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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.
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.
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.
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
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.
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.
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..
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%.
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.
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
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.
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:
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
- 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
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.
- 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
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
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”
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.
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.
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
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.
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%
AFTERNOON
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.
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%
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%