The social responsibility actions of PERU LNG contribute to the strengthening of relationships of trust and respect with our neighbors. All social investment projects have been developed in coordination with the communities, with whom a permanent and fluid dialogue was established long before beginning the plant construction and gas pipeline installation. These programs are basically oriented at developing capacities and productive skills.
This program is aimed at strengthening the fishing skills of fishermen and contributing to their formalization.
Fishermen receive theoretical and practice training in fishing techniques. Once fishermen successfully approve the courses they take, they get an artisan fishing license issued by the Peruvian Navy.
This license gives them access to financing sources and improves their employability skills.
Impacting Lives is a program that promotes the playing of table tennis in schools, benefiting 8236 children from 9 different schools.
The purpose of the program is to promote and develop physical and motor skills in children aged 7 to 14 years, improving their health and quality of life.
Through this program, PERU LNG implements concrete table tennis tables, delivers sports material, and provides training to physical education teachers.
The purpose of this program is to encourage families to engage in alpaca farming to sell their fiber with an added value and thus improve their income level, by using appropriate processing and transformation technology.
The first step has been to install alpaca fiber processing plants in each locality where communities provide alpaca fiber combing and washing services, which are managed by community companies.
Improving sales of alpaca byproducts, opening new markets, and making more income on a sustainable basis are the objectives jointly sought by the company and the communities.
Since 2012, PERU LNG has been carrying out campaigns to help communities cope with extremely cold weather conditions, particularly children who are more likely to be affected by low temperatures.
The campaign consists of delivering warm clothes to children attending grammar and primary schools in communities located above 3,500 meters above sea level.
PLNG has managed to benefit 2400 children, in addition to some sustainable programs that it carries out in its areas of influence.
Anemia affects children’s health and development and marks cycles of disadvantage and inequality which are irrecoverable. For this reason, PERU LNG, under an alliance agreement with Cáritas del Perú, is carrying out a program entitled “Together we can reduce anemia” in the community of Cayramayo, Ayacucho.
The program is aimed at reducing anemia in children, benefiting 796 children attending 16 different grammar and primary schools, and taking action to control hemoglobin levels, treat parasites in children and direct family members, and have ferrous sulphate provided to schoolchildren at the classroom by previously trained teachers.
As part of the program, training is provided to teachers, parents and local authorities to teach them how to control and prevent anemia. To promote the sustainability of the program, it is being implemented in coordination with the Regional Education Bureau, UGEL, and the Regional Health Bureau. The activities are focused on improving the skills of teachers and parents to prevent and treat anemia.
Contributing to education is the key to development. For this reason, since 2014 the “Reading is Staying Ahead” project implemented with the BBVA Foundation benefits 1,075 third to fifth graders attending 29 different public schools in Ayacucho and Huancavelica, which form part of the area of influence of PERU LNG. The project is focused on four components:
1. Educational material: Delivery of educational guidelines to teachers and reading comprehension workbooks to school children.
2. Training and assistance: Through workshops specifically designed for teachers and classroom assistance, the program focuses on further developing teacher skills so that they may better teach students text comprehension.
3. Measuring the efficacy of the program among participants. Children are evaluated at three different stages: at the start of the program, in the middle of the program and, finally, upon completion of the program. The General Assessment of Pupils (ECE for its acronym in Spanish) methodology is used. Results are shared with the Education Quality Assessment Unit of the Ministry of Education and other educational entities which have decision-making authority in the policies and research of the education sector.
4. Institutionalization. The necessary arrangements are made with the different instances of the education sector in order for public and/or private education entities to participate. In this way, synergies and other alliances are established to contribute to the achievement of the program’s objective.
Communities can largely benefit if municipalities strengthen their management skills. This project began in March 2012 and is aimed at providing technical assistance to the technical teams of municipalities during all project stages, actually until the project becomes viable. Advice is provided to close out all observations raised by the National System of Multiannual Programs and Investment Management (INVIERTE.PE) and to help design the strategies required to get financing and prepare the technical dockets needed for the bidding process.
To achieve these objectives, alliance agreements are signed and commitments are undertaken between district municipalities and Universidad del Pacífico (the project operator).
This program has helped strengthen and boost the company’s relations with agricultural communities located within the area of influence of PERU LNG’s gas pipeline.
Through co-financing agreements with local governments and state agencies, the improvement of the educational infrastructure of schools in the area of direct influence is carried out in compliance with the technical standards of the Ministry of Education (MINEDU, in Spanish).
Delivery and distribution of school furniture (tables and chairs), shelves and acrylic slates to elementary and middle school educational institutions. The educational modules comply with MINEDU’s technical standards and are part of the school assets. The distribution is carried out in coordination with the respective Local Educational Management Units (UGELs, in Spanish).
The improvement of the infrastructure of health centers is promoted through co-financing agreements with local governments and state entities. This is performed in coordination with the Regional Directorate of Health and the Ministry of Health.