Global Vision International,

Phoenix Honduras Report Series No. 001

GVI Phoenix Honduras

Literacy, Numeracy and Stove-building

Projects

6 month Report

July2010 - December 2010

13
 GVI Phoenix Honduras 6 month Report

Submitted in whole to

Global Vision International

Produced by

Dominic Williams – Phoenix Latin American Director

Doreen de Williams – Phoenix Guatemala Project Manager
Patrick Smith - Phoenix Honduras Project Manager
Kat Chidzey - Phoenix Honduras Project Manager

Patrick Smith Project Manager

Kat Chidzey Project Manager
Enrique Carrillo Honduras Coordinator
Marlen Carolina Rodas Government.Teacher, Community Liaison
& GVI Phoenix Secondary School
Principal
Sandra Rebecca Orellana Government. Teacher and Community
Liaison
Edgar Adan Rodas GVI Phoenix Secondary School Teacher &
Driver
Glenda Paola Gamez GVI Phoenix Secondary School Teacher
Celea Refugio Flores GVI Phoenix Secondary School Teacher
Mercedes Elizabeth Murcia GVI Phoenix Secondary School Teacher
Erica Yamileth Zalaya Government. Teacher and Community
Liaison
Jose Misael GVI Chort’i Teacher
Alec Duffurena Stove Volunteer, USA
Marlene St-Jean Stove Volunteer, Canada
Chris McEvoy Stove Volunteer, USA
Jenica Wood-Beauchamp Stove Volunteer, USA
Ken Weiss Volunteer, Canada
Laurence Halford Volunteer, England
Adam Newton Volunteer, England
Christopher Dales Volunteer, England
Susan Leighton Volunteer, Australia
Sara Wang Volunteer, USA
Sophie Gray Volunteer, England
Shannyn Carty Volunteer, Australia
Cassandra Politanski Volunteer, Australia
Peter Rogan Volunteer, Ireland
Florence Boniface Volunteer, England

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Hannah Moore Volunteer, USA
Mary-Scott Moore Volunteer, USA
Paul Freeman Volunteer, USA
Ken Weiss Volunteer, USA
Lawrence Halford Volunteer, England
Adam Newton Volunteer, England
Antonia Wheatley Volunteer, England
Alice Martin Volunteer, USA

GVI Phoenix Honduras

Address: Guacamaya Spanish School, Barrio El Centro, Copan Ruinas, Copan, Honduras
Email: phoenixhonduras@gviworld.com

Web page: http://www.gvi.co.uk and http://www.gviusa.com

Blog: gviphoenix.blogspot.com

GVI Charitable Trust

http://www.justgiving.com/phoenixhonduras

http://www.globalgiving.org/projects/give-children-education-in-honduras/

Executive Summary
GVI Phoenix Honduras assists with education in 2 Honduran National Schools in rural
indigenous areas of the country, called San Rafael and Barbasco. This work will typically
be covering Grades 1 and 2 in cooperation with local teachers throughout the school year

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and offering additional learning for the rest of the year with a “Summer School”. During the
six month period from July 2010 until the end of December, 2010, the GVI Phoenix
volunteers in Honduras have assisted learning in these two schools, providing over 1870
hours of teaching. In addition to this we provide a daily fruit program and subsidize the
government “merienda” (a meal of rice, tortillas and beans, which can be the children’s
only meal of the day).

Fig. 1 – Volunteers giving classes, San Rafael

We formally opened our own Secondary School in 2008 (Colegio GVI Phoenix San Rafael)
and now have all 3 grades for our students to complete “El Basico”, these are the grades 7
to 9 which they under take before they undertake a professional qualification. GVI Phoenix
Charitable Trust pays for the 3 local teacher’s wages and all costs, making it completely
free for any student from the surrounding communities to attend. Volunteers assist by
giving the English classes they need to receive as part of their vocation. In Honduras,
20.58% net.of the population enrol in secondary education (World Bank), though this
number would be a lot lower for rural populations without access to a Colegio close by or
the disposable income to pay the fees involved in attending. We hope by making this
education free to the students who would like to attend, we can make this number much

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higher, for example, by the start of the new school year over 70% of students graduating
from the Barbasco Primary school will be attending our Private Colegio. In December
2010, 14 students graduated from our Secondary School receiving their “Basico” Diploma.
21 new students will start classes in February 2011, taking the number of students up to
53.

Fig. 2 – Colegio Graduation, San Rafael

Additionally, eight energy efficient stoves have been constructed in the last twelve months
for families in the community of San Rafael. 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.

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Fig. 3 – StoveFig. 4 – Top Piece for Stove

Highlights
 During the months of July 2010 to the December 2010 GVI volunteers and staff
have given over 1870 hours of classroom teaching in grades 1 and 2 in primary
school in San Rafael and Barbasco
 Over 20,000 pieces of fruit have been given to the children
 8 additional energy-efficient stoves have been constructed in the community of San
Rafael
 Summer School has been run in both communities, this was also for the first time in
Barbasco.
 18 students graduate from GVI Phoenix San Rafael Colegio, completing “El
Basico”, which are the additional grades of 7th, 8th and 9th.
 In total, we paid for 56 students to attend GVI Phoenix San Rafael Colegio Privado.
 We continue to pay the wages for 7 local people.
 Supplementing government “Daily Food Program”
 Continued to provide a scholarship to a student in 11 th grade in a Colegio in Copan
Ruinas

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Table of Contents
Executive Summary ........................................................................................................ 2
Highlights ........................................................................................................................ 5
List of Figures ................................................................................................................. 7
Appendices ..................................................................................................................... 8
1.0 Introduction ............................................................................................................... 8
1.1Why financial support is important in education.......................................................... 9
1.1.1 Family Income ............................................................................................... 9
1.1.2The Canasta Básica ..................................................................................... 10
1.1.3 Put into numbers: ........................................................................................ 10
1.1.4 Additional Costs ................................................................................................... 10
1.1.5 Conclusion ........................................................................................................... 11
2.0 San Rafael and Barbasco Community Teaching Projects ....................................... 11
2.0.1 San Rafael Community Teaching Project .................................................... 13
2.0.2 Barbasco Community Teaching Project ....................................................... 14
2.0.3 Objectives ................................................................................................... 15
2.0.4 Literacy and Numeracy................................................................................ 15
2.0.5 Food and Fruit ............................................................................................. 15
2.1 Classroom-based Teaching .................................................................................... 16
2.1.1 Training and Methods .......................................................................................... 17
2.1.2 Celebrations ................................................................................................ 17
2.1.3 Arts and Crafts ............................................................................................ 18
2.2 Building Projects and Refurbishments .................................................................... 19
2.3 Local GVI Employees and Local Partnerships ........................................................ 20
2.4 The Orphanage: “Angelitos Felices” ........................................................................ 22
2.5 Activities and Achievements in San Rafael & Barbasco ........................................ 23
2.6 Activities and Achievement in San Rafael Colegio Privado (High School) ............... 24
2.7 Review .................................................................................................................... 27
3.0 Stove Projects ......................................................................................................... 28
3.0.1 Introduction ................................................................................................. 28
3.0.2 Facts about air pollution .............................................................................. 28
3.0.3 Comparison of Indoor Air Pollution to Malaria .............................................. 30
3.0.4 Facts on the Stoves..................................................................................... 30
3.0.5 Short-term economic benefits of installing a stove ....................................... 30
3.0.6 Long-term economic benefits of installing a stove ....................................... 31
3.0.7 Long-term responsibilities............................................................................ 31
3.0.8 Conclusion .................................................................................................. 31
4.0 Looking Forward ..................................................................................................... 32
4.0.1 Expanding Educational Opportunities .......................................................... 32
4.0.2 Supplementing Food Programs ................................................................... 32
4.0.3 Increasing Volume of Volunteers/Self Sufficiency in Funding ...................... 32
5.0 Financial Support .................................................................................................... 32
5.1 Charity Challenges 2010 ......................................................................................... 33
5.2 GVI Charitable Trust ............................................................................................... 33
6.0 References ............................................................................................................. 33
7.0 Appendices ............................................................................................................. 34

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List of Figures

Fig. 1 – Volunteers giving classes, San Rafael

Fig. 2 – Colegio Graduation, San Rafael

Fig. 3 – Stove

Fig. 4 – Top piece of stove

Fig. 5 – Children in classes, Barbasco

Fig. 6 – School in Barbasco

Fig. 7 – Classes being taught, San Rafael

Fig. 8 – Daily fruit being handed out, San Rafael

Fig. 9 – English Lessons in San Rafael

Fig. 10 – Independence Day Celebration, Barbasco

Fig. 11 – Art Project in Colegio, San Rafael

Fig. 12 – A Plaque Donated by the Community, San Rafael

Fig. 13 – School Mural Being Painted, San Rafael

Fig. 14 – Colegio Teachers Paola, Carolina, Mercedes and Government Teacher Erica

Fig. 15 – Edgar, GVI Colegio Teacher and Driver

Fig. 16 – Angelitos Felices, Copan Ruinas

Fig. 17 – Angelitos Felices, Wilson

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Fig. 18 – Angeltios Felices, Copan Ruinas

Fig. 19 – The school in San Rafael, Honduras

Fig. 20 – Diploma from the Colegio in San Rafael

Fig. 21 – Supplies donated by GVI Phoenix to the students of San Rafael.

Fig.22 - Danilo feeling proud of his artwork, San Rafael

Fig.23 – Stove being built

Appendices
Appendix A. Children attending La Escuela Fransico Morazan (Barbasco)
Appendix B. Children attending GVI Phoenix San Rafael Colegio (San Rafael)
Appendix C. Children attending La Escuela Fransisco Morazan (San Rafael)

1.0Introduction
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, as well, 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.

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Honduras is one of the poorest countries in the Western Hemisphere. The rate of unequal
income distribution is shockingly high. Approximately 30 % of the total population lives on
less than $2 a day (UNESCO).

It is GVI Phoenix’s belief that one of the most effective ways of improving standards of
living is through education, though only 79% of children complete primary education
(UNESCO ), and 20% of Hondurans over 15 years old are illiterate ( UNESCO ).

Furthermore, child malnutrition is often blamed for poor educational results. Over 25% of
children in Honduras suffer from chronic malnutrition (UNWFP), with these percentages
higher in rural areas where we work.

In Honduras, only 61.7% of children starting 1 st grade will make it to 5th grade (UNESCO)

Before GVI Phoenix started educational programs, the volunteers were involved in water
tubing projects to several communities around the Copán area.

1.1 Why financial support is important in education

The following reveals the short-comings of family income and reasons behind lack of
education, mal-nourishment and lack of access to medicines (GVI Phoenix).

1.1.1 Family Income

Based on family A-Barbasco
Mother, father and four children: one girl and three boys
Family A is a family from the community of Barbasco. Dona Adriana Valezquez makes and
sells bread to the rest of the community and is able to make $9 a week. During the 3
months between December & February, her husband and 4 children are paid to cut coffee
in surrounding fincas. Between them, they can make $880 in this time, though they only
have access to this “seasonal work”, the rest of their time will be spent on cultivating 2 or 3
different crops on their own land for their own consumption. When this amount is divided
up for the whole year ($17) and added to the money made from bread, it becomes a
weekly income of $26.

Based on Family B-San Rafael

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Mother, Father, four children: three boys and one girl.
Family B is a family from the community of San Rafael. Orlin Jesus Garcia Rosales
(Student) will work in the field along with his studies to cultivate beans and corn for the
family to eat throughout the year. In the 3 months of the coffee cutting season, Orlin and
his family will be paid to pick coffee. This will be the only time the family can bring in
money. The family these earning equal to approximately $49 per week when evened out
for the year.

NB: Coffee cutting is seasonal work, and the price that workers are paid rises and falls with
the price of coffee on the market, making it difficult for the family to predict what little they
will be able to earn during this time.

1.1.2 The Canasta Básica

In Honduras the Canasta Básica (basic basket) or the basic food stuffs and other
necessary essentials (including transport and education) needed by Family A & B is
42,014 Lempira per month or $556 per week (Ministerio de Trabajo y el Instituto Nacional
de Estadistica - INE).
NB: the cost of the Canasta Básica is based on the average size of rural family (6 people).

1.1.3Put into numbers:

Dona Adriana’s family Income: $26/week
Canasta Básica: $139/week
What is left: $ -110

Olrin’s family Income: $49/week

Canasta Basica: $139/week
Remaining: $ -90
Using the example of Family A and Family Bit can see seen that their earnings in one
week are not nearly sufficient to cover their basic needs.

1.1.4 Additional Costs

The Canasta Básica does not take into account additional costs such as the following:

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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

1 Additional costs for education: uniforms, textbooks, transportation

2 Illness, medicine
3 Unforeseen events, accidents at work, days off (unpaid)
4 Childcare for single parent families
5 Transport to work
6 Elderly relatives unable to work
7 Family events: birthdays, weddings, deaths
8 Loan repayments
9 Rising prices of food and clothing items due to inclement weather, other factors

1.1.5 Conclusion
Family A and Family B’s earnings are a mere 21% and 35% respectively of the Canasta
Básica. 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. This results in
the majority of the children being underfed and undernourished. It also means that parents
are more eager to pull students out of school early to work in the fields, or if they are girls,
to go get married at an early age.

2.0 San Rafael and Barbasco Community Teaching Projects

We currently work in two indigenous communities in San Rafael and Barbasco, Honduras.
These communities are located in villages in rural areas close to Copan Ruinas. Both
communities rely on coffee cutting as their main source of income, though this work will
only be available 3 months of the year. The rest of the time is spent on sustenance
farming, and small ways to supplement this meagre income, such as selling bread or
excess corn. Houses are normally quite isolated and spread out along the hills, meaning a
walk to school can take over an hour each way, or the walk to Copan Ruinas (the nearest
town) can take 2 hours just get there. Indigenous peoples living in the communities have
substantially higher poverty rates than the rest of the population. An estimated 71 per cent
of indigenous peoples in Honduras live below the poverty line (IFAD)

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2.0.1 San Rafael Community Teaching Project
GVI Phoenix began working in San Rafael in 2006. With the help of GVI Phoenix
coordinator, Enrique Carrillos we started work in the government run school in May of that
year. The school has been working with just 2 teachers for between 90 – 100 children
spread over 6 grades, so time is limited for each child. Our volunteers here have taken on
teaching grades one and two under the guidance of our local teachers, Carolina and Erika,
giving them much needed extra attention and help. We have also undertaken essential
renovations in the school, such as a toilet block, a “pila” with running water and a new roof.
In 2007 we set up the GVI San Rafael Colegio Privado for those students from surrounding
communities, wishing to continue with their education beyond grade 6, but without any
means or funds to do so. Our colegio has given the chance to over 70 adolescents so far
of completely free further education up to grade 9 and is increasing each year. We have
students not only from San Rafael, but from many neighbouring communities, some
walking up to 3 hours a day to receive their classes. In November 2010 we had our first
grade 9 graduation with 100% of students receiving their diplomas. We will also be
welcoming 21 new students January 2011.

Fig. 5 – Children in classes, Barbasco

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2.0.2 Barbasco Community Teaching Project
The community teaching project in Barbasco began in March 2010 with the help of the
local teacher Sandra Rebeca Orellana, providing teacher assistance in the local
government school. Sandra had previously worked there for 4 years taking all 6 grades
with between 45 – 60 children. GVI Phoenix volunteers assist by working with 1st and
(when possible) 2nd grades, following the national curriculum and guidance of the local
teacher. A daily Fruit Program was initiated to add much needed nutrition to their diet.
Important maintenance was undertaken in the school, converting an extra classroom,
putting whiteboards in all 3 rooms and painting the whole school. While volunteers work
with the younger grades, giving them the extra attention they need, Sandra has been able
to spend more time with the remaining grades and has smaller group of children to spread
her time between. This has had marked improvement on the work of the children.

Fig. 6 – School in Barbasco

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2.0.3 Objectives
GVI Phoenix’s main objective is to help provide a higher standard of education for the
children in the schools in San Rafael and Barbasco. Schools in this area have high teacher
to student ratios and the drop-out rate before 6th grade is high, even for Honduras. By
assisting in the schools the children are receiving more attention and assistance and are
also taught to value and enjoy their education. Through this, we hope we can help lower
the amount of children leaving school early, improve their grades and their self esteem and
through the “Colegio Privado” facilitate the children who wish to continue into further
education. Broken down below, is the various ways in which we try to achieve this.

2.0.4 Literacy and Numeracy

GVI Phoenix’s aim is to assist in the teaching of the curriculum (literacy, numeracy, both
natural and social science, arts and crafts) in 1st and 2ndgrades, our main focus being on
helping the children learn the basics first on how to read and write. The “Colegio Privado”
also provides continued education taught by 3 locally hired teachers, with volunteers taking
the English instruction part their course.

Fig. 7 – Classes Being Taught, San Rafael

2.0.5 Food and Fruit

In San Rafael and Barbasco the children receive daily fruit while attending classes at the
schools. This is to ensure that they receive at least some vitamins in their diet and help
negate the problem of trying to work in class on an empty stomach, which usually would be
the case. Government provides a daily “Merienda” at the schools, which provides a meal of

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rice, beans and tortillas. Unfortunately the quantities send are never enough to provide the
children for a sufficient meal (which can often be there only one that day), and do not last
the whole school year. When the supplies run out, or are delivered late, GVI Phoenix buys
the necessary food stuffs, to enable the schools to keep providing a daily hot meal and
making sure they are given generous portions.

The “GVI Phoenix San Rafael Colegio Privado” classes run from 12:30 till 5:30, so fruit and
biscuits are provided to all students. This is also very important to help with the daily
nutrition, especially for the students who walk long distances to attend classes.

Fruit is also provided on every visit to the orphanage. These fruit and food programs are of
vital importance as one in every four children in Honduras suffers from chronic malnutrition
(UNWFP).

Fig. 8 – Daily fruit being handed out, San Rafael

2.1Classroom-based Teaching
The 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.

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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 the Guacamaya
Spanish School in Copan Ruinas.

2.1.1 Training and Methods

Volunteers are given the resources and shown how to teach the Honduran Government
school curriculum. Volunteers use resources and teaching material provided by GVI
Phoenix and located within the schools. Volunteers are always working under the
guidance of an experienced GVI Phoenix member of staff and also receive assistance
from the local teachers, giving volunteers and advise on their classes and lesson planning.
All volunteers also receive a teaching presentation given in conjunction with “Teaching
Manual” 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.

Fig. 9 – English Lessons in San Rafael

2.1.2 Celebrations
It is important to celebrate occasions that are meaningful to the children and their
communities. Each month we celebrate children’s birthdays with a party and small gifts for
each child who has completed a birthday within that month. Further, we celebrate

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Christmas, Mother’s Day, Father’s Day, Day of the Child and other culturally relevant
holidays such as Honduran Independence Day.

Fig. 10–Independence Day Celebration, Barbasco

2.1.3 Arts and Crafts

Since we have started working in both schools we have made arts and crafts to 1st and
2nd grade a part of each school week. Each Friday, the students participate in a class with
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 their creativity and imagination.

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 Fig. 11 – Art Project in Colegio, San Rafael

2.2 Building Projects and Refurbishments

Since the commencement of GVI Phoenix’s work in San Rafael & Barbasco in Honduras
we have taken on many building projects, refurbishments and repairs. Here are a selection
of them:

We have built a kitchen and stove to enable the mothers to cook the merienda at school
and to be used for special events by the community.

The toilet block has constructed providing a more sanitary and hygenic area for the kids.

A new pila and gutter system was built to help store and gather more water for school, as
the running water supply can be very erratic in the community, often not running for days
at a time

Maintence and repairs are contacted annually at both schools, with storage units bought to
protect the food supplies, and the school regularly painted.

Brand new whiteboards have been supplies for all classrooms in both schools, and a new
roof in San Rafael constructed to replace the old one

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Fig. 12–A plaque donated by the community, San Rafael

Fig. 13 - School Mural being painted in San Rafael

2.3 Local GVI Employees and Local Partnerships

As of December 2010, GVI Phoenix Honduras directly employs eight individuals from
Honduras. They are Edgar Rodas, Colegio Teacher & Driver; Marlen Carolina Rodas,
Colegio Principal; Glenda Paola Gamez, Celea Refugio Flores & Mercedes Elizabeth
Murcia, Colegio Teachers ; Enrique Carrillo, Project Coordinator; and Jose Misael, Chort’i
Teacher

Further, GVI Phoenix has maintained and established several local partnerships.
Volunteers take Spanish language classes at the Guacamaya Spanish School in Copan
Ruinas and GVI Phoenix has maintained this partnership for over fives years. Additionally,
volunteers stay with one of ten local host families in the town of Copan Ruinas. GVI

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Phoenix continues to use local builder, Candido, to complete construction projects and
assist with stove building. GVI Phoenix partners with local taxi driver, Edgar Ricardo Cruz,
to provide airport pickups and transport to bus terminals for volunteers and GVI Phoenix
Staff.

Fig. 14 – Colegio Teachers Paola, Carolina, Mercedes and Government Teacher Erica

Fig. 15 – Edgar, GVI Colegio Teacher& Driver

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2.4 The Orphanage: “Angelitos Felices”

Volunteers also work in the afternoons at a local orphanage, Angelitos Felices, in the town
of Copan Ruinas. The orphanage is made of a mix of children, some who have been
abandoned, others who live there with their mothers and have no where to live, and the
third group being single parents who unable to find anyway to have their children looked
after during the day while they work. The numbers of children at the Orphanage change
often but the average number this year has been 38, 21 sleeping at the facility and 17
being left there during the day. Fig. 17 - Angelitos Felices, Wilson

Fig. 16 – Angelitos Felices, Copan Ruinas

During school time volunteers assist with homework and educational re enforcement,
while during school holiday there is an emphasis on creative learning and interactive
activities. The aim is for volunteers to help with the children’s educational development, but
also social and personal skills, by giving positive reinforcement in their work and added
attention and interaction which they just don’t receive very often due their circumstances.
Fruit is also provided every visit, giving much needed variety to their normally basic diet.

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 Fig. 18 – Angelitos Felices, Copan Ruinas

2.5Activities and Achievements in San Rafael & Barbasco

We have been working in the community of San Rafael for over 5 years and Barbasco 9
months as of December 2010. GVI Volunteers have been working in conjunction with local
teachers working with 1st and when possible 2nd grade. This means that the government
teachers (Erica & Carolina or Sandra) are working with a third less children and 2 grades
less. This results in more attention and assistance given to all the children in the school.
23.8% of adults in Honduras are illiterate (CIA World Factbook). With high numbers of
volunteers we are able to work one on one or make small groups with children who having
difficulties in their classes, making sure that they don’t fall behind in their studies, sidelined
in class, or lose confidence in their academic ability. In this we hope to achieve a higher
retention rate in school and higher grades for all the children. In Honduras, only 61.7% of
children starting 1st grade will make it to 5th grade (UNESCO). In addition to the classes
which are given by GVI Phoenix volunteers, there is also the Daily Fruit Program ( 20000
pieces of fruit given to students between July and December 2010 ), supplementing the
government program, and providing monthly birthday celebrations in both schools.

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 Fig. 19 – The School in San Rafael, Honduras

2.6 Activities and Achievement in San Rafael Colegio Privado (High School)
In the San Rafael Colegio Privado, 56 students attended between the 1 st, 2nd and 3rd Curso
( 7th, 8th and 9th grade ). 18 students graduated from 3 rd Curso and received their diplomas.
This is an amazing achievement as only 65.5% of the population will enrol in secondary
school (Worldbank), the rate for poor rural areas in Honduras would obviously be a lot
lower.

Fig.20 – Diploma from the Colegio in San Rafael

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As the Colegio Privado is completely free to students ( the only free private colegio in the
department of Copan, Honduras ), GVI buys all supplies and resources for the pupils,
teachers and school. We also make sure that all pupils in both schools are equipped with
the basics that they will need for school. Here is a list of just some of the supplies we
provided for the schools San Rafael:

350 cuadernos de 2 materias c/u----L 42 = L 14700.00

300 lapiz de carbon-----L 4 = L1200.00

300 lapiz tinta---------L 5 = L1500.00

70 cajas de crayones--L 25 = L 1750.00

70 cajas de marcadores--L30 = L 2100.00

30 compas--------------L 10 = L300.00

30 juegos de reglas--L 30 = L 900.00

80 sacapuntas---L 10 = L800.00

80 borradores--L 8 = L 640.00

70 correctores---L 38 = L 2660.00

70 mochilas----L 130 = L 9100.00

70 block,libro papel sin lineas--L 35 = L 2450.00

100 folder amarillo---L 2 = L 200.00

70 cuadernos para tareas---L 15 = L 1050.00

10 cajas de temperas---L 50 = L 500.00

30 marcadores acrilicos---L 25 = L 750.00

20 marcadores permanentes-- L 12 = L 240.00

20 gomas-----L 20 = L 400.00

5 masking tape---L 24 = L 120.00

5 tape grueso claro---L 15 = L 75.00

12 resmas de papel tamaño carta-- L 95 = L 1140.00

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40 papel bond grande---L 3 = L 120.00

10 cartulina iris---L 8 = L 80.00

20 cartulina normal---L 5 = L 100.00

1 galon de resistol = L 350.00

1 caja de grapas = L 35.00

20 pliegos de fomi---L 18 = L 360.00

5 stick grandes----L 58 = L 290.00

5 stick pequeño ---L 20 = L 100.00

10 novelas pequeñas----L 65 = L 650.00

1 juego de reglas para Artes Plasticas grande---L 450.00

1 esfera --------------L 690.00

1 grapadora-----------L 150.00

1 sacabocado--------L 250.00

2 cuchillos------------L 60 = L120.00

10 flautas----------L 65 = L 650.00

2 calcomapas--L65 = L 130.00

3 atlas (sobre Honduras, Centroamerica y el mundo)--L150 = L 450.00

10 diccionarios de la lengua española---L160 = 1600.00

TOTAL = L 49150.00

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 Fig. 21 – Supplies donated by GVI
Phoenix to the students of San Rafael.
2.7 Review
The work of GVI Phoenix over the past twelve months in Honduras has been successful
due to the coordination between GVI Phoenix staff members, local Honduran GVI Phoenix
staff members, the community members in San Rafael and Barbasco and the GVI Phoenix
volunteers. GVI Phoenix Volunteers have helped fund 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), has allowed us to continue or
work in GVI Colegio.

Fig. 22–Danilo feeling proud of his artwork, San Rafael

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3.0 Stove Projects

Building an energy-efficient stove takes two days to build and is a long-term, sustainable
method of reducing both health problems and deforestation.

3.0.1 Introduction
With the help of GVI Phoenix volunteers and the local mason, we have built 36 stoves in
the community of San Rafael. In the last twelve month period 8 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 funnelled outside of the
house, the stove maintains its heat much longer, and provides a much safer option than an
open fire.

Fig. 23 – 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,

28
over which a metal plate is placed for cooking. Coupled with poor ventilation in most
homes, 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 world’s poorest countries

- Worldwide, 1.6 million annual deaths, predominantly women and children, are caused by
indoor air pollution, including one million children’s 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.

- 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 mother’s body. The impact this length of exposure has on
small children is exacerbated by a number of factors. Children’s 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 real
problem 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 women’s responsibility to provide the biomass 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

29
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 Malaria

Twenty per cent of the world’s 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.

3.0.4 Facts on the Stoves

- They are simple wood burning stoves made from cement, block and bricks that encase
the 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 used
collecting 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 eyesight
prematurely

- In September 2000 the member states of the United Nations unanimously adopted the
Millennium Declaration that set in place the Millennium Development Goals of reducing
poverty 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

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  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 mothers
 Money 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 isn’t 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 stove

 The most obvious one is the children and education
 A child spending less time searching for firewood has more time for study
 A child’s 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.

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 Conclusion
Stoves 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 San Rafael with
children in our school who want a stove in their home. GVI Staff will continue with the
stove building project in San Rafael and will introduce the scheme in Barbasco in the near
future.

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4.0 Looking Forward
In our work with both Primary Schools in the communities of San Rafael & Barbasco, we
plan to continue receiving more volunteers to enable us to give more assistance in the
schools, either providing greater one on one / small group teaching, or helping the
teachers with more grades in the school. In the Colegio Privado there is huge potential to
expand our work as students are extremely eager to continue their studies. Are aims in
these areas involve expanding and improving educational opportunities, supplementing
our food programs, increasing the number of volunteers with in our projects and beginning
to become self-sufficient in terms of funding.

4.0.1 Expanding Educational Opportunities

 Extend the Colegio Privado to include the next “Carrera”, next three grades of
education, 10th,11th& 12th
 Building more classrooms to allow more grades in the colegio and to have the local
kindergarden as part of the San Rafael school
 Building a new classroom in Barbasco to allow the students a move spacious
environment to study ( at present conditions they are very cramped ).

4.0.2 Supplementing Food Programs

 Beginning vegetable gardens in both schools to supplement the daily food
programs: fruit, vegetables, etc

4.0.3 Increasing Volume of Volunteers/Self Sufficiency in Funding

 Generating more staff to past/future volunteer communication

 First Honduras Bike Charity Challenge in 2011
 Expanding and improving our projects to attract future and creative ways to
generate funding

5.0 Financial Support

The substantial fixed costs and variable costs to run GVI Phoenix in Honduras 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.

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5.1 Charity Challenges 2010
Between 21st November and 3rd December, two consecutive groups completed the
Volcano Charity Challenges, with guides from Old Town Outfitters, climbing five volcanoes
each: Pacaya, Santa María, 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 María and a $5,000
emergency fund. A Biking Challenge is set for March 2011 and the Volcano Challenge will
again be run in November.

5.2 GVI Charitable Trust

We 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 sources
of income are our only sources. Volunteers raise money before and after they join us,
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.

It is forecast that we will need $36,000 in 2011 to cover these extra costs through the
GVICT.

6.0References

UNESCO Database: ECLAC, Millennium Development Goals, A Latin American and

Caribbean Perspective 2005

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GVI Phoenix – Sandra Rebecca, Barbasco; Carolina Rodas, San Rafael

United Nations World Food Program - http://www.wfp.org/countries/honduras

IFAD - http://www.ruralpovertyportal.org/web/guest/home

CIA World Factbook - https://www.cia.gov/library/publications/the-world-

factbook/geos/ho.html

World Bank - http://data.worldbank.org/country/honduras

Ministerio de Trabajo y el Instituto Nacional de Estadistica- INE -

http://www.ine.gob.hn/drupal/

7.0 Appendices

Appendix A. Children attending La Escuela Fransico Morazan (Barbasco)

Name Grade
Marta Lidia Garcia 1st
Blanca Alicia Lopez 1st
Wendy Arely Lopez 1st
Henry Josue Cordova 1st
KevenJosue Rivera 1st
Marvin Adan Cordova 1st
Orlin Ariel Rivera 1st
OrlinNoe Lopez 1st
Brenda Aracely Garcia 2nd
Eva Lucilinda Garcia 2nd
Iris Floridalma Garcia 2nd
Juana Argentina Bueso 2nd
Maria Guadelupe Perez 2nd
DeibyOquelyMontufar 2nd
Elder Eli Gutierrez 2nd
ErlinJosue Guerra 2nd
Ever Adaliol Lopez 2nd
Juan Antonio 2nd
Marvin Jesus Garza 2nd
Melvin Antonio Garza 2nd
Osman Josue Rivera 2nd
Delmi Esperanza Garcia 3rd
Karol Yaneth Cordova 3rd
Marleny Concepcion Guerra 3rd

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Rosa Maydei Lopez 3rd
Yeni Patricia Arevalo 3rd
Cain Antonio 3rd
Erick Danilo Lopez 3rd
Jose Manual Ramos 3rd
Luis Antonio Lopez 3rd
Saul Ernesto Gutierrez 3rd
Brenda Adali Guerra 4th
Denia Elizabeth Arevalo 4th
Digna Ester Lopez 4th
Erika Patricia Lopez 4th
Gloria Isabel Perez 4th
Franklin JosueGaldomez 4th
Jose Donaldo Cardona 4th
Jose Roberto Montutar 4th
Oscar Geovany Lopez 4th
Walter Mauricio Arevalo 4th
Claudia Guerra 5th
Elsa Orlinda Lopez 5th
Karla YesseniaArevalo 5th
SuaniYulissa de Jesus 5th
Flor Amanda Guerra 6th
HeidyLizethArevalo 6th
Maria Del CarmanPerez Cardona 6th
Tania Elizabeth Domingez 6th
BayronDaniloArevalo 6th
Carlos Moises Cardona 6th
Daniel de Jesus Lopez 6th
Darwin Esau Guerra 6th
Franklin Eliud Alvarez 6th
Hugo Leonel Rosales 6th
Marco Antonio Montutar 6th

Appendix B. Children attending GVI Phoenix San Rafael Colegio

Amalia Patricia Guerra Vasuez 7th
Dora Alicia Rosales Lopez 7th
Ernestina Recinos Gutierrez 7th
LedyJohanaArevaloGaldamez 7th
MadelinaRecinosRecinos Gutierrez 7th
Maria Angelica Martinez Recinos 7th
Mariana Recinos Garcia 7th
Marianela Garcia Rosales 7th

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Rosa Delmy Lopez 7th
Rosa Yaneth Velasquez Garcia 7th
Wendy Carolina ArevaloGaldamez 7th
Abner Jose Rosales Lopez 7th
Daniel de Jesus Portillo Romero 7th
Eber Alexander Arevalo Guerra 7th
Hector Rene Martinez Lopez 7th
Henry JosueArriaga Hernandez 7th
Jesus Adalberto Rivera Lopez 7th
Luis Edilberto Garcia Hernandez 7th
Mario Hernandez Martinez 7th
Olvin Jose Rosales Garcia 7th
Santos Cruz Perez Hernandez 7th
WillianAdalbertoArita Pineda 7th
Brenda Maribel Martinez Diaz 8th
Fatima del Carmen Velasquez 8th
Maria Elena Velasquez Pineda 8th
Maria Orbelina Rivera Velasquez 8th
Nolvia Lourdes Guerra Vasquez 8th
Nora Rosa Amalia MartinezDiaz 8th
Norma Leticia Rivera Velasquez 8th
Sandra ConcepcionVelasquezGarcia 8th
Gonzalo PerezMendez 8th
Jesus Armando Martinez Rivera 8th
Manuel de JesusLopezVasquez 8th
Miguel Angel Mendoza Martinez 8th
Nelson Adalberto Arevalo Guerra 8th
Santos MartiroPerezMendez 8th
YoniJohelVelasquez Pineda 8th
Argelia del Carmen LopezVelasquez 9th
Gladis Ondina LopezVelasquez 9th
Gloria Argentina Velazquez Pineda 9th
Hilda del Carmen Guerra Vasquez 9th
Carlos Alberto LopezGarcia 9th
Edvin de Jesus Rivera Martinez 9th
Edwin Gabriel Cardona Garcia 9th
GadieJosueGarcia Rosales 9th
JoseAdanNajeraVelasquez 9th
Jose Ernesto RoveraNajera 9th
JoseRaulNajeraVelasquez 9th
Juan Carlos LopezVasquez 9th
Noe Perfecto Martinez Recinos 9th
NolvinOreniel Montufar Cardona 9th
Pedro Alexis NajeraLopez 9th

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Santos David Guerra Vasquez 9th
Santos Evelio LopezMartinez 9th
Wilmer Alejandro Montufar 9th
Appendix C. Children attending La Escuela Fransisco Morazan (San Rafael)
Darling Leticia Lopez 1st
GladisSuyapa Gutierrez Pascual 1st
Irma Esperanza Gutierrez Pascual 1st
Kenia Madelyn Rosales Lopez 1st
Maria Esperanza Lopez 1st
Maritza Yaneth Portillo Romero 1st
Merlin Corina Rosa Garcia 1st
SindyMariela Lopez Garcia 1st
CristianJosue Martinez Najera 1st
Edvin Jose Lopez Diaz 1st
Elmer Javier Alverado Garcia 1st
Emanuel De Jesus Aquino 1st
GersonNahaman Lopez 1st
Mainor Alexander Martinez Garcia 1st
Pablo Rivera Aguilar 1st
Ruben Leonal Diaz Diaz 1st
Samuel De JesusDiazDiaz 1st
WiliamVincente Cruz Rivera 1st
Wilson Omar Guerra Lopez 1st
Geidy Mariela Portillo Romero 1st
Doris Yamileth VelasquezLopez 2nd
Karen Adela Martinez Rivera 2nd
Karen Julissa Rosales Lopez 2nd
KeilynNohemy Rivera Villeda 2nd
Lidia Esperanza GutierrezCanan 2nd
Lola Esperanza Garcia 2nd
Nolvia Carolina Mendoza Martinez 2nd
Olga Carolina MartinezDiaz 2nd
Rosa Idalia HernandezMartinez 2nd
Antonio LopezLopez 2nd
Cristian EfrainRamirez Salvador 2nd
Eric JeovanyLopez Rivera 2nd
Jaime De JesusMartinez Recinos 2nd
JesusLopezLopez 2nd
Jose Orlando RamirezRamirez 2nd
Junior JackelinePerezDiaz 2nd
Marcos Isaias Cruz Rivera 2nd
Merlin Danilo Guerra Lopez 2nd
Santos SaulGarcia Rivera 2nd

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Ada Maybeli Portillo Romero 3rd
Belkis Nohemi Guerra Lopez 3rd
Denia Esther Lopez Villeda 3rd
Edixa Yolanda LopezLopez 3rd
MariaOrbelina Rosales Lopez 3rd
Melida Antonia Portillo Romero 3rd
Osiris YesseniaLopezGarcia 3rd
Jairo Humberto MartinezLopez 3rd
Jose Adalid Mendoza Martinez 3rd
Jose Manuel VasquezRamirez 3rd
Jose Noel Rosales Lopez 3rd
Mariano Rivera Aguilar 3rd
Wendy Maribel LopezHernandez 3rd
Aura CorenaGutierrezCanan 4th
Delsy Marina Garcia Rivera 4th
DilciaMarilu Guerra Lopez 4th
Elsa Maribel Martinez Rivera 4th
Elsa Marisol DiazDiaz 4th
Tatiana Marbely Portillo Rivera 4th
Vilma Esperanza Martinez Rivera 4th
Hector Daniel DiazDiaz 4th
Joel Alberto Salvador Guerra 4th
Jose Cecilio VelasquezLopez 4th
Jose Luis LopezVasquez 4th
Kevin Jazmin Portillo Romero 4th
Marco Tulio Martinez Recinos 4th
Olban Alfredo MartinezLopez 4th
OrlinJesusGarcia Rosales 4th
Otoniel De Jesus Aquino Najera 4th
Gladis Yolanda Portillo Romero 5th
Gloria Arely NajeraVelasquez 5th
Sara Marisol Rivera Gutierrez 5th
Elmer IsaiasGarciaHenandez 5th
Hugo Orlando GutierrezVelasquez 5th
Jesus Isidro NajeraLopez 5th
JoseAdelmoGutierrezVelasquez 5th
JoseJeremiasNajeraLopez 5th
Jose Manuel Garcia Rosales 5th
Juan Carlos NajeraVelasquez 5th
Juan MoisesLopezGarcia 5th
Manuel De Jesus Carranza 5th
Marvin Antonio Garcia Rivera 5th
Mauro NoeVasquez 5th
Miguel AngelMartinez 5th

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Samuel De Jesus Rivera 5th
Berta Lidia Mendoza Martinez 6th
Francis JakelineMartinez 6th
Gloria Suyapa Cruz Rivera 6th
Sara Esperanza DiazDiaz 6th
Sonia Maribel HernandezMartinez 6th
Leonel HernandezNajera 6th

39