We live in a highly segregated society where our family name, gender, race or birthplace defines a good part of our fate. Inequality gaps are not only significant, but have become extremely polarized, thus increasing the concentration of wealth and social tension. In a world reaching historic levels of development, there is still 800 million people who live with less than 2 dollars a day, 175 million children who do not have access to early education (UNICEF, 2019), and at the pace we are going, we lack 99 years to level the field between women and men in political, social and economic matters (WEF, 2020). This is not about some people winning while many others suffer. We all lose with inequality.
A highly inequal structure prevents social cohesion, increases tension among individuals, makes societies burst and makes sustainable development impossible to build. We believe the best way to achieve sustainable social development is by reducing inequality and we do this by intervening from three specific areas: education, public spaces and infrastructure and local economic development in developing countries. We coordinate these three areas horizontally with gender equity, inclusion and community engagement. In order to do it we focus on the most vulnerable population, particularly in rural areas, where 46% of the world population live today (WB, 2020).
For us, it is not about the good and the bad, nor that some are the problem and the rest just need a solution. We think both the problem and the solution are part of an indivisible phenomenon to which we all belong and must work collaboratively as a society, so that the 1% concentrating approximately 26% of the world’s wealth understand their responsibility with the remaining 99%. That is how Fundación 99 was born; because we can all build a better society if we have the chance to develop with the qualities and tools we have, however, despite we all have the skills, we do not have the same opportunities.
In 2009 we began with the implementation of a Project called Puentes Educativos, where we provided direct support to vulnerable public-school teachers in Chile. The goal was to strengthen teaching practices using mobile technology. At the time, the teacher would request audiovisual resources sending a text message and then displayed the material on a TV. This way, children in remote areas complemented their learning. The pilot started in 10 schools, we visited municipality after municipality and covered hundreds of miles to subscribe them.
In 2013 we engaged more partners and entered the first agreement with the Chilean Ministry of Education. The pilot became a project of 100 public schools.
In 2015 we decided to specialize in rural education. We read, we did the research, we trained and partnered with experts in rurality and redesigned the project to make it meaningful for rural teachers in Latin America.
In 2017, thanks to Fondo Chile, we exported Puentes Educativos and since then we work in Guatemala and Nicaragua, in a partnership with the NGO Fe y Alegría Centroamérica. In 10 years, Puentes Educativos has had an impact upon three Latin-American countries, 800 schools, over 3,000 teachers and close to 23,000 students.
In 2016 we decided to become autonomous and legally founded Fundación 99. Currently, and thanks to our partnership with Natura and Instituto Natura, we have expanded the educational mission and brought the Comunidad de Aprendizaje program to life, with the aim of contributing to socially and educationally transform communities under the principles of dialogic learning.
Our projects go beyond education. We work to reduce inequality in education, public spaces & infrastructure and local economic development, strongly focused on rurality, our passion.
We live in a highly segregated society where our family name, gender, race or birthplace defines a good part of our fate. Inequality gaps are not only significant, but have become extremely polarized, thus increasing the concentration of wealth and social tension. In a world reaching historic levels of development, there is still 800 million people who live with less than 2 dollars a day, 175 million children who do not have access to early education (UNICEF, 2019), and at the pace we are going, we lack 99 years to level the field between women and men in political, social and economic matters (WEF, 2020). This is not about some people winning while many others suffer. We all lose with inequality.
A highly inequal structure prevents social cohesion, increases tension among individuals, makes societies burst and makes sustainable development impossible to build. We believe the best way to achieve sustainable social development is by reducing inequality and we do this by intervening from three specific areas: education, public spaces and infrastructure and local economic development in developing countries. We coordinate these three areas horizontally with gender equity, inclusion and community engagement. In order to do it we focus on the most vulnerable population, particularly in rural areas, where 46% of the world population live today (WB, 2020).
For us, it is not about the good and the bad, nor that some are the problem and the rest just need a solution. We think both the problem and the solution are part of an indivisible phenomenon to which we all belong and must work collaboratively as a society, so that the 1% concentrating approximately 26% of the world’s wealth understand their responsibility with the remaining 99%. That is how Fundación 99 was born; because we can all build a better society if we have the chance to develop with the qualities and tools we have, however, despite we all have the skills, we do not have the same opportunities.
In 2009 we began with the implementation of a Project called Puentes Educativos, where we provided direct support to vulnerable public-school teachers in Chile. The goal was to strengthen teaching practices using mobile technology. At the time, the teacher would request audiovisual resources sending a text message and then displayed the material on a TV. This way, children in remote areas complemented their learning. The pilot started in 10 schools, we visited municipality after municipality and covered hundreds of miles to subscribe them.
In 2013 we engaged more partners and entered the first agreement with the Chilean Ministry of Education. The pilot became a project of 100 public schools.
In 2015 we decided to specialize in rural education. We read, we did the research, we trained and partnered with experts in rurality and redesigned the project to make it meaningful for rural teachers in Latin America.
In 2017, thanks to Fondo Chile, we exported Puentes Educativos and since then we work in Guatemala and Nicaragua, in a partnership with the NGO Fe y Alegría Centroamérica. In 10 years, Puentes Educativos has had an impact upon three Latin-American countries, 800 schools, over 3,000 teachers and close to 23,000 students.
In 2016 we decided to become autonomous and legally founded Fundación 99. Currently, and thanks to our partnership with Natura and Instituto Natura, we have expanded the educational mission and brought the Comunidad de Aprendizaje program to life, with the aim of contributing to socially and educationally transform communities under the principles of dialogic learning.
Our projects go beyond education. We work to reduce inequality in education, public spaces & infrastructure and local economic development, strongly focused on rurality, our passion.
Puentes Educativos is born: Professional Teacher Development and Educational Innovation Project, funded through Private Social Investment.
Partnership with Ministry of Education to provide scalability to Puentes Educativos in 300 Chilean schools.
UNESCO mentions us in its paper “Turning on mobile learning: Illustrative Initiatives and Policy Implications”.
The Interamerican Development Bank names us as one of the 10 inspiring initiatives in education in their paper “Scaling up the New Education: Massive and Inspiring Innovations in Latin America”.
Autonomy and legal creation of Fundación 99.
Focus on rural education and renewal of partnership with Ministry of Education to scale up Puentes Educativos to 300 new schools.
Partnership with UNDP, Chilean Agency for International Cooperation and Development (AGCID) and Fe y Alegría to implement Puentes Educativos in rural schools of Central America.
Partnership with Natura and Natura Institute to implement the Comunidades de Aprendizaje Project in 30 Chilean schools.
Expansion of the foundation’s strategic areas of interest: Education, Public Spaces & Infrastructure and Local Economic Development in rural areas.
Puentes Educativos is born: Professional Teacher Development and Educational Innovation Project, funded through Private Social Investment.
Partnership with Ministry of Education to provide scalability to Puentes Educativos in 300 Chilean schools.
UNESCO mentions us in its paper “Turning on mobile learning: Illustrative Initiatives and Policy Implications”.
The Interamerican Development Bank names us as one of the 10 inspiring initiatives in education in their paper “Scaling up the New Education: Massive and Inspiring Innovations in Latin America”.
Autonomy and legal creation of Fundación 99.
Focus on rural education and renewal of partnership with Ministry of Education to scale up Puentes Educativos to 300 new schools.
Partnership with UNDP, Chilean Agency for International Cooperation and Development (AGCID) and Fe y Alegría to implement Puentes Educativos in rural schools of Central America.
Partnership with Natura and Natura Institute to implement the Comunidades de Aprendizaje Project in 30 Chilean schools.
Expansion of the foundation’s strategic areas of interest: Education, Public Spaces & Infrastructure and Local Economic Development in rural areas.
Financial Management
Manifesto
History
Team and Board of Directors
Transparency
Donation
Alliances
Volunteering
Working Opportunities
2020 Fundación 99.
All rights reserved
2020 Fundación 99. All rights reserved
Journalist with more than 13 years of experience in the Chilean media. Today he is in charge of the live news presentation in the AM segment on CNN Chile, part of Warner Media Chile. He is also the host of the program “Pauta Final” on radio Pauta 100.5.
For three years he worked as a contributing journalist for the newspaper El Mercurio. After a stint in the sports section, he then spent two years as a collaborator in Business and Economics. From there he came to CNN Chile as an economics reporter in charge of the daily writing of notes and the generation of content for the news rounds. He was responsible, as editor and presenter, of the economy block of the “Express Matinal” newscast, with live commentary, a performance that later led him to be a news anchor on weekends for two years until he reached the AM segment.
He has participated in special coverage on the ground such as the presidential elections in Chile (2009, 2013 and 2017), in the first and second rounds; the 2010 earthquake and tsunami; the rescue of the 33 miners in Chile (2010); the visit of Barack Obama to Chile (2011), the municipal elections of 2012 and 2016, two presidential changes of command in addition to relevant economic and business events such as Icare, Enade and others.
His passion is learning. She has worked for the last 18 years learning how people learn and developing public and private initiatives to support this complex process. She has worked in the Public and Private sector, national and multinational companies. Today she leads the Training and Learning Area at Banco BCI in Chile. His challenge is to transform Management and deliver an attractive offer for employees based on personalized learning that complements the needs of the business with the professional needs of each person. To achieve this challenge, she relies on her professional experience linked to the training process of K12 institutions. She started in the research area in the Links Program, of the Ministry of Education of Chile. After 4 years he jumped to the País Digital foundation and there he designed and implemented public and private initiatives for digital inclusion in schools. In 2011, he began his career at Microsoft, first in Chile, as Manager of Academic Programs, then he had the opportunity to collaborate with several Ministries of Education in the region as Business Development Manager (Colombia, Ecuador, Peru, Bolivia, Argentina, Uruguay and Chile), and finally led the Education Segment for Argentina & Uruguay responsible for commercial, market-share and impact.
Nicolás Azócar
International Consultant
nicolas@fundacion99.org
Nicolas is a lawyer from the University of Chile, he has a master’s degree in Innovation from the University of Geneva in Switzerland and is currently pursuing a master’s degree in Public Administration from the University of Tsinghua in China. As an entrepreneur, he was recognized as one of the 25 Social Innovators in Latin America by the IDB and one of the 100 Innovation Leaders by Fundación Chile. He worked as Regional Coordinator of the Santiago Smart City program and as Director of Innovation and International Cooperation for the Municipality of Renca. He has managed the raising of more than USD 10 million through public-private partnerships and international cooperation. He has visited more than 60 countries and lived in 7.
Economist, MSc Social Development Practice from University College London. Diploma of Honor in Mobility and the City: Transportation Policies and Urban Development from the Diego Portales University. With experience as a research assistant in topics related to happiness and well-being. Designer of a participatory project to promote inclusive citizenship from economic empowerment in Banjarmasin, Indonesia.
Her topics of interest are gender equality, mobility, inequality and public participation to promote livable places with social justice.
She has a degree in Journalism and Social Communication from the Universidad Diego Portales and she completed a MA in Magazine Journalism and Multimedia at the University of Sheffield, UK.
She has worked as a reporter in different media. She worked full-time in El Mercurio newspaper in the section Life, Science and Technology and in the section Special Editions. She has also worked freelance for The Clinic, magazine Ya, El País, magazine Hacer Familia, El Definido and magazine Artishock.
In 2017, she completed the MA in Sheffield where she learned digital tools for media use. She later worked as a mining and metals reporter in BNamericas, a news and BI platform for private investors looking for projects in Latin America. In 2019, she entered as a digital content editor to magazine Redagrícola. In 2020, she made a change in her career and participated as a professional and volunteer in different social organizations such as Fundación Trabün, Chicas Poderosas and Casa Revueltas, collaborating in the communications area.
2020 Fundación 99.
2020 Fundación 99.