A Community Generates Electricity and Builds a Computer Lab

By Everilda Pérez Tzul /Translated by Jonathan Lott

Lancetillo la Parroquia is a community located in the Zona Reyna of the municipality of San Miguel Uspantán, in the department of Quiché. It is considered the heart of the Zona Reyna, as it concentrates various services and procedures accessible to other communities in the region. The community has a relatively developed infrastructure system compared to other nearby villages: a bank; a gas station; a market; a hotel; cafeterias; primary, elementary, and secondary education centers; as well as extensions of the Panamerican University and the University of San Carlos of Guatemala, which offer a Bachelor’s degree in secondary education.

Despite its regional importance, access to Lancetillo la Parroquia is extremely difficult. It is only accessible by four-wheel drive (4×4) vehicles due to road conditions. The main economic activity of the population is agriculture, namely the cultivation of cardamom. A relevant fact is that, despite the region being home to one of the largest hydroelectric dams in Guatemala, the Reyna Zone lacks access to electricity, reflecting a paradox in the distribution of energy resources in the country.

Organization and Management

The photovoltaic solar energy system implemented at the National Institute of Basic Education (INEB) in the community of Lancetillo La Parroquia represents a sustainable alternative to the lack of the more conventional electricity service. This renewable system consists of the installation of solar panels in educational establishments, which has allowed for the creation of a computer lab for the student population.

In addition, the community at large benefits from access to services such as cell phone charging, as well as printing and photocopying, facilitating numerous daily tasks. The system is composed of the following components: solar panels, batteries for energy storage, an inverter-charger, and an internal electrical distribution system. These components are used to supply the basic lighting needs of the educational establishment and the charging of electronic devices.

This type of project has been fundamental to improving the quality of education for children, adolescents, and young people in the community. It is also notable for its community-based approach, since both the management and execution of the project have benefited from the active participation of the local population, thus strengthening their sense of belonging and long-term sustainability.

The solar photovoltaic energy project is being implemented in different communities in the Reyna area of ​​the municipalities of Chicamán and San Miguel Uspantán, in Quiché, as well as in the department of Huehuetenango. Given its nature, the project aims to strengthen educational centers with the goal of improving the quality of education received by students through the incorporation of technologies such as computers, photovoltaic systems, and more.

Community leaders, teachers, parents, and students have actively participated in the project’s implementation, which has strengthened their sense of belonging and commitment to the project.

Benefits

The main objective of the project is to reduce the digital divide that exists in these communities through sustainable sources of solar photovoltaic energy. The project seeks to improve the educational conditions of children, adolescents, and young adults by providing spaces such as computer labs and basic services such as lighting and charging electronic devices.

The direct beneficiaries of the Lancetillo community project are elementary school students and students enrolled in the extension program in the University of San Carlos of Guatemala. The community at large also benefits from access to photocopying, printing, and cell phone charging services.

The photovoltaic solar energy system contributes significantly to environmental protection, as it uses a clean, renewable, and non-polluting energy source: the sun. Unlike other alternatives used by the community without access to the electrical grid, such as fossil fuel-based power generators, solar energy does not produce polluting emissions or generate toxic waste.

The INEB (National Institute of Energy) in Lancetillo la Parroquia uses a power plant to meet its energy needs, which entails a high level of environmental pollution and considerable financial costs due to the constant consumption of fuel. Given this scenario, the use of a solar photovoltaic energy system represents a viable and sustainable alternative that not only reduces the carbon footprint but also significantly lowers operating costs for parents.

The embrace of the solar photovoltaic energy project in the community of Lancetillo la Parroquia has been positive and enthusiastic. The population recognizes the significant impact it has had on students’ education, especially due to the possibility of having adequate lighting and a functioning computer lab.

Furthermore, access to this technology has allowed mothers to prepare school snacks more easily, using appliances such as blenders to prepare the food provided to adolescents.

From the beginning, the community has been actively involved, beginning with the community assessment and continuing throughout the project implementation process. One notable aspect has been the strengthening of the role of women, who have traditionally been excluded from technical issues such as energy, but in this case have taken on a leading role. This inclusion has helped ensure the long-term sustainability of the project. The success of this experience has sparked interest in replicating the project in other communities in the Reyna Zone, consolidating it as a model of sustainable, engaging, community-based, and inclusive development.

Educational Challenges and the Impact of the Solar Photovoltaic System in the Reyna Zone

The communities of the Reyna Zone, also known as the last-mile agricultural communities, face severe limitations in access to basic services, including drinking water and electricity. This situation has directly affected the educational development of children and youth. Most children only manage to complete primary education, as there are no schools offering basic education in their communities.

Parents have repeatedly petitioned the Ministry of Education (MINEDUC) to establish basic education centers. One of the fundamental requirements is adequate infrastructure, with access to water and electricity services. If these minimum conditions are not met, these efforts are often forgotten, and with them, the educational dreams of children.

Faced with a lack of opportunities, many children choose to work or migrate to the United States in search of a better life for themselves and their families. Furthermore, gender inequality remains a glaring problem, as boys’ education is often prioritized. Girls, if they do not complete primary school, are often excluded from the educational system.

However, thanks to the solar photovoltaic energy project, a significant change has been achieved. Several communities now have access to basic and even diversified education, which has expanded educational opportunities. This progress has promoted the inclusion of women, narrowing the digital divide and contributing to reducing the inequality that persists in these marginalized areas.

Everilda Pérez Tzul is a project coordinator at the NGO Poder y Luz Maya (Mayan Power and Light), whose work focuses on the comprehensive development of communities in the western highlands of Guatemala, promoting renewable energy initiatives, environmental education, and sustainable entrepreneurship.