Women Work Together

Mission Statement Women Work Together supports women and girls in highland Guatemala in their efforts toward gender equality, focusing on girls' access to education. Our mission is to raise the socio-economic status of Guatemalan women and girls by cultivating and strengthening their ability to work effectively in groups and aspire to leadership, thus accelerating positive changes in their lives and in their communities. We believe that the cycle of poverty and powerlessness endemic to rural Mayan women can be broken through systemic grassroots change that values and invests in girls' education and leadership. To accomplish this, we have taken an uncommon path in Latin America, partnering ...
Mar 25, 2015

EXPANSION - INCLUSION - CAPACITY BUILDING - EVALUA

Progress and Accomplishments – 2014

Women Work Together (WWT), in collaboration with our Guatemalan partners at ADIMTU (Asociación de Desarrollo Integral: Mujeres Trabajan Unidas), set out to accomplish three ambitious goals during 2014:

  1. To dramatically shift program management, execution and development to the team at ADIMTU.
  2. To expand the Girls Leadership Institute programs for girls, their parents and teachers into all 13 rural middle schools of San Pedro Sacatepéquez.
  3. To institute a longitudinal evaluation program to assess the effectiveness of the interventions.

We can report that great strides have been made toward achieving each of these goals:

  • ADIMTU staff is firmly at the helm of an increasingly effective program, working with over 800 girls, their parents and teachers.
  • Beginning February, 2014, at the start of the Guatemalan school year, all three Leadership Institute programs were fully operational in all 13 rural middle schools.
  • An in-depth, three year, longitudinal evaluation program was launched, staff was trained in data collection and coding, and completed these as planned.
  • ADIMTU received significant support and commendation from external institutions including the Federal Ministry of Education.
  • The ADIMTU Board and staff brought all operations into line with Guatemala’s new fiscal and legal requirements for NGOs.
  • ADIMTU staff and Board applied directly to local and international funders for financial underwriting.
  • ADIMTU staff completed a comprehensive internal review and generated the organization’s strategic operating plan for 2015.

Transfer of Program Ownership and Implementation

Coming into 2013, the ADIMTU staff began to take the lead in all aspects of the work, as the emphasis of WWT’s twice yearly visits to San Pedro shifted from program development and delivery to technical assistance, capacity building, along with financial support. This transfer was completed successfully during 2014 and culminated with the ADIMTU team’s December trip to Boulder for two weeks of staff development, strategic planning and face-to-face meetings that strengthened existing relationships and forged valuable new ones.

The ADIMTU staff is fully implementing a comprehensive, sequential set of activities for all girls in grades 7, 8, and 9 in 13 rural middle schools across San Pedro Sacatepéquez. They planned and led 3 teacher workshops for the 50 plus teachers and administrators who support the programs in their schools, along with a series of workshops for mothers and fathers of the participating girls. With the guidance and encouragement of WWT Program Director, Wendy Baring-Gould, in her periodic onsite visits and regular skype meetings with the team, ADIMTU has grown significantly in competence and confidence, and they are leading the program with skill, dedication and professionalism.

Refinements in Program Design

The advent of the 2014 school year in February marked a significant shift in program design and implementation. Rather than being a pullout program as before, the Girls Leadership Institute moved to a saturation model, with all girls at each rural middle school participating in the Leadership Institute for all three years. Each grade-level curriculum (The Life of My Mother, Family Reading Time and My Little Sister) is taught by ADIMTU field staff in two classroom session per month over the 10 months of the school year, extended via collaboration with teachers who incorporate activities related to the programs into their classrooms. During January and February ADIMTU staff worked closely with these teachers to verify that Institute programs indeed dovetail with existing national educational goals and objectives.

The Girls Leadership Institute is the banner that defines all of ADIMTU’s work. This extends to outreach to and education for all members of the girls’ educational community/support system: parents, teachers, community leaders, etc. ADIMTU hired an additional outreach worker in January to help implement this more broad-based and intensive contact strategy. The ADIMTU staff now totals 5 full-time professionals (all women) and one part time data manager in addition to the 5 – 10 university level interns who support the work each year (women and men, working together).

Program Evaluation

An informal but especially significant measure of our success is the fact that after only 2 years of piloting, the programs of The Leadership Institute have been welcomed into all 13 SPS rural middle schools. In a very short time, ADIMTU’s work has evolved from occasional programs and activities outside of school to one in which teachers are setting aside class time for ADIMTU staff to work directly with all of the girls in all 3 grades. As reported by teachers and school directors, attendance and retention are improving, girls are more engaged in the classroom and attitudes among parents and community leaders about the merits of educating girls are changing. The girls themselves consistently report that they see the connection between success in school and a better future for themselves and their families. There is clear and consistent anecdotal data from all quarters to suggest that this work is indeed changing lives. And now we are poised to demonstrate this with quantitative data as well.

During 2014 Women Work Together initiated a three-year longitudinal evaluation of changes in attitudes, beliefs and behaviors of the girls participating in Leadership Institute programs, as compared those in a control group in an adjacent community. Data will be used to monitor program success, guide changes, and support applications for future funding. This evaluation program is led and overseen by RoseMarie Perez-Foster, PhD, a WWT Board member and Senior Research Associate, Institute of Behavioral Science, University of Colorado at Boulder. The design includes written pre and post tests given each year to each girl. These measure self- efficacy, self-esteem, language fluency and desire to continue their education. Results from this first year’s data will be available in March 2015. Preliminary data was available and used to inform program planning for the 2015 school year.

External Recognition and Support

Since its establishment in 2012, ADIMTU has become known as an agent of community change. As such, the staff is often called upon to do workshops or presentations on the importance of educating girls and the impacts doing so will have on families, communities and the country. They are frequent presenters on local TV, and are becoming known as conduits for innovative programming directed at San Pedro communities with the core message: Send Your Daughter to School. This role is sure to expand over time as financial support and staff time allow. Examples from 2014 include:

  • ADIMTU has been awarded national accreditation from the Guatemalan Ministry of Education for the comprehensive Girls Leadership Institute. They are one of only twelve organizations certified to deliver educational programming in the schools during the school day.  This followed a year-long program review that included field visits by Ministry officials, written applications and in-depth workshops. 
  • The Ministry of Education is collaborating in our longitudinal evaluation, using all 13 ADIMTU schools as demonstration sites in developing its new, reading fluency exam and agreeing to share this data with ADIMTU.
  • The Fundación Juan Bautista Guitiérrez, a long-established and highly regarded Guatemalan foundation dedicated to improving the lives of vulnerable communities, including programs for teens on reproductive health, agreed to partner with ADIMTU and spent a month working with students in 10 of ADIMTU's middle school sites during the school vacation in November 2013 and will do so again in November 2014.
  • The Kenoli Foundation has invited and underwritten costs for ADIMTU staffer to attend a 3-day professional development workshop in Honduras to network with like organizations and meet other prospective funders.

The Impact

The programs of the Girls Leadership Institute are active in all 13 rural schools of San Pedro, and include all the girls who attend middle school in each community. This saturation model is designed to change not only individual girls, but also the community’s overarching attitudes about the value of sending girls to school. These changes must start with the girls themselves, as their role models are their mothers, who grew up in a different time and were prepared to live lives that are no longer viable in Guatemala’s changing economic environment. Today’s girls need to see themselves in a new light, to understand that they have the capacity to change the lives they lead, and to demonstrate that possibility to their families and their communities. Every activity of the Girls Leadership Institute is designed to foster that change.

In addition to the direct response from the girls, teachers and parents, anecdotal data from community members familiar with the program report that the girls who are participating in the Leadership Institute understand that they have personal capacity and opportunity to create positive futures for themselves and their own families. In the communities where ADIMTU is working, the incidence of early pregnancy as well as the number of girls lured into human trafficking is significantly reduced. The girls themselves have an enhanced sense of their own value and are proving the truth of the Institute’s motto: Educated Girls Can Change the Future.

Individuals Served Directly during 2014

Middle school girls 13 –17 years old                                    630

Primary girls in Mi Hermanita program                                 250

Parents of middle school girls                                              800

Parents of primary girls                                                        325

Teachers & directors in middle schools                                 50

Teachers & directors in primary schools                                80

Total Individuals                                                                 2,135    

Fiscal and Legal Infrastructure

Under the leadership of the ADIMTU Board, comprehensive steps have been taken to bring ADIMTU in compliance with the newly adopted fiscal and legal requirements of Guatemala’s federal government which pertain to associations of their type. This has involved working with an in-country CPA and auditor to formalize staff benefits, develop and implement extremely accurate accounting practices which track all expenditure with signed receipts, and create complete financial reports available for review.

Fundraising

During this past year, ADIMTU staff has independently generated four proposals to prospective funders which prefer to fund in-country. Two of these have been positively received and two others are still under review. In addition, they have hosted three site visits by program officers from prospective funders and managed these visits with very positive results. Coached and encouraged by WWT in these endeavors, the staff there has developed a firm understanding of the process and has been rewarded for their efforts. This newfound capacity helps to position the organization to move forward, post-2015, independent of WWT’s support. A central goal for 2015 is to strengthen prospects for sustainability on the ground.

We thank you for helping to make 2014 such a successful year. Without your support, these gains would not have been possible.

Links:

Mar 25, 2015

EXPANSION - INCLUSION - CAPACITY BUILDING - EVALUATION

Progress and Accomplishments – 2014

Women Work Together (WWT), in collaboration with our Guatemalan partners at ADIMTU (Asociación de Desarrollo Integral: Mujeres Trabajan Unidas), set out to accomplish three ambitious goals during 2014:

  1. To dramatically shift program management, execution and development to the team at ADIMTU.
  2. To expand the Girls Leadership Institute programs for girls, their parents and teachers into all 13 rural middle schools of San Pedro Sacatepéquez.
  3. To institute a longitudinal evaluation program to assess the effectiveness of the interventions.

We can report that great strides have been made toward achieving each of these goals:

  • ADIMTU staff is firmly at the helm of an increasingly effective program, working with over 800 girls, their parents and teachers.
  • Beginning February, 2014, at the start of the Guatemalan school year, all three Leadership Institute programs were fully operational in all 13 rural middle schools.
  • An in-depth, three year, longitudinal evaluation program was launched, staff was trained in data collection and coding, and completed these as planned.
  • ADIMTU received significant support and commendation from external institutions including the Federal Ministry of Education.
  • The ADIMTU Board and staff brought all operations into line with Guatemala’s new fiscal and legal requirements for NGOs.
  • ADIMTU staff and Board applied directly to local and international funders for financial underwriting.
  • ADIMTU staff completed a comprehensive internal review and generated the organization’s strategic operating plan for 2015.

Transfer of Program Ownership and Implementation

Coming into 2013, the ADIMTU staff began to take the lead in all aspects of the work, as the emphasis of WWT’s twice yearly visits to San Pedro shifted from program development and delivery to technical assistance, capacity building, along with financial support. This transfer was completed successfully during 2014 and culminated with the ADIMTU team’s December trip to Boulder for two weeks of staff development, strategic planning and face-to-face meetings that strengthened existing relationships and forged valuable new ones.

The ADIMTU staff is fully implementing a comprehensive, sequential set of activities for all girls in grades 7, 8, and 9 in 13 rural middle schools across San Pedro Sacatepéquez. They planned and led 3 teacher workshops for the 50 plus teachers and administrators who support the programs in their schools, along with a series of workshops for mothers and fathers of the participating girls. With the guidance and encouragement of WWT Program Director, Wendy Baring-Gould, in her periodic onsite visits and regular skype meetings with the team, ADIMTU has grown significantly in competence and confidence, and they are leading the program with skill, dedication and professionalism.

Refinements in Program Design

The advent of the 2014 school year in February marked a significant shift in program design and implementation. Rather than being a pullout program as before, the Girls Leadership Institute moved to a saturation model, with all girls at each rural middle school participating in the Leadership Institute for all three years. Each grade-level curriculum (The Life of My Mother, Family Reading Time and My Little Sister) is taught by ADIMTU field staff in two classroom session per month over the 10 months of the school year, extended via collaboration with teachers who incorporate activities related to the programs into their classrooms. During January and February ADIMTU staff worked closely with these teachers to verify that Institute programs indeed dovetail with existing national educational goals and objectives.

The Girls Leadership Institute is the banner that defines all of ADIMTU’s work. This extends to outreach to and education for all members of the girls’ educational community/support system: parents, teachers, community leaders, etc. ADIMTU hired an additional outreach worker in January to help implement this more broad-based and intensive contact strategy. The ADIMTU staff now totals 5 full-time professionals (all women) and one part time data manager in addition to the 5 – 10 university level interns who support the work each year (women and men, working together).

Program Evaluation

An informal but especially significant measure of our success is the fact that after only 2 years of piloting, the programs of The Leadership Institute have been welcomed into all 13 SPS rural middle schools. In a very short time, ADIMTU’s work has evolved from occasional programs and activities outside of school to one in which teachers are setting aside class time for ADIMTU staff to work directly with all of the girls in all 3 grades. As reported by teachers and school directors, attendance and retention are improving, girls are more engaged in the classroom and attitudes among parents and community leaders about the merits of educating girls are changing. The girls themselves consistently report that they see the connection between success in school and a better future for themselves and their families. There is clear and consistent anecdotal data from all quarters to suggest that this work is indeed changing lives. And now we are poised to demonstrate this with quantitative data as well.

During 2014 Women Work Together initiated a three-year longitudinal evaluation of changes in attitudes, beliefs and behaviors of the girls participating in Leadership Institute programs, as compared those in a control group in an adjacent community. Data will be used to monitor program success, guide changes, and support applications for future funding. This evaluation program is led and overseen by RoseMarie Perez-Foster, PhD, a WWT Board member and Senior Research Associate, Institute of Behavioral Science, University of Colorado at Boulder. The design includes written pre and post tests given each year to each girl. These measure self- efficacy, self-esteem, language fluency and desire to continue their education. Results from this first year’s data will be available in March 2015. Preliminary data was available and used to inform program planning for the 2015 school year.

External Recognition and Support

Since its establishment in 2012, ADIMTU has become known as an agent of community change. As such, the staff is often called upon to do workshops or presentations on the importance of educating girls and the impacts doing so will have on families, communities and the country. They are frequent presenters on local TV, and are becoming known as conduits for innovative programming directed at San Pedro communities with the core message: Send Your Daughter to School. This role is sure to expand over time as financial support and staff time allow. Examples from 2014 include:

  • ADIMTU has been awarded national accreditation from the Guatemalan Ministry of Education for the comprehensive Girls Leadership Institute. They are one of only twelve organizations certified to deliver educational programming in the schools during the school day.  This followed a year-long program review that included field visits by Ministry officials, written applications and in-depth workshops. 
  • The Ministry of Education is collaborating in our longitudinal evaluation, using all 13 ADIMTU schools as demonstration sites in developing its new, reading fluency exam and agreeing to share this data with ADIMTU.
  • The Fundación Juan Bautista Guitiérrez, a long-established and highly regarded Guatemalan foundation dedicated to improving the lives of vulnerable communities, including programs for teens on reproductive health, agreed to partner with ADIMTU and spent a month working with students in 10 of ADIMTU's middle school sites during the school vacation in November 2013 and will do so again in November 2014.
  • The Kenoli Foundation has invited and underwritten costs for ADIMTU staffer to attend a 3-day professional development workshop in Honduras to network with like organizations and meet other prospective funders.

The Impact

The programs of the Girls Leadership Institute are active in all 13 rural schools of San Pedro, and include all the girls who attend middle school in each community. This saturation model is designed to change not only individual girls, but also the community’s overarching attitudes about the value of sending girls to school. These changes must start with the girls themselves, as their role models are their mothers, who grew up in a different time and were prepared to live lives that are no longer viable in Guatemala’s changing economic environment. Today’s girls need to see themselves in a new light, to understand that they have the capacity to change the lives they lead, and to demonstrate that possibility to their families and their communities. Every activity of the Girls Leadership Institute is designed to foster that change.

In addition to the direct response from the girls, teachers and parents, anecdotal data from community members familiar with the program report that the girls who are participating in the Leadership Institute understand that they have personal capacity and opportunity to create positive futures for themselves and their own families. In the communities where ADIMTU is working, the incidence of early pregnancy as well as the number of girls lured into human trafficking is significantly reduced. The girls themselves have an enhanced sense of their own value and are proving the truth of the Institute’s motto: Educated Girls Can Change the Future.

Individuals Served Directly during 2014

Middle school girls 13 –17 years old                                    630

Primary girls in Mi Hermanita program                                250

Parents of middle school girls                                                           800

Parents of primary girls                                                         325

Teachers & directors in middle schools                               50

Teachers & directors in primary schools                              80

Total Individuals                                                                 2,135    

Fiscal and Legal Infrastructure

Under the leadership of the ADIMTU Board, comprehensive steps have been taken to bring ADIMTU in compliance with the newly adopted fiscal and legal requirements of Guatemala’s federal government which pertain to associations of their type. This has involved working with an in-country CPA and auditor to formalize staff benefits, develop and implement extremely accurate accounting practices which track all expenditure with signed receipts, and create complete financial reports available for review.

Fundraising

During this past year, ADIMTU staff has independently generated four proposals to prospective funders which prefer to fund in-country. Two of these have been positively received and two others are still under review. In addition, they have hosted three site visits by program officers from prospective funders and managed these visits with very positive results. Coached and encouraged by WWT in these endeavors, the staff there has developed a firm understanding of the process and has been rewarded for their efforts. This newfound capacity helps to position the organization to move forward, post-2015, independent of WWT’s support. A central goal for 2015 is to strengthen prospects for sustainability on the ground.

We thank you for helping to make 2014 such a successful year. Without your support, these gains would not have been possible.

Links:

Dec 23, 2014

Guatemalan Team Visits Boulder - Neither they nor we will ever be the same!

ADIMTU Team & Friends of WWT
ADIMTU Team & Friends of WWT

The five remarkable Guatemalan women who run our Girls Leadership Institute arrived in Boulder the day after Thanksgiving for a much-anticipated two week working visit. And what a visit it was!

This was the first time that so many of the players on both our U.S. and Guatemalan teams have all been at the same table. To no one’s surprise, we accomplished deeper work than ever on program and evaluation planning for 2015. We also made great progress on determining our strategy for creating a sustainable future for the Leadership Institute programs and for ADIMTU as a continuing grassroots force for change in San Pedro Sacatepéquez.

While in Boulder, the group had a chance to brief some of the leadership of the Global Education Fund on the growing impact of the Girls Leadership Institute and to personally thank them for their continued financial support. Similarly at Boulder’s First Congregational Church whose Board of Missions has also been a generous repeat funder.

Women Work Together hosted several informal gatherings for friends and supporters, all of whom came away inspired. At each get-together the ADIMTU team shared compelling stories, along with pictures and videos that made their work with the girls, their teachers and families, especially mothers, come alive.  They’d brought several moving examples of handmade books that the girls had written to illustrate what they'd learned and where they express their dreams for themselves and their country.  While those of us who could pitched in to help translate (none of the team are English-speakers), each woman’s passion for and commitment to this work came thru in every encounter.

The team visited several Boulder schools including Horizons K-8, the bilingual program at Casey Middle School, and an advanced Spanish class at Boulder High School. In each case, they were struck by the interactive relationships between students and teachers and how this stimulates, motivates, and involves students in their own learning. They also visited the University of Colorado, toured the Law School and other parts of the campus, and enjoyed the annual performance of The Nutcracker at Macky Auditorium. Many other experiences and adventures rounded out their visit, from hikes in the local foothills and the community experience of Boulder’s annual Parade of Lights to an excursion to the Denver Art Museum.

Worth noting: These five women embody the critical difference that educated women can make in creating a different future for Guatemala. They each grew up in nearby towns and villages. They are each the first women in their families to go to college and have careers, along with (some) being wives and mothers who are now motivating their own children to do the same. They are living models for the girls in our programs, demonstrating that the girls themselves can “be the change.”

Your financial support tips the scales in their favor. Thank you for your continued commitment.

When all was said and done, it was the people of Boulder who made the greatest impression on our partners and they on us. It’s with this in mind that we share with you the following informal comments from one of the team, expressed in her own words and in her own language, for those readers who read Spanish.

Mis Impresiones de Boulder – Comentario Individual

Alejandra Ramos, Agente de Cambio, ADIMTU

 Es difícil describir quince días de aprendizaje, conocimientos compartidos y vivencias extraordinarias.

Quedé sorprendida en cuanto al sistema en sí que tienen en Colorado, la autonomía que los caracteriza y les permite crear, generar y aplicar para el mejoramiento de sus mismas ciudades, como el caso de Boulder. De las experiencias que me impactaron fueron las siguientes:

Paisajes Quedé sorprendida de las montañas, la planicie del lugar, las calles amplias, los árboles (que aunque estén secos, los visualizaba en su pleno resplandor y me gustaban), la mañana del primer sábado en nuestra estancia allá en que salimos a caminar para conocer el hermoso lago, me enamoré de esas montañas y senderos y el amanecer lleno de color y viveza. El haber ido a las montañas y conocer una parte del interior o provincia de Boulder, conocer la nieve, disfrutar de ella, ver esquiar a las personas fue muy sorpresivo y llamativo para mí.

Cultura General La capacidad de las personas con las que interactúe, la facilidad que tienen de intercambiar conversaciones de todo ámbito de la vida, salud, recreación, política, educación, cultura, etc. Y esas mismas visiones durante todo el tiempo que estuvimos en Denver a mi en particular me permitieron disfrutar del Ballet de Los Cascanueces, que aunque ya lo había visto en otra oportunidad, esta vez fue con mayor escenografía, mas personajes, la elegancia de la orquesta siendo parte de la función. También el hecho de asistir al Museo de Arte, en donde no solo se aprecia y conoce el arte sino se interactúa con el arte, de donde extrajimos parte del artista que todos llevamos dentro, conocer y saber más sobre los indígenas, me permitió hacer comparaciones incluso con los mismos indígenas de Guatemala.

Educación Me gustó mucho asistir a escuelas del Estado, ver la infraestructura y recursos tecnológicos que tienen, pero principalmente la metodología participativa utilizada por las profesoras, y el nivel tan alto de intervención que los alumnos tienen, la opinión y análisis propio, el grado de confianza entre docente y alumno hasta el grado de confiar en el mismo alumno en que revisara su test de evaluación y tener el concepto de que no es necesario estresar al alumno pensando en un examen, para que éste aprenda sino que en la misma evaluación de contenido puede ser el momento para que aprenda. Ese pensamiento solo lo tienen los grandes educadores y los que en realidad han dejado atrás las clases tradicionales.

Presentaciones de Proyectos Cada vez que conocía a nuevos donantes pensaba: ¿Qué hacemos para recibir tantos beneficios de estas personas que tanto bien le han y nos han hecho a la comunidad en San Pedro Sacatepéquez? Y lo que era mejor, al momento de hablarles de los proyectos y cada una de las historias de las chicas, y ver los gestos y semblantes de aprobación y aceptación de los asistentes, me convencía cada vez más sobre los resultados alcanzados por ADIMTU, y a la vez me enorgullecía de mí misma por ser parte de esos resultados, y me permitió darme cuenta que nací y he crecido como lideresa en MTU que también yo he sido un piloto más, pero un piloto que ya está creciendo y debe seguir haciéndolo.

Equidad de Género Observar como realmente llevan a la práctica este tema, fue también interesante, pues al estar tan acostumbradas a un país machista y aún así tratar de ir cambiando generaciones a través de las chicas, el hecho de asistir a cenas por invitaciones especiales a las casas de miembros de la junta de WWT, lo primero que impactaron nuestros ojos es observar la integración que tienen los hombres en los oficios de la casa, especialmente en la cocina, el hecho de que sirvan la mesa y cocinen para su familia. Eso permite que las mujeres tengan las facilidades para un mejor desenvolvimiento académico profesional.

Concepto de dar y no acaparar El dar sin límites en las personas con quienes convivimos y que nos dijeron que era una característica del mismo Boulder, ese espíritu de solidaridad y humanitario y que desde pequeños inculcan eso en los niños de las escuelas o colegios, tal como lo observamos en chicos que recaudan donativos para dárselos a GEF, el solo hecho de que un buen porcentaje de con quienes convivimos forman parte de grupos de beneficencia social.

Profesional Muy contenta y agradecida por haberme hecho una cita con una abogada y profesora de leyes de la facultad de leyes de Wolf en Boulder, haber conocido las instalaciones, los recursos que utilizan, el pensum de estudios de la universidad. Quedé asombrada sobre el avance y la misma especialización que van creando en los alumnos para su formación. Esto me permite abrir las puertas para mi crecimiento intelectual y profesional.

Ah y la infraestructura o arquitectura de las casas, cada una con su particularidad pero con un diseño espectacular, acogedoras, bellas y únicas.

Finalmente estoy agradecida con WWT por la experiencia que me permitieron vivir y disfrutar y que a mis cortos años de edad sin la ayuda de uds hubiese sido difícil. Todas y todos nos trataron como reynas y esa esencia son únicamente uds los miembros y colaboradores de WWT quienes la tienen. Y como siempre decimos: De corazón a corazón muchas GRACIAS.

ADIMTU Team Members: Judith, Marla & Sussy
ADIMTU Team Members: Judith, Marla & Sussy
ADIMTU Team Members: Nancy & Alejandra
ADIMTU Team Members: Nancy & Alejandra
ADIMTU Team & Leaders of GEF
ADIMTU Team & Leaders of GEF
ADIMTU Team Visit Boulder High School
ADIMTU Team Visit Boulder High School

Links:

donate now:

An anonymous donor will match all new monthly recurring donations, but only if 75% of donors upgrade to a recurring donation today.
Terms and conditions apply.
Make a monthly recurring donation on your credit card. You can cancel at any time.
Make a donation in honor or memory of:
What kind of card would you like to send?
How much would you like to donate?
  • $10
    give
  • $25
    give
  • $50
    give
  • $100
    give
  • $250
    give
  • $500
    give
  • $1,000
    give
  • $2,500
    give
  • $10
    each month
    give
  • $25
    each month
    give
  • $50
    each month
    give
  • $100
    each month
    give
  • $250
    each month
    give
  • $500
    each month
    give
  • $1,000
    each month
    give
  • $2,500
    each month
    give
  • $
    give
gift Make this donation a gift, in honor of, or in memory of someone?

Reviews of Women Work Together

Great Nonprofits
Read and write reviews about Women Work Together on GreatNonProfits.org.