Schools of Colombia

Piecitos Colorados

Schools of Colombia

686 piecitos colorados in 6 schools in Chacua, Aguada de Ceferino, Florencia, Caldas, Jamundí, and Clemencia.

Incorporated in 2009, 52 children are taught there.

Location: Village of Chacua, municipality of Soacha, Cundinamarca Department.

Characteristics of the infrastructure found: The building’s ceilings and water well were in bad condition. The toilets were practically unfit for use. The electricity system was unreliable.

Socio-economic characteristics: Most of the parents are illiterate, working as building labourers or as operators in factories. The community is very much involved in the schools as are the adults from the area, thus every Saturday adult literacy classes are given.

Current situation:

  • In 2011, the toilets were rebuilt, the water well repaired, the ceilings changed and a new electrical system installed.
  • In 2012, a children’s playground was built and a kitchen garden made, which provides fresh food for the children every day.
  • Books were provided to start a library, while reading and museum visits have been encouraged.
  • In 2015, the kitchen , as well as the dinning room were built which has improved the nutrition of the students.

Incorporated in 2010, 133 children are taught there

Location: Village of La Aguada de Ceferino, municipality of San Juan de Girón, Santander Department.

Characteristics of the infrastructure found: The school had no fresh water and had only two bathrooms for more tan 70 students and teachers. There were ventilation and lighting problems in the class room. Sports court without a security fence.

Socio-economic characteristics: Most of the families in the municipality work in agriculture (especially pineapple growing) and in the breeding of fryer chickens. Most of the adults are illiterate. The school is at the centre of community life, with several activities being held there.

Current situation:

  • Bathrooms were built for pupils and teachers, a lighting system was installed, as was a suitable ventilation system, and the sports court was rebuilt and its perimeter fenced off.
  • A water tank was built to provide for the schools and to cover the necessities of the institution.
  • The kitchem was reformed and Access roads were constructed in order for the students to have a clear Access to the intitution.
  • A playground was built for the Little kids.
  • In 2014, a pupil from this school took part in the Summer Camp Action for Change in Spain, organised by the Spanish Committee of United World Colleges, sharing his experience with young people from over 10 countries and at which a social project entitled Gender Equality was developed to be implemented at his school.
  • For two years in a row, voluntary teachers from the Spanish Fundación Empieza por Educar have stayed in the area for a few weeks with a view to sharing new class room management and pupil motivation techniques with local teachers.

Incorporated in 2010, 273 children are taught there.

Location: Village of Santander, Corregimiento de Santo Domingo, municipality of Florencia, Caquetá Department.

Characteristics of the infrastructure found: Very dilapidated building. The majority of pupils were studying in improvised wooden class rooms. The bathrooms were in an extremely bad condition as they did not count with the necessary equipment and spaces for both the girls and boys at the school.

Socio-economic characteristics: The area has a high rate of people fleeing violence. There is a high rate of illiteracy and most people live off small-scale crop growing, livestock breeding and fish farming. There are pupils who have to walk up to five hours to study at this educational centre, which boards around 100 pupils during the week.

Current situation:

  • The school counts with 2 students to whom unirsity scholarships have been granted. One of them is studying medicine, veterinary, and  zootecnia adn the other student is studying agroecological engineering. .
  • Class rooms were built, toilet and showers for boys and girls were put in place and the lunch room was rebuilt, as was the new boarding school which was refurbished with new furniture.
  • Different training days have been organised there by Prosegur volunteers, as well as handcraft workshops. Pupils and teachers are actively involved in a recycling project, taking part in craft fairs where products made from 100% recyclable materials are exhibited. The school’s kitchen garden has been made in the same way.
  • In 2015, the technological room was created for the students to have Access to the necessary technologies.

Incorporated in 2012, 42 children are taught there.

Location: Village of El Pindo, municipality of Villamaría, Caldas department.

Characteristics of the infrastructure found: There were cracks and problems in the ceilings. The kitchen and bathrooms were found in bad condition and not able to provide its required services.

Socio-economic characteristics: Settlers with very low income that live in areas at some distance from the school. The majority of the pupils are the children of milkers and farmers. The area’s economy is based on livestock breeding and the wood industry.

Current situation:

  • The bathrooms, the kitchen and the lunch room were rebuilt and a computer room and a sports court were built.
  • Pupils, teachers and Prosegur volunteers made the school kitchen garden that has served to include certain food items in the pupils’ diet.
  • For two years in a row, voluntary teachers from the Spanish Fundación Empieza por Educar have stayed in the area for a few weeks with a view to sharing new class room management and pupil motivation techniques with local teachers.
  • In 2015, the school had the opportunity to welcome Volunteers from the Empieza por Educar Foundation. Through teamwork and alongside the teachers of the schools, the Volunteers worked to improve the management of the classes.

Incorporated in 2013, 69 children are taught there.

Location: Small town of Guanchinté, municipality of Jamundí, Valle del Cauca Department.

Characteristics of the infrastructure found: The secondary school class rooms had no walls and the toilets threatened the safety of pupils and teachers alike.

Socio-economic characteristics: Lower class, peasant community with difficulties in accessing education. The area’s economy is based on maize growing and livestock breeding.

Current situation:

  • In 2013, three class rooms were built for secondary school courses and the toilets were rebuilt.
  • In 2014, voluntary teachers from the Spanish Fundación Empieza por Educar have stayed in the area for a few weeks with a view to sharing new class room management and pupil motivation techniques with local teachers.
  • Many Prosegur Volunteers have participated in the inauguration of the school through the donation of a toy to each kid. 
  • A kitchen and a dinning room have been constructed and the library was reformed. 

Incorporated in 2016, 160 children are taught in Clemencia.