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Sylvia Hernández Mortera
Municipal School for
Community-led
Development
Gender-focused Community –leddevelopment Model
MANOS Y VOCES A LA OBRA:Participación Comunitaria Indígena en la Gobernanza Municipal
Where we work
San José Tenango,
Oaxaca
Tampamolón
Corona, San Luis
Potosí
Indigenous Population/Rural Population
73% in extreme poverty 51.2% in extreme
poverty
Very High Level of
Marginalization
High Level of
Marginalization
9 years of partnership 6 years of partnership
Characteristics
Working hands and voices: Indigenous Participation in Municipal Governance
Trainings to strengthen
active citizenships
Dialogue spaces to link with
development stakeholders
A movement for advocacy
3 Strategies
The Municipal School for Community-led development is aspace for meeting, training and knowledge sharingbetween community leaders, local authorities and otherdevelopment stakeholders, for the co-creation of a sharedvision that inspires to work collaboratively and achieve anintegral development in which women, men, youth andchildren fully exercise their rights, contributing to goodlocal governance.
8 ModulesTwo Locations: Tampamolón Corona y San José Tenango
1. Transformative Leadership
2. Our Being, human rights and governance
3. Gender: equality for good governance
4. Sustainable development: building
our alternatives
8.Herramientas
para la Incidencia
desde lo local
7. Construyendo
Agendas Locales
para la gobernanza
6. Agendas de
desarrollo local
desde la
Cohesión Social.
5. Políticas
Públicas de
Desarrollo
8. Advocacy tools from a local perspective
7. Building Local agendas for governance
6. Local Development Agendas from
social cohesion
5. Development Public Policies
Municipal School for Community-led development
The training process finalized with:• 34 people fromTampamolón Corona, San Luis Potosí
17 women y 17 men• 28 people from San José Tenango , Oaxaca
11 women y 17 men• These leaders are part of 21 communities from 7 different municipalities
Results
• Appropriation of the dimensions of being a citizen
• Involvement with local government
• Promoters of human, social and political rights. Strengthening their notion and rights of indigenous people.
• Women recognize themselves as owners and breeders of their culture and ways of lifeIn p
eo
ple
Results
• Strengthening community cohesion and increase in the importance of citizen participation at the local level and in its relation with governance.
• Increased capacities of advocacy and construction of alternatives to face daily problems, with the intention of contributing to local governance
• Recognition of women's public participation and distinctions of great importance regarding the historical inequality they face.
• New relationship with the municipal authorities: dialogue in an informed and organized way
• Intergenerational and diverse learning community by incorporating women, men and young people who exchanged their experiences and perspectives.In C
om
mu
nitie
s
Municipal School for Community-led development
They propose alternatives to the problems identified, recognizing their experience, local work and the possibility of collaborating with their local governments, social organizations and academia.
Priority themesidentified: • Right to food• Community WaterManagement• Healthy life• Right to development• Relevant and qualityeducation• Adequate housing• Decent work and economic growth• Right to a healthyenvironment• Right to informationand access totechnology
Topics thatcontribute to a
dignified life
Next steps
At the community level1. Enrich the agendas with the
vision of the rest of thecommunity
2. Generate the sameunderstanding within thecommunity on specific topics(especially human rights, gender and active citizenship)
3. Have a second generation of the school (first generationas trainers)
4. Identify and work closer withmunicipal authorities toadvance their agendas
Conclusions
• The results are also related tothe long term partnershipbetween community partners andTHP• This project, even though is apilot, has the necessary elementsto be replicated• The MSCLD is another step totowards community’s self-reliance related to the phase ofactive citizenship.• The process has strengthenedand boosted actions that havebeen already happening in thecommunities
