Youth Development Facilitator

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Project Description

Youth Development Facilitators work with community leaders, public service workers, school staff, health service providers, government offices, and parents to increase their participation in youth-led community projects. The purpose of working directly with youth service providers and youth is to help build life skills, enhance their engagement in the community, and develop healthy life choices. Life skills education focuses on developing a positive identity, financial savings habits, vocational skills, critical thinking, healthy lifestyle activities, career fairs, mentoring activities, workshops on mock interviews, and job shadowing. Healthy life choices focus on sexual and reproductive health, as well as alcohol and substance abuse prevention.

One of the primary roles a Youth Development Facilitator plays is working with the local high schools by supporting the implementation of their tutoring program. Tutoring classes account for 1-5 hours a week depending on the size of the school and the programs it supports. During tutoring classes, Youth Development Facilitators work with tutoring coordinators to co-facilitate educational topics focused on life skills, self-esteem, career orientation, and youth peer support. There will also be opportunities to coordinate with the local municipality to facilitate summer school classes and to promote the implementation of a youth development committee. This is developed by seeking out community stakeholders who are invested in promoting youth development.

Youth Development Facilitators also accomplish their objectives by supporting local health service providers who are expected to deliver health education talks at the local schools. The focus of these health education classes may include sex education, alcohol/drug abuse prevention, or domestic violence.

While specific daily work will depend on the work site and the needs of the community, Youth Development Facilitators will be working to improve the quality of life for Peruvians by introducing new ideas, skills, and practices. Considering gender issues in project activities will be an important component of the job, including promoting equal access to services, training, and other activities. There will also be numerous opportunities to participate in secondary activities. These might include co-facilitating computer classes, organizing environmental awareness workshops, developing a school gardening project, coaching sports, teaching English classes, or even organizing community-wide recycling projects.

Required Skills

Qualified candidates will have an expressed interest in working with Youth in Development and one or more of the following criteria:

• Bachelor of Arts/Bachelor of Science degree in any field
• 5 years' professional work experience

Desired Skills

Competitive candidates will have one or more of the following desired skills:

• Experience working with young people (10-24 years old), teachers and parents in a school setting, or structured community based program

• Experience engaging, organizing, and developing relationships between parents, youth, educators, and community members

• Experience facilitating the development of youth-led community projects

• Experience facilitating community mobilization strategies to engage youth, teachers, youth service providers, and/or parents

Required Language Skills

Candidates must meet one or more of the language requirements below in order to be considered for this position.

A. Completed 4 years of high school Spanish coursework within the past 8 years
B. Completed minimum 2 semesters of Spanish college-level coursework within the past 6 years
C. Native/fluent speaker of Spanish

Candidates who do not meet the language proficiency levels above can take the language placement exams to demonstrate their level of proficiency. Competitive applicants typically attain a score of 50 on the Spanish College Level Examination Program (CLEP) exam or a score of Novice-High on the American Council on the Teaching of Foreign Languages Oral Proficiency Interview (ACTFL OPI).

All Volunteers learn and work in Spanish. Trainees must demonstrate an intermediate-mid level proficiency in Spanish after 11 weeks of pre-service training in order to swear-in as a Volunteer.

Some Volunteers may be placed in the Quechua speaking communities. To be considered for placement in one of these communities, Trainees must arrive to Post with a Spanish proficiency level of intermediate high or higher. While continuing to learn Spanish, these Trainees will receive 7 weeks of basic Quechua language training (equivalent to 40 hours of Quechua). Trainees studying Quechua should demonstrate novice-mid proficiency in Quechua after 11 weeks of Pre-Service training.

Living Conditions

Geography and Climate:
Peru has three primary geographic regions: Pacific coast, Andean mountains, and Amazon rainforest. The climatic conditions in each of these 3 regions are vastly different depending on the time of year. Pacific coastal sites can experience hotter, drier climates year round with little to no rainfall. The Andean mountain areas are often high altitude sites with cold weather, experiencing a wet and dry season. Amazon rainforest sites experience more rain throughout the year and sometimes hotter climates.

Youth Development Facilitators are assigned to all 3 geographic regions and often work in small to mid-sized towns where there is a significant population of disadvantaged youth.

Host Family:
All Volunteers are required to live with a host family during the 11 weeks of pre-service training and the first 6 months of service. Couples will live together with the same host family. If appropriate housing is available, a Volunteer may request to live independently after the first 6 months of service. However, the home stay experience is often the most memorable and rewarding experience in a Volunteer’s service and for this reason most Volunteers continue to live with their host family for the entirety of service.

Peruvian diet varies based on geographic location, but in general will include a high-starch diet (potatoes, rice, or cassava) and potentially include an option of meat, chicken, or fish. Host families will prepare meals based on what’s available in their area and Volunteers should be prepared to eat with host families to show respect for their hospitality and culture.

All Volunteers will have access to regular/daily transportation options in their communities, however some may be required to walk up to an hour to gain access. For interregional travel, Volunteers typically take large, double-decker buses which provide a comfortable experience on long journeys.

Internet cafés are common in Peru, especially in urban and semi-urban areas. However, once a Volunteer is placed in their permanent community, they may or may not have access to internet. International telephone service to and from Peru is relatively good and there are various international phone cards and service plans available in the country. More information about communication options is provided during Pre-Service Training. A Volunteer’s ability to adapt to infrequent and inaccessible communication options is the key to a successful service.

Learn more about the Volunteer experience in Peru: Get detailed information on culture, communications, housing, and safety — including crime statistics [PDF] — in order to make a well-informed decision about serving.

Couples Information

Peru cannot accommodate couples within the same sector. Therefore, your partner must qualify and apply for: Community Health Facilitator

Couples will live together with a host family during Pre-Service Training but may be separated for certain field-based activities because they are in different project sectors. During service, couples will live together with the same host family. Couples will be separated for workshops and conferences for up to two weeks at a time due to in-service training events.

Medical Considerations

Before you apply, please review Medical Information for Applicants to learn about the clearance process and other health conditions that are difficult to accommodate in Peace Corps service.

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