Difference between pages "History of the Peace Corps in Jordan" and "History of the Peace Corps in Kazakhstan"

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The Hashemite Kingdom of Jordan is one of the more recent countries to invite the Peace Corps to provide technical assistance to its people. Peace Corps began in Jordan in 1997 as the result of discussions between the late King Hussein and former President Clinton. American-born Queen Noor and influential politicians familiar with the Peace Corps were instrumental in establishing this productive relationship.  
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Since the first Peace Corps Volunteers arrived in Kazakhstan in 1993, approximately 700 Volunteers have served here. The first group consisted of 50 English language and economic development Volunteers.  
  
Jordan is the eighth Arab country to have hosted the Peace Corps over the years, but the only one in the Middle East with a current program. Now, more than ever, Volunteers are essential in bridging gaps between, and dispelling myths about, our country and this region. Volunteers can foster peace through trusting relationships, mutual respect, and diligent contributions.
 
  
The first group of 27 Jordan Volunteers began their service in July 1997 in collaboration with the Ministry of Social Development and several nongovernmental organizations (NGOs) supported by the royal family. In 1998, Volunteers began working with the Ministry of Education, teaching English in rural primary and secondary schools. Our current youth development project got underway in 2001.
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===Peace Corps Programming in Kazakhstan===
  
Due to security concerns, the Peace Corps suspended its program and withdrew Volunteers in November 2002. In 2004, however, Peace Corps/Jordan resumed programming, welcoming 25 English teachers, 10 special education Volunteers, and 15 youth development Volunteers for assigments at underserved schools and centers. In July 2005, 32 Volunteers in all three sectors arrived. Currently, there are about 60 Volunteers serving throughout the kingdom.  
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Peace Corps/Kazakhstan’s objective is to increase the knowledge and improve the skills of Kazakhstani citizens, strengthening their ability to compete in the global marketplace. Volunteers meet this objective by participating with Kazakhstanis in community work and life focused on two broad program areas: education and organizational and community assistance.  
  
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===Education ===
  
===History and Future of Peace Corps Programming in Jordan ===
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In Kazakhstan, English is viewed increasingly as a tool to help students get access to information and technology, achieve broader academic goals, and pursue more diverse professional opportunities. Peace Corps/Kazakhstan is assisting the Kazakhstani Ministry of Education by improving English language education throughout the country. Education Volunteers are placed in village schools where students have had little chance to tap into the kinds of learning to move them up the economic ladder.
  
In collaboration with formal partners, Peace Corps/Jordan concentrates on three primary areas: English education, youth development, and special education. In Jordanian society, a significant percentage of the population is well educated and relatively sophisticated. At the same time, in many rural areas, infrastructure, education, and social services are limited.  
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During pre-service training, education trainees receive intensive instruction and hands-on practice in student-centered, highly participatory methods of teaching English as a foreign language in primary, secondary, or postsecondary schools. Emphasis is shifting from conversational English to multi-skill coursework, where students can practice decision-making, problem-solving and critical thinking. Volunteers also help Kazakhstani English teachers improve their own language facility. They work with them to develop professional networks, gain access to information, and develop teaching materials and resources through formal means (e.g., university teacher training programs) and informal means (e.g., English teacher associations, language conferences, etc.).  
  
Volunteers in the education project work in and outside the classroom, assisting Jordanian teachers in formal and nonformal approaches to teaching English in rural schools. As native speakers, Volunteers are especially valuable in improving students’ and teachers’ confidence and fluency.  Supplementary to classroom responsibilities, Volunteers initiate projects, such as language resource or computer training centers, clubs and libraries, and almost any project that addresses local priorities.  
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Outside the classroom, Volunteers become involved in a range of activities depending on their interests and skills as well as their community’s needs. Volunteers have worked with their local counterparts to organize summer camps, environmental clubs, student-run companies, and HIV/AIDS trainings to name a few.  
  
His Majesty King Abdullah II launched a national socioeconomic development plan in January 2002 that emphasizes the development of human resources through Internet and computer education and improved education in English, science, and mathematics. This involves everything from syllabus review to upgrading teacher qualifications. The Ministry of Education and Peace Corps staff collaborate to define the role Volunteers play to support these reforms.
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===Governmental and Nongovernmental Organization Development ===
  
The youth development project focuses on identifying opportunities for Jordanian youth, particularly young women and girls. Approximately 60 percent of Jordan’s population is under the age of 21. For this reason, Volunteers are involved in both government-sponsored and NGO-supported youth centers in promotion of the kingdom’s National Youth Strategy (NYS), working with staff and youth to encourage healthier lifestyles, including nutrition, exercise, and hygiene. They promote life skills so youth can assume a greater leadership role in their communities.  
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Organizations in Kazakhstan range from very small, loosely organized groups with a single mission to well-funded and managed agencies with a complex set of objectives.  
  
In the special education sector, Volunteers work with physically and mentally challenged individuals who are often marginalized in traditional Jordanian society. Volunteers have effectively increased public sensitivity and worked with Jordan’s Ministries of Education and Social Development to integrate hearing and visually impaired students into the mainstream school system.  
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However, many organizations need help in working with their communities to define needs and develop strategies for accomplishing goals. Volunteers participate in community self-appraisals and they recruit, train, and motivate local volunteers. They help plan and implement economic development strategies and provide essential computer skills training for office and project management. They help define mission statements, develop and deliver training seminars, assist with public relations, and participate in grant writing and other fundraising activities. By being on the job, day in and day out, they help mentor and build skills one-on-one. Organizations where Volunteers have been placed include business incubators, women’s cooperatives, environmental organizations, school resource centers, public health information offices, governmental agencies, and regional small business consulting centers. During the 12-week pre-service training, trainees receive intensive coursework and hands-on experience in the core competencies for organizational capacity-building and community participation.
 
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Peace Corps Volunteers in Jordan bring unique skills and ideas to address the needs of their communities. Combining local assets and Volunteer creativity produces more sustainable projects. Successes have included working with a local community to allow girls access to a local youth center; repair of used wheelchairs for redistribution to the needy; developing local Special Olympic programs; implementing summer camps for female youth; creating therapeutic playgrounds for disabled children; promoting local Volunteerism by involving university students in Peace Corps projects; and creating a variety of teaching materials in Arabic.
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===Assignment History===
 
===Assignment History===
 
  
 
{| border="1" cellpadding="5" cellspacing="0"
 
{| border="1" cellpadding="5" cellspacing="0"
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| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
|-
 
|-
| rowspan="3" align="center"| '''[[Business]]'''
+
| rowspan="3" align="center"| '''[[Agriculture]]'''
| [[Business Advising]]
+
| [[Ag Economics]]
| [[1999]]
+
| [[1994]]
| [[2002]]
+
| [[2004]]
 
|-
 
|-
| [[Cooperatives]]
+
| [[Animal Husband Lg]]
| [[1997]]
+
| [[1995]]
 +
| [[1995]]
 +
|-
 +
| [[Fisheries Marine]]
 +
| [[1996]]
 +
| [[1996]]
 +
|-
 +
| rowspan="5" align="center"| '''[[Business]]'''
 +
| [[Accounting]]
 +
| [[1993]]
 
| [[1998]]
 
| [[1998]]
 +
|-
 +
| [[Business Advising]]
 +
| [[1993]]
 +
| [[2006]]
 +
|-
 +
| [[Business Development]]
 +
| [[1994]]
 +
| [[2007]]
 +
|-
 +
| [[Computer Science]]
 +
| [[2004]]
 +
| [[2005]]
 
|-
 
|-
 
| [[NGO Advising]]
 
| [[NGO Advising]]
| [[1998]]
 
 
| [[2002]]
 
| [[2002]]
 +
| [[2007]]
 
|-
 
|-
| rowspan="3" align="center"| '''[[Education]]'''
+
| rowspan="5" align="center"| '''[[Education]]'''
 
| [[English Teacher]]
 
| [[English Teacher]]
| [[1998]]
+
| [[1993]]
 +
| [[2007]]
 +
|-
 +
| [[English Teacher Trainer]]
 +
| [[1993]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
 
| [[Prim-Ed/Teach Trn]]
 
| [[Prim-Ed/Teach Trn]]
| [[2000]]
+
| [[1995]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
| [[Special Ed/Gen.]]
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| [[Secondary-Ed Sci.]]
| [[1998]]
+
| [[2000]]
 +
| [[2002]]
 +
|-
 +
| [[Univ. English Teaching]]
 +
| [[1993]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
| rowspan="2" align="center"| '''[[Environment]]'''
+
| rowspan="3" align="center"| '''[[Environment]]'''
 
| [[Environmental Ed.]]
 
| [[Environmental Ed.]]
| [[1998]]
+
| [[1995]]
| [[1998]]
+
| [[2002]]
 +
|-
 +
| [[Forestry]]
 +
| [[2000]]
 +
| [[2000]]
 
|-
 
|-
 
| [[Protected Areas Management]]
 
| [[Protected Areas Management]]
| [[1997]]
+
| [[1995]]
| [[1998]]
+
| [[2006]]
 
|-
 
|-
 
| rowspan="2" align="center"| '''[[Health]]'''
 
| rowspan="2" align="center"| '''[[Health]]'''
 +
| [[Health Degreed]]
 +
| [[1996]]
 +
| [[2000]]
 +
|-
 
| [[Health Extension]]
 
| [[Health Extension]]
| [[2004]]
+
| [[2000]]
| [[2007]]
+
| [[2005]]
 
|-
 
|-
| [[Hygiene Ed/Sanitation]]
+
| rowspan="1" align="center"| '''[[Other]]'''
| [[1999]]
+
| [[Unique Skill]]
| [[1999]]
+
| [[1994]]
 +
| [[1994]]
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| [[United Nations Volunteer]]
 
| [[United Nations Volunteer]]
| [[2001]]
+
| [[1997]]
| [[2001]]
+
| [[1997]]
 
|-
 
|-
 
| rowspan="2" align="center"| '''[[Youth and Community Development]]'''
 
| rowspan="2" align="center"| '''[[Youth and Community Development]]'''
 
| [[Commun. Serv/Deg.]]
 
| [[Commun. Serv/Deg.]]
| [[1997]]
+
| [[2000]]
| [[2006]]
+
| [[2007]]
 
|-
 
|-
 
| [[Youth Development]]
 
| [[Youth Development]]
| [[2004]]
+
| [[2000]]
| [[2004]]
+
| [[2002]]
 
|-
 
|-
 
|}
 
|}
  
 
+
[[Category:Kazakhstan]]
[[Category:Jordan]]
+

Latest revision as of 13:44, 21 May 2014

History of the Peace Corps
vvZFOeV9RWw|250}}
Since 1960, when then Senator John F. Kennedy challenged students at the University of Michigan to serve their country in the cause of peace by living and working in developing countries, more than 182,000 Peace Corps Volunteers have served in 138 countries all over the globe.

See also:



Since the first Peace Corps Volunteers arrived in Kazakhstan in 1993, approximately 700 Volunteers have served here. The first group consisted of 50 English language and economic development Volunteers.


Peace Corps Programming in Kazakhstan[edit]

Peace Corps/Kazakhstan’s objective is to increase the knowledge and improve the skills of Kazakhstani citizens, strengthening their ability to compete in the global marketplace. Volunteers meet this objective by participating with Kazakhstanis in community work and life focused on two broad program areas: education and organizational and community assistance.

Education[edit]

In Kazakhstan, English is viewed increasingly as a tool to help students get access to information and technology, achieve broader academic goals, and pursue more diverse professional opportunities. Peace Corps/Kazakhstan is assisting the Kazakhstani Ministry of Education by improving English language education throughout the country. Education Volunteers are placed in village schools where students have had little chance to tap into the kinds of learning to move them up the economic ladder.

During pre-service training, education trainees receive intensive instruction and hands-on practice in student-centered, highly participatory methods of teaching English as a foreign language in primary, secondary, or postsecondary schools. Emphasis is shifting from conversational English to multi-skill coursework, where students can practice decision-making, problem-solving and critical thinking. Volunteers also help Kazakhstani English teachers improve their own language facility. They work with them to develop professional networks, gain access to information, and develop teaching materials and resources through formal means (e.g., university teacher training programs) and informal means (e.g., English teacher associations, language conferences, etc.).

Outside the classroom, Volunteers become involved in a range of activities depending on their interests and skills as well as their community’s needs. Volunteers have worked with their local counterparts to organize summer camps, environmental clubs, student-run companies, and HIV/AIDS trainings to name a few.

Governmental and Nongovernmental Organization Development[edit]

Organizations in Kazakhstan range from very small, loosely organized groups with a single mission to well-funded and managed agencies with a complex set of objectives.

However, many organizations need help in working with their communities to define needs and develop strategies for accomplishing goals. Volunteers participate in community self-appraisals and they recruit, train, and motivate local volunteers. They help plan and implement economic development strategies and provide essential computer skills training for office and project management. They help define mission statements, develop and deliver training seminars, assist with public relations, and participate in grant writing and other fundraising activities. By being on the job, day in and day out, they help mentor and build skills one-on-one. Organizations where Volunteers have been placed include business incubators, women’s cooperatives, environmental organizations, school resource centers, public health information offices, governmental agencies, and regional small business consulting centers. During the 12-week pre-service training, trainees receive intensive coursework and hands-on experience in the core competencies for organizational capacity-building and community participation.

Assignment History[edit]

Sector Assignment Beg. Yr End. Yr
Agriculture Ag Economics 1994 2004
Animal Husband Lg 1995 1995
Fisheries Marine 1996 1996
Business Accounting 1993 1998
Business Advising 1993 2006
Business Development 1994 2007
Computer Science 2004 2005
NGO Advising 2002 2007
Education English Teacher 1993 2007
English Teacher Trainer 1993 2007
Prim-Ed/Teach Trn 1995 2007
Secondary-Ed Sci. 2000 2002
Univ. English Teaching 1993 2007
Environment Environmental Ed. 1995 2002
Forestry 2000 2000
Protected Areas Management 1995 2006
Health Health Degreed 1996 2000
Health Extension 2000 2005
Other Unique Skill 1994 1994
UNV United Nations Volunteer 1997 1997
Youth and Community Development Commun. Serv/Deg. 2000 2007
Youth Development 2000 2002