students’ place of origin, location of private firms, job placement
locations of at-risk youth graduates, etc.).
Fig. 1. TVET SAY Scholarship recipients reside in 13 different municipalities of Caribbean
Coast of Nicaragua (March 31, 2017)
Source: TVET SAY Database, prepared by M&E Specialist. March 2017
Activity 5.3. M&E Technical Assistance and TVETs' Training and Routine
The project continued to strengthen the M&E capacity of TVET centers to implement and/or
improve results-based decision-making processes and improve their resource allocation. In Q2 and
Q3 the M&E Specialist, with support from an external consultant, will provide workshops and
technical assistance to implement M&E systems based upon the needs diagnosed by the OCAT.
The following training manuals will be implemented:
1. TVET SAY M&E Manual that integrates all processes and procedures required for the
effective implementation and management of the M&E system; and
2. TVET SAY Database Manual to ensure quality registration and control to generate
reliable and consistent data, contributing to the collection and dissemination of
comprehensive data regarding employment, skills development, and employer
satisfaction.
TVET centers will then be able to systematically measure their progress toward goals, and collect
and analyze information to assess progress towards the results expected by them.
The M&E Specialist will supervise and follow up on the workshops with technical assistance for
TVET centers to check the accuracy of reported data and the proper use of data collection tools.
Additional training will be provided as needed through regular site visits.
Activity 5.4. Annual Assessment of market initiatives skills gaps, labor market conditions
and sector-employment potential
In FY16, to measure the skills gap, a labor market survey was adapted based upon the international
survey of adult skills by the Project for the International Assessment of Adult Competencies
(PIAAC). The survey measures the key cognitive and workplace skills at-risk youth need to
participate in economic sectors of Nicaragua’s labor market. The evidence from this survey
informs TVET centers on how to nurture at-risk youths’ vocational skills needs. The TVET
centers, private sector firms, TVET network, public-private partnership (PPP) and policy makers
will also use this information for career courses and curricula adjustment, to align the demand for
skills of at-risk youth, and develop economic, educational, and social policies that will continue to
enhance the skills of adults. In Q4, a rapid labor market assessment will be conducted to confirm
that the key cognitive and workplace skills needed by at-risk youth to participate in economic
growth sectors of Nicaragua’s labor market.
Upcoming Priorities
• Maintain ongoing oversight of Monitoring and Evaluation Plan
• Conclude data collection tools development and set-up as a regular practice by all technical
staff of TVET SAY and core TVET centers
• Conduct Data Quality Assessment (DQA)
• Maintain web-based M&E system
• Conduct Routing Data "spot checks"
• Conduct Internal Project Review
• Prepare Quarterly Reporting Q3 FY17
• Develop M&E Plan updates FY17 (PIRS)
• Hold training workshops on data collection with TVET centers
• Conduct Annual Assessment of market initiatives skills gaps, labor market conditions and
sector-employment potential
In a hotel conference room, representatives from more than 30
business associations, technical vocational education and training
institutes, universities and non-governmental organizations, are
sowing the seeds for transformative economic change. What
they discuss here may lead to jobs for thousands more youth
and growth for companies on the Pacific and Caribbean coasts
of the country.
It is a pivotal meeting for the newly formed Nicaraguan Network
for Technical Education (known by its Spanish acronym RENET)
as it lays out its strategy for the next several years.
"We, as the private sector, are always saying we need to be
more productive, we need to be more innovative and to have
more competitiveness. But if we don’t invest in technical
education, we won’t be able to realize these goals," says Mr.
Amador, Executive Director of Chamber of Industries of
Nicaragua (CADIN).
This network, the first of its kind in the country, was formed by
the private sector and educational institutes through a
partnership with the Technical Vocational Education and
Training Strengthening for At-risk Youth (TVET SAY) project,
known in Spanish as “Aprendo y Emprendo.”
Funded by the U.S. Agency for International Development and
implemented by Creative Associates International, the project
aims to expand opportunities for technical training and
entrepreneurship for at-risk youth from the country's
Caribbean Coast region, which is home to some of the most
marginalized and at-risk populations.
When youth have access to in-demand training and employment
or entrepreneurship opportunities, they are less likely to engage
in drugs, gangs or crime, are less susceptible to teen pregnancy,
and are less likely to migrate in search of opportunity, say
project staff.
To achieve this goal, project staff say it is key to ensure that the
curriculum of technical vocational education and training
Along the Caribbean Coast, fishing is a major
industry. Technical vocational education and
training centers are working with employers
to prepare youth for outboard motor repair
work and match them with hands-on
internships.
Network to expand jobs opportunities for youth
Ensuring that the
curriculum of technical
vocational education is
aligned with employers'
demands for skilled new
hires
"Before the creation of
RENET, we as technical
and vocational
institutions did not
have a connection with
the private sector at
the national level"
Mr. Contreras, instructor of the La
Salle Technological Institute in León
Photo
by J
illia
n S
lutz
ker
institutes align with employers' demands for skilled new hires. This is where the Network plays
a critical role.
"We need to build a bridge between the private sector, the academic sector and the
government. This is one of the main focus on why we started this network. We believe if we
want to make real change, we must involve the coordination of all of the actors," says Amador,
representing the private sector in the national network.
A similar, smaller regional network has been formed among employers, training institutes,
universities and local non-governmental organizations in the Caribbean Coast region.
Matching training curriculum to the market
Before the creation of the Nicaraguan Network for Technical Education, there was little avenue
for regular communication between technical and vocational training institutes and the private
sector, says Mr. Contreras, instructor of the La Salle Technological Institute in León, a Network
member.
"Before the creation of RENET, we as technical and vocational institutions did not have a
connection with the private sector at the national level," says the Contreras technical vocational
education and training instructor.
Educators tasked with preparing the next graduating class of technicians to enter and succeed
in the job market had little evidence-based information about the skills employers desired,
leaving a vacuum of vacant positions and unemployed graduates.
According to Nicaragua’s Survey of Sustainable Enterprises in 2015, 59 percent of companies
with more than 100 workers reported difficulties finding skilled labor, and the problem was
even more pronounced along the Caribbean Coast. The survey also showed that 93 percent of
the "hardest-to-fill" positions in the region required technical and vocational education and
training.
While the private sector faced a notable gap in supply of skilled potential employees, a lack of
communication channels meant that training institutes did not know how to respond to address
the need.
"For example, we have a lot of technical careers and have found in Nicaragua that we have to
import people from abroad to fulfill those needs. And this is a major problem since we have a
lot of academic institutions that have given a lot of training to people but that offer is not aligned
with the private sector," says the Network's leader, Mr. Amador.
With the creation of the Network, employees and training institutes are optimistic about
opening the channels of communication to bridge this gap.
Changing perceptions about technical education
A major priority of the Network is to raise the public profile of technical education. While
employers are seeking potential recruits with technical skills, the majority of youth place more
value on a university degree.
A 2016 USAID survey of youth perceptions of technical education, conducted by Aprendo y
Emprendo in the southern Caribbean region, found that 72.7 percent of the 400 youth polled
in a demographically representative sample said they would prioritize a university degree
compared to just 16.7 percent aspiring to a technical-level education.
More than three-fourths of youth thought a university education would lead to a better
career—unaware of the numerous vacancies reported by employers looking for technically
skilled workers.
"We need to promote technical education more. For the general population, the assumption is
that to follow a professional path [is better]," says Mr. Omeir, General Vice Rector of the
Bluefields Indian and Caribbean University (BICU), a member of the Network and host to 100
students on technical scholarship through TVET SAY.
"I think it’s a great opportunity, but it’s not an easy job: changing a cultural belief about technical
and professional careers," he adds.
Amador, the Network's Chair, says the group has already started gaining ground in public
opinion and has amplified and multiplied the voices promoting technical education at the national
and local level.
A voice for the Caribbean Coast
For members of the Network hailing from the Caribbean Coast region, far from the capital, this
is valuable chance to bring the voices of Caribbean students, institutes and business into the
national dialogue.
"It is important for the Caribbean Coast to be part of the dialogue and at the center of it," says
Ms. Lopez, Vice Rector of the University of the Autonomous Regions of the Nicaraguan
Caribbean Coast (URACCAN) in Bluefields.
In a region with greater levels of risk for youth unemployment and fewer opportunities for
higher and technical education, Caribbean-based training institutes and the private sector are
eager to build capacity and connections to improve the outlook for youth and businesses in the
region and to have their interest heard in a national forum.
Lopez and her fellow Caribbean Coast members in the Network are enthusiastic about what
the group will achieve and optimistic about its longevity.
"Being part of the program from the beginning and being able to collaborate is important," she
says. "We will be able to have sustainability and [create] an education round table for discussion
so we can integrate even more organizations."
Inside a bustling workshop in one of the nation’s most
prestigious vocational education and training centers, aspiring
technical students of industrial electricity carefully navigate
metal pliers to repair a colorful array of yellow, green and red
wiring on an electrical panel board.
The hands-on classroom at Fundación Victoria is filled with
students from Nicaragua’s Caribbean Coast—part of a select
group of scholarship recipients through the Technical
Vocational Education and Training Strengthening for At-risk
Youth (TVET SAY) project, known in Spanish as “Aprendo y
Emprendo.”
The project is supporting youth from ethnic minorities to
develop skills for work and life by enrolling them in technical
training followed by internships with potential employers or
support to start their own small business. It is funded by the
U.S. Agency for International Development and implemented
by Creative Associates International.
Hailing from the Caribbean Coast, one student from El Rama,
a second from Corn Island, and a third from Bluefields are
three of 11 scholarship recipients through TVET SAY,
studying at the competitive Fundación Victoria.
Making their mark, they are the first group of students from
the Caribbean Coast to study at the center in Nicaragua’s
capital city. Many of them plan to take their skills back to their
home communities to either work or launch their own small
businesses, which project staff say is an important outcome
of the trainings.
“Educated youth need to come out with a sense of innovation
and a sense of having their own destiny in their own hands,
rather than just simply relying on an employer or career
opportunities that do not exist,” says Dr. Garcia, Chief of
Party of Creative Associate International’s TVET SAY, when
Harnessing the power of youth from the
Caribbean
Photo
by N
ata
lie L
ovenburg
Many of them plan to
take their skills back to
their home communities
to either work or launch
their own small
businesses
Three students, pictured above, are part of the
first group of students from Nicaragua’s
Caribbean Coast to study at Fundación Victoria.
"The training with
Fundación Victoria
represents a chance for
me to improve my
daughter’s life. I want to
give her opportunities
that I didn’t have."
Scholarship recipient from Bluefields
discussing the need for both technical vocational training and entrepreneurial skills.
With limited educational and work opportunities in the country’s Caribbean coastal region,
youth are susceptible to engaging in drugs, gangs, violence and teen pregnancy or attempting
migration in the hopes of finding a job outside the country.
“Most of the indigenous people living in municipalities along the Caribbean Coast live in extreme
poverty,” says Mr. Hooker, Director of the Foundation for the Autonomy and Development of
the Atlantic Coast of Nicaragua, a local organization in Bluefields that is partnering with TVET
SAY to reach at-risk youth.
Hooker, who has lived along the Caribbean Coast the majority of his life, has witnessed the
challenges Nicaragua’s youth face today.
“Globalization demands quality education in order to get the appropriate training,” explains
Hooker. “This is the existential challenge of the afro-descendant people of Bluefields: if they
don’t get quality training in order to have a better job, their way of life is going to be destroyed.”
Making history through improved access
Selected from a national applicant pool, the three students are studying at the prestigious
Fundación Victoria, which has a high job placement rate of 98 percent and a strong network of
private sector employers throughout Nicaragua.
Youth in Central America need soft skills necessary to enter the formal labor market but lack
the necessary technical and entrepreneurship skills, business networks and access to capital to
be successful.
Along the Caribbean Coast, youth average less than three years of schooling. This not only
creates an environment of youth with low levels of productivity and high unemployment, but it
also limits overall economic development.
TVET SAY is changing this narrative for the country’s youth.
Ms. Alvarez, Fundación Victoria practicum coordinator, explains that Fundación Victoria has the
vision to reach every youth nationwide with technical education.
Historically, youth without access to financial resources have been left behind–especially for
those located on the Caribbean Coast like the three featured in this story. The center can only
cover essential costs for teachers, equipment, infrastructure and security.
But with the project’s scholarship program, technical training at this prestigious institution is
within reach of these youth.
“This is the first time we have found an organization that has provided the necessary expenses
to aid students from the Caribbean Coast to come and study at the center in Managua,” says
Alvarez.
A model institution, Fundación Victoria is one of nine technical vocational education and training
centers collaborating with TVET SAY to provide certification, life skills and jobs for at-risk youth
through scholarships and mentoring.
During its four years, TVET SAY expects to provide technical vocational education and training
scholarships for 1,000 at-risk youth, including indigenous and afro-descendant youth.
“We are now able to reach youth in the Caribbean Coast,” Alvarez adds. “This has always been
our desire.”
Sparking success for a brighter future
Located on Bluefields Bay along the Atlantic, in the southern part of the country, is the largest
and oldest coastal town in the country called Bluefields, where one 24-year-old industrial
electricity student and his family live.
Like many Caribbean coastal areas, jobs opportunities for the indigenous peoples and ethnic
communities in Bluefields revolve around water, with fishing boats unloading their daily catch
and the occasional tourist making a short stop in town before boarding a boat and venturing off
to the neighboring islands with their allure of pristine beaches.
Despite the viable industries of seafood and tourism, high unemployment for youth here remains
an obstacle due to limited access to quality education, training and ultimately future job
prospects.
With four months of training completed at Fundación Victoria and 10 more months until
graduation, he has faced hurdles along the way.
For this student, who must be apart from his wife and their three-year-old daughter, what
motivates him to stay focused and complete his industrial electricity training is the potential for
a better life for his young family. His wife is currently unemployed and living with her parents,
siblings and cousins in a small, one-bedroom house in Bluefields.
Alvarez, who has worked closely with the Caribbean Coast students to handle social emotional
pressure, says, “[This student] has shared that he knows this could be the last chance in life to
get an education, and I can see he has a clear vision on what he wants to achieve.”
Every two weeks, Fundación Victoria hosts personal development workshops for students to
express their feelings and concerns, explain Alvarez. In these sessions, she observes the class
dynamics and will follow-up with psychosocial support when needed.
“Youth need to be heard. I have the opportunity to listen to them and hear what’s going on in
their lives,” says Alvarez. “I can make short and frequent interventions with each of them and
see how each of them has grown through the process.”
The youngest of three brother and two sisters, this young man and his siblings were taught to
support their family. “My mother has been the base of my family,” he says. “Since a very young
age, my mom raised us to work hard and put our family first.”
Now as a husband and father who is responsible for his own family, he is breaking the cycle of
poverty and working toward a promising career path, investing in his future by leveraging the
technical and entrepreneurship training.
After completing the training in Managua, he plans to return to the Caribbean Coast and start
his own industrial electricity enterprise. Currently, there is only one electricity provider in
Bluefields.
“The training with Fundación Victoria represents a chance for my daughter to improve her life,
and I want to give her the opportunities that I didn’t have,” he says. “I am looking forward to
giving my daughter a legacy and for her to say she is proud of her father.”
Building the bridge for hearing-impaired youth
TVET opens access
for hearing-impaired
students in the
Caribbean Coast
Growing up hearing-impaired in a remote community in the Caribbean Coast
region, one project participant lived in her own world. Like many hearing-impaired children here, she was not taught sign language and was deprived
of an opportunity for education.
When she was finally given the chance to learn and entered first grade at age 12, through an organization supporting hearing-impaired children, she seized
it.
Today, the 27-year-old student is a pioneer. With a cohort of six other
hearing-impaired students, she is demanding access to higher education through a three-year technical degree in Administrative Sciences at the
University of the Autonomous Regions of the Nicaraguan Caribbean Coast
(URACCAN).
"Coming to the university was very difficult, so we asked for an interpreter
to come to the university," she signs. "It’s important to tell [hearing-impaired] kids that they can come into the universities and [the instructors]
can teach us."
While staff at the university were eager to embrace the students, they lacked
skills to communicate with them. To answer this need and help train higher education instructors to work with students like her, the university reached
out to the Technical Vocational Education and Training Strengthening for At-
risk Youth (TVET SAY) project, known in Spanish as “Aprendo y Emprendo.”
The project, which is funded by the U.S. Agency for International Development and implemented by Creative Associates International, teamed
up with certified Nicaraguan sign language interpreters to offer a 40-hour course for 13 university and technical and vocational faculty on how to
communicate with and educate students with hearing disabilities.
"We learned that there are 60 hearing-impaired people just in Bluefields, and they didn't have any access to higher education because they need to have
someone to guide them through the process," says Ms. Largaespada, Organizational Development Specialist with the project. "So TVET SAY took
up the challenge to create a bridge for the hearing-impaired community to
technical or higher education because that is what they want."
Trainees come from University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN), the Bluefields Indian and
Caribbean University (BICU), and the Foundation for the Autonomy and Development of the Atlantic Coast of Nicaragua, (FADCANIC), which
operates several technical and vocational training institutes.
The course covers regulations on educational access, a history of challenges faced by the hearing-impaired community, specific educational techniques for
the hearing-impaired and hands-on sign language training.
A new language for instructors, a shared goal
In a packed room at Aprendo y Emprendo's Bluefields office, thirteen educators
are communicating back and forth, but the room is silent. With Nicaraguan sign
language dictionaries on their desks, the trainees tentatively sign to their
colleagues, slowly getting more comfortable with this brand new language.
Ph
oto
by
Nat
alie
Lo
ven
bu
rg
"It’s important to
tell [hearing-
impaired] kids that
they can come into
the universities and
[the instructors]
can teach us".
Student, technical degree in
Administrative Sciences
One student, pictured above, is
entering university for the first time at
age 27. As a hearing-impaired student,
she faces obstacles to completing her
education, but is determined to get a
technical education and a career.