Project Report GVI Phoenix Nicaragua - Jan-July 2011
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Transcript of Project Report GVI Phoenix Nicaragua - Jan-July 2011
Global Vision International, PHOENIX Report Series No. 002
GVI Phoenix Nicaragua
Literacy, Numeracy and Stove-building
Projects
Mid-Year Report
January 2011 - July 2011
13
GVI Phoenix Nicaragua Annual Report
Submitted in whole to
Global Vision International
Produced by
Dominic Williams – Phoenix Latin American DirectorAaron Stites - Phoenix Nicaragua Project Manager
GVI Phoenix Nicaragua Staff/Volunteers and Home Country Karla Morán Community Leader, Nicaragua Ashley Kosier Volunteer, USA
Yessenia Falcón Velásquez Teacher, Nicaragua Leandri Crouse Volunteer, South Africa
Cándida Tinoco Zeledón Community Leader, Nicaragua Sarah Nguyen Volunteer, Australia
Aaron Stites Project Manager, USA Finola McGrath Volunteer, England
Adam Newton Project Coordinator, England Chelsea April Volunteer, Canada
Anniela Holm Project Coordinator, Sweden Rosie Riley Volunteer, England
Marian Miller Project Coordinator, USA Elroy Lewis Volunteer, England
Edward Danks Volunteer, England Karen Davies Volunteer, England
Antonia Wheatley Volunteer, England Kristin Wood Volunteer, USA
Alice Martin Volunteer, USA Marcella Wirtz Volunteer, USA
Sara Andrea Hunziker-Guyer Volunteer, Switzerland Alec Watson Volunteer, Australia
Lynette Watson Volunteer, Australia Landon Gamble Volunteer, USA
Jack Earl Volunteer, England Marco Olea Volunteer, Australia
Luke Ryba Volunteer, USA Jessica Steiner Volunteer, USA
Bethany Steer Volunteer, England Emma Parker Volunteer, England
Olivia Aguilera Malinovsky Volunteer, Denmark Amina Zaatri Volunteer, Algeria
Thomas Perry Volunteer, Canada Tara Reddy Volunteer, USA
Jacob Orson Volunteer, USA
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GVI Phoenix Nicaragua
Address: De Gallo mas Gallo, una cuadra al oeste y media cuadra al norteLa casa de dos pisos, anaranjada
Email: [email protected]
Web page: http://www.gvi.co.uk and http://www.gviusa.com
http://www.justgiving.com/phoenixnicaragua
http://www.globalgiving.org/projects/sustainable-education-nicaragua/
Blog: http://gviphoenix.blogspot.com/
Executive Summary
During the six month period from January 2011 until July 2011, the GVI Phoenix project in
Nicaragua celebrated its two year anniversary in the community of La Thompson
(February 2011) and one year anniversary in the community of Chiriza (July 2011).
The number of children who attended the school on a regular basis in La Thompson
increased by 43% to a total of approximately 100 students as measured over the last six
months** see Explanation of Attendance 8.0. The attendance rate of these 100 students is
55% despite many days being taken off to work, attend public school classes and functions
and look after younger siblings while the adults of the household are working (see
appendix A). Further, there are many students who have attended at a rate below 25%
indicating a potential for more consistent attendance among a greater number of students.
The following are the overall attendance rates for each grade: preschool 58%; first grade
45%; second grade 55%; third grade 63%; fourth, fifth and sixth grades 55% (see
Appendix A). While the overall average of 55% may appear to be low it must be taken into
consideration that GVI Phoenix Nicaragua gives reinforcement classes for students in
grade one through six meaning they are attending public school classes as well.
Additionally, the influx of new students who are attending on a regular basis (30 students)
has brought the overall rate of attendance down as these students transition into classes
and do not have as consistent attendance as students who have been attending the
school for a greater period of time.
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Fig. 1 – Children Attending School
In the school project in Chiriza, 139 children have attended consistently at a rate of 59%
since January 2011. As in La Thompson but to a larger extent, many children have
attended less than 25% of the time signifying a potential for more students attending and
at a higher rate of attendance. The overall attendance rates per class were: preschool
65%; first grade 57%; second grade 58%; third grade 57% and fourth, fifth and sixth
grades 54% (see Appendix B). Children in grades one through six also attend
reinforcement classes in the GVI Phoenix schools in Nicaragua added to their public
schools classes.
Fig. 2 – Children Attending School
In both La Thompson and Chiriza our daily food program has continued over the last six
months. On a daily basis, children attending the school in the morning are provided with a
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meal of rice and beans and are given a piece of fruit; children attending in the afternoon
receive a piece of fruit as well. Additionally, each Friday the children’s meals are
supplemented with chicken to provide them with much needed protein through the
weekend when classes are not held (see 5.01 and 5.02).
Fig. 3 – Food Program in Action
Additionally, five energy efficient stoves have been constructed in the last six months for
families in the communities of La Thompson and Chiriza. The stove building project
commenced in June 2011 in Chiriza with the construction of two stoves. The stove user is
able to cook multiple items simultaneously while avoiding smoke inhalation and burns as a
result of cooking over an open flame. Further, chimneys are installed as part of the stove
construction as they provide ventilation for the smoke produced by the stoves. A fitted
piece at the top of the chimney is included to prevent rain water entering the chimney
and/or the home during the rainy season.
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Fig. 4 – Stove Fig. 5 – Top Piece for Stove
Highlights
GVI Phoenix Nicaragua celebrated its two year anniversary in the community of La
Thompson in February 2011
GVI Phoenix Nicaragua celebrated its one year anniversary in the community of
Chiriza in July 2011
From January 2011 to July 2011 over 1200 hours of classes have been given to
preschool and grades 1-6 in primary school in La Thompson and Chiriza
Approximately 400 pounds of beans and 600 pounds of rice have been used in the
food program for the children attending the schools in the last six months
Chicken introduced into the children’s meals in Chiriza and La Thompson on
Fridays to provide extra protein for the children through the weekend
Over 22,000 pieces of fruit have been given to the children
Five energy-efficient stoves have been constructed
Began stove building project in Chiriza, June 2011
Refurbishment projects completed in La Thompson (building, school grounds,
enclosed gardens, fencing around the school)
Construction of school in Chiriza completed, July 2011
Compost pits maintained at both schools
Preschools in La Thompson and Chiriza continue to be recognized as community
preschools by the Ministry of Education (MINED)
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Ministry of Education continues to permit and approve of reinforcement classes
given to the children in La Thompson and Chiriza, grades 1-6
English classes for children and adults offered in La Thompson (April 2011) and
Chiriza (June 2011) and are ongoing.
Hired Luz Sevilla, a mother of a Chiriza student, to prepare daily meals for the
children
Sustained partnerships with local families, businesses and local transport providers
A total of 28 volunteers worked in the GVI Phoenix Nicaragua projects during the
last six months; this is the greatest number of volunteers the project has seen
during any six-month period
Inaugural GVI Phoenix Nicaragua Volcano Charity Challenge completed, May 2011
Through fundraising, GVI Phoenix Nicaragua has raised over $20,500 in the last 6
to 9 months, all of which goes directly to the projects in La Thompson and Chiriza
Table of ContentsExecutive Summary...........................................................................................................2List of Figures....................................................................................................................71.0 Introduction..................................................................................................................81.1 Why financial support is important in education...........................................................91.1.1 Family Profiles..........................................................................................................91.1.2 The Canasta Básica................................................................................................111.1.3 Put into numbers:....................................................................................................111.1.4 Additional Costs......................................................................................................121.1.5 Conclusion..............................................................................................................132.0 La Thompson and Chiriza Community Teaching Projects.........................................132.0.1 La Thompson Community Teaching Project...........................................................132.0.2 Chiriza Community Teaching Project......................................................................132.0.3 Objectives...............................................................................................................142.0.4 Literacy and Numeracy...........................................................................................142.0.5 Food and Fruit.........................................................................................................152.1 Classroom-based Teaching.......................................................................................162.1.1 Training and Methods.............................................................................................162.1.2 Celebrations............................................................................................................172.1.3 Incentive Schemes..................................................................................................182.1.4 Dental Hygiene.......................................................................................................192.1.5 Arts and Crafts........................................................................................................192.2 Building Projects and Refurbishments.......................................................................202.3 Local GVI Employees and Local Partnerships...........................................................212.4 Activities and Achievements in La Thompson...........................................................232.5 Activities and Achievement in Chiriza........................................................................242.6 Review.......................................................................................................................243.0 Stove Projects............................................................................................................253.0.1 Introduction.............................................................................................................25
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3.0.2 Facts about air pollution..........................................................................................263.0.3 Comparison of Indoor Air Pollution to Malaria........................................................283.0.4 Facts on the Stoves................................................................................................283.0.5 Short-term economic benefits of installing a stove.................................................283.0.6 Long-term economic benefits of installing a stove..................................................293.0.7 Long-term responsibilities.......................................................................................293.0.8 Conclusion..............................................................................................................294.0 Looking Forward........................................................................................................294.0.1 Expanding Educational Opportunities.....................................................................304.0.2 Supplementing Food, Environmental Programs.....................................................304.0.3 Increasing Volume of Volunteers/Self Sufficiency in Funding................................305.0 Financial Support.......................................................................................................305.0.1 Charity Challenge 2011..........................................................................................30Fig. 22 – At the Summit of Volcano Momotombo, May 2011...........................................315.0.2 GVI Charitable Trust...............................................................................................318.0 Explanation of Attendance Reporting........................................................................39
List of FiguresFig. 1 – Children Attending School
Fig. 2 – Children Attending School
Fig. 3 – Food Program in Action
Fig. 4 – Stove
Fig. 5 – Top Piece for Stove
Fig. 6 – Classes Given
Fig. 7 – Classes Given
Fig. 8 – Classes Given
Fig. 9 – Daily Fruit
Fig. 10 – Class Preparation
Fig. 11 – Celebration
Fig. 12 – Incentive Scheme in Action
Fig. 13 – New Toothbrush
Fig. 14 – Art Project
Fig. 15 – Completed School Structure, Chiriza
Fig. 16 – Karla, Community Leader, La Thompson
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Fig. 17 – Cándida (Tita), Community Leader, Chiriza
Fig. 18 – Yessenia, GVI Phoenix Teacher
Fig. 19 – Children and Volunteer in the Community
Fig. 20 – Children in the Community
Fig. 21 – Stove Being Built
Fig. 22 – Summit of Volcano Momotombo
Appendix A. Children’s attendance Escuela Guardabarranco-La Thompson
Appendix B. Children’s attendance Escuela Phoenix-Chiriza
1.0 Introduction
The Global Vision International (GVI) Phoenix Project was initiated in Guatemala in 2002
in San Andrés Itzapa, a Kakchiquel-speaking indigenous community. Soon after, in 2004,
another project was opened in Santa María de Jesús, as well, Kakchiquel-speaking. In the
same year, Phoenix started operations in Honduras, firstly on fresh water tubing projects
then later on, working in Estanzuela and then San Rafael at the beginning of 2006. Work
commenced in Barbasco in 2010. Many of the older population speak Chortí. The Phoenix
Secondary school was founded in 2008 in San Rafael. In 2005, operations started in
Ecuador, in the Kichwa-speaking communities of Urcusiqui, Muenala and Huayrapungo,
with a new community, Larcacunga, starting in 2007. In 2006 work began in Perú, primarily
in Socabaya though then moving to two Quechua-speaking (the “people’s speech”)
communities in Sachaca outside the base town of Arequipa; Maldonado and Triunfo. Work
commenced in a third community, Chiguata, in 2010. Work in Mata Escura, Salvador,
Brazil, started in June 2010. Our work in the rural communities of La Thompson and
Chiriza, Nicaragua began in February 2009 and July 2010 respectively.
Nicaragua is the second poorest country in the Western Hemisphere after Haiti (IFAD) and
poverty is highly concentrated in the country’s rural areas. Nearly half of Nicaragua’s
population live in rural areas (UNICEF) and nearly 70% of these people live on less than
US$1.50 per day (IFAD). In Estelí, where our projects are located, over 52% of the
population lives in rural areas (MINED, Nicaragua). The poorest of Nicaragua’s population
consist of homes headed by landless farmers, single mothers, someone 15 years of age or
younger and members of indigenous groups. Given the dire economic conditions in rural
Nicaragua, many Nicaraguans and their families migrate seasonally, especially to the
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Pacific coast where work can be found. Further, many heads of the household seek
employment opportunities in urban areas or abroad (IFAD).
Major causes of the economic situation in Nicaragua include the civil war between 1980
and 1990, natural disasters and political corruption. While economic indicators are
improving, Nicaragua’s rural poor continue to lack basic access to water, electricity,
healthcare, legal services and education. Access to market opportunities is an additional
barrier faced by rural families and the rate of unequal income distribution is high; the
poorest 40% of Nicaraguans hold 12% of the income while the wealthiest 20% hold nearly
60% of overall income (UNICEF).
It is GVI Phoenix’s belief that one of the most effective ways of improving standards of
living is through education, though this is not always forthcoming, especially in the
communities in which we work. In Estelí, over 30% of children aged 3-18 years are not in
the school system (MINED, Nicaragua). Further, the reported reasons given for not being
in the school system are a lack of interest or educational apathy (38%) and economic
constraints (23%). These two reasons are the main barriers to accessing education by an
overwhelming rate (MINED, Nicaragua). For preschool age children (3-5 years), the main
barrier to accessing education is the rural location of their home; the children simply live
too far from the public school to participate in preschool classes (MINED, Nicaragua).
Furthermore, child malnutrition is often blamed for poor educational results. Nearly 20% of
Nicaraguan children age five years and under suffer from growth stunting due in part to
malnutrition (WHO). This figure is assuredly higher in the rural areas of Nicaragua.
1.1 Why financial support is important in education
The following reveals the short-comings of family income and how this affects childhood
education, limits access to basic services and contributes to mal-nourishment (GVI
Phoenix).
1.1.1 Family Profiles
Based on the Family A - Francisca Del Carmen Guirdian Peralta (La Thompson)
Francisca, age 38, is a single, pregnant mother with four children: Danis (boy), age four;
Dagner (boy), age six; Johana (girl), age 12 and Yenecht (girl), age 17. The family lives in
the community of La Thompson. Francisa reported to GVI Phoenix Nicaragua staff that
she works in the tobacco fields and factories between late December and late May. When
jobs in the tobacco industry are not in season, Francisca seeks jobs washing or ironing
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clothes. She reported that finding work outside of the tobacco industry is very difficult.
Francisca’s reported earnings per week when working in the tobacco industry is $26 per
week of which $2.30 is taken out for work insurance. When Francisca does not have
steady work, approximately seven months out of the year, she reported having around $10
per week to use for food and basic necessities for her family. This amount spread out over
one week translates to the family living on less than $1.50 per day. Francisca reports her
major expenses to be electricity, water, food and rent and states that the family typically
eats three small meals a day consisting of rice and beans. Further, three of Francisca’s
four children attend the GVI Phoenix School in La Thompson and one daughter, Johana,
attends public school. Francisca’s oldest daughter, Yenecht, completed schooling up to the
second grade and is embarrassed to return back to primary school given her age (17).
Yenecht does not work as she does not have a national identification card and Francisca
reported they have been unable to obtain documents from where Yenecht was born
(department of Jinotepe) because of the associated costs. Francisca noted that this year
has been exceptionally hard for her and her family because of the lack of work and the fact
that she is paying rent for her house. Francisca stated her dream in life is to own her own
small plot of land with a home and said the dream she envisions for her children is that
they complete their education and have a home of their own one day.
Based on Family B - Francisca Rosa Emelia Hernandez -Chiriza
Francisca, age 40, lives in a small home in the neighborhood Alexis Areguello in Chiriza.
Francisca lives with her two children, a daughter, Belinda, age six and a son, Jans Carlos,
age 15. Further, Francisca’s mother, Otilia, age 70, lives in the home along with three
relatives all under the age of twenty; Darwin, age 14; Eddi, age 18 and Lleris, age 20.
Francisca reported to GVI Phoenix staff that she works in a cigar factory in Estelí during
the week and stated she leaves home before 5:30 a.m. and returns home well after dark.
Francisca reported her weekly earnings to be $23 and said she is the only income earner
in the household. Francisca is a single mother and relies on her mother, Otilia, to do much
of the cooking and caring for the family during the week. Otilia reported that the family
does not generate enough income to save for the future much less to send Belinda to
national school or cover for unforeseen expenses. The main expenses as reported by the
family are: food, clothing, household items and medicine. Belinda, who is a first grader in
the GVI Phoenix school in Chiriza, had the best attendance in the school as measured
over the last six months (99% attendance rate) and Francisca said she appreciates the
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help that the education project has provided for her daughter given she is not in the public
school system.
1.1.2 The Canasta Básica
In Nicaragua the Canasta Básica (basic basket) is a group of 52 products that cover the
basic needs of an average household as defined by the government. It includes three
main factors: foodstuffs/cost of housing (62%), clothing (10%) and toiletries (28%)
(Gobierno de Nicaragua, April 2011).The average canasta básica is $ 430 per month or
$107.50 per week (Gobierno de Nicaragua, April 2011). Families in the communities of La
Thompson and Chiriza do not have the financial means to purchase all the items in the
canasta básica each month and in fact, they often do not have enough money to purchase
even minimal items. In speaking with families in both communities the very basic products
they purchase and consume/use are comprised of the following: rice, beans, sugar,
cooking oil, milk, eggs, dry cheese, tortillas, tomatoes, onions, peppers, plantains,
cabbage, soap to wash clothes, soap to bathe, toothpaste, toothbrushes, matches and
toilet paper. According to the government’s canasta basica guidelines, the monthly cost of
these items amounts to $162 or $40.50 per week or 38% of the entire canasta básica.
Further, important items are missing from this list to include all types of meat, additional
forms of carbohydrates such as pasta or potatoes, deodorant, sanitary napkins, water,
electricity, rent or cost of housing, transportation and all clothing needs including school
uniforms for school aged children.
NB: the cost of the Canasta Básica varies depending on the size of a family and the price
of commodities.
1.1.3 Put into numbers:
Family A – La Thompson
Francisca’s Income: $23.70/week when working in tobacco industry,
$10/week when not employed in tobacco industry
Canasta Básica: $107.50/week
(Complete) Includes all items defined as necessities by the government
What is left: $ -83.80 (when employed in tobacco)
$-97.50 (when not employed in tobacco)
Canasta Basica $40.50/week
(Basic) Includes the most basic items (38%) of the Canasta Basica
What is left: $-16.80 (when employed in tobacco)
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$-30.50 (when not employed in tobacco)
Family B – Chiriza
Francisca’s Income: $23/week, working in tobacco industry
Canasta Basica: $107.50/week
(Complete) Includes all items defined as necessities by the government
What is left: -$84.50 (with full-time employment)
Canasta Basica $40.50/week
(Basic) Includes the most basic items (38%) of the Canasta Basica
What is left: -$17.50 (with full-time employment)
Using the example of Family A and Family B it can see seen that their earnings in one
week are not nearly sufficient to cover their basic needs.
1.1.4 Additional Costs
The Canasta Básica does not take into account additional costs such as the following:
1 Alcohol abuse can use from a third to a half of the family income and is a common
problem with many low-income families; the World Health Organization ranked
Nicaragua high in their Patterns of Drinking Index (WHO).
2 Additional costs for education: uniforms, shoes, textbooks, transportation
3 Illness, medicine
4 Unforeseen events, accidents at work, days off (unpaid)
5 Childcare for single parent families
6 Transport to work
7 Elderly relatives unable to work
8 Family events: birthdays, weddings, deaths
9 Loan repayments
10 Rising prices of food and clothing items due to inclement weather (hurricanes, flooding,
etc).
1.1.5 Conclusion
Francisca’s earnings (Family A) are a mere 22% and 59% respectively of the standard
canasta básica and the basic needs canasta basica. This takes into account her work in
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the tobacco industry which amounts to only five months of work each year. When she is
not working in the tobacco industry these percentages are alarmingly lower. Further,
Francisca’s earnings (Family B) account for 21% and 57% respectively of the standard
canasta básica and the basic needs canasta básica. These families, as is common to
many families in these communities, are left to find other means to cover the remaining
expenses of the canasta básica. Hence, it is very unlikely that the families will be able to
receive adequate nutrition or basic services. Further, the families will more than likely incur
a debt which they will not be able to pay back, and their children may be forced to work at
an early age and will not attend school. Without a basic education the chances of the
children finding more lucrative paying work later on in life are extremely low.
2.0 La Thompson and Chiriza Community Teaching Projects
We currently work in two communities, La Thompson and Chiriza. These communities are
located outside of Estelí, Nicaragua in rural areas. Both communities are very transient as
members from the communities move to locales where the best opportunities for work can
be found. Illiteracy among adults is higher than in other parts of Nicaragua, and the
existence of alcohol abuse, drug abuse and crime more prevalent. Further, both
communities originated as “squatter” communities in which individual families moved to the
communities and occupied a plot of land without legal title to the land. As of May 2011,
both La Thompson and Chiriza were recognized as legal communities in the department of
Estelí and there is hope within the communities that better roads, improved access to
potable water and electricity will follow. These basic services as well as expanded
education and health services will bring a higher standard of living to these impoverished
communities.
2.0.1 La Thompson Community Teaching Project
The project in La Thompson began in February 2009 with the help of community member
Karla Morán and former GVI Phoenix Project Manager Steve Elliott. The project started
with classes given to a few children in open, outdoor classrooms. As of July 2011, the
school in La Thompson consists of a closed two classroom school with additional outdoor
classrooms complete with flooring. The school also has latrines for the children with
flushable toilets and an enclosed kitchen with an energy-efficient stove. Classes are being
given to students from preschool age to the sixth year of primary school with an age range
of 3 years to 14 years. On average, 100 children are attending the school on a regular
basis. The preschool has officially been recognized by the Nicaraguan Ministry of
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Education, meaning children can receive their promoción or certificate to advance to
primary school. MINED has also approved of reinforcement classes being taught for the
primary school grades. Two preschool groups have graduated from our preschool in La
Thompson and we will see the third group graduate in December 2011.
Fig. 6 – Classes Given
2.0.2 Chiriza Community Teaching Project
The community teaching project in Chiriza began in July 2010 with the help of community
leaders/GVI staff Karla Morán and Cándida Tinoco Zeledón. The provisional school
structure was completed in July 2010 and consisted of metal roofing and wood beams.
Further, an enclosed kitchen which includes an energy efficient stove built by GVI Phoenix
volunteers and staff was completed in September 2010. In July 2011, the last phase of the
construction process was completed as two latrines were constructed on school grounds.
Over the last six months, the school has been enclosed with walling, additional outdoor
classrooms have been added, concrete flooring completed in both the indoor and outdoor
classrooms, interior walls built and six windows were installed along with two doors. The
logistics of the project are in line with the project in La Thompson as GVI Phoenix is
offering classes to preschool aged children as well as reinforcement classes to primary
school children up to the sixth grade. The Ministry of Education officially recognizes the
preschool in Chiriza as a community preschool as in La Thompson. Further, the Ministry of
Education approves of GVI Phoenix offering reinforcement classes to primary school
students.
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Fig. 7 – Classes Given
2.0.3 Objectives
GVI Phoenix’s main objective is to provide sustainable preschool and primary education
for the children in the communities of La Thompson and Chiriza. Many of the children do
not have access to, or do not attend, public schools in the community or in the neighboring
town of Estelí due to economic constraints, an apathetic attitude towards education or due
to their physical distance from a formal school. The existence of the GVI Phoenix Schools
within these communities to include food programs provides an opportunity and an
incentive for the children to attend classes. The work can be divided into the following
parts:
2.0.4 Literacy and Numeracy
GVI Phoenix’s aim is to provide first-time teaching in basic literacy and numeracy. Each
week from Monday through Wednesday, the focus of reinforcement classes is in the areas
of literacy and numeracy and lesson planning by volunteers and staff is based around
these subject areas. On Thursdays natural or social sciences are taught and on Fridays
the children take part in art classes and/or crafts.
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Fig. 8 – Classes Given
2.0.5 Food and Fruit
In La Thompson and Chiriza a daily meal of rice and beans is provided for the children in
the morning. Further, the children receive fruit while attending classes at the schools. On
Fridays, the children receive a meal with chicken to give them additional protein through
the long weekend when classes are not held. In La Thompson, the food is cooked by
Martha Espinoza, a local mother of two students in our school. She cooks on a stove built
by GVI Phoenix volunteers located in the enclosed kitchen on the school grounds. She
receives a monthly salary from GVI Phoenix for her efforts. In Chiriza, Luz Sevilla, a local
mother of a preschool student in our school, prepares the food on a stove built by GVI
Phoenix volunteers and staff. Luz also received a monthly salary from GVI Phoenix.
The children are better able to concentrate and participate when they have received an
adequate amount of food to begin the day. In La Thompson and Chiriza, 35% of the
children attending the schools on a regular basis are in preschool with an age range of 3 to
5 years. According to UNICEF statistics from 2000-2007, nearly 20% of children less than
5 years old in Nicaragua suffer growth stunting due to poor nutrition. In impoverished rural
communities, such as La Thompson and Chiriza, this statistic would most certainly be
higher. Malnutrition is evident among the children attending the GVI Phoenix Schools and
the food and fruit supplied by GVI Phoenix during the school day is providing much
needed nourishment for the children five out of the seven days of the week.
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Fig. 9 – Daily Fruit
2.1 Classroom-based Teaching
The volunteers teach their own classes, in Spanish, with help if possible from more
experienced volunteers and/or GVI Phoenix staff. They must lesson plan using the
curriculum and textbooks provided, along with other materials we have. Any costs incurred
to undertake their classes are reimbursed.
The majority of volunteers choose to take one-on-one Spanish classes at the beginning of
their program. GVI Phoenix arranges for these classes in cooperation with CENAC
Spanish School in Estelí, Nicaragua.
2.1.1 Training and Methods
Workshops are given monthly for the preschool curriculum from the Nicaraguan Ministry of
Education to GVI Phoenix staff members. This curriculum is supplemented by preschool
resources available at the GVI House. Further, in primary grades 1-6, volunteers use
resources and curriculums from the GVI House and textbooks from the Nicaraguan
Ministry of Education to plan their lessons. Yessenia, our local teacher, also provides
volunteers with feedback and ideas in teaching the older children in our schools. GVI
Phoenix staff completes a teaching presentation with all volunteers and aims to pair new
volunteers with current volunteers or coordinators to aid new volunteers in teaching as well
as lesson planning. Last, GVI Phoenix encourages volunteers to supplement lesson
planning and instruction with their creativity and varied past experiences.
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Fig. 10 – Class Preparation
2.1.2 Celebrations
It is important to celebrate occasions that are meaningful to the children and their
communities. Each month in our school in La Thompson we celebrate children’s birthdays
with a party and small gifts for each child who has completed a birthday within that month.
The party includes a piñata, games, dancing and each child at the party receives a gift bag
of candy. In Chiriza over the past six months, we have done a monthly party to celebrate
the end of the month and to reward the children for their hard work. The children also play
games, have a piñata and dance. Each child receives a bag of candy as well. We aim to
expand the celebrations in Chiriza to include individual gifts and recognition for children
who have a birthday during in the month of the celebration. Further, we celebrate
Christmas, Mother’s Day, Father’s Day, Day of the Child and other culturally relevant
holidays such as Day of the Race in both communities.
Fig. 11 – Celebration
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2.1.3 Incentive Schemes
Within both our projects there is huge potential to increase the number of students
attending our schools, as well as improving the rate of attendance among these students.
In December 2010, we began an incentive program in La Thompson and Chiriza to reward
our students. These students, who were selected based on their attendance records and
behavior within their respective classes, received new backpacks to use not only for
classes within our schools but for public school as well. During the last six months,
students who have attended on a regular basis and who had good behavior received
school materials to use in GVI Phoenix Schools as well as the public school. These
materials include pencils, pencil cases, erasers, notebooks, pencil sharpeners and folders.
With increased funding, we will continue to expand these incentive schemes and make
them more consistent with the hope these schemes will help encourage more students to
consistently attend classes at our schools and to reward students who have consistent
attendance.
Fig. 12 - Incentive Scheme in Action
19
2.1.4 Dental Hygiene
Every 12 weeks we do an inventory of the children who need toothbrushes and toothpaste
as these items are often not available to the children within their homes. Children who
need new toothbrushes or toothpaste and who are attending on a regular basis receive
these items as needed. Further, GVI Phoenix staff and volunteers do presentations for the
children about how to brush one’s teeth, as well as the importance of having good oral
hygiene. We have seen marked improvement in the condition of the children’s teeth
(especially in La Thompson) and daily oral hygiene seems to have become a routine for
many of the children.
Fig. 13 – New Toothbrush
2.1.5 Arts and Crafts
In 2010, a goal was made by GVI Phoenix staff to have arts and crafts be a part of each
school week. Each Friday the students participate in an art or craft project relating to a
subject of study, holiday or creative topic of their choice. The children are rarely exposed
to arts and crafts in the public school setting and through their participation they are able to
use their creativity and imagination.
20
Fig. 14 – Art Project
2.2 Building Projects and Refurbishments
During the last six months we have completed significant refurbishment projects in La
Thompson. The fence project around the school was completed preventing animals and
livestock from entering the school and destorying gardens and/or compost pits. Further,
the North wall of the outdoor classrooms was converted from plastic covering to wood
paneling as well as the door to the school kitchen. Last, fencing was constructed to create
several garden plots within school grounds and new fruit and shade trees have been
planted for future use.
In Chiriza, the final stages of major construction were completed in July 2011. This
construction process has continued over the last six months and includes exterior walls to
enclose the school, two interior walls separating three indoor classrooms, covered outdoor
classrooms, concrete flooring both in the indoor and outdoor classrooms and two enclosed
and covered latrines. These projects would not be possible without the financial support
from the GVI Phoenix Nicaragua Volcano Charity Challenge (see section 5.0.1 Charity
Challenge 2011) and the GVI Charitable Trust (see section 5.0.2 GVI Charitable Trust).
21
Fig. 15 – Completed School Structure, Chiriza
2.3 Local GVI Employees and Local Partnerships
As of July 2011, GVI Phoenix Nicaragua directly employs three individuals from Nicaragua:
community leaders of La Thompson and Chiriza, Karla Morán and Cándida Tinoco
Zeledón and teacher, Yessenia Falcón Velasquez.
Further, GVI Phoenix has maintained and established several local partnerships.
Volunteers take Spanish language classes at CENAC Spanish School in Estelí and GVI
Phoenix has maintained this partnership for over two years. Additionally, volunteers stay
with one of four local host families in the city of Estelí. GVI Phoenix continues to use local
builder, Don Pedro, to complete construction projects and assist with stove building. GVI
Phoenix also partners with Estelí taxi drivers, Juan Carlos and Eden, to provide
transportation for volunteers and staff. In Managua, GVI Phoenix partners with local taxi
driver, Ronaldo Antonio Cardoza, to provide airport pickups and transport to bus terminals
for volunteers and GVI Phoenix Staff. Further, GVI Phoenix pays a monthly salary to Marta
Espinoza and Luz Sevilla, local mothers in La Thompson and Chiriza, to cook food on a
daily basis for our students.
Partnerships have also been established with Nicaraguan tour guides/companies. For
tours of nature reserve Miraflor, GVI Phoenix uses local tour company, Miraflor Cafe Luz
and the family of Nelson Rugama. For tours of the Somoto Canyon, GVI Phoenix has
partnered with Somoto tour guide, Fausto Ramon.
22
Fig. 16 – Karla, Community Leader-La Thompson
Fig. 17 – Cándida (Tita), Community leader-Chiriza,
Fig. 18 – Yessenia, GVI Phoenix Teacher-La Thompson and Chiriza
23
2.4 Activities and Achievements in La Thompson
We have been working in the community of La Thompson for 29 months as of July 2011. A
total of 22 children have graduated from our preschool since 2009 with more expected to
graduate in December 2011. Not counting the recent graduating group, we have children
from preschool who previously had never attended any formal education who are able to
write and recognize vowels, numbers 1-10, as well as primary colors. However and
perhaps most importantly, the interaction with other children in a safe and educational
surrounding has allowed the children to open up, adapt socially, and interact with other
children and teachers. In the primary grades (1-6) we have seen much progress from the
children in the areas of math, reading, language and critical thinking skills. Children have
started to bring their grade report cards from the public schools and the results have
shown students with passing and exceptional grades. Many parents of primary school
students who attend public schools as well as the GVI Phoenix School have thanked GVI
Phoenix volunteers and staff members saying they have noticed an improvement in their
children’s performance at school and behavior within the home.
As mentioned in the Executive Summary we have an overall attendance rate of 55%. This
rate appears quite low but can be viewed as positive given we offer reinforcement classes
to supplement the public school education primary school students receive. Additionally, La
Thompson is a very transient community as families move often to secure the best options
for work and housing. There are many instances in which students will be gone from the
community for several weeks eventually returning to the GVI Phoenix school to resume
classes. Further, the current third grade group, the initial primary school class when our
school opened in 2009, has an attendance rate of 63%. This indicates consistent
attendance amongst a core group that will hopefully continue in our school until secondary
education is reached. Further, we have seen a 43% increase in the rate of children
attending on a regular basis over the last six months (see appendix A). This represents a
30% increase in students that attend on a regular basis compared with 2010. There is a
huge potential to continue to increase the consistency of attendance among regular
students and given the transient nature of the community, we can expect the arrival of new
students who will need education assistance and attention. Last, the refurbishment
projects completed in the first half of 2011 have contributed to the schools ascetics and will
help us to grow gardens and trees on school grounds.
24
2.5 Activities and Achievement in Chiriza
We have worked for twelve months in the community of Chiriza. A provisional school
structure was completed in July 2010 and a kitchen equipped with an energy efficient
stove was completed in September 2010. Since this time, the school construction has
been completed in its entirety (July 2011) and classes are held each week to include a
daily food program. 139 children have attended classes at a rate of 59% and many of
these children had never before been in an educational setting. Further, the major barrier
existent to preschool students in rural areas in accessing education, the physical location
of the preschool, does not exist in Chiriza as our school is located within the community.
There are a high number of children who do not attend on a regular basis and these
children represent a potential to increase the number of regular attendees and the amount
of children we serve each day. The children are learning to follow rules, cooperate with
others and interact with others in socially acceptable ways. These lessons are invaluable
in a community like Chiriza given the high rates of alcohol and drug use, varying types of
abuse, crime and extreme poverty. Another huge accomplishment came with the
completion of the construction of the school in July 2011. The construction process
spanned one year and it is beneficial to have a permanent structure GVI staff, volunteers
and the children can take pride in. Community backing has been high in Chiriza and words
of encouragement and gratitude have been voiced by community members. Further, we
have started the stove building project in Chiriza which denotes stability within the
community and within our project. Last, reaching the one year mark in Chiriza puts our
project another step closer to long term sustainability in this community.
2.6 Review
The work of GVI Phoenix over the past six months in Nicaragua has been successful due
to the coordination between GVI Phoenix staff members, local Nicaraguan GVI Phoenix
staff members, the community members in La Thompson and Chiriza and the GVI Phoenix
volunteers. Due to a continued influx in volunteers in 2011, GVI Phoenix has been able to
maintain funding for the food programs, school materials, transportation costs, local staff
salaries, host family accommodations and other direct field expenses. Further, funding
from the GVI Phoenix Nicaragua Volcano Charity Challenge (see 5.0.1) and GVI
Charitable Trust (see 5.0.2), has allowed for the completion of the school construction in
Chiriza, refurbishment of the school and school grounds in La Thompson, expansion of the
food programs, continuation of English classes and commencement of support for
secondary education.
25
Fig. 19 – Children and Volunteer in the Community
Fig. 20 – Children in the Community
3.0 Stove Projects
Building an energy-efficient stove takes one and a half to two days to build and is a long-
term, sustainable method of reducing both health problems and deforestation.
3.0.1 Introduction
GVI Phoenix has been building energy efficient stoves since January 2009 when we
started working with the community of La Thompson. In the last six months five stoves
have been constructed, three in the community of La Thompson and two in the community
of Chiriza. Selection of families to receive stoves is based primarily on the child or
children’s attendance rate(s) in the GVI Phoenix Schools. Following these factors,
consideration is made based on need and the number of children in the home or an
adjoining family home. The stoves provide a more economically viable and
environmentally friendly option to the traditionally used open fire. If the stoves are used
26
correctly, less wood is consumed, multiple food items can be cooked at the same time,
smoke is funneled outside of the house, and the stove maintains its heat much longer and
provides a much safer option than an open fire.
In 2010, GVI Phoenix began a process of adding a top rain guard piece to the stoves in La
Thompson to prevent rain coming into the stoves via the chimney during the rainy season.
This process has continued and is now a permanent part of the stove building process in
both communities.
Fig. 21 – Stove Being Built
3.0.2 Facts about air pollution
- More than one-third of humanity, 2.4 billion people worldwide use solid fuels, including
wood, dung and coal for their energy needs.
- Solid fuels have been used for cooking since the beginning of time and when used
properly, they can be an effective way of heating a home or cooking a meal.
Unfortunately, due to economic, political and cultural factors, most families today use what
is referred to as a three stone fire, which is three round stones surrounding a wood fire,
over which a metal plate is placed for cooking. Coupled with poor ventilation in most
homes, this leads to high levels of indoor air pollution.
- Smoke in homes from these cook stoves is the fourth greatest risk factor for death and
disease in the world’s poorest countries
27
- Worldwide, 1.6 million annual deaths, predominantly women and children, are caused by
indoor air pollution, including one million children’s lives each year (more than malaria or
AIDS)
- Children under the age of 5 account for 56% of deaths from indoor air pollution.
- The main killer caused by indoor air pollution is acute lower respiratory infections.
Pneumonia, serious burns and eye infections are other health risks. Many women go blind
in their forties due to smoke from the cooking fires.
- Women typically spend between three and seven hours per day by the fire, longer when
fires are also used for heating the home. Children under the age of five are also
particularly at risk because they spend most of their time with their mothers; often very
young ones are strapped to their mother’s body. The impact this length of exposure has on
small children is exacerbated by a number of factors. Children’s airways are smaller,
therefore more susceptible to inflammation. Their lungs are not fully developed until they
are teenagers, so they breathe faster. Also, their immune systems are not fully developed,
a process that may be further delayed by malnutrition. These facts mean that children
absorb pollutants more readily than adults and also retain them in their system for longer.
- Another major problem is depleting resources and the time necessary to collect the
firewood
- Up to 85% of the energy generated by a three-stone open fire is wasted, which is a real
problem considering that poor families spend up to 20% of their income on solid fuels
and/or spend one quarter of their time gathering wood
- In most societies it is also the women’s responsibility to provide the biomass fuel. The
time cost alone in rural areas can be extreme. Estimates range from two to twenty hours
per week spent collecting fuel, and the distances covered over difficult terrain can be
considerable. In Nepal, for example, women can walk over 20 km per journey in search of
wood. This level of work not only reduces the amount of time women can spend on other
activities, such as earning money or resting, but it contributes to a range of additional
threats to health and wellbeing.
- Often, if the mother cannot collect the wood, it is the responsibility of one of the
daughters in the family, thus taking away from time that could be spent in the school
28
3.0.3 Comparison of Indoor Air Pollution to Malaria
- Twenty percent of the world’s population is at risk from malaria; almost 50% are at risk
from indoor air pollution.
- Malaria kills about one million people per year; indoor air pollution kills over 1.6 million.
- Recently the UN General Assembly restated their aim to control malaria. While indoor air
pollution is starting to gain recognition, there is not yet a worldwide campaign for healthy
indoor air.
3.0.4 Facts on the Stoves
- They are simple wood burning stoves made from cement, block and bricks that encase the fire and provide a chimney to vent smoke out of the home.
- They cut down the amount of smoke and carbon dioxide in the home by 70%.
- They use 75% less firewood than three-stone fires thus saving resources and time used collecting firewood.
- They add 10-15 years of life to every person in the household.
- They protect small children from major burns and women from losing their eyesight prematurely
- In September 2000 the member states of the United Nations unanimously adopted the Millennium Declaration that set in place the Millennium Development Goals of reducing poverty by 2015 to include reducing child mortality
- The stoves greatly contribute to the goal of reducing child mortality by two-thirds by 2015
3.0.5 Short-term economic benefits of installing a stove
Stoves themselves are NOT an “income enhancer” – a family does not earn more
income by having a stove
Does not affect the main income earner, the father, who still works outside of the
home
Less time spent by mother and children collecting firewood, allowing more time for
education and potential economic opportunities for the mothers
Money can be saved (spent on food, clothes, medicine) by not having to spend on
medical bills for lung disease caused by smoke inhalation, though this is small as
this money often isn’t spent anyway, so cannot be put into the argument
Any money saved should be put towards educating and feeding the child
29
3.0.6 Long-term economic benefits of installing a stove
The most obvious one is the children and education
A child spending less time searching for firewood has more time for study
A child’s potential earning capacity is greatly enhanced, thus more education,
especially secondary and college.
Here is where the payback can happen: an educated child in better employment
knows the long-term benefits of education for their own children, so MUST commit
to sending their children to school as well.
3.0.7 Long-term responsibilities
The family with a stove must do all they can to make sure their child is educated, fed and
looked after. A healthy child is more likely to pass exams than a sickly one. The child must
also be given time for homework, study etc. The educated and better-employed child must
do all they can to make sure their own children have a better education
3.0.8 Conclusion
Stoves do not create wealth immediately, the money earner in the family still works in the
fields, whether he/she has a stove or not.
Stoves do allow increased time resources for the children for study and for mothers to
work more.
There are many families in La Thompson utilizing stoves and benefitting from the
protective factors inherent in the use of the stoves. Further, the stove building project has
expanded into the community of Chiriza and GVI Phoenix Staff has initiated an education
and monitoring program (July 2011) for families who have received stoves to ensure the
stoves are being used correctly and that resources are being used effectively.
4.0 Looking Forward
We have been working in La Thompson for 29 months and Chiriza for 12 months and
there are many areas in which we can improve upon within our projects as well as huge
potential to expand our work within the communities. These areas involve expanding and
improving educational opportunities, increased community schemes, supplementing our
food/environmental programs, increasing the number of volunteers within our projects and
maintaining our self sufficiency in terms of funding.
30
4.0.1 Expanding Educational Opportunities
Adult Literacy Classes
Improve consistency of incentive programs to reward students with good behavior
and consistent attendance
Initiate and continue a program to help secondary students
Continue to offer English classes to adults and children and improve consistency
and curriculum of these classes
Sports Program for the children in La Thompson and Chiriza
4.0.2 Supplementing Food, Environmental Programs
Maintaining compost pits at both schools to improve soil for future gardens
Gardens in both schools to supplement food programs: fruit, vegetables, etc
Initiate Plan Semillas; linked to attendance/behavior of children in the school
Reforestation Programs
4.0.3 Increasing Volume of Volunteers/Self Sufficiency in Funding
Complete second Nicaragua Volcano Charity Challenge in November 2011 (Leon)
Expanding and improving our projects to attract future volunteers to include new community schemes and creative ways to generate funding
Exposure of GVI Phoenix Nicaragua through existent and new mediums
5.0 Financial Support
The substantial fixed costs and variable costs to run GVI Phoenix in Nicaragua is covered
mainly (up to 80%) by volunteer fees and the rest by the GVI Charitable Trust. This is, of
course, dependent on volunteer numbers.
5.0.1 Charity Challenge 2011
Between May 5 and May 8, 2011 fourteen participants completed the inaugural GVI
Phoenix Nicaragua Volcano Charity Challenge with guides from Green Pathway Tours.
The following eight volcanoes were climbed in four days to raise funding for our projects:
Telica, Santa Clara, San Francisco, Roto, Cerro Negro, Las Pilas, El Hoyo and
Momotombo. In all, over $10,000 was raised which went directly towards increased food
and fruit programs, refurbishments, completing construction of the school in Chiriza and
increased community schemes. The second GVI Phoenix Nicaragua Volcano Charity
Challenge will take place November 3 through November 6, 2011.
31
Fig. 22 – At the Summit of Volcano Momotombo, May 2011
5.0.2 GVI Charitable Trust
We rely on the GVI Charitable Trust to make up the difference between the money we
receive from GVI volunteers for fixed costs, and what we need overall. These two sources
of income are our only sources. Volunteers raise money before and after they join us
through running marathons, holding fundraisers at work or school, through standing orders
or by working and saving money. The GVI Charitable Trust is registered in the UK, Charity
Registration number: 1111494. 100% of all money raised through the Trust comes to us in
the field, as GVI covers all administration costs.
It is forecast that we will need $15,000-$18,000 through the GVICT in 2011 to cover the
extra costs associated with running our projects in Nicaragua.
6.0 References
UNICEF – http://www.unicef.org/infobycountry/nicaragua_statistics.html# 0
Gobierno de Nicaragua: Ministerio del Trabajo (MITRAB) - Canasta Básica – http://www.mitrab.gob.ni/documentos/canasta-basica
UNESCO Database: ECLAC, Millennium Development Goals, A Latin American and Caribbean Perspective 2005
IFAD, http://www.ruralpovertyportal.org/web/guest/country/home/tags/nicaragua
Gobierno de Nicaragua: Ministerio de Educación (MINED) - http://www.mined.gob.ni/
World Health Organization (WHO) - http://www.who.int/countries/nic/en/
GVI Phoenix – Karla Moran, La Thompson; Cándida Tinoco Zeledón, Chiriza; Yessenia Falcón Velásquez
32
7.0 Appendices
Appendix A. Children’s attendance Escuela Guardabarranco (La Thompson)
Preschool, Levels I through III
Students Feb Mar Apr May Jun Total Nivel %
Total Days of School 18 24 10 21 22 95 - -
Brisa Gabriela Castros - - - - 19 19 III 86
Scarlet Anay - - - - 19 19 II 86
Ashly Jimenes 15 21 7 15 20 78 I 82
Engel Obed Martinez Rios 12 23 10 15 18 78 III 82
Osmar Enoc Olivas Calderon 14 23 8 14 17 76 III 80
Duglas Cruz - - 6 16 16 38 III 72
Maria Isaura Morales Rivera 13 21 4 11 16 65 II 68
Anilsia Lionela Molina - - - - 15 15 III 68
Aaron Retirado - - - - 15 15 III 68
Yaheymi Alexandra Blandon 7 18 7 15 16 63 III 66
Danis Jose Ruiz Peralta 10 17 6 11 16 60 I 63
Yalmar Misael Gonzalez Roque 10 23 6 5 15 59 III 62
Chelsi Francela Aquirre 11 21 8 14 5 59 III 62
Osmar Eduardo Armas Alegria 13 6 4 14 21 58 I 61
Amner Elieser Olivias C 15 22 4 11 6 58 II 61
Cristian Antonio Ruiz 12 18 2 4 21 57 I 60
Karla Vanessa Chavarria 6 15 6 12 16 55 III 58
Jenyfer - - - 4 21 25 II 58
Junior - - - 9 16 25 I 58
Olmara Yuniet Cruz Hernandez 8 10 4 14 16 52 I 55
Alexandra Rugama 6 12 8 14 12 52 III 55
Vilma Yaneli - 8 8 14 12 42 III 55
Daniel Carlos - 8 3 10 14 35 I 45
Engel Issac - - - - 10 10 III 45
Jeefri Ariel Gonzalez Quezada - - - - 10 10 III 45
Bryan Jackson Lopez 3 16 3 6 14 42 I 44
Scarleth - - - 7 14 21 I 43
Juan Carlos - 8 4 11 9 32 I 42
Ashly Belen 8 21 3 2 5 39 II 41
Juliesky - - - 12 5 17 I 40
Ingrid 3 13 4 5 12 37 I 39
Karen Valesca Gutierrez 2 16 2 10 3 33 III 35
Bryan Anderson Valenzuela 8 9 4 6 4 31 I 33
33
First Grade
Students Feb Mar Apr May Jun Total %
Total Days of School 18 24 10 21 22 95 -
Daniel Josue Rucha Arauz - 20 10 13 20 63 82
Anderson 5 17 6 11 18 57 60
Dagner 7 16 8 8 16 55 58
Maynor 14 19 0 6 14 53 56
Jesus 9 17 6 11 9 52 55
Louis - - - - 12 12 55
Magdiel 14 18 0 14 5 51 54
Daniella - 8 6 15 12 41 53
Ingrid 7 13 6 14 9 49 52
Cristian 11 18 1 7 11 48 51
Martita - 12 4 14 18 48 51
Luz Marina - - - 7 14 21 49
Mariella 3 15 6 10 12 46 48
Edixon 11 12 1 4 17 45 47
Dairol - - 4 1 17 22 42
Odalys 11 12 4 7 2 36 38
Marlon David Rocha Arauz - 10 2 5 12 29 38
Esther - - 4 4 11 19 36
Eylin - - 1 6 11 18 34
Chirley 7 2 1 8 12 30 32
Aaron - - - 5 8 13 30
Levy - 8 4 6 3 21 27
Kevin Jafer - 6 0 7 8 21 27
Betzayda - 1 0 1 19 21 27
Carol Sarai Rugama - 6 0 0 14 20 26
Antonio "Toño" 1 16 2 1 0 20 21
Second Grade
Students Feb Mar Apr May Jun Total %
Total Days of School 18 24 10 21 22 95 -
Josseling Rayo 17 21 7 20 22 87 92
Geral "Payito" 14 17 8 17 17 73 77
Miguel 15 16 8 15 17 71 75
Vannesa 9 18 7 16 20 70 74
Yaneris Centeno Matute 6 15 9 16 21 67 71
Johana - - - 16 12 28 65
Rony 11 18 9 8 14 60 63
Albin Alexander Aguila 4 17 7 15 7 50 53
34
Witman Antonio Rodriguez - - - 7 15 22
51
Kenen 9 13 2 7 12 43 42
Marcos Luis Espinoza 5 6 4 5 20 40 42
Fralia Julissa Hernandez Cruz 6 4 2 11 13 36
38
Eliouk Ruiz Espnioza 5 6 2 4 17 34 36
Osman - 2 0 5 14 21 27
Maximun Milnar - 12 0 3 4 19 25
Jarol - - - 4 9 13 23
Luis Fernando 8 0 0 0 9 17 18
Third Grade
Students Feb Mar Apr May Jun Total %
Total Days of School 18 24 10 21 22 95 -
Cristel Mosarelis Leyva G 13 24 9 21 21 88 93
Emily Tatiana Alaniz C 13 21 9 21 20 84 88
Martha Abigail Espino Espinoza 14 22 10 13 21 80 84
Jovany Rodolfo Vanega P 17 24 10 15 10 76 80
Alejandra Cornejo 8 18 10 17 20 73 77
Luis Omar Riviera M 6 22 10 17 16 71 75
Benita de la Concepcion Alegria Alaniz 16 6 5 21 21 69
73
Elibeth del Rosario Gonzalez 12 18 9 16 13 68 72
Juliana Yahoska Davilo 11 6 7 19 16 59 62
Maria Magdalena - 1 4 20 21 46 60
Ezekeil 8 17 8 11 8 52 55
Jander Maudiel Rodriguez R - 2 0 15 20 37 48
Tania Lisseth - 13 6 10 7 36 47
Ingrid Paola - - - 6 14 20 47
Amy Nicole - - - - 10 10 45
Llolfren Jesus - - - - 8 8 36
Juniel - - - 14 0 14 33
Fourth, Fifth, Sixth Grades
Student Feb Mar Apr May Jun Total %
Total Days of School 18 24 10 21 22 95 -
Josue Jovany Diaz Ruiz 13 22 9 21 20 85 89
Edwin Josue Morales 8 18 6 19 18 69 73
Sarvia Xilonia Velasquez G 11 20 5 12 18 66 69
Katering Yessenia Luz - - - - 15 15 68
35
Cristian David Blandon 15 22 10 7 3 57 60
Mayelis Gonzalez Rodriguez 11 10 5 13 12 51 54
Jose Antonio Gomez 16 18 1 6 7 48 51
Engels Alejandro Olivas 15 13 7 0 9 44 46
Carlos Daniel Lanza Garcia 13 15 7 2 0 37 39
Katherin Valesca Potosme 10 13 6 0 0 29 31
Elder Mareno Membreno 13 8 0 4 0 25 26
Flor 1 0 0 12 9 22 23
Appendix B. Children’s attendance Escuela Phoenix (Chiriza)
Students Feb Mar AprMay Jun Total Nivel
%
Total Days of School 19 17 13 22 24 95 - -
Katerin Isabel Velasquez Gutierrez 17 15 12 21 24 89 I 94
Karen Elizabeth Velasquez Gutierez 17 14 12 21 24 88 I
93
Rosa Aura Gutierrez Mendoza 16 14 10 20 24 84 I 88
Hellen Josaida Castillo Cardenas 17 14 10 18 22 81 II 85
Luis Enrique Centeno Paguada 16 14 11 19 20 80 III 84
Scarleth Guadalupe Blandon Rugama - - - 18 20 38 III
83
Andres Antonio Picado Rivera - - - - 20 20 I 83
Omar Antonio Vasquez Onellaua - - - - 18 18 III 82
Jose Wilfredo Zeledon Pravia 15 13 9 18 21 76 III 80
Alison Pamela Arauz Jasquim - - - 17 20 37 III 80
Heyner Danilo Chavarria Cruz 16 13 8 18 20 75 III 79
Odais Tercero - - - - 19 19 I 79
Marian Isbeth Reyes Gonzalez 15 12 9 16 22 74 I 78
Jenifer Tatiana Gamez Rivera - - 9 16 21 46 I 78
Leymar Joany 16 8 7 19 22 72 III 76
Yowin Eliazas Castillo Cardenas - 9 10 18 21 76 III 76
Karla Vanessa Rodriguez Davila 15 14 10 16 16 71 III 75
Joselin del Carmen Blaudon Aguilas - - 7 17 20 44 III
75
Milagros Sarai Perez Davila 19 12 8 15 16 70 II 74
Keren Celina Aguero 16 11 9 14 20 70 III 74
Roxana Concepcion Espinoza Obaudo 14 7 12 19 18 70 I
74
Lesther Manuel Cruz Talavera - - - 19 15 34 III 74
Rosmery Dalia Espinoza Obaudo 14 3 11 21 18 67 I 71
Ana Celia Picado Rivera 13 2 11 18 23 67 III 71
Maykel Antonio Moreno Diaz 15 2 10 20 18 65 I 68
Jans Carlos Guerrero - - 8 21 11 40 III 68
Xochilt Walkisia Sato Sobalvarro 13 13 10 12 12 60 III 63
36
Yobana Gricelda Blaudon - - - 15 14 29 III 63
Luis Fernando Talavesa - - - 15 13 28 II 61
Frania Vanessa Ramirez Gutierrez - 5 11 15 13 44 III 58
Melvin Francisco Centeno Contreras 16 10 8 19 0 53 II
56
Geyson Gutierrez Velasquez 16 1 0 16 19 52 I 55
Jenifer Nahomi Lagos Lauzas 18 4 10 19 0 51 III 54
Melvin Rodolfo Alanis Vasquez - 10 10 0 21 41 I 54
Jackson Sevilla Briones 12 10 10 0 18 50 III 53
Luis Mario Hernandez Perez 15 8 0 14 13 50 II 53
Marilin Graciela Baudon Quevedo 19 12 0 19 0 50 III 53
Karla Stephanie Rodriguez Osegueda 11 11 0 12 15 49 I
52
Juan Ramon Lopez Picado 12 5 8 0 23 48 I 51
Rosa Maria Ibarra Chavarria - 10 0 13 16 39 III 51
Ana Sofia - - 10 0 19 29 I 49
Katia Fraucela Rivera - 10 11 0 14 35 II 46
Marilin Johana Obaudo Gutierrez 17 12 0 0 14 43 III 45
Yohenia Pahola Vilches Talavesa - 5 8 11 10 34 III 45
Joseling Maria Buones Mendez 12 13 0 0 15 40 III 42
Oliver Matias Mendez Laudero 13 7 10 0 10 40 III 42
Cristina - - 9 0 14 23 I 39
Alberto Josue Mendez Caudeso - - 9 0 13 22 I 37
Kelin Elieth Picado 16 0 0 0 11 27 II 28
First Grade
Students Feb Mar Apr May Jun %
Total Days of School 18 17 10 22 21 88 -
Belinda 18 17 9 22 21 87 99
Vanessa 16 16 10 22 19 83 94
Melkin 18 12 10 19 18 77 88
Yanetsy Carolina 17 13 10 20 15 75 85
Yaricelda 14 12 10 19 15 70 80
Yaritza 14 12 8 20 15 69 78
Hannis 15 11 4 19 19 68 77
Maria Elsa 8 13 9 18 18 66 75
Jaime 3 13 8 18 21 63 72
Asa 16 11 4 13 19 63 72
Fredman - - - 13 18 31 72
Ruben - - - 10 20 30 70
Estiben 15 13 7 0 15 50 57
Nelson 11 11 2 14 9 47 53
37
Ninoska 5 5 0 6 20 46 52
Engel Habier 12 13 4 4 12 45 51
Maykeli 12 5 1 6 21 45 51
Sindy Yollveh 14 8 2 4 15 43 49
Yasmina 18 11 4 4 6 43 49
Saleth 15 14 10 4 0 43 49
Leni 18 7 2 6 9 42 48
Fabricio 5 2 0 20 15 42 48
Roberto 5 9 2 16 6 38 43
Edith - - - - 9 9 43
Maria Celeste - - - - 9 9 43
Angele - - - - 9 9 43
Karla - - - - 9 9 43
Yosseling 11 11 3 4 9 36 41
Yureymi Galileo 1 13 8 13 0 35 40
Elwin Antonio 1 2 0 13 18 34 39
Sugeydi Gabriela 12 2 0 8 12 34 39
Darian 2 6 2 8 15 33 38
Rolando 5 11 2 3 9 30 34
Ami 1 0 0 11 18 30 34
Alec Antonio 11 5 0 11 0 27 31
Oneyda 2 0 5 11 3 21 24
Second Grade
Students Feb Mar Apr May Jun Total %
Total Days of School 18 17 10 22 21 88 -
Jany Isabel Rodriguez Jerez 16 17 9 20 20 82 93
Mayeli 16 15 9 19 18 77 88
Alison - - - - 18 18 86
Anyel Sissel Rodriguez Osegueda 14 11 6 16 16 63
72
Ashlin 10 14 6 6 17 53 60
Maynor Misael Chabariya 10 6 2 14 16 48 55
Yaosca 12 5 1 6 19 43 49
Jeyson Josue Perez 14 15 7 5 0 41 47
Mauro Lopez Gomez - - 2 11 8 21 40
Wilmer Gabriel Sentena 1 4 8 11 10 34 39
Dayana 4 4 0 3 19 30 34
Angie - 9 6 2 3 20 29
Scarleth Julissa 5 8 0 1 1 15 17
Eveling Massiel 2 2 0 0 8 12 14
Lainer Arhuleo Gomes - 1 0 6 0 7 10
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Third Grade
Students Feb Mar Apr May Jun Total %
Total Days of School 18 17 10 22 21 88 -
Maria Mercedes Riviera Ramirez 18 16 7 20 20 81
92
Dilan 16 16 2 20 20 74 84
Rosa Aura 9 15 10 19 16 69 78
Junior Antonio Contrera Lopez 16 4 8 21 18 67 76
Lisa Marie - 7 8 14 19 48 69
Nayeli Tatiana Altamirano - - 4 17 11 32 60
Maria Jose Lerera Salvar 15 15 6 9 4 49 56
Eveling Julissa Griseno Salvar 14 14 6 5 5 44 50
Jennifer Lopez - 14 7 11 3 35 50
Elliel Palma Cardenas 14 11 4 6 7 42 48
Yeyson Josue Janguin 13 9 0 5 13 40 45
Maycol Obregon - - 4 9 11 24 45
Imara Julissa Blandon Agular 11 14 2 1 10 38 43
Carlos 8 12 4 5 0 29 33
Jose Abel Hernandez Vichy 13 12 0 2 0 27 31
Joni 8 2 2 1 5 18 20
Fourth, Fifth, Sixth Grades
Students Feb Mar Apr May Jun Total %
Total Days of School 18 17 10 22 21 88 -
Yerling Karelia Cruz 17 16 10 22 21 86 98
Jose Arlington Lopez 16 15 8 19 15 73 83
Anielka Yaoska - - 3 21 19 43 81
Keyla Jesael Centeno C 9 14 8 22 15 68 77
Luis Armando Lopez 13 11 9 17 16 66 75
Esmeralda Vanessa - - - - 15 15 71
Emma Rivera Riviera 6 15 3 20 17 61 69
Anyuli Lucia Quintero - 16 9 19 3 47 67
Jassuri - - - - 14 14 67
Arlen Ober Casco S 15 16 5 9 9 54 61
Lisbeth Margarita - - 3 21 7 31 58
Yader Ivan Martinez Perez 7 14 8 11 8 48 55
Darling Lisbeth Perez 12 11 5 9 7 44 50
Imara Lineth - - 5 12 9 26 49
Estela del Carmen Picado Rivera 9 3 0 12 18 42
48
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Jeysell Perez Gonazalez 4 9 3 8 18 42 48
Maykeling Rivera Caldero 3 11 8 16 4 42 48
Christhofer Palcios B 9 11 3 9 8 40 45
Wendy Paola - - 3 0 21 24 45
Harvin Josue Morales M 15 14 5 4 1 39 44
Wendy Fabiola Davila Rios 6 5 3 21 3 38 43
Esnayder Jose Costilla 13 9 5 4 1 32 36
Karol Benavidez - 1 5 17 2 25 36
Yaritza Elizabeth Zelaya Gutierrez 5 5 5 14 2 31
35
Edwin Manuel Mejia Salez 7 0 5 14 4 30 34
Teresa del Socorro Picado 3 5 0 12 7 27 31
Joseph Palacios B 11 3 3 4 4 25 28
Franklin Gonzalez C 10 3 3 0 7 23 26
Laura Rosa Hoyes Gutierrez 4 5 3 0 0 12 14
8.0 Explanation of Attendance Reporting **Students who have attended school more than 25% of the time are counted as having “regular” attendance. Both schools have seen an influx of new students over the last six months. Counting the non-regular attendees (those attending classes less than 25% of the time) in the overall attendance rates does not present a true representation of students who have attended consistently for the last six months. A hyphen (-) in certain months in the attendance appendices represent months in which newer students had not yet started attending classes.
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