a. cuestionario del plan de proyecto

 ver 11-­‐01-­‐13 A. CUESTIONARIO DEL PLAN DE PROYECTO 1. INFORMACION SOBRE EL PROYECTO 1.1 Título del Proyecto: Bilioteca Cochirhuay 1.2 Nombre del Socio Local: Cochirhuay APAFA (Asociación de Padres de Familia) 1.3 Ubicación del Proyecto: Community: Cochirhuay District: Colcha Province: Paruro Region: Cusco Country: Peru 1.4 Costo Total del Proyecto: S/. 24,805 nuevos soles 1.5 Duración del Proyecto: 6 months 2. DISEÑO DEL PROYECTO Es posible que algunas preguntas no se apliquen a cada proyecto. Por favor, contéstelas lo mejor que pueda. 2.1 DESCRIPCIÓN DEL PROYECTO •
Por favor, describa el proyecto As defined by the OECD, "the Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-­‐year-­‐old students." In the OECD's most recent PISA (Programme for International Student Assesment) exam, given in 2012, Peru ranked last of the participating 65 developing countries in math, science, and reading comprehension. The "Biblioteca" project aims to improve students' educational performance by offering reinforcement workshops in the afternoon. However, the workshops will take advantage of working with students in the afternoon, outside of regular school hours, to compliment the more formal education they receive in the classroom with a fun, creative, and flexible model reinforcing reading comprehension, creativity, communication, and critical thinking by bridging these themes with activities based on the students' interests. We want the students to grow academically while playing and pursuing their own interests and creativity. 1/6 ver 11-­‐01-­‐13 After discussing their interests with students in Cochirhuay and based on previous experience in other communities, we came to the consensus that the workshops will be built around the creation of short films -­‐ conceived, written, acted, directed, and edited by the participating students. The curriculum is divided into the following blocks: Block 1: Crea-ve Wri-ng •  Students read short stories and discuss story formats and character development •  Students are divided into mul--­‐
aged groups and create their own stories •  Groups present their stories to the other groups and discuss •  Skills developed: •  Reading comprehension •  Crea6ve wri6ng •  Communica6on •  Teamwork Block 2: Script crea-on Block 3: Theater •  Students watch short cartoons and create scripts based on them. • Groups exchange stories, read them, and transfer other group's story to script form. •  Groups present their scripts to the other groups and discuss •  Skills developed: •  Reading comprehension •  Crea6ve wri6ng •  Character development •  Communica6on •  Teamwork • Groups exchange scripts, read them, and create play of another group's script. •  Groups elaborate their plays for other groups and parents. •  Students discuss evolu-on of story from ini-al presenta-on to play. •  Skills developed: • Reading comprehension • Character development • Communica6on • Teamwork Block 4: Filming and Edi-ng •  Groups receive scripts of their original story and edit them, crea-ng movie screenplays based on theater scripts. •  Groups create scenery and costumes for sceenplay. •  Students prac-ce how to use cameras and edi-ng soLware. • Groups film their screenplay with HD digital cameras. •  Groups edit their short films on computers. •  Skills developed: • Reading comprehension • Crea6ve wri6ng • Character development • Communica6on •  Technology • Teamwork The implementation of multi-­‐age student groups, comprised of children from pre-­‐school through the sixth grade of primary school (roughly from 3 to 11 years old), is utilized to encourage independent learning and teaching among students. For example, many students from 3-­‐6 years old still lack the ability to read or write full sentences, paragraphs, or essays. In this case, the younger students will participate by drawing and with the assistance of older students. • ¿Cuál es el objetivo final? Improve the reading comprehension, creativity, and critical thinking of participating students through fun activities based on their own interests and then discretely linked to academic themes. • ¿Cuáles son las actividades principales necesarias para la implementación del proyecto? 1. Evaluate reading comprehension and communication skills of participating students through a written exam. 2. Evaluate the overall academic performance in the classroom of participating students through teacher interviews and the revision of grades. 3. Plan workshop schedule with APAFA. 2/6 ver 11-­‐01-­‐13 4. Elect APAFA Parents' Committee. 5. Coordinate with school teachers, APAFA, UGEL-­‐Paruro, and District Municipality of Colcha to equip library. 6. Hire, train, and accompany workshop teacher. 7. Re-­‐evaluate participating students' reading comprehension/ communication skills and academic performance at end of project. ¿Cuáles serán los resultados (productos y/o servicios) que se obtendrán de las actividades mencionadas? 1. Students with improved ability to understand what they read, translating to improved academic performance in all subjects and improved critical thinking and problem solving skills. 2. Increased emphasis and value placed on creativity by students, parents, and teachers. 3. Students will be motivated to continue reading and writing independently. • ¿Cuáles serán los impactos (inmediato o a largo plazo) de este proyecto? (Por favor provea una lista detallada) Impacto a corto plazo Impacto a largo plazo Creation and/or reinforcement of reading and Improved reading comprehension skills writing habits Higher probability of continuing studies in the Improved academic performance in all courses secondary and tertiary levels. Improved communication and creative skills Decrease in school desertion • Por favor, utilice este cuadro para analizar los indicadores: •
Aspecto Improved reading comprehesnion Improved academic performance Improved communication and creative skills Increased enjoyment of reading and writing Indicador Medida Evaluation exam at begining and % of students who improve end of project score from first exam to second % of students who improve in overall academic performance School grades from year before and year of/after project Teacher, parent, and student Students' ability to observations administered communicate and express through surveys and beginning themselves and end of project Teacher, parent, and student How often students read and observations administered write independently through surveys and beginning and end of project •
¿Cuánto tiempo se requiere para completar el proyecto? To have effective impact this project requires one school year, or 10 months. However, this first pilot project will be streamlined to 6 months. 3/6 ver 11-­‐01-­‐13 2.2 DESCRIPCIÓN DEL SOCIO LOCAL •
Por favor, describa el socio local The Cochirhuay APAFA consists of 20 families, of which the majority of the active participants are women. The APAFA exists in order to manage and coordinate all activities needing community/parental involvement pertaining to the education of their children. I.E.P. Cochirhuay consists of 6 classrooms made of adobe brick with wood floors. The school currently only utilized 2 classrooms and employs 2 primary school teachers. There are 27 students attending primary school, of which 19 are from Cochirhuay and 8 are from Pacopata. I.E.I. Cochirhuay consists of 1 classroom made of adobe brick with wood floor. The school currently employs 1 pre-­‐school teacher. There are 8 students attending pre-­‐school, all of whom are from Cochirhuay. 2.3 CONTEXTO Y RACIONAL •
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¿Cuál es la importancia de este proyecto? ¿Por qué debe llevarse a cabo? In our experience developing educational projects in rural Peru, we have found that one of the main causes of poor academic performance and school desertion is the lack of students' ability to comprehend what they read. The inability to understand, analyze, and evaluate the written word affects all subjects, including mathematics, where problems are eventually written questions where the student must identify what mathematical actions must be taken. Furthermore, as defined by the OECD, "the Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-­‐year-­‐old students." In the OECD's most recent PISA (Programme for International Student Assesment) exam, given in 2012, Peru ranked last of the participating 65 developing countries in math, science, and reading comprehension. ¿Qué factores contextuales se deben tener en cuenta? The "Biblioteca" project is built around the idea that education is not a single trajectory between a defined starting and ending point, but a more fluid orientation with varying starting and ending points depending on the strengths and interests of each individual student. Though the case can be made for the need of standardized education with pre-­‐defined progress markers, it is also clear that the standardized approach forces all students to learn in the same manner and progress at the same rate; with negative impacts on creativity, critical thinking, and the necessary flexibility for students who learn differently or progress at varying speeds. Therefore, this project takes advantage of working with students in the afternoon, outside of regular school hours, to compliment the more rigid education they receive in the classroom with a more flexible model reinforcing reading comprehension, creativity, communication, and critical thinking by bridging these themes with activities based on the students' interests. ¿Hay otras iniciativas, apoyadas por donantes, planeadas o en proceso de implementación? Si las hay, ¿cómo van a afectar el diseño de este proyecto? Yes. The NGO Pachamama Raymi works in the District of Colcha in themes of family planning and communal organization. Their work will have no effect on this project because Pachamama 4/6 ver 11-­‐01-­‐13 Raymi's project does not have an educational component and the organization is closing its project in the District of Colcha at the end of 2014. Furthermore, the Alma Foundation has coordinated with Pachamama Raymi to assure that there will be no duplication of efforts. 2.4 ALCANCE Y BENEFICIARIOS •
¿Cuáles son los beneficiarios directos e indirectos del proyecto? Pre-­‐School Primary School 8 students (ages 3-­‐4) 27 students (ages 5-­‐11) TOTAL 35 students (ages 3-­‐11) 2.5 ESTRATEGIA DE RIESGO •
Por favor, utilice este cuadro para analizar los riesgos: Riesgo Probabilidad Impacto ¿Cómo reducir la ¿Cómo reducir el probabilidad de impacto en caso de ocurrencia? ocurrencia? Students do not attend workshops Low High Coordinate with APAFA and teachers to assure student attendance Workshop teacher does not fulfill duties Low High School does not provide area for library Low Medium School teachers do not provide school grades from 2013 Medium Low Monitor teacher performance through monthly progress reports and on sight visits Coordinate with APAFA and teachers to assure the provision of an area, as well as allow teachers to utilize computers during school hours. Coordinate project planning and needs with school directors Workshop teacher does not grasp flexible curriculum High High Train teacher and work with them to implement curriculum 2.6 ESTRATEGIA DE SOSTENIBILIDAD 5/6 Coordinate with students and APAFA to adapt schedule and/or curriculum to increase interest and participation Replace teacher Coordinate with APAFA to use community center. Pressure teachers with use of computers and with APAFA Committee Replace teacher ver 11-­‐01-­‐13 •
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¿Cuál es el papel del socio local en el desarrollo e implementación de este proyecto? The Cochirhuay APAFA will assure the attendance of their children and assist with any possibly labor required to equip the library. I.E.P. and I.E.I. Cochirhuay will assure attendance of students and provide a classroom where the library and workshops can be implemented. Furthermore, the schools will assure that the students receive lunch between the end of classes and the beginning of the workshops. ¿Cómo se involucrará la población beneficiaria en este proyecto? The APAFA will elect a Parents' Committee who will be responsible for all coordiantion of the project on the communal level. The committee will serve as the Alma Foundation's point of contact with the community. ¿Qué resultados van a mantenerse cuando el proyecto termine? ¿Cuáles son las estrategias a largo plazo cuando el proyecto ha finalizado? The APAFA and the ALma Foundation will present the project to UGEL-­‐Paruro and the relevant municipalities in order to promote state-­‐replication of the project. ¿Como serán transferidas las responsabilidades a los socios locales en el transcurso del proyecto para asegurar la sostenibilidad de los resultados? The APAFA will elect a Parents' Committee who will be responsible for all coordination of the project on the communal level. The committee will serve as the Alma Foundation's point of contact with the community. Preparado por: Nombre: Ian McGroarty Título: Program Director -­‐ The Alma Children's Education Foundation Firma: Fecha: July 15, 2014 6/6