Accelerated Alternative Education. The Project completed efforts to register each student under the Ministry of Education SIRE system and provide each with a single code number. • Technicians implemented tutor roundtables to provide for experience exchange, discuss lessons learned and assess progress. • The Project coordinated efforts with USAID and DIGEEX to design the third stage for accelerated education and submit the proposal to DIGEEX in August. • Technicians worked with DIGEEX to file requests for secondary level schools. • The Project provided each CEAA with a read-o-meter to track student progress and reading speed. In addition, technicians provided a seed kit and handbook to start their school gardens. • Technicians provided each student from Stages I and II with a supply kit. Lessons Learned • This sub-component provides communities with three distinct opportunities: ✓ Employment, ✓ Significant learning and ✓ Ties to the labor market. • Retention this period remains at 96% of 686 students. • The Project engaged with young women who had dropped out of school when their parents migrated to the U.S. and encouraged them to enroll in accelerated alternative education. • Teen mothers have an opportunity to fulfill their parenting duties while attending evening or weekend classes. Year 1 Results Table 9 Results Summary YEAR 1 Description FY 2015 Target Result % Progress Number of technicians trained 14 14 100 Number of tutors hired and trained 25 29 116 Number of pre-school students benefitted 987 987 100 Number of primary school students benefitted 7027 7427 105 Number of accelerated education students 500 660 132 Number of pre-school teachers trained 47 76 155 Number of primary school teachers trained 390 308 79 Number of assistance visits 712 712 100 Source: 2015 FUNCAFE database The Project met 100% of the target for technical training. In addition, the Project met 116% of the target for training tutors for accelerated primary education. The Project also reports meeting 107% of the targets to benefit primary school students and 124% for preschool students. In regard to the target of 500 students set for accelerated education, the Project surpassed the target by enrolling 660 students for a total of 132%. In addition, 660 students of the 688 students that originally enrolled are still attending classes equivalent to a 96% retention rate. The Project trained 76 pre-school teachers and met 125% of the target. The target for primary school teachers was set at 390, and the Project made 7...
Accelerated Alternative Education. 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 Xxxx El Rodeo, San Xxxxxx Pie de la Cuesta, San Pablo and San Xxxxxx 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 PROVINCE MUNICIPALITY SCHOOLS TEACHERS BOYS GIRLS TOTAL HUEHUETENANGO JACALTENANGO 4 10 000 000 000 LA LIBERTAD 6 7 49 73 122 SAN ANTONIO HUISTA 2 3 23 24 47 SAN MARCOS SAN XXXX EL RODEO 4 4 37 43 80 SAN XXXXXX IXTAHUACAN 11 12 92 87 179 SAN PABLO 26 28 181 199 380 SAN XXXXXX PIE DE LA 9 9 64 59 123 TOTAL 64 76 616 613 1229 2015 CUESTA 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 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 HUEHUETENANGO JACALTEN...
Accelerated Alternative Education. 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 Xxxx El Rodeo, San Xxxxxx Pie de la Cuesta, San Pablo and San Xxxxxx Ixtahuacan. A total of 89 primary schools, 47 pre-schools and 29 Accelerated Alternative Education Centers (CEAAs in Spanish) serve the area. The Project includes a crosscutting approach for education and training to benefit 417 teachers. The Project works on quality education with special emphasis on reading for 8,014 children from eight municipalities in Huehuetenango and San Marcos. The Project scheduled assistance visits during the reporting period to each of the 89 schools in the coverage area. The first visit included a quick diagnostic to assess infrastructure, furniture, equipment, coverage, preliminary statistics and community context. The second visit provided opportunities to observe teachers replicating the content of the training sessions. In addition, the Project set up links on Google Drive to implement a real time information system. The Project uses OneDrive to schedule activities. The following table summarizes activities over the reporting period including two technical site visits to 49 pre-schools located within the eight municipalities in the coverage area. The visits provided an opportunity to gather preliminary statistical data and provide assistance on implementing the content from the training activities including that pertaining to emergent reading, meaningful expression, team work, learning corners, vegetable gardens and the school library. Activities benefited 482 boys and 505 girls for a total of 987 students. Technicians trained a total of 59 teachers. Table 1 Preschool Coverage Summary 2015 PROVINCE SCHOOLS TEACHERS TRAINED STUDENTS BOYS GIRLS Huehuetenango 14 38 261 267 San Marcos 35 21 221 238 TOTAL 49 59 482 505 Source: 2015 Project data provided by education technicians. Table 2 summarizes activities this quarter to schedule two technical assistance visits to each of the 89 primary schools in the coverage area. Technicians collected preliminary statistical data, completed quick diagnostic assessments and provided assistance on the topics covered in initial training activities, including emergent reading, meaningf...
Accelerated Alternative Education. The Project scheduled site visits, tutor training, learning circles and training on the use of textbooks, crafts, jewelry making and recycling together with a municipality- wide reading competition. The narrative section below summarizes implementation activities, obstacles and corrective action when necessary. The tables break down the results of activities to summarize progress to date activity and percentages for each sub-component indicator. Over the course of the reporting period, the Project worked in November and December to establish 35 Coffee Kindergartens at the pre-school level. As part of a strategy to curb child labor, a total of 35 tutors work with 615 children. Furthermore, the Project worked with 64 pre-schools and trained 76 teachers during three separate activities on emergent reading, active methodology focused on early learning, strategies to establish and use stories as a teaching tool. As a result, the effort benefited 616 boys and 613 girls for a total of 1,229 students. Technicians organized three teacher roundtables to exchange experiences and model a class for a comprehensive assessment of teaching practices, implementation of the methodology, emergent reading and classroom evaluations. The Project worked with 89 regular primary schools by scheduling monthly visits to each. In addition, technicians trained 308 teachers during three separate events on emergent reading, active methodology and reading strategies. The Project also scheduled teacher roundtables to exchange successful experiences that could benefit 7,427 students from eight municipalities in Huehuetenango and San Marcos. The Project took advantage of the opportunity to start 89 school gardens to reinforce entrepreneurship. Technicians coordinated efforts with FUNCAFE´s office on Food Security and Nutrition to provide assistance and implementation support. Furthermore, the activities provided an opportunity to underscore the importance of hygiene practices (hand washing and teeth brushing). As part of the strategies to strengthen reading skills, the Project organized municipality-wide reading competitions. The first round of competition was open to each of the 7,427 students, while the second round included 534 children (one per grade for each of the schools). In working on Accelerated Alternative Education, the Project worked to establish 35 centers (CEAAs in Spanish) where 29 tutors worked with 660 adolescents and youth. The first stage included 400 students, and Stage...
Accelerated Alternative Education. 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 Xxxx El Rodeo, San Xxxxxx Pie de la Cuesta, San Pablo and San Xxxxxx Ixtahuacan. A total of 89 primary schools, 64 pre-schools and 35 CEEAs serve the area. The Project includes a crosscutting approach for education and training to benefit 355 primary school teachers and 76 preschool teachers for a total of 431 teachers. The Project works on quality education with special emphasis on reading for 8,656 children in primary and preschools, plus 656 youth in accelerated primary school from eight municipalities in Huehuetenango and San Marcos.
Accelerated Alternative Education. 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 Xxxx El Rodeo, San Xxxxxx Pie de la Cuesta, San Pablo and San Xxxxxx Ixtahuacan. 89 primary schools and 47 pre-schools serve the area. The Project includes a crosscutting approach for education and training to benefit 439 teachers. The Project works on quality education with special emphasis on reading for 11,000 children from eight municipalities in Huehuetenango and San Marcos. The following table summarizes activities over the reporting period to set up 35 Coffee Kindergarten centers, three in Huehuetenango and 32 in San Marcos. The centers are located in communities within the coverage area that lacked pre-schools. The schools provide services a total of 615 students; 336 boys and 279 girls. The preschools operated for 35 days in November and December 2014. Table 1 Preschool Coverage Summary 2014 PROVINCE (Departamento in Spanish) Schools STUDENTS EQUIVALENCY TESTED Boys Girls Boys Girls San Marcos 32 304 255 138 122 Total 35 336 279 158 138 Source: Project data for 2014 provided by education technicians.
