Difference between pages "History of the Peace Corps in Guyana" and "History of the Peace Corps in Mozambique"

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The Peace Corps first received a formal invitation from Guyana in 1966, the year of the country’s independence. From 1966 until 1971, more than 160 Volunteers served in Guyana with the Peace Corps. At that time, education Volunteers broadened the school curricula to include technical and vocational subjects, including home economics, crafts, and manual arts. Technicians, architects, and engineers also assisted in developing and carrying out plans of Guyana’s Ministry of Works and Hydraulics. The Guyana program was discontinued in 1971, after the government of Guyana requested all overseas voluntary agencies to leave.  
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The government of Mozambique first approached the American government about the Peace Corps in the early 1990s, at a time when the more than 20-year liberation and civil war was coming to an end. In October 1998, the first Volunteers arrived to start teaching English in district secondary schools in the 1999 school year. The second group of Volunteers included a complement of science teachers. The next group included not only secondary school English and science teachers, but also English teacher trainers, and began teaching in February 2002. In 2004, Peace Corps Volunteers began working on a new community health project. Health Volunteers are working in a variety of nongovernmental organizations (NGOs), including international, national, community, and faith-based organizations that have projects in HIV/AIDS care and prevention as well as other aspects of health and wellness.  
  
In 1993, the Guyanese government, led by President Cheddi Jagan, approached the Peace Corps about the prospects for the Peace Corps to reopen its program in Guyana. In March 1995, the Peace Corps officially reopened a joint Peace Corps office for Suriname and Guyana. The first Volunteers arrived in 1995, serving in the areas of community health and youth development. In 1997, Peace Corps/Guyana and Peace Corps/ Suriname split to form two separate programs. Approximately 30 Volunteers arrive each year to work in the community health project and the education and community development project (which includes information technology). In total, more than 380 Volunteers have served in Guyana with the Peace Corps.  
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There are approximately 80 Volunteers in Mozambique, many of whom will be a resource to you as you prepare for and begin your Peace Corps experience. You may be placed in a community with another Volunteer, replace a Volunteer who has just finished his or her service, or even be the first Volunteer assigned to a particular school, NGO or community.  
  
Volunteers serve at sites ranging from the capital city of Georgetown, with a population of 300,000, to small, remote villages with populations fewer than 300. They are affiliated with a variety of schools, nongovernmental agencies, and government health facilities. The work of Peace Corps Volunteers in Guyana is well-received by the people of the communities in which they serve.  
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You will become an integral part of sustaining and expanding the Peace Corps program in Mozambique and will benefit greatly from the knowledge and experience of the Peace Corps/Mozambique staff. The staff consists of four Americans (a country director, associate directors for education and administration, and a medical officer) and locally hired Mozambican or non-Mozambican professional and support staff.  
  
===History and Future of Peace Corps Programming in Guyana===
 
  
Volunteers address educational, health, and technical concerns by providing community health education, literacy, life skills and academic training, and information technology in collaboration with relevant ministries and nongovernmental organizations (NGOs). They assist existing efforts to facilitate community involvement, train service providers, and introduce new training and teaching methodologies. Today, there are nearly 50 Peace Corps Volunteers serving in Guyana in nine of the country’s 10 regions.
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===History and Future of Peace Corps Programming in Mozambique ===
  
====Community Health Education Project====
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In 1999 the Peace Corps began a program to assist the government of Mozambique in its plans for English language teaching. English language capability is particularly important to the country as all of the countries surrounding it are English-speaking. The Ministry of Education later expressed a need for science teachers, so the next group of Volunteers included biology teachers. Both English and science Volunteers teach in eighth to tenth grade and also work with Mozambican teachers who seek to upgrade their language or teaching skills. In 2002 Peace Corps/Mozambique placed two Volunteers in primary-school teacher-training institutes.  They are part of a large team of Mozambicans, Americans, and British who are training Mozambican teachers in language and methodology for teaching English in sixth and seventh grades.
  
Under serious labor constraints, the Ministry of Health in Guyana is attempting to simultaneously strengthen and decentralize the country’s health delivery system. Depressed wages and salaries, a declining economy, and the flight of skills to more lucrative labor markets have worsened the situation. Therefore, the need for healthcare providers at all levels is acute.  
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The purpose of the Peace Corps’ education project in Mozambique is to strengthen the culture of learning, teaching, and service in primary, secondary, and technical schools, and teacher trainer institutes. Peace Corps Volunteers accomplish this objective by (1) providing young men and women with quality instruction; (2) collaborating with and supporting Mozambican teachers in their efforts to be more qualified, creative, and effective teachers; (3) assisting in the development of materials and resources to enhance English-teaching curricula and textbooks; and (4) strengthening links between schools and communities in environmental and public health education for girls, women, and out-of-school youth.  
  
Peace Corps/Guyana’s community health project seeks to support the Ministry of Health’s primary healthcare program.  
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The secondary school academic year begins in February and has two terms: early February to mid-June, with a short break for students in early April, and mid-July to the end of October, with another break for students in early September. Final exams are in November and early December. Agricultural and technical schools, to which some Volunteers are assigned, follow an August-to-June calendar.  
  
Health education Volunteers are usually assigned to work with local health centers. In collaboration with local staff, they address primary and preventive healthcare issues such as breastfeeding, diarrhea, worms, coughs and colds, nutrition, sanitation, hygiene, and sexually transmitted illnesses (STIs), including HIV/AIDS. Health education Volunteers also work with community leaders, groups, and organizations to facilitate community health assessments and campaigns, and to design and implement community projects. Volunteers placed in this sector are challenged to develop innovative ways of taking health education outreach programs to schools, community groups, and youth.  
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An estimated 60 percent of schools and health posts were destroyed or closed during the war between the government and RENAMO in the 1970s and 1980s. The Mozambican school system provides seven years of elementary education (grades 1-7) and three years of either general secondary school (grades 8-10) or basic agricultural, commercial, or industrial school. Finally, there are two years of upper secondary or pre-university school (grades 11-12) or two to three years at an agricultural, commercial, or industrial school.  
  
====Education and Community Development Project ====
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Through the collaboration with Mozambique’s National AIDS Council, the health project has two goals: (1) that selected groups and individuals will organize and implement activities that encourage healthy lifestyle decisions, HIV/AIDS prevention, and support orphans and vulnerable children (OVCs) in their communities; and (2) that NGOs, community-based organizations (CBOs) and faith-based organizations (FBOs) will have improved capacity to provide health and social services. Health Volunteers are placed with NGOs that are primarily working with HIV/AIDS projects. The Volunteer’s routine activities include community mobilization; training community health workers; assisting in the development of project plans; and assisting smaller organizations in professionalizing their outreach programs.
  
Guyana’s process of nation-building is causing vast political, social, and economic changes. These changes are placing the nation’s youth, which constitute nearly 60 percent of the population, at great risk.  
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The AIDS pandemic strikes across all social strata in many Peace Corps countries. The loss of teachers has crippled education systems, while illness and disability drains family income and forces governments and donors to redirect limited resources from other priorities. The fear and uncertainty AIDS causes has led to increased domestic violence and stigmatizing of people living with HIV/AIDS, isolating them from friends and family and cutting them off from economic opportunities. As a Peace Corps Volunteer, you will confront these issues on a very personal level. It is important to be aware of the high emotional toll that disease, death, and violence can have on Volunteers. As you strive to integrate into your community, you will develop relationships with local people who might die during your service. Because of the AIDS pandemic, some Volunteers will be regularly meeting with HIV-positive people and working with training staff, office staff, and host family members living with AIDS. Volunteers need to prepare themselves to embrace these relationships in a sensitive and positive manner. Likewise, malaria and malnutrition, motor vehicle accidents and other unintentional injuries, domestic violence and corporal punishment are problems a Volunteer may confront. You will need to anticipate these situations and utilize supportive resources available throughout your training and service to maintain your own emotional strength so that you can continue to be of service to your community.
  
Guyana’s Ministry of Education has recognized an urgent need to refocus the country’s education system by improving the literacy and numeracy of the country’s youth and by enhancing teachers’ skills in providing literacy education. In addition to ongoing projects focusing on training youth in life-skills development, Peace Corps/Guyana’s community education project taps Volunteers to work directly with young students to improve their literacy skills and with teachers to promote literacy education.
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===Assignment History===
  
====Community Information Technology ====
 
 
In March 2000, the Ministry of Education invited Peace Corps/Guyana to play a role in the development of information technology (IT) as a curriculum subject within the school system. This ministry has introduced two educational development projects in some of the country’s schools: the secondary school reform project and the Guyana education access project. It is hoped that the two projects will have a direct impact on promoting IT among the nation’s young people.
 
 
Several Volunteers work directly in the schools, and all Volunteers are encouraged to assist informally with these projects in their area if possible. Activities include teaching students and teachers to use the technology, assisting with setting up computer labs, and interacting with the schools and community groups to ensure that the benefits of this technology reach the communities as well.
 
 
====Future Programming Directions====
 
 
Guyana is one of the 15 countries benefiting from the President’s Emergency Program for AIDS Relief (Emergency Plan) and Peace Corps/Guyana Volunteers are mobilizing the communities in which they live and work to respond to the HIV/AIDS epidemic. It is the hope that this community organizing will lead to the development of community work plans and proposals for small projects that will be submitted to Peace Corps/Guyana for funding. Volunteers also encourage their communities to address other social issues, including orphans and vulnerable children, prevention of mother-tochild transmission, peer education/peer counseling, home-based care, voluntary counseling and testing, behavior change activities, vocational skills training, condom distribution, and community mobilization on HIV/AIDS projects that impact the spread of HIV in Guyana.
 
 
===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="2" align="center"| '''[[Agriculture]]'''
+
| rowspan="1" align="center"| '''[[Agriculture]]'''
 
| [[Ag Extension]]
 
| [[Ag Extension]]
| [[1995]]
+
| [[1998]]
| [[1995]]
+
| [[1998]]
 
|-
 
|-
| [[Crop Extension]]
+
| rowspan="1" align="center"| '''[[Business]]'''
| [[1966]]
+
| [[NGO Advising]]
| [[1966]]
+
|-
+
| rowspan="2" align="center"| '''[[Business]]'''
+
| [[Business Advising]]
+
| [[1995]]
+
 
| [[2004]]
 
| [[2004]]
|-
 
| [[Computer Science]]
 
| [[2001]]
 
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 
| [[Crisis Corps]]
 
| [[Crisis Corps]]
| [[2007]]
+
| [[2000]]
| [[2007]]
+
| [[2000]]
 
|-
 
|-
 
| rowspan="4" align="center"| '''[[Education]]'''
 
| rowspan="4" align="center"| '''[[Education]]'''
 
| [[English Teacher]]
 
| [[English Teacher]]
| [[2001]]
+
| [[1998]]
 
| [[2007]]
 
| [[2007]]
 +
|-
 +
| [[English Teacher Trainer]]
 +
| [[1998]]
 +
| [[1998]]
 
|-
 
|-
 
| [[Prim-Ed/Teach Trn]]
 
| [[Prim-Ed/Teach Trn]]
| [[2007]]
+
| [[2001]]
 
| [[2007]]
 
| [[2007]]
|-
 
| [[Secondary-Ed Math]]
 
| [[2001]]
 
| [[2005]]
 
 
|-
 
|-
 
| [[Secondary-Ed Sci.]]
 
| [[Secondary-Ed Sci.]]
| [[2001]]
+
| [[1998]]
| [[2005]]
+
|-
+
| rowspan="2" align="center"| '''[[Health]]'''
+
| [[Health Degreed]]
+
| [[1995]]
+
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
 +
| rowspan="1" align="center"| '''[[Health]]'''
 
| [[Health Extension]]
 
| [[Health Extension]]
| [[1995]]
+
| [[2004]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| [[United Nations Volunteer]]
 
| [[United Nations Volunteer]]
| [[1980]]
+
| [[1985]]
| [[1991]]
+
| [[1999]]
 
|-
 
|-
 
| rowspan="2" align="center"| '''[[Youth and Community Development]]'''
 
| rowspan="2" align="center"| '''[[Youth and Community Development]]'''
 
| [[Commun. Serv/Deg.]]
 
| [[Commun. Serv/Deg.]]
| [[1995]]
+
| [[2006]]
| [[2000]]
+
| [[2007]]
 
|-
 
|-
 
| [[Youth Development]]
 
| [[Youth Development]]
| [[1996]]
+
| [[2006]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
 
|}
 
|}
  
[[Category:Guyana]]
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 +
[[Category:Mozambique]]

Revision as of 02:12, 13 March 2009

History of the Peace Corps
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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 government of Mozambique first approached the American government about the Peace Corps in the early 1990s, at a time when the more than 20-year liberation and civil war was coming to an end. In October 1998, the first Volunteers arrived to start teaching English in district secondary schools in the 1999 school year. The second group of Volunteers included a complement of science teachers. The next group included not only secondary school English and science teachers, but also English teacher trainers, and began teaching in February 2002. In 2004, Peace Corps Volunteers began working on a new community health project. Health Volunteers are working in a variety of nongovernmental organizations (NGOs), including international, national, community, and faith-based organizations that have projects in HIV/AIDS care and prevention as well as other aspects of health and wellness.

There are approximately 80 Volunteers in Mozambique, many of whom will be a resource to you as you prepare for and begin your Peace Corps experience. You may be placed in a community with another Volunteer, replace a Volunteer who has just finished his or her service, or even be the first Volunteer assigned to a particular school, NGO or community.

You will become an integral part of sustaining and expanding the Peace Corps program in Mozambique and will benefit greatly from the knowledge and experience of the Peace Corps/Mozambique staff. The staff consists of four Americans (a country director, associate directors for education and administration, and a medical officer) and locally hired Mozambican or non-Mozambican professional and support staff.


History and Future of Peace Corps Programming in Mozambique

In 1999 the Peace Corps began a program to assist the government of Mozambique in its plans for English language teaching. English language capability is particularly important to the country as all of the countries surrounding it are English-speaking. The Ministry of Education later expressed a need for science teachers, so the next group of Volunteers included biology teachers. Both English and science Volunteers teach in eighth to tenth grade and also work with Mozambican teachers who seek to upgrade their language or teaching skills. In 2002 Peace Corps/Mozambique placed two Volunteers in primary-school teacher-training institutes. They are part of a large team of Mozambicans, Americans, and British who are training Mozambican teachers in language and methodology for teaching English in sixth and seventh grades.

The purpose of the Peace Corps’ education project in Mozambique is to strengthen the culture of learning, teaching, and service in primary, secondary, and technical schools, and teacher trainer institutes. Peace Corps Volunteers accomplish this objective by (1) providing young men and women with quality instruction; (2) collaborating with and supporting Mozambican teachers in their efforts to be more qualified, creative, and effective teachers; (3) assisting in the development of materials and resources to enhance English-teaching curricula and textbooks; and (4) strengthening links between schools and communities in environmental and public health education for girls, women, and out-of-school youth.

The secondary school academic year begins in February and has two terms: early February to mid-June, with a short break for students in early April, and mid-July to the end of October, with another break for students in early September. Final exams are in November and early December. Agricultural and technical schools, to which some Volunteers are assigned, follow an August-to-June calendar.

An estimated 60 percent of schools and health posts were destroyed or closed during the war between the government and RENAMO in the 1970s and 1980s. The Mozambican school system provides seven years of elementary education (grades 1-7) and three years of either general secondary school (grades 8-10) or basic agricultural, commercial, or industrial school. Finally, there are two years of upper secondary or pre-university school (grades 11-12) or two to three years at an agricultural, commercial, or industrial school.

Through the collaboration with Mozambique’s National AIDS Council, the health project has two goals: (1) that selected groups and individuals will organize and implement activities that encourage healthy lifestyle decisions, HIV/AIDS prevention, and support orphans and vulnerable children (OVCs) in their communities; and (2) that NGOs, community-based organizations (CBOs) and faith-based organizations (FBOs) will have improved capacity to provide health and social services. Health Volunteers are placed with NGOs that are primarily working with HIV/AIDS projects. The Volunteer’s routine activities include community mobilization; training community health workers; assisting in the development of project plans; and assisting smaller organizations in professionalizing their outreach programs.

The AIDS pandemic strikes across all social strata in many Peace Corps countries. The loss of teachers has crippled education systems, while illness and disability drains family income and forces governments and donors to redirect limited resources from other priorities. The fear and uncertainty AIDS causes has led to increased domestic violence and stigmatizing of people living with HIV/AIDS, isolating them from friends and family and cutting them off from economic opportunities. As a Peace Corps Volunteer, you will confront these issues on a very personal level. It is important to be aware of the high emotional toll that disease, death, and violence can have on Volunteers. As you strive to integrate into your community, you will develop relationships with local people who might die during your service. Because of the AIDS pandemic, some Volunteers will be regularly meeting with HIV-positive people and working with training staff, office staff, and host family members living with AIDS. Volunteers need to prepare themselves to embrace these relationships in a sensitive and positive manner. Likewise, malaria and malnutrition, motor vehicle accidents and other unintentional injuries, domestic violence and corporal punishment are problems a Volunteer may confront. You will need to anticipate these situations and utilize supportive resources available throughout your training and service to maintain your own emotional strength so that you can continue to be of service to your community.

Assignment History

Sector Assignment Beg. Yr End. Yr
Agriculture Ag Extension 1998 1998
Business NGO Advising 2004 2007
Crisis Corps Crisis Corps 2000 2000
Education English Teacher 1998 2007
English Teacher Trainer 1998 1998
Prim-Ed/Teach Trn 2001 2007
Secondary-Ed Sci. 1998 2007
Health Health Extension 2004 2007
UNV United Nations Volunteer 1985 1999
Youth and Community Development Commun. Serv/Deg. 2006 2007
Youth Development 2006 2007