project report gvi phoenix nicaragua 2010
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Global Vision International,PHOENIX Report Series No. 001
13
GVI Phoenix Nicaragua
Literacy, Numeracy and Stove-buildingProjects
Year End Report
January 2010 - December 2010
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In July 2010, a new school project was started in the community of Chiriza. Chiriza is
located in the foothills ten minutes to the west of Estel. Since the inception of the school,
109 children have attended consistently at a rate of 54% (enter explanation). Another 122
students have attended at a rate below 25% signifying a large potential for increased
attendance at the school, as well as an increase in rate of attendance.
Fig. 2 Children Attending School, Chiriza
We have had a consistent daily food program that has continued over the last twelve
months for the children attending our school in La Thompson. The children are provided
with a meal of rice and beans and are given a piece of fruit daily.
In the community of Chiriza, we have solidified a daily food program that is modeled after
our program in La Thompson. This program commenced in September 2010 after the
construction of the kitchen near the school. The children in this community also receive a
meal of rice and beans and a piece of fruit on a daily basis. In both communities children
are asked to bring wood from their homes to heat the stove and in turn prepare the food.
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Fig. 3 Food Program in Action, Chiriza
Additionally, ten energy efficient stoves have been constructed in the last twelve monthsfor families in the communities. They use approximately 75% less firewood than traditional
methods are able to cook more than one item at once, and the chimney provides
ventilation for the smoke. Further, GVI Phoenix Nicaragua has recently begun to outfit
existing stove chimneys with a top piece to prevent rain from entering the stoves in the
rainy season. This program will continue with existing stoves and the piece will be installed
as part of the construction process for future stoves.
Fig. 4 Stove Fig. 5 Top Piece for Stove
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HighlightsDuring the months of January 2010 to the December 2010 over 1300 hours of
classes have been given to preschool and grades 1-6 in primary school in La
Thompson and Chiriza
Significant increase in volunteers in 2010In 2010 classes began to be offered to children in primary school grades 4-6
Approximately 900 pounds of beans and 1,000 pounds of rice have been used in
the food program for the children attending the schools
Over 17,000 pieces of fruit have been given to the children
10 additional energy-efficient stoves have been constructed including the one at
Chiriza
New flooring for outdoor classrooms in La Thompson
Provisional school structure completed in Chiriza in July 2010
Enclosed kitchen completed with energy efficient stove in Chiriza in September
2010
Preschools in La Thompson and Chiriza recognized as community preschools by
the Ministry of Education (MINED)
Ministry of Education permits and approves the reinforcement classes given to the
children in La Thompson and Chiriza
New local staff member hired, Cndida Tinoco Zeledn
Maintenance and expansion of local partners within Nicaragua in 2010
In November 2010, compost pits started at both schools
Nearing completion of fence around school in La Thompson
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Table of ContentsExecutive Summary ........................................................................................................ 2Highlights ........................................................................................................................ 5List of Figures ................................................................................................................. 71.0 Introduction ............................................................................................................... 81.1 Why financial support is important in education......................................................... 81.1.1 Family Income........................................................................................................ 91.1.2 The Canasta Bsica ............................................................................................... 91.1.3 Put into numbers: ................................................................................................... 91.1.4 Additional Costs ................................................................................................... 101.1.5 Conclusion ........................................................................................................... 102.0 La Thompson and Chiriza Community Teaching Projects ....................................... 102.0.1 La Thompson Community Teaching Project ......................................................... 132.0.2 Chiriza Community Teaching Project ................................................................... 132.0.3 Objectives ............................................................................................................ 142.0.4 Literacy and Numeracy ........................................................................................ 142.0.5 Food and Fruit...................................................................................................... 152.1 Classroom-based Teaching .................................................................................... 162.1.1 Training and Methods .......................................................................................... 162.1.2 Celebrations ......................................................................................................... 172.1.3 Incentive Schemes ............................................................................................... 172.1.4 Dental Hygiene .................................................................................................... 182.1.5 Arts and Crafts ..................................................................................................... 192.2 Building Projects and Refurbishments ..................................................................... 192.3 Local GVI Employees and Local Partnerships ........................................................ 202.4 Activities and Achievements in La Thompson ......................................................... 222.5 Activities and Achievement in Chiriza ...................................................................... 232.6 Review .................................................................................................................... 233.0 Stove Projects ......................................................................................................... 243.0.1 Introduction .......................................................................................................... 243.0.2 Facts about air pollution ....................................................................................... 253.0.3 Comparison of Indoor Air Pollution to Malaria ...................................................... 263.0.4 Facts on the Stoves ............................................................................................. 273.0.5 Short-term economic benefits of installing a stove ............................................... 273.0.6 Long-term economic benefits of installing a stove ................................................ 273.0.7 Long-term responsibilities .................................................................................... 283.0.8 Conclusion ........................................................................................................... 284.0 Looking Forward ..................................................................................................... 284.0.1 Expanding Educational Opportunities .................................................................. 28
4.0.2 Supplementing Food Programs ............................................................................ 294.0.3 Increasing Volume of Volunteers/Self Sufficiency in Funding ............................... 295.0 Financial Support .................................................................................................... 295.0.1 Charity Challenge 2010 ........................................................................................ 295.0.2 GVI Charitable Trust ............................................................................................ 296.0 References ............................................................................................................. 307.0 Appendices ............................................................................................................. 308.0 Explanation of Attendance Reporting ...................................................................... 37
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List of FiguresFig. 1 Children Attending School, La Thompson
Fig. 2 Children Attending School, Chiriza
Fig. 3 Food Program in Action, Chiriza
Fig. 4 Stove
Fig. 5 Top Piece for Stove
Fig. 6 School, La Thompson
Fig. 7 School, Chiriza
Fig. 8 Classes Being Taught, La Thompson
Fig. 9 Daily Fruit, Chiriza
Fig. 10 Class Preparation
Fig. 11 Celebration, Chiriza
Fig. 12 Incentive Scheme in Action, Backpacks
Fig. 13 Teeth Brushing Demonstration, Chiriza
Fig. 14 Art Project
Fig. 15 Raised Flooring with Tile, La Thompson
Fig. 16 School Structure with Kitchen in Background, Chiriza
Fig. 17 Community Leader Cndida (left) and Karla (right)
Fig. 18 Yessenia, GVI Teacher
Fig. 19 Children in the Community, La Thompson
Fig. 20 Children in the Community, Chiriza
Fig. 21 Stove Being Built
Appendix A. Childrens attendance Escuela Guardabarranco -La Thompson
Appendix B. Childrens attendance Escuela Fenix -Chiriza
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1.0 Introduction The Global Vision International (GVI) Phoenix Project was initiated in Guatemala in 2002
in San Andrs Itzapa, a Kakchiquel-speaking indigenous community. Soon after, in 2004,
another project was opened in Santa Mara de Jess, aswell, Kakchiquel-speaking. In the
same year, Phoenix started operations in Honduras, firstly on fresh water tubing projectsthen 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 Chort. 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 Per, primarily
in Socabaya though then moving to two Quechua- speaking (the peoples 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 Estel, Nicaraguastarted in La Thompson in January 2009 and Chiriza in 2010. Work in Mata Escura,
Salvador, Brazil, started in June 2010.
Nicaragua is one of the poorest countries in the Western Hemisphere. The rate of unequal
income distribution is shockingly high. Approximately 43.8 % of the total population lives in
poverty and nearly 20% in extreme poverty (UNICEF).
It is GVI Phoenixs belief that one of the most effective ways of improving standards of
living is through education, though this is not always forthcoming, especially in thecommunities in which we work: in Nicaragua nearly 24% of children are not in the school
system (UNICEF).
Furthermore, child malnutrition is often blamed for poor educational results. Five of the 17
departments in Nicaragua have chronic malnutrition rates of over 30%. This rate exceeds
50 % in the regions where most of Nicaraguas indigenous population resides (UNICEF).
1.1 Why financial support is important in education
The following reveals the short-comings of family income and reasons behind lack ofeducation, mal-nourishment and lack of access to medicines (GVI Phoenix).
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1.1.1 Family IncomeBased on family A-La Thompson
Single mother, five children: three girls and two boys
Family A is a family from the community La Thompson. Ligdania Caldern works in a cigar
factory in the nearby town Estel where she earns on average $ 25 per week.NB: Ligdania has been laid off from other cigar factories before due to lack of work; hence
the work is not steady.
Based on Family B-Chiriza
Mother, Father, three children: two boys and one girl.
Family B is a family from the community of Chiriza. Jose Ramon Palacio Rivera (father)
works in the cigar factories near Estel and is also a skilled welder. Fatima Maria Blandon
Davila (mother) sells tortillas out of her home in Chiriza and cares for the children duringthe day. The family reports earning approximately $30 per week.
NB: Jose often struggles to find work in the cigar factories as the work is seasonal and in
high demand. Further, opportunities to find employment through his learned trade are rare.
Last, the tortillas that Fatima sells do not bring in a substantial income for the family.
1.1.2 The Canasta BsicaIn Nicaragua the Canasta Bsica (basic basket) is a group of 52 products that cover the
basic needs of an average household. It includes three main factors: foodstuffs (63%),
clothing (10%) and housing (27%) (Gobierno de Nicaragua, Oct 2010).The average
Cansata Bsica is $ 106 per week (Gobierno de Nicaragua).
NB: the cost of the Canasta Bsica varies depending on the size of the family and the
price of commodities.
1.1.3 Put into numbers:Ligdanas Income: $25/week
Canasta Bsica: $106/week
What is left: $ -81
Jose and Fatimas Income: $ 30/week
Canasta Basica: $106/week
Remaining: $ -76
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Using the example of Family A and Family B it can see seen that their earnings in one
week are not nearly sufficient to cover their basic needs.
1.1.4 Additional CostsThe Canasta Bsica does not take into account additional costs such as the following:
1 Alcohol abuse can use from a third to a half of the family income and is a common
problem with many low-income families
2 Additional costs for education: uniforms, textbooks, transportation
3 Illness, medicine
4 Unforeseen events, accidents at work, days off (unpaid)
5 Childcare for single parent families
6 Transport to work
7 Elderly relatives unable to work8 Family events: birthdays, weddings, deaths
9 Loan repayments
10 Rising prices of food and clothing items due to inclement weather, other factors
1.1.5 ConclusionFamily A and Family Bs earnings are a mere 23% and 28% respectively of the Canasta
Bsica. These families, as is common to many families in these communities, are left to
find other means to cover the remaining expenses of the Canasta Basica. Hence, it is very
unlikely that the families will be able to receive adequate nutrition. Further, the families will
more than likely incur a debt which they will not be able to pay back, and their children may
be forced to work at an early age and will not attend school. Without a basic education the
chances of the children finding more lucrative paying work later on in life are extremely
low.
2.0 La Thompson and Chiriza Community Teaching ProjectsWe currently work in two communities, La Thompson and Chiriza. These communities are
located outside of Estel, Nicaragua in rural areas. Both communities are very transient asmembers from the communities move to locales where the best opportunities for work can
be found. Illiteracy among adults is higher than in other parts of Nicaragua, and the
existence of alcohol and drug abuse more prevalent. Further, both communities originated
as squatter communities and have now been recognized as official communities by the
local government.
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2.0.1 La Thompson Community Teaching ProjectThe project in La Thompson began in January 2009 with the help of community member
Karla Morn and former GVI Phoenix Project Manager Steve Elliott. The project started
with classes given to a few children in open, outdoor classrooms. As of December 2010,
the school in La Thompson consists of a closed two classroom school built with two
outdoor classrooms with flooring. The school also has latrines for the children with
flushable toilets and an enclosed kitchen with a stove. Classes are being given to students
from preschool age to the sixth year of primary school with an age range of 3 years to 14
years. On average, 70 children are attending the school on a regular basis. The preschool
has officially been recognized by the Nicaraguan Ministry of Education, meaning children
can receive their promocin or certificate to advance to the first grade from our school.
MINED has also approved of reinforcement classes being taught for the primary school
grades.
Fig. 6 School-La Thompson
2.0.2 Chiriza Community Teaching Project
The community teaching project in Chiriza began in July 2010 with the help of communityleaders/GVI staff Karla Morn and Cndida Tinoco Zeledn. The provisional school
structure was completed in July 2010 and consists of metal roofing, wood beams and a
wood frame. Further, an enclosed kitchen which includes an energy efficient stove built by
GVI Phoenix volunteers and staff was completed in September 2010. The logistics of the
project are in line with the project in La Thompson as GVI Phoenix is offering classes to
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preschool aged children as well as reinforcement classes to primary school children up to
the sixth grade. In November 2010, the Ministry of Education officially recognized the
preschool in Chiriza as a community preschool. Further, the Ministry of Education
approved of GVI Phoenix offering reinforcement classes to primary school students.
Fig. 7 School-Chiriza
2.0.3 ObjectivesGVI Phoenixs main objective is to provide sustainable primary education for the children in
the communities of La Thompson and Chiriza. Many of the children do not have access
to, or do not attend, public schools in the community or in the neighboring town of Estel
due to economic constraints or an apathetic attitude towards education. The existence of
the GVI Phoenix Schools within these communities to include food programs provides an
opportunity and an incentive for the children to attend classes. The work can be divided
into the following parts:
2.0.4 Literacy and NumeracyGVI Phoenixs aim is to provide first-time teaching in basic literacy and numeracy and
continued teaching in the latter. In addition both natural and social science, art, crafts and
physical education for children from preschool until sixth grade of primary school is
provided.
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Fig. 8 Classes Being Taught, La Thompson
2.0.5 Food and FruitIn La Thompson and Chiriza a daily meal of rice and beans is provided for the children.
Further, the children receive fruit while attending classes at the schools. In La Thompson,the food is cooked in the school by a local mother of two of our students in the school. She
cooks on a stove built by GVI Phoenix volunteers located in the enclosed kitchen on the
school grounds. She receives a monthly salary from GVI Phoenix for her efforts. In Chiriza,
several local mothers of children attending the school are voluntarily preparing the food on
a stove built by GVI Phoenix volunteers and staff.
The children are better able to concentrate and participate when they have received an
adequate amount of food to begin the day. In La Thompson, 34% of the children attending
the school on a regular basis are in preschool with an age range of 3 to 5 years. In Chiriza,
32% of the children attending the school on a regular basis are in preschool with an age
range of 3 to 5 years. According to UNICEF statistics from 2000-2007, 17% of children
less than 5 years old in Nicaragua suffer growth stunting due to poor nutrition. In an
impoverished rural community, such as La Thompson and Chiriza, this statistic would most
certainly be higher. Malnutrition and poor hygiene is evident among the children attending
the GVI Phoenix Schools. With the fruit provided during the school day and the food
program, children attending the GVI School receive at least one solid meal each school
day.
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Fig. 9 Daily Fruit, Chiriza
2.1 Classroom-based TeachingThe volunteers teach their own classes, in Spanish, with help if possible 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 one-on-one Spanish classes at the beginning of
their program. GVI Phoenix arranges for these classes in cooperation with CENAC
Spanish School.
2.1.1 Training and MethodsWorkshops are given monthly for the preschool curriculum from the Nicaraguan Ministry of
Education to GVI Phoenix staff members. This curriculum is supplemented by preschool
resources available at the GVI House. Further, volunteers use resources and curriculums
from the GVI House in teaching the primary grades 1-6. Our local teacher, Yessenia, also
provides volunteers with feedback and ideas in teaching the older children in our schools.
GVI Phoenix staff also completes a teaching presentation with all volunteers and aims to
pair new volunteers with current volunteers or interns to aid new volunteers in teaching as
well as lesson planning. Last, GVI Phoenix encourages volunteers to supplement lesson
planning and instruction with their creativity and varied past experiences.
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Fig. 10 Class Preparation
2.1.2 Celebrations
It is important to celebrate occasions that are meaningful to the children and theircommunities. Each month we celebrate childrens birthdays with a party and small gifts for
each child who has completed a birthday within that month. Further, we celebrate
Christmas, Mothers Day, Fathers Day, Day of the Child an d other culturally relevant
holidays such as Day of the Race.
Fig. 11 Celebration, Chiriza
2.1.3 Incentive SchemesGiven the infancy of our projects, we have worked for 23 months in La Thompson and 5
months in Chiriza, there is huge potential to increase the number of students attending our
schools, as well as improving the rate of attendance among these students. In 2010, we
began an incentive program to reward our students. These students, who were selected
based on their attendance records and behavior within their respective classes, received
new backpacks to use not only for classes within our schools but for public school as well.
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We will expand these incentive schemes in 2011 and are hoping the schemes will
encourage more students to attend and at a higher rate.
Fig. 12 - Incentive Scheme in Action-Backpacks
2.1.4 Dental HygieneEvery six to eight weeks, we do an inventory of the children who need toothbrushes and
toothpaste as these items are often not available to the children within their homes.
Children who need new toothbrushes or toothpaste and who are attending on a regular
basis receive these items as needed. Further, GVI Phoenix staff and volunteers do
presentations for the children about how to brush ones teeth , as well as the importance of
having good oral hygiene. We have seen marked improvement in the condition of thechildrens teeth and daily oral hygiene seems to have become a routine for many of the
children.
Fig. 13 Teeth Brushing Demonstration, Chiriza
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2.1.5 Arts and CraftsIn 2010, a goal was made to have arts and crafts be a part of each school week. Each
Friday the students participate in an art or craft project relating to a subject of study,
holiday or creative topic of their choice. The children are rarely exposed to arts and crafts
in the public school setting and through their participation, they are able to use theircreativity and imagination. Further, in December 2010, GVI Phoenix volunteers had an
idea to complete a mural on the side wall of the school in La Thompson. Many children
helped paint the mural and many have exemplary artistic ability.
Fig. 14 Art Project
2.2 Building Projects and RefurbishmentsIn 2010, we completed significant buidling or refurbishment projects. In La Thompson, the
floor level of the outdoor classrooms was raised and new tile flooring was installed. This
will prevent water from flooding the classrooms during the rainy season. We are also
nearly finished with a fence around the exterior of the school in La Thompson. The fence
will serve to keep livestock and other animals outside of the school preventing them from
damaging compost pits and future gardens.
In Chiriza, a new school structure was completed in July 2010. The structure consists of a
metal roof and wood beams and posts. The structure is nearly two times larger than ourschool in La Thompson. Further, an enclosed kitchen, replete with wood siding and metal
roofing, was finished in September 2010. These projects would not be possible without the
financial support from the GVI Charitable Trust (see 4.06 GVI Charitable Trust).
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Fig. 15 - Raised Flooring with Tile, La Thompson
Fig. 16 - School Structure with Kitchen in Background, Chiriza
2.3 Local GVI Employees and Local PartnershipsAs of December 2010, GVI Phoenix Nicaragua directly employs three individuals fromNicaragua. These three are community leaders of La Thompson and Chiriza, Karla Mornand Cndida Tinoco Zeledn and teacher, Yessenia Falcn Velasquez.
Further, GVI Phoenix has maintained and established several local partnerships.
Volunteers take Spanish language classes at CENAC Spanish School in Estel and GVI
Phoenix has maintained this partnership for over two years. Additionally, volunteers stay
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with one of four local host families in the city of Estel. Three of these families were added
in 2010 due to the influx of volunteers. GVI Phoenix continues to use local builder, Don
Pedro, to complete construction projects and assist with stove building. GVI Phoenix also
partners with Estel taxi drivers, Salatiel and Eden, to provide transportation for volunteers
and staff. In Managua, GVI Phoenix partners with local taxi driver, Ronaldo, to provideairport pickups and transport to bus terminals for volunteers and GVI Phoenix Staff.
Further, GVI Phoenix pays a monthly salary to Marta, a mother of two students in La
Thompson, to cook food on a daily basis for our students.
Partnerships have also been established with Nicaraguan tour guides/companies. For
tours of nature reserve Miraflor, GVI Phoenix uses local tour company, Miraflor Cafe Luz.
For tours of Granada to include Lake Apoyo and Lake Nicaragua, a partnership has been
established with local guide Mauricio Antonio Zambrana.
Fig. 17 Community leaders Cndida (left) and Karla (right)
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Fig. 18 Yessenia, GVI Teacher
2.4 Activities and Achievements in La ThompsonWe have been working in the community of La Thompson for 23 months as of December
2010. In 2009, 12 children from the preschool graduated from our school and transitioned
to primary school. Likewise, in 2010 an additional 10 children graduated from the
preschool and will begin primary school in 2011. Not counting the recent graduating group,
we have children from preschool who previously had never attended any formal education
who are able to write and recognize vowels, numbers 1-10, as well as primary colors.
However and perhaps most importantly, the interaction with other children in a safe and
educational surrounding has allowed the children to open up, adapt socially, and interactwith other children and teachers. Many parents of primary school students who attend
public schools as well as the GVI Phoenix School have thanked GVI Phoenix volunteers
and staff members saying they have noticed an improvement in their c hildrens
performance at school and behavior within the home.
As mentioned in the Executive Summary we have an attendance rate of 64% compared to
the National Nicaraguan rate of 77% for males and 84% for females taken by UNICEF
(2004). Although this rate is lower than the national average, it can be viewed as positive
given we offer reinforcement classes to supplement the public school education primary
school students receive. Further, we have seen a 13% increase in the rate of children
attending on a regular basis (see appendix A) and there is a huge potential to continue to
increase the number of students that attend the school in La Thompson. Last, we have
refurbished and raised the flooring in the outdoor classrooms and have nearly completed a
fence around the exterior of the school that will serve to protect a future garden project.
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2.5 Activities and Achievement in ChirizaWe have worked for five months in the community of Chiriza. A provisional school
structure was completed in July 2010 and a kitchen equipped with an energy efficient
stove was completed in September 2010. Over 200 children have attended classes in the
first five months and many of these children had never before been in an educationalsetting. As in La Thompson, the children are learning to follow rules, cooperate with others
and interact with others in socially acceptable ways. Community backing has been high
and words of encouragement and gratitude have been voiced by community members
during community meetings and upon the opening of the school. Further, a consistent food
program has been established in which the children receive a meal of rice and beans and
a piece of fruit each day.
2.6 ReviewThe work of GVI Phoenix over the past twelve months in Nicaragua has been successful
due to the coordination between GVI Phoenix staff members, local Nicaraguan GVI
Phoenix staff members, the community members in La Thompson and Chiriza and the GVI
Phoenix volunteers. Due to a large influx in volunteers in 2010, GVI Phoenix has been
able to maintain funding for the food programs, school materials, local staff salaries, host
family accommodations and other direct field expenses. Further, funding from the GVI
Charitable Trust (see 5.0.2), allowed for the construction of the provisional school structure
and kitchen in Chiriza in July 2010.
Fig. 19 - Children in the Community, La Thompson
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Fig. 20 Children in the Community, Chiriza
3.0 Stove Projects
Building an energy-efficient stove takes two days to build and is a long-term, sustainablemethod of reducing both health problems and deforestation.
3.0.1 IntroductionGVI Phoenix has been building energy efficient stoves since January 2009 when we
started working with the community of La Thompson. To date, with the help of GVI
Phoenix volunteers and a local mason, we have built 45 stoves. In the last twelve month
period 10 stoves have been constructed. The stoves provide a more economically viable
and environmentally friendly option to the traditionally used open fire. Approximately 75%
less wood is consumed, multiple food items can be cooked at the same time, smoke is
funneled outside of the house, the stove maintains its heat much longer, and provides a
much safer option than an open fire.
In 2010, GVI Phoenix began a process of adding a top rain guard piece to the stoves in La
Thompson to prevent rain coming into the stoves via the chimney during the rainy season.
These pieces will be added as part of the construction process of future stoves.
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Fig. 21 Stove Being Built
3.0.2 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 mosthomes, this leads 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 worlds poorest countries
- Worldwide, 1.6 million annual deaths, predominantly women and children, are caused by
indoor air pollution, including one million childrens 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 acute lower respiratory infections.
Pneumonia, serious burns and eye infections are other health risks. Many women go blind
in their forties due to smoke from the cooking fires.
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- 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 mothers body. The impact this length of exposure has on
small children is exacerbated by a number of factors. Childrens 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 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 realproblem 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 womens responsibility to provide the bi omass 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
3.0.3 Comparison of Indoor Air Pollution to MalariaTwenty per cent of the worlds population is 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.
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3.0.4 Facts on the Stoves- They are simple wood burning stoves made from cement, block and bricks that encasethe 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 usedcollecting firewood.
- They add 10-15 years of life to every person in the household.
- They protect small children from major burns and women from losing their eyesightprematurely
- In September 2000 the member states of the United Nations unanimously adopted theMillennium Declaration that set in place the Millennium Development Goals of reducingpoverty by 2015 to include reducing child mortality
- The stoves greatly contribute to the goal of reducing child mortality by two-thirds by 2015
3.0.5 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 outside of the
home
Less time spent by mother and children collecting firewood, allowing more time for
education and potential economic opportunities for the mothersMoney 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 isnt spent anyway, so cannot be put into the argument
Any money saved should be put towards educating and feeding the child
3.0.6 Long-term economic benefits of installing a stoveThe most obvious one is the children and education
A child spending less time searching for firewood has more time for study
A childs 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.
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3.0.7 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. The educated and better-employed child must
do all they can to make sure their own children have a better education
3.0.8 ConclusionStoves 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
work more.
The stoves have been viewed as a success and there are families in La Thompson with
children in our school who want a stove in their home. GVI Staff will continue with the
stove building project in La Thompson and will eventually introduce the scheme in Chiriza
as well. Further, GVI Staff will begin to monitor stove usage amongst families in La
Thompson on a closer and more regular basis to ensure resources are being used
effectively.
4.0 Looking ForwardGiven the infancy of our projects; we have been working in La Thompson for 23 months
and Chiriza for five months, there are many areas in which we can improve upon within ourprojects as well as huge potential to expand our work within the communities. These areas
involve expanding and improving educational opportunities, supplementing our food
programs, increasing the number of volunteers within our projects and beginning to
become self sufficient in terms of funding.
4.0.1 Expanding Educational Opportunities
Improving Curriculum and Resources for Volunteers/Staff Offering music classes (voice, guitar) to older students
Begin Adult English Classes in both communities
Begin Adult Literacy Classes in both communities
Expanding upon incentive programs to reward students with good behavior and
consistent attendance
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Initiate a program to help in secondary education
Complete construction of school in Chiriza: exterior walls and divider partitions in
interior of the school
4.0.2 Supplementing Food ProgramsMaintaining compost pits at both schools to improve soil for future gardens
Begin gardens in both schools to supplement food programs: fruit, vegetables, etc
4.0.3 Increasing Volume of Volunteers/Self Sufficiency in FundingGenerating more staff to past/future volunteer communicationFirst Nicaragua Volcano Charity Challenge in 2011 (Leon)
Expanding and improving our projects to attract future volunteers to include newcommunity schemes and creative ways to generate funding
5.0 Financial SupportThe substantial fixed costs and variable costs to run GVI Phoenix in Nicaragua is covered
mainly (up to 80%) by volunteer fees and the rest by the GVI Charitable Trust. This is, of
course, dependent on volunteer numbers.
5.0.1 Charity Challenge 2010Between 21 st November and 3 rd December, two consecutive groups completed the
Volcano Charity Challenges, with guides from Old Town Outfitters, climbing five volcanoes
each: Pacaya, Santa Mara, 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 Mara and a $5,000
emergency fund. A Biking Challenge is set for March 2011 and the Volcano Challenge will
again be run in November.
5.0.2 GVI Charitable TrustWe 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 sourcesof income are our only sources. Volunteers raise money before and after they join us
through running marathons, weddings etc. and also through Standing Orders. The GVI
Charitable Trust is registered in the UK, Charity Registration number: 1111494. 100% of all
money raised through the Trust comes to us in the field, as GVI covers all administration
costs.
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It is forecast that we will need $15,000 in 2011 to cover these extra costs through the
GVICT.
6.0 ReferencesUNICEF http://www.unicef.org/infobycountry/nicaragua_statistics.html#0
El Observador Econmica http://www.elobservadoreconomico.com/articulo/226
Gobierno de Nicaragua: Ministerio del Trabajo (Canasta Bsica)- http://www.mitrab.gob.ni/documentos/canasta-basica/Cta.oct2010.pdf/view
UNESCO Database: ECLAC, Millennium Development Goals, A Latin American and
Caribbean Perspective 2005
GVI Phoenix Karla Moran, La Thompson; Cndida Tinoco Zeledn, Chiriza
7.0 Appendices
Appendix A. Childrens attendance Escuela Guardabarranco (La Thompson)
Name Grade Attendance (%)Edixon Preschool 93%Dixon Preschool 46%Miguel Preschool 95%Enyel Preschool 78%Ebert Preschool 33%Arlin Preschool 92%Martha Preschool 93%Yalmar Rogue Preschool 72%Jefer Gonzalez Preschool 80%Chirley Preschool 93%Vetsayda Preschool 83%Karol Preschool 90%Fabiola Preschool 25%Brisa Preschool 95%Chelsi Preschool 40%Yaeymi Preschool 77%Brayan Preschool 30%Nehemias Preschool 94%Ashli Preschool 62%Isaura Preschool 41%Karla Preschool 73%Ingrid Preschool 29%Levy Preschool 33%
http://www.elobservadoreconomico.com/articulo/226http://www.elobservadoreconomico.com/articulo/226http://www.elobservadoreconomico.com/articulo/226http://www.mitrab.gob.ni/documentos/canasta-basica/Cta.oct2010.pdf/viewhttp://www.mitrab.gob.ni/documentos/canasta-basica/Cta.oct2010.pdf/viewhttp://www.mitrab.gob.ni/documentos/canasta-basica/Cta.oct2010.pdf/viewhttp://www.elobservadoreconomico.com/articulo/226 -
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Josseling Espinoza Grade 1 88%Marcos Grade 1 96%Eliouk Grade 1 93%Odalis Sevilla Grade 1 33%Vanessa Castillo Grade 1 96%
Maynor Year Grade 1 94%Natalia Gonzalez Grade 1 75%Dani Grade 1 40%Luis Grade 1 33%Kevin Grade 1 84%Marye Grade 1 74%Kenner Grade 1 55%Cruz Grade 1 38%Cristian Grade 1 85%Julisa Grade 1 94%Ingrid Grade 1 85%
Antonio Tono Grade 1 35%Ezequiel Sevilla Grade 2 33%Diner Grade 2 49%Luis Omar Grade 2 86%Stiven Grade 2 50%Juliana Castillo Grade 2 85%Benita Grade 2 91%Martha Espinoza Grade 2 75%Johany Grade 2 85%Tania Grade 2 30%
Cristel Jiminez Grade 2 82%
Tatiana Castillo Grade 2 96%
Geral Payo Grade 2 68%
Elibeth Rogue Grade 3/4/5/6 81%
Josue Rizo Grade 3/4/5/6 84%
Magdalena Hernandez Grade 3/4/5/6 33%
Sarvia Grade 3/4/5/6 82%
Jose Cruz Grade 3/4/5/6 28%
Yelking Casco Grade 3/4/5/6 34%
Elder Grade 3/4/5/6 83%
Mayelis Grade 3/4/5/6 57%
Alba Grade 3/4/5/6 30%
Edwin Grade 3/4/5/6 26%
Johanna Grade 3/4/5/6 72%
Erick Grade 3/4/5/6 59%
Yartiza Grade 3/4/5/6 44%
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Yunerling Preschool 35%Anyeli Preschool 57%Hector Joel Preschool 27%Edwin Preschool 34%Weslin Preschool 81%
Jany Preschool 40%Sergio Preschool 50%Wilfredo Preschool 40%Estiben Preschool 73%Yenifer Preschool 41%Maynor Preschool 45%Samuel Preschool 46%Gabriel Preschool 31%Justin Preschool 70%Deybi Preschool 79%Yadeling Preschool 35%
Oliver Preschool 39%Eymi Preschool 93%Antoni Preschool 33%Estefani Preschool 32%Carlos Preschool 50%Mario Preschool 57%Dochita Grade 1 50%Maria Celeste Grade 1 58%Mayeli Grade 1 75%Kenia Pinel Grade 1 58%Maria Elsa Grade 1 42%
Angie Andrea Grade 1 75%Ashlin Marie Grade 1 67%Jany Grade 1 83%Jeyson Jose Grade 1 83%Ninoska Grade 1 58%Yaosca Grade 1 52%Alec Antonio Grade 1 67%Xochiltn Grade 1 83%Betiz Grade 1 80%Vanessa Grade 1 93%Ivana Rosa Grade 1 85%
Allison Grade 1 58%Doris Grade 1 48%Maynor Grade 1 60%Maria de Los Angeles Grade 1 67%Yoni Grade 2 73%Dilan Grade 2 83%Holman Grade 2 60%Maria Mercedes Grade 2 94%
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Jeyson Grade 2 81%Carlos Grade 2 79%Eduardo Enrique Grade 2 38%Rodolfo Grade 2 54%Heydi Grade 2 48%
Eliuth Grade 2 79%Sofia Vanessa Grade 2 38%Rosa Grade 2 83%Nayeli Grade 2 38%Jose Otoniel Grade 2 27%Rosameri Grade 2 75%Darcy Grade 2 29%Fredasman Grade 2 50%Christian Grade 2 50%Nayeli Grade 2 29%Jose Abel Grade 2 83%
Carlos Grade 2 75%Dayana Espino Grade 2 63%Norlan Grade 2 25%Elian Grade 2 25%Eliezar Moises Cruz Grade 3/4/5/6 35%Wendy Fabiola Davila Rios Grade 3/4/5/6 35%Scarleth Vanessa Ramos Grade 3/4/5/6 27%Yaritza Elizabeth Grade 3/4/5/6 38%Fanklin Jose Grade 3/4/5/6 65%Gleysis Massiel Grade 3/4/5/6 28%Sucely Sugey Urbina Tercero Grade 3/4/5/6 28%
Jose Arlington Lopez Lopez Grade 3/4/5/6 81%Jarlin Beczabe Grade 3/4/5/6 67%Fredman Grade 3/4/5/6 98%Yader Grade 3/4/5/6 87%Emma Judith Grade 3/4/5/6 99%Laura Grade 3/4/5/6 85%Joseph Grade 3/4/5/6 89%Christopher Grade 3/4/5/6 87%Yerlin Karelia Grade 3/4/5/6 60%Yenis Grade 3/4/5/6 27%Melkin Grade 3/4/5/6 57%
Yaritza Grade 3/4/5/6 39%Ismael Grade 3/4/5/6 35%Katherine Sofia Grade 3/4/5/6 50%Sugey Carolina Grade 3/4/5/6 33%Luis Armando Grade 3/4/5/6 88%Jose Armando Grade 3/4/5/6 26%Dariana Grade 3/4/5/6 50%Norlan Grade 3/4/5/6 44%
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Appendix B. continued, Childrens attendance Escuela Fenix -Under 25% Attendance Rate
Etyara Preschool Under 25%Albert Preschool Under 25%Milagros Preschool Under 25%
Milagros Perez Preschool Under 25%Darian Preschool Under 25%Axel Preschool Under 25%Ada Milaydi Preschool Under 25%Asabeth Preschool Under 25%Chuchito Preschool Under 25%Amelka Preschool Under 25%Alioska Preschool Under 25%Marilexi Preschool Under 25%Estiben Tinoco Preschool Under 25%Yarielka Preschool Under 25%
Enyel Preschool Under 25%Josue Preschool Under 25%Karla Vanessa Preschool Under 25%Douglas Moises Preschool Under 25%Alison Imara Preschool Under 25%Andrea Mercedes Preschool Under 25%Maykel Preschool Under 25%Virgini Yohenia Preschool Under 25%Nohomi Preschool Under 25%Hallman Perez Preschool Under 25%Aliska Preschool Under 25%
Stiven Preschool Under 25%Yaritza Preschool Under 25%Mariana Preschool Under 25%Doublas Preschool Under 25%Emmanuel Preschool Under 25%David Preschool Under 25%Anyi Preschool Under 25%Nahomi Virginia Preschool Under 25%Marilin Preschool Under 25%Elvin Preschool Under 25%Andrea Mercedes Preschool Under 25%
Dixon Daniel Preschool Under 25%Yoseling Preschool Under 25%Katerin Preschool Under 25%Kati Aniela Preschool Under 25%Christina Preschool Under 25%Manuel Alexis Preschool Under 25%Gamaliel Preschool Under 25%Heydi Massiel Grade 1 Under 25%
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Sofia Vanessa Grade 1 Under 25%Ferdando Jose Grade 1 Under 25%Lina Juniette Grade 1 Under 25%Antony Jesus Grade 1 Under 25%Jaime Grade 1 Under 25%
Juan Grade 1 Under 25%Areki Grade 1 Under 25%Chris Anthony Grade 1 Under 25%Ewin Grade 1 Under 25%Janina Grade 1 Under 25%Joel Grade 1 Under 25%Joselin Grade 1 Under 25%Kevin Grade 1 Under 25%Mai Kelim Grade 1 Under 25%Manuel Grade 1 Under 25%Mayelina Grade 1 Under 25%
Moises Grade 1 Under 25%Yoskarli Grade1 Under 25%Maswell Grade 1 Under 25%Macelis Grade 1 Under 25%Danieska Grade 1 Under 25%Aaron Grade 1 Under 25%Rumelia Grade 1 Under 25%Selena Grade 1 Under 25%Kali Grade 1 Under 25%Miguel Grade 1 Under 25%Alisson Grade 2 Under 25%
Leydi Grade 2 Under 25%Kendal Grade 2 Under 25%Joel Grade 2 Under 25%Debora Grade 2 Under 25%Mario Antonio Grade 2 Under 25%Jonathan Grade 2 Under 25%Jamin Grade 2 Under 25%Sueyling Grade 2 Under 25%Elvin Grade 2 Under 25%Kenia Grade 2 Under 25%Eymi Grade 2 Under 25%
Cris Anthony Grade 2 Under 25%Owen Grade 2 Under 25%Mario Ulises Grade 3/4/5/6 Under 25%Melvin Ivan Grade 3/4/5/6 Under 25%Jeysel Masiel Grade 3/4/5/6 Under 25%Carlos Ariel Grade 3/4/5/6 Under 25%Franklin Enrique Grade 3/4/5/6 Under 25%Yolisa Del Socorro Grade 3/4/5/6 Under 25%
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Jasson Emmanuel Grade 3/4/5/6 Under 25%Marvin Joel Grade 3/4/5/6 Under 25%Meralis Yunit Grade 3/4/5/6 Under 25%Justin Moreno Grade 3/4/5/6 Under 25%Mario Axel Grade 3/4/5/6 Under 25%
Jacson Manuel Grade 3/4/5/6 Under 25%Cristian Arnoldo Grade 3/4/5/6 Under 25%Gabi Darlin Gabriela Grade 3/4/5/6 Under 25%Ingrid Indira Grade 3/4/5/6 Under 25%Jessica Rosario Grade 3/4/5/6 Under 25%Martin Salvador Grade 3/4/5/6 Under 25%Liferson Joel Grade 3/4/5/6 Under 25%Oscar Antonio Grade 3/4/5/6 Under 25%Samantha Grade 3/4/5/6 Under 25%Dania Grade 3/4/5/6 Under 25%Katherine Grade 3/4/5/6 Under 25%
Marieli Grade 3/4/5/6 Under 25%William Grade 3/4/5/6 Under 25%Nibel Grade 3/4/5/6 Under 25%Fernando Grade 3/4/5/6 Under 25%Ulises Grade 3/4/5/6 Under 25%Marling Grade 3/4/5/6 Under 25%Fernando Grade 3/4/5/6 Under 25%Franklin Romero Grade 3/4/5/6 Under 25%Duuan Grade 3/4/5/6 Under 25%Juan Grade 3/4/5/6 Under 25%Josseling Grade 3/4/5/6 Under 25%
Nixon Grade 3/4/5/6 Under 25%Osman Ariel Grade 3/4/5/6 Under 25%Keylin Grade 3/4/5/6 Under 25%Christian Grade 3/4/5/6 Under 25%Darwin Grade 3/4/5/6 Under 25%Harvy Grade 3/4/5/6 Under 25%
8.0 Explanation of Attendance Reporting**Students who have attended school more than 25% of the time are counted as havingregular attendance. Both schools have seen an influx of new studen ts, especially in thelast two months. Counting the non-regular attendees (those attending classes less than25% of the time) in the overall attendance rates does not present a true representation ofstudents who have attended consistently for the last six months. Further, a major goal for2011 is to maintain the attendance of the regular students while improving the attendanceof the non-regular attendees.
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