Difference between pages "History of the Peace Corps in Suriname" and "History of the Peace Corps in Tanzania"

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In 1994, the Peace Corps received a formal invitation from the Government of Suriname to establish a program in the country. It asked for the Peace Corps’ assistance in rural community development of the interior Amerindian and African/Maroon communities. The formal agreement between the United States and Suriname was signed in January 1995.
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{{History_of_the_Peace_Corps_by_country}}
  
Peace Corps staff arrived in March 1995. The first two Volunteers—with two years of Volunteer experience in another country—arrived in August. In September 1995, the first training group, consisting of eight married couples, began the Peace Corps’ 12-week intensive pre-service training program (PST). Since then, a new group has arrived annually.
 
  
The Peace Corps/Suriname program has changed since its start in 1995. In 1998, Suriname welcomed the first single Volunteers into the program, and in 1999, Volunteers were placed for the first time in the capital to work with health agencies on health issues facing rural communities. Peace Corps/Suriname began using a community-based training model in 1999.
 
  
Peace Corps/Suriname collaborates directly with various Surinamese government agencies in assigning Volunteers to rural communities. In addition to the Ministry of Regional Development (RGD), the Peace Corps works with the Bureau of Public Health and the Ministries of Education, Health, and Natural Resources. Through memoranda of understanding, Peace Corps Volunteers in Suriname also have worked with organizations such as UNICEF, the Foundation for Education of the Moravian Church, the Medical Mission, and the World Wildlife Fund.
 
  
During the Peace Corps’ first five years in Suriname, Volunteers were assigned to the rural community development project, serving in most regions of the country. This project aimed to improve the quality of life in rural communities by assisting residents in assessing and prioritizing their needs, rebuilding and improving community infrastructure, accessing outside resources, increasing income-generation opportunities, and strengthening local women’s and youth groups. Peace Corps Volunteers facilitated the construction and renovation of schools and medical clinics as well as the creation of libraries. They helped villages develop clean water systems, latrines, after-school and during-school enrichment programs, and small enterprise development, including the installation of rice and cassava mills and bakeries. Villagers were empowered to develop proposals that successfully obtained funding from nongovernmental organizations (NGOs), foundations, and banks and other financial institutions to finance village projects. More importantly, Volunteers helped develop the capacity of their communities and organizations to conduct organizational planning and project management beyond the Volunteers’ terms of service.
 
  
In 2006, Peace Corps, with the support of the government of Suriname, began two new projects: community health education (CHE) and micro-enterprise and tourism development (MED). The purpose of the CHE project is to improve the general health status of community members (men, women, boys and girls) in all targeted communities through health prevention education and capacity building in the areas of nutrition, water and sanitation, and HIV/AIDS.  
+
Peace Corps Volunteers first arrived in Tanzania (then called Tanganyika) in 1962. Since then, approximately 2,000 Volunteers have served in Tanzania, working in education, health, the environment, and agriculture. In the early years of Peace Corps/Tanzania, most Volunteers focused on education.  
  
The purpose of the MED project is to help the people of Suriname improve their lives by working with government and NGOs to transfer business knowledge, skills and abilities. The focus of the program is income generation, agri-business, and ecotourism.  
+
As a result of political disagreements over the Vietnam War and former President Julius Nyerere’s philosophy of self-reliance, the Peace Corps withdrew from Tanzania from 1969 to 1979. The Peace Corps had another, shorter period of interrupted service in 1991 and 1992 because of tensions and security concerns related to the Persian Gulf War. In 1992, a thorough evaluation of the Peace Corps’ development priorities in Tanzania led to a decision to focus efforts on revitalizing the program in secondary education. In 1996 Peace Corps/Tanzania launched an environment project, and in 2000 it initiated a school health education project. Today, Peace Corps/Tanzania has about 130 Volunteers; half of them serve in the education project, 30 percent in the environment project, and 20 percent in the health education project.  
  
===Future of Peace Corps Programming in Suriname ===
 
  
Over the past few years, it has become evident that activities in the health and micro-enterprise sectors have brought the most satisfaction to Peace Corps Volunteers and made the greatest impact on the Surinamese people. Ninety percent of Volunteers serving in Suriname have participated in one or more activities involving non-formal education, health education and income-generation activities.  
+
===History and Future of Peace Corps Programming in Tanzania. ===
  
Volunteer activities in community health education include, but are not limited to:
+
As a relatively small player in a country of almost 36 million people, Peace Corps/Tanzania recognizes the need for a strategic vision that focuses on niche areas, where a small number of dedicated Volunteers can make a significant difference. Our projects are in areas where we can play a catalytic or model-building role while meeting Tanzania’s real, identified needs. Thus, our projects in education, health, and the environment have the potential to make a real difference in Tanzania. Our focus on youth, particularly in the areas of environmental education, empowerment of girls, and HIV/AIDS prevention and care, serves our overall “country theme” as it empowers young people to take greater control of their lives and to be responsible, active members of their communities.
  
* Working together with schools, local organizations and groups on nutrition projects
+
The education project continues to play a critical role in math and science education by serving students and teachers in schools, particularly girls’ schools and rural schools. We encourage out-of-classroom initiatives by providing resources and training opportunities for youth leadership and activism by employing peer education models. In January 2003, Peace Corps/Tanzania and the Ministry of Education and Culture initiated a pilot program focusing on computer education. To expand information and communication technology (ICT) in Tanzania, four ICT Volunteers assigned to the education sector began work in 2004.
* Working with schools, women, and youth to develop family gardens and school gardens
 
* Assisting in providing basic hygiene education to preschool children
 
* Assisting in the implementation of basic life skills and preventive healthcare activities for youth and adults
 
* Organizing “clean-up days” in local communities
 
* Promoting use of latrines
 
* Instructing and training on how to build and maintain latrines
 
* Conducting hygiene education programs and classes
 
* Developing and training water committees
 
* Assisting in the training of parents and community  leaders to conduct non-formal education programs in their communities
 
* Assisting in the development of the community’s capacity to plan and implement non-formal education programs
 
* Teaching HIV/AIDS education and prevention
 
* Training and educating peer groups
 
* Organizing and conducting nonformal adult education programs and project development and management (PDM) trainings Volunteer activities in micro-enterprise and tourism development include, but are not limited to:
 
* Assisting adults in improving their income generating skills
 
* Assisting youth in strengthening their personal marketability to improve their employability and/or strengthen their entrepreneurial spirit
 
* Training young entrepreneurs in developing entrepreneurial skills
 
* Training youth in life skills
 
* Training youth and community leaders in the use and benefits of information and communications technology  
 
* (ICT) for employment
 
* Training youth to improve their employability and linkages with the Surinamese business world
 
* Working with communities to develop and expand agrobusiness opportunities
 
* Working with community leaders to conduct participatory planning processes in their communities with identified tourism potential
 
* Training micro-enterprises on development and improvement of specific tourist attractions and services
 
  
More than 250 Peace Corps Volunteers have served in Suriname, and 35 are currently serving in the country. Peace Corps/Suriname hopes to welcome approximately 24 new Volunteers in 2007, most of whom will be placed in rural or peri-urban communities.  
+
The environment project addresses community development with activities such as animal raising, tree planting, and changing nonsustainable agricultural practices. It increasingly focuses on youth—the farmers of tomorrow—through educational activities for primary school students and out-ofschool youth. Volunteers in this project work with other Peace Corps sectors to promote girls’ empowerment and to address health concerns, including HIV/AIDS, at the grass-roots level.  
  
Peace Corps/Suriname recruits both singles and couples.  Married Volunteers are encouraged to draw upon special individual or combined technical skills they have to develop additional activities in areas such as environmental education, agriculture, health, and nutrition. Roughly 95 percent of the Volunteer population in Suriname is unmarried.
+
Volunteers in the health education project work with partner agencies and government structures to reach students, out-of–school youth, and teachers. The work focuses on HIV/AIDS prevention and awareness but other basic health issues are also addressed. Volunteers engage in direct work with students, but also work with teachers to enable them to confidently teach topics such as sexually transmitted illnesses (STIs), including HIV/AIDS, and life skills that are part of the national curriculum. Volunteers may also participate in health education activities at health centers and in their communities.
 +
 
 +
Recognizing the seriousness of HIV/AIDS in Tanzania, all Peace Corps/Tanzania Volunteers receive training in strategies for HIV/AIDS awareness and prevention and are encouraged to be involved in these activities in their communities. In 2006, Peace Corps/Tanzania is moving into the area of care by providing nutrition education to those hardest hit by the pandemic—people living with HIV/AIDS (PLWHAs) and orphans and vulnerable children (OVCs). Health and environment Volunteers will be trained in establishing home gardens and effective permaculture so they can show PLWHAS and OVCS how to getter better nutrition from food produced through these activities.
 +
 
 +
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===
 
===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="2" align="center"| '''[[Agriculture]]'''
+
| rowspan="8" align="center"| '''[[Agriculture]]'''
 
| [[Ag Economics]]
 
| [[Ag Economics]]
| [[2004]]
+
| [[1985]]
 +
| [[1989]]
 +
|-
 +
| [[Ag Education]]
 +
| [[1981]]
 +
| [[1992]]
 +
|-
 +
| [[Ag Extension]]
 +
| [[1966]]
 +
| [[2007]]
 +
|-
 +
| [[Animal Husband]]
 +
| [[1997]]
 
| [[2007]]
 
| [[2007]]
 +
|-
 +
| [[Animal Husband Lg]]
 +
| [[1983]]
 +
| [[1997]]
 
|-
 
|-
 
| [[Crop Extension]]
 
| [[Crop Extension]]
| [[1999]]
+
| [[1961]]
| [[1999]]
+
| [[2007]]
 +
|-
 +
| [[Farm Mechanics]]
 +
| [[1984]]
 +
| [[1985]]
 +
|-
 +
| [[Fisheries Marine]]
 +
| [[1987]]
 +
| [[1989]]
 
|-
 
|-
| rowspan="3" align="center"| '''[[Business]]'''
+
| rowspan="4" align="center"| '''[[Business]]'''
 
| [[Business Advising]]
 
| [[Business Advising]]
| [[2004]]
+
| [[1982]]
| [[2007]]
+
| [[1989]]
 +
|-
 +
| [[Computer Science]]
 +
| [[2003]]
 +
| [[2008]]
 
|-
 
|-
| [[Business Development]]
+
| [[Cooperatives]]
| [[2004]]
+
| [[1989]]
| [[2007]]
+
| [[1989]]
 
|-
 
|-
 
| [[NGO Advising]]
 
| [[NGO Advising]]
| [[2000]]
+
| [[2005]]
| [[2006]]
+
| [[2005]]
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 
| [[Crisis Corps]]
 
| [[Crisis Corps]]
 +
| [[1992]]
 
| [[2004]]
 
| [[2004]]
| [[2004]]
 
 
|-
 
|-
| rowspan="3" align="center"| '''[[Education]]'''
+
| rowspan="12" align="center"| '''[[Education]]'''
 +
| [[Bus. Ed/Sectl Skl]]
 +
| [[1993]]
 +
| [[1995]]
 +
|-
 
| [[English Teacher]]
 
| [[English Teacher]]
| [[1998]]
+
| [[1963]]
| [[2005]]
+
| [[2007]]
 +
|-
 +
| [[Fisheries Fresh]]
 +
| [[1981]]
 +
| [[1989]]
 +
|-
 +
| [[Gen. Construction]]
 +
| [[1981]]
 +
| [[1981]]
 +
|-
 +
| [[Home Economics]]
 +
| [[1982]]
 +
| [[1989]]
 +
|-
 +
| [[Library Science]]
 +
| [[1985]]
 +
| [[1989]]
 
|-
 
|-
 
| [[Math Teacher Trainer]]
 
| [[Math Teacher Trainer]]
| [[1999]]
+
| [[1993]]
| [[1999]]
+
| [[1993]]
 +
|-
 +
| [[Occupat. Therapy]]
 +
| [[1983]]
 +
| [[1983]]
 
|-
 
|-
 
| [[Prim-Ed/Teach Trn]]
 
| [[Prim-Ed/Teach Trn]]
| [[2003]]
+
| [[1989]]
| [[2003]]
+
| [[2007]]
 +
|-
 +
| [[Science Teacher Trainer]]
 +
| [[1992]]
 +
| [[1993]]
 +
|-
 +
| [[Secondary-Ed Math]]
 +
| [[1965]]
 +
| [[2008]]
 +
|-
 +
| [[Secondary-Ed Sci.]]
 +
| [[1967]]
 +
| [[2008]]
 +
|-
 +
| rowspan="4" align="center"| '''[[Environment]]'''
 +
| [[Comm Forestry Ext]]
 +
| [[1986]]
 +
| [[1997]]
 
|-
 
|-
| rowspan="2" align="center"| '''[[Environment]]'''
 
 
| [[Environmental Ed.]]
 
| [[Environmental Ed.]]
| [[2000]]
+
| [[1991]]
| [[2000]]
+
| [[2002]]
 +
|-
 +
| [[Forestry]]
 +
| [[1981]]
 +
| [[2007]]
 
|-
 
|-
 
| [[Protected Areas Management]]
 
| [[Protected Areas Management]]
| [[2000]]
+
| [[1985]]
| [[2000]]
+
| [[1992]]
 +
|-
 +
| rowspan="6" align="center"| '''[[Health]]'''
 +
| [[Disease Control]]
 +
| [[1981]]
 +
| [[1981]]
 
|-
 
|-
| rowspan="3" align="center"| '''[[Health]]'''
+
| [[Envir. and Water Resource]]
| [[Health Degreed]]
+
| [[1981]]
| [[1999]]
+
| [[1994]]
| [[2007]]
 
 
|-
 
|-
 
| [[Health Extension]]
 
| [[Health Extension]]
| [[2001]]
+
| [[2003]]
 
| [[2007]]
 
| [[2007]]
 +
|-
 +
| [[Home Econ/Ext.]]
 +
| [[1981]]
 +
| [[1982]]
 
|-
 
|-
 
| [[Hygiene Ed/Sanitation]]
 
| [[Hygiene Ed/Sanitation]]
| [[2004]]
+
| [[1981]]
| [[2007]]
+
| [[1989]]
 +
|-
 +
| [[Nursing]]
 +
| [[1981]]
 +
| [[1983]]
 +
|-
 +
| rowspan="1" align="center"| '''[[Master's International]]'''
 +
| [[Masters Internationalist]]
 +
| [[2001]]
 +
| [[2001]]
 +
|-
 +
| rowspan="1" align="center"| '''[[Other]]'''
 +
| [[Unique Skill]]
 +
| [[1963]]
 +
| [[1999]]
 +
|-
 +
| rowspan="1" align="center"| '''[[UNV]]'''
 +
| [[United Nations Volunteer]]
 +
| [[1977]]
 +
| [[1989]]
 +
|-
 +
| rowspan="4" align="center"| '''[[Youth and Community Development]]'''
 +
| [[Appropriate Tech.]]
 +
| [[1985]]
 +
| [[1987]]
 
|-
 
|-
| rowspan="1" align="center"| '''[[Youth and Community Development]]'''
 
 
| [[Commun. Serv/Deg.]]
 
| [[Commun. Serv/Deg.]]
| [[1995]]
+
| [[1981]]
 
| [[2007]]
 
| [[2007]]
 +
|-
 +
| [[Mechanics]]
 +
| [[1981]]
 +
| [[1991]]
 +
|-
 +
| [[Road Const/Engin.]]
 +
| [[1989]]
 +
| [[1989]]
 
|-
 
|-
 
|}
 
|}
  
[[Category:Suriname]]
+
[[Category:Tanzania]]

Revision as of 01:42, 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:



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:



Peace Corps Volunteers first arrived in Tanzania (then called Tanganyika) in 1962. Since then, approximately 2,000 Volunteers have served in Tanzania, working in education, health, the environment, and agriculture. In the early years of Peace Corps/Tanzania, most Volunteers focused on education.

As a result of political disagreements over the Vietnam War and former President Julius Nyerere’s philosophy of self-reliance, the Peace Corps withdrew from Tanzania from 1969 to 1979. The Peace Corps had another, shorter period of interrupted service in 1991 and 1992 because of tensions and security concerns related to the Persian Gulf War. In 1992, a thorough evaluation of the Peace Corps’ development priorities in Tanzania led to a decision to focus efforts on revitalizing the program in secondary education. In 1996 Peace Corps/Tanzania launched an environment project, and in 2000 it initiated a school health education project. Today, Peace Corps/Tanzania has about 130 Volunteers; half of them serve in the education project, 30 percent in the environment project, and 20 percent in the health education project.


History and Future of Peace Corps Programming in Tanzania.

As a relatively small player in a country of almost 36 million people, Peace Corps/Tanzania recognizes the need for a strategic vision that focuses on niche areas, where a small number of dedicated Volunteers can make a significant difference. Our projects are in areas where we can play a catalytic or model-building role while meeting Tanzania’s real, identified needs. Thus, our projects in education, health, and the environment have the potential to make a real difference in Tanzania. Our focus on youth, particularly in the areas of environmental education, empowerment of girls, and HIV/AIDS prevention and care, serves our overall “country theme” as it empowers young people to take greater control of their lives and to be responsible, active members of their communities.

The education project continues to play a critical role in math and science education by serving students and teachers in schools, particularly girls’ schools and rural schools. We encourage out-of-classroom initiatives by providing resources and training opportunities for youth leadership and activism by employing peer education models. In January 2003, Peace Corps/Tanzania and the Ministry of Education and Culture initiated a pilot program focusing on computer education. To expand information and communication technology (ICT) in Tanzania, four ICT Volunteers assigned to the education sector began work in 2004.

The environment project addresses community development with activities such as animal raising, tree planting, and changing nonsustainable agricultural practices. It increasingly focuses on youth—the farmers of tomorrow—through educational activities for primary school students and out-ofschool youth. Volunteers in this project work with other Peace Corps sectors to promote girls’ empowerment and to address health concerns, including HIV/AIDS, at the grass-roots level.

Volunteers in the health education project work with partner agencies and government structures to reach students, out-of–school youth, and teachers. The work focuses on HIV/AIDS prevention and awareness but other basic health issues are also addressed. Volunteers engage in direct work with students, but also work with teachers to enable them to confidently teach topics such as sexually transmitted illnesses (STIs), including HIV/AIDS, and life skills that are part of the national curriculum. Volunteers may also participate in health education activities at health centers and in their communities.

Recognizing the seriousness of HIV/AIDS in Tanzania, all Peace Corps/Tanzania Volunteers receive training in strategies for HIV/AIDS awareness and prevention and are encouraged to be involved in these activities in their communities. In 2006, Peace Corps/Tanzania is moving into the area of care by providing nutrition education to those hardest hit by the pandemic—people living with HIV/AIDS (PLWHAs) and orphans and vulnerable children (OVCs). Health and environment Volunteers will be trained in establishing home gardens and effective permaculture so they can show PLWHAS and OVCS how to getter better nutrition from food produced through these activities.

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 Economics 1985 1989
Ag Education 1981 1992
Ag Extension 1966 2007
Animal Husband 1997 2007
Animal Husband Lg 1983 1997
Crop Extension 1961 2007
Farm Mechanics 1984 1985
Fisheries Marine 1987 1989
Business Business Advising 1982 1989
Computer Science 2003 2008
Cooperatives 1989 1989
NGO Advising 2005 2005
Crisis Corps Crisis Corps 1992 2004
Education Bus. Ed/Sectl Skl 1993 1995
English Teacher 1963 2007
Fisheries Fresh 1981 1989
Gen. Construction 1981 1981
Home Economics 1982 1989
Library Science 1985 1989
Math Teacher Trainer 1993 1993
Occupat. Therapy 1983 1983
Prim-Ed/Teach Trn 1989 2007
Science Teacher Trainer 1992 1993
Secondary-Ed Math 1965 2008
Secondary-Ed Sci. 1967 2008
Environment Comm Forestry Ext 1986 1997
Environmental Ed. 1991 2002
Forestry 1981 2007
Protected Areas Management 1985 1992
Health Disease Control 1981 1981
Envir. and Water Resource 1981 1994
Health Extension 2003 2007
Home Econ/Ext. 1981 1982
Hygiene Ed/Sanitation 1981 1989
Nursing 1981 1983
Master's International Masters Internationalist 2001 2001
Other Unique Skill 1963 1999
UNV United Nations Volunteer 1977 1989
Youth and Community Development Appropriate Tech. 1985 1987
Commun. Serv/Deg. 1981 2007
Mechanics 1981 1991
Road Const/Engin. 1989 1989