Project Patagonia works in one of the most isolated regions in the world.  While Argentina is the 8th largest country in the world in terms of geographical size, one-third of Argentines densely populate the capital city, Buenos Aires.  Consequently, the remaining expanse of the country, including Patagonia, is incredibly sparsely populated.  “Patagonia” generally refers to the entire southern half of both Argentina and its neighbor, Chile.  Although the region is home to some of Argentina’s most breathtaking physical features (including the Andes mountain range, glaciers, lakes, and unique wildlife), the vast majority of the region is characterized by extreme desolation and harsh winter weather.  Tiny farming communities of no more than a few hundred people are nestled within a monotonous, desert-like steppe terrain and connected by a handful of gravel roads and even fewer paved thoroughfares.

Not only is Patagonia geographically isolated, but it is also economically isolated.  Due to its population advantage, Buenos Aires has a gravitational pull on most government agencies and businesses within Argentina.  A majority of all business activity, unless geographically restricted, is located in the capital city.  As a result, rural Argentines, including those in Patagonia, are often left out of the fast-paced economic development occurring in their country.  With little job creation and opportunity in Patagonia, the people are generally much poorer than Argentines living in Buenos Aires or other urban centers.  Moreover, the outlook for future economic development opportunities in the region is dim.

Project Patagonia has an established relationship with a regional school system in the heart of Río Negro province, Argentina.  The system is comprised of 10 schools, ranging from 10 to 411 students, many of which meet in one-room schoolhouses located hundreds of miles away from any significant urban center.  Many of these schools also serve the dual purpose as residences for the students.  Some of the children would otherwise not attend classes because of the large distances they travel to school by foot.  Additionally, schools provide free daily meals for their students – breakfast, lunch, and an afternoon snack – and these meals are the primary incentives for most children to attend class each day and for their parents to send them.

Schools in this region serve as more than just centers of education; they are also the civic and cultural activity centers.  Consequently, Project Patagonia is able to aid entire communities by focusing on the schools.  We bridge the gap between rural Argentines with concerned outsiders who want to help by building linkages to these isolated areas.  Through the Project, Patagonian children may acquire the core skills their urban peers are developing, empowering them and their communities to improve their own lives. 
 
IMPACT: How we make a difference

Project Patagonia accomplishes its mission through (1) collaboration with local school administrators and the communities we serve; (2) recognition of our Rotary roots; and (3) a strong commitment to the future of the children.

Project Patagonia encourages the communities it serves to be the owners of their own educational development by engaging local teachers and administrators in the decision-making process.  Some charitable organizations donate material goods to communities-in-need without the appropriate assessment of whether those items are needed or going to be utilized effectively by the community.  By fostering personal relationships with the leaders of the schools we serve in Río Negro and working with them to make key project decisions, the community, in essence, becomes the driver of its own educational development.

Project Patagonia has created a unique model through which Sponsor Rotary Districts in the United States can collaborate with their Ambassadorial Scholars and their Host Rotary Districts.  By taking advantage of this relationship, Rotary clubs in the United States close the communication gap between themselves and the in-country Rotary club.  Furthermore, Rotary clubs can be assured that the project has the advancement of Rotary ideals at its foundation.  With collaboration at the heart of its model, Project Patagonia truly benefits everyone involved – students, teachers, volunteers, and donors.  In the past we have worked with 46 Rotary clubs in 6 Rotary districts in 2 countries, as well as coordinated with the World Community Service office at Rotary International headquarters in Evanston, IL.

Beyond creating international, collaborative linkages between isolated communities in Patagonia and donors in the United States, Project Patagonia has the most impact with the children of Patagonia.  We make a tangible difference in the lives of the students at the schools the project serves by providing crucial and otherwise unavailable resources.  In December 2006, Project Patagonia assisted Niñas de Ayouma School with nutritional support for their cafeteria.  A modern multi-media center (including five computers, educational software, a DVD player, didactic videos, books and art supplies) was installed in Aguada de Guerra School in December 2006 and March 2007, and has already been integrated in the daily curriculum for over forty students.  On any measurement system, these children now have adequate tools to allow them to develop their educational potential!

THE FUTURE: Long-term vision

Project Patagonia is an ongoing project that strives for long-term financial and institutional sustainability. Our vision of the future includes programmatic and organizational growth within the region of Patagonia, as well as development of a broader and more diverse donor base of private individuals and foundations in the United States and Argentina.

LEADERSHIP: Meet the team

Project Patagonia is managed on an all-volunteer basis by an exceptionally talented group of young leaders from the United States.  Each member brings a unique skill-set to the team, making it a true collaborative effort. All members are fluent Spanish-speakers and have extensive experience living in Latin America and traveling within Patagonia.  Although the organization is managed by the founders, new Ambassadorial scholars will be recruited to maintain the relationship with Rotary, as well as establish a reliable volunteer base.

KIMBERLY BERLS, President, currently works as President and Co-Founder of Spanish Matters, a Spanish translation company.  Prior to receiving the Rotary Foundation Ambassadorial Scholarship for 2005-2006, Kimberly was a communications trainer with Pfizer Pharmaceutical Company in Nagoya, Japan.  Kimberly has a BA in International Relations and Spanish from Kent State University and will soon receive her MA in International Political Economy from the Universidad de Belgrano (Buenos Aires, Argentina).

EMILY PIERCE, Vice President of Development, is a Vice President of Carolina for Kibera (CFK), an international non-profit promoting youth leadership and ethnic and gender cooperation in the Kibera slum of Nairobi, Kenya.  As a Rotary Ambassadorial Scholar in 2006, Emily completed a year of masters-level study in International Relations and Negotiations at the Universidad de Sán Andres in Buenos Aires, Argentina.  Previously, she was a paralegal in commercial litigation at Venable LLP in Washington DC.  Emily has a BA with honors (Phi Beta Kappa) in Latin American Studies from the University of North Carolina at Chapel Hill, where she was a Morehead Scholar.  Emily is based in Alexandria, VA.

CHRISTOPHER TEPPER, Vice President of Finance, is a Project Manager in the Finance Division of the New York City Economic Development Corporation in New York City. Prior to receiving the Rotary Ambassadorial Scholarship for 2005-2006, Chris was a Research Associate with CRA International, an economic consulting company, in Washington DC.  Chris has a BS in Economics from the University of Chicago and an MS in Finance from the Universidad Torcuato Di Tella (Buenos Aires, Argentina).

TANNER WELLS, Vice President of Technology, is Founder and Co-President of Spanish Matters, a Spanish translation company.  Tanner also is an IT consultant for Idealist Consulting based in Portland, Oregon. Previously, Tanner was the Marketing Coordinator and IT Manager for the Costa Rica Rainforest Outward Bound School.  As a Rotary Ambassadorial Scholar in 2006-2007, Tanner completed a two year masters program in International Relations at the Universidad de Belgrano in Buenos Aires, Argentina. Tanner has a BS in Management Information Systems from the North Dakota State University.