Making My Community Green Proposal

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DEVELOPMENT FACILITY PROPOSAL
ENVIRONMENTAL EDUCATION
“MAKING MY COMMUNITY GREEN”
FUNDACIÓN ZAMORA TERÁN, NICARAGUA
PROJECT NO. 01/2018
23 FEBRUARY 2018
Contents
1 SUMMARY SHEET 2
2 RATIONALE 3
3 SCOPE OF WORK 4
4 IMPLEMENTATION AND TIMELINE 12
5 PROCUREMENT 12
6 BUDGET 13
ANNEX I 16
Annex II 17
Environmental Education „Making My Community Green”, Fundación Zamora Terán, Nicaragua

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1 SUMMARY SHEET
Project Environmental Education “Making my Community Green”
Type of TA Project Sector-wide TA
Target Topic and Activity Agricultural and Rural Finance and Client Education/Protection
Beneficiary, Country Fundación Zamora Terán, Nicaragua
Investment with the Beneficiary N/A
Previous Projects with the Beneficiary N/A
Total DF Contribution with the

USD 0
Beneficiary
Proposed Budget USD 52,542
DF Contribution USD 41,342
PI Contribution USD 11,200 (21.32%)
Funding Source EU LAIF
Duration March 2018- December 2018
Procurement Method Single Sourcing
TA Team Involved Lucía Gaitán, Juan Forero
IM Team Involved Mario Torres

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2 RATIONALE
According to the World Bank (2015), Nicaragua’s total agricultural area is estimated to be six million
hectares, or 45% of the country’s total land surface. Most of agricultural land (54%) is dedicated to grazing
areas for dual-purpose cattle, followed by maize (4.5%) and beans (3.4%). Another 40% of Nicaragua’s total
land area is dedicated to cropland and pastures.
Around 28% of the country is covered by forests with an estimated deforestation rate of 70,000 ha/year,
ranking as the second highest rate in Central America after Honduras (120,000 ha/year, World Bank 2015).
The main factors that contribute to forest land change include extensive cattle production, precious woods
extraction, and agricultural activities without good practices, exacerbating the deterioration of ecosystems,
loss of water resources, and biodiversity and environmental imbalance. In general, challenges of the
agriculture sector in the country include the lack of technology, conventional production practices, and
indiscriminate use of chemical fertilizers and pesticides.
Given this situation, Nicaragua is a country of interest for the eco.business Fund and its mission to promote
business and consumption practices that contribute to biodiversity conservation, the sustainable use of
natural resources and mitigate climate change and adapt to its impacts. In addition to the work it currently
undertakes with the Fund’s Partner Institutions (Pls), the Development Facility (DF) could further contribute
to achieve these objectives by promoting knowledge and information on sustainable practices among sub-
borrowers and the communities.
To strengthen education programs on environmental protection, conservation of ecosystems and

sustainable farming practices in agriculture activities is key for a country like Nicaragua. This project proposal
aims to promote environmental education, knowledge and awareness through the development of an
environmental software program integrated to the technology offered by the initiative “One Laptop per
Child Program” (OLCP), led by Fundación Zamora Terán in Nicaragua1. As of today, almost 65,000 children
have been benefited by the Program OLCP in Nicaragua, Honduras, Costa Rica, Panamá, Dominican Republic
and Guatemala.
Fundación Zamora Terán is a non-profit organization created in 2009 in Nicaragua by LAFISE Group, the main
shareholder of the Fund’s PI Bancentro, as a pilot. The Foundation supports children quality education,
providing students and teachers with a laptop loaded with educational content designed for learning in
remote areas of the country. Furthermore, children work with participating schools to implement a
comprehensive teacher’s training plan to facilitate meaningful and continuous learning (See Annex 1). The
Foundation uses the laptop XO because of its qualities: low energy consumption, storage, capacity, and the
fact that children from first to sixth grade can use it.
1
For more information on Fundacion Zamora Terán, please visit: http://fundacionzt.org/en/
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Once the XO laptops reach their useful life (six years), they go through a disassembly process where 60% of
the components are recovered to be re used as spare parts in the computers that continue to operate.
Technological recycling is part of the Foundation commitment with the environment.
3 SCOPE OF WORK
The project “Environmental Education, making my Community green,” has the objective of promoting
environmental education and enhancing environmental knowledge and awareness among Nicaraguan
families. Through this project, both children and family members of the students enrolled in the schools
associated with the OLCP, will receive environmental education through the development of an
environmental software and specific trainings. Principals, teachers, students, parents and the community
will have the opportunity to learn about key issues related to good environmental and agriculture practices,
such as:
• Environment and sustainability
• Water cycle: climate change and hydrological cycle
• Natural resources: water and pastures
• Soil pollution: soil properties, soil degradation and contamination
• Risk management and environmental education: vulnerability and adaptation to climate change,
mitigation to climate change
The envisaged environmental training will focus on two regions that are considered highly sensitive from an
environmental perspective. The families of the children that shall benefit from the environmental trainings
are largely farmers in the regions of Chontales and Región Autónoma del Caribe Sur (RACCS), hence the
potential of reaching out to populations in regions that, from a deforestation risk perspective – according
to the Deforestation Study financed by the DF, are considered medium risk (Chontales) or high risk (Región
Autónoma del Caribe Sur). Chontales is also a border province to the Great Lake of Nicaragua, which suffers
from high levels of contamination.
The potential target population of the project is 3,279 students from 15 schools in Chontales and Región
Autónoma del Caribe Sur, as well as 128 teachers and 3,000 parents. Estimated beneficiaries’ distribution
by school are shown in the table below2:
No State Municipality School Name Teachers Students

1 RACCS El Rama Miguel Obando Martínez 14 377
2 RACCS El Rama Enmanuel Mongalo 9 233
3 RACCS Muelle de los Bueyes Enmanuel Mongalo 6 197
4 RACCS Muelle de los Bueyes Santa Teresita 6 162
2The program One Laptop Per Child represents an additional indirect impact. The Foundation estimates that for each child, parent or
teacher using an XO, there are four more persons indirectly benefiting from the educational material disseminated through the computer.
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5 RACCS Muelle de los Bueyes El Progreso 7 185
6 RACCS Muelle de los Bueyes Rubén Darío 1 3 74
7 RACCS Muelle de los Bueyes Madre Teresa de Calcuta 4 86

8 RACCS Nueva Guinea Cristo Redentor 19 435
9 Chontales Juigalpa San Esteban 6 44
10 Chontales Cuapa José Dolores Estrada 12 353
11 Chontales Juigalpa San Pablo 11 279
12 Chontales Juigalpa La Haya 8 200
13 Chontales La Libertad Hermida Flores Gutiérrez 6 134
14 Chontales La Libertad San Marcos 2 42
15 Chontales Juigalpa Enrique Tierno Galván 15 478

General 128 3279
The project will be implemented through the Educational component and its effectiveness will be assessed
through the Monitoring and Evaluation component (Figure 1) of Fundación Zamora (see section 3.2).
Education
Environmental Monitoring and
Application Students
Teachers
Evaluation
Trainings Parents Effectiveness,
Community School usability, effect on
Projects Educational
component
Figure 1. Project scheme
3.1 EDUCATIONAL COMPONENT

The implementation of the project will be carried out through the development of an educational software,
training workshops, pedagogical accompaniment visits and community school projects in two ways:
A. Use and integration of the "Ambientalito" application in the curriculum:

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The application on environmental protection, conservation of ecosystems and sustainable farming

practices will be installed into the XO laptops of 3,279 students enrolled in 15 different schools in
selected areas.
More than four hours of training to 128 teachers will be provided to foster integration strategies of this
educational software into their teaching process. This strategy ensures knowledge of teachers on the
use of the educational software, enabling its actual integration in the classroom. Around 90 pedagogical
support sessions, will promote ongoing integration of the educational software in the classroom.
Finally, there will be a design and implementation of community school projects that will respond to
local environmental needs.
B. Specific training for farmers (parents):

The schools “Enmanuel Mongalo” in Nueva Guinea, “Miguel Obando” and “Enmanuel Mongalo” in El
Rama will be the participants of this component of the project. The selection of these schools was
based on the large number of beneficiaries who could be potentially reached with environmentally
friendly practices. In addition to being trained with contents previously described, parents who have
farms will be selected to be trained by a specialist on topics related to natural resources and soil
contamination. They will also have the responsibility to design and execute a Community School Project
which will integrate teachers, students, principals, and other members of the community.
The training will include four hours of “Parents Training,” developed by experts on sustainable farming
practices.
Community School Projects will require the participation of students and parents benefited by training
sessions and educational software access. They will implement, in a practical way the knowledge they
have gained in training sessions and educational software by addressing activities and practices that
improve their business models and ensure sustainable agriculture and sustainable livestock activities
in their farms.
3.2 MONITORING AND EVALUATION COMPONENT
In order to evaluate the effectiveness, usability and effect of the environmental application for the
achievement of the desired objectives in selected schools, the project will be monitored as follows.
a. Framework
Monitoring and evaluation will be based on the evaluation model presented by RAGE (Realising an Applied
Gaming Eco-system), already tested by the Foundation, including a before-and-after evaluation of the
project (See Annex 2).
b. Baseline and final evaluation

To build indicators at the beginning of the project that can be compared at the end of the intervention, a
non-experimental design before-and-after will be applied (baseline and final evaluation). A quantitative
method approach will be employed.
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The following are the samples of teachers, parents and students per school that will be assessed with this
methodology:
No. State School Name Teachers Parents Students

1 Miguel Obando Martínez 14 121 40
2 Enmanuel Mongalo (El Rama) 9 75 24
3 Enmanuel Mongalo (Nueva Guinea) 6 64 21
4 Santa Teresita 6 17
RAACS
5 El Progreso 7 19
6 Rubén Darío 1 3 8
7 Madre Teresa de Calcuta 4 9
8 Cristo Redentor 19 46
9 San Esteban 6 N/A 5
10 José Dolores Estrada 12 37
11 San Pablo 11 29
12 Chontales La Haya 8 21
13 Hermida Flores Gutiérrez 6 14
14 San Marcos 2 4
15 Enrique Tierno Galván 15 50
Total 128 260 344
Data collection instruments will be applied to evaluate the effectiveness, usability and results of the
application and its content, especially on the way the attitudes of students, teachers and family members
change regarding the conservation of the environment.
This study includes:
Activity Contents
Design of the methodological framework:

Definition of instruments: Standardized questionnaires for students, teachers
and parents (Reaction, results and learning processes and transfer of
knowledge).
Primary information collection:

Baseline and final
Four instruments of data collection: There will be ten days for the application
evaluation
of instruments to the selected schools (beginning and end of the project).
Results processing and analysis:

Preparation of database: STATA statistical software format to enter the
information of each instrument.

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Data cleaning and tabulation: Debugging, preparation of tables and graphs.

Generation of indicators for the principal component analysis (PCA) method.
Preparation of the results report: Analysis of information and report writing.
The two potential main effects that could be achieved through this project are:
Short term effects: If the parents of these students whom are farmers develop high degree of environmental
awareness and receive enough information about sustainable practices, they will be able to transform their
economic activities into a sustainable business model.
Long term effects: If students develop high degree of environmental awareness, they will change future
agricultural production methods to more sustainable practices in case they continue as a farmer.
DELIVERABLES
Component 1 - Educational Software
• Students, parents and teacher’s assistance lists
• Development of an environmental application with five modules: environment and sustainability,
water cycle, natural resources, soil pollution, risk management and environmental education
• Manual of use and integration of the educational software
• Trainings, and workshops for the use of the educational software
• 15 community school projects design reports
• Three community school projects implementation report
Component 2 - Monitoring and Evaluation

• Evaluation reports: Base line
• Evaluation reports: final evaluation
• Data Baseline
• Data Final Evaluation
4 IMPLEMENTATION AND TIMELINE
It is expected that the project will be implemented from March 2018 to December 2018.
5 PROCUREMENT
Following the procurement procedures of the eco.business Development Facility, TA Policy & Guidelines,
the Eco DF Manager will conduct a Single Sourcing procurement, with quotes from at least three different
providers. Fundación Zamora Terán has suggested the following list of potential candidates for the
development of the app, according to the quality, expertise and interest:
• Nicaraguan Foundation for Economic and Social Development (FUNIDES), Nicaragua -
http://www.funides.com/. FUNIDES is an institution of independent thinking that specializes in
research and policy analysis in the areas of socioeconomic development and institutional reform.

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FUNIDES has specialized investigations focusing in the cattle raising and agricultural activities, and how
the population that live of these activities can practice better ways to work the land. They impart
workshops for private businessmen, and universities interested in environmental topics.
• Humboldt Center, Nicaragua - https://humboldt.org.ni/. Humboldt Center is a Nicaraguan non-profit

organization dedicated to promoting territorial development through the sustainable management of
the Environment and natural resources. The institutional work is organized based on a policy of
alliances with civil society organizations. It also establishes horizontal relationships with local groups
and agencies, and supports different sector institutions that share visions, principles and strategies for
the solution of environmental and local problems in favour of a sustainable development.

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6 BUDGET
Component 1 - Educational Software

All figures in USD
1. Expert Fees (Remuneration)
Days in In Home
Name, Job Title Total Expert Rate Total
the field Office
App Developer 0 60 60 100,0 6,000
Environment Expert 33 33 67 150,0 10,000
Project Consultant 32 32 64 70,0 4,460
Educational Consultants 1 37 37 74 50,0 3,698
Educational Consultants 2 37 37 74 50,0 3,698
Total Expert Fees 139 199 338 27,858
2. Trainings
Name Total
Four trainings for teachers 1,984
Ten pedagogical accompaniment visits 1,260
Four workshops for parents 4,216
140 didactic material momplementary to the
420
implementation
Total Trainings 7,880
3. Per Diems (including accommodation, subsistence allowance and local travel)

Place Number Amount Total
Hotel in Nueva Guinea 12 23 276
Hotel in Juigalpa 18 20 360
Hotel in El Rama 26 15 390
Hotel in Muelle de los Bueyes 37 23 851
Total Per Diems 1,877

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4. Travel
Routing Number Amount Total
- National:
Managua- Nueva Guinea 11 30 330
Managua- Juigalpa 22 10 220
Managua – El Rama 22 25 550
Managua- Muelle de los Bueyes 25 25 625
Total Travel 1,725
5. Other Costs
Item Number Amount Total
XO Adapter 1 88 88
Projector 1 750 750
Sony Portable Wireless
2 99.99 199
Speaker SRS-XB2
Total Other Costs 1,038
SUB-TOTAL 40,378
Component 2 - Monitoring and Evaluation

All figures in USD
1. Expert Fees (Remuneration)
Days in the In Home
Name, Job Title Total Expert Rate Total
field Office
Monitoring and Evaluation

31 31 62 60,0 3.749
Coordinator
National and International
0 54 54 70,0 3.749
Relations Coordinator
Total Expert Fees 31 85 116 7.499

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2. Evaluation Reports *
Name Number Amount Total
Base Line 1 2,333 2,333
Final Evaluation 1 2,333 2,333
Total Per Diems 4,666
*This value includes number of teachers, students, parents, per diem
SUB-TOTAL 12,166
TOTAL 52,542
Beneficiary contribution 21.32% 11,200

DF contribution 78.68% 41,342

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ANNEX I
Fundación Zamora Terán has relevant experience developing learning modules on different topics:
mathematics, lecture, and technology (Figure 1). The Foundation has not yet developed modules
regarding environmental topics, although in 2016 it started a pilot project to build an irrigation
system using a platform developed in the OX laptop (Figure 2).
Figure 1. Learning modules

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Figure 2. Irrigation System Project

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ANNEX II
The model presented by the European project RAGE, is a holistic and multi-perspective framework that
assess the use of serious educational games in schools through the collection of evidence in a scientific and
methodologically way (Steiner, et al 2014). The evaluation framework has two main dimensions: Game
development and Learning. Only the second dimension will be considered in the analysis.
Figure 1. The RAGE evaluation framework.

GAME DEVELOPMENT
COSTS AND BENEFITS OF THE DEVELOPMENT OF

EDUCATIONAL APPLICATIONS
4 INVOLVEMENT OF COMMUNITY USERS
3 APPLICATIONS ENGINEERING
2 RELEVANCY
1 REACTION
1 REACTION
2 RESULTS AND LEARNING PROCESSES

LEARNING
3 TRANSFER OF KNOWLEDGE
PEDAGOGICAL VALUE
4
Application Scenarios
Source: RAGE,2016; Squires y Preece, 1999; Steiner, et al 2014; Elissavet y Economides,

2000.
The learning dimension evaluates the effects on processes beyond the learning objective that the
application intended to achieve, such as the benefits in educational organizations. The evaluation in this
dimension is based on the training evaluation model developed by Kirkpatrick, which establishes an integral
evaluation in terms of a four-level process. However, given the time constraints and the lack of prior
information in this study, the analysis will focus on the first two levels of the learning dimension (RAGE,
2016):
1. Reaction: On the first level, evaluation shall target the degree to which learners (students and teachers)
react favorably to the ecologic application. This reaction level entails two facets: perceived software
quality operationalized by usability, as well as user experience and game enjoyment including variables
like satisfaction, engagement or flow.
In general, it is assumed at this level that the technical aspects of the game should contribute to the user
using it regularly so that it has the expected effects. Therefore, in addition to the variables mentioned
above, aspects of effective use of the application will be taken into account such as: Hours of use, place of
use, reasons for use and general appreciation.
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2. Results and learning processes: Level two relates to the intended learning objectives and outcomes of
the ecologic application. On this level, evaluation will investigate whether and to what degree learners
acquire the targeted knowledge and skills by interacting with the application.

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DEVELOPMENT FACILITY PROPOSAL

4 IMPLEMENTATION AND TIMELINE 12

Environmental Education „Making My Community Green”, Fundación Zamora Terán, Nicaragua

Project Environmental Education “Making my Community Green”

Type of TA Project Sector-wide TA

Beneficiary, Country Fundación Zamora Terán, Nicaragua

Investment with the Beneficiary N/A

Previous Projects with the Beneficiary N/A

Total DF Contribution with the

Proposed Budget USD 52,542

DF Contribution USD 41,342

PI Contribution USD 11,200 (21.32%)

Funding Source EU LAIF

Duration March 2018- December 2018

Procurement Method Single Sourcing

TA Team Involved Lucía Gaitán, Juan Forero

IM Team Involved Mario Torres

Environmental Education „Making My Community Green”, Fundación Zamora Terán, Nicaragua

To strengthen education programs on environmental protection, conservation of ecosystems and

No State Municipality School Name Teachers Students

2 RACCS El Rama Enmanuel Mongalo 9 233

3 RACCS Muelle de los Bueyes Enmanuel Mongalo 6 197

4 RACCS Muelle de los Bueyes Santa Teresita 6 162

5 RACCS Muelle de los Bueyes El Progreso 7 185

6 RACCS Muelle de los Bueyes Rubén Darío 1 3 74

7 RACCS Muelle de los Bueyes Madre Teresa de Calcuta 4 86

10 Chontales Cuapa José Dolores Estrada 12 353

11 Chontales Juigalpa San Pablo 11 279

12 Chontales Juigalpa La Haya 8 200

13 Chontales La Libertad Hermida Flores Gutiérrez 6 134

14 Chontales La Libertad San Marcos 2 42

15 Chontales Juigalpa Enrique Tierno Galván 15 478

Figure 1. Project scheme

3.1 EDUCATIONAL COMPONENT

Environmental Education „Making My Community Green”, Fundación Zamora Terán, Nicaragua

The application on environmental protection, conservation of ecosystems and sustainable farming

B. Specific training for farmers (parents):

3.2 MONITORING AND EVALUATION COMPONENT

b. Baseline and final evaluation

No. State School Name Teachers Parents Students

This study includes:

Design of the methodological framework:

Primary information collection:

Results processing and analysis:

Environmental Education „Making My Community Green”, Fundación Zamora Terán, Nicaragua

Data cleaning and tabulation: Debugging, preparation of tables and graphs.

Component 2 - Monitoring and Evaluation

4 IMPLEMENTATION AND TIMELINE

Environmental Education „Making My Community Green”, Fundación Zamora Terán, Nicaragua

• Humboldt Center, Nicaragua - https://humboldt.org.ni/. Humboldt Center is a Nicaraguan non-profit

Environmental Education „Making My Community Green”, Fundación Zamora Terán, Nicaragua

Component 1 - Educational Software

App Developer 0 60 60 100,0 6,000

Environment Expert 33 33 67 150,0 10,000

Project Consultant 32 32 64 70,0 4,460

Educational Consultants 1 37 37 74 50,0 3,698

Educational Consultants 2 37 37 74 50,0 3,698

Total Expert Fees 139 199 338 27,858

3. Per Diems (including accommodation, subsistence allowance and local travel)

Environmental Education „Making My Community Green”, Fundación Zamora Terán, Nicaragua

Component 2 - Monitoring and Evaluation

Monitoring and Evaluation