Informe Trimestral De Resultados

USAID – ANACAFE COOPERATIVE AGREEMENT 520-A-12-00004 Guatemala, July 2015 TABLE OF CONTENTS 1. Introduction .............................................................................................................................................. 2 2. RVCP Implementation Context ................................................................................................................. 2 3. Implementation Obstacles and Mitigation Measures .............................................................................. 6 4. Progress to Date .................................................................................................................................... 6 4.1 General Activities ................................................................................................................................ 6 Sub-component 1: Read to Learn ............................................................................................................. 8 Sub-component 2: Accelerated Alternative Education ............................................................................ 8 5. Data Reporting ..................................................................................................................................... 10 Annexes ....................................................................................................................................................... 11 Annex 1: Activities to Prevent Child Labor .............................................................................................. 11 Annex 2: Coverage by Level .................................................................................................................... 11 Table 9 ..................................................................................................................................................... 11 Number of Schools by Municipality and by Level ................................................................................... 11 Annex 3: Indicators by Quarter .............................................................................................................. 14 Annex 4: List of Centers for Accelerated Alternative Education............................................................. 15 Annex 5: Photo Gallery ........................................................................................................................... 16 1 1. Introduction This report summarizes progress under the RVCP Education Component during the period from April through June 2015. Activities are implemented under two sub-components: a) Read to Learn: training workshops, teaching roundtables, site visits to provide classroom assistance, distribute read-o-meters, recipe books and planting guides. b) Accelerated Alternative Education: site visits, tutor training, learning circles, training on the use of textbooks, handicrafts, jewelry making and recycling. The narrative section below summarizes implementation activities, obstacles and corrective action when necessary. The tables break down the results for each sub-component and summarize progress to date under each activity with percentages for each indicator. 2. RVCP Implementation Context A group of visionary coffee producers committed to social development in Guatemala set up a foundation to institutionalize the participation of coffee production as an integral part of national socio- economic development in rural areas of Guatemala. The concept was based on a strategic plan for coffee production; hence the name Foundation for Rural Development. A Ministerial Agreement 742- 2005 approved a change in the name from Foundation from Rural Development (FUNRURAL) to that of Foundation for Coffee Production for Rural Development (FUNCAFE). FUNCAFE´s first efforts focused on projects for sustainable development, education and health through collaboration with coffee associations and federations. As a result, the Foundation developed credibility and trust among the international donor community and the public sector to implement programs and projects for social outreach. More specifically, FUNCAFE developed a competitive selection strategy for the RVCP Education Project to establish a technical team focused on a) management and administration, b) technical field personnel and c) monitoring and evaluation. All three areas report to a general manager under the Executive Director. The management staff includes a financial officer, a secretary and accountant together with the technical experts including an education coordinator, four pedagogical specialists, seven education technicians, two accelerated primary education experts and a specialist for monitoring and evaluation. FUNCAFE is responsible for implementing RVCP/Education activities under two overall objectives: 1. Read to Learn and 2. Accelerated Alternative Education. 2 The Project´s geographic coverage encompasses eight municipalities out of the total 21 municipalities working with RVCP/ANACAFE in the provinces of Huehuetenango and San Marcos. FUNCAFE works in Huehuetenango in the following municipalities: Jacaltenango, La Democracia, La Libertad and San Antonio Huista. In San Marcos, the Project works in San Jose El Rodeo, San Rafael Pie de la Cuesta, San Pablo and San Miguel Ixtahuacan. The Project worked during the first six months with a total of 89 primary schools and 52 pre-schools. Over the reporting period, the Project worked with 64 pre-schools now that 12 pre-school teachers have been assigned to a same number of new schools to serve pre-school students. The Project includes a crosscutting approach for education and training to benefit 431 teachers. The Project works on quality education with special emphasis on reading for 8,656 children from eight municipalities in Huehuetenango and San Marcos. The Project scheduled three assistance visits (once monthly) during the reporting period to each of the 64 pre-schools in the coverage area, as well as to each of the 89 primary schools. The visits provided opportunities to verify correct use of collaborative techniques and the use of emergent reading. Table 1 summarizes data from the 64 pre-schools, including technical assistance for 76 teachers to benefit 1,229 students. Table 1 Preschool Coverage Summary 2015 PROVINCE MUNICIPALITY SCHOOLS TEACHERS BOYS GIRLS TOTAL 107 245 JACALTENANGO 4 10 138 2 3 32 21 53 LA DEMOCRACIA 6 7 49 73 122 LA LIBERTAD 2 3 23 24 47 HUEHUETENANGO SAN ANTONIO HUISTA 4 4 37 43 80 SAN JOSE EL RODEO 11 12 92 87 179 SAN MIGUEL IXTAHUACAN 26 28 181 199 380 SAN PABLO SAN RAFAEL PIE DE LA 9 9 64 59 123 SAN MARCOS CUESTA 64 76 616 613 1229 TOTAL Source: 2015 FUNCAFE data Table 2 summarizes activities this quarter provide technical assistance to 355 teachers to benefit 3,858 boys and 3,569 girls for a total of 7,427 students. The technical team scheduled three visits to each of 3 the 89 primary schools in the coverage area. The visits also provided an opportunity to gather information on implementing reading techniques and active methodology, while also strengthening knowledge gained during the initial training and roundtable activities for teachers on emergent reading, meaningful expression, team work, learning corners, school gardens and school libraries. Table 2 Primary School Coverage Summary 2015 PROVINCE MUNICIPALITY SCHOOLS TEACHERS BOYS GIRLS TOTAL 5 65 589 631 1401 JACALTENANGO 2 17 177 170 347 LA DEMOCRACIA 9 50 560 493 973 LA LIBERTAD 3 20 236 216 452 HUEHUETENANGO SAN ANTONIO HUISTA 4 16 166 153 319 SAN JOSE EL RODEO 15 47 568 535 1103 SAN MIGUEL IXTAHUACAN 42 111 1267 1137 2404 SAN PABLO 9 29 295 234 529 SAN MARCOS SAN RAFAEL PIE DE LA CUESTA 89 355 3858 3569 7,427 TOTAL Source: 2015 FUNCAFE data The following table summarizes activities during the reporting period at 37 CEAAs with 29 tutors participating in training events on the use and management of textbooks. A total of 688 students are enrolled, of which 656 are attending on a regular basis in either Stage I or Stage II. Student attendance has remained steady at 95.3% of the total number of students enrolled in either of the two stages in both provinces. 4 Table 3 Accelerated Primary Education Coverage Summary 2015 JANUARY THROUGH MARCH APRIL THROUGH JUNE PROVINCE CEAA STUDENTS BENEFITED STUDENTS BENEFITED MEN WOMEN TOTAL MEN WOMEN TOTAL Huehuetenango 17 182 222 404 173 222 395 San Marcos 17 133 123 256 139 122 261 Total 34 312 343 660 312 344 656 Source: own source data for 2015 provided by education technicians The following table summarizes efforts during the reporting period to work at three events with 708 parents. Parenting school this quarter in both provinces covered subjects including school gardens, personal hygiene, cleanliness and nutrition. Technicians on site tailor the contents to meet the needs of the community. Table 4 Parenting School Coverage Summary 2015 PROVINCE MUNICIPALITY MEN WOMEN TOTAL JACALTENANGO 5 42 47 LA DEMOCRACIA 8 45 53 HUEHUETENANGO LA LIBERTAD 25 65 89 SAN ANTONIO HUISTA 14 42 56 SAN JOSE EL RODEO 9 45 55 SAN MIGUEL IXTAHUACAN 38 64 102 SAN MARCOS SAN PABLO 38 160 199 SAN RAFAEL PIE DE LA CUESTA 11 95 106 TOTAL 149 559 708 Source: 2015 FUNCAFE data 5 3. Implementation Obstacles and Mitigation Measures Pre-School and Primary Level: Save the Children is also working with one of the schools from the coverage area in San Antonio Huista. RVCP/Education worked with Laura Villegas to avoid duplication of efforts. As a result, FUNCAFE will work with students in primary and pre-school levels, while Save the Children

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