♣ Assuring plural relevance

"♣": Estrategias específicas empleadas por los estudios de caso para incrementar su nivel de auto-sustentabilidad.Pueden estar en inglés o español. Por favor usa el traductor del menú lateral 

"♣": Specific strategies used by the case studies to increase their degree of self-sustainability.They might be in English or in Spanish. Please use the side menu translator
  • The project is also economically supported by taxes paid by local businesses that benefit from tourism that arrives at the park and the temples (trains, hotels, restaurants, peasants’ houses remodeled for tourists, etc).
  • It must create a holistic management plan that considers the needs of the local communities, the care of their ecosystem, and the protection of their culture, while ensuring a sustained and long-term public investment.
  • The farm rents farmland to residents of the city of Beijing so that they have access to fresh, healthy, safe and quality food. For this, it offers three membership options with variable costs: 1. Cultivation and harvesting of the land and/or care of animals for consumption by the consumer. The farm provides technical training, tools, and ecological products to guarantee an organic production, without the use of chemical fertilizers. 2. Same as the previous option but with the help of the farm. 3. Cultivation and harvest of the land and/or care of the consumption animals in charge of the farm (previous selection of food by the consumer). Delivery of food either at the farm, at one of the four delivery points in the city of Beijing, or at the address of consumers.

    • The farm project is sustainable also because it benefits several actors. Researchers, students, organizations, farmers, businessmen and officials learn from its experience or take advantage of it to experiment alternatives. Participating citizens (usually middle class) have access to organic products at competitive prices, a place of rest and closeness to nature that they can share with their children, and a community dynamic in which they share their products, learn recipes, etc. The local communities benefit from the payment of the rent of the lands – whose rights they keep -, from the hiring of workers in the farm, from the products that they sell to it, and from the training that the farm offers them to pack and sell the leftover products of their household-farming production (seasonal fruits for example) and to recover and improve their cultivation techniques (most of the traditional knowledge has been lost with the urbanization process).

    • The use of social networks such as Wechat, Weibo, Taobao and their own website, allows the farm to organize with the participating consumers, receive their feedback, disseminate its project, sell its products online and diversify the forms of payment for the convenience of the consumers (through Alipay for example).

    • The initiative of GreenPrice consists in intercepting products whose best before date has not exceeded 2 months (buying them at a reduced price from the distributors or suppliers, or obtaining them in concession or as a donation); review with strict seriousness their packaging, smell, taste, quality; catalog and inventory them; and sell them at prices 30-40% lower than the market to their clientele through an online supermarket (with home delivery to facilitate the process to customers) and through the organization of fairs in neighborhoods and universities, as well as corporate and environmental events (to bring them closer to potential consumers). This creates another step in the food supply chain that facilitates the best use of food.

      • Obviously, this scheme benefits everyone because of the contribution it makes to reduce the environmental impact. Moreover, it benefits:

        • GreenPrice, because it generates profits as a company that allows it to ensure the financial sustainability of the project — unlike if they were constituted as a non-governmental organization.

        • Customers, because it allows them to access products that would otherwise be out of their reach, while contributing, in principle, to solving the ethical and environmental problems that GreenPrice addresses. Here it is important to mention that the niche population of the project are middle-class citizens, especially adults. Firstly, because the civil organizations that collect and redistribute food waste in Hong Kong — from restaurants and not from distributors or suppliers — focus on the poorest populations and the wealthier sector is not particularly interested in getting their products at a lower price. Second, because the type of products that GreenPrice focuses on are not essential— they are foods that are normally considered luxury and some other products such as cosmetics. Third, because young people do not seem to care too much about the high price of products.

        • Suppliers, because it represents their only alternative, in addition to garbage dumps, to channel their products with dates close to expiration in a responsible manner, minimizing their monetary losses due to transportation, storage and disposal of these products — the GreenPrice initiative does not represent a risk for them because the project is still small and because the products it sells are not fixed, but depend on what suppliers provide it. In addition, some suppliers register their transfer of products to GreenPrice as part of their Corporate Social Responsibility (CSR) programs. Moreover, the sale of these products through GreenPrice allows them to approach a population niche that will potentially continue to buy these products through conventional means.

    • In 2006, a group of these migrants founded [This/the initiative]. This non-governmental organization created a toll-free hotline service that migrants from the cities of Beijing, Wuhan and Suzhou can call to request counseling in urgent and immediate situations — eg. help to get a job, to resolve legal disputes with their contractors, to defend their social and political rights, to solve health problems, etc. [This/the initiative] offers this advice thanks to the collaboration of a staff of around 10 people and more than 300 volunteers, all of them ex-migrants.

    • The relationship without intermediaries between producers and consumers allows the former to obtain greater benefits and greater control over the process of their economic activity than if they participate in the mainstream food industry since it gives them greater opportunities to influence decisions regarding the methods of cultivation, quantities, rhythms, prices, among others. The direct organization between both parties is also attractive to consumers. First, because they know that buying products from this market supports a vulnerable sector of the population. But also, because it addresses the problem of food security so important in China — promoting the sale of products that although not 100% organic (they use a few chemical fertilizers) are helping to recover traditional agriculture, which is healthier than industrial, and with an intermediate price between the latter and the organic.

    • Nowadays, the peasants of these populations organize with the consumers of Beijing independently, without the intermediation of the researchers and without their subsidy. For that, they use these same platforms, on which they form groups of families according to the points of delivery in the city to which they pertain, which today are 7 and of different sizes — some groups have reached 150 people. They share photos and texts with their stories, their homes and families, their seasonal fresh products, their difficulties, their promotions, etc. To strengthen the relationship and especially the trust with consumers, they also use these electronic means to meet special demands, show people recipes with which they can cook the products offered at the [This/the initiative], explain their agricultural production process, share information on food safety, etc.

    • The web platforms, the process of selecting, reviewing and packaging the products, as well as the frequent observation visits by the [This/the initiative] members to the communities (in which they carry out monitoring processes from time to time), all serve as supervision and feedback systems for the initiative. These systems allow it to devise measures to ensure significant changes every year, which enable it to adapt and face implementation problems — such as making visits to other markets in Beijing to learn how to meet the specific demands of the city’s consumers (who have other food culture) or ensure the conservation of the products during their transportation (buying a packaging machine, refrigerators, etc).

    • In summary, besides following the national curricula, the program puts a special emphasis on providing children with an education that is culturally and linguistically relevant for them and for their families, rather than a curriculum that would serve to encourage migration to the cities (and, possibly, a life in an urban slum)
    • co-management, relevant education


    • Through the schools’ program, [This/the initiative] is advancing a greater agenda of gender and caste equity, not least by the setting of an example: in addressing the particular needs of girls; in inviting individuals from the lower castes to work as Night Schools’ teachers; in seating children from different castes together; and in defending the right of everyone to drink from the same water source. Although prejudices are being overcome, traditional attitudes remain a challenge – particularly beyond the school, where other sectors of the community continue to impose traditional practices in which caste and gender influence children’s social relations and futures. Teachers deliberately hired from the lower castes by the [This/the initiative] are not easily accepted by all in the community. Because of this, the organization frequently has to hire men, given the additional prejudices against women. Nevertheless, because of their impact on the students, the teachers are, despite their caste background, increasingly valued and respected in the communities.


    • In contrast to the frequently punitive measures employed by local authorities to ensure school attendance (for example, making an educational qualification a prerequisite for a driving license), [This/the initiative], mindful of the causes that prevent families from accessing education, looks for the children in most need and adapts its program to their local socio-economic and cultural context. This is not only a key aspect of the program’s success in attracting these children into school, but a primary source of its self-sustainability and of the quality and relevance of the education they provide.


    • The program’s inherent sources of sustainability that have managed to keep it active (yet at risk) in ensuring children this educational right are illustrative, on the other hand, on means through which the unequal ownership can be tackled.


    • [This/the initiative] has 26 years of experience working with socially and geographically excluded populations, many of them of the caboclo indigenous-descendants group, in the Brazilian Amazon region of the Western Para state. These communities inhabit environmental conservation areas because of which they have hardly received the benefits of public services. [This/the initiative] emerged as a response to that vacuum, focusing in what communities initially claimed as their priority: health services. [This/the initiative] started as a health delivery program, providing adapted technologies such as micro-systems for the provision and treatment of water, house filters, wells, and rustic pits. In the year 2006, the organization acquired a boat (the Abare Ship) that, making regular rounds from community to community, approached people with an interdisciplinary team presented as Mocorongo Great Circus teaching people means to take care of their hygiene and prevent diseases with fun and participatory games. Personnel from the boat also offered basic medical and dental attention, vaccinations, family planning trainings, minor surgeries, etc. The success of the project resulted in its absorption by the Brazilian Ministry of Health and in its escalation to State level in 2010.


    • [This/the initiative] has never had schools. Compulsory Education’s coverage in the area is almost 100%, partly because of [This/the initiative]’s advocacy efforts in the last 20 years. It rather had focus on complementary activities to the work of public schools. Since more than 53% of the local population is below 19 years old, [This/the initiative] mainly works with children and the youth with programs for community and environmental education, cultural promotion and diffusion, digital inclusion, and complementary actions for schools. During the latter, local education-related actors (communities, schools, and multiplier of actions) are trained to create supporting regionalized learning materials with participatory methodologies. This counteracts the lack of relevance of local schools’ curricula.


    • As with the health program, while [This/the initiative]’s efforts where concentrated until not long ago into complementing schools’ activities, they are now focused on a partnership with 5 schools, the Carlos Chagas Foundation, and the Education Ministry of Santarem municipality, to work on a pilot project for making education for the Amazonian populations more relevant.


    • For this purpose, they also use the participatory mapping methodology. Children draw maps of their communities that include not only their inhabitants, but also their institutions, geographical conditions, resources, etc. This methodology helps both [This/the initiative] and educators to identify the perception children have about the place they live, what is important, whose concepts are embedded into their mindset, etc. Based on these concepts and images, [This/the initiative] helps educators and school authorities to sensitize teachers about what is relevant in the region (many teachers are not from the communities where they work), and adapt local materials and the curricula with images, subjects, and methodologies that are more familiar to the children.


    • The objective of this partnership is to set an example of how to improve the quality of the public schools in the region that, if successful, is to be scaled to the whole municipality. That is, as the case of the health program, to serve as a demonstrative experience that aims at being escalated by the State, with the argument that it is the latter’s responsibility to provide access to quality education for all. The project so far has been stopped because the Carlos Chagas Foundation cancelled all of its funding this year.


    • Based on the social technique (mentioned before) called “participatory mapping”, [This/the initiative] makes, altogether with the communities it serves, a diagnosis of local conditions, challenges, problems, and priorities and, based on them, it uses art, games, and communication as means for each of its programs. The participatory mapping not only allows the communities to visualize themselves and their context but to become agents of their own development, and define strategies and roles. The above is particularly important because the local population lacks an entrepreneurial mindset, most probably as a consequence of a governmental intervention that has not been particularly keen to include them in its development programs. Although it is not voluntary, the social ownership and participation created with [This/the initiative]’s participatory methodologies functions as its model’s basis and source of sustainability, “because this way the communities become part of the projects’ developers and not only their beneficiaries”.


    • Uses participatory mapping as the departing point of all of its programs. This methodology not only enhances people’s ownership but also enables the description of people’s integral perspective about their community, its components, conflicts, resources, problems, needs, as well as the possible strategies to respond to all of them.


    • aimed at increasing the relevance of local schools’ teaching methodologies, curricular contents and learning materials design


    • The schools’ lack of relevance for rural children is a problem to which the Night Schools of [This/the initiative] an alternative, and the use of [This/the initiative]’s participatory mapping technique could complement its efforts greatly.


    • Recommendation: It would be interesting for [This/the initiative] reviewing the participatory mapping technique used by [This/the initiative] for developing and adapting local materials and training teachers.


    • adapted technologies such as micro-systems for the provision and treatment of water, house filters, wells, etc.


    • [This/the initiative] in Colombia has been internationally recognized because of its pedagogic model for quality rural education in rural areas (especially in multi-grade and poverty-stricken schools) that has attracted the attention of many countries’ governments. The model’s success in raising schools’ quality relates to its comprehensive focus on academic improvement, equity in education opportunities, and the community’s involvement (the model counts, for example, with a Children’s and a Parents’ government that run the school).

    [This/the initiative] mainly sustains itself by selling the model to governments, NGOs, private schools, etc. as a package of consultancy services that includes the settlement of demonstration schools in already existing schools (pilot schools), the co-participatory adaptation of its prototype guides and learning materials (their methodological structure), and technical assistance (training to different stakeholders) for the application and implementation of the model and for the community’s involvement. This way [This/the initiative] capitalizes on its know-how on the systematization of the school’s processes to promote stakeholders’ ownership of it and on the adaptation of the model to different contexts, offering an educational solution to improve quality, effectiveness, equity, and sustainability of education.


    • it promotes interculturality – the national curriculum is reinforced but they place strong emphasis on the relevance of education and the appreciation of rural life and local knowledge, which has immediate effects in the community’s life and, as a result, in the involvement of parents in the learning process.


    • [This/the initiative] offers to rural schools is, as its founder  said during the interview, the “translation of complexity into manageable action” through technical assistance based on the organization’s experience and know-how on the adaptation of the model to different contexts, offering an educational solution to improve quality, effectiveness, equity, and sustainability of education.


    • because their partnership could be partially sustained by selling jointly elaborated learning materials, built on their prototype materials, and adapted to the local context


    • Que se cubran necesidades reales. Preguntar constantemente a miembros cuáles son.


    • Aprovechando cada oportunidad para experimentar cómo revocar obstáculos y facilitar las condiciones de trabajo para sus futuras generaciones. Intervenciones que le permitan confrontar las inercias naturales a su propuesta, respetando las actuales formas de trabajo de la comunidad académica, y promoviendo a la vez dinámicas alternativas que sirvan para apoyar aquellas que espontáneamente ocurren entre sus miembros.


    • Un banco de tiempo, que es una versión de lo que se conoce como monedas alternativas, las cuales han sido utilizadas por distintas comunidades u organizaciones como estrategias para regenerar o mejorar las relaciones entre sus miembros; facilitar su intercambio de bienes y servicios y sus dinámicas de cooperación en general; compensar su falta de acceso a dinero convencional; reducir su dependencia a recursos externos; y/o apoyar mecanismos de auto-organización alternativos. El principio básico de los bancos de tiempo, según uno de sus promotores, podría resumirse en que: “Al unirse a un banco de tiempo, las personas están de acuerdo en participar en un sistema que implica ganar y gastar créditos de tiempo. Cuando pasan una hora en una actividad que ayuda a los demás, ellos reciben un crédito de tiempo. Cuando necesitan ayuda de otros, pueden utilizar los créditos de tiempo que han acumulado”(x). Hoy, los bancos de tiempo operan en alrededor de 50 países y su modelo ha sido adaptado para proyectos de salud pública,  de intercambio de conocimientos especializados, de cohesión comunitaria e intercultural, de permacultura, de economía local, de apoyo a grupos vulnerables (como desempleados, jubilados y jóvenes reclusos), e incluso de cooperación entre empresas u otras organizaciones para el aprovechamiento de recursos escasos o sub-utilizados (x). El objetivo común es el uso de la moneda-tiempo como instrumento para motivar y potenciar las relaciones de intercambio entre los miembros de una comunidad u organización, y con ello fortalecer la capacidad de esta última para satisfacer de forma más efectiva sus propias necesidades. Por ello su circulación suele ser administrada por un broker o coordinador de red. Éste documenta, analiza y promueve los intercambios a partir de las ofertas y demandas señaladas por los miembros participantes (generalmente a través de un sitio web).  Como se trata de cubrir necesidades reales, la relación entre oferta y demanda es cuidadosamente vigilada tanto en el primer registro de los participantes, como a lo largo del proceso de conformación de la red de cooperación


    • Una gama integral de medios para el descanso y el entretenimiento que hacen al lugar más atractivo para distintos tipos de huéspedes, diferenciándolo de otros hospedajes de la región: comedores, temazcal, un observatorio, cancha de squash, espacios para eventos (útiles para diversas necesidades específicas: paseos escolares, cursos de formación humana, bodas, retiros, etc).


    • El lugar se ubica en una región rural con más de 50% de la población en condición de pobreza y más del 15% en la de extrema pobreza según cifras del 201⁠0. Aunque el objetivo de [Esta/la iniciativa] no es transformar las condiciones socioeconómicas de este lugar, sus creadores están conscientes de que es importante evitar acaparar las oportunidades económicas de la zona. Por ello, y quizá también porque al negocio le resulta más redituable, no les ha interesado ser completamente auto-sustentables en alimentos, los cuales compran en buena parte de sus vecinos. En este mismo sentido se han hecho intentos por establecer colaboraciones con los habitantes de la localidad para beneficio mutuo, ofreciéndoles acceso a su clientela a para vender sus productos o servicios (paseos a caballo, donas, etc), lo cual a ellos conviene también por ser un atractivo para los visitantes. Estas colaboraciones al parecer no han prosperado. Además de aparentes barreras socio-culturales y de género (la dueña de [Esta/la iniciativa] es una mujer y esta es una región conservadora), no se sabe bien qué ha impedido el interés de la comunidad para colaborar con este proyecto.  Incluso en alguna ocasión una pobladora local se negó a recibirles un grupo de gallinas que le ofrecieron a condición de que después le vendieran a [Esta/la iniciativa] sus productos.


    • Integración:

    Intentos de integración, lazos entre cosas que se refuerzan entre sí:

    • A nivel proyecto (hospedaje, comedores, temazcal, generador eólico/solar, observatorio, espacio para eventos)

    •A nivel comunitario (gallinas, donas, etc)

    No se trata de acaparar sino de fortalecer a la comunidad. No gallinas propias, mejor comprar las de la vecina.

    Satisfaciendo necesidades específicas: bodas, retiros, grupos de desarrollo, paseos escolares, formación humana. Casi todo aceptado (no forzosamente organizado por ellos, sólo sí hay algunos estándares con los que no sólo se apoyan proyectos por conveniencia sino también según si hay convergencia ideológica: como el grupo de desarrollo humano que les hizo una mala jugada y no aceptaron).

    • Educación:

    La educación está hecha para prepararte para la competencia, les llaman competencias. Por ende, ofreció a hijas salirse de escuela en secundaria. Una  se decidió quedar, bajo advertencia de que pasaría al anonimato (de grupos de 13 personas a cientos). La otra  decidió estudiar en casa por su cuenta en internet. Son las que heredarán el proyecto.

    Escuela no relevante a sus necesidades, muy jerárquica y de memorización.

    • [Esta/la iniciativa] se dedica a dar asesoría legal y fiscal a organizaciones de la sociedad civil (OSC) para su constitución legal y como donatarias autorizadas, con el fin de fortalecerlas y abrirles las puertas a más apoyos. El régimen de donatarias autorizadas facilita que las iniciativas de desarrollo consigan apoyos financieros (porque pueden ser deducibles de impuestos para los donantes) y les exenta de pagar impuestos. El proyecto surgió con un curso impartido para estudiantes de la Universidad X en la Ciudad de México llamado “Marco Legal y fiscal de la filantropía”. En éste se buscaba llenar dos huecos a la vez, sin necesidad de una gran inversión en trámites y recursos financieros: por un lado, ayudar a “saciar el hambre de asesoría del mundo de las OSC”. Por el otro, contribuir a la formación en este rubro de abogados fiscalistas que pudiesen adquirir experiencia brindando asesorías gratuitas a varias iniciativas durante todo un semestre.

    Desde que concluyó esa etapa de cursos, [Esta/la iniciativa]  ha dado consultoría a autoridades hacendarias, con la intención de sensibilizarlas respecto a las necesidades particulares de las iniciativas de desarrollo más vulnerables. Desde la perspectiva de [Esta/la iniciativa], los encargados de diseñar la legislación fiscal conocen poco de la realidad que se vive fuera del ambiente urbano y es por ello que han privilegiado mecanismos bastante estandarizados para la certificación y distribución de apoyos, que han reproducido las condiciones de desigualdad entre las iniciativas de desarrollo, al tener pocas previsiones para su trato diferenciado y por ende equitativo. Como resultado de lo anterior, muy pocas organizaciones culminan el trámite de reconocimiento como donatarias autorizadas con éxito.  De 60 organizaciones asesoradas por su grupo a la que se les dio seguimiento, menos de 10 lo concluyeron. Esta deserción se explica en parte por el hecho de que el proceso es complejo y no gratuito, y la desidia por parte de las OSC mucha, pues el trámite o es costoso (cuando la mayoría carece de recursos) o es gratuito pero lento y tedioso. Además, los costos del notario no se pueden evitar. Más aún, la estandarización de la normatividad favorece a las iniciativas con mayor grado de: 1. Estructuración (solidez, desalentando la innovación); 2. Vinculación con los donantes (son mundos que no se juntan); 3. Capital intelectual para enterarse y competir con éxito en las convocatorias por fondos, especialmente las internacionales (por idioma, formación, acceso a los medios, etc); 4. Capacidad económica para cubrir gastos de constitución legal (asesores en el proceso, notarios, transporte a las oficinas administrativas en las ciudades, principalmente la capital).

    Por lo anterior, para [Esta/la iniciativa] contar con el estatus de donataria autorizada no es para todos, y no basta para resolver las necesidades financieras de una organización porque las donaciones son pocas y difíciles de adquirir. Aún así, le considera una herramienta útil, de apoyo.

    La sustentabilidad de [Esta/la iniciativa] es factible, en gran parte, a que hay muy pocos expertos en la materia y que el proceso de las autoridades hacendarias no es suficientemente transparente. Esta diferenciación le ha hecho de varios clientes que le han recomendado de voz en voz: “es un negocio noble porque siempre se necesita”

    • La empresa da empleo formal a 70 trabajadores y temporal a aproximadamente 400 pobladores locales más que colaboran en temporada alta (fin de año): trabajadores de limpieza, taladores, guardabosques, guías, etc.


    • Para facilitar la venta de los árboles fomentan dos tipos de colaboración que aseguran la integridad del proyecto y con ella su mayor proyección y atractivo sin la necesidad de invertir recursos extra:

    Colaboración estrecha y de mutuo beneficio con otras Sociedades Anónimas (S.A.):

    -Una ofrece paseos de integración, retiros y pláticas a la medida para empresas (Coca Cola, El Metro, Coppel, etc), lo que le sirve a [Esta/la iniciativa] para hacerse de recursos extra y publicidad.

    -Otra, Hacienda X (desde 1999), ofrece alojamiento (hotel y campamentos); visitas culturales al Museo de Sor Juana Inés de la Cruz y al Museo de los Volcanes, al laberinto inglés, al parque de los venados, las águilas y las serpientes acariciables; instalaciones de deportes extremos como la tirolesa. Todos estos servicios y más están disponibles gratuitamente a los clientes de [Esta/la iniciativa]. Además, la Hacienda le envía sus clientes a éste último en visitas diarias a cambio de lo cual éste les regala pequeños árboles, les ofrece pláticas sobre manejo sustentable de los bosques y paseos por el vivero y el bosque.

    -Otra más organiza visitas escolares que son reconocidas por la Secretaría de Educación Pública, pues están diseñadas de manera tal que sirvan para reforzar la enseñanza de materias del plan de estudios como ciencias, educación ambiental (manejo de basura, aprovechamiento del agua de lluvia, etc), civismo, etc. Estas visitas (van como 20 escuelas al día) tienen un costo de$140 pesos por alumno y representan un ingreso extra para [Esta/la iniciativa], quien a cambio obsequia cupones de descuento en árboles de navidad para cada alumno, un árbol pequeño del vivero y un certificado de participación. Aunque esta colaboración le es redituable a [Esta/la iniciativa] en términos financieros y de publicidad, un reto que tiene que vencer para asegurar un mayor impacto de su objetivo de sensibilización ambiental es la significativa apatía que parece caracterizar a buena parte de los alumnos y maestros que les visitan (una tercera parte según nuestra fuente).

    • Colaboraciones de mutuo beneficio con la población local:

    -[Esta/la iniciativa] provee las instalaciones para un Bazar Navideño que da oportunidad a comerciantes durante la temporada alta de vender sus productos — a quienes selecciona en función de garantizar la diversidad en la oferta de productos y con ello, el mayor atractivo del bazar. Aunque la renta que [Esta/la iniciativa] recibe de éstos sólo le alcanza para mantener el lugar y no le representa ninguna ganancia monetaria, le sirve para hacer su lugar de venta de árboles más atractivo a gente que viene de otras partes del país.

    -Lo mismo sucede con el Mercado de comida navideño, en cuyo casi ni siquiera se le cobra renta a los vendedores, pues la mayoría son locales.

    -[Esta/la iniciativa] da permiso a pepenadores locales de recoger y aprovechar la basura, lo que le ayuda a su vez a mantener sus instalaciones limpias.

    -También da permiso a los pastores locales de traer sus borregos a pastar, lo que a [Esta/la iniciativa] le sirve para que éstos corten el pasto y le abonen.

    Además de dichas colaboraciones que ayudan a multiplicar el impacto del proyecto para la sensibilización ambiental en diferentes sectores de la población (empresas, escuelas, familias), [Esta/la iniciativa] busca promover su modelo y escalarlo a través de cursos de capacitación técnica para la instalación y mantenimiento de viveros, de sistemas de captación de agua de lluvia, etc, que ofrece de forma gratuita a campesinos y otras organizaciones tanto nacionales como extranjeras que les visitan. También ofrecen pláticas de sensibilización ambiental.

    El terreno cuenta además con una sección llamada “Bosque Santo” en donde se da permiso a visitantes de depositar las cenizas de sus difuntos.

    Dan paseos de integración o retiros o pláticas hechas a la medida para empresas.

    • Actualmente, los proyectos que se adoptan en [Esta/la iniciativa] son elegidos por los dueños. Tienen pensado, a futuro, formar un comité de las cabezas de proyecto para considerar sus opiniones. Se eligen proyectos (a) que construyan “bienestar integral en armonía con el medio ambiente, arte y cultura y tecnología”, (b) que sean complementarios y se refuercen entre sí, y (c) que sean autosustentables en términos financieros. Los dueños consideran que la competencia es sana y no prometen exclusividad a ningún proyecto (visión que contrasta con la de modelos, como los de las economías alternativas, que argumentan que la diversidad y complementariedad, más que la competencia, son fuentes de sustentabilidad.) Los proyectos tienen un tiempo de gracia para establecerse y luego tienen que comenzar a dar resultados o renegociar los términos.


    • Objetivo beneficios a varias dimensiones:

    General: “nueva propuesta de vida urbana” + ganancia económica.

    1. Familiar: empresa que genere ganancia económica

    2. Proyectos privados que trabajando en colectivo con objetivos de interés socio-ambiental  puedan tener un lucro

    3. Individuos/clientes (bienestar integral- pasar un día ahí aprendiendo y disfrutando)

    4. Comunidades aledañas (a futuro, rehabilitación de la zona y con proyecto concesión quieren regeneración ambiental, mitigar erosión, senderos, paisajismo, limpiar agua)

    Todos: Beneficios por regeneración ambiental.

    El proyecto busca ser integral a diferentes niveles. En primer lugar, los proyectos se complementarían entre sí: el huerto urbano compraría composta y su producción abastecería al restaurante, por ejemplo. En segundo lugar, se ofrece a los clientes una diversidad de actividades de forma que se aumenten los rendimientos de su visita: además de hacer algún deporte, pueden tomar un taller de apicultura, visitar el mariposario, comer en el restaurante y llevar a su perro a entrenar. En tercer lugar, se ofrecen talleres, capacitaciones y visitas escolares, de manera que se transmite el conocimiento y la sensibilización de temas ambientales con el público en general a todos los niveles. Esto haría al proyecto más sustentable en la medida en que sus actividades tengan un alcance a largo plazo en la población que participa.

    [Esta/la iniciativa] proporciona apoyo a los proyectos en forma de espacio físico, pero también les otorga asesorías, infraestructura, consigue clientes, organiza eventos y talleres y establece alianzas internas y externas.

    • [This/the initiative] strategies are quite comprehensive and integrative in reach because all funds collected are used to support both the sponsored child (and the different dimensions of its needs such as nutrition, medical attention, clean water, educational books, materials, teachers, etc.) and the whole community (clean water for drinking and health care). This means that all funds are combined and used to benefit all children and their community, and not only the sponsored children.


    • espacios para eventos (útiles para diversas necesidades específicas: paseos escolares, cursos de formación humana, bodas, retiros, etc).


    • This means that what [This/the initiative] offers to rural schools is, as its founder said during the interview, the “translation of complexity into manageable action” through technical assistance based on the organization’s experience and know-how on the adaptation of the model to different contexts, offering an educational solution to improve quality, effectiveness, equity, and sustainability of education.

    From [This/the initiative]’s approach, this can be summarized as: the systematization of the school’s processes to promote stakeholders’ ownership of it.

    • the education program has decentralized the decision-making process (it has created Village Education Committees and a Children’s Parliament!), giving schools the ability to keep relevant and effective for the communities — by taking advantage of their inputs


    • Classes follow the mainstream literacy curriculum and also incorporate the traditional knowledge of the community by bringing ‘resource persons’ to the school (people from the community who share with the children their knowledge about issues that are relevant to the community)


    • One of the strengths of [This/the initiative] lies in its teachers, who seem to be liked by the community and respected by parents and children, principally for two reasons: the manner in which they treat the children, and the devotion with which they work. Night Schools’ teachers are local adults from different working backgrounds (postmasters, keepers of records, policemen, nurses, traditional midwives, extension workers), which helps them to make their teaching relevant for the community. The [This/the initiative] teachers earn approximately one tenth of a government school teacher’s salary. Although they earn the same rate as other staff at [This/the initiative], effectively they teach only part-time, so what they earn means that they amount to little more than volunteer teachers.


    • An important feature of the program is that it is monitored by a Children’s Parliament. The children who are members of this forum, elected every two years by students attending the Night Schools, choose a Prime Minister who works with a student cabinet monitoring the work of the teachers, the functionality of the solar lanterns, the availability of safe drinking water, and the provision of teaching and learning materials. They also encourage children who have dropped out to attend school. The Prime Minister organizes monthly meetings in which the ministers raise any problems in the schools, ask adults for explanations, and prompt solutions. The cabinet is empowered to hire and fire teachers, and to expose cases of corruption. Some Night Schools’ teachers occasionally do not turn up for class, but children in the parliament help to create awareness of the potential problem so that it doesn’t happen very often. The forum clearly also serves to create awareness in the communities about the children’s points of view and needs. The general view is that although some problems might take some time to be solved, the system works. Moreover, “the concept of the Children’s Parliament is integral to the curriculum at the Night Schools. Children attending the Night Schools get to know more about political systems and structures by actually going through the learning process” .


    • Lo importante, es que las ofertas que registren los inversores respondan a necesidades reales de su comunidad, de manera que la economía alternativa que están formando sea responsiva e integral. Para ello el rol del  coordinador (conocido como agente de tiempo) como observador de la complementariedad oferta-demanda es crucial. También lo es el que éste organice frecuentes encuentros entre los miembros para que éstos puedan conocerse, visualizar colaboraciones potenciales, y empezar a generar confianza entre sí. Estos eventos también sirven para sensibilizarles sobre la importancia del proyecto y las necesidades para su desarrollo.


    • They also work with local groups and parent committees to identify key local problems and possible solutions, all of them family oriented


    • Asesorar a las autoridades encargadas de la materia fiscal para OSC, pues están encerrados en sus oficinas y necesitan retroalimentación del medio para hacerlo un poco más ad hoc a otras realidades.