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Proyectos de Desarrollo Económico y Social

BOLIVIA, Category 3. Nur

Nur University in Bolivia was founded some fifteen years ago in the semi-tropical region of Santa Cruz de la Sierra. In those fifteen years, the University has grown steadily both in student population and reputation. As well as being the first university in the country to have a postgraduate college, it now has offices in the major cities in the country. Núr University is the first authorized private school in Bolivia. It is also the first graduate school to be opened there . www.nur.edu provides information on this university in both English and Spanish.

Contacts
CIPTT i_could_travel@hotmail.com
Nur info@nur.edu

BRAZIL, Category 3. School of Nations

School of the Nations was founded in 1980 in the capital city of Brasilia and has experienced steady growth in the last several years with increased student enrolment (from 190 students in 1994 to 550 students today); various construction projects including two two-story classroom buildings, covered sports court, library expansion, new administration building and a lower school arts center; and the addition of a secondary school programme which saw its first graduating class in June, 2000. Future plans include a new
two-story gymnasium, auditorium, environmental education center and a teachers' college or university.

The school's diverse student population is comprised of approximately 70% Brazilians with the remainder represented by 44 other countries, many of whom are children of diplomats, government officials, and
employees of international non-governmental agencies and multi-national companies. The school is particularly committed to the principles of Unity in Diversity and Excellence in All Things.

http://www.edn.org.br/
daniel@edn.org.br
CIPTT i_could_travel@hotmail.com

CANADA, No Category. Maxwell

Volunteers required at the Maxwell School in British Columbia, Canada.

Maxwell volunteers have to be Canadians.... It's the law of the land.

Volunteers must be at least 19 years of age, able to speak and understand

directions in English and have a real spirit of service. There is often a need for short or long term help in the Maintenance Department including painters and carpenters, and a whole variety of work from mopping floors and cleaning toilets

to language tutors, computer technician, drama/dance/theatre support, library and academic assistants. Kitchen staff and bus drivers tend to be older volunteers. Maxwell International Bahá'í School is a middle and high-school college prep institution and is co-educational, with 240 students from about 38 countries and a staff from all over the world. Also located on campus is the Maxwell Community Service Institute, dedicated to social and economic development, which trains young people to participate in various types of community service, eg, stream keeping, nature trail building, work with children, youth, elders and First Nations peoples. One tribe is trying to save their language from extinction by recording the last two fluent speakers.Maxwell School is a dynamic learning community committed to scholarship, to the development of spiritual ideals, to achieving excellence in moral and ethical behaviour, and to the enhancement of personal character through service to humanity. Maxwell admits students of all religious, ethnic, and national origins who share these values, and provides a learning environment that helps students to think seriously about the world and their own contributions to its growth.

VOLUNTEER PROGRAMME

Administration Office Receptionist need excellent public relations skills, personable phone voice at the Front Desk and switchboard. Sort, send, and distribute mail and faxes; photocopy for all departments. Must work independently with initiative. Order supplies, photocopy, send and distribute mail and faxes. Assist Finance Department by accounting for personal phone, fax and postage bills; make public address announcements.

Admission's Assistant need excellent oral, written communication and public relations skills, personable phone voice, excellent computer skills, Microsoft Word and Microsoft Office 97.

Computer Services Instructor qualified to teach computer studies. Must have a Teaching Certificate or Degree, assist in Computer Lab and knowledgeable in Novell Network management.

Computer Services Technician Trouble Shooter, repair hardware and install software. Knowledgeable in Microsoft Word, Microsoft Office 97, and Novell Network if possible.

FINANCE & PERSONNEL SERVICES

Year of Service Coordinator Organization and direction of procedures for recruitment, screening and selection of volunteers, need excellent oral, written communication and public relations skills. Work independently with flexibility and initiative as well as ability to participate in a team approach to development of school community. Computer skills necessary. Familiarity with the Bahá'í Faith, its Institutions and principles of Bahá'í Administration.

Finance and Personnel Clerk General help in Finance Department. Knowledge of accounting, bookkeeping and computer skills in a multi-task environment, experience in handling confidential matters.

ACADEMIC SERVICES

Academic Office Assistant Serves to provide clerical services to the Coordinator, Academic Office and Vice-Principal. Is expected to work effectively with staff, students and their families, as well as visitors to the school. Must have excellent oral and written communication and public relations skills, Computer skills, familiarity with network data management. Familiarity with Bahá'í Faith. Work independently, collaboratively in a high activity, multi-task environment. Experience in handing confidential matters.

Academic Office Receptionist Serves to provide personal and telephone contact services and is accountable for the reception operations. Manage Student Supplies Shop. Provide photocopy services, including ordering of supplies, maintenance and trouble shooting. Deliver Daily Bulletin. Locate students or staff members on request. Must have excellent oral and written communication and public relations skills. Familiarity with Bahá'í Faith. Work independently, collaboratively in a high activity, multi-task environment. Demonstrated good health for this physically demanding position

Teaching Assistants - Foreign Languages, Humanities, Art, Maths. Will provide assistance to classroom teacher by working with select groups of students, maintaining availability of resources, and cooperating with classroom teacher in individual instructional modes

Library Assistant File, alphabetically and numerically; good computer skills and accurate typing; understand basic research, be familiar with Dewey Decimal system; be flexible, take initiative, good communication skills preferably English as a first language. Love books.

Maintenance Those with some or all of the following skills are encouraged to apply: - carpentry: simple cabinet making, repairs to doors, windows, drywall repair and minor renovations - plumbing: repairs to toilets, faucets, small renovations using pvc, abs and copper - electrical: trouble shooting, repairs to light fixtures, switches, outlets, small appliances - painting: interior and exterior repaint and maintenance of drywall, stucco and wood finishes.

Custodial Daily duties include cleaning of bathrooms in all buildings including dormitories, sweeping, mopping and vacuuming of floors in common areas and trash collection. Occasional waxing of floors, washing windows, spot cleaning, and responding to emergency situations as they develop. Possibly some weekend and evening work.

Security Work nights from midnight to early morning. Duties include lock and secure all buildings, make regular rounds of all buildings and grounds. While there is a need to protect the campus from intruders, there is also the need to insure students remain safely in their rooms after hours.

Drivers It is preferable that the driver be qualified to drive 40 to 50 passenger school buses with air brakes (Class 2), however, we also have openings for drivers with a license that allows them to drive a school bus with less than 24 students (Class 4). Those who have a regular license, sufficient experience and are prepared to upgrade their licenses once they arrive are also encouraged to apply.

Grounds Duties include mowing grass, preparing, planting and weeding gardens, landscaping, composting, use of machines such as mowers, weed-eaters, etc. While some experience in gardening or as a landscape technician is desired, a willingness to learn and an ability to engage in physical labour is sufficient qualification.

Laundry Duties include washing and drying all resident's personal laundry and on- campus laundry. Requires individuals who are well organized and detail oriented, and in good health for this demanding service

Max Shop Duties include store management, selling school supplies, and uniforms, etc. Keep records, bookkeeping and ordering of supplies. Knowledge of cash register procedures. Knowledge of sewing and alterations. Must have good student relations.

Health Centre Assistant Clerical help, driver for students to appointments. Must be mature individual and have experience in handling confidentiality.

Dorm Assistants Assist Dorm Supervisors with student's wake-up, room check, cleanliness, uniform inspection. Help to supervise, provide mentoring, guidance and support to students. Develop recreational activities after school & weekends in concert with sports and recreational program.

Food Service Assistant Dish washing, vegetable and salad bar prep, general cleanup. Cleanliness imperative. Mature, punctual, self motivated, well-organized, demonstrated supervisory skills.

Room and Board are provided for volunteers as well as a small monthly stipend of $60.00 Cdn. Most volunteers are less than 25 years old, but several older or retired folk make a huge difference. There are fantastic Holy Day celebrations to participate in, as well as choir, jazz band and other performing arts.

Contacts - CIPTT i_could_travel@hotmail.com
Maxwell inetmail@Maxwell.bc.ca

CANADA, No category. Sylvan Lake

Alberta, Canada is the home of the Sylvan Lake Bahá'í Conference and Training Centre. This centre is "dedicated to the spiritual development of all people and the fostering of community life based on the Teachings of Bahá'u'lláh. It is especially dedicated to the spiritual education of children and the nurturing of the family: the foundation of civilization." The Centre has a half-mile front on Sylvan Lake and also contains a marsh and a bird sanctuary. Along with the various classes, there are many recreational activities, including canoe rentals.

Sylvan Lake often welcomes volunteer assistance, especially in the summer. More information http://bci.org/slbc/

Contacts
CIPTT winners@zetnet.co.uk
Sylvan Lake slbc@telusplanet.net

CHILE, Category 2. Faizi

The Faizi School in Chile is a rural, government recognized academic school, owned and operated by the National Spiritual Assembly of the Bahá'ís of Chile, offering education to Chile's native inhabitant Mapuche population in the 9th region of the country, about 740 Kms. south of Chile's capital of Santiago. Set in an agricultural environment, the school opened its doors in 1981 with 1st through 4th grades and 30 students. Its 1995 enrollment totals 90 students through the 8th grade, including a self-financed boarding facility for 25 girls. The school receives a monthly stipend from the Chilean government to help cover teachers' salaries. However, structural investments and maintenance depend on contributions from both Bahá'í and non-Bahá'í organizations. The school also receives the voluntary services of Bahá'í youth from the world over as part of the year-round youth service program of the NSA of the Bahá'ís of Chile. As have all the development projects run by the NSA of the Bahá'ís of Chile, the school has received much recognition for its excellence, dedication of its staff and clear contribution toward the preservation of the Mapuche culture. Some of this recognition has been manifested by awarding the school with technical assistance and government educational aid in the way of supplies and equipment. Being in the same region of the country as Radio Bahá'í de Chile, the school has collaborated with its adult literacy program sponsored by the Ministry of Education.

What has attracted the most attention both by the authorities and individual contributors, is the school's "Garden Project" which not only provides nutritionally improved meals to the boarding facility and teachers, but also has been a model for innovative organic gardening techniques such as pest control, worm breeding and composting as well as the centre for experimental horticulture on a self-supporting, family-size level. These techniques are also recognized as part of the student's curriculum at the school. Assistance welcomed.

Contacts
CIPTT i_could_travel@hotmail.com
Chili nsachile@chilesat.net

CHILE, Category 2. Muhajir

The Muhajir School in Chile is a rural, government recognized academic school, owned and operated by the National Spiritual Assembly of the Bahá'ís of Chile, offering education to Chile's native inhabitant Mapuche population in the 9th region of the country, about 700 Kms. south of Chile's capitol of Santiago. Set in an agricultural environment, the school opened its doors in 1982 with 1st through 4th grades and 32 students. Its 1995 enrollment totals 85 students through the 8th grade.

The school receives a monthly stipend from the Chilean government to help cover teachers' salaries. However, structural investments and maintenance depend on contributions from both Bahá'í and non-Bahá'í organizations. The school also receives the voluntary services of Bahá'í youth from the world over as part of the year-round youth service program of the NSA of the Bahá'ís of Chile. Asssistance welcomed.

Contacts -
CIPTT i_could_travel@hotmail.com -
Chili nsachile@chilesat.net

CHILE, Category 2. Nur

Colegio Núr has been in operation for over 17 years and teaches students from kindergarten through high school. There are also two rural Mapuche schools, the Muhajir School and the Faizi School. All these include formal curriculum for the study of the Bahá'í Faith, and all are approved by the Ministry of Education. One other Bahá'í educational institution is the Labranza Training Institute, which is located within the Radio Bahá'í de Chile complex. It serves not only the academic needs of the surrounding community, but its agricultural needs also. Assistance welcomed.

Contacts -
CIPTT i_could_travel@hotmail.com-
Chili nsachile@chilesat.net

CZECH REPUBLIC, Category 2. Townshend

The Townshend International School is a co-educational, residential and daily attendance secondary school established and run on principles inspired by the Bahá'í Faith. The school is situated in the Czech Republic and accredited by the Czech Ministry of Education as a six-year Gymnasium (Grammar School). All subjects are taught in English. It draws its students from the five continents. The school also runs a small Primary school for locally resident international students. The school generally needs people with teaching experience and qualifications, a fluent knowledge of English, a comprehensive understanding of content, resilience, resourcefulness and initiative, good communication and organisational skills and a commitment to the Bahá'í and school ethos. The vision of Townshend is the creation of a moral and ethical environment in which, through guided interaction, students can learn to respect and appreciate people of different cultures and backgrounds and to show that respect in communication and consultation. Through challenge and discipline they must learn to take responsibility for their own lives and be of service to their environment.

Teacher Exchange Opportunities available for professionals wishing to gain a different type of teaching and learning experience in a friendly and professional environment with a unique philosophy and vision. The Exchange Programme includes 5 weeks intensive training in:- Basic human capacities and their development, School philosophy, Discovering potential, Co-operative Discipline, Conflict resolution, Planning, Motivating ourselves and others, Creating an environment of growth, Teaching (16 contact periods, 45 minutes each, per week) and Day visits (10 days in total) to nearby cultural centres. Free accommodation and meals, and a weekly allowance provided. Subjects: Physics, Visual Art, Fine Art, History, Geography, Drama, Mathematics, Chemistry, Biology, Science, English, German, French, Spanish, World Religion, Music, Computer Science.

Duration: Scheme 1: Full academic year (Mid-August to the end of June). Scheme 2: Mid-January to the end of June.

Please see Situations Vacant for current job openings at Townshend.

Contacts
CIPTT i_could_travel@hotmail.com
Townshend contact@townshend.cz

HAITI, Category 3. Zunusi

Zunuzi School, Haiti, established in 1980, is a K-9 primary and secondary school, serving 232 students. The student population is mostly from no to low income families, and most students are only paying minimal or no fees to attend the school. Located in one of the world's poorest nations, per capita gross domestic product is $370. Only 40% of 1.3 million eligible children actually attend school, about 47% of the population is illiterate. Zunuzi School has an excellent academic curriculum, and is well-recognized for its ongoing teachers' training. It is presently expanding to add a computer lab. The cost to educate one child is $20 a month. Donations welcome. Volunteer services required in areas of - Staff Development; Agricultural expertise; Youth Year of Service; Administrative support.

http://www.monafoundation.org/
CIPTT i_could_travel@hotmail.com
Zunuzi aniszunuzi@globelsud.net or deb&john@haitiworld.com or monafoundation@worldnet.att.net

HOLLAND, No Category. De Poort

De Poort Bahá'í Conference Centre often needs help with a variety of tasks, such as maintenance, janitorial, restaurant/kitchen and housekeeping. Accommodation provided at the centre.

Contacts
CIPTT pbellamy999@hotmail.com
De Poort depoort@signet.nl


HONDURAS, Category 2. Bayan

Bayan Hospital, Palacios, Honduras, acts like a spring board for the general social and economic development of the region. Bayan also holds regular teacher training workshops for rural students. All sorts of service can be given here but conditions are tough.

The 7 - 10,000 people who inhabit the isolated region live along inland waterways that cut through the jungle-like coastal marshland. There is no road from the rest of Honduras; access is possible only by boat or plane, and there are no telephone lines. Because of economic difficulties and the sense of isolation, the medical needs of the region are great. In 1985, a pair of Baha´'í doctors and their wives established Hospital Bayan. Their goal was simply to serve the people of the area - and to provide a starting point for other forms of social and economic development. Today, more than ten years later, Hospital Bayan has a small operating theatre, an examination room, an X-ray unit, a pharmacy, a laboratory, four adult beds, two paediatric beds, and a waiting room. Volunteers often welcomed. See the Website www.escalix.com/freepage/bayan

Contacts -
CIPTT i_could_travel@hotmail.com

HONDURAS, Category 2. El Abha

The Escuela e Instituto Bilingue El Alba (The Dawn Bilingual Primary and Secondary School) in Siguatepeque, Honduras, was established in 1976 and is located in the small-medium sized community of Siguatepeque, in the central highlands of Honduras, an area of mountains and pine trees - and much Bahá'í activity both in the town and in outlying villages. Siguatepeque has an active Local Spiritual Assembly and its own Bahá'í Centre and is a hub of teaching activity for the central area of Honduras. The school is a K-12, founded and owned by Bahá'í pioneers, with a standard curriculum in accord with criteria of the Honduran Ministry of Education and the Southern Association of Colleges and Schools.

General Requirements: flexibility and willingness to work within a Latin American culture; creative and innovative (willing to use co-operative hands-on and other child-centred teaching techniques). Benefits: competitive salary, paid airfare, free housing (private apartment), substantial tuition discounts for teacher's children, other benefits. Instruction is in English. It is not necessary for the teacher to speak Spanish though most English speaking teachers pick it up quickly.

Contacts
CIPTT i_could_travel@hotmail.com
El Alba chujaq@juno.com or cornell@hondutel.hn

HONDURAS, Category 2. Tierra Santa

The Tierra Santa Orphanage in Honduras was opened in 1986 by Santiago Martínez whose vision for the children is that each one be well educated and rise up to serve their community and country. He does not believe that they should only be recipients of charity but rather should be serving members of society. One of their service projects, for example, is to run a regular soup kitchen in the village. Some of the girls, after completing high school, have obtained scholarships to study overseas, and many do typing, textile and computer courses, etc., to learn skills which will help them become financially independent.

Emphasis is placed on reward for good behaviour rather than punishment for poor behaviour. Each older girl has a younger one to care for and they all participate in the daily tasks around the Home which increases their sense of being useful members of society. Creativity is considered very important, particularly dance and drama and the orphanage has its own traditional dance troupe. The number of girls ranges from 120 to 200 (following Hurricane Mitch). There are also some boys. Tierra Santa webpage with photos, or http://www.monafoundation.org

Contacts
CIPTT winners@zetnet.co.uk
BASED UK www.baseduk.org/

INDIA, Category 3. Academy

The Bahá'í Academy, Panchgani, established in 1982, is a Centre dedicated to advanced higher studies of the teachings of the Faith and training teachers, pioneers, administrators and future scholars for the Cause of God. It offers a number of short and long Courses every year on different themes, each geared to training a particular human resource. "Learn & Serve": One year at the Bahá'í Academy. The Bahá'í Academy welcomes applications from young and enthusiastic Bahá'ís who wish to spend a year of "Learn & Serve" at the Bahá'í Academy. Selected candidates will get the opportunity to attend a number of courses and serve at various departments of the Academy depending on their aptitude and talents. The aim of this one year programme is to prepare a number of experienced and disciplined human resources that could assist in running institutes, classes or Bahá'í offices in various communities.

http://www.bahacademy.org/baintro.html

Contact
CIPTT i_could_travel@hotmail.com

INDIA, Category 3. Indore

Bahá'í Vocational Institute For Rural Women, established in 1985, located in Indore, India. The Institute trains rural and tribal women from villages around Indore and empowers them with the knowledge of their true selves and give them the skills, knowledge, and information needed to improve the quality of life for themselves, their families and their communities.

Female volunteers are needed who are willing to share in the lives of the girls. The institute is especially interested in volunteers with crafts and/or art skills which can be passed on to the girls, as well as someone who is capable of assisting with curriculum development and office skills. Free accommodation with own kitchen and bathroom/toilet. Volunteers may share meals (all vegetarian) with the girls in the dining room for free.

Contacts
CIPTT i_could_travel@hotmail.com
Indore bvirw@bom4.vsnl.net.in

INDIA, Category 3. New Era

New Era School, Panchgani, Maharashtra, India might be considered as the grandfather of modern Bahá'í development efforts. Founded at the end of World War II in August 1945, the School was one of the first education projects started by Bahá'ís outside of Iran. Its first class consisted of some 16 students, aged four to eight, and they gathered in a small rented house in this scenic and temperate hill station town. In the years since, the School has grown and flourished, becoming a highly respected private academy, drawing students from all over the world. It currently offers a complete programme of study for grade levels from kindergarten through high school, and has an enrollment of nearly 1,000. Students are required to perform service in and around the campus, as well as to undertake various short-term community service projects. "Although we are a very good academic school, our primary aim is to build a citizenry that is well developed in terms of moral values and an attitude of service".

New Era High School is an international, Bahá'í, co-educational institution which aims, through moral and academic excellence, to produce promoters of social transformation imbued with the spirit of service to mankind. The school endeavours to develop and maintain high moral and academic standards, in a close-knit family atmosphere that inculcates self-discipline in studies and campus life. New Era provides a unique environment in which children gain spiritual and character guidance under the care of capable staff. Dawn prayers and moral classes are part of the school routine. Assistance sometimes welcomed.

CIPTT i_could_travel@hotmail.com - New Era newera@nehsindia.org - Website www.nehsindia.org

INDIA, Category 3. Rabbani

The Rabbani School, established in 1977 near Gwalior,Madhya Pradesh in central India, is designed to meet the objectives set for it by the National Spiritual Assembly of the Bahá'ís of India: to train a new generation of rural Indian youth with high moral standards, academic and practical skills for rural development, and a love for service. The faculty and students are drawn from a variety of religious and economic backgrounds from India and Nepal, and learn to work together harmoniously. Hindi is the language of instruction, and English is also spoken. More than 200 boys from rural India study in the high school, and more than 600 children study in village primary schools assisted by Rabbani staff and students. The campus is a 72 acre farm where students help to grow some of their own food and practice agricultural skills. The Rabbani School program offers a full range of academic subjects and is developing its vocational curriculum. In addition, music, drama and sports are vital parts of the programme. There is a strong emphasis on helping students understand current events, and on character building, so the students will learn to take initiative in creating peaceful, productive communities.

Short-term courses offer skills for rural development to Rabbani students and others, in such areas as literacy, primary school teaching, community health, poultry farming, commercial forestry. Vegetable farming, crop production, dairy farming etc. Another major undertaking of Rabbani School is the training of Bahá'í village tutorial school teachers and co-ordinators from all over India, and the preparation of religious, health, and English instruction materials and activity resources for use in these schools. Neighbouring village communities are encouraged to identify their own needs for development, and the Rabbani School assists them to learn consultative and co-operative skills and to gain access to knowledge and resources. The aim is to increase people's self-reliance and dignity and to avoid creating dependency. Help sometimes required. For more information please contact; Principal, Rabbani School P. O. Box 19, Susera Kothi Gwalior-474001 Madhya Pradesh, India.

CIPTT contact i_could_travel@hotmail.com

JAPAN, Category 2. Daystar

Daystar International School in Kumamoto, Japan, is a co-educational school that teaches grades from kindergarten through high school. Its aim is not only to prepare its students to be productive members of society but to enable them to envision a better world. It has been in operation since 1990.

CIPTT i_could_travel@hotmail.com - Daystar Daystarpn@aol.com


KIRIBATI, Category 3. Na'ia

Primary School Teachers needed for Bahá'í primary school on Na'ia Island. This is a collaborative project between National Assemblies of Kiribati, Australia and New Zealand. Subsistence wage supplied. Living conditions are very basic. Long and short-term pioneers would be welcome. Short-term pioneers will need to pay their own return air fare.

CIPTT i_could_travel@hotmail.com

MACAU, Category 3. Nations

The School of the Nations seeks teachers for kindergarten, primary and secondary. The school needs new teachers every year to increase the total staff due to the growth of the school as well as to replace teachers who leave. The school was established in 1987 and now has a staff of over 45.

With approximately 410,000 inhabitants and occupying only 7.5 sq. miles Macau is a cultural and social "island city" on the southern coast of China. Macau provides little overt variety of experience for youth growing up here. As a strictly urban environment there are no real opportunities for contact with nature. The diversity of experience actually available is almost unperceived by the youth just as a fish is unaware of the water it swims in. Cantonese, Mandarin, Portuguese and English are all heard on the streets and people commonly speak two, three or more languages. Portuguese and Chinese political and economic systems are blended in everyday life. Traditional Chinese medicine is practiced side by side with western medicine. Buddhist and Christian customs and practices are perceived all around. Travel to China, Southeast Asia, Malaysia, Philippines, Taiwan, and Japan is common. In this milieu the school was established as a non-profit institution offering an international standard of education to the population of Macau. Inspired by Baha'i principles, the school is dedicated to preparing the children and youth to participate in the new world society emerging around us. Subject to stringent restrictions of space the school's primary and secondary sections occupy the 4th floor of a residential building where 8 apartments have been converted into an academic environment. The pre-school section, in a similar condition, occupies the first floor of a different building. Additional space in yet a third building is used for computer and science labs. With no facilities for outdoor or sports activity our curriculum concentrates on character and intellectual development. Education is carried out in both English (the dominant language) and Mandarin Chinese. Approximately 90% of the students have some language other than English as their mother tongue. Currently our 270 students represent approximately 35 different nationalities. However 80% of the students are from Macau itself. Of the over 50 schools of Macau, the School of the Nations is now recommended by the Education Department as first choice for an English medium education.

At the primary level, about 70% of the time is devoted to English medium education, while the other 30% is devoted to the study of Mandarin. At the secondary level, the proportion changes to about 80% and 20% respectively. The English medium curriculum has been adapted from materials coming from Singapore, United Kingdom, United States and Hong Kong, while the Chinese curriculum comes from Taiwan and China. Students are expected to become fluent in both the oral and written forms of these two languages, gaining the ability to pursue higher education in either one. For the time being no other languages are offered. Academically the program is now directed towards the necessary preparation for the presentation of the Cambridge IGCSE exams in Form 5 (year 11). The program for Forms 1 - 5, focuses on the major subject areas of English, Mandarin, English Literature, World History from 1800 to the present, Geography, Combined Science (integrating Biology, Chemistry and Physics), Math (through pre-calculus) and Art. The teaching materials and methods represent a blending of East and West. This blending process is on going at the SCHOOL OF THE NATIONS as staff is recruited from all of the major English and Chinese speaking countries. Currently the 35 teachers represent over 15 countries with no one country standing out. Due to limitations of space and time no significant extra-curricular activities are offered. Similarly, in the community in general there are few organized opportunities for extra-curricular experiences.

To over come some of the limitations inherent in Macau, the school is breaking new ground. With a strong emphasis on developing a spirit of social service and co-operation it is the only school in Macau that is seeking out opportunities for students to give of themselves for the benefit of others. At the moment these opportunities, incorporated into the regular schedule, include: in-school cross-age tutoring, collaboration in homes for the elderly, participating in a government sponsored program for home help, working in government sponsored nurseries serving the needs of working mothers, assisting in programs for the mentally challenged and raising awareness of environmental concerns. These experiences greatly enrich and broaden the students intellectual development overcoming the limited possibilities for extra-curricular activities. All secondary students are required to devote two to three hours a week to these activities. Academic marks are reported on a percentage scale for students from Primary 4 and up. For the calculation of marks greater emphasis is placed on class work, projects, presentations and on going quizzes and short tests than on major exams. Marks are reported four times a year. As defined by the Macau government, diplomas are offered for the completion of Intermediate Secondary Education (Form 3), General Secondary Education (Form 5) and Pre-university Secondary Education (Form 6). Students leaving Macau have readily transferred to primary or secondary schools around the world. For further education a significant proportion aspire to attend the University of Macau . However a number of our students have successfully applied to universities overseas.

The school is an educational institution, inspired by the Baha'i teachings and dedicated to the liberation of the spiritual, intellectual, and physical potential of the students it serves and to the fostering of a new world society. At the same time it serves as a developmental centre for design of appropriate educational and administrative processes conducive to the academic, moral and emotional formation of children and youth who will dedicate themselves to the welfare of their fellow beings. These future adults will express their humanness through "service (to) the entire human race" becoming "the cause of the education, the development, the prosperity and honour of (their) fellow-creatures."

In its role of designing educational programs the School of the Nations is now working on two projects. One is to systematize and expand its program for character development at the primary level. The second program is to enhance in the secondary students their ability to establish and maintain healthy, mature and strong relationships at all levels. The school is also preparing to establish a program for teacher training that will prepare teachers to take advantage of the most recent scientific research in learning and teaching. This Program will then be offered to teachers of other schools, youth interested in a career in education and new teachers coming into the School of the Nations. The school is working with the government of Macau to acquire new facilities. We are seeking to acquire facilities with science laboratories, larger classrooms, art rooms, specialized rooms for music, video production and small group work, as well as indoor and outdoor sports facilities. However due to the uncertainties of the process it is not possible as yet, to say exactly when new facilities will be available. Teachers of all religions are welcome, however study of the Baha'i writings during staff meetings and training sessions is a common practice. The attempt to apply Baha'i principles and values to education requires a re-questioning of our own cultural assumptions, background and understanding of education. This is not an easy or necessarily comfortable process. To facilitate this process consultation is widely used while decisions are made at the level of the administration of the school. We are seeking dedicated teachers who will adopt a learning posture and be able to identify and question their assumptions about their cultural values, concepts of education and learning. Our goal is to create a "learning community" where not only the students are expected to learn but also the staff. Salaries for teachers hired from overseas vary from approximately US $1.300 to about US $1,800 per month. Teachers are paid twelve months a year which includes one month paid vacation. The salary varies according to educational background, experience and family situation. The Macau government also pays a small monthly subsidy to teachers that varies between US $100 to $220 depending on educational background and years of experience and instructional level. This subsidy is paid from the time of registering with the education department; a process that may take 5 to 7 months from arrival. The school offers airfare for each teacher to come and a return fare at the end of three years of service. Unfortunately the payment of airfare cannot be extended to other family members. In addition the school offers a 50% reduction in fees for children of staff attending the school: (for staff members this results in annual fees of between US $1,600 and $2,300 depending on the age of the children).

The Macau government offers medical insurance for all registered teachers and students. This insurance covers all medical costs incurred at the modern government hospital and treatment in Hong Kong as ordered by them. All staff members are responsible for finding their own housing. Housing is readily available at a wide range of costs starting at about US $200 per month for a two bedroom flat of about 60 m2. It is usually necessary to pay a deposit of 2 months rent upon signing a lease contract. The cost of setting up a home will depend on the tastes and needs of each one and whether you decide to lease a semi-furnished flat or not. Staff members have estimated that total costs for rent, food, water, electricity and basic necessities (education excluded) may run from US $450 (for a single person) to US $1,200 for a family with two children. As a result most couples with children feel that it is necessary for both partners to work.

There is no doubt that working at the School of the Nations is very challenging. However, for most of the staff, the opportunities and blessing far outweigh the difficulties. It has been our experience that the opportunity to participate in the development of a Baha'i school brings deep joy and satisfaction as well as personal growth. Seldom is one given the opportunity to work in a project that is consciously attempting to address the ills of the world through education. The development of character is considered even more important than the academic work. Here you are constantly engaged in guiding and influencing the development of each student's personality within a total system being developed for this purpose.

CIPTT i_could_travel@hotmail.com - Macau sonmacau@macau.ctm.net

MARIANA ISLANDS, Category 2. Brilliant Star

Brilliant Star Montessori School opened in January 2000 on the island of Saipan in the Pacific and enjoys the strong support of the wider community. It is the first Montessori school in the Commonwealth of Northern Mariana Islands. It is a non-profit corporation founded by a group of individual Bahais. It is dedicated to nurturing early childhood development in a work environment that is guided by Bahá'í principles. The school has nearly 40 children, equally divided between the Toddler classroom (ages 16 months - 3 years) and the Preschool/Kinder classroom (ages 3-6 years). The school is administered by an appointed Board of Directors.
The school is located on the tropical island of Saipan, in the Mariana Islands. The Mariana Islands are located in the southern Pacific about 7 hours west of Hawaii, 4 hours south of Japan, 3 hours east of the Philippines, and 5 hours north of Australia. It is a US Commonwealth with its own cultural identity. Saipan is fairly well developed, with excellent healthcare facilities, paved roads, and nice beaches. There is a tremendous amount of ethnic diversity among the island's 70,000 people. It is a safe community. English is the predominant language. Brilliant Star Website - www.brilliantstar.org.

Contacts -
CIPTT i_could_travel@hotmail.com
Saipan dm.khorram@saipan.com,

MARSHALL ISLANDS, Category 2. Majuro

The National Spiritual Assembly of the Marshall Islands manages & develops seven elementary schools (Grades 1-8) in Majuro. Seeking trained, qualified individual who could train primary school teachers in maths & computer sciences. Must be able to work as part of a team. Minimum qualifications: Bachelors Degree in maths/related field, 5 yrs teaching experience + 3 yrs experience in training teachers & supervision.

CIPTT i_could-travel@hotmail.com

PANAMA, Category 3. Badi

Badi School, San Miguelito, Panama, established in 1993, is a K-9 elementary school serving 158 students in San Miguelito. The town has a population of 280,000, consisting mainly of the Embera and Kuna ethnic groups. Four out of ten families in this area do not have homes; eight out of ten families have a £120 per month income; four out of ten children do not have access to education, and two out of five young girls are mothers.

Of the 153 students, 40 receive scholarships. The school strives for excellence in reading and writing, the development of an ecological consciousness, and the creative instruction of English, in addition to free parent-education workshops. Progressive training in basic computer science, the use of the Internet and Digital Geographical Applications for the formation of urban vegetable gardens, as well as garbage processing and environmental control are also integrated in the curriculum. It costs £36 a month to educate one child. To provide all the students regardless of race, gender, religion, or social and economic background an excellent and wholesome education, empower them to realize their full potential materially, emotionally and spiritually, and prepare them to serve the best interests of themselves, their families and their communities. Within this organic vision, Badi School projects to develop an innovative educational model which orients the academic curriculum to developing human capacities, ethics, values, and technology. Financial and practical assistance welcomed. See website

http://www.monafoundation.org/

Contact
CIPTT i_could_travel@hotmail.com
Mona Foundation monafoundation@worldnet.att.net

PANAMA, Category 3. Molejon

Molejon Tutorial School in Ngabe Bugle area of Chiriqui Region, Panama.

http://www.monafoundation.org/

Contact
CIPTT i_could_travel@hotmail.com
Mona Foundation monafoundation@worldnet.att.net

SLOVAK REPUBLIC, Category 2. August Forel School

The August Forel International School in Bratislava, Slovak Republic, is a primary school for ages 5 to 10 initiated and run by a Bahá'í. The main part of the curriculum is moral and character education in a multicultural environment. As well as this the school offers sound academic education, regular teacher training seminars, support from global ethics organizations, and financial support in form of grants for Slovak students. Help often required.

Website http://www.aforel.com
CIPTT contact i_could_travel@hotmail.com Forel contact admin@aforel.com

SOUTH AFRICA, Category 3. Agricultural Project

The South African Bahá'í Agricultural Association. The objectives of the Association are:

- Networking among Bahá'í and non-Bahá'í agricultural professionals and establishing close links of cooperation amongst those who are interested in agricultural development as inspired by the teachings of Baha'u'llah.

- Provision of information and technical advice pertaining to the production of different crops grown in the area. There is a limited database available with information and production techniques on a number of crops and enterprises.

- Publication and dissemination of quarterly bulletins to the members. Encouraging and assisting in the initiation of small rural agricultural projects in the area.
The membership is not limited to Bahá'ís only. At this point in time, about 25% of the membership consist of non-Bahá'ís. It is also not limited to South Africans alone. Interested individuals in any part of the world who share an interest in the agricultural development of this region are most welcome to join.

CIPTT tonymccarthy@onetel.net.uk

The Association can be contacted at; 20 Bezuidenhout Street, Amalinda, 5247, Republic of South Africa.

Email nariman@iafrica.com

SWAZILAND, Category 2. Setsembiso

The Setsembiso Sebunye High School began in 1999 and now has a student body of 270 students in Forms I through IV, adding Form V in 2003 and VI in 2004. Students represent 18 national origins. The school is affiliated to the Cambridge International Examinations Syndicate and uses the internationally recognized IGSCE curriculum. We have state-of-the-art science and computer labs, with 32 PC workstations and Internet access. Our library also has 6 internet- access machines for students to do research and writing tasks.16 well-trained teachers guide students through challenging IGSCE courses, and a creative Human Development program assists students to learn to make healthy choices about their lives, to appreciate diversity, and to love God and His Manifestations. Academic courses are:

English Language & English Literature, Siswati, French, Development Studies, History, Geography, Combined Science, Mathematics, Additional Mathematics, Biology, Chemistry, Physics, Human Development, Physical Education, Business Studies, Accounting, Agriculture, Introduction to Technology, and Computer Studies. The first Form V examinations will be in 2003.


The National Spiritual Assembly of Swaziland operates a school complex in Mbabane, consisting of a pre-school, a primary school and a high school. There are 65 students in the pre-school, 430 in the primary, and 270 in the high school. The high school is still growing and will finish off at around 400 within the next few years.


Each of the schools has an administrator, and there is an overall director. Climate
The climate is temperate.


Amenities
There is a wide variety of foods and goods available in the supermarkets and department stores, and good medical attention is available through a Baha'i-operated clinic and hospital.


Baha'i Community Life
Numerous Baha'i communities are developing here, with many needs. The Baha'i schools are a social and economic development project of special importance to the work of the Faith here.

CIPTT i_could_travel@hotmail.com

SWAZILAND, Category 2. Tarbiat

Tarbiat Vocational Centre, Swaziland

http://www.monafoundation.org/
CIPTT tonymccarthy@onetel.net.uk -
Mona Foundation: monafoundation@worldnet.att.net

SWITZERLAND, No Category. Landegg

The Landegg Academy in Switzerland is a graduate-level school and offers Bachelor's and Master's degrees as well as other academic programmes. Among them are certificate programmes and Persian language courses. Assistance sometimes required.

Contacts
CIPTT pbellamy999@hotmail.com
Landegg info@landegg.edu

TANZANIA, Category 3. Ruaha

Ruaha is a private non-profit-making co-educational school, fully owned and operated by the National Spiritual Assembly of the Baha'is of Tanzania. Located in Iringa the school has evolved, since its beginnings in 1986, into a highly respected educational institution. Ruaha is noted for its academic standards, co-operative learning approach to education, innovative integration of moral education and service into the curriculum, excellent discipline of students, and strong promotion of education for girls (2/3 of the student body of 500).

Pioneer volunteers needed to serve at this, the first Bahá'í school in Africa. Accounts/Computers: An individual with qualifications/experience to co-ordinate the Computer Programme and assist with Accounts. English/ oral Education Teacher: A teacher with B.A. degree and preferably teaching experience and certification to teach English and Moral Education to assist with the development of moral education curriculum. Prefer self-supporting applicants but a modest allowance and fare can be provided if needed. The local community of Malampaka village in the Shinyanga Region in Tanzania have up and running a pre school project, a tree planting project and Women and Youth activities which are helping to proclaim the Faith. They are seeking pioneers who are interested in supporting their projects on teaching in villages and small towns, deepening Bahá'ís, especially new believers, conduct seminars on Pre-school Education, Family Life, Education, Environment, Primary Health Care, Women's Activities. Teaching pre-school children, and helping with tree planting. See also Current Calls

http://www.monafoundation.org/
CIPPT i_could_travel@hotmail.com
Mona Foundation monafoundation@worldnet.att.net

TONGA, Category 3. Ocean of Light

The Ocean of Light High School in Tonga is run on the principle that the human Spiritual (moral) Nature must be the driving force behind human behaviour and that education should produce people who are willing to work towards serving others as well as striving towards creating an ever advancing civilization. The School was founded by, and is under the direction of, the NSA of Tonga, and is open to all. It is run on Bahá'í principles and ethics, and provides a strong moral and academic education for all students.

The school offers a happy and exciting environment where students
want to learn and who have already had a number of years studying in
a Bahai Primary School (Ocean of Light School); students are
encouraged to strive for excellence through a holistic curriculum;
teachers set a good role model of honesty, kindness, thoughtfulness, compassion, trustworthiness and hard work.

Contacts
CIPTT i_could_travel@hotmail.com
Ocean of Light ocean@kalianet.to

USA, No Category. Bosch

Bosch Bahá'í School, Santa Cruz, California, requires help in the following areas; office, hospitality, cabin counselling, housekeeping, education, bookshop/cafe, kitchen, grounds and maintenance. Volunteers must be 18 years or older. Once a week study class, plenty of opportunity for independent study in an extensive library. Housing (in dormitory lodge and cabin style buildings in redwood forests) and food provided in exchange for 40 hour of service a week. Many recreational facilities available such as swimming pool, volleyball court, etc.

Contacts -
CIPTT winners@zetnet.co.uk
Bosch BOSCH@USBNC.org

USA, No Category. Green Acre

Green Acre Bahá'í School in New England requires help with Children's education, food service, dishwashing, hospitality, housekeeping, grounds/forestry, bookshop/ cafe, maintenance and office support.

A limited number of stipends may be available when necessary. Green Acre needs volunteers for 6-12 months, although at times a shorter period of commitment is also helpful. English speaking individuals with little or no experience as well as skilled professionals are encouraged to apply. Mature volunteers who are hard working, responsible, dedicated and committed to the process of spiritual transformation are very welcome.

`Abdu'l-Bahá who visited Green Acre in 1912 said that Green Acre shall become a great centre, the cause of the unity of the world of humanity "and that the desire to serve Green Acre is in reality a very important matter".

Contacts -
CIPTT winners@zetnet.co.uk
Green Acre GREENACRE@USBNC.Org

USA, No Category. Louhelen

The Louhelen Bahá'í School is located in Davison, Michigan. It has been in operation since 1931. It offers numerous programmes that teach many aspects of the Bahá'í Faith and also serves as a retreat and conference centre for Bahá'ís and non-Bahá'ís alike. Also featured at Louhelen is the Bookstore/Café, which contains a large variety of Bahá'í-related books and serves as a gathering place for students. It serves special coffee, ice cream and other desserts.

Louhelen Bahá'í School would like assistance in areas of housekeeping, kitchen, bookstore café, grounds, maintenance, clerical, and child education assistant. Website www.louhelen.org/

Contacts -
CIPTT winners@zetnet.co.uk
Louhelen LOUHELEN@USBNC.Org

USA, No Category. Louis Gregory

Louis Gregory Bahá'í Institute in South Carolina would welcome support of existing programs in education and radio, clerical and janitorial duties, gardening, youth classes, and workshop. Volunteers need to be willing to approach every assigned task with an attitude of joyful service.

Contacts -
CIPTT winners@zetnet.co.uk
Louis Gregory LGI@USBNC.Org

USA, No Category. Wilmette

Wilmette Bahá'í House of Worship, Temple Conservation Group; Summer employment opportunities are available for college age youth interested in continuous care and historic preservation work at the House of Worship in Wilmette, Illinois. Members of the summer team perform a wide array of activities including inspections, specialized cleaning, painting, video/photo documentation, and building maintenance.

Contacts -
CIPTT winners@zetnet.co.uk
Wilmette Conservation@usbnc.org.

VANUATU, Category 2. Rowhani

The Rowhani School is a Bahá'í-inspired primary school that operates in the town of Luganville on the island of Santo. It is run by two pioneers from New Zealand, with the help of four local teachers. In the last year the number of pupils has risen from 13 to 75.

There are two Bahá'í primary schools currently operating, with local teachers. In order to teach in one of these schools for at least one year, an overseas applicant would need to hold teaching qualifications (in order to obtain a visa) and should be largely self supporting. Rudimentary accommodation would be provided. Alternatively, a Bahá'í visiting for less than four months might be able to give voluntary assistance at one of these schools on an informal basis, and there would be no visa requirement. There are several Bahá'í-run kindergartens that would similarly welcome voluntary help on a short or long-term basis.

Contact -
CIPTT i_could_travel@hotmail.com

WORLD CENTRE
At any given time there are around 750 volunteer staff at the Bahá'í World Centre, serving in a wide variety of ways, from security guards, gardeners, and cleaning and maintenance staff to analysts in the Office of Social and Economic Development, secretaries in the Office of the International Teaching Centre, writers and editors in the Office of Public Information, and as secretary-aides to the members of the House of Justice, among many other positions. As the work of the Bahá'í world expands, there is currently a shortage of staff at the Bahá'í World Centre.

Contacts
ciptt@bahai.org.uk -
World Centre serve@bwc.org

ZAMBIA, Category 3. Banani

Banani International Secondary School is seeking applications from qualified teachers of literature, history, the sciences, art and music. Also the school is looking for a dorm mother with additional qualifications such as nursing or secretarial skills. Banani School is a Bahá'í owned secondary school for girls using the Cambridge International Curriculum and teaching grades 8 - 12 (ages 11 - 17) with a capacity for 150 students. Courses offered are Cambridge IGCSE (O' Levels) covering Agriculture, Biology, Chemistry, English, French, History, Literature, Mathematics, Physics and Cambridge Skills Awards in Information Technology. It is set in the rural district of Chisamba, Zambia, one hour north of the capital city. Volunteers need ability to adapt to a different culture. Also required are people who have an aptitude for academic teaching even if they are not qualified, administrative staff, marketing and development people, and others including people with experience in sustainable agriculture. A three year contract is preferred. Modest but sufficient pay and housing provided. Year of Service volunteers also welcomed to act as assistant teachers.
For more information refer to The Bahá'í World, Volume 1996-97, pages 221-226 and 297-300.

Contacts
CIPTT i_could_travel@hotmail.com
Banani banani@zamnet.zm

SOME OTHERS
Centro Educacional Bahá'í Soltanieh (Soltanieh Educational Bahá'í Centre), Brazil: soltanieh@mogi.com.br
Day-Star School, Honduras (K-12): daystar@hondutel.hn
(Les) Etoiles Brillante, Chad: etoile!brilltcd@sdntcd.undp.org
Muhajir School, Chile VIA: nsachile@chilesat.net