Global Vision International,

PHOENIX Report Series No. 001

GVI Phoenix / Guatemala

Literacy, numeracy, English and stove-

building projects

Six month Report

July – December 2009

 GVI Phoenix Guatemala Report

Submitted in whole to
Global Vision International

Produced by

Dominic Williams – Phoenix Latin American Director

Doreen de Williams – Phoenix Guatemala Project Manager

And

Elena Siquinajay Community Leader Bao Pham Volunteer

Santiago Colín Community Leader Axel Jonsson Volunteer
Alison Williams Intern Lisa Accadia Volunteer
Priti Chotai Intern Justin Matthys Volunteer
Adam Hegarty Intern Sam Hill Volunteer
Moli Griffin Intern Stan de Ruijter Volunteer
Sarah Riggott Intern Tomas Murphy Volunteer
Peter Baryshnikov Volunteer Sarah Hunt Volunteer
Samuel Cliffe Volunteer Casey Graves Volunteer
Jessica Wyatt Volunteer Grace Duarte-Ings Volunteer
Joanna Hind Volunteer Caitlin Bell Volunteer
Katharine Laco Volunteer Dian Thalman Volunteer
Sean Thomson Volunteer Alana Hall Volunteer
Kenny McIvor Volunteer Lee Hall Volunteer
Grace Duarte Volunteer Rachale Jayne Volunteer
Joanna Hind Volunteer Daniel Persal Volunteer
Meg Bower Volunteer Monika Winkler Volunteer
Julie Brichta Volunteer Paul Winkler Volunteer
Hanna McMahon Volunteer Shelley Okimura Volunteer
Daniel Pers Volunteer Kajal Shah Volunteer
Sierra Knechtel Volunteer Katrin Fuchs Volunteer
Priya Sharma Volunteer Stella Werner Volunteer
Esther Holfekd Volunteer Krisia Pena Volunteer
Lisa Kutchman Volunteer Family Carmel Volunteer
Claire Christenson Volunteer Jonathon Tiplady Volunteer
Anna Lewis Volunteer Family Webber Volunteer
Daniel Pawenski Volunteer Tracy Becker Volunteer
Michelle McCumber Volunteer Kieran Oberman Volunteer
Tysha Peterson Volunteer Samuel Tenniswood Volunteer
Patrick Maloney Volunteer Gustav Ramberg Volunteer
Yezi Peng Volunteer Nina Oher Volunteer
 Matthew Taylor Volunteer Jenny Stride Volunteer
Natasha Swiderski Volunteer Lola Reid Volunteer
Monami Bose Volunteer Jenny Thomas Volunteer
Sul-Ah Chung Volunteer Audrey Sheridan Volunteer
Lisa Atkinson Volunteer Kira Harvey Volunteer
Sandy Potter Volunteer Tiffin Tripp Volunteer
Annie Piggins Volunteer Maya Engstrom Volunteer
Mary Millar Volunteer Emmy Powell Volunteer
Jerry Millar Volunteer Theresa Patricios Volunteer
Jane Hyde Volunteer Christopher Dales Volunteer
Lewis Taylor Volunteer Christopher Wyllie Volunteer
Angela McDonald Volunteer Sofie Gehin Volunteer
Christine Rothwell Volunteer Christina Lamb Volunteer
Manjit Khosla Volunteer Patricia Wadsworth Volunteer
Antonia Nash Volunteer Danny Ponce-Taylor Challenge
Tess Hayes Challenge Darianna Kaluzny Challenge
Fiona Lawrie Challenge Davin Gebauer Challenge
Nate Freeman Challenge

GVI Phoenix Guatemala

Address: 9 Calle Poniente, Antigua Guatemala, Guatemala

Email: dom@gviworld.com
Web page: http://www.gvi.co.uk and http://www.gviusa.com

Blog: gviphoenix.blogspot.com
Executive Summary
During the six month period up to the end of December 2009, the exam results from the
children’s national school exams have seen a significant improvement in San Andrés
Itzapa (see appendix 1) with all the children, bar three, passing their grades in Primary
school, the majority with scores in the 80’s and 90’s. The advances seen in maths and
sciences were especially noticeable. All children in 6 th grade Primary school passed their
exams, and will start Secondary school in 2010.

The attendance of the children in San Andrés Itzapa has risen to an average of 89% over
the year, despite many days being taken off to work in the fields, look after newly-born
siblings and sick parents (see appendix 1).

On 29th December, we handed out the first part of the scholarships in San Andrés Itzapa,
where the mothers of all our children receive money to be able to send their children to
school, including inscription and maintenance fees, utensils and other costs associated
with education. In total, 233 children in Primary School, 50 in Secondary School and 14 in
College.

Similar results were witnessed in Santa María de Jesús with many children scoring in the
high 80’s and 90’s. Similar to Itzapa, just 4 children failed to pass the grade to move up.
Sciences and maths again saw an upturn. Due to our work starting Santa María later than
Itzapa, we have yet to have the children pass through to Secondary school, which will start
in the next two years (see appendix 2).

Attendance in Santa María has been excellent throughout the year, with the majority of
children attending over 90% of the time (see appendix 2).

Due to a severe drought affecting the region, which in turn has caused crops to fail, food is
scarce for the families and we are seeing continued signs of malnutrition with the children;
weight-loss, patchy white skin and low concentration levels, which had previously started
to get a little better with the daily fruit and breakfast we give.

© Global Vision International – 2009 ii

During this six month period, we have constructed 32 energy efficient stoves for the
families in the communities and the general consensus is that the families now use up to
75% less firewood now with the new stoves.

The monthly Plan Ancianos Scheme in Santa María de Jesús has seen the elderly
relatives of the children regularly receive their food, which in turn is helping the shortage of
food in the family.

A similar scheme, based on the children in Itzapa tending their own gardens has been
commenced and the first harvest of radishes was undertaken in October, with all the crop
going to the Plan Ancianos in Itzapa.

The work with the Women’s Group in Itzapa has continued, with the planting of 10,000
trees and 14,000 seedlings are now being prepared for 2010. Their organic vegetable
work has continued with good crops of cauliflower, radish, broccoli and chilli. The women’s
literacy classes are going strong with the materials we have provided with some now able
to write their own names, as was seen when we handed out the scholarships in December
2009. 14,000 seedlings for the reforestation program are now being prepared for 2010.

There have been many successes during this period:

 Over 10,000 teaching hours have been completed by the volunteers to over 550
children in both San Andrés Itzapa and Santa María de Jesús, from kindergarten
through to 3rd Level Secondary School.
 Over 70,000 fruits have been distributed
 Over 35,000 breakfasts distributed
 32 energy-efficient stoves have been built
 10,000 trees have been planted in the surrounding area of San Andrés Itzapa
 Over 200 elderly people benefiting from Plan Ancianos
 26 local Guatemalans receive regular income
 100% of our children finishing Primary school will enter Secondary school in 2010

iii
Table of Contents
Executive Summary ........................................................................................................ ii
Table of Contents ........................................................................................................... iv
List of Figures.................................................................................................................. v
List of Appendices ........................................................................................................... v
1.1 Introduction ....................................................................................................... 6
1.2 Why financial support is important in education ............................................... 8
1.2.1 Family Income.......................................................................................... 8
1.2.2 The Canasta Básica ................................................................................. 8
1.2.3 Put into numbers ...................................................................................... 8
1.2.4 Additional costs ........................................................................................ 9
1.2.5 Conclusion ............................................................................................. 10
2.0 San Andrés Itzapa and Santa María de Jesús community teaching ...................... 10
2.1 Objectives ....................................................................................................... 12
2.1.1 Literacy and numeracy ........................................................................... 12
2.1.2 Food and fruit ......................................................................................... 12
2.1.3 Sustainable Community Schemes .......................................................... 13
2.1.4 Covering the costs of education ............................................................. 14
2.1.5 Celebrations ........................................................................................... 14
2.2 Classroom-based Teaching ............................................................................ 14
2.2.1 Training and Methods ............................................................................ 15
2.2.2 Achievements in San Andrés Itzapa and Santa María de Jesús ............ 16
2.2.3 English in Itzapa..................................................................................... 18
2.2.4 Review ................................................................................................... 18
2.3 Community Schemes/Plans ............................................................................ 19
2.3.1 Plan Ancianos ........................................................................................ 19
2.3.2 Plan Fertilizante ..................................................................................... 19
2.3.3 Women’s group in Itzapa and reforestation ............................................ 20
2.3.4 Review ................................................................................................... 20
3.0 Stove Projects ...................................................................................................... 21
3.1 Introduction ..................................................................................................... 21
3.2 A few facts about air pollution ......................................................................... 22
3.3 Comparison of Indoor Air Pollution to Malaria ................................................. 23
3.4 Facts on the Stoves ........................................................................................ 23
3.5 Short-term economic benefits of installing a stove .......................................... 24
3.6 Long-term economic benefits of installing a stove ........................................... 24
3.7 Long-term responsibilities ............................................................................... 25
3.8 Conclusion ...................................................................................................... 25
4.0 Financial Support .................................................................................................... 25
4.1 Charity Challenge 2009 .................................................................................. 25
4.2 GVI Charitable Trust ................................................................................................ 26
5.0 References .............................................................................................................. 26
6.0 Appendices ............................................................................................................. 27

iv
List of Figures
Fig. 1 – Classrooms in San Andrés Itzapa
Fig. 2 – Classrooms in Santa María de Jesús
Fig. 3 – Children learning
Fig. 4 – Children eating
Fig. 5 – Plan Ancianos
Fig. 6 - Photo of child “abanderado”
Fig. 7 – Volunteers in a teaching workshop
Fig. 8 – Children with results
Fig. 9 – Full classrooms
Fig. 10 – Plan Fertilizante
Fig. 11 – Plan Reforestación
Fig. 12 – Farming
Fig. 13 – Cooking on the floor
Fig. 14 – Stove in use

List of Appendices
Appendix 1 – Children’s exam results and attendance in San Andrés Itzapa
Appendix 2 – Children’s exam results and attendance in Santa Maria de Jesús

v
1.1 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, aswell, 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. 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 Canacota and Ampi, in the
Chivay region in 2009. Finally, our work in Nicaragua started in 2008, though we moved
operations to La Thompson in January 2009.

In Guatemala, children and adolescents compose more than half of Guatemala’s

population. 50 per cent of the under-18 population (around 3.7 million girls, boys and
adolescents) live in poverty. The situation is dramatically worse among children in rural
areas and indigenous children and adolescents where 76 per cent and 80 per cent,
respectively, live in poverty (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 to indigenous
communities, especially in the communities in which we work.

School retention in Guatemala is low, with only 60 per cent of students who start the first
grade of primary school completing the sixth grade and only 39 per cent completing it at
the right age (UNICEF).

Child malnutrition is often blamed for poor educational results. Guatemala has one of the
worst nutritional conditions in the region. One in two children in Guatemala under five is
chronically malnourished. At 49.3% Guatemala’s rate of child stunting (an indicator of

© Global Vision International – 2009 Page 6

chronic malnutrition measured in terms of low height for age), is the highest in Latin
America, worst than that of most sub-Saharan African countries, and the 5 th worst in the
world, on a par with Niger and in front of Yemen, East Timor, Nepal and Burundi (UNDP).
Chronic malnutrition affects the indigenous population twice as much as the non-
indigenous, with 70% of the indigenous suffering, as opposed to 36% of non-indigenous
(ENSMI).

During 2009, the white maize crop, which is staple food in Guatemala for making tortillas,
fell by 10.8% (MAGA). This was put down to severe climate change, especially the
drought, and a fungus. In Chimaltenango, where our project in Itzapa is, the crop failure
was put down to drought.

Rates for Primary School completion in Guatemala are 70%, with around a third of all 12
year olds not finishing primary school (UNESCO Database). Our children are markedly
lower than the national average. Girls are 8.4% less likely to finish primary school
(SEGEPLAN). On average, 12.5% of children will fail a grade and have to re-take the year
(UNESCO Database).

On average, only 35% of children passing Primary school move on to Secondary School
(UNESCO Database) with the Net Attendance Rate (entering at the normal age) at just
27.9% in 2005.

High repetition rates and late school entry mean that the net completion rate (% of children
completing sixth grade at the appropriate age) is just 39% (ICEFI).

As well as malnutrition, scarce financial resources for household expenses and the
resulting child labour are some of the main reasons why girls and boys do not move
forward in their educational path and cannot break the cycle of poverty in the future.
Recent numbers show that 23 per cent of children and young people between the ages of
7 and 16 were part of the country's labour force (Prensa Libre).

Children enter pre-school at aged 5 at a national level (the same age Phoenix starts with
their children), entering Grade 1 at the age of 7 and finishing Grade 6 at the age of 12.

© Global Vision International – 2009 Page 7

Once Primary Education is finished, children enter Básico (secondary education) for 3
years before entering Carrera (college) for a further 3 years, which is more career-based.
From here there is further opportunity to go onto University.

1.2 Why financial support is important in education

The following reveals the short-comings of family income and reasons behind lack of
education, mal-nourishment and lack of access to medicines (GVI Phoenix). For this
reason, GVI Phoenix pays for the necessary items and quotas for the children to attend
National school.

1.2.1 Family Income

Based on Family A
Mother and father, 6 children, 3 boys and 3 girls
Family A in GVI Phoenix Project in San Andrés Itzapa, Santa María de Jésus and Peña
Blanca earn on average from $18 to $25 per week. This is an average over the year, as
there is one lump sum earned from each harvest, which may be three times a year. It is
not a weekly income. Families do not receive a weekly income.
NB: this is seasonal, dependent on crops cycles etc and includes the extra hands from
children meeting quotas. It should be noted that if there is no harvest, there is no income
for 4-6 months despite time spent working in the fields..

1.2.2 The Canasta Básica

The Canasta Básica Alimentaria, or the basic foodstuffs needed to feed Family A, includes
cooking oil, beans, rice, pastas, vegetables etc. The official average Canasta Básica
Alimentaria in Guatemala is over $60 per week for a family of five. (Ministerio de Trabajo y
el Instituto Nacional de Estadistica). This is also negatively affected by annual inflation,
which in Guatemala is around 10%.

1.2.3 Put into numbers

For argument’s sake, we will use the high end of the average:
Family Income: $25
Canasta Básica: $60
What is left: -$35
So, looking at this, it would appear that the family is already well below this.

© Global Vision International – 2009 Page 8

1.2.4 Additional costs

From the -$35 bottom line, one must also take off the following:

 Drinking, on average, alcohol abuse can use from a third to a half of the family
income:
 Primary education for the 6 children, including uniforms, text books, inscription fees
(secondary is much more)
 Illness, medicines
 Unforeseen events, accidents at work, days off (unpaid)
 Transport – needs to visit a town
 Clothing
 Elderly relatives, unable to work
 Family events, like births, weddings, deaths
 Loan repayments

One must take into account that this extra money has to come from the family income,
which would have gone into the Canasta Básica.

Put into figures, calculated on a weekly basis, based over one year:
Family Income: $25
Drinking: -$8 (based on a third of income)
Primary education: -$9 (based on Primary school: $60 per child)
Medicines: -$1 (based on $50 a year)
Unforeseen events: -$0.5 (based on $25 a year)
Transport: -$1 (based on $50 a year)
Clothing: -$2 (based on $100 a year)
Elderly relatives: from Canasta Básica
Family events: $1 (based on $50 a year)
Loan repayments: $2.5 (based on $120 a year)
Balance: -$0.5

© Global Vision International – 2009 Page 9

That is to say there is no money for a family of 8, plus elderly relatives, to eat and live, or
even get close to the average Canasta Básica. Note, that in the above table, nothing has
been taken into account for food.
From this list, one can say there are also electricity bills, if the family has electricity.

1.2.5 Conclusion

Using these figures, one can deduce the reasons why children are mal-nourished,
uneducated, unclothed, receive little medical care etc, because the family income just is
not enough for all the eventualities of life.

2.0 San Andrés Itzapa and Santa María de Jesús community teaching

We currently work in two indigenous communities, San Andrés Itzapa and Santa María de
Jesús, whose first language is Kakchiquel and the families predominantly work in the
fields. Adult iliteracy is very high, especially amongst the women.

San Andres Itzapa

In October 2002, with the help of the indigenous leader, Elena Siquinajay Suy, GVI set up
the Pajaro de Fuego (Phoenix) project. In a family’s house, we taught classes to 25
children. After a couple of months as the numbers of children grew, we moved to a piece
of disused land where we renovated two buildings, with the help of volunteer donations,
into suitable teaching areas for over 60 children. Over the years, with increased child
numbers, we built more classrooms, moved onto a new piece of land and expanded into
another house to give lessons. Now in 2009, we have over 300 children in primary,
secondary and carrera (college) ranging from ages of 5 to 22.

© Global Vision International – 2009 Page 10

Fig. 1 – classrooms in San Andrés Itzapa

Santa Maria de Jesus

In July 2004 we set up our next project in Santa Maria Jesus, an indigenous community on
the foothills of Volcan Agua, with the help of Santiago Colin. Utilizing house space
belonging to Santiago’s sister, we provided first time education to many children whose
ages range between 5-13. Since then, due to space issues, we moved to two other houses
and built classrooms. Now, in 2009 we have 225 children in primary school ranging from
ages 5 to 16.

Fig. 2 – classrooms in Santa María de Jesús

© Global Vision International – 2009 Page 11

2.1 Objectives

GVI’s objectives for working in San Andrés Itzapa and Santa María de Jesús are to
provide first-time and sustainable education for indigenous children who would otherwise
not have access to education due to economic constraints. Many families also do not
understand the need for education, so getting the children into school is one of the
challenges.
Our work can be divided into the following parts:

2.1.1 Literacy and numeracy

To provide first-time teaching in basic literacy and numeracy and continued teaching in the
latter and also both natural and social science, arts and crafts. English is taught for the
older children now in Secondary Education.

Fig. 3 – children learning

2.1.2 Food and fruit

To provide daily fruit and breakfast for the children, so their vitamin intake is higher and
they have something in their stomachs to be able to concentrate. Also starting the garden
schemes provides education and a sustainable food supply.

© Global Vision International – 2009 Page 12

Fig. 4 – children eating

2.1.3 Sustainable Community Schemes

To offer various community schemes that involve the whole community in the education
process, for example, Plan Ancianos (food for the elderly), Plan Fertilizante (fertilizer
scheme for the poor quality land), Plan Pollo (chicken scheme), the women’s group in San
Andrés Itzapa and the men’s group in Santa María de Jesús, whilst creating a sustainable
income for the parents moving forward and more food for the children to eat, aiming to
counteract the problems of child malnutrition.

Fig. 5 – Plan Ancianos

© Global Vision International – 2009 Page 13

2.1.4 Covering the costs of education

To pay for education costs for Primary and Secondary school education, so the children
can attend National School, as well as our school. It is generally thought amongst the
parents, the children learn what they know with us, so we are effectively paying for the
certificates at the national school. Nationally, only 60% of children finish primary education
and just 30% go on to secondary school, due mainly to financial constraints. By alleviating
the costs of education from the families, the children are more likely to finish the full
education. The first part of the scholarships were handed out in Itzapa in December 2009.

2.1.5 Celebrations

We feel it is important to celebrate the various occasions in Guatemala, not least the
children’s birthdays, which we do each month. Other celebrations include Day of the Child,
Mother’s Day, Father’s Day, Independence Day and Christmas.

Fig. 6 Photo of children “abanderado”

2.2 Classroom-based Teaching

The volunteers teach their own classes, in Spanish, with help from more experienced
volunteers and/or GVI Phoenix staff. They must lesson plan, using the curriculum and

© Global Vision International – 2009 Page 14

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.

2.2.1 Training and Methods

Using the Guatemalan curriculum for day to day teaching, volunteers can plan lessons as
per what is being taught in national school, with the vocabulary needed shown in the
books. All lessons are conducted in Spanish. One-on-one teaching workshops are carried
out in the communities if volunteers want help with planning lessons. A presentation is
given on teaching during the first week the volunteer is in the project, which is given in
conjunction with the Teaching Manual that is sent to the volunteer before arrival in the
country. If numbers of volunteers allow, a new volunteer will team teach with an existing
volunteer for the first week, with the aim to takeover that class in the second week. GVI
staff are on hand to help out, give ideas lesson plan and support.

Fig. 7 – volunteers in a teaching workshop

© Global Vision International – 2009 Page 15

2.2.2 Achievements in San Andrés Itzapa and Santa María de Jesús

We have seen the successes of the projects over the years and these can be quantified by
seeing the results, shown in appendix 1 & 2.
“School retention in Guatemala is low, with only 60 per cent of students who start
the first grade completing the sixth grade and only 39 per cent completing it at the
right age (UNICEF).”
This year, 99% of our children passed the grade, with exceptionally high marks, well above
the national average, which is thought to be around 60%. As seen in the appendix below,
many our children are averaging in the 80’s and 90’s, which puts them in the top bracket in
Guatemala. Many of our children, due to late-starting in school, won’t attain 6 th grade at the
recognised age of 12, though this will not be a hindrance.

“On average, only 35% of children passing Primary school move on to Secondary
School (UNESCO Database) with the Net Attendance Rate (entering at the normal
age) at just 27.9% in 2005.”
100% of our children finishing 6 th grade this year in San Andrés Itzapa will be passing on
to Secondary school. The children in Santa María have not reached 6 th grade yet, though
we forecast that this will be similar there.

“High repetition rates and late school entry mean that the net completion rate (% of
children completing sixth grade at the appropriate age) is just 39% (ICEFI).”
Whilst most of our children now pass the grades, the majority will not complete 6 th grade at
the appropriate age, this is due to them starting their educational cycle later. Without the
help from GVI Phoenix, they would not have started at all.

“Recent numbers show that 23 per cent of children and young people between the
ages of 7 and 16 were part of the country's labour force (Prensa Libre).”
Almost all of our children work as well as study, either in the field, at home or on the
streets selling produce, though the responsibility of the parents now, demonstrating that
they believe that education is a way out, is impressive in allowing the children to come to
school. It means longer days for the children to manage work as well as school.

© Global Vision International – 2009 Page 16

Fig. 8 – children with excellent results

Attendance in the classroom is also at 89% in Itzapa and over 90% in Santa María. There
is no official statistic showing per year attendance, though with the drop-out percentage so
high, as mentioned, once again, our attendance figures are amongst the highest in the
country.

School dessertion is due to children having to work to sustain the household and also to
look after the household and younger siblings. Continued untreated illness is also a
contributing factor. During the year, we had a handful of children drop-out, though this was
mainly due to having to look after newly-born siblings and sick parents.

© Global Vision International – 2009 Page 17

Fig. 9 – full classrooms

2.2.3 English in Itzapa

English is taught to support the lessons received in their national schools. In national
schools English is read to them from a badly written text book by a Guatemalan who
cannot speak English. In Itzapa all three levels of secondary school English are taught by
a native English speaker following a curriculum based on their text book and ESL
curriculums. They are given interactive lessons with the opportunity to read texts written for
them, speak and interact in English during their lessons with each other and their teacher,
listen and read English to develop their understanding and pronounciation of the language
and have fun doing so! In our first full year of the official English Teaching program, the
results have been impressive, with the average at 80% (see Appendix 1).

2.2.4 Review

The marks have continued to be exceptionally high, which can be put down to the hard
work of the volunteers, concentrating on particular areas in the curriculum, for example,
language, maths and the sciences. What we have noted is that those children who don’t
attend regularly, achieve lower marks, as seen in appendix 1. Due to crop failure and lack
of food, we have seen a decline in the well-being of the children and their concentration
levels do drop a lot.

© Global Vision International – 2009 Page 18

2.3 Community Schemes/Plans

GVI Phoenix community schemes are implemented to provide sustainable income for the
families so one day, it is hoped, they will be able to afford to pay for their own children’s
education. It is also a way to get the children to remain in school, as the families would not
be part of the Plans if the child does not attend school. They are also an incentive for the
families to do all they can to allow their children an education.

2.3.1 Plan Ancianos

Plan Ancianos was set up to distribute basic foods for the elderly population on a monthly
basis because there simply wasn’t enough to go around. It is our thinking that if the elderly
receive some food, there is more chance the children will eat as well.

2.3.2 Plan Fertilizante

Plan Fertilizante, or fertilizer, is where we provide sacks of fertilizer to each family whose
children are in the school, so their fields, which are often in poor areas, can recoup some
damage from over farming and hopefully yield a better crop, which in turn will provide more
for the family. To receive the fertilizer, each family must donate some food-stuffs for the
Plan Ancianos on a regular basis.

Fig. 10 – Plan Fertilizante

© Global Vision International – 2009 Page 19

2.3.3 Women’s group in Itzapa and reforestation

In San Andres Itzapa, we rent land for the women’s group there, who tend to the tree
nursery all year and we buy the trees back off them for reforestation. The extra land
available allows the women to grow vegetables for family consumption or for sale. Again,
to be able to enjoy this benefit, children must be in school. This year, over 10,000 trees
were planted in the surrounding areas.

Fig. 11 – Plan Reforestación

We also fund some materials for 20 women to receive literacy classes. The fruits of this
are visible as we saw more women sign their names on receipt of the money for the
scholarships.

2.3.4 Review

The Plan Ancianos is showing tremendous success, with many of the elderly population
showing signs of better health and a marked level of attendance of the children. The
results of Plan Fertilizer have seen good yields when the crops have succeeded, though
due to a change in climate and a recent drought, it is forecast that only one of the three
crops this year will yield anything significant. The reforestation plan was a resounding
success, though lack of rain recently may have a detrimental effect on the recently-planted
trees.

© Global Vision International – 2009 Page 20

Fig. 12 – Farming

3.0 Stove Projects

Building an energy-efficient stove takes two days to build and is a longterm, sustainable
method of reducing both health problems and deforestation.

3.1 Introduction

The GVI Phoenix stove project was set up in 2005 to build energy-efficient stoves in
houses where families cook on an open fire in the household. To receive a stove, the
children must be attending school with us.

Fig. 13 – Cooking on the floor

© Global Vision International – 2009 Page 21

3.2 A few 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 is leading 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
- 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 called acute lower respiratory infections
(ALRI). 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 from these cook stoves 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

© Global Vision International – 2009 Page 22

- 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

3.3 Comparison of Indoor Air Pollution to Malaria

Twenty per cent of the world’s population are 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.

3.4 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 loosing 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
- The stoves greatly contribute to the goal of reducing child mortality by two-thirds by 2015

© Global Vision International – 2009 Page 23

Fig. 14 – Stove in use

3.5 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 in the field
 Less time spent by mother and children collecting firewood, allowing more time for
education and potential weaving by the mothers to sell.
 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

3.6 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.

© Global Vision International – 2009 Page 24

  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.

3.7 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 etc. All the families we have spoken too once
they have used the stove for some months have said that their wood consumption has
dropped between 50-80%. The educated and better-employed child must do all they can
to make sure their own children have a better education.

3.8 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
weave to sell products, although to put this into perspective, a “guipile” can take up to 6
weeks to make and will be sold for $20, so therefore extra income, though take into
account raw materials to make the “guipile”

4.0 Financial Support

The substantial fixed costs and variable costs to run GVI Phoenix in Guatemala is covered
mainly (up to 75%) by volunteer fees and the rest by the GVI Charitable Trust. This is of
course dependent on volunteer numbers.

4.1 Charity Challenge 2009

On 23rd November, 17 volunteers and 3 guides climbed four volcanoes; Pacaya, Santa
María, Tajumulco and San Pedro to raise money for the projects via the GVI Charitable
Trust. In all, over $20,000 were raised which were invested in increased food and fruit
programs (with the increase in number of children), refurbishments, increased community
schemes and a $5,000 emergency fund. The Challenge will be undertaken again in 2010.

© Global Vision International – 2009 Page 25

4.2 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,
running marathons, weddings etc and also through Standing Orders. 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.

5.0 References

ENSMI - La Encuesta Nacional de Salud Materno Infantil 2002

UNDP – United Nations Development Program, Human Development Report 2007/8
UNESCO Database: ECLAC, Millennium Development Goals, Al Latin American and
Caribbean Perspective 2005
SEGEPLAN – Gobierno de Guatemala 2006
Prensa Libre – based on government statistics and inflation numbers
ICEFI – Instituto Centroamericano de Estudios Fiscales 2007
Statistics - http://www.childinfo.org/files/LAC_Guatemala.pdf
GVI Phoenix - Santiago Colín, Santa María de Jesús; Elena Siquinajay Suy, San Andrés
Itzapa; Ventura Ajcalón Chopén, Peña Blanca 2009
MAGA – Ministerio de Agricultura, Ganadería y Alimentación – December 2009
Ministerio de Trabajo y el Instituto Nacional de Estadistica – December 2009

© Global Vision International – 2009 Page 26

6.0 Appendices

Appendix 1. Children’s national school final results and attendance % in San Andrés
Itzapa

The following are the results, per class, in San Andrés Itzapa from final exams taken in
October 2009.
Where the box is blank in Zunil, no official exams are taken. Where the box is blank in
other classes, it is because the results were not handed in.
The figure in BOLD in each class in the age column, is the age that the average child
should be in each grade.

Len – Spanish language

Mat – Mathematics
Nat – Natural Science
Soc – Social Science
ING – English

MORNING
ZUNIL Kinder 6
Name Surname Age Len Mat Nat Soc Attendance
Dalia Roxana Tobar Machan 8.2 96%
Jorge Manuel Ajpuac Ajquill 8.3 95%
Yessica Marisol Buch Utzen 7.4 92%
David Alexander Popol Siquinajay 8.3 90%
Oscar Leonel Siquinajay Quinac 7.4 95%
Henry Rafael Sal Tobar 6.8 96%
Maylin Analí Segura Chiriz 7.5 89%
Lesbia Leticia Popol Siquinajay 10.7 93%
Abner René Caté Sal 5.9 98%
Nelson Eduardo Machan Cuc 7.7 89%
Melendrez
Franklin Osmin Arenales 10.5 95%
Melendrez
Bilin Arael Mendoza 8.5 99%
Kerin Isabel Callejas del Cid 7.1 99%
Mayra Aracely Popol Cuc 7.1 89%
Manuel Estuardo Popol Sal 6.6 89%
Edwin Manuel Micá Chiriz 5.1 99%
Luis Alfredo Ajpuac Tagual 6.3 98%
Diana Marisol Siquinajay Can 6.1 97%
Yordano Elias Sirin Roquel 7.1 94%
Marvin Eliezer Tagual Pirir 6.3 95%
Selvin Estuardo Tagual Sirin 6.3 99%
Salvaján
Bárbara Samanta Hernández 5.1 99%

© Global Vision International – 2009 Page 27

Merly Melissa del
Carmen Can Siquinajay 5.4 99%
Yasmin Karina Tobar Machán 6.4 96%
Edwin Geovanni Siquinajay Quisibal 6.0 79%
Lilian Yaneth Chabac Umul 5.2 98%
Reyna Isabel Soc Salvajan 5.2 98%
Nelson Iván Pec Salvaján 5.6 98%
Cristian Josué Popol Sal 5.2 99%
Sindy Damarys
Estefanny Tala Martinez 6.1 98%
Telma Leticia Chiroy Cuat 6.8 98%
Irma Elizabeth Quinac Socón 5.9 93%
95%

FUEGO Grade 1 7 Len Mat Nat Soc

Axel Ajquiy Popol 8.3 n/a n/a n/a n/a 94%
Sandra Maribel Buch Utzen 9.0 92 86 94 94 92%
Kevin Giovani Callejas del Cid 8.1 73 83 77 77 99%
Iris Mariela Caté Sal 7.5 92 92 92 92 96%
José Gerardo Chiriz Chiroy 8.4 98 98 92 92 87%
Wendy Yulisa Gil Siquinajay 6.9 85 90 82 82 96%
Amalia Machan Guch 7.6 96%
Carlos Enrique Paxan Caté 81%
Josselyn Vanessa Popol Simaj 8.1 97 96 98 98 97%
Luis Gustavo Popol Tojin 10.0 78%
Cesar Augusto Quinac Ajquill 8.5 92 84 90 90 96%
Cesar Agusto Sal Chavac 8.6 76 80 85 85 71%
Luis Antonio Salvajan Alvarez 8.5 n/a n/a n/a n/a 99%
Kelyn Mishel Segura Chiriz 8.7 91%
Yeimy Marisol Siquinajay Cujcuy 8.8 98 98 98 98 94%
Vilma Yolanda Siquinajay Quinac 9.4 89 89 87 87 96%
Rony Misael Siquinajay Quisibal 9.0 47 49 44 44 79%
Yoselin Yesenia Micá Chiriz 9.1 98%
Yony Alexander Sirin Roquel 9.6 90 92 94 94 94%
Erick Alexander Sirin Siquinajay 8.5 90 95 96 96 83%
Pedro Vinicio Soc Salvajan 7.9 96 90 96 96 92%
Mirna Azucena Sunuc Chiroy 6.9 71 82 80 80 99%
Erick Aurelio Tagual Sirin 8.2 70 76 66 66 97%
Brenda Alexandra Tala Vasquez 8.1 81 80 80 80 78%

ATITLAN Grade 2 8 Len Mat Nat Soc

Rudy Ajquill Martinez 9.3 76%
Elsa Ajquiy Popol 13.0 n/a n/a n/a n/a 87%
Deisy Yesenia Bay Machan 8.7 84%
Edgar Rodolfo Chiroy Cuat 8.9 67 66 60 60 93%
Maynor Andrés Pec Salvaján 9.9 n/a n/a n/a n/a 87%
Rosalba Elizabeth Tala Martinez 8.2 84 87 88 88 98%
Hector Alexander Sunuc Chiroy 8.5 81 84 80 80 98%
Hugo René Quinac Ajquill 10.6 68 70 67 67 98%
Alex Miguel Segura Ajquill 9.6 76%
Gilmer Geovany Tobar Machán 10.6 96%

© Global Vision International – 2009 Page 28

ACATENANGO Grade 2 8 Len Mat Nat Soc
Isaias Samuel Ajpuac Ajquill 10.8 94%
Sonia Aracely Azurdia Bay 12.1 85%
Merlin Yohana Cate Sal 9.0 87 88 72 72 97%
Ana Veronica Chiriz Chiroy 10.3 91 96 92 92 94%
Glendy Yanira Gil Siquinajay 8.8 90 96 93 93 97%
Susi Azucena Gómez Quinac 14.1 n/a n/a n/a n/a 98%
José Jerardo Sal Chavac 11.5 66 72 62 62 73%
Sergio David Sal Tobar 8.9 95%
Chezy Yovani Sanic Xicón 11.7 92 90 92 92 87%
Paty Leticia Siquinajay Can 9.4 71 90 87 87 98%
Maybelline Marilú Sirin Tala 8.7 68 74 71 71 91%
José Enrique Soc Salvajan 9.5 96 97 95 95 95%
Edison Armando Tagual Imuchac 8.4 78 86 82 82 93%
Wendy Marisol Tagual Sirin 10.4 85 97 83 83 96%
Consuelo Tala Vasquez 11.1 91 92 87 87 86%

TACANA Grade 3 & 4 10 Len Mat Nat Soc

Irma Yolanda Azurdia Popol 13.5 n/a n/a n/a n/a 82%
Steysy Missel Callejas de Cid 9.8 78 75 69 67 99%
Kandy Vanessa Can Siquinajay 10.5 94%
Wendy Isabel Chavac Sal 11.1 96%
Santiago Chiriz Xopox 12.4 81 71 68 66 77%
Fredy Chiriz Xopox 14.0 74 66 71 62 78%
Marta Viviana Chiroy Cuat 11.1 80 70 84 74 87%
Glendy Yojana Chum Salvajan 11.4 76 77 80 84 97%
Melendrez
Diana Carolina Mendoza 11.7 98%
Wuilbany Omar Micá Chiriz 11.0 70 71 67 67 99%
Edgar Rolando Pec Salvaján 13.2 84%
Sucely Popol Simaj 10.5 87 82 84 84 98%
Lester Ivan Sal Sirin 9.9 70 82 78 74 98%
Eddy Alexander Sal Tobar 10.8 85%
Miriam Salvajan Alvarez 12.7 87 91 80 80 91%
Gisell Rubi Sequen Siquinajay 9.9 93 91 88 90 93%
Tito Omar Siquinajay Can 11.3 76 75 75 74 88%
Hermenegildo Siquinajay Cujcuy 10.9 80 84 83 85 81%
Luis Enrique Siquinajay Quinac 11.3 99 98 97 97 98%
Gilda Marisol Siquinajay Quinac 13.0 85 79 65 65 92%
Bayran Marino Siquinajay Quisibal 11.6 87 89 84 80 78%
Yaquelin Celina Sirin Roquel 11.2 83 81 71 69 86%
Edy Eduardo Sirin Siquinajay 11.6 74 72 73 73 85%
Llunior Miguel Tala Martinez 10.1 70 60 79 76 98%
Yesica Yaneth Tagual Sirin 14.2 79 75 66 72 88%

TOLIMAN Grade 5 11 Len Mat Nat Soc

Aura Leticia Buch Utzen 12.8 69 65 69 67 84%
Sonia Marisol Chiroy Cuat 13.3 86 60 100 70 85%
Mary Floridalma Machan Guch 11.5 93%
Sulma Clarita Machan Guch 13.1 95%
Yeimi Yohana Micá Chiriz 14.3 67 65 67 68 99%

© Global Vision International – 2009 Page 29

Blanca Noemí Popol Simaj 12.7 87 88 84 77 97%
Francisca Leticia Sal Segura 12.6 73 70 65 66 84%
Deymi Celeste Sal Sirin 12.0 95 77 91 74 99%
Wendy Marisol Sanic Xicón 14.2 91 83 89 85 95%
José Encarnación Sanic Xicón 19.2 70 60 73 62 88%
Katy Paola Siquinajay Can 13.5 77 75 70 77 81%
Wuily Geovani Siquinajay Ajquill 11.2 99%
Oscar Estuardo Soc Salvajan 12.0 70 68 72 65 88%
Reyna Esmeralda Tala Vasquez 13.2 84 86 86 88 82%

TAJUMULCO Len Ing Mat Nat

Grade 6 12
Alicia Paola Chum Salvajan 13.3 82 82 73 88 99%
Luis Giovanni Quinac Ajquill 15.4 97%
Mayra Liliana Sanic Ajquiy 12.6 99%
Sara Judith Siquinajay Can 78 78 76 76 76%
Yoselin Marisol Martinez Tala 85 85 82 82 98%
Miriam Carolina Tala Martinez 11.7 68 68 64 69 99%
Cesar Gerardo Tala Martinez 12.9 71 72 79 80 99%
Luis Fernando Ovalle Gomez 99%
Ana Luisa Xicon Siquinajay 83%
Jorge Suy Siquinajay 99%
Grade 1 Secondary 13
Jobi Alejandro Can Peréz 15.3 97%
Eddy Paulino Chum Salvajan 15.5 64 90 72 87 99%
Jairo Neemías Salvajan Arenales 15.2 96%
Mayra Liseth Salvajan Can 15.3 95%
Grade 2&3 Secondary 14
Mayra Carolina Can Perez 98%
Lesley Yohana Inay Cuc 15.7 99%
Edgar Alfredo Lopez Soto 99%
Blanca Azucena Martinez Puz 15.9 66 67 60 58 94%
Jenifer Elizabeth Martinez Puz 18.1 98%
Lesley Celeste Popol Utz 14.2 98%
Rony Amilcar Puz Siquinajay 99%
Byron Ovidio Sanic Salvajan 17.2 60 71 60 53 96%
Yenifer Fabiola Sequen Siquinajay 13.9 95%
Kimberly Patricia Sirin Tala 13.2 93%
Josseline Aracely Sirin Tala 14.9 61 65 54 54 94%
Ana Suy Siquinajay 96%
Julio Maestro 99%

AFTERNOON

ZUNIL Kinder 6 Len Mat Nat Soc

Elvis Ajquill Martinez 7.4 87%
César Danni Ajquiy Quinac 6.6 82%
Vivian Pamela Arriaga Siquinajay 6.1 89%
Jhony Oliverth Chiriz Curruchiche 6.7 83%
Maycol Alfredo Inay Ovalle 6.8 92%
Marleni Noemí Martinez Puz 6.6 83%

© Global Vision International – 2009 Page 30

Osman Benigno Muñoz Saloj 5.9 82%
Hector Adlfo Oj Ajquiy 6.2 81%
Desired Ahide Oliva Riquiac 7.2 99%
Ingrid Perez Callejas 99%
Maria Elena Sal Segura 7.3 88%
Baleri Yulissa Saloj Ajquill 5.6 58%
David Fernando Salvajan Azurdia 6.7 89%
Salvaján
Elsa Marina Hernández 7.3 99%
Claudia Marina Sanic Salvaján 5.8 91%
Delmy Ariana Sequen Siquinajay 6.3 95%
Marlyn Suleyda Siquinajay Ajquiy 6.4 77%
Sindy Yulissa Siquinajay Azurdia 5.8 93%
Yoselin Araceli Siquinajay Azurdia 7.5 45 49 42 42 94%
Marleny Noemy Siquinajay Buch 5.7 51%
Flavio Isaias Tala Coroy 6.6 81%
Yeimi Maribel Telón Chiriz 7.2 80%
Aura Uzen López 6.9 87%
Esbin Giovani Uzén Popol 99%

FUEGO Grade 1 7 Len Mat Nat Soc

Deybith Ajquill Machan 9.0 80%
Gerber Ajquill Machan 8.1 80%
Brandon Alexander Alvarez Días 8.7 71%
Yeison Gustavo Azurdia Bay 7.1 85%
Floridalma Caté Telón n/a n/a n/a n/a 87%
Dulce Maria Chiriz Popol 8.3 65 64 70 70 88%
Brayan Alexander Popol Sirin 82 82 77 77 92%
Mayra Lorena Saloj Cumez 8.6 74%
Yoselyn Azucena Salvajan Siquinajay 7.6 76 92 86 86 93%
Brayan Alexander Siquinajay Chiquito 74%
María Isabel Uzen Lopez 10.2 n/a n/a n/a n/a 91%

ATITLAN Grade 2 8 Len Mat Nat Soc

Nancy Fabiola Ajquiy Quinac 8.3 60 60 68 68 90%
Amilca Josué Azurdia Caté 8.6 87%
Glenda Izabel Buch Ajcuc 9.5 78 94 90 90 86%
Laura Estela Caté Telón 11.4 n/a n/a n/a n/a 81%
Darlyn Esthefa Janiz Chirix Saquic 8.1 91%
Oceas Emanuel Muñoz Saloj 8.7 89%
Nanci Paola Oj Ajquiy 14.1 n/a n/a n/a n/a 70%
Gricelda Noemi Saloj Cumez 10.2 65%
Israel Saloj Sal 8.1 78%
Leivin David Salvajan Siquinajay 10.3 68 75 73 73 92%
María Dolores Sanic Buch 12.3 68%
Edgar Daniel Siquinajay Buch 10.3 71%
William Otoniel Uzén Popol 13.7 44 43 48 48 78%
José Enrique Uzén Popol 10.8 74 78 78 78 80%

ACATENANGO Grade 2 8 Len Mat Nat Soc

© Global Vision International – 2009 Page 31

Delia Carolina Ajquiy Quinac 10.6 66 76 68 68 91%
Liza Luzbina Ajquiy Siquinajay 8.9 71%
Rosmeri Nohemi Chiriz Curruchiche 9.6 90 98 95 95 91%
Lesly Elizabeth Cuat Quinac 8.7 71 87 78 78 87%
Irma Yolanda Escayá Hernandez 9.6 88%
Paty Fabiola Lopez Sal 9.4 77 82 84 84 96%
Maria Yohana Machan Cuc 10.4 75 86 83 83 96%
Linsi Judith Martinez Puz 8.8 92 98 92 92 97%
Alba Maria Oj Ajquiy 9.9 70 70 76 76 87%
Walter Geovany Perez Callejas 11.2 96%
Limny Alejandra Perez Callejas 9.6 96%
Maria Juana (Juanita) Sal Chavac 15.0 65 64 71 71 62%
Maria Margarita Sal Chavac 13.5 70 65 64 64 67%
Dany Enrique Saloj Ajquill 8.6 64%
Delmi Alexaida Saloj Sal 10.0 77%
Ana Ines Siquinajay Buch 9.0 63%
Yasmin Victoria Siquinajay Tagual 9.6 84 92 98 98 90%
Adolfo Angel Xicón Tala 9.2 92%

PACAYA Grade 3 9 Len Mat Nat Soc

Sergio Joel Ajpuac Tagual 9.8 72 65 80 80 97%
Enma Lisseth Buch Ajcuc 11.2 47 47 49 49 83%
Luis Alfredo Callejas Uzén 12.7 71 62 71 71 97%
Axly Marittza Can Pérez 9.5 66 71 71 71 96%
David Josué Chiriz Popol 11.2 66 76 84 84 87%
Eric Josué Lopez Lopez 9.8 89 96 92 92 96%
Reyna Araceli Machan Guch 9.7 93%
Kenia Marisol Mica Chiriz 10.0 76%
Floricelda Oj Ajquiy 12.1 78 84 77 77 84%
Billy Federico Popol Sirin 9.7 76 80 85 85 91%
Miguel Estuardo Popol Utz 8.4 95 90 93 93 82%
Yoselin Paola Sal Alvarez 9.9 70 80 86 86 80%
Blanca Azucena Sal Segura 9.8 63 60 74 74 73%
Jesus Abimael Salvajan Azurdia 10.4 81%
Wendy Marisol Siquinajay Ajquiy 9.9 80%
Yessenia Isabel Siquinajay Azurdia 10.1 63 63 73 73 91%
María Angela Siquinajay Quisibal 10.2 63 62 73 73 68%
Javier Erikson Siquinajay Tagual 11.6 89 86 78 78 85%
Gladys Elisabeth Tagual Imuchac 10.3 63 63 65 65 87%

TACANA Grade 4 10 Len Mat Nat Soc

Glendy Yohana Chiriz Buche 12.5 64 64 70 61 96%
Wendy Marisol Cuat Quinac 12.4 76 84 79 70 87%
Maria Dolores Machan Cuc 12.8 70 68 68 66 85%
Eduardo Antonio Martinez Puz 10.8 83 90 84 84 95%
Lesby Irene Oliva Riquiac 12.6 68 68 66 68 94%
Luis Carmelo Peréz Callejas 13.2 85%
Yoselin Vanesa Popol Sirin 11.6 62 68 61 63 80%
Yaqueline Melisa Popol Utz 10.9 63 69 64 62 85%
Ingrid Maribel Saloj Ajquill 10.7 63%
Yesica Yesenia Saloj Cumez 12.3 69%

© Global Vision International – 2009 Page 32

Gines Angelina Segura Chuta 11.4 70 64 68 64 85%
Yoni Francisco Siquinajay Buch 12.5 86%
Brayan Eduardo Siquinajay Buch 10.2 73%
Hilda Elizabeth Uzen López 14.1 n/a n/a n/a n/a 91%

TOLIMAN Grade 5 11 Len Mat Nat Soc

Carlos Enrique Ajpuac Tagual 11.6 76 64 68 70 92%
Mayra Esperanza Ajquiy Quinac 12.4 77 82 82 80 93%
Maynor Giovani Azurdia Cate 15.6 83 86 74 72 76%
Kevin Arnulfo Can Peréz 13.3 93%
Aldo Israel Chiriz Siquinajay 11.7 65 63 60 74 73%
Ingrid Janette Chiroy Siquinajay 12.1 89%
Brandon Alfredo Junay Caté 11.6 75 72 74 82 82%
Kevin Wilfredo Lopez Lopez 11.3 73 74 70 67 89%
Yoselin Maritza Saloj Sal 11.8 75%
Eddy Anthony Salvajan Arenales 12.5 68 64 72 62 91%
Nereida Roxana Salvajan Siquinajay 13.2 78 64 70 75 89%
Wendy Paola Sanic Salvajan 13.0 79 72 69 80 95%
Elsa Julieta Tala Joj 11.7 n/a n/a n/a n/a 89%
Maynor Joel Xicon Siguinajay 74%

Tajumulco Len Ing Mat Nat

Grade 6 12
Dania Isabel Chiriz Curruchiche 13.3 81 81 92 90 98%
Karin Yamileth Figueroa Callejas 14.1 97%
Carlos Fernando Chiriz Chiroy 13.7 82 82 66 80 82%
Ignacio Eduardo Popol Sirin 13.4 82 82 70 90 89%
Gustavo Adolfo Siquinajay Buch 14.7 94%
Mayra Aracely Siquinajay Chiquito 14.2 90%
Kayla Elizabeth Salvajan Azurdia 13.5 83%
Andrea Mariví Oliva Riquiac 13.6 98%
Edy Esteban Siquinajay Tagual 13.3 86%
Luis Antonio Azurdia Cate 16.0 77%
Yoselin Marisol Martinez Tala 14.3 52%
Nusly Carina Sal Tala 14.2 95%
Sulmy Asucena Sequen Siquinajay 11.7 90 90 66 88 98%
Henry Eduardo Machan Guch 14.9 98%
Yohanna Isabel Martinez Puz 12.8 80 80 70 70 99%
Marvin Giovanni Buch Ajcuc 86 86 70 90 98%
Grade 1 Secondary 13
Marlin Adelia Azurdia Bay 15.1 99%
Edgar Eduardo Sanic Luin 14.0 60 85 67 82 98%
Erik Yoel Sanic Luin 14.0 61 82 60 72 98%
Pedro Antonio Chiriz Chiroy 15.3 61 87 55 83 100%
Maria Isabel Chiriz Chiroy 13.4 70 92 62 87 99%
Grade 2&3 Secondary 14
Wilmer Fernando Figueroa Callejas 15.3 96%
José Israel Chiriz Buche 16.3 95%
Mirna Roxana Machan Guch 17.4 94%
Ovidio Alejandro Siquinajay Buch 15.0 80%
Marco Antonio Buch - related??? 15.1 61 60 39 58 95%

© Global Vision International – 2009 Page 33

Basilia Chum Salvajan 18.0 94%
Juan Amilcar Lopez Buch 15.7 70 84 81 80 94%
Gricelda Roxana Lopez Buch 17.7 84 94 84 90 95%
Jenifer Ajquill Martinez 98%
Maria Floridalma Chiriz Popol 76 81 77 86 94%

Appendix 2. Children’s national school final results and attendance % in Santa María de
Jesús

The following are the results, per class, in Santa María de Jesús from final exams taken in
October 2009.
Where the box is blank in Class 1&2, no official exams are taken. Where the box is blank
in other classes, it is because the results were not handed in.
The figure in BOLD in each class in the age column, is the age that the average child
should be in each grade.

Len – Spanish language

Mat – Mathematics
Nat – Natural Science
Soc – Social Science

MORNING
Class 1 No school 6
Name Surname Age Len Mat Nat Soc Attendance
Evelyn Azucena Ortiz Cuca 5 90%
Jessica Josefina Rancho Ajmac 6 95%
Diana Soledad Rancho Ajmac 6 95%
Carlos Manuel Pich Hernandez 6 90%
José Alexander Petet Marroquin 6 96%
Juan Carlos Vasquez Osoy 6 98%
Brenda Elizabeth Petet Castellanos 6 92%
Melinda Emiliana Piche Yucute 6 94%
José Luis Pio Antún 6 93%
Cerfora Elizabeth Vasquez Xar 6 93%
María Veronica Castellanos Chavez 7 85%
Santos Cornelio Vicente Sunun 7 80%
Yuri Marisol Livar Chavez 7 94%
Hernandez
Deysi Azucena Hernandez 7 94%
Wilmer Daniel Marroquin Simon 6 98%

Class 2 Kinder/No School 6 Len Mat Nat Soc

© Global Vision International – 2009 Page 34

Wendy Nohemi Sica Colin 6 94%
Sonia Maribel Sunun Antun 7 90%
Miguel Angel Ixjotop Yucuté 7 95%
Carlos Coroy Chavez 9 98%
Cristina Sunun Roj 7 95%
Elicka Abetzai Vásquez Xar 8 98%
Odilia Acalon Vicente 9 98%
Fernando Yumán Cuca 9 94%
Juanita Vicente Sunun 9 80%
Maria Antonia Osoy Chávez 9 85%
Glendy Garcia Vicente 10 98%
Narciso (Chino) Xar Pio 10 90%
María Leticia Castellanos Chavez 11 98%
Vilma Elizabeth Xar Pio 11 90%
Maynor Simon Chavez 8 92%
Edgar Oron Coroy 12 90%

Class 3 Grade 1 7 Len Mat Nat Soc

Ana Victoria Pio Pio 8 92%
Mynor Arnoldo Chatat Luc 8 95%
Augusto Alexander Livar Concon 8 93%
Marta Julia Ruiz Mendez 8 84 90 88 85 94%
Ada Liliana Acalon Sunun 8 76 80 78 74 95%
Edwin Alexander Chávez Yumán 8 74 82 68 74 96%
Alex David Castellanos Piche 7 96%
Aura Marina Sunun Antun 9 90%
Maria Juliana Lorenzo Chocoj 9 80 88 85 90 90%
Ana Leticia Perez Cuma 9 92%
Marta Julia Perez Cuma 9 92%
Blanca Azucena Ortiz Castellanos 9 96%
Maria Lucia Chavez Sian 9 98 95 86 90 85%
Mirna Aracely Boco Ortiz 9 98%
Daysi Paola Ixjotop Yucuté 9 98%
Jeremias Natanael Vasquez Garcia 8 66 75 72 70 97%
Maria Angélica Perez Cuma 10 92%
Brenda Elizabeth Xar Hernandez 9 90 95 84 86 92%

Class 4 Grade 2 8 Len Mat Nat Soc

Rosa Angelica Tepaz Coroy 8 98%
Edwin Geovany Sunun Roj 8 94%
Gabino Gabriel Vasquez Garcia 8 94%
Maribel Simon Chavez 9 45 45 55 52 85%
Amadeo Aristides Vasquez Garcia 9 94%
Walter Boco Pio 9 85%
Gladys Aracely Valle Piche 10 94%
Marta Leticia Lorenzo Chocoj 11 82 89 80 87 94%
Brenda Griselda Boco Ortiz 11 98%
Claudia Azucena Pio Pio 11 98%
Marta Simon Chavez 10 73 77 77 78 90%
Josefina Chavez De Leon 13 98%
Maria Cristina Chavez Lorenzo 13 98%

© Global Vision International – 2009 Page 35

Class 5 Grade 2&3 9 Len Mat Nat Soc
Diopoldo Sunun Roj 10 98%
Carlos Manuel Ortiz Poron 10 70 74 73 72 96%
Victoria Xar Petet 11 89 90 94 92 97%
Sandra Leticia Xar Sica 11 85%
Sandra Maribel Ortiz Poron 11 64 66 61 65 96%
Jason Ariel Osoy Chavez 11 85%
Santiago Garcia Pio 11 90%
Wilmer Estuardo Acalon Sunun 11 95%
Mariana Garcia Tejax 12 85%
Julio Cesar Patan Pich 12 95%
Juan Carlos Cuca Limon 12 63 68 64 66 94%
Maria Teresa (China) Oron Chavez 12 90%
Adela Garcia Rancho 12 95%
Mary Cruz Cuca Perez 13 98%
Edgar Hernandez Garcia 13 96%
Nancy Fabiola Ortiz Poron 12 64 60 62 63 94%
Lidia Garcia Rancho 14 90%
Maria Filomena Hernandez Garcia 15 98%

Class 6 English Len Mat Nat Soc

José Alfredo Jimenez Pich 13 98%
Blanca Azucena Colin Ortiz 15 60 72 63 71 98%
Sandra Leticia Oron Mendez 15 98%
Mayra Leticia Piche Livar 14 98%
Ingrid Maribel Petet Ramirez 17 94%
Miriam Elizabeth Oron Mendez 18 98%
Zonia Magaly Ortiz Livar 18 98%

Afternoon
Class 1 Kinder 6 Len Mat Nat Soc
Kevin Aroldo Hernandez Yucuté 6 90%
Sergio Geovany Ciriaco Gancis 7 89%
Nayeli Gricelda Antun Gancis 7 90%
Cristina Pio Concon 7 98%
Adolfo Angel Coroy Osoy 7 96%
Sandra Elizabeth Hernández Chávez 7 96%
Sonia Magaly Yucuté Piche 7 94%
Arnoldo Cuma Boco 7 90%
Marlen Mishell Rojo Castellanos 6 96%
Wendy Anavi Sunun Sicajau 6 98%
Wendy Magaly Cuma Piche 7 69 70 70 69 98%
Ana Gabriela Gancis Oron 7 74 68 70 80 98%

Class 2 Kinder 6 Len Mat Nat Soc

Josue David Lorenzo Pio 7 96%
Luis Miguel Ortiz Lorenzo 7 90%
Elvia Marisol Simon Valle 7 98%

© Global Vision International – 2009 Page 36

Jeny Paola Sunún Yucuté 7 90%
Sandra Leticia Concon Coroy 7 95%
Jennifer Johana Cuc Yucuté 7 85%
Sergio Alexander Sunun Boco 7 98%
Erika Liliana Paola Chavez Gancis 7 80%
Brenda Aracely Chavez Chutá 7 94%
Kevin Denilson Vasquez Castellanos 7 90%
Brigida Azucena Hernandez Chutá 7 98%

Class 3 Grade 1 7 Len Mat Nat Soc

Walter Alfredo (Fredy) Bocó Ramos 7 64 70 82 85 98%
Rosalinda Paola Cuca Farfan 8 63 62 64 66 94%
Miguel Angel Rojo Petet 8 76 76 80 74 90%
Maria Marcelina Vasquez Mixtun 8 77 83 75 74 98%
Lidia Gricelda Santos Rojo 8 76 81 73 76 98%
Carlos Samuel
(Pepish) Tepaz Acalon 8 79 75 77 75 96%
Maria Daniela Cuca Pérez 8 98%
Wilmar Geovany Acalón Ortiz 8 80 84 86 83 96%
Jessica Carolina Zamora Sián 8 95 91 88 89 98%
Cindy Fabiola Gomez Sunun 8 62 62 63 70 96%
Carlos Daniel Simón Yumán 7 39 46 60 62 70%
Maria Cecilia Zamora Rojo 8 47 40 43 64 75%
Hector Adolfo Chávez Sian 8 72 79 72 68 90%
Gladys Hermelinda Simon Rancho 8 76 71 73 82 98%
Olga Marina Hernandez García 9 38 40 63 68 80%
Claudia Xoc Antún 9 95%

Class 4 Grade 1 7 Len Mat Nat Soc

Maria Rosenda Perez Pio 7 43 45 64 65 82%
César Geovany Pich Ramos 8 74 70 69 71 98%
Maria Nohelia Piche Vicente 8 77 84 76 88 98%
Glendy Aracely Vásquez Ortiz 8 95 88 90 95 96%
Sandra Susana
(China) Hernandez Cuca 8 72 75 72 79 96%
Mynor Geovany Rancho Ajmac 8 88 80 90 80 95%
Monica Sucelia Tepaz Perez 8 67 73 73 71 92%
Jessica Adamary Piche Vasquez 8 85 85 75 80 98%
Ronaldo Lorenzo Patan 8 96 97 94 92 98%
Sindy Lorena Ruiz Oron 8 70 75 69 78 98%
Brayan Jonathan Acalón Patán 7 90%
Maria Carmela Chávez Lorenzo 9 80 85 88 85 96%
Maura Alexandra Vasquez Garcia 8 65 70 76 82 97%
Fredy Alexander Orón Pérez 8 83 85 69 77 98%
Heidy Marisol Acalón Vásquez 8 75 65 85 80 97%
Gladys Noemi Colin De Leon 10 83 72 78 80 96%
Blanca Azucena Simon Valle 10 63 74 63 67 98%
Maria Lisandra Perez Pio 10 80 80 85 80 90%
Maria Santa Chavez Lorenzo 11 84 90 88 90 91%

Class 5 Grade 2 8 Len Mat Nat Soc

© Global Vision International – 2009 Page 37

Erika Azucena Rojo Xar 8 79 82 73 65 94%
Wendy Marisol Guerra Pich 9 69 78 78 73 95%
Yoselin Marleny Jimenez Vasquez 9 79 91 91 91 94%
Blanca Azucena Lcaj Us 9 82 87 86 79 90%
Carolina Mixtun Coroy 9 75 80 85 80 98%
Julio Alexander Jimenez Vasquez 9 83 90 87 75 94%
Aura Yolanda Hernandez Xar 9 84 83 95 90 96%
Wendy Marisol Orón Lorenzo 9 83 71 73 72 92%
Maria Rosalinda Simon Yuman 10 81 72 86 62 85%
Leidy Johana Piché Vasquez 10 61 65 70 70 95%
Alfredo Santos Vasquez Ortiz 10 91 72 71 82 98%
Manuel Antún Lorenzo 10 71 64 66 65 98%
Silvia Xar Petet 9 90 88 72 87 96%
Byron Garcia Rancho 9 68 66 65 65 92%
Rony Estuardo Cuca Pérez 11 75 74 74 70 98%
Vivian Marleny Hernandez Xar 11 88 96 95 90 98%
Maria Micaela Vasquez Garcia 12 96%

Class 6 Grade 3 9 Len Mat Nat Soc

Edwin Arturo Sica Colin 9 63 60 60 60 85%
Marvin Estuardo Oron Lorenzo 10 82 80 74 78 98%
Gloria Estefani Lorenzo Patan 10 73 67 81 76 96%
Victoria Simon Cuca 10 65 80 83 76 94%
Wendy Evelyn Rancho Ajmac 10 69 73 77 69 96%
Aura Leticia Ortiz Coroy 10 70 77 76 73 94%
Hennry Joel Xoc Oron 10 82 72 73 74 98%
Alex Oron Ortiz 9 62 64 61 78 85%
Luis Fernando Vasquez Osoy 9 89 71 79 78 98%
Rosalinda Nohemi Vasquez Garcia 11 63 65 68 70 94%
Olga Marina Santos Rojo 11 91 94 85 89 98%
Jose Edgar Ortiz Rojo 11 62 67 62 73 82%
Maria Cristina Pio Xoc 11 70 64 66 70 94%

Class 7 Grade 4, 5 & 6 10 Len Mat Nat Soc

Jessica Marisol Jimenez Vasquez 11 84 86 81 89 98%
Hector Daniel Xoc Perez 11 75 82 87 90 98%
Claudia Aracely Jimenez Vasquez 11 83 85 90 89 96%
Alexander Acalon Vasquez 10 80 81 79 87 98%
Sergio Alexander Tepaz Acalon 12 69 69 75 76 94%
Cindy Karina Acalón Ortiz 10 88 83 88 88 98%
Hector Geovanny Vásquez Osoy 11 90 97 90 94 98%
Karla Azucena Tepaz Acalon 14 63 73 73 64 96%
Luis Alfredo Xoc Orón 12 69 72 79 80 98%
Orlando Denilson Lorenzo Patan 12 92 90 85 89 98%
Lilian Margareth Piche Chavez 12 78 75 73 69 96%
Rudy Alexander Colin Ortiz 11 66 73 82 63 98%
Gerson David Oron Lorenzo 11 62 68 73 60 94%
Vilma Lucrecia Acalón Ortiz 12 96 79 77 62 98%
Aura Marina Oron Mendez 13 98%
Gustavo Adolfo Pio Xoc 13 96%
Marlon David Acalón Vasquez 12 84 82 82 80 98%

© Global Vision International – 2009 Page 38

Olga Aracely Colin Ortiz 13 72 67 72 60 98%

© Global Vision International – 2009 Page 39