1. USDOL CONFERENCE JUNE 2011 Sustainability Breakout Session The Wiñari Project Experience Ecuador

2. Contents of the presentation Background Sustainability scope Strategy and actions Actual Situation Main challenges

3. Background The Wiñari Project was implemented in Ecuador from October 2005 to September 2009, with an extension phase until Mayo 2010 The implementing institutions were World Learning & Desarrollo y Autogestión -DYA- The project was aimed at preventing and withdrawing indigenous children from child labor (6,300 children)

4. Background Through 3 components: 1. Educational opportunities Appropriate educational opportunities provided according to specific educational and labor conditions of targeted child laborers and at risk children 2. Awareness Raising about the effects of child labor on the right to education raised among families, community leaders, teachers and children. 3. Institutional: Child labor issues incorporated by local and national institutions and indigenous organizations in their agendas

5. Sustainability scope: Initial considerations: Sustainability is not just a financial issue It has also technical, operational and cultural dimensions (very important to address in our case) Not all the components/actions of the project can be sustained after its termination, so it is necessary to prioritize key lines of work. No action can be sustained if it is not valued and taken ownership of by indigenous organizations, communities and families.

6. The project action areas were by definition poor and underserved; the project operation was temporary and with limited resources. Therefore, a strategy of institutional partnerships at the local level had to be the key elements of implementation. Sustainability scope:

7. All civil society organizations/NGOs set a goal that the local government and/or the National government take over their actions. What could be so unique, irreplaceable, indispensable, so that this could be true in our case? What child labor & education related issues were significant; haven´t been addressed before and should be a matter of public policy? Sustainability scope:

8. The first step was to collect sound information that would enable us to characterize the labor and education status of indigenous child workers. The data was collected and disseminated together with the indigenous organizations, which allowed for an initial level of commitment and understanding of the problems and proposals. The proposal design was carried out, based upon the characteristics of the indigenous child workers: Strategies and actions

9. Accelerated primary school program Accelerated Junior High Program After school Support program Reinforcement program to facilitate Transition Improving senior high technical school School drop out Severe age gap (primary) Severe age gap (Junior High) Too many hours of labor School drop out after finalizing primary school Poor educational quality in high school Immediate reinsertion EDUCATIONAL OFFERING OF THE WIÑARI PROJECT AS A FUNCTION OF THE CHARACTERISTICS OF THE TARGET POPULATION

11. This was a huge gap, a massive problem that needed response and that had to be addressed by public policies.

12. How?: By phases:  The first step was to develop a model, test it in the field, produce concrete tools to put the model into practice (methodologies to make diagnostic assessments and identify beneficiaries, curricula design, production of educational materials, legal approval, management system, monitoring system, etc.) (1 and ½ year)

13. Second phase:  Propose the model to the National Institute of Children and Family –INFA- (in charge of children’s policies in Ecuador)  Reach agreements (especially budgetary and administrative issues)  Select areas for piloting the model  Train local and national staff in the accelerated methodology (transfer)

14. Third phase:  Implement the model in conjunction with local staff of INFA  Test the methodology in the public sector and adapt it to local conditions. (2 years)

15. 4th phase: Turn the Accelerated learning program into a MOE public offer. WHAT WE PLANNEDWHAT REALLY HAPPENED INFA proposes the accelerated learning program for working children to the MoE Start the design of a national plan to eradicate child labor through education, placing special emphasis on those working children who were out of school and severely over aged. INFA proposed the model to the MOE. The MOE officially launched the design of the plan We started with a piloting experience in the city of Manta. The MOE paid the teacher´s salaries; DYA provided technical assistance and The plan included the analysis of national data; estimation of budget needs; teachers; managerial system and coordination with other public and private institutions. And… major authorities from both institution were removed. While INFA continued interested and applying the methodology in the sierra region, the new authorities in the MOE paid no attention to the previous planning.

16. WHAT WE PLANNEDWHAT REALLY HAPPENED But at the same time, the Municipality of Quito (Capital) based its inclusive education initiative on the Accelerated learning model. Scale up the model though local governments At the current time over 10 Municipalities, 2 national public institutions and 4 private organizations (including private companies) are applying the accelerated model. Let the local governments (especially Quito) put pressure on the MOE The Municipality of Quito started a coordination process with the MOE and was able to “revive” the whole process Currently the MOE is financing ½ of all the operational costs of the program. There was a new educational reform in Ecuador; our work with local governments enabled us to coordinate the design of the new curricula for the accelerated learning program together with the MOE.

17. Current situation No.InstitutionNumber of ChildrenBudget 1INFA800 820.000,00 2Plan Ecuador600 403.800,00 Local Governments 3Quito2590 1.059.000,00 6 San Lorenzo, Eloy Alfaro & Rioverde400 66.000,00 7Naranjal75 17.280,00 8Huaquillas60 17.280,00 9Otavalo100 300.000,00 10El Triunfo75 17.280,00 11Manta208 114.000,00 Private sector 12Save the Children UK 106.000,00 13Holcim159 154.000,00 14Citotusa 60.000,00 Total4908 3.134.640,00

18. Bolivia  We applied the lessons learned from Ecuador in Bolivia, and conducted a similar process:  Build the model and test it in the field  Base its operation on the social foundations of indigenous organizations, so that they demand the service from the government  Strengthen local capacities We also learned from our mistakes and the project is designed so that working with the Ministry of Education starts from the 1st year

19. Main challenges: Constant changes in the public institutions authorities: this has severe effects on the established timetables. There is even a high risk that the work already done is cut off. Administrative structure of the state: slow and bureaucratic. To rethink the role of NGOs in a context of profound change in the Ecuadorian state.