Schools of Peru
436 piecitos colorados in 3 schools in Cusco, Jauja, and Lima.
Incorporated in 2011, 178 children are taught there. Rural area.
Location: Rural community of Huilloc, Ollantaytambo Province, Valle del Urubamba, Cusco.
Characteristics of the infrastructure found: The sanitary services were deteriorated and insufficient to cover the needs of all the students. The classrooms were made out of adobe, making them fragile in the raining season. The school lacked from a dinning room, as well as outdoor spaces for educational activities.
Socio-economic characteristics: Rural areas in which people speak Quechua and wear ancestral clothing. There is a high rate of school drop-outs, in the community, as children start to participate at an early age in their family business. Tourism is the community’s main economic activity, along with subsistence farming.
Incorporated into the project in 2013, 121 children are taught there.
Location: Ataura district, Jauja Province, Huancayo Department in the Junín Region. Mountain area. The school is located on the left-hand side of a road.
Characteristics of the infrastructure found: Bathrooms were in bad conditions and did not cover the needs of all the students. The size of the classroms was causing overcrowding, making teaching and learning difficult. In addition, there was no kitchen to prepare the food offered to the children every day.
Socio-economic characteristics: The families living within the community are fleeing from terrorism and have serious economic and educational needs. A high percentage of parents are illiterate and a lot of the children show signs of undernourishment. Agriculture and livestock breeding is their main economic activity.
Incorporated in 2016, 137 children are taught in Lima.
Location: The school is located in the Primero de mayo human settlement, in Villa Maria del Triunfo district within the province of Lima.
Characteristics of the infrastructure found: The school possesses two concrete floors in which the primary school classrooms, the principal’s office and a small reading room are in good conditions. However, the secondary school classrooms have wooden walls and calamine covered roofs. Some of the secondary school classrooms have been moved to the computer room and the library which are both reduced spaces for teaching a class.
Socio-economic characteristics: The school is located in the Primero de Mayo human settlement, a vulnerable area that is characterized by the violence and the presence of young criminals.