Invest in Your World
TN Returned Peace Corps Volunteers proudly supports the Peace Corps Partnership Program! All sponsored projects are initiated by current Peace Corps Volunteers from Tennessee. Starting in 2016, the TNRPCVs typically donate at least $750 dollars every quarter to the Peace Corps Partnership Program (PCPP). Our goal is to financially assist in projects initiated and managed by volunteers from Tennessee who are serving in the Peace Corps.
WHAT IS PEACE CORPS PARTNERSHIP? The Partnership Program helps thousands of Peace Corps Volunteers implement community-initiated projects that have had significant and positive impacts on communities and thousands of individuals. The Peace Corps Partnership serves as a link to donors who want to contribute to the valuable work Volunteers do with their host communities. To establish community ownership, a community must make a 25 percent contribution to the total project cost, usually in labor and materials. See a PCP Public Service Video here.
Total donated: $10,600 to 30 Projects since 2009:
1. Dominican Republic: Coffee Cooperative Building Project, by L. Mollenhgour ,$250, 11/1/2009
2. Senegal: Community Garden Project, D. Lotthamer, $250, 11/1/2009
3. Dominican Republic: Community Latrines, $300, 4/12/2010
4. Peru: Healthy Schools, B. Phelps, $200, 9/13/2010
5. Ukraine: School Textbook Project, J. Gilles, $150, 1/4/2011
6. Gambia: Camp GAGA-Girls About Global Awareness, C. Donahue, $300, 7/6/11
7. Morocco: Goats for Gals, E. Syngle, $100, 9/13/11
8. Morocco: Eyewear for Moroccan Youth, P. Eubanks, $200, 1/10/12
9. Dominican Republic: Improved Cookstove Project, A. Sullivan, $100, 4/3/12
10. Moldova: School Resource Library, H. Simmons, $100, 4/3/12
11. Burkina Faso: Chalkboards to implement new teaching technique, M. Radunzel, $300, 11/13/12
12. Burkina Faso: Camp2Glow, A. Denny, $300, 1/5/13
13. Jordan: Camp Bro, $200, 6/10/13
14. Nicaragua: Community English Center, I. Bauerlein, $400, 10/1/13
15. Georgia: Expanded Meeting Room Capacity for Youth and Probationer Programs, J. Craven, $500, 5/7/14
16. Mozambique: Building an Agriculture Lab and Installing an Irrigation System, $500, 9/3/14
17. Benin: School Library, R. Walters, $500, 10/2/14
18. Lesotho: Local Holistic Health Club, E. Brown, $400, 2/3/15
19. Togo: Building Cement Latrines, M. Austin, $300, 5/5/15
20. Tongo: Camp GLOW 2015, R. Fern, $500, 8/5/15
21. Fiji: Camp GLOW Bua, M. Ivey, $500, 11/3/15
22. Morocco: Partners in CLIMB 2016, E. Owens, $750, 1/5/16
23. Morocco: Creating Leadership in Mountains and Beyond (CLIMB), K. Plew, $250, 5/3/16
24. Kyrgyz Republic: Municipal Water Expansion Project: North-West District, C. Edens, $500, 6/7/16
25. Morocco: Igilouda – Izgouaren Water Project, D. Vanness, $250, 7/5/16
26. Thailand: Let Girls Learn – Student-Friendly School Camps, C. Garner, $250, 7/5/2016
27. Georgia: Let Girls Learn – LEAD Retreat, Z. Seymour, $250, 7/5/2016
28. Peru: Let Girls Learn – Women’s Club: Women’s Empowerment, S. Schoenecker, $250, 11/1/2016
29. Jamaica: Red Lands Water System Improvement Project, I. Hash, $500, 11/1/2016
30. Lesotho: Classroom Project, K. Schiff, $1,250 1/3/2017
1. Coffee Cooperative Building Project – DOMINICAN REPUBLIC. Cooperativa de Café Organico del Sur is a cooperative of 150 farmers located in the southwest region of the Dominican Republic. They organized together in 2004 to become one of the largest coffee coops in their region and together are able to buy their organic certification and sell their coffee at a higher price. However, as the coop adds more members each year, its organizational and commercial capacity remains stagnant. TNRPCVS donations helped the farmers purchase the necessary tools and equipment to improve their small office facilities, organize their records and bookkeeping and provide a more conducive meeting place, thus, helping them reach their goal of growing into a more competitive and commercial operation.
2. Community Garden Project – SENEGAL. The community is a small farming village near the mangrove-laden coast of western Senegal. Their primary source of food and income is based in the production of millet, peanuts and corn during a three-month rainy season. During the dry season there is no income generating activity. As desertification and rising food costs threaten the village’s livelihood, the 400 member community looks for alternative food sources to help fight malnutrition and poverty. The women, men and children are proposing construction of an one-hectare community garden. The garden project included chain-link fencing around the perimeter, two wells and five reservoirs, start-up seeds, basic communal tools and training. Men, children, but mostly women, grew vegetables and fruit trees in individual or group plots. Vegetables produced provided diversified nutritional supplement to a carbohydrate-heavy diet as well as provide a secondary source of income during both the dry and rainy seasons. The community is responsible for contributing at least 25% of total project costs. This helps to ensure community investment and commitment to the completion and success of the project. People will contribute by way of labor, local raw materials and cash. A committee has been formed to assist in grant-writing, oversee project implementation and completion, facilitate training sessions and manage the long-term operational needs of the garden. With the assistance of outside funds, the lives of women, men and children in the community will be significantly enhanced through greater food and financial security.
6. Camp GAGA (Girls About Global Awareness) – GAMBIA. This project is a 5-day camp for 30 girls from across The Gambia in western Africa. The girls learned about relevant environment issues facing their villages, including desertification, proper waste management, and non-biodegradable plastics. The girls will also be empowered with life skills leadership training. Peace Corps volunteers organized and provided oversight to the camp, while local community leaders provided environmental classes and life skills training.
7. Goats for Gals – MOROCCO. This project is for a rural town that depends on subsistence farming for income, and specifically at women who are widows, divorcees or unmarried. The plan is to provide one goat each to nine women, with the goals of fostering economic independence, women’s empowerment, and stimulating economic growth from within the community. The community will contribute all transportation, feeding, and other secondary costs. The income will be generated from the sale of goat’s milk in the local market.
8. Eyewear for Youth – MOROCCO. Project to provide 120 eyeglasses to benefit youths in rural communities. The eyewear have self-adjusting lenses that work well in developing countries where custom eyeglasses are not available. This project was so successful that the eyeglass sponsor agreed to provide an additional 280 pair of self-adjusting glasses and 400 pairs of reading glasses at no additional cost.
9. Improved Cookstove Project – DOMINICAN REPUBLIC. In many rural areas, women still use an open fire to cook their meals. This results in health issues and poor efficiency of wood-burning resources. This project introduced a more efficient cook stove made of locally-made bricks. $60 builds one stove.
10. School Resource Library – MOLDOVIA. A rural school wanted to upgrade its resource books in their library. Most of the current resource books are outdated and in the Cyrillic alphabet of the former Soviet Union. This project helped to purchase current resource books in the native Moldovan language. The school participated by starting a reading incentive program to improve students’ reading abilities.
11. All for On & On for All – BURKINA FASO. Burkina’s literacy rate is 28.7% (2011). In PCV Radunzel’s neighborhood primary school, teachers have received professional instruction on how to implement small groupcollaborative work, thus increasing their students test scores significantly higher than other schools in the area. One of the keys to success in this program is the use of small chalkboards that students use to complete group assignments and to make presentations in class. This technique allows teachers to immediately diagnose areas that need improvement. The funding for this project is to help pay for the chalkboards. Eight dollars buys one chalkboard!
12. Camp2Glow – BURKINA FASO. This project, which stands for Girls and Guys Leading Our World, is a spin-off of a summer camp run in 22 other Peace Corps countries – Camp GLOW (Girls Leading Our World). The addition of boys in the camp stems from the belief that empowerment of women and girls can only be achieved if both sexes are educated on mutual respect. The Camp G2LOW objectives will focus on three themes: 1. Promoting healthy lifestyles: Camp participants will be encouraged and taught how to practice daily hygiene, prevent malaria, apply and promote HIV/AIDS/STI prevention methods and how to practice family planning. 2. Empowering students: Camp participants will gain personal goal setting skills and the tools to make a SMART (Specific, Measurable, Attainable, Realistic, Time-sensitive) decision. 3. Promoting gender equality: Camp participants will gain a better understanding of gender, sex and the spectrum of violence. They will gain the skills needed to form healthy relationships and work as equals, and they will be taught the importance of their roles, rights and responsibilities regarding gender equality. more than 350 boy and girl students will participate in the five Camp G2LOWs held this year. Host country nationals and Peace Corps Volunteers will serve as camp counselors and lead educational sessions.
13. Camp Bro – JORDAN. Peace Corps Volunteers Lead Camp in Jordan to Help Young Men Plan for their Future Washington, D.C., August 5, 2013 – Peace Corps volunteers Rob Delaney and Will Evans are working with their community to build the character of young men in Jordan and help them set goals for their future through a camp called Boys Respecting Others (BRO). The Camp is funded in part through the Peace Corps Partnership Program (PCPP), which helps support Peace Corps volunteer community projects worldwide.
“Fights among students are a common problem in the boys’ schools in Jordan, and there are not many outlets for after-school activities where students can discover new interests or apply what they’ve learned in the classroom,” said Delaney, of Franklin, Tenn. “We decided to design a camp where students would be challenged to work together on critical thinking tasks and encouraged to consider their career goals and how they want to achieve them.”
Delaney and Evans invited 30 students from across Jordan to attend Camp BRO, where 10 counselors with both English and Arabic language skills will lead activities. A growing education gap in Jordan has women graduating university at higher rates than men, yet women are underrepresented in the workforce.
“Our ideal role model for the students is a college-educated Jordanian who can speak confidently about his career goals and how he has pursued them, and offer insight into dealing with personal and professional challenges,” said Delaney, a graduate of Northwestern University who has been living and working in Jordan since 2011. “We want students to consider how social norms in Jordan may change in the coming years and try to define a positive role for themselves when confronting questions about gender.”
Both Delaney and Evans hope the camp will continue long after they leave Jordan, and they are working closely with fellow volunteers who are interested in organizing the camp next year.
To receive funding through the PCPP, a community must make a 25 percent contribution to the total project cost and outline success indicators for each individual project. This helps ensure community ownership and a greater chance of long-term sustainability. One hundred percent of each tax-deductible PCPP donation goes toward a development project.
About Peace Corps/Jordan: Nearly 540 Peace Corps volunteers have served in Jordan since the program was established in 1997. Currently, 59 volunteers serve in Jordan. Volunteers work in the areas of education and youth and community development. Volunteers are trained and work in colloquial Arabic.
14. Community English Center – NICARAGUA. The local Community English Center is a project to renovate a room in the municipal library and collect English learning materials in order to create an English resource center for all members of the community to improve their level of English. The center will create opportunities to practice, learn, and enjoy English. Our project has three goals: to increase the community’s access to English materials by offering a lending library, to inform the community about the resources and services of the center, and to improve local English teachers’ capacity to give effective English lessons by incorporating new materials. Future plans include offering English classes to the community, homework help for high school students, conversational groups, teacher workshops, and an internship for university students in the English teaching career to complete their practicum teaching hours in the center. The impact of the center is that community members will improve their level of English and will increase their educational and professional opportunities. The community is providing the building, contributing to the building renovations, paying for basic services (lights, internet, electricity, water), and creating a part-time paid position to coordinate the center.
15. Expanded Meeting Room Capacity for Youth and Probationer Programs – GEORGIA. The local Youth Resource Center (GYRC) plans to repair the infrastructure of a crumbling roof and put a door on our meeting room. The organization currently has one private meeting room that seats 30 people but needs to add a door to our second, smaller meeting room that houses 15 people in order to allow meetings for probationers and children to go on concurrently. GYRC began working with probationers two years ago and hosts the only reintegration and resocialization program for probationers in the region by combining professional skills trainings with psychological workshops. Along with probationers, the organization teaches disadvantaged children English, civic activism, and computer skills. The current facilities only house one group at a time. The youth center desires to create space for both equally important groups to afford each the proper privacy and care. The increased meeting space with allow for an additional 40 people to attend professional development training, free English classes and clubs, and civic education workshops. With the community’s assistance and donated professional labor, GYRC will tear down the roof, install a new door and ceiling, and organize additional events to better serve probationers and youth in and out of school. The organization has a twelve-year history working with youth in the regional capital, 30km from the Black Sea, and focusing on projects involving English education, civic activism, volunteerism, technology, and increasing economic opportunities for disadvantaged groups.
16. Building an Agriculture Lab and Installing an Irrigation System – MOZAMBIQUE. Currently, the regional agriculture institute does not produce enough food to feed the 250 students living on our school grounds or the 200 students living in the surrounding area that depend on the school for lunch. The resulting malnutrition combined with a heavy school workload, is causing high rates of absenteeism and illness, demoralizing students and professors alike. To create food security, the grant will be used to construct an agriculture laboratory and purchase a 2,500 square meter drip irrigation system. Working together, the teachers and students will design and build an agriculture laboratory which will be used to test organic pesticides and fertilizers. The lessons learned in the laboratory will then be applied to the vegetables produced under drip irrigation to ensure a successful harvest. In addition to creating food security, the laboratory and the drip irrigation system will create opportunities for students to apply classroom theories, making them more competitive in the job market. The agriculture laboratory and irrigation system will also be a source of pride for the school, and serve as sustainable agriculture training centers for the surrounding community.
17. School Library – BENIN. The construction of a school library will bring numerous benefits to the small, rural middle school, as the only library available in the area. Activities include the library construction, training of school staff and students on the use and benefits of the library. The school is contributing the land and various materials and the basic labor for the construction. With the library in the community, students will develop the love of reading and curiosity. Teachers can access the library’s resources to develop richer lesson for their classes.
18. Local Holistic Health Club – LESOTHO. HIV/AIDS is one of the biggest challenges that Lesotho faces. The rate of infection is the third highest in the world and it mainly affects people aged 20-45. These people are the youth, parents, and workers of the communities sprinkled throughout Lesotho. Though it¿s true HIV/AIDS can affect anyone, it¿s clear that it¿s spreading faster with people who live in poverty and lack access to education, basic health services, and nutrition. Although HIV/AIDS has become common in most every community in Lesotho, the disease is still surrounded by silence. People are embarrassed to speak about being infected. People living with AIDS are exposed to daily prejudice born out of ignorance and fear. The only way to slow this epidemic is to break the silence and remove the stigma that surrounds it. At a small technical school near the center of Lesotho, plans to do just that. This community hopes to tackle this problem through the creation of a holistic health club that will broach topics of sexual education and mental health while providing a non-threatening environment for anybody, of any age and status to come exercise. The surrounding community is providing a building to house the health club and a local nursing school is lending their students to help educate the community with monthly forums. The potential for this health club is great, and the impact on the 3,500 youth who live here will be long lasting.
19. Building Cement Latrines – TOGO. One of the biggest issues apparent in my village is open-air defecation. Latrines and overall water sanitation have been expressed interests from the people of my village since day one. I have been seeking out which steps the community is ready for through clubs, health sessions, and house visits. The knowledge is there, but the way is not. The community is prepared to offer the accessible local resources and the labor for the latrines which accounts for 30% of what the project could cost. By putting an end to open-air defecation, village illnesses will have a drastic decrease.
20. Camp GLOW – TONGO. Camp GLOW (Girls Leading Our World) is a week-long sleep-away camp designed to empower its participants by:
1.) Advocating a healthy lifestyle;
2.) Providing vital information on sensitive topics;
3.) Teaching leadership and team-building skills;
4.) Encouraging critical thinking and logical decision-making;
5.) Building a network of motivated girls and women;
6.) And fostering self-confidence and creative expression through a fun, safe, judgment-free environment.
Camp GLOW is part of a nationwide project that conducts individual camps on two islands, hosting female 9th grade student leaders from various middle and high schools within the region who have displayed academic excellence and leadership potential. The camp will engage 25 girls in a week of games, sports, arts, technical training, and educational sessions. The sessions will cover topics such as goal setting, leadership, water safety, public speaking, conflict resolution, sexual health, the rights of women and children, sexual harassment and domestic abuse, nutrition, food sanitation, and environmental responsibility. The camp will emphasize the importance of being informed, active, independent, and responsible citizens, and will include an element of community service.
21. Camp GLOW Bua – FIJI. Camp GLOW (Girls Leading Our World) is a girls’ empowerment and leadership camp that has been held in Peace Corps countries internationally. In December 2015 Fiji’s Ministry of Health, in partnership with the Ministry of Education and Peace Corps Volunteers from various communities around Vanua Levu, will host Camp GLOW Bua, bringing together 50 girls from 5 secondary schools in Bua Province.
The girls of Vanua Levu, Fiji’s second largest island, currently lack support, resources, and opportunities to educate themselves and look beyond life in their villages and communities. They face many challenges including teenage pregnancy and domestic violence. Bua Province, located on the western side of Vanua Levu, has one of the highest teenage pregnancy rates in Fiji.
22. Partners in CLIMB 2016 – MOROCCO. CLIMB stands for Creating Leaders In the Mountains and Beyond. This specific program is being executed by three different communities within the Mid-North Region of Morocco. The communities will implement the same curriculum and achieve the same goals and objectives. Each site will enroll 12 community members (36 in total) who are committed to successfully completing the CLIMB program. During CLIMB meetings, students will learn outdoor skills, different ecosystems, the importance of maintaining them, and how to build leadership characteristics. Students will then have hands on opportunities to apply what they are learning in the classroom through day hikes in their town and in the two other towns of this program. During each day the students will be encouraged to invite one friend or family member to join in on the day hike.
Students will then share an activity or lesson they learned in the previous weeks. Essentially, each classroom session will train the students to be teachers on the trail and give them the opportunity to share to a larger audience at the end of each month. At the end of the program the 12 community members (36 total) who have demonstrated a commitment to become teachers of CLIMB will come together at the end of the program. This program is designed to build the educational capacity of youth and foster positive relationships between community members by setting an attainable goal. At the end of the program, youth will have a sense of accomplishment, accompanied by new skills, and a passion to better themselves and the community they are apart of.
23. Creating Leadership in the Mountains and Beyond (CLIMB) – MOROCCO. We will be implementing the C.L.I.M.B. (Creating Leaders in the Mountains and Beyond) program with underprivileged high school students. Our group consists of 22 high school aged boys and girls, who will take turns playing the roles of my student counterparts. Additionally 2 professional teachers have volunteered to attend meetings, in which they will share their specialties, as well as learn and enjoy new skills. They will also attend four monthly hikes and the final 7 day trip.
Weekly sessions will be conducted focusing on the following skills: healthy and safe hiking, “leave no trace” ethics, environmental awareness, ways in which humans impact the environment, first aid, physical and mental well-being, local tribal traditions, plant and animal recognition/acquisition/uses. These lessons will be conducted separately. The entire curriculum is inlaid with opportunities to expand upon leadership and teamwork. Weekly attendance will be mandatory.
Students will have opportunities to hone their skills in real life situations on monthly excursions, in which they will explore nearby mountains and natural areas. The culmination of this project brings youth to climb the highest mountain in North Africa, Mount Toubkal. This will be an extraordinary opportunity for the students, most of them have never had the opportunity to travel outside of their hometowns.
The students will further be encouraged upon completion of the program to begin an environment club, in order to continue to learn from, help out, and explore the world around them.
24. Municipal Water Expansion Project: North-West District – KYRGYZ REPUBLIC. Kyzyl Adyr is a community of about 20,000 located in the Talas region of the Kyrgyz Republic. Many of its residents are reliably supplied with chlorinated, high quality drinking water via the community’s municipal water distribution network – however, several outlying neighborhoods are outside the existing system’s service area. The residents of these neighborhoods are therefore obliged to drink water from unreliable sources of poor quality.
Furthermore, In the Kyrgyz Republic the burden of home maintenance and upkeep is placed disproportionately on women and children. As such, in those households which do not have municipal water service, it is they who bear the responsibility of water collection from wells, streams, or whatever surface water body may be most accessible. This project will support the installation of 950 meters of mainline pipe and 8 manholes in Kyzyl Adyr’s North-West District to make available municipal water in residents’ homes. Currently, the most common source of drinking water in this neighborhood is from shallow public wells which are inconveniently located and the water from which leaves residue on dishes and storage containers. While this grant will support the construction of the mainline and installation of manholes, the community will provide the labor and materials necessary to build service lines from the manholes to each of 92 homes. The construction of the service lines represents a community cost share of 33% of the total project cost.
Your support in the undertaking of this project will have a significant impact on the lives of those in this rural Kyrgyz community. It will eliminate the need to haul water long distances and the risks to health of drinking untested water by supplying 92 residences and the approximately 400 residents who live in them with reliable, municipally chlorinated, quality-assured drinking water. Many of these residents will for the first time experience in their own homes the privilege of clean, safe drinking water at the twist of a faucet.
25. Igilouda – Izgouaren Water Project – MOROCCO. Izgouaren is a cluster of three villages just outside the beautiful coastal city of Essaouira, Morocco. Essaouira is a hub for tourists from around the world and contains all the amenities of a fully developed city. Amazingly an hour away in Izgouaren, community members spend four to six hours a day bringing water to their homes. This basic need takes up much of the day and leaves very little time for other needs no less important, such as land development or basic education. The Izgouaren Water Project is a full scale water system-well, pump, piping, water tower- and is intended to relieve the community of this daily, laborious task. The project, though it may sound like it at first, is not about just bringing them water, it is about bringing them time as well. It is our hope that once completed, the system will give the community the necessary time crucial in taking the next steps in personal and community development.
26. Let Girls Learn – Student-Friendly School Camps – THAILAND. Schools in two communities in southern Thailand will collaborate with 6 Peace Corps Volunteers to host a 3-day camp targeting issues of gender inequality, sexual reproductive health, and student-friendly classroom practices. For the first two days, around 37 participating teachers will be trained by Peace Corps Volunteers (PCVs). On the third day, around 150 students from grades 6-9 (ages 12-15) will be trained by teachers and PCVs.
Teachers will learn how to implement positive reinforcement strategies in the classroom and promote a gender equitable and safe learning environment at school. Students will learn about risks and prevention methods for pregnancy and HIV/AIDS and other sexually transmitted diseases. Local teachers will gain capacity as educators and agents of change. Students will gain the necessary knowledge to make safe decisions and protect their sexual reproductive health in the future.
This project has been designed to expand access to education for girls in Thailand as part of the Let Girls Learn Program. Learn more at letgirlslearn.peacecorps.gov.
27. Let Girls Learn – LEAD Retreat – GEORGIA. LEAD (Leading, Energizing, Adapting, Driven) Retreat will provide trainings to 27 participants, one student from the 9th or 10th grades from each of 27 public schools throughout the Mtskheta-Mtianeti region. Training sessions will be on topics specific to the Mtskheta-Mtianeti Region including leadership, team building and advocacy. Each of these are topics that are necessary for positive change from a grassroots level.
We have identified special need for building leadership skills specifically for female members of the community. So, major focus will be on promoting and giving examples of positive female role models as agents of change, while not excluding males and giving them equal opportunity to participate and boost positive norms among youth. During the retreat 3 FLEX alumni and 2 representatives from Mtskheta-Mtianeti Committee of Anti-Violence of Georgia will assist with trainings and translating. 3 teachers from schools in 3 different villages will also attend the retreat as observers.
The LEAD Retreat will increase leadership and volunteerism among youth, both female and male, in the Mtskheta-Mtianeti region. After attending LEAD a minimum of 25 out of 27 students will give presentations at their schools on the information they learned during the retreat.
Participants will come from 27 public schools in the Mtskheta-Mtianeti Region of Georgia, 23 in villages, 3 in internally displaced settlements and 1 in a town.
This project has been designed to expand access to education for girls in Georgia as part of the Let Girls Learn Program. Learn more at letgirlslearn.peacecorps.gov.
28. Let Girls Learn – Women’s Club: Women’s Empowerment – PERU. Through all this the Club hopes to achieve the empowerment of the women and young girls of the community and, in turn, improve their lives and the lives of the entire community since every member of the Women’s Club resides in this community where everyone lives in extreme poverty. There are two parts to the Women’s Club’s plan to empower themselves. The first part involves craftwork, specifically hand-knitted products. In order to do this the group wants to organize an artisan workshop with the goal of improving the quality of their knitted goods, for example, sweaters and scarves, and also recovering old traditions that have been forgotten or are not used anymore. In the end, after improving the quality of the goods and recovering old methods the Women’s Club hopes to create a brand and increase its participation in local markets.
The Women’s Club has chosen hand-knitted products as the first part of their plan because their community is a community of artisans and knitting has always been an important part of their history and culture. All the women and girls already know something about knitting. Knitting recently, however, has changed. Most members of the community who knit don’t have the training to make high-quality products or techniques used one or two generations ago are no longer used.
In the past they used to use sheep’s wool, but now no one even knows how to make sheep’s wool into yarn to be used in knitting and, as a result, everyone uses synthetic string. The Club wants to recover old traditions and preserve them while at the same time creating a better-quality product for sale in local markets. In order to do this the Club wants to invite the local knitting teacher Adriana Paulina Shuan Rodriguez. The Club has been in contact with her and she has even visited the community on one occasion and spoken to the Women’s Club. The goal is to conduct a knitting workshop, which would ultimately help to further empower the women in this community and club.
29. Red Land Water System Improvement Project – JAMAICA. Our chief goal is to provide a functioning water system to the community. Our secondary goals are to ensure the sustainable management of the water system into the future, and to provide community members with the skills and knowledge to have access to grants in the future.
Our Objective is to construct one concrete water tank, repair one concrete water tank, and install one pipeline system to deliver water to the Community. We will also design and implement a community management plan to keep the water system functioning correctly into the future. Community members will be trained in Project Design and Management and Grant Writing.
The project is being managed by the Community Production and Marketing Organization (PMO). The community members will provide contribution to the project through their labor and expertise required for the construction and instillation of the water system, as well as the physical and social design of the system. The beneficiaries of the project include 77 households (approximately 259) persons who would gain access to a more consistent and reliable water source. 5-10 community members will graduate with a certificate in Project Design and Management, as well as 20-25 individuals who will gain knowledge in Project Design and Management through their involvement in the project.
30. Classroom Project – LESOTHO. Our school is looking to expand its number of classrooms. This is to fill a need for classrooms which in the past were available. Our community has identified this need and taken the necessary steps to see its fruition.
Thus far, the foundation has been laid, walls have been built and the roofing is in place. To see this project through, chalkboards, furniture, flooring, doors, ceiling and windows still need to be added. When this project is finished the primary school will be able to re-establish a reception class (kindergarten), move Grade 1 to its own room and receive the addition of two new teachers from the Ministry of Education.
This is all due to the addition of two new classrooms. This will improve the learning environment for both students and teachers as Grades 1 and 2 will no longer be sharing a classroom and teacher, and the reception class will be reintroduced the students of which are currently not in any reception class. The result of which will be an improved performance in teaching and learning.
HOW CAN YOU PARTICIPATE? Proceeds from our fundraisers go towards Peace Corps Partnership projects. Additional donations to TNRPCV are gladly accepted! TNRPCV is a 501(c)3 charitable non-profit organization and all donations are tax deductible.You can donate online at www.tnrpcv.org.
Or you can donate directly to a volunteer’s community project. The Peace Corps Partnership Program applies 100% of your tax-deductible donation toward a specific Project, Special Fund or Country Fund. If you would like to donate to the Peace Corps Partnership Program or find out more, click here.
If you are a Peace Corps volunteer and have a project that needs financial assistance for a project, please contact:
Peace Corps Partnership Programs, The Office of Private Sector Initiatives, 1111 20th St. NW Washington, DC, 20526, 800.424.8580 ext. 2170, firstname.lastname@example.org