Difference between pages "History of the Peace Corps in Dominican Republic" and "History of the Peace Corps in Georgia"

From Peace Corps Wiki
(Difference between pages)
Jump to: navigation, search
m (2 revisions)
 
(New page: As early as 1994, the government of Georgia indicated its desire to host Peace Corps Volunteers. Although the Peace Corps sent an assessment team to Georgia in response to that request, a...)
 
Line 1: Line 1:
{{History_of_the_Peace_Corps_by_country}}
 
  
 +
As early as 1994, the government of Georgia indicated its desire to host Peace Corps Volunteers. Although the Peace Corps sent an assessment team to Georgia in response to that request, a decision to enter Georgia was indefinitely postponed due to security concerns over civil unrest in the Abkhazia and Ossetia provinces. In 1997, the Georgian government formally reiterated its desire to host Peace Corps Volunteers, and again an assessment team was sent. Although the security situation had significantly improved by this time, budgetary constraints prevented the Peace Corps from acting upon this request, and the decision was delayed yet again. In late 1999, after repeated inquiries from the Georgian government and consistent accounts from the U.S. Embassy in Tbilisi that the security situation remained conducive to the presence of Peace Corps Volunteers, the decision was made to reassess the possibility of setting up a program. The review was positive, and funds were set aside by the Peace Corps to establish a program in Georgia in 2000.
  
  
 +
===History and Future of Peace Corps Programming in Georgia===
  
 +
The Peace Corps’ first program in Georgia began in 2001 with a secondary education/English teaching project of 21 Volunteers. In 2002, we welcomed our second group of 24 Volunteers in this project, as well as two Volunteers in a pilot secondary education/English teacher-trainer project. These education projects resulted from a request by the government of Georgia for technical and human resource assistance from the Peace Corps, particularly in the rural areas of the country.  In exploring various programming sectors, government officials and the Peace Corps concurred that education projects targeting English language learning and teaching would meet a growing demand and have the greatest potential for Georgia.
  
Since 1962, more than 4,200 Volunteers have served in the Dominican Republic. These Volunteers have contributed to technical skills transfer and institutional capacity-building in a wide range of fields, including agriculture, urban and rural community development, forestry, conservation, environmental education, community health and child survival, nursing, small business development, fisheries, water and sanitation, teacher education, university education, youth development, and information technology.  
+
Peace Corps/Georgia works in close collaboration with the Georgian Ministry of Education, individual schools, universities, and communities that recognize that English language skills can provide Georgian citizens with many advantages. These advantages include the possibilities to further education and advance careers, the ability to access information and technology (particularly through electronic means), the chance to further a closer relationship with Western democratic countries, and the opportunity to learn about new business practices. The current education Volunteers in Georgia serve in secondary schools, universities, and nongovernmental organizations (NGOs) in villages and towns throughout the country.  
  
Over the years, Peace Corps Volunteers have contributed significantly to the establishment and development of many of the country’s leading nongovernmental organizations (NGOs) and have worked hand-in-hand with the various administrations that have governed the Dominican Republic.  In keeping with its commitment to peace and development, the Peace Corps remained in the Dominican Republic throughout its civil war in the 1960s. Our commitment to service has been highlighted through the good work of Volunteers and their project partners in the recovery efforts following two of the severest hurricanes (David in 1979 and George in 1998).  
+
The education projects effectively address the above issues while also introducing lessons and activities on critical thinking, problem solving, life skills, democratic values, civic responsibility, the identification of community development needs, and the implementation of solutions and projects to meet those needs.  
  
 +
Through the project, communities have the opportunity to communicate and share cultural information with native English speakers—a chance they would otherwise most likely not have. Teachers, students, and community members improve their listening and speaking skills through daily communication with Volunteers. Education Volunteers introduce new teaching methodologies and help Georgian teachers design and deliver lessons with a student-centered focus.
  
===History and Future of Peace Corps Programming in the Dominican Republic ===
+
Currently, Peace Corps/Georgia’s programming includes the secondary education/English teaching project, the university English teaching project in regional universities, and a component for NGO development, which began in 2004 with 10 NGO development Volunteers.
  
Peace Corps/Dominican Republic provides direct, community-based technical assistance. Volunteers work in marginalized sectors of the population to promote self-help strategies that respond to basic human needs and strengthen community efforts. Currently, the approximately 150 Volunteers in the Dominican Republic strive to increase local capacity for problem solving and to form links with grassroots, regional, and national organizations.  
+
This latter project addresses areas of social development through the work of local NGOs throughout Georgia including organizational management, community mobilization, and networking. Health and environmental education as well as youth development and women’s issues are areas targeted by local NGOs and where Volunteers work with their NGO counterparts to lend their assistance and skills. In 2004, the first 10 NGO Volunteers were placed throughout Georgia.  In 2005, 16 more NGO development Volunteers were added to the program. These Volunteers assist nongovernmental organizations with all levels of organizational management, provide guidance towards transparency in financial and project operations, develop fundraising strategies for self-reliance and sustainability. Local NGOs are often driven by enthusiastic Georgian Volunteers who are highly educated but lack experience in development. There has been much interest by NGOs in bringing in Peace Corps Volunteers to assist them in their community outreach efforts.
  
While Volunteers work primarily in community economic development, education, the environment, youth development, and health, the Peace Corps’ program has evolved with the country’s changing needs. Innovations include the development of an “information technology for education” project; a multisector approach to programming; and the incorporation of HIV/AIDS prevention, gender and development, and youth service-learning across all projects.
+
===Assignment History===
  
Peace Corps/Dominican Republic has eight projects within the sectors of education, natural resources, health, and community economic development.
 
 
Special Education In this project, Volunteers work in schools with children and the parents of children with special needs and learning disabilities. Volunteers create awareness among teachers and the community about the needs of these students, promote awareness of the importance of an adequate education for all students, and train teachers in techniques to identify special-needs students and methodologies to provide them with a high-quality education.
 
 
Information Technology for Education This project helps provide teacher training for the more than 300 computer centers established in public high schools around the country. Volunteers train teachers in the use of computers, focusing on how they can improve the quality of education in the classroom. Volunteers also create technology youth groups and help schools develop ways for the community to access information technology facilities. Many Volunteers are assigned to communities near the border with Haiti, some of the most impoverished areas of the country.
 
 
Agroforestry This project aims to reverse the process of soil erosion and environmental degradation. Volunteers work with low-income rural farmers, participate in reforestation activities, and introduce appropriate agroforestry and soil conservation techniques. Agroforestry Volunteers also help Dominican organizations improve their capabilities to train small farmers in appropriate soil conservation and agroforestry practices, including seedling and fruit tree production, multiple-use tree plots, live and dead barriers, contour planting, and alley cropping.
 
 
Environmental Awareness Education This project creates awareness among Dominicans for proper human interaction with the environment, such as appropriate waste disposal, prevention of water contamination and deforestation, soil conservation, watershed protection, protection of marine resources, appropriate energy use, preservation of air quality, noise and safety procedures, and demographic effects on the environment. To accomplish this, Volunteers help the Ministry of Education develop and implement education modules that train teachers how to incorporate environmental concepts into their curricula. They also provide training and technical support to community leaders to develop and implement projects that incorporate sound environmental practices and promote environmental protection.
 
 
Healthy Families The Healthy Families project aims to reduce the risk of infant mortality in low-income families living in rural and marginal urban communities. Volunteers are assigned to the Ministry of Public Health or one of several private voluntary organizations. They help health supervisors improve and sustain basic health practices and services. The project focuses on the key causes of infant mortality: diarrhea, respiratory infections, and malnutrition. Some Volunteers also help health workers promote reproductive health and HIV/ AIDS prevention among adolescents and young mothers.
 
 
Environmental Sanitation Volunteers seek to reduce various endemic diseases by increasing access to potable water and improved waste disposal and sanitary facilities. Volunteers train community members to operate and maintain their water and sanitation systems and help private voluntary organizations improve their capacity to plan, implement, and evaluate environmental sanitation projects. Like the Healthy Families project, this project focuses on low-income families living in rural and marginal urban communities.
 
 
Community Economic Development Volunteers take a broad approach to fostering economic development opportunities and community capacity-building among the neediest sectors of the population. They work with farmer associations and rural community groups to develop income-generating projects in agribusiness, organize integrated community development projects, and work with NGOs to provide business education to microentrepreneurs.  Many Volunteers also provide business and leadership education to Dominican youth, using a curriculum similar to Junior Achievement’s.
 
 
Youth, Families, and Community Development Based on the strong interest of Volunteers and a need identified by Dominican partner agencies, the Peace Corps began a formal youth, families, and community development project in 2002 to complement and support its other projects.  While many existing projects already involve youth in their efforts, this project’s programs intentionally target at-risk youth in urban areas and strengthen youth groups in semi-urban and rural areas.
 
 
To maximize resources and promote a more holistic approach to development, Peace Corps/Dominican Republic encourages multisector programming. Ideally, Volunteers from different technical project areas combine and leverage their skills to develop solutions for the challenges faced by the communities in which they work. Additionally, due to the rising incidence of HIV/AIDS on the island, most Volunteers incorporate HIV/ AIDS education and prevention in the work they do.
 
 
==Assignment History==
 
 
{| border="1" cellpadding="5" cellspacing="0"
 
{| border="1" cellpadding="5" cellspacing="0"
 
|-
 
|-
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
|-
 
|-
| rowspan="8" align="center"| '''[[Agriculture]]'''
+
| rowspan="3" align="center"| '''[[Business]]'''
| [[Ag Economics]]
+
| [[Business Advising]]
 
| [[2005]]
 
| [[2005]]
| [[2005]]
 
|-
 
| [[Ag Education]]
 
| [[1981]]
 
| [[1981]]
 
|-
 
| [[Ag Extension]]
 
| [[1980]]
 
| [[2007]]
 
|-
 
| [[Animal Husband]]
 
| [[1979]]
 
| [[1999]]
 
|-
 
| [[Animal Husband Lg]]
 
| [[1964]]
 
| [[1964]]
 
|-
 
| [[Apiculture]]
 
| [[1976]]
 
| [[1989]]
 
|-
 
| [[Crop Extension]]
 
| [[1962]]
 
| [[2002]]
 
|-
 
| [[Fisheries Marine]]
 
| [[1984]]
 
| [[1986]]
 
|-
 
| rowspan="5" align="center"| '''[[Business]]'''
 
| [[Accounting]]
 
| [[1981]]
 
| [[1988]]
 
|-
 
| [[Business Advising]]
 
| [[1977]]
 
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
Line 87: Line 32:
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
| [[Computer Science]]
+
| [[NGO Advising]]
| [[2001]]
+
| [[2008]]
+
|-
+
| [[Cooperatives]]
+
| [[1971]]
+
| [[1989]]
+
|-
+
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
+
| [[Crisis Corps]]
+
| [[1996]]
+
 
| [[2004]]
 
| [[2004]]
 +
| [[2007]]
 
|-
 
|-
| rowspan="15" align="center"| '''[[Education]]'''
+
| rowspan="3" align="center"| '''[[Education]]'''
| [[Art Education]]
+
| [[1981]]
+
| [[1982]]
+
|-
+
 
| [[English Teacher]]
 
| [[English Teacher]]
| [[1981]]
+
| [[2001]]
| [[1989]]
+
| [[2007]]
 
|-
 
|-
 
| [[English Teacher Trainer]]
 
| [[English Teacher Trainer]]
| [[1988]]
+
| [[2002]]
| [[2007]]
+
| [[2002]]
 
|-
 
|-
| [[Fisheries Fresh]]
+
| [[Univ. English Teaching]]
| [[1979]]
+
| [[2002]]
| [[1987]]
+
|-
+
| [[Gen. Construction]]
+
| [[1970]]
+
| [[1989]]
+
|-
+
| [[Home Economics]]
+
| [[1981]]
+
| [[1990]]
+
|-
+
| [[Industrial Arts]]
+
| [[1970]]
+
| [[1981]]
+
|-
+
| [[Literacy Ed.]]
+
| [[1986]]
+
| [[1986]]
+
|-
+
| [[Phys. Ed/Youth Wk]]
+
| [[1984]]
+
| [[1984]]
+
|-
+
| [[Prim-Ed/Teach Trn]]
+
| [[1985]]
+
| [[2007]]
+
|-
+
| [[Secondary-Ed Math]]
+
| [[2006]]
+
 
| [[2006]]
 
| [[2006]]
 
|-
 
|-
| [[Secondary-Ed Sci.]]
+
| rowspan="1" align="center"| '''[[Youth and Community Development]]'''
| [[1984]]
+
| [[1986]]
+
|-
+
| [[Special Ed/Blind]]
+
| [[1990]]
+
| [[1990]]
+
|-
+
| [[Special Ed/Gen.]]
+
| [[1999]]
+
| [[2008]]
+
|-
+
| [[Voc. Trainer]]
+
| [[1989]]
+
| [[1989]]
+
|-
+
| rowspan="4" align="center"| '''[[Environment]]'''
+
| [[Comm Forestry Ext]]
+
| [[1986]]
+
| [[1998]]
+
|-
+
| [[Environmental Ed.]]
+
| [[1980]]
+
| [[2008]]
+
|-
+
| [[Forestry]]
+
| [[1981]]
+
| [[2007]]
+
|-
+
| [[Protected Areas Management]]
+
| [[1990]]
+
| [[1990]]
+
|-
+
| rowspan="6" align="center"| '''[[Health]]'''
+
| [[Envir. and Water Resource]]
+
| [[1969]]
+
| [[2007]]
+
|-
+
| [[Health Degreed]]
+
| [[1982]]
+
| [[2007]]
+
|-
+
| [[Health Extension]]
+
| [[1980]]
+
| [[2007]]
+
|-
+
| [[Home Econ/Ext.]]
+
| [[1981]]
+
| [[1981]]
+
|-
+
| [[Hygiene Ed/Sanitation]]
+
| [[1984]]
+
| [[2008]]
+
|-
+
| [[Nursing]]
+
| [[1984]]
+
| [[1990]]
+
|-
+
| rowspan="1" align="center"| '''[[Master's International]]'''
+
| [[Masters Internationalist]]
+
| [[1990]]
+
| [[2001]]
+
|-
+
| rowspan="2" align="center"| '''[[Other]]'''
+
| [[Flexible App]]
+
| [[1975]]
+
| [[1989]]
+
|-
+
| [[Unique Skill]]
+
| [[1979]]
+
| [[1991]]
+
|-
+
| rowspan="1" align="center"| '''[[UNV]]'''
+
| [[United Nations Volunteer]]
+
| [[1989]]
+
| [[1989]]
+
|-
+
| rowspan="5" align="center"| '''[[Youth and Community Development]]'''
+
| [[Appropriate Tech.]]
+
| [[1980]]
+
| [[1989]]
+
|-
+
 
| [[Commun. Serv/Deg.]]
 
| [[Commun. Serv/Deg.]]
| [[1981]]
+
| [[2004]]
| [[2008]]
+
|-
+
| [[Road Const/Engin.]]
+
| [[1985]]
+
| [[1985]]
+
|-
+
| [[Rural Youth Dev.]]
+
| [[1989]]
+
| [[1993]]
+
|-
+
| [[Youth Development]]
+
| [[2002]]
+
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
 
|}
 
|}
  
[[Category:Dominican Republic]]
+
[[Category:Georgia]]

Revision as of 15:07, 1 April 2008

As early as 1994, the government of Georgia indicated its desire to host Peace Corps Volunteers. Although the Peace Corps sent an assessment team to Georgia in response to that request, a decision to enter Georgia was indefinitely postponed due to security concerns over civil unrest in the Abkhazia and Ossetia provinces. In 1997, the Georgian government formally reiterated its desire to host Peace Corps Volunteers, and again an assessment team was sent. Although the security situation had significantly improved by this time, budgetary constraints prevented the Peace Corps from acting upon this request, and the decision was delayed yet again. In late 1999, after repeated inquiries from the Georgian government and consistent accounts from the U.S. Embassy in Tbilisi that the security situation remained conducive to the presence of Peace Corps Volunteers, the decision was made to reassess the possibility of setting up a program. The review was positive, and funds were set aside by the Peace Corps to establish a program in Georgia in 2000.


History and Future of Peace Corps Programming in Georgia

The Peace Corps’ first program in Georgia began in 2001 with a secondary education/English teaching project of 21 Volunteers. In 2002, we welcomed our second group of 24 Volunteers in this project, as well as two Volunteers in a pilot secondary education/English teacher-trainer project. These education projects resulted from a request by the government of Georgia for technical and human resource assistance from the Peace Corps, particularly in the rural areas of the country. In exploring various programming sectors, government officials and the Peace Corps concurred that education projects targeting English language learning and teaching would meet a growing demand and have the greatest potential for Georgia.

Peace Corps/Georgia works in close collaboration with the Georgian Ministry of Education, individual schools, universities, and communities that recognize that English language skills can provide Georgian citizens with many advantages. These advantages include the possibilities to further education and advance careers, the ability to access information and technology (particularly through electronic means), the chance to further a closer relationship with Western democratic countries, and the opportunity to learn about new business practices. The current education Volunteers in Georgia serve in secondary schools, universities, and nongovernmental organizations (NGOs) in villages and towns throughout the country.

The education projects effectively address the above issues while also introducing lessons and activities on critical thinking, problem solving, life skills, democratic values, civic responsibility, the identification of community development needs, and the implementation of solutions and projects to meet those needs.

Through the project, communities have the opportunity to communicate and share cultural information with native English speakers—a chance they would otherwise most likely not have. Teachers, students, and community members improve their listening and speaking skills through daily communication with Volunteers. Education Volunteers introduce new teaching methodologies and help Georgian teachers design and deliver lessons with a student-centered focus.

Currently, Peace Corps/Georgia’s programming includes the secondary education/English teaching project, the university English teaching project in regional universities, and a component for NGO development, which began in 2004 with 10 NGO development Volunteers.

This latter project addresses areas of social development through the work of local NGOs throughout Georgia including organizational management, community mobilization, and networking. Health and environmental education as well as youth development and women’s issues are areas targeted by local NGOs and where Volunteers work with their NGO counterparts to lend their assistance and skills. In 2004, the first 10 NGO Volunteers were placed throughout Georgia. In 2005, 16 more NGO development Volunteers were added to the program. These Volunteers assist nongovernmental organizations with all levels of organizational management, provide guidance towards transparency in financial and project operations, develop fundraising strategies for self-reliance and sustainability. Local NGOs are often driven by enthusiastic Georgian Volunteers who are highly educated but lack experience in development. There has been much interest by NGOs in bringing in Peace Corps Volunteers to assist them in their community outreach efforts.

Assignment History

Sector Assignment Beg. Yr End. Yr
Business Business Advising 2005 2007
Business Development 2007 2007
NGO Advising 2004 2007
Education English Teacher 2001 2007
English Teacher Trainer 2002 2002
Univ. English Teaching 2002 2006
Youth and Community Development Commun. Serv/Deg. 2004 2007