Shawn Grund served as a Peace Corps volunteer in Rwanda from 2011 to 2013, first as a secondary school mathematics and ICT teacher, then as a volunteer leader. As a teacher, he taught over 700 hours of classes and built capacity of other teachers. As a leader, he coordinated technology integration and volunteerism programs. His work empowered students and communities through education in mathematics, ICT, and gender equality.
Brian Deyo served as a Peace Corps Volunteer in Swaziland from 2010 to 2013, first as a Community HIV/AIDS Education Volunteer and then extending his service for an additional 13 months as the Swaziland Peace Corps Volunteer Leader. During his service, he implemented various community projects focused on HIV/AIDS education, technology training, and network development for organizations. Brian Deyo achieved an Advanced Low score on his Language Proficiency Exam in siSwati before completing his satisfactory service on September 29, 2013.
The Rwanda National Union of the Deaf (RNUD) advocates for equal opportunities and human rights for deaf Rwandans. However, many deaf children do not receive an education due to a lack of deaf education programs and trained teachers. This violates their rights. To address this, the RNUD conducted research of deaf schools. It found a need for legal recognition of Rwandan Sign Language, training for deaf teachers, and improved access to education resources. The RNUD will work with the government and organizations to implement reforms to meet the educational needs of deaf children.
- Mark Huelsenbeck served as a Peace Corps volunteer in Benin, West Africa from 2011 to 2014.
- During his three years of service, he coordinated gender equality programs, worked as an environmental consultant and educator, taught English at a university, and implemented various health and community development projects.
- Some of his accomplishments included organizing gender equality trainings and programs, establishing an environmental club and planting hundreds of trees, teaching over 100 university students, and spearheading health education initiatives.
This curriculum vitae summarizes the educational and professional experience of Adamu Bulama. It lists his personal details, educational qualifications including a PhD in progress, computer skills, extensive work experience in project monitoring and evaluation, training courses attended, and conferences participated in. His work experience spans several sectors including education, health, water and sanitation projects implemented by governmental and non-governmental organizations.
1. The document discusses the role and functions of the State Resource Centre in Madhya Pradesh, India. It provides academic and technical support to adult education programs and literacy initiatives in the state.
2. The SRC's major roles include developing teaching and learning materials, providing training to literacy workers, conducting evaluations and research studies, and implementing innovative projects to support literacy. It produces primers, promotional materials, teaching aids and continuing education materials.
3. The SRC also builds the capacity of program implementers through orientations, trainings and monitoring. It conducts outreach and advocacy activities. Additionally, the SRC implements programs on life skills education for adolescents and operates a Literacy Resource Centre for Girls and Women with UNES
This document provides a summary of Madhu Sudhan Dawadi's contact information, career objective, qualifications, and employment history. It includes his addresses, phone numbers, and email addresses. His career objective is to contribute to child and youth friendly policies and programs related to human rights and child rights. He has 10 years of experience working for organizations like CWIN and has held roles like Project Manager, Regional Team Leader, and Lecturer. He has qualifications like an MA in English and training in topics like child protection, peace building, and psychosocial support.
Surname: Etum Akezi is a Ugandan male born on 30/3/1961 in Akol-Awelo-Amolatar District. He has over 30 years of experience working in community development, leadership, and humanitarian roles. He holds a Master's degree in International Humanitarian Affairs and a Bachelor's degree in Community Leadership and Development. His professional experiences include positions as Executive Director, Academic Registrar, Deputy Academic Registrar, and various coordinator and director roles.
Brian Deyo served as a Peace Corps Volunteer in Swaziland from 2010 to 2013, first as a Community HIV/AIDS Education Volunteer and then extending his service for an additional 13 months as the Swaziland Peace Corps Volunteer Leader. During his service, he implemented various community projects focused on HIV/AIDS education, technology training, and network development for organizations. Brian Deyo achieved an Advanced Low score on his Language Proficiency Exam in siSwati before completing his satisfactory service on September 29, 2013.
The Rwanda National Union of the Deaf (RNUD) advocates for equal opportunities and human rights for deaf Rwandans. However, many deaf children do not receive an education due to a lack of deaf education programs and trained teachers. This violates their rights. To address this, the RNUD conducted research of deaf schools. It found a need for legal recognition of Rwandan Sign Language, training for deaf teachers, and improved access to education resources. The RNUD will work with the government and organizations to implement reforms to meet the educational needs of deaf children.
- Mark Huelsenbeck served as a Peace Corps volunteer in Benin, West Africa from 2011 to 2014.
- During his three years of service, he coordinated gender equality programs, worked as an environmental consultant and educator, taught English at a university, and implemented various health and community development projects.
- Some of his accomplishments included organizing gender equality trainings and programs, establishing an environmental club and planting hundreds of trees, teaching over 100 university students, and spearheading health education initiatives.
This curriculum vitae summarizes the educational and professional experience of Adamu Bulama. It lists his personal details, educational qualifications including a PhD in progress, computer skills, extensive work experience in project monitoring and evaluation, training courses attended, and conferences participated in. His work experience spans several sectors including education, health, water and sanitation projects implemented by governmental and non-governmental organizations.
1. The document discusses the role and functions of the State Resource Centre in Madhya Pradesh, India. It provides academic and technical support to adult education programs and literacy initiatives in the state.
2. The SRC's major roles include developing teaching and learning materials, providing training to literacy workers, conducting evaluations and research studies, and implementing innovative projects to support literacy. It produces primers, promotional materials, teaching aids and continuing education materials.
3. The SRC also builds the capacity of program implementers through orientations, trainings and monitoring. It conducts outreach and advocacy activities. Additionally, the SRC implements programs on life skills education for adolescents and operates a Literacy Resource Centre for Girls and Women with UNES
This document provides a summary of Madhu Sudhan Dawadi's contact information, career objective, qualifications, and employment history. It includes his addresses, phone numbers, and email addresses. His career objective is to contribute to child and youth friendly policies and programs related to human rights and child rights. He has 10 years of experience working for organizations like CWIN and has held roles like Project Manager, Regional Team Leader, and Lecturer. He has qualifications like an MA in English and training in topics like child protection, peace building, and psychosocial support.
Surname: Etum Akezi is a Ugandan male born on 30/3/1961 in Akol-Awelo-Amolatar District. He has over 30 years of experience working in community development, leadership, and humanitarian roles. He holds a Master's degree in International Humanitarian Affairs and a Bachelor's degree in Community Leadership and Development. His professional experiences include positions as Executive Director, Academic Registrar, Deputy Academic Registrar, and various coordinator and director roles.
Patrick Huang volunteered as a Volunteer Manager on a Raleigh International expedition in Tanzania from October to December 2015. The expedition involved community development and youth leadership projects. As Volunteer Manager, Patrick helped prepare and train volunteers, led project planning, and oversaw community projects and a 19-day youth leadership trek. Through this experience, Patrick gained skills in leadership, teamwork, cultural awareness, problem-solving, and confidence.
This document contains a cover letter and resume for Zia Najeeb. It includes personal details like contact information, date of birth, and citizenship. It outlines Najeeb's objectives of seeking a position where he can serve and learn as part of a team. The resume then details Najeeb's 9 years of experience in reporting, communication, and translation working for organizations like UNFAO, USAID projects, and the US Embassy. It provides descriptions of his roles and responsibilities in these positions, including managing reports, outreach, and public relations. Najeeb believes he can make a positive contribution with his skills in these areas and looks forward to discussing opportunities further.
The Newfoundland and Labrador Laubach Literacy Council (NLLLC) is a non-profit organization that has been serving Newfoundland and Labrador since 1986 through volunteer-driven and staff-supported programs. The NLLLC recruits and trains tutors to work one-on-one with learners to improve basic literacy skills like reading, writing, and numeracy. Survey results show over 50% of the province's population scores in the two lowest literacy levels, highlighting the need for the NLLLC's programs that develop tailored solutions to meet learners' needs.
The document outlines the mission, vision, goals and programs of the National Service Training Program (NSTP) at the Polytechnic University of the Philippines. The NSTP aims to develop a reserve corps of community leaders through civic welfare training, literacy training, and ROTC programs. It seeks to instill patriotism and values while linking students to community organizations. The university will offer comprehensive lessons across all NSTP components and train qualified instructors to produce service-oriented graduates.
This document provides a summary of Sardar Lutful Kabir Saju's career experience and qualifications. It includes his contact information, career objective of promoting social justice and human rights, over 12 years of experience managing programs on local justice systems in Bangladesh, and employment history describing his roles and responsibilities in positions with SKS Foundation, Women Job Creation Centre, and Nabolok organizations.
The document discusses educational technology resources like learning resource centres and state resource centres. It describes the activities of learning resource centres which include reading, learning, educational, cultural, cooperative, administrative and social activities. It then discusses the state institute of educational technology (SIET) which was established to promote learning through radio and television. The objectives and activities of SIET Kerala are provided, including producing educational programmes for TV and radio, designing teaching aids, and conducting film festivals. The advantages and disadvantages of educational technology systems are also summarized. Finally, the document discusses satellite instruction in India through the Satellite Instructional Television Experiment (SITE) project which aimed to educate rural populations using educational television programmes via satellite.
The document discusses various educational technology initiatives in India, including learning resource centers, state resource centers, satellite instructional television experiments, the educational satellite EDUSAT, audio visual resource centers, the UGC consortium for educational communication, the centre for development of imaging technology, and the IT@School project. It provides details on the objectives, activities, advantages and disadvantages of these different programs aimed at enhancing education through technology.
Nakajima Hideaki is an experienced international development professional with over 10 years of experience managing public health and peacebuilding projects in Asia and Africa. He has extensive experience designing, implementing, and overseeing projects in post-conflict countries, including managing budgets of over $600,000 USD. Currently he is the representative for the Japan Center for Conflict Prevention in Kenya, where he manages community-based peacebuilding initiatives.
The document outlines the mission, vision, goals and programs of the National Service Training Program (NSTP) at the Polytechnic University of the Philippines. The NSTP aims to develop a reserve corps of community leaders through civic welfare training, literacy training, and ROTC programs. It seeks to instill patriotism and values while linking students to community organizations. The university will offer comprehensive lessons across all NSTP components and train qualified instructors to produce service-oriented graduates who help the university and community.
Angel Manembu has extensive experience working on development projects in Indonesia, specializing in areas like poverty alleviation, sustainable development, and forest governance. She has over 30 years of experience advising international organizations, governments, and private sector clients on issues related to planning, monitoring and evaluation, policy development, and stakeholder engagement. She is proficient in both English and Indonesian.
After completing a competitive application process and intensive training, Andre Wolff served as an Education Volunteer with Peace Corps Uganda from January 2014 to December 2015. His training covered Ugandan culture, technical education topics, language skills, and health and safety. As part of his service, Mr. Wolff developed literacy-focused math curricula and trained teachers in reading instruction. He also coordinated several projects like National Drop Everything and Read Day and the African Storybook Project. Upon successful completion of his service, Mr. Wolff is eligible for US government employment benefits and credit for his Peace Corps experience.
Lilian Ogutu Wagara has over 15 years of experience in program facilitation, project coordination, and stakeholder engagement. She currently works as a Program Officer at the National Gender and Equality Commission, where her responsibilities include developing work plans, budgets, and project proposals; representing the Commission at meetings; organizing conferences and workshops; and monitoring and evaluating various programs. She holds a Master's degree in Peace Studies from the University of Bradford and a Bachelor's degree in Psychology from Maharaja Sayajirao University.
This document summarizes the work of SPOT, a volunteer group committed to promoting sexual and reproductive health education for Malaysian children. SPOT runs a 10-hour Comprehensive Sexuality Education workshop for teenagers ages 9-12 to help them make informed decisions about their health and well-being. In the 2022/2023 program, SPOT aims to reach 5,000 participants across 30 schools. The workshop covers topics like puberty, hygiene, mental health, relationships, and reproductive health through interactive lessons, activities, and discussions. SPOT has received awards for its education programs and outreach efforts in Malaysia.
The document discusses diversity, culturally responsive teaching, assistive technology, and instructional strategies. It provides information on ISTE standards for using technology in education, key factors of culturally responsive teaching including understanding students' cultures and prior knowledge. Assistive technology is defined as tools that increase functional capabilities for those with disabilities. Examples of high-tech, mid-tech, and low-tech assistive technologies are given. Commonly available assistive technologies and uses of assistive technology in literacy are also outlined. The document provides a game plan for teachers to set goals in learning about instructional technologies to support personalized instruction.
John Kakandela has over 14 years of experience in areas like peer education, facilitation, sexual and reproductive health, agriculture entrepreneurship, and video production. He has worked for organizations such as Concern Worldwide, Qwaanu 24/7 Solution Studio, and Adolescent Reproductive Health Advocates in roles like Community Development Facilitator, Artistic Video Producer and Manager, and District Coordinator. He has a bachelor's degree in project management and planning and speaks English as well as Bemba, Lozi, Nyanja, and Mbunda.
Mohammad Tanvirul Islam has over 15 years of experience in education program management with international NGOs. He has extensive experience designing, implementing, monitoring, and evaluating basic education, non-formal education, and education in emergency projects. Some of his key responsibilities have included developing education strategies and curricula, conducting training programs, managing partnerships, supporting advocacy efforts, and securing education project funding from various donors. He has strong technical skills in areas such as education policy, curriculum development, and quality monitoring.
Jonathan William Rosario served as a Peace Corps volunteer in Paraguay from 2011 to 2013. He worked on several projects focused on education, youth development, and community engagement. His major accomplishments included expanding the local public library, improving literacy education, advising a youth group, and teaching English language courses. Throughout his service, he collaborated with community partners and achieved strong Spanish and Guarani language skills.
This project aims to raise awareness of world issues among university students. Over the past 3 years, through similar projects, over 2000 university students have been impacted. Interns will prepare and deliver presentations, workshops, and activities to educate students about sustainable development, human rights, gender equality, cultural diversity, peace, and justice. Interns are responsible for researching the topics, documenting their experiences, and organizing final events to showcase the results of the project. Preferred qualifications for interns include sufficient English skills, computer skills, strong presentation skills, and high motivation for the long working hours required.
Patrick Huang volunteered as a Volunteer Manager on a Raleigh International expedition in Tanzania from October to December 2015. The expedition involved community development and youth leadership projects. As Volunteer Manager, Patrick helped prepare and train volunteers, led project planning, and oversaw community projects and a 19-day youth leadership trek. Through this experience, Patrick gained skills in leadership, teamwork, cultural awareness, problem-solving, and confidence.
This document contains a cover letter and resume for Zia Najeeb. It includes personal details like contact information, date of birth, and citizenship. It outlines Najeeb's objectives of seeking a position where he can serve and learn as part of a team. The resume then details Najeeb's 9 years of experience in reporting, communication, and translation working for organizations like UNFAO, USAID projects, and the US Embassy. It provides descriptions of his roles and responsibilities in these positions, including managing reports, outreach, and public relations. Najeeb believes he can make a positive contribution with his skills in these areas and looks forward to discussing opportunities further.
The Newfoundland and Labrador Laubach Literacy Council (NLLLC) is a non-profit organization that has been serving Newfoundland and Labrador since 1986 through volunteer-driven and staff-supported programs. The NLLLC recruits and trains tutors to work one-on-one with learners to improve basic literacy skills like reading, writing, and numeracy. Survey results show over 50% of the province's population scores in the two lowest literacy levels, highlighting the need for the NLLLC's programs that develop tailored solutions to meet learners' needs.
The document outlines the mission, vision, goals and programs of the National Service Training Program (NSTP) at the Polytechnic University of the Philippines. The NSTP aims to develop a reserve corps of community leaders through civic welfare training, literacy training, and ROTC programs. It seeks to instill patriotism and values while linking students to community organizations. The university will offer comprehensive lessons across all NSTP components and train qualified instructors to produce service-oriented graduates.
This document provides a summary of Sardar Lutful Kabir Saju's career experience and qualifications. It includes his contact information, career objective of promoting social justice and human rights, over 12 years of experience managing programs on local justice systems in Bangladesh, and employment history describing his roles and responsibilities in positions with SKS Foundation, Women Job Creation Centre, and Nabolok organizations.
The document discusses educational technology resources like learning resource centres and state resource centres. It describes the activities of learning resource centres which include reading, learning, educational, cultural, cooperative, administrative and social activities. It then discusses the state institute of educational technology (SIET) which was established to promote learning through radio and television. The objectives and activities of SIET Kerala are provided, including producing educational programmes for TV and radio, designing teaching aids, and conducting film festivals. The advantages and disadvantages of educational technology systems are also summarized. Finally, the document discusses satellite instruction in India through the Satellite Instructional Television Experiment (SITE) project which aimed to educate rural populations using educational television programmes via satellite.
The document discusses various educational technology initiatives in India, including learning resource centers, state resource centers, satellite instructional television experiments, the educational satellite EDUSAT, audio visual resource centers, the UGC consortium for educational communication, the centre for development of imaging technology, and the IT@School project. It provides details on the objectives, activities, advantages and disadvantages of these different programs aimed at enhancing education through technology.
Nakajima Hideaki is an experienced international development professional with over 10 years of experience managing public health and peacebuilding projects in Asia and Africa. He has extensive experience designing, implementing, and overseeing projects in post-conflict countries, including managing budgets of over $600,000 USD. Currently he is the representative for the Japan Center for Conflict Prevention in Kenya, where he manages community-based peacebuilding initiatives.
The document outlines the mission, vision, goals and programs of the National Service Training Program (NSTP) at the Polytechnic University of the Philippines. The NSTP aims to develop a reserve corps of community leaders through civic welfare training, literacy training, and ROTC programs. It seeks to instill patriotism and values while linking students to community organizations. The university will offer comprehensive lessons across all NSTP components and train qualified instructors to produce service-oriented graduates who help the university and community.
Angel Manembu has extensive experience working on development projects in Indonesia, specializing in areas like poverty alleviation, sustainable development, and forest governance. She has over 30 years of experience advising international organizations, governments, and private sector clients on issues related to planning, monitoring and evaluation, policy development, and stakeholder engagement. She is proficient in both English and Indonesian.
After completing a competitive application process and intensive training, Andre Wolff served as an Education Volunteer with Peace Corps Uganda from January 2014 to December 2015. His training covered Ugandan culture, technical education topics, language skills, and health and safety. As part of his service, Mr. Wolff developed literacy-focused math curricula and trained teachers in reading instruction. He also coordinated several projects like National Drop Everything and Read Day and the African Storybook Project. Upon successful completion of his service, Mr. Wolff is eligible for US government employment benefits and credit for his Peace Corps experience.
Lilian Ogutu Wagara has over 15 years of experience in program facilitation, project coordination, and stakeholder engagement. She currently works as a Program Officer at the National Gender and Equality Commission, where her responsibilities include developing work plans, budgets, and project proposals; representing the Commission at meetings; organizing conferences and workshops; and monitoring and evaluating various programs. She holds a Master's degree in Peace Studies from the University of Bradford and a Bachelor's degree in Psychology from Maharaja Sayajirao University.
This document summarizes the work of SPOT, a volunteer group committed to promoting sexual and reproductive health education for Malaysian children. SPOT runs a 10-hour Comprehensive Sexuality Education workshop for teenagers ages 9-12 to help them make informed decisions about their health and well-being. In the 2022/2023 program, SPOT aims to reach 5,000 participants across 30 schools. The workshop covers topics like puberty, hygiene, mental health, relationships, and reproductive health through interactive lessons, activities, and discussions. SPOT has received awards for its education programs and outreach efforts in Malaysia.
The document discusses diversity, culturally responsive teaching, assistive technology, and instructional strategies. It provides information on ISTE standards for using technology in education, key factors of culturally responsive teaching including understanding students' cultures and prior knowledge. Assistive technology is defined as tools that increase functional capabilities for those with disabilities. Examples of high-tech, mid-tech, and low-tech assistive technologies are given. Commonly available assistive technologies and uses of assistive technology in literacy are also outlined. The document provides a game plan for teachers to set goals in learning about instructional technologies to support personalized instruction.
John Kakandela has over 14 years of experience in areas like peer education, facilitation, sexual and reproductive health, agriculture entrepreneurship, and video production. He has worked for organizations such as Concern Worldwide, Qwaanu 24/7 Solution Studio, and Adolescent Reproductive Health Advocates in roles like Community Development Facilitator, Artistic Video Producer and Manager, and District Coordinator. He has a bachelor's degree in project management and planning and speaks English as well as Bemba, Lozi, Nyanja, and Mbunda.
Mohammad Tanvirul Islam has over 15 years of experience in education program management with international NGOs. He has extensive experience designing, implementing, monitoring, and evaluating basic education, non-formal education, and education in emergency projects. Some of his key responsibilities have included developing education strategies and curricula, conducting training programs, managing partnerships, supporting advocacy efforts, and securing education project funding from various donors. He has strong technical skills in areas such as education policy, curriculum development, and quality monitoring.
Jonathan William Rosario served as a Peace Corps volunteer in Paraguay from 2011 to 2013. He worked on several projects focused on education, youth development, and community engagement. His major accomplishments included expanding the local public library, improving literacy education, advising a youth group, and teaching English language courses. Throughout his service, he collaborated with community partners and achieved strong Spanish and Guarani language skills.
This project aims to raise awareness of world issues among university students. Over the past 3 years, through similar projects, over 2000 university students have been impacted. Interns will prepare and deliver presentations, workshops, and activities to educate students about sustainable development, human rights, gender equality, cultural diversity, peace, and justice. Interns are responsible for researching the topics, documenting their experiences, and organizing final events to showcase the results of the project. Preferred qualifications for interns include sufficient English skills, computer skills, strong presentation skills, and high motivation for the long working hours required.
1. U.S. PEACE CORPS RWANDA
PO Box 5657,Parcelle No.5186, Nyarutarama,Kigali,Rwanda
T elephone: 0252599-600; Fax: 0252 580 394
DESCRIPTION OF PEACE CORPS VOLUNTEER SERVICE
Name: Shawn Grund Assignment: RWANDA
After a competitive applicationprocess stressingthe applicant’s skills, adaptability and willingness to
immerse himself in another culture, language, cross-cultural sensitivity, and the desire to serve in
underprivileged communities, Shawn Grund began his Peace Corps training on October 18, 2010 in
Philadelphia, PA. Grund then completed a 12-weektraining program in the center-basedtraining site
of Nyanza. During this time, Mr. Grund met each day with his fellowtrainees to participate in formal
training sessions and informal activities conducted in the local community. As part of the training,
Shawn met regularly with a ‘host family’, designed to give him first-hand experience with Rwandan
culture and family life and to immerse him among speakers of the Rwandan language, Kinyarwanda.
During the training period, the following was accomplished:
Technical Training: (105 hours) In preparation for his primary assignment of teaching Mathematics
and Information and Communication Technology (ICT), the technical training program included
pedagogical instruction addressing teaching methodology, learning styles, ability levels, the recent
switch from French to English as the medium of instructioninRwanda, and other challenges specific
to teaching in Rwanda.
Cross-Cultural Training: (20 hours) Study of Rwandan values and traditions with an emphasis on
Rwandan historyas well as social and cultural norms inRwanda and the perceptionof foreignersinthe
country.
Language Training: (100 hours) Intensive training and language application activities in written and
spoken Kinyarwanda. Shawn achieved a proficiencylevel of Intermediate-Mid by the end of training.
Development Theory Training: (14 hours) Dedicated to teaching the Peace Corps approach to
development and what is meant by ‘sustainable development.’ Classroom time was reinforced with
field activities that included a needs assessment survey for the local community.
Safety and Security: (10 hours) Health care in Rwanda, first aid, Volunteer safety and security,
preventative medicine, and nutrition.
On January 3rd, 2011, Shawn Grund swore in as a Peace Corps Volunteer in Kigali, Rwanda. Mr.
Grund’s primary assignment was to work as a secondary school Mathematics and ICT teacher at
Groupe Scolaire Saint Jean Baptiste (later TTC St Jean Baptiste) in the rural community of Cyahinda
in Nyaruguru District of the Southern Province of Rwanda.
2. Primary Assignment:
As a Mathematics and ICT Volunteer, Shawn’s accomplishments included:
Teaching Mathematics to students in Senior 2 (equivalent to 8th grade). Mr. Grund taught 6 hours
per week for one year (total of 216 hours of classroom instruction) to a class of 47 students.
Teaching Information and Communication Technology (ICT) to students in Senior 4, Senior 5, and
Senior 6 (equivalent to US high school Sophomores, Juniors, and Seniors). Mr. Grund taught 8
hours per week for two years (total of 504 hours of classroom instruction). Classroom sizes ranged
from 55-70 students and included 243 students.
Accumulated 179+ hours of capacity building with his fellowteachers as TTC st Jean Baptiste
in the following areas
o English language use in classrooms (47 hours)
o Science-based methodology for classroom instruction (36 hours)
o Basic ICT skills (96 hours)
Secondary Projects/Activities:
In addition to his Primary Assignment, Shawn also accomplished the following:
CreatedProjectiSABRE(ICT: Supplementing and Building ResourcesforEducators),designed
increase the ICT capacity of Rwandan secondary school teachers through community-level
trainings and supplemental resources.
Authored, edited, and distributed a 150-page ICT technical training manual through project
iSABRE designed to supplement the Ministry of Education’s curriculaand provide all of the
information an ICT teacher in Rwanda would need to have in order to effectively teach the
subject.
Built a media laboratoryfrom the ground up, which required repairing broken computers, part
and equipment requisition and acquisition, grant coordination, and general maintenance. The
Media Lab now includes 22 working desktop computers, 2 laptops, an LCD projector, a
typewriter, 2 televisions, 2 musical keyboards, 3 radios, a sound board, and 2 microphones.
Oversaw the training of an ICT counterpart to ensure the survival, maintenance, and
sustainability of the Media Lab.
Worked with 160 Senior 5 students (11th grade) to learn how to create email addresses and
understand how to use email over the course of 3 days in a village with limited power and
Internet access.
Workedas a Volunteer Facilitator at Camp BE (Boys Excelling) NYARUGURU 2011, aboy’s
camp designed to assist young boys (age 12-17) inbecominggender equalityallies. In addition
to leading a small group of 12 boys, he also taught a session on Leadership Skills.
Workedas the Scheduling and ProgrammingCoordinator for Camp BE RUHANGO 2012 and
was responsibleforsettingthe schedule for the campas well as the Trainingof Trainers, finding
other Peace Corps Volunteers to facilitate small and large group activities and classroom-style
lessons, creating lesson plans, designing afternoon and special activities, and overseeing the
camp as an Administrator.
Attending training for, and participated in, the pre-service training of 36 new education
Volunteers. At the training, Shawn was responsible for planning and implementing sessions as
well as observing Volunteers while they underwent a ‘model school’ practicum and provided
feedback on their teaching style and technique.
3. Served as a liaison between Peace Corps and the volunteer community during the
implementation of the Volunteer reporting form, including providing technical support to
Volunteers, assisting with creating and implementing training sessions, and conducting a
country-wide survey to determine how to improve reporting methods.
Elected to represent his fellow Volunteers on the Volunteer Advisory Committee, as well as
being electedas the Committee’s Secretary. He served on the Committee in both roles for 14
months.
Volunteer Leader Service
In November of2012,Shawn Grund extendedhisservicefora periodof13monthsand becamea Peace
Corps Volunteer Leader based in Kigali, Rwanda, working in the areas of Volunteer Support and
Technology Integration
During Shawn’s service as a Volunteer Leader, he actedas the TechnologyIntegrationCoordinator for
Peace Corps Rwanda and fulfilled the following duties:
Engaged Volunteers indiscussingany needs, concerns, or ideas about their service and
facilitate the continuationof these discussions withappropriate Staff members
Assistedwith development and implementationof trainingevents and conferences.
Designand implement strategiesand processes to helpintegrate the use of technologies into
Volunteer projects
Providedadditional support and feedbackto Staff Volunteer Liaison.
Createdand Implementedthe Electronic Resource Libraryof resourcescommonlyusedby
Volunteers and increasedthe capacityof the IntegratedResource Center (IRC)
Encouraged Volunteers to work, communicate, and share with Post as a whole
ParticipatedinVolunteer installations and site visits with Staff members
Provide consul at Management Team meetings when needed
Coordinatedand implement logistics for arrival of new Volunteers, including creatinga
welcome packet, pick-ups at the airport, facilitatingneeds during Pre-Service Training, and
assistingwith sessiononculture, safety/security, and programming.
In addition, Shawn also servedas the Volunteerism Coordinator for kLab Rwanda, a local
organization dedicatedto promoting, facilitating, and supporting the development of innovative ICT
solutions and their developers, and fulfilledthe followingduties:
Conceived, planned, and implementedRwanda’s first ever Girl’s in ICT camp (Camp
TechKobwa), designed to improve the computer literacyof 50 rural girls, empower them as
technologyleaders, and support them in sharing their new knowledge
ConnectedkLab Tenants and Mentors to volunteer opportunitiesbothin rural Rwanda and in
Kigali City
Helpedfoster anenvironment of volunteerism and giving back among the kLab community
Shawn Grund’s service with Peace Corps in Rwanda ended on December 31st, 2013.
4. Pursuant to section5(f) of the PeaceCorps Act 22 U.S.C 2504 (f)as amended, anyformer volunteer
employed by the United States Government following his Peace Corps Volunteer service is entitled
to have any period of satisfactoryPeace CorpsVolunteer service creditedfor purposesof 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 certifyin accordance withExecutive Order 11103 of April 10, 1963 that Shawn Grund
served successfullyas a Peace Corps Volunteer. His service ended on December 31st, 2013. He is
therefore eligible tobe appointedas a career-conditionalemployeeinthe competitive civil service on
a non-competitive basis. This benefit under the Executive Order extends for a period of one year
after the terminationof Volunteer service, except that the employing agencymay extend the 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 agency, warrant extension of that period.
Date: Steve Miller
Country Director
Peace Corps Rwanda