At the Yulchén JV elementary school in Guatemala’s Western Highlands, Marta noticed that her first- and second-grade students rarely reached for books on their own. Many of the stories available to them were not written in the languages they spoke at home. That gap made reading feel distant and, for some students, discouraging.

To change the dynamic, Marta introduced Megabooks — large-print reading materials written in local Mayan languages such as Mam, Q’anjob’al, Ixil, and K’iche’. The colorful stories reflect daily life and are paired with activities that help children connect sounds and letters, recall key details, and play with language in ways that feel natural and fun.

Rather than pushing students toward speed or perfection, Marta made space for curiosity. She encouraged them to linger over illustrations, talk through what they noticed, and recognize words that belonged to their communities. Slowly, reading became less intimidating and more of a shared experience they looked forward to each day.

“These materials motivated my students in a way I had never seen before,” Marta says. “Now, they ask for more books and want to continue exploring new stories.”

Marta teaches in a school that participates in UNIDOS, a school meals project implemented by Global Communities with local and national partners and funded by the U.S. government. Across 14 municipalities, UNIDOS works with 450 schools, pairing daily meals with bilingual literacy support to help children come to class nourished and ready to learn. The project trains teachers in new literacy approaches and brings parents into the process so they can reinforce lessons at home.

That connection matters. A 2024 study conducted through UNIDOS found that most students primarily use a Mayan language at home, and that learning in both their native language and Spanish supports progress toward biliteracy. When children understand what they are reading, engagement follows more naturally, along with confidence.

Over time, those shifts have shown up in measurable ways. In 2022, just over one-third of third-grade students demonstrated the ability to read and understand texts at their grade level. By 2024, that number had grown to nearly half. The evaluation was conducted independently and shared with the U.S. government to document how UNIDOS is contributing to meaningful learning gains.

Some of the most important changes, however, are harder to quantify. In UNIDOS-supported schools, students are encouraged to take a more active role in their own learning through everyday practices. Older students apply health and nutrition lessons in school gardens that serve as living classrooms, where they learn how food grows and tend crops that later complement what’s on their plate at lunch. Many bring those experiences home by starting family gardens that add variety to household diets and, in some cases, generate income.

Students also participate in School Governments, where representatives from each grade help lead hygiene and cleanliness efforts on campus. Using simple tools introduced through UNIDOS, they track progress and encourage accountability. Shared tasks are part of daily school life and help students see how their actions affect the wider community.

“Investing in these programs actively contributes to improving the health, prosperity, and quality of life within a community,” says Leonel Arguello, Director of Integrated School Feeding at Global Communities.

Across Guatemala, UNIDOS is creating learning environments where children feel recognized and supported — by honoring the languages they speak at home, improving school meals, and drawing parents and teachers into closer partnership. As a result, a more stable foundation is in place for students to grow, succeed, and plan for the future with greater confidence.

The post The Language of Home: How UNIDOS Supports Classroom Success in Guatemala appeared first on Global Communities.

Growing Food Locally & Sustainably

We help small farmers and cooperatives grow more food in ways that protect the land and adapt to changing weather. From planting seeds to harvesting crops, we support climate-smart agriculture so families can put healthy meals on the table

Opening Doors to Business Growth and Market Opportunities

We connect farmers, including women and young people, to fair markets so they can sell their harvests, earn reliable incomes, and support their families. By backing small businesses and cooperatives, we create jobs, expand opportunities, and build stronger local economies.

Nourishing Children Through School Meals

We partner with governments and communities to deliver daily, nutritious school meals that help children learn and thrive. By sourcing foods locally and including education, water and sanitation, and nutrition into the program, we strengthen schools and set the foundation for long-term progress.

Building Resilience Through Local Leadership

We make food security part of a bigger picture — connecting it with savings groups, emergency planning, access to finance, and good local leadership. This helps communities stay strong during hard times and keep building toward a better future.

Connecting Food with Water, Health, Education & Finance

When children are nourished, they learn better. When families have secure food systems, local economies grow. That’s why our work connects farming with nutrition, clean water, literacy and school attendance, and income opportunities — creating holistic solutions that last.

Featured Program

Nourishing Futures Through School Meals

Every day, millions of children arrive at school too hungry to learn. Global Communities partners with governments, donors, and communities to change that—designing sustainable, locally sourced school meals programs that do more than fill plates.

These programs fuel learning, strengthen families, and transform local food systems by connecting farmers, teachers, and parents in a shared mission to nourish the next generation.

From climate-smart school gardens and fuel-efficient cookstoves to women-led savings groups and classroom nutrition lessons, our holistic approach ensures every meal contributes to healthier children, stronger communities, and more resilient food systems.

Learn More

The Language of Home: How UNIDOS Supports Classroom Success in Guatemala

January 23, 2026

Teaching someone how to read is rarely simple. Helping them want to read takes something even more. At the Yulchén JV elementary school in Guatemala’s Western Highlands, Marta noticed that her first- and second-grade students rarely reached for books on their own. Many of the stories available to them were not written in the languages…

Read More about The Language of Home: How UNIDOS Supports Classroom Success in Guatemala

How One Community School is Raising the Bar in Southern Madagascar

December 22, 2025

Passing Madagascar’s national primary school exit exam (CEPE) is a major milestone for students across the country. For 13-year-old Yves Rosalin, it became a point of pride for his entire community. His high score earned him the title of laureate award winner, distinguishing him as the top student in Beloha district. Yves Rosalin’s achievement reflects…

Read More about How One Community School is Raising the Bar in Southern Madagascar

Five Reasons Why School Meals Matter

March 12, 2025

School meals are more than just a plate of food; they are the cornerstone of nurturing the next generation in places around the world where children face hunger. That’s why Global Communities is proud to implement integrated school feeding projects that help deliver essential nutrition, education and health services to over 435,000 pre- and primary…

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Local data drives hurricane readiness

In Honduras, the start of hurricane season activates Global Communities’ internal rapid response team, an essential group responsible for tracking weather updates, monitoring local conditions and coordinating closely with community partners. The team reviews and updates its national contingency plans for the year, aligning them with current resources and any changes in local or municipal emergency response leadership. They also play a key role in national preparedness efforts, engaging with the humanitarian cluster system and, in particular, the Shelter Cluster.  

“[Global Communities] has expertise in shelter [assistance] which no other organization has in country,” explains Honduras Country Director Eva Mejia. “So if there’s a need for emergency support or shelter, we’re ready to lead — just as we have in past responses.” 

Most importantly, the Global Communities team in Honduras gathers updated information directly from municipalities about local risk mitigation efforts and emergency preparedness. This ground-level insight is essential, Mejia says, because national data doesn’t often reflect real-time local conditions.  

“We have had some emergencies where national numbers don’t match what’s actually available and happening on the ground,” she explains. “Sometimes we receive more accurate and up-to-date information from municipalities — on damages, people in danger, or those in urgent need.”

Partnering with communities to plan, prepare & Respond

In Guatemala, Global Communities also plays a leading role in emergency preparedness and disaster risk reduction at both national and local levels. Over the past three years, our team has provided technical assistance to the country’s National Coordinator for Disaster Reduction (CONRED), supporting seasonal readiness through workshops, disaster simulations, and the creation and ongoing refinement of official disaster response plans. At the local level, Global Communities works directly with residents to develop localized disaster risk reduction maps and emergency preparedness plans, with a particular focus on hurricanes and flooding.  

“These plans include mitigation measures at the community level and the resources they have available to start working ahead of the rainy and hurricane seasons,” explains Program Development Officer Brenda Hernandez.  

Global Communities staff also prepare communities for potential adverse conditions by encouraging families “to have a 72-hour ‘go bag’ that contains resources and food” in case of rapid changes in conditions, adds Hugo Rene Diaz Cuevas, Director of Operations for Global Communities Guatemala.   

To ensure rapid and coordinated response during emergencies, the team also facilitates real-time communication between communities and municipal authorities. This includes managing instant messaging groups through which residents report localized impacts of severe rain —  information that Global Communities compiles and shares with municipal leaders to support timely, data-informed decision-making across Guatemala.

meeting urgent needs in the wake of disaster

When hurricanes make landfall, preparation efforts rapidly shift into emergency response, especially for the most vulnerable communities. In early November 2020, Hurricane Eta — a powerful Category 4 storm — struck Central America, causing widespread damage across northern Honduras. Homes were swept away and critical infrastructure, including water systems, roads, bridges and health facilities sustained severe damage. Just two weeks later, Hurricane Iota made landfall in the same region, compounding the damage and placing already affected families at even greater risk.  

In the wake of Hurricanes Eta and Iota, Global Communities worked closely with U.S. Government aid agencies to launch the Honduras Emergency Water and Shelter (HEWS) program. Designed to meet urgent shelter and WASH needs in the hardest-hit areas of northwestern Honduras, the program initially aimed to support more than 100,000 of the most vulnerable individuals. Thanks to the dedication of national and local staff and partners, Global Communities not only met but far exceeded those targets — providing access to clean water for more than 190,000 people through the rehabilitation of damaged water systems, and completing shelter repairs and new construction that benefitted nearly 12,000 individuals. To further support recovery, the program also provided cash assistance to more than 8,200 people who had lost their crops, helping families stabilize food security and begin rebuilding their livelihoods.  

In Guatemala, damage caused by Hurricane Eta was extensive in northwestern highlands areas, particularly Huehuetenango Department, where Global Communities staff and partners identified urgent food, shelter and WASH needs. In coordination with U.S. government and private sector partners, Global Communities quickly scaled up operations in Huehuetenango to reach more than 17,000 individuals with cash to purchase lifesaving food resources. We also repaired hundreds of damaged homes and rehabilitated more than 30 damaged water systems, ensuring access to safe water for nearly 22,000 people.

uncertain funding puts emergency response at risk

For vulnerable communities in both Honduras and Guatemala, the preparedness efforts led by Global Communities before and during hurricane seasons can mean the difference between survival and disaster. These efforts are crucial for building resilience, but the growing frequency and intensity of severe weather patterns only increase the challenges faced. 

In 2025, deep federal funding cuts to humanitarian and development assistance are putting this lifesaving work at risk. These cuts create uncertainty for Global Communities and other frontline emergency responders who rely on steady financial support to respond quickly and effectively in disaster-prone regions like Honduras. Without sustained investment, our ability to deliver timely, scalable responses is threatened. 

As Honduras Country Director Eva Mejia explains, increased funding would enable Global Communities to maintain a year-round, dedicated emergency response team. It would also allow us to produce a stockpile of rapid response kits, equipped with emergency shelter supplies, ensuring that aid is ready when disaster strikes. 

The situation in Guatemala is equally urgent. Country Director Mark Valentin underscores the need for additional funding to maintain a supply of essential emergency response materials and kits. This support would also enable Global Communities to lead more workshops and training sessions for department-level partners, enhancing their capacity for effective humanitarian response.  

As extreme weather events continue to escalate worldwide, maintaining these critical resources and capabilities is vital for protecting lives and livelihoods in the face of growing uncertainty.

The post Preparing for Hurricanes from Forecast to Aftermath  appeared first on Global Communities.

Six years ago, I had the opportunity to visit primary schools in rural Tanzania where Global Communities was implementing a McGovern-Dole Food for Education project. As someone who has spent much of my career designing and leading integrated school meals programs, I’ve long understood that improving educational outcomes requires more than just providing meals. It means addressing the barriers that prevent students from staying in school, and one of the most pressing barriers in certain regions of the world is girls’ menstrual hygiene management (MHM).  

That visit reaffirmed what I know to be true; when schools create supportive environments for girls to manage menstruation with dignity, they are more likely to stay healthy, confident and engaged in their education. I saw firsthand how simple, thoughtful infrastructure like separate latrines, access to sanitary products and designated private spaces for girls can have a powerful impact. These aren’t optional enhancements; they are essential components of an inclusive, gender-responsive education system. 

In many parts of Central America where I’ve worked extensively, menstruation is not typically a reason for girls to miss school. But in Tanzania, it’s clear that inadequate facilities, strong cultural taboos and lack of menstrual products can lead to absenteeism, health issues and even girls dropping out of school altogether.  

These differences highlight a critical principle in our work: every school and every country’s context is different.

That’s why integrated school meals programs – which consider the whole student, not just their hunger – must be designed with flexibility, allowing for tailored approaches that respond to the unique barriers students, especially girls, face in each setting. In some regions, ensuring the availability of sanitary pads may be the most urgent need. In others, culturally sensitive education, improved water access or better infrastructure for privacy and hygiene may be the key to improving school retention.

Schools have a vital role to play in creating environments where girls can manage their periods without shame or interruption to their education. This includes providing comprehensive education about menstruation and hygiene practices, ensuring that girls can access sanitary products, such as pads or tampons, and providing clean, private and safe latrines with running water and soap.

It’s important to note that infrastructure is only part of the solution. When schools normalize menstruation and provide respectful, supportive environments, they help break down harmful stereotypes and foster gender equality. In fact, gender-sensitive infrastructure in schools often becomes a model for the wider community, showing what dignity, inclusion and respect for all can look like in public spaces.

Destigmatizing periods in schools has profound implications for health, safety, education and gender equality, and breaks down gender barriers and stereotypes.

As someone who has worked in global health and education for decades, I believe men have an important role to play in advocating for menstrual health. Reducing stigma requires all of us to speak up, support the needs of girls and women, and help shape policies and programs that reflect their realities.

My time in Tanzania confirmed what I had seen across countries: when girls are supported to manage menstruation with dignity, they stay healthier, more confident, and better equipped to succeed in school and in life.

Let’s continue to listen, learn, adapt and lead in ways that make menstrual health a priority for every student, everywhere.

The post Menstrual Health Is Everyone’s Responsibility — A Global Perspective on Girls’ Education appeared first on Global Communities.

“We know these meals are the foundation to better learning opportunities and outcomes, because we’ve witnessed how they increase student attendance and attentiveness,” says Leonel Arguello, Director of Integrated School Feeding at Global Communities. “But school feeding programs offer benefits that go beyond merely providing meals. Investing in these programs actively contributes to improving the health, prosperity and quality of life within a community, leading to a better society.” 

In recognition of International School Meals Day, learn five reasons why taking hunger out of the classroom is crucial for helping students learn, thrive and build brighter futures for themselves and their families. 

1. School meals nourish young minds and bodies. 

School meals might look different depending on where they are served, but they all share a common goal: giving students the essential nutrients they need to grow and learn. These meals contain a vital mix of proteins, carbohydrates, vitamins and minerals that are crucial for children’s development. Additionally, they encourage healthy eating habits that can last a lifetime. 

2. proper nutrition from school meals boosts academic performance.  

Proper nutrition is directly linked to improved academic performance. When children are well-fed, they have the energy and focus needed to excel in their studies. By ensuring that students receive nutritious meals, we are not only supporting their immediate academic achievements but also paving the way for their long-term growth and development.

3. School meals encourage regular attendance. 

For many families, the assurance that their child will receive a meal at school is a significant incentive to ensure regular attendance. This is especially important in areas where food insecurity is common, as it provides a reliable source of nutrition that might otherwise be unavailable. This consistency in education reduces the likelihood of falling behind, which in turn lowers dropout rates. 

4. School meal programs can support local economies. 

Many schools’ meal programs source food locally, which benefits both students and the community. By buying fresh and nutritious food from local farmers, these programs ensure children get the essential nutrients they need while increasing local farm income.

5. School meal programs actively engage parents. 

For over 23 years, Global Communities has seen parents step up, from providing essentials like food and clean water to engaging in reading activities at home and within their communities. Their countless volunteer hours often go unnoticed, but without them, sustainable school meal programs wouldn’t be possible. More than 69,000 parents currently support our programs, volunteering a staggering 5.5 million hours annually.  

The post Five Reasons Why School Meals Matter appeared first on Global Communities.

More than 10 years ago, Global Communities planted the seeds of change in Guatemala with the Women Empowered (WE) initiative. What began as a small pilot project in Huehuetenango has flourished into a national movement, driving women’s leadership and social and economic participation through community-based savings groups.

Fueled by innovation and a commitment to continuous adaptation, WE has empowered more than 25,000 Guatemalan women and their families, and inspired generations of women leaders and changemakers. Today, WE is not just a program; it’s a force for transformation.

In this interview, Mabel Bejarano Cobo, our Global Technical Advisor for Savings Groups & Women’s Empowerment, discusses the lasting impact of our WE programming in Guatemala with Ileana Nataly Larios Guillen, our National Coordinator for Women’s Empowerment. Last year, Nataly was honored with the Global Hero Award for her exceptional leadership in supporting thousands of women build financial literacy, grow their savings, invest in income-generating activities, and become leaders in their families and communities.

The conversation was edited for length and clarity.

Mabel: Could you share an overview Global Communities’ work in Guatemala? What are the key components of our programs, and how do we operate to achieve our goals?

Nataly: Global Communities has nearly 50 years of experience in Guatemala, primarily focusing on the western region of the country. Our work encompasses many areas, from humanitarian assistance and disaster risk reduction to food security, women’s economic participation, and primary school education.

We work closely with Indigenous populations, local and national governments, and private sector entities to generate synergies and achieve greater impact. Our approaches include mobilizing individual and collective action, and our primary goal is to support families across the country, mainly in rural areas.

Mabel: Why is promoting the participation and leadership of women important when working on these types of programs?

Nataly: In rural areas of Guatemala, most women work from home, which allows them to play crucial roles in their communities. This includes participation in community-based savings groups, which we form and support. Many women with whom we work demonstrate great leadership potential.

As their self-esteem increases, they begin making decisions, assuming leadership positions and connecting with community structures. Some become catalysts for transformation, mobilizing communities to take collective action and improve the lives of all people.

Mabel: How is Global Communities supporting women in Guatemala? Can you provide one example?

Nataly: Global Communities integrates its signature Women Empowered (WE) methodology into many programs in Guatemala. WE is a global savings group initiative which promotes the expansion of women’s economic opportunities and participation. The impact it generates is truly transformational. When women join WE, they begin a journey up the leadership ladder. 

First, they grow their intrinsic power, or “power within.” They begin connecting with the concepts of self-love and self-worth. They see themselves as unique individuals, greater than the sum of their parts. They are so much more than mothers, daughters and wives. They start believing in themselves.

Second, they cultivate their “power with” by joining WE groups with other women from their communities. They bond, offer peer support to each other, and engage in collective action. And third, they assume leadership positions within WE groups, running group meetings, serving as recordkeepers or facilitating group discussions. These roles allow them to gain practical leadership experience. They learn the art of public speaking and decision-making. They become more confident to voice their opinions, share their ideas and advocate for their needs. In addition, they learn new skills, for example financial literacy and entrepreneurship. Ultimately, many WE group members become leaders in public spaces where key positions have not traditionally been available to them.  We support them through all stages of this development process. 

Mabel: In addition to development programs, Global Communities delivers humanitarian assistance in Guatemala, which is prone to natural disasters. Can you tell us about our WE work in emergency contexts?

Nataly: Global Communities began integrating WE into humanitarian assistance programs in 2015. Since then, we have implemented WE in eight emergency programs: one in response to landslides, one following the eruption of the volcano Fuego, and six to address persistent drought, which has resulted in widespread food insecurity and malnutrition among children. 

One of the most important goals of working with WE groups in humanitarian settings is to strengthen women’s resiliency so that they can withstand emergencies, recover as quickly as possible, and be better prepared for future shocks and stresses.  

We work with women on many aspects of resilience. As their self-esteem and confidence grow, women have greater ability to make quick and effective decisions when emergencies strike, both alone and together with their spouses and families. Their economic resilience increases, too. They improve their ability to save money for emergencies and manage resources, including multi-purpose cash assistance, after the onset of emergencies. They also gain knowledge and skills to start or expand their income-generating activities, which help them sustain their families through difficult times.  

We are also observing women’s greater involvement in disaster response and recovery efforts at the community level. Many WE members join security brigades, manage shelters or become leaders in the food security and nutrition space, especially when their savings groups are formed within emergency food assistance programs. It is important to support them with knowledge and tools to carry out these activities. 

Mabel: How are WE groups fostering collective action in their communities? 

Nataly: WE groups are much more than informal community banks. They provide safe spaces for women, where they can freely share their opinions and discuss important social issues arising in their communities. Being in these safe spaces allows them to build social capital, trust and connections not only with each other but also with other community members. They gain strength to speak up and be heard. Then, they come together to craft solutions to common problems, design action plans and execute them in collaboration with other community leaders.

Mabel: How does the involvement and leadership of women contribute to the sustainability of our programs?

Nataly: As agents of change firmly embedded within their communities, women can use their new skills and capacities to drive progress even after Global Communities closes a program. They are also changemakers within their own families, educating their children about how to make a difference in their communities.

When daughters see their mothers as positive role models, they are more likely to grow up feeling empowered and become leaders themselves. I am very proud of this lasting intergenerational impact of our work.

Mabel: What is your vision for implementing WE in Guatemala in the next 5-10 years? What are your aspirations for the future?

Nataly: To me and to many women in Guatemala, WE is a powerful tool for lasting impact. It gives women new opportunities, new knowledge, and it opens their eyes to new possibilities. My vision is to grow the initiative and reach even more women across Guatemala. It will be also important for us to expand and strengthen our partnerships with local actors who support women, such as Municipal Directorates for Women, and private donors. This will make WE stronger and more sustainable. The key is to create a base from which women can take the leap forward and pursue new social, leadership and economic opportunities.  

Mabel: What is the most important thing you would like our audience to remember about WE in Guatemala? What are you most proud of?

Nataly: WE has changed the lives of more than 25,000 women in Guatemala. We have also improved the lives of entire families. This transformative change brings hope for a future where women have more opportunities and the confidence to use their voice, make decisions and lead.

Mabel: Thank you for your insights, Nataly! How can our audiences learn more about WE? 

Nataly: Last year we celebrated 10-year anniversary of WE in Guatemala. You can read our press release here. I also encourage you to explore our visual story, Women Saving for Resilience: Transforming Lives Through Innovative Savings Group Solutions.

The post Inspiring Women’s Leadership and Resilience in Guatemala appeared first on Global Communities.

While most people have access to basic drinking water in Guatemala, many rural areas, especially those that are home to Indigenous Mayan communities, do not. In these communities, water is not just a resource but a sacred part of their culture and a living entity, influencing how they manage and protect it.

In addition to understanding the social, political, governance and economic factors that affect rural communities’ abilities to construct and maintain water systems, it is therefore crucial to understand and incorporate the Mayan cosmovision into any Water, Sanitation and Hygiene (WASH) or Water Resources Management (WRM) project in Guatemala.

I-WASH has developed strong partnerships with Indigenous communities and organizations by implementing through local Indigenous partners, engaging staff who speak the local languages, and creating spaces where community members can share their concerns and ideas about WASH and WRM challenges with rural water committees.

I-WASH centers its activities on supporting the municipal Offices of Water and Sanitation (OMAS) as well as the Municipal Forestry Offices (OFM) in their respective mandates to provide technical assistance and funding to rural communities, helping them gain access to safe drinking water and conserving critical forest natural resources that protect community aquifers and springs.

To ensure I-WASH incorporates the Mayan cosmovision of water into culturally sensitive activities, Global Communities conducted an in-depth study which analyzed Indigenous practices and customs regarding access, use, conservation and management of water resources. This study uncovered key insights that are shaping the project’s approach to program activities including local capacity building, WASH governance and service delivery.

As a Mayan K’iche’ woman, my grandparents taught me to take care of water because it is sacred… that water is life and without it, we could not survive.”

Catarina, I-WASH project participant, Quiché

For instance, Mayan clothing is traditionally brightly colored and highly symbolic. The study revealed that some communities are concerned that chlorinating water systems will fade their traditional garments. In response, I-WASH is developing key messages around the low concentration levels in chlorinated systems, which will not affect traditional garments.

Another finding was that the Mayan calendar includes important dates related to water and springs. To honor this, I-WASH implementing partners will organize community WASH/WRM activities on those dates. The study also highlights the fact that, in Mayan culture, communities manage their own water resources. Therefore, construction of any new wells or water systems must be decided collectively by the community.

By understanding these cultural nuances, I-WASH will be able to integrate Indigenous perspectives into project activities, assuring cultural relevance and a higher degree of acceptance and sustainability among Indigenous communities. The study led to the creation of a toolkit for organizations interested in incorporating the Mayan cosmovision into WASH/WRM activities through a community-based approach. This will be used to strengthen the capacities of I-WASH implementing partners and shared widely with other actors and stakeholders in Guatemala.

The study also emphasized the need to consider gender dynamics in WASH and WRM activities. It found that community water committees are typically made up of men due to traditional gender roles and the physical demands of maintaining water systems and wellheads. However, women are the main users of water and more knowledgeable about household water and sanitation needs and challenges. Additionally, many rural Indigenous women are hesitant to speak up in public due to social exclusion, machismo, language barriers and other reasons.

To ensure women’s voices are heard in WASH/WRM decision-making spaces, I-WASH is helping Indigenous women develop skills in communication, conflict resolution, decision-making, time management and WASH topics, and encouraging them to join regular meetings of their rural water committee. In Quiché, women have started participating in these meetings on their own. In areas where there is resistance to women’s involvement, I-WASH will organize quarterly focus groups with women and the water committees to make sure women’s insights on water use and sanitation are included.

The study also highlighted the importance of engaging young people in WASH and WRM activities to help ensure the long-term sustainability of WASH services. In response, I-WASH is organizing youth in rural communities, teaching them about WASH/WRM topics, and involving them in project activities and events to boost their interest and participation in water resource management. By engaging youth, I-WASH not only addresses community needs but also builds the foundation for generational continuity in managing water resources.

Language was identified as a significant barrier to effective community engagement. A total of 22 Mayan languages are spoken in Guatemala, many of which are spoken in I-WASH communities. Since the project’s inception, I-WASH has prioritized the use of local Mayan languages, including Ixil, K’iche’, Uspanteko, Q’anjob’al, Mam and Chujal. By engaging volunteers from within these communities to assist with interpretation, the project is able to minimize language barriers and foster more meaningful participation in project activities. When working with groups of rural Indigenous women, female interpreters are used to help build confidence and trust during meetings and training sessions.

Guatemala’s new government has prioritized universal coverage of safe drinking water and improved rural sanitation. I-WASH offers a unique opportunity to ensure that Indigenous communities and organizations are strengthened and empowered to play an active role in ensuring their WASH and WRM priorities are met, while at the same time ensuring their customs, culture and cosmovision is respected and reflected in public service delivery.

In Guatemala, the road to sustainable WASH services in rural Indigenous communities requires a deep understanding of the needs of Indigenous communities and strong partnerships with local governments. By addressing cultural relevance, gender equity, youth engagement, and improving communication and coordination, the I-WASH project is laying the groundwork for lasting improvements in water resource management and access to safe drinking water and improved sanitation. Through these efforts, Global Communities is paving the way for a future in which WASH services are accessible to all, grounded in inclusivity and respect for local traditions.

The post Strengthening Partnerships and Governance for Sustainable WASH Solutions in Indigenous Communities: Deepening Our Understanding of Local Needs and Challenges appeared first on Global Communities.

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The United States Agency for International Development’s Bureau for Humanitarian Assistance (USAID/BHA)-funded SE-CONRED Capacity Strengthening Program (SCSP) conducted a series of interviews with SE-CONRED staff. This narrative highlights the collaboration, SCSP’s impact and the challenges faced by SE-CONRED, all within the framework of disaster risk management.

The post Increasing Resilience through Preparedness and Gender Mainstreaming Actions appeared first on Global Communities.