On the Ground Experience
Developing Guatemala’s 
Climate Change & Gender Action Plan (ccGAP)


The Kaschak Institute invites students to apply to travel to Guatemala and assist in developing its climate change and gender policy. You will join workshops with women and women’s organizations, a workshop with multi-stakeholders, and you’ll be a part of the final crafting of Guatemala’s ccGAP.  This unique opportunity offers hands-on experience in working with climate change and gender policy, and provides a chance to put words into action.   

All travel costs are covered.  Academic credit is not available for this program.   

Apply by writing a 1-2 page letter describing your passion for climate change and gender equality. Include your experiences and any impacts you’ve made. Explain why you would be the right candidate and how it fits with your academic and career goals.  


  • Passionate about climate change and women’s rights
  • Valid passport
  • Fluency in Spanish (see * below)
  • Able to travel to Guatemala October 23-30, as well as a 2nd trip in the beginning of January. 
  • Students must work out their absence with all their instructors (see ** below)
  • Attend meetings before and after the travel
  • You may be asked to formally present your experiences at the end of the academic year

Application deadline: September 16, 2022 

Email application to:

The Development of a ccGAP has Four Steps

1. Take stock. Analyze the country's legislative and policy framework and any institutional initiatives in areas as diverse as natural resources, disaster risk reduction, socio-economic issues, industry, energy, gender equality, and finance. 

2. Level the playing field.  Enhance the engagement of women and women's organizations in the development of the ccGAP, through a training session conducted to build both technical knowledge and women's confidence in climate change themes and to identify women's priorities and ideas. 

3. Capture diverse voices and views.  As part of a multi-stakeholder workshop, representatives from government, non-governmental institutions, academia, international institutions, and community groups, among others, assess the country's current situation concerning gender and climate change, envision a future scenario across priority sectors, and agree on action steps toward that scenario. 

4. Prioritize and put into action. A national team elected by participants in the multi-stakeholder workshop finalizes the action steps into an action plan and continues after the workshop to gather input from various stakeholders to complete the ccGAP.

Examples of ccGAPs in Latin America and Caribbean countries are:



*Fluency in Spanish is the ability to express yourself in the language without even thinking about what you need to do in order to keep a conversation going. Being fluent presupposes a large vocabulary, strong listening comprehension, and grammar knowledge.

**Class absences: It will be up to the student to negotiate the absence with the instructor. Attendance and exam policies are set individually by each instructor, and it would be up to instructors to determine the extent to which they want to accommodate the student's participation in this program. Students will also need to explore other areas that may conflict with approximately 8-day absences during both the Fall ‘22 and Spring ‘23 semesters. This is not a BU “study abroad” program; the student will be considered a privately funded, independent traveler and the Kaschak Institute will not be responsible/liable for any academic and/or other ramifications that may occur.