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

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====History of the Peace Corps in Liberia====
 
  
Liberia has a remarkable history with Peace Corps. More
 
than 3,800 Volunteers served in Liberia between 1962 and
 
1990. During those years, Peace Corps Volunteers (PCVs)
 
served in every facet of Liberia’s development efforts with an
 
emphasis on education, agriculture, rural development, and
 
health education. Although the program closed in 1990 due to
 
civil war, the Peace Corps is still fondly remembered and well
 
loved in Liberia; most people over the age of 30 had a Peace
 
Corps teacher at some point during their education.
 
The Peace Corps re-entered Liberia with a team of 12 Peace
 
Corps Response Volunteers (PCRVs) in October 2008.
 
Peace Corps Response Volunteers are returned Peace Corps
 
Volunteers who undertake short-term assignments around
 
the world.
 
  
In 2010, Peace Corps/Liberia began transitioning to a full
 
Peace Corps program, with the first group of Peace Corps
 
Volunteers arriving in June 2010. These PCVs will be in the
 
secondary education project, working as English, science, and
 
math teachers. Peace Corps/Liberia will continue to utilize
 
both PCVs and PCRVs as part of a complementary and solid
 
response to the development needs of the country.
 
  
====History and Future of Peace Corps Programming in Liberia====
 
  
The mainstay of Peace Corps programming is education. Many
+
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.
past Volunteers were classroom teachers and, as we look
+
 
forward, Peace Corps Volunteers will continue the tradition
+
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.
of education.
+
 
 +
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===
  
As a result of the civil war, it is reported that 80 percent
 
of the country’s schools were destroyed. The war also led
 
to the flight of well trained teachers and erratic pay and
 
compensation for those who remained. According to the
 
Ministry of Education (MOE), approximately 65 percent of
 
teachers have no teacher training background. The MOE has
 
a long-term goal to train everyone; however, it is a long and
 
slow process. To support the government’s efforts to maintain
 
quality services in the classroom, through strengthening the
 
capacity of school teachers, Peace Corps is providing support
 
through both Peace Corps Volunteers and Peace Corps
 
Response Volunteers.
 
  
 
{| border="1" cellpadding="5" cellspacing="0"
 
{| border="1" cellpadding="5" cellspacing="0"
Line 50: Line 33:
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
|-
 
|-
| rowspan="8" align="center"| '''[[Agriculture]]'''
+
| rowspan="1" align="center"| '''[[Agriculture]]'''
| [[Ag Economics]]
 
| [[1979]]
 
| [[1985]]
 
|-
 
| [[Ag Education]]
 
| [[1979]]
 
| [[1984]]
 
|-
 
 
| [[Ag Extension]]
 
| [[Ag Extension]]
| [[1979]]
+
| [[1998]]
| [[1989]]
+
| [[1998]]
 
|-
 
|-
| [[Animal Husband]]
+
| rowspan="1" align="center"| '''[[Business]]'''
| [[1970]]
+
| [[NGO Advising]]
| [[1983]]
+
| [[2004]]
 +
| [[2007]]
 
|-
 
|-
| [[Animal Husband Lg]]
+
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
| [[1972]]
+
| [[Crisis Corps]]
| [[1980]]
+
| [[2000]]
|-
+
| [[2000]]
| [[Apiculture]]
 
| [[1981]]
 
| [[1981]]
 
|-
 
| [[Crop Extension]]
 
| [[1966]]
 
| [[1981]]
 
|-
 
| [[Fisheries Marine]]
 
| [[1986]]
 
| [[1987]]
 
|-
 
| rowspan="4" align="center"| '''[[Business]]'''
 
| [[Accounting]]
 
| [[1981]]
 
| [[1981]]
 
|-
 
| [[Business Advising]]
 
| [[1981]]
 
| [[1985]]
 
|-
 
| [[Cooperatives]]
 
| [[1983]]
 
| [[1986]]
 
|-
 
| [[Urban and Regional Planning]]
 
| [[1981]]
 
| [[1981]]
 
|-
 
| rowspan="15" align="center"| '''[[Education]]'''
 
| [[Art Education]]
 
| [[1980]]
 
| [[1981]]
 
|-
 
| [[Bus. Ed/Sectl Skl]]
 
| [[1971]]
 
| [[1971]]
 
 
|-
 
|-
 +
| rowspan="4" align="center"| '''[[Education]]'''
 
| [[English Teacher]]
 
| [[English Teacher]]
| [[1964]]
+
| [[1998]]
| [[1990]]
+
| [[2007]]
 
|-
 
|-
 
| [[English Teacher Trainer]]
 
| [[English Teacher Trainer]]
| [[1981]]
+
| [[1998]]
| [[1987]]
+
| [[1998]]
|-
 
| [[Fisheries Fresh]]
 
| [[1979]]
 
| [[1990]]
 
|-
 
| [[Gen. Construction]]
 
| [[1979]]
 
| [[1985]]
 
|-
 
| [[Home Economics]]
 
| [[1980]]
 
| [[1985]]
 
|-
 
| [[Industrial Arts]]
 
| [[1973]]
 
| [[1983]]
 
|-
 
| [[Phys. Ed/Youth Wk]]
 
| [[1981]]
 
| [[1981]]
 
 
|-
 
|-
 
| [[Prim-Ed/Teach Trn]]
 
| [[Prim-Ed/Teach Trn]]
| [[1963]]
+
| [[2001]]
| [[1990]]
+
| [[2007]]
|-
 
| [[Science Ed/Gen.]]
 
| [[1979]]
 
| [[1990]]
 
|-
 
| [[Secondary-Ed Math]]
 
| [[1980]]
 
| [[1990]]
 
 
|-
 
|-
 
| [[Secondary-Ed Sci.]]
 
| [[Secondary-Ed Sci.]]
| [[1978]]
+
| [[1998]]
| [[1990]]
+
| [[2007]]
|-
 
| [[Special Ed/Gen.]]
 
| [[1981]]
 
| [[1981]]
 
|-
 
| [[Voc. Trainer]]
 
| [[1980]]
 
| [[1989]]
 
|-
 
| rowspan="4" align="center"| '''[[Environment]]'''
 
| [[Comm Forestry Ext]]
 
| [[1989]]
 
| [[1989]]
 
|-
 
| [[Environmental Ed.]]
 
| [[1990]]
 
| [[1990]]
 
|-
 
| [[Forestry]]
 
| [[1980]]
 
| [[1987]]
 
|-
 
| [[Protected Areas Management]]
 
| [[1987]]
 
| [[1989]]
 
|-
 
| rowspan="8" align="center"| '''[[Health]]'''
 
| [[Disease Control]]
 
| [[1981]]
 
| [[1987]]
 
|-
 
| [[Envir. and Water Resource]]
 
| [[1971]]
 
| [[1987]]
 
|-
 
| [[Health Degreed]]
 
| [[1978]]
 
| [[1990]]
 
 
|-
 
|-
 +
| rowspan="1" align="center"| '''[[Health]]'''
 
| [[Health Extension]]
 
| [[Health Extension]]
| [[1974]]
+
| [[2004]]
| [[1990]]
+
| [[2007]]
|-
 
| [[Home Econ/Ext.]]
 
| [[1987]]
 
| [[1987]]
 
|-
 
| [[Hygiene Ed/Sanitation]]
 
| [[1983]]
 
| [[1987]]
 
|-
 
| [[Med. Technician]]
 
| [[1980]]
 
| [[1990]]
 
|-
 
| [[Nursing]]
 
| [[1977]]
 
| [[1988]]
 
|-
 
| rowspan="2" align="center"| '''[[Other]]'''
 
| [[Flexible App]]
 
| [[1971]]
 
| [[1975]]
 
|-
 
| [[Unique Skill]]
 
| [[1977]]
 
| [[1987]]
 
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| [[United Nations Volunteer]]
 
| [[United Nations Volunteer]]
| [[1973]]
+
| [[1985]]
| [[2000]]
+
| [[1999]]
|-
 
| rowspan="5" align="center"| '''[[Youth and Community Development]]'''
 
| [[Appropriate Tech.]]
 
| [[1980]]
 
| [[1989]]
 
 
|-
 
|-
 +
| rowspan="2" align="center"| '''[[Youth and Community Development]]'''
 
| [[Commun. Serv/Deg.]]
 
| [[Commun. Serv/Deg.]]
| [[1981]]
+
| [[2006]]
| [[1990]]
+
| [[2007]]
|-
 
| [[Mechanics]]
 
| [[1981]]
 
| [[1985]]
 
 
|-
 
|-
| [[Road Const/Engin.]]
+
| [[Youth Development]]
| [[1979]]
+
| [[2006]]
| [[1987]]
+
| [[2007]]
|-
 
| [[Rural Youth Dev.]]
 
| [[1978]]
 
| [[1987]]
 
 
|-
 
|-
 
|}
 
|}
 
====Peace Corps Volunteers====
 
 
In 2010, Peace Corps/Liberia begins transitioning to a full
 
Peace Corps program with the first group of Volunteers
 
arriving in June 2010. These Volunteers will be in the
 
education project, working as English, science, and math
 
teachers. The Volunteers are placed at one or sometimes two
 
schools where they have an opportunity to make a positive
 
impact on the lives of Liberian youth, by providing them with
 
educational instruction and opportunities for extracurricular
 
activities. Assignments are to teach at the junior or senior
 
secondary level. All Peace Corps Volunteers are trained in the
 
communicative approach teaching methodology. Volunteers
 
are challenged to implement this interactive methodology in
 
their classrooms and to link lessons to practical applications
 
based on their student’s interests, needs, and daily lives.
 
 
Other Peace Corps Volunteer work activities include creating
 
after-school tutoring and clubs, organizing sports teams,
 
supporting Parent Teacher Associations, teacher training,
 
promoting life skills and facilitating peer mentoring, and
 
organizing libraries. Some Volunteers undertake additional
 
secondary assignments in a variety of other areas based on
 
local needs and personal ability, including establishing model
 
gardens, conducting sanitation and hygiene campaigns, etc.
 
 
====Peace Corps Response Volunteers====
 
 
Peace Corps Response Volunteers (PCRVs) are focusing on
 
education in a variety of sectors, but the theme of education
 
is present in all assignments. The following information will
 
give an idea of the types of need in the country and how the
 
work of Peace Corps Response Volunteers is addressing them.
 
Three Rural Teacher Training Institutes (RTTIs) were
 
established in the 1960s to produce teachers prepared for
 
rural conditions and needs. After a closure for 15 years due
 
to the war, the three institutes have been reconstructed, new
 
staff members have been recruited, and the creation of a new
 
program is underway. PCRVs are mentoring the leadership of
 
the RTTIs to strengthen the institutions as they re-launch.
 
Liberia is among the highest in the world in maternal and
 
child mortality rates. Over the past three decades the number
 
of practicing physicians in Liberia has dropped from over 800
 
to less than 50. Mid-level health professionals provide the
 
bulk of health services as Liberia tries to rebuild the health
 
sector. The training of midwives is a priority so new programs
 
have been established. Peace Corps Response Volunteers are
 
providing professional midwife instruction, as well as remedial
 
math and English to help raise the skill level of students in
 
these newly established educational programs.
 
 
Other Peace Corps Response Volunteer assignments include
 
supporting Parent Teacher Associations, continuing education
 
for health care practitioners, and organizing libraries. The
 
needs are as varied as the areas of assignment, but the theme
 
of education is constant.
 
 
  
  
See also: [[Liberia]]
+
[[Category:Mozambique]]

Revision as of 01:12, 13 March 2009

History of the Peace Corps
vvZFOeV9RWw|250}}
Since 1960, when then Senator John F. Kennedy challenged students at the University of Michigan to serve their country in the cause of peace by living and working in developing countries, more than 182,000 Peace Corps Volunteers have served in 138 countries all over the globe.

See also:



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