GRACES At-Home Learning Program

As a result of COVID-19, schools have not been allowed to physically meet In Guatemala since March 16, 2020. In a country like Guatemala, where there are minimal resources for education, and the current minimum wage is roughly $350 per month, the idea of at-home or distance learning seems far-fetched. We saw it as critical to continue providing education to the children during this time. In order to pivot to a distance-learning model, GRACES created the At-Home Learning campaign in April of 2020. This program is providing cell phone data packages for students to use on their economical smart phones. Since most families only have access to one phone (with multiple children in each household), our goal is to provide a tablet for each student. If students globally had access to data and a device, the potential of access to education for students in developing countries would be substantial.

With regard to the current poverty line in Guatemala, minimum wage is $350 per month. However, according to the National Survey of Employment and Income, 70 percent of the workforce in Guatemala is informal, and, therefore, does not obtain minimum wage. This is the reality for the majority of the families of Escuela Integrada. 

Prior to COVID-19, the average household income amongst the 115 families at Escuela Integrada was $277 per month. With the onset of the pandemic, their average monthly income dropped by 34 percent, resulting in an average of $183 per month. As most of the families at Escuela Integrada are part of the informal workforce, many found themselves immediately without a job, compounded by a lack of savings, and no unemployment checks or other streams of income. It should also be noted that, according to the Instituto Nacional de Estadistica from Guatemala, a sustainable household income for a family of four is $480 per month. 

With the majority of Escuela Integrada families earning less than half of this figure (and with much larger families), basic needs are extremely difficult to obtain, much less the advanced technology required for decent at-home learning. 

Our solution is to provide tablets to underserved students in Guatemala who would normally not have access to education during this time of distance learning. In addition, we will provide workshops to students, families, and teachers, which will cover everything from the use of technology and platforms, to cyberbullying and online sexual exploitation prevention. 

When in-person classes resume in Guatemala, the tablets will continue to be used as a tool for learning and will help to reduce other costs of books and materials that are normally used. 

The tablets provided will have 3G capabilities and will be able to receive data-packages (they will not need to have access to wireless internet). They operate with a pay-as-you-go method, not requiring any contracts. Individuals are able to purchase data packages and cell phone minutes for as little as $0.75, making internet access accessible for underserved families.

As previously stated, the average monthly income of the families we work with is $183. The average number of family members is seven for students who attend our school. Most do not receive government assistance and have no savings or other means of income. The families we work with live in the surrounding villages of Antigua, Guatemala. Some of the families have migrated from other regions of Guatemala in hopes of greater work opportunities.

Some of the difficulties impoverished families encounter when it comes to distance learning include: 1) No computers in the home; 2) Limited or no access to internet; 3) Limited cell phone service; 4) Small homes in disrepair, sometimes housing 10 or more family members under the same roof; 5) No desk or workspace in the home; 6) Limited lighting or no electricity; 7) Limited or no education of the parents or guardians; 8) Parents who are illiterate; and 9) Inadequate materials to complete school work.

GRACES funds Escuela Integrada de Niños Trabajadores. Escuela Integrada began more than 17 years ago in Antigua, Guatemala, for children living in poverty. The name in English means “Integrated School for the Working Children.” Escuela Integrada started as a school to serve children who were working on the streets and to offer them accessible education. Escuela Integrada is managed and run 100 percent by Guatemalans. Since the school has been in the community for an extensive amount of time, they are more than capable of understanding the needs of the community. In addition, GRACES Executive Director lives in the community full-time and is in constant communication with the school and the leadership.

The evolution and advancement of technology in the developing world is not on par with the pacing of the United States, however, smartphones are relatively affordable in Guatemala. Economical smartphones can be purchased for as little as $40 new. In many cases, families buy them used. Since these phones are not under a contract, they operate with a pay-as-you-go method. Individuals are able to purchase data packages and cell phone minutes for as little as $0.75. With that being said, the families have had access to technology and the internet previously as their situation permitted. While it is not a completely new and unknown concept, it is important that we continue to provide ongoing workshops and support for the students and their families as technology becomes more necessary.

The school works very closely with the students, families and community. As previously noted, the school has been in the community for nearly 20 years and have extensive understanding of the community ailments and strengths. Not only this, but the school psychologist along with various staff members attend weekly home visits where they obtain further understanding of the unique needs of each student and their respective family. Through this method of learning about needs in a relational and closely examined way, the staff is able to engage with the families and understand their needs.

This solution addresses the needs of these students as follows:

1. Providing access to education where they would otherwise not have it.

2. Providing access in a way that they are capable of using it without prior extensive knowledge.

3. Easily adaptable to each household.

4. Decreasing the gap of inequality in education.

5. Giving the students an advantage once they graduate through being able to utilize technology.

The pandemic has widened the gap of equality in education, and we are able to see clearly the differences between the impoverished community and more affluent families. Our hope is to be able to close this gap and provide the students with an opportunity of education.

The students who GRACES works with are at an extreme disadvantage when it comes to education from the outset. Students in the same communities who attend public or other schools have not been receiving an education since the pandemic began in March of 2020. GRACES At-Home Learning Program seeks to provide equality in education and give these students a chance, not only at education during this time of at-home learning, but also in learning and experiencing technology, which will help them greatly as they graduate and start careers. The ultimate hope is to provide equality in learning for underserved students.

As a result of the pandemic, Escuela Integrada moved to a distance learning model in April of 2020. The staff, teachers and parents came up with the plan to provide data packages to the families so that they could connect from their economical smart phones. The teachers communicated with the students by sending lesson plans and videos, and periodically connecting via a video chat platform. For the 2021 school year, data packages were increased, and the school decided to hold virtual class hours. The teachers returned to the school in January, and connect daily with their students in the morning to provide a schedule and routine for their classes. In April of 2021, a grant was awarded to purchase 90 tablets for the students. The students in kindergarten through 4th Grade received training alongside their parents and started using the tablets immediately.

The use of tablets, smart phones and internet access for students who come from families with a sustainable income, or communities in which technology can be provided is of itself not innovative. Using this technology for students in poverty in developing countries, however, is deeply innovative. 

This solution would not have been possible even as few as six years ago. However, with the evolution and advancement of technology, it is not uncommon for families in poverty to be able to obtain an economical smartphone, valued at less than $50. In contrast to developed countries that have obligatory contracts or other restrictions, in Guatemala people are able to purchase a smart phone of their choosing without any type of contract and then purchase data and phone minutes as they are able to. Access to purchasing data packages is widely available as small "tiendas" (similar to a corner store in the U.S.) sell them abundantly.

This being said, the affluent businessman in Guatemala is familiar with this technology just as a 3rd grade girl who lives in a house with dirt floors and limited running water. Yet, having more expansive access is wherein the difference lies.

If children in developing countries who have this technology had access to a more extensive internet and better devices, the gap in education equality would decrease.

GRACES At- Home Learning Program served 163 students by providing data packages in 2020. This year, the program serves 177 by providing data packages, and 95 students who have received a tablet to date. The goal for next year is to serve 200 students by providing both tablets and data packages. In five years, GRACES goal is to serve 400 students by providing a quality education and utilizing tablets for learning both in the classroom and at home.  

The hope, pending governmental regulations, is to return to complete in-person classes by the year 2023. The students will continue to grow in their knowledge of technology, be able to utilize Google Classroom, and become technologically fluent. With this, they will gain a great advantage as they start their careers. The ultimate goal is for the students to become financially independent who have broken the cycle of poverty for themselves and their descendants.  

Specific indicators that GRACES will use to measure progress towards their goals are:

1. The number of children who are able to receive an education and are actively communicating with teachers (90 percent engagement).

2. 95 percent of students will pass their respective grade level.

3. The number of children who complete assignments every week (90 percent engagement).

4. The number of students who are attending virtual classrooms (90 percent engagement).

GRACES has one full time staff member and two part time staff members along with ten local full-time team members.

GRACES full time staff member who is working on this solution is a US citizen who has 15 years of experience in Guatemala, living there fulltime and working in the community for the past 10 years. She has worked closely with Escuela Integrada these past 10 years, performing weekly home visits and meeting weekly with the staff to understand the needs.

The local staff is a team of local Guatemalans who have all worked in the community and for the school for the past 5-15 years. Two team members specifically both went to the school as children and graduated from the school. They have intimate knowledge of the needs of the community and how best to serve the students and families.

The leadership team for this solution comes from a variety of backgrounds, ethnicities, and classes. The team is made up of both male and female members of different faith traditions and ages. The school and organization does not discriminate on the basis of race, color, sex or sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, ancestry, or national or ethnic origin.

More than half of the members of the team identify as indigenous Guatemalan, and many come from families who continue to speak their native Mayan language. The organization has created a culture of acceptance and celebrates diversity.

As mentioned before, the organization has a diverse U.S board made up of individuals all around the United States as well as a Guatemalan advisory board made up of different men and women with a wide range of careers.

The local programs that GRACES funds, like Escuela Integrada, have been in the community for almost 20 years. GRACES, however, is a new organization with only 7 years with their official 501c3 status. The organization has shown great strides over the years but seeks to continue  to partner with other organizations that have extensive experience.

GRACES is applying to Solve because the organization believes in access to and equity for education for all children. Solve can help us overcome the financial barriers through this grant and networking opportunities. Additionally, advice of experts and funders through Solve, will be an extreme asset to the growing organization. As GRACES is only 7 years old, the organization greatly benefits from outside support and advice.. GRACES goal in the future is to achieve financial sustainability through sustainability projects such as the Vision Trips and Coffee Program. Advice from experts and funders and mentorship will go a long way in helping to provide this.

As mentioned previously, GRACES needs support in funding and achieving financial sustainability. In addition, the organization would benefit from support in monitoring and evaluation. Because of limited full- and part-time staff, this is something that we could use additional assistance with. However, the organization recognizes the extreme importance in collecting data and measuring impact.

GRACES would like to partner with organizations that have the same vision in furthering the path to access to education for all children such as MIT Solve. GRACES would like to collaborate with organizations in how to best provide education and technology in the developing world.

GRACES At-Home Learning Program would provide tablets and data packages for approximately 50 young women, ages 5 to 18.

 If awarded this prize, we would have the opportunity to provide an additional 50 tablets to young women who are part of GRACES’ after-school program Proyecto Capaz. Proyecto Capaz provides after-school tutoring to young girls in the community. The program provides a safe space for girls to do their homework and have exposure to different educational activities.

GRACES At-Home Learning Program hopes to provide tablets and data packages for 177 students who live in poverty. The organization seeks to provide equality in learning and for the students to break the cycle of poverty and become financially independent. This happens through the students receiving a holistic education, which GRACES programs provide.