Difference between pages "History of the Peace Corps in Bulgaria" and "History of the Peace Corps in Burkina Faso"

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In 1991, a year after peaceful public protest led to changes in Bulgaria’s political structure and direction, the first group of Peace Corps Volunteers arrived in Bulgaria to teach English at secondary schools and universities. The first group of economic development Volunteers arrived the following year. Environmental Volunteers started assignments throughout the country in September 1995, and in 2003, the youth development program (YD) was initiated. In 2004, the community and economic development (CED) and environmental programs were merged to create a community and organizational development program (COD), with the goal of providing a comprehensive approach to assisting with community development at the local level.  
+
The Peace Corps entered Burkina Faso, then called Upper Volta, in 1967 and operated there uninterrupted for 20 years. Major projects included forestry extension, young farmer education, small enterprise development, secondary education (math, science, and English language), water well construction, agricultural and environmental extension, arts and crafts, basketball coaching, and parks development.  In June 1986, the government of Burkina Faso asked the Peace Corps to cease sending Volunteers because the Peace Corps’ programs no longer coincided with Burkina Faso’s development goals. The 30 Volunteers in the country completed their service in 1987. In 1995, 19 trainees arrived in Burkina Faso as part of a newly established health project.  One year later, the Peace Corps established a secondary education project in response to the government’s urgent request for teachers. In 2003, in response to government initiatives and articulated local needs, a small enterprise development project began with 15 trainees. A girls’ education project started in 2005. Currently, nearly 90 Volunteers work throughout the country, primarily in rural areas.  Approximately 1,500 Peace Corps Volunteers have served in Burkina Faso to date.  
  
As of November 2006, almost 800 Volunteers have served in Bulgaria. Currently, 165 Volunteers are in-country; approximately half of them teach English as a foreign language (TEFL) in primary and secondary schools, the other half are in the COD and YD programs.
 
  
 +
===History and Future of Peace Corps Programming in Burkina Faso===
  
===History and Future of Peace Corps Programming in Bulgaria===
+
Peace Corps/Burkina Faso currently works in the areas of health, small enterprise development, secondary education, and girls’ education and empowerment.
  
Since the late 1990s, Bulgaria has made exceptional progress in its transition to a decentralized, market-oriented economic system. Peace Corps has continually adapted and modified its programs to best serve the rapidly evolving needs of the people of Bulgaria and the communities it serves. As Bulgaria joins the EU, Peace Corps/Bulgaria is proud to be one of the first two Peace Corps programs to operate in an EU country. Bulgaria’s rapid development has exacerbated a host of socioeconomic problems, including a quickly growing development gap between cities and rural areas, high unemployment and poverty (particularly in more remote areas and among the elderly), youth disenfranchisement, degradation of educational institutions that have not adapted to the changing realities, separation of minority groups from mainstream society, and a limited understanding of a market economy and entrepreneurial skills. There is considerable opportunity for ongoing development work in Bulgaria, and Peace Corps/Bulgaria remains dedicated to best serving the needs of Bulgaria as an EU country.  
+
Health Volunteers are assigned to the Ministry of Health and work in small rural communities at Health and Social Promotion Centers (Centres de Santé et de Promotion Sociale) that provide treatment and preventive services to the inhabitants of five to 10 surrounding villages. Health Volunteers’ primary responsibilities are to assist in the establishment, training, and operation of a health management committee (comité de gestion) and to assist in a community health needs assessment. In addition, they help plan, conduct, and evaluate health promotion programs to address priority problems in the community.  
  
TEFL Volunteers currently teach approximately 6,000 students. The need and desire for English language fluency has increased significantly, as Bulgaria joins the global community. English fluency can open a host of opportunities for Bulgarian youth. Volunteers also conduct extracurricular conversation courses and organize English language clubs. Bulgarian educators have reported extensive improvements in the English language fluency of students and a significant enhancement of Bulgarian English language teachers’ capabilities and teaching techniques as a result of their partnerships with TEFL Volunteers. Volunteers have taught computer literacy and Internet use to secondary school students, helped their schools obtain computers, and trained staff how to use them most effectively. Outreach projects help provide children from minority groups with an alternative atmosphere for learning and social development, and help raise these children’s confidence and self-esteem.  
+
Volunteers working in the secondary education sector are assigned to the Ministry of Higher Education to work in underserved middle and high schools as math and science teachers. Teachers in Burkina Faso typically have large classes, sometimes with more than 100 students, and are expected to teach up to 25 hours per week. In addition to classroom work, education Volunteers work in secondary projects during school breaks, in collaboration with their communities and schools. One of the most popular of these secondary projects is running camps that focus on promoting girls’ education and empowerment.  
  
COD Volunteers assist in strengthening the organizational capacity of partner organizations at the local level. These Volunteers work with local and regional governments, nongovernmental organizations (NGOs), economic development organizations, museums, and schools. They may help their organizations develop skills in community needs assessment and response, project initiation and implementation, grant writing, business administration and management, fundraising, environmental education and protection, and information and communication technology (ICT). COD Volunteers help regional and local governments foster transparency and public involvement in municipal affairs, address minority and NGO-sector issues, and promote community partnerships. Volunteers also work with local communities to enhance public knowledge of the environment and related issues, and to strengthen the public role in local decision-making. Volunteers may conduct environmental education courses and organize outdoor activities and field trips for students. Volunteers also help teach Junior Achievement, applied economics and business English courses, and organize business and community development training events.  
+
In 2003, Peace Corps/Burkina Faso, in collaboration with the Ministries of Commerce and Tourism, initiated a small enterprise development project. Volunteers work with entrepreneurs, cooperatives, and organizations to improve business practices associated with agribusiness, artisans’ businesses, and microcredit institutions.  
  
Youth development Volunteers are assigned to youth NGOs, municipal children’s centers, youth clubs, schools, and orphanages/institutions for children who are homeless, at-risk, or have special needs. While Bulgarian youth are bright and curious about the rest of the world, many youth, particularly those in underserved and minority communities and institutions, lack the guidance and support to help them become contributing, responsible community members.  Gangs of youth and use of illegal drugs are becoming more common, and HIV/AIDS is a growing problem. Volunteers work with their local partners and communities to help develop program and community support networks to support these youth, help them learn life-skills, and help them achieve their potential. Many YD Volunteers are particularly involved in summer camps that focus on leadership skills and appreciation for diversity.  
+
In 2005 Peace Corps/Burkina Faso introduced a girls’ education and empowerment project. Volunteers in this project work with schools and communities to promote formal and informal education for girls. They help communities understand the importance of educating girls and work to develop and implement strategies to increase their chances of success in school. This may include girls’ clubs, training in life skills, mentoring activities, etc.  
  
All Peace Corps Volunteers in all programs in Bulgaria serve as community development workers, and get involved in a multitude of projects in their communities. Many Volunteers in all programs are involved with youth and with local sports.  Most Volunteers not focused on English language education still take a very active role in helping community members improve their English language skills.  
+
All Peace Corps Volunteers in Burkina Faso, whether working in health, small enterprise development, or education, are involved in HIV/AIDS education.  
  
Almost all Bulgaria Peace Corps Volunteers are involved in helping youth learn decision-making skills and educating them about the risks of human trafficking. Human trafficking is a form of modern-day slavery, robbing people all over the globe of their right to self-determination and legitimate work, as traffickers manipulate the innate desire for a better life into personal gain by luring people with limited opportunities into the sex trade and forced labor. Human trafficking is a growing problem in Bulgaria and in the region, and helping prevent it is a priority of the Bulgarian government. Peace Corps Volunteers are in a unique position to partner with and help strengthen local anti-trafficking organizations and to reach some of Bulgaria's most vulnerable citizens in their communities to help them understand that the right to choose their our own future is entirely within their grasp.
+
HIV/AIDS is definitely present in Burkina Faso but it is not one of the countries most affected. However, 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.
 
+
Many Volunteers in all programs are also involved in minority community development and tolerance-building activities, particularly with youth. There are significant Roma (gypsy), Turkish, and Bulgarian Muslim minorities in Bulgaria, and efforts towards integrating minorities into mainstream Bulgarian society are particularly important to Bulgaria’s agenda as she joins the EU. Many Volunteers work with Roma organizations and help them through activities such as summer camps, life-skills sessions, leadership classes, and the creation of integrated community centers.
+
 
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Bulgaria is at a stage in her rapid development where Peace Corps Volunteers can have significant and rewarding impact, as many local organizations and youth are eager for new ideas and Peace Corps Volunteers can be excellent role models for Bulgarian youth and catalysts for change. Peace Corps Volunteers become members of the communities in which they live. Volunteers have an opportunity to touch the lives of those around them and to contribute to their community’s development, often in ways that may initially seem small, but have the potential to positively impact the direction of someone’s life. With Bulgaria's accession to the EU, Peace Corps/Bulgaria breaks new ground and continues to evolve and respond to Bulgaria’s rapid social and economic change.
+
  
 
===Assignment History===
 
===Assignment History===
Line 34: Line 30:
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 
|-
 
|-
| rowspan="1" align="center"| '''[[Agriculture]]'''
+
| rowspan="5" align="center"| '''[[Agriculture]]'''
 
| [[Ag Economics]]
 
| [[Ag Economics]]
| [[1996]]
+
| [[2006]]
| [[2005]]
+
| [[2007]]
 +
|-
 +
| [[Ag Extension]]
 +
| [[1983]]
 +
| [[2007]]
 +
|-
 +
| [[Apiculture]]
 +
| [[1975]]
 +
| [[1975]]
 +
|-
 +
| [[Crop Extension]]
 +
| [[1968]]
 +
| [[1985]]
 +
|-
 +
| [[Farm Mechanics]]
 +
| [[1983]]
 +
| [[1983]]
 
|-
 
|-
| rowspan="5" align="center"| '''[[Business]]'''
+
| rowspan="4" align="center"| '''[[Business]]'''
 
| [[Business Advising]]
 
| [[Business Advising]]
| [[1992]]
+
| [[1976]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
 
| [[Business Development]]
 
| [[Business Development]]
| [[1994]]
+
| [[2006]]
 
| [[2007]]
 
| [[2007]]
 
|-
 
|-
| [[Computer Science]]
+
| [[Cooperatives]]
| [[1993]]
+
| [[1981]]
| [[2004]]
+
| [[1982]]
 
|-
 
|-
 
| [[NGO Advising]]
 
| [[NGO Advising]]
| [[1996]]
+
| [[1999]]
 
| [[2006]]
 
| [[2006]]
 
|-
 
|-
| [[Urban and Regional Planning]]
+
| rowspan="12" align="center"| '''[[Education]]'''
| [[1999]]
+
| [[Bus. Ed/Sectl Skl]]
| [[2004]]
+
| [[1986]]
 +
| [[1986]]
 
|-
 
|-
| rowspan="5" align="center"| '''[[Education]]'''
 
 
| [[English Teacher]]
 
| [[English Teacher]]
| [[1991]]
+
| [[1980]]
| [[2007]]
+
| [[2006]]
 
|-
 
|-
| [[English Teacher Trainer]]
+
| [[Fisheries Fresh]]
| [[1991]]
+
| [[1980]]
| [[1998]]
+
| [[1986]]
 +
|-
 +
| [[Gen. Construction]]
 +
| [[1981]]
 +
| [[1981]]
 +
|-
 +
| [[Industrial Arts]]
 +
| [[1980]]
 +
| [[1980]]
 
|-
 
|-
 
| [[Prim-Ed/Teach Trn]]
 
| [[Prim-Ed/Teach Trn]]
| [[1998]]
+
| [[2005]]
 +
| [[2006]]
 +
|-
 +
| [[Science Ed/Gen.]]
 +
| [[1981]]
 +
| [[1984]]
 +
|-
 +
| [[Secondary-Ed Math]]
 +
| [[1984]]
 
| [[2007]]
 
| [[2007]]
 +
|-
 +
| [[Secondary-Ed Sci.]]
 +
| [[1984]]
 +
| [[2008]]
 
|-
 
|-
 
| [[Special Ed/Gen.]]
 
| [[Special Ed/Gen.]]
| [[1999]]
+
| [[1981]]
| [[2007]]
+
| [[1981]]
 
|-
 
|-
 
| [[Univ. English Teaching]]
 
| [[Univ. English Teaching]]
| [[1991]]
+
| [[1979]]
| [[1998]]
+
| [[1999]]
 
|-
 
|-
| rowspan="3" align="center"| '''[[Environment]]'''
+
| [[Voc. Trainer]]
 +
| [[1981]]
 +
| [[1981]]
 +
|-
 +
| rowspan="2" align="center"| '''[[Environment]]'''
 
| [[Environmental Ed.]]
 
| [[Environmental Ed.]]
| [[1995]]
+
| [[2003]]
| [[2007]]
+
| [[2003]]
 
|-
 
|-
 
| [[Forestry]]
 
| [[Forestry]]
| [[1998]]
+
| [[1980]]
| [[2000]]
+
| [[1986]]
 
|-
 
|-
| [[Protected Areas Management]]
+
| rowspan="4" align="center"| '''[[Health]]'''
| [[1997]]
+
| [[Envir. and Water Resource]]
| [[2004]]
+
| [[1965]]
 +
| [[1977]]
 +
|-
 +
| [[Health Degreed]]
 +
| [[1983]]
 +
| [[2007]]
 +
|-
 +
| [[Health Extension]]
 +
| [[1985]]
 +
| [[2007]]
 +
|-
 +
| [[Hygiene Ed/Sanitation]]
 +
| [[1999]]
 +
| [[2002]]
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[Master's International]]'''
 
| rowspan="1" align="center"| '''[[Master's International]]'''
Line 98: Line 147:
 
| [[1999]]
 
| [[1999]]
 
| [[1999]]
 
| [[1999]]
 +
|-
 +
| rowspan="2" align="center"| '''[[Other]]'''
 +
| [[Flexible App]]
 +
| [[1974]]
 +
| [[1975]]
 +
|-
 +
| [[Unique Skill]]
 +
| [[1982]]
 +
| [[1986]]
 
|-
 
|-
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| rowspan="1" align="center"| '''[[UNV]]'''
 
| [[United Nations Volunteer]]
 
| [[United Nations Volunteer]]
| [[1997]]
+
| [[1977]]
| [[1997]]
+
| [[1989]]
 +
|-
 +
| rowspan="4" align="center"| '''[[Youth and Community Development]]'''
 +
| [[Appropriate Tech.]]
 +
| [[1982]]
 +
| [[1982]]
 
|-
 
|-
| rowspan="2" align="center"| '''[[Youth and Community Development]]'''
 
 
| [[Commun. Serv/Deg.]]
 
| [[Commun. Serv/Deg.]]
| [[1999]]
+
| [[1983]]
 
| [[2007]]
 
| [[2007]]
 +
|-
 +
| [[Rural Youth Dev.]]
 +
| [[1981]]
 +
| [[1981]]
 
|-
 
|-
 
| [[Youth Development]]
 
| [[Youth Development]]
Line 115: Line 181:
 
|}
 
|}
  
[[Category:Bulgaria]]
+
[[Category:Burkina Faso]]

Revision as of 00:24, 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 Peace Corps entered Burkina Faso, then called Upper Volta, in 1967 and operated there uninterrupted for 20 years. Major projects included forestry extension, young farmer education, small enterprise development, secondary education (math, science, and English language), water well construction, agricultural and environmental extension, arts and crafts, basketball coaching, and parks development. In June 1986, the government of Burkina Faso asked the Peace Corps to cease sending Volunteers because the Peace Corps’ programs no longer coincided with Burkina Faso’s development goals. The 30 Volunteers in the country completed their service in 1987. In 1995, 19 trainees arrived in Burkina Faso as part of a newly established health project. One year later, the Peace Corps established a secondary education project in response to the government’s urgent request for teachers. In 2003, in response to government initiatives and articulated local needs, a small enterprise development project began with 15 trainees. A girls’ education project started in 2005. Currently, nearly 90 Volunteers work throughout the country, primarily in rural areas. Approximately 1,500 Peace Corps Volunteers have served in Burkina Faso to date.


History and Future of Peace Corps Programming in Burkina Faso

Peace Corps/Burkina Faso currently works in the areas of health, small enterprise development, secondary education, and girls’ education and empowerment.

Health Volunteers are assigned to the Ministry of Health and work in small rural communities at Health and Social Promotion Centers (Centres de Santé et de Promotion Sociale) that provide treatment and preventive services to the inhabitants of five to 10 surrounding villages. Health Volunteers’ primary responsibilities are to assist in the establishment, training, and operation of a health management committee (comité de gestion) and to assist in a community health needs assessment. In addition, they help plan, conduct, and evaluate health promotion programs to address priority problems in the community.

Volunteers working in the secondary education sector are assigned to the Ministry of Higher Education to work in underserved middle and high schools as math and science teachers. Teachers in Burkina Faso typically have large classes, sometimes with more than 100 students, and are expected to teach up to 25 hours per week. In addition to classroom work, education Volunteers work in secondary projects during school breaks, in collaboration with their communities and schools. One of the most popular of these secondary projects is running camps that focus on promoting girls’ education and empowerment.

In 2003, Peace Corps/Burkina Faso, in collaboration with the Ministries of Commerce and Tourism, initiated a small enterprise development project. Volunteers work with entrepreneurs, cooperatives, and organizations to improve business practices associated with agribusiness, artisans’ businesses, and microcredit institutions.

In 2005 Peace Corps/Burkina Faso introduced a girls’ education and empowerment project. Volunteers in this project work with schools and communities to promote formal and informal education for girls. They help communities understand the importance of educating girls and work to develop and implement strategies to increase their chances of success in school. This may include girls’ clubs, training in life skills, mentoring activities, etc.

All Peace Corps Volunteers in Burkina Faso, whether working in health, small enterprise development, or education, are involved in HIV/AIDS education.

HIV/AIDS is definitely present in Burkina Faso but it is not one of the countries most affected. However, 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 2006 2007
Ag Extension 1983 2007
Apiculture 1975 1975
Crop Extension 1968 1985
Farm Mechanics 1983 1983
Business Business Advising 1976 2007
Business Development 2006 2007
Cooperatives 1981 1982
NGO Advising 1999 2006
Education Bus. Ed/Sectl Skl 1986 1986
English Teacher 1980 2006
Fisheries Fresh 1980 1986
Gen. Construction 1981 1981
Industrial Arts 1980 1980
Prim-Ed/Teach Trn 2005 2006
Science Ed/Gen. 1981 1984
Secondary-Ed Math 1984 2007
Secondary-Ed Sci. 1984 2008
Special Ed/Gen. 1981 1981
Univ. English Teaching 1979 1999
Voc. Trainer 1981 1981
Environment Environmental Ed. 2003 2003
Forestry 1980 1986
Health Envir. and Water Resource 1965 1977
Health Degreed 1983 2007
Health Extension 1985 2007
Hygiene Ed/Sanitation 1999 2002
Master's International Masters Internationalist 1999 1999
Other Flexible App 1974 1975
Unique Skill 1982 1986
UNV United Nations Volunteer 1977 1989
Youth and Community Development Appropriate Tech. 1982 1982
Commun. Serv/Deg. 1983 2007
Rural Youth Dev. 1981 1981
Youth Development 2003 2007