1. Paraguay 2011 - 2013 Rosario, Jonathan William
Description of Peace Corps Service
JONATHAN WILLIAM ROSARIO
Republic of Paraguay 2011-2013
After a competitive application process stressing technical skills, motivation, adaptability, and cross­
cultural understanding, Peace Corps invited Mr. Jonathan William Rosario to serve as an Education and
Youth Development Volunteer in the South American nation of Paraguay.
PRE-SERVICE TRAINING
Mr. Rosario began an intensive 1O-week pre-service training on February 2, 2011, in Guarambare, a small
sugar-processing center located 45 minutes south of the capital, Asuncion. The program consisted of
language training, technical skills training on Education and Youth Development, and Common Areas
training.
The training program included:
• 101 hours of formal language training of spoken and written Spanish and Guarani
• 76 hours of Common Areas training which encompasses cultural adaptation, introduction to
development, safety and security, and health training
• 174 hours oftechnical skills training and field based activities to build teacher capacity and
improve student learning, to promote leadership and capacity building skills, and to support youth
enrichment
• In addition, as part ofthe language and cross-cultural component ofthe training program, Mr.
Rosario lived with a Paraguayan family for 10 weeks
Description of Primary Projects/Activities
On April 15, 2011, Mr. Rosario completed training and swore in as a Peace Corps Volunteer. He was
assigned to the community of Quiindy, a small city in the department of Paraguari, roughly 103 km from
Asuncion. Both Spanish and Guarani, the national indigenous language ofParaguay, are spoken there.
Public Library
In the city of Quiindy, there is a public library called Biblioteca Publica "Las Americas." Jonathan spent
most of his service working collaboratively with librarian Fernando Caballero. Jonathan's most
ambitious project Aranduka Renda Tuichave Rekavo (Guarani for "In Search of Expanding the Library")
involved the physical expansion ofthe public library, doubling it in size and accommodating student need
for research and workshop space. Through a variety of networking channels, Jonathan successfully raised
$3,313.78 in on-line donations by .way of a Peace Corps Partnership Project. He also assisted the
librarian in successfully petitioning the city government for almost $1,700.00 USD to purchase new
books, a large bookshelf, and 50 posters promoting literacy. Throughout 2012, Jonathan and the librarian
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2. Paraguay 2011 - 2013 Rosario, Jonathan William
catalogued the library's entire inventory of books and magazines (over 3,000 titles) according to the
Dewey Decimal System. Finally, looking to incentivize library visits, Jonathan created a chess club
reaching 28 youth, 17 boys and 11 girls, ranging in age from 8 to 15 years old. The chess club enhanced
the youths' critical thinking skills, improved problem-solving skills, increased concentration, and taught
planning and foresight. A chess tournament was created in November 2011 and has since become an
annual tradition. The next tournament is scheduled for November 2013 led by the librarian, without
Jonathan's assistance.
Literacy Education
Jonathan and Fernando created a project aimed at helping underperforming students increase their literacy
skills at a local elementary school. On a biweekly basis, they went to Escuela Basica No. III Andres
Barbero and held a class for 23 youth, ages 6 to 11. They focused lessons on letter identification, syllable
counting, and listening, reading and writing comprehension. They also organized a weekly workshop
focused on literacy (led by a well-known Paraguayan educator). Forty-two educators attended the
workshops where they learned to create and implement didactic materials in the classroom, storytelling
techniques, and classroom management skills.
Youth Group Advisor
Jonathan worked actively with the local youth group, Consejo Juvenil Quiindyense (Youth Council of
Quiindy). He helped the group establish an executive board and met with them weekly to discuss project
ideas. One major project undertaken involved the creation of student governments in four high schools.
Jonathan helped the president of the youth group, Arturo Ramirez, create presentations for the student
bodies on the importance of civic engagement in the community and also taught about the election
process. Each school created their own Independent Election Tribunal to oversee the electoral process,
nominated candidates for various positions, and held elections. Over 300 students were benefitted as a
result of this process. The election procedure was modeled after Paraguay's national government,
allowing students to learn how their government functions on a federal level. To ensure sustainability, the
Youth Council of Quiindy is now overseeing the student governments. Jonathan and Arturo also created
a workshop for the President and Vice Presidents of each school's student governments. The workshop
focused on project design and management. At the conclusion ofthe workshop, each student gained new
skills on assessing community needs, designing and implementing activities to meet these identified
needs, and monitoring and evaluating the activities' effectiveness.
Special Olympics
In September 20 II, the Special Olympics held their annual sporting event in the city of Quiindy.
Jonathan created and presented a PowerPoint presentation focused on the importance of volunteerism and
respect for others at four local high schools in order to lobby the support of students to serve as
volunteers. Jonathan was able to solicit help from 52 students. On the day of the Special Olympics, the
student volunteers assisted the event organizers in several ways including helping the athletes get to and
from their competitions, recording race times, and ensuring all athletes received a nutritious lunch.
Description of Secondary Activities/Projects
English Language Teaching
Another successful project Jonathan created was Let's Learn English, a basic course on the English
language. The course was taught twice; one course was for students aged 7 to 14 and the other for
students aged 15 to adult. Students concluded the course with the ability to read, write, speak and
understand English on a basic level. Topics covered include basic vocabulary, grammar, parts of speech,
and common expressions. For the course with older students, Jonathan collaborated with the Servicio
Nacional de Promoci6n Profesional (SNPP), a national job-training governmental organization serving
both the youth and adult population of Paraguay. At the conclusion of this course, students received a
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3. Paraguay 2011 - 2013 Rosario, Jonathan William
certificate from the SNPP that will serve as official evidence of knowledge of a basic understanding ofthe
English language.
Flag Football CamplPhysical Education
Jonathan also collaborated with a fellow Peace Corps Volunteer to carry out a flag football camp for the
youth of Quiindy. He created and implemented the two-week day camp to teach kids the importance of
daily exercise and to introduce them to a uniquely North American sport. At the end of two weeks,
Jonathan worked with 55 students divided between two groups; those aged 5 to 13 and those aged 14 to
17. By the final day, students learned 12 new exercises and were able to comprehend the basics of flag
football. During the second week, the younger kids took it upon themselves to do their daily stretches
and exercises without his leading them.
Language Skills
Mr. Rosario achieved Superior competency level in Spanish at the end of his training. He used Spanish in
all aspects of day-to-day life throughout his Peace Corps service, both on a professional and personal
level to communicate effectively in his work at school, with his colleagues and community contacts. Mr.
Rosario also achieved an Intermediate-Mid competency level in Guarani at the end ofhis training.
Mr. Rosario completed his Peace Corps service in Paraguay on April 12, 2013.
Pursuant to section 5(t) of the Peace Corps Act 22 U.S.C 2504 (t) as amended, any former volunteer
employed by the United States Government following his Peace Corps Volunteer service is entitled to
have any period of satisfactory Peace Corps Volunteer service credited for purposes of retirement,
seniority, reduction in force, leave and other privileges based on length of federal government service.
Peace Corps service shall not be credited toward completion of the probationary or trial period or
completion of any service requirement for career appointment.
This is to certify in accordance with Executive Order No. 11103 of 10 April 1963, Jonathan William
Rosario served satisfactorily as a Peace Corps Volunteer. His service in Paraguay ended on April 12th
,
2013. He is therefore eligible to be appointed as a career-conditional employee in the competitive civil
service on a non-competitive basis. This benefit under the Executive Order entitlement extends for a
period of one year after termination of the Volunteer's service, except that the employing agency may
extend that period for up to three years for a former Volunteer who enters military service, pursues studies
at a recognized institution of higher learning, or engages in other activities that, in the view of the
appointing authority, warrant extension ofthe period.
~J.e/-e_ S..-rI A
~ I DateJeremy Smith
Program Mager
Education
Peace Corps Paraguay
Peace Corps Paraguay
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