Project Report GVI Phoenix Guatemala 2010

Global Vision International,
Phoenix Guatemala Report Series No. 002
GVI Phoenix / Guatemala
Literacy, numeracy, English and stove-

building projects
Year Report
January – December 2010

GVI Phoenix Guatemala Report
Submitted in whole to
GVI
Produced by
Dominic Williams – Phoenix Latin America Founder and Director

Doreen de Williams – Phoenix Latin America Founder and Director
And
Elena Siquinajay Community Leader Hannah Hudson Volunteer

Santiago Colín Community Leader Sally Helm Volunteer
Sarah Riggott Project Manager Laura Dawson Volunteer
Emma Astles Project Coordinator Jonathan Seitz Volunteer
Kat Chidzey Project Coordinator Rachel Downey Volunteer
Patrick Smith Project Coordinator Shanna Covey Volunteer
Moli Griffin Project Coordinator Laura Mansbridge Volunteer
Priti Chotai Project Coordinator Rachael Smith Volunteer
Briggitte Pfluger Project Coordinator Stephen Leather Volunteer
Ella Fearon Project Coordinator Chelsea Libitzki Volunteer
Phoebe Hammond Project Coordinator Virginia Sharp Volunteer
Genevieve Ferrier Volunteer Ella Fearon Volunteer
Sarah Waghorn Volunteer Sara Heermans Volunteer
Andrew Creadore Volunteer Alex Rayne Volunteer
Jane Mackey Volunteer Laila Kielland Volunteer
Hyun Joo Kim Volunteer Deborah Osborne Volunteer
Aeriel Emig Volunteer Trevor Bolan Volunteer
Stephanie Thornton Volunteer Robert Mullen Volunteer
Sara Lessard Volunteer Wiesia Domogala Volunteer
Michael Boyle Volunteer Gary Martin Volunteer
Carla Boyle Volunteer Erin Hackett Volunteer
Dina Silbermann Volunteer Teresa VanCamp Volunteer
Lindsey Parry Volunteer Suzanne Mellen Volunteer
Adam Krause Volunteer Samuel Cain Volunteer
Stuart Cole Volunteer Melissa Herron Volunteer
Joelle Gready Volunteer Amanda Fischer Volunteer
Ulrike Mc Cann Volunteer Jonathan Clapham Volunteer
Morgan Neibich Volunteer Laurence Halford Volunteer
Leslie Beach Volunteer Susan Leighton Volunteer
Carolyn Ingram Volunteer Adam Newton Volunteer
David Beach Volunteer Claudia Allen Volunteer
Deepa Talwar Volunteer Julie King Volunteer
Katie Quarles Volunteer Jessica Randall Volunteer
Stephanie Black Volunteer Alicia Kirby-Welch Volunteer
Lee Vartanian Volunteer Amanda Goodwin Volunteer
Katie Potter Volunteer Mikaela Kenrick Volunteer
Kimberly Roch Volunteer Rebecca Holzherr Volunteer
Benjamin Rosado Volunteer Courtney Olmsted Volunteer
Carolyn Collins Volunteer Ken Weiss Volunteer
Gregory McConnell Volunteer Antonia Wheatley Volunteer
Rebecca Mursell Volunteer Alice Martin Volunteer
Melissa Fellman Volunteer Tessa Curtis Volunteer
Sue Palmore Volunteer Annie East Volunteer
Danielle Palmore Volunteer Emma Beehler Volunteer
Andrew Harmon Volunteer Clare Hamilton Volunteer
Yaba Armah Volunteer Fiona White Volunteer
Lauren Basser Volunteer Olivia Eschenbach Volunteer
Courtney Jimmie Volunteer Katherine Tiedemann Volunteer
Maria Von-Radowitz Volunteer Elizabeth Massie Volunteer
Carrie Berkman Volunteer Sam Bedwell Volunteer
Jennifer Youngman Volunteer Patricia Pabst Volunteer
Elizabeth Venard Volunteer Alex Zelenty Volunteer
Elizabeth Skinner Volunteer Caitlin Dykes Volunteer
Rebecca Shanfield Volunteer Chase Clement Volunteer
Jaimi Johnson Volunteer Kim Reynolds Volunteer
Jenny Olsson Volunteer Samuel Plachta Volunteer
Kali Ralston Volunteer Lydia Alpizar Volunteer
Lily Berrin Volunteer Katy Sheppard Volunteer
Erin Real Volunteer Judith Carson Volunteer
Kaitlin McInerney Volunteer Eoghan Leddy Volunteer
Kristin Swartz Volunteer Arnold Sampson Volunteer
Katelyn Carr Volunteer Cameron Vazehgoo Volunteer
Alicia Samp Volunteer Katie Hewitt Volunteer
Teresa Giardina Volunteer Joel Deurloo Volunteer
Rebecca McCabe Volunteer Adam Holloway Volunteer
Heidi Pinney Volunteer Wendy Morris Volunteer
Leah Glynn Volunteer Alec Watson Volunteer
Mark Storer Volunteer Lyn Watson Volunteer
Martin Tse Volunteer Robert Potter Volunteer
Claudia Marks Volunteer Anne Marie Branney Volunteer
Crystal Begum Volunteer Nicola McInnes Volunteer
Tas Cooper Volunteer Dawn Bleakley Volunteer
John Cramb Challenge Sarah Riggott Challenge
David Beach Challenge Ella Fearon Challenge
Martin Tse Challenge Michelle Ward Challenge
Elizabeth Massie Challenge Sophie Birkett Challenge
Alex Zelenty Challenge Kat Chidzey Challenge
Hannah MacKinnon Challenge Adam Holloway 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
GVI Charitable Trust

http://www.globalgiving.org/projects/donate-guatemala-education/
http://www.globalgiving.org/projects/guatemala-food-for-old-people/
http://www.justgiving.com/domwilliams
Executive Summary
In 2010, the exam results from the children’s national school exams have seen a
significant improvement in San Andrés Itzapa throughout the year, culminating (see
appendix 1) with all the children, bar six, passing their grades in Primary school, the
majority with scores in the 80’s and 90’s. The advances seen in maths and sciences again
were especially noticeable. All bar one child in 6th grade Primary school passed their
exams, and will start Secondary school in 2011.
The attendance of the children in San Andrés Itzapa has risen to an average of over 90%
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. 169 families benefitted with 279 children in Primary School, 63 in
Secondary School and 15 in College.
Similar results were witnessed in Santa María de Jesús with many children scoring in the
high 80’s and 90’s with just a handful not passing the grade and having to repeat.
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).
Tropical Storm Agatha passed through Guatemala on May 29th destroying many homes
and all the crops in our communities. Through very generous fundraising, we managed to
supply the families with emergency food, seeds, raincoats and materials to rebuild homes.
© Global Vision International – 2011 ii

During the year we constructed 47 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. Over 600 stoves have now been built in our
communities.
The Plan Ancianos Schemes in Itzapa and Santa María de Jesús has seen over 250
elderly relatives of the children regularly receive their food, in exchange for good
attendance in school by the children, which in turn is helping the shortage of food in the
family.
The work with the Women’s Group in Itzapa has continued, with the planting of 14,000
trees in June and almost 20,000 seedlings are now being prepared for 2011. 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
more now able to write their own names, as was seen when we handed out the
scholarships in December 2010.
The “Group of Ten” men still meet regularly in Santa María to discuss community and
agricultural issues.
There have been many successes during this period:
 Over 34,000 teaching hours have been completed by the volunteers to almost 600
children in both San Andrés Itzapa and Santa María de Jesús, from kindergarten
through to 3rd Level Secondary School and college.
 Over 147,500 fruits have been distributed
 Almost 74,000 breakfasts distributed
 47 energy-efficient stoves have been built
 14,000 trees have been planted in the surrounding area of San Andrés Itzapa
 250 elderly people benefiting from Plan Ancianos
 26 local Guatemalans receive regular income
 98% of our children passed the year in both Primary and Secondary levels.
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.......................................................................................... 9
1.2.2 The Canasta Básica ................................................................................. 9
1.2.3 Put into numbers ...................................................................................... 9
1.2.4 Additional costs ...................................................................................... 10
1.2.5 Conclusion ............................................................................................. 11
2.0 San Andrés Itzapa and Santa María de Jesús community teaching ...................... 11
2.1 Objectives ....................................................................................................... 13
2.1.1 Literacy and numeracy ........................................................................... 13
2.1.2 Food and fruit ......................................................................................... 13
2.1.3 Sustainable Community Schemes .......................................................... 14
2.1.4 Covering the costs of education ............................................................. 15
2.1.5 Celebrations ........................................................................................... 15
2.2 Classroom-based Teaching and Spanish Classes .......................................... 16
2.2.1 Training and Methods ............................................................................ 17
2.2.2 Achievements in San Andrés Itzapa and Santa María de Jesús ............ 17
2.2.3 English in Itzapa..................................................................................... 19
2.2.4 BTEC Leadership Training schemes ...................................................... 20
2.2.5 Review ................................................................................................... 21
2.3 Community Schemes/Plans ............................................................................ 21
2.3.1 Plan Ancianos ........................................................................................ 21
2.3.2 Plan Fertilizante ..................................................................................... 22
2.3.3 Women’s group in Itzapa and reforestation ............................................ 22
2.3.4 Group of Ten in Santa María .................................................................. 23
2.3.5 Review ................................................................................................... 23
3.0 Stove Projects ...................................................................................................... 24
3.1 Introduction ..................................................................................................... 24
3.2 A few facts about air pollution ......................................................................... 24
3.3 Comparison of Indoor Air Pollution to Malaria ................................................. 26
3.4 Facts on the Stoves ........................................................................................ 26
3.5 Short-term economic benefits of installing a stove .......................................... 27
3.6 Long-term economic benefits of installing a stove ........................................... 27
3.7 Long-term responsibilities ............................................................................... 27
3.8 Conclusion ...................................................................................................... 27
4.0 Financial Support .................................................................................................... 28
4.1 Charity Challenges 2010 ................................................................................. 28
4.2 GVI Charitable Trust ................................................................................................ 28
4.3 Tropical Storm Agatha ............................................................................................. 29
5.0 References .............................................................................................................. 31
6.0 Appendices ............................................................................................................. 31
iv
List of Figures
Fig. 1 – Giving out scholarships in San Andrés Itzapa
Fig. 2 – Classrooms in San Andrés Itzapa
Fig. 3 – Classrooms in Santa María de Jesús
Fig. 4 – Children learning
Fig. 5 – Children eating breakfast
Fig. 6 – Cross-generational support
Fig. 7 - Christmas party in San Andrés Itzapa
Fig. 8 – Mother’s Day in Santa María de Jesús
Fig. 9 – One-on-one Spanish classes
Fig. 10 – Volunteers in teaching workshop
Fig. 11 – Children with excellent results
Fig. 12 – Full classrooms
Fig. 13 – English in Itzapa
Fig. 14 – BTEC Leadership
Fig. 15 – Plan Ancianos
Fig. 16 – Plan Fertilizante
Fig. 17 – Plan Reforestación
Fig. 18 – Tree nursery
Fig. 19 - Fathers Day Football
Fig. 20 – Farming
Fig. 21 – Finished stove
Fig. 22 – Stove in construction
Fig. 23 – Volcano Charity Challenge
Fig. 24 – Emergency food
Fig. 25 – Kids with raincoats
Fig.26 – Seeds
Fig. 27 – Materials for construction
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. 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.
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.
The International Fund for Agricultural Development (IFAD) concur, stating in a recent
report, that the reasons for extreme poverty in Guatemala are down to a long history of
discrimination and inequality towards the Indigenous populations, lack of access to social
and productive assets, employment opportunities and over-exploitation of land and water
resources resulting in lower productivity of basic food crops which leads to food insecurity
and soaring prices.
© Global Vision International – 2011 Page 6

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
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 2010, the white maize crop, which is staple food in Guatemala for making tortillas,
failed around the areas of our projects. This was put down to severe climate change,
especially the unusual torrential rain in May and June and a fungus. The follow-on “frijol”
crop was equally affected by heavy rains and rotted, leaving very little food for the families
for 2011.
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.
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.
Fig. 1 – Giving out scholarships in San Andrés Itzapa

1.2.1 Family Income
Based on Family A
Mother and father, 3 children, 1 boy and 2 girls
Family A in GVI Phoenix Project in San Andrés Itzapa, Santa María de Jésus and Peña
Blanca (a community project at Lake Atitlán that GVI Phoenix supports) 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 twice a year. It is not a weekly income. Families
do not receive a weekly income. Other work might be found though without an education
and a burgeoning younger population looking for work, it is hard to come by.
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 (harvests in 2009 and 2010 failed).
1.2.2 The Canasta Básica
As of December 31st 2010, the monthly Canasta Básica Vital (CBV), or the basic foodstuffs
and other necessary essentials (including transport and education) needed by Family A, is
Q3,922 ($502) per month or Q980 ($125) per week for a family of five (Ministerio de
Trabajo y el Instituto Nacional de Estadistica - INE). The monthly Canasta Básisa
Alimentaria (CBA), which just includes the minimum essential nutritional food requirements
for a family of five is Q2,149 ($275) per month and Q537 ($68) per week. This is also
negatively affected by annual inflation, which in Guatemala is between 10-15% as is
seasonal depending on harvests. Both CBV and CBA are far from attainable for our
average families we work with, and below demonstrates that even the lower CBA is also
far from attainable.
1.2.3 Put into numbers
For argument’s sake, we will optimistically use the high end of the average income:
Family Income per week: $25
Canasta Básica Vital (CBV): $125
Canasta Básica Alimentaria (CBA): $68
What is left from CBA: -$43

So, looking at this, the family is already far below the CBV and well below the essential
nutritional CBA.
1.2.4 Additional costs
From the -$43 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 Alimentaria.
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

That is to say there is no money for a family of 5, plus elderly relatives, to eat and live, or
even get close to the average Canasta Básica Alimentaria. 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. We also support a third
community, Peña Blanca, at Lake Atitlán.
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 2010, we have over 350 children in primary,
secondary and carrera (college) ranging from ages of 5 to 22.

Fig. 2 – classrooms in San Andrés Itzapa
Santa Maria de Jesús

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. In 2010 we have 205 children in primary school ranging from ages 5
to 15 regularly attending.
Fig. 3 – classrooms in Santa María de Jesús

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. 4 – 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. According to the INE, fresh
fruit increased 8.56% in price in one month, depending on heavy rains in 2010.

Fig. 5 – children eating breakfast
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), 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. For the families to be involved in the Plans, their children must attend
school on a daily basis.
Fig. 6 – Cross-generational support

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 2010
and will be handed out in Santa María in 2011.
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, Day of the Dead.
Fig. 7 – Christmas party in San Andrés Itzapa

Fig. 7 – Mother’s Day in Santa María de Jesús
2.2 Classroom-based Teaching and Spanish Classes
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
textbooks provided, along with other materials we have. Any costs incurred to undertake
their classes are reimbursed.
The majority of volunteers choose to take a week of one-on-one Spanish classes at the
beginning of their program, which is then supplemented in the evenings.
Fig. 9 – One-on-one Spanish classes

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. 10 – volunteers in a teaching workshop
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, 98% 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.”
98% 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.
Fig. 11 – 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 again had a handful of children drop-out, though
this was mainly due to having to look after newly-born siblings and sick parents.
Fig. 12 – full classrooms
2.2.3 English in Itzapa
English is taught to students between the ages of 12 and 20 as a support for the lessons
they recieve in national secondary school. In national school English is taught by
Guatemalan teachers whose language skills are limited - we provide English classes from
native speakers - something the students deperately need and simply wouldn't get
anywhere else. In 2010 we used a new curriculum across four levels (including one level in
the primary school) based on the national curriculum books which took them through to
their final exams in October. Lessons are taught twice a week and are designed to be
intereactive and use the latest methods of teaching a foreign language, teaching the
students how to read, write, listen to, speak and have fun in English. Around 60 students

took their exams and we had a 97% pass rate with one student getting 99%! (see
Appendix 1).
Fig. 13 – English in Itzapa
2.2.4 BTEC Leadership Training schemes
Twenty members of staff and interns completed the BTEC course in 2010 giving them all a
good grounding in team leadership. Some of the newly qualified have continued working
with GVI in Brazil, Peru, Ecuador, Honduras and Guatemala and others have taken the
learnings back home to support them at work or to give them a good standing in the
university degrees and social work qualifications. Wherever our BTEC-ers have taken their
skills on to they have all given good feedback on the course and trainer saying that it has
given them a good base in team leadership and they feel confident enough to continue
using their skills.
Fig. 14 – BTEC Leadership Training

2.2.5 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 continued crop
failure and a growing lack of food, we have seen a decline in the well-being of the children
and their concentration levels do drop a lot.
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.
Fig 15 – Plan Ancianos

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. 16 – Plan Fertilizante
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 14,000 trees
were planted in the surrounding areas.
Fig. 17 – Plan Reforestación Fig. 18 – Tree nursery

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 Group of Ten in Santa María
In Santa María, a group of ten fathers meet on a monthly basis to discuss community and
agricultural matters. A couple of years ago, we loaned them a small amount of money to
work on schemes for the community, and this is working well, with agriculture being the
main beneficiary. They also organize our annual Father’s Day football match,
Fig. 19 - Fathers Day Football
2.3.5 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 been less positive as unseasonal high winds and heavy rain
destroyed most of the crops from 2010. The reforestation plan was a resounding success,
though the heavy rains did wash away some of the tress.
Fig. 20 – 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. 21 – Finished stove
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
- 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
Fig. 22 – Stove in construction

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.
 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 Challenges 2010
Between 21st November and 3rd December, two consecutive groups completed the
Volcano Charity Challenges, with guides from Old Town Outfitters, climbing five volcanoes
each: Pacaya, Santa María, Tajumulco, San Pedro and Acatenango 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, a new school in Santa María and a
$5,000 emergency fund. A Biking Challenge is set for March 2011 and the Volcano
Challenge will again be run in November.
Fig. 23 – Volcano Charity Challenge
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. 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 $55,000 in 2011 to cover these extra costs through the
GVICT.
4.3 Tropical Storm Agatha
Tropical Storm Agatha traveled through Guatemala on May 29th in winds of 45mph
dropping three feet of rain in less 24 hours. It took thousands of roofs with it, dumping
water in the houses as it flew through terrorising towns across Guatemala. It also sadly
took over 150 lives and 94,000 were evacuated from homes.
Fig. 24 – Emergency food
It left Santa Maria and Itzapa devastated withh mudslides taking out houses and crops. By
the end of the storm it had destroyed homes and all that year’s crops.
Fig 25 – kids with raincoats

As the communities started to suffer we knew we had to support them. For those families
involved in our programmes we provided emergency food parcels and followed up with
materials to help rebuild houses that were destroyed in the storm. After a few months we
gave them beans to grow to feed their families for the following year. As the rain continued
to come and the children became sicker and sicker we provided rain jackets for them to
wear to and from school so they would recover and not miss out on their education.
Fig 26 - seeds
All this was provided for by kind donations from ex-volunteers, friends and family. In total
we raised $42,000 and successfully rebuild 382 families’ livelihoods and communities. The
food scheme will continue in 2011 to prevent famine after the failures of the crops in 2010.
Fig 27 – materials for reconstruction

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 2010
MAGA – Ministerio de Agricultura, Ganadería y Alimentación – December 2010
Ministerio de Trabajo
INE - Instituto Nacional de Estadistica – December 2010
IFAD – International Fund for Agricultural Development
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 2010.
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

San Andrés Itzapa
Morning
ZUNIL Kinder 6 Attendence
Name Surname Age Len Mat Nat Soc
Abner René Caté Sal 7.0 93%
Lilian Yaneth Chabac Umul 6.3 90%
Elmer Adolfo Chiriz Chavac 7.5 87%
Danilo Alejandro Chiroy Bay 9.9 82%
Telma Leticia Chiroy Cuat 7.9 91%
Yaquelin Yuridia Gil Siquinajay 5.8 91%
Franklin Osmin Melendrez Arenales 11.6 93%
Edwin Manuel Micá Chiriz 6.2 92%
Nelson Iván Pec Salvaján 6.7 92%
Mayra Aracely Popol Cuc 8.3 90%
Diana Isabel Popol Cuc 6.1 90%
Cristian Josué Popol Sal 6.3 89%
María Angela Popol Siquinajay 7.1 90%
Miguel Silverio Popol Tojín 8.4 93%
Irma Elizabeth Quinac Socón 7.0 92%
Alexander Abimael Sal Azurdia 5.5 87%
Bárbara Samanta Salvaján Hernández 6.2 94%
Lester David Siquinajay Buch 7.4 90%
Diana Marisol Siquinajay Can 7.2 88%
Reyna Isabel Soc Salvajan 6.3 93%
Abner Estuardo Tagual Gil 7.3 93%
Selvin Estuardo Tagual Sirin 7.4 93%
Yasmin Karina Tobar Machán 7.5 88%
Maria Isabel Chocón Gurrión 6.6 87%
Maria Alejandra Chocón Gurrión 6.6 89%
Elio Cesar Ajquiy Salvaján 7.3 88%
Edgar Romelio Ajquiy Salvaján 9.4 90%
Yeimi Maricela Sal Tobar 5.4 88%
Oscar Ovidio Uz Coj 6.1 87%
Abner Geremias Can Catu 5.3 89%
Telma Yaneth Ajquiy Salvaján 11.0 88%
Angelica Azurdia Salvajan 90%
Helen 82%
FUEGO Grade 1 7 Len Mat Nat Soc

Yessica Marisol Buch Utzen 8.5 75 76 70 70 92%
Merlin Fabiola Chiriz Chavac 9.7 97 96 94 94 92%
Maycol Alfredo Inay Ovalle 7.9 90 95 96 96 91%
Melvin Gustavo Micá Micá 8.7 85 96 87 87 94%
Maira Yesenia Chiriz Chiroy 7.9 80 96 96 96 87%
David Alexander Popol Siquinajay 9.4 90%
Jorge Manuel Ajpuac Ajquill 9.4 94%
Lesbia Leticia Popol Siquinajay 11.8 91%
Henry Rafael Sal Tobar 7.9 66 66 64 64 90%

Kelyn Mishel Segura Chiriz 9.8 91%
Delmy Ariana Sequen Siquinajay 7.4 94 97 90 90 93%
Leybi Luzbina Siquinajay Buch 9.5 94 99 96 96 94%
Marvin Eliezer Tagual Pirir 7.5 94 92 97 97 92%
FUEGUITOS Grade 1 7 Len Mat Nat Soc

Melvin Israel Bay Machan 7.9 94%
Mirian Yaneth Can Catú 7.6 70 72 76 76 93%
Bilin Arael Melendrez Mendoza 9.6 92%
José Eduardo Paxán Caté 9.4 90%
Manuel Estuardo Popol Sal 7.8 75 60 76 76 90%
Maylin Analí Segura Chiriz 8.6 91%
Oscar Leonel Siquinajay Quinac 8.6 94%
Yordano Elias Sirin Roquel 8.3 84%
ATITLAN Grade 2 8 Len Mat Nat Soc

Axel Ajquiy Popol 10.4 99 97 100 100 92%
Dalia Roxana Tobar Machan 9.3 65 68 61 61 93%
Oscar Arnoldo Azurdia Xicón 12.9 73 71 81 81 92%
Deisy Yesenia Bay Machan 9.8 94%
Sandra Maribel Buch Utzen 10.1 80 84 86 86 94%
Iris Mariela Caté Sal 8.6 90 88 95 95 94%
José Gerardo Chiriz Chiroy 9.5 83 80 84 84 91%
Wendy Yulisa Gil Siquinajay 8.0 75 68 85 85 94%
Amalia Francisca Machan Guch 8.7 64 60 66 66 94%
Yoselin Yesenia Micá Chiriz 10.2 83 88 85 85 94%
Carlos Enrique Paxan Caté 9.7 91%
Maynor Andrés Pec Salvaján 11.0 91%
Josselyn Vanessa Popol Simaj 9.2 80 76 85 85 92%
Luis Gustavo Popol Tojin 11.1 93 85 89 89 92%
Cesar Augusto Quinac Ajquill 9.6 70 60 70 70 94%
Luis Antonio Salvajan Alvarez 9.6 70 60 60 60 93%
Katlin Fabiola Sanic Sal 10.7 82 89 89 89 92%
Yeimy Marisol Siquinajay Cujcuy 9.9 90 92 92 92 93%
Vilma Yolanda Siquinajay Quinac 10.5 81 86 81 81 93%
Yony Alexander Sirin Roquel 10.7 74 81 77 77 90%
Erick Alexander Sirin Siquinajay 9.6 87 88 86 86 91%
Pedro Vinicio Soc Salvajan 9.0 67 65 61 61 93%
Erick Aurelio Tagual Sirin 9.3 67 66 69 69 94%
Brenda Alexandra Tala Vasquez 9.3 85 61 77 77 91%
Gilmer Geovany Tobar Machán 11.7 65 65 62 62 94%
Denis Calixto Chocón Gurrión 12.0 94%
PACAYA Grade 3 9 Len Mat Nat Soc

Isaias Samuel Ajpuac Ajquill 11.9 76 76 73 73 93%
Elsa Ajquiy Popol 14.1 92%
Sonia Aracely Azurdia Bay 13.2 83 80 77 77 86%
Mirza Azucena Can Catú 9.4 75 81 73 73 93%
Merlin Yohana Cate Sal 10.2 86 77 79 79 91%

Ana Veronica Chiriz Chiroy 11.4 83 82 83 83 94%
Edgar Rodolfo Chiroy Cuat 10.0 68 65 61 61 90%
Glendy Yanira Gil Siquinajay 9.9 85 85 78 78 93%
Hugo René Quinac Ajquill 11.7 70 73 63 63 93%
Sergio David Sal Tobar 10.0 72 87 75 75 86%
Chezy Yovani Sanic Xicón 12.8 83 71 82 82 89%
Alex Miguel Segura Ajquill 10.7 55 43 49 49 87%
Paty Leticia Siquinajay Can 10.5 91%
José Enrique Soc Salvajan 10.6 83 93 77 77 94%
Hector Alexander Sunuc Chiroy 9.6 63 67 66 66 90%
Edison Armando Tagual Imuchac 9.5 75 78 75 75 90%
Wendy Marisol Tagual Sirin 11.5 93 97 87 87 90%
Consuelo Tala Vasquez 12.2 85 74 73 73 85%
Mercedes Ajquiy Salvaján 13.1 85%
TACANA Grade 4 10 Len Mat Nat Soc

Lourdes Anabell Chiroy Bay 12.1 68 68 70 82 90%
María Concepción Chiroy Puz 12.1 87 84 88 90 91%
Diana Carolina Melendrez Mendoza 12.9 60 62 73 61 91%
Wuilbany Omar Micá Chiriz 12.1 87%
Sucely Popol Simaj 11.6 74 76 74 69 93%
TOLIMAN Grade 5 11 Len Mat Nat Soc

Cristian Alexander Bay Machan 11.6 88%
Steysy Missel Callejas de Cid 10.9 80 82 72 83 87%
María Francisca Cate Segura 13.4 83 60 75 66 87%
Marta Viviana Chiroy Cuat 12.2 80 71 74 71 86%
Glendy Yojana Chum Salvajan 12.5 82 81 78 65 87%
Edgar Rolando Pec Salvaján 14.3 87%
Lester Ivan Sal Sirin 11.0 84 91 86 85 87%
Eddy Alexander Sal Tobar 11.9 70 74 65 72 86%
Gisell Rubi Sequen Siquinajay 11.0 94 88 91 82 93%
Tito Omar Siquinajay Can 12.5 86 64 70 71 89%
Hermenegildo Siquinajay Cujcuy 12.0 82 80 75 82 89%
Luis Enrique Siquinajay Quinac 12.4 96 98 93 93 94%
Yaquelin Celina Sirin Roquel 12.3 85 83 72 72 91%
Abner Sal Azurdia 11.9 81 60 70 65 93%
Wilmer Eduardo Micá Micá 11.9 92 89 87 85 91%
Edy Eduardo Sirin Siquinajay 12.7 89 73 69 77 91%
Marta Lidia Uz Coj 12.9 91%
AGUA Grade 6 12 Len Mat Nat Soc

Aura Leticia Buch Utzen 13.9 74 70 88 84 89%
Mary Floridalma Machan Guch 12.6 77 70 79 68 90%
Sulma Clarita Machan Guch 14.2 77 71 74 68 90%
Blanca Noemí Popol Simaj 13.8 72 64 81 79 93%
Francisca Leticia Sal Segura 13.7 74 64 72 69 90%
Deymi Celeste Sal Sirin 13.1 89 82 87 86 92%
Wendy Marisol Sanic Xicón 15.3 85 81 80 87 91%

José Encarnación Sanic Xicón 20.4 62 60 61 61 92%
Katy Paola Siquinajay Can 14.6 87%
Oscar Estuardo Soc Salvajan 13.1 63 65 68 69 92%
Nusly Marleny Puz Salvaján 12.6 64 62 64 70 86%
Odilia Maribel Hernandez Canax 15.1 82%
Blanca Lorena Rosito Coyan 15.6 76%
Areli Berencie Maczul Cujcuy 12.8 85 89 88 90 76%
Betzi Yanira Sanic Machán 12.9 65 67 73 88 76%
Reyna Esmeralda Tala Vasquez 14.3 83 89 84 82 92%
TAJUMULCO English
Level 1 Secondary 13
Dania Isabel Chiriz Curruchiche 14.4 87 87%
Yohanna Isabel Martinez Puz 14.0 83 90%
Yoselin Marisol Martinez Tala 60 90%
Andrea Mariví Oliva Riquiac 14.7 87%
Luis Giovanni Quinac Ajquill 16.6 94%
Nusly Carina Sal Tala 15.4 94%
Mayra Liliana Sanic Ajquiy 13.7 90%
Sulmy Asucena Sequen Siquinajay 12.8 72 87%
Level 2 Sec. and college 14+

Jobi Alejandro Can Peréz 16.4 93%
Blanca Azucena Martinez Puz 17.0 92%
Jenifer Elizabeth Martinez Puz 19.2 92%
Lesley Celeste Popol Utz 15.3 78 84%
Jairo Neemías Salvajan Arenales 16.3 61 92%
Yenifer Fabiola Sequen Siquinajay 15.0 68 95%
Lilian Beatriz Yax Can 16.5 95%
Sergio Eduardo Yax Cán 14.5 95%
Obed Neemias Xep Cujcuy 15.5 79 92%
Yeymi Magnolia Mica Chiroy 15.6 95%
Afternoon
ZUNIL Kinder 6 Len Mat Nat Soc
Oscar Danilo Ajmac Chiriz 6.6 93%
Luis Alfredo Ajpuac Tagual 7.4 93%
Heymi Yaneth Azurdia Siquinajay 7.3 92%
Melany Yohanna Buch Bucú 5.8 89%
Waily Ojani Can Perez 6.4 93%
Dilan Juan Alejandro Meren Segura 6.0 92%
Osman Benigno Muñoz Saloj 7.0 93%
Hector Adlfo Oj Ajquiy 7.3 91%
Angel Gabriel Popol Utz 6.1 87%
Claudia Marina Sanic Salvaján 7.0 94%
Brayon Daniel Siquinajay Alvarado 7.1 93%
Sindy Yulissa Siquinajay Azurdia 6.9 93%
Maira Leticia Siquinajay Buch 6.4 89%

Brandon Estuardo Yax Can 6.4 93%
Yaqueline Telon Mich 7.4 91%
Brayan Otoniel Chum Micá 6.7 93%
Yefri Eliezar Salvaján López 7.1 93%
Aylin Mishel Tala Callejas 8.3 92%
Andy Alesandro Tala Quinac 7.7 92%
Lizbeth Fernanda Mica Chiroy 6.9 89%
Melvin Alexander Azurdia Salvaján 7.0 93%
Nelson Jeremias Chiriz Zamora 4.8 92%
Heidy Maribel Azurdia Salvaján 4.5 93%
Junior Alexander Bala Popol 7.3 91%
Antonia Francisca Bala Popol 5.7 87%
Winifer Daniela Chojoj Azurdia 6.6 92%
Flores Chocon Alvarez 89%
Yeimi Yurisa Uzen Zamora 5.5 93%
William Alexander Azurdia Chiriz 7.2 92%
Julia Ajpuac Sic 8.3 93%
Cristobalina Ajpuac Sic 5.6 91%
FUEGO Grade 1 7 Len Mat Nat Soc

Jhony Oliverth Chiriz Curruchiche 7.8 80 97 95 95 90%
Nelson Eduardo Machan Cuc 8.8 73 82 75 75 92%
Marleni Noemí Martinez Puz 7.7 96 98 98 98 93%
Maria Elena Sal Segura 8.4 94 96 96 96 94%
David Fernando Salvajan Azurdia 7.8 95 96 95 95 90%
Elsa Marina Salvaján Hernández 8.4 96 99 99 99 94%
Yoselin Araceli Siquinajay Azurdia 8.6 94%
Aura Maribel Siquinajay Machan 8.1 68 72 71 71 94%
María Isabel Uzen Lopez 11.3 62 66 81 81 89%
Edgar Josué Azurdia López 8.7 80 92 84 84 94%
Edgar Yuvini Callejas Paau 9.2 94%
Maria Olivia Mendoza Callejas 82 96 94 94 94%
Desired Ahide Oliva Riquiac 8.3 80 92 85 85 94%
Marlyn Suleyda Siquinajay Ajquiy 7.6 80 94 78 78 90%
Kerin Isabel Callejas del Cid 8.2 92 96 94 94 93%
FUEGUITOS Grade 1 7 Len Mat Nat Soc

María Irene Cujcuy Micá 9.1 95%
Liliana Elizabeth Segura Juárez 9.0 57 40 48 48 95%
Magdalena Reyes García 8.3 95%
Alejandro Reyes García 10.1 95%
Kevin Estuardo Otzoy Siquinajay 8.4 70 84 77 77 95%
Pedro Antonio Segura Juárez 7.9 50 51 53 53 95%
Aura Marina Uzen López 8.0 38 53 54 54 87%
Edgar Francisco Chum Quinac 8.4 65 70 65 65 95%
Norma Leticia Telón Chavac 8.9 69 70 67 67 95%
Gladis Karina Telón Chavac 7.4 70 66 63 63 95%
Carlos Alexander Ajmac Chiriz 11.2 95%

Esbin Giovani Uzén Popol 93%
Edwin Josué Azurdia Chiriz 8.6 85 96 92 92 93%
ATITLAN Grade 2 8 Len Mat Nat Soc

Luis Miguel Xicon Tala 8.9 70 74 85 85 92%
Amilca Josué Azurdia Caté 9.7 93%
Alan Esteban Junay Caté 9.1 70 70 74 74 91%
Yeison Gustavo Azurdia Bay 8.2 74 77 68 68 92%
Yeison Gustavo Salvajan Siquinajay 8.7 93%
Mirna Azucena Sunuc Chiroy 8.0 67 76 73 73 94%
Jaquelin Nayelhy Chojoj Azurdia 8.6 87 89 85 85 95%
Cesar Agusto Sal Chavac 9.8 91%
Brayan Alexander Popol Sirin 9.0 65 70 68 68 92%
José Enrique Uzén Popol 12.0 84%
Seydi Asucely Sanic Machán 8.4 64 63 67 67 94%
Kevin Giovani Callejas del Cid 9.2 62 62 72 72 94%
Dulce Maria Chiriz Popol 9.4 62 60 74 74 94%
Yeison Adolfo Machán Popol 9.3 83 70 70 70 94%
Cindy Isabel Chiriz Ajpuac 9.2 92%
Blanca Mercedes Chiriz Sac 10.1 92%
Heidi Azucena Ajmac Siquinajay 84%
Suley Mirede Telon Mich 94%
Yaquelin Marisol Ajquiy Sirin 11.6 80 72 78 78 81%
Moises Ilario Ajpuac Sic 12.5 90%
Ada Jocabed Callejas Cujcuy 9.4 70 68 78 78 81%
Karin Patricia Callejas García 9.2 80 83 90 90 81%
Gricelda Noemi Saloj Cumez 11.3 44 49 47 47 81%

Mayra Lorena Saloj Cumez 9.7 38 44 48 48 89%
PACAYA Grade 3 9 Len Mat Nat Soc

Mirza Rubidia Ajmac Chiriz 9.6 90 92 84 84 92%
Nancy Fabiola Ajquiy Quinac 9.4 89%
Maynor Edilser Azurdia Salvaján 10.1 80 64 60 60 95%
Glendy Izabel Buch Ajcuc 10.6 73 78 82 82 87%
Darlyn Esthefa Janiz Chirix Saquic 9.2 70 65 69 69 87%
Rosmeri Nohemi Chiriz Curruchiche 10.7 88 87 92 92 89%
Wendy Carolina Cujcuy Sanic 10.4 92 80 72 72 92%
Irma Yolanda Escayá Hernandez 10.7 71 70 76 76 91%
Kimberly Teodora Gonzales Sal 14.7 86 94 90 90 81%
Maria Yohana Machan Cuc 11.5 65 65 70 70 95%
Linsi Judith Martinez Puz 9.9 76 80 82 82 94%
Yoselin Waleska Mica Chiroy 9.9 95%
Oceas Emanuel Muñoz Saloj 9.8 65 63 64 64 82%
Alba Maria Oj Ajquiy 11.0 87%
Maria Juana (Juanita) Sal Chavac 16.1 91%
Maria Margarita Sal Chavac 14.6 91%
Leivin David Salvajan Siquinajay 11.4 67 66 70 70 92%
María Dolores Sanic Buch 13.4 94%

Alex Leonel Azurdia López 11.3 83%
Amilcar Basilio Siquinajay Alvarado 9.5 89 77 70 70 93%
Edgar Daniel Siquinajay Buch 11.4 92%
Any Marisol Siquinajay Chiriz 14.3 70%
Edy Santiago Siquinajay Chiriz 10.4 92 94 90 90 95%
Yasmin Victoria Siquinajay Tagual 10.7 85 72 68 68 94%
Nuslin Telon Mich 13.0 95%
Adolfo Angel Xicón Tala 10.3 89 87 89 89 90%
Moises Ilario Ajpuac Sic 12.5 90%
María Yesenia Ajpuac Sic 10.9 80 76 70 70 90%
TACANA Grade 4 10 Len Mat Nat Soc

Sergio Joel Ajpuac Tagual 11.0 73 67 64 60 93%
Liza Luzbina Ajquiy Siquinajay 10.1 89%
Reyna Sucely Chum Quinac 12.7 66 60 61 62 88%
Flori Esmeralda Buch Quinac 13.4 92%
Axly Marittza Can Pérez 10.6 93%
Yeison Rodolfo Chiriz Ajpuac 10.9 92%
David Josué Chiriz Popol 12.4 80 85 66 73 91%
Karla Maribel Cuches Molina 11.8 72 86 79 73 91%
Reyna Araceli Machan Guch 10.8 68 62 67 73 94%
Kenia Marisol Mica Chiriz 11.2 75 77 75 72 90%
Wilson David Micá Popol 11.5 85 63 60 62 93%
Maria Cristina Monzoa Choc 10.4 72 70 76 76 93%
Olga Leticia Puz Ajmac 14.3 80 70 78 80 87%
Miriam Salvajan Alvarez 13.8 90 90 84 86 90%
Carin Marisol Tala Chiriz 12.3 88 86 88 90 93%
Floricelda Oj Ajquiy 13.2 92%
Billy Federico Popol Sirin 10.8 70 68 64 69 92%
Miguel Estuardo Popol Utz 9.5 70 70 74 78 91%
Yoselin Paola Sal Alvarez 11.0 82 87 68 74 91%
José Jerardo Sal Chavac 12.6 91%
Blanca Azucena Sal Segura 10.9 82 80 73 83 92%
Jesus Abimael Salvajan Azurdia 11.5 75 77 67 66 93%
Wendy Marisol Siquinajay Ajquiy 11.0 68 61 60 62 93%
Javier Erikson Siquinajay Tagual 12.7 94%
Gladys Elisabeth Tagual Imuchac 11.4 74 75 77 70 90%
Leslin Yaneth Callejas Paau 12.1 70 75 72 75 90%
Yenifer Yasmini Espital Uz 10.9 90%
Astrid Abigail Callejas Cujcuy 11.1 68 75 71 71 90%
Merlyn Candelaria Uzén Gómez 11.0 90%
Floridalma Chocón Espital 92 89 88 93 90%
TOLIMAN Grade 5 11 Len Mat Nat Soc

Walter Omar Buch Machan 12.3 80 74 66 62 92%
Glendy Yohana Chiriz Buche 13.6 71 72 70 70 91%
Wendy Marisol Cuat Quinac 13.5 87 70 70 68 91%
Maria Dolores Machan Cuc 13.9 70 74 70 70 92%
Eduardo Antonio Martinez Puz 11.9 74 76 84 78 90%

Anthony Elisardy Meren Segura 11.7 72 74 70 72 91%
Lesby Irene Oliva Riquiac 13.7 73 73 70 71 91%
Yesica Yesenia Saloj Cumez 13.4 79%
Jenri Manolo Machan Popol 12.1 80 82 80 76 92%
Yoni Francisco Siquinajay Buch 13.7 90%
Mario David Azurdia Salvaján 13.2 61 61 68 62 93%
Katy Andreina Chiroy Salvajan 10.6 76 76 74 74 92%
Carlos Danilo Chocón Alvarez 90%
Hilda Elizabeth Uzen López 15.2 94%
AGUA Grade 6 12 Len Mat Nat Soc

Carlos Enrique Ajpuac Tagual 12.7 85 70 82 84 92%
Maynor Giovani Azurdia Cate 16.7 90%
Yeison Baldemar Calleja Paau 14.4 82 65 80 90 95%
Kevin Arnulfo Can Peréz 14.4 93%
Aldo Israel Chiriz Siquinajay 12.9 73 60 60 61 79%
Deyllin Gabriela Meren Segura 13.9 88 75 92 84 95%
Wuily Geovani Siquinajay Ajquill 12.3 74 78 73 77 90%
Luis Eduardo Micá Chiroy 13.6 68 53 55 64 87%
Eddy Anthony Salvajan Arenales 13.6 78 67 75 80 95%
Nereida Roxana Salvajan Siquinajay 14.3 89 68 83 83 92%
Wendy Paola Sanic Salvajan 14.1 88 75 92 86 94%
Maynor Joel Xicon Siguinajay 14.5 91%
TAJUMULCO English
Level 1 Secondary 13
Luis Antonio Azurdia Cate 17.1 87%
Marvin Giovanni Buch Ajcuc 16.6 66 84%
Carlos Fernando Chiriz Chiroy 14.9 87%
Alicia Paola Chum Salvajan 14.4 77 87%
Karin Yamileth Figueroa Callejas 15.3 78 87%
Henry Eduardo Machan Guch 16.0 72 87%
Emiliana Mishel Mica Chiriz 15.2 57 92%
Greslín Maria Mica Chiriz 16.3 71 92%
Neydi Araceli Machan Popol 14.2 87%
Gustavo Adolfo Siquinajay Buch 15.8 87%
Nataly Jasmine Culajay Simaj 13.3 87%
Francisco Venancio Chocon Espital 14.7 61 95%
Level 2 Sec. & college 14+

Marlin Adelia Azurdia Bay 16.3 81%
Irwin Andoni Buch Machan 15.1 84 90%
Mayra Lisbeth Chavez Tala 16.4 90%
Pedro Antonio Chiriz Chiroy 16.4 84 90%
Maria Isabel Chiriz Chiroy 14.5 94 90%
Eddy Paulino Chum Salvajan 16.7 99 90%
Edgar Eduardo Sanic Luin 15.1 80 90%
Erik Yoel Sanic Luin 15.1 86 90%
Marco Antonio Buch 16.3 90%

José Israel Chiriz Buche 17.4 87 90%
Wilmer Fernando Figueroa Callejas 16.4 90 90%
Ingrid Yohana Machán Popol 16.1 90%
César Orlando Siquinajay Xicón 15.2 77 95%
Roberto Levi Xep Cujcuy 13.5 87 95%
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 2010.
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
Marta Lidia Perez Valle 5 95%
Juan Pablo Lorenzo Pio 5 95%
Blanca Azucena Pio Vasquez 5 95%
Jessica Noemi Vasquez Yucuté 5 95%
Sandra Paola Marroquin Piche 5 98%
Hilda Noemi Tepaz Marroquin 5 98%
Joseline Noemi Sunun Sicajau 5 90%
Brenda Gabriela Vasquez Ortiz 6 92%
Dennis Omar Cuy Vasquez 6 90%
Luis Fernando Sunun Chavez 6 95%
Miriam Estefani Vasquez Castellanos 6 94%
Jenifer Paola Ruiz Oron 6 96%
José Miguel Guerra Osoy 6 91%
Angela Gabriela Cuca Garcia 6 80%
Wendy Marisol Pio Cuca 6 85%
Wilmer Alexander Patan Ortiz 6 90%
José David Cuca Mixtun 6 97%
Jose Angel Ortiz Rojo 6 96%

Jair Estuardo Piche Vasquez 6 91%
Erika Paola Coroy Osoy 6 93%
José Armando Sunun Garcia 6 87%
Class 2 Kinder/No School 6 Len Mat Nat Soc

Ingrid Janeth Cuma Piche 6 80%
Laura Carolina Castellanos Piche 6 91%
Evelyn Azucena Ortiz Cuca 6 85%
Petronila Marroquin Piche 6 98%
Miriam Marili Boco Ramos 6 95%
Mishell Elizabeth Simon Chavez 6 94%
Josue Francisco Rojo Xar 6 98%
Erick Eduardo Ortiz Lorenzo 6 94%
Cristopher Alexander Acalon Patan 6 80%
Edgar Yovany Patan Chavez 6 85%
Stefany Johana Salome Pich 6 80%
Jose Alonso Sunun Roj 6 85%
Angela Paola Perez Valle 7 98%
Jose David Sunun Ortiz 7 95%
Yesenia Alejandra Tepaz Perez 7 94%
Carlos Manuel Pich Hernandez 7 90%
Class 3 Grade 1 7 Len Mat Nat Soc

Cristina Sunun Roj 8 76 74 75 75 93%
Miguel Angel Ixjotop Yucuté 8 83 78 70 70 90%
Sonia Maribel Sunun Antun 8 68 60 64 64 85%
Maynor Simon Chavez 9 80 61 45 45 92%
Elicka Abetzai Vasquez Xar 9 32 42 50 50 95%
Maria Antonia Osoy Chávez 10 76 94 90 90 98%
Fernando Yumán Cuca 10 30 40 40 40 74%
Odilia Acalon Vicente 10 80 90 84 84 86%
Narciso Xar Pio 11 30 40 74 74 98%

Alex David Castellanos Piche 8 90 85 93 93 97%
Edwin Alexander Chávez Yumán 9 65 80 68 68 95%
Ada Liliana Acalon Sunun 9 87 75 83 83 95%
Marta Julia Ruiz Mendez 9 81 76 87 87 94%
Augusto Alexander Livar Concon 9 69 66 74 74 90%
Mynor Arnoldo Chatat Luc 9 64 60 66 66 99%
Ana Victoria Pio Pio 9 80 90 70 70 96%
Mirna Aracely Boco Ortiz 10 84 69 74 74 95%
Maria Lucia Chavez Sian 10 75 82 81 81 98%
Blanca Azucena Ortiz Castellanos 10 75 76 66 66 98%
Maria Juliana Lorenzo Chocoj 10 81 84 72 72 92%
Daysi Paola Ixjotop Yucuté 10 90 90 95 95 98%
Maribel Simon Chavez 10 67 77 63 63 96%
Aura Marina Sunun Antun 10 73 77 76 76 89%
Vilma Elizabeth Xar Pio 12 98 94 89 89 94%

Class 5 Grade 3&4 9 Len Mat Nat Soc
Edwin Geovany Sunun Roj 9 61 64 62 62 92%
Rosa Angelica Tepaz Coroy 9 77 60 65 65 95%
Gladys Aracely Valle Piche 11 60 60 60 60 95%
Marta Simon Chavez 11 73 75 76 76 90%
Claudia Azucena Pio Pio 12 91 95 88 88 92%
Brenda Griselda Boco Ortiz 12 94 89 94 94 96%
Marta Leticia Lorenzo Chocoj 12 78 81 72 72 95%
Santos Chavez De Leon 12 86 90 86 86 89%
Adela Garcia Rancho 13 95 97 96 96 98%
Mary Cruz Cuca Perez 14 66 79 80 80 98%
Carlos Manuel Ortiz Poron 11 62 64 70 66 90%
Diopoldo Sunun Roj 11 79 74 79 80 85%
Sandra Maribel Ortiz Poron 12 44 48 60 48 90%
Victoria Xar Petet 12 83 79 87 87 92%
Juan Carlos Cuca Limon 13 64 60 62 63 88%
Sandra Maribel Ortiz Poron 12 44 48 60 48 90%
Nancy Fabiola Ortiz Poron 13 62 60 66 64 91%
Edgar Hernandez Garcia 14 85 87 80 80 99%
Class 6 Grade 5&6 Len Mat Nat Soc

Vilma Lucrecia Acalón Ortiz 13 63 81 74 74 96%
Marlon David Acalon Vasquez 13 60 60 67 71 95%
Gustavo Adolfo Pio Xar 14 60 50 61 60 97%
Aura Marina Oron Mendez 15 61 64 74 71 92%
Jairo Efrain Pio Pio 15 66 60 61 73 94%
Wiliam Alfredo Piche Chavez 16 39 65 38 50 95%
Afternoon
Class 1 Kinder 6 Len Mat Nat Soc
Cefora Elizabeth Vasquez Xar 6 94%
Sergio Geovany Ciriaco Gancis 7 85%
Melida Emiliana Piche Yucute 7 84%
Brenda Elizabeth Petet Castellanos 7 98%
Juan Carlos Vasquez Osoy 7 96%
Wendy Nohemi Sica Colin 7 96%
Jose Alexander Petet Marroquin 7 94%
Jessica Josefina Rancho Ajmac 7 92%
Diana Soledad Rancho Ajmac 7 92%
Kevin Aroldo Hernandez Yucuté 7 91%
Wendy Anaví Sunun Sicajau 7 94%
Jose Luis Pio Antun 7 90%
Wilmer Daniel Marroquin Simon 7 98%
Deysi Azucena Hernandez 8 96%
Sonia Magaly Yucuté Piche 8 92%

Marlen Mishel Rojo Castellanos 7 85 84 85 85 91%
Kevin Denilson Vasquez Castellanos 7 77 73 70 70 90%
Sergio Alexander Sunun Boco 8 60 68 66 66 98%
Jennifer Johana Cuc Yucuté 8 78 85 90 90 89%
Sandra Leticia Concon Coroy 8 68 70 74 74 85%
Jeny Paola Sunún Yucuté 8 40 31 65 65 82%
Elvia Marisol Simon Valle 8 75 80 80 80 91%
Luis Miguel Ortiz Lorenzo 8 79 77 74 74 94%
Josue David Lorenzo Pio 8 87 84 80 80 93%
Maria Rosenda Perez Pío 8 66 65 64 64 91%
Maria Cecilia Zamora Rojo 9 75 70 68 68 92%
Carlos Daniel Simon Yuman 9 61 68 65 65 91%
Maria Daniela Cuca Pérez 9 70 68 68 68 95%
Olga Marina Hernandez Garcia 11 92 89 95 95 92%

Adolfo Angel Coroy Osoy 8 30 47 45 45 85%
Walter Alfredo Bocó Ramos 8 60 60 60 60 95%
Ana Gabriela Gancis Oron 8 65 62 66 66 84%
Wendy Magaly Cuma Piche 8 71 64 66 66 82%
Gladys Hermelinda Simon Rancho 9 70 65 75 75 94%
Hector Adolfo Chávez Sian 9 68 68 80 80 96%
Jessica Carolina Zamora Sián 9 91 88 90 90 92%
Wilmar Geovany Acalón Ortiz 9 74 71 72 72 95%
Carlos Samuel Tepaz Acalon 9 72 69 71 71 94%
Lidia Gricelda Santos Rojo 9 70 86 78 78 99%
Maria Marcelina Vasquez Mixtun 9 79 82 84 84 85%
Joselyn Cecilia Rodriguez Chutá 8 71 62 71 71 98%

Carlos Coroy Chavez 8 96 96 96 96 90%
Brayan Jonathan Acalón Patán 8 65 70 60 60 91%
Sindy Lorena Ruiz Oron 9 70 86 84 84 92%
Ronaldo Lorenzo Patan 9 92 90 94 94 94%
Jessica Adamary Piche Vasquez 9 78 80 89 89 91%
Monica Sucelia Tepaz Perez 9 65 61 67 67 94%
Mynor Geovany Rancho Ajmac 9 73 82 79 79 93%
Sandra Susana Hernandez Cuca 9 67 68 70 70 96%
Glendy Aracely Vásquez Ortiz 9 85 82 90 90 94%
Maria Nohelia Piche Vicente 9 73 84 89 89 95%
Heidy Marisol Acalón Vásquez 9 75 64 80 80 92%
Maria Carmela Chávez Lorenzo 10 80 77 80 80 90%
Maria Lisandra Perez Pio 11 82 80 78 78 95%
Blanca Azucena Simon Valle 11 62 74 69 69 93%
Maria Santa Chavez Lorenzo 12 85 80 85 85 92%

Fredy Alexander Orón Pérez 9 70 69 71 71 98%

Wendy Marisol Orón Lorenzo 10 77 81 73 73 94%
Aura Yolanda Hernandez Xar 10 61 60 63 63 96%
Cesar Giovany Pich Ramos 10 73 76 70 70 92%
Julio Alexander Jimenez Vasquez 10 75 78 77 77 85%
Carolina Mixtun Coroy 10 62 71 62 62 90%
Blanca Azucena Lcaj Us 10 85 83 79 79 91%
Yoselin Marleny Jimenez Vasquez 10 81 81 69 69 93%
Wendy Marisol Guerra Pich 10 69 75 63 63 92%
Sonia Leticia Xar Coroy 10 79 87 76 76 90%
Byron Garcia Rancho 10 65 60 65 65 92%
Silvia Xar Petet 10 94 84 86 86 93%
Manuel Antún Lorenzo 11 82 88 80 80 94%
Alfredo Santos Vasquez Ortiz 11 75 64 72 72 90%
Leidy Johana Piché Vasquez 11 63 61 64 64 92%
Vivian Marleny Hernandez Xar 12 84 73 82 82 95%

Luis Fernando Vasquez Osoy 10 76 69 66 79 80%
Alex Oron Ortiz 10 60 60 60 60 98%
Hennry Joel Xoc Oron 11 76 65 74 69 85%
Aura Leticia Ortiz Coroy 11 85 87 81 83 95%
Wendy Evelyn Rancho Ajmac 11 80 83 79 77 90%
Victoria Simon Cuca 11 71 73 74 64 84%
Gloria Estefani Lorenzo Patan 11 72 72 75 69 90%
Marvin Estuardo Oron Lorenzo 11 72 65 75 69 80%
Maria Cristina Pio Xoc 12 69 60 71 66 94%
Olga Marina Santos Rojo 12 86 85 84 86 92%
Class 7 Grade 5&6 10 Len Mat Nat Soc

Alexander Acalon Vasquez 10 85 73 79 79 90%
Cindy Karina Acalón Ortiz 11 64 85 60 70 98%
Claudia Aracely Jimenez Vasquez 12 84 80 78 70 91%
Hector Daniel Xoc Perez 12 66 70 73 79 93%
Jessica Marisol Jimenez Vasquez 12 83 93 84 72 94%
Hector Geovanny Vásquez Osoy 12 89 90 76 75 75%
Gerson David Oron Lorenzo 12 74 77 82 73 89%
Lilian Margareth Piche Chavez 13 80 82 79 74 98%
Orlando Denilson Lorenzo Patan 12 85 81 78 80 99%
Luis Alfredo Xoc Orón 13 69 72 79 80 92%

Project Report GVI Phoenix Guatemala 2010

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Project Report GVI Phoenix Guatemala 2010

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Global Vision International,

Phoenix Guatemala Report Series No. 002

GVI Phoenix / Guatemala

Literacy, numeracy, English and stove-

January – December 2010

Dominic Williams – Phoenix Latin America Founder and Director

Elena Siquinajay Community Leader Hannah Hudson Volunteer

GVI Phoenix Guatemala

Address: 9 Calle Poniente, Antigua Guatemala, Guatemala

GVI Charitable Trust

© Global Vision International – 2011 ii

There have been many successes during this period:

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

© Global Vision International – 2011 Page 6

© Global Vision International – 2011 Page 7

1.2 Why financial support is important in education

Fig. 1 – Giving out scholarships in San Andrés Itzapa

© Global Vision International – 2011 Page 8

1.2.2 The Canasta Básica

1.2.3 Put into numbers

© Global Vision International – 2011 Page 9

1.2.4 Additional costs

© Global Vision International – 2011 Page 10

San Andres Itzapa

© Global Vision International – 2011 Page 11

Santa Maria de Jesús

Fig. 3 – classrooms in Santa María de Jesús

© Global Vision International – 2011 Page 12

2.1.1 Literacy and numeracy

Fig. 4 – children learning

2.1.2 Food and fruit

© Global Vision International – 2011 Page 13

2.1.3 Sustainable Community Schemes

Fig. 6 – Cross-generational support

© Global Vision International – 2011 Page 14

Fig. 7 – Christmas party in San Andrés Itzapa

© Global Vision International – 2011 Page 15

2.2 Classroom-based Teaching and Spanish Classes

Fig. 9 – One-on-one Spanish classes

© Global Vision International – 2011 Page 16

Fig. 10 – volunteers in a teaching workshop

2.2.2 Achievements in San Andrés Itzapa and Santa María de Jesús

© Global Vision International – 2011 Page 17

Fig. 11 – children with excellent results

© Global Vision International – 2011 Page 18

Fig. 12 – full classrooms

2.2.3 English in Itzapa

© Global Vision International – 2011 Page 19

Fig. 13 – English in Itzapa

2.2.4 BTEC Leadership Training schemes

Fig. 14 – BTEC Leadership Training

© Global Vision International – 2011 Page 20

2.3 Community Schemes/Plans

2.3.1 Plan Ancianos

Fig 15 – Plan Ancianos

© Global Vision International – 2011 Page 21

Fig. 16 – Plan Fertilizante

2.3.3 Women’s group in Itzapa and reforestation

Fig. 17 – Plan Reforestación Fig. 18 – Tree nursery

© Global Vision International – 2011 Page 22

2.3.4 Group of Ten in Santa María

Fig. 19 - Fathers Day Football

© Global Vision International – 2011 Page 23

Fig. 21 – Finished stove