Guatemala

GUATEMALA

ECLT Implementing Partner: Defensa de Niñas y Niños - Internacional – DNI Costa Rica

Supporting Primary-School Children with After School Programmes

In La Maquina District, many children involved in child labour underachieve at school and need help out of school hours. For four hours every week, and during school breaks when children are likely to return to child labour, teachers give classes to help children catch up on school work and gain confidence.

As a result of this intervention, childrens' performance has improved:

  • 100% of the participants successfully completed the grade;

  • 12% average improvement of academic importance.

  • The project organized a "Motivation Process" for out-of-school children having completed primary education to meet with teachers and secondary students to help them reflect on their life projects and to directly support them to continue studying.

Supporting Primary School Children with After-School Programmes 

In 2016, ECLT organised an important football tournament to identify teenagers who lack access to secondary education. Following the event, 80 youths enrolled in school. ECLT also supported the creation of a teleschool, and provided desks, TV screens, computers, internet access and electricity. This has supported the teenagers to complete their education and study core school subjects.

ECLT will launch a vocational training in 2017-18, designed to address the needs of the local labour market and help teenagers find decent work opportunities.

“In 2016, we enrolled 80 students in secondary school and provided them with support and access to complementary technical and educational training to increase their chances of employment or help them create their own enterprise.”

Virginia Murillo, Executive President of Defensa de Niñas y Niños - Internacional Costa Rica, ECLT Foundation’s partner in La Maquina, Guatemala.

Strengthening Secondary Education with Teleschool and Vocational Training

The Rural Training Model Curricula, also called EEMPATA Model, complements traditional education in elementary school and high school. Through EEMPATA, students learn vocational skills (IT & tailoring) and to have greater opportunities for employment.

In 2017:

  • 2 classrooms were equipped with computers and sewing machines;

  • teachers hired to provide technical courses;

  • 38 school kits were distributed to the most vulnerable families to ensure retention of children.


EEMPATA Model

Enrolment

Retention

Knowledge
Development

Job Placement

Get teens into school

Help teens stay in school

Train teens on market-relevant skills

Teens enter the local labour market

Learning Computer & Tailoring Skills

In 2017, 64 students enrolled in secondary (1st and 2nd grades) learning computer and tailoring skills. 

 
 

Ensuring Sustainability

The Advisory committee, made up of community leaders, parents, teachers and representatives of the Tobacco Companies, plays a key role in the sustainability of the EEMPATA model. The project builds the members capacities to monitor the progress made by the students, assisting with counseling.

In 2017, the Advisory Committee focused on promoting sustainability and replication of the model through:

  • signature of an agreement with the Ministry of Labour;

  • play an active role within the Committee for the Elimination of Child Labour at departmental and national levels.

SUCCESS STORY

The Telesecundaria: Providing Education to Children with Teleschool

 

“For 30 years, we have been waiting for this project and, thank God, it has become a reality,” said the Second Councilman of the Municipality of San José Maquina, during the inauguration ceremony on February 24, 2016. The Councilman expressed that these communities have long suffered from a lack of important services, such as education.

ECLT helped identify 80 students, ages 14 to 20, in need of educational support and who are now enrolled in the two levels of the teleschool programme.

“There used to be children who wanted to study but had nowhere to do so. Other children were not interested in studying, but we can now motivate them because we have a teleschool in the community,” said a representative from the community, referring to the limited access to education adolescents often face in the area.

In November 2016, an education committee was legally formed to manage the teleschool. The school will benefit children living in this rural community in the long term.