GVI Phoenix Perú

Literacy, numeracy and water tank building

projects

Year End Report

January – December 2010

© Global Vision International – 2011 i

 GVI Phoenix Perú
Annual Report
Submitted in whole to
Global Vision International
Produced by
Dominic Williams – Phoenix Latin American Director
Phomolo Tshaka - Phoenix Perú Project Manager
And

Armando Espino Local Partner Peter Holst Volunteer

Chris Dales Project Coordinator Valerie Mills  Project Coordinator
Patrick Regan Project Coordinator  Jenny Stride  Project Coordinator
Katrien van der Project Coordinator
Scheuren  Lucy Dickie Volunteer
Jonathan Tiplady Volunteer  Mary Belcher Volunteer
Carla Stephens Volunteer Klaus Heinecke Volunteer
Hillary Young Volunteer Carly Rose Volunteer
Anastasia Porteus Volunteer Madeleine Moxon Volunteer
Oliver White Volunteer Tess Halperin Volunteer
Siobhan White Volunteer Rachel Campbell Volunteer
Olivia Somer Volunteer Lauren Basser Volunteer
Youssef Nashed Volunteer Michelle Wu Volunteer
Mariko Ward Volunteer Rebecca Crowther Volunteer
Megan Rountree Volunteer Sarah Acheson Volunteer
Lucy Swinton Volunteer Ciara O Donnell Volunteer
Anna Guglielmi Volunteer Kathleen Grueter Volunteer
Ying Wang Volunteer Pien Raeymaekers Volunteer
Freya Lynott Volunteer Lien van Ballaer Volunteer
Deborah Healey Volunteer Stephanie Pons Volunteer
Gideon Hurwitz Volunteer Sean Lynskey Volunteer
Jane Parsons Volunteer Rachel Lobel Volunteer
Hillary Sapanski Volunteer Cajsa Landstrom Volunteer
Peter O Farrell Volunteer Benjamin Morch Volunteer
Daniel Whitford Volunteer Candice Chung Volunteer
Jillian Oliveras Volunteer Hannah Sue Volunteer
Michael Parrish Volunteer Jack Milligan Volunteer
Melissa Moravec Volunteer Nadia Milligan Volunteer
Phoebe Chambre Volunteer Marissa Caan Volunteer
Larissa Reinboth Volunteer Sam Brawn Volunteer
Rebecca Jones Volunteer Jack Icho Volunteer
Kate Jackson Volunteer Andrew Saetern Volunteer
Marisa Kiefaber Volunteer Luke Childs Volunteer
Rita Mistry Volunteer Amy Tausch Volunteer

© Global Vision International – 2011 ii

Casper Thomsen Volunteer Caroline Sherry Volunteer
Jannis Michael Volunteer Nina Visholm Volunteer
Natalie McDonald Volunteer Kirsty Brooks Volunteer
Andrew Creadore Volunteer Lauren Burns Volunteer
Susan Leighton Volunteer Elizabeth Hebbron Volunteer
Claire Fischer Volunteer Emily Hoyal Volunteer
Gemma Davey Volunteer Genevieve Martin Volunteer
Alan Heals Volunteer Alan Henzy Volunteer
Fiona Eaton Volunteer James Kerr Volunteer
Stephanie Keattch Volunteer Jack Somervell Volunteer
Kate Moffatt Volunteer Katherine Ashcroft Volunteer
Judit Nuszpl Volunteer Meghan Beach Volunteer
Laura Copeland Volunteer Emma Doherty Volunteer
Luke Stevens Volunteer Ben Reiter Volunteer
Patricia Bennett Volunteer Kenneth Shooter Volunteer
Aaron Tanason Volunteer Ellen Leventhal Volunteer
Lillian Pei Volunteer Andrew Jordon Volunteer
Andrew Alazawi Volunteer Nomita Rajan Volunteer
Shelby McInnis Volunteer Fahim Sachedina Volunteer
Sam Harwood Volunteer Andrew Liu Volunteer
Mic Hsieh Volunteer Hanny Tirta Volunteer

GVI Phoenix Perú

Address: Avenida San Martin 116, Vallecito, Arequipa, Perú
Email: phoenixperu@gviworld.com
Web page: http://www.gvi.co.uk and http://www.gviusa.com
Blog: gviphoenix.blogspot.com

GVI Charitable Trust

http://www.justgiving.com/phoenixperu
http://www.globalgiving.org/projects/free-education-in-peru/

© Global Vision International – 2011 iii

Executive Summary

Our work primarily is concentrated on teaching grades which the local teacher doesn’t
have time to teach, teaching grades when the local teacher is absent, working with
smaller groups of children who are struggling and one-on-one with children with learning
disabilities. We cover subjects including mathematics, language, sciences and physical
education.

The communities we work in are still quite new and experience considerable levels of
migration in and out of the communities. Many children, especially in the lower grades
are enrolled late in the year when their families move in to the area. Some miss a lot a
lot of school because their parents are not able, for various reasons, to help them get
ready and send them off to school in the mornings. Many of the students in the
community of Villa Santa Rosa de Chiguata have learning disabilities. These children
inevitably fall behind in school and we help by assigning volunteers to work with them
exclusively to help close the gap. We also stay on in the afternoons to help with
homework and reinforcement lessons.

Fig. 1 – Individual lesson in Maldonado

© Global Vision International – 2011 iv

Once a week we schedule Art, Physical Education and Basic English lessons for each
grade. Our volunteers plan and present these lessons. We also pay local teachers to
give Quechua lessons to all students. Quechua is one of the official lessons in Peru, but
is not taught in these communities. Some children learn the language at home, but
would not be able to read or write without these extra lessons.

Fig. 2 – Physical Education in Chiguata

Our volunteers take over the running of the school over the long summer vacations. We
have found that the children who attend these lessons are better able to retain what they
learn. This also allows the students to receive their fruit and meals as usual.

Every child receives a piece of fruit and a hot lunch every day. In some case this is the
only meal a child has for the day.

In 2010 we continued providing financial assistance to former students who complete

their primary school education in our schools to allow them to continue their studies in
secondary school.

During the year we constructed 6 new community water tanks, benefitting some 100+
families in Villa Santa Rosa de Chiguata.

© Global Vision International – 2011 v

Highlights of the year include;

 Over 25,425 teaching hours have been put in by volunteers in 3 communities

benefitting some 195 children between the ages of 4 and 11. This figure
includes the days the local teachers could not attend due to strikes, meetings,
illness and holidays.

 48,750 pieces of fruit distributed

 24,550 hot lunches served

 12 Peruvians receive all or part of their income from GVI, including 5 teachers

 Built a kitchen/dining room in Chiguata

 New classroom constructed in Maldonado

 Bought toothbrushes and introduced tooth brushing in Chiguata

 Introduced Physical Education, Art and English classes in Chiguata

 Six water tanks built, provided water for many families

 Over 30 children receiving scholarships for secondary education

 Maldonado came 4th in the region for educational results

© Global Vision International – 2011 vi

Contents

Executive Summary...............................................................................................................iv
Contents..................................................................................................................................vii
List of Figures.........................................................................................................................vii
List of Appendices................................................................................................................viii
1.1 Introduction........................................................................................................................8
1.2 Why financial support is important in education............................................................9
1.2.1 Family Income................................................................................................................9
1.2.2 La Canasta Básica.........................................................................................................9
1.2.3 Put into numbers:...........................................................................................................9
1.2.4 Additional Costs...........................................................................................................10
1.2.5 Conclusion....................................................................................................................10
2.0 Sachaca and Chiguata Community Teaching Projects..............................................10
2.1 Objectives.........................................................................................................................11
2.1.1 Literacy and numeracy................................................................................................11
2.1.2 Food and fruit...............................................................................................................12
2.1.3 Covering the costs of education.................................................................................12
2.1.4 Celebrations..................................................................................................................12
2.1.5 Improvements to School Facilities.............................................................................13
2.2 Classroom-based Teaching and Spanish Classes.....................................................14
2.2.1 Training and Methods..................................................................................................15
2.2.3 Review...........................................................................................................................16
3.0 Water Tank Construction Project..................................................................................17
4.0 Financial Support............................................................................................................18
4.1 GVI Charitable Trust.......................................................................................................18
5.0 References.......................................................................................................................18
6.0 Appendices......................................................................................................................19

List of Figures

Fig. 1 – Individual lesson in Maldonado

Fig. 2 – Physical Education in Chiguata

© Global Vision International – 2011 vii

Fig. 3 – Children from Chiguata preschool celebrating Independence Day
Fig. 4 – Volunteers on the steps in Maldonado
Fig. 5 – Volunteers teaching in Triunfo
Fig. 6 – Lesson preparation
Fig. 7 – Lunch is served in Chiguata dining room
Fig. 8 – Completed water tank in Chiguata

List of Appendices

Appendix 1. Children’s national school final results per grade in Villa el Triunfo

Appendix 2. Children’s national school final results per grade in Victor Maldonado

Appendix 3. Children’s national school final results per grade in Villa Santa Rosa de
Chiguata

© Global Vision International – 2011 viii

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. Work commenced in Barbasco in 2010. Many of the older population
speak Chortí. The Phoenix Secondary school was founded in 2008 in San Rafael. In
2005, operations started in Ecuador, in the Kichwa-speaking communities of Urcusiqui,
Muenala and Huayrapungo, with a new community, Larcacunga, starting in 2007. In
2006 work began in Perú, primarily in Socabaya though then moving to two Quechua-
speaking (the “people’s speech”) communities in Sachaca outside the base town of
Arequipa; Maldonado and Triunfo. Work commenced in a third community, Chiguata, in
2010. Our work around Estelí, Nicaragua, started in La Thompson in January 2009 and
Chiriza in 2010. Work in Mata Escura, Salvador, Brazil, started in June 2010.

Even though per capita income has improved in recent years, nearly 60% of all Peruvian
children live in poverty due to the high rate of inequality, only 66% have access to
drinking water and 42% have some form of learning disability. 60% of sixth grade
students perform poorly in Communication, for Mathematics the figure is 58%.
(UNICEF).

One of the main factors contributing to poor performance in school is the nature of the
schools; many children are educated in multi-grade (one teacher in charge of 2 or more
grades) schools. Another is frequent absence by both students (to look after younger
siblings while parents work in the field) and teachers (due to strikes, meetings, training,
etc.)

Secondary education coverage is greatly reduced compared to that achieved for primary
school. The percentage of students from poor backgrounds attending secondary school
is 49% compared to 84% for the rest of the population. Among poor students attending
school, 71% achieve lower grades compared to their peers.

© Global Vision International – 2011

Other serious issues affecting the communities in which we work include alcohol abuse,
domestic violence and abandonment by parents/guardians.

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 in the communities in
which we work.

1.2 Why financial support is important in education

The following reveals the short-comings of family income and reasons behind lack of
education and lack of access to medicines (GVI Phoenix).

1.2.1 Family Income

Based on Family A, Mother, Grandparents, 3 children

Family A in GVI Phoenix Project in Sachaca earn on average $20 per week. This is an
average over the year, and the work is completely seasonal. Often the fathers go away
to work in the mines of Southern Peru and are never heard from again.

1.2.2 La Canasta Básica

According to INEI (Instituto Nacional de Estadística e Informática), the Canasta Básica in

the region of Arequipa, or the basic foodstuffs and other necessary essentials needed by
Family A, is $300 per month.

NB: the cost of the Canasta Básica varies depending on the size of the family and the
price of commodities.

1.2.3 Put into numbers:

Family Income: $20/week

Canasta Básica: $75/week
What is left: $-55

1.2.4 Additional Costs

The Canasta Basica does not take into account the following:

© Global Vision International – 2011

Additional cost for education; uniforms, textbooks
Alcohol
Transport costs
Clothing
Elderly relatives unable to work
Family events like births, weddings, deaths

1.2.5 Conclusion

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

2.0 Sachaca and Chiguata Community Teaching Projects

We currently work in two communities in Sachaca and one in Villa Santa Rosa de
Chiguata. These are “pueblos jovenes” (young communities) on the outskirts of the city
of Arequipa. They were formed by indigenous Peruvians, mainly from the Sierra, moving
to Arequipa as it’s a large city in search of work and a better way of life. However when
they arrived they have no money and nowhere to live, without a registered
accommodation they’re unable to get “proper” employment, and without a job they have
no money to get somewhere to live. They found some unused land and built their homes
there.

Maldonado
GVI Phoenix started working in Maldonado in 2006. At the time the school had 1 teacher
in charge of grades 1 – 6 in one small room. In 2010 we have 46 students taught by
three teachers, two of whom are employed by GVI Phoenix in three classrooms, two of
which were paid for by GVI Phoenix. The grades improved markedly in 2010 and the
school came in fourth in the region.

Triunfo

© Global Vision International – 2011

The project at Triunfo was set up later in 2006. In 2010 the school has grown to 55
students in primary school and 25 in preschool. GVI Phoenix pays for students to receive
Quechua lessons once a week. Volunteers teach in both the pre-school and primary
school.

Chiguata
GVI Phoenix started working in Villa Santa Rosa de Chiguata in January 2010. The
school has 25 students and 3 teachers. In 2010 GVI Phoenix constructed a dining room
where the students are served lunch every day. We also built a water tank to provide
water for the school.

2.1 Objectives

GVI’s objectives for working in the “pueblos jovenes” 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 as well as English and
Physical Education. We also provide indigenous language (Quechua) instruction.

2.1.2 Food and fruit

To provide daily fruit and a hot nutritious lunch for the children, so their vitamin intake is
higher and they have something in their stomachs to be able to concentrate.

2.1.3 Covering the costs of education

To pay for education costs for Primary and Secondary school education, so the children
can attend school. Education is technically free in Peru, but each student is given a long
list of material including textbooks without which they would not be successful in their
studies and many would be forced to drop out. By alleviating the costs of education from

© Global Vision International – 2011

the families, the children are more likely to finish the full education. GVI Phoenix has
been handing out Secondary school scholarships in Peru since 2006.

2.1.4 Celebrations

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

Fig. 3 – Children from Chiguata preschool celebrating Independence Day

2.1.5 Improvements to School Facilities

GVI Phoenix has constructed community steps leading up to the school in Maldonado.
Previously volunteers and members of the community had to scramble up a steep hill of
rubble. We constructed two extra classrooms to help ease the load on teachers and
volunteers. Where once we had all six grades in one room we now only have two grades
per room. We built kitchen and toilet facilities in Maldonado, Triunfo as well as Chiguata.

© Global Vision International – 2011

 Fig. 4 – Volunteers on the steps in Maldonado

2.2 Classroom-based Teaching and Spanish Classes

The volunteers assist local teachers teaching in Spanish, or work individually with
students who are struggling or left behind. They must lesson plan, using the curriculum
and textbooks provided, along with other materials we have. Any costs incurred to
undertake their classes are reimbursed.

Fig. 5 – Volunteers teaching in Triunfo

The majority of volunteers take a week of one-on-one Spanish classes at the beginning
of their program, which is then supplemented in the evenings.

© Global Vision International – 2011

2.2.1 Training and Methods

Using the Peruvian 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 Phoenix staff are on hand to help out, give lesson plan ideas and
support.

Fig. 6 – Lesson preparation

2.2.2 Achievements

In November 2010 the grade 2 pupils in Maldonado took a government administered

exam and came 4th overall with 2 pupils in the top ten.

Similarly the pre-school pupils in Chiguata were selected to take part in a government
administered exam and showed a marked improvement over last year.

© Global Vision International – 2011

2.2.3 Review

We have seen huge advances in the education received by the children over the year,
which can be seen in their final exam results.

The construction of a kitchen in Chiguata has reduced incidences of malnutrition in the

community.

Fig. 7 – Lunch is served in Chiguata dining room

3.0 Water Tank Construction Project

Building a community water tank takes up to 5 volunteers and a professional builder

about 7 days to complete and significantly improves a family’s access to this precious
resource.

On average, a family in Villa Santa Rosa de Chiguata can make up to 10 trips a day to
get water. Sometimes they have to wait several days for the tanks to be refilled. GVI
Phoenix started building water tanks for the community in 2010. To date we have
completed 6 tanks.

© Global Vision International – 2011

 Fig. 8 – Completed water tank in Chiguata

4.0 Financial Support

The substantial fixed costs and variable costs to run GVI Phoenix in Peru is covered
mainly (up to 76%) by volunteer fees and the rest by the GVI Charitable Trust. This is of
course dependent on volunteer numbers.

4.1 GVI Charitable Trust

We rely on the GVI Charitable Trust to make up the difference between the money we
receive from GVI Phoenix volunteers for fixed costs, and what we need overall. These
two sources of income are our only sources. Volunteers raise money before and after
they join us through running marathons, weddings etc. and also through Standing
Orders. The GVI Charitable Trust is registered in the UK, Charity Registration number:
1111494. 90% of all money raised through the Trust comes to us in the field, as GVI
covers all administration costs.

It is forecast that we will need $30,000 in 2011 to cover these extra costs through the
GVICT.

5.0 References

Peru Instituto Nacional de Estadística e Informática

© Global Vision International – 2011

UNESCO

World Food Programme – Peru

United Nations Development Programme

6.0 Appendices

Appendix 1. Children’s national school final results per grade in Villa el Triunfo

A = The student satisfies requirements to advance to the next grade

R = Results of recuperation exam (to be taken at the start of the new academic year)
pending

D = The student has failed to satisfy the requirements to advance to the next grade
AmbienteCiencia y
Lengua Materna

Personal Social
Matematica

Final mark
Gender

Observatio
Surname Name n
     
 

Grade 1                
Alvis Gomez Maria Elena F B B B B A  
Ccahuana
Pechortinta Mauricio M A A A A A  
Fuentes Verundy Liz Blanca F - - - - - Withdrawn
Huaranca Hinch Yuliana F - - - - - Withdrawn
Luna Ttaca Estefani F - - - - - Withdrawn
Luna Ttaca Soledad F - - - - - Withdrawn
Mallma Mamani Mayli F A A A A A  
Mamani Caceres Jose Armando M - - - - - Withdrawn

© Global Vision International – 2011

Morocco Ccallo Netza Erika F A A A A A  
Oruro llacho Miriam Rocio F A A A A A  
Paccaya Lopinta Ayde Marleni F A A A A A  
Quispe Pacompia Fernando Jose M - - - - - Withdrawn
Quispe Condori Katherin Estefani F A A A A A  
Sapacayo Salcedo Alex Dante M A A A A A  
Sapacayo Llacma Maribel Elena F A A A A A Withdrawn
Sumerinde Itusaca Rodolfo Valentin M B B A A A  
                 
Grade 2                
Huamani Alcahua Maria Estefani F B B A A R  
Mallma Mamani Alex Juan M B C B B R  
Mamani Apaza Sebastian Alonso M - - - - - Withdrawn
Mamani Caceres Maykol Brandoi M A B A A R  
Minaya Sanchez Nayeli F A A A A A  
Morocco Ccallo Angel Roberto M B B A A R  
Paccaya Lopinta Frederick M B B A A R  
Perez Sapacayo Sandra Victoria F A A A A A  
Quispe Ccompi Pamela Sonia F A A A A A  
Sarayasi Luna Eliana F A A A A A  
Suminre Pacompia Jenary F A A A A A  
Valenzuela Puma Dalma Gabriela F - - - - - Withdrawn
                 
Grade 3                
Caban Puma Glorit Marlith F - - - - - Withdrawn
Ccaso Caaso Jose Antonio M A A A A A  
Huanca Pari Andy Dario M A A A A A  
Huillca Chuctaya Jesus Kevin M A A A A A  
Pari Mamani Milagros Milanya F C B B B R  
Quispe
Chancuana Abraham Tomas M B B B B R  
Sanca Cuevas Manuel Steven M A A A A A  
Suana Cari Elias John M A A A A A  
                 
Grade 4                
Chino Coaquira Emily Dayana F A A A A A  
Llacma Sapacayo Cesar Angel M A A A A A  
Llacma Sapacayo German Gerardo M B B A A A  
Lopez Rosado Dixsy Esther F - - - - - Withdrawn
Mamani Huanca Lenin Vladimir M B B B B R  
Perez Sapacayo Oswaldo Julio M A A A A A  
Quilca Paucar Hector M A A A A A  

© Global Vision International – 2011

 Salcedo Laime Sonia Ruth F A A A A A  
A
Sarayasi Luna Alvaro Elias M D A A A A  
                 
Grade 5                
Cabana Puma Yeny Ruth F B B B B R  
Holsen Calixto
Ccaso Caaso Reny M A A A A A  
Ccori Mamani Mariela Beatriz F - - - - - Withdrawn
Laque Cayllahua Monica Yesica F A A A A A  
Loayza Ortiz Alexander Bryan M A A A A A  
Morocco Ccallo Jose Claver M A A A A A  
Quispe Condori Alex Fernando M B B A A R  
Sarayasi Luna Roger M A A A A A  
Valenzuela Puma Fernando Jose M A A A A A  
                 
Grade 6                
A
Ccori Huamani Cecilia F A D A A A  
Machaca Ccari Luis Rivaldo M A A A A A  
A
Mendoza Huarca Monica F D A A A A  
Minaya Sanchez Maritza Nataly F A A A A A  
Morocco Ccallo Ronal M A A A A A  
Perez Quispe Richart Santiago M A A A A A  
Sapacayo Perez Aldair Richard M A A A A A  
A A
Sapacayo Salcedo Edith Marisol F D D A A A  

Appendix 2. Children’s national school final results per grade in Victor Maldonado

A = The student satisfies requirements to advance to the next grade

R = Results of recuperation exam (to be taken at the start of the new academic year)
pending

D = The student has failed to satisfy the requirements to advance to the next grade
Matematica

Final mark
Ciencia y
Personal
Lengua
Gender

Observatio
Surname Name n

© Global Vision International – 2011

 eAmbient
Materna

Social
     

 
Grade 1                
Cahuana Quispe Elvis M A A A A A  
Naomi
Gallegos Alanoca Xiomara F A A A A A  
Loayza Livisi Yonatan M A B A A A  
Mamani Quispe Diego Ramiro M B B A A A  
Paccaya Condori Rosmer M A A A A A  
Paccaya Huamani Claudia Soley F A A A A A  
                 
Grade 2                
Antuane
Caceres Atamari Mirian F A A A A A  
Calcina Ccama Diandra F A A A A A  
Condori Usca Yubel - - - - - - Withdrawn
Huayhua Maricielo
Machaca Yajaira F A A A A A  
A A A A
Mamani Chuma Elvis Joel M D D D D A  
Pabel
Puma Ticona Luciano M C B B B D  
A A A A
Quispe Avila Juan Jose M D D D D A  
Yucra Yucra Nadia F B A A A R  
                 
Grade 3                
Alcahuamani
Huamani Denilson M A A A A A  
Ancocallo Fernando
Paccaya Jose M A A A A A  
Arque Bellido Felix Charly M B B A A R  
Chambi Mendoza Ruth Yamila F B B A A R  
Paucar Huallpa Angel M A A A A A  
Pinto Fernandez Eder - - - - - - Withdrawn
Yucra Yucra Alejandra F A A A A A  
                 
Grade 4                
Alcahuamani A A A
Huamani Jonathan M A D D D A  
Arque Bellido Alex Michael M A A A A A  
Ccahuana Quispe Lurdes F B B A A R  

© Global Vision International – 2011

 A A A A
Ccama Tacanahui Soledad F D D D D A  
Condori Usca Yulisa F - - - - - Withdrawn
Cuyo Puma Magaly F A A A A A  
Mamani A A A A
Hanccoccallo Magdalena F D D D D A  
Pacaya Condori Raul M A A A A A  
Paucar Huallpa Miguel Angel M A A A A A  
                 
Grade 5                
Ancocallo
Paccaya Jaime Nelson M A A A A A  
Cuyo Puma Zimel M A A A A A  
Mamani Luis A
Hanccoccallo Fernando M D A A A A  
Paccaya Condori Rolando M A A A A A  
Paucar Huallpa Yonathan M B B A A R  
Pinto Fernandez Ivan Anibal M B B A A R  
Puma Ticona Jose Carlos M B B A A R  
                 
Grade 6                
Alcahuamani A A A A
Huamani Alfredo M D D D D A  
Condori Usca Lindaura F - - - - - Withdrawn
Cuyo Puma Nancy F A A A A A  
Daniela
Gallegos Alanoca Alejandra F A A A A A  
Herencia Lurdes
Palomino Lisbeth F A A A A A  
Biancia
Herencia Quispe Beaney F A A A A A  
Gabriel
Roca Machaca Wilfredo M A A A A A  
Yucra Yucra YoVana F A A A A A  

Appendix 3. Children’s national school final results per grade in Villa Santa Rosa de
Chiguata

A = The student satisfies requirements to advance to the next grade

R = Results of recuperation exam (to be taken at the start of the new academic year)
pending

© Global Vision International – 2011

D = The student has failed to satisfy the requirements to advance to the next grade

AmbienteCiencia y
Lengua Materna

Personal Social
Matematica

Final mark
Gender
Observatio
Surname Name n
     

 
Grade 1                
Capio Lazaro Adalith Yanet F A A A A A  
Franglen
Condori Cruz Groberth M A A A A A  
Huayhua Gamero Rony Alexis M A A A A A  
Huillca Champi Juan David M A A A A A  
                 
Grade 2                
Alvarez Chavez Fernando Jose M A A A A A  
Cahuari Garcia Miguel Angel M A A A A A  
Laura Mamani Cindy Reyna F A A A A A  
Roque Huamani Leonardo Gear M A A A A A  
                 
Grade 3                
Casani Barreda Williams Alexis M A A A A A  
Condori Cruz Liz Tatiana F A A A A A  
Flores Flores Roxana Kelly F A A A A A  
Huallpa Checca Rodrigo M - - - - - Withdrawn
Lopez Vilca Paul Richard M A A A A A  
Mamani Llungo Ronal Wuilian M A A A A A  
                 
Grade 4                
Katherina
Chavez Puma Juana F A A A A A  
Condori Cruz Jefry M A A A A A  
Corimaya Flores Maribel F A A A A A  
Vina Zea Helmut Alvaro M A A A A A  
                 
Grade 5                
Fernandez
Cervantes Brayan M A A A A A  
Lazaro Gallegos Yoselin Yanet F A A A A A  
Mamani Mamani Maritza Isabel F A A A A A  

© Global Vision International – 2011

Retamozo Quispe Sara Isabel F A A A A A  
Soncco Parqui Denis Aquilino M A A A A A  
                 
Grade 6                
Cahuari Garcia Susy Miriam F A A A A A  
Alexander
Chambi Linares Manuel M A A A A A  
Flores Flores Jesus Enrique M C C C C D  
Lopez Vilca Jose hasley M A A A A A  
Toledo Huamani Luis Fernando M A A A A A  

© Global Vision International – 2011