Activities by Component. FUNCAFE implements the Education Component for RVCP divided into two sub-components: 1) Read to Learn and 2) Accelerated Alternative Education. The geographic coverage for the Education Component extends to eight municipalities in Huehuetenango and San Marcos out of the total 21 included in RVCP/ANACAFE. Activities this period include the following: • The Project organized three activities as scheduled to train preschool and primary teachers. (In support of Ministry of Education requirements and teacher requests, each participant received a certificate upon completion). In addition, technicians organized the first teacher roundtable activity. • Technicians delivered teaching kits, preschool workbooks, meaningful expression notebooks for first graders, self-learning workbooks, progress notecards, transparency murals, read-o-meters, recipe books, games, school garden instructions and seeds. • The Project organized an activity to provide teachers with distinguished recognition for their attendance, use of active methodology, reading strategies and teaching innovations. • The Project organized a reading competition at the municipal level (eight) with prizes awarded for first, second and third place winners from each grade.
Activities by Component. FUNCAFE implements the Education Component for RVCP divided into two sub-components: 1) Read to Learn and 2) Accelerated Alternative Education. The geographic coverage for the Education Component extends to eight municipalities in Huehuetenango and San Marcos out of the total 21 included in RVCP/ANACAFE. Activities this quarter include the following: • Two training activities for pre-school and primary teachers from both provinces on active methodology and reading strategies. A total of 358 primary school teachers participated together with 59 pre-school teachers. • Deliver text books among participating schools as follows: First grade: 1,873 textbooks Second grade: 245 sets including seven workbooks each for 1,643 students Third grade: 375 sets of six workbooks each for 1,389 students Fourth grade: 335 sets of 14 workbooks each for 847 students Fifth grade: 300 sets of 13 workbooks each for 721 students Sixth grade: 300 sets of 13 workbooks each for 701 students. • Project staff scheduled a series of field visits once a month to each of the 89 primary and 49 pre- schools. The visits this quarter provided an opportunity to complete a quick diagnostic on school facilities, application of reading techniques and active methodology. In addition, technicians worked with teachers to set up learning corners, especially those for reading. • Technicians distributed teaching kits for all 89 primary and pre-schools in the coverage area. • The Project completed efforts to recruit and hire 31 tutors to work in both provinces in the coverage area. In addition, technicians coordinated efforts with FUNCAFE and DIGEEX for orientation and training events. DIGEEX reviewed the job description and qualifications for the tutors and provided guidelines to have the tutors and CEAAs included in the Ministry of Education database. • The Project completed activities to enroll students using the DIGEEX format on Excel. In addition, by the end of March, all students were recorded in the SIRE educational system at the Ministry of Education Planning Department.. • Project technicians worked to find convenient, safe and accessible locations for each CEAA. Locations include schools, churches, co-ops and private homes. • The Project coordinated efforts with IGER to copy the material tailored for the CEAAs and deliver the texts to each of the contact points for distribution to the students during each of the two stages. In addition, the Project provided kits with school supplies for each st...
Activities by Component. FUNCAFE implements the Education Component for RVCP divided into two sub-components: 1) Read to Learn and 2) Accelerated Alternative Education. The geographic coverage for the Education Component extends to eight municipalities in Huehuetenango and San Marcos out of the total 21 included in RVCP/ANACAFE. • Provide pre-school education through 42 centers to develop basic psychomotor skills in preparation for insertion and successful adaptation to first grade. Education is provided over 35 school days. The Project implemented 35 centers for 615 students of pre-school age. Of these, 296 students passed equivalency tests to enter first grade; the remaining students did not meet age requirements set by the Ministry of Education. • The Project planned training activities to be scheduled in January for each of the 89 primary schools and 42 preschools. Similarly, the Project procured teaching kits to be distributed during the training events at each school. • Select qualified education technicians to work with the program in Huehuetenango and San Marcos. • Hold meetings with officials from the Extra Curricular Education Department to coordinate activities among various adult education programs and select the option most suited to the objectives and resources of the RVCP/Education component. • Hold meetings with the regional departments of education to request information and materials for the Project. • Process to select tutors for the training centers on alternative accelerated education. Interview candidates, request personnel files (14 tutors selected in San Marcos and 19 in Huehuetenango). • Screen student population between the ages of 13 and 24 that did not finish primary school. Field visits to communities within the coverage area with support from personnel from co-ops and selected tutors to identify 686 potential students for the Project. Description FY2014 Target FY2014 Results to Date % Progress Number of technicians trained 13 12 92 Number of tutors selected 25 31 124 Number of pre-school students 630 615 98 Number of Coffee Kindergarten centers 42 35 83 Number of students in accelerated primary school 500 686 137 The Project reports progress this quarter in reaching 92% of the training target, plus 110.5% of the coverage target. The Project hired 13 technicians and trained them in administrative issues and on the active methodology. The Project provided opportunities to children of pre-school age from the communities lacking pre-school education to pa...
