Higher Education for Development Office

Higher Education for Development Office

Knowledge, Partnerships, Results

U.S.-Mexico

Training, Internships, Exchanges, and Scholarships

Semi-Annual Progress Report[1]

Report Period

October 1, 2005 - March 31, 2006

Due April 30, 2006

______

INTRODUCTION

USAID uses this material to report its development results to Congress. Your contribution of data is critical to Congress’s understanding of development and the future funding of such programs. This information provides the basis of HED’s dissemination of partnership results to USAID and other donor organizations and is disseminated throughout the higher education community.

Partnership Title: Aquaculture TIES

Development Area: Aquaculture

U.S. Institution(s): University of Arizona

U.S. Partnership Director(s): Kevin Fitzsimmons T 520-626-3324 F 520-573-0852

Mexican Institution(s):Universidad Autónoma de Tamaulipas

Universidad Juárez Autónoma de Tabasco

MexicanPartnership Director(s): Abundio Gonzalez Gonzalez

Wilfrido Contreras Sánchez

USAID/Mexico Contact: Nora E. Pinzón

Education Program Manager

USAID/Mexico

Tel: (52 55) 5080-2835

Fax: (52 55) 5080-2574

Email:

Partnership Web Site (if any):

Period Covered by this Report:October 1, 2005 – March 31, 2006 (six months).

Mail or e-mail the completed report to your primary contact at :

Higher Education for Development

1331 H Street, NW; Suite 200

Washington, DC 20005

Report Period October 1, 2005 - March 31, 2006, Page 1 of 11

INSTRUCTIONS

• Whenever possible, both the U.S. and Mexican partners should be involved in the writing of this report. It is the U.S. institution’s responsibility to submit this report by the due date to HED.
• Please include as much information as necessary answer the questions completely. The boxes

below expand.

• Mail or e-mail the completed report to your primary contact at HED by April 30, 2006.
• Share a copy of this report with Nora Pinzón, Education Program Manager, USAID/Mexico.

PARTNERSHIP PROFILE

In approximately one page, please provide an executive summary of your higher education partnership, describing:

• the key development issue(s) being addressed;
• overall objectives;
• primary activities;
• development outcomes.

The information you provide will be disseminated to USAID and the higher education community through print and on-line publications.

This partnership is contributing to sustainable development of the Mexican aquaculture industry.

The overall objectives are: 1. Provide highly educated and experienced professionals who will drive the industry, 2. Educate producers, government regulators, educators, and the public regarding sustainable aquaculture production and processing technologies, 3. Work with seafood processors to improve the quality of aquaculture products that supply Mexican and US consumers.

Fish farmers, private partners and several Mexican universities are supporting efforts to educate Mexican students with internships, long and short-term training at the University of Arizona and at the partner Mexican universities, resulting in joint degrees from participating universities. The partners are providing faculty and student exchanges, class field trips, and sponsoring internships for Mexican students at U.S. aquaculture farms and within the Mexican aquaculture industry.

Development outcomes include improved profitability and environmental sustainability for aquaculture in both countries, improved quantity and quality of seafood products for US and Mexican consumers, organization of two international aquaculture conferences in Mexico, and publication of two aquaculture books and an aquaculture web site.

QUALITATIVE INFORMATION

1. / In one or two sentences, state the overall objective(s) of your higher education partnership and its intended development results.
Provide highly educated and experienced professionals who will drive the industry. Educate producers, government regulators, educators, and the public regarding sustainable aquaculture production and processing technologies
2. / What activities have the partner institutions undertaken during this reporting period (October 1, 2005 – March 31, 2006) to achieve the partnership objectives and outcomes agreed upon in the HED subagreement?
A major aquaculture conference was held in Hermosillo Mexico, Dec. 3-6. The Aquaculture TIES project and partners from Tamaulipas, Tabasco and Panorama Acuicola magazine were the primary organizers and hosts. We also conducted workshops on recirculating systems and tilapia aquaculture as part of the program. The meeting had over 700 participants over 3 days.
Many of the program students and PI’s also participated in the US aquaculture meetings in Las Vegas in Feb. 2006.
3. / How have these activities strengthened the capacity of the Mexican higher education institution(s)?
Students and faculty from the partner universities and many other higher ed institutions participated in the Hermosillo conference. Students and faculty prepared technical presentations and participated in workshops, attended other presentations and attended the aquaculture trade show.
4. / How have these activities benefited the community in Mexico?*
Many fish and shrimp farmers attended the conference and especially our workshops where they learned many improved techniques. They were also able to attend an industry trade show with opportunities to learn (and purchase) new technologies, equipment, and improved feeds. Farmers were also able to meet with fish buyers from across Mexico and the US.
*The community in Mexico beyond the campus of the Mexican higher education institution(s).
5. / How have these activities benefited the U.S. institution?
US students attended the conference. University of Arizona was a high profile particpant.
6. / How have these activities benefited the community in the U.S.?*
Mexican producers should be able to improve efficiencies, control costs, improve product quality and safety, and protect the environment.
Which lowers seafood costs for US consumers, provides improved product safety and quality, and improves the environment in the border states.
*The community in the U.S. beyond the campus of the U.S. higher education institution(s)
7. / List other collaborating Mexican institutions (e.g., NGOs, community-based organizations, government agencies, small businesses, other higher education institutions, etc.) and briefly describe their involvement in partnership activities during this reporting period (October 1, 2005 – March 31, 2006):
Sy Aqua has joined intern program in Mexico and hired one intern (Feb) and accepted a second for May 2006.
Several government agency regulators participated in sessions at the Hermosillo conference.
Many small farmers attended the conference, including one who brought fish for live sales at the meeting.
8. / List other collaborating U.S. institutions (e.g., NGOs, community-based organizations, government agencies, small businesses, other higher education institutions, etc.) and briefly describe their involvement in partnership activities during this reporting period (October 1, 2005 – March 31, 2006):
New York Sea Grant (Cornell University) conducted a workshop at the Hermosillo conference.
Several US aquaculture companies exhibited in the trade show.
9. / Is your partnership working with Mexico’s Consejo Nacional de Ciencia y Tecnología (CONACyT)? If yes, please fully describe involvement and provide complete information regarding CONACyT scholarship(s) awarded, if applicable.
Pablo Gonzalez Alanis has a scholarship from PROMEP – CONACyT
New student Enue Sicairos has a partial scholarship from CONACyT
10. / Please briefly describe the partnership’s greatest successes during this reporting period (October 1, 2005 – March 31, 2006)? Has your partnership also experienced any unanticipated successes?
Conference in Hermosillo, Sonora was much larger and more successful than we had hoped.
11. / Please briefly describe any programmatic challenges during this reporting period (October 1, 2005 – March 31, 2006)?
Two planned new students did not achieve adequate TOEFL scores and are retaking exams. This has resulted with long delays in admission.
12. / Has your partnership conducted collaborative research during this reporting period (October 1, 2005 – March 31, 2006)to address a development issue in Mexico?
If YES, please describe:
Polyculture experiment of shrimp and tilapia farming has begun in Tabasco. Concept is to improve sustainability of farming methods.
13. / Has your partnership adapted curricula or introduced methods of instruction relevant to Mexico’s development needs during this reporting period (October 1, 2005 – March 31, 2006)?
If YES, please describe:
14. / Has your partnership undertaken activities to prepare individuals for participation in Mexico’s workforce during this reporting period (October 1, 2005 – March 31, 2006)?
Yes, internships and scholarships.
If YES, are some of these efforts targeted to underserved or disadvantaged* groups? Please describe: None have been targeted.
*Disadvantaged Mexicans are defined as Mexican nationals primarily residing in rural, poor areas in Mexico and/or of indigenous descent.
15. / Has your partnership been involved in community outreach (e.g., agricultural extension, service learning, etc.) activities in Mexico during this reporting period (October 1, 2005 – March 31, 2006)?
Yes,
If YES, please describe:
16. / Has your partnership been involved in building Mexico’s trade capacity during this reporting (October 1, 2005 – March 31, 2006) period?
If YES, please describe:
17. / Has your partnership donated any books, computers, software, library supplies, etc. to the Mexican higher education institution(s) during this reporting period (October 1, 2005 – March 31, 2006)?
If YES, please list:
18. / Has your partnership donated any books, computers, software, library supplies, etc. to any other Mexican institution (e.g., NGOs, cooperatives, women’s groups, clinics, etc.) during this reporting period (October 1, 2005 – March 31, 2006)?
If YES, please list:
19. / How has information about your partnership been disseminated during this reporting period (October 1, 2005 – March 31, 2006)? If possible, please provide HED with samples of the following as attachments to this report:

• Photographs that may be used in future HED publications (enclose prints or a CD-ROM with high resolution images)
• Articles published in the campus, local, national, or international media
• Papers published or presented
• Features in any other media

20. / Outline your partnership’s planned activities for the next six months, paying particular attention to achieving the stated objectives of the ALO/HED subagreement.
21. / Please list all events (ceremonies, conferences, meetings, workshops, etc.) in the U.S. and Mexico that will take place in the next six months and include dates and locations. HED and USAID will use this information to schedule site visits.

ENVIRONMENTAL MITIGATION ASSESSMENT

Background from USAID/Mexico

Many techniques that are applied to solve environmental problems also can have negative impacts depending on how they are implemented on the ground. To avoid the negative potential impacts from these activities, we ask that partners describe the mitigation considerations that are included in the training for or implementation of activities to effect positive change in the environment or for other developmental challenges. If activities are being directly implemented, we further ask partners to describe how they are monitoring their mitigations to ensure that those measures are effective. Although some projects are not directly related to the environment, partners need to consider the potentially negative environmental impacts in execution of partnership activities.

Reference

USAID Regulation 216 on Environmental Impact Mitigation

Please answer the following questions if the partnership conducted or trained others to conduct activities that have the potential to result in negative impacts on the environment.

1. / If you conducted capacity building activities that have the potential to negatively impact the environment, what environmental mitigation and impact assessment trainings for Mexican participants have been included in the activities?
2. / If you implemented activities last year, what specific activities had a potential environmental impact, either positively or negatively?
3. / What research and evaluation was conducted to mitigate any potential negative environmental impact of these activities?
4. / What specific techniques or processes were established to mitigate and monitor the environmental impact of these activities? Please include who has been involved in the process and when this has taken place.
5. / Are mitigation techniques working? If yes, how is being verified? If not, how will the mitigation plan be modified?

QUANTITATIVE INFORMATION

This period

(October 1, 2005 -March 31, 2006) /

Total since beginning of

ALO/HED funding

(including 10/05-3/06)

1. / How many scholarships of two or more semesters were supported?*
*Please note that scholarships include graduate level training for Mexican participants in the U.S. or in Mexico with U.S. faculty. Scholarships can also include sabbatical and specialized training in the U.S. for Mexican faculty.
**If a Mexican participant receives funding for 4 academic semesters, please count as 2 scholarships. Scholarships can be funded by partner institutions(s), the private or public sectors, and or USAID. / Graduate:
Faculty: / Male / Female / Graduate:
Faculty: / Male / Female
Provide estimated total cost:
2. / How many disadvantaged Mexicans have benefited from TIES?*
*Disadvantaged Mexicans are defined as Mexican nationals primarily residing in rural, poor areas in Mexico and/or of indigenous descent. / Graduate:
Faculty: / Male / Female / Graduate:
Faculty: / Male / Female
3. / Approximately how many Mexicans have received short-term training (academic training of less than one year, workshops, seminars, professional training) and follow-on training or participated in research, projects, distance education, observation trips, outreach, coordination, and technical meetings? / Graduate:
Undergraduate:
Faculty:
Others: / Male / Female / Graduate:
Undergraduate:
Faculty:
Others: / Male / Female
Describe the purpose, location, and dates of each training:
4. / How many internships for Mexicans were supported? / Graduate:
Undergraduate: / Male / Female / Graduate:
Undergraduate: / Male / Female
Describe the purpose and dates of the internship(s):

This period

(October 1, 2005 -March 31, 2006) /

Total since beginning of

ALO/HED funding
(including 10/05-3/06)
5. / How many exchanges for Mexicans does this partnership support? / Faculty:
Graduate:
Undergraduate:
Staff/ Administrative:
Business:
Other: / Male / Female / Faculty:
Graduate:
Undergraduate:
Staff/
Administrative:
Business:
Other: / Male / Female
Describe the purpose and dates of the exchange(s):
6. / How many exchanges for US participants does this partnership support? / Faculty:
Graduate:
Undergraduate:
Staff/
Administrative:
Business:
Other: / Male / Female / Faculty:
Graduate:
Undergraduate:
Staff/
Administrative:
Business:
Other: / Male / Female
Describe the purpose and dates of the exchange(s):
7. / How many Mexicans are participating in TIES-relateddegree programs?
List institution and type of degree and field of study / # Graduate students
with TIES scholarship funding / Male / Female / # Graduate students
with TIES scholarship funding / Male / Female
# Graduate students
without TIES scholarship funding / Male / Female / # Graduate students
without TIES scholarship funding / Male / Female

This period

(October 1, 2005 -March 31, 2006) /

Total since beginning of

ALO/HED funding
(including 10/05-3/06)
8. / How many Mexicans have graduated?*
*“Graduated” is defined as having been granted an academic degree (master’s degree etc.) or diploma (diplomado, certificate etc.) using scholarship funds. If a program offers a diplomado at a reduced cost or free of charge, this program would be considered scholarship-funded. / # Graduated with TIES scholarship funding* / Male / Female / # Graduated with TIES scholarship funding* / Male / Female
# Graduated
without TIES scholarship funding* / Male / Female / # Graduated
without TIES scholarship funding* / Male / Female
9. / Of all of the Mexican participants that have received training in questions 1-8 of this section, approximately how many are youth (24 or younger) and not youth (25 or older)? / 24 yrs or younger
25 yrs or older / Male / Female / 24 yrs or younger
25 yrs or older / Male / Female
10. / How many new degree programs has your partnership established?
Please indicate the number, name and type of degree program(s) / Number of new degree programs:
Name of degree:
Type of degrees:
(e.g., traditional, joint, dual) / Number of new degree programs:
Name of degree:
Type of degrees:
(eg., traditional, joint, dual)
11. / Has your partnership leveraged additional resources, beyond the cost-share budget in the subagreement, to expand collaborative efforts? / List source and estimated total dollar amount:
1.
2. / List source and estimated total dollar amount:
1.
2.
12. / How many times has your partnership consulted/collaborated with the Mexican government entity/organization? / Number: / Number:
List and describe the nature of these consultations/collaborations:
13. / How many times has your partnership engaged in policy initiatives in Mexico during this reporting period (e.g., taken part in government-sponsored panels, written public policy position papers, consulted with Ministry of Education officials)? / Number: / Number:
Describe the nature of these engagements:

If you have any additional information or comments about your partnership that you would like to share, please do so here or as an attachment:

Report Period October 1, 2005 - March 31, 2006, Page 1 of 11

[1] Revised April 1, 2006