Annual Report 2010

A Peru where each child realises their full

potential through quality education,

economically-stable families and healthy

home environments.

SKIP Mission Statement

Inside SKIP. . .2010 Contents

Directors‟ Report 3 SKIP Philosophy 4 Working Methodology 5 Where We Work 7 SKIP Programme Structure 2010 9 Education 11 Family Welfare 17

Ecodev 17 Social Work 21 Psychology 24

SKIP success stories case study 1 – Carlos Garcia 26 case study 2 – Pedro Mercedez 28

Volunteers 29 Financial Summary 31 References 34

Throughout the report, participant names and photographs have been anonymised to protect their identities.

Director’s Note Looking back at a year in SKIP is a strange experience for me because it feels a bit like a time warp. The achievements we have made in the past year are truly incredible and I have to thank every person who has worked so hard for SKIP in 2010 to form a part of such a successful team.

I just took a moment to review the objectives stated in my report for 2009 and had a moment of pride as I realised that we have achieved every one.

We have seen impressive increases in funding, our income has almost doubled since 2009, largely due to volunteer contributions and donations and a contract with the European Volunteer Service. This has allowed us to recruit more volunteers receiving incentives which has stabalised the volunteer team and increased the number of qualified professionals.

The tireless work of each programme in collecting statistical data means that in this 2010 Annual Report we are, for the first time, able to provide clear evidence of the impact the SKIP programme has on the community in El Porvenir.

A few highlights;

Participation in the Primary Education Programme gradually increased throughout 2010 from 40 percent of children attending all three obligatory sessions per week to 69 percent by the end of the year.

80 percent of children in Primary Grades 2-6 improved their reading grade and 60 percent improved by two or more reading levels.

Families in the programme are four and a half times as likely to be registered for free government health care as other families living in El Porvenir and Alto Trujillo.

Repayments on Economic Development loans increased from a rate of 81 percent in 2007 to 98.14 percent in 2010

In 2010 we have also worked to improve and develop our communication with the families. The formation of a Parent Committee has opened new communication channels and enabled parents to take more responsibility.

The Parent Teaching Programme has trained a group of parents to volunteer as teaching assistants in the classrooms in the Primary Programme and recognise their own ability to educate their children. For 2011, we hope to develop this and enable more members of the SKIP programme to volunteer, encouraging them to recognise the important role they can play in these children's education and in their community's development.

Looking to the future, and a huge priority will be securing funding in order to continue developing our project ideas, the creation of a SKIP Health Department and look at project expansion. As the community is rapidly growing, the most vulnerable families live an increasing distance from the office and we are keen to be able to look at options for providing support within these neighbourhoods.

In addition, 2011 will see substantial developments in the Secondary Programme, as we move to formalise participation for these young people, as we have done in the Primary Programme in 2010.

So the hard work continues here and we are energised from our successes over the past months. I hope that the information in this report inspires you in your daily life, encourages you to spread the word about our work and leads you to continue to supporting us in any way you can. Together we can make these changes sustainable and offer the people in this community a brighter future.

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SKIP understands…

… that families are the principal force in the lives of children and therefore works with the entire familial unit, working to ensure that children are supported by loving, economically stable families.

… the complex factors and consequences of poverty and therefore employs a holistic approach focusing on four pillars of family development: education, economically stable families, emotional well-being, and healthy and safe home environments.

SKIP believes…

… that quality education is an important and sustainable route towards development.

… that working with the education system and in partnership with the community is the best way to affect change.

… that economically-disadvantaged families have the capacity to be the principal agents of change in their own lives and communities. Therefore, we provide a hand-up not a hand-out.

… that all children, both male and female, deserve quality education, thus we work towards the achievement of 2nd and 3rd millennium goals proposed by the UN:

By 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling;

Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education in no later than 2015.

… that the eradication of poverty is not a natural consequence of economic growth, but rather the result of collective action and shared will. Thus, SKIP models a development approach that prioritizes the inclusion of the most economically-disadvantaged individuals and families.

… in the global community's responsibility to promote universal quality education and eradicate poverty. Thus, SKIP's international volunteer program forges links between El Porvenir and other countries, providing opportunities for international volunteers to see and understand the effects of poverty. This intercultural exchange opens "windows to world" for Peruvians and seeks to instil a new sense of community and responsibility among all.

… in innovation and in bringing together the best education and development techniques from Peru and the international community.

… that successful individuals build successful communities and successful communities build a better world!

SKIP Philosophy

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Working Methodology

How we work

Our primary focus is giving children the opportunity to access educational opportunities. In addition to funding the child's school costs directly and offering additional lessons in both academic and recreational activities, we also work with local organisations to provide additional scholarships, for example in English and surfing.

However, enabling these children to benefit from educational opportunities is a far more complex issue than it may at first appear.

Why the whole family?

The home environment has a powerful and profound effect on children‟s development, both emotionally and intellectually. The community of children we are working with, due to a range of factors associated with their family and living environment, face a range of disadvantages, such as a lack of brain development, emotional difficulties and behaviour problems (Bynner, 2001).

Parents themselves are the most powerful influence in the lives of their children. Therefore, if we want children to succeed at school and have the best possible opportunity to meet their potential and grow up to be healthy, happy adults, we must work with parents at the same time as their children.

Why holistic support?

According to the UN, “narrowly targeted interventions may make inroads into particular aspects of poverty among specific population groups. However, without broad-based coverage that aims to redress inequalities and generate solidarity around development goals, these gains may not be sustainable” (UNRISD, 2010).

In order to support parents in prioritising and promoting education for their children, developing appropriate parenting skills and to combat a myriad of different challenges, we use a wide range of services from psychological and social work based interventions, to economic development and craft workshops. Included in this are objectives of reducing and preventing child abuse and addressing parental substance misuse, or domestic violence issues, where appropriate.

Of vital importance is supporting the development of resilience in children and young people. Improving self-esteem and self-confidence and social problem solving skills enables children and young people to overcome adversity and develop more positive identities (Daniel and Wassell, 2002). SKIP has a crucial role to play in all of these areas.

“The most effective early child development programmes provide direct learning experiences to children and families, are targeted toward younger and disadvantaged children, are of longer duration, high quality, and high intensity, and are integrated with family support, health, nutrition, or educational systems and services” (Engel et al., 2007, p. 229).

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Working Methodology

Why such a focus on participation?

In some ways the emphasis on participation is obvious, people can't learn anything if they aren't there to learn it!

For enrolled families, school materials, uniforms, fees and so on are a conditional incentive, paid on the understanding that parents comply with the programme requirements. In terms of obligatory activities; children in Primary school attend SKIP after-school lessons three times per week, parents have bi-weekly workshops, and/or help in the primary lessons. There are also General Meetings held on a monthly basis.

During 2009, we identified some key barriers to participation and learned that the most significant obstacle was the distance to travel in to the office. Since this time, in addition to increasing the level of service provision, we have reinforced the importance of participation to the families, developed a clear process for removing families who refuse, or are unable, to engage and shifted our recruitment of new families entering the programme to focus on the areas closest to the SKIP Centre location. The result has been a dramatic improvement in attendance and participation.

Boosting Social Protection

“Social protection is generally understood as a set of public actions that address poverty, vulnerability and exclusion as well as provide means to cope with life's major risks throughout the life cycle.....There is a growing body of evidence from a range of developing countries that social protection programmes can effectively increase the nutritional, health and educational status of children and reduce their risk of abuse and exploitation, with long-term developmental benefits” (DFID et al., 2009).

Although UNICEF views social protection as a human right (Kamerman et al. 2006), countries such as Peru, with limited resources, are struggling to provide these services to families. In simple terms, these would comprise some kind of welfare benefit system, pensions, unemployment and cash pay outs for families living in poverty and also social services.

The idea of using conditional incentives, like in the SKIP model, has found widespread global success. In the Brazilian scheme, supporting over 11 million people, 'Bolsa Familia', a cash family allowance is given to the poorest families, requirements include that their children are enrolled in school and have participation levels of at least 85 percent. Benefits are suspended if families fail to comply (ILO, 2009).

In Peru, there is a similar scheme to bolsa familia called, 'Juntos' but the provision is limited to families living in the mountain regions and therefore those in El Porvenir are not eligible to apply.

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What Next?

In order to provide a truly holistic programme, it is clear that the services we provide should include health. This has become all the more important since the free governmental health care programme was downsized substantially in October 2010 due to lack of funds.

SKIP has always run intermittent health campaigns when time and resources have allowed. Moving forward, we are investigating options for expanding these services and having a permanent health programme located at the project. Several options are being explored with an organisation called, Two Weeks, who recruit qualified medical professionals for two week volunteering opportunities and also working with the Peru Language School to provide medical Spanish courses to students and professionals who will also volunteer in the afternoons with SKIP.

Where We Work

El Porvenir and Alto Trujillo

El Porvenir is one of the 11 districts of Trujillo. In 2007 it was estimated to have over 140,000 inhabitants, making this the second largest and most populated barrio of Trujillo. Population growth is over double compared to the rest of Trujillo, which also makes it likely that the average age will be even lower than that in Trujillo, which is young at 22 years (Municipalidad Provincial de Trujillo, 2005).

Employment in the area is transient, with few permanent contracts and a high level of self employment. Lack of education means a surplus of workers for unskilled labour, a fact which is exploited by employers, leading to poor pay and working conditions. As a result, 79.9% of the total labour force has no health insurance and the vast majority are living in absolute poverty. Not surprisingly, 22% of the population are undernourished, a problem which will only be exacerbated by a reduction in health care provision in 2010.

Home to 50,000 people, Alto Trujillo has formed as an extension of El Porvenir, a 'Municipal Project,' as the area has been subject to rapid growth, following huge levels of migration from the mountain and jungle areas (45% of people in El Porvenir). Because this community live further out into the desert, they are subject to poorer living conditions with even less access to basic amenities such as running water, electricity and basic sanitation. The population is extremely young and 70% are estimated to be under the age of 25 years.

Both Alto Trujillo and El Porvenir are areas with high levels of crime and anti social behaviour. In recent months, the situation has deteriorated significantly, particularly in Alto Trujillo. Police are increasingly unwilling to enter and gangs are taking control, other NGO's have been forced to cease operations due to intimidation. Fortunately the SKIP office is located on the edge of the desert and at the end of proper roads. This affords us protection and we are in a more stable and secure location as a result.

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SKIP PROGRAMMES 2010

2 Main Programmes 7 Sub-Programmes 14 Defined Projects

Early Childhood

Nursery

Parent Teaching

Child Education

Primary School

Extra-Curricula Teaching for Primary

Children

Primary School Holiday Club

Secondary School

Secondary Teaching

Secondary School Holiday Club

Child Welfare

English

English Teaching to Primary School

Scholarship in English institutes

Family Welfare

Psychology

Social Skills Training

Counseling

Social Work

Family Assessment & Support

Health Campaigns

Economic Development

Microcredit

Business Training & Handicraft Workshops

SKIP Programmes 2010

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Education Programme

Throughout the year, SKIP supports families and their children through the following Education Programs:

School enrolment and supplies

Education programme – Primary school

Education programme – Secondary school

Education programme – English

Education programme – Holiday Club – Summer School

Nursery programme

Extra school activities

Library

Workshops

School Enrolment and Supplies

Public education in Peru is not free and the cost of paying for fees, supplies and uniforms often proves to be prohibitive for lower income families. In the community of El Porvenir, many families are barely able to find enough money to feed their children and, despite placing a high value on education, they are unable to prioritise it over other basic needs.

Each year, we fund education costs for all of the children in our programme, which includes enrolment, school supplies, shoes and uniforms. These payments are made as conditional incentives, in return for families' participation in the SKIP programme.

In 2010, 295 children and young people participated in SKIP‟s programmes. This consisted of 10 children on the Nursery Programme, 176 children on the Primary Programme and 109 young people in the Secondary Programme.

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Education Programme

Education Programme – Primary School

Children attended enrichment classes at SKIP three times per week in the afternoons and on Saturday mornings for three hours at a time. We have seen striking results with attendance statistics showing gradual and consistent increases over the year from 40 percent of children attending all three lessons per week up to 69 percent by the end of the year.

The lessons focus on improving children's basic skills in Maths, Reading and Writing, at the same time as emphasising critical thinking, problem solving and creativity through learning structures and tools that promote sound intellectual development and sustained interest in learning. We have developed a fully structured curriculum, using a methodology which encourages the children to interact with the information they are learning. This means less of a focus on copying from the blackboard (which is the main teaching method in Peru) and more emphasis on enjoying learning through activities and stories.

For the first half hour of the sessions, children read their class reading books. This provides them with the opportunity to read a long story on an ongoing basis, a special treat for children who do not have books at home.

After an hour and a half of structured lessons, we help the children with their homework. In families where parents work extremely long hours, and/or may not be literate themselves, this homework help is extremely important in supporting children to gain good grades and make sure that they understand their classwork and do not fall behind. With the younger children, there is a focus on practising reading out loud, which is a hugely important factor in predicting how quickly they will become literate.

In 2010, children‟s performance at primary school level continued to improve, we tested the children and the beginning and end of the school year in order to monitor their progress.

At Grade 1, out of the 30 children participating in the project, 19 children tested for numeracy, with 79% improving. For literacy, of the 24 children tested:

92% stayed the same or improved, including 67% who improved at reading the alphabet and 79% who improved at writing the alphabet

96% stayed the same or improved, including 46% who improved at writing words

20% improved from 0% to 80% on writing words

At Grades 2-6, 115 of the 132 children participating in the project tested for numeracy, with 82% improving. For literacy, of the 116 children tested:

80% improved their grade, whilst 7% remained at the highest level;

60% improved by 2 or more reading levels;

24% now read at the highest level we have in primary.

The literacy comprehension of 100 children was also tested,

70% staying the same or improving, including 57% who improved and a total of 11% scored 75% or higher.

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Education Programme

Education Programme

Secondary School

For the young people aged 12-18 years, we run a series of workshops in subjects such as English, Maths, Art and Sports. A grant with a partner organisation Everything Is Possible based in the UK entitled, 'Black Butterfly', enabled us to run a photography workshop for 10 weeks which included making a calendar and cards with the photos and a trip to Uruguay to attend a conference for one young person.

The teaching ethos is the same as in the Primary Programme, where we use applied methods. For many of our students, they are the first in their families to attend secondary school and we aim to assist them in becoming the first to graduate as well. For the Secondary Programme, there is also a youth work component as we try to create an appropriate atmosphere to aid the difficult transition from childhood to adulthood. Through a youth club on Saturday afternoons, we have held issue-based

sessions and workshops on a range of topics encouraging these young people to make positive choices for their future lives.

Where group work has been unsuccessful, or not sufficient, we have also developed a structured mentoring scheme. Young people are allocated a youth worker to help them plan for their futures and discuss challenging, or difficult issues. During 2010, we developed a support planning process, creating worksheets and activities to engage young people in work.

In total 109 young people participated in the Secondary Programme. Although a number of young people positively engaged in activities, in particular the Saturday workshops, attendance was not consistent. Having completed a final evaluation of the project, for 2011 we plan to prioritise improving participation.

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Education Programme Education Programme – English

Since 2004, SKIP has been providing English language lessons and support to primary students in El Porvenir. This programme was initiated both to take advantage of our strong English speaking volunteer base and also to give students a head start as they are required to learn English in school.

In 2010, SKIP worked with two local public schools, Virgin Del Carmen and Indoamericano. For the first 5 months of the year we held classes for 3rd and 4th grade-level children, around 550 students learning English twice per week. Unfortunately volunteer numbers dipped significantly in August and it became clear that we would not be able to continue.

A review of the programme, concluded that the lessons most beneficial lessons were when the Peruvian class teachers were fully supportive of SKIP and involved in classroom discipline. As a result, we restructured the English Programme and completed a selection process with the teachers. We continued teaching around 180 children for the remainder of the year. The change in the lessons was striking and volunteer feedback was hugely more positive about their experience of teaching in the classes and also the level at which the children were learning.

At the SKIP Centre, we also offered elective English lessons for children in both the primary and secondary

programme. Attendance in secondary was extremely low, around 8 students. The main reason for this was

because 17 students have scholarships at a private language school, funded by the American Consulate. In

the primary programme, 25 children consistently attended English lessons in four separate ability groups. For

2011 English will become a core subject in SKIP Primary, rather than elective, along with Art and Sport.

These programmes provide children with new language skills and improve their ability to communicate with

others. These abilities will open doors to other cultures and increase options for employment.

Education Programme – Holiday Club

In Peru, there is a three-month school break from mid-December to mid-March and SKIP provides a seven-week holiday club for the primary and secondary children with full programming in the mornings and afternoons Monday to Friday. For Primary, mornings were devoted to academic subjects – Maths, Literacy and English. In the afternoons, children had the opportunity to explore more recreational activities, including sports, art, dance and drama. Secondary students were offered a similar range of subjects but these were offered as electives.

For the holiday club, our teaching philosophy was the same as for the rest of the year – to teach the children in a fun and stimulating environment and challenge them to think for themselves and think creatively. The holiday club was a tremendous success and over 150 children enrolled, with a consistent average daily attendance of 95 children and young people. Each child was provided with a piece of fruit every morning, as many go without breakfast and we also used this to encourage healthy eating and improve their concentration.

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In 2010 we provided:

Primary Programme: Mathematics Literacy Reading/Puzzles English Art/Drama/Music Sports

Secondary Programme:

Mathematics Spanish English Computers Communication Art Comics Jewellery Making Sports Surfing

Education Programme

Nursery Programme

The Nursery Programme has been designed to educate parents in child development, behaviour management techniques, stimulative play and healthy eating. It also helps parents understand the importance of interacting with their young children. In conjunction, the children benefit from experiencing a nurturing and educational environment.

The Nursery Programme involves a small group of mothers, each with children between the ages of three and four years, who alternate shifts in order to help run the nursery five days per week. Mothers give their time one morning per week to work in the nursery. In return, their child receives free care for the remaining four mornings. Two volunteers assist in supervising the children and train the mothers in how to run the nursery.

During 2010, 10 children enrolled at the start of the year. There were ongoing difficulties with parental participation and we were unable to recruit a new Coordinator for the project after July, which meant this role had to be filled by the SKIP psychologist, ultimately with help from a Peruvian volunteer who agreed to increase her volunteering hours.

Despite these challenges, the project has sustained a teaching space for the children in the mornings and they have made significant progress in their development over the year.

Extra School Activities – Library

The library is a popular place within the SKIP office. The space is set aside to create a calm educational environment for the children. They are encouraged to come to the library before and after school to receive help with their homework from volunteers. The library is stocked with both educational and recreational reading, plus a wide variety of board games and jigsaw puzzles the children can play with once they complete their homework. During 2010, an average of 20 children per day accessed and benefitted from the library.

Extra School Activities – Workshops

In an effort to provide multifaceted programmes, we run special-interest workshops for the primary and secondary children. These programmes offer the children additional learning opportunities to explore new things with activities that are not always available in the public school system. They also provide children with direct insight into the activities of different professions and industries so that they can begin to develop realistic understandings of adulthood.

In 2010, we offered the following programs:

Handicraft Comic Book Group English Surfing Mathematics Computer Workshops Sports Painting / Art

Newspaper Chess Dental Campaign Health Campaign Sabados Culturales

(Saturday Youth Group) Job Club Music Photography

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Family Welfare

The communities in which we work face a range of social challenges. Families struggle to meet basic needs and educational opportunities are limited. We work in partnership with families to help them realise their own potential and make positive decisions in their lives. Throughout the year, SKIP provides support in several different ways through these Family Welfare programmes:

Economic Development Programme Social Work programme Psychology programme

Economic Development

The mission of the Economic Development (EcoDev) programme is to improve and stabilise the economic situation of SKIP families through independent business initiatives. We help families create sustainable sources of income and provide them with opportunities to develop their skills in business and handcrafts. The EcoDev department has continued to grow in 2010 adding more options to its programme. Our current project portfolio includes the Microcredits programme, which provides loans and business consultations to small business owners, as well as savings programmes and business workshops. The EcoDev team also run a Production Workshop programme, which involves three types of workshops: crochet and macramé, sewing and jewellery making. In these workshops, SKIP mothers develop their creativity and ability to make a variety of products, which SKIP in turn takes responsibility for selling in various ways, thus helping to raise the family‟s socioeconomic level. Finally, in 2010 we developed a new Construction programme we have committed to improving the quality of life of the families by taking part in home improvements through construction of roofs, washrooms, doors, and flooring. This project began with great participation, which strengthened our commitment to continue working and building for SKIP families.

Microcredits

The mission of the Economic Development (EcoDev) programme is to improve and stabilise the economic situation of SKIP families through independent business initiatives. We help families create sustainable sources of income and provide them with opportunities to develop their skills in business and handcrafts. A small level of interest is charged, set at 1% per month (in comparison, it is commonplace for microcredits in banks to be awarded with levels of 40-60% interest per annum). Our current project portfolio includes the Microcredits programme, which provides loans and business consultations to small business owners, as well as savings programmes and business workshops. The EcoDev team also runs a Production Workshop programme, which involves three types of workshops: crochet and macramé, sewing and jewellery making. In these workshops, SKIP mothers develop their creativity and ability to make a variety of products, which SKIP in turn takes responsibility for selling in various ways, thus helping to provide an additional income. Finally, in 2010 we developed a new Construction programme which offers loans to families for home improvements such as, roofs, washrooms, doors, and flooring.

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Other kinds of Loans:

Emergency Loans

We also give loans for emergencies, up to the value of 100 soles. These are only awarded to families who do not have other outstanding loans with SKIP following a credit history check and are usually provided in the case of medical emergencies.

Gas Cooking (Cocina Mejorada)

Families cook with toxic 'briquettas' and/or wood, both of which have significant negative consequences for health. In 2010, we continued working with families on these issues, including running workshops on the benefits of cooking with gas and setting up an initiative to build some wood burning fires with chimneys. We now offer loans to cover the cost of purchasing all necessary items to start cooking with gas, including costing out the prices for families to demonstrate that it will not be any more expensive.

Economic Development

Circulating Funds in El Porvenir

Economic Development Programmes

Programme Activity 2007 2008 2009 2010

Total number of loans opened 36 19 61 94

Total amount loaned (circulated) during the year (S/.) 4,083 3,475 9,980.5 18,451.50

Total number of open loans at year end 15 13 32 29

Total amount open at year end (S/.) 2,418 1,440 3,868.25 7,682

Total amount listed as lost in the year 772 292.5 379 344

Total number of families participating 22 14 43 49

Total amount of interest (planned) 673.10

Total amount of interest (collected as for January 1, 2011) 354.10

Repayment rate (%) 81.09 91.58 96.20 98.14

Average number of months 3.59

Average number of payments 14.55

Average amount of payment 14.81

Total amount loaned (circulated) in El Porvenir

S/. 0.00

S/. 2, 000.00

S/. 4, 000.00

S/. 6, 000.00

S/. 8, 000.00

S/. 10,000.00

S/. 12,000.00

S/. 14,000.00

S/. 16,000.00

S/. 18,000.00

S/. 20,000.00

2007 2008 2009 2010

Total Amount Loaned DuringYear (S/.)

Total Amount Open at YearEnd (S/.)

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Year

Total amount loaned

during the year (S/.)

Total amount open

in the end of year (S/.)

2007 4,083 2,418

2008 3,475 1,440

2009 9,980.50 3,868.25

2010 18,182.50 7,682

Economic Development Production Workshops

In 2010, we have continued to run craft based workshops for the mothers in knitting, jewellery making and sewing. Mothers from the SKIP families are responsible for the groups and prepare activities for the mothers and teach them new skills. In many ways, these groups are an opportunity for the women to get together and share stories, talk about what is going on in their lives and gain a little adult social time away from the children and work. To this end, when thinking about setting up a group to look seriously at selling products and develop a business structure, we recognised that it was important to form this as a group apart from the rest. The 'grupito' was born.

Mothers had to commit to attending additional workshops on a weekly basis in order to be a part of the group which began with 10 mothers. Training did not focus on how to make products, as these were some of the most skilled mothers in the programme, instead they were encouraged to think about their products from a sales perspective. We made contacts with local businesses selling tourist products and asked them for feedback and advice. We received donated fabric from Canada and the mothers began to experiment with designs and ideas.

We have a number of stores in the local beach town of Huanchaco that are selling products and sales have increased substantially. However, there is still a long way to go to designing a product line and we will continue to develop these ideas in 2011.

Construction Project

Following feedback from participants in the programme, in 2010 we began to think about how to develop a loans system for home improvements. We recognised that families struggled to raise the funds for such projects and were also at risk of poor workmanship from unscrupulous building companies. This project also had a secondary objective of encouraging involvement from fathers in the SKIP programme in a construction project.

We began with our first construction project in October 2010 and completed a further 6 projects before the end of the year. We are working with a qualified builder who is also a father in the SKIP programme. EcoDev team volunteers accompany him on the building projects and learn about the construction business and liaise with families about their loans.

Case Study

Diego lives in El Porvenir with his wife and 5 children who have all been a part of the SKIP programme for the past 6 years. In 2010, along with around 10 other fathers he was interested in the new construction project. However, he was the only one who sustained participation and the project progressed with just Diego and several international volunteers.

Since October 2010, we have been working with Diego, completing projects on a fortnightly basis, mainly in floors, roofs and wall plastering. Diego has been able to earn a decent living wage on the days that he has worked with us and indicates that it has increased his overall income. Further, he has personally applied and been awarded a microfinance loan to complete his own home improvements. 19

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Social Work

Overview

The Social Work team at SKIP has a close working relationship with all of the parents involved in the programme. Drop-in sessions are provided at the SKIP Centre throughout the week in both the mornings and afternoons and provide an important source of information and advice for the families.

At the start of the year, the Social Work team assist with the registration of all of the families in the SKIP programme, which includes signing written agreements (and, critically, ensuring service users understand what they say), obtaining relevant documentation and settling in the new intake of families who have just joined the programme.

Following this, the team are involved with applications to join the programme from interested families who present at the office all year round. The application process involves initial assessment at time of presenting, which we use to select families who will go forward to the next round. Subsequently we conduct a home visit to do a more detailed assessment of the family situation, looking at a range of different factors in order to identify the most vulnerable families. These families, assuming they participate fully in the selection process, which includes a series of six workshops, will be selected to join the programme the following year.

In addition to this work, there are a number of other key tasks:

Home Visits

SKIP conducts two mandatory home visits per year to ensure that we have up to date information about the family circumstances. These visits are also used to talk about difficulties and support parents in problem solving, as well as remind them of the services that are on offer at SKIP, if relevant.

Additional house visits also take place throughout the year, for example if families are in crisis.

SIS registration

The bi-annual home visits are also used to complete relevant paperwork for the SIS (Seguro Integral de Salud). In Peru, families must be assessed by a qualified social worker in order to be eligible for state health care, which provides some free services. The chronic lack of social workers means it is common for families to experience lengthy delays.

In 2010, 92 percent of the families in SKIP had health insurance, 116 families were registered for the SIS and 2 families with cover provided by their employment. Reported statistics for El Porvenir suggest that 79.9 percent of the total labour force are not covered by any kind of health insurance, which means that their children will also not be eligible. Thus, SKIP families are over 4 and a half times more likely to have health insurance than other families in El Porvenir.

Poverty Index

In these home visits, for 2010 we also began to track families‟ standing on the poverty index. This assessment has been standardised for Latin America and includes information about the number of children in the household, number of bedrooms, family income and so on. A score of less than 30 indicates absolute poverty, most commonly understood as households living on less than $1.25 (USD) per person per day.

For 2010, we were able to complete assessments for 122 of the 128 families. Of those assessed, 74 percent were found to be living in absolute poverty, the remainder in relative poverty. We are now completing this assessment with families applying to SKIP in order to prioritise those living in absolute poverty.

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Social Work Child Protection

Social services support for families in El Porvenir and Alto Trujillo is extremely limited, only 3 child protection social workers are provided for the whole of Trujillo's 800,000 people. As such, the Social Work Team's responsibility to record family information accurately is paramount, so that we are able to identify risks or concerns and respond to these appropriately.

SKIP holds multi-departmental 'complex case' meetings on a weekly basis, attended by Coordinators from each main SKIP programme. These meetings are used to identify families experiencing serious difficulties, develop intervention strategies, allocate work for each department and track progress and developments from week to week. The Social Work team have a key responsibility to monitor child protection issues and ultimately, make decisions about the need to refer cases to statutory services.

Workshops

Bi-weekly training sessions are held in small groups of around 15-20 people between May and December. Parents are able to learn about a range of issues from health care to parenting techniques and share their experiences and insight, creating a learning environment of peer support and solidarity. Attendance at these workshops is obligatory and included in the agreement that each family signs at the beginning of the year.

In 2010, attendance over the 10 session course was at 68 percent, an impressive achievement considering that this is a community with a huge amount of demands on their time and limited resources. There was an average 18 percent justification rate when people missed sessions, leaving just 14 percent who failed to attend and did not explain reasons for their absence.

Special Campaigns

Throughout the year the Social Work team help with the organisation of Special Campaigns. The team usually takes responsibility for advertising the event to the families, talking to parents and arranging schedules.

This can also include forming working relationships with other organisations in order to find out about campaigns outside of SKIP run by the Government or other NGOs. One such campaign in 2010 was for free distribution of the National Identity (DNI) cards which usually cost around 30 soles each. These ID cards are extremely important in Peru and are essential in order to claim for health care and adults are also supposed to carry them with them at all times. There were two campaigns last year and around 80 children and 90 parents were able to obtain free DNI cards.

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Social Work

Social Work Case Story

Mrs Fernandez, age 49 years, was born in a village about two hours from Trujillo. She has been a part of the SKIP programme for 3 years and has 6 children.

During one of the social work workshops, mothers learned how they could check themselves for breast cancer. During the session, Mrs Fernandez was concerned to discover that she could distinguish what she thought was a lump in one of her breasts. Consequently, she discussed her concerns with the Doctor who was facilitating the session.

Following this examination, concerned about the lump, the Doctor assisted SKIP in making a referral to the cancer specialist in Trujillo. All of these appointments were provided free of charge, using SKIP contacts with medical organisations. Fortunately Mrs Fernandez had SIS in place and was subsequently able to receive free treatment.

Understandably, Mrs Fernandez was anxious at the time of diagnosis, especially in regard to concerns for her youngest children. The SKIP social work team were able to provide intensive support during this difficult period, attending appointments with her to make sure that information was presented in a way that she could understand, offering a shoulder to cry on and a source of support and encouragement.

The most recent medical tests have indicated that chemotherapy has been successful and Mrs Fernandez is in recovery.

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Psychology Programme

This year, the SKIP psychology programme has followed a public health model, which increases the number of individuals who are able to access mental health resources. Through this model, interventions are provided at three different levels:

Primary / Universal interventions are intended to prevent problems before they arise, and increase the social and emotional well-being of all families

Secondary interventions are targeted at families with identified problems, in order to alleviate distress and prevent the escalation of the problem.

Tertiary interventions are for individuals and families in crisis, and are conducted to treat psychological issues that have already developed.

At the Primary Intervention level, we created and carried out a set of workshops for all mothers enrolled in the programme on child development and behaviour management. These workshops reviewed basic cognitive, social and moral development milestones for children ages 3-18 years, and provided discipline strategies to use at different developmental time points. At the start of 2011, follow-up workshops will be provided to work more closely with parents to help them develop discipline plans for their own families and practice behaviour management skills with their children in real-time, so that they can receive feedback on their use of these skills.

At the Secondary Intervention level, we carried out support groups for primary-school children identified by their parents and/or teachers as having behavioural or emotional problems. The purpose of these groups was to provide the children with a safe place to explore these concerns, while also receiving tips for how to control their behaviour and manage their emotions. These groups also allowed the psychologists to assess multiple children at once and identify those who required more intensive interventions.

In addition, psychology teamed up with Secondary Education to carry out a youth work curriculum with students in danger of failing, or dropping out of, school. This project paired an adolescent with a SKIP team member who acted as their mentor, guiding them through activities designed to help them identify their strengths and goals while motivating them to pursue realistic ambitions.

At the Tertiary Intervention level, the primary psychologist carried out individual, couples, and family therapy with those families most in need; specifically, those individuals who had psychological disorders or were suffering from severe emotional distress. Children, adolescents, and adults suffering from a variety of disorders, including depression, anxiety, posttraumatic stress disorder, conduct disorder, attention-deficit hyperactivity disorder, and personality disorders were provided with therapy tailored to their specific diagnoses. In addition, couples whose relational problems were affecting the mental health of their children were provided with therapy to improve their interpersonal communication and parenting techniques.

Finally, in 2010 we began to focus more on formulating and carrying out research to better understand the mental health needs of our families. The staff psychologist (who is currently conducting her doctoral dissertation within SKIP) worked with other team members to interview 100 mothers in SKIP to gain insight into their lives. In 2011, their children will also be assessed to determine their IQs and subsequently this information will be analysed to help the team gain further understanding of the community we are working with.

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25

SKIP Success Stories

Carlos is 8 years old and is in second grade of primary school in El Porvenir. He lives with his mum, dad and younger brother close to his school.

As a baby, Carlos was very quiet and somewhat sickly, he did not speak his first words until 18 months and his speech developed slowly. At the age of three his behaviour changed dramatically and he became highly active and difficult to control.

Carlos' progress since nursery has been abnormally slow. His teachers state that he is competent but that he is uncontrollable and unable to concentrate. Despite clearly exhibiting learning difficulties from the beginning of his school career, Carlos did not receive additional help. His teacher, lacking the skills, resources and patience to deal with Carlos' behaviour resorted to physical and verbal abuse for some time before the family revealed the situation to SKIP. SKIP supported the family in making a formal complaint before moving him to another local school.

The Psychology and Education Departments have been working extensively with Carlos since his entrance into the programme in 2009. Completing intelligence testing showed that Carlos has special educational needs and further testing revealed a phonological disorder and attention deficit hyperactivity disorder. Carlos also presents problems with motor control and severe difficulty with his vision.

Between SKIP, Carlos' new school and his family, the decision was taken to keep Carlos in mainstream education at this point. SKIP made contact with SANE, a local governmental organisation that supports children like Carlos in school. Together with SANE, SKIP has insisted that Carlos receives special consideration and now, for example, the requirements to pass from one grade to the next are more lenient for him. The school has been encouraged to be more sensitive to his academic needs as an individual student.

SKIP has also collaborated with Santo Toribio, an educational institution in Trujillo for children with learning difficulties. Having presented SKIP's analysis of the case, Santo Toribio agreed to provide a mobile support teacher who visits Carlos at his mainstream school to monitor and assess his progress. The support teacher then works with Carlos' teacher to adapt lesson content and assessments to suit his special educational needs.

At SKIP, Carlos is in class 2 of the mainstream education programme, which all primary students attend 3 times per week. He also receives additional one-to-one support twice a week as part of our “nurture group”. In the nurture group, the teachers spend extra time with students who present special needs. Carlos has received extensive basic academic support and speech therapy as part of this group. The teacher has also concentrated heavily on improving social skills and helping him manage his behaviour at home and at school.

Carlos was prioritised for SKIP's optical campaign, through which he was sight tested and provided with glasses. SKIP has also worked with Carlos' parents to help them better understand his difficulties. The psychology team have offered practical advice and training on how to manage his behaviour at home. The education team have shown his mother how to support his academic progress despite not being able to read herself.

Carlos has responded extremely well to the intensive support that he has received during 2010. At the start of the year, in communication, Carlos was unable to recognise letters of the alphabet. In the December testing, he showed he was able to read the alphabet (59%), write the alphabet (80%) and write short words (60%). His maths results also improved, but the most remarkable change has been in his management of peer-to-peer relationships. He is a participative and happy member of the class who is now able to work in groups and share materials with his peers. There is no doubt that Carlos now has the chance to lead a better quality of life at home and at school.

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27

Pedro Mercedez is 15 years old. He is the fourth of 7 brothers, born in a small village in the region of Otuzco, Peru. The family moved to Trujillo in search of improved academic opportunities for Pedro and his siblings, upon which they all became part of the SKIP programme, over four years ago. Pedro is currently in the 4th grade of his secondary education and his strong academic results have just allowed him to pass smoothly from third to fourth grade of secondary. He now has only one year to go in order to complete the national secondary education requirements.

Secondary students in Trujillo study predominantly in the afternoons. Pedro uses his free mornings to work with his father as a construction assistant, earning approximately S/.80 (£20) per week. After giving some of the money to his family, he was thrilled to be able to save enough to buy a computer, which he uses for school work and to investigate how he might like to continue his studies after school. Wishing to build upon his experience and interest in construction, he is currently inclined towards a degree in architecture and is again saving money to support this ambition.

When Pedro first attended SKIP‟s activities he was painfully shy and found it very difficult to interact and socialise with his peers. Despite this, his attendance has been consistently high. Pedro has regularly attended secondary workshops on Saturday afternoons. Run by the secondary team in collaboration with psychology, these sessions provide psychosocial education in dealing with issues such as identifying and overcoming barriers to ambition and motivation, improving study skills and personal organisation, choosing a profession, avoiding antisocial behaviour and conflict resolution.

In all these workshops, the students are encouraged to participate in team activities as an integral part of the learning experience. Our observations of the community in El Porvenir have always found a striking lack of interpersonal trust and group cohesion. These sessions have created a feeling of solidarity amongst the students and Pedro has taken the opportunity to meet and share experiences with many other adolescents like himself. Slowly, but surely, he has become more confident and participated in group work with increasing ease, finally finding his public voice and the self assurance that his opinion is valid.

Despite facing the challenges of a childhood and adolescence living in extreme poverty, Pedro is an ambitious, responsible and respectful young person and it is a pleasure to see him at the office with the other secondary students, both in the workshops or playing sport or games outside of class. He is well on the way to successfully transitioning from childhood into adulthood and we hope that with continued SKIP support, we will be able to work with him towards his goal of being the first in his family to graduate from University.

Pedro says that SKIP has given him “the opportunity to make new friends and to be more ambitious, but more specifically, to be on time for things!” He also added that he is grateful to SKIP for the work we have done with his whole family, with his brothers and sisters in particular, who have access to resources and support he didn‟t have when he was younger and living in the mountains.

SKIP Success Stories

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Volunteer Section

0

20

40

60

80

No of

Volunteers

2003 2005 2007 2009Year

Annual Increase in International Volunteers

Volunteers at SKIP play a vital role in the development, financing and delivery of the organisation. We receive volunteers of all ages from all over the world, who apply to work on the different programmes delivered by SKIP. We also have a number of volunteers from within Peru, including the local communities that we work with. This is important in maintaining a balance between international and local influences on the development of the project. Whilst volunteers often bring their own skills and specialist knowledge, they also gain a huge amount of experience and develop new expertise through their work at the project.

Volunteers are inducted and supported by the Volunteer Co-ordinators, who also live alongside them in the Volunteer House and receive regular tutor sessions. In addition, they are managed and supported by the individual Programme Co-ordinators for their daily work at the SKIP centre, such as the Primary or Economic Development Co-ordinator.

The number of international volunteers working for SKIP has dramatically increased in recent years and reached a record high of 74 volunteers during 2010. This is largely as a result of significantly increased recruitment drives, especially through the improved SKIP website. This has helped facilitate the expansion of the project in line with increasing service user participation in the SKIP Programmes.

0

5

10

15

20

25

30

35

2007 2008 2009 2010

1 month

2-3 months

4-5 months

6+ months

The nature of volunteering has also developed in recent years, including an increasing emphasis on volunteers committing to the project for longer periods of time. It has become difficult and resource-intensive to co-ordinate, manage and train such a large number of volunteers working at SKIP for short periods of time. Therefore, extending the time period that volunteers work at the project will help to improve much-needed consistency for supporting the children, young people and families. We are now beginning to see a trend in the increasing length of stay of volunteers, with more coming for 2 months or more and less volunteering for 1 month.

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Volunteer Section

Our European Volunteer Service (EVS) contract through Everything is Possible has provided a further element of stability to the volunteering infrastructure. This contract runs from 2009-2011 and has provided funded volunteering placements in addition to funding for volunteer training and a photography project with young people in Secondary School. A further 9 volunteers are already confirmed for 2011 with placements from 6-8 months.

In 2010, we have also moved to improve the professional nature of the volunteering team. Following a restructure last year, we have increased the number of posts for professionally qualified volunteers, with a basic financial incentive. Consequently, these volunteers are more likely to commit to SKIP for a longer period of time. As Programme Co-ordinators, these staff are also responsible for supervising unqualified volunteers.

The combination of improved recruitment, re-structured staffing and secured funding has impacted upon the composition of SKIP‟s income. As a result, volunteer contributions now account for 59% of SKIP‟s revenue. In such an uncertain international economic, political and funding climate, this crucially provides SKIP with a strong and sustainable financial base.

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Financial Summary

Historical Data

The year 2010 proved to be the largest and most active in the history of SKIP. Accordingly, our monetary receipts (income) grew by 65% over the financial year and have nearly doubled since 2009. The increase is attributed to strong interest in our volunteer programmes and continued growth in general support from donors. We have managed our expenditures in accordance with our receipts (income), making full use of our annual donations to expand and improve programming. The graph on the right details annual totals of receipts/income and expenditures. Note that we have adjusted the accounting period to provide financial and calendar year data in 2010.

31/05/2005 31/05/2006 31/05/2007 31/05/2008 31/05/2009 31/05/2010 31/12/2010

Receipts £8,364.00 £9,318.00 £14,793.00 £32,307.00 £34,473.00 £59,319.00 £66,664.61

Expenditures £7,813.00 £9,013.00 £15,288.00 £21,034.00 £36,263.00 £62,041.00 £69,460.87

£-

£10,000.00

£20,000.00

£30,000.00

£40,000.00

£50,000.00

£60,000.00

£70,000.00

Annual Monetary Receipts (Income) & Expenditures:June 2004 – December 2010

Receipts (Income)

SKIP is primarily supported by donations from individuals and organisations. SKIP categorises donations according to three separate sources/ purposes: Required Volunteer Contributions, General Donations and Special Project Receipts. Below is a table and graph detailing the break down between the categories for the calendar year 2010. Explanations and additional details for each category follow.

Required Volunteer Contributions consist of monetary receipts from individuals who come to Peru and work within SKIP programmes. SKIP has developed a strong volunteer base through word of mouth and consistent recruitment activities (see the Volunteer section of this report for more detailed information).

Summary of Monetary Receipts (Income)

For the year ended December 31, 2010

Monetary Receipts

Required Volunteer Contributions £ 39,070.20

Direct Volunteer Contributions 20,343.70

EVS Contract 18,726.50

General Donations 23,575.95

Special Project Receipts 4,006.77

Interest 11.69

Total Monetary Receipts 66,664.61

Direct Volunteer Contributions are derived from individuals who volunteer to work with SKIP and pay with personal funds or through independent fundraising. SKIP has a number of tools to assist volunteers in fundraising. In late 2009 SKIP opened a new avenue for funding by signing contracts with the volunteer sending organisation Everything Is Possible. These contracts have proven to be valuable for SKIP by providing long-term volunteers and consistent contributions.

General donations include foundation support, corporate donors, donations via regular payroll deductions from individuals, ongoing donations from supporters, and receipts from the sale of SKIP memorabilia. Highlights in 2010 include over £3,000 in fundraising from a Disney programme and approximately £2,800 from donors that have pledged ongoing donations.

Special Project Receipts include donations and grants directly related to specific programmes, such as funding for a photography project and travel for two SKIP students to the United Kingdom.

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Financial Summary

32

For the year ended December 31, 2010

Functional Monetary Expenditures Program Service

Expenses Education Family

Welfare Special

Events & Projects Volunteer

Housing Total

Program Services Financial & Material Assistance £ 7,012.61 £ - £ 1,062.16 £ - £ 8,074.77 Supplies and materials 2,466.16 363.98 881.35 1,365.25 5,076.74 Volunteer incentives 10,205.05 6,492.19 225.56 4.52 16,927.31 Contracted services 1,113.18 371.06 - 681.61 2,165.85 Rent & Maintenance 335.80 111.93 4.52 12,144.31 12,596.56 Trainings & Meetings 29.67 - 311.66 - 341.33

Other Expenses 1,287.75 64.62 6.71 - 1,359.08

Total Expenses 22,450.21 7,403.79 2,491.94 14,195.69 46,541.64

Other Monetary Expenditures

Furniture & Equipment - - - 1,202.25 1,202.25

Second Floor on school building 274.64 91.55 - - 366.19

EVS Volunteer Maintenance - - - 4,948.97 4,948.97

Total Other Monetary Expenditure 274.64 91.55 - 6,151.22 6,517.41

Total Functional Monetary Expenditure £ 22,724.85 £ 7,495.34 £ 2,491.94 £ 20,346.91 £ 53,059.04

% of Total Expenditure 32.72% 10.79% 3.59% 29.29% 76.39%

Expenses Financial & Material Assistance Supplies and materials Volunteer incentives Contracted services Rent & Maintenance Trainings & Meetings Other Expenses Total Expenses

Other Monetary Expenditures Furniture & Equipment Second Floor on school building EVS Volunteer Maintenance Total Other Monetary Expenditure

Total Functional Monetary Expenditure

% of Total Expenditure

Supporting Services

Management &

Admin Fundraising Total

Supporting Services Total

Expenditure £ - £ - £ - £ 8,074.77 547.76 955.63 1,503.39 6,580.13 11,265.89 - 11,265.89 28,193.20 688.42 - 688.42 2,854.28 - - - 12,596.56 44.34 - 44.34 385.67 2,238.46 246.35 2,484.81 3,843.88 14,784.87 1,201.98 15,986.85 62,528.49

414.97 - 414.97 1,617.22 - - - 366.19 - - - 4,948.97 414.97 - 414.97 6,932.38

£ 15,199.84 £ 1,201.98 £ 16,401.82 £ 69,460.87

21.88% 1.73% 23.61% 100.00%

Summary of Functional Monetary Expenditures

Education33%Family Welfare

11%

Special Events & Projects

3%

Supporting Services

24%

Volunteer Housing

29%

Percent of Total Expenditure by FunctionFor the year ending Dec. 2010

Expenditures

Below is a summary of functional monetary expenditures. The summary includes expenses and also various uses of funds, such as the purchase of assets. This summary has been developed to provide a clear picture of the use of donations across SKIP programmes. These figures are best reviewed in conjunction with each separate programme area‟s section of this report.

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References

Bynner, John (2001) „Childhood Risks and Protective Factors in Social Exclusion‟, Children and Society, 15: 285-301.

Daniel, B. and Wassell, S. (2002) Assessing and Promoting Resilience in Vulnerable Children – the Early Years, The School Years, Adolescence, London: Jessica Kingsley.

DFID (Department for International Development), HelpAge International, Hope & Homes for Children, Institute of Development Studies, International Labour organization, Overseas Development Institute, Save the Children UK, UNDP, UNICEF and the World Bank (2009) Advancing Child-Sensitive Social Protection, London: DFID.

Engle, P.L., Black, M., Behrman, J.R., Cabral de Mello, M., Gertler, P.J., Kapiriri, L., Martorell, R. and Young, M.E. (2007) „Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world‟, The Lancet, vol 369: 9557, pp. 229-242.

International Labour Office (ILO) Social Security Office (2009) Bolsa Familia in Brazil: Context, Concept and Impacts, Geneva: International Labour Office.

Kamerman, S.B., Gabel, S.G. (2006) Social Protection for Children and their Families: A Global Overview, paper presented at the UNICEF conference „Social Protection Initiatives for Children, Women, and Families: An Analysis of Recent Experience‟, New York: The New School, October 2006.

Municipalidad Provincial de Trujillo (2005) Plan Estrategico de Desarrollo Integral y Sostenible de Trujillo, Trujillo: Municipalidad Provincial.

United Nations Research Institute for Social Development (2010) Combating Poverty and Inequality: Structural Change, Social Policy and Politics, Geneva: UNRISD.

World Bank (2001) Social Protection: The Contribution of Social Protection to the Millennium Development Goals, Washington DC: World Bank.

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Why I go to SKIP

“I come to SKIP so that they help me to move forward and so that I will be able to work when I‟m big to cure this disease I‟m suffering from.”

Jorge, 13 years old

“My mum tells me, „go to SKIP so that you become better in maths‟. My dream is to be famous for maths. When I stop talking, the teacher says „thank you Joel‟ (because the teacher can‟t take any more racket!)”

Joel, 13 years old

“I come to SKIP because here is the help that I need to move forward. Thanks to SKIP I passed my first grade of secondary. In school I didn‟t understand MCD (Minimum Common Denominator) and MCM (Minimum Common Multiple) but now, thanks to SKIP I understand.”

Alexandra, 11 years old

“To learn things like English for example, because nowadays you need it in every degree course.”

María, 12 years old

“Because the teachers advise us very well and they are understanding. They help us if we have a problem. When we fight with somebody, the teachers call you and they give you some advise and they explain to you why you don‟t hit your friends.”

Alberto, 13 years old

“When I wake up I think about going to SKIP because I want to be a teacher and in SKIP I see how the other teachers teach their students, this is the way I want to teach.”

Amelia, 12 years old

“I want to be in SKIP because I want to keep studying and pass every year like I already did since nursery school. I come to SKIP every day because the teachers give us affection, love and they show us how to be supportive and how to have respect for others.

Jhordyn Alexander, 11 years old

“I come to SKIP because I want to be something in life. We all like to play but we have to do something that serves us when we are older. I come to SKIP so that they teach me what I didn‟t understand in school so that I will know more in secondary school.”

Humberto, 13 years old

“I come to SKIP to learn maths because when I went to primary school, I thought I would understand all the courses, but I realised I didn‟t understand maths. So I wanted to study at SKIP because I knew they would teach me well.”

Lizbeth Mariana, 12 years old

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Mayta Capac 1325 y 1399

Rio Seco

El Porvenir

La Libertad, Peru

UK Registered Charity #1101243

USA Registered Non-Profit Corp #6157721

www.skipperu.org

Annual Report 2010