Difference between pages "Training in Ecuador" and "History of the Peace Corps in Philippines"

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{{Training_by_country}}
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{{History_of_the_Peace_Corps_by_country}}
The 10-week training period is a time for you and the Peace Corps to reexamine your commitment to being a Volunteer in Ecuador. Participation in training does not guarantee that you will become a Volunteer. While we fully expect you to successfully complete training, there are certain goals you must achieve before you can be sworn in as a Volunteer.  These goals include attaining a minimum level of ability in the Spanish language (as measured by a standard oral exam), gaining the required technical knowledge, and demonstrating your ability to live and work within the framework of the local culture (as assessed by staff members), while following Peace Corps’ guidance for safety and security and personal health.  These goals are equally important. Not only must you be able to do your job, but you must be able to do it in a culturally acceptable way. You will be evaluated and advised by both American and Ecuadorian members of the training staff regarding your progress.
+
  
Throughout pre-service training, you will be encouraged to continue examining your personal motivation for having joined the Peace Corps and your level of commitment, so that by the time you are invited to swear in as a Volunteer, you are making an informed and serious commitment that will sustain you through the full two years of service.
 
  
Ninety percent of training takes place in a community setting, where you will experience living and working conditions similar to those at the site where you will be assigned. During this community-based training period, you will live with an Ecuadorian family and be expected to take full advantage of the opportunity to immerse yourself in the language and culture. Three to five trainees are assigned to each community.
 
  
====Technical Training====
 
  
Technical training will prepare you to work in Ecuador by building on the skills you already have and helping you develop new skills in a manner appropriate to the needs of the country. The Peace Corps staff, Ecuadorian experts, and current Volunteers will conduct the training program. Training places great emphasis on learning how to transfer the skills you have to the community in which you will serve as a Volunteer.
 
  
Technical training will include sessions on the economic and political environment in Ecuador and strategies for working within such a framework. You will review your technical sector’s goals and will meet with the Ecuadorian agencies, organizations, and community contacts that invited the Peace Corps to assist them. You will be supported and evaluated throughout the training to build the confidence and skills you need to undertake your project activities and be a productive member of your community.  
+
In October 1961, the first group of Peace Corps Volunteers in the Philippines arrived to begin classroom assignments in the areas of language, mathematics, and science. Those 123 Volunteers were the second group in any Peace Corps country.  
  
====Language Training====
+
Today, approximately 140 Volunteers continue to work with Filipinos to train primary, secondary, and tertiary teachers; to support organizations working with children, youth, and families at risk; to assist in the management of coastal resources, water systems, and waste management; to provide livelihood assistance; and to promote biodiversity conservation. Since 1961, more than 8,000 Peace Corps Volunteers have served in the Philippines, and it is the country in which the largest number of Volunteers has served.
  
As a Peace Corps Volunteer, you will find that language skills are the key to personal and professional satisfaction during your service. These skills are critical to your job performance—they help you integrate into your community, and they can ease your personal adaptation to the new surroundings. Therefore, language training is the heart of the training program, and you must successfully meet minimum language requirements to complete training and become a Volunteer. Language training occurs primarily in communities, through interacting with families, community members, and agencies. Along with formal language sessions, language training is also integrated in health, safety, cultural, and technical training activities. High intermediate or advanced speakers are expected to identify alternative learning opportunities in their communities that focus on needs in their future sites. Advanced speakers are expected to structure their own learning with facilitators to help process activities.  
+
The fact that more than 8,000 Volunteers have served in the Philippines is significant. Filipinos tend to like Americans in general and Peace Corps Volunteers in particular. Many of the Filipinos you meet will recall with great fondness former Volunteers they have known.  
  
Your language training will incorporate a community-based approach. In addition to formal language learning, you will be given assignments to work on outside of the classroom and with your host family. The goal is to get you to a point of basic social communication skills so that you can practice and develop language skills further on your own. Prior to being sworn in as a Volunteer, you will work on strategies to continue language studies once you are at your site.
 
  
====Cross-Cultural Training====
+
===History and Future of Peace Corps Programming in the Philippines===
  
As part of your pre-service training, you will live with an Ecuadorian host family. This experience is designed to ease your transition to life at your site. Families go through an orientation conducted by Peace Corps staff to explain the purpose of pre-service training and to assist them in helping you adapt to living in Ecuador. Many Volunteers form strong and lasting friendships with their host families.  
+
In the 1970s, the growing number of qualified Filipino teachers led to a shift in the Peace Corps’ priorities to rural programming in the areas of social and economic development. In the 1980s, a memorandum of understanding between the Peace Corps and the Departments of Education, Culture, and Sports; Environment and Natural Resources; and Agriculture provided a framework for projects in these areas. Volunteers worked on projects in health and nutrition, urban community development, appropriate technology, water and sanitation, agriculture extension, farmers’ marketing coops, fisheries, income generation for small farmers, agroforestry, upland community development, integrated social forestry, vocational education, deaf education, physical education, local development planning, small business development, and income generation.  
  
Cross-cultural and community development training will help you improve your communication skills and understand your role as a facilitator of development. You will be exposed to topics such as gender and development, positive community development strategies, and nonformal and adult education strategies.  
+
From the mid-1980s through the 1990s, Volunteers once again worked in schools, this time as teacher trainers at the high school level, while continuing the projects in health, agriculture, fisheries, agroforestry, income generation, and local development planning.  
  
====Health Training====
+
In June 1990, the Peace Corps suspended the program because of security concerns. The program resumed in 1992 with a project in small-island integrated development, with Volunteers working in coastal resources management, health and nutrition, water and sanitation, local development planning, and an integrated protected areas system project. Unfortunately, this area remains one of the more deadly regions, where a volunteer was murdered in 2007. STD transmission and assaults against foreigners (including PCV's) are not uncommon and should be precautioned against.
  
During pre-service training, you will be given basic medical training and information. You will be expected to practice preventive healthcare and to take responsibility for your own health by adhering to all medical policies. Trainees are required to attend all medical sessions. The topics include preventive health measures and minor and major medical issues that you might encounter while in Ecuador. Nutrition, mental health, safety and security, setting up a safe living area, and how to avoid HIV/AIDS and other STDs are also covered.
+
Peace Corps/Philippines currently focuses its programming in four sectors:
  
=====Safety Training====
+
===Education ===
  
During the safety training sessions, you will learn how to adopt a lifestyle that reduces your risks at home, at work, and during your travels. You will also learn appropriate, effective strategies for coping with unwanted attention and about your individual responsibility for promoting safety throughout your service.  
+
Basic Education and Technical Assistance Information Communication Technology (ICT) Resource Teacher.  
  
Additional Trainings During Volunteer Service
+
An ICT resource teacher assists educational institutions in planning, designing, and implementing a variety of teacher training efforts primarily related to ICT. Activities may include troubleshooting, helping administrative staff computerize peace coRps files, working with school nurses to develop databases for tracking critical healthcare problems among the student population, working with individuals or groups of teachers to introduce basic computer education concepts, demonstrating various software programs like Excel, setting up programs to computerize the grading system, teaching Internet research skills, developing curriculum and low-cost instructional materials, and conducting in-service trainings and workshops.
  
In its commitment to institutionalize quality training, the Peace Corps has implemented a training system that provides Volunteers with continual opportunities to examine their commitment to Peace Corps service while increasing their technical and cross-cultural skills. During your service, there are usually four training events. The titles and objectives for those trainings are as follows:
+
Basic Education and Technical Assistance Elementary Education Resource Teacher. A basic education and technical assistance in elementary education resource teacher assists the Department of Education in planning, designing, and implementing a variety of teacher training efforts in English, reading, communication arts, math, science, and related areas.
  
* Reconnect conference: Four to five months after beginning service, Volunteers get together for a two- or three-day program in which they review their first few months of service, provide input to Peace Corps/Ecuador, and learn new technical and language skills.
+
Basic Education and Technical Assistance Special Education Resource Teacher. A basic education and technical assistance special education resource teacher assists the Department of Education, particularly the Special Education (SPED) Center, in planning, designing, and implementing a variety of teacher training efforts in special education and other fields of interest such as communication arts, reading, math, and science.  
* In-service trainings: These provide an opportunity for Volunteers and their counterparts to upgrade their technical, language, and project development skills while sharing their experiences.
+
* Local technical training: Provides cross-sector training opportunities, depending on community interest, coordinated with the regional Volunteer coordinators.
+
* Close of service conference: Prepares Volunteers for the future after Peace Corps service, reviews their respective projects and personal experiences, and provides a forum for Peace Corps/Ecuador to discuss Volunteers’ ideas for improving the program in Ecuador.  The number, length, and design of these trainings are adapted to country-specific needs and conditions. The key to the training system is that training events are integrated and interrelated, from the pre-departure orientation through the end of your service, and are planned, implemented, and evaluated cooperatively by the training staff, Peace Corps staff, and Volunteers.  
+
  
[[Category:Ecuador]]
+
===Youth ===
[[Category:Training|Ecuador]]
+
 
 +
Children, Youth and Family Community Services
 +
 
 +
Advisor. A children, youth, and family (CYF) community services advisor assists in the areas of formal and nonformal education as mentors and tutors, in computer literacy, sports development, alternative livelihoods, etc. Volunteers may also assist in such activities as enhancing the image and self-confidence of clients, becoming engaged in working with parents and other community groups, and conducting staff training. CYF Volunteers can be placed in a community-based center, to include homes for girls, regional rehabilitation centers for youth, homes for abandoned children, orphanages, women’s havens, or nongovernmental organizations (NGOs) and local government units (LGUs) that provide programs and services for children, youth, and families in especially difficult circumstances.
 +
 
 +
===Environment ===
 +
 
 +
Natural Resources and Environment Management Extentionist: A natural resources and environmental management (NERM) extentionist assigned to a province, municipality or a biologically significant area will be responsible to a government office or an NGO. The extentionist’s primary objective will be to promote natural resources management and conservation and environmental management. This may entail: conducting participatory rural appraisals; conducting environmental education in the schools or awareness campaign in the community; organizing youth development and environmental activities; assisting the host agency in natural resources planning and management; working with community members in protecting or restoring degraded habitats (e.g., marine sanctuaries, mangrove planting, assisted natural regeneration or rain forestation); and conducting biodiversity monitoring.
 +
 
 +
Water/Sanitation Technician: A water/sanitation technician assists a province, municipality or NGO. The Volunteer’s primary objective will be to promote sustainable use and management of water resources and environmentally appropriate solid waste and liquid disposal. This may entail: rehabilitation or construction of water resources such as shallow/deep wells, spring boxes, pumps, rain-catchment systems and pipelines; construction of toilets and latrines; performing water quality tests and samplings; organizing and peace coRps training communities and barangay (village) water associations in construction, repair, and maintenance of water/sanitation systems; conducting water and watershed conservation/ sanitation, waste management information/education campaign; and assisting municipalities or provinces in solid and liquid waste management development plans and projects.
 +
 
 +
===Business ===
 +
 
 +
Small Business/Livelihood Extentionist. A small business/ livelihood extentionist assists the Philippine government or an NGO in planning, implementing, managing, and/or evaluating livelihood, micro-lending, and or small business development programs and building capacity on the part of the target beneficiaries in starting up and managing small businesses.  Volunteers may be assigned to a municipal or provincial government office, an NGO, or to a church-affiliated group that targets youth, young adults, and other disadvantaged sectors of Philippine society (e.g., girls and women).
 +
 
 +
The Peace Corps manages its program based on the geographical regions of the country. This allows the Peace Corps to address specific development needs in each region it serves. A manager is assigned to each region and is the key field support. Sector managers provide technical support and training and monitor whether the goals and objectives of the Peace Corps’ project plans are being met.
 +
 
 +
The Peace Corps/Philippines program believes that capacity building —leaving Filipino counterparts and communities more capable and empowered—is one of the greatest legacies of a Peace Corps Volunteer assignment.
 +
 
 +
 
 +
===Assignment History===
 +
 
 +
{| border="1" cellpadding="5" cellspacing="0"
 +
|-
 +
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 +
|-
 +
| rowspan="8" align="center"| '''[[Agriculture]]'''
 +
| [[Ag Economics]]
 +
| [[1980]]
 +
| [[1985]]
 +
|-
 +
| [[Ag Education]]
 +
| [[1985]]
 +
| [[1996]]
 +
|-
 +
| [[Ag Extension]]
 +
| [[1978]]
 +
| [[2007]]
 +
|-
 +
| [[Animal Husband]]
 +
| [[1972]]
 +
| [[1994]]
 +
|-
 +
| [[Animal Husband Lg]]
 +
| [[1977]]
 +
| [[1994]]
 +
|-
 +
| [[Apiculture]]
 +
| [[1973]]
 +
| [[1980]]
 +
|-
 +
| [[Crop Extension]]
 +
| [[1962]]
 +
| [[1994]]
 +
|-
 +
| [[Fisheries Marine]]
 +
| [[1980]]
 +
| [[1998]]
 +
|-
 +
| rowspan="7" align="center"| '''[[Business]]'''
 +
| [[Accounting]]
 +
| [[1975]]
 +
| [[1981]]
 +
|-
 +
| [[Archictecture]]
 +
| [[1981]]
 +
| [[1983]]
 +
|-
 +
| [[Business Advising]]
 +
| [[1970]]
 +
| [[2006]]
 +
|-
 +
| [[Business Development]]
 +
| [[1970]]
 +
| [[1970]]
 +
|-
 +
| [[Computer Science]]
 +
| [[2003]]
 +
| [[2007]]
 +
|-
 +
| [[Cooperatives]]
 +
| [[1977]]
 +
| [[1985]]
 +
|-
 +
| [[Urban and Regional Planning]]
 +
| [[1980]]
 +
| [[1997]]
 +
|-
 +
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 +
| [[Crisis Corps]]
 +
| [[2007]]
 +
| [[2007]]
 +
|-
 +
| rowspan="14" align="center"| '''[[Education]]'''
 +
| [[English Teacher]]
 +
| [[1966]]
 +
| [[2007]]
 +
|-
 +
| [[English Teacher Trainer]]
 +
| [[1987]]
 +
| [[2002]]
 +
|-
 +
| [[Fisheries Fresh]]
 +
| [[1980]]
 +
| [[1998]]
 +
|-
 +
| [[Gen. Construction]]
 +
| [[1971]]
 +
| [[1971]]
 +
|-
 +
| [[Home Economics]]
 +
| [[1981]]
 +
| [[1985]]
 +
|-
 +
| [[Industrial Arts]]
 +
| [[1976]]
 +
| [[1981]]
 +
|-
 +
| [[Literacy Ed.]]
 +
| [[1985]]
 +
| [[1985]]
 +
|-
 +
| [[Prim-Ed/Teach Trn]]
 +
| [[1966]]
 +
| [[2007]]
 +
|-
 +
| [[Secondary-Ed Math]]
 +
| [[1967]]
 +
| [[1990]]
 +
|-
 +
| [[Secondary-Ed Sci.]]
 +
| [[1969]]
 +
| [[2002]]
 +
|-
 +
| [[Special Ed/Deaf]]
 +
| [[1979]]
 +
| [[1989]]
 +
|-
 +
| [[Special Ed/Gen.]]
 +
| [[1987]]
 +
| [[2006]]
 +
|-
 +
| [[Univ. English Teaching]]
 +
| [[1988]]
 +
| [[2002]]
 +
|-
 +
| [[Voc. Trainer]]
 +
| [[1988]]
 +
| [[1990]]
 +
|-
 +
| rowspan="4" align="center"| '''[[Environment]]'''
 +
| [[Comm Forestry Ext]]
 +
| [[1986]]
 +
| [[1992]]
 +
|-
 +
| [[Environmental Ed.]]
 +
| [[1980]]
 +
| [[2007]]
 +
|-
 +
| [[Forestry]]
 +
| [[1978]]
 +
| [[2002]]
 +
|-
 +
| [[Protected Areas Management]]
 +
| [[1987]]
 +
| [[1999]]
 +
|-
 +
| rowspan="7" align="center"| '''[[Health]]'''
 +
| [[Disease Control]]
 +
| [[1981]]
 +
| [[1985]]
 +
|-
 +
| [[Envir. and Water Resource]]
 +
| [[1981]]
 +
| [[2007]]
 +
|-
 +
| [[Health Degreed]]
 +
| [[1961]]
 +
| [[1996]]
 +
|-
 +
| [[Health Extension]]
 +
| [[1981]]
 +
| [[1989]]
 +
|-
 +
| [[Home Econ/Ext.]]
 +
| [[1966]]
 +
| [[1981]]
 +
|-
 +
| [[Hygiene Ed/Sanitation]]
 +
| [[1983]]
 +
| [[2006]]
 +
|-
 +
| [[Nursing]]
 +
| [[1979]]
 +
| [[1984]]
 +
|-
 +
| rowspan="1" align="center"| '''[[Master's International]]'''
 +
| [[Masters Internationalist]]
 +
| [[2001]]
 +
| [[2001]]
 +
|-
 +
| rowspan="2" align="center"| '''[[Other]]'''
 +
| [[Flexible App]]
 +
| [[1974]]
 +
| [[1989]]
 +
|-
 +
| [[Unique Skill]]
 +
| [[1967]]
 +
| [[1995]]
 +
|-
 +
| rowspan="1" align="center"| '''[[UNV]]'''
 +
| [[United Nations Volunteer]]
 +
| [[1973]]
 +
| [[1982]]
 +
|-
 +
| rowspan="5" align="center"| '''[[Youth and Community Development]]'''
 +
| [[Appropriate Tech.]]
 +
| [[1979]]
 +
| [[1989]]
 +
|-
 +
| [[Commun. Serv/Deg.]]
 +
| [[1973]]
 +
| [[2007]]
 +
|-
 +
| [[Road Const/Engin.]]
 +
| [[1976]]
 +
| [[1976]]
 +
|-
 +
| [[Rural Youth Dev.]]
 +
| [[1981]]
 +
| [[1982]]
 +
|-
 +
| [[Youth Development]]
 +
| [[1999]]
 +
| [[2008]]
 +
|-
 +
|}
 +
 
 +
[[Category:Philippines]]

Latest revision as of 11:40, 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:



In October 1961, the first group of Peace Corps Volunteers in the Philippines arrived to begin classroom assignments in the areas of language, mathematics, and science. Those 123 Volunteers were the second group in any Peace Corps country.

Today, approximately 140 Volunteers continue to work with Filipinos to train primary, secondary, and tertiary teachers; to support organizations working with children, youth, and families at risk; to assist in the management of coastal resources, water systems, and waste management; to provide livelihood assistance; and to promote biodiversity conservation. Since 1961, more than 8,000 Peace Corps Volunteers have served in the Philippines, and it is the country in which the largest number of Volunteers has served.

The fact that more than 8,000 Volunteers have served in the Philippines is significant. Filipinos tend to like Americans in general and Peace Corps Volunteers in particular. Many of the Filipinos you meet will recall with great fondness former Volunteers they have known.


History and Future of Peace Corps Programming in the Philippines[edit]

In the 1970s, the growing number of qualified Filipino teachers led to a shift in the Peace Corps’ priorities to rural programming in the areas of social and economic development. In the 1980s, a memorandum of understanding between the Peace Corps and the Departments of Education, Culture, and Sports; Environment and Natural Resources; and Agriculture provided a framework for projects in these areas. Volunteers worked on projects in health and nutrition, urban community development, appropriate technology, water and sanitation, agriculture extension, farmers’ marketing coops, fisheries, income generation for small farmers, agroforestry, upland community development, integrated social forestry, vocational education, deaf education, physical education, local development planning, small business development, and income generation.

From the mid-1980s through the 1990s, Volunteers once again worked in schools, this time as teacher trainers at the high school level, while continuing the projects in health, agriculture, fisheries, agroforestry, income generation, and local development planning.

In June 1990, the Peace Corps suspended the program because of security concerns. The program resumed in 1992 with a project in small-island integrated development, with Volunteers working in coastal resources management, health and nutrition, water and sanitation, local development planning, and an integrated protected areas system project. Unfortunately, this area remains one of the more deadly regions, where a volunteer was murdered in 2007. STD transmission and assaults against foreigners (including PCV's) are not uncommon and should be precautioned against.

Peace Corps/Philippines currently focuses its programming in four sectors:

Education[edit]

Basic Education and Technical Assistance Information Communication Technology (ICT) Resource Teacher.

An ICT resource teacher assists educational institutions in planning, designing, and implementing a variety of teacher training efforts primarily related to ICT. Activities may include troubleshooting, helping administrative staff computerize peace coRps files, working with school nurses to develop databases for tracking critical healthcare problems among the student population, working with individuals or groups of teachers to introduce basic computer education concepts, demonstrating various software programs like Excel, setting up programs to computerize the grading system, teaching Internet research skills, developing curriculum and low-cost instructional materials, and conducting in-service trainings and workshops.

Basic Education and Technical Assistance Elementary Education Resource Teacher. A basic education and technical assistance in elementary education resource teacher assists the Department of Education in planning, designing, and implementing a variety of teacher training efforts in English, reading, communication arts, math, science, and related areas.

Basic Education and Technical Assistance Special Education Resource Teacher. A basic education and technical assistance special education resource teacher assists the Department of Education, particularly the Special Education (SPED) Center, in planning, designing, and implementing a variety of teacher training efforts in special education and other fields of interest such as communication arts, reading, math, and science.

Youth[edit]

Children, Youth and Family Community Services

Advisor. A children, youth, and family (CYF) community services advisor assists in the areas of formal and nonformal education as mentors and tutors, in computer literacy, sports development, alternative livelihoods, etc. Volunteers may also assist in such activities as enhancing the image and self-confidence of clients, becoming engaged in working with parents and other community groups, and conducting staff training. CYF Volunteers can be placed in a community-based center, to include homes for girls, regional rehabilitation centers for youth, homes for abandoned children, orphanages, women’s havens, or nongovernmental organizations (NGOs) and local government units (LGUs) that provide programs and services for children, youth, and families in especially difficult circumstances.

Environment[edit]

Natural Resources and Environment Management Extentionist: A natural resources and environmental management (NERM) extentionist assigned to a province, municipality or a biologically significant area will be responsible to a government office or an NGO. The extentionist’s primary objective will be to promote natural resources management and conservation and environmental management. This may entail: conducting participatory rural appraisals; conducting environmental education in the schools or awareness campaign in the community; organizing youth development and environmental activities; assisting the host agency in natural resources planning and management; working with community members in protecting or restoring degraded habitats (e.g., marine sanctuaries, mangrove planting, assisted natural regeneration or rain forestation); and conducting biodiversity monitoring.

Water/Sanitation Technician: A water/sanitation technician assists a province, municipality or NGO. The Volunteer’s primary objective will be to promote sustainable use and management of water resources and environmentally appropriate solid waste and liquid disposal. This may entail: rehabilitation or construction of water resources such as shallow/deep wells, spring boxes, pumps, rain-catchment systems and pipelines; construction of toilets and latrines; performing water quality tests and samplings; organizing and peace coRps training communities and barangay (village) water associations in construction, repair, and maintenance of water/sanitation systems; conducting water and watershed conservation/ sanitation, waste management information/education campaign; and assisting municipalities or provinces in solid and liquid waste management development plans and projects.

Business[edit]

Small Business/Livelihood Extentionist. A small business/ livelihood extentionist assists the Philippine government or an NGO in planning, implementing, managing, and/or evaluating livelihood, micro-lending, and or small business development programs and building capacity on the part of the target beneficiaries in starting up and managing small businesses. Volunteers may be assigned to a municipal or provincial government office, an NGO, or to a church-affiliated group that targets youth, young adults, and other disadvantaged sectors of Philippine society (e.g., girls and women).

The Peace Corps manages its program based on the geographical regions of the country. This allows the Peace Corps to address specific development needs in each region it serves. A manager is assigned to each region and is the key field support. Sector managers provide technical support and training and monitor whether the goals and objectives of the Peace Corps’ project plans are being met.

The Peace Corps/Philippines program believes that capacity building —leaving Filipino counterparts and communities more capable and empowered—is one of the greatest legacies of a Peace Corps Volunteer assignment.


Assignment History[edit]

Sector Assignment Beg. Yr End. Yr
Agriculture Ag Economics 1980 1985
Ag Education 1985 1996
Ag Extension 1978 2007
Animal Husband 1972 1994
Animal Husband Lg 1977 1994
Apiculture 1973 1980
Crop Extension 1962 1994
Fisheries Marine 1980 1998
Business Accounting 1975 1981
Archictecture 1981 1983
Business Advising 1970 2006
Business Development 1970 1970
Computer Science 2003 2007
Cooperatives 1977 1985
Urban and Regional Planning 1980 1997
Crisis Corps Crisis Corps 2007 2007
Education English Teacher 1966 2007
English Teacher Trainer 1987 2002
Fisheries Fresh 1980 1998
Gen. Construction 1971 1971
Home Economics 1981 1985
Industrial Arts 1976 1981
Literacy Ed. 1985 1985
Prim-Ed/Teach Trn 1966 2007
Secondary-Ed Math 1967 1990
Secondary-Ed Sci. 1969 2002
Special Ed/Deaf 1979 1989
Special Ed/Gen. 1987 2006
Univ. English Teaching 1988 2002
Voc. Trainer 1988 1990
Environment Comm Forestry Ext 1986 1992
Environmental Ed. 1980 2007
Forestry 1978 2002
Protected Areas Management 1987 1999
Health Disease Control 1981 1985
Envir. and Water Resource 1981 2007
Health Degreed 1961 1996
Health Extension 1981 1989
Home Econ/Ext. 1966 1981
Hygiene Ed/Sanitation 1983 2006
Nursing 1979 1984
Master's International Masters Internationalist 2001 2001
Other Flexible App 1974 1989
Unique Skill 1967 1995
UNV United Nations Volunteer 1973 1982
Youth and Community Development Appropriate Tech. 1979 1989
Commun. Serv/Deg. 1973 2007
Road Const/Engin. 1976 1976
Rural Youth Dev. 1981 1982
Youth Development 1999 2008