Difference between pages "History of the Peace Corps in Belize" and "History of the Peace Corps in China"

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Since the first Peace Corps Volunteers arrived in Belize in 1962, more than 1,600 have served in the country. They have worked in education, alternative agriculture, health, conservation, and small business development. In the early years of Peace Corps/Belize, most Volunteers worked with the Ministry of Education to expand and diversify the secondary school system in rural areas. Since the early 1990s, Volunteers have focused their educational efforts on teacher training, curriculum development, HIV/AIDS awareness, and at-risk youth. They have also worked in rural community development, focusing on ecotourism, alternative agriculture, and environmental education.
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In March 1988, the Chinese foreign minister and then-Secretary of State George Shultz agreed in principle to place Peace Corps Volunteers in China. A year later, an exchange of letters signed by the U.S. ambassador and the secretary general of the China Education Association for International Exchange (CEAIE) and the Peace Corps opened the way to establish a Peace Corps post in Chengdu, the capital of Sichuan Province.  
  
== History and Future of Peace Corps Programming in Belize ==
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In June 1989, the first group of trainees for Peace Corps/ China began training in the United States. However, following the Tiananmen Square incident, the training was canceled; the China program was temporarily suspended and the trainees were offered assignments in other countries.
  
Peace Corps/Belize works in several key areas, including education, youth development, rural community development and environmental conservation. The objective of our programming is not to teach the people of Belize American values or an American sense of efficiency, but to enable them to help themselves within their own cultural framework.
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The first group of 18 Peace Corps Volunteers to be sent to China arrived for their training in Chengdu, Sichuan Province, in June 1993. Following training in teaching English as a foreign language (TEFL), Chinese language, and cross-cultural issues, the 18 trainees swore-in as Volunteers in August 1993. They were posted to Sichuan Province, which at that time also included what later became the separate political entity known as the municipality of Chongqing. This group was viewed by the Chinese as a two-year experiment to determine whether Peace Corps was appropriate for China.  Those Volunteers completed their service and returned to the United States on schedule in the summer of 1995. The Peace Corps country agreement was not signed until June 29, 1998.  
  
The education project engages Volunteers in providing training and support to teachers in the primary school system. Literacy rates in many Belizean communities are low.
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In 1999, the Peace Corps program moved in Guizhou Province. In 2000, the program moved into Gansu Province.  The Chinese government decided to hive off what became known as the Municipality of Chongqing in 1997. This change in political status had the effect of creating a fourth political jurisdiction in which the Peace Corps operates. In April 2003 the Peace Corps pulled out of China during the severe acute respiratory syndrome (SARS) crisis. Volunteers returned to China in July 2004. From the start of the program in 1993 through September 2006, there have been 287 Peace Corps Volunteers who have served in China. As of September 2006, there were 104 Peace Corps Volunteers serving in-country.  
  
Volunteers provide innovative leadership and training for teachers to strengthen reading instruction and to increase the reading skills of targeted students in the first four years of primary school. Volunteers also assist schools in setting up school and community libraries. This is complemented by a national adult literacy program in which Peace Corps Volunteers are collaborating with the Adult and Continuing Education Department of the Ministry of Education. Special education Volunteers are providing training for teachers in methodologies used to teach learning-impaired children. These teachers learn about materials development and classroom-management as well as methods for teaching students who are hearing-impaired or have vision and reading problems.
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Since the Peace Corps began work in China in 1993 up until the present time TEFL has been the main program area. From 2000 until 2006, the Peace Corps also had an environmental education program.  
  
Youth for the Future was established by the Government of Belize in 2002 to increase efforts to systematically address the challenges facing young people. Youth development Volunteers are helping the government improve and expand the programs and services to the youth in Belize. The five main program theme areas are: leadership and governance; productivity and volunteerism; job creation and enterprise development; conflict resolution and violence reduction; and HIV/AIDS education and prevention.
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At the national level, the Peace Corps comes under the China Education Association for International Exchange (CEAIE), which is affiliated with the Ministry of Education. CEAIE is the largest non–governmental organization (NGO) in international educational exchange in China. Founded in 1981, CEAIE has a mission of promoting Chinese educational development and enhancing understanding and friendship between Chinese and international educational communities through international exchange and cooperation. Since its establishment, it has developed cooperative linkages with more than 100 educational organizations and institutions in approximately 30 countries and regions.
 
 
Youth Volunteers focus on a holistic approach to youth development, paying particular attention to life-skills education; youth employment and entrepreneurship; and youth health, including the prevention of sexually transmitted illnesses (STIs) and HIV/AIDS.
 
 
 
Recently, Peace Corps Volunteers have worked with the National 4-H and Youth Development Center on a new program that will establish 4-H youth groups in rural communities throughout Belize. In the coming years, Volunteers will play an important role in creating new 4-H groups, developing programming for these youth, and training key community members in managing the clubs for the future.
 
 
 
HIV/AIDS education and prevention are very important Volunteer activities because Belize has the highest rate of HIV/AIDs infection in Central America. The HIV/AIDS awareness component of the youth development project was developed in coordination with the National AIDS Commission and contributes significantly to the solution of this growing problem. Volunteers assigned to nongovernmental organizations (NGOs) and the Ministry of Health target women and youth through peer education and behavior-change strategies, mass media campaigns, training workshops, and one-on-one education. Volunteers have also begun working with people living with HIV/AIDS.
 
 
 
Community education by Volunteers includes literacy (both for adults and school-aged children), substitute teaching, tutoring, teacher training, after-school programs, school gardens, community projects, and small business development. Volunteers need to be versatile, able to switch back and forth between formal and informal settings.
 
 
 
The rural community development project works in three main areas: 1) organizational strengthening and capacity building; 2) environmental education and protected areas management; and 3) ecotourism, sustainable livelihoods, and small business development. The goal of the project is to enable rural Belizeans to improve their quality of life in a community-led, sustainable manner. Some Volunteers focus on strengthening local organizations and their capacity to organize, analyze, plan and to act to improve their communities. Others advocate and organize programs that manage natural resources and protect biodiversity in ways that accrue benefits to community members. Still others aid communities by diversifying and generating new sources of family and village-level income through a holistic approach to environmentally sound development at the village level.
 
 
 
Volunteers use participatory techniques that allow community members to assess their needs and strengths. These techniques strengthen the capacity of community groups and develop their planning skills. Volunteers work with a wide range of groups—adult, women’s groups, village councils, youth groups—to help strengthen and sustain their abilities to effectively manage natural resources while improving village incomes.
 
 
 
Volunteers help communities to improve their understanding of the importance of maintaining their environment in a sustainable manner to improve their quality of life. Environmental outreach activities let Volunteers work both in a formal school environment educating teachers and children, and informally throughout the community.
 
 
 
Volunteers help communities learn and adopt skills that will help them diversify and increase income for their families. They facilitate family-level needs assessments and provide support for prioritizing family needs, identifying solutions, planning, and acting upon them. They also provide training in small business planning, bookkeeping, basic accounting, and marketing.
 
 
 
The rural community development approach works at the grassroots level, supporting initiatives that empower rural populations to manage their own development. As such, many Volunteers respond to unique community-identified needs in their villages, including water and sanitation projects, health education, nutrition, agricultural diversification, and small business marketing.  
 
  
 
==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="10" align="center"| '''[[Agriculture]]'''
+
| rowspan="1" align="center"| '''[[Business]]'''
| [[Ag Economics]]
 
| [[1985]]
 
| [[2002]]
 
|-
 
| [[Ag Education]]
 
| [[1979]]
 
| [[1997]]
 
|-
 
| [[Ag Extension]]
 
| [[1980]]
 
| [[2003]]
 
|-
 
| [[Animal Husband]]
 
| [[1971]]
 
| [[1981]]
 
|-
 
| [[Animal Husband Lg]]
 
| [[1974]]
 
| [[1988]]
 
|-
 
| [[Apiculture]]
 
| [[1973]]
 
| [[1991]]
 
|-
 
| [[Crop Extension]]
 
| [[1962]]
 
| [[1990]]
 
|-
 
| [[Farm Mechanics]]
 
| [[1983]]
 
| [[1994]]
 
|-
 
| [[Fisheries Marine]]
 
| [[1987]]
 
| [[1996]]
 
|-
 
| [[Soil Science]]
 
| [[1987]]
 
| [[1987]]
 
|-
 
| rowspan="8" align="center"| '''[[Business]]'''
 
| [[Accounting]]
 
| [[1984]]
 
| [[1984]]
 
|-
 
| [[Archictecture]]
 
| [[1982]]
 
| [[1982]]
 
|-
 
 
| [[Business Advising]]
 
| [[Business Advising]]
| [[1970]]
+
| [[2000]]
| [[2007]]
+
| [[2000]]
 
|-
 
|-
| [[Business Development]]
+
| rowspan="5" align="center"| '''[[Education]]'''
| [[2007]]
+
| [[English Teacher]]
| [[2007]]
+
| [[1989]]
|-
 
| [[Computer Science]]
 
| [[2001]]
 
| [[2003]]
 
|-
 
| [[Cooperatives]]
 
| [[1983]]
 
| [[1987]]
 
|-
 
| [[NGO Advising]]
 
| [[1997]]
 
 
| [[2007]]
 
| [[2007]]
|-
 
| [[Urban and Regional Planning]]
 
| [[1986]]
 
| [[1987]]
 
|-
 
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 
| [[Crisis Corps]]
 
| [[1994]]
 
| [[2002]]
 
|-
 
| rowspan="17" align="center"| '''[[Education]]'''
 
| [[Bus. Ed/Sectl Skl]]
 
| [[1982]]
 
| [[1990]]
 
|-
 
| [[English Teacher]]
 
| [[1982]]
 
| [[1994]]
 
 
|-
 
|-
 
| [[English Teacher Trainer]]
 
| [[English Teacher Trainer]]
| [[1988]]
+
| [[1989]]
| [[1993]]
 
|-
 
| [[Fisheries Fresh]]
 
| [[1984]]
 
| [[1998]]
 
|-
 
| [[Gen. Construction]]
 
| [[1985]]
 
 
| [[2004]]
 
| [[2004]]
 
|-
 
|-
| [[Home Economics]]
+
| [[Literacy Ed.]]
| [[1983]]
+
| [[1989]]
 
| [[1989]]
 
| [[1989]]
|-
 
| [[Industrial Arts]]
 
| [[1969]]
 
| [[1995]]
 
|-
 
| [[Library Science]]
 
| [[1982]]
 
| [[1996]]
 
|-
 
| [[Literacy Ed.]]
 
| [[1985]]
 
| [[1985]]
 
|-
 
| [[Phys. Ed/Youth Wk]]
 
| [[1981]]
 
| [[1995]]
 
 
|-
 
|-
 
| [[Prim-Ed/Teach Trn]]
 
| [[Prim-Ed/Teach Trn]]
| [[1981]]
+
| [[2006]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
| [[Secondary-Ed Math]]
+
| [[Univ. English Teaching]]
| [[1981]]
+
| [[1996]]
| [[1990]]
 
|-
 
| [[Secondary-Ed Sci.]]
 
| [[1981]]
 
| [[1991]]
 
|-
 
| [[Special Ed/Deaf]]
 
| [[1995]]
 
| [[1995]]
 
|-
 
| [[Special Ed/Gen.]]
 
| [[1983]]
 
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
| [[Univ. English Teaching]]
+
| rowspan="1" align="center"| '''[[Environment]]'''
| [[1984]]
 
| [[1984]]
 
|-
 
| [[Voc. Trainer]]
 
| [[1983]]
 
| [[1994]]
 
|-
 
| rowspan="4" align="center"| '''[[Environment]]'''
 
| [[Comm Forestry Ext]]
 
| [[1994]]
 
| [[1994]]
 
|-
 
 
| [[Environmental Ed.]]
 
| [[Environmental Ed.]]
| [[1992]]
+
| [[2000]]
| [[2007]]
 
|-
 
| [[Forestry]]
 
| [[1988]]
 
| [[2001]]
 
|-
 
| [[Protected Areas Management]]
 
| [[1986]]
 
 
| [[2004]]
 
| [[2004]]
|-
 
| rowspan="7" align="center"| '''[[Health]]'''
 
| [[Envir. and Water Resource]]
 
| [[1972]]
 
| [[1997]]
 
|-
 
| [[Health Degreed]]
 
| [[1981]]
 
| [[2006]]
 
|-
 
| [[Health Extension]]
 
| [[1981]]
 
| [[1997]]
 
|-
 
| [[Home Econ/Ext.]]
 
| [[1980]]
 
| [[1984]]
 
|-
 
| [[Hygiene Ed/Sanitation]]
 
| [[1989]]
 
| [[2007]]
 
|-
 
| [[Med. Technician]]
 
| [[1979]]
 
| [[1985]]
 
|-
 
| [[Nursing]]
 
| [[1982]]
 
| [[1984]]
 
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[Master's International]]'''
 
| rowspan="1" align="center"| '''[[Master's International]]'''
 
| [[Masters Internationalist]]
 
| [[Masters Internationalist]]
| [[1990]]
+
| [[2001]]
| [[1999]]
+
| [[2001]]
|-
 
| rowspan="2" align="center"| '''[[Other]]'''
 
| [[Flexible App]]
 
| [[1974]]
 
| [[1986]]
 
|-
 
| [[Unique Skill]]
 
| [[1978]]
 
| [[1997]]
 
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| [[United Nations Volunteer]]
 
| [[United Nations Volunteer]]
| [[1983]]
 
| [[1996]]
 
|-
 
| rowspan="6" align="center"| '''[[Youth and Community Development]]'''
 
| [[Appropriate Tech.]]
 
| [[1983]]
 
| [[1986]]
 
|-
 
| [[Commun. Serv/Deg.]]
 
 
| [[1981]]
 
| [[1981]]
| [[2007]]
+
| [[2002]]
|-
 
| [[Mechanics]]
 
| [[1982]]
 
| [[1995]]
 
|-
 
| [[Road Const/Engin.]]
 
| [[1982]]
 
| [[1985]]
 
|-
 
| [[Rural Youth Dev.]]
 
| [[1980]]
 
| [[1985]]
 
|-
 
| [[Youth Development]]
 
| [[1996]]
 
| [[2007]]
 
 
|-
 
|-
 
|}
 
|}
  
 
+
[[Category:China]]
[[Category:Belize]]
 

Revision as of 00:26, 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:



In March 1988, the Chinese foreign minister and then-Secretary of State George Shultz agreed in principle to place Peace Corps Volunteers in China. A year later, an exchange of letters signed by the U.S. ambassador and the secretary general of the China Education Association for International Exchange (CEAIE) and the Peace Corps opened the way to establish a Peace Corps post in Chengdu, the capital of Sichuan Province.

In June 1989, the first group of trainees for Peace Corps/ China began training in the United States. However, following the Tiananmen Square incident, the training was canceled; the China program was temporarily suspended and the trainees were offered assignments in other countries.

The first group of 18 Peace Corps Volunteers to be sent to China arrived for their training in Chengdu, Sichuan Province, in June 1993. Following training in teaching English as a foreign language (TEFL), Chinese language, and cross-cultural issues, the 18 trainees swore-in as Volunteers in August 1993. They were posted to Sichuan Province, which at that time also included what later became the separate political entity known as the municipality of Chongqing. This group was viewed by the Chinese as a two-year experiment to determine whether Peace Corps was appropriate for China. Those Volunteers completed their service and returned to the United States on schedule in the summer of 1995. The Peace Corps country agreement was not signed until June 29, 1998.

In 1999, the Peace Corps program moved in Guizhou Province. In 2000, the program moved into Gansu Province. The Chinese government decided to hive off what became known as the Municipality of Chongqing in 1997. This change in political status had the effect of creating a fourth political jurisdiction in which the Peace Corps operates. In April 2003 the Peace Corps pulled out of China during the severe acute respiratory syndrome (SARS) crisis. Volunteers returned to China in July 2004. From the start of the program in 1993 through September 2006, there have been 287 Peace Corps Volunteers who have served in China. As of September 2006, there were 104 Peace Corps Volunteers serving in-country.

Since the Peace Corps began work in China in 1993 up until the present time TEFL has been the main program area. From 2000 until 2006, the Peace Corps also had an environmental education program.

At the national level, the Peace Corps comes under the China Education Association for International Exchange (CEAIE), which is affiliated with the Ministry of Education. CEAIE is the largest non–governmental organization (NGO) in international educational exchange in China. Founded in 1981, CEAIE has a mission of promoting Chinese educational development and enhancing understanding and friendship between Chinese and international educational communities through international exchange and cooperation. Since its establishment, it has developed cooperative linkages with more than 100 educational organizations and institutions in approximately 30 countries and regions.

Assignment History

Sector Assignment Beg. Yr End. Yr
Business Business Advising 2000 2000
Education English Teacher 1989 2007
English Teacher Trainer 1989 2004
Literacy Ed. 1989 1989
Prim-Ed/Teach Trn 2006 2007
Univ. English Teaching 1996 2007
Environment Environmental Ed. 2000 2004
Master's International Masters Internationalist 2001 2001
UNV United Nations Volunteer 1981 2002