1. Puente in the Caribbean: An opportunity for mutual learning Barbados, January 2011 Patricia Díaz, Deputy Director of Program Management

2. TABLE OF CONTENTS What have we done in our cooperation in the Caribbean? Which capacities have been developed? How we can improve? What has FOSIS learned?

3. What have we done in our cooperation in the Caribbean?

4. The program arises within the framework of technical exchange and South-South Cooperation in the region of Latin America and the Caribbean. At the beginning of this decade, multilateral organizations show an increasing interest in Latin-American Conditional Cash Transfer Programs (CCT). The Chilean Puente Program is widely recognized by the international organizations. It offers an alternative model of psychosocial support (with a Rights Based Approach) in order to link poor and vulnerable groups of the population to the social protection network of the State. The model is considered as transferable to other countries. The Social Network of Latin America and the Caribbean (REDLAC) establishes a pattern of horizontal cooperation, and it is within this framework that a common interest in the technical transfer of Puente to the Caribbean countries is demonstrated. Three states of the CARICOM are targeted due to their high levels of social vulnerability. The OAS, REDLAC’s Technical Secretariat, takes on the coordination of the program. The Puente in the Caribbean Program

5. Puente in the Caribbean – First Phase A triangular cooperation program is designed, and is funded by the Canadian International Development Agency (CIDA). Chile transfers its know-how in social intervention methodology to three English-speaking states from the CARICOM (Jamaica, Trinidad & Tobago, and Saint Lucia). The program is implemented during 2007-2008 with the active participation of: OAS (Department of Social Development and Employment): coordination and financial management of the cooperation program FOSIS Chile: technical transfer of the Puente intervention methodology CIDA (Canadian International Development Agency): funding (technical assistance, training internships, conferences for mutual learning) Jamaica (Jamaica Social Investment Fund), Trinidad & Tobago (Ministry of Social Development), Saint Lucia (Social Development Fund): implementation of pilot programs adapted to the social and cultural reality of each country UWI (University of the West Indies): systematization and local consulting

6. During the closing event of the program’s First Phase (CARICOM Conference on Social Protection in Trinidad & Tobago – Sept. 2008), a second phase of the program is announced, which would be completely funded by the Chilean Government. The Second Phase of Puente in the Caribbean is implemented in 2009-2010 within the framework of the recently created Interamerican Social Protection Network (ISPN), a multilateral organism for cooperation on social issues between the American States. The CARICOM States are officially invited to participate in the cooperation program - with the condition that they commit strong political support and financial and human resources. The countries selected for the Second Phase of the Puente in the Caribbean program are: Barbados, Suriname, St. Vincent & The Grenadines, and St. Kitts & Nevis. At the moment, the Second Phase is finished. Two technical assistance visits from FOSIS to the Caribbean and an internship of the four countries in Chile have been carried out. It is still too early for an assessment of the results of this transfer. Puente in the Caribbean – Second Phase

7. Which capacities have been developed?

8. Santa Lucía, Jamaica y Trinidad y Tobago Support for the development of a network intervention strategy on institutional, local, and territorial levels Review of the user selection process (focalization) and of available public services Implementation of a Family Operator/Family Support Counselor figure, as a government representative in the provision of psychosocial support Transfer of specific Puente elements: psychosocial support for 24 months, preferential access for Puente families to the network of basic public services, the family as the intervention unit, integration of the 7 pillars, and the determination of the minimum conditions. Development of training processes for the families in order for them to increase their personal and family resources (skills and abilities that contribute to income generation)

9. How we can improve?

10. There is great potential in having support from a local consultant for issues as systematization, monitoring, and cultural adaptation of the technical transfer. In the case of this cooperation, in the First Phase the University of the West Indies (UWI) was hired for its comparative advantages. 1. Local Consultant The idea of having a tool to learn and monitor virtually is necessary. In the First Phase, the forum was created to connect all of the participants in real-time, but the experience showed that there are various obstacles to using this tool, such as: cultural differences, workload, time zone conflicts, languages, etc. For these same reasons, in the Second Phase it was decided that the forum would no longer be in real-time, and that an OAS staff member would take charge of the tool, so that various countries could participate. 2. Virtual Forum

11. Considering the geographical, cultural, and idiomatic distance between Chile and the English speaking Caribbean countries, the appointment of a Caribbean Tutor (from the countries of the First Phase) emerged to complement the FOSIS Tutors for the countries of the Second Phase. In the second phase, this role was only applied between Barbados and Trinidad & Tobago, given that both countries demonstrated a clear interest. 3. Role of the Caribbean Tutor

12. What has FOSIS learned?

13. Personal and technical lessons Personal and professional growth and enrichment that comes from taking on the challenging task of representing Chile abroad. Verification that an intervention-based program created for the Chilean reality and in a specific political context may be adapted and transferred in a way that is pertinent to other countries. The inclusion of new perspectives and the expansion of the institution’s repertoire allows for corrections and improvements to the programs implemented regionally in Chile.

14. The Puente in the Caribbean program serves as a basis for the solidification of FOSIS’ International Cooperation Model. With this experience, a complete model is developed, which includes actors, stages, and key roles of the transfer process. The model is flexible, pertinent, and applicable to diverse contexts. Lessons for International Cooperation at FOSIS

15. International Cooperation Model Institution that transfers: FOSIS-MIDEPLAN Institutions that receive: Equivalent ministries and public institutions in the receiving countries Local consultant: University, academic center, or local private consultant that has expertise in the pertinent areas Source of financing: Bilateral or multilateral donor (CIDA, GTZ, etc.) for triangular cooperation, or national resources (AGCI, Chilean Government, etc.) for horizontal cooperation (South-South) Strategic Partner: Organization that sponsors, provides technical coordination, or diplomatic support (OAS, Embassies, etc.) Actors in all transferred programs

16. Training: Technical visits to the Caribbean countries, international workshops, and internships in the field of the counterpart teams in Chile Follow-up and accompaniment: Exchanges during the periods between visits or internships through the virtual forum Creation of didactic bilingual materials (English/Spanish): Documents to systematize the transfer program, Family Support Manual, intercultural adaptation of Puente materials Modelo de Cooperación Internacional Key activities in Puente in the Caribbean

17. Institutional lessons for future cooperation Previously prepare minimum requirements for the countries that receive cooperation, in order to guarantee the sustainability of the transferred programs (this should be done by FOSIS, along with the strategic partner) Develop a more in-depth description and profile of the Tutors’ roles in order to have more clarity about the type of skills he/she requires Consider that from the design stage, cooperation programs should take into account the resources necessary for publication of materials and language services

18. Institutional lessons for future cooperation Design systems that can guarantee the compliance of the beneficiary countries with human and financial resource commitments Establish within the design state that resources are commited for follow up and impact evaluation of the programs installed in beneficiary countries (this should be done by FOSIS and the strategic partner)

19. Thank you!