1 
FINAL REPORT 
Program Evaluation 
 Food For Education, Phase II
Huehuetenango, Guatemala
 
Comercializadora Quetzalteca de 
Bienes and Servicios S.A. 
Final Evaluation for FY 2013 McGovern-Dole Food 
for Education Phase II Project in Huehuetenango, Guatemala
Program: McGovern-Dole International Food for Education and Child 
Nutrition
Agreement Number: FFE-520-2013/034-00
Funding Year: Fiscal Year 2013
Project Duration: 2013-2016
Implemented by: TechnoServe
Evaluation Authored by: Comercializadora Quetzalteca de Bienes and Servicios 
(EQSA) S.A.
DISCLAIMER: This evaluation was conducted by an independent third party firm. The views expressed 
in this report do not necessarily reflect the views of the United States Department of Agriculture or the 
United States Government. 
Accessibility Note: An accessible version of this report can be made available upon request by emailing 
FAS.monitoring.evaluation@usda.gov. 
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Glossary 
ATC Administrative Technical Coordinator 
CNB National Base Curriculum 
COCODE Community Development Council 
CPF Parents Council 
CSB Corn Soy Blend 
DIGEDUCA General Bureau of Educational Evaluation and Research 
DMM Municipal Woman’s Bureau 
ENCOVI National Survey of Living Conditions 
ENSMI National Maternal Child Health Survey 
FFE Food For Education 
FNS Food and Nutrition Security 
IDH Human Development Index 
INE National Statistics Institute 
M&E Monitoring and evaluation 
MOE Ministry of Education 
MTE Mid-term Evaluation 
PO Parent Organization 
PCI Project Concern International 
RENAP National Population Registry 
SESAN Secretariat of Food and Nutrition Security 
SPSS Statistical Package for the Social Sciences 
UNDP United Nations Development Program 
USDA United States Department of Agriculture 
WE Women Empowered 
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Table of Contents 
1. Executive Summary .................................................................................................. 6
1.1 Introduction .............................................................................................................................. 6 
1.3 Results ...................................................................................................................................... 6 
1.3.1 Contribution to Feed the Future .............................................................................................. 6 
1.3.2 Improvement of literacy in school age children ...................................................................... 6 
1.3.2.1 Improve Classroom Attention .......................................................................................... 7 
1.3.2.1.1 Reduce short term hunger.................................................................................................. 7 
1.3.2.1.1. Increased access to food ................................................................................................... 7 
1.3.2.2 Improvement in school attendance ....................................................................................... 7 
1.3.2.2.1 Reduction of health related absences ................................................................................ 7 
1.3.2.2.2 Improve school infrastructure ........................................................................................... 8 
1.3.2.2.3 Increased school enrollment .............................................................................................. 8 
1.3.2.2.4 Increase community understanding of the benefits of education ...................................... 8 
1.3.3 Increase in use of diet and health practices ...................................................................... 8 
1.3.3.1 Increase in knowledge of health and hygiene practices ................................................... 8 
1.3.3.2 Increase in knowledge of safe food preparation and storage practices ............................ 9 
1.3.3.3 Increase in knowledge of nutrition ................................................................................... 9 
1.3.3.4 Increase in target schools with improved equipment for food preparation and storage . 10 
1.3.4 Empowerment of women ............................................................................................... 10 
1.3.5 Evaluation of the sustainability tool ............................................................................... 10 
2. Introduction and Objectives of the Evaluation ........................................................ 11
3. Context of the department of Huehuetenango ......................................................... 11
3.1 Population ................................................................................................................................ 12 
3.2 Food and Nutrition Security (FNS) .......................................................................................... 12 
3.3 Education .................................................................................................................................. 13 
4. General information for the program municipalities .............................................. 14
5. Evaluation methodology .......................................................................................... 14
5.1 Document Review ........................................................................................................................ 14 
5.2 Determination of the sample .................................................................................................. 14 
5.3 Instruments ............................................................................................................................. 15 
5.4 Methodology for Measuring Sustainability ............................................................................ 17 
6. Results ..................................................................................................................... 18
6.1 Improvement of literacy of school age children (MGD SO1) ................................................ 18 
6.1.1 Improve classroom attention (MGD 1.2) ....................................................................... 21 
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6.1.2 Improvement in school attendance (MGD 1.3) .............................................................. 25 
6.2 Increase the use of dietary and health practices (MGD SO2) ................................................ 29 
6.2.1 Improve knowledge of health and hygiene practices (MGD 2.1) .................................. 32 
6.2.2 Increase knowledge of safe food preparation and storage practices (MGD 2.2) ........... 34 
6.2.3 Increase nutrition knowledge (MGD 2.3) ...................................................................... 35 
6.2.4 Increase access to adequate food preparation, tools and storage equipment (MGD 2.6) 37 
6.3 Key Results ............................................................................................................................ 38 
6.3.1 Increase government support (MGD 1.4.3) .................................................................... 38 
6.3.2 Increase the commitment of Local Organizations and Community Groups (MGD 1.4.4) ... 39 
6.4 Sustainability .......................................................................................................................... 42 
6.5 Evaluation of the Monitoring and Evaluation (M&E) system ............................................... 44 
6.6 Lessons learned ...................................................................................................................... 45 
6.7 Synthesis of accomplishment of MTE recommendations ...................................................... 46 
7. Conclusions ............................................................................................................. 48
8. Recommendations ................................................................................................... 52
Annex 1. Comparison of Results Indicators ................................................................... 56
Annex 2. Information about the Consultant Team ......................................................... 60
Annex 3. Qualitative Evaluation Tools .......................................................................... 61
Annex 4. Quantiative Evaluation Tools ......................................................................... 66
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Index of Tables 
Table 1. Nutritional Status in FFE Municipalities ................................................................................. 12 
Table 2. Initial and Final Enrollment Records FFE Municipalities ....................................................... 13 
Table 3. Summary of general information for FFE municipalities ........................................................ 14 
Table 4. Distribution of the sample by municipality .............................................................................. 15 
Table 5.Criteria for classification of reading comprehension ................................................................ 16 
Table 6. Reading Comprehension .......................................................................................................... 18 
Table 7. Results of reading tests ............................................................................................................. 18 
Table 8. Reading Test Results by Sex and Grade .................................................................................. 19 
Table 9. Number of people who benefit directly/indirectly from the interventions funded by USDA .. 20 
Table 10. Results of indicators that contribute to Feed The Future ....................................................... 20 
Table 11. Level of student hunger .......................................................................................................... 21 
Table 12. Percentage of students consuming daily meals at school ....................................................... 22 
Table 13. Percentage of students who are identified as being inattentive in class ................................. 24 
Table 14. Causes of school inattention ................................................................................................... 24 
Table 15. Indicator for Improved school attendance .............................................................................. 25 
Table 16. Results for the absences for illness indicator ......................................................................... 25 
Table 17. Students benefiting from infrastructure .................................................................................. 26 
Table 18. Percentage of students enrolled in school as a result of USDA support ................................ 27 
Table 19. Number of parent members of a PO....................................................................................... 28 
Table 20. Results of benefits of education indicator ............................................................................. 29 
Table 21. Indicator for schools with clean latrines ................................................................................ 30 
Table 22. Indicator for soap and water in a hand washing station ......................................................... 30 
Table 23. Indicator for schools with clean kitchens and utensils ........................................................... 31 
Table 24. Results for health / hygiene practices indicator ..................................................................... 32 
Table 25. Results for indicator on sources for health information ......................................................... 33 
Table 26. Comparison of health information sources ............................................................................ 34 
Table 27. Indicator for Nutrition Practices ............................................................................................. 34 
Table 28. Results for food preparation indicator .................................................................................... 35 
Table 29. Results of indicator for sources of nutrition information ....................................................... 36 
Table 30. Indicator for better food preparation and storage ................................................................... 37 
Table 31. Increase in governmental support .......................................................................................... 38 
Table 32. Increase in participation of local organizations ...................................................................... 39 
Table 33. Results from application of sustainability tool in FFE schools .............................................. 43 
Table 34. PCI’s response to MTE recommendations ............................................................................. 46 
Index of Illustrations 
Illustration 1. Location of Huehuetenango ............................................................................................. 11 
Illustration 2. Reading Achievement lectura .......................................................................................... 13 
Illustration 3. Indicator for hungry or very hungry ................................................................................ 21 
Illustration 4. Percentage of absences due to illness .............................................................................. 26 
Ilustration 5. Enrollment of elementary students ................................................................................... 27 
Illustration 6. Benefits of elementary education ................................................................................... 29 
Illustration 7. Health and hygiene practices ........................................................................................... 32 
Illustration 8. Sources of health information .......................................................................................... 33 
Illustration 9. Good nutrition practices................................................................................................... 35 
Illustration 10. Food storage and safety precautions .............................................................................. 36 
Illustration 11. Sources for nutrition information .................................................................................. 36 
Illustration 12. Sustainability situation of evaluated schools ................................................................. 42 
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1. Executive Summary 
1.1 Introduction 
The Food For Education (FFE) program has been implemented by Project Concern International 
(PCI), in the department of Huehuetenango, specifically in three municipalities of the Mam 
ethnic group: San Gaspar Ixchil, Cuilco and San Pedro Necta; and three municipalities of the 
Q´anjob´al ethnic group: Santa Eulalia, Santa Cruz Barillas and San Pedro Soloma. Funding for 
this was provided by the United States Department of Agriculture (USDA). The program seeks 
to improve literacy of school age children and increase the use of good health and nutrition 
practices. A total of 58,044 direct beneficiaries were reached which included: 38,020 students, 
1,492 teachers, 1,202 collaborating mothers, 1,470 members of Parent Organizations (PO), 
2,211 Women Empowered, 13,625 parents and 24 government officials. 
The second phase of this PCI program ran from 2013 to 2016. This external evaluation was 
carried out to evaluate the expected and unexpected results, its impact, sustainability and lessons 
learned in order to systematize learning for future programs that will be implemented in similar 
contexts, and in particular the FFE third phase program (EDUCAMOS) currently being 
implemented by PCI. 
To achieve the purposes of the evaluation, quantitative measurements were taken to determine 
accomplishment of the results indicators and to have a comparison with what was seen in the 
baseline study and mid-term evaluation (MTE). This information is complemented with a 
qualitative evaluation that considered the opinions of the key stakeholders in the educational 
community, Municipal Councils, and Ministry of Education (MOE) staff, including the 
Administrative Technical Coordinators (ATC) and PCI implementation staff. A specific tool 
was used to measure sustainability. The Women Empowered (WE) initiative was also analyzed. 
1.3 Results 
1.3.1 Contribution to Feed the Future 
This is composed of three indicators related to a) Number of associations formed (Municipal 
Sustainability Commissions) (6); b) Number of beneficiaries of USDA assistance (58,044), and 
c) people trained in child health and nutrition (35,057). All three results exceeded the final 
targets. 
1.3.2 Improvement of literacy in school age children 
The results obtained reflect that girls and boys greatly exceeded the values found in the MTE, 
with a positive differential of 35.9% for girls and 38.1% for boys. Nevertheless, with regard to 
the target established at the baseline there was a differential of -9.5% in girls and -11.5% in 
boys. Thus, the established target was not achieved. The main reason was that the program had 
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set very high targets from the baseline: 61% for girls and 57% for boys, which was not realistic 
when comparing with data from the General Bureau of Educational Evaluation and Research 
(DIGEDUCA), which for 2014 established a national average for reading achievement of 
40.4%. The average for Huehuetenango was 23.84% and the average for the FFE municipalities 
was 16.81%. 
1.3.2.1 Improve Classroom Attention 
34% of students were identified as being inattentive in class and the final target was 54%, which 
means that the target was exceeded by 20 percentage points. Of this total, 15% show distraction 
by looking around, 8% by doing something else, 8% talk to their friends, 2% do something to 
distract the class, and 1% showed signs of tiredness. In the interviews with directors, teachers 
and parents they stated that the food provided by PCI with contributions from the MOE and the 
parents themselves, is contributing directly to children paying more attention in class and 
improving their performance. 
1.3.2.1.1 Reduce short term hunger 
The indicator measures the percentage of students who are hungry or very hungry1
. The final 
target was 5% and in the final evaluation this 5% was achieved. The children who responded 
that they were hungry and the 1% who said they were very hungry were specific to certain 
locations and may be the result of circumstances on the day that data was collected in a 
community of San Pedro Soloma, where not enough food was prepared so some students were 
still hungry. 
1.3.2.1.1. Increased access to food 
The indicator for this result measures the percentage of students consuming daily meals at 
school. The target of 100% was achieved; all the schools had permanent consumption of school 
breakfasts. 
1.3.2.2 Improvement in school attendance 
This indicator measures the percentage of boys and girls who have regular school attendance (at 
least 80% attendance). The school records show a 97.3% attendance for girls and 98% for boys, 
which exceeds the target by 7.3 and 8 percentage points, respectively. 
1.3.2.2.1 Reduction of health related absences 
A total of 13.1% of the students stated that they had missed class for any reason the week prior 
to the evaluation, nevertheless, only 8.6% of the cases were due to illness, with 2.5% due to 
family travel and 2%, for other reasons. The indicator is specific for illness and the final target 
 
1 Established using evaluation survey tools, see Annex 3
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was 15%, thus the indicator was exceeded by 6.4 percentage points. In the focus groups, parents 
indicated that hygiene habits are being applied in the home which could reduce the frequency 
of illnesses, especially those caused by lack of personal hygiene. 
1.3.2.2.2 Improve school infrastructure 
Infrastructure construction or rehabilitation exceeded the target. According to program records, 
9,126 students benefited with kitchens (target: 6,390) and 15,711 with water systems (target: 
8,520). 
1.3.2.2.3 Increased school enrollment 
This indicator sought to increase school enrollment by 1%, and was not achieved. Reduction in 
enrollment is a national phenomenon. Data from the six FFE municipalities obtained from the 
MOE show that from 2013 to 2015 there was a reduction of -4.5% for boys and -3.85% for girls. 
1.3.2.2.4 Increase community understanding of the benefits of education 
The final target was 1,150 parents who are members of the PO and this was exceeded by 320 
with an achievement of 1,470 parents. The focus groups with parent leaders showed that the 
majority of members have a good understanding of the program and are willing to give their 
time, effort and in some cases, economic resources to support program activities and the 
development of the school. In the majority of cases there is a cordial relationship between the 
PO and teaching staff and they support school activities. 
Parents’ identification of the importance of education has increased significantly. The Final 
Evaluation shows that 84.6% recognize at least three benefits of elementary education, 
compared to 13.1% in the MTE. 
1.3.3 Increase in use of diet and health practices 
The indicators for this strategic objective were achieved and exceeded. Significant improvement 
was noted when compared to the MTE. The measurement shows that the target for clean latrines 
was exceeded by 26 percentage points, in soap and water at hand washing stations by 36 
percentage points and in clean kitchens and utensils by 30 percentage points. These high results 
in such a short time seem questionable, but they were justified because the program strongly 
promoted improved activities to reach the targets based on the MTE recommendations. This 
was ratified by teachers and parents. 
1.3.3.1 Increase in knowledge of health and hygiene practices 
Parents in the communities can identify at least three health and hygiene practices and can 
identify at least one local source of information on this topic. Both indicators were exceeded 
with 18 and 29 percentage points, respectively, compared to the target. 
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There was a significant increase in identification of sources of information. They mentioned 
places such as health centers, convergence center/health post, the church and hospitals. In the 
baseline and MTE there was a category called “Other”. In the Final Evaluation, this category 
showed an increase compared to the MTE and 63.5% selected PCI as a source of information 
and the home (family) as the second source for this category with 31.9%. In the MTE, 42.9% 
of parents who marked this category mentioned PCI as a source of information. To promote 
sustainability, knowledge of other permanent sources at the local level should continue to be 
reinforced. 
1.3.3.2 Increase in knowledge of safe food preparation and storage practices 
The indicator for this result exceeded expectations by 48.6 percentage points, as 88.6% of 
mothers identified at least three important nutrition practices (target: 40%). The collaborating 
mothers are identified with the program and practice what they learn in the trainings. The PO 
stated in the focus groups that food management is one of the experiences that will last beyond 
the current program, given that it has allowed them to organize themselves to be present in the 
school, to provide support to the collaborating mothers and manage the products from the MOE. 
The contribution of vitamins and minerals, and energy foods are the most mentioned practices 
with 97.4% and 89.5%, respectively, followed by protein foods, 83.2%. 
The directors mentioned that at the beginning of the program they had difficulty with variety in 
the menus and the children got tired of eating the same thing. They noted that the school fairs 
are a good source of information as in these events they have the opportunity to exchange recipes 
and knowledge in order to prepare different menus using the same products. 
1.3.3.3 Increase in knowledge of nutrition 
The percentage of students (and their parents) who can identify at least one local source of 
information about nutrition and diet was exceeded by 28.3 percentage points. The people 
interviewed mentioned the health center most frequently (43.3% of the responses), followed by 
school with 40.7%. The category of “others” (77.2% of responses) included PCI as a source of 
information. 
The percentage of mothers who can identify at least three key practices for safe food preparation 
and storage exceeded the expected levels as the final target was 80% and the result is 99.1%. 
This high accomplishment was confirmed in the on-site observations where the kitchens were 
in compliance with the standards: people who had direct contact with food were wearing 
hairnets, used the PCI apron, trash cans were available, the food was processed in a hygienic 
manner in plain view and the utensils were washed and dried. There might be some bias due to 
knowing that the evaluation team was coming although parents commented in the focus groups 
that the program has helped them adopt adequate food management practices. 
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1.3.3.4 Increase in target schools with improved equipment for food preparation and 
storage 
The percentage of schools with improved food preparation and storage stayed the same, with 
100% of schools in both the final evaluation and MTE. All the schools visited demonstrated 
good food preparation skills and although the utensils show wear, they are functional and are 
kept hygienically. In general the storage rooms are in good condition and adequate based on 
the particular conditions of each place. 
1.3.4 Empowerment of women 
Six communities with WE confirmed that women in groups are adopting a savings habit, and 
they agree that this is the activity they like most because they now have funds available to use 
in any emergency or to invest in a productive activity. Some of the surveyed groups are 
beginning to award loans among themselves with mutually agreed upon interest rates that are 
usually around 5%. According to program data, 59% of groups are awarding loans, a significant 
increase from 2014, where only 29% of groups were awarding loans. In the surveyed groups, 
few loans are destined for education and most are focused on income generating projects. 
In the six groups it was confirmed that political empowerment was the weakest component. The 
women stated that in only a few cases are they part of the PO. In general they do not participate 
in decision making organizational structures because they say they don’t have time and because 
the men do not offer opportunities for their participation. 
1.3.5 Evaluation of the sustainability tool 
The application of the sustainability tool in the 28 schools showed that the condition that scored 
highest (or showed greatest sustainability) was that of the hygiene practices. The second 
condition with a high score was adequate infrastructure, where PCI’s efforts, in conjunction 
with the community and municipalities, were significant for improving kitchens and water 
systems. 
Literacy improvement had medium to low scores which means that direct actions are needed to 
promote improvement of ways to address this topic, using appropriate methodologies for the 
context of each area. The school breakfast also received medium to low scores. 
The condition that scored lowest was municipal and community support, which highlights the 
need to continue strengthening local community leadership so that they are able to request and 
obtain the necessary municipal support and integrate all the members of the community in the 
effort to have a self-sustaining development program. 
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2. Introduction and Objectives of the Evaluation 
PCI implemented the second phase of the FFE program from 2013-2016, with funding from the 
US Department of Agriculture (USDA). The program area is in the department of 
Huehuetenango, which is the second most populated department of the country, representing 
7.9% of the national population. The program has two strategic objectives: 
 Improve the literacy of school age children 
 Increase the use of health and nutrition practices 
This final external evaluation was conducted to evaluate the achievements, results, and program 
impacts through the following objectives: 
 Evaluate the relevance, efficacy, efficiency, impact, and sustainability of the 
activities 
 Evaluate the achievement of expected results based on the Results Framework 
 Analyze the unexpected results that have contributed to transforming the 
communities 
 Identify the lessons learned during the life of the program 
 Suggest recommendations for future programs with similar contexts 
This document reports on the quantitative and qualitative results of the program’s Final 
Evaluation, which is based on an analysis of accomplishment of the indicators, observation of 
the physical infrastructure, analysis of the support tools and especially, perceptions from the 
beneficiaries regarding the changes that have been obtained to date, and whether there has been 
community impact or not. 
The evaluation document is organized through a description of the context of the target 
department and municipalities, the evaluation methodology is then discussed, followed by a 
description of the evaluation results by indicator. Finally, conculsions and recommendations 
are presented. 
3. Context of the department of Huehuetenango 
Huehuetenango is located in the 
northwestern region of Guatemala. It has 
33 municipalities and covers 7,400 km², 
which is 6.8% of the country. Its 
topography is very irregular. The 
Cuchumatanes Mountains run through the 
department, reaching the highest elevation 
in Central America. The climate is very 
diverse, with both hot and cold areas. 
Illustration 1. Location of Huehuetenango
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3.1 Population 
According to the Nation Population Registry (RENAP 2016), Guatemala’s population is 
estimated at 17 million people, with Huehuetenango representing 7.9% of the total, and an 
annual population growth rate of 2.4% (52.5% female and 47.5% male). Of those, 47.4% are 
under 18 years of age, 48.1% are between 19 and 64, and 4.5% of the population are over 64. 
According to the Human Development Report (HDR 2015)2
, Huehuetenango has the highest 
concentration of ethno-linguistic diversity in the country with 10 ethnic groups: Akateko, 
Awakateko, Chalchiteko, Chuj, K´iche´, Mam, Popti´, Q´anjob´al, Tektiteko and Mestizo. 
Indigenous groups make up 56% of the population and 44% are mestizos. Seventy percent of 
the population lives in rural areas. 
3.2 Food and Nutrition Security (FNS) 
According to the Fourth National Height Census published by the Secretariat of Food and 
Nutrition Security (SESAN 2015), Huehuetenango is in fourteenth place at the national level 
for chronic malnutrition in children from six to nine years of age. Ten municipalities are rated 
as having ‘very high’ food insecurity. The following table shows the municipalities that are 
covered by the FFE program, in descending order by category of nutritional vulnerability. 
Table 1. Nutritional Status in FFE Municipalities3
 
2
 Published by the UN Development Program (UNDP)
3 Fourth National Height Census 2015. SESAN
Municipality
Total 
children 
evaluated 
Normal Stunting 
Nutritional 
Vulnerability 
Category 
Total 
children 
 Normal 
% 
Total Moderate Severe 
Total 
children 
with 
stunting 
% 
Total 
children 
Moderate 
stunting 
% 
Total 
children 
Severe 
Stunting 
% 
Santa Eulalia 1,350 385 28.5 965 71.5 623 46.2 342 24.3 Very high 
San Gaspar 
Ixchil 329 114 34.6 215 65.4 156 47.5 59 17.9 Very high 
Santa Cruz 
Barillas 3,407 1,208 35.5 2199 64.5 1,446 42.4 753 22.1 Very high 
San Pedro 
Necta 1,172 524 44.7 648 55.3 446 38.1 202 17.2 Very high 
San Pedro 
Soloma 1,755 912 52 843 48 641 36.5 202 11.5 Very high 
Cuilco 2,078 1,159 55.8 919 44.2 969 33.5 223 10.7 High 
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3.3 Education 
The 2015 HDI showed that Huehuetenango had an education index of 0.461, which places the 
department in third from last place at the national level, above Alta Verapaz and Chiquimula. 
Illiteracy has declined: in 2009, the rate was 28.4%, while in 2013 it was 23.3%. According to 
the MOE, the number of students declines from the beginning to the end of the school year for 
elementary education. This is observed in FFE municipalities in data from 2014. 
Table 2. Initial and Final Enrollment Records FFE Municipalities4
Municipality Enrollment records 2014 
Initial Final Difference
Cuilco 9,943 9,484 -459 
San Pedro Necta 6,211 6,085 -126 
San Pedro Soloma 9,486 8,828 -658 
Santa Eulalia 8,161 7,915 -246 
Santa Cruz Barillas 18,341 17,658 -683 
San Gaspar Ixchil 1,597 1,495 -102 
 
According to 2014 DIGEDUCA 
data, only 40.4% of sixth grade 
students in the nation displayed a 
satisfactory reading level. 
Huehuetenango is below the 
national level at 23.84%. 
Illustration 2 presents a 
comparison of the FFE 
municipalities. San Pedro Necta is 
1.41% above the national average 
with a total of 41.81% and 
exceeds Huehuetenango’s average by 17.97%, meaning it has the highest sixth grade reading 
level of these municipalities. The remaining municipalities are below the departmental average, 
with Cuilco the next highest at 18.92%, followed by Soloma with 17.66%, and Santa Cruz 
Barillas and Santa Eulalia with the lowest rates at 5.26% and 5.56%, respectively. 
The average of these six FFE municipalities is 16.81%, lower than the mean for Huehuetenango, 
indicating a significant deficiency in the reading ability of sixth grade students. 
 
4 Source: Enrollment data from the MOE 2014
0
10
20
30
40
50
Source. From evaluation with DIGEDUCA 2014 data 
Achievement Percentage Illustration 2. Reading Achievement 
lectura
14 
4. General information for the program municipalities 
Table 3. Summary of general information for FFE municipalities5
Information 
FFE municipalities 
San Andrés 
Cuilco 
San Pedro 
Necta 
San Gaspar 
Ixchil 
San Pedro 
Soloma 
Santa 
Eulalia 
Santa Cruz 
Barillas 
Predominant 
Ethnicity 
Mam / 
Mestizo 
Mam Mam Q´anjob´al Q´anjob´al Q´anjob´al 
Distance from 
department 
capital (Km) 
90 55 44 60 67 150 
Location in the 
department of 
Huehuetenango 
North West 
region 
Southern 
region 
Southern 
region 
Northeast 
region 
Northeast 
region 
Northern 
region 
Access: Type and 
status of roads 
Paved in 
adequate 
condition 
Paved in 
adequate 
condition 
Paved in 
adequate 
conditions 
Paved in 
poor 
condition 
Paved in 
poor 
condition 
Paved and 
unpaved in 
poor 
condition 
Projected 
population to 
2016 (INE) 
64,233 
inhabitants 
36,837 
inhabitants 
7,363 
inhabitants 
56,748 
inhabitants 
55,194 
inhabitants 
177,353 
inhabitants 
Population Men 46% 49.7% 45.3% 46.1% 49.4% 51.1% 
Population 
Women 
54% 50.3% 54.7% 53.9% 50.6% 48.9% 
# elementary 
schools 105 44 12 50 56 190 
5. Evaluation methodology 
5.1 Document Review 
EQSA conducted a desk study to review existing information provided by PCI to analyze the 
program structure based on the Results Framework, reports for USDA, beneficiary data bases, 
baseline and MTE reports. Coordination meetings were held with PCI staff, before, during and 
after the fieldwork stage of the evaluation. 
5.2 Determination of the sample 
The following formulas were used to determine the sample:
Where n is the size of the sample, E is the margin of error, N is 
the size of the population, r is the positive variability of interest 
in the evaluation and Z (c/100) is the critical value for the 
 
5 Source: From evaluation, with data from Municipal Development Plans 2015
15 
confidence level C. This calculation is based on the normal distribution. 
To select the number of schools, a percentage weight was given to each of the municipalities 
based on the number of participant schools, then the approximation was made to know the 
number assigned to each. The results are presented below: 
Table 4. Distribution of the sample by municipality6
Municipality Schools Percentage weight Score Sample 
San Gaspar Ixchil 12 0.0412371 1.15464 2 
San Pedro Necta 39 0.1340206 3.75258 4 
Cuilco 91 0.3127148 8.75601 9 
San Pedro Soloma 34 0.1168385 3.27148 3 
Santa Eulalia 45 0.1546392 4.32990 4 
Santa Cruz Barillas 70 0.2405498 6.73540 6 
 Totals 291* 28 
The following sample was defined with a 95% confidence level for all sources: 
 381 students for surveys, achieved 359 
 28 directors, achieved 28 
 84 teachers, achieved 80 
 296 fathers and/or mothers for surveys, achieved 351 
 84 members of the PO, achieved 119 
 28 focus groups with parents, achieved 28 
 84 Collaborating mothers, achieved 116 
For the number of schools, the same number was used as in the MTE. To define the schools for 
evaluation, ALAZAR.INFO software was used for randomization. The use of this system made 
it possible to establish the names of the 28 first choice schools and six replacements, which did 
not end up being used. 
5.3 Instruments 
Data collection was carried out using five techniques: 
i. Surveys: with closed questions were used to measure the results indicators with students, 
parents and collaborating mothers who work as volunteers for food preparation. The 
interviewers were native speakers of either Mam or Q´anjob´al, to ensure effective 
communication as they knew the linguistic idioms of each location and this promoted 
confidence in those being interviewed. The same tools were used as in the MTE to ensure an 
 
6 Of the 294 schools in the program universe it was determined that the 291 schools that had been in the program 
since 2014 would enter into the drawing
16 
objective comparison of the indicators. Surveys were conducted using paper forms, and 
entered using double data entry for tabulation and analysis in SPSS. 
ii. Focus groups: This technique uses meetings with a group of individuals gathered to talk in 
a guided manner about different topics related to the project evaluation. The data collection 
method used the targetplan tool and translators were used when needed. The tool had to be 
adapted because the participants were unable to write or structure ideas in a short time period. 
Those who participated in these meetings were members of the PO, parents, members of 
Women Empowered groups and PCI staff. 
iii. Semi-structured Interviews: these were held with Directors and a sample of teachers from 
the 28 schools that were evaluated, with the ATC, members of local government, MOE staff 
in Huehuetenango and USDA Washington staff. 
iv. Observation: This was used to determine the functionality of the infrastructure and gardens 
in the schools, as well as to measure indicators related to school hygiene, the conditions of 
latrines, and food preparation. 
v. Secondary sources: This included a review of related documents, including the data base or 
statistics for indicators that are not measured in the field. Attendance records were reviewed 
in the schools. 
The field work was carried out by two teams that functioned autonomously: one in the Mam 
area and the other in the Q´anjob´al area. The teams rotated (except for the translators) so each 
could have a complete view of both regions. 
To determine the reading ability of students who had completed sixth grade, students were 
presented with reading material based on the expected level for sixth grade students and they 
were asked to read out loud. Their reading was recorded. The reading evaluation for these 
children focused on their ¨reading ability¨ (the child’s competency in reading) and this was 
analyzed in three ways: speed, accuracy and comprehension based on the indicators established 
by the Ministry of Education for completion of sixth grade. The same formula used in the 
baseline and MTE was used: Reading ability = speed (0.1) + accuracy (0.2) + comprehension 
(0.7)7
Table 5.Criteria for classification of reading comprehension8
Classification Range 
Standard 81 to 100 points 
Medium 61 to 80 points 
Low 41 to 60 points 
Very low 0 to 40 points 
 
7 Technical report from MTE
8 Source: Baseline
17 
The test was applied according to the definition of the indicator, with boys and girls who had 
completed sixth grade. As in the Baseline and MTE, the test was given to students who were in 
the first year of middle school or who were not studying. 
Statistical significance of comparisons of results of literary tests between the baseline, MTE and 
final evaluation was established using Pearson’s chi-squared tests, considering only tests carried 
out with students who had completed sixth grade. 
5.4 Methodology for Measuring Sustainability 
This evaluation used the instrument FFE II Sustainability Evaluation Tool9
 for which was 
provided by PCI to measure and determine the situation of five specific conditions and activities 
that promote sustainability: 
i. School breakfast provided daily to 100% of students: Preparation, daily, 
contributions and increase in non-USDA resources (parents, MOE, gardens), planned 
purchases of foods and timely disbursements by the MOE.
ii. Improvement of student literacy: Reading in class and at home, community 
promotion of reading, availability of material, monitoring of teacher attendance and 
parent attendance at meetings. 
iii. Hygiene and nutrition practices for school performance: Hand washing, teachers 
teaching, parents with knowledge about health, hygiene and nutrition practices and 
school with clean interior and exterior. 
iv. Adequate infrastructure: Kitchen, store room, latrines and hand washing stations 
exist and are functional and safe water is available for consumption. 
v. Municipal and community support: Functioning of empowerment groups, increase 
in municipal contributions, sustainability commissions with a functioning work plan 
and institutional/municipal support for the school. 
For each of the five conditions, five activities that are considered key for achievement of the 
condition are evaluated, thus a total of 25 activities are evaluated. Each activity evaluated is 
assigned a value of four points, giving a possible total of 100 points. 
In the communities evaluated, the instrument was applied and each activity was rated with 0 to 
4 points. The total was presented over 100 points, based on observations in each school for the 
five conditions and 25 activities. 
For each municipality’s score, the average of the communities’ score for each activity was 
calculated and totaled to determine the score relative to the possible 100 points. 
 
9 Annex 5
18 
6. Results 
6.1 Improvement of literacy of school age children (MGD SO1) 
Table 6. Percentage of students, who at the end of sixth grade have grade level reading 
comprehension as defined by national norms, in schools supported by USDA10
Result Baseline MTE Final 
Evaluation Final target Difference from target 
(percentage points) 
Girls 8.8% 15.6% 51.5% 61% -9.5 
Boys 2.5% 7.4% 45.5% 57% -11.5 
As part of the findings and analysis, the following should be noted: 
i. The results from the Baseline and MTE noted in the indicators table is the average 
score (on a scale of 100 points). In this regard, a very high target was set from the 
time of the baseline. 
ii. The indicator corresponds to the percentage of students who have obtained the 
standard score (81 to 100 points). 
iii. While the comparisons of results between a) the MTE and final evaluation, and b) 
the baseline and final evaluation are statistically significant (p<0.05), comparison of 
results between the baseline and MTE are not statistically significant (p>0.05) 
The percentages of students who have completed elementary school and are in middle school or 
who are not studying are presented in the following score categories: 
Table 7. Results of reading tests 
Rating Frequency % Cumulative % 
Very low 8 6.6 6.6 
Low 7 5.8 12.4 
Medium 47 38.8 51.2 
Standard 59 48.5 100.0 
Total 121 100.0 
The resulting 48.5% of students in FFE municipalities who reached the standard rating shows 
improvement from the national and departmental level, given that based on a study carried out 
by the “Entrepreneurs for education” organization at the national level, 40.40% of sixth grade 
students achieved the standard qualification in reading ability. Additionally, students in the FFE 
municipalities showed a little more than double the improvement with relation to the 
departmental mean (23.84%). This also exceeds the mean of the six municipalities (16.81%), 
based on 2014 DIGEDUCA data. 
 
10 Reading tests with 121 students who are in first year of middle school or have completed sixth grade and are 
not studying. This number is similar to the Baseline (125) tests. In the MTE, 247 tests were given
19 
A greater percentage of the students who continue their studies achieve the standard rating (81 
to 100 points) required by the MOE. Of these students, 70% of girls achieved the standard rating, 
and 51.3% of boys did the same. Of the students who do not continue studying, 23.1% of the 
girls achieve the standard rating while 31.3% of the boys do so. 
Table 8. Test Results by Sex and Grade
Sex/Rating 
Study Situation 
Currently Total 
Not Studying
Currently 
studying 
Females Very low Frequency 5 0 5 
% within grade 19.2% 0.0% 7.6% 
Low Frequency 3 1 4 
% within grade 11.5% 2.5% 6.1% 
Medium Frequency 12 11 23 
% within grade 46.2% 27.5% 34.8% 
Standard Frequency 6 28 34 
% within grade 23.1% 70.0% 51.5% 
Total Frequency 26 40 66 
% within grade 100% 100% 100% 
Male Very low Frequency 3 0 3 
% within grade 18.8% 0.0% 5.5% 
Low Frequency 1 2 3 
% within grade 6.3% 5.1% 5.5% 
Medium Frequency 7 17 24 
% within grade 43.8% 43.6% 43.6% 
Standard Frequency 5 20 25 
% within grade 31.3% 51.3% 45.5% 
Total Frequency 16 39 55 
% within grade 100% 100% 100% 
Part of the success in reading comprehension improvement in FFE municipalities, compared to 
the national, departmental and municipal mean (DIGEDUCA, 2014 data), is due program 
activity, as shown in the qualitative data analysis. 
Interviews with directors, teachers and parents determined that this success was a result of the 
strategy of reading for 30 minutes daily in school, followed by giving parents the responsibility 
of supporting and motivating their daughters to read at home for 15 to 20 minutes. In all 28 
schools evaluated, only 3.57% shared that the children do not read at home. 
Parents also mentioned that in some cases the children first help the family with household 
chores (i.e. carrying water from its source to the home) before doing homework or reading. 
Some parents’, especially mothers’, willingness to help with reading and writing indicate that 
20 
they recognize the importance of learning Spanish at school. At times, when there is a high load 
of school work and household chores, they prefer to let the children play before reading because 
they also recognize the importance of leasure time. 
In interviews with the teachers, there is a tendency to improve teaching quality in addition to 
reading results. In school, everyone has a minimum of 30 minutes of reading. The time is 
dedicated to understanding what they read and not speed. Sometimes they alternate days 
between pure reading and dictation so that reading skills are combined with writing. 
In the interviews with directors, it was noted that all the schools except the Parochial School of 
Santa Eulalia have books from the MOE for the children to use. The books tend to not be 
sufficient or adequate for the ages of the children. The Bible and newspapers are regularly read. 
In the majority of schools, books are not loaned out for children to take home as they might get 
damaged or lost and because they are part of the school inventory. 
Reading speed continues to be a big problem, as the main focus is on comprehension indicated 
by test results. Students are not able to read the minimum of 124 words per minute required for 
the sixth grade and there are errors in reading accuracy especially in students with an indigenous 
native language. The interviews with directors and teachers made it clear that PCI carries out 
direct actions to promote reading, mainly reading contests and teacher training. 
Table 9. Total number of people who benefit directly/indirectly from the interventions funded by 
USDA 
Type of 
beneficiaries Baseline MTE Final 
Evaluation 
Final 
target 
Difference 
from target 
Direct 0 - 58,044 54,765 3,279 
Indirect 0 - 189,305 198,070 -8,765 
Table 10. Results of indicators that contribute to Feed The Future 
Indicator Baseline MTE Final 
Evaluation 
Final 
target 
Difference 
from target 
Number of public-private associations 
formed as a result of USDA support11 0 - 6 4 2 
Number of beneficiaries who participate 
in networks of secure productive chains 
as a result of USDA support 
0 - 58,044 54,765 3,279 
Number of people trained in child health 
and nutrition, as a result of USDA 
support 
0 - 35,057 24,150 10,907 
 
11 Source: Sustainability Commission Plan data bases. Associations refers to the Municipal Sustainability 
Commissions (One per municipality)
21 
6.1.1 Improve classroom attention (MGD 1.2) 
6.1.1.1 Reduce short term hunger 
Table 11. Percentage of students in selected schools who indicate that they are "hungry" or "very 
hungry" during the school day 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from 
target 
9.3% 19.7% 5% 5% 0 
For this evaluation, as in the baseline and MTE, it was determined that the best time to speak 
with the students was after breakfast and recess (around 11 a.m.) because at that time they could 
verify whether the food sustained the children. Focus groups participants and teachers expressed 
that food served at school is a strong motivation for the children who get up early to go to school 
and receive classes as well as eat breakfast. 
In the Chuchjil school of Soloma, a higher number of students than average indicated that they 
were hungry. This might be because they could not go for seconds at the school provided meal, 
meaning they were still hungry the day of the evaluation. 
According to what the directors shared, some children save part of the food to take home to 
share with their siblings. After explaining the importance of school feeding, the number of 
children taking food home has been reduced. According to the focus groups, the POs participate 
and actively collaborate in the whole process of providing breakfasts. Teachers also carry out 
their tasks. 
Among the children, 5% said they were hungry and 1% stated that they were very hungry, as 
shown in Illustration 3. 
Illustration 3. Indicator for hungry or very hungry 
No
95%
Little
4%
Very
1%
Yes
5%
22 
The people interviewed who function as ATC or are part of the local government, and even the 
Municipal Mayor of Santa Eulalia, agreed that the greatest impact of the program in the 
communities has been the reduction of hunger in school children. They suggest that the program 
be expanded, especially to remote schools with a lot of poverty. 
6.1.1.1.1 Increase access to foods 
In the visits, it was determined that all 28 schools gave priority to the school meal and served it 
every day that the children attended school. 
Table 12. Percentage of students consuming daily meals at school 
Baseline MTE Final 
Evaluation Final target Difference 
from target 
0 - 100 100 0 
Access to food is possible thanks to the combination of contributions from PCI, the MOE and 
parents. In the focus groups it was noted that in the 28 surveyed schools, contributions are 
provided based on parents’ means, and include firewood, fruit, vegetables and supplies. 
According to the focus groups, 100% of the POs feel that the school feeding is one of the 
activities where they are most involved; they take turns being present in the schools to verify 
that all the children are fed. Collaborating mothers particularly take turns supporting breakfast 
preparation and hygiene maintenance. 
According to the directors, 100% create their commissions at the beginning of the year in 
January, without exception and whether or not it is multi-graded with a teacher for each grade 
or two teachers for the whole school. The school snack is always included by the commission, 
as they are generally convinced that it is one of the differentiating factors of their school. 
Provide school breakfasts 
The school breakfast is served to all the children with no exceptions. This is the primary 
program achievement according to the directors, of which 83.33% indicated that school feeding 
is fundamental for the children’s development and improvement in their learning abilities. Of 
the parents, 100% recognized the importance and value of the breakfast provided to their 
children given limitations in the home where the children are not always able to have breakfast. 
23 
The majority of the participants in focus groups and interviews 
coincided in calling the school feeding “school breakfast.” This is 
probably due to the fact that it is the first meal the children receive in 
the day. It is not related to the schedule or the content. 
In the focus groups and interviews, parents and directors agreed that 
school feeding is the basis for the children’s learning process. If they 
are not fed, they don’t have the capacity to learn, and then they are 
tired and sleep in class or simply lose interest and stop coming to 
school. In general, the school is where the children eat well and with 
variety. The ATC and Municipal Councils also emphasized the 
importance of the school breakfast. 
Establishment of school gardens 
In schools with gardens, 100% of the parents indicated that one of their contributions to the food 
program is some form of work with the gardens, i.e. time to prepare the land, provision of black 
soil, paying the salary of someone to care for the garden, and teaching the children how to grow 
food items in the garden. Of the 28 schools observed, 10 have school gardens. Those without a 
garden cited the lack of land for planting, the lack of water, and the slope of the land. 
In the parochial school of Santa Eulalia, approximately 400 plants are available for school 
feeding. It is the only school in which there is a person paid for by the parents to maintain the 
garden in optimal conditions for production.
Although the gardens do not provide a large quantity of products, 100% of the gardens provide 
vegetables for their schools. Additionally, they are used to teach the children to plant and 
produce, and they are used for practice in courses on productivity and development. 
Some gardens are located outside the school on land temporarily loaned by parents. This 
requires more time to go to the site to work, leading to a potential loss of the products. 
In interviews, teachers expressed that the next step for the school gardens would be to convert 
them into family gardens so the experience can be replicated in homes, especially during the 
rainy season. 
The garden products can also be used to support the project’s sustainability. Temux Grande 
produced 800 broccoli plants, which were sold in the local market. The earnings were used to 
buy food supplies for the school feeding program and new plants for the garden. Other garden 
products such as radishes and peas are used for the children’s food. This process should be 
replicated in other schools as well. 
In Soloma, some 
children used to 
have skin 
discolorations 
which disappeared 
after they began 
receiving the 
breakfasts. They 
recognize that PCI 
promoted the 
solution to this 
problem. 
24 
Table 13. Percentage of students who are identified as being inattentive in class
Baseline MTE 
Final 
Evaluation Final target Difference from target 
(Percentage points) 
60.4 48.1 34 54 20 
Observations were carried out in 25 schools (89.3% of the project’s schools) to 558 students. In 
the other three (10.7%), classroom attention observations were not possible for a variety of 
reasons. It was determined that 66% were attentive in their respective classes. The causes for 
inattention are presented in the following table: 
Table 14. Causes of school inattention 
Percentage Observation 
15% Were distracted looking around
8% Were distracted and moving around
8% Were distracted talking
2% Do something that distracts the group 
1% Show signs of sleepiness or tiredness 
34% Of total students were distracted 
66% Of total students pay attention to their teachers 
n=558 Students 
Influences on students’ distraction and/or inattention: 
i. Multi-grade schools, where the teacher gives work to one group while attending another 
group, loses student’s attention 
ii. Multi-grade classrooms where the content is the same for all the grades but where the 
difficulty level and depth changes 
iii. The pedagogical technique for desk location was inadequate in two of the schools 
observed. 
iv. Religion plays a role in students’ participation in some educational activities. For example, 
in one school, parents forbade their children from participating in civic activities, from 
doing group work, and from being recognized for outstanding achievements 
v. The didactic materials displayed on classroom walls are deficient in content 
vi. In some cases, the teacher had low proficiency in the topic 
While 34% showed signs of distraction, only 1% were distracted because they were sleepy or 
tired. The rest were normal, age-related behaviors because they are healthy and have the 
necessary strength and energy. More appropriate classroom management skills are required on 
part of the teachers. 
Key Finding: In focus groups, it was noted that the children have more energy during the day 
and study more. 
25 
The teaching staff indicated that teaching quality and children’s attention has improved since 
the beginning of the program. The availability of food has contributed to improved attention and 
participation, as they are no longer distracted by hunger and thus do better in all their studies, 
including literacy. In general they pay more attention and are able to concentrate. Sometimes 
students are distracted due to normal childhood energy levels, but they are quickly able to 
refocus. 
6.1.2 Improvement in school attendance (MGD 1.3) 
Children’s school attendance has improved based on verification of the teachers’ roll books in 
the evaluated schools and comparison with the data in the information corners of each school 
visited. Table 15 displays the percentage of students with regular school attendance in USDA 
supported schools, defined as 80% or higher attendance rates. 
Table 15. Indicator for Improved school attendance 
Gender Baseline MTE Final 
Evaluation 
LOP 
target 
Difference from target 
(percentage points) 
Boys 85.1% 94.6% 97.3% 90% 7.3 
Girls 84.9% 94.3% 98% 90% 8 
 
In the MTE, this indicator was already high, and it improved even more in the final evaluation. 
In the focus groups with parents, it was noted that the children get up early and are more motived 
to go to school with the expectation that they will receive a meal there. In interviews, some 
teachers mentioned cases in which the impact of school feeding is so significant for the children 
that even when they might be sick with a cold, (and understanding that it is not correct) they 
come to school to get their meal, eat it, and then go home to rest. 
6.1.2.1 Reduce health related absences (MGD 1.3.2) 
Table 16 shows the percentage of students who state that illness is the main reason for being 
absent from school: 
Table 16. Results for the absences for illness indicator 
Baseline MTE Final 
Evaluation Final target Difference from target 
(percentage points) 
19.5% 4.3% 8.6% 15% 6.4 
Based on what was shared by teachers, children’s absences due to illness are low. The directors 
say that while students are motivated to learn, they are also motivated by the meals they receive, 
which improves their health and prevents them from getting sick. Parents also noted that absence 
due to illness is relatively low and that the children are healthy because they wash their hands 
and eat well. School directors also think that the children get fewer intestinal diseases because 
26 
they wash their hands, consume purified water (boiled, filtered) and because of the food 
provided by PCI. A key action carried out by PCI according to the interviews with the ATCs, 
is the promotion of consumption of safe water which contributes to the reduction of many of the 
gastrointestinal illnesses common in Guatemala and in the program’s schools. 
Among the students, of the 13.1% stated that they had missed school in the week prior to the 
evaluation, only 8.6% was due to illness, 2.5%, due to family travel, and 2% for other reasons. 
Illustration 4. Percentage of absences due to illness 
Regarding the days that they were absent (for all reasons), 68.1% of the students missed only 
one day of class, while the greatest number of days absent was 15 days for a student who said 
he had chickenpox. 
Of the common illnesses leading to absences, fevers accounted for 44%, colds and cough, 12%, 
gastrointestinal illnesses such as diarrhea and/or stomach ache, 19%, toothache, 6%, and the 
remaining percentage consists of various illnesses. The indicator refers to “illness” without 
specifying what kind of illness, and the baseline and MTE reports do not describe the illnesses 
detected. 
6.1.2.2 Improve school infrastructure (MGD 1.3.3)
Table 17 displays the number of students who benefitted from the rehabilitation or construction 
of kitchens or water stations/systems as a result of USDA support: 
Table 17. Students benefiting from infrastructure 
Indicator Baseline MTE Final 
Evaluation 
Final 
target 
Difference 
Kitchens 0 - 9,126 6,390 2,736 
Water stations or systems 0 - 15,711 8,520 7,191 
No
87% Illness
9%
Family Trip
2%
Other
1%
Work at home
1%
Yes. 13%
No Illness Family Trip Other Work at home
27 
In the parent focus group responses, the importance of infrastructure support was recognised, as 
their own resources are insufficient and there is no support from the local governments for these 
projects. It was also noted that in four of the six municipalities the construction of kitchens was 
recognized as an important benefit. Of the 28 schools observed, all have infrastructure in 
acceptable conditions for the preparation of school breakfasts. Sixteen schools (57.14%) have 
constructions made with parent, municipal and/or MOE support, and 12 (42.86%) were built by 
PCI, parents and sometimes with municipal support. All the kitchens are functioning. 
The focus groups and interviews showed that some communities are concerned about the need 
for water. For example, in Quixabaj one of the most important impacts of the program was due 
to the installation of a water storage tank (Rotoplas), according to the group of parents who 
participated. 
In Cuilco, a municipality with water problems in some communities, respondents stated that an 
important benefit of the program was the provision of water storage tanks. In the community 
of Buena Vista (San Gaspar Ixchil) respondents believe that it is one of the needs that hasn’t yet 
been resolved and that they need water to be able to produce the school garden and increase 
hygiene in the school. 
6.1.2.3 Increased school enrollment (MGD 1.3.4) 
Table 18. Percentage of students enrolled in school as a result of USDA support12
Enrollment Baseline MTE Final 
Evaluation Target Difference 
Boys N/A N/A -4.05% 1 -4.05% 
Girls N/A N/A -3.85% 1 -3.85 
Schools in the six municipalities showed a reduction in school enrollment rates. This tendency 
is present at the national level, based on what can be observed in Illustration 5, which includes 
data presented in the INE Education 
Compendium for 2015. The number of 
students enrolled in elementary school is 
determined based on the total number of 
students enrolled each school year as of 
March 30. Between 2011 and 2015 there 
has been a 9.9% decline. The parental 
focus groups described a small decrease in 
enrollment. These groups indicated that 
families needed money and thus those with 
 
12 Source: MOE Enrollment records 2013 to 2015 for schools in the six FFE municipalities
2,350,000
2,400,000
2,450,000
2,500,000
2,550,000
2,600,000
2,650,000
2,700,000
2010 2011 2012 2013 2014 2015 2016
Source: INE Education 2015
Ilustration 5. National Enrollment of elementary 
students 
28 
greatest need traveled to seek seasonal work, even though this coincided with the end and the 
beginning of the school year. Another common response was that some parents need their 
children to work to help support the family. 
6.1.2.4 Increase community understanding of the benefits of education (MGD 1.3.5) 
Table 19 displays the number of parents in the target communities who are members of the PO 
(or similar group in the school community): 
Table 19. Number of parent members of a PO
Baseline MTE Final 
Evaluation Final target Difference 
from target 
0 - 1,470 1,150 320 
According to MOE norms, each school should have parent representation by means of the PO 
or other entities (councils, committees), which are made up of five members: 1 President, 1 
Secretary, 1 Treasurer and 2 members at large. The PO, when compared to other organizational 
forms, promotes sustainability, as it receives economic resources from the MOE which can be 
used according to the priorities and purchase list that accompanies the disbursement. The 
members serve for up to four years, though there is the possibility of re-election and in some 
cases rotation of roles. Other organizational forms have more limited resources, and members 
do not serve for as long, which limits their sense of ownership. 
Of the four communities of Santa Eulalia, three have a PO, and the Parochial School has a Board 
of Directors. In the six communities of Barillas, men’s and women’s participation is balanced 
in the PO. In Yulconop, there are no women participants, and its community of Quixabaj is the 
only one with only male members. In the rest of the schools, participation is relatively balanced 
between men and women. 
In the three schools of San Pedro Soloma, there is a Committee, a Board of Directors and a PO. 
All of them only have one year of duration. In San Pedro Necta, of the four schools visited, two 
have POs and two have Parent Councils, with four and two years of duration, respectively. 
Of the nine schools visited in Cuilco, seven have POs with a duration of four years (six schools) 
and two years (one school). The other two have parent councils with a duration of two years. 
Key Finding: The community organization is one of the great contributions that the program is leaving 
as a legacy for the communities and this is recognized by parents, directors and teachers, who indicate 
that the POs were activated and organized to work in the program and participate in activities such as: 
food storage management, food transport, trainings on various topics, gardens and infrastructure. The 
organizations do not exist in name only, they work, they take turns and they look out for the wellbeing 
of the school and the children. Before PCI’s presence, they only met when the directors called 
meetings but did very little for the school. Now there is a commitment to work.
29 
The results of a survey to find the percentage of parents in the target communities who can name 
at least three benefits of elementary education are shown in Table 20: 
Table 20. Results of benefits of education indicator 
Baseline MTE Final Evaluation Final target Difference from target
(Percentage points) 
58.7% 13.1% 84.6% 60% 24.6 
Reading and writing were the most mentioned benefits (94%), followed by the ability to speak 
well (66.1%) and respect for others (48.7%). 
In the focus groups with parents, it was noted that PCI had held various meetings and trainings 
for fathers and mothers on this topic because they wanted all the children to be enrolled in 
school, thus they informed parents about what they would learn there. 
The benefits parents listed are presented below: 
Illustration 6. Benefits of elementary education 
In the focus groups, parents stated that PCI has trained them at various times so that now they 
understand the benefits, although this does not necessarily result in greater enrollment or 
reduction of migration given that their poverty forces them to seek labor and income 
opportunities.
6.2 Increase the use of dietary and health practices (MGD SO2) 
The percentage of selected schools that clean the latrines at least once a day are displayed in 
Table 21: 
94
14
66.1
4.8
24.2
9.7
12.3
8.5
40.7
48.7
45
32.8
1.7
0 20 40 60 80 100
Read and Write
To do accounts and calculations
Speak well
Know and value your body
Know about hygiene
Know how to behave well
To have good health
To know about nutrition
Be good citizen
Respect to others
To find employment
To be able to continue studying
Other
%
30 
Table 21. Indicator for schools with clean latrines13
 
Baseline MTE Final 
Evaluation Final target Difference 
(percentage points)
54% 39.3% 86% 60% 26 
The observations showed that 24 schools (86% of the total) had clean latrines, and the children 
were organized by grades to clean them at least once a day. Two schools that had toilets built 
by PCI were not using them due to lack of water (Shequemebaj, Cuilco) or because of beliefs 
about paranormal phenomena (Yoch, Santa Eulalia14). Four of the schools observed (14%) had 
dirty latrines because water is scarce, so they are only cleaned once or twice a week, which is 
inadequate for the students. Five schools have School Governments (four in Barillas, one in 
Cuilco) composed of students from all the grades that monitor the cleanliness of the school and 
use the “cleanliness traffic light.” 
In the focus groups it was seen that the PO and collaborating mothers, take turns at being present 
in the school, to support and monitor program functions. The traffic light system is a positive 
and functional tool that is helping give visual support to improving hygiene in general, including 
the kitchens, and has attracted the attention of the educational community for improving school 
hygiene. The instrument also promotes mobilization of the educational community to get 
involved and adopt hygiene habits. 
In all the schools, the latrines are labeled for separate use by boys, girls, and teachers. They also 
have the minimum required privacy conditions, especially for girls. 
The parent focus groups commented that one of the elements defined as having “impact for 
people” was the construction of toilet facilities, especially in the communities of Barillas, Santa 
Eulalia, San Pedro Soloma and Cuilco. The ATC for Soloma, María Elena Matías Antonio, 
made the recommendation that cesspits, although clean given their characteristics, should be 
eliminated from the schools and substituted with formal systems because the cesspits always 
attract insects and contamination. 
Table 22 shows the percentage of schools with soap and water in a hand washing station 
frequently used by students: 
Table 22. Indicator for soap and water in a hand washing station 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from target 
(percentage points) 
17.4% 25% 71% 35% 36 
 
13 Evaluation team observation 
14 The piping was previously running through a burial ground, leading to beliefs of paranormal interference in the project. 
PCI is rerouting the piping to avoid this problem
31 
Observations in the 28 schools determined that 100% have a place for hand washing, in the form 
of either a specific washing area or a pila. However, only 71% of the schools had soap. 
The observations showed that 18 schools (64%) carried out correct hand washing. Ten schools 
do so without following the steps taught by PCI or do not practice hand washing. Significant 
factors for this included water scarcity, lack of interest on the part of the teachers, and the 
children’s excitement when the food was ready. In two schools, Quixabaj and Yoch (Santa 
Eulalia), the students have to haul water for hand washing and for hygiene in the latrines. 
In the parents’ focus groups, 83% (five of six municipalities) stated that they observed a positive 
change in the children at home, where they are now washing their hands before meals. This 
change was promoted by PCI in the schools and the habit has carried over to the household 
level. 
The topic of handwashing implies the use of soap and water. For this reason, none of the focus 
groups or interviews mentioned soap as being necessary for handwashing or bathing. 
Table 23 shows the percentage of schools (or families) in the target communities with clean 
kitchens and cooking utensils, prior to use, according to accepted standards: 
Table 23. Indicator for schools with clean kitchens and utensils 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from target 
(percentage points) 
60.7% 50% 100% 70% 30 
The schools visited had clean kitchens and hygienic utensils ready for use. It was observed that 
the collaborating mothers and members of the PO were attentive to this issue. They could have 
known that the evaluation team was coming and cleaned more thoroughly, but some situations 
can’t be improvised and thus the conclusion was that the kitchens tend to be kept in good 
conditions regarding cleanliness, including cleanliness of the utensils and food preparation. A 
lack of ventilation, on the other hand, was observed in some schools. 
The parents’ focus groups in all the municipalities, with the exception of Barillas (where utensils 
were not mentioned), indicated that they are the ones who contribute kitchen utensils to the 
project and who monitor their cleanliness. In all the kitchens, a poster was seen with the Golden 
Rules for food preparation, which could contribute to hygiene maintenance. The collaborating 
mothers of the six municipalities indicated that the PCI staff trained them on this topic. 
The majority of utensils were worn but still functional, and in all cases, they are clean at the end 
of the day. Teachers in San Pedro Necta brought up the possibility of receiving support to 
acquire utensils for the kitchen because the parents are very poor and generally can’t contribute. 
The collaborating mothers, members of the PO, and hired staff (in some schools) who work in 
the kitchen all give special care to keeping things clean, including the kitchen utensils. 
32 
6.2.1 Improve knowledge of health and hygiene practices (MGD 2.1) 
The percentage of parents in the selected communities who can identify at least three 
important health/hygiene practices is shown in Table 24: 
Table 24. Results for health / hygiene practices indicator 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from target 
(percentage points) 
59% 87.80% 93.20% 75% 18.2 
There has been an increase in knowledge when compared to the MTE, which, according to the 
PCI supervisors, is due to the intensity of trainings after the MTE. 
The practices mentioned by parents are shown below in Illustration 7: 
Illustration 7. Health and hygiene practices 
The practices with the greatest number of responses were daily baths and handwashing. A lesser 
portion mentioned brushing teeth, combing hair and changing clothes. The practices mentioned 
least were: using shoes, using latrines and/or toilet, and ‘other’. PCI should reinforce parents’ 
knowledge of the least mentioned practices given their importance for the students’ and 
families’ health and hygiene. 
Hygiene is one of the most mentioned topics in the focus groups and interviews; the POs 
mentioned it as one of the topics taught by PCI that they easily remember. Additionally, parents’ 
focus groups mentioned hygiene as one of the positive changes that their children have 
experienced and that these will be permanent habits with or without the program. Parents also 
recognized that there had been a transformation in the life of the community in general, because 
they are replicating this in their homes. The Directors say that it is one of the main program 
achievements, and the teachers consider it to be a strategy for avoiding illnesses and school 
absences. 
95.7
84.9
47.3
60.1
75.2
13.1 15.7
32.8
0
10
20
30
40
50
60
70
80
90
100
Daily
Bath
Hand
Washing
Brushing
Teeth
Combing
Hair
Changing
Clothes
Wearing
Shoes
Using the
Toilet
Other
%
33 
The percentage of students (and their parents) in the selected communities who can identify at 
least one local source of information about good health practices is displayed in Table 25: 
Table 25. Results for indicator on sources for health information 
Baseline MTE Final Evaluation Final target Difference from target 
(percentage points) 
61.8% 48.95% 98.75% 70% 28.75 
It was again observed that the trainings given by PCI have had a positive impact, as there was a 
high level of knowledge about information sources. Additionally, in all the schools there were 
posters in the native language with information about health practices, including where to 
request information. The local information sources that were identified are presented below. 
Illustration 8. Sources of health information 
Schools, institutes or private schools (49.9%) were mentioned, as well as health centers (46.7%) 
and health posts or convergence centers (34.8%). Libraries were barely mentioned, as they are 
scarce in the rural areas where the evaluation was carried out. 
The category of “OTHER” corresponded to PCI as a source of information (63.5%), and the 
remaining percentage mentioned the household or family, which were not in the menu of options 
for previous evaluations. Because PCI will leave the communities at the end of the program, it 
will be important to continue sharing with parents the available sources of information to 
promote sustainability and use. 
The changes in comparison with the Baseline and MTE can be seen below: 
34.8
46.7
19.9
2.3
49.9
18.8
0.6
1.1
82.1
0 10 20 30 40 50 60 70 80 90
Health post / Convergence center
Community clinic
Hospital
NGO clinics / Private clinics
School
Church
Library
Does not know
Other
34 
Table 26. Comparison of health information sources 
Source of information Baseline 
% 
MTE 
% 
Final Evaluation 
% 
Schools/private schools/institutes 51.8 60.9 49.9 
Health Post/Convergence Center 47.9 25.4 46.7 
Health Center 18.6 12.1 34.8 
Hospital 0 1.3 19.9 
NGO/private clinics 1.9 3.4 2.3 
Church 2.6 3.0 18.8 
Other 1.0 11.1 82.1 
6.2.2 Increase knowledge of safe food preparation and storage practices (MGD 2.2) 
The percentage of mothers (or caregivers) in the target communities who can identify at least 
three important nutrition practices or dietary recommendations is shown in Table 27: 
Table 27. Indicator for Nutrition Practices 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from target 
(percentage points) 
13.2% 76.8% 88.6% 40% 48.6 
These positive results are due to the fact that PCI carried out multiple trainings on the topic, 
which was mentioned by teachers and parents. Additionally, program staff mentioned that they 
worked with both morning and afternoon sessions to cover as much of the population as 
possible. This was in compliance with the MTE recommendation to reinforce trainings on 
nutrition and diet for all stakeholders. 
When parents were consulted about what considerations, nutrition, or feeding practices should 
be taken into account for their children, the main responses dealt with providing foods with high 
vitamin and mineral content (97.4%), followed by foods that provide energy (89.5%) and in 
third place, foods with protein of high biological value (83.2%). At the local level they did not 
give the responses exactly as they were listed in the menu of responses. They either used local 
idioms or they gave examples of what a person needs for good nutrition. Understanding of the 
local language was critical for comprehending the parents’ responses and for building trust with 
the respondents. The language varied in the different regions. The Mam language spoken in the 
Quetzaltenango region varies a bit from the Mam spoken in Huehuetenango. The same occurs 
with regard to Q´anjob´al, which varies depending on the region where it is spoken. 
Details about the practices or recommendations shared are presented below: 
35 
Illustration 9. Good nutrition practices 
6.2.3 Increase nutrition knowledge (MGD 2.3) 
The percentage of mothers (or caregivers) in target communities who can identify at least three 
key, safe food preparation and storage practices is shown in Table 28: 
Table 28. Results for food preparation indicator15
 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from target 
(percentage points) 
13.2% 94.4% 99.1% 80% 19.1 
The indicator was exceeded significantly compared to the baseline and improved with regard to 
the MTE. In all the schools, the collaborating mothers indicated that PCI trains them several 
times a year on this topic and that in the monthly technician’s visit they review the kitchen and 
offer recommendations for improvement. Because of this, they know a lot about how to prepare 
the food. PCI’s routine activities promoted a positive change in this indicator. 
The kitchens in the schools where the evaluation was carried out are being used adequately. The 
individuals who have direct contact with food wore hair nets, used their PCI apron or their own, 
had waste baskets, and the food was processed hygienically and was visible. There might be a 
bias because they knew that the evaluation team was coming, but all the interviews confirmed 
that in general, adequate food preparation is the norm. There were no animals or small children 
in the kitchens. Some schools do not have piped water but organize themselves with support 
from the students to bring water. 
 
15 Surveys from 116 collaborating mothers
0 20 40 60 80 100 120
Other
With local flavors and / or texture
Hygienic and suitable temperature
With local forms of preparation
Suitable according to age and / or gender
Good supply of vitamins and minerals
High value proteins
Good energy supply
36 
The responses provided by the collaborating mothers are presented below. 
Illustration 10. Food storage and safety precautions 
The percentage of students (and their parents) in the selected communities who can identify at 
least one local source of information about nutrition and diet is shown in Table 29: 
Table 29. Results of indicator for sources of nutrition information 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from target 
(percentage points) 
58.1% 57.6% 96.8% 70% 26.8 
There was high knowledge of sources for information on this topic due to the many trainings 
PCI gave to parents. Additionally, parents and students can consult illustrative materials in the 
local language posted in the schools. 
The main sources for information on nutrition and diet identified by the parents are displayed in 
Illustration 11: 
Illustration 11. Sources for nutrition information
71.6
69.8
71.6
54.3
62.9
85.3
67.2
31.0
55.2
Food must be covered
Use of piped water
The food is processed on separate tables
There must be a covered trash can
There should be no food waste
Cooks have to wash their hands before…
When cooking, cooks do not wear rings
Microbiological analysis of water
There should be no loose animals in the…
28.2
43.3
21.7
3.7
40.7
12
0.9
77.2
Health post / convergence center
Social Clinic
Hospital
NGO clinic/ Private clinic
School
Church
Library
Other
37 
The people interviewed mentioned the health center most frequently, with 43.3% of the 
responses, followed by the school with 40.7%. Under “others,” talks by PCI registered 77.2%. 
There was no specific line for PCI given that the same question structure was used as in the 
Baseline and MTE in order to make the respective comparisons. 
6.2.4 Increase access to adequate food preparation, tools and storage equipment (MGD 
2.6) 
The percentage of target schools with improved food preparation and storage equipment is 
shown in Table 30: 
Table 30. Indicator for better food preparation and storage 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from target 
(percentage points) 
N/A 100% 100% 29% 71 
The goal is to cultivate healthy and nutritious eating habits in students. In all the schools they 
mentioned that PCI makes a big effort to ensure that the food is prepared adequately, that the 
school is kept clean and that the school stores sell healthy foods. This is in line with the actions 
that the MOE promotes for healthy schools - reduced consumption of junk food, sugars and 
processed juices. 
Food supply. At the time of the visit, 22 schools (78.57%) had food. Six schools (21.43%) did 
not have food in the store room and were waiting for disbursement of MOE products and from 
PCI. 
Nutritional Quality. In the majority of schools visited, school feeding is composed of a 
nutritious milk-like food16 and a carbohydrate food for energy (91% and 95%, respectively). 
About 30% include eggs and 68% fruit or vegetables. CSB is used in all the schools as a 
beverage. Rice is a key part of the children’s breakfast in all the schools and is generally mixed 
with beans, depending on supplies. With support from parents or the MOE, rice can also be 
mixed with eggs, vegetables and other foods. In two schools (Najab, Quixabaj) rice is 
accompanied with french fries, which is appealing to the children but not necessarily healthy. 
In Santo Domingo Sabunul, CSB is mixed with fruit and used as a beverage which is different 
and appealing to the children. 
Preparation. All the schools have a formal kitchen space. Additionally, 100% of the people 
responsible for food preparation have received formal training, which includes personal hygiene 
and food recipes. In two schools (Yoch and Temux Grande), the observers noted that the rice 
was not fully cooked. 
 
16 Normally milk or INCAPARINA, a disolvable mix of maize and soya flour fortalized by vitimins and minerals
38 
6.3 Key Results 
6.3.1 Increase government support (MGD 1.4.3) 
Table 31 shows the value of public resources assigned to elementary education (includes 
teaching staff, infrastructure, materials and supplies, etc.): 
Table 31. Increase in governmental support 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference from 
target 
0 - $2,645,617 $50,000 $2,595,617.06 
The team viewed the support documents issued, signed, and sealed by the MOE of 
Huehuetenango, which establish a gradual increase in resources for FFE schools from 2014 to 
2016 for contributions to school feeding, resources for teachers, school maintenance, and school 
supplies. The increase and assignment of financial resources are key, and the more consistent 
the contributions are, the more effectively school feeding will be covered, contributing directly 
to sustainability. 
6.3.1.1 Links to Administrative Technical Coordinators 
Interviews were possible with the Administrative Technicians in the majority of municipalities. 
The connection they have with the PCI program is important, and their contribution towards 
coordination with teachers and the relationships with general education authorities is key for 
program management. 
The following professionals were interviewed: 
i. José Rigoberto Inés Domingo from Santa Eulalia 
ii. María Elena Matías Antonio from San Pedro Soloma 
iii. Olda Herrera López from San Pedro Necta 
iv. Grisdeli Castillo from San Gaspar Ixchil 
v. Melvin Castillo from Santa Cruz Barillas 
It was noted that the link with PCI facilitates activities in the schools that are covered by the 
program. All coincided in saying that the relationship was formal with defined communication 
channels. In some cases, such as in Soloma, one of the main activities was the school garden, 
where the children can develop their abilities and learn technology related to agriculture, as well 
as being able to replicate this at home and improve their diet. The macro tunnels are an important 
activity, and they have studied the cases of some organizations that do something similar in 
other departments such as Quetzaltenango, Totonicapán and Sololá. 
They say that the school fairs are very innovative and important as they showcase the gardens, 
preparation of a menu for the children’s food, and a reading contest. 
39 
Sustainability is a topic that the ATC are aware of and they have developed a sequence for how 
the process should be carried out. They know how to organize themselves and what should be 
done. This knowledge is not available in the schools at the level of directors or POs. They should 
work together on a sustainability program, and the ATC of Santa Eulalia suggested that they 
should choose one school per municipality to make it a “demonstration school” so people can 
see that sustainability is possible. 
The ATCs said that in the future it would be possible to improve programs of this type, 
especially if they are supported by PCI, as it considers the point of view of community members 
that are the most distant from the department capitals. In Santa Eulalia, where many 
communities are at a great distance from the municipality, the PCI FFE program covers three 
with extremely difficult access. Coverage should be extended because of the need that exists. 
The garden methodology is key and should be expanded, depending on the characteristics of 
each locale. Relationships with the Ministry of Agriculture (MOA) should be strengthened and 
cooperation agreements signed. In the lowlands of the municipalities that have conducive 
conditions, special encouragement should be given to the establishment and production of fruit 
trees. 
All the ATCs were committed to supporting their respective schools. In spite of the numerous 
activities in their daily schedule, they say they are very willing to support programs that 
transcend within the communities and can change the future for school children who are 
acquiring the habits of studying and progressing. 
6.3.2 Increase the commitment of Local Organizations and Community Groups (MGD 
1.4.4) 
The number of POs contributing to the schools as a result of USDA support is shown in Table 
32: 
Table 32. Increase in participation of local organizations 
Baseline MTE Final 
Evaluation 
Final 
target 
Difference 
174 - 294 290 4 
All the program schools have representative organizations for parents. The majority have POs, 
and others have education councils, parent councils, or school committees. These organizations 
now exist in the schools, and the means of selecting people for the different posts is functional 
(although the director leads some activities that are inherent in the PO, e.g. the purchase of MOE 
foods). The next step, then, would be strengthening the structures to enable them to be decision 
makers and for them to be responsible for managing their agenda focused on school 
improvement, the internal workings of the parent assembly, and to achieve increased activities 
aimed at student well-being. 
40 
Women’s Empowerment 
In Phase ll, the FFE program did not have a defined strategy for incorporating a gender focus. 
In spite of that, PCI’s Women Empowered (WE) self-managed savings groups were integrated 
into “Food for Education” as a way to increase women’s participation and decision making in 
schools and in their communities. The WE model aims to strengthen social cohesion and 
mobilizes community members to solve problems, advocate for support and contribute to 
building community resilience. Information was collected in 6 of the 28 schools visited 
(21.43%) where WE groups exist. 
Economic empowerment: Of the six groups visited, all the women save between Q5.00 and 
Q15.00 a week. The majority of groups meet every two weeks. The women say they appreciate 
the WE initiative because it allows them to acquire the savings habit and enables them to have 
their own money, which they can use for many things such as investment in food and clothes 
for the family. Some women pursue small businesses, which can include bookstores (which 
actually sell paper goods such as notebooks, writing implements, paper, glue, etc.), small stores, 
which in cities are called neighborhood stores, and sales of chicken, which is the most 
commonly consumed meat in the communities. Other ideas for productive activities included: a 
community pharmacy, a bakery, and in one of the groups they shared the vision of creating a 
women’s community cooperative. 
According to program records (at 30th December 2016), across all groups in the project, the total 
value of savings was Q321,088 (approx. US$43,79217) and the total value of loans was 
Q159,628 (approx. US$21,771). The average return on savings for all groups was 5.4%. There 
has been a significant increase over time in lending in the groups, with the percentage of groups 
who issue loans nearly doubling between 2014 and 2017 (29% to 59%). The percentage of 
groups members with outstanding loans has also significantly increased, from 4.2% in 2014 to 
16.8% in 2017. 
Overall program data shows that the majority of loans are used for productive, income 
generating purposes (50%), whilst 20% of loans are used for food security and a further 20% 
for health purposes. Overall, 11% of loans are used for educational purposes. 
Another advantage is that they have funds and can support other women who need an affordable 
and timely loan without complicated administrative paperwork, to have money to cover needs 
that may arise. 
In the focus group interviews, none of the groups mentioned taking out a loan for their children’s 
education. They emphasized that they expect their children to finish elementary education but 
they do not have resources to enable them to continue their studies. This would generally mean 
 
17 Based on exchange rate of $0.14 = Q1
41 
going to a school in the municipal seat, which implies expenses for room, board and 
transportation, and that investment is beyond their means. 
One of the six groups mentioned that they are afraid to award loans because they haven’t built 
trust among themselves, so the social capital is weak. The other five stated that not all the women 
are interested in requesting credit. 
An important aspect, and key strategy of the WE methodology, that strengthens the internal 
democracy of the groups are the regulations that improve and guide their functioning. These are 
established in their minutes book, and some groups keep them visible on a poster. 
Social Empowerment: During the focus groups in the six communities visited, the participants 
mentioned gaining knowledge about self-esteem and the right to live free from violence, 
specifically interfamily violence. Based on their trainings, they state that they now know they 
have the right to a job and to have economic initiatives that generate income for them and their 
families. They mention the right to natural resources. They are in the process of strengthening 
their capacity to be active in public venues, although in some cases they are still shy or the men 
do not give them access to opportunities. 
Despite reporting strengthened self esteem, focus groups participants stated that it’s important 
to address these issues with their husbands so they can be sensitized and achieve better 
distributions of power in the family and the community. In the parents’ focus groups, the 
participants agreed that it involves a dialogue between parents to determine what the right 
decisions are for their children. Men and women participated in these groups18, and for this 
reason there appears to have been progress in distribution of power in the family. 
Political Empowerment: The six focus groups confirmed that this component is the weakest. 
Women state that the majority of them do not participate in other groups within their 
communities for a variety of reasons. Some of these include:
 They don’t have time to participate 
 The men in the community groups don’t make space for womens’ participation and 
decision making 
 Instead of supporting them, in one community they charged them for signing any 
project proposal they wanted to present to support entities 
In the six groups interviewed, it was noted that the women need abilities’ strengthening for 
dialogue, prioritization, and negotiation of problems. The majority didn’t know how to answer 
when asked how they address school and community problems. 
 
18 Program records indicate that 6% of WE group participants are men
42 
This will require a parallel process with the men, both husbands as well as local leaders, so that 
they include the women’s groups in decision making for community development. Male 
engagement has been recoginsed by PCI as a key strategy to support womens’ empowerment. 
The majority of women in the WE groups participate in school activities as collaborating 
mothers, and in a few cases as members of the POs. 
6.4 Sustainability 
To analyze the sustainability of the evaluation schools, the PCI tool for classifying them by 
results was applied to have a better view of the status of each one. Five main criteria and 25 
indicators were evaluated. The results are shown in Illustration 12: 
Illustration 12. Sustainability situation of evaluated schools 
The highest scoring condition was that of hygiene practices that have been adopted by all the 
key stakeholders: POs, parents, directors, teachers and students. It was evident that they have 
taken ownership of the practices and they apply them in daily life. The second highest condition 
was adequate infrastructure. PCI made a notable effort in conjunction with the community and 
municipalities to equip the schools with the infrastructure needed to improve the school 
environment. Regarding improved literacy, the scores were medium or low. This should be 
taken into account in future education related programs and because it is related to the 
11 11 11 12
8
11
13
15 15
13
10 11
20 20
17
19 20
16
19
16 16
14
16
13
6
4
3
2
6
1
Santa Eulalia San Pedro
Soloma
Santa Cruz
Barillas
Cuilco San Gaspar Ixchil San pedro Necta
School Feeding Reading Improvement Hygiene Practices Infrastructure Municipal Support
43 
improvement of education quality, which at the national 
level, is highly deficient. School feeding also received 
medium to low scores. While all the communities in one 
way or another provide contributions for the breakfasts, 
this is not geared towards sustainability because of the 
dependence on foods from PCI, the lack of consistency in 
government contributions, the poverty of the families, and 
the lack of other funding sources. Finally, the condition that 
scored lowest was municipal and community support, 
which highlights the need to continue strengthening local 
community leadership so that they can request the required 
municipal support and thus integrate all the members of the 
community in the efforts to have a self-sustaining 
development program. 
Based on an ideal weighting to determine whether a school 
is on a realistic road to sustainability, three categories are 
proposed: A: Schools with 70 or more points, B: Schools 
with 60 to 69 points, and C: Schools with 59 or fewer 
points. The results for the evaluated schools are: 
Table 33. Results from application of sustainability tool in FFE schools 
Municipality Community Total Classification 
Santa Eulalia Parochial 76 
A 
70 + points 
San Pedro Soloma Najab 76 
Santa Cruz Barillas Santa Cruz Barillas 76 
Santa Eulalia Temux 72 
Santa Eulalia Quixabaj 72 
Santa Cruz Barillas Yulconop 72 
Cuilco Hermosillo 72 
Cuilco Santo Domingo 68 
B 
60 to 69 points
Cuilco Posonicapa Chiquito 68 
San Pedro Soloma Bacau 64 
Santa Cruz Barillas Buenos Aires Chiblac 64 
Cuilco Yulvá 64 
San Gaspar Ixchil Buena Vista 64 
Santa Cruz Barillas Nuevo Manantial 60 
The instrument for 
measuring sustainability 
effectively shows which 
communities are on the road 
to sustainability, as well as 
those where strengthening of 
specific aspects is needed. On 
comparing the scores from 
the PCI sustainability tool 
obtained in each intervention 
community with the 
observations and results from 
focus groups and in-depth 
interviews, the correlation of 
the criteria used in this tool 
was clear. Currently the five 
criteria have the same weight 
but PCI should evaluate 
whether any should be 
prioritized more than others 
and if so, make the relevant 
adjustments. 
44 
Municipality Community Total Classification 
Cuilco Nueva Reforma 60 
Cuilco Ixtatilar 60 
San Pedro Necta El Palmar 60 
Santa Eulalia Yoch 56 
C 
59 or fewer 
points 
San Pedro Soloma Chuchjil 56 
Cuilco El Carmen 56 
San Gaspar Ixchil Ixpaltzaj 56 
San Pedro Nectá Vista Hermosa 56 
Santa Cruz Barillas Yulwitz Grande 52 
San Pedro Nectá Joya Grande 52 
Santa Cruz Barillas 
Nueva Unión las 
Palmas 48 
Cuilco Villa Nueva 48 
Cuilco Shequemebaj 44 
San Pedro Necta Santa Clara 40 
One of the conditions needed for the achievement of long term program sustainability is the 
existence of one or more types of development capital in each community: social capital, human 
capital and financial capital. 
6.5 Evaluation of the Monitoring and Evaluation (M&E) system 
 
The PCI M&E unit uses an electronic system called Mobenzi, which is very practical as it 
collects data in the field that enables the program to have a vision of what is happening in the 
schools and feeds the data bases for program beneficiaries and activities. For example, for the 
indicators based on records, the system allows the data to be exported to Excel, SPSS, Epiinfo, 
etc. 
In the school observations, the evaluation team saw the School Information Corner instrument 
which is updated monthly to monitor the activities in the schools and assign performance scores. 
The directors stated that when the field technician updates the monthly data they review it in 
conjunction with the PO to agree on ways to improve. All the Information Corners were found 
to be up to date. The data includes information about performance indicators such as school 
attendance, store room and kitchen quality, school hygiene, etc. It is an instrument for analysis 
of the quality of implementation in the school. It was noted that for 2017 there is a new design 
of the Information Corners that includes new measurement indicators. 
45 
6.6 Lessons learned 
During the evaluation process, the team had direct contact and interactions with approximately 
1,852 people. In this process, several important lessons were learned and should be shared to 
achieve better results in the future, or to maintain or exceed what the program has done 
successfully so far. 
6.5.1 Committed field staff 
One of the key elements for carrying out program activities is having staff who are highly 
committed, know the environment, are committed to the communities they are assigned to, and 
willing to deal with the challenges due of topography and the difficulties in reaching the schools, 
weather problems, and work schedules. If the staff fail, the program will also fail. 
6.5.2 Sustainability 
In this type of program, it is necessary to introduce and broadly incorporate the idea that the 
support is temporary and thus communities must seek sustainability. Parents and teachers are 
aware of the importance of the school breakfasts for improving school attendance and 
performance, thus they also must be made aware of the need to think about the future. 
Beneficiaries see the program as a donation, and while it lasts, one has to take advantage of it. 
In general, they do not have the vision of seeking self-help, although to some degree they do it 
“obligated or not by the management” by giving their contributions in time, in kind, or 
monetarily, but the overall concept does not exist. Paternalism has been incorporated into the 
culture and it takes work to eradicate it in the communities. 
It is important to build the schools’ self-sustainability structure so that the greater community 
of the COMUSAN, the COCODES, the local government, the ATC, the Departmental Bureaus 
and local players such as the POs can work, understand, have a vision and prepare a plan for a 
sustainable future for school feeding. Currently, Sustainability Commissions have been formed 
and have an interesting structure, which should be strengthened until they become functional; 
nevertheless, only the ATCs seemed clear about them. There was no evidence of knowledge of 
this structure at other levels. 
6.5.3 Community participation 
One of the greatest difficulties in working toward and positively influencing children’s future is 
the participation of parents who have a certain degree of leadership in the community who prefer 
to hold on to customs from the past and who are afraid of change. They tend to limit the 
participation of others. A sensitization process with parents who do participate is advisable so 
that they can become change agents regarding the need to be present, to make sure that children 
come to school, and who support this kind of program. The program should use an adequate 
46 
strategy in the community to design the training program for different levels and audiences so 
that they really achieve the expected impact. 
6.5.4 Infrastructure 
Support for construction or rehabilitation of infrastructure requires the definition of well 
established actions and commitments with all the responsible stakeholders before the projects 
are assigned, and these should reflect the needs expressed by the local players. This will ensure 
that all the projects are utilized and that the community takes ownership and responsibility for 
them. With regards to the school garden infrastructure which is of great importance for school 
and family diets (if they are replicated in the home), they should be adapted to each community’s 
conditions based on access to, or lack of water, soil structure, and slope, so that it is a useful tool 
that can be replicated at the household level and support future sustainability of the schools. 
6.5.5 Take the mountain to the authorities 
In the cities, and especially for those central authorities headquartered in the capital city, there 
is a lack of knowledge about the reality of the program coverage in communities located in the 
mountains of Huehuetenango. It is important to ensure that strategic actors, as well as those 
who are key for approving projects or supporting the creation of infrastructure in the 
communities, see the actual realities either by traveling there or by audio visual means that 
enable them to become aware of the needs and thus achieve commitments, signed agreements 
and timely support, etc. 
6.5.6 The authorities 
It is important to achieve the commitment of local authorities to define who will take 
responsibility for school feeding, and this person should be part of the sustainability 
commission. In the interview with local authorities from the six municipalities, it was noted that 
while they know about the program and give support whenever they are requested to transport 
foods, they are not committed to education itself (with the exception of San Pedro Necta). It is 
a task that they are not very interested in and they only promote what is programed if a budget 
line has been assigned. 
6.7 Synthesis of accomplishment of MTE recommendations 
Table 34. PCI’s response to MTE recommendations 
Recommendation Accomplished? Means of addressing 
More resources and support are 
needed in the home to improve 
reading ability 
Partial, no 
resources 
assigned 
PCI designed a reading comprehension strategy with in and 
out of classroom activities, although they did not invest 
resources at the household level which they could support in 
the future. 
Children’s enrollment should be 
promoted at the preschool level Yes PCI carried out various activities to promote enrollment at the 
pre- as well as elementary school level. 
47 
Recommendation Accomplished? Means of addressing 
Promote strict control of teachers’ 
attendance No 
PCI has included an indicator for teacher attendance in the 
next phase of the program. This indicator did not exist in FFE 
II. 
Teach teachers ways of controlling 
students and keeping them engaged in 
the classroom 
Yes The reading comprehension strategy includes dynamic 
activities, which resulted in increased attention in class. 
Promote open reading spaces in the 
community or school 
Yes, in some 
schools 
PCI held reading camps in some schools on a pilot basis to 
determine their usefulness. They were seen to be important 
and should be implemented in the next phase of the program. 
Establish more information sessions 
aimed at parents so that they 
understand the advantages of 
education, especially preschool 
education 
Yes 
PCI provided sufficient information for parents and this is 
reflected in the fact that the target for the indicator 
significantly exceeded expectations. 
Promote basic education for girls No PCI addresses pre- and elementary school education 
Promote the knowledge of 
educational indicators with teachers 
and parents 
Yes 
Information corners were present in the schools and various 
indicators were displayed and discussed by the technicians 
with the educational community. 
Promote parent participation in the 
school Yes 
PCI has held community meetings with good participation by 
parents who are interested in the program, the food and the 
trainings. 
Continue the feeding program, 
improve coordination of MOE efforts Yes 
In all the schools complementarity was noted between the 
foods from PCI and the MOE, and parents provided 
contributions in kind as well as cash. 
Coordinate school feeding so that it is 
more effective and integrated Yes 
There was no differentiation between PCI and MOE foods. In 
fact they complemented each other to vary the nutritious 
menus and avoid boring the children. 
Increase the frequency of trainings 
and participants, as well as the 
replication methods. 
Yes PCI increased the topics and forms of training, successfully 
exceeding the indicators for this recommendation. 
Promote greater parent participation 
in the FFE program, continue 
promoting the contribution of kitchen 
supplies, but seek diversity and 
simplicity; improve storage for 
firewood. 
Yes 
High parent involvement was observed in all the schools, in all 
the processes from contribution of supplies to work on 
infrastructure and gardens, food transportation and 
management, filling out records, etc. The firewood is stacked 
in specific spaces and is contributed by parents. 
Promote improvement of store room 
maintenance and share the norms for 
appropriate store room management 
Yes 100% of the evaluated store rooms complied with the quality 
standards for food storage 
Evaluate trainings Yes 
Using simple techniques, the technical staff asks questions to 
measure what has been learned. Example: use of the “question 
dice” 
Review the steps that have been 
taught and evaluated for handwashing 
and if needed, change them 
Yes The steps for handwashing were based on official MOH 
standards. Some schools suffer from lack of available water. 
48 
Recommendation Accomplished? Means of addressing 
Ensure that the members of the CPF 
understand the importance of 
microbiological water analysis as 
well as the results from each test. 
Yes 
PCI has included the topic in its trainings and as a result the 
microbiological analysis was mentioned in some of the survey 
responses. 
Ensure knowledge transfer when 
members of the PO rotate in order to 
avoid losing ground with 
achievements 
Yes PCI carries out training for new members of the PO as they 
need to take immediate action related to food management. 
Reinforce trainings on nutrition and 
diet required in the school for all 
players. 
Yes PCI has complied satisfactorily with the recommendation and 
has exceeded the MTE results 
Reconsider the nutrition trainings Yes 
PCI addressed the topic based on the context of each 
community and used examples with local resources and 
explanations of technical language 
Improve bathroom cleanliness Yes 
PCI designed the cleanliness traffic light tool which includes 
monitoring of bathroom hygiene. The issue of lack of water in 
some schools is ongoing. 
The kitchen area should be supervised 
and teachers, directors, the cleaning 
commission and school government 
should be made aware in order to 
comply with the rules, emphasizing 
the most important ones for food 
preparation or child safety. 
Yes 
In addition to the trainings, illustrated material was distributed 
with the golden rules for school feeding which facilitated 
satisfactory compliance with the indicator. 
Promote agreements to secure land 
for the gardens, cultivation of plants 
that don’t require seed purchase and 
that have high nutritional value, 
promote new recipes for traditional 
crops. 
Yes 
The schools lack physical spaces for establishing gardens, and 
thus the majority are located on land loaned by parents. 
PCI promotes planting of local species. 
A recipe book that uses local resources has been prepared 
although in some cases it is not being used. The mothers learn 
better in the practical trainings that PCI gives. 
Strengthening of leadership roles in 
the Municipal Sustainability 
Commissions is needed 
Partial 
At the time of the evaluation, this entity was not mentioned in 
the school, only at the ATC level. This recommendation needs 
to continue being addressed. 
Continue promotion of school fairs Yes The fairs are held each year and they are seen as a place for 
sharing/teaching recipes and other knowledge. 
7. Conclusions 
a. General Aspects: 
1. Based on what was observed and what was stated in the focus groups and in-depth 
interviews, the following key activities and strategies were most effective in achieving 
results: 
i. Formation and strengthening of POs or similar entities 
ii. Community organization and involvement in productive networks (WE groups) 
49 
iii. Trainings on health and nutrition topics 
iv. Support in activities to reinforce literacy 
v. Distribution of foods that have an impact on children’s performance and attention 
vi. Increase in knowledge of: 
 Important hygiene and health practices 
 Food preparation 
 Nutritional practices 
 Local sources of information about health and nutrition 
vii. Investment in school infrastructure, in the following order: 
 Safe Water 
 Improvement or Construction of kitchens 
 Improvement of store rooms 
 Construction of toilet facilities 
viii. Community organization and training, as a cross cutting issue in each school 
2. An important achievement is the coordination with, and involvement of the ATC to develop 
joint activities and involve the schools in strategic actions that help improve literacy 
indicators. 
3. The government of Guatemala, through the MOE, is involved with reading by sending books 
to the schools for student use, and supports the validation of strategies to improve reading 
comprehension and coordinates different activities that PCI implements. At the household 
level, there is limited availability of adequate reading material. 
4. According to the focus groups carried out with key stakeholders, PCI took into account the 
basic needs of the educational community when developing the program. For example, in 
prioritization of infrastructure construction, in the manner that food is prepared, in trainings 
about good health and nutrition practices, among others. 
5. Logistics for food management has been implemented entirely by the community, 
coordination with the parent leaders, the PCI program and in the majority of cases with the 
local government. 
6. The MOBENZI system rapidly and efficiently provides useful information giving reliable 
support, which improves implementation decisions and offers greater knowledge of what is 
happening at the field implementation level. Additionally, the school information corners 
facilitate greater involvement of teachers and parents for improving their performance. 
b. Results and impact 
7. Students’ reading ability was increased and reached national standards according to the 
published indicators. 
i. Speed and accuracy are areas that require further work in spite of improvement in 
comprehension. 
ii. Students’ inattention in class had decreased in each of the evaluations, and there is a 
trend towards further decreases, exceeding the established target. 
50 
iii. Impact was seen in the reduction of absences due to illness and in cases of students 
who were hungry or very hungry. 
8. Based on the focus groups, surveys and observations, it was noted that students have adopted 
nutrition, health and hygiene behaviors and practices with spillover to their parents. 
9. There was an increase in knowledge of the benefits of education as a result of the increased 
trainings for parents on this topic. 
10. Based on the interviews, focus groups and observations it was concluded that the degree of 
satisfaction of the beneficiaries or direct participants (parent leaders, parent assemblies, 
students) is high based on their involvement in the process. 
11. The different direct beneficiaries are involved in the program in the following ways: 
i. Leaders of parent assemblies (POs, Committees, Councils, etc.), take turns being 
present one or several days every week to manage foods, get training and organize 
parents to build infrastructure, work on gardens or infrastructure, transport food and 
support school hygiene. When necessary, they come several times a week if called 
by the director or by PCI staff. 
ii. The WE groups are organized and trained. Some members are part of the parent 
organizations or are collaborating mothers. The WE organization as such is 
beginning to be involved in the development of the school. 
iii. Parents receive training and support infrastructure, gardens, and breakfasts. They 
contribute supplies or money for the breakfasts. 
iv. The collaborating mothers contribute time for food preparation. 
v. The teachers support program record keeping, form food and hygiene commissions, 
use the garden for teaching and are strengthening their capacities. 
vi. The students learn from the garden, receive breakfasts and improve their learning. 
12. The school gardens are successful for food production to complement the breakfasts and as 
a pedagogical tool. So far, they have not had the expected impact economically or with 
regard to sustainability. 
c. Sustainability 
13. The key stakeholders identify with and take ownership of many of the FFE II program 
actions, complying with their role as stipulated in the plans and based on the organization to 
which they belong: Parent leaders organized in POs or similar entities, Parent assembilies, 
Directors and teaching staff, Collaborating mothers, WE groups and Students 
14. The key stakeholders are currently active in carrying out planned program activities. The 
program should generate in them the capacity to be visionaries who can analyze, make 
decisions, and plan for the future of the school as well as the community. They need more 
training and formation to be able to internalize the need to make the activities sustainable 
and independent. 
15. Some of the members of the WE groups participate as collaborating mothers and as mother 
leaders who support program activities. The women indicate that they have their husbands’ 
51 
backing to participate in the WE groups. In the focus groups, only two groups stated that 
there were women participating in the parent leadership entities (PO or similar). 
i. Economic empowerment is high – they have savings and award loans. 
ii. The strengthening process must continue for the social and political components in 
order to achieve the proposed objective. 
iii. Strengthening is needed for sensitizing husbands so that they respect and comply 
with women’s rights. 
iv. Women’s low participation in the COCODES is due to internal segregation in the 
communities, where men don’t take women’s opinions into account. 
16. The sustainability tool gives a quick diagnosis of the status of the schools with regard to 
sustainability. Considerations to keep in mind: 
i. Design a classification system, so that after receiving schools’ scores, they can be 
classified to establish needs according to their level. 
ii. Analyze the elements of sustainability that PCI intends to leave in the schools so 
they can prioritize and act. There is also a need to define what is meant by 
sustainability. 
d. Gender 
17. Cross cutting gender activities have been carried out throughout the program: 
i. Infrastructure: bathrooms have clear physical divisions to provide security and 
recognition of girls’ needs 
ii. Women’s participation in parent organizations has been promoted 
iii. Women’s training has been strengthened 
iv. Women have been empowered, seeking their integration in program activities which 
can contribute to sustainability given that women are strengthened and the savings 
habit is institutionalized as well as analyzing social problems. They are beginning to 
occupy leadership positions. 
v. Parent participation in their children’s education has been promoted by means of the 
meetings called by the parent organization (PO or similar), teachers, and PCI. 
e. Final Conclusion 
The FFE program II has had an impact in the target schools and municipalities, as evidenced by 
the high level of accomplishment of the results indicators and even more important, in the 
testimonies of all the educational communities. Thus, the model that has been implemented in 
the 294 schools can be replicated in other municipalities and schools, not only in Huehuetenango 
but also in other departments of Guatemala. Additionally, PCI has complied with the majority 
of the MTE recommendations, which contributed to satisfactory accomplishment of the majority 
of indicators. 
52 
8. Recommendations 
a. For community organization and institutional coordination 
1. Support the formation of the legal status of the PO so that each school has the right to choose 
the foods that the students need and to ensure alignment with MOE interests in this regard. 
At the same time, support capacity strengthening so that the POs can perform their duties, 
including leadership for preparation of purchase plans which till now has been carried out 
exclusively by the director and teachers on the school feeding commission. 
2. Continue the close coordination and communication with MOE staff including the ATC, 
which will facilitate alignment with their educational initiatives (Let’s Read Together, 
formation of POs, healthy schools, etc.), and the program will benefit because their actions 
will have institutional approval and validation from this governmental entity. 
3. Seek greater participation and involvement of the Mayor and his/her Council members, 
informing them periodically about the activities and results achieved and making them 
aware of the importance of educational improvement actions, including support for school 
feeding, scholarships, infrastructure funding, seeds for gardens, teachers’ salaries, etc. 
4. PCI should continue propitiating participation by the educational community in program 
planning and execution. It is important to facilitate continued awareness of the interests of 
the direct beneficiaries who value the prioritization of their needs as well as respecting their 
desire to participate in activities such as reading camps, school fairs, and gardens, etc. 
5. Continue using the MOBENZI technology and share the monitoring results with municipal 
authorities, the MOE, USDA, teachers and parents, so that they are aware of this effective 
system for control of activities at the field level. 
b. Accomplishments and pending issues 
6. Given the positive results with regard to health, nutrition and hygiene practices, the program 
should maintain constancy in the trainings as well as informational and sensitization 
activities for parents and students while involving teachers and volunteer staff to ensure that 
levels of understanding are maintained and put into practice. Also continue reinforcing the 
information about safe food preparation with collaborating mothers. Consider providing 
training for new parents who join the schools. 
7. In spite of the fact that students show improvement in reading comprehension, they still 
need activities that will improve their speed and accuracy. To this end, teachers should be 
trained in techniques or exercises to use in the reading process. This should be done in the 
initial grades to guarantee that they learn to read well from first grade onward. 
8. In spite of the problem of decreasing enrollment at the national level, it is possible to take 
direct action in each community. Together with the parent leaders, teaching staff and 
community authorities (Auxiliary Mayor, COCODE), school censuses should be carried 
out to ensure that all school age children are registered in school. Parents should know about 
and respect the Right to Education that is guaranteed in the Constitution of Guatemala. They 
53 
should also be informed about the dangers of migration to the United States and Mexico 
(drug trafficking). In special cases of extreme poverty, scholarships can be promoted with 
support from the institution, municipal governments or private sector. 
9. Given that some children miss school due to gastrointestinal illnesses, PCI can, by itself or 
in association with the Ministry of Health, carry out deworming or vitamin application 
activities that can ensure better biological assimilation of the foods provided. 
10. Expand the school gardens based on the climate and context of each community, verifying 
climate conditions, land situation, water availability, etc. Where conditions permit, foods 
can be produced using hydroponics. Additionally, year round production should be 
promoted via staggered planting and harvests depending on the species, in order to 
accomplish several purposes: 
i. Have food available during the entire school year 
ii. Take advantage of the garden as a continuous teaching tool 
iii. Sensitize parents and teachers about the importance of the garden 
iv. Have a permanent learning space for household gardens 
v. Consumption of nutritious foods which are necessary for a healthy diet 
vi. Reduce vegetable contributions from parents and make their importance more 
visible 
vii. Promote sustainability with involvement of teachers and parents 
11. Design a methodology for literacy in keeping with the diversity of the two regions where 
the program operates. This should be promoted beginning in the early grades to ensure 
greater impact on student performance improvement. This should include fun activities that 
encourage student participation. 
12. Include a formal area for improving the teaching staff’s capacities. It was observed that the 
teaching materials are not adequate or are not used correctly, and they lack motivational 
techniques to encourage children’s interest and attention. This has direct repercussions on 
the quality of student learning, which will take its toll at the secondary level. 
13. Address with the MOE, ATC, and teachers the implications of inattention in class and to 
identify and carry out short term actions to reduce inattentiveness. For example, better 
distribution of classroom space, training for teachers on dynamic teaching techniques, 
review of the timing of school breakfasts, sharing knowledge in extra-curricular activities, 
reading outdoors, etc. will reduce inattentiveness. 
14. Parents, teachers, and school authorities should become direct implementers and active 
elements to improving education and school feeding, as they are going to be trained in 
sustainability topics and already have full knowledge of how to manage school feeding. 
This will make it much easier for many of the activities that the program promotes to 
continue after PCI leaves. 
15. Since food was found to be prepared inadequately in three schools, training on recipe 
preparation should be reinforced to ensure that the consumers are satisfied and that the food 
is able to be digested well. 
54 
16. Given that some schools requested books or libraries for their students, it is important to 
seek mechanisms or funding sources to provide the schools with books so that they have 
permanent reading material. They already have some text books but lack sufficient supplies 
of other books to vary reading and increase reading ability levels, especially to improve 
speed and accuracy. 
c. For Sustainability 
17. Evaluate the level of sustainability of each school and prioritize actions based on a mapping 
of needs and the results of that evaluation. The current tool for measuring sustainability is 
useful but should be analyzed to see if the same weight should be given to the established 
conditions and criteria. Additionally, the meaning of sustainability that PCI wants to 
promote in the schools should be analyzed. 
18. A public policy that supports continuity of the program should consider at least the 
following elements: 
i. Promote and support strengthening of organized parent organizations in POs or 
similar entities. 
ii. Introduce the option or requirement for taking into account direct purchases of 
produce in the community and if that is not available, open the option for purchases 
outside the community. This should be negotiated with the MOE. 
iii. Implementation of school gardens in the schools where the minimum required 
conditions are present, on school or parents’ land, and with adequate technologies 
based on the local characteristics. 
iv. Design a specific mechanism for financial decentralization towards the 
departmental bureaus so that the purchase lists have an endogenous element which 
will facilitate adaptation to the different local cultures and contexts. 
v. Conduct a baseline survey of all the educational, nutritional indicators, etc. 
vi. Design the means for participation of the local government, organizations, social 
groups and the community. 
vii. Introduce the productive component of Local Economic Development as a cross 
cutting issue for parents. 
viii. Consider the opinions and validation of all relevant stakeholders, including the 
educational community. 
19. With regard to the sustainability tool, it would be important to carry out a classification of 
the schools according to the results obtained to identify their sustainability status. Those 
with the lowest scores have more conditions that need strengthening. Analyze the proposal 
for classification that is presented in the corresponding chapter. 
20. The program should promote knowledge of local sources of information on health, nutrition 
and hygiene, other than PCI, as it is not a permanent source. Training on these topics should 
continue. 
55 
21. Consumption of safe water should be promoted in 100% of the schools, with sustainable 
systems that could include boiling or chlorination, and even Ecofiltros as long as there is a 
commitment by parents to replace the filter units when needed and by teachers to maintain 
the units and thus ensure their optimal life span and adequate functioning. 
d. For Women’s Empowerment 
22. PCI should continue working on the political empowerment of the WE groups. In spite of 
being long term processes, it is important to achieve the goals that this empowerment seeks. 
For example, success stories where women have positions in community or school 
organizations can be shared, where mother leaders support program activities or simply 
where they are organizing themselves and supporting school or community improvement 
activities. Political empowerment includes working closely with husbands and community 
leaders, so that they will support the women’s work, take their opinions into account, and 
prioritize projects that meet their needs. 
23. With regards to economic empowerment, the program should seek mechanisms to help 
women overcome their fear of disbursing loans or the lack of trust among themselves. They 
should also strengthen the women’s capacities to undertake productive enterprises either as 
individuals, which is where they are most comfortable, or as a group, to have greater sales 
volume in the commercial activities. They should be trained on how to keep accounts and 
prepare basic, understandable business plans. 
24. PCI should analyze a modality similar to the WE initiative that would include men. In some 
of the focus groups, they recognized the benefits of being part of these groups. This doesn’t 
mean changing the existing methodology, but rather seeking mechanisms for forming 
groups with men, which could be done on a pilot basis as mixed groups or groups only 
made up of men. Given that the youth are a dynamic entity in the communities, the program 
could also experiment with groups made up of youth, men and women. 
25. For sustainability purposes, PCI should link the WE groups with permanent entities in the 
municipalities, for example the Municipal Women’s Office (DMM) or other local 
organizations that support women’s endeavors. 
e. Final Recommendation 
26. Replicate the FFE II implementation model in other schools in Huehuetenango or other 
departments, given the results achieved in improvement of health, nutrition and hygiene 
practices, and of educational indicators such as the improvement in reading comprehension 
and classroom attention and the reduction of illnesses and hunger in students. Additionally, 
the WE groups should be replicated, as this energizes the family economy and is also an 
efficient mechanism and a good example for integrating women as a key element in 
community development. 
56 
Annex 1. Comparison of Results Indicators 
Result Indicator Baseline Mid-term 
Evaluation 
Final 
Evaluation
Final 
target 
Difference 
Contribution to 
Feed The Future 
Number of public-private 
associations formed as a 
result of USDA support 
0 - 6 4 2 
Number of beneficiaries who 
participate in networks of 
secure productive chains as a 
result of USDA support 
0 - 58,044 54,765 3,279 
Number of people trained in 
child health and nutrition as a 
result of USDA support 
0 - 35,057 24,150 10,907 
Improvement of 
literacy in school 
age children 
Percentage of girls who at the 
end of sixth grade 
demonstrate reading 
comprehension at grade level, 
as defined by national norms, 
in the schools supported by 
USDA. 
8.8% 15.6% 51.5% 61% -9.5 
Percentage of boys who at the 
end of sixth grade 
demonstrate reading 
comprehension at grade level 
as defined by national norms, 
in the schools supported by 
USDA. 
2.5% 7.4% 45.5% 57% -11.5 
Total number of people who 
benefit directly from the 
interventions funded by 
USDA 
0 - 58,044 54,765 3,279 
Total number of people who 
benefit indirectly from the 
interventions funded by 
USDA 
0 - 196,170 198,070 -1,900 
Increase in 
governmental 
support 
Value of public resources 
assigned to elementary 
education (includes teachers, 
infrastructure, materials and 
supplies, etc.) 
0 - $2,645,617 $50,000 $2,595,617.06 
57 
Result Indicator Baseline Mid-term 
Evaluation 
Final 
Evaluation
Final 
target 
Difference 
Increase in 
participation of 
local 
organizations 
and community 
groups 
Number of POs contributing 
to the school as a result of 
USDA support 
174 - 294 290 4 
Improve 
classroom 
attention 
Percentage of students who 
are identified by their 
teachers as inattentive in class 
60.4% 48.1% 34% 54% 20 
Reduce short 
term hunger 
Percentage of students in 
selected schools who indicate 
that they are "hungry" or 
"very hungry" during the 
school day 
9.3% 19.7% 5% 5% 0 
Increase access 
to food 
Percentage of students eating 
daily meals at school 0 - 100% 100% 0 
Improvement of 
school 
attendance 
Percentage of boys with 
regular school attendance 
(80%) due to USDA support 
85.1% 94.6% 97.3% 90% 7.3 
Percentage of girls with 
regular school attendance 
(80%) due to USDA support 
84.9% 94.3% 98% 90% 8 
Reduction of 
absences related 
to health 
Percentage of students who 
state that illness is the main 
reason for their school 
absences 
19.5% 4.3% 8.6% 15% 6.4 
Increase in use of 
health and 
dietary practices 
Percentage of selected 
schools that clean latrines at 
least once a day 
54% 39.3% 86% 60% 26 
Percentage of schools with 
soap and water in a hand 
washing station frequently 
used by students 
17.4% 25.0% 71% 35% 36 
Percentage of schools (or 
families) in the target 
communities that have clean 
kitchens and cooking utensils 
prior to use, according to 
accepted standards 
60.7% 50% 100% 70% 30 
58 
Result Indicator Baseline Mid-term 
Evaluation 
Final 
Evaluation
Final 
target 
Difference 
Increase in 
knowledge of 
health and 
hygiene practices
Percentage of parents in the 
selected communities who 
can identify at least three 
important health/hygiene 
practices 
59% 87.8% 93.2% 75% 18.2 
Percentage of students (and 
their parents) in the selected 
communities who can 
identify at least one local 
source of information about 
good health practices 
61.8% 48.95% 
Parents 
98.3% 
Students 
99.2% 
Average: 
98.75% 
70% 28.3 
Increase in 
knowledge of 
safe food 
preparation and 
storage practices 
Percentage of mothers (or 
caregivers) in the target 
communities who can 
identify at least three 
important nutrition practices 
or dietary recommendations 
13.2% 76.8% 88.6% 40% 48.6 
Increase in 
nutrition 
knowledge 
Percentage of students (and 
parents) in the selected 
communities who can 
identify at least one local 
source of information about 
nutrition and diet 
58.1% 57.6% 
Parents 
98.3% 
Students 
95.3% 
Average: 
96.8 
70% 25.3 
Percentage of mothers (or 
caregivers) in target 
communities who can 
identify at least three key 
practices for safe food 
preparation and storage 
13.2% 94.4% 99.1% 80% 19.1 
Increase in 
access to 
adequate food 
preparation, tools 
and storage 
equipment 
Percentage of selected 
schools with improved food 
preparation and storage 
N/A 100% 100% 29% 71 
Improvement of 
school 
infrastructure 
Number of students who 
benefit from the rehabilitation 0 - 9,126 6,390 2,736 
59 
Result Indicator Baseline Mid-term 
Evaluation 
Final 
Evaluation
Final 
target 
Difference 
or construction of kitchens as 
a result of USDA support 
Number of students who 
benefit from the rehabilitation 
or construction of water 
stations or systems as a result 
of USDA support 
0 - 15,711 8,520 7,191 
Increase in 
enrollment 
Increase in percentage of 
boys enrolled in school as a 
result of USDA support 
0 - -4.05% 1 -4.05% 
Increase in percentage of girls 
enrolled in school as a result 
of USDA support 
0 - -3.85% 1 -3.85 
Increase in 
community 
understanding of 
the benefits of 
education 
Number of parents in target 
communities who are 
members of the PO (or 
similar school community 
group) 
0 - 1,470 1,150 320 
Percentage of parents in the 
target communities who can 
name at least three benefits 
of elementary education (data 
collected by survey) 
58.7% 13.1% 84.6% 60% 24.6 
60 
Annex 2. Information about the Consultant Team 
1. Lic. Julio Antonio de la Roca Cacacho 
2. Lic. Jose Gil Mena Alberto 
3. Licda. Irma Violeta Hernández 
4. Lic. Víctor Manuel Palacios Marroquín 
5. Licda. Mayra Aminta Gómez Alegría 
6. Licda. Dacia Marroquín Mazariegos 
Translation team for the Q´anjob´al area 
7. Evelyn Norasilda Rivera Bhighzar 
8. Juana Cristina Antonio Mateo 
Translation team for the Mam area 
9. Dorca Lily Morales Hernández de Ramírez 
10. Rosita Yesenia Domingo Ramírez 
61 
Annex 3. Qualitative Evaluation Tools 
Instrumento cualitativo No. 1-EF-FFE 
Directores/directoras: 
1. Cuáles son los principales logros del programa PCI.? 
a. Cuáles son los retos a vencer en el futuro? 
2. Cuál es el nivel de participación de los maestros en las actividades del programa? 
3. Como se han organizado ustedes para el trabajo con PCI? 
a. Han hecho comisiones 
i. Cuáles? 
ii. De qué duración? 
4. Han registrado mejoras en los indicadores de enseñanza - aprendizaje? 
a. Cuáles? 
5. Es oportuno el aporte del subsidio de MINEDUC a la escuela? 
6. En qué medida se tomó en cuenta las necesidades de la población beneficiaria en el 
programa de PCI? 
7. Cuáles son las actividades del programa que recomendaría expandirse y / o limitarse 
para asegurar un uso más eficiente de los recursos al tiempo que se garantizan los 
mismos resultados o mayores? 
8. ¿En qué medida los actores clave se apropian de las actividades del programa? 
(estudiantes, padres de familia, maestros, autoridad local) 
9. Qué pasará cuando el proyecto finalice, como lograrán continuar con el programa de 
alimentación a los niños 
a. Existe alguna comisión para sostenibilidad? 
b. Se reúnen al menos 3 veces al año 
c. Esta comisión tiene un plan de trabajo 
d. Recibe la escuela algún apoyo aparte de PCI, MINEDUC y MSPAS 
10. Se puede decir que el 100% de estudiantes cuenta con material de lectura permanente y 
disponible para alumnos 
11. Se lleva un sistema de control, libro de registro o cuaderno de asistencia de maestros 
12. Se recibe un aporte municipal y este tienen un aumento del 3% anual para transporte 
de alimentos, mano de obra calificada, infraestructura, compra de alimentos locales, 
etc. 
13. Podría identificar y relatar dos historias de éxito dentro del término del proyecto de 
PCI 
Instrumento cualitativo No. 2-EF-FFE 
Maestros 
1. Cuál es el nivel de participación en las actividades del programa por parte del claustro? 
2. Qué actividades y estrategias fueron efectivas para lograr los resultados del programa? 
a. En donde se debe mejorar? Por qué? 
62 
3. Como se considera el impacto en la inscripción y asistencia a la escuela con el 
funcionamiento del programa? 
4. Ha logrado el programa mejorar los resultados para la lectoescritura, la calidad de la 
enseñanza y la atención de los estudiantes? 
5. Hasta qué punto se han promovido y adoptado comportamientos y prácticas (por ejemplo, 
en nutrición, salud e higiene) por los beneficiarios? 
6. Cuál es el nivel de satisfacción de los niños? 
7. En qué medida los actores se apropian de las actividades del programa? 
8. Tienen los estudiantes al menos una hora de lectura? 
a. 30 minutos en clase y 30 fuera de la escuela 
9. Se han establecido campamentos de lectoescritura al nivel comunitario u otras iniciativas 
parecidas para fomentar la lectura en la comunidad? 
10. Que buenas prácticas de salud, higiene y nutrición 
a. HIGIENE: lavado de manos, cepillado de dientes, higiene personal, baño diario, peinado, 
cambio de ropa, uso de calzado, uso de letrina. 
b. SALUD: desinfección de agua para consumo humano, prevención de enfermedades, limpieza 
en la escuela, manejo de la basura. 
c. NUTRICIÓN: Alimentos con aporte energético, alimentos con proteínas, alimentos con 
vitaminas y minerales, alimentos según edad o sexo, alimentos con formas locales de 
preparación, alimentos servidos con higiene y temperatura adecuada, alimentos con sabor, 
textura, color local mente aceptados 
11. Cuál es su apreciación de las actividades 
a. Huertos pedagógicos 
b. Desayunos escolares 
c. Mejora de infraestructura (cocina y agua) 
d. Eventos de capacitación 
e. Semáforo de limpieza 
f. Ferias escolares 
g. Invernaderos 
h. Madres liderezas voluntarias 
i. Campamiento de lecto escritura 
j. Fortalecimiento de capacidades institucionales
Instrumento cualitativo No. 3-EF-FFE 
Padres/madres 
 
1. Cuál es el aporte que dan los padres/madres para la actividad del programa 
2. Como se lograría que el programa siga funcionando cuando finalice la participación de 
PCI 
3. Hasta qué punto se han logrado un cambio positivo de comportamiento y prácticas de 
nutrición, salud e higiene en los niños? 
4. En qué medida los padres/madres se apropian de las actividades del programa? 
5. Participa usted en OPF, en COCODE o en otra clase de organización? 
6. Cuál es el mayor beneficio que observa del programa 
7. Tienen los estudiantes al menos una hora de lectura? 
a. 30 minutos en clase y 30 minutos en casa 
63 
Instrumento cualitativo No. 4-EF-FFE 
Miembros de OPF 
1. Como se encuentra organizado el OPF 
2. Cada cuanto tiempo hay cambio en los puestos 
3. Se involucran personas nuevas o solamente se rotan los puestos dentro de los mismos 
participantes 
4. Cuanto tiempo invierte usted a la semana en la organización 
5. Ha recibido capacitación por parte de PCI 
a. Cuales 
6. Cuál ha sido su mejor experiencia con el programa 
a. Cual ha sido una experiencia negativa 
7. Los padres de familia asisten por lo menos 2 veces por año a reuniones de los OPF? 
a. Participan los maestros? 
8. Hacen planes de compra para la refacción escolar? 
Instrumento cualitativo No. 5-EF-FFE 
Concejos Municipales
 
1. Cuál ha sido el aporte de la municipalidad para apoyar el programa de PCI 
2. Cree usted que ésta clase de intervención es beneficiosa para los niños de las escuelas del 
municipio? 
a. Apoyarían otra clase de programas escolares? 
3. Tienen ustedes convenios firmados con PCI 
a. Cuál es el marco del mismo 
4. Cuáles son las actividades del programa que recomendaría ampliar y / o limitar, para 
asegurar el uso eficiente de los recursos que garanticen los mismos resultados o mayores? 
5. Que acciones podría llevar a cabo el gobierno local para asegurar la continuidad de esta 
clase de programas 
6. Cree usted que sería importante la formulación de una política pública para impulsar un 
programa de alimentación escolar 
7. De acuerdo a su criterio, que funcionó y que no funcionó en la ejecución del programa 
8. Que otras acciones le gustaría que el programa implementara 
Instrumento cualitativo No. 6 -EF-FFE 
Coordinadores Técnico Administrativos (CTA)
1. Como CTA, cuál es su nivel de vinculación con el programa de PCI de FFE II 
a. En que actividades ha apoyado al programa 
2. Cuál es el canal de comunicación que utiliza con el programa? 
3. Cuáles son las actividades del programa que recomendaría ampliar y / o limitar, para 
asegurar el uso eficiente de los recursos que garanticen los mismos resultados o mayores? 
4. Que propone para tener una coordinación interinstitucional eficiente 
64 
5. Como podría hacerse sostenible el programa 
6. Que aspectos deberá mejorar PCI en el futuro para hacer más eficiente el programa 
7. Podría identificar y relatar dos historias de éxito dentro del término del proyecto de PCI 
Instrumento cualitativo No. 7-EF-FFE 
Personal de PCI 
1. Qué mecanismos y metodología de implementación del menú de actividades cree que se 
debería seguir para la efectividad de los mismos 
2. Qué actividades y estrategias claves fueron más efectivas para lograr cada resultado? 
a. ¿Cuáles fueron los menos efectivos? 
i. ¿Por qué? 
3. Cómo se ha llevado a cabo la ejecución y el cumplimiento de las actividades del programa 
a nivel técnico / programático, organizativo y contractual? 
4. Analizar el sistema de MyE del programa, que incluye sistemas de gestión de la 
información, instrumentos de mantenimiento de registros, entrada y salida de datos, uso, 
ventajas y desventajas de los sistemas automatizados. (MOBENZI, CMOVES, SAVIX). 
5. En qué medida, PCI abordó las recomendaciones de evaluación de medio término, 
específicamente relacionadas con el establecimiento de sesiones de información para 
padres para comprender los beneficios de la educación (Recomendación 6), aumentar la 
frecuencia de las capacitaciones y la participación, ), promover mejoras en el 
mantenimiento de bodegas a nivel escolar (Recomendación 14)? 
6. La herramienta de evaluación de la preparación para la sostenibilidad, diseñada por PCI, es 
una forma eficaz de medir la preparación para la sostenibilidad y las escuelas de posgrado? 
a. ¿Qué recomendaciones tiene para mejorar la herramienta? 
8. ¿Cómo ha promovido el programa la equidad de género? 
a. ¿Qué resultados e impactos diferenciales tienen las actividades del programa en 
mujeres y niñas? 
b. ¿En hombres y niños? 
Instrumento cualitativo No. 8-EF-FFE 
MINEDUC. 
1. Cuáles son las necesidades de apoyo que deben de existir de manera mutua entre el 
Ministerio y PCI 
2. Que elementos han sido esenciales para lograr una buena coordinación con PCI 
a. Porque 
b. Que se debería de mejorar 
3. Como ha contribuido el trabajo de PCI al CNB 
a. Y a otras necesidades de las escuelas 
4. ¿Cómo contribuye el Ministerio de Educación a lograr el resultado de "Mejorar la calidad 
de la enseñanza de lectoescritura"? 
a. ¿Se está tratando adecuadamente? 
65 
b. ¿Cómo puede PCI abordar este resultado en la siguiente fase de implementación 
del programa? ¿Qué experiencias exitosas hay en la región con respecto al enfoque 
para este resultado? 
Instrumento cualitativo No. 9-EF-FFE 
Personal de USDA. 
 
1. Cuáles fueron los mecanismos de coordinación e implementación que se hicieron con PCI 
a. Las que mejor se aplicaron 
b. Las que se deben de mejorar 
2. Conoce la situación actual de los programas de alimentación en Guatemala 
a. Cuál es la percepción de futuro de esta clase de programas 
3. Qué clase de coordinación y comunicación existe con MINEDUC 
4. Cuáles son las herramientas que se utilizan para el análisis de resultados de los programas 
5. Que retos se deberán afrontar de acuerdo a su punto de vista, para la sostenibilidad de esta 
clase de programas 
6. Seguirán en el apoyo al importante segmento de la educación infantil en Guatemala 
a. Que otras áreas abarcarán 
Instrumento de captura de datos
1. Grupo Focal: Se llevó a cabo la metodología de grupo focal con METAPLAN, en donde 
las aportaciones de los 
participantes del grupo focal se 
recogen en primer lugar en 
palabras y luego en tarjetas. 
Debido a la poca o nula 
capacidad de escribir de los 
participantes, se hizo un hibrido 
de la metodología de captura, 
siendo el moderador y las 
auxiliares las que escribían en 
las tarjetas y posteriormente se 
colocaban de en el papelografo. 
 La metodología se llevó a cabo 
con los OPF o similares, con los padres y madres de familia que asistieron a la 
convocatoria realizada, y en metodología completa, con los supervisores de campo de 
PCI. 
2. Entrevistas a fondo: con Directores, Maestros, gobierno local (Alcalde o Concejal), 
CTAs, con personal de MINEDUC (con la Jefe del departamento de Organización 
Escolar) y personal de USDA, 
66 
Annex 4. Quantiative Evaluation Tools 
1. Estudiantes 
Cuestionario para estudiantes
Municipio: 
Cuilco Comunidad:
Gaspar Ixchil San Escuela:
Pedro Necta San Entrevistada/o:
Pedro Soloma San Edad:
Cruz Barillas Santa
Eulalia Santa
0. Buenos días, ¿cómo te sientes el día de hoy?
1. ¿Estás de acuerdo en participar en este estudio respondiendo a las preguntas?
Si
No
2. ¿En qué grado estás?
Cuarto
Quinto
Sexto
3. En este momento, ¿tienes hambre?
No (Pasar a siguiente pregunta)
Si ¿Tienes… Mucha Hambre 
Poca
4. ¿Cuáles son esos lugares donde se puede aprender o conseguir información sobre las prácticas o 
hábitos de salud e higiene que debe tener toda persona? (MARCAR LAS QUE RESPONDA EL/LA 
ESTUDIANTE) 
1. Puesto de salud / Centro de convergencia
2. Centro de salud
3. Hospital
4. Clínicas de ONG / Clínicas privadas
5. Escuelas / Institutos / colegios
6. Iglesias
7. Bibliotecas 
8. Otro (Especifique) 
_____________________________________ 
9. No sabe
¿Cuántas marcó?
67 
6. ¿Cuáles es lugar/es donde se puede aprender, o conseguir información sobre buenas prácticas o hábitos 
de alimentación, dieta y nutrición? 
1. Puesto de salud / Centro de convergencia 7. Bibliotecas 
2. Centro de salud 8. Otro (Especifique) 
3. Hospital 9. No sabe 
4. Clínicas de ONG / Clínicas privadas ¿Cuántas marcó?
5. Escuelas / Institutos / colegios
6. Iglesias
7. La semana pasada, ¿faltaste algún día a clases?
Si (Pasar a la siguiente pregunta)
No (Dar gracias y terminar)
8. ¿Cuántos días faltaste?
9. ¿Por qué faltaste a clase?
Por enfermedad 9.1 ¿De qué te enfermaste?
Trabajo en casa Del estómago
Trabajo en parcela Fiebre
No tuve ganas Gripe
viaje familiar Tos
otros Dolor de muela
Dolor de oído
2. Padres de familia 
Cuestionario para padres de familia
Municipio: 
Cuilco Comunidad:
San Gaspar Ixchil
San Pedro Necta
San Pedro Soloma
Santa Cruz Barillas
Santa Eulalia
0. Buenos días, ¿cómo se siente el día de hoy?
1. ¿Está de acuerdo en participar en este estudio respondiendo a las preguntas?
Si
No
68 
2. ¿Cuáles son esas prácticas o hábitos de salud o higiene que debe tener toda persona?
1. Baño diario 5. Cambio de ropa
2. Lavado de manos 6. Uso de calzado
3. Cepillado de dientes 7. Uso de letrina o inodoro
4. Peinado 8. Otra (Especifique) 
¿Cuántas marcó?
3. ¿Cuáles son esos lugares donde se puede aprender o conseguir información sobre las prácticas o hábitos de salud e 
higiene que debe tener toda persona? 
1. Puesto de salud /Centro de convergencia 6. Iglesias
2. Centro de salud 7. Bibliotecas 
3. Hospital 8. No sabe
4. Clínicas de ONG / Clínicas privadas 9. Otro (Especifique) 
5. Escuelas / Institutos / colegios ¿Cuántas marcó?
4. ¿Qué cosas o aspectos de nutrición o alimentación se deben tomar en cuenta? 
1. Buen aporte energético 
5. De acuerdo con formas locales de preparación 
 
2. Proteína de alto valor biológico 6. Servidos con higiénicas , y temperatura adecuadas 
3. Buen aporte de vitaminas y minerales 
(vitamina “A”, hierro y zinc) 
7. Con sabor, textura, y/o colores localmente aceptados
 
4. Adecuados según requerimientos de edad 
y/o sexo 8. Otro (Especifique) 
5. ¿Cuáles es lugar/es donde se puede aprender, o conseguir información sobre buenas prácticas o hábitos de 
alimentación, dieta y nutrición? 
1. Puesto de salud /Centro de convergencia 6. Iglesias
2. Centro de salud 7. Bibliotecas 
3. Hospital 8. No sabe
4. Clínicas de ONG / Clínicas privadas 9. Otro (Especifique) 
5. Escuelas / Institutos / colegios ¿Cuántas marcó?
6. Cuando se hacen preparaciones o comidas para grupos grandes de niños/as, ¿Qué cuidados básicos de almacenamiento y 
seguridad higiénica de alimentos y preparaciones, se deben tomar en cuenta? (inocuidad de alimentos) 
1. La comida debe taparse
2. Uso de agua entubada, si no hay agua entubada, el agua está almacena en recipientes donde 
no quepan las manos, para servirla usan algún chorrito o tipi tap. 
3. La comida se procesa en mesas o tablas separadas según sea carne, verdura o fruta 
4. Debe de haber un basurero, tapado
69 
5. No debe de haber residuos de comida o basura en el piso
6. Los cocineros tienen que lavarse las manos antes de cocinar, y hacerlo bien (lavado con 
jabón y agua corriendo, y por lo menos 20 segundos, y secarse bien con toallas limpias no con 
gabacha) 
7. Al cocinar, las cocineras no usan anillos ni tienen pintadas las uñas
8. Se hace análisis microbiológico al agua (que no haya presencia de bacterias E.coli o 
coliformes) 
9. No deben de haber animales sueltos en la cocina (perros, gatos, gallinas, etc).
10. Otro (Especifique) __________________________________
11. No sabe / No responde 
7. ¿Qué cosas aprenden o que ganan para su vida los niños/as que van a estudiar en la escuela primaria de esta comunidad? 
(beneficios de la educación) Aprenden: 
1. A leer y escribir 8. Sobre como nutrirse bien/ evitar desnutrición
2. A Hacer cuentas y cálculos 9. Ser buenos ciudadanos
3. A hablar bien 10. Respetar los demás
4. A conoce y valorar su cuerpo 11. Para entrar a un trabajo
5. Prácticas de higiene 12. Cómo base, para poder estudiar más
6. Cómo alimentarse bien 
13. Otro (Especifique) 
__________________________________ 
7. Tener buena salud / prevenir 
enfermedades 
8. Ha observado si su(s) hijo(s) leen por lo menos 30 minutos en la casa?
Si
No
Muchas Gracias por su tiempo!
70 
Annex 5. Sustainability Evaluation Tool 
Herramienta de evaluación de sostenibilidad FFE II 2016 
Condición No. Actividades Definición Punteo 
1. Desayuno 
escolar proveido 
diariamente al 
100% de 
estudiantes 
1 
Los padres están preparando y 
sirviendo la comida escolar 
todos los días de clase (verificar 
calendario) 
Escuela con regularidad en el consumo 
de desayunos. Revisar calendario de 
consumo. 
SI: Todos los días se sirven desayunos, 
independientemente si es con 
alimentos PCI, MINEDUC o 
combinación de ambos. 
4 
2 
Por lo menos 30% de los 
alimentos utilizados para la 
preparación del desayuno 
escolar vienen de recursos no￾USDA (padres, huertos, grupos 
ME, comunidad, MINEDUC) 
(Efectuar cálculos con el 
director) 
Escuela con aportes regulares de 
padres para preparar el desayuno 
Revisar menús en calendarios, revisar 
COLOS, preguntar a madres. Efectuar 
cálculos con director/a. 
SI: 30% de aportes provienen de 
padres, huertos, MINEDUC, etc. 
4 
3 
Comités de refacción escolar y 
los consejos de padres de familia 
implementan planes de compras 
(incluyendo compra de 
alimentos nutritivos) para 
utilización optima del subsidio 
del MINEDUC para conformar la 
ración base 
Escuela con planificación de sus 
compras, combinando alimentos 
formadores, energéticos y protectores. 
Revisar productos en bodegas, 
facturas, calendario de consumo, etc. 
SI: Hay variación en las compras (no 
duplicación de productos) 
4 
4 
Se ha incrementado la cantidad 
de alimentos de fuentes no 
USDA (Ej. padres, huertos, 
grupos ME, comunidad, 
MINEDUC) desde la medición del 
año anterior. (verificar salas 
situacional,registros de la 
escuela,colos, etc 
Escuela donde hay aumento de 
contribuciones de padres, producción 
en huertos, aportes MINEDUC, otros. 
Revisar COLOS, consultar con 
director/a y CPF, madres, sala 
situacional, otros. 
SI: Hay evidencia o testimonios de un 
aumento respecto a año anterior 
4 
5 
Desembolso oportuno del 
subsidio MINEDUC a la escuela 
(Escuela priorizadas: Q1.61/día 
área urbana, Q2.08 área rural; 
Escuelas no priorizadas: Q1.11 
área urbana, Q1.58 área rural) 
(consultar con el director/a) 
Escuela con regularidad en recibir 
aportes del MINEDUC, por lo que se 
tiene disponibilidad de alimentos en 
todo momento. Consultor con 
director/a. 
SI: Hay evidencia de que los 
desembolsos han sido oportunos. 
4 
2. 
Mejoramiento 
de Lecto￾escritura de 
Estudiantes 
6 
Los estudiantes leen por lo 
menos 60 minutos diarios (30 
min dentro de la clase; 30 min 
fuera de la clase) (observación y 
consulta con profesores) 
Escuela que promueven lectura 
permanente, como indica la pregunta. 
Consultar con director/a, profesores, 
niños, niñas, padres; observación 
SI: En todos los grados se leen 30 
minutos y si la mayoría de 
estudiantes/padres indican que se lee 
en casa/otro lugar 
4 
71 
7 
Se han establecido 
campamentos de lectoescritura 
al nivel comunitario u otras 
iniciativas parecidas para 
fomentar la lectura en la 
comunidad? 
Escuela con actividades extra-aula para 
fomentar la lectura. Consultar con 
director/a, profesores, padres, 
estudiantes. 
SI: Hay evidencia de que las actividades 
se realizan en forma planificada, al 
menos 1 vez al mes. 
4 
8 
100% de estudiantes con 
material de lectura permanente 
y disponible para alumnos 
(consultar con director/a, 
observación) 
Escuela con libros, revistas u otros 
materiales de lectura ubicados en un 
lugar específico y que es utilizado por 
los estudiantes. Verificar con 
director/a, observación. 
SI: Hay evidencia de material de 
lectura en un sitio específico. 
4 
9 
Asistencia de los maestros es 
monitoreada y reportada a las 
escuelas y al nivel municipal 
(consultar con directores/as) 
Escuela con sistema de control (libro 
de registro, cuaderno de asistencia, 
otro), donde se anota diariamente la 
asistencia de docentes. Verificar 
registros con director/a. 
SI: Hay evidencia del registro y su envio 
a CTA, otros. 
4 
10 
Los padres asisten por lo menos 
2 reuniones de los comités de 
padres (incluyendo maestros) 
por año (consultar con director o 
CPF) 
Escuela que promueve reuniones 
periodicas con padres/madres de 
familia y éstos asisten con regularidad. 
Verificar con CPF, director/a, libros de 
actas, etc. 
SI: Más del 90% de padres, asisten al 
menos, a 2 reuniones por año; 
incluyendo la mayoría de maestros 
(90%) 
4 
3. Prácticas de 
Higiene y 
Nutrición para 
Rendimiento 
Escolar 
11 
Los alumnos practican un buen 
lavado de manos en la escuela 
(una demostración, en un grado 
seleccionado al azar) 
Escuela con práctica permanente de 
lavado de manos, realizándolo 
correctamente. Se observa o se realiza 
una demostración en un grado 
seleccionado al azar. 
SI: Más del 90% se lavan las manos 
correctamente. 
4 
72 
12 
 Los maestros o directores, 
enseñan al menos tres buenas 
prácticas de salud, higiene o 
nutrición (preguntar a un 
maestro,si menciona al menos 
TRES seleccionar SI menos de 
tres Seleccionar NO): HIGIENE: 
lavado de manos,cepillado de 
dientes,higiene personal,baño 
diario,peinado,cambio de 
ropa,uso de calzado,uso de 
letrina. SALUD: desinfección de 
agua para consumo 
humano,prevención de 
enfermedades,limpieza en la 
escuela,manejo de la basura. 
NUTRICIÓN: Alimentos con 
aporte energético,alimentos con 
proteínas,alimentos con 
vitaminas y minerales,alimentos 
según edad o sexo,alimentos 
con formas locales de 
preparación,alimentos servidos 
con higiene y temperatura 
adecuada,aliementos con 
sabor,textura,color local mente 
aceptados 
Escuela que fomentan prácticas de 
salud, higiene y nutrición, en todos los 
grados. Seleccionar un grado al azar y 
preguntar al maestro, cuáles prácticas 
de salud, nutrición o higiene enseña 
regularmente a sus alumnos. (Ver 
listado) 
SI: El maestro/a menciona al menos 
tres buenas prácticas de salud, higiene 
o nutrición. 
4 
13 
Los padres o madres, mencionan 
al menos tres buenas prácticas 
de salud, higiene o nutrición 
(consultar a un padre + una 
madre, si menciona al menos 
TRES seleccionar SI menos de 
tres Seleccionar NO): HIGIENE: 
lavado de manos,cepillado de 
dientes,higiene personal,baño 
diario,peinado,cambio de 
ropa,uso de calzado,uso de 
letrina. SALUD: desinfección de 
agua para consumo 
humano,prevención de 
enfermedades,limpieza en la 
escuela,manejo de la basura. 
NUTRICIÓN: Alimentos con 
aporte energético,alimentos con 
proteínas,alimentos con 
vitaminas y minerales,alimentos 
según edad o sexo,alimentos 
con formas locales de 
preparación,alimentos servidos 
con higiene y temperatura 
adecuada,aliementos con 
Escuela donde los padres/madres 
conocen buenas prácticas de salud, 
nutrición e higiene. Entrevistar a un 
padre y a una madre (total: 2) y 
preguntar ¿Cuáles son las prácticas de 
salud, higiene o nutrición que debemos 
practicar? (Ver listado)
SI: El padre + la madre (los dos) 
respondieron, al menos 3 de las 
posibles respuestas. 
4 
73 
sabor,textura, color, localmente 
aceptados 
14 
La escuela cuenta con interiores 
limpios (incluyendo aulas, cocina 
y bodegas de alimentos) 
(observación en la escuela) 
Escuela que promueve la limpieza en 
los interiores de la misma (aulas, 
cocina y bodega de alimentos). 
Observar que los tres ambientes estén 
limpios (sin evidencia de basura, 
roedores, planificación de limpieza por 
estudiantes, etc.) 
SI: Los tres ambientes están limpios. 
4 
15 
La escuela cuenta con exteriores 
limpios (incluyendo letrinas, 
estaciones de lavado de manos, 
patio, y alrededores de le 
escuela) (observación en la 
escuela) 
Escuela que promueve la limpieza en 
los exteriores de la misma (letrinas, 
estaciones de lavado de manos, patio y 
alrededores de la escuela). Observar 
que los cuatro ambientes estén limpios 
(sin evidencia de basura, planificación 
de limpieza por estudiantes, etc.) 
SI: Los cuatro ambientes están limpios. 
4 
4. 
Infraestructura 
Adecuada 
16 Cocina con estufa existente y 
funcionando (observación) 
Escuela con estufa funcionando, 
independientemente si fue apoyada 
por PCI o no. Observación en el área de 
cocina. 
SI: Cocina funcionando 
adecuadamente: libre de humo, 
animales no entran, hay espacio para 
trabajar adecuadamente, no se cocina 
en el suelo, etc. 
4 
17 Bodega escolar existente y 
funcionando (observación) 
Bodega funcionando adecuadamente 
con alimentos PCI, MINEDUC, aportes 
de CPF. Observación en el área de 
bodega. 
SI: Bodega funcionando 
adecuadamente en la mayoría de los 
aspectos: buena ventilación, libre de 
humedad, limpieza permanente, 
alimentos alejados de la pared, libre de 
roedores, los productos están 
ordenados, etc. 
4 
18 
Disponibilidad de agua segura 
para consumo humano 
(observación) 
Escuela con acciones para consumo de 
agua segura. Observación de las áreas 
de consumo de agua para estudiantes 
y los mecanismos de consumo. 
SI: Escuela con filtro, ecofiltro, 
recipientes con agua hervida, clorada u 
otra forma que asegure consumo de 
agua segura. 
4 
19 Letrinas existentes y 
funcionando (Observación) 
Escuela con letrinas que funcionan 
adecuadamente. Observación en área 
de letrinas/inodoros/baños, otros. 
SI: Letrinas limpias o con evidencia de 
limpieza permanente por estudiantes, 
tiene basurero y lavamanos. 
4 
74 
20 Lavamanos existentes y 
funcionando (Observación) 
Escuela con lavamanos funcionando 
adecuadamente. Observación. 
SI. Lavamanos tienen agua 
permanente, los chorros están en buen 
estado, no hay fugas de agua, es útil 
para todos los estudiantes. 
4 
5. Apoyo 
municipal y 
comunitario 
21 
Grupos de Mujeres 
Empoderadas funcionando y los 
miembros de la familia usan el 
ahorro para apoyar a sus hijos 
en la escuela (ver libro de actas, 
preguntar a mujeres 
participantes del grupo) 
Escuela / comunidad con grupo de 
ahorro ME activo y donde se realizan 
préstamos para educación. Verificar en 
Libro de actas del grupo o consultar 
con las participantes. 
SI: al menos una persona ha realizado 
un préstamo para educación. 
4 
22 
Aumento del 3% anual del 
aporte municipal a las escuelas 
para transporte de alimentos, 
mano de obra calificada para 
infraestructura, compra de 
alimentos locales, etc. (consultar 
con director/a) 
Escuela que es apoyada por su 
municipalidad en concepto de 
transporte de alimentos, mano de obra 
calificada para infraestructura, compra 
de alimentos, construcción de aulas, 
etc. Verificar con director, CPF, 
COCODE, otros; revisar 
COLOS/anotaciones del técnico, etc. 
SI: Hay evidencia de que la escuela ha 
tenido más del 3% de aporte 
municipal, respecto al año anterior. 
4 
23 
 La Comisión de Sostenibilidad u 
otra similar está establecida y se 
reúne por lo menos 3 veces al 
año (consultar con director/a, 
puede ser otra comisión similar 
a nivel comunitario o municipal) 
Escuela con participación en 
comisiones de sostenibilidad u otra 
comisión (comunitaria, municipal) que 
fomente la continuidad de actividades 
del programa de alimentación escolar. 
Consultar con Director, CPF, COCODE, 
otros. 
SI: Hay al menos, un participante 
(maestro, padre/madre de familia, otro 
miembro comunitario) que esté 
participando de la comisión de 
sostenibilidad / otra organización 
similar, que haya participado al menos 
en 3 reuniones, en el último año. 
4 
24 
La Comisión de Sostenibilidad 
tiene un plan de trabajo para la 
sostenibilidad de la alimentación 
escolar y otras actividades del 
programa (preguntar con 
director/a) 
Escuela con miembros participando en 
comisiones de sostenibilidad u otras 
similares (comunitario, municipal) y 
que cuenten con un plan de trabajo 
para la sostenibilidad de la 
alimentación escolar y otras 
actividades del programa (consultar 
con director/a, CPF, otros). 
SI: Hay evidencia del plan de trabajo y 
que esté en implementación. 
4 
75 
25 
Escuela recibe apoyo de otras 
iniciativas/programas dentro del 
departamento. (Preguntar con 
director/a) 
Escuela beneficiada de instituciones 
del sector público o privado (diferente 
a MINEDUC/MSPAS), para apoyar la 
alimentación u otra actividad escolar 
(construcción de aulas, dotación de 
agua segura, etc.) 
SI: Hay evidencia de beneficio 
institicional, privado o público, para 
beneficio de la comunidad educativa 
(alimentación, infraestructura, 
insumos, materiales didácticos, etc.) 
4 
Total 100