Difference between pages "History of the Peace Corps in El Salvador" and "History of the Peace Corps in Micronesia"

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The Peace Corps was invited to El Salvador and sent its first Volunteers in 1963. Over the next 15 years, more than 1,500 Volunteers worked in 15 to 20 different sectors, serving primarily as counterparts to government agencies and offices.  In 1980, the increasing violence prior to the civil war led the Peace Corps to close its offices. The destruction of economic and social infrastructure during the war set El Salvador back to 1950s levels in most economic and social indicators. The 1986 earthquake destroyed much of what the war did not, especially in San Salvador. Moreover, widespread migration led to the breakdown of many social and family institutions and particularly affected youth and the environment.
+
{{History_of_the_Peace_Corps_by_country}}
  
  
===History and Future of Peace Corps Programming in El Salvador ===
 
  
The government of El Salvador invited the Peace Corps to return to El Salvador in 1993. The first Volunteers arrived later that year. They were asked to increase the capacity of local people in several priority areas identified by the government and later affirmed by civil society in the Plan de Nación, or National Plan, presented in 2000. The National Plan is a blueprint for national development, and Peace Corps programming is consistent with its priorities. The role of Peace Corps Volunteers remains to build capacity in local people and institutions.
 
  
Currently, approximately 120 Volunteers serve in four primary project areas: agroforestry and environmental education, municipal development, rural health and sanitation and youth development.
 
  
Agroforestry and Environmental Education Volunteers educate farmers about sustainable soil conservation and integrated pest management practices that incorporate environmentally friendly applications, diminish the use of chemicals, and improve soil fertility. They also teach the youth, farmers and organizations of their communities to preserve, protect, and enhance the environment in which they live.  
+
The Peace Corps program in Micronesia began in 1966. At the program’s peak size in 1968, 700 Volunteers were assigned to Micronesia, which included the Republic of Palau, FSM, Northern Mariana Islands, and the Marshall Islands. The first group of Volunteers taught English at all educational levels, and a cadre of Volunteer legal advisors soon followed. The Volunteer legal advisors assisted the then U.S. trust territory in its quest for independence. In the 1970s, the Peace Corps moved into agriculture, health, community development, and cooperative management projects. The early 1980s saw Volunteers working in water and sanitation, forestry, and fisheries.  
  
Rural health and sanitation Volunteers work with community groups and international organizations to increase access to potable water and improve sanitation for rural residents. Volunteers also educate people on the dangers of HIV/AIDS and other health-related subjects.  
+
The formation of FSM in 1986 resulted in a reassessment of Peace Corps programming, and Volunteer activities were consolidated. Dual assignments were developed, and all Volunteers taught English in primary schools and also worked in other activities specified by their sponsoring state government agency. In the 1990s, the programming strategy moved from state-specific to national projects. Concurrently, programming shifted from being focused on English as a second language to projects in a wide range of technical areas, such as library development, health education, sports development, youth group development, marine resource management, environmental education, watershed management, and small business development.  
  
Municipal development Volunteers work with local governments to improve service delivery to citizens and to increase citizen participation. Volunteers assigned to municipalities assist in meeting the public service demands of the communities, while helping communities to articulate their needs to their municipal representatives. Volunteers have also begun to introduce their communities to disaster planning and mitigation techniques to better prepare them for crisis situations arising from natural disasters.  
+
From 2000–06, Volunteers worked in two main project areas: natural resources conservation and development and youth and community development. Volunteers continued to work in the areas of youth, health, library/reading and technology, marine resources conservation and terrestrial resources conservation. There was also an increased emphasis on cross-sector collaboration between different agencies to respond to social and environmental issues.  
  
Youth development Volunteers collaborate with youth leaders, parents, teachers and local institutions as part of an integreated approach to address issues of youth development.  
+
Recently, Peace Corps met with more than 80 representatives from the education, environment and health sectors to determine how and where Volunteers could best serve FSM and Palau. As a result, in 2006, Volunteers returned to the classroom to teach English as a second language (TESL) and to work with communities to facilitate environmental education, health education, and community development programs.  This project addresses needs in all four FSM states (Kosrae, Pohnpei, Chuuk, and Yap State) and the Republic of Palau.
  
Volunteers promote activities for youth to expand their critical thinking ability and foster their capacity to make sound decisions and to demonstrate moral, social, emotional, physical and cognitive competence. The program is designed to address challenges youth face both in the home and at work to help them develop the knowledge, skills and attitudes to become active, contributing members of their communities.
 
  
Volunteers in all projects are also involved in cross-cutting themes including gender awareness, HIV/AIDS education, environmental education and information technology. In addition, Volunteers undertake a myriad of secondary projects in the communities where they live and work. In all of these projects and activities, Volunteer’s counterparts are government and non-governmental organizations and people from the community. As always, the Peace Corps’ efforts are focused on the less fortunate.
+
===History and Future of Peace Corps Programming in Micronesia===
 +
 
 +
Today, Peace Corps Volunteers work in either the TESL or education for community development projects. While there are 18 local languages spoken across FSM and Palau, English is the language of government, education, and many professional settings. Lack of English ability is seen as a key factor in a 66 percent drop in enrollment between elementary school and high school and in very low entrance exam scores at the College of Micronesia. In a broader sense, stakeholders note systemic educational challenges with instructional planning, teaching skills, assessment practices, and school-parent communication—areas in which Volunteers also contribute.
 +
 
 +
To support English instruction and address systemic education issues in a sustainable manner, Volunteers work very closely with the local school staff and leadership as peer observers, demonstration teachers, co-planners, team teachers, and facilitators of informal exchanges.  
 +
 
 +
In addition to Volunteer work at the school, Volunteers are capable and well positioned to support community development and service learning projects, especially as they relate to priorities in health education, environmental education, and youth development. Therefore, the design of the project plan addresses an urgent need for English, while also encouraging Volunteers to work with local community groups and agencies on other community issues.  
 +
 
 +
Micronesia is at a dynamic point in its development history, and Peace Corps/Micronesia is working closely with FSM/Palau leadership to ensure that the Peace Corps program best assists Micronesians in their efforts to become independent and self-reliant.
  
 
===Assignment History===
 
===Assignment History===
 
  
 
{| border="1" cellpadding="5" cellspacing="0"
 
{| border="1" cellpadding="5" cellspacing="0"
Line 33: Line 36:
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
|-
 
|-
| rowspan="6" align="center"| '''[[Agriculture]]'''
+
| rowspan="8" align="center"| '''[[Agriculture]]'''
 +
| [[Ag Economics]]
 +
| [[1981]]
 +
| [[1981]]
 +
|-
 +
| [[Ag Education]]
 +
| [[1981]]
 +
| [[1985]]
 +
|-
 
| [[Ag Extension]]
 
| [[Ag Extension]]
| [[1998]]
+
| [[1979]]
| [[2007]]
+
| [[2006]]
 
|-
 
|-
 
| [[Animal Husband]]
 
| [[Animal Husband]]
| [[1972]]
+
| [[1982]]
| [[1996]]
+
| [[1985]]
 
|-
 
|-
 
| [[Animal Husband Lg]]
 
| [[Animal Husband Lg]]
| [[1973]]
+
| [[1979]]
| [[1973]]
+
| [[1984]]
 
|-
 
|-
 
| [[Apiculture]]
 
| [[Apiculture]]
| [[1974]]
+
| [[1980]]
| [[1974]]
+
| [[1980]]
 
|-
 
|-
 
| [[Crop Extension]]
 
| [[Crop Extension]]
| [[1962]]
+
| [[1964]]
| [[2001]]
+
| [[1999]]
 +
|-
 +
| [[Fisheries Marine]]
 +
| [[1984]]
 +
| [[1996]]
 
|-
 
|-
| [[Soil Science]]
+
| rowspan="5" align="center"| '''[[Business]]'''
| [[1993]]
+
| [[Accounting]]
| [[1993]]
+
| [[1981]]
 +
| [[1985]]
 
|-
 
|-
| rowspan="6" align="center"| '''[[Business]]'''
 
 
| [[Business Advising]]
 
| [[Business Advising]]
| [[1969]]
+
| [[1980]]
| [[2008]]
+
| [[2005]]
 
|-
 
|-
 
| [[Business Development]]
 
| [[Business Development]]
 
| [[1994]]
 
| [[1994]]
| [[1996]]
+
| [[1999]]
|-
 
| [[Computer Science]]
 
| [[2004]]
 
| [[2008]]
 
 
|-
 
|-
 
| [[Cooperatives]]
 
| [[Cooperatives]]
| [[1977]]
+
| [[1981]]
| [[1994]]
+
| [[1988]]
 
|-
 
|-
 
| [[NGO Advising]]
 
| [[NGO Advising]]
| [[2001]]
+
| [[1998]]
| [[2008]]
+
| [[1998]]
|-
 
| [[Urban and Regional Planning]]
 
| [[1997]]
 
| [[2007]]
 
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 
| [[Crisis Corps]]
 
| [[Crisis Corps]]
| [[1999]]
+
| [[1990]]
| [[2007]]
+
| [[2003]]
 +
|-
 +
| rowspan="16" align="center"| '''[[Education]]'''
 +
| [[Art Education]]
 +
| [[1982]]
 +
| [[1984]]
 +
|-
 +
| [[Bus. Ed/Sectl Skl]]
 +
| [[1992]]
 +
| [[1992]]
 
|-
 
|-
| rowspan="7" align="center"| '''[[Education]]'''
 
 
| [[English Teacher]]
 
| [[English Teacher]]
| [[1966]]
+
| [[1967]]
| [[2006]]
+
| [[2007]]
 
|-
 
|-
 
| [[English Teacher Trainer]]
 
| [[English Teacher Trainer]]
| [[2006]]
+
| [[1967]]
| [[2007]]
+
| [[1998]]
 
|-
 
|-
 
| [[Fisheries Fresh]]
 
| [[Fisheries Fresh]]
| [[1993]]
+
| [[1984]]
| [[1993]]
+
| [[1998]]
 +
|-
 +
| [[Gen. Construction]]
 +
| [[1972]]
 +
| [[1983]]
 
|-
 
|-
 
| [[Industrial Arts]]
 
| [[Industrial Arts]]
| [[1970]]
+
| [[1971]]
| [[1978]]
+
| [[1980]]
 +
|-
 +
| [[Literacy Ed.]]
 +
| [[1992]]
 +
| [[1996]]
 +
|-
 +
| [[Math Teacher Trainer]]
 +
| [[1994]]
 +
| [[1994]]
 +
|-
 +
| [[Phys. Ed/Youth Wk]]
 +
| [[1981]]
 +
| [[1982]]
 
|-
 
|-
 
| [[Prim-Ed/Teach Trn]]
 
| [[Prim-Ed/Teach Trn]]
| [[1976]]
+
| [[1981]]
| [[2005]]
+
| [[2007]]
 +
|-
 +
| [[Science Teacher Trainer]]
 +
| [[1994]]
 +
| [[1994]]
 +
|-
 +
| [[Secondary-Ed Sci.]]
 +
| [[1968]]
 +
| [[1968]]
 +
|-
 +
| [[Special Ed/Deaf]]
 +
| [[1991]]
 +
| [[1991]]
 
|-
 
|-
 
| [[Special Ed/Gen.]]
 
| [[Special Ed/Gen.]]
| [[2005]]
+
| [[1981]]
| [[2007]]
+
| [[1982]]
 
|-
 
|-
| [[Univ. English Teaching]]
+
| [[Voc. Trainer]]
| [[2007]]
+
| [[1970]]
| [[2007]]
+
| [[1992]]
 
|-
 
|-
 
| rowspan="4" align="center"| '''[[Environment]]'''
 
| rowspan="4" align="center"| '''[[Environment]]'''
 
| [[Comm Forestry Ext]]
 
| [[Comm Forestry Ext]]
| [[1995]]
+
| [[1991]]
| [[1998]]
+
| [[1991]]
 
|-
 
|-
 
| [[Environmental Ed.]]
 
| [[Environmental Ed.]]
| [[1993]]
+
| [[1999]]
| [[2007]]
+
| [[2006]]
 
|-
 
|-
 
| [[Forestry]]
 
| [[Forestry]]
| [[1993]]
+
| [[1979]]
| [[2007]]
+
| [[2004]]
 
|-
 
|-
 
| [[Protected Areas Management]]
 
| [[Protected Areas Management]]
| [[1993]]
+
| [[2003]]
| [[1993]]
+
| [[2006]]
 
|-
 
|-
| rowspan="5" align="center"| '''[[Health]]'''
+
| rowspan="7" align="center"| '''[[Health]]'''
 
| [[Envir. and Water Resource]]
 
| [[Envir. and Water Resource]]
| [[1974]]
+
| [[1973]]
| [[2007]]
+
| [[2006]]
 
|-
 
|-
 
| [[Health Degreed]]
 
| [[Health Degreed]]
| [[2008]]
+
| [[1981]]
| [[2008]]
+
| [[2005]]
 
|-
 
|-
 
| [[Health Extension]]
 
| [[Health Extension]]
| [[1998]]
+
| [[1981]]
| [[2008]]
+
| [[2007]]
 
|-
 
|-
 
| [[Home Econ/Ext.]]
 
| [[Home Econ/Ext.]]
| [[1978]]
+
| [[1981]]
| [[1978]]
+
| [[1990]]
 
|-
 
|-
 
| [[Hygiene Ed/Sanitation]]
 
| [[Hygiene Ed/Sanitation]]
| [[1994]]
+
| [[1983]]
| [[2008]]
+
| [[1985]]
 
|-
 
|-
| rowspan="1" align="center"| '''[[Master's International]]'''
+
| [[Med. Technician]]
| [[Masters Internationalist]]
+
| [[1979]]
| [[1994]]
+
| [[1985]]
| [[1994]]
 
 
|-
 
|-
| rowspan="2" align="center"| '''[[Other]]'''
+
| [[Nursing]]
| [[Flexible App]]
+
| [[1981]]
| [[1971]]
+
| [[1981]]
| [[1976]]
 
 
|-
 
|-
 +
| rowspan="1" align="center"| '''[[Other]]'''
 
| [[Unique Skill]]
 
| [[Unique Skill]]
| [[1976]]
+
| [[1978]]
| [[1995]]
+
| [[2001]]
 +
|-
 +
| rowspan="1" align="center"| '''[[UNV]]'''
 +
| [[United Nations Volunteer]]
 +
| [[1975]]
 +
| [[2000]]
 +
|-
 +
| rowspan="5" align="center"| '''[[Youth and Community Development]]'''
 +
| [[Appropriate Tech.]]
 +
| [[1981]]
 +
| [[1983]]
 
|-
 
|-
| rowspan="2" align="center"| '''[[Youth and Community Development]]'''
 
 
| [[Commun. Serv/Deg.]]
 
| [[Commun. Serv/Deg.]]
| [[1997]]
+
| [[1980]]
| [[2008]]
+
| [[2007]]
 +
|-
 +
| [[Road Const/Engin.]]
 +
| [[1982]]
 +
| [[1984]]
 +
|-
 +
| [[Rural Youth Dev.]]
 +
| [[1977]]
 +
| [[1987]]
 
|-
 
|-
 
| [[Youth Development]]
 
| [[Youth Development]]
| [[2002]]
+
| [[1997]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
 
|}
 
|}
  
[[Category:El Salvador]]
+
[[{Category:Micronesia]]

Revision as of 01:07, 13 March 2009

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:



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:



The Peace Corps program in Micronesia began in 1966. At the program’s peak size in 1968, 700 Volunteers were assigned to Micronesia, which included the Republic of Palau, FSM, Northern Mariana Islands, and the Marshall Islands. The first group of Volunteers taught English at all educational levels, and a cadre of Volunteer legal advisors soon followed. The Volunteer legal advisors assisted the then U.S. trust territory in its quest for independence. In the 1970s, the Peace Corps moved into agriculture, health, community development, and cooperative management projects. The early 1980s saw Volunteers working in water and sanitation, forestry, and fisheries.

The formation of FSM in 1986 resulted in a reassessment of Peace Corps programming, and Volunteer activities were consolidated. Dual assignments were developed, and all Volunteers taught English in primary schools and also worked in other activities specified by their sponsoring state government agency. In the 1990s, the programming strategy moved from state-specific to national projects. Concurrently, programming shifted from being focused on English as a second language to projects in a wide range of technical areas, such as library development, health education, sports development, youth group development, marine resource management, environmental education, watershed management, and small business development.

From 2000–06, Volunteers worked in two main project areas: natural resources conservation and development and youth and community development. Volunteers continued to work in the areas of youth, health, library/reading and technology, marine resources conservation and terrestrial resources conservation. There was also an increased emphasis on cross-sector collaboration between different agencies to respond to social and environmental issues.

Recently, Peace Corps met with more than 80 representatives from the education, environment and health sectors to determine how and where Volunteers could best serve FSM and Palau. As a result, in 2006, Volunteers returned to the classroom to teach English as a second language (TESL) and to work with communities to facilitate environmental education, health education, and community development programs. This project addresses needs in all four FSM states (Kosrae, Pohnpei, Chuuk, and Yap State) and the Republic of Palau.


History and Future of Peace Corps Programming in Micronesia

Today, Peace Corps Volunteers work in either the TESL or education for community development projects. While there are 18 local languages spoken across FSM and Palau, English is the language of government, education, and many professional settings. Lack of English ability is seen as a key factor in a 66 percent drop in enrollment between elementary school and high school and in very low entrance exam scores at the College of Micronesia. In a broader sense, stakeholders note systemic educational challenges with instructional planning, teaching skills, assessment practices, and school-parent communication—areas in which Volunteers also contribute.

To support English instruction and address systemic education issues in a sustainable manner, Volunteers work very closely with the local school staff and leadership as peer observers, demonstration teachers, co-planners, team teachers, and facilitators of informal exchanges.

In addition to Volunteer work at the school, Volunteers are capable and well positioned to support community development and service learning projects, especially as they relate to priorities in health education, environmental education, and youth development. Therefore, the design of the project plan addresses an urgent need for English, while also encouraging Volunteers to work with local community groups and agencies on other community issues.

Micronesia is at a dynamic point in its development history, and Peace Corps/Micronesia is working closely with FSM/Palau leadership to ensure that the Peace Corps program best assists Micronesians in their efforts to become independent and self-reliant.

Assignment History

Sector Assignment Beg. Yr End. Yr
Agriculture Ag Economics 1981 1981
Ag Education 1981 1985
Ag Extension 1979 2006
Animal Husband 1982 1985
Animal Husband Lg 1979 1984
Apiculture 1980 1980
Crop Extension 1964 1999
Fisheries Marine 1984 1996
Business Accounting 1981 1985
Business Advising 1980 2005
Business Development 1994 1999
Cooperatives 1981 1988
NGO Advising 1998 1998
Crisis Corps Crisis Corps 1990 2003
Education Art Education 1982 1984
Bus. Ed/Sectl Skl 1992 1992
English Teacher 1967 2007
English Teacher Trainer 1967 1998
Fisheries Fresh 1984 1998
Gen. Construction 1972 1983
Industrial Arts 1971 1980
Literacy Ed. 1992 1996
Math Teacher Trainer 1994 1994
Phys. Ed/Youth Wk 1981 1982
Prim-Ed/Teach Trn 1981 2007
Science Teacher Trainer 1994 1994
Secondary-Ed Sci. 1968 1968
Special Ed/Deaf 1991 1991
Special Ed/Gen. 1981 1982
Voc. Trainer 1970 1992
Environment Comm Forestry Ext 1991 1991
Environmental Ed. 1999 2006
Forestry 1979 2004
Protected Areas Management 2003 2006
Health Envir. and Water Resource 1973 2006
Health Degreed 1981 2005
Health Extension 1981 2007
Home Econ/Ext. 1981 1990
Hygiene Ed/Sanitation 1983 1985
Med. Technician 1979 1985
Nursing 1981 1981
Other Unique Skill 1978 2001
UNV United Nations Volunteer 1975 2000
Youth and Community Development Appropriate Tech. 1981 1983
Commun. Serv/Deg. 1980 2007
Road Const/Engin. 1982 1984
Rural Youth Dev. 1977 1987
Youth Development 1997 2007

[[{Category:Micronesia]]