Social Entrepreneur Corps 2016 summary impact report for Ecuador. This is an overview of achievements of student interns during their 8 week program working in social innovation and grassroots consulting.

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Social Entrepreneur Corps Impact Report 2016
Country: Ecuador
Program: Eight Week Social Impact Immersion Program
Social Impact Team: Impacto & Oportunidad
Schools Represented: University of Connecticut, University of Maryland, University of South
Carolina, University of Notre Dame, Miami University of Ohio, Northeastern University,
Vanderbilt University, Washington and Lee University
Total # of Community Engagements: 7
Total # of Organizational Engagements: 5
Total # of Personal Engagements: +300
Contents:
1. Knowledge/Foundational Material Covered…………………………………………………….2
• Program Overview
• MicroConsignment Model
• Social Innovations
• Material Covered
2. Summary of Village Access Campaign Results………………………………………………..4
• Chambo
• Salinas
• Pulingui
• El Pangui
3. Grassroots Consulting ………………………………………………………………………..………5
• Fundación Utopía
• Fundación Kawsay
• Quilla Pacari Jam Factory
• Centro de Mujeres Indigenas de Saraguro
• Artesanos de San Lucas
4. Social Innovations ……………………………..…………………………………………………… 10
• CPPS (Baseline surveys in communities)
• Financial Literacy Workshops
• Professional Development Program
• Workshops in Schools

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1. Knowledge/Foundational Material Covered
Program Overview:
In each of the countries where Social Entrepreneur Corps works, our sister organization
Community Empowerment Solutions (CES) is on the ground implementing the
MicroConsignment Model as a principal backbone of their work. In Guatemala, Nicaragua,
Ecuador, and the Dominican Republic, CES is in the process of incubating local social
businesses that each in their respective countries go by the name Soluciones Comunitarias
(SolCom). Year-round, CES and local SolCom leadership are training MicroConsignment
entrepreneurs, distributing products, building relationships in communities, and creating
access to key technologies such as reading glasses, water filters, and solar lamps.
The Micro-Consignment Model:
The MicroConsignment Model is a form of microfinance that eliminates financial risk for micro-
entrepreneurs, empowering them to embark on the unknown venture of marketing a new
technology for the first time. In this way, it becomes a tool to create access in marginalized
communities to products, services and technologies that have measurable economic,
environmental or health-related benefits. By tapping into existing networks of local
entrepreneurs, training them for the work and “lending” them products through
MicroConsignment, we can provide critical services and create supply chains for high-
impact products that reach even the most remote communities – the so-called “last mile”
towns and villages of the developing world.
Empowerment Metrics:
To enrich the work we do with the MicroConsignment Model, we are constantly looking for
new ways to engage with communities and build on the relationships our microentrepreneurs
form. Material covered and impact immersion during the two-week foundation building
period provided interns with the tools to understand empowerment as a metric and develop
social innovation models to pioneer new forms of community engagement.
Foundational Material Covered:
Foundation building includes an examination of development theories, analysis of best
practices, and discussions of the core values that provide the basis for work and
engagements in the field. Below is a list of the materials interns discussed and utilized to add
to our knowledge base surrounding Social Entrepreneur Corps’ approach to Social
Entrepreneurship and community empowerment.

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Country and Culture
• Intensive Spanish courses
• Culture
• Safety, Health and Security
• History
Social Entrepreneurship
• Guiding Principles
• Aid Strategies - Relief vs. Development
• Cycle of Poverty
• Logic Model Framework
• Problem Solving
• Servant Leadership
• Keys to Successful Consulting
• MicroConsignment Model - (What you know and MCM Jeopardy)
• Keys to Success
• Best Practices
• Core Values
• Keys to an effective consultant
Social Innovation Models
• Survey design
• Keys to an effective survey
• Conducting Surveys
SolCom Background and Leadership Meetings
• How to conduct eye exam for near distance glasses
• How to offer water purification systems
• How to present Soluciones Comunitarias
• Asesor Por Favor (Grassroot Consulting)
• Keys to an effective consulting and workshops
• Empowerment Metrics
Articles
• Leadership Lessons From the Shackleton Expedition (Nancy F. Koehn)
• Why Talent is Overrated (Geoff Colvin)
• Twelve Steps to Practical Problem Solving (Paul Polak)
• Choice Overload Burdens Daily Life (Barry Schwartz)

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2. Summary of Campaign Results
Total AC Earning
Product TOTAL Number of Sales
$
Readers (Miami/Houston) 46 $115.00
Distance Adults 2 $6.00
Protectors 3 $6.00
Protectors (FotoRay) 8 $24.00
Sun glasses 5 $10.00
Cases 58 $29.00
Glasses Cloth 56 $14.00
Energy Saving Light bulbs 17 $17.00
Vegetable Seeds 6 $1.50
Replacement Filter (TableTop/Tulip) 1 $1.00
Total 202 $223.50
Photos:
[Left: Austin V. from UConn and Daniel Friedeberg, Social Innovations Leader, put up posters
in preparation for the upcoming village access campaign. Right: Austin V. from UConn poses
in front of the sales table with a loud speakerphone during the village access campaign in
Salinas.]

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3. Grassroots Consulting
As part of our outreach efforts to create access in communities through the
MicroConsignment Model, our local team on the ground builds relationships with other
businesses, nonprofits, and local community leaders and associations. In this process, we
encounter many opportunities for collaboration and seek to create social impact by
empowering these partners and supporting them in their own work. With Social Entrepreneur
Corps, we provide local individuals, entrepreneurs, organizations and small businesses with
consulting services, educational talks, resources and/or information to help them achieve
their respective missions more effectively.
Organization: Canasta Comunitaria (Fundación Utopía)
Organizational Focus: Organising and distributing food baskets that contain staple
food items for their community.
Consultancy Activities:
• Engaged in conversations to conduct a needs analysis, learn about their
organization, and the challenges they encounter.
• Delivered recommendations about increasing revenue through a member
subscription
• Delivered workshop about creating GMO-Free certification system
Recommendations for follow up with this organization in future:
• Follow up with the canasta after a few months to see if they need help with the new
certification system and if they have implemented the member subscription program.
Photos:
[Left: Interns learn about the farmers who are part of Fundación Utopia and the crops they
grow. / Right: Team Oportunidad learns about the beginnings of Fundación Utopia and how
important the local farmers are to their organization.]
Organization: Fundación Kawsay (for Saraguro Lácteos)
Organizational Focus: Supports local farmers through the use of their dairy in
making cheese
Consultancy Focus:

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• How to use Excel for sales, budgets, etc.
Consultancy Activities:
• Engaged in conversations to conduct a needs analysis, learn about their
organization, and the challenges they encounter
• Delivered workshop on how to track sales and expenses with Excel
• Created documents to track client information
Recommendations for follow up with this organization in future:
• Follow up to see if they have questions about the Excel sheets and if they are using
them
Photos:
[Team Impacto preparing for their APF presentation with the Fundación Kawsay.]
Organization: Quilla Pacari Jam Factory
Organizational Focus: Make jams from locally grown fruits as a means to make
more income to support their families.
Consultancy Focus:
• SWOT analysis
• Pricing strategies
• Marketing strategies
o Entering new national markets
o Developing community tourism
Consultancy Activities:
• Delivered workshop on how to expand their market base and attract more clients
• Delivered workshop that stressed the importance of partnering with other
communities who already receive tourists to learn from them and develop
community tourism in the area
• Created email address and Facebook page
• Recommended ways for improving their organizational structure
Photos:

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[Top Left: Interns present their ideas/recommendations to the members of Quilla Pacari. /
Top Right: Team Oportunidad explains the importance of pricing strategies and how to
establish prices for jams with the members of Quilla Pacari / Bottom: Team Oportunidad gets
a tour of the jam factory and has the opportunity to buy a few jars of jam for themselves.]
Organization: CEMIS (Centro de Mujeres Indigenas de Saraguro)
Organizational Focus: The sale of beaded artisan crafts for the economic support
of a group of local women in the community
Consultancy Focus:
• Marketing strategies
o New design ideas
o Entering new national and international markets
• Money management
o Resources and websites for how to effectively manage money
Consultancy Activities:
• Delivered workshop on new design ideas and steps for entering new markets
(national and international)
• Created new brochure for marketing purposes
• Created resource sheet with websites, Coursera courses, and recommendations for
ways to invest into growing their business

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Photos:
[Left: Team Oportunidad poses with the CEMIS ladies and their beaded jewelry after the
workshop. / Right: Interns listen to the women of CEMIS explain how they started as a group
and how they make their jewelry.]
Organization: Artesanos de San Lucas
Organizational Focus: Supports families who have cattle and provide means of
making income through the production of artisanal
cheese
Consultancy Focus:
• Goal setting
• Market research
• Marketing strategies
Consultancy Activities:
• Delivered workshop on how to create tour packages & made sample day package
• Delivered workshop on short, medium, and long-term goals, based on needs analysis
• Created sample pitch on how to get their products into stores/supermarkets
• Created new logo with organization members
• Created Facebook page
• Created list of bakeries/stores in Loja that had interest in carrying their product
• Created poster for bakeries/stories highlighting their cheese
Recommendations for follow up with this organization in future:
• Help with Facebook page if needed
• Follow up with bakeries/stores in Loja to gauge sales and interest

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Photos:
[Top Left: Members of the Artesanos de San Lucas showcasing and explaining the different
cheeses they make to the interns. / Top Right: Team Oportunidad posing with one member
of the Artesanos de San Lucas after a hike near their farms. / Bottom: Team Impacto with
the two leaders of Artesanos de San Lucas in front of their different cheeses.]

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4. Social Innovations
CPPS: Baseline surveys in Communities
SE Corps interns conducted nearly 100 surveys to help determine the baseline needs in the
areas in which we work. 59 of these surveys were pilot surveys to test a newly developed
method of surveying.
Challenges:
• Many older individuals were confused on the way the actual game was played. They
did not understand the allocation concept. For example, one woman that I
interviewed said if she had more chips, she would add them to one of the topics,
which is not the point of allocation.
• Supplies and utensils (chips, cups, labels, lack of table) made it difficult to administer
the game. For example, some people did not have tables to set the containers on so
we had to do it on the ground, also the wind got the best of the paper labels.
Recommendations:
• Use this as a form of CPP for younger individuals, as they responded well and
understood the objective and questions.
• Find a way to make this game (supplies: chips, buckets/cups, labels) easier to carry
and set up. Have a box with the different labels and compartments would make things
much easier.

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Challenges:
• This was difficult for those who did not speak Spanish very well because the questions
are very repetitive.
• Since the questions are very repetitive, subjects lost interest and focus during the
questionnaire.
Recommendations:
• There is no real way to address the repetitive nature of the questions because that is
where standardization comes into play.
Financial Literacy Workshops
Team Impacto conducted the first Financial Literacy workshop in Ecuador with 16 people in
the Zamora region.
Prior to the Workshop
Steps
• Familiarize Leadership and group with information and flow of the workshop
o Basic language is critical- ensure that all presentations can be given in basic,
understandable language
! Examples
• Financial literacy -> How to have more money
• Cash flow -> money comes in and out
• Marketing is encouraged
o Targeting a specific group may be helpful

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• Acquire Materials Needed
o Chairs for all expected participants
o Computer (with PowerPoint) and projector
! If technology is available
o Worksheet packets for all participants
o Snacks
o Beverages
! Possibly SolCom Water Filter
o Pens
o Poster Markers
o Blank Paper
o Ball
o Roll of perforated toilet paper
o 2 Posters (If you lack a projector you’ll need 4)
o ~50 index cards
• Establish Roles
o Main Facilitator (Fluent Spanish)
! If one person is not comfortable leading the entire workshop, 2 people
may split the time by halves (based on comfort)
! In charge of teaching all of the content and facilitating games
o Assistant Facilitators (Proficient Spanish) ≤ 3 People
! In charge of answering participants questions intermittently
! Help facilitates games
! Great people at the door, entrance and exit
o Operations Director (No Spanish Necessary)
! In charge of getting the space set up
! In charge of ensuring a materials are acquired
! In charge of ensuring materials are distributed
o Operations Assistants
! In charge of paper distribution
! Ensuring space is tidy throughout
! Sets up snacks
! Hangs Posters
! Sets up slide-shows
Room and Setup
• Perhaps have signage outside of the space to draw people in, or alert them that they
have arrived
• Have room set up in a circle of chairs, if space and number of participants permits
• Encourage facilitators to disperse throughout the circle, mingling with people as they
come in
o Have strongest Spanish speakers serve as facilitators, limit to 2-5
o All others, if present should be engaged but simply there to answer questions if
necessary
! Always refer questions to facilitators first, if not otherwise engaged

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• If more seats are needed, facilitators should give theirs up and sit on the outside/stand
• In the back/side of the room, have a table set up with snacks and beverages
o Perhaps have a SolCom Water Filter on display, being used (marketing)
• PowerPoint and projector may be used if available
o If not, ensure that all participants have a worksheet packet or paper to take
notes
o HAVE EXTRA PENS AND PAPER FOR PARTICIPANTS
• Speaking ball
o Have a ball ready to throw
o This is utilized if participants are not initially willing to speak and share- a
facilitator throws the ball and whoever catches it is required to speak. From
them on out, whoever has the ball throws it to the next person to participate.
WORKSHOP PART 1
Welcome & Icebreaker
Time: 20 mins.
Welcome: High energy, many thanks
Ice Breaker: How Much Do You Use
• Materials: Roll of Toilet Paper (Perforated)
• Directions
o Pass the roll of toilet paper around the circle
o Have each participant take “as much as they need”
o When the roll makes it completely around the circle, inform the participants that
they are to share one fact about themselves for each square of toilet paper
they have
! These facts and be as simple as; “My name is Carlos”, “I have 3
children”…
o Thank all participants for their participation
o Tie activity into the workshop by saying: today we will be discussing things you
truly need to spend money and time on in your life, and where you may be
able to do and use less.
o To be more conservative with time, you may want to limit participants to 4-5
facts or less
• Have participants sit down.
* Encourage applause for participation
What is FOCOPI, SolCom, SEC?
Time: Very quickly. We want to acknowledge FOCOPI, SolCom, and SEC, but we also want to
get into the meat of the presentation as quickly as possible.
• Explain SolCom

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o Works with communities in Ecuador, Guatemala, Haiti, Dominican Republic and
Costa Rica to bring empowerment, social solutions to communities.
o Services include Financial Literacy (today), water purification and safety,
lighting solutions, vision care and others.
o SEC
! Intern program, with students from all over the world studying all different
types of subjects
! Introduce the group as a whole, perhaps have gringos share their
names, but do not allow it to take more than 1 minute.
• Encourage participants to mingle with Interns during the break
• Explain FOCOPI
o Fondo Comunitario para Prevención e Inversión
o Simplify and state that the financial literacy program is designed to give
participants tools and knowledge about how to better manage their family and
personal finances (aka how to have more money)
Overview of Workshop
Time: 10 mins.
• Length: 2-2.5 hours, with a small break
• Point: To build confidence and knowledge of household finances and encourage
savings.
• Goals
o At the end of the sessions you will know how:
! Your family cash flow works
! You use your money
! To track your family’s cash flow
! To categorize and start planning
• STATE: THIS WORKSHOP IS VERY BASIC, IF AT ANY POINT YOU FEEL BORED OR THAT YOU
KNOW IT ALL, FEEL FREE TO LEAVE
• Assignment/Incentive Explanation
o At the end of the workshop participants will know how to track their finances.
Their assignment is to track their finances for at least one week, recording all
income and expenses, and to highlight things that they may be able to cut out.
o If a second session exists; each person who returns their homework will be
entered in a drawing to win a (cash?) prize
! If second class does not exist; ask community leader to check homework
and give each person a ticket and select a winner.
! Encourage families to continue keeping a ledger of expenses and
income
• Activity (the purpose of this is to have a quick activity to get people thinking about
their own lives and to engage them)- can be used throughout the workshop to check
understanding of concepts.
o Thermometer of Confidence
! Have participants close their eyes and stick out one hand (if they seem
comfortable, they don’t have to close their eyes)

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• Thumb up: Agree Strongly
• Thumb to the side: Relatively agree
• Thumb down: Do not agree
! Ask however many you feel is appropriate of the following series of
statements to gauge the audience
• I know how much money my family makes each week
• I know how much money I spend each week
• I have enough money for everything that I need
• There are things I wish I had more money to purchase
• Money is important in my household
• I know how to categorize my expenses
• I make a budget for my family often
• I want to learn how to have more money
Part 1. Understand my family Cash Flow
Time: 30 mins
Intro
• Ask participants if anyone can define cash flow
o If no- a family’s cash flow is: all of the money that comes in and out of your
household
Assumptions Poster (Optional)
• Create a visual with these assumptions (prior), and ensure participants
understand/agree
o You feel like you don’t have enough money to pay
o You want to learn practical tools on how to take actions towards improving
your family’s situation
o You want to learn how to prioritize spending
o You want to learn how to make a family budget that will be helpful for today
and tomorrow
• STATE: It is important to learn how to make small changes to improve your family
situation.
Game: Why is it important?
o Ask participants to stand if they think the following statement is important, and sit down
if not.
o I want to make a wage to support my family
o I want to be able to send my child to school, with all necessary materials
o I want to develop a plan on how I spend my money
o I am interested in buying nicer things and going nice places
o I want to buy a house
o I can save money
o Debrief: Ask participants what they want to buy for themselves/their family
o Have 3-5 people share

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o Ask them why they haven’t bought those things (the answer will be money)
o Reinforce how having more money is important to buy the things they
want/need
How can I have more money?
o 4 Basic Ways to make more money
o Find another method of income (job)
o Borrow money (loan)
o Save money and invest
o Eliminate/ Reduce expense
! SECOND TWO OPTIONS ARE FEASIBLE, FIRST TWO ARE NOT
o Activity: Money Tree
o Have index cards, you can have them pre-written with general expenses or
have people write some of their top expenses when you hand them out.
o Have large poster of tree graphic
o Ask participants to share one thing that will help their money tree grow
(something that they can do to make more money)
! Tape these index cards on the roots
• Roots absorb minerals and water to help the tree grow
o Ask participants to share one thing down that they can eliminate to save
money
! Paste these cards on the leaves (leaves and branches can be trimmed
and fall off from a tree when not needed or excessive)
Debrief
o Ensure participants understand that there are things that can help them and hinder
them from making more money.
Part 2. Understand how I use my money
Time: 30 mins
Explanation: Understand daily/weekly expenses that are necessary and unnecessary
o ASK (With ball if needed or use thermometer, if people want to share they can share
stories)
o Have you ever tried to reduce some of your family’s expenses?
o Have you ever tried to save money? What was the hardest part?
o Do you plan/save for unexpected expenses or emergencies?
o Worksheet
o Have participants turn to “Categorizing Expenses” worksheet OR hand out loose
worksheet to all participants OR have participants help you compile a list on a
poster board
o Explain the 5 categories:
! Necessary Continuous Expenses: expenses that you have every day,
every week and/or every month (ie; food, gas)

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! Necessary One Time Expenses: expenses that only occur once or don’t
have to be made for a long time (ie; seeds)
! Necessary Unexpected Expenses: expenses which are necessary but
cannot be predicted (ie; emergencies)
! Savings: any money that is in a bank, saved in home, ect.
! Unnecessary expenses: expenses made daily that can be reduced or
eliminated (ie; cab rides, food out, coffee)
o DO THIS AS YOU GO: Have participants write down as many things in each
category as they can that apply to their life
o KNOW that expenses are viewed differently by different people depending on
family situation
! Have people share what they wrote, some items may be in different
categories for different people but ensure that it makes sense (ie; Alcohol
is never necessary)
o If necessary, provide examples to participants to get their minds going
! Could have a poster with examples on it (or use slide on slideshow)
Thumb Thermometer:
o Repeat activity from the beginning, asking:
o I know what the difference is between a unnecessary and necessary
expenditure is
o I have a better idea of things I can spend less money on
o I know it is important to use some of my money to save
HALF-TIME
Break- Snack and Energizer
Time: 15-30 minutes (gauge based on the amount the first half took)
o Snack time!
o Suggested snacks: bread, cookies, crackers… (cheap but substantial)
! Beverages: water from water filter (with cups), soda (with cups) or bottles
of water
o Encourage participants to speak to “gringos” and ask any questions they might
have from the first half
! Facilitators should keep track of any criticisms or compliments given to
them by the participants at this time
o Call meeting back to order
o Have participants return to their seats but remain standing
o Have participants move to a different seat, sitting next to someone they did not
before
! Have people introduce themselves quickly to their neighbor
o Icebreaker #2
o Have each person go around and state a goal/dream that they had in the past
that they did not accomplish

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! Examples: “When I was little I wanted to be an astronaut”, “I wanted to
buy my son a TV for Christmas but I couldn’t afford it”
! You may have participants act out a part of their dream if they seem
energetic.
o State that things that they dream not can be accomplished may be possible
with budgeting and saving to accomplish these goals.
WORKSHOP PART 2
Part 3. Keep track of your family’s cash flow
Time: 30 mins.
Explanation: Understand where your family’s money is coming from and where it is going by
thinking strategically.
Goals Introductions
o Two types of Goals:
o Short Term: to be accomplished in less than a year
o Long Term: to be accomplished in longer than a year
! STATE: For every long term goal you should have 2-3 short term goals to
help you accomplish this long term goal.
o Goals should be specific (include time span, and include details)
o Ex. “I want to buy 20 chickens from Jose by the end of March, so I can collect
more eggs”
o Goals should be realistic and attainable
o Ex. NOT “I want to be president of the moon in one week”
o Knowing your goals can help you begin to create a budget to accomplish these goals
Activity: Goals
o One person volunteers to share a realistic, specific long term goal they have
o Other members of the group volunteer to suggest a short term goal that might help
them obtain that long term goal
o Participants can write down their goal and suggestions in their workbook/on a sheet of
paper
o Repeat 3-4 times, or as long as time permits.
Starting to Keep Track of Your Family’s Cash Flow
o Explain the concept of a budget
o A budget allows you to allow a certain amount of money for different types of
expenses over a period of time. It also contains a line for savings in case one of
the sections requires more money that period.
! Base the budget off of an average week’s spending and income, it can
be changed for special occasion weeks.

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o Remind participants that a cash flow is the money that is made and spent by their
family
o Hand out worksheet or have participants turn to the page in the guide that explains
how to begin tracking their expenses and earnings.
o STATE: what you are learning now will assist you in your homework assignment
o Express the importance of the assignment and how it is necessary to practice
what you have learned to be successful
Steps to Track Cash Flow- Worksheet in Packet/Handout
Activity: Group Cash Flow Sheet Game
Materials:
o Large poster with cash flow grid (large version of worksheet page)- blank (a slide can
also be helpful)
o Markers
o Index Cards- the participants will draw these cards as we go and we will fill it in as a
group to explain how it works
o Expenditures- based off of main categories
! Draw 5 per day/week
o Salary Cards- draw one at the beginning
o Loan- draw one at the beginning
o Savings- draw one per week
o Initial balance- draw one at the beginning of the week
Steps- We will be completing this as a group with a fictional scenario as we explain the steps
so that participants can better understand
o Start on Sunday
o Fill in your initial balance (how much money you currently have)
o List your salary
o Fill in any other money that is brought in by your family
o List inflow from loans
o TOTAL INFLOWS
o Fill in loan payments you have to make
o Name and fill in all off your necessary expenses
o List any other expenses
o TOTAL OUTFLOWS
o List any savings for that day
Repeat all steps for each day of the week
o Add your inflows to your initial balance
o Subtract outflow total and savings
o Total savings to date
* If your total is negative, recheck the numbers and think if you borrow money from someone
or if you buy on credit (these should be added to the outflow)

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o Your final value is now the starting value for the next day
o Continue this process every day for a week (6 more days)
o Add up your weekly total of inflows and outflows
After:
o Ask if any participants have questions
o Verify that everyone feels confident to complete on their own
o Possibly help people establish their initial amount, continuous expenditures and
presence of loans (if applicable)
o Let people know there is a second chart on the following page
Part 4. Categorize and start planning
Time: 30 mins.
Explanation: Based off of the first week of expenditures, we will work to create a budget or
typical spending plan for the week. Begin thinking of ways to eliminate expenses that are not
necessary. If savings do not exist, come up with a feasible amount of money to begin savings
every day/week.
o Ex. If your total food expenditure in week one is $15, you would choose to budget an
amount for food that is close to this value. Do this for each column.
o It is important that the first week is “typical” and not one where many non-continuous
expenditures are made.
o When budgeting it is important to list any large events that may be happening, so
savings can be used to pay for those expenses in later weeks.
Relate this idea to homework…
Conclusion and Homework
Time: 10 mins.
Explain Assignment
o Students will be tasked to track their expenses for one week on the chart.
o Based off of this chart, participants will make a budget for the next week
o Using this budget, participants will track their expenses for one more week
o Then see if the budget they created can realistically be applied to most normal
weeks.
o Create a list of foreseeable events that involved greater expenditure
Incentive System
o Explain deadlines
o Finalize incentive, turn in system to president
o Winner will be announced two days after homework turn-in deadline

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Closing Game/Debrief
o Cheer “I Believe That We Can Save”
o Participants all stand and repeat the verses after the leader
o Words:
! I (Yo)
! I BELIEVE (Yo creo)
! I BELIEVE THAT (Yo creo que)
! I BELIEVE THAT WE CAN (Yo creo que podemos)
! I BELIEVE THAT WE CAN SAVE (Yo creo que podemos ahorrar)
• Repeat with high energy multiple times and then energetic
applause
o Closing Speech
o Thank all participants for their participation, multiple times
o Re-express the goals of the workshop:
! You should now understand:
• How your family cash flow works
• How you use your money
• How to track your family’s cash flow
• How to categorize and start planning
o Ask if anyone has any questions or needs clarification on any of these goals
o More thanks
o Reminder of Homework
! People can write their emails down on a sheet of paper, in case they
lose their homework, it can be mailed to them after the presentation
o Encourage further saving- ideas:
! Information about local banking systems
! Use a Piggy Bank
o All facilitators should stay until all participants have left, available to answer questions
o At least one person should stand at the exit shaking hands and thanking people
again
o All gringos should help clean up and ensure that the space is cleaner than it was when
we found it.
o Thank the owner/director of the space
Professional Development Program
Empowerment = ability (knowledge and skills) + means (access to resources) + inspiration
--We before me
--Opportunity that is given to me to make the choices and decisions that I want to make for
myself and for those around me
Ability
• Business skills (marketing, finance, public speaking, saving, organization, measurement)
• Risk management
• Product knowledge
• Goal-setting skills

22.
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• Knowledge of what is good health
• Environmental knowledge
• Understanding community needs
• Also knowledge - database of communities contacted and with campaigns
• Decision-making skills
Means
• Economic impact (consumption/income)
• Access to people/networking/transportation → access to new opportunities
• Family impact- nutrition/healthy food, education
• Worry-measuring stress about providing for family
• Communication- Internet, phones
Inspiration
• Motivation
• Confidence
• Free time (do more of what you want to do)
• Social status- ACs perception of their social status as a result of job? Decision-making
power within the family? How they feel they are viewed in community?
• Understanding of importance of work?(as a social enterprise)
Q# 0 1 2 3 4
16 N/A
I have trouble talking
to people OR I don't
like talking
I can speak
sometimes if needed
OR I get nervous in
some situations
I am usually
comfortable with
talking to people
AND I like it
I have significant
experience talking to
people and I am always
ready AND I love it
17 N/A
I never talk in large
groups OR I am shy
OR my opinions are
not worth sharing
I sometimes talk in
large groups but I
prefer not to
I am comfortable
with talking in large
groups
I am always ready and
believe it is important to
talk in large groups
18 N/A
I do not handle my
own money OR I have
great difficulty
managing my
finances
I am somewhat
comfortable with
managing my
finances BUT I could
use more help
I am comfortable
with managing my
finances
I have been educated
in managing my
finances and do so
proficiently
19 N/A
I do not have an
emergency plan or I
do not know how to
handle a crisis. I have
no access to
money/resources for
crises.
I can find access to
money/resources but
it is not guaranteed
I have access to
money/resources
and know
how/where to get it
(ex. Insurance)
I have money for an
emergency and know
the protocol for dealing
with a crisis. (ex.
Insurance)
20 N/A
I am not involved in
any decision making
processes OR I am
uncomfortable with
voicing my opinion
I am sometimes/rarely
involved in any
decision making
processes OR I am not
completely
comfortable voicing
my opinion
I usually participate
in the decision
making process AND
I am comfortable
with voicing my
opinion
I am the sole decision
maker or we always
consult each other
before making decisions

23.
23
21 N/A
I am not involved in
any decision making
processes OR I am
uncomfortable with
voicing my opinion
I am sometimes/rarely
involved in any
decision making
processes OR I am not
completely
comfortable voicing
my opinion
I usually participate
in the decision
making process AND
I am comfortable
with voicing my
opinion
I am the sole decision
maker or we always
consult each other
before making decisions
26 N/A
I have learned
nothing from SolCom
OR everything I have
learned has no value
I have learned some
things from SolCom
but I NEED to learn
more for a better
understanding AND it
might be of value
I have learned
enough to do my
work well AND it is of
value
I have learned A LOT
from SolCom and it
allows me to do my job
perfectly
27 N/A
I have learned
nothing from SolCom
OR everything I have
learned has no value
I have learned some
things from SolCom
but I NEED to learn
more to do better
AND it might be of
value
I have learned
enough to do my
work well AND it is of
value
I have learned A LOT
from SolCom and it
allows me to do my job
perfectly
28 N/A
The knowledge and
skills I learned as an
AC are irrelevant and
impractical for me
I use little to some of
the knowledge and
skills I learned as an
AC
I use most of the
knowledge and skills
I learned as an AC
All of the knowledge
and skills I have learned
from being an AC
directly impact me on a
daily basis
31 N/A
No, I have no money
or resources to meet
most of my basic
needs
Somewhat, I have
some money to meet
some of my basic
needs
Yes, I have money to
meet most of my
basic needs
Yes, I have plenty of
money to meet all of my
basic needs plus extra
32 N/A No Improved marginally Yes Yes, monumentally
34 N/A
No I think so, but I have
not or do not know
how to take
advantage of those
opportunities
Yes, I have new
opportunities and
have taken
advantage of them
Yes, these opportunities
have significantly
improved my life
35 N/A
No Maybe, but I do not
know how to use their
potential
Yes, and I have used
these contacts
Yes, they have proved
to be incredibly useful
36 N/A
No, I have no savings I have short term
savings and I always
use the money AND
there is not enough
money
Yes, I have savings - I
might need more
Yes, I have a great
amount of savings to
support myself and
others if needed

24.
24
37 N/A
No I do not have
access OR I do not
have the money
I might have access
AND I have enough
money for the least
expensive health
solutions
Yes, I have access
and I can pay for
most health solutions
Yes, I have access to
high quality healthcare
and I can afford any
kind of health solution
38 N/A
No, I do not have
access OR I do not
have the money OR I
always buy the
cheapest food
regardless of quality.
I might have access
AND I might have the
money to buy basic
healthy food but I
don't always.
Yes, I have access to
basic healthy food
and I buy it
frequently (e.g.
apples, bananas,
bread)
Yes, I have access to
basic healthy food AND I
can afford and always
buy the highest quality
food (e.g. vitamins,
"superfoods," fancy rice)
39 N/A
No, I cannot afford
the costs of my
children's education
I can afford some of
the costs
I can afford most of
the costs
I can afford ALL of the
costs
40 N/A
No, I never have
access
I sometimes have
access to EITHER
phone OR internet
I always have access
(though it might not
be mine) to BOTH
I personally own both
42 N/A
No, it hasn't changed
at all OR it has gotten
worse
Yes, I think it has
changed a little for
the better
I have a much
stronger influence in
my family than in the
past
My family looks up to me
and I have a major role
in decision making / I
have full autonomy
43 N/A
No, it hasn't changed
at all OR it has gotten
worse
Yes, I think it has
changed a little for
the better
I have a much
stronger influence in
my community than
in the past
My community sees me
as a strong leader and
looks up to me
44 N/A
No, I do not have
more time / I have less
time
I have a little bit more
time to do some of
the things that I like
I can do a significant
amount of the things
that I like
I can do everything that
I like
45 N/A
I dislike many things
about myself
I like who am but I
would change some
aspects
I like who I am and I
know I am improving
I love myself
46 N/A
No OR I am searching
for a group
I am a new member /
I am part of a group
sometimes
I am an active and
dedicated member
of at least one group
I am the
coordinator/leader of
one or more initiatives
that I am involved with

25.
25
Workshops in Schools
I

26.
26
Interns conducted eye exams in the primary school in Laguan. 71 children had the
opportunity to receive free eye exams.
Interns used games and songs to teach the children English in Ñamarin.
At the high school in Panguintza interns taught the students how to use Excel.