Butterflies en Mexico is a Accion Civil with “donataria” status en Mexico.  We are a non-government and non religious organization

                                ANNUAL SUMMARY 2017

BUTTERFLIES EN MEXICO (BeM) PROVIDES THREE PROGRAMS WHICH WORK TOGETHER YET CAN BE PROVIDED SEPARATELY; Anti-violence, vocational skills, community development

HUMANE EDUCATION ALLIANCE (APEH)   Logo%20ELI%20FINAL%20okok+[1].jpg   

  

 Girls resolving conflict on school playground using the Peace Map

CYCLES

January – March 2017                        Winter 4 schools - 3 teachers x 4 = 12 + 4 principal

April – June 2017                                  Spring 4 schools 3 teachers x 4 = 12 + 4 principals

September – November 2017                 Fall 4 schools        3 teachers x 4 = 12 + 4 principals

TOTALS                                                        36 teachers, 12 principals        

                                                                1,260 students benefitted

During the 3 cycles of anti-violence programming of our 2017 public school program our trainer worked with teachers to provide guidance of how to share information from our Guardians of the Planet curriculum II.  The program utilizes a child’s, 7-11 years, natural caring instinct towards animals.  During cycle III we offered the program to one private school as a pilot.  

We provided two trainers to assist with parent and child activities during the spay and neuter clinics along side the lakeside community of Chapala and Jocotepec.

First Challenge – Adjusting the time of the trainer to provide below workshops during the 12 week contract period.

Amending First Challenge – Have added 6 additional hours to the contract each week

Second Challenge – Convincing public school principals and teachers to utilize Fridays for sharing workshops once a month for two months.

Amending Second Challenge – While some public schools choose not to participate we have continued to find schools who have heard about the program and are willing to adjust their time for additional support.

Safe Schools/Healthy Communities; Catalina Rotary Club of Arizona & Rotary Club of Ajijic

C:\Users\bernie\Google Drive\@MARIPOSA PROJECT\MARKETING\LOGOs\Cataline Club Logo.png   Rotary Logo

The eighteen-month Rotary Global Grant program ended in June of 2017.    The program provided a two-day workshop to 12 schools; 48 teachers 12 principals, 58 university students, 18 community leaders and 15 parents.  There were 1,610 students benefiting.  The data collection from participants has been invaluable in revising and improving the anti-violence program edition II curriculum.  The eight-week program in the classroom allowed the trainers to provide support to the classroom teacher while they shared the Guardians of the Planet curriculum II lessons.  The curriculum supports the teachers as they learn different methods and techniques in working with children who have conflicts in the classroom, playground and home.  The teachers who remain in public school system make a commitment to share the program with their classrooms over the next two years a minimum of once a year. Our current trainer will be checking on the teachers and principals over those two years (2018-19 and 2019-20 to collect data which will be used in our third edition of the curriculum which will begin in Sept. 2020.  We are very thankful to the Catalina Club of Tucson, Arizona, USA and the Rotary Club of Ajijic for their partnership in this grant.  It provided the data which will catalyst the program into the future.  

We also had the opportunity to run a short summer program for parents who had been involved in the workshop and playground support and found that it had made a significant change in how they viewed their children’s fighting within the home and their own views of how they could better treat the stray animals in their community.  We are hopeful to use this information in the community in the future.

VOCATIONAL SKILLS TRAINING 

Front-of-Restaurant Apprentice Program

We started our second pilot with one apprentice on Feb. 28th.  There is a one-hour English class four-days a week and an experiential opportunity with Manix Restaurant for 96 hours.   A volunteer liaison position between restaurant, mentor and volunteer English instructor and apprentice was provided. We provided a mandatory 4 day a week English classes which supported the apprentice in words and short phrases they would need in the lakeside Chapala restaurant business.  We reviewed and revised the documentation needed for a second apprentice cycle. 

First Challenges – Our 2016 survey did not include the parents of the youth.  During both our first and second pilots we discovered that parents did not want their youth 18-29 years to work in an apprenticeship due to the strain this put on the family going without money during the  8 week period of learning.  The need for low income youth to learn a trade which will provide them a better living wage was new to families who live day-to-day.

Amending First Challenges – The volunteer committee added $40 pesos an hour incentive for the apprentice during the 8 week training session.

Second Challenge – While volunteers are a great source for design and development of curriculums they are not reliable for showing up at specific times and days due to their desire to travel and/or participate in recreational activities that might conflict with the schedule best suited for the apprentice.

Amending the Second Challenge – The volunteer committee added into the budget the amount to cover a paid Liaison or Field Agent who would do the collecting of data, working between the Mexican contracted English Instructor, the restaurant the apprentice, and BeM.

Textile Apprentice Program

The program will include training with a local Mexican seamstress using the BeM curriculum, a letter of completion, resume writing skills and a Field Agent to work with the youth in acquiring a position after the completion of the 8 week, 2 day a week, 3 hours a day course.  The students learn basic hand sewing, machine sewing, embroidering and quilt making.  The cost for one student is $12,000 pesos ($629 USD).  If you and any of your friends would like to sponsor a youth, 16-29, in an apprentice program please contact Bernie at tattacbsj@gmail.com 

The committee of volunteers has designed two additional items for the student to work towards making a living wage; the “Shelly” and the “Pancho de Pancha”.

Our partnership with El Corazon creative ended in December due to the closure of the store.  We are now partnering with Cugini Boutique in central Ajijic.

COMMUNITY DEVELOPMENT PROGRAM

Four entities have signed an agreement to work as supporters; Hacienda de la labor (Hdll), Manix Restaurant, Dulce Alfajor and Butterflies en Mexico.

Hacienda de la labor (Hdll) is the first community chosen to be part of our “One Village at a Time” project.  When considering the amount of support a community will need in becoming independent we estimate BeM will be with the community for 5-8 years as they make necessary changes for their children and youth.  

Cycle I

The summary from the surveys of the community finalized in December 2016 was shared with the community at a scheduled meeting.  Policy and procedures of BeM were shared; non- government and non-religious.  A council of ten individuals of the community was developed, a leader for the group was voted in a secret paper ballot.  The top 4 areas of importance from the community survey were discussed by the council.  The community council developed a picture chart.  The council asked that as the community moves forward that the environment be considered as rural and natural.  BeM supported the idea of caring for the environment as the community moves towards the 4 areas of development identified by the residents; 1) Repair of homes 2) clean water and nutritious food 3) medical care and 4) work.

In cycle II the council developed a design for the community (see above) and ideas for how a bazar using valores would motivate the community.  A clean-up day was designed and both council and community residents participated.

In cycle III the council and community members worked for valores.  Accounts were made for each participant. Four bazars were organized and worked by the community.  Four council meetings were organized and attended by members.  Additional rules were voted on by the council.  A volunteer organized four families whose children were suffering from mouth and teeth infections.  A volunteer Field Agent began mentoring program 4 hours a week to assist the Executive Director in oversight of the program in the next year.

GOALS  2018

Humane Educational Alliance (APEH)

Cycle I

Cycle II

Cycle III

VOCATIONAL SKILLS

Front-of-Restaurant

Cycle I

Cycle II

Cycle III

Textile

Cycle I  

Cycle II

Cycle III

COMMUNITY DEVELOPMENT PROGRAM

Cycle I

Cycle II

Cycle III