School for young Mexicans socially disadvantaged.

We want to report excellent news of the recent opening of the 9th and 10th generation of CODAF Centers with a total of 95 new students, with 5 new Centers that are:

1. San Marcos Arteaga.
2. Magdalena Teitipac
3. El Cardonal
4. San Miguel Tlazintla
5. Pajaritos, Ciudad Victoria

With these new openings, the current beneficiaries of the project are 159 Mexican youth and adults in 3 generations of high school, established in 13 communities in 8 states of the Mexican Republic. It is important to mention that of the total of CODAF Centers currently in operation, approximately 25% are established in rural communities where the majority of the beneficiaries are indigenous people, whose main characteristics are the use of their own native languages and the use of means of subsistence related to agriculture, livestock, fishing and other primary economic activities.

CODAF Centers continues to grow in a perspective of geographic coverage and, above all, of educational inclusion for the socioeconomically vulnerable communities in Mexico.

In each of  community realities where a Center is established there are specific contexts that determine  necessary actions to provide educational support for beneficiaries of Senior high School Program. In case of new 5 CODAF Centers, we have identified the following socioeconomic conditions of beneficiaries.

1) San Marcos Arteaga.-

It's a community of medium marginalization (SEDESOL, 2011) 12% of the population between 15 and 24 years old has to go to study in other community different than the one of residence (INEGi, 2019).

2) Magdalena Teitipac.-

It´s a community where 94% of the population lives in poverty, of which 30% have moderate poverty and 64% live in extreme poverty (SEDESOL, 2011)

3) El Cardonal.- 

It's a community where 94% of the population lives in poverty, of which 30% have moderate poverty and 64% live in extreme poverty (SEDESOL, 2011)

4) San Miguel Tlazintla.-

It's considered a community of medium marginalization (SEDESOL, 2013). The educational average in the community is 5.8 years of schooling, less than the state average that is 6.6 years of schooling. Young people work in agriculture, forestry, livestock and mining activities (information obtained by Fonabec A.C.)

5) Pajaritos, Ciudad Victoria.-

It´s a comunnity with a very high degree of marginalization (SEDESOL, 2013). The majority of the population are workers who are employed in auto parts, electrical equipment and metal parts manufacturing companies (Information obtained by Fonabec A.C).

It should be noted that Fonabec AC has professional specialists in psychology and pedagogy who work as local managers and supervisors of CODAF Centers, trying to collaborate with each of the young people within their own context and in personal problems that can potentially prevent them from continuing their studies . To date we have been able to maintain our high school graduation rate at 40% of the total beneficiaries who enter to study in our different generations of online senior High school.

We invite you to continue supporting  dreams of education and growth of our students!

• Testimony 1 (PDF)
  
• Testimony 2 (PDF)
  
• Testimony 3 (PDF)
  
• Testimony 4 (PDF)
  

Dear Donor:

Through this report we want to inform you about  progress achieved by the project “Enabling high school for 30 disadvantaged mexicans” during  months of May June and July 2019

Students continued to have access to the high school  online platform “Prepa en Línea B @ UNAM”. During this time they kept studying 3 subjects of the penultimate module of their academic curriculum, which are:

1. Philosophical Problems: Students acquire the ability to reflect on his own life, his environment and his reality.
2. Environment and bioethics: Students reflect on the interactions of Economics, Physics, Geography and Chemistry with the bioethical factors in the fields of energy, water, air and soil so they can critically analyze the political, economic, ethical and social impacts in the use of resources.
3. Capitalism and economic globalization: Students understands the historical development of capitalism from the 12th century until our days, its contradictions, world expansion and its connection with the scientific-technological development, as well as economic, political and social crises.

Average of Academic grades obtained by the students in each subject:

• “Philosophical Problems” average:  7.9
• “Environment an bioethics” average: 6.9
• “Capitalism and economic globalization” average: 7.2

The students were very willing and enthusiastic in their studies. His school performance in these three months was very good, mainly in the matter of “Philosophical Problems” where they demonstrated skills to develop a critical thinking of their own reality, their family and their community.

We believe that each approved subject is one more step to find a future with many opportunities for success for the students of CODAF Centers. That is why we want to show you our satisfaction for the positive response students give and which is reflected in their academic progress. They are aware of their generosity and interest in supporting them, so they strive day by day to improve and move forward safely to complete their high school studies.

Other complementary activities.-

• Students went to Cinépolis (18 June): Students of Mexico city CODAF Center went to the movies thanks to a special invitation from "Cinepolis" cinemas.

• UNAM summer school in computer programming (July 22-27): Some students attended conferences, courses and workshops during an intensive week, with the proposal of having an approach to basic and basic intermediate computer programming techniques.

• Students finished and received a participation certificate of  the INVOLVE Training Course in Programming and Technology, taught by international volunteers of the Iberdrola Company (August 9): INVOLVE gave certificates to students who successfully completed the INVOLVE course, which focused on providing computer tools, English classes and spelling for a year.

 THANK YOU FOR YOUR SUPPORT!!

• Testimony 1 (PDF)
  
• Testimony 2 (PDF)
  
• Testimony 3 (PDF)