project report gvi phoenix peru 2010

GVI Phoenix Perú

Literacy, numeracy and water tank building

projects

Year End Report

January – December 2010

© Global Vision International – 2011 i

GVI Phoenix Perú Annual Report

Submitted in whole toGlobal Vision International

Produced byDominic Williams – Phoenix Latin American DirectorPhomolo Tshaka - Phoenix Perú Project Manager

And

Armando Espino Local Partner Peter Holst VolunteerChris Dales Project Coordinator Valerie Mills Project CoordinatorPatrick Regan Project Coordinator Jenny Stride Project CoordinatorKatrien van der Scheuren

Project Coordinator Lucy Dickie Volunteer

Jonathan Tiplady Volunteer Mary Belcher VolunteerCarla Stephens Volunteer Klaus Heinecke VolunteerHillary Young Volunteer Carly Rose VolunteerAnastasia Porteus Volunteer Madeleine Moxon VolunteerOliver White Volunteer Tess Halperin VolunteerSiobhan White Volunteer Rachel Campbell VolunteerOlivia Somer Volunteer Lauren Basser VolunteerYoussef Nashed Volunteer Michelle Wu VolunteerMariko Ward Volunteer Rebecca Crowther VolunteerMegan Rountree Volunteer Sarah Acheson VolunteerLucy Swinton Volunteer Ciara O Donnell VolunteerAnna Guglielmi Volunteer Kathleen Grueter VolunteerYing Wang Volunteer Pien Raeymaekers VolunteerFreya Lynott Volunteer Lien van Ballaer VolunteerDeborah Healey Volunteer Stephanie Pons VolunteerGideon Hurwitz Volunteer Sean Lynskey VolunteerJane Parsons Volunteer Rachel Lobel VolunteerHillary Sapanski Volunteer Cajsa Landstrom VolunteerPeter O Farrell Volunteer Benjamin Morch VolunteerDaniel Whitford Volunteer Candice Chung VolunteerJillian Oliveras Volunteer Hannah Sue VolunteerMichael Parrish Volunteer Jack Milligan VolunteerMelissa Moravec Volunteer Nadia Milligan VolunteerPhoebe Chambre Volunteer Marissa Caan VolunteerLarissa Reinboth Volunteer Sam Brawn VolunteerRebecca Jones Volunteer Jack Icho VolunteerKate Jackson Volunteer Andrew Saetern VolunteerMarisa Kiefaber Volunteer Luke Childs VolunteerRita Mistry Volunteer Amy Tausch Volunteer

© Global Vision International – 2011 ii

Casper Thomsen Volunteer Caroline Sherry VolunteerJannis Michael Volunteer Nina Visholm VolunteerNatalie McDonald Volunteer Kirsty Brooks VolunteerAndrew Creadore Volunteer Lauren Burns VolunteerSusan Leighton Volunteer Elizabeth Hebbron VolunteerClaire Fischer Volunteer Emily Hoyal VolunteerGemma Davey Volunteer Genevieve Martin VolunteerAlan Heals Volunteer Alan Henzy VolunteerFiona Eaton Volunteer James Kerr VolunteerStephanie Keattch Volunteer Jack Somervell VolunteerKate Moffatt Volunteer Katherine Ashcroft VolunteerJudit Nuszpl Volunteer Meghan Beach VolunteerLaura Copeland Volunteer Emma Doherty VolunteerLuke Stevens Volunteer Ben Reiter VolunteerPatricia Bennett Volunteer Kenneth Shooter VolunteerAaron Tanason Volunteer Ellen Leventhal VolunteerLillian Pei Volunteer Andrew Jordon VolunteerAndrew Alazawi Volunteer Nomita Rajan VolunteerShelby McInnis Volunteer Fahim Sachedina VolunteerSam Harwood Volunteer Andrew Liu VolunteerMic Hsieh Volunteer Hanny Tirta Volunteer

GVI Phoenix PerúAddress: Avenida San Martin 116, Vallecito, Arequipa, Perú

Email: [email protected] page: http://www.gvi.co.uk and http://www.gviusa.com

Blog: gviphoenix.blogspot.com

GVI Charitable Trusthttp://www.justgiving.com/phoenixperu

http://www.globalgiving.org/projects/free-education-in-peru/

Executive Summary

Our work primarily is concentrated on teaching grades which the local teacher doesn’t

have time to teach, teaching grades when the local teacher is absent, working with

© Global Vision International – 2011 iii

http://www.justgiving.com/phoenixperu

mailto:[email protected]

smaller groups of children who are struggling and one-on-one with children with learning

disabilities. We cover subjects including mathematics, language, sciences and physical

education.

The communities we work in are still quite new and experience considerable levels of

migration in and out of the communities. Many children, especially in the lower grades

are enrolled late in the year when their families move in to the area. Some miss a lot a

lot of school because their parents are not able, for various reasons, to help them get

ready and send them off to school in the mornings. Many of the students in the

community of Villa Santa Rosa de Chiguata have learning disabilities. These children

inevitably fall behind in school and we help by assigning volunteers to work with them

exclusively to help close the gap. We also stay on in the afternoons to help with

homework and reinforcement lessons.

Fig. 1 – Individual lesson in Maldonado

Once a week we schedule Art, Physical Education and Basic English lessons for each

grade. Our volunteers plan and present these lessons. We also pay local teachers to

give Quechua lessons to all students. Quechua is one of the official lessons in Peru, but

is not taught in these communities. Some children learn the language at home, but

would not be able to read or write without these extra lessons.

© Global Vision International – 2011 iv

Fig. 2 – Physical Education in Chiguata

Our volunteers take over the running of the school over the long summer vacations. We

have found that the children who attend these lessons are better able to retain what they

learn. This also allows the students to receive their fruit and meals as usual.

Every child receives a piece of fruit and a hot lunch every day. In some case this is the

only meal a child has for the day.

In 2010 we continued providing financial assistance to former students who complete

their primary school education in our schools to allow them to continue their studies in

secondary school.

During the year we constructed 6 new community water tanks, benefitting some 100+

families in Villa Santa Rosa de Chiguata.

Highlights of the year include;

Over 25,425 teaching hours have been put in by volunteers in 3 communities

benefitting some 195 children between the ages of 4 and 11. This figure

includes the days the local teachers could not attend due to strikes, meetings,

illness and holidays.

© Global Vision International – 2011 v

48,750 pieces of fruit distributed

24,550 hot lunches served

12 Peruvians receive all or part of their income from GVI, including 5 teachers

Built a kitchen/dining room in Chiguata

New classroom constructed in Maldonado

Bought toothbrushes and introduced tooth brushing in Chiguata

Introduced Physical Education, Art and English classes in Chiguata

Six water tanks built, provided water for many families

Over 30 children receiving scholarships for secondary education

Maldonado came 4th in the region for educational results

Contents

Executive Summary.................................................................................................................ivContents....................................................................................................................................viiList of Figures...........................................................................................................................viiList of Appendices..................................................................................................................viii1.1 Introduction...........................................................................................................................8

© Global Vision International – 2011 vi

1.2 Why financial support is important in education.............................................................91.2.1 Family Income..................................................................................................................91.2.2 La Canasta Básica...........................................................................................................91.2.3 Put into numbers:.............................................................................................................91.2.4 Additional Costs.............................................................................................................101.2.5 Conclusion......................................................................................................................102.0 Sachaca and Chiguata Community Teaching Projects...............................................102.1 Objectives...........................................................................................................................112.1.1 Literacy and numeracy..................................................................................................112.1.2 Food and fruit.................................................................................................................122.1.3 Covering the costs of education..................................................................................122.1.4 Celebrations....................................................................................................................122.1.5 Improvements to School Facilities..............................................................................132.2 Classroom-based Teaching and Spanish Classes......................................................142.2.1 Training and Methods...................................................................................................152.2.3 Review.............................................................................................................................163.0 Water Tank Construction Project....................................................................................174.0 Financial Support..............................................................................................................184.1 GVI Charitable Trust.........................................................................................................185.0 References.........................................................................................................................186.0 Appendices.........................................................................................................................19

List of Figures

Fig. 1 – Individual lesson in MaldonadoFig. 2 – Physical Education in Chiguata Fig. 3 – Children from Chiguata preschool celebrating Independence Day Fig. 4 – Volunteers on the steps in MaldonadoFig. 5 – Volunteers teaching in Triunfo Fig. 6 – Lesson preparation Fig. 7 – Lunch is served in Chiguata dining room Fig. 8 – Completed water tank in Chiguata

List of Appendices

Appendix 1. Children’s national school final results per grade in Villa el Triunfo

Appendix 2. Children’s national school final results per grade in Victor Maldonado

© Global Vision International – 2011 vii

Appendix 3. Children’s national school final results per grade in Villa Santa Rosa de

Chiguata

© Global Vision International – 2011 viii

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.

Even though per capita income has improved in recent years, nearly 60% of all Peruvian

children live in poverty due to the high rate of inequality, only 66% have access to

drinking water and 42% have some form of learning disability. 60% of sixth grade

students perform poorly in Communication, for Mathematics the figure is 58%.

(UNICEF).

One of the main factors contributing to poor performance in school is the nature of the

schools; many children are educated in multi-grade (one teacher in charge of 2 or more

grades) schools. Another is frequent absence by both students (to look after younger

siblings while parents work in the field) and teachers (due to strikes, meetings, training,

etc.)

Secondary education coverage is greatly reduced compared to that achieved for primary

school. The percentage of students from poor backgrounds attending secondary school

is 49% compared to 84% for the rest of the population. Among poor students attending

school, 71% achieve lower grades compared to their peers.

© Global Vision International – 2011 8

Other serious issues affecting the communities in which we work include alcohol abuse,

domestic violence and abandonment by parents/guardians.

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 in the communities in

which we work.

1.2 Why financial support is important in education

The following reveals the short-comings of family income and reasons behind lack of

education and lack of access to medicines (GVI Phoenix).

1.2.1 Family Income

Based on Family A, Mother, Grandparents, 3 children

Family A in GVI Phoenix Project in Sachaca earn on average $20 per week. This is an

average over the year, and the work is completely seasonal. Often the fathers go away

to work in the mines of Southern Peru and are never heard from again.

1.2.2 La Canasta Básica

According to INEI (Instituto Nacional de Estadística e Informática), the Canasta Básica in

the region of Arequipa, or the basic foodstuffs and other necessary essentials needed by

Family A, is $300 per month.

NB: the cost of the Canasta Básica varies depending on the size of the family and the

price of commodities.

1.2.3 Put into numbers:

Family Income: $20/week Canasta Básica: $75/week What is left: $-55

1.2.4 Additional Costs

The Canasta Basica does not take into account the following:


Additional cost for education; uniforms, textbooks

Alcohol

Transport costs

Clothing

Elderly relatives unable to work

Family events like births, weddings, deaths

1.2.5 Conclusion

Using these figures, one can deduce the reason why children are mal-nourished,

uneducated, unclothed, receive little medical care etc. The family income just is not

enough for all the eventualities of life.

2.0 Sachaca and Chiguata Community Teaching Projects

We currently work in two communities in Sachaca and one in Villa Santa Rosa de

Chiguata. These are “pueblos jovenes” (young communities) on the outskirts of the city

of Arequipa. They were formed by indigenous Peruvians, mainly from the Sierra, moving

to Arequipa as it’s a large city in search of work and a better way of life. However when

they arrived they have no money and nowhere to live, without a registered

accommodation they’re unable to get “proper” employment, and without a job they have

no money to get somewhere to live. They found some unused land and built their homes

there.

Maldonado

GVI Phoenix started working in Maldonado in 2006. At the time the school had 1 teacher

in charge of grades 1 – 6 in one small room. In 2010 we have 46 students taught by

three teachers, two of whom are employed by GVI Phoenix in three classrooms, two of

which were paid for by GVI Phoenix. The grades improved markedly in 2010 and the

school came in fourth in the region.

Triunfo


The project at Triunfo was set up later in 2006. In 2010 the school has grown to 55

students in primary school and 25 in preschool. GVI Phoenix pays for students to receive

Quechua lessons once a week. Volunteers teach in both the pre-school and primary

school.

Chiguata

GVI Phoenix started working in Villa Santa Rosa de Chiguata in January 2010. The

school has 25 students and 3 teachers. In 2010 GVI Phoenix constructed a dining room

where the students are served lunch every day. We also built a water tank to provide

water for the school.

2.1 Objectives

GVI’s objectives for working in the “pueblos jovenes” 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 as well as English and

Physical Education. We also provide indigenous language (Quechua) instruction.

2.1.2 Food and fruit

To provide daily fruit and a hot nutritious lunch for the children, so their vitamin intake is

higher and they have something in their stomachs to be able to concentrate.

2.1.3 Covering the costs of education

To pay for education costs for Primary and Secondary school education, so the children

can attend school. Education is technically free in Peru, but each student is given a long

list of material including textbooks without which they would not be successful in their

studies and many would be forced to drop out. By alleviating the costs of education from


the families, the children are more likely to finish the full education. GVI Phoenix has

been handing out Secondary school scholarships in Peru since 2006.

2.1.4 Celebrations

We feel it is important to celebrate the various occasions in Peru, not least the children’s

birthdays, which we do each month. Other celebrations include Day of the Student,

Mother’s Day, Father’s Day, Day of the Flag, Day of the Dead, Day of the Living and

Christmas.

Fig. 3 – Children from Chiguata preschool celebrating Independence Day

2.1.5 Improvements to School Facilities

GVI Phoenix has constructed community steps leading up to the school in Maldonado.

Previously volunteers and members of the community had to scramble up a steep hill of

rubble. We constructed two extra classrooms to help ease the load on teachers and

volunteers. Where once we had all six grades in one room we now only have two grades

per room. We built kitchen and toilet facilities in Maldonado, Triunfo as well as Chiguata.


Fig. 4 – Volunteers on the steps in Maldonado

2.2 Classroom-based Teaching and Spanish Classes

The volunteers assist local teachers teaching in Spanish, or work individually with students who are struggling or left behind. 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.

Fig. 5 – Volunteers teaching in Triunfo

The majority of volunteers take a week of one-on-one Spanish classes at the beginning

of their program, which is then supplemented in the evenings.


2.2.1 Training and Methods

Using the Peruvian 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 Phoenix staff are on hand to help out, give lesson plan ideas and

support.

Fig. 6 – Lesson preparation

2.2.2 Achievements

In November 2010 the grade 2 pupils in Maldonado took a government administered

exam and came 4th overall with 2 pupils in the top ten.

Similarly the pre-school pupils in Chiguata were selected to take part in a government

administered exam and showed a marked improvement over last year.


2.2.3 Review

We have seen huge advances in the education received by the children over the year,

which can be seen in their final exam results.

The construction of a kitchen in Chiguata has reduced incidences of malnutrition in the

community.

Fig. 7 – Lunch is served in Chiguata dining room

3.0 Water Tank Construction Project

Building a community water tank takes up to 5 volunteers and a professional builder

about 7 days to complete and significantly improves a family’s access to this precious

resource.

On average, a family in Villa Santa Rosa de Chiguata can make up to 10 trips a day to

get water. Sometimes they have to wait several days for the tanks to be refilled. GVI

Phoenix started building water tanks for the community in 2010. To date we have

completed 6 tanks.


Fig. 8 – Completed water tank in Chiguata

4.0 Financial Support

The substantial fixed costs and variable costs to run GVI Phoenix in Peru is covered

mainly (up to 76%) by volunteer fees and the rest by the GVI Charitable Trust. This is of

course dependent on volunteer numbers.

4.1 GVI Charitable Trust

We rely on the GVI Charitable Trust to make up the difference between the money we

receive from GVI Phoenix 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 through 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 $30,000 in 2011 to cover these extra costs through the

GVICT.

5.0 References

Peru Instituto Nacional de Estadística e Informática


UNESCO

World Food Programme – Peru

United Nations Development Programme

6.0 Appendices

Appendix 1. Children’s national school final results per grade in Villa el Triunfo

A = The student satisfies requirements to advance to the next grade

R = Results of recuperation exam (to be taken at the start of the new academic year)

pending

D = The student has failed to satisfy the requirements to advance to the next grade

Surname Name

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Observation

Grade 1 Alvis Gomez Maria Elena F B B B B A Ccahuana Pechortinta Mauricio M A A A A A Fuentes Verundy Liz Blanca F - - - - - WithdrawnHuaranca Hinch Yuliana F - - - - - WithdrawnLuna Ttaca Estefani F - - - - - WithdrawnLuna Ttaca Soledad F - - - - - WithdrawnMallma Mamani Mayli F A A A A A Mamani Caceres Jose Armando M - - - - - Withdrawn


Morocco Ccallo Netza Erika F A A A A A Oruro llacho Miriam Rocio F A A A A A Paccaya Lopinta Ayde Marleni F A A A A A Quispe Pacompia Fernando Jose M - - - - - WithdrawnQuispe Condori Katherin Estefani F A A A A A Sapacayo Salcedo Alex Dante M A A A A A Sapacayo Llacma Maribel Elena F A A A A A WithdrawnSumerinde Itusaca Rodolfo Valentin M B B A A A Grade 2 Huamani Alcahua Maria Estefani F B B A A R Mallma Mamani Alex Juan M B C B B R Mamani Apaza Sebastian Alonso M - - - - - WithdrawnMamani Caceres Maykol Brandoi M A B A A R Minaya Sanchez Nayeli F A A A A A Morocco Ccallo Angel Roberto M B B A A R Paccaya Lopinta Frederick M B B A A R Perez Sapacayo Sandra Victoria F A A A A A Quispe Ccompi Pamela Sonia F A A A A A Sarayasi Luna Eliana F A A A A A Suminre Pacompia Jenary F A A A A A Valenzuela Puma Dalma Gabriela F - - - - - Withdrawn Grade 3 Caban Puma Glorit Marlith F - - - - - WithdrawnCcaso Caaso Jose Antonio M A A A A A Huanca Pari Andy Dario M A A A A A Huillca Chuctaya Jesus Kevin M A A A A A Pari Mamani Milagros Milanya F C B B B R Quispe Chancuana Abraham Tomas M B B B B R Sanca Cuevas Manuel Steven M A A A A A Suana Cari Elias John M A A A A A Grade 4 Chino Coaquira Emily Dayana F A A A A A Llacma Sapacayo Cesar Angel M A A A A A Llacma Sapacayo German Gerardo M B B A A A Lopez Rosado Dixsy Esther F - - - - - WithdrawnMamani Huanca Lenin Vladimir M B B B B R Perez Sapacayo Oswaldo Julio M A A A A A Quilca Paucar Hector M A A A A A


Salcedo Laime Sonia Ruth F A A A A A

Sarayasi Luna Alvaro Elias MAD A A A A

Grade 5 Cabana Puma Yeny Ruth F B B B B R

Ccaso CaasoHolsen Calixto Reny M A A A A A

Ccori Mamani Mariela Beatriz F - - - - - WithdrawnLaque Cayllahua Monica Yesica F A A A A A Loayza Ortiz Alexander Bryan M A A A A A Morocco Ccallo Jose Claver M A A A A A Quispe Condori Alex Fernando M B B A A R Sarayasi Luna Roger M A A A A A Valenzuela Puma Fernando Jose M A A A A A Grade 6

Ccori Huamani Cecilia F AAD A A A

Machaca Ccari Luis Rivaldo M A A A A A

Mendoza Huarca Monica FAD A A A A

Minaya Sanchez Maritza Nataly F A A A A A Morocco Ccallo Ronal M A A A A A Perez Quispe Richart Santiago M A A A A A Sapacayo Perez Aldair Richard M A A A A A

Sapacayo Salcedo Edith Marisol FAD

AD A A A

Appendix 2. Children’s national school final results per grade in Victor Maldonado



pending



Surname Name

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Observation

Grade 1


Cahuana Quispe Elvis M A A A A A

Gallegos AlanocaNaomi Xiomara F A A A A A

Loayza Livisi Yonatan M A B A A A Mamani Quispe Diego Ramiro M B B A A A Paccaya Condori Rosmer M A A A A A Paccaya Huamani Claudia Soley F A A A A A Grade 2

Caceres AtamariAntuane Mirian F A A A A A

Calcina Ccama Diandra F A A A A A Condori Usca Yubel - - - - - - WithdrawnHuayhua Machaca

Maricielo Yajaira F A A A A A

Mamani Chuma Elvis Joel MAD

AD

AD

AD A

Puma TiconaPabel Luciano M C B B B D

Quispe Avila Juan Jose MAD

AD

AD

AD A

Yucra Yucra Nadia F B A A A R Grade 3 Alcahuamani Huamani Denilson M A A A A A Ancocallo Paccaya

Fernando Jose M A A A A A

Arque Bellido Felix Charly M B B A A R Chambi Mendoza Ruth Yamila F B B A A R Paucar Huallpa Angel M A A A A A Pinto Fernandez Eder - - - - - - WithdrawnYucra Yucra Alejandra F A A A A A Grade 4 Alcahuamani Huamani Jonathan M A

AD

AD

AD A

Arque Bellido Alex Michael M A A A A A Ccahuana Quispe Lurdes F B B A A R

Ccama Tacanahui Soledad FAD

AD

AD

AD A

Condori Usca Yulisa F - - - - - WithdrawnCuyo Puma Magaly F A A A A A Mamani Hanccoccallo Magdalena F

AD

AD

AD

AD A


Pacaya Condori Raul M A A A A A Paucar Huallpa Miguel Angel M A A A A A Grade 5 Ancocallo Paccaya Jaime Nelson M A A A A A Cuyo Puma Zimel M A A A A A Mamani Hanccoccallo

Luis Fernando M

AD A A A A

Paccaya Condori Rolando M A A A A A Paucar Huallpa Yonathan M B B A A R Pinto Fernandez Ivan Anibal M B B A A R Puma Ticona Jose Carlos M B B A A R Grade 6 Alcahuamani Huamani Alfredo M

AD

AD

AD

AD A

Condori Usca Lindaura F - - - - - WithdrawnCuyo Puma Nancy F A A A A A

Gallegos AlanocaDaniela Alejandra F A A A A A

Herencia Palomino

Lurdes Lisbeth F A A A A A

Herencia QuispeBiancia Beaney F A A A A A

Roca MachacaGabriel Wilfredo M A A A A A

Yucra Yucra YoVana F A A A A A

Appendix 3. Children’s national school final results per grade in Villa Santa Rosa de

Chiguata



pending



Surname Name

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Observation

Grade 1 Capio Lazaro Adalith Yanet F A A A A A

Condori CruzFranglen Groberth M A A A A A

Huayhua Gamero Rony Alexis M A A A A A Huillca Champi Juan David M A A A A A Grade 2 Alvarez Chavez Fernando Jose M A A A A A Cahuari Garcia Miguel Angel M A A A A A Laura Mamani Cindy Reyna F A A A A A Roque Huamani Leonardo Gear M A A A A A Grade 3 Casani Barreda Williams Alexis M A A A A A Condori Cruz Liz Tatiana F A A A A A Flores Flores Roxana Kelly F A A A A A Huallpa Checca Rodrigo M - - - - - WithdrawnLopez Vilca Paul Richard M A A A A A Mamani Llungo Ronal Wuilian M A A A A A Grade 4

Chavez PumaKatherina Juana F A A A A A

Condori Cruz Jefry M A A A A A Corimaya Flores Maribel F A A A A A Vina Zea Helmut Alvaro M A A A A A Grade 5 Fernandez Cervantes Brayan M A A A A A Lazaro Gallegos Yoselin Yanet F A A A A A Mamani Mamani Maritza Isabel F A A A A A Retamozo Quispe Sara Isabel F A A A A A Soncco Parqui Denis Aquilino M A A A A A


Grade 6 Cahuari Garcia Susy Miriam F A A A A A

Chambi LinaresAlexander Manuel M A A A A A

Flores Flores Jesus Enrique M C C C C D Lopez Vilca Jose hasley M A A A A A Toledo Huamani Luis Fernando M A A A A A


project report gvi phoenix peru 2010

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