{"id":5682,"date":"2024-01-04T16:57:58","date_gmt":"2024-01-04T22:57:58","guid":{"rendered":"https:\/\/asociacionama.org.gt\/?page_id=5682"},"modified":"2024-07-11T17:38:55","modified_gmt":"2024-07-11T23:38:55","slug":"mi-regreso-digno-y-seguro-a-clases-2021","status":"publish","type":"page","link":"https:\/\/asociacionama.org.gt\/en\/mi-regreso-digno-y-seguro-a-clases-2021\/","title":{"rendered":"My dignified and safe return to school."},"content":{"rendered":"
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Presentation of the project to authorities from DIDEDUC and MINEDUC.<\/em><\/h6>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>
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Project Name: <\/strong><\/h3>\n

My dignified and safe return to school.<\/strong><\/h3>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>
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Start date: April\/2021<\/strong><\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div>

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End date: March\/2022
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1,200 girls benefited<\/strong><\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>

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The project \"My Dignified and Safe Return to School\" aimed to strengthen access to distance education, ensure a safe return to public primary schools, and prevent absenteeism and school dropout among 1,200 adolescent girls (AG) of Maya Q\u2019eqch\u00ed\u2019 and mixed descent in the South of Pet\u00e9n, Guatemala.<\/p>\n

This strengthened the short-term response to the most significant immediate effects of the pandemic on education in Guatemala, particularly among the most vulnerable populations. This aligns with the purpose of the special initiative by the Tinker Foundation to ensure educational equity during the COVID-19 pandemic.<\/p>\n

The project's objectives were aligned with the focus areas of the special initiative by strengthening the access to education for adolescent girls. This also enhanced the capacities of 120 teachers in implementing distance education.<\/p>\n

The use of the radio to expand comprehensive sexuality education (CSE) and violence prevention (PV) also aligned with the objectives, as it aimed to provide adolescent girls with tools to prevent pregnancies, which is one of the causes of absenteeism and school dropout in the South of Pet\u00e9n.<\/p>\n

Finally, the strategic plan of the Safe Return to Classes Commission allowed educational officials and teachers to improve consensus decision-making and unify criteria for the implementation of return to school protocols during the pandemic in 400 primary schools.<\/p>\n

To achieve the project's objectives, the following activities were carried out:<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>

Activities 2021-2022<\/h2>
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1. Virtual presentation of the project to the Departmental Education Directorate and Health Area.<\/span><\/i><\/a><\/h4><\/div>
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The project \"My Dignified and Safe Return to Classes\" was presented virtually to the directors of education and health in Pet\u00e9n and Pet\u00e9n Sur Oriente, along with their teams. The presentation was conducted by the Administrative Director of the AMA Association, who is also the project coordinator.<\/p>\n

The Director of Education expressed his support and emphasized the need to closely monitor the project, while the Director of Health highlighted its relevance in combating the pandemic and reducing COVID-19 infections in schools. He emphasized the role of education in disease prevention.<\/p>\n

A meeting was scheduled to coordinate with the responsible officials from the education and health districts in order to form a coordinating committee for the return to classes and develop a strategic plan.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div>

2. Presentation of the project and delivery of supplies to prioritized schools.<\/span><\/i><\/a><\/h4><\/div>
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Two meetings were held in Popt\u00fan and San Luis for the presentation of the project and the delivery of COVID-19 biosecurity supplies to 20 selected schools. School principals, administrative coordinators, and pedagogical advisors from the school districts of both localities participated, representing the Departmental Directorate of Education of Pet\u00e9n.<\/p>\n

The meetings aimed to raise awareness about the importance of the project and responsible return to classes, and commitments for its implementation were agreed upon. In addition, a deadline was set for registering teachers in virtual workshops on distance education, and a schedule for the workshops was established. The supplies delivered included digital infrared thermometers, hand sanitizer, disinfectant, and masks.<\/p>\n

The participants expressed their gratitude and pointed out limitations for face-to-face and distance education, such as the lack of adequate infrastructure, limited access to water, and challenges in the methodological and operational implementation of distance education.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div>

3. Meetings of the Coordinating Commission for the Return to Classes in Southern Pet\u00e9n.<\/span><\/i><\/a><\/h4><\/div>
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10 meetings of the coordinating commission for the return to classes in Southern Pet\u00e9n were held, where the strategic plan aimed at 400 schools was implemented and followed. 50 people participated, including representatives from the DIDEDUC of Pet\u00e9n, school and health districts, and the Ministry of Environment of Southern Pet\u00e9n, as well as the AMA team. The meetings were in-person, although some points were discussed remotely.<\/p>\n

Due to the high rate of COVID-19 in the region, it was decided not to include the 12 selected adolescents in the commission in person, to avoid the risk of contagion. Their opinions and contributions were communicated through project techniques of AMA. The adolescents expressed a preference for face-to-face education, difficulties with distance education, and the desire to return to school, respecting biosecurity measures.<\/p>\n

These perspectives significantly influenced the development of the strategic plan, which promoted the reopening of schools with appropriate biosecurity protocols. The plan included the formation of School Risk Management Committees and Municipal Committees in the 5 municipalities of Southern Pet\u00e9n.<\/p>\n

The project had a positive impact on reducing the rate of dropout and absenteeism in the 20 priority schools, registering a rate of 2.82% according to the SIRE. Furthermore, it was observed that family migration to the United States significantly influenced school absenteeism, relating to changes in U.S. immigration policies and governmental changes.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div>

4. Virtual workshops on the use of digital platforms for the dynamic implementation of distance education.<\/span><\/i><\/a><\/h4><\/div>
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30 out of the 24 workshops initially planned on the use of digital platforms for distance education were held, with 2 additional workshops added to improve effectiveness in teacher training. The topics included online facilitation, design of dynamic spaces, management of digital material, and use of platforms and social networks. The workshops, led by Spanish-Maya Q\u2019eqchi\u2019 bilingual facilitators from the AMA Association and professionals from DIDEDUC of Pet\u00e9n, aimed to strengthen the capabilities of 120 teachers from 20 primary schools in San Luis and Popt\u00fan.<\/p>\n

The activity contributed to the goal of improving distance education for 1,200 students, initially facing resistance and unfamiliarity with digital tools among teachers, students, and parents. As the project progressed, distance education gained appreciation. However, the implementation of what was learned varied: 15% through Zoom, 20% via Jitsi Meet, 35% through WhatsApp, and 30% were unable to do it through digital means. Jitsi Meet and WhatsApp were highlighted for their lower cost.<\/p>\n

The distance teaching-learning process gradually improved, but mathematics presented challenges, leading many schools to opt for strengthening this area in person by creating bubbles. In areas where distance education was complicated, it was decided to reopen schools with biosecurity protocols and divide students into bubbles, working 4 days a week.<\/p>\n

The reopening of the schools involved assuming risks of COVID-19, but only 5% of the cases were registered in them. Outbreaks in the communities were more related to social activities. Finally, biosecurity supplies were delivered to 50 schools in various municipalities, prioritizing the smallest and poorest ones. This allowed 2,489 students to continue their studies. The distribution of government's free funds, based on the number of students, was not enough to cover the biosecurity supplies in the smallest schools, but the delivery of these supplies facilitated the opening of the schools.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div>

5. Broadcasts of the bilingual Spanish-Maya Q\u2019eqchi\u2019 radio program \"El ABC de la Sexualidad\" (The ABC of Sexuality).<\/span><\/i><\/a><\/h4><\/div>
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30 episodes of the bilingual program \"El ABC de la Sexualidad\" were broadcasted on radio and Facebook Live, targeting 1,200 adolescents and their families in San Luis and Popt\u00fan, Pet\u00e9n, and reaching approximately 10,000 listeners in Southern Pet\u00e9n. The weekly one-hour programs focused on comprehensive sexuality education and violence prevention, with an emphasis on educational continuity and COVID-19 biosecurity norms. Three young bilingual broadcasters from AMA led the programs, reinforcing their skills through a radio broadcasting workshop.<\/p>\n

The objective of the program was to increase access to information on sexual education and violence prevention for 1,200 adolescents, providing tools to prevent early pregnancies and motivate their school attendance. It is estimated that the program reached 1,200 adolescents and two members of their families, in addition to educating about 2,000 additional people in San Luis, Popt\u00fan, Dolores, El Chal, and Santa Ana. A significant audience was also recorded in other departments and neighboring countries.<\/p>\n

The National Observatory of Reproductive Health (OSAR) reported a significant decrease in teenage pregnancies among 10 to 14-year-olds in Guatemala in 2021, with AMA contributing to a reduction of 61.34% in Pet\u00e9n and 63.12% in Southern Pet\u00e9n. In teenagers aged 15 to 19, AMA's contribution was a decrease of 1.08% in Pet\u00e9n and 11.82% in Southern Pet\u00e9n. This achievement is attributed to the influence of the project during the pandemic, although the possibility of an inaccurate registration of pregnancies in 2021 due to the pandemic is acknowledged.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div>

6. Interactive dialogue circles.<\/span><\/i><\/a><\/h4><\/div>
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Six interactive dialogue circles were organized with 60 adolescents from 6 of the 20 schools prioritized in the project. These circles focused on topics such as the importance of returning to classes, compliance with COVID-19 biosecurity protocols, the adolescents' opinions on school functioning during the pandemic, and access to comprehensive sexuality education.<\/p>\n

The circles were held in different locations in San Luis and Popt\u00fan, Pet\u00e9n, with the participation of 10 adolescents per group. Two young Maya Q\u2019eqchi\u2019 and mestizo women from AMA facilitated these sessions using highly participatory methods, including games and dynamics to foster trust and safe expression of opinions.<\/p>\n

The dialogues revealed that the pandemic affected the students both academically and emotionally. The participants expressed a preference for face-to-face classes, feeling that they learned more and felt better than with distance education. Attending school offered them the opportunity to interact with teachers and peers, which strengthened their self-esteem and motivation to study.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\n\t

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During this activity, the following was also found in the participants:<\/p>\n