Changing a Generation One Student at a Time
GUATEMALA END OF THE YEAR REPORT
Introduction
Poor education in principles and values within Guatemalan society reflects in the social situation of our country. Every day there is an increase of disintegrated families, children and young people involved in gangs or consuming harmful substances, corruption surrounding all areas of life, insecurity and violence to name a few problems. These are the issues that make a direct impact in our students, generating indifference and affecting the harmony and stability of their home and community.
Fundación Generación Transformación began operations in 2014 with the objective of implementing a program of preventive education based on seven principles of life. It pursuits to strengthen children and adolescents through teaching and practice of principles and values in school and their homes, hoping that these experiences will break the current cycle of passivity and mold Guatemalan citizens capable of acting, transforming and leading a new nation.
This is why the foundation works alongside with the Ministry of Education and currently with 272 institutions located in Guatemala City, Zacapa and Quiché. The purpose is to engage teachers, principals, parents and education authorities as vital actors in the creation, promotion and multiplication of a culture of values.
Mission: Bringing hope for the future
We have the opportunity to change a generation through education. We know that the generational change must begin with the youngest students providing hope for the future.
Many of our Guatemalan children face a number of strenuous challenges during their lifetime. Our mission is to use a principles-based curriculum that teaches how to overcome any difficulties that may arise. Our goal is to reach all the children and youth of our country.
Vision: Empowering the people of Guatemala
We believe that our program can accelerate Guatemala’s development while preserving its rich and beautiful culture. While we know that external circumstances play a role in poverty and other social problems, we ultimately believe that these problems come from a limited and rigid mentality.
The curriculum used by Generación Transformación develops individual skills for life, promotes critical thinking and educates in leadership principles. Tools needed to empower the student in order to transform his life into a proactive and sustainable person, providing new resources for himself and his communities.
Model: Establishing a solid foundation for change
Generación Transformación program is a powerful weapon to empower children and young people by generating positive change. We have partnered with Mission Generation, an organization that has an accredited curriculum of values with books from kinder to 12th grade. Through it we train students with the principles used by the most successful people in the world, equiping them with necessary tools by showing them their great value and purpose explaining their decisions affect not only their future, but also those around them. Fundamentally they learn that they are not defenseless in the hands of fate and that through their actions a difference can be made for them, their families and their communities.
The curriculum is developed in a way that allows the student to understand that the practice of values is not exclusive for period of time, space or situation. It has 13 books ranging from kindergarten to 12th grade, generating a consistent and permanent learning process during the school years.
M-aquí is a pedagogical material based on seven principles, which establishes the basis for the construction of five units of work. Each unit consists of seven lessons, which is designed to support the needs of the student according to his age. It also supplies material for 35 weeks of work, covering the school year.
Each lesson is structured in 5 stages; purpose, introduction, class activity, comment, and lastly a final comprehension and conclusion. Teachers have the opportunity to modify activities and adhere new practices that consolidate the learning process and achieve the designated objectives.
Location & Schools
This year we worked alongside with 272 public and private entities from kindergarten to 12th grade in the rural and urban areas of Guatemala.
Trainings
The main resource of the program is the people, consequently is the fundamental asset for the development of the values program, therefore training is given to the student’s closest influence groups; Parents and teachers.
Trainings are of the utmost importance for teachers because we explain the purpose of the program and provide the necessary tools to achieve it. On the other hand we inform parents of the values and principles that their children receive in class and urge the practice in their everyday life.
Teachers
The first approach is to train teachers with the necessary means to establish a connection with the student. Annually we offer two trainings where the problem is defined and provide the essential weapons to attack it, the goal of the program and the useful tools for its implementation are presented with suggestions of learning techniques, estimated working time and alternative methods.
Parents
The second approach is the primary connection between a child and an adolescent, the father and the mother. During the year we participate in two scheduled parent meetings and give talks based on the 7 principles that underlie our curriculum.
Students
The third and main approach of the program is the student, the immediate beneficiary. Each student receives at the beginning of the year a textbook that will be used until the end of the school year. We work with students starting grades from kindergarten to 12th. The class is imparted once a week on an average period of time from 30 to 45 minutes.
The goal of the program is to generate behavioral changes through a text constituted specifically to meet the immediate needs of the students and addressing the specific threats that arise in their current stage of life.
Accountability
Accountability is a fundamental resource for the program that targets to monitor progress and discover successful strategies in class. On our regular visits we gather teaching experiences testimonies and clarify questions regarding the methodology or suggested activities. Teachers enrich the process by sharing new ideas and different activities to achieve the learning objectives in each lesson. In 2016 the accountability process was done through classroom visits, evaluation workshops and participation in complementary activities, which seeks to improve the performance of the program.
The statistics for this year are delimited to the area of Guatemala City from the total benefited population. We cover the levels; kindergarten, elementary, middle and high school in private and public schools.
Class Observation
Class observation takes place during the schedule established by the school in a period of class lasting from 30 to 45 minutes. In middle and high school establishments the schedule suffered alterations due to additional activities implemented during the assigned itinerary.
The methodology used in class is determined by the grade, duration of the period, the teacher and available resources. Kindergarten and elementary levels stand out for their colorful projects, out of class activities, and crafts. Differently, the middle-level grades used oral communication techniques such as; exhibitions, round tables, discussions, debates and forums.
Progress Charts
The textbook is designed to be taught once a week, beginning the second week of January and ending the last week of September, a total of 35 active weeks in the school year completing the 5 units of the book. In kindergarten the textbook contains 42 lessons.
progress charts
We collected data using two methods, class observation and biweekly visits to review the advance of lessons in schools.
Complementary Activities
Complementary activities emerged by the initiative of the teachers. The Foundation was invited to a number of additional activities organized by the teachers for the single purpose of promoting values and encour
age the practice.
Visit an elderly home “Hermano Pedro” 11th grade students with orientation in Computer. Instituto Rafael Aqueche, morning.
A report of observation was elaborated where the students wrote a paper of the experiences learned. As a result of this in the anniversary of the school students collected adult diapers as a requirement to participate in their annual race to later on send them to the Elderly Home.
Closing of the Program by 11th grade students with orientation in Education. Instituto Rafael Aqueche, morning.
The students created a wall mural where the 35 lessons of the textbook were exhibited in small shaped figures, each figure represented a lesson that contained a paragraph with the main idea or a motivational phrase applied to everyday life. The students gave a short presentations synthesizing the purpose of the textbook and the contribution to their life. Parents also participated by explaining a lesson from the book with the help of their children.
Values Fair. Ecuela Complejo Escolar para la Paz, afternoon.
It’s the second consecutive year that teachers and higher grade students come together to assemble a Values Fair. The classrooms are filled with games and puzzles which become amusing booths where principles and values games are the entertainment for the children. Joy buzzes through the corridors as children rush through classrooms to participate in the fun.
Values Fair. Instituto para señoritas Centroamerica, afternoon.
This year the teachers and students held a Values Fair, the gymnasium was the meeting point. Students from 7th to 12th grade were divided into groups to cover the 5 units of the book. Each booth decorated with posters included a group of young ladies who explained the principle learned, followed by a game in which the observers participated. At the end a small note or party favor was given to each participant, usually a conclusion of the subject or a definition of a value.
Forum from students in 10th grade with orientation in Computer and 10th grade students with orientation in Education. Instituto Rafael Aqueche, morning.
The 10th grade students came together to present a exposition of the values textbook. They presented; the right employment of the book, the effective methods, iconography of the activities and the 35 lessons learned thoroughtout the school year.
Testimonies
“I learned to be responsible and that I have to complete my obligations first… when finished with my obligations I can do other activities such as games or something else”
Helen Yadira Toc Suar. 10 years old. 4th grade. Escuela Grupo Escolar Centroamericano Niños de la Esperanza, morning. “the topic that I liked the most was “get into action” because in it we are taught that we have to exercise not only physically our body, but our mind and soul” Julio Alberto Mendez Zuñiga. 14 years old. 9th grade. Instituto Nacional de Educación Básica, afternoon.
“As for the book it has many interesting topics… the one that has helped me the most… was the one that talked about parents, we as teens have a close relationship with our parents and it mentioned that it was important to be a good son… it said we had to be grateful because our parents sacrifice things for us, also it mentioned that a way to thank them is to be responsible in our studies or at home… It helped me, previously I didn’t have a close relationship with my mother but with the book I could analyze that there are key points that can help you in your life “
Leonel José Guadasmuste. 10th grade in Administración. Liceo Tecnológico Maya.
“In fact I had the opportunity to see the material and find it extremely interesting, very well designed and high quality… In this crucial time we live in, that is precisely what is needed, an education in values and I would add that through values a character of participation, of construction, of citizenship is formed, a character that leads boys to behave better not only in their community but also especially among themselves. “
Romeo Mendéz, Family Parent. Instituto Nacional Central para Varones, morning. “Now, I see they share more and specifically on the topics discussed, they have learned to share, to work in groups, to be less selfish and have much more initiative.” Delia Esperanza Álvarez Gómez. Elementary Teacher. Escuela Naciones Unidas, afternoon.
“It is a very functional program because it has come to strengthen many of the values that students maybe at some point learned at home but no longer practice. Then through the class, knowledge and interaction between them, the program and the book, girls have remembered plenty of the values and have acquired them for their own good… They have become more conscious, opened up, talked more about their problems, we see a scant of respect between them, and have become more tolerant, show a little bit more of acceptance on opinions and attitudes towards their classmates.
Reina Bran. Middle School Teacher. Instituto Central Normal para Señoritas Belén, morning
“In my experience, I can give you the testimony of a 5th grade girl, that rejected body language, would not share even when the situation required it… in an activity within the lesson she was able to confront the problem, I did not know how to approach it, it was hard … but in the end after several conversations she understood it was necessary .. especially in the stage of a child …. This program helped me to aid her … Thanks to this program I could uncover many things that were covered, is a favorable change for Guatemala, in my opinion. Personally, I am very happy that it was implemented in the school and urged those who have not done it, to do so because is truly a treasure. “
Niurka Ramirez, Principal and Teacher. Colegio Ejército de Salvación Tierra Nueva II
“We consider the program is successful, for the benefits that we received as an educational community. Generally and sadly in our school the number of pregnancies in adolescents is considerably… to the degree that by 2015 we had 7 pregnant girls … this year to our great satisfaction we only had one case of pregnancy among 160 girls enrolled …. The school dropout rate that at this stage has bee more serious, this year is minimal … the dropout rate in middle school is less than 5% and in high school there is no percentage because there were 4 students who retired … We are satisfied, happy and confident that the program will continue in our establishment with the same benefits, as its population is of limited resources. It is a great support to us that the program is free for them. “
Lic Fredy Cruz, Principal. Instituto Rafael Aqueche, afternoon.
Elementary
The benefited population in elementary level by Fundación Generación Transformación is 3,343 students. The obtained data from the evaluations applied to the representative sample of 155 students from fourth, fifth and sixth grade, show the results as it follows.
SOURCE: Data obtained from the psicodiagnostic evaluations applied to students in elementary level in schools where the principles and values program is implemented. Guatemala City, year 2016.
In the results obtained from the two evaluations there is a 15% increase in the ideal response. 90% of the students indicate that they are affectionate and cordial with their family and in their community.
In the reasonable response, a decrease of 12% is shown. 9% of the students commented that they are indifferent to their family dynamics. The focus is not to cause problems and not to take care of others but themselves.
There is a 4% decrease in relation to the non-ideal response, it is important the constant reinforcement of positive values such as kindness, tolerance and affection towards the people around them. It is important to emphasize that many of the students can not replicate something that has not been instilled within their environment. That is why it is vital not only to reinforce, but also to demonstrate.
SOURCE: Data obtained from the psicodiagnostic evaluations applied to students in elementary level in schools where the principles and values program is implemented. Guatemala City, year 2016.
The results of the two psychodiagnostic evaluations reflect an 11% growth in the ideal response. 96% of students indicated that when problems arise in their environment, they seek to solve them assertively. This is an indicator of the tolerance and respect that children have acquired in order to prudently resolve a negative or complicated situation.
A 10% variation in the reasonable response is observed. Only 4% of the students said they prefer to avoid problems and not get involved in the conflictive situations in their environment.
Finally, no variation is shown in the results of the non-ideal response.1% of the population said that they provoke fights, exposing their emotional immaturity, indifference to others and lack of commitment to dialogue and resolve conflicts in the long term. It is important to identify if students develop in an environment where there is no peaceful conflict resolution.
Middle School
The benefited population in middle school level by Fundación Generación Transformación is 3,299 students. The obtained data from the evaluations applied to the representative sample of 163 students from seventh to ninth grade, show the results as it follows.
In the results of the two evaluations, there is a 9% growth in the ideal response. Fifty-four percent of the students said they take the decision to stay away from negative people with ease, they can value their life and take care of their physical integrity.
In the reasonable response, 35% of adolescents responded it is difficult for them to make the decision not to engage in negative activities because of peer pressure they constantly face.
Finally, the non-ideal response reflects a 5% drop. Only 11% of students take actions without considering the consequences, it is important to disclose subjects to help them control their impulses, emotions and decisions.
SOURCE: Data obtained from the psicodiagnostic evaluations applied to students in middde school level in schools where the principles and values program is implemented. Guatemala City, year 2016.
In the results obtained between the first and the second evaluation, a 14% growth in the ideal response is observed. The students aspire for a better future, they are conscious that they will achieve it by making an effort and dedication. They are aware with the activities that need to be done to reach each one of the goals that have been set as part of their project of life.
The data obtained from the two evaluations reflect a 13% drop in the reasonable response. 18% of students have little expectations for the future, they have not planned what it’s necessary to enjoy a better quality of life. Only 1% of the students believe that their dreams cannot materialize because of the different life situations they live in.
High School
The benefited population in high school level by Fundación Generación Transformación is 1,471 students. The obtained data from the evaluations applied to the representative sample of 127 students from tenth to twelth grade, show the results as it follows.
SOURCE: Data obtained from the psicodiagnostic evaluations applied to students in high school level in schools where the principles and values program is implemented. Guatemala City, year 2016.
In the data obtained between the first and second evaluation, an 11% increase in the ideal response is observed. 57% of students have learned to control their emotions, developing social tools that allows them to live in a peaceful environment, being happy and positive.
The results of the two evaluations reflect a drop of 2% in the reasonable response. 35% of students have learned not to respond when they are having a bad time, they have found in silence a positive instrument that does not allow them to verbally assault others when they are angry.
The results obtained between the first and second evaluation, reflected a 9% decrease in the non-ideal response. 8% of the students reflect emotional instability to respond negatively.
SOURCE: Data obtained from the psicodiagnostic evaluations applied to students in high school level in schools where the principles and values program is implemented. Guatemala City, year 2016.
Between the first and second evaluation, an 8% increase in the ideal response is reflected. 92% of students value and take advantage of what they receive, and are able to respond to the support received through a smile, a hug or a handshake.
The data obtained between the first and second evaluation indicate an 8% drop in the reasonable response. 6% of students like to receive affection but do not correspond to the gestures of amiability they receive from other people.
In the non-ideal response, 2% of the students are shown ungrateful and indifferent even when they have received sentiments of affection.
Photographies provided by teachers, principals, and Generación Transformación team
