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Summit of the Americas, April 1998: Students
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DATE
RESTRICTION
AND TYPE
001. note
Summit of Americas Planning Thoughts (6 pages)
01/15/1998
P1/b(1)
COLLECTION:
Clinton Presidential Records
Special Envoy for the Americas
Farnsworth, Eric
OA/Box Number: CF 1047
FOLDER TITLE:
Summit of the Americas, April 1998: Students
2009-1155-F
ke2551
RESTRICTION CODES
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PRIORITY
UNCLASSIFIED
WHITE HOUSE SITUATION ROOM
PAGE 01 OF 02
PRT: MCLARTY
SIT: DELAURENTIS DESOUZA DOBBINS HOFMANN LAWSON ORFINI PICCONE
SIT: NSC
<PREC> PRIORITY <CLAS> UNCLASSIFIED <DTG> 121714Z MAR 98
News
FM AMEMBASSY SANTIAGO
TO RUEHC/SECSTATE WASHDC PRIORITY 5759
Shere
INFO RHEHAAA/WHITE HOUSE WASHDC PRIORITY
RHEHNSC/NSC WASHDC PRIORITY
En
RUEHIA/USIA WASHDC 2044
UNCLAS SANTIAGO 000834
per
WHITE HOUSE/FOR MCLARTY
NSC FOR DOBBINS
STATE FOR ARA/BSC, AND USAID/AA/LAC
E.O. 12958: N/A
TAGS: KSUM, ED, PGOV, PREL, CI
SUBJECT: MEETING WITH MINISTER JOSE JOAQUIN BRUNNER AND
PABLO HALPERN ON SUMMIT/STATE CONVERSATIONS
1. (U) ON MARCH 11, I MET WITH MINISTER SECRETARY
GENERAL OF THE GOVERNMENT JOSE JOAQUIN BRUNNER AND PABLO
HALPERN, DIRECTOR OF COMMUNICATIONS AND CULTURE, FOR A
READ-OUT ON HALPERN'S MARCH 9-10 VISIT TO WASHINGTON AND
HIS MEETINGS WITH WHITE HOUSE, NSC AND IDB OFFICIALS TO
DISCUSS SUMMIT AGENDA ISSUES AND THE PRESIDENT'S STATE
VISIT TO CHILE. HALPERN CHARACTERIZED HIS TWO-DAY
SCHEDULE OF MEETINGS AS "INTENSE" AND VERY USEFUL.
2. (SBU) WE FIRST DISCUSSED HIS CONVERSATIONS CONCERNING
THE POSSIBILITY OF INSERTING A YOUTH COMPONENT INTO THE
SUMMIT EDUCATION AGENDA. ALTHOUGH HALPERN ADMITTED TO
SOME OPPOSITION TO THE IDEA FROM THE CHILEAN MINISTRY OF
FOREIGN AFFAIRS (AND SPECIFICALLY FROM AMbSSADORS BIEHL
AND ARRIAGADA), HE AGREED THAT AT THE END OF TWO DAYS OF
EXTENDED DISCUSSIONS ON THE SUBJECT THE U.S. AND THE
CHILEANS REACHED CONSENSUS ON A "BROAD AGREEMENT" THAT
THERE SHOULD BE SOME KIND OF "SYMBOLIC" YOUTH COMPONENT
TO THE SUMMIT EDUCATION AGENDA, AS WELL AS AN
EDUCATION/SCHOOL-FOCUSED EVENT FOR PRESIDENTS FREI AND
CLINTON DURING THE STATE VISIT.
3. (SBU) HALPERN SAID HE WOULD HAVE A PROPOSAL TO
PRESENT TO US BY MONDAY, MARCH 16. HE ALSO SAID THAT IT
HAD BEEN LEFT IN HIS HANDS TO SUGGEST A SCHOOL THAT THE
TWO PRESIDENTS COULD VISIT TOGETHER. EMBASSY HAS ALREADY
BEEN LOOKING INTO SOME SCHOOL EVENTS FOR THE POTUS VISIT.
WE BRIEFED HALPERN ON WHAT MIGHT BE A VERY VIABLE SITE, A
PUBLIC GIRLS HIGH SCHOOL (GRADES 7-12) THAT IS PRESENTING
UNCLASSIFIED
PRIORITY
UNCLASSIFIED
WHITE HOUSE SITUATION ROOM
PAGE 02 OF 02
A RESEARCH PROJECT TO NASA TO BE CARRIED ON A SPACE
SHUTTLE, IN COLLABORATION WITH THE UNIVERSITY OF CHILE,
THE UNIVERSITY OF MICHIGAN, THE UNIVERSITY COLORADO IN
BOULDER, AND THE JOHNSON SPACE CENTER IN HOUSTON. BRUNNER
AND HALPERN WERE FAVORABLY DISPOSED TO CONSIDERING THIS
PARTICULAR SCHOOL FOR A JOINT PRESIDENTIAL EVENT.
4. (U) WE ALSO DISCUSSED THE IMPORTANCE OF THE GOC
DESIGNATING A HIGH-LEVEL REPRESENTATIVE FROM THE FOREIGN
MINISTRY TO ACTIVELY COORDINATE ALL PRESS AND TELEVISION
ASPECTS OF THE PRESIDENT'S STATE VISIT WITH THE WHITE
HOUSE AND THE EMBASSY. BRUNNER AND HALPERN AGREED ON THE
PRIORITY OF ENSURING A COORDINATED APPROACH TO MEDIA
COVERAGE OF THE STATE VISIT AND THE SUMMIT, AND AGREED TOB
PURSUE THE ISSUE WITH THE MFA.
5. (SBU) AT THE CONCLUSION OF OUR MEETING I REVIEWED THE
NOTIONAL SCHEDULE FOR THE PRESIDENT'S FIVE-DAY VISIT TO
CHILE. BRUNNER ASKED WHETHER PRESIDENT FREI WOULD
ACCOMPANY PRESIDENT CLINTON ON HIS VISITS OUTSIDE
SANTIAGO, AND I ADVISED HIM THAT THIS WAS A DECISION FOR
PRESIDENT FREI TO MAKE.
GUERRA
<^SECT>SECTION: 01 OF 01
<^SSN>0834
<MSGID> M3193826
UNCLASSIFIED
03/06/98 FRI 17:44 FAX 202 623 3810
PRESS SECTION
002
HEMISPHERIC YOUTH FORUM
ON THE OCCASION OF THE II SUMMIT OF THE AMERICAS
Santiago de Chile, April 16-19, 1998
CONCEPT:
A three-day forum where 34 young leaders from throughout the Hemisphere dialogue on
key issues that affect their own development and that of their societies. Through plenary
and working sessions, the young leaders will come together to discuss the role of youth in
the development process and agree on a joint declaration that will be presented to the Heads
of State attending the II Summit of the Americas.
PRELIMINARY AGENDA
as of 03.06.98
Thursday, April 16
All day -
Arrival of student leaders to Santiago de Chile
6:00 p.m.-
Dinner and official introductions
Friday, April 17
ROUND TABLE DISCUSSIONS
8:30 -
Breakfast
9:30 a.m.
10:00 -
Overview of round table discussions
10:30 a.m.
10:30 a.m.-
Open Dialogue: "What is the Role of Young People in the
12:15 p.m.
Development Process of the Hemisphere?"
Identify important areas for youth participation
12:30 -
Working lunch - Breakout sessions by topic
3:30 p.m.
Students will discuss key areas of youth participation and agree on
recommendations for a final proposal. Students will nominate a
representative from each session to be part of a Drafting Committee
to draft the final proposal
3:30-
Break
3:45 p.m.
3:45-
Reporting plenary and comments/feedback
5:30 p.m.
03/06/98 FRI 17:44 FAX 202 623 3810
PRESS SECTION
003
5:30-
Drafting of final proposal by the Drafting Committee
7:30 p.m.
7:45 -
Dinner and presentation of proposal
9:00 p.m.
Saturday, April 18:
8:00 -
Breakfast
9:00 a.m.-
10:00 -
Presentation of youth declaration by youth leaders to Heads of
11:30 a.m.
State during the Education Panel at the Summit of the Americas
11:30 a.m.-
Lunch
2:00 p.m.
2:00-
Key Note Presentations: "The Strategic Importance of Youth
3:00 p.m.
Development"
Enrique V. Iglesias, President, Inter-American Development Bank
Mark Gearon, Director, United States Pcace Corps
Other speakers
3:00-
"Building the Bridge Between Youth and Government"
3:30 p.m.
Interactive dialogue between Ministers of Education and youth
5:00 -
Social function
7:00 p.m.
Sunday, April 19
8:00 -
Breakfast
9:00 a.m.
9:00 a.m.-
Open period and lunch
2:30 p.m.
3:00 p.m.
Closing Ceremony of the II Summit of the Americas.
Youth leaders will participate in the closing ceremony as witnesses
03/06/98 FRI 17:44 FAX 202 623 3810
PRESS SECTION
004
Presidential Summit in Santiago
The Strategic Importance of Youth Development and Participation
Rationale. More than 350 million children and youth live in North America, Latin
American and the Caribbean. In most countries throughout the Hemisphere, nearly
half the population is under 25. This demographic trend has enormous implications
for the region's economic growth, stability, and environmental sustainability.
Promising efforts have been made in forming stable egalitarian democracies,
promoting free market economies, reducing morbidity and mortality, and conserving
the environment in North America, Latin America and the Caribbean. But these
advances can not be sustained with out the full participation of young people
equipped with the necessary values and skills to be capable stakeholders and
stewards.
Never has the future of the Western Hemisphere been so heavily dependent
on a single generation. And never has a generation been beset with so many
challenges: violence, organized and random crime, sexual and labor exploitation,
limited access to educational opportunities, un- and underemployment, sexually-
transmitted diseases, cultural intolerance, and escalating drug and alcohol
abuse. The list goes on. Although they vary from country to country, all of these
problems respect no national boundaries.
The complexity and magnitude of the challenges that young people face today
are enormous. Yet the youth explosion offers an unprecedented opportunity to
renew the region's human capital--knowledge, skills, and good health--the crucial
building blocks to economic and social progress and environmental sustainability.
Young people must not only learn the skills and knowledge to be effective in
building strong economies, they must also learn the values and principles of
character that build livable societies.
Despite the formidable challenges, youth today want to be taken into
account by societies of which they are members. They represent an inexhaustible
source of energy and ideas on how to effectively deal with challenges they face.
Now is the time for all nations in the region to embrace a new development
paradigm: rather than looking at young people as beneficiaries (or simply as
problems), to see them as active protagonists for their own development and in
solving societal concerns.
To truly bring youth into the development process however and to help them
succeed, they must have access to five basic resources framed in the President's
Summit on America's Future one year ago in Philadelphia, but appropriate for all
nations of the Western Hemisphere: at least one caring adult who is committed to
his or her success; a safe place in which to sleep, play, and learn; a healthy
start in the formative years of life; a marketable skill linked to economic
opportunity and hope; and an opportunity to give back through community service
and volunteerism to serve and care for others.
In order to implement this new paradigm of development, there needs to be
close cooperation among hemispheric bodies, civil society, public and private
sectors, youth organizations, and young people themselves. Thus, addressing the
needs and issues of the hemisphere's youth could be an excellent unifying point
03/06/98 FRI 17:45 FAX 202 623 3810
PRESS SECTION
005
to get heads of state from the region to work together on an area of common
concern. To begin the dialogue, the Inter-American Development Bank and Inter-
American Working Group on Youth Development,* propose the following program
outline for a Youth Summit during the Presidential Summit of the Americas in
Santiago, Chile.
Program Outline.
1.A three-day summit where 34 young leaders from throughout the hemisphere
dialogue on key issues (i.e., access to education, technology, employment, and
community service) that affect their own development and that of their societies.
Through plenary and working sessions, the young leaders will come together to
discuss the role of youth in the development process and agree on a joint
declaration that will be presented to the Heads of State. Two of these youth
leaders will address the Heads of State regarding their perspectives on ways that
young people could become protagonists in the process and key players in the
dialogue leading to policy and action.
2. The youth participants will observe via broadcast the deliberations of the
sessions of the Ministers of Education. A dialogue will follow between the young
people and the Ministers on their recommendations and the inter-relationship
between education, technology, employment, and service.
3. Several key leaders (i.g., Enrique V. Iglesias, President of the IDB; Rick
Little, CEO of the International Youth Foundation and other relevant speakers)
will frame the case for involving young people in the development process.
Selection Process of Youth Leaders. The youth participants will be selected on
the basis of the following criteria by the Inter-American Working Group on Youth
Development:
Be between the ages of 16 to 25, representing the diversity of the hemisphere;
Be personally committed to economic and social change;
Has vision, creativity, and determination;
Be in a leadership position in a youth-led or youth-serving organization.
Follow up.
The IDB and other international agencies propose as follow up to the Youth Summit
a series of four subregional conferences to be held over the next two years.
Using the Philadelphia model, representatives of the public and private sectors
and civil society will come together with young people to join in the commitment
to design initiatives and policies that will ensure that youth's basic needs are
met and their full potential is realized.
The Inter-American Working Group on Youth Development (IAWGYD) is a consortium
of international donor agencies committed to positive youth development. Its
members include the Inter-American Development Bank, the Organization of American
States, the United States Agency for International Development, the United States
Peace Corps, the Pan American Health Organization, the Inter-American Foundation,
the International Youth Foundation, Youth Service America and the United Nations.
03/07/98
12:35
001
BANCO INTERAMERICANO DE DESARROLLO
INTER-AMERICAN DEVELOPMENT BANK
BANCO INTERAMERICANO DE DESENVOLVIMENTO
BANQUE INTERAMÉRICAINE DE DÉVELOPPEMENT
CUBIERTA DE FAX/FACSIMILE COVER SHEET
A/To
N° de fax
Fax number (202) 456-7586
Mr. Eric Farnsworth
Office of Mack McLarty
Fecha/Date March 7, 1998
The White House
Páginas (incluida esta)
Pages (including this one) 3
CC:
Asunto/Subject
Please find attached the Spanish agenda for the youth meeting at Santiago
de Chile.
Best,
De/From
Si no recibió el mensaje, llame por favor/If this
message was not complete, please call
Alejandra Abella y de Arístegui
Fax: (202) 623-1402
Oficina de Relaciones Externas
Tel/Phone: (202) 623-1963
Office of External Relations
Original enviado por correo
si
no /Original sent by mail
yes
no
FOIA Number: 2009-1155-F
Clinton Presidential Records
Foreign Language Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff to
identify the location of a document written in a foreign language
Foreign Language Marker
Collection: Clinton Presidential Records
Subgroup: Special Envoy for the Americas
Series: Farnsworth, Eric
Subseries:
Document Title Foro Hemisferico de Juventud con Occasion de la II
Cumbre de Las Americas
Language: Spanish
Folder Title Summit of the Americas, April 1998: Students
OA/ID: CF 1047
FOIA Number: 2009-1155-F
Clinton Presidential Records
Foreign Language Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff to
identify the location of a document written in a foreign language
Foreign Language Marker
Collection: Clinton Presidential Records
Subgroup: Special Envoy for the Americas
Series: Farnsworth, Eric
Subseries:
Document Title Reunion Cumbre de Presidentes de Santiago
Language: Spanish
Folder Title Summit of the Americas, April 1998: Students
OA/ID: CF 1047
THE WHITE HOUSE
WASHINGTON
March 5, 1998
MEMORANDUM FOR TONY BLINKEN
FROM:
MACK McLARTY
Thanks for taking the time to come to our meeting today. We will need your fine hand to
develop the kinds of messages that are important on the President's upcoming trip to Latin
America.
I have attached the two pieces of information I noted to you during our discussion. The IDB
material strikes me as relevant and meaningful information that could be crafted in a positive and
meaningful way.
The Mark Gearan Peace Corps memorandum probably does not work as an event, but I thought
some of the examples were both interesting and compelling. You might want to think about
using one or two of these examples in the President's speech to the Chilean Congress and even
having one of the Peace Corps members as part of the audience not necessarily to emphasize
volunteerism, but just as an example of how cooperation and working together can make a real
and positive difference in people's lives.
Enough said. I certainly don't need to give you any advice on how to craft meaningful speeches.
m.p
Attachments
Desk
Nessa
Eric
INTER-AMERICAN DEVELOPMENT BANK
WASHINGTON, D.C 20577
CABLE ADDRESS
PRESIDENT
INTAMBANC
February 26, 1998
Mr. Thomas McLarty
Counselor to the President
and Special Envoy for the Americas
The White House
1600 Pennsylvania Avenue, N.W.
Washington, D.C. 20502
Dear Mack:
IDB staff recently met with members of your staff and the White House to
explore the possibility of including a youth component at the Presidential
Summit of the Americas to be held in Santiago, Chile, on April 18-19, 1998.
We feel that addressing the needs and issues of the hemisphere's youth would
be an excellent unifying point around which the heads of state from the region
could work together in an area of common concern.
The Presidents' Summit for America's Future, held in Philadelphia,
Pennsylvania, on April 28-29, 1997, was truly a historic effort on behalf of
the young people of the United States of America. The five fundamental needs
of young people emphasized at the Summit --a caring adult, a safe place, a
healthy start, marketable skills and an opportunity to serve-- have the same
relevance for the nearly 250 million children and youth (nearly one half of
the region's population) expected to be living in Latin America and the
Caribbean by the year 2000.
The above needs of young people and the concerns facing them --lack of
education, alienation, joblessness, violence and drugs-- are cross-cutting on
issues faced by all nations. Ideally, we could take the positive momentum
created by the Philadelphia Summit and expand it to other countries throughout
the region. Enclosed is a proposal that we are submitting for your
consideration.
I look forward to your comments on this matter. In the meantime, please
accept my warm regards.
Enrique of. Iglesias
Enclosure
Presidential Summit in Santiago
The Strategic Importance of Youth Development and Participation
Rationale. More than 350 million children and youth live in North America, Latin
America and the Caribbean. In most countries throughout the Hemisphere, nearly
half the population is under 25. This demographic trend has enormous implications
for the region's economic growth, stability, and environmental sustainability.
Promising efforts have been made throughout the hemisphere in forming
stable egalitarian democracies, promoting free market economies, reducing
morbidity and mortality, and conserving the environment. But these advances
cannot be sustained without the full participation of young people equipped with
the necessary values and skills to be capable stakeholders and stewards.
Never has the future of the Western Hemisphere been SO heavily dependent
on a single generation. It is a generation beset with many challenges: violence,
organized and random crime, sexual and labor exploitation, limited access to
educational opportunities, underemployment, sexually-transmitted diseases,
cultural intolerance, and escalating drug and alcohol abuse. The list goes on.
Although they vary from country to country, these problems respect no national
boundaries.
The complexity and magnitude of the challenges that young people face today
are enormous. Yet the youth explosion offers an unprecedented opportunity to
renew the region's human capital--knowledge, skills, and good health--the crucial
building blocks to economic and social progress and environmental sustainability.
Young people must not only learn the skills and knowledge to be effective in
building strong economies, they must also learn the values and principles of
character that build livable societies.
Despite the formidable challenges, youth today want to be taken into
account by societies of which they are members. They represent an inexhaustible
source of energy and ideas on how to effectively deal with the challenges they
face. Now is the time for all nations in the region to embrace a new development
paradigm: rather than looking at young people as beneficiaries (or simply as
problems), to see them as active protagonists for their own development and in
solving societal concerns.
To truly bring youth into the development process, however, and to help
them succeed, they must have access to five basic resources framed in the
President's Summit on America's Future one year ago in Philadelphia,
Pennsylvania, but appropriate for all nations of the Western Hemisphere: at least
one caring adult who is committed to his or her success; a safe place in which
to sleep, play, and learn; a healthy start in the formative years of life; a
marketable skill linked to economic opportunity and hope; and an opportunity to
give back through community service and volunteerism to serve and care for
others.
In order to implement this new paradigm for youth development, there needs
to be close cooperation among hemispheric bodies, civil society, public and
private sectors, youth organizations, and young people themselves. Thus,
addressing the needs and issues of the hemisphere's youth could be an excellent
1
unifying point around which the heads of state of the region could work together
on an area of common concern. To begin the dialogue, the Inter-American
Development Bank and the Inter-American Working Group on Youth Development,*
propose the following program outline for a Youth Summit during the Presidential
Summit of the Americas to be held in Santiago, Chile, on April 18-19, 1998.
Program Outline.
1.A two-day summit where 36 young leaders from throughout the hemisphere dialogue
on key issues (i.e., access to education, technology, employment, and community
service) that affect their own development and that of their societies. Through
group discussions, the young leaders will share their own experiences, including
lessons learned and best practices.
2. The youth participants will observe via broadcast the deliberations of the
sessions of the Ministers of Education. A dialogue will follow between the youth
and the Ministers on the young people's recommendations and the inter-
relationship between education, technology, employment, and service.
3. Several key leaders (i.g., Mr. Enrique V. Iglesias, President of the IDB; Mr.
Rick Little, CEO of the International Youth Foundation and other relevant
speakers) will frame the case for involving young people in the development
process. In addition, two young people will address the Heads of State regarding
their perspectives on ways that young people could become protagonists in this
process and key players in the dialogue leading to policy and action.
Selection Process of Youth Leaders. The youth participants will be selected on
the basis of the following criteria by the Inter-American Working Group on Youth
Development:
*
Be between the ages of 16 to 25, representing the diversity of the hemisphere;
Be personally committed to economic and social change;
*
Have vision, creativity, and determination;
Be a member of a youth-led or youth-serving organization; and
Demonstrate potential for leadership.
Follow up.
The IDB and other international agencies propose as follow up to the Youth Summit
a series of four subregional conferences to be held over the next two years.
Using the Philadelphia model, representatives of public and private sector and
civil society will come together with young people to join in the commitment to
design initiatives and policies that will ensure that youth's basic needs are met
and their full potential is realized.
*
The Inter-American Working Group on Youth Development (IAWGYD) is a consortium
of international donor agencies committed to positive youth development. Its
members include the Inter-American Development Bank, the Organization of American
States, the United States Agency for International Development, the United States
Peace Corps, the Pan American Health Organization, the Inter-American Foundation,
the International Youth Foundation, Youth Service America and the United Nations.
2
THE DIRECTOR OF THE PEACE CORPS
WASHINGTON, D.C.
MEMORANDUM
TO:
Thomas F. Mack McLarty III
Counselor to the President and Special Envoy to the
Americas
FROM:
Mark Gearan my
Peace Corps Director
DATE:
February 19, 1998
RE:
President's Trip to Chile
When President Clinton travels to Chile in April for the Summit of the Americas,
I would like to propose that he keynote Peace Corps' closing ceremony as part of
his trip. The event could be held at the 150 year-old national monument,
Municipal Theater, in Santiago, Chile as part of the Peace Corps' graduation from
the country and allow the President to celebrate our partnership with Chile and
commend their initiative for volunteerism.
The purpose of the event would be to highlight the themes of both domestic and
international volunteerism and the important roles they play in strengthening the
roots of democracy. Also, to thank Chile for hosting 2,500 Peace Corps
Volunteers since 1961, and to congratulate President Frei and the Council to
Overcome Poverty for creating Servicio Pais (Chile's AmeriCorps).
The ceremony would include President Clinton giving the keynote address and
President Frei highlighting Peace Corps achievements over the years, including
the time when his father was President (1964-70). At the end of the event,
President Clinton and President Frei could greet Peace Corps Volunteers,
returned Peace Corps Volunteers who have traveled back to Chile for the event,
and Servicio Pais.
In September 1998, Peace Corps will close its program in Chile because of the
record number of successes. These successes include the country's return to a
vibrant democracy, the enormous economic progress, the reduction in the
number of people living in poverty, and the establishment of a national volunteer
service (Servicio Pais), many of whom have been working side-by-side with
Peace Corps Volunteers in the poorest areas of the country. Peace Corps is proud
of the tremendous contributions the Volunteers have made and the progression
that has occurred during our time there. We also look forward to a continued
relationship with Servicio Pais, which is helping the country improve their ability
to address their own basic needs.
PEACE CORPS BACKGROUND:
Years in Chile:
1961-82; 1991-98
Number of Volunteers:
2,434
Volunteers Currently Serving:
51
Examples of Peace Corps Work:
A Peace Corps Volunteer initiated a project that resulted in the planting of
more than 10,000,000 trees. Today, these Monterey pines, which grow
twice as fast in Chile as in California, are the mainstay of the Chilean
export industry. He will be at the closing ceremony.
A Peace Corps Volunteer, who was a marine biologist, started fisheries
farms and taught other Volunteers how to take the technology across the
country. This revolutionized the fishing industry in Chile, including
making salmon farming one of the countries major exports.
Peace Corps Volunteers have helped create and design trail systems in
national parks, including training park rangers.
A Peace Corps Volunteer created and trained the first forest firefighters in
Chile.
Peace Corps Volunteer Dan Peterson is almost single-handedly
responsible for bringing basketball to Chile. He has gone on to an
extraordinary career as a coach all over the world, presently coaching a
professional team in the Italian premier league.
I hope this event will be given full consideration in the planning of the
President's trip. I look forward to discussing this with you. Best wishes.
ELENA M. SUAREZ
Section Chief
Special Programs Section
INTER-AMERICAN DEVELOPMENT BANK
Tel. (202) 623-1552
1300 New York Avenue, N.W.
Fax: (202) 623-1402
Washington, D.C. 20577
E-mail: [email protected]
BUDGET PROPOSAL FOR YOUTH FORUM AT THE SUMMIT OF THE AMERICAS
Santiago de Chile, April 17-19, 1998
BUDGET CATEGORY BY COMPONENT
COST
I. Youth Forum
1. Participants
1.1
Participant travel
$102,000.00
(34 at $3,000)
1.2
Participant per diem (34 at $224 per
$30,464.00
night, for 4 nights)
1.3
Transportation
Two buses at $100 per day X 4 days
$800.00
2. Interpretation
2.1
6 interpreters (English, French,
IDB refered paper
at SIRG?
$21,360.00
Portuguese) at $356 per hour X 5 hours
a day X 2 days
3. General support
3.1
Conference room rental
$600.00
3.2
Rountable banner
$300.00
3.3
Coffee service
$300.00
Mark to mastabit remarks chillen
3.4
Rental of general supplies (fax,
$1,000.00
copier, pc's, telephone, etc.)
meeting call wb team
3.5
Audiovisual equipment and coverage
$2,000.00
message
Subtotal
$158,824.00
III. Contingencies (%10)
$15,882.00
TOTAL
$174,706.00
SPE/EXR/IDB 03.02.98
- TDB selection conference process. 3 candidates lach country, one slected donetry phinosters Education
- IDB coordinator wf support 5(2013 feeld file
put Together program
- 17-24 age Already vetted, hemispheric coverage
- marketing efforts across hemesphere.
- Declaratory language ten w/ leaders throughout hemoshere.
- selection process - Mre are comportlable?
Remains
Themes-Role interation of youth in Due Copunent process Broader just education discussion
preding with leaders, 1 interaction with ministers
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INTER-AMERICAN DEVELOPME ERICH PER
WASHINGTON, D.C. 2057; DOROTHY - IDB
PRESIDENT
WANTED Us To
3LE ADDRESS
FAX THIS To HOLD
TAMBANC
MACK ?.?. PER
February 26, 19!
Mr. Thomas McLarty
Counselor the President
and Special Envoy for the Americas
The White House
1600 Pennsylvania Avenue, N.W.
Washington, D.C. 20502
Dear Mack:
IDB staff recently met with members of your staff and the White House to
explore the possibility of including a youth component at the Presidential
Summit of the Americas to be held in Santiago, Chile, on April 18-19, 1998.
We feel that addressing the needs and issues of the hemisphere's youth would
be an excellent unifying point around which the heads of state from the region
could work together in an area of common concern.
The Presidents' Summit for America's Future, held in Philadelphia,
Pennsylvania, on April 28-29, 1997, was truly a historic effort on behalf of
the young people of the United States of America. The five fundamental needs
of young people emphasized at the Summit --a caring adult, a safe place, a
healthy start, marketable skills and an opportunity to serve-- have the same
relevance for the nearly 250 million children and youth (nearly one half of
the region's population) expected to be living in Latin America and the
Caribbean by the year 2000.
The above needs of young people and the concerns facing them --lack of
education, alienation, joblessness, violence and drugs-- are cross-cutting on
issues faced by all nations. Ideally, we could take the positive momentum
created by the Philadelphia Summit and expand it to other countries throughout
the consideration. region. Enclosed is a proposal that we are submitting for your
I look forward to your comments on this matter. In the meantime, please
accept my warm regards.
Enrique W. Iglesias
Enclosure
Presidential Summit in Santiago
The Strategic Importance of Youth Development and Participation
Rationale. More than 350 million children and youth live in North America, Latin
America and the Caribbean. In most countries throughout the Hemisphere, nearly
half the population is under 25. This demographic trend has enormous implications
for the region's economic growth, stability, and environmental sustainability.
Promising efforts have been made throughout the hemisphere in forming
stable egalitarian democracies, promoting free market economies, reducing
morbidity and mortality, and conserving the environment. But these advances
cannot be sustained without the full participation of young people equipped with
the necessary values and skills to be capable stakeholders and stewards.
Never has the future of the Western Hemisphere been so heavily dependent
on a single generation. It is a generation beset with many challenges: violence,
organized and random crime, sexual and labor exploitation, limited access to
educational opportunities, underemployment, sexually-transmitted diseases,
cultural intolerance, and escalating drug and alcohol abuse. The list goes on.
Although they vary from country to country, these problems respect no national
boundaries.
The complexity and magnitude of the challenges that young people face today
are enormous. Yet the youth explosion offers an unprecedented opportunity to
renew the region's human capital--knowledge, skills, and good health--the crucial
building blocks to economic and social progress and environmental sustainability.
Young people must not only learn the skills and knowledge to be effective in
building strong economies, they must also learn the values and principles of
character that build livable societies.
Despite the formidable challenges, youth today want to be taken into
account by societies of which they are members. They represent an inexhaustible
source of energy and ideas on how to effectively deal with the challenges they
face. Now is the time for all nations in the region to embrace a new development
paradigm: rather than looking at young people as beneficiaries (or simply as
problems), to see them as active protagonists for their own development and in
solving societal concerns.
To truly bring youth into the development process, however, and to help
them succeed, they must have access to five basic resources framed in the
President's Summit on America's Future one year ago in Philadelphia,
Pennsylvania, but appropriate for all nations of the Western Hemisphere: at least
one caring adult who is committed to his or her success; a safe place in which
to sleep, play, and learn; a healthy start in the formative years of life; a
marketable skill linked to economic opportunity and hope; and an opportunity to
give back through community service and volunteerism to serve and care for
others.
In order to implement this new paradigm for youth development, there needs
to be close cooperation among hemispheric bodies, civil society, public and
private sectors, youth organizations, and young people themselves. Thus,
addressing the needs and issues of the hemisphere's youth could be an excellent
1
unifying point around which the heads of state of the region could work together
on an area of common concern. To begin the dialogue, the Inter-American
Development Bank and the Inter-American Working Group on Youth Development, *
propose the following program outline for a Youth Summit during the Presidential
Summit of the Americas to be held in Santiago, Chile, on April 18-19, 1998.
Program Outline.
1.A two-day summit where 36 young leaders from throughout the hemisphere dialogue
on key issues (i.e., access to education, technology, employment, and community
service) that affect their own development and that of their societies. Through
group discussions, the young leaders will share their own experiences, including
lessons learned and best practices.
2. The youth participants will observe via broadcast the deliberations of the
sessions of the Ministers of Education. A dialogue will follow between the youth
and the Ministers on the young people's recommendations and the inter-
relationship between education, technology, employment, and service.
3. Several key leaders (i.g., Mr. Enrique V. Iglesias, President of the IDB; Mr.
Rick Little, CEO of the International Youth Foundation and other relevant
speakers) will frame the case for involving young people in the development
process. In addition, two young people will address the Heads of State regarding
their perspectives on ways that young people could become protagonists in this
process and key players in the dialogue leading to policy and action.
Selection Process of Youth Leaders. The youth participants will be selected on
the basis of the following criteria by the Inter-American Working Group on Youth
Development:
*
Be between the ages of 16 to 25, representing the diversity of the hemisphere;
*
Be personally committed to economic and social change;
Have vision, creativity, and determination;
Be a member of a youth-led or youth-serving organization; and
Demonstrate potential for leadership.
Follow up.
The IDB and other international agencies propose as follow up to the Youth Summit
a series of four subregional conferences to be held over the next two years.
Using the Philadelphia model, representatives of public and private sector and
civil society will come together with young people to join in the commitment to
design initiatives and policies that will ensure that youth's basic needs are met
and their full potential is realized.
* The Inter-American Working Group on Youth Development (IAWGYD) is a consortium
of international donor agencies committed to positive youth development. Its
members include the Inter-American Development Bank, the Organization of American
States, the United States Agency for International Development, the United States
Peace Corps, the Pan American Health Organization, the Inter-American Foundation,
the International Youth Foundation, Youth Service America and the United Nations.
2
Mack / response
Nelson
Economic | STRATEGY I Institute Ema of
Clyde V. Prestowitz, Jr
President
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Dear Mach:
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WANT TO DHANK You FOR YOUR HELP
in THIS RESARD, WITH SINCERR
APPRECIATION,
Clydl
ESI I 1401 H Street NW Suite 750 | Washington, D.C. 20005
202 289.1288 fax 202.289.1319
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Gaite
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02/26/98 THU 13:30 FAX 2024567580
WHITE HOUSE SPEC. ENVOY
001
001/003
Banco Interamericano de Desarrollo
Inter-American Development Bank
Banco Interamericano de Desenvolvimento
Banque Interaméricaine de Développement
Washington, D.C.20577
CABLE: INTAMBANC
IDIS Schewan -Omeh
USAID
survy
FAX
NSE - - Le
state 12CK
DATE: February 26, 1998
GOC Gaite
TO:
Mr. Eric Farnsworth
A/D
The White House
Schmerder
FAX NUMBER:
202-456-7586
PAGES: 3
FROM: Elena Suarez, Chief
Special Programs
External Relations Office
FAX NUMBER: 202 623-1402
TELEPHONE NUMBER: 623-1552
SUBJECT: YOUTH FORUM, Santiago, Chile
Dear Mr. Farnsworth,
As discussed, enclosed is a proposal to host a Youth Forum during the
Santiago Presidential Summit. Please note it will be officially
forwarded to Mr. McLarty shortly.
SRS Best Regards,
Elena Suarez, Chief
Special Programs
External Relations Office
02/26/98 THU 13:30 FAX 2024567580
WHITE HOUSE SPEC. ENVOY
002
002/003
Presidential Summit in santiago
The Strategic Importance of Youth Development and Participation
Rationale. More than 350 million children and youth live in North America, Latin
America and the Caribbean. In most countries throughout the Hemisphere, nearly
half the population is under 25. This demographic trend has enormous implications
for the region's economic growth, atability, and environmental sustainability.
Promising efforts have been made throughout the hemisphere in forming
stable egalitarian democracies, promoting free market economies, reducing
morbidity and mortality, and conserving the environment. But these advances
cannot be sustained without the full participation of young people equipped with
the necessary values and skills to be capable stakeholders and stewards.
Never has the future of the Western Hemisphere been so heavily dependent
on a single generation. It is a generation beset with many challenges: violence,
organized and random crime, sexual and labor exploitation, limited access to
educational opportunities, underemployment, sexually-transmitted diseases,
cultural intolerance, and escalating drug and alcohol abuse. The list goes on.
Although they vary from country to country, these problems respect no national
boundaries.
The complexity and magnitude of the challenges that young people face today
are enormous. Yet the youth explosion offers an unprecedented opportunity to
renew the region's human capital--knowledge, skills, and good health--the cruchal
building blocks to economic and social progress and environmental sustainability.
Young people must not only learn the skills and knowledge to be effective in
building strong economies, they must also learn the values and principles of
character that build livable societies.
Despite the formidable challenges, youth today want to be taken into
account by societies of which they are members. They represent an inexhaustible
source of energy and ideas on how to effectively deal with the challenges they
face. Now is the time for all nations in the region to embrace a new development
paradigm: rather than looking at young people as beneficiaries (or simply as
problems), to see them as active protagonists for their own development and in
solving societal concerns.
To truly bring youth into the development process, however, and to help
them succeed, they must have access to five basic resources framed in the
President's Summit on America's Future one year ago in Philadelphia,
Pennsylvania, but appropriate for all nations of the Western Hemisphere: at least
one caring adult who is committed to his or her success; a safe place in which
to sleep, play, and learn; a healthy start in the formative years of life: a
marketable skill linked to economic opportunity and hope; and an opportunity to
give back through community service and volunteerism to serve and care for
others.
In order to implement this new paradigm for youth development, there needs
to be close cooperation among hemispheric bodies, civil society, public and
private sectors, youth organizations, and young people themselves. This,
addressing the needs and issues of the hemisphere's youth could be an excellent
02/26/98 THU 13:30 FAX 2024567580
WHITE HOUSE SPEC. ENVOY
003
003/003
unifying point around which the heads of state of the region could work together
on an area of common concern. To begin the dialogue, the Inter-American
Development Bank and the Inter-American Working Group on Youth Development,*
propose the following program outline for a Youth Summit during the Presidential
Summit of the Americas to be held in Santiago, Chile, on April 18-19, 1998.
Program Outline.
1.A two-day summit where 36 young leaders from throughout the hemisphere dialogue
on key issues (i.e., access to education, technology, employment, and community
service) that affect their own development and that of their societies. Through
group discussions, the young leaders will share their own experiences, including
lessons learned and Dest practices.
2. The youth participants will observe via broadcast the deliberations of the
sessions of the Ministers of Education. A dialogue will follow between the youth
and the Ministers on the young people's recommendations and the inter-
relationship between education, technology, employment, and service.
3.Several key leaders (i.g., Mr. Enrique V. Iglesias, President of the IDB; Mr.
Rick Little, CEO of the International Youth Foundation and other relevant
speakers) will frame the case for involving young people in the development
process. In addition, two young people will address the Heads of State regarding
their perspectives on ways that young people could become protagonists in this
process and key players in the dialogue leading to policy and action.
Selection Process of Youth Leaders. The youth participants will be selected on
the basis of the following criteria by the Inter-American Working Group on Youth
Development:
*
Be between the ages of 16 to 25, representing the diversity of the hemisphere;
*
Be personally committed to economic and social change;
*
Have vision, creativity, and determination;
*
Be a member of a youth-led oz youth-serving organization; and
Demonstrate potential for leadership.
Follow up.
The IDB and other international agencies propose as follow up to the Youth Sumnit
a series of four subregional conferences to be held over the next two years.
Using the Philadelphia model, representatives of public and private sector and
civil society will come together with young people to join in the commitment to
design initiatives and policies that will ensure that youth's basic needs are net
and their full potential is realized.
*. The Inter-American Working Group on Youth Development (IANGYD) is a consortium
of international donor agencies committed to positive youth development. Its
members include the Inter-American Development Bank, the Organization of American
States, the United States Agency for International Development, the United States
Peace Corps, the Pan American Health Organization, the Inter-American Foundation,
the International Youth Foundation, Youth Service America and the United Nations.
The Santiago Meeting of Students of the Americas
Leaders from across the hemisphere agree that the 1998 Summit of the Americas in Santiago will
highlight education reform as a fundamental building block for a true community of the
Americas. To this point, we have focused our efforts on gaining government commitments to
education reform and obtaining funding from multilateral lenders. We have not, however, found
a means by which to put a human face on the education basket, or to incorporate representatives
of those most directly affected--students--into deliberations by the leaders. Additionally, we are
concerned the tentative Summit schedule lacks visuals, color, and a compelling storyline in the
absence of fast track.
To address these concerns, we recommend a Meeting of Students of the Americas in Santiago,
sponsored by the IDB in parallel to the Summit, as part of its "Informatics 2000" technology
initiative which the Vice President addressed last summer. Through its Inter-American Working
Group on Youth Development, the IDB is willing to identify one or two high school age students
from each Summit country, working with respective Education Ministries and split equally
between boys and girls, who would participate in discussions to develop the "classroom of the
21st century." A specific IDB proposal is under development now.
The Meeting of Students would directly highlight technology and distance learning issues, two of
our priorities. It would provide a robust role for Education Ministers and flesh out our
commitments to education as a hemisphere. It would provide a compelling storyline for the
press in Santiago. And it would expose a cadre of student leaders to the onrushing world of 21st
century education. From the US Department of Education, we would require the following:
Strong support of the concept of a Santiago Meeting of Students of the Americas.
Agreement to work with the IDB to identify specific student representatives from the
United States to participate, and willingness to work with USAID and USIA to obtain
funding for their participation for the two day meeting, including travel.
Assistance to the IDB to develop the framework for discussions and the specific program
for the students to discuss in Santiago.
Next steps include the following:
Mack McLarty's visit February 28 will obtain GOC agreement to the concept.
The Summit Implementation Review Group at the IDB in Washington March 9-10 will
provide the opportunity to obtain hemispheric agreement to the proposal, after informal
contacts with key contacts throughout the hemisphere during the first week of March.
The meeting of Education Ministers in Merida February 26-27 will be an excellent
opportunity to begin to discuss the opportunity for a Student Meeting in Santiago, laying
the groundwork for a specific proposal during the SIRG.
02/19/98 THU 12:17 FAX 202 456 2464
SPEC. ENVOY FOR AMERICAS ->- NEOB
5
003
FEB-19-98 11:17 FROM: PEACE CORP
ID:2026053110
PAGE
2/3
THE DIRECTOR OF THE PEACE CORPS
WASHINGTON. D.C.
MEMORANDUM
TO:
Thomas F. Mack McLarty III
Counselor to the President and Special Envoy to the
Americas
FROM:
Mark Gearan my
Peace Corps Director
DATE:
February 19, 1998
RE:
President's Trip to Chile
When President Clinton travels to Chile in April for the Summit of the Americas,
I would like to propose that he keynote Peace Corps' closing ceremony as part of
his trip. The event could be held at the 150 year-old national monument,
Municipal Theater, in Santiago, Chile as part of the Peace Corps' graduation from
the country and allow the President to celebrate our partnership with Chile and
commend their initiative for volunteerism.
The purpose of the event would be to highlight the themes of both domestic and
international volunteerism and the important roles they play in strengthening the
roots of democracy. Also, to thank Chile for hosting 2,500 Peace Corps
Volunteers since 1961, and to congratulate President Frei and the Council to
Overcome Poverty for creating Servicio Pais (Chile's AmeriCorps).
The ceremony would include President Clinton giving the keynote address and
President Frei highlighting Peace Corps achievements over the years, including
the time when his father was President (1964-70). At the end of the event,
President Clinton and President Frei could greet Peace Corps Volunteers,
returned Peace Corps Volunteers who have traveled back to Chile for the event,
and Servicio Pais.
In September 1998, Peace Corps will close its program in Chile because of the
record number of successes. These successes include the country's return to a
vibrant democracy, the enonnous economic progress, the reduction in the
number of people living in poverty, and the establishment of a national volunteer
service (Servicio Pais), many of whom have been working side-by-side with
Peace Corps Volunteers in the poorest areas of the country. Peace Corps is proud
of the tremendous contributions the Volunteers have made and the progression
that has occurred during our time there. We also look forward to a continued
02/19/98 THU 12:17 FAX 202 456 2464
SPEC. ENVOY FOR AMERICAS +++ NEOB
I
004
FEB-19-98 11:17 FROM:PEACE CORP
ID: 2026063110
PAGE
3/3
relationship with Servicio Pais, which is helping the country improve their ability
to address their own basic needs
PEACE CORPS BACKGROUND.
Years in Chile:
1961-82; 1991-98
Number of Volunteers:
2,434
Volunteers Currently Serving:
51
Examples of Peace Corps Work:
A Peace Corps Volunteer initiated a project that resulted in the planting of
more than 10,000,000 trees. Today, these Monterey pines, which grow
twice as fast in Chile as in California, are the mainstay of the Chilean
export industry. He will be at the closing ceremony.
A Peace Corps Volunteer, who was a marine biologist, started fisheries
farms and taught other Volunteers how to take the technology across the
country. This revolutionized the fishing industry in Chile, including
making salmon farming one of the countries major exports.
Peace Corps Volunteers have helped create and design trail systems in
national parks, including training park rangers.
A Peace Corps Volunteer created and trained the first forest firefighters in
Chile.
Peace Corps Volunteer Dan Peterson is almost single-handedly
responsible for bringing basketball to Chile. He has gone on to an
extraordinary career as a coach all over the world, presently coaching a
professional team in the Italian premier league.
I hope this event will be given full consideration in the planning of the
President's trip. I look forward to discussing this with you Best wishes.
TALKING POINTS
During the Santiago Summit, our leaders will highlight education reform as a
fundamental building block for a stronger and more democratic community of the
Americas.
To this point we have focused our pre-Summit efforts on gaining government
commitments to education reform, and on identifiying funding both domestically and
from multilateral lenders.
Our concern is that, although we have a good action plan regarding education, we need to
put a "human face" on our efforts so the public can better understand the relevance and
importance of the document signed by our leaders.
We want to find a way to incorporate into the deliberations those most directly affected
by the education basket: the students of the Americas. We are also interested in
highlighting other concepts such as technology and education, demonstration projects on
distance learning, etc.
We have been exploring this matter at very senior levels of the USG in conjunction with
the IDB and others. We are now in the process of discussing this with the Chileans and
hope to have a specific proposal at the SIRG meeting in Washington March 9-10, 1998.
What ideas do you have as to how we could strengthen the public message and reach our
student population?
DOE
Proposed Deliverables for the Summit of the Americas
1.
A Child's Education Bill of Rights
This proclamation will list the basic educational conditions that governments pledge to
make available to every child in the hemisphere. For example:
Nutrition and health care to allow the child to arrive at school ready to learn
Opportunities for early learning
Access to basic education through grade 9
A good teacher
Appropriate learning materials
A place to learn
2.
SchoolNet of the Americas
Link schools across the Americas so that teachers and students can work together on
classroom projects that foster higher education standards, the ability to use technology for
creative and practical ends, and greater cross-cultural understanding. Build on experiences
like Chile's Enlaces, Argentina's Internet Olympics, and Canada's SchoolNet. Build on
IDB proposal to work with the private sector to build out the necessary infrastructure.
3.
Regional Resource Center(s) for Excellence in Educational Leadership
Establish a regional center or a network of centers to facilitate information exchange,
training, and possibly research/publication on best practices in educational leadership,
including teaching, school administration, and the preparation of teachers and school
managers. Existing or new center(s), perhaps one in each country, could be designated.
Technology would be used to link centers and disseminate best practice. With adequate
funding, this initiative could also fund fellowships for outstanding educators to "intern" at
the Center or travel to other Centers to observe educational innovation first hand.
4.
Indicators of the Americas
First step: Countries of the Americas work together to build, within every nation, systems
to gather, analyze, and report to the public on the progress of education. Education
report cards could be developed in each country -- at the national and/or subnational
levels -- to tell us how we're doing. Indicators of equity are top priority.
Second step: The countries commit eventually to building common indicators of
educational progress in the Hemisphere.
5.
Public Campaign for Education
A media-based campaign to increase awareness among the general public of the long-
term economic benefits of completing basic and more advanced levels of education
and training. Build on existing efforts like Acorda Brasil.
Draft 2/23/98 U.S. Department of Education
The Inter-American Working Group
on
Youth Development
Our Mission:
To promote youth as active participants in development
and to increase opportunities for the development of
youth.
Our Goals:
To share what the members are doing and what we have learned
in youth development work.
To foster a learning environment where good youth work being
performed by others can be brought into the group for discussion,
review and consideration.
To actively pursue opportunities to work together as a whole and
to form collaborative combinations among any of its members.
Our Membership
Key Timeline Events
Inter American Development Bank (IDB)
First Meeting, October 1995
Inter America Foundation (IAF)
Mission and Goals Set, November 1995
International Youth Foundation (IYF)
Working Sub-Groups, December 1995
Organization of American states (OAS)
Combined Executive Summary, April 1996
Pan American Health Organization
Formal Recognition by IDB President and
(PAHO)
Sponsorship of Youth Conference in
Salesian Missions
Washington, April, 1996
United Nations (UN)
Meetings with: Organizacion
United Sates Agency for International
Iberoamericana de Juventud (OLJ):
Development (USAID)
Caribbean Community (CARICOM),
United States Peace Corps (PC)
Ministry of Youth, Dominican Republic
World Bank (WB)
Representatives to OIJ Meeting, Buenos
Aires, July, 1996
Rotating Chair, any of the above organizations can
provide further information about
Field Surveys, May - October, 1996
The Working Group
Draft Project Proposal, December 1996
INTER-AMERICAN WORKING GROUP ON YOUTH DEVELOPMENT
RESULTS FOR 1996
a) Hosted a series of inter-agency working group meetings as well as a number of open
forums on issues related to best practices in supporting youth development;
b) Hosted a conference on "Lessons without borders" which brought together 200
development practioners and youth to discuss issues on youth development in the Inter-
america region;
c) Published a conference report on lessons learned and opportunities identified at the
"Lessons without Borders" conference;
d) Carried out 50 focus group surveys/diagnostic needs assessments in 23 countries on
needs and opportunities for youth development in the region; and,
e) Developed a draft collaborative partnership project for youth development to be piloted
in 3 countries in 1997.
f) Developed a series of "institutional knowledge" reports for each member agency on
their approach and experience in supporting youth development in the region. (Combined
in a matrix model for comparison.)
PROPOSED WORKPLAN FOR 1997
GOAL 1: INFORMATION AND LEARNING EXCHANGE: Increase the knowledge,
coordination and effectiveness of major donors on issues and models of supporting youth
development.
ACTIVITIES:
a. 12 monthly meetings of IAWGYD with various focuses for information exchange and
learning (ej. youth participation, youth employment, youth training, resource mobilization
for youth).
b. Preparation and publication of IAWGYD focus group surveys report.
C. Establish General Secretariat with technical coordinator for IAWGYD.
d. Host series of forums and a conference on aspects of international youth development.
e. Publication of report on lessons and opportunities in youth enterprise development.
f. Advance internet website on international youth development.
GOAL 2: INTER-AGENCY FINANCIAL AND TECHNICAL COLLABORATION
ON YOUTH DEVELOPMENT: Increase the scale and quality of financial and technical
support for innovative youth development initiatives in the Inter-America region.
ACTIVITIES:
a. Implement Inter-American Youth Project in 3 pilot countries.
b. Prepare evaluation and expansion phase of Inter-American Youth Fund project in 3
more countries.
c. Advance internet website on international youth development.
INTER-AMERICAN WORKING GROUP ON YOUTH DEVELOPMENT
SUMMARY: PARTNERSHIPS FOR INTER-AMERICAN YOUTH PROJECT
GOAL:
*
To strengthen initiatives by and/or for young people in selected countries in Latin
America and the Caribbean that help advance their development as individuals and as
well as that of their communities.
STRATEGIES:
*
Strengthen the leadership capacity and professionalism of emerging and practicing youth
and youth workers.
*
Fund effective youth-led and youth-serving programs to strengthen their capacity and
expand their reach.
*
Contribute to the body of knowledge about effective practices and model programs to
which children and youth respond.
ACTIVITIES:
*
Training workshops
*
Project seed-capital fund
*
Youth and youth worker exchanges and field visits
*
Networking activities
CRITERIA:
*
Focus on low-income and marginalized youth.
Focus on positive youth participation and leadership in community development.
Focus on youth as stakeholders in community development.
Focus on building collaborative bonds between youth and adult community leaders.
*
Focus on building local partnerships with the private and public sector to mobilize
resources for sustainability.
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The Santiago Student Education Summit
Leaders from across the hemisphere agree that the 1998 Summit in Santiago, Chile, will
highlight education reform as a fundamental building block for a true community of the
Americas. Without significant education reform, increasing numbers will be shut out from
the global economy, national economic development will languish, and democracy itself
could be challenged. To this point, we have focused our pre-Summit efforts on gaining
government commitments to education reform and obtaining funding from multi-lateral
lenders. We have not, however, found a means by which to put a human face on the
education basket, or to incorporate representatives of those most directly affected--
students. Additionally, we are concerned that the tentative Summit schedule lacks visuals
and color, that it will potentially be overshadowed by the President's travel to Africa just
two weeks before, and that it will prove to be of only limited interest to a sceptical press.
A Santiago Student Education Summit would begin to address these concerns.
After informal discussions with NSC, State, USIA, and others, we believe we should
encourage the Government of Chile to host a meeting of students from the nations of the
Americas. The meeting would be held in Santiago or a surrounding city (Valparaiso or
Vina del Mar). The student, meeting concurrently with the leaders, would seek to develop
the outlines of a "classroom of the future," as well as to discuss the primary educational
issues facing students as we head into the 21" century. Together, the students would then
morning. make specific recommendations to the leaders during a short interactive session on Sunday
Each leader would be asked to bring one national student representative with him to the
Summit. To emphasize the "Miami to Santiago" theme, we would recommend the
President bring a top public school student from Miami, with a compelling personal
history. Funding for the parallel student summit might be obtained by the IDB, the World
Bank, education NGO's, and the private sector. Distance learning and use of educational
technology--rwo Summit themes--should be stressed. Proceedings could therefore be
broadcast live on the Galaxy Latin America education or other satellite channel using
donated, in kind support, with coverage to primary media markets. A more ambitious
scheme would allow students to interact via satellite or internet with their pcers gathered
in a handful (3-4) of other cities across the hemisphere, consistent with the IDB's Digital
Education Network. This would allow students to gather additional opinions prior to
making recommendations to leaders, and would also heighten local press interest.
Clearly, in the short time remaining, much will need to be accomplished. As a first step,
we recommend the next McLarty/Steinberg meeting agree to explore this concept further,
tasking the interagency with its development. After informal discussions with the
Government of Chile, we would plan to present a concept paper to the meeting of
education ministers in Merida at the end of this month. With hemispheric agreement.
planning for a Student Education Summit could then begin in earnest.
beller name
name
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5099-101
GENERAL SERVICES ADMINISTRATION
V the Exhibition Can Support
Pat
esidential Summit
The Exhibition stage* would be a wonderful venue for the closing ceremony, with the
signing of the Declaration, the announcement of the Digital Education Network, and a
video-conference by the Presidents with a few selected schools throughout the
Hemisphcre. The theme could be what students believe education should be like in the
Third Millenium. The Presidents would be on two of the screens, and the classrooms to
whom they are talking would be on the other two screens.
The Exhibition will provide a number of photo opportunities for the Presidents and
members of their delegations not only in the area of education, but also in other areas of
interest to them, like healthcare and electronic commerce.
All Presidents will bc given the opportunity to video-conference with a school or schools
in their country.
During the Exhibition, we could have a classroom of students brought down by the
Presidents for the Summit interact with classrooms throughout the Hemisphere. This
would be very newsworthy in all the countries participating, and would cut the amount of
time the Presidents would have to give to their video-conferencing with classrooms as
presented in the first point above.
For the concluding ceremony we would have the Presidents talk with a student in a
classroom in each of eight countries, taking forty minutes, and then have twenty minutes
with the classroom of students brought down in the official delegations.
Please note that we have an offer to have Pele, the Brazilian SOCCCI star, at the Exhibition
He has taken an active interest in education, and would be willing to come if he had a
mangera
role. This Summit, of course, comes just two months before the Soccer World Cup
Mischord
Finals, which also happen every four years.
* The Exhibition stage is large and futuristic, and will be at one end of the main hall.
This stage is the one used by Microsoft for their company meetings, and is being
loaned to the Exhibition by them (with none of their logos showing). It features a
large globe showing North and South America, and has four very large projection
screens, two on, each wing. We will have full satellite-based video conferencing from
the hall, and will be able to display pictures from the satellite feeds onto the screens,
as well as pictures of speakers.
STUDENT MODEL SUMMIT OF THE AMERICAS
Draft
By general hemispheric consensus, the highlight deliverable of the Santiago Summit of the
Americas in April will be education. To date, however, we have not developed any part of the
Summit program which might include children, who represent a critical part of the education
process and who will provide a significant boost to the visuals. For this reason, we should
consider the possibility of a gathering of students from across the hemisphere, to be held in
conjunction with the gathering of leaders in Santiago, to follow Summit procedings, and
participate interactively in one side session with the leaders.
Such a gathering could take the form of a Model Summit of the Americas, although it would not
necessarily need to be so ambitious given the short time remaining before the Summit.
It would tie together several important Summit themes and give them tangible expression and
added emphasis. Among these would be:
education generally and education for democracy
distance learning
technology and global electronic commerce
cooperation and the emerging hemispheric community of the Americas
a focus on issues of critical importance for a region of the world where 50 percent of the
population are under 17--climate change, labor issues including child labor, trade/FTAA.
A hemispheric organization or university might sponsor such a program, with USIA/IDB/World
Bank/private sector funding. The highlight of the program would be a short, interactive session
with the leaders, perhaps via satellite, to discuss relevent issues for the generation which will
come of age in the 21st century.
For our part, we should ensure that education and building the Americas for the next generation
become an overriding theme for selling the Summit domestically. This will provide an
appropriate chapeau for the Summit, lift its message, and mutually-reinforce our collective
efforts in the hemisphere.
As a next step, by February 6 we would need a more fully developed proposal, perhaps from
USIA, fleshing out this idea and exploring its feasibility. We would then need to approach the
Government of Chile as Summit host, obtain funding commitments, and obtain sign-off at the
political level of the USG before moving forward with actual implementation.
STUDENT MODEL SUMMIT OF THE AMERICAS
Draft
By general hemispheric consensus, the highlight deliverable of the Santiago Summit of the
Americas in April will be education. To date, however, we have not developed any part of the
Summit program which might include children, who represent a critical part of the education
process and who will provide a significant boost to the visuals. For this reason, we should
consider the possibility of a gathering of students from across the hemisphere, to be held in
conjunction with the gathering of leaders in Santiago, to follow Summit procedings, and
participate interactively in one side session with the leaders.
Such a gathering could take the form of a Model Summit of the Americas, although it would not
necessarily need to be so ambitious given the short time remaining before the Summit.
It would tie together several important Summit themes and give them tangible expression and
added emphasis. Among these would be:
education generally and education for democracy
distance learning
technology and global electronic commerce
cooperation and the emerging hemispheric community of the Americas
a focus on issues of critical importance for a region of the world where 50 percent of the
population are under 17--climate change, labor issues including child labor, trade/FTAA.
A hemispheric organization or university might sponsor such a program, with USIA/IDB/World
Bank/private sector funding. The highlight of the program would be a short, interactive session
with the leaders, perhaps via satellite, to discuss relevent issues for the generation which will
come of age in the 21st century.
For our part, we should ensure that education and building the Americas for the next generation
become an overriding theme for selling the Summit domestically. This will provide an
appropriate chapeau for the Summit, lift its message, and mutually-reinforce our collective
efforts in the hemisphere.
As a next step, by February 6 we would need a more fully developed proposal, perhaps from
USIA, fleshing out this idea and exploring its feasibility. We would then need to approach the
Government of Chile as Summit host, obtain funding commitments, and obtain sign-off at the
political level of the USG before moving forward with actual implementation.
SANTIAGO SUMMIT / DIGITAL EDUCATION NETWORK INITIATIVE
AGENDA FOR MEETING: JAN. 30, 1998
3:30 - 4:30 PM Room 180 OEOB
Part I: Santiago Summit
a. Schedule Prior to Santiago Summit Apr. 18-19th
Education Ministerial - Feb 26-27 [Status/Agenda] Merida
SIRG at IDB - March 9 9th/10/11
Santiago Meeting - April 1st/2 1st
Summit Spirl 18-19
b. Digital Education Network Initiative two million needed from
garts + provate sector
C. Youth Summit Tie-in
Tille to USIA - Barbora Move remote link up
Part II: Chile State Visit IDB
several schools - the
a. Chile State Visit/Enlaces Program
heme phere
Part III: Next Steps
13/20/2020 Moore
619-6881
APEC
Networked Schools
ENLACES: the Chilean Educational Network
A component of the MECE Program
I. SUMMARY
Enlaces is a Chilean project whose aim is to determine the benefits, contents, costs and replicability
of initiatives involving educational computing and School networking. The project incorporates mecha-
nisms for evaluating its impact and preferably seeks to determine the roles of computer technology on
those schools with the fewest resources. Enlaces is a component of the MECE program of the Ministry of
Education which is a comprehensive effort to improve the equity and quality of our public educational
system. The curriculum, textbooks, teaching and learning aids and methodologies and the administrative
procedures are all under major revision with funding from the World Bank and the Chilean State.
The Enlaces project started officially in March 1993 and at the end of May 1995, the interconnec-
tion of close to 110 educational establishments was achieved through the Internet, mainly in the southern
Araucanía Region and in Santiago. Additionally, a solid base was established to allow for decentralized
growth in 1995, at which time some 200 establishments will be added to the network.
The schools receive equipment, educational software, initial training and ongoing support by
means of the network, in person (visits) and support materials (texts, multimedia based self training soft-
ware and videos). The equipment (mostly Apple Macintosh) is incorporated gradually, with priority given
to the teacher's work. The computers are connected to each other by telephone, occupying the lines mostly
during the night when telephone rates are low. Some of the rural schools use radio links.
The Enlaces project has developed the "La Plaza" software, a C++ application which permits very
easy access to the computers whether for using educational software (mostly multimedia based applica-
tions), to take advantage of communications (local, regional, national and international) through Internet or
to participate in educational projects and deliver and receive information by means of the network.
II. GOALS
1. To gradually install an educational network that includes at least 50% of primary schools by
year 2000 and 100% of secondary schools. The network consists of computers capable of being connected
by telephone or radio and educational software, mostly purchased but some home made. This is not an on-
line network, rather, teachers and students read and write mails during the day. At night, computers take
over the school's telephone and the network starts delivering the messages.
2. To install Educational Computing Centers at different regional universities with the
people, equipment and supplies necessary to administer network traffic, design and implement strategies
for network insertion, computer training and computer use in the schools, support projects proposed by
the schools, develop and evaluate software and provide technical and pedagogical support to the schools
connected to the network.
III. LA PLAZA: A NON INTIMIDATING HUMAN-COMPUTER INTERFACE
With the goal of facilitating computer use on the part of students and teachers, a software called
"La Plaza" has been developed which is very easy to use and incorporates four buildings which are a
familiar sight at most Chilean cities and villages: a Post Office, a Kiosk, a Museum and a Cultural Center.
The Post Office
The post office is a simple e-mail system designed for students and teachers. The goal is to have an
informal mechanism for them to first establish contact, and later go on to make up a work group in the
Cultural Center or simply exchange ideas and opinions on subjects of personal interest.
The children use this post office, writing letters about diverse topics, such as how to make friends,
hobbies, pets, etc. Content in the form of sound and graphics is presently being explored in prototype
versions. For this purpose, the network's communication platform is based on the MIME standard.
Teachers initially use the post office rather tentatively since it is generally perceived that the use of tele-
communications requires patience and teachers take some time acquiring the habit of exchanging experien-
ces and establishing contacts with colleagues on the network.
The Kiosk
The Kiosk offers a window to a space for dynamic information. Electronic newspapers for stu-
dents and teachers are found there. These documents are in constant, non-centralized production and dis-
tribution by the teachers and students themselves. The Kiosk also offers short multimedia based educatio-
nal stories and vignettes as a stimulus to reading and writing. Through the Kiosk, the children can write
stories and offer them to children at other schools, something that motivates and entertains them and rein-
forces their self-esteem.
The Museum
The museum is an information center with greater permanence in time than the information contai-
ned in the Kiosk. Essentially it is a data base from which one can access information, experiences, de-
monstrations and uses of educational software along with the software itself. By now, some 30 educatio-
nal software licenses were acquired and other 10 multimedia educational applications are being locally de-
veloped. Some of the preferred software packages are: KidPix (Broderbund), Claris Works (Claris), The
Living Books (Broderbund), Grolier Encyclopedia, Decisiones (Tom Snyder), The Human Body
(Enlaces) and Chilean Artists (Enlaces).
The Cultural Center
The Cultural Center is a meeting place for developing collaborative projects among the students and
teachers at different schools. It is also a place to establish communication among teachers with common
concerns, and for them to exchange experiences, written work, opinions, etc. (e.g., groups with a
common interest in physical education, mathematics, English, literary workshops, communication with
other countries). It is basically a simple to use bulletin board system.
IV. TRAINING AND EVALUATION
Training
The training strategy currently consists of workshops given at each of the schools in which the
teachers practice using the La Plaza software in groups to familiarize themselves with its options for using
the educational software and the communications. The second phase of training consists of teachers in the
different schools using the network to get to know the projects of other schools and letting other schools
know about their projects, as a mean of establishing ties among teachers with similar interests. Finally, the
teachers train their students in the use of La Plaza.
An initial evaluation confirmed that, before the training, 25 percent of the participating teachers be-
lieved that they would never be capable of handling a computer; 23.3 percent believed that owing to their
high cost, the computers would never reach their schools; 18.5 percent feared that if they mishandled the
computer it would break or explode; and 12 percent said they feared the computers could end up replacing
the teacher. Only 0.2 percent of the teachers evaluated had had prior experience with computers.
Once the training was completed, 97 percent of the participating teachers stated that they had deve-
loped a significantly more positive attitude toward computers; despite their need for considerably more
2
practice in the use of the computers, 70 percent of the teachers felt that they could adequately utilize the
computer to support their normal educational activities.
Preliminary Impressions
The project has been clearly attractive for some of the schools. In general it was observed that an
invitation to simply hear about the project for the first time, without any commitment of involvement, drew
between 40 and 60 percent of the schools convoked. Of these, approximately half chose to participate in
the competition to be included on the network.
Of the schools chosen to participate, an initial effect known as "technological shock" or "multime-
dia shock" was perceived which led some teachers to have unrealistically high expectations concerning the
possible uses of the technology in the schools but which also allowed them to participate with a great deal
of enthusiasm and sacrifice of their personal time. Gradually, the teachers began falling into the following
behavioral categories:
Enthusiasm prevails on the part of the teachers for using the equipment, developing activities for their
students with the software, communicating proposals on the network and seeking to expand on the initial
uses of the network.
Teachers' enthusiasm wanes, principally credited to a lack of time, but interest continues in the use of
technology, albeit in a more moderate manner.
Enthusiasm ceases, with teachers citing time pressures, the lack of adequate software or the limited uses
for the software available.
These preliminary. observations led to modifications in the training strategies, in the way in which
software was introduced, and to a more explicit presentation of the advantages of using the educational
software and the network At the same time, teachers are urged to observe how other schools have solved
the problems of scheduling computer use between work time and the diverse ways in which computers are
being used by both teachers and students.
Clearly the schools with the greatest flexibility and innovative capability have been able to resolve
these problems in more creative ways. For example, to support students' work, some schools have inte-
grated students from higher level classes into lower level classes, others have gotten parents involved and
others have arranged to have a teacher on duty to monitor use of the equipment. Some schools have even
obtained financial support to give some of their teachers extra paid hours for computer work.
An important conclusion that has matured through observations of the project in the schools is that
innovation must arise out of current pedagogical practices. In other words, teachers are more inclined to
use technology if they can relate it simply and directly to their classwork, materials and the teaching model
they themselves use. To this end, the project seeks to show teachers more clearly the multiple ways in
which the technology can be used, as much in the classroom as in extracurricular activities. The point is
not to merely "do the same thing, only with computers," although in the beginning it may seem that way.
The teacher invariably perceives changes in his or her class, at a minimum in the organization and motiva-
tion of the students. On the basis of these small initial changes and on clear evidence of the students' im-
proved motivation, the teacher may try out more effective strategies or adapt those of other teachers in
schools.
Apart from the evaluative instruments being applied to network users, the network itself is cons-
tantly monitored to analyze variations in the level of network traffic. It is assumed that once the schools
reach greater maturity in terms of assimilating the technology, they will attain higher levels of network
communication and more innovative uses of the technology inside the classroom.
3
(2
January 27, 1998
Draft Announcement
Digital Education Network
The Leaders of the Hemisphere announce a commitment to develop by the Year 2000 a
Digital Education Network that will make available to every school and community in
every country of the region digital educational programs to enhance the learning
opportunities of students, teachers, workers, and professionals. Local, national and
regional groups will be able to provide content to the Network for use in their area,
throughout the Hemisphere and around the world by means of the Internet. The Network
will operate on international standards providing digital TV and Internet-based programs.
To develop the Network, the Leaders announce the formation of a Digital Education
Network Consortium for the Hemisphere as a joint venture among their governments and
leading information technology firms to define and put in place this Network. The
Network will be open to the participation of all who wish to provide hardware, software
and content.
Recognizing that access to education and training is critical to economic and social well-
being in the Information Age, with its global economy and inter-connected societies, and
in furtherance of our interests in expanding trade and deepening democratic participation,
the Leaders commit to linking every high school to the Network by the Year 2002. Some
countries are establishing additional goals to link schools, universities and work places to
the Network.
The Leaders also announce the formation of a Joint Hemispheric Fund for Educational
Technology to jump-start the establishment of the Network. The Fund will promote the
development of the Network, encourage the creation of content to improve educational
performance in the Hemisphere, undertake R&D to strengthen the outcomes of
technology-enhanced educational programs and provide technical assistance to those
wishing to link to and make use of the Network's resources. Initial capitalization of the
Fund will be US$100 million. Funds will be provided by the Governments of the
Hemisphere, with additional support and collaboration from private companies,
foundations and non-governmental organizations. The Fund will phase out its operations
after five years, with its work continuing as part of the operating budgets of the
Hemisphere's educational institutions and through various voluntary organizations.
Fact Sheet
Digital Education Network Initiative
Informatics 2000 Initiative
Inter-American Development Bank
Why do we need a Digital Education Network?
The Informatics 2000 Conference hosted by the Inter-American Development Bank concluded that:
Informatics is the motor of economic development on the eve of the Third Millenium
Education is the cornerstone on which all countries must construct their efforts to enter the
Information Age.
In the Information Age, economic activity is increasingly global, high speed, knowledge-driven, adaptive
and competitive. Success in the workplace and the marketplace requires agility, networking, teaming,
continuous productivity improvement, problem-solving skills and innovation. It requires uncompromising
commitment to quality and results along with openness to new information and flexibility to adapt to fresh
answers and alternative approaches. Education in the region must develop the skills necessary to take part
in this new economy.
Some countries in the region are already far advanced in the technology and know-how required in the
Information Age, while others are lagging behind. The Conference concluded that a concerted regional
effort is required for the region as the world enters the Information Age, particularly to enable information
technology to enhance education broadly throughout the region.
What do digital education technologies have to offer?
Education technologies have the potential to support improvement in five areas:
Extension of quality instruction. Using technology, quality educational programming can
be provided universally, significantly augmenting the learning opportunities available at
schools with limited teacher resources and at home.
Improvement of learning and instruction. Technology can be a powerful instructional tool
for developing basic skills and knowledge; technology also is a powerful tool for exploring
new information, collaborating with other learners and developing new learning skills.
Improvement of support for educators. Technology can help teachers overcome the
isolation they experience in their classrooms, form effective teams, access resources and
receive professional support.
Improvement of policy planning and design. Technology is an essential tool in for
generating and using information about education indicators, student assessment, costs,
finance and other aspects of education system improvement.
Improvement of school management. Schools can become more efficient and cost-effective
if they apply the tools of technology to streamline management and operations.
Partners
The Digital Education Network Initiative has brought together the leading technology companies to design
and develop an "open" architecture Digital Education Network, to encourage a maximum of vendor
participation. The companies committed so far to bring the Digital Education Network to reality include:
Sun Microsystems; the Cisneros Group; Microsoft; Oracle; Hewlett Packard; Cisco Systems; IBM; and.
AmeriSpace. Other global and regional companies will be asked to participate as well.
This Initiative will work with the educational institutions and ministries in the countries of the region
involved in development phase, so these institutions can contribute to the design of the network, develop
their own capabilities to generate contents, and establish educational programming to facilitate the
Network's use in the schools. Regional collaboration and mutual investment we believe offer the strongest
chance of succeeding in enabling information technology to contribute successfully to education in the
region.
What does the Digital Education Network consist of?
The Digital Education Network will provide schools in Latin America and the Caribbean with:
universal Internet access by satellite or wire/cable;
universal access to digital TV by satellite or wire/cable;
low-cost, multimedia educational content; and
E-mail connectivity for students and teachers.
The Network will use industry standards and an open architecture, so that all vendors can compete freely to
provide products and services in support of schools and education.
How will schools connect to the Digital Education Network?
Each school will need four basic components to connect to the network.
Classroom workstations for use by teachers and students
A local server to access, filter and store educational content for use in the classrooms
Connections to the Internet, either through local Internet service providers or by satellite
Access to digital TV signals from a satellite or cable connection
What educational content will be provided?
Development of new content. The educational development centers, working with
educational development leaders in each country, will design and support the development of
new educational programs in areas deemed most critical by participants. In this prototype
phase, the focus will be on K - 12; in later phases, university and vocational training
programming will be added.
Access to existing educational content. The Network will have a directory of educational
content, by subject, grade level and language. Thus, schools in the region can easily find
appropriate content, materials, prototypes and support tools already available on the Internet.
Who will pay for the Network?
The Network will be underwritten with a mix of public and private sector resources.
Network design: the consortium of technology companies will finance design costs.
School connectivity and equipment: each country, aided by contributions from the
consortium of companies and contributions from the private sector and foundations. will fund
school connections.
Content development: the IDB, ministries of education, sponsoring organizations, private
companies and foundations will be expected to provide support for content development.
The Network is expected to be self-supporting over time, with large numbers of companies providing
educational programming, equipment and services that justify expenditures by public and private schools.
When will the Network begin?
During 1998 the consortium will work with the participating school systems to identify the key
programming needs of the participating school systems and the critical requirements for school
implementation, settle on the technical standards for the Network, run some pilot studies, arrange for the
connectivity and equipment, design and prepare the programming content, develop and implement
programs of study capable of incorporating the technology-rich curricula; develop and implement the
methodologies to introduce the new programming into the schools participating in the prototype phase; and
train teachers and school administrators so they are fully prepared by the opening of the 1999 school year.
The technology-enhanced education programs should then be implemented for the school year 1999,
beginning in February/March.
January 26, 1998
Background on
The Digital Education Network
A Proposed Announcement at the Summit of the Americas
Informatics 2000 Initiative
Inter-American Development Bank
A group of the region's educational leaders meeting in Cartagena last July urged the
development of a digital education network for Latin America and the Caribbean that
would quickly and efficiently provide at relatively low cost quality digital educational
programming to schools throughout the region. The meeting was held under the auspices
of the Inter-American Development Bank's Informatics 2000 Initiative's Education Task
Force, and also included experts from around the world on IT in education. The concept
propounded by this group was that by providing digital TV and Internet access to
schools, we could make available significant educational program enhancements to
schools which now have very limited teaching resources. They also noted that this same
network could be used in the workplace, homes and communities to provide not just
education, but also workplace training, skills upgrading and in-home education
opportunities for parents. With delivery of this programming by satellite and land lines,
it was argued this network could reach everywhere in the region. And by forming a
regional network, it would be possible to dramatically reduce end-user costs for
equipment and usage fees. By designing the system to link local, provincial and national
networks to the regional network, local control over school programming could be
assured.
The idea for such a Network is built on a number of Latin American projects, such as the
Enlaces Project in Chile, and projects elsewhere in the world. But none of the existing
projects have the scope needed to achieve economies of scale, nor do they use the latest
technological developments that greatly improve network capabilities and actually lower
end-user costs. Indeed, this Network as planned will be the most advanced in the world,
and will set the standard for the rest of the world. And yet it is all built with existing
technologies which have just in the last year been capable of being integrated into such a
Network of extraordinary capabilities and efficiencies.
At the September I2000I Meeting of Latin American leaders, co-hosted by the
Government of Chile as a contribution to the planning of the Summit, a group of the
leading IT companies and educational development institutions announced they would
develop such a Network for the region. The companies committed so far to bring the
Digital Education Network to reality include: Sun Microsystems; the Cisneros Group;
Microsoft; Oracle; Hewlett Packard; Cisco Systems; IBM; and, AmeriSpace. Other
global and regional companies will be asked to participate as well. Subsequently a
number of the leading educational development institutions offered to support the
development of the Network, its contents and the task of helping school systems integrate
such teaching material into their educational programs.
The Hemisphere`s Leaders meeting at the Summit will speed the development of the
Network with two main actions. First, they are announcing their commitment to support
the development of the Digital Education Network so that quality educational
programming is available to schools throughout the Region by the Year 2000, including
its satellite transmissions. Of course, not all schools will be hooked into the Network
immediately, but the Leaders have set some objectives such as linking all high schools to
the Network by the Year 2002. Second, they are announcing that they will fund
collectively the development of educational programming and provide technical
assistance to schools wishing to make use of the Network. The consortium of private
companies will design the Network (as an open system in which all can participate), and
school districts will continue to pay for their links and usage of the Network. But the
richer countries in the Hemisphere (North and South) will speed the development of
appropriate educational programming and the development of protocols for introducing
such programming into the education programs of schools by establishing a fund to
finance such efforts. The fund should be a minimum of US$100 million. Private
companies, foundations and NGOs are expected to contribute to such a fund as well. The
fund will be established under an IDB charter, but operated independently so it can move
quickly on funding decisions and develop the specialized expertise required. There are
several additional recommendations associated with maximizing the contributions of the
Network which are discussed in attachments.
The need for the Network should be understood by all those with children or themselves
undertaking job skills upgrading. The Network will provide in a short time a tangible
product from the Summit that will be experienced by a large number of people
throughout the region; and the Network will grow and evolve for years to come as a
living reminder of the Santiago Summit. It is a fitting initiative as the Region and world
move into the next millenium.
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01/30/98
11:48
202 736 7618
AMERISUMMIT DOS
FARNSWORTH NEOB
001/001
The Santiago Summit
PREPARING THE AMERICAS FOR THE NEXT MILLENIUM
Education: Equipping People for the Global Society
Developing standards for quality education
Training teachers
Expanding textbook programs
Reforming curriculum respond to global changes
Strong Democracies, Strong Institutions
Extending democratic reforms to the local level
New training programs for judges
Confronting the scourges of corruption
Establishing a new Hemispheric Alliance Against Drugs
Expanding Economic Opportunities, Achieving Free Trade
Launching negotiations for the Free Trade Area of the Americas
Taking measaures to stabilize financial markets
Addressing the problems of climate change and energy development
Breaking Down the Barriers of Poverty and Discrimination
Opening new means and mechanisms for microenterprise
Streamlining land registration procedures for those in poverty
Improving the quality of drinking water
Enhancing the role of women in the economic and political life
Fighting all forms of violence against women
OPTIONAL FORM 99 (7-90)
To
FAX Farnsworth TRANSMITTAL
From
Wells # of pages
Dept./Agency
Phone #
Fax #
Fax #
NSN 7540-01-317-7388
5099-101
GENERAL SERVICES ADMINISTRATION
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. note
Summit of Americas Planning Thoughts (6 pages)
01/15/1998
P1/b(1)
COLLECTION:
Clinton Presidential Records
Special Envoy for the Americas
Farnsworth, Eric
OA/Box Number: CF 1047
FOLDER TITLE:
Summit of the Americas, April 1998: Students
2009-1155-F
ke2551
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P1 National Security Classified Information |(a)(1) of the PRA]
b(1) National security classified information |(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office |(a)(2) of the PRA
h(2) Release would disclose internal personnel rules and practices of
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an agency [(b)(2) of the FOIA]
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financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information |(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA
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personal privacy |(b)(6) of the FOIA]
personal privacy |(a)(6) of the PRA
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
January 9, 1997
Santiago Summit Deliverables
Santiago Action Plan Initiative
Key Deliverables
I.
Education: The Key to Progress and
- Focuses attention on primary and secondary educational systems, typically under-funded
Equity
in the region, and promises to increase teacher training, provide educational programs for
workers to meet market changes, enhance standards, augment international exchanges,
and bring environmental education into schools. 1
-
Emphasizes the need for education of democratic values.
- The IDB will support the initiative with a $500 million fund for teacher preparation and
teacher training materials. 3
-
IDB will also make available funding for up to $1.4 billion for job training for workers and
scholarships for thousands of students from different countries. 3
II.
Preserving and Strengthening
Democracy/Human Rights:
Democracy and Human Rights
- Addresses freedom of the press in the region by charging the OAS with taking actions to
promote and defend the freedom of the media in the hemisphere, including having an
ombudsman make annual reports. 2
- Establishes a regional information network to combat physical and sexual abuse of
children. 1
Enabling Civil Society:
- Commits governments to do more to allow NGOs and community groups to take part in
decision-making that affects people's lives. 1
-
Sets the stage for a new IDB program on civil society, with the overall goal of securing
direct financing for NGOs and community groups in the region. 1
Strengthening Local Government:
- Extends democratic reform and institution-building to the subnational level, allowing people
to have more access to information, public hearings, decision-making, etc. 1
- Training will be provided for a new cadre of professional local government officials via a
regional center funded by the IDB. 3
Human Rights of Migrant Workers:
- Protects rights of migrant workers, including workplace conditions and wage remittance. 2
-
Advances measures against alien smuggling through law enforcement and public
information campaigns. 2
(Reflects an advance in hemispheric relations by having Summit leaders address this
contentious issue in a cooperative manner.)
1 Virtually agreed by Summit governments
2 Pending further negotiations
3 To be announced at the Summit
Environmental deliverable
- 2 -
January 9, 1997
Santiago Action Plan Initiative
Key Deliverables
Corruption:
- Picks up the pace on implementing the Inter-American Convention Against Corruption by
establishing a monitoring mechanism in the OAS.1
Counternarcotics Alliance and Better Extradition
- Establishes a Hemispheric Anti-drug Alliance, to include a credible multilateral process for
the evaluation of national counternarcotics performance. 1
- Pushes for better, more rapid extradition of criminals. 2
Terrorism
- Creates cooperative programs to stop terrorists from operating in the hemisphere,
including ratification of global treaties against terrorism and passing tough laws to enact
them. 1
Military Transparency and Conflict Resolution
- Strengthens OAS presence in the mediation and conciliation of conflicts between states. 2
- Endorses a hemispheric treaty on transparency in major arms acquisitions. 2
- Advances plan to make defense expenditures transparent. 2
- Promotes the creation of cross-border parks in disputed areas as an innovative measure
for building mutual confidence. 2 *
Judicial Reforms
- Boosts judicial reform by establishing a regional Judicial Studies Center to develop
curricula and provide technical assistance to the hemisphere's various judicial schools. 2
Labor Ministry Modernization
- Bolsters labor ministries to help create better services to workers, including greater
authority to obtain safer, healthier workplaces and labor market data, with the help of the
IDB and ILO. 2
III. Enhancing Economic Integration and
Free Trade
Free Trade
- Launches negotiations for the Free Trade Area of the Americas²
Financial Markets
- Advances measures to create more stability in financial markets, strengthening the
supervision, transparency and standards of internal and cross-border financial
transactions. 1
1 Virtually agreed by Summit governments
2 Pending further negotiations
3 To be announced at the Summit
Environmental deliverable
- 3 -
January 9, 1997
Santiago Action Plan Initiative
Key Deliverables
Science and Technology
- Addresses the devastating effects of El Niño, which are projected to be at their peak by the
Summit, by increasing cooperative research and mitigation efforts. 1
- Recognizes the link between technology and development and proposes new public-
private initiatives in research and development.
Regional Energy Cooperation and Climate Change
- Seeks regional advancement of the Kyoto Agreements through a commitment to limit,
reduce or sequester greenhouse gas emissions and participate in the new Clean
Development Mechanism. 2
- Upgrades the region's sustainable energy programs, focusing on cleaner energy, etc.. 1
Transportation:
- Launches open skies regimes in the hemisphere, to enable faster, safer, more efficient air
travel. 2
- Develops safer air, sea, and transportation systems taking into account protection of the
environment. 1
Telecommunications:
- Stimulates global electronic commerce and use of the Internet, television, and radio to
improve economic growth and information exchange. 1
-
Seeks hemispheric implementation of the WTO telecom agreement's regulatory principles
by 2000. 1
-
Establishes bases for certification of telecommunications equipment and for future
negotiation of Mutual Recognition Agreements, which will result in better access to the
region's markets. 1
IV. Eradicating Poverty and Discrimination
Microenterprise:
- Commits to provide access to credit for a significant number of the 50 million small
businesses in the hemisphere by 2000. 1
I
Seeks to create more jobs and business opportunities for the poor through a number of
innovative measures to provide training and access to new technologies for micro-
entrepreneurs.
1
Property Registration for the Poor:
- Makes land titles more accessible to the poor, empowering them to participate in the
financial system and thereby create wealth. 1
1 Virtually agreed by Summit governments
2 Pending further negotiations
3 To be announced at the Summit
Environmental deliverable
- 4 -
January 9, 1997
Santiago Action Plan Initiative
Key Deliverables
Healthier People:
- Reduces illness in the hemisphere by increasing vaccination programs for major dieases.¹
- Sets the stage for real-time exchange of information between doctor, specialist, and
patient via telemedicine.³
- Promotes low-cost-technology solutions to provide better drinking water and improved
sanitation and solid waste management.¹
Women in Society:
- Commits to legal reform to eliminate discrimination and domestic violence against women
and to protect children's rights.¹
Basic Workers' Rights:
- Moves to have governments adopt international core labor standards to improve working
conditions (e.g., right to organize, stop exploitative child labor and forced labor, etc.) for all
workers in the hemisphere.²
- Integrates youth, women, and the disabled into the workforce. 1
Indigenous Populations:
- Pushes for greater education, job and business opportunities for indigenous populations. 1
Reducing Hunger:
- Encourages programs to reduce child malnutrition in the hemisphere, with a focus on the
crucial developmental ages of zero to three years of age as well as proper nutrition for
nursing mothers. 1
Summit Follow-up
- Commits in principle to hold periodic hemispheric summits as a method for advancing the
hemispheric agendas.²
- Institutionalizes the formulation, implementation, and monitoring processes of Summits. 2
- Gives the OAS a major role in the Summit follow-up process, especially the
implementation and formulation phases.²
- At the Summit, leaders will discuss environmental issues by conducting a review of the
progress in the Santa Cruz Sustainable Development Summit, drawing on a report by
Secretary General Gaviria.
*
- The U.S. will also produce in advance of the Summit a comprehensive report on Miami
Summit implementation, drawing on input from lead Summit governments.
Hemispheric Institutional Reform
- Creates a commission to develop recommendations for reforming the inter-American
system to face the challenges of the 21st Century.²
1 Virtually agreed by Summit governments
2 Pending further negotiations
3 To be announced at the Summit
*
Environmental deliverable